Austin ISD Strategic Plan, 2010-2015 Year 2 (2011-2012 ...

Austin ISD Strategic Plan, 2010-2015

Year 2 (2011-2012) District Improvement Plan Status Report for January 2012

The Austin ISD Strategic Plan for 2010-2015 was approved by the Board of Trustees in December 2009, and the plan undergoes an annual review process to ensure that it remains current and squarely focused on the educational mission of the district. The plan includes 48 Key Action Steps under the following four strategy areas: education, community, staff, and resources. The annual District Improvement Plan (DIP) includes work plans for specific Key Action Steps in the Strategic Plan – the DIP gives the details on the work that is being done in a particular year to implement the Strategic Plan. The extent to which implementation occurs is contingent on annual Board priorities and budgetary decisions. On the following page, for each Key Action step in the Strategic Plan, are the years in which related work will be included in the DIP. Also noted for each Key Action Step is the chief officer of the district directly responsible. This status report addresses the Key Action Steps included in the 2011-2012 DIP, which is Year 2 of the five-year Strategic Plan. Status reports are prepared by applicable offices and departments three times during the school year, and are posted online for public information, at:

http://archive.austinisd.org/inside/initiatives/strategic_plan/powerofus/

The DIP and the Strategic Plan are also available on this website. Contact for Additional Information:

Joey Crumley, AICP Planning Supervisor Department of Campus and District Accountability 512-414-9961 [email protected]

http://archive.austinisd.org/inside/initiatives/strategic_plan/powerofus/�

mailto:[email protected]�

District Improvement Plan Guide Strategic Plan Key Action Steps

Key Action

Step Responsible Chief Officer

Year 1 2010-11

Year 2 2011-12

Year 3 2012-13

Year 4 2013-14

Year 5 2014-15

1.1 Chief Academic Officer 1.2 Chief Academic Officer 1.3 Chief Academic Officer 1.4 Chief Academic Officer 1.5 Chief Performance Officer 1.6 Chief Academic Officer 1.7 Chief Academic Officer 1.8 Chief Academic Officer 1.9 Chief Academic Officer

1.10 Chief Academic Officer 1.11 Chief Academic Officer 1.12 Chief Academic Officer 1.13 Chief Academic Officer 1.14 Chief Schools Officer 1.15 Chief Academic Officer 1.16 Chief Schools Officer 1.17 Chief Schools Officer 1.18 Chief Schools Officer 1.19 Chief Academic Officer 1.20 Chief Schools Officer 1.21 Chief Schools Officer 1.22 Chief Schools Officer 1.23 Chief Academic Officer 1.24 Chief Schools Officer 2.1 Chief of Staff 2.2 Chief Performance Officer 2.3 Chief of Schools 2.4 Chief of Staff 3.1 Chief Human Capital Officer 3.2 Chief Human Capital Officer 3.3 Chief Human Capital Officer 3.4 Chief Human Capital Officer 3.5 Chief Schools Officer 3.6 Chief Human Capital Officer 3.7 Chief Human Capital Officer 3.8 Chief Human Capital Officer 3.9 Chief Academic Officer 4.1 Chief of Staff 4.2 Chief Financial Officer 4.3 Chief Performance Officer 4.4 General Counsel 4.5 Chief of Staff 4.6 Chief Operations Officer 4.7 Chief Operations Officer 4.8 Chief Operations Officer 4.9 Chief Operations Officer

4.10 Chief Academic Officer 4.11 Chief Performance Officer

Austin ISD Strategic Plan, 2010-2015 Year 2 (2011-2012) District Improvement Plan

Status Report for January 2012

Key Action Step 1.2 Examine the district’s curriculum to ensure college-ready rigor at each grade level, clear expectations for teaching and learning, instructional supports to meet the needs of all students, and implementation with fidelity.

Responsible Chief Officer Chief Academic Officer District Improvement Plan Years 1-5

Key Action Step 1.2

Year 2 Work Plan 1 Status Codes: Not Started; In Progress; Completed; Ongoing 2

If applicable; may be expected or actual; data may be attached that is not already included in the Strategic Plan Scorecard, or links may be provided to supporting documents

Year 2 Tasks Lead Unit(s) Status Outcomes or Results1 2 1.2.1 Work with department directors to develop work flow

processes and parameters for curriculum improvement.

Executive Director of Curriculum

Ongoing Flow charts, checklists, and protocols developed

1.2.2 Implement Digital Asset Management (DAM) solution for centralizing and cataloging curriculum and learning resources as part of Curriculum Road Map (CRM) design and development process.


In Progress Schoolnet instructional management system purchased. Curriculum, Assessment, and Reporting components rolled out district-wide

1.2.3 Create parent curriculum guides Executive Director of Curriculum

Not Started To be developed for SY 2012-13

1.2.4 Fully articulate each TEKS in the (Curriculum Road Map) CRM by content, process, and context.


Complete All second semester CRMs posted in Schoolnet on December 15, 2011

1.2.5 Align Short Cycle Assessments (SCAs) and district benchmarks according to specificity and pacing in the CRMs.


In Progress Collaboration ongoing between curriculum division and performance office to ensure the development of high quality assessments and alignment of written and tested curriculum

1.2.6 Align CRMs and SCAs to 21st Century Skills and College and Career Readiness Standards (CRS).

Executive Director of Curriculum Advanced Academics Supervisor

Complete CRS are embedded in revised TEKS/SEs and included in the CRMs

1.2.7 Model appropriate use of CRMs during professional development opportunities and meetings.


Ongoing Effective use of CRM documents by teachers and grade level planning teams. Modeled during dept. chair meetings and DWSD

1.2.8 Increase percentage of Students with Disabilities (SWD) who are served 80% or more of the day in general education.

Director of Special Education

In Progress LRE has decreased. AISD is placing students in more restrictive placements than previous year. Exception is MS. MS are increasing LRE.

1.2.9 Establish cross-functional teams between the Executive Director of Complete ELL and SpEd. Curriculum Specialists are working 2

Year 2 Tasks Lead Unit(s) Status Outcomes or Results1 2 Curriculum Department and the Department of English Language Learners.

Curriculum Director of English Language Learners

days weekly with the core curriculum teams, protocols for collaboration created Development of district curriculum documents PK-12 Development of local district assessments (E,M,HS) Alignment of content standards in English and Spanish

1.2.10 Develop and implement a verification of accuracy system.


In Progress Quality control protocols developed and implemented

1.2.11 Include appropriate ELPS and differentiation strategies for each unit in the CRMs.

Executive Director of Curriculum Director of English Language Learners

Complete All second semester CRMs posted in Schoolnet on December 15, 2011 CRMs that meet the linguistic needs of learners CRMs include vocabulary, essential lesson components in Spanish CRMs with embedded ELPS PK-12

1.2.12 Hold monthly meetings with Solutions Team, communicate the enhancements and changes to the curriculum.


In Progress Ongoing task

1.2.13 Model at secondary department chair and elementary team leader meetings the process of going through SchoolNet.


In Progress Teachers actively and consistently use Schoolnet to access YIs, CRMs, SCAs and assessment data/reports.

1.2.14 Communicate the enhancements and changes to the curriculum at department chair seminars and district-wide in-service days.


In Progress At winter department chair meetings, specialists presented the changes and enhancements made to the CRMs for 11-12. CRMs, Street Views referenced and used at Dept. Chair meetings and DWSD.

1.2.15 Support ongoing staff development in the components and use of SchoolNet.


In Progress Curriculum Division PD team works closely with the Ed. Qual. PD dept. to develop variety of PD modules including face-to-face, videos, and flip charts

1.2.16 Promote awareness of the College-Ready Developmental Reading Assessment (DRA) expectations.

English Language Arts Supervisor

Complete Adjusted DRA benchmark levels used by campuses when planning reading goals for primary students.

1.2.17 Increase SWD graduation rate from 2011 cohort to 2012 cohort.


In Progress 1.10.11 – activities include: -2012 cohort analysis and student specific planning activities by HS dept chairs -2013-2015 cohort student lists provided to HS dept chairs with instructions to conduct analysis/review of each and to develop student specific plans accordingly -2016 cohort student list provided to MS dept chairs

Year 2 Tasks Lead Unit(s) Status Outcomes or Results1 2 with instructions to conduct review and to collaborate with receiving HSs -Collaboration with HS lead counselors and registrars developed to identify areas of cross support for on track to graduate -Coordination of Clifton and HS block scheduling planned for 2012-13 (will enable students to take accrue more courses/year)

1.2.18 Development of College and Career Readiness plan. Advanced Academics Supervisor

In Progress Drafted College and Career Readiness plan. Continue to build it out and receive input. Talking points

1.2.19 Creation of College and Career Readiness media resources.

Advanced Academics Supervisor

Completed Completed In Progress

Created and distributed posters to campuses and posted PDFs online: K-2 Bilingual, Grades 3-5 English , Grades 3-5 Spanish, Grades 6-12 English, Grades 6-12 Spanish. Produced and published online digital presentation to support co-existing pathways for college readiness (AP/IB/dual credit/ CTE Credit in Escrow). Created five digital presentations for Academic Acceleration Options which will be posted online: What is Academic Acceleration?, Pre-AP and Advanced Placement, Dual Credit, Credit in Escrow, and Credit for Acceleration.

http://archive.austinisd.org/academics/curriculum/gt/docs/gt_k2-bilingual.pdf�

http://archive.austinisd.org/academics/curriculum/gt/docs/gt_3-5-Eng.pdf�

http://archive.austinisd.org/academics/curriculum/gt/docs/gt_3-5-Spn.pdf�

http://archive.austinisd.org/academics/curriculum/gt/docs/gt_6-12-Eng.pdf�




http://archive.austinisd.org/academics/curriculum/gt/college.phtml�


Step Status Report for January 2012

Key Action Step 1.3 Provide educational program requirements and support for academically under-performing schools, and provide autonomy and empowerment for high-performing schools.


Key Action Step 1.3



Year 2 Tasks Lead Unit(s) Status Outcomes or Results1 2 1.3.1 Curriculum team participates in on-campus support. Executive Director of

Curriculum

Ongoing Curriculum team members collaborate with schools office to work on designated campuses to provide teacher support 2 days/week (ELL and SpEd specialists 3 days/week). Curriculum Supervisors are on campuses 1 day each week.

1.3.2 District curriculum department financially supports high-dosage tutoring.


In Progress Materials purchased as requested



Key Action Step 1.4 Improve supports to struggling learners by improving interventions, resources, and training, and articulate these interventions in curriculum and instructional tools.


Key Action Step 1.4



Year 2 Tasks Lead Unit(s) Status Outcomes or Results1 2 1.4.1 Implement a universal screener and progress

monitoring tool in math and reading for K-2 and 6-8 reading and math district-wide, and 3-5 reading and math.

Response to Intervention Supervisor

In Progress Training, implementation and support of universal screener and progress monitoring instruments for K-2 mathematics (TEMI) at the 8 elementary RtI Initiative schools. TPRI/Tejas LEE Progress monitoring instruments for K-2 were procured and will be distributed this summer with ongoing training and support throughout the SY2012-13. AIMSweb is currently used as a universal screener and progress monitoring instrument in the 8 elementary RtI schools grades 3-6 and all middle schools 6-8 in both reading and math. The district is in the process of procuring AIMSweb for grades 3-9 district wide for 2012-13. AIMSweb data can be found at https://aimsweb.pearson.com/Login.cfm TPRI/Tejas LEE data can be found at https://aims.austinisd.org/aims/login.htm

1.4.2 Create district Response to Intervention (RTI) manual.


In Progress District RtI website has been created and updated on a consistent basis. Guidance documents, webinars, academic resources and research can be found on this site: http://www.austinschools.org/curriculum/RtI/

1.4.3 Collaborate cross-functionally to create RTI electronic tool within e-CST.


In Progress Design meetings have been scheduled for RtI and CST to merge as one functional group supporting a multi-tiered preventative framework (RtI).

1.4.4 Distribute, support, and train district-wide in the Tiered Literacy and Numeracy Framework.


In Progress Tiered literacy and numeracy PD is ongoing with a high emphasis and focus at the current RtI Initiative schools.

1.4.5 Create demonstration classrooms. Response to In Progress Demonstration classrooms were chosen in 2010. An

https://aimsweb.pearson.com/Login.cfm�

https://aims.austinisd.org/aims/login.htm�

http://www.austinschools.org/curriculum/RtI/�

Year 2 Tasks Lead Unit(s) Status Outcomes or Results1 2 Intervention Supervisor RtI course of study developed summer 2011.

Teachers met once in the fall 2011 for initial planning to film model lessons. Extra-duty pay funded by the AYP budget. Development of model teaching videos is pending on collaboration with educator quality and demonstration classroom teachers.



Key Action Step 1.5 Determine the purpose, parameters, and effective number of required assessments, and improve the content, quality, and use of assessments, including more authentic student work.

Responsible Chief Officer Chief Performance Officer District Improvement Plan Years 1-5

Key Action Step 1.5



Year 2 Tasks Lead Unit(s) Status Outcomes or Results1 2 1.5.1 Subcommittee to meet weekly throughout the year to

develop a long-term assessment strategy, that is inclusive of benchmark, short cycle, and state (STAAR/EOC) assessments, RTI, and progress monitoring.

Performance Office, Curriculum, Accountability and Assessment

In Progress Superintendent approval

1.5.2 Complete quality reviews of all benchmark and short cycle assessments. Assessments available to end users at least 5 business days in advance.

Accountability and Assessment

In Progress Employee Coordinated Survey (ECS) responses from teachers and principals indicate that assessment quality has improved.

1.5.3 Develop modified benchmark assessments for use by special education students in school year 2011-12.


In Progress ECS responses from teachers and principals report that the modified benchmark assessments met the needs of their special education students.

1.5.4 Deploy online testing capabilities to all high school and middle school campuses.


In Progress Increase in online testing.



Key Action Step 1.7 Ensure that the district's program for English Language Learners (ELLs) is research-based, responsive to the needs of students, designed, implemented, supported, and monitored for impact on student learning through a one-way dual language model, and that it includes two-way dual language as a program option.


Key Action Step 1.7



Year 2 Tasks Lead Unit(s) Status Outcomes or Results1 2 1.7.1 Examine current ELL program in AISD for fidelity of

implementation and for research-based best practices.

Director of English Language Learners

In Progress Examination of fidelity of implementation has been undertaken through study of impact data points including: # of Ss exited who qualify, # of Ss exited who don’t qualify, # of Bad Exits, # of good exits. We are studying this data by school level.

1.7.2 Determine alignment of current ELL program in AISD with high-performing research-based programs.


In Progress Research was undertaken and forms the basis for the ELL Plan. The plan is now being discussed with principals for input. The final version will be shared via training during the summer.

1.7.3 Through a process of research study and site visits, identify dual language program model to be implemented.


Completed AISD has selected, trained all stakeholders, and begun implementation of the Gomez and Gomez Dual Language Immersion Program.

1.7.4 Develop a plan and timeline for one-way and two-way dual language program piloting and scaling up to full implementation at all district elementary schools.


Complete AISD is currently in the process of supporting a first year district-wide roll-out on 50 elementary campuses. Six pilot one-way campuses began the prior year. The one-way model at Summitt Elementary consists of native speakers of Vietnamese. The current six Spanish two-way campuses will be joined by three additional campuses scheduled for implementation next year. Finally, Doss Elementary is implementing a one-way model in Chinese.

1.7.5 Implement and monitor the plan for one-way and two-way dual language programs.


In Progress Good progress through systematic implementation. We have systematized the parent and teacher presentations, applications, process for selection, developed DWSD modules for DL Overview, Bilingual Pair, and Language of the Day. We have systematized a walk through form, the instructional materials list for Spanish program, and revised the

Year 2 Tasks Lead Unit(s) Status Outcomes or Results1 2 LPAS compliance documentation for campuses.

1.7.6 Continue to implement with fidelity the existing Transitional Late-Exit Bilingual program at campuses not piloting DL programs within the next two academic years, focusing on the ESL component.


In Progress The research-based ELL Plan provides a framework for delivering the ESL component in the classroom and managing the ESL program on the campus. Some campuses are considering a dual language ‘lite’ model where they are able to implement the model in the later grades.

1.7.7 Continue to broaden secondary ELL program; plan and communicate standards to campuses and provide the appropriate and necessary professional development opportunities to secondary ESL and sheltered instruction teachers.


In Progress ELL Coordinators partner with a variety of district members to provide deconstructing TEKS PD to ELA/ESL teachers so they can learn to write language objectives and teach with language proficiency in mind. Monthly PD is provided for all Middle Schools for each content area depending on the classroom needs that month. Support is also shared with content area specialists to support internal capacity.

1.7.8 Define Comprehensive Service Plan for English language development and strategies for development of academic language Pre K-12.


In Progress This is addressed in the ELL Plan and receiving input at this time.

1.7.9 Provide initial and on-going professional development opportunities to align with one-way and two-way dual language program goals.


In Progress The cycle begins with 3-day training and continues with reinforcement of three main ideas: bilingual pairs, language of the day, and learning centers.

1.7.10 Utilize monitoring tools in conjunction with Elementary Schools' Office.


In Progress To be scheduled

1.7.11 Provide leadership development and training for dual language and program implementation to Office of Academic teams, School Office administrators and Central department leadership.


In Progress To be scheduled

1.7.12 Ensure parental/community involvement and support by providing videos, presentations, and other collaboration activities.


In Progress Marketing materials, parent, and teacher informational powerpoints are developed. A parent group has been convened to learn and provide input for Dual Language programming in the district.

1.7.13 Collaborate with Elementary Schools' Office to recruit viable campuses to increase the number of Two-Way Dual Language schools with options of offering another language.


Completed 3 Spanish two way campuses were added and 1 Chinese one way campus was added.

1.7.14 Collaborate with Human Resources Office to recruit bilingual teachers for Dual Language implementation.


In Progress Positions are posted nationally. Recruitment prospects are very promising.

1.7.15 Disaggregate ELL achievement data (TELPAS, TAKS, etc) including student histories of middle and high school by campus.


In Progress A large amount of disaggregation took place to create the Focus Data Analysis for PBMAS.

1.7.16 Research best-practices academic/linguisitc ESL strategies.


In Progress Research-based best practices are the foundation of the ELL Plan as stated in 1.7.2.

Year 2 Tasks Lead Unit(s) Status Outcomes or Results1 2 1.7.18 Develop and provide ongoing professional

development modules for teachers in the core content areas for ELLs using research based practices.


In Progress ESL Curriculum Specialists continue to provide this lens to all professional learning in the district. DWSD this year includes many elements of diversity including best practices for ELLs.

1.7.19 Conduct diagnostic visits to classrooms and provide campus a leader, coaches and teachers with focused academic ESL plans to assist in improving teacher instructional practice.


In Progress Campus visits continue on a monthly basis to support all personnel who work with ESL students. Written documents are submitted with each Middle School visit.



Key Action Step 1.8 Examine Special Education programs and delivery to ensure adequate supports to teachers and students, and clear parameters for allocation of staff and resources.


Key Action Step 1.8



Year 2 Tasks Lead Unit(s) Status Outcomes or Results1 (Data May Be Attached Not Already in Strategic Plan Scorecard)

2

1.8.1 (Supports AYP) Design, deliver and evaluate support tools and resources designed to enable students with disabilities to graduate.


In Progress See 1.2.strat plan info. See AYP Stoplight Report Design and deliver complete, still in the process of evaluating.

1.8.2 Reduce the percent difference between district representation rate and special identification rate for African American students in special education.


Complete Disproportionality rate has decreased from 7.3 last year to 6.7 to date. Percent reduction complete, but still not meeting TEA requirements.

1.8.3 Increase STAAR passing rate for African American students in special education.


In Progress See AYP Stoplight Report

1.8.4 Reduction of staff assigned to campuses for intensive supports.


Complete 14% reduction of intensive support staff from 2010-2011 to 2011-2012 at BOY (reduction of 32 TAs)

1.8.5 Reduction in total temporary assignments provided. Director of Special Education

Complete $10,0000 reduction of temp assignments from 2010-2011

1.8.6 Ensure alignment of randomly sampled IEP's with modified state assessments to TEA criteria.


In Progress 68% of IEP sampled were aligned to TEA modified requirements. This is an increase over last year which was 60%. TEA changed and tightened criteria for M participation in mid September making adjustments to SEEDs and PD after school started. Conducted random sampling first semester to identify PLAAFP to goal to Assessment decision alignment to determine technical support needs. Tech support PD scheduled for January. Currently conducting review of all M students to provide report to principals in February of all students not meeting participation requirements.



Key Action Step 1.10 Establish goals at each school to prepare children to be healthy, fit, and ready to learn. Responsible Chief Officer Chief Academic Officer District Improvement Plan Years 1-5

Key Action Step 1.10



Year 2 Tasks Lead Unit(s) Status Outcomes or Results1 2 1.10.1 Annually develop strategies to include in the Campus

Improvement Plan (CIP) template for K-8, related to CATCH, Fitnessgram, health education, physical education/activity, and compliance with wellness/nutrition policies.

PE Supervisor Health Supervisor

Completed for 2011-12 (annual task)

• Strategies were developed and included in the 2010-11 and 2011-12 CIP template.

1.10.2 Annually provide assistance to the Chief of Schools Office to review health strategies from campuses CIP’s.

Health Supervisor In Progress (annual task)

• Pending receipt of the CIP’s from the Chief of Schools Office to provide review and feedback to campuses and Associate Superintendents.

1.10.3 Campuses complete School Coordinated Health survey.

Health Supervisor In Progress (annual task)

• Elementary: 34 of 79 elementary campuses completed the survey.

• Middle School: 10 of the 19 middle school campuses completed the survey.

• High School: High schools are not required to include Health/PE components into the CIP.

1.10.4 Campuses test a minimum of 85% of students enrolled using Fitnessgram.

PE Supervisor

In Progress (annual task)

• Elementary: 79 out of 79 elementary campuses completed 85% or more of their fall Fitnessgram Assessments for a District average of 100%

• Middle School: 14 out of 17 middle school campuses completed 85% or more of their fall Fitnessgram Assessments for a District average of 86%.

• High School: 7 out of 13 high school campuses completed 85% or more of their fall Fitnessgram Assessments for a District average of 76%.



Key Action Step 1.11 Provide more opportunities for students to participate in enrichment programs such as career interest, technology, athletics, and languages other than English.





Year 2 Tasks Lead Unit(s) Status Outcomes or Results1 2 1.11.1 Increase opportunity for students to participate in

Early College Start at Austin Community College. Executive Director of CTE

Completed ACC ESC enrollment data Early College HS – LBJ/Reagan

1.11.2 Develop and implement coherent sequences of courses (Programs of Study) aligned with the AchieveTexas 16 career clusters.

Executive Director of CTE

In Progress All HS have draft POS for all CTE programs

1.11.3 Create plan to ensure compliance with district’s keyboarding requirement.


In Progress Drafting common language for MS CIP that will provide more keyboarding options

1.11.4 Create standards of service for Career and Technical Education Department.


Completed Program standards developed

1.11.5 Analyze current CTE offerings district wide. Executive Director of CTE

In Progress To be explored as part of 2013-2014 AAFR

1.11.6 Do a cost analysis of distributing offerings north and south in district.


In Progress To be explored as part of 2013-2014 AAFR

1.11.7 Create a plan for parity in CTE offerings for implementation in 2012-13.


Not Started To be explored as part of 2013-2014 AAFR



Key Action Step 1.12 Increase access to and support for high-quality fine arts instruction as part of a strong core academic curriculum for all students.





Year 2 Tasks Lead Unit(s) Status Outcomes or Results1 2 1.12.1 Convey existing standards of service to all

elementary administrators and instructional staff using appropriate training and communication venues.

Fine Arts Director In Progress

1.12.2 Create standards of service for Fine Arts programs for secondary schools.

Fine Arts Director Completed

1.12.3 Increase the support for Fine Arts Advanced Placement (AP) programs on secondary campuses.

Fine Arts Director Off Track No funding available to send teachers to AP training.

1.12.4 Strengthen alignment of fine arts within all vertical teams.

Fine Arts Director In Progress Work is moving forward and the McCallum vertical team is headed in the right direction. Lamar MS is right on track for opening as the MS Fine Arts Academy.

1.12.5 Provide support to campuses in hiring quality fine arts specialists.

Fine Arts Director Ongoing

1.12.6 Build and expand community support for fine arts programs.


1.12.7 Build and expand quality fine arts programs and enrichment opportunities at all levels.

Fine Arts Director In Progress

1.12.8 Gather input with elementary, middle, and high school design teams.

Fine Arts Director Ongoing The three design teams are functioning in a cohesive and productive manner. The work is moving forward and making a positive impact on instruction.

1.12.9 The design teams will establish guidelines that address equity, quality instruction, impact and sustainability.


1.12.10 Create a blueprint for the Creative Classroom based on collaboration from the design teams and members of the Any Given Child committee.

Fine Arts Director Ongoing The blueprint is moving forward and meeting all deadlines. The demonstration sites are extremely engaged in the design of the final product.



Key Action Step 1.14 Seek innovative public-private partnerships to develop signature programs in neighborhood schools within each vertical team to enhance rigorous academic options.

Responsible Chief Officer Chief of Schools District Improvement Plan Years 1-5




Year 2 Tasks Lead Unit(s) Status Outcomes or Results1 2 1.14.1 Provide overview of Signature Programs to District

Advisory Council. Schools Office Ongoing Presentation to DAC will occur during Spring

Semester. Keep DAC informed about signature program development for each vertical team. Provide opportunity for DAC to provide input on vertical team signature programs.



Key Action Step 1.15 Determine advanced academic courses to be offered at every school, create coherent sequences of course offerings, and expand opportunities for dual credit and advanced placement.





Year 2 Tasks Lead Unit(s) Status Outcomes or Results1 2 1.15.1 Articulated recommendation for cross-district AP

course offerings and vertical sequence of courses at all high schools to increase access and equity to advanced academics to be evidenced through an increase in student enrollment in Pre-AP and AP at each high school.

Advanced Academics Supervisor College Board Southwest Regional Office

In Progress Completed December 8, 2011

Review of AP course offering and pre-requisites in Secondary School Information Guide. Made revisions to align district’s course titles with College Board’s course titles. Completed matrix of cross-district AP course offerings and vertical sequence of courses for inclusion in Secondary School Information Guide for SY 2012-2013. College Board delivered training on AP Potential software for recruiting students into AP based on PSAT performance.



Key Action Step 1.16 Develop a campaign to encourage students to come to school regularly and stay in school through enhanced attendance, completion, and dropout prevention efforts.

Responsible Chief Officer Chief of Schools District Improvement Plan Years 2-5




Year 2 Tasks Lead Unit(s) Status Outcomes or Results1 2 1.16.1 Monitoring attendance data for high-need campuses

every two weeks. Learning Support Services

Ongoing Schools improve attendance rates. Students improve individual attendance.

1.16.2 Parent contacts every three weeks at high-need schools.

Learning Support Services

Ongoing Schools improve attendance rates. Students improve individual attendance.

1.16.3 Dropout Prevention and student case management. Learning Support Services

Ongoing Increased attendance rates at all grade levels and on all campuses. Increase in percentage of students recovered from the dropout list. Decrease in number and percentage of students and parents who are not in compliance with truancy laws.

1.16.4 Dropout Recovery. Learning Support Services

Ongoing Decrease student dropout rates. Increase high school completions and graduation rates.

1.16.5 Increase AISD campus staff knowledge of state attendance laws board policy, truancy filing, and attendance interventions so that more parents will be incompliance with state laws and district policies.


Ongoing Increased parent knowledge of attendance/truancy laws. Increased standardization of information disseminated at each campus. Decrease student dropout rates. Increase high school completions and graduation rates.

1.16.6 Increase AISD Attendance Clerk & supervising administrator knowledge of state truancy laws and Board policy, so that more parents will be in compliance with state laws and district policies.


Ongoing Increased standardization of information disseminated at each campus. Increased parent knowledge of attendance/truancy laws. Decrease student dropout rates. Increase high school completions and graduation rates.

1.16.7 Standardize parent communication and information given to parents about the importance of good school attendance and about truancy law across all campuses.


Ongoing Decrease in number and percentage of students and parents who are not in compliance with truancy laws. Increased parent knowledge of attendance/truancy laws. Decrease student dropout rates. Increase high school completions and graduation rates.

1.16.8 Create and implement a range of summer enrichment, credit recovery, and acceleration

School, Family & Community Education

In Progress Decrease student dropout rates. Increase high school graduation rates. Increase in the number of

Year 2 Tasks Lead Unit(s) Status Outcomes or Results1 2 program options for district students. students who graduate with college course credits.

Increased postsecondary enrollment within the first year after graduating.

1.16.9 Plan with Austin Community College (ACC) staff to offer dual credit courses during summer session.


Not Started Decrease student dropout rates. Increase high school graduation rates. Increase in the number of students who graduate with college course credits. Increased postsecondary enrollment within the first year after graduating.

1.16.10 Pilot summer vertical team co-teaching experiences to support student transitions from one level to another.


Not Started Decrease student dropout rates. Increase high school graduation rates. Increase in the number of students who graduate with college course credits. Increased postsecondary enrollment within the first year after graduating.

1.16.11 Students will be provided self-paced, teacher- directed, and technology-assisted instruction that includes academic assessments and accelerated skills building in core content areas. Students at identified schools will be referred by their counselors, assistant principals, or dropout specialist.


In Progress Increase in student course passing rates and grade level promotion. At-risk students will graduate from high school with their cohort group. Increase in exit Math TAKS scales scores and test passing rates. Increase high school completion and graduation rates. Increase in postsecondary enrollment rates.

1.16.12 Students at identified schools will be assigned an evening counselor that will follow them-monitoring their grades, attendance, and goals.



1.16.13 Students will be provided wraparound services such as childcare and Communities In Schools (CIS).



1.16.14 University of Texas ASK Me software (math package) training will be provided for Evening/Twilight school staff during the 2010-2011 school year.


Completed Increase in student course passing rates and grade level promotion. At-risk students will graduate from high school with their cohort group. Increase in exit Math TAKS scales scores and test passing rates. Increase high school completion and graduation rates. Increase in postsecondary enrollment rates.

1.16.15 Virtual School/DELTA/VETP teachers will engage in daily attendance taking and daily monitoring of student progress.


In Progress Increase in number of students who are considered on-track to graduate at each grade level. Increase in the number of students who meet or exceed recommended requirements for graduation. Decrease in student dropout rates. Increase in high school completion and graduation rates.

Year 2 Tasks Lead Unit(s) Status Outcomes or Results1 2 1.16.16 Virtual School staff and teachers will visit and work

with students twice a week and ensure that students will work online a minimum of 10 hours per week.



1.16.17 Virtual School staff will communicate with campus counselors to assess the academic needs of each student.





Key Action Step 1.19 Support campuses in developing culturally relevant training and learning experiences to eliminate achievement gaps, and to decrease over-representation of any student groups in discipline and Special Education programs.





Year 2 Tasks Lead Unit(s) Status Outcomes or Results1 2

1.19.1 Decrease difference rate for discretionary DAEP removals for Students with Disabilities (SWD).


In Progress Standard is 1% or less diff. than ALL students.

2010-2011 showed a diff. rate of 1.8% down from 1.9 the previous year. Still a ‘1’ perf. level.

End of 3rd

End of 3

6 wks 2010-11= 1.0% difference

rd

6 wks 2011-12= 1.3% difference (fewer general education removals)

1.19.2 Decrease in discretionary ISS & OSS removals for SWD.


In Progress Discretionary OSS - Standard is 6% or less diff. than ALL students. 2010-2011 showed a diff. rate of 17.7% down from 19.2% the previous year. Still a ‘2’ perf. level.

End of 3rd

End of 3


rd

6 wks 2011-12= 9.0% difference (fewer general education removals)

Discretionary ISS - Standard is 10% or less diff. than

Year 2 Tasks Lead Unit(s) Status Outcomes or Results1 2

ALL students. 2010-2011 showed a diff. rate of 10.1% down from 14.5% the previous year which gave us a ‘0’ due to required improvement.

End of 3rd

End of 3


rd

6 wks 2011-12= 6.2% difference (fewer general education assignments)

1.19.3 Provide data and lead discussions about the students currently sent to DAEP.


In Progress Disciplinary data provided monthly to Associates and principals. Special Education has led discussion in PBMAS CIP Integration Team. Disciplinary placements are addressed in CIP due to TEA on Jan. 20 for PBMAS. Special Education is an integral part of the AAFR LSC initiative.

1.19.4 Create 3-year plan to support all discretionary removals for secondary students on their home campuses.


In Progress See AAFR/LSC - Special Education is an integral part of the AAFR LSC initiative. SBS pilot is being implemented on Austin and Crockett vertical teams in coordination with SEL initiative. SBS pilot data shows each campus discipline data is 1 to 2 levels lower than district performance level.

1.19.5 Develop a plan for use of technology and online learning systems in special education.


In Progress Actively utilizing Adobe Connect for training events related IEP goal development, MOY analysis, SEEDs usage.



Key Action Step 1.20 Provide responsive, effective, and sustainable support for AISD children and their families living in low-income neighborhoods and in historically under-served neighborhoods, and for students attending low-performing schools.

Responsible Chief Officer Chief Schools Officer District Improvement Plan Years 2-5




Year 2 Tasks Lead Unit(s) Status Outcomes or Results1 2 1.20.1 Implement Program to Strengthen the Educational

Foundation of the Travis Vertical Team & Eastside Vertical Team (Allan ES, Govalle ES, Langford ES, Widen ES, Martin MS, Mendez MS, Eastside Memorial HS & Travis HS).

School Turnaround In Progress Plan was presented to the Board in April 2011. Short term goal is to accelerate student performance in grade levels and subjects targeted for high dosage tutoring. Additional goals include increasing: course passing rates; grade level promotion’ passing rates in state assessments; high school completion and graduation rates; and postsecondary enrollment rates.

1.20.2 Implement School Improvement Program for Lanier High School and Burnet Middle School

Schools Office In Progress Short term goal is to accelerate student performance in math for the grade levels targeted for high dosage tutoring (9th grade and 6th grade). Additional goals include increasing: course passing rates; grade level promotion; passing rates in state assessments; high school completion and graduation rates; and postsecondary enrollment rates.

1.20.3 Implement Early College High School Program for Reagan & LBJ High Schools

Associate Superintendent for High Schools

In Progress The goals are to decrease school dropout rates and to increase: course passing rates; grade level promotion; high school completion and graduation rates; number of students earning college credit and total number of college credit hours earned at LBJ & Reagan; and postsecondary enrollment rates.

1.20.4 Implement Repurposing Plan for Pearce Middle School

Associate Superintendent for Middle Schools

In-Progress The goals are to decrease school dropout rates and to increase: course passing rates; grade level promotion; high school completion and graduation rates; postsecondary enrollment rates; and number of students who are prepared for dual credit coursework in 9th grade as part of LBJ or Reagan Early College High School Program.



Key Action Step 1.21 Develop a plan to effectively serve East Austin schools and their communities. Responsible Chief Officer Chief Schools Officer District Improvement Plan Years 1-5




Year 2 Tasks Lead Unit(s) Status Outcomes or Results1 2 1.21.1 Engage community stakeholders in identifying

priorities for East Austin schools. Schools Office Completed The engagement process began in November 2009.

Identification and prioritization of issues was completed by May 2010.

1.21.2 Develop plans for all sections of East Austin Schools Plan: a. Early Childhood Education b. Quality PK-12 Programs c. Technology Access d. College and Career Access

Schools Office In Progress Initial plan was presented to board in May 2010. Implementation began in 2010-11. Plan will be updated in 2011-12 to reflect work that has been completed and to highlight new academic programs. Desired outcomes after plan implementation are that: families in East Austin will have supports for early childhood education, technology access, scholarships and internships; and all schools in the three vertical teams (Eastside Memorial, Reagan & LBJ) will be exemplary schools with effective and innovative program designs.



Key Action Step 2.1 Use multiple and appropriate methods of communication and engagement to reach all stakeholders and every part of the community to gain meaningful input, participation, partnerships, and shared responsibilities for student success.

Responsible Chief Officer Chief of Staff District Improvement Plan Years 1-5

Key Action Step 2.1



Year 2 Tasks Lead Unit(s) Status Outcomes or Results1 2 2.1.1 Use multiple and appropriate methods of

communications to reach all stakeholders. Public Relations and Communications

Ongoing Increased community, employee and student awareness and support for district initiatives and priorities. Greater transparency. Increased satisfaction with customer services at AISD schools and offices.

2.1.2 Create a system to regularly produce positive (good news) stories about AISD schools.

Public Relations and Communications

In Progress Increased community, employee and student awareness and support for district initiatives and priorities. Greater transparency. Increased satisfaction with customer services at AISD schools and offices.

2.1.3 Deliver programming on Channel 22 that strategically promotes employee, student, and district successes.



2.1.4 Redesign the district website to better market successes of the district and campuses.



2.1.5 Provide multiple and varied opportunities for meaningful stakeholder input and shared accountability.

Community Engagement & Multicultural Outreach

Ongoing Greater transparency, community-wide ownership of AISD schools and higher levels of trust.

2.1.6 Develop strategic communications, translation and interpretation, multicultural outreach and public affairs plan aimed at building stronger link between the district and internal, external and other key stakeholders.

PRMO Ongoing Increased community, employee and student support for district initiatives and priorities. Increased satisfaction with customer services at all AISD schools and offices.

Year 2 Tasks Lead Unit(s) Status Outcomes or Results1 2 2.1.7 Increase awareness about the positive impact of

reform efforts on schools and improve public perception of the schools and the district.


Ongoing Increased community, employee and student awareness and support for district initiatives and priorities. Greater transparency. Increased satisfaction with customer services at AISD schools and offices.

2.1.8 Improve the frequency and quality of linguistically and culturally effective communication to staff, families and parents, and the community.

PRMO Ongoing Increased participation, greater transparency, community-wide ownership of AISD schools and higher levels of trust.

2.1.9 Develop and build awareness of the district’s key messages and brand.



2.1.10 Execute culturally and linguistically effective outreach strategies to reach diverse communities, especially to those where barriers of language differences, poverty, or gaps to cultural understanding exist.


Ongoing Increased participation, greater transparency, community-wide ownership of AISD schools and higher levels of trust.

2.1.11 Implement parent integration strategies to help non-English speaking families better understand the school system, its programs and services.


Ongoing Increased participation, greater transparency, community-wide ownership of AISD schools, higher levels of trust and improved student performance.

2.1.12 Partner with key grassroots leaders and organizations from Austin’s diverse communities to promote parental engagement and improve relations with communities.


Ongoing Increased participation, greater transparency, community-wide ownership of AISD schools and higher levels of trust.

2.1.13 Improve organizational and operational structure and systems to build capacity to better communicate and engage key audiences.


In Progress Improved efficiency. Increased community, employee and student awareness and support for district initiatives and priorities. Greater transparency. Increased satisfaction with customer services at AISD schools and offices.

2.1.14 Generate authentic engagement and support for the education of Austin’s children.


In Progress Increased participation, greater transparency, community-wide ownership of AISD schools and higher levels of trust.



Key Action Step 2.2 Increase collaboration with other entities to support such areas as affordable housing, health and human services, and community planning.


Key Action Step 2.2



Year 2 Tasks Lead Unit(s) Status Outcomes or Results1 2 2.2.1 Increase AISD participation in Children’s

Partnerships/ Community Partners for Children. Health Ongoing Developing and fostering partnerships for acquiring

resources 2.2.2 Continue collaboration at the elected official and

executive management levels between AISD, the City of Austin, and Travis County.

General Counsel Ongoing Joint Subcommittees meetings

2.2.3 Continue collaboration at the staff level between appropriate offices and departments of AISD, the City of Austin, and Travis County.

Strategic Planning; Facilities

Ongoing Comments on City of Austin Comprehensive Plan; Joint staff-level meetings

2.2.4 Participate in planning activities at the local, regional, state, and national levels.

Strategic Planning; Facilities

Ongoing Annual conference of Texas Chapter of American Planning Association; General Assembly and committee meetings of Capital Area Council of Governments



Key Action Step 2.4 Provide all resources necessary for adequate translation and interpretation services at all schools. Responsible Chief Officer Chief of Staff District Improvement Plan Years 1-5

Key Action Step 2.4



Year 2 Tasks Lead Unit(s) Status Outcomes or Results1 2 2.4.1 Based on needs assessment, design and implement

a plan to create a consolidated department that supports a system for translation and interpretation services.

Translation and Interpretation

In Progress Long-range plan for the department that includes strategies and possible options for the development, support, delivery, and funding of translation and interpretation services.

2.4.2 Design a system for district campuses and departments to request various translation and interpretation services and equipment.


Completed Clear, streamlined process to support district-wide communication in languages other than English resulting in increased parental engagement.

2.4.3 Create a long-range plan for funding, design, and delivery of Spanish language translation and interpretation services.


Ongoing Long-range plan for the department that includes strategies and possible options for the development, support, delivery, and funding of translation and interpretation services.

2.4.4 Explore possible online training options to support competencies in providing translation and interpretation services.


In Progress Increased quality of translation and interpretation done within departments and on campuses based on best practices shared in online trainings.



Key Action Step 3.1 Attract, hire, and retain high-quality and diverse teachers and principals through mentoring, compensation, leadership development, and other incentives.

Responsible Chief Officer Chief Human Capital Officer District Improvement Plan Years 1-5

Key Action Step 3.1



Year 2 Tasks Lead Unit(s) Status Outcomes or Results1 2 3.1.1 Develop a public relations campaign to promote the

AISD. Human Resources Completed AISD will maintain a high-quality and diverse

applicant pool for teachers. 3.1.2 Develop an action plan to recruit high-quality and

diverse teachers. Human Resources Completed All schools will have a balance of experienced and

novice high-quality teachers. 3.1.3 Develop an action plan to recruit and retain high-

quality and diverse principals. Human Resources Completed AISD will maintain a 15% or less turnover rate for

principals. 3.1.4 Develop a recruiting schedule that will yield a high-

quality and diverse pool of teacher and principal candidates.

Human Resources Completed AISD will maintain a diverse workforce.

3.1.5 Maintain financial incentives for all certified bilingual teachers.

Human Resources Completed AISD will maintain a high-quality workforce for bilingual classrooms.

3.1.6 Enhance strategic compensation initiative – increase number of participating schools.

Educator Quality Completed Increase the number of East Austin schools participating in REACH pilot.

3.1.7 Enhance strategic compensation initiative – apply for additional Teacher Incentive Fund grant.

Educator Quality Awaiting Release of Grant

Secure new TIF Grant.

3.1.8 Leverage the pipeline of qualified internal applicants for administrative vacancies.

Educator Quality Human Resources

In Progress Placement of Leadership Development School Interns.

3.1.9 Implement a refined onboarding, induction, and mentoring process.

Educator Quality Human Resources Technology

Completed New hires will attend integrated orientation. AISD will provide differentiated support for new teachers.

3.1.10 Formalize a partnership with the New Teacher Project.

Human Resources In Progress AISD will maintain a high-quality workforce for all teaching positions.

3.1.11 Identify an appropriate organization/company to provide assistance in the recruitment of quality principals.

Human Resources In Progress AISD will maintain a 15% or less turnover rate for principals.



Key Action Step 3.3 Develop and implement a coherent, content-focused, best-practices plan for professional development of instructional leaders, support staff, and teachers.


Key Action Step 3.3



Year 2 Tasks Lead Unit(s) Status Outcomes or Results1 2 3.3.1 Improve quality of Professional Development. Educator Quality

Academics In Progress In Progress

Alignment of Professional Development offerings with Learning Forward Standards. Align evaluation tool in e-Campus to Learning Forward Standards.

3.3.2 Provide targeted and differentiated professional development opportunities based on staff needs and student data.

Educator Quality Academics

In Progress Develop targeted Professional Development Learning Plans in e-Campus.

3.3.3 Support the development of a common definition of high quality practice.


In Progress Incorporate exemplars of practice into Professional Development offerings.



Key Action Step 3.4 Enhance quality and access to professional development in using data and feedback to inform instruction, and to meet the needs of ELLs and Special Education students in the least restrictive environment.


Key Action Step 3.4



Year 2 Tasks Lead Unit(s) Status Outcomes or Results1 2 3.4.1 Provide targeted and differentiated professional

development opportunities based on staff needs and student data.

Educator Quality Performance Technology

Completed Ensure that all campuses are provided with training on Schoolnet.

3.4.2 Aligning professional development offerings with district policies.


Completed Professional development courses are coded in e-Campus by priority area.



Key Action Step 3.6 Provide teachers with relevant data, current technology and ongoing training. and online access to an array of classroom resources to improve instruction and classroom management.


Key Action Step 3.6



Year 2 Tasks Lead Unit(s) Status Outcomes or Results1 2 3.6.1 Enhance access to effective reporting, assessment

and online instruction through Schoolnet. Technology, Curriculum, Performance Management

Completed Pilot for online assessment was completed in one campus and procedures are in development for roll out in August 2012. Additional reports and content has been added for additional analysis and online instruction.

3.6.2 Enhance and reconcile the usage of myReporting, my Analytics, and Schoolnet.

Technology, Performance Management, Professional Development

Ongoing Several teacher and administrator reports were added to Schoolnet and myAnalytics. Additional training for refresher training for the Schoolnet facilitators. Additional one-on-one training for schools and central office staff was performed in the past few months. Many new online Schoolnet videos were posted through the Cloud.

3.6.3 Expand Cloud access to include electronic textbooks and additional online teaching and learning resources.

Technology, Curriculum

Ongoing ELA (until 6/2012), Science, Math and Social Studies textbooks and supplementary materials are now available online via the Cloud.

3.6.4 Improve student to computer ratio through Cloud access and “Bring Your Own Device” model.

Technology In Progress 15000 Netbooks added 7229 Desktops added 5100 Desktops in process 5000 Netbooks in process 2300 Tablets in process District ratio at the end of March will be 1.6 students per computer.

3.6.5 Create multi-platform access to provide professional development opportunities through face-to-face professional development, on-line courses, and resources.

Professional Development Technology

In Progress Develop and begin to deploy on-line professional development offerings in the district priority areas to supplement face-to-face support.

3.6.6 Identify and utilize an online feedback tool for classroom observations.

Professional Development

In Progress Provide a more efficient tool for capturing and sharing feedback from classroom observations.

Austin ISD Strategic Plan, 2010-2015

Year 2 (2011-2012) District Improvement Plan Status Report for January 2012

Key Action Step 3.7 Organize central administration to support schools, and enable campus leadership to focus on the classroom. Responsible Chief Officer Chief Human Capital Officer District Improvement Plan Years 2-5

Key Action Step 3.7



Year 2 Tasks Lead Unit(s) Status Outcomes or Results1 2 3.7.1 Identify and align all departments to service campus

leaders. Chief Officers Ongoing Provide effective support to campuses.

3.7.2 Conduct monthly Cabinet meetings. Educator Quality Chief of Staff

Ongoing Provide targeted professional development and a venue for collaboration.

3.7.3 Conduct Expanded Cabinet meetings. Educator Quality Ongoing Provide a PD forum for senior leaders. 3.7.4 Review CAC organizational chart. Chief Officers Ongoing Provide effective support to campuses. 3.7.5 Assess CAC support services provided to campus

leaders. Chief Performance Officer

In Progress Provide effective support to campuses.

3.7.6 Conduct Senior Cabinet meetings. Chief of Staff Ongoing Provide District leadership and guidance.



Key Action Step 3.8 Include on all employee appraisals performance measures related to support of schools and the requirement for job-related professional growth.


Key Action Step 3.8



Year 2 Tasks Lead Unit(s) Status 1 Outcomes or Results2 3.8.1 Move to a model of teacher appraisal based on

multiple measures of performance. Educator Quality Human Resources Performance Office

Ongoing Pilot a new appraisal system at 3 AISD REACH schools.

3.8.2 Review appraisal instrument for campus administrators to ensure both criteria are included.

Human Resources Completed Both criteria are listed on the appraisal instrument.

3.8.3 Review appraisal instrument for counselors to ensure both criteria are included.


3.8.4 Review appraisal instrument for non-teaching professionals/non-campus administrators to ensure both criteria are included.


3.8.5 Review appraisal instrument for classified employees to ensure both criteria are included.




Key Action Step 3.9 Develop a system for shared accountability for results in teaching and learning. Responsible Chief Officer Chief Academic Officer District Improvement Plan Years 1-5

Key Action Step 3.9



Year 2 Tasks Lead Unit(s) Status Outcomes or Results1 2 3.9.1 Communicate co-accountability roles and

responsibilities to various stakeholder groups as appropriate.

Chief Academic Officer Completed Academics Handbook and roles and responsibilities distributed. Academics Publication distributed.

3.9.2 Improve systems of communication between schools and Office of Academics and school leadership division.

Chief Academic Officer Ongoing Monthly joint leadership meetings.

3.9.3 Introduce value-added modeling and explore its uses with district and campus staff.

Educator Quality Performance Office

Ongoing Provide district, campus, and teacher level value-added reports. Provide training on the use and interpretation of the EVAAS system.



Key Action Step 4.1 Examine options to improve district allocation of federal dollars. Responsible Chief Officer Chief of Staff District Improvement Plan Years 2-5

Key Action Step 4.1



Year 2 Tasks Lead Unit(s) Status Outcomes or Results1 2 4.1.1 Based on legal requirements, annually formulate the

allocation of federal dollars to campuses. State and Federal Accountability

In Progress Preliminary allocation out to campuses

4.1.2 Annually develop a process to allocate federal dollars to central administrative services that directly support campuses.

State and Federal Accountability

In Progress Preliminary allocation out to central

4.1.3 Annually solicit input from the District Advisory Council on the allocation of federal dollar within the district.

State and Federal Accountability

In Progress District Advisory Council input in April and June



Key Action Step 4.3 Manage taxpayer resources wisely by developing tools and models to regularly monitor program effectiveness, and by identifying and implementing fiscal and operational efficiencies.


Key Action Step 4.3



Year 2 Tasks Lead Unit(s) Status Outcomes or Results1 2 4.3.1 Establish and maintain a Word-based system to

develop annual work plans for Strategic Plan Key Action Steps and periodically monitor their progress.

Strategic Planning In Progress Completed work plans for all Key Action Steps identified in the District Improvement Plan (DIP) for the current school year. Place complied work plans online.

4.3.2 Develop an annual Scorecard related to Strategic Plan metrics to coincide with the annual State of the District Address and the annual review of the Strategic Plan.

Strategic Planning; Program Evaluation

Completed Scorecard placed online, and provided to District Advisory Council to inform recommendations on Strategic Plan review and DIP development.

4.3.3 Develop and maintain a dashboard system to regularly monitor Strategic Plan and other metrics.

Program Evaluation; Information Technology

In Progress Dashboards available to Trustees and senior administration to evaluate performance.

4.3.4 Develop a performance management Key Performance Indicator (KPI) framework

Performance Management

In Progress In initial framework of performance metrics for selected departments

4.3.5 Develop a Key Performance Indicator (KPI) and Industry Benchmark Libraries


In Progress An electronic library for use by administrators to guide with the development and maintenance of performance metrics and targets.

4.3.6 Develop a KPI database to house all KPI data and track progress.


In Progress A database that will allow for queries on the status of KPI development and reporting.



Key Action Step 4.11 Ensure that instructional initiatives, the budget, and other district and campus plans align with each other and support the Strategic Plan, Board goals, and policies.





Year 2 Tasks Lead Unit(s) Status Outcomes or Results1 2 4.11.1 Provide Strategic Plan alignments to the annual

budget process. Strategic Planning In Progress Align budget recommendations with Strategic Plan

Key Action Steps; Document budgetary allocations associated with Strategic Plan Key Action Steps

4.11.2 Continue periodic monitoring and reporting on Strategic Plan implementation.

Strategic Planning In Progress Modify Strategic Plan monitoring report format; Coordinate monitoring process and place final reports online

4.11.3 Develop and maintain an annual District Improvement Plan (DIP) to provide details on Strategic Plan implementation.

Strategic Planning In Progress Revise 2011-2012 DIP as needed to address AYP; Initiate development of 2012-2013 DIP

4.11.4 Provide planning consultation services to various departments upon request.

Strategic Planning Ongoing Departmental plans that reflect planning best practices

4.11.5 Ensure that annual Campus Improvement Plans (CIPs) align with the district’s Strategic Plan.

Strategic Planning In Progress Review 2011-2012 CIPs; Develop template for 2012-2013 CIPs

Austin ISD Strategic Plan, 2010-2015 Year 2 (2011-2012 ...

Documents

Transcript of Austin ISD Strategic Plan, 2010-2015 Year 2 (2011-2012 ...