Hamshire-Fannett Independent School District District ... · Hamshire-Fannett Independent School...

Hamshire-Fannett Independent School District

District Improvement Plan

2018-2019Accountability Rating: B

Hamshire-Fannett Independent School DistrictGenerated by Plan4Learning.com 1 of 55 District #123914

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VisionThe vision of Hamshire-Fannett Independent School District is to provide all students the opportunity to attain their maximum

potential as productive citizens by offering a safe environment and exemplary education that reflects the moral and ethical valuesof the community.


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Table of Contents

Comprehensive Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Demographics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Student Academic Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6District Processes & Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Perceptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Comprehensive Needs Assessment Data Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Goal 1: ACADEMIC: Hamshire-Fannett ISD will establish a baseline for academic diversity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Goal 2: ACADEMIC ACHIEVEMENT: Hamshire-Fannett ISD campuses and district will obtain ratings or a "B" or higher. . . . . . . . . . . . . . . . . . . . 23Goal 3: ACADEMIC: Hamshire-Fannett ISD will provide a one-to-one technology integration learning model in grades K to 12 . . . . . . . . . . . . . . . . 37Goal 4: OPERATIONAL: Hamshire-Fannett ISD will provide a safe and secure environment for all students and staff by developing a long-rangepreventative maintenance plan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38Goal 5: LEADERSHIP: Hamshire-Fannett ISD will establish a positive district culture by increasing positive parent perception of bullying from50% to 70% by June of 2019 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42Goal 6: LEADERSHIP: Hamshire-Fannett ISD will increase the quality of extra- and co-curricular programs as measured by participation, diversityof programs, and funding. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44Goal 7: FINANCIAL: The district will maintain an "A" financial rating . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

Title I Schoolwide Elements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52ELEMENT 1. SWP COMPREHENSIVE NEEDS ASSESSMENT (CNA) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52ELEMENT 2. SWP CAMPUS IMPROVEMENT PLAN (CIP) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52ELEMENT 3. PARENT AND FAMILY ENGAGEMENT (PFE) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

Campus Funding Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53Addendums . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55


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Comprehensive Needs AssessmentDemographics

Demographics Summary

Hamshire-Fannett ISD is composed of roughly 1800 students. The following is the demographic breakdown for the last 4 TAPR reports and PEIMSinformation

Category 2017-18

2016-17

2015-16

2014-15

2013-14

2012-13

AA 7.6 5.7 4.9 4.9 4.1 4.6 Hispanic 17.4 16.1 15.9 14.9 15.4 14.6 White 70.9 74.4 75.7 76.8 77.6 77.9 Eco Dis. 47.6 29.8 30.8 29.4 35.3 35.1 ELL 4.4 4.1 4.8 4.9 4.3 4.8 Enrollment1900 1834 1812 1781 1729 1709OODTransfers 64 53 52 30 38

Attendance 95.1 95.4 95.6 95.6 96.0 96.0 At Risk 50.8 42.0 38.7 31.5 33.4 26.5SPED 7.7 10.29 6.8 6.4 6.7 7.0

17-18 16-17 15-16 14-15 13-14 12-13Beginning 19.9 13.3 8.6 7.7 4.8

0-5 23.2 21.4 20.7 20.8 20.26-10 13.9 11.9 14.1 16.3 21.7 11-20 25.7 27.7 29.8 25.3 23.2Over 20 17.4 25.8 26.8 29.9 30.1

Demographics StrengthsHamshire-Fannett Independent School DistrictGenerated by Plan4Learning.com 4 of 55 District #123914

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Student population is becoming more diverseEnrollment has increased by almost 200 students since 2012-2013Teachers in the 11-20 yrs of service range have stayed consistent since 2012-2013

Problem Statements Identifying Demographics Needs

Problem Statement 1: HF is seeing the percentage of teachers in years 0-5 has increased significantly over the past 4 years.

Problem Statement 2: Our district attendance rate has gone down 1% since 2012-2013


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Student Academic Achievement

Student Academic Achievement Summary

Overall STAAR Scores 2017-2018 Compared to Region and State

Grade Subject HF Region State 3 Reading 82 72 763 Math 88 71 774 Reading 79 66 724 Math 75 68 784 Writing 73 54 615 Reading 83 73 785 Math 82 77 845 Science 74 68 756 Reading 72 59 666 Math 85 67 767 Reading 84 65 727 Math 71 64 717 Writing 77 63 678 Reading 87 74 768 Math 84 74 788 Social S. 49 56 648 Science 82 69 74

EOC Alg. I 94 84 83EOC Biology 92 88 87

EOC U.S.Hist. 93 89 92

EOC Eng. I 75 60 68EOC Eng. II 86 66 72

HF STAAR scores comparison 2014-2017


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Grade 3 Subject 2017-18 Meets Masters 2016-

17 Meets Masters 2015-16 Meets Masters 2014-

15 Meets Masters

Math 88 51 25 81 52 23 97 62 23 71 Eco dis 90 46 16 76 33 17 94 59 13 69 Hispanic 88 44 24 86 55 24 92 31 23 71 AA 90 18 18 44 11 11 80 60 20 73 Sp. Ed. 43 43 43 58 42 17 0 0 0 42

Reading82 58 36 85 61 38 85 56 29 92 55 23 Eco dis 79 47 26 76 43 26 4 50 19 84 45 16 Hispanic 84 48 4 86 62 41 85 23 23 89 50 17 AA 64 45 36 44 33 22 80 40 20 100 67 33 Sp. Ed. 43 29 29 50 42 25 75 50 0 33 0 0 Grade4 Subject 2017-18 Meets Masters 2016-


15 Meets Masters

Reading79 51 24 83 45 21 87 53 21 67 50 0 Eco dis 71 47 18 76 36 12 79 37 21 33 0 0 Hispanic 77 40 30 57 29 7 89 56 33 100 100 0 AA 71 57 14 71 43 14 100 33 33 100 0 0 Sp. Ed. 38 15 7 50 38 13 0 0 0 33 0 0

4Math 75 32 12 83 45 20 77 32 12 63 Eco dis 70 27 11 76 36 12 70 24 6 56 Hispanic 73 27 13 57 29 7 61 33 0 59 AA 57 29 9 71 43 14 100 33 0 57 Sp. Ed. 46 15 7 50 38 13 20 0 0 0

4Writing 73 42 12 60 27 10 83 48 13 80 38 7 Eco dis 60 69 40 49 15 7 70 33 6 64 11 4 Hispanic 75 36 18 29 14 14 79 53 5 82 18 12 AA 43 29 0 43 14 0 100 100 67 80 20 0 Sp. Ed. 46 15 8 13 13 13 40 0 0 25 0 0 Grade 5 Subject 2017-18 Meets Masters 2016-


15 Meets Masters

Reading86 53 21 86 44 22 83 53 29 92 NA NA Eco dis 77 46 18 59 27 15 71 32 29 72 Hispanic 56 19 6 62 43 24 79 37 11 77 AA 60 30 10 75 50 13 70 50 30 Sp. Ed. 38 25 13 0 0 0 14 0 0

5Math 88 45 15 93 47 18 84 48 14 Hamshire-Fannett Independent School DistrictGenerated by Plan4Learning.com 7 of 55 District #123914

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Eco dis 74 36 12 83 36 10 77 29 10 Hispanic 69 25 13 81 43 19 84 42 5 AA 60 30 0 88 50 13 82 46 0 Sp. Ed. 38 13 0 0 0 0 0 0 0

5Science 74 31 12 80 45 13 74 30 4 75 Eco dis 74 20 7 71 31 7 61 18 6 43 Hispanic 50 13 6 71 38 5 74 21 5 48 AA 60 20 10 100 25 13 54 0 0 Sp. Ed. 38 13 13 17 0 0 60 0 0 Grade 6 Subject 2017-18 Meets Masters 2016-


15 Meets Masters


6Math 85 35 7 89 54 21 88 61 30 Eco dis 78 25 4 82 37 8 89 44 8 Hispanic 78 28 0 100 50 0 96 54 21 AA 89 22 0 92 62 15 87 38 0 Sp. Ed. 50 13 0 44 11 0 66 0 0 Grade 7 Subject 2017-18 Meets Masters 2016-


15 Meets Masters


7Math 71 23 5 78 52 19 79 41 12 Eco dis 58 15 2 74 33 10 64 32 8 Hispanic 76 36 0 86 45 17 80 33 13 AA 61 17 0 58 42 8 80 20 0 Sp. Ed. 14 0 0 100 0 0 67 67 0

7Writing 77 45 9 80 54 15 79 43 9 83 40 8 Eco dis 67 28 4 62 33 17 80 32 8 80 20 5 Hispanic 85 42 4 69 52 21 87 53 7 88 6 0


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AA 79 32 11 67 33 8 60 40 0 67 50 17 Sp. Ed. 0 0 0 20 0 0 33 33 0 Grade 8 Subject 2017-18 Meets Masters 2016-


15 Meets Masters


8Math 92 60 14 96 54 12 99 60 7 Eco dis 81 58 5 100 40 12 95 67 5 Hispanic 88 56 8 100 80 27 100 67 6 AA 69 38 8 100 38 0 100 60 0 Sp. Ed. 40 0 0 56 22 22 57 14 14 57 14 14

8SocialS. 49 6 4 46 15 8 65 25 9 65 20 6

Eco dis 39 8 5 31 12 0 62 19 5 39 8 3 Hispanic 43 10 7 56 6 0 61 17 6 58 21 11 AA 62 0 0 25 0 0 57 43 29 0 0 0 Sp. Ed. 0 0 0 22 0 0 16 0 0 0 0 0

8Science 82 60 41 81 53 20 86 53 22 71 33 14 Eco dis 83 56 21 77 42 15 91 62 10 42 14 8 Hispanic 80 53 23 88 63 13 83 50 0 63 26 11 AA 77 54 23 75 38 13 100 57 14 0 0 0 Sp. Ed. 40 0 0 44 22 0 33 17 17 22 0 0

Grade Subject 2017-18 Meets Masters 2016-17 Meets Masters 2015-

16 Meets Masters 2014-15 Meets Masters

EOC Alg. I 93 57 36 89 36 19 99 77 43 99 79 45 Eco dis 90 45 22 82 39 21 100 56 18 100 80 45 Hispanic89 56 44 91 35 17 100 69 31 100 95 47 AA 91 45 9 86 43 29 100 75 50 100 0 0 Sp. Ed. 67 11 0 54 0 0 14 0 0 33 0 0 EOC Biology 89 57 10 83 50 12 95 70 15 100 79 11 Eco dis 83 51 2 69 34 9 90 44 9 100 72 18 Hispanic 86 45 5 82 46 5 89 58 21 100 59 6 AA 77 23 0 79 36 0 100 67 0 100 80 0 Sp. Ed. 40 20 0 30 0 0 14 0 0 33 0 0 Hamshire-Fannett Independent School DistrictGenerated by Plan4Learning.com 9 of 55 District #123914

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EOC U.S.Hist. 93 71 31 98 70 29 98 58 15 95

Eco dis 87 56 17 96 80 44 96 56 26 91 Hispanic 91 61 30 100 63 16 87 40 7 96 AA 60 60 0 91 45 36 100 80 0 75 Sp. Ed. 33 0 0 100 25 25 33 0 0

EOC EnglishI 68 56 5 71 49 4 81 62 10 94 75 6

Eco dis 61 49 4 60 29 0 63 41 7 91 65 4 Hispanic 74 65 4 64 44 0 67 50 8 88 63 0 AA 38 38 0 69 38 0 67 0 0 100 75 0 Sp. Ed. 18 9 0 0 0 0 0 0 0 0 0 0

EOC EnglishII 80 67 7 76 55 4 92 70 5 92 64 2

Eco dis 73 58 3 61 29 6 90 71 4 77 50 0

Student Reporting Category Low Areas (Passing percentage of questions answered )

Student Academic Achievement Strengths

HF has higher STAAR scores than the region and state in 74% of each testing categoryEOC scores are higher on every test compared to the region and stateEOC scores for Algebra I are significantly higher in approaches, meets, and masters grade levelEOC scores for Biology are significantly higher in approaches, meets grade levelEOC scores for English I are significantly higher in meets grade level EOC scores for English II are significantly higher in approaches and meets grade levelElementary scores are higher on every test compared to the region and state Elementary meets grade level is above 43% in every demographic except for AA math and Sp. Ed reading4th grade writing scores went up significantly in every category including approaches, meets and masters5th grade reading meets grades level went up by 9% from previous year7th grade writing scores for AA and Hispanic improved significantly from the previous year8th grade reading meets grade level is 43% or higher in every category except for SPED8th grade math meets grade level was 60% for all students8th grade science meets grade level was 60% for all students8th grade science masters grade level was at 41% for all students


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Approaches or better STAAR performance is 81% for the district. State avg. is 77%

Problem Statements Identifying Student Academic Achievement Needs

Problem Statement 1: Special education passing rates average around 30-40% passing rate for each test across the district

Problem Statement 2: Domain 2 (Academic Growth) for math and reading is 61% for district. The state average for Academic Growth is 69%

Problem Statement 3: Domain 3- ( Grade Level Performance) only hit 67% of student group targets (12/18 student groups)

Problem Statement 4: District Meets grade level or better avg. is 48%. District goal is 60%.

Problem Statement 5: 51% of 2018 graduates meet CCMR standards. The state average is 54%.


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District Processes & Programs

District Processes & Programs Strengths

Staff development for the 2018-2019 school year was planned collaboratively over the summer with IT curriculum personnel which help lead to moremeaningful staff development.

The technology integration plan for our district is planned collaboratively and has been very successful

We are implementing the ALICE program for school safety in our district including all stakeholders.

CBA (Curriculum Based Assessments) are given every 3-4 weeks to help progress monitor students throughout the school year.

Staff development day is built into the district calendar every six weeks to help campuses and teachers access data and make data driven decisions about theirstudents

Problem Statements Identifying District Processes & Programs Needs

Problem Statement 1: Our campus and district staff need more knowledge and training on best practices to help implement a PLC process that improvelearning

Problem Statement 2: The district does not collect data relating to violence (to include dating violence), tobacco, alcohol, and other drug use in a reliableway. Root Cause: Administrators have not formally trained on the Skyward software for discipline.


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Perceptions

Perceptions Strengths

Parent survey:

90% of parents prefer communication through electronic notificationsA large percentage of parents agree that the district uses technology effectively to support teachingA large percentage of parents agree that their child has a good relationship with at least one adult at schoolA large percentage of parents agree that parent-teacher conferences provide productive communicationA large percentage of parents agree that their child feels safe at school

Staff survey:

92% of staff believe that learning targets and curriculum objectives for their job assignment are clear86% of staff think the district offers high quality academic programs93% of staff are proud of our district90% of staff enjoy being involved in District affiliated activities outside the normal day98% of staff feel safe at work90% of staff fell they have the flexibility to do their job the way they think is most effective

Problem Statements Identifying Perceptions Needs

Problem Statement 1: Only 6% of staff say the district clearly communicates important issues

Problem Statement 2: Across the campuses, only 50% of parents do not think the campuses handle bullying sufficiently Root Cause:

Problem Statement 3: Only 38% of staff think that discipline is handled appropriately

Problem Statement 4: Portions of our staff lack knowledge of HFISD's emergency operations plan as it relates to active shooters in schools. Root Cause:The district has lacked consistent training in active shooter response.


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Comprehensive Needs Assessment Data DocumentationThe following data were used to verify the comprehensive needs assessment analysis:

Improvement Planning Data

District goalsCampus goalsCurrent and/or prior year(s) campus and/or district improvement plansCampus and/or district planning and decision making committee(s) meeting dataState and federal planning requirements

Accountability Data

Texas Academic Performance Report (TAPR) dataDomain 1 - Student AchievementDomain 2 - Student ProgressDomain 3 - Closing the GapsSystem Safeguards and Texas Accountability Intervention System (TAIS) dataAccountability Distinction DesignationsPBMAS data

Student Data: Assessments

State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information)State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versionsSTAAR End-of-Course current and longitudinal results, including all versionsSTAAR Released Test QuestionsSTAAR EL Progress Measure dataTexas English Language Proficiency Assessment System (TELPAS) resultsPostsecondary college, career or military-ready graduates dataAdvanced Placement (AP) and/or International Baccalaureate (IB) assessment dataSAT and/or ACT assessment dataPSAT and/or ASPIREStudent Success Initiative (SSI) data for Grades 5 and 8SSI: Istation Indicators of Progress (ISIP) accelerated reading assessment data for Grades 3-5 (TEA approved statewide license)SSI: Compass Learning accelerated reading assessment data for Grades 6-8 (TEA approved statewide license)SSI: Apex Learning accelerated reading assessment data for English I and II (TEA approved statewide license)SSI: Think Through Math assessment data for Grades 3-8 and Algebra I (TEA approved statewide license)Running Records results


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Observation Survey resultsIstation Indicators of Progress (ISIP) reading assessment data for Grades PK-2

Student Data: Student Groups

Special Programs data, including number of students, academic achievement, discipline, attendance, and rates of progress for each student groupEconomically Disadvantaged / Non-economically disadvantaged performance, progress, and participation data,Male / Female performance, progress, and participation dataSpecial education population, including performance, discipline, progress, and participation dataAt-Risk population, including performance, progress, discipline, attendance, and mobilityEL or LEP data, including academic achievement, progress, support and accommodation needs, race, ethnicity, gender, etc.Career and Technical Education (CTE) data, including academic achievement, progress, program growth, race, ethnicity, gender, etc.Section 504 dataHomeless dataGifted and talented dataDyslexia Data

Student Data: Behavior and Other Indicators

Completion rates and/or graduation rates dataAnnual dropout rate dataAttendance dataMobility rate, including longitudinal dataDiscipline recordsViolence and/or violence prevention recordsTobacco, alcohol, and other drug-use dataSchool safety data

Employee Data

Professional learning communities (PLC) dataStaff surveys and/or other feedbackState certified and high quality staff dataTeacher/Student RatioCampus leadership dataCampus department and/or faculty meeting discussions and dataProfessional development needs assessment dataEvaluation(s) of professional development implementation and impactT-TESS

Parent/Community Data


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Parent surveys and/or other feedbackParent Involvement RateCommunity surveys and/or other feedback

Support Systems and Other Data

Organizational structure dataProcesses and procedures for teaching and learning, including program implementationCommunications dataCapacity and resources dataBudgets/entitlements and expenditures dataStudy of best practicesAction research resultsOther additional data


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GoalsGoal 1: ACADEMIC: Hamshire-Fannett ISD will establish a baseline for academic diversity

Performance Objective 1: By June of 2019 , 85% of all students including special education and 504 will have the ability to think critically and apply theirassessed knowledge on all portions of the STAAR by meeting TAPR and performance index standards.

Evaluation Data Source(s) 1: CBA's, TEA Accountability tables, TAPR, School Report Cards

Summative Evaluation 1:

Strategy Description Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

Comprehensive Support Strategy1) Continue vertical/horizontal teaming/planning to align,write, extend and revise TEKS-based curriculum guides,activities and assessments. Will schedule vertical teamingbetween grades and schools throughout the school year if gapsare found in curriculum

AssistantSuperintendent ofCurriculum &Instruction, Principals

The 2018 percentage of special education and 504 studentsearning "Approaches and Meets grade level will increase

Funding Sources: 199 - General Fund: Local - 28000.00

Comprehensive Support Strategy2) Target instructional gaps in core academic areas byproviding additional instructional time before and /or afterschool ; provide lab classes and creative scheduling to meetindividual needs.

Core area teachers,grade level chairs,administrators , RTIteachers

3-4week CBA results, formative assessments, STAAR reports,3-week progress reports and nine week progress reports, TAPR

Funding Sources: 199 - State Compensatory Ed (SCE): State - 40000.00

3) Target areas of greatest need including Writing/ELA (71%),8th grade history (47%), and SpEd reading (40%) for staffsupport, training and prioritize time on task.

District and CampusAdminstrators

TAPR reportsAccountability reportsSchool report cards


4) Allocate money for core teachers to attend AP/PreAPtraining for new staff

District Administrators TAPR reportsAccountability reportsSchool report cards

= Accomplished = Continue/Modify = No Progress = Discontinue


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Goal 1: ACADEMIC: Hamshire-Fannett ISD will establish a baseline for academic diversity

Performance Objective 2: Increase program options that develop the strength, needs, and interest of students served in special programs.

Evaluation Data Source(s) 2: 3-4 week CBA's, STAAR test, I-station, eduphoria, three week progress reports, 6 week report cards




Comprehensive Support Strategy1) Disaggregate special education data using eduphoria andCBA's focusing on objective weaknesses below 70%.

Special educationteachers, core teachers,school and districtadministrators

CBA's, principal walkthroughs, state and federal reports,STAAR reports, school report cards, eduphoria

2) Continue to use RTI as a process to help re-mediate studentsthat are struggling academically

Special educationteachers, core teachers,school and districtadministrators

CBA's, principal walkthroughs, state and federal reports,STAAR reports, school report cards, eduphoria

3) Provide a support system for students to help studentscomplete a rigorous course of study by participating in Pre-Advanced Placement and Advanced Placement courses as wellas passing AP test

Counselors, Highereducation coordinator,campus and districtadministrators, APteachers

AP test, CBA's, STAAR results, SAT/ACT test,

4) Increase the opportunity for students to take college levelcourses while in high school though the dual credit program

Counselors, Highereducation coordinator,campus and districtadministrators,

College transcripts, high school transcripts,

5) Evaluation of GT identification measures to help identifystudents from all ethnic backgrounds.

Campus principals,counselors, GTteachers,

Student participation, STAAR results

6) Early identification of dyslexic students allowing them toreceive basic language skills with a trained reading specialist.Dyslexic students will be identified and monitored through the504 process.

Dyslexic teacher foreach campus,counselors, 504coordinators, campusadm.

STAAR results, TPRI results, dyslexic testing

Comprehensive Support Strategy7) Conduct differentiation training for teachers throughout thedistrict to better meet the needs of all sub populations andspecial needs students

All teachers, campusand districtadministrators,

STAAR results, TAPR , School Report Card

Funding Sources: 255 - Title II - Part A Training and Recruiting - 2000.00


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8) Continue to improve the ESL program by having teachersattend sheltered instruction workshops at regional servicecenters

General ed. teachers,ESL teachers, campusadministrators

TELPAS results, formative assessments, CBA's


9) Further develop the CTE program:Continue to have CATE teachers attend ARDs to represent theperspective of CATE for students; Ensure that career plans aredeveloped, : Continue to offer articulated courses that alignwith colleges; Offer more classes with certifications that canbe used in the local job force

Campus and Districtadministrators,counselors, highereducation coordinator,CTE department head,CTE teachers

CATE compliance report, annual ARD meetings, career strands,

10) Continue character Education that integrates goodcharacter traits into the total school environment.

Campus administrators Feedback from parents and students.A safe, welcoming environment at school.




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Performance Objective 3: Reduce the drop out rate and decrease any disparity in performance on state assessments between students at risk of dropping outof school and all other district students

Evaluation Data Source(s) 3: TAPR, State Accountability Reports




1) Offer credit recovery classes throughout the school year andthe summer

Campus administrators,counselors, teachers

TAPR, State Accountability reports

Funding Sources: 199 - High School Allotment: State - 2000.00

2) Provide rewards/incentives to students with perfectattendance.



3) Increase parental involvement by having parent/teacher andadministrator conferences with those parents whose childrenare at risk or continually absent.



4) Provide an option for make-up time for absences. Campus administrators,counselors, teachers



5) Marketing and vocational programs for students Campus administrators,counselors, CTEteachers


6) Teen leadership programs for at-risk students along withcapturing kids hearts programs for district staff



Comprehensive Support Strategy7) Accelerated instruction before, during and after schoolfocusing on re-teaching to assist students with masteringTEKS and daily lessons

Campus PrincipalsTeachers

Passing final gradesPromotionPassing STAAR test




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Performance Objective 4: Increase district attendance rate to 96% for the 2018-2019 school year





1) Enforce Truancy Laws Campus AdministratorsTAPR, State Accountability Reports 2) Increase parental involvement by having parent/teacher andadministrator conferences with those parents whose childrenare at risk or continually absent.

Campus AdministratorsTAPR, State Accountability Reports

3) Allow campus attendance incentives including examexemption incentives at the high school level.

High SchoolAdministrators,teachers

TAPR, State Accountability Reports

4) Provide a district calendar that reflects our school's andarea's needs

Campus and Districtadministrators,teachers, committees


5) Have CTE committee research best way to implement amentoring program for high school students mentoringelementary students through a CTE class.

Campus and DistrictAdministrators, CTEcommittee members


6) Reduce the drop out rate and decrease any disparity inperformance on state assessments between students at risk ofdropping out of school and all other district students

Campus AdministratorsTAPR, State Accountability Reports



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Performance Objective 5: By January of 2019, Hamshire-Fannett will increase the staff quality, recruitment, and retention of teachers

Evaluation Data Source(s) 5: TAPR, TTESS, State assessment results




1) Longevity Pay of $25 per year District Administrators Retention, recruitment, and support of teachers Funding Sources: 199 - General Fund: Local - 55000.00

2) Pay for professional development District Administrators Retention and support of teacher,TAPR, TTESS


3) Continue to give raises to teachers each year if possible District Administrators Retention, recruitment, and support of teachers 4) Ongoing mentoring, support, and alignment opportunitiesfor teachers in new positions

District and CampusAdministrators, Leadteachers

Retention, support of teachers.TAPR, TTESS

5) District administrators attend job fairs to attract high qualityteachers

District Administration Recruiting high quality teachers Funding Sources: 199 - General Fund: Local - 1000.00



March 27, 2019 10:16 am


Performance Objective 6: By June of 2019, the staff survey will show that the majority discipline handled by the campuses is handled appropriately.

Evaluation Data Source(s) 6:


Goal 2: ACADEMIC ACHIEVEMENT: Hamshire-Fannett ISD campuses and district will obtainratings or a "B" or higher.

Performance Objective 1: 60% of students score at the Meets grade level or higher on all STAAR assessments in all grade levels .

Evaluation Data Source(s) 1: TAPR, TEA Accountability Data, Eduphoria, STAAR reports




Comprehensive Support Strategy1) Target instructional gaps in core academic areas byproviding additional instructional time before, after or duringschool with creative scheduling to meet individual needs

Core area teachers,RTI teachers

STAAR reports, CBA's, TAPR, State and Federal report cards


2) Continue to use Region 5 and Region 4 if necessary totrain core area teachers on researched based strategies to helpstudents think critically .

Campus and DistrictAdministrators,teachers, Co-op adm.

STAAR reports, CBA's, TAPR, State and Federal report cards


3) Continue with the district's vision of a one to one schooldistrict to help students meet 21st Century educational needs

Core area teachers,campus and districtadministrators, specialed administrators,Instructionaltechnologist

CBA's, STAAR reports, State report cards, TAPR

4) HFISD teachers will use Curriculum Based Assessments(CBA's) each 3-4 weeks to help access students strengths andweaknesses and adjust curriculum accordingly

Teachers, Campus andDistrict administrators,InstructionalTechnologies,

STAAR reports, CBA's, TAPR, State and Federal Reportcards, State Accountability Index reports


March 27, 2019 10:16 am

5) Continue to send core area teachers to AP training toaccelerate the rigor of the taught curriculum and informteachers about researched based strategies.

Campus and DistrictAdm., Counselors,Higher ed. coordinator

STAAR reports, CBA's, TAPR, State and Federal Reportcards, State Accountability Index reports includingdistinctions


6) Employ two Title 1 teachers at the Elementary level towork with small groups of children that struggle on math andreading skills

Title 1 teachersElementaryAdministratorsDistrict Administrators

STAAR reports, CBA's, TAPR, State and Federal Reportcards, State Accountability Index reports

Funding Sources: 211 - Title I, Part A Improving Basic Program - 100000.00

7) HFISD will send teams of administrators and teachers toPLC training during the 2018-2019 school year.

District AdministratorsCampusAdministrators

STAAR reports, CBA's, TAPR,State and Federal Report Cards, State Accountability IndexReports

Problem Statements: School Processes & Programs 1Funding Sources: 255 - Title II - Part A Training and Recruiting - 10420.00

8) Include Instructional Technologist in curriculum basedstaff development planning and training


TAPR reportsAccountability reports


Performance Objective 1 Problem Statements:

School Processes & ProgramsProblem Statement 1: Our campus and district staff need more knowledge and training on best practices to help implement a PLC process that improve learning


March 27, 2019 10:16 am

Goal 2: ACADEMIC ACHIEVEMENT: Hamshire-Fannett ISD campuses and district will obtain ratings or a "B" or higher.

Performance Objective 2: Increase the 4 year Longitudinal Graduation Rate to 100% by the June of 2019

Evaluation Data Source(s) 2: TAPR, State Accountability




1) Offer remediation classes and credit recovery. Teachers, Campusprincipals

State accountability reports, distinctions

2) Have counselor to carefully trace and track students. Counselors State accountability reports, distinctions 3) Implement New Truancy Laws which include sendingwarning letters home after the 3rd unexcused absence in 4wk.Period or 5 total unexcused absences along with using othertruancy prevention measures before filing truancy on the 10thunexcused absence.

CampusAdministrators,Attendance secretaries

TAPR reports, State Accountability reports, distinctions

4) Increase parental involvement by having parent/teacher andadministrator conferences with those parents whose childrenare at risk or continually absent.Provide engaging school activities to reconnect with at-riskstudents.

Campus administrators,counselors


5) Offer remediation and tutoring classes for at risk students. Campus and Districtadministrators,teachers, counselors


6) Marketing and vocational class programs Marketing teacher,counselors




March 27, 2019 10:16 am


Performance Objective 3: By June 2019, Increase the Distinguished Graduation Plan annual rate to 95%





1) Have counselor and higher education coordinator carefullytrace and track students as they enter Middle School throughHigh School.

Counselors, HigherEducation Coordinator,career readinessteachers

State accountability reports

2) Continue to require Algebra II in the graduation plan forhigh school students

Counselor, Campusprincipals


3) Train teacher on best practices for RTI training help re-mediate students that are struggling with learning .

Campus teachers,campus and districtadministrators,




March 27, 2019 10:16 am


Performance Objective 4: Increase the advanced course/dual credit course completion rate to 60% by June of 2019





1) Have counselor and higher education coordinator carefullytrace and track students as they enter Middle School throughHigh School.

Counselors, HigherEducation Coordinator,Career readinessteachers


2) Continue to expand our advanced courses to meet the needsand interest of our community and students

Campus and DistrictAdministrators,teachers


3) Send all core area teachers to AP training within the next 3years to accelerate the rigor of the taught curriculum andinform teachers about researched based strategies and bestpractices

Campus and Districtadministrators, teachers


4) Use the Region 5 and Region 4 if needed to train teachersand increase the rigor in classrooms.





March 27, 2019 10:16 am


Performance Objective 5: Increase college ready graduates in all subjects to 50% by June 2019

Evaluation Data Source(s) 5: TAPR, State Accountability reports




1) Send all core area teachers to AP training within the next 3years to accelerate the rigor of the taught curriculum andinform teachers about researched based strategies.



2) Use the Region 5 and Region 4 if needed to train teacherson researched based strategies and best practices and increasethe rigor in classrooms.



3) Continue to expand our advanced courses to meet the needsand interest of our community and students



4) Pay teachers to revise the scope and sequence in theirclasses each summer along with lesson plans as needed.





March 27, 2019 10:16 am


Performance Objective 6: Increase the percentage of students who complete 12 or more hours of postsecondary credit to 35% of annual graduates.





1) Continue to use the Higher Education Coordinator andCounselor to facilitate and give information to parents andstudents about Galveston College and the dual credit program.

District Administration,High SchoolAdministration

TAPR, State Assessments, Dual Credit Completion Rates

2) Continue to use Galveston College as our resource forstudents to pursue college credit.


TAPR, State Assessments,Dual Credit Completion Rates

3) Continue utilizing a permanent dual credit facilitator for thehigh school


TAPR, State Assessments, Dual Credit Completion Rates

4) Continue offering face to face AP courses, as well as onlineAP computer science through Edhesive, as a resource for ourstudents to attain college credits


TAPR, AP Test Results

5) Research LIT or LUPA courses that Galveston College doesnot offer

District Adm.Higher EducationCoordinatorHigh School Counselor

TAPR, State Assessments,Dual Credit Completion Rates



March 27, 2019 10:16 am


Performance Objective 7: Increase the percentage of students tested to 75% on the SAT/ACT

Evaluation Data Source(s) 7: TAPR, State Accountability Reports,




1) Ensure students are aware of the SAT resources available oncampus and free online material at the college board websiteincluding Khan academy, which allows students to link priorPSAT or SAT tests to receive free, personalized practice.

District and CampusAdm. , Higher Ed.Coordinator, H.S.Counselor

SAT/ACT 3% above state avg. and 6% above the regionalaverage

2) Increase the percentage of students taking the PSAT byhaving the district cover the cost of the test

District and CampusAdm. , Higher Ed.Coordinator, H.S.Counselor

Participation rates for the PSAT should be over 90% ofSophomores

Funding Sources: 199 - Special Education: State - 0.00

3) Provide SAT/ACT dates and deadlines, along with otheropportunities, in the Longhorn Lookout newsletter, socialmedia outlets (Facebook, Remind, Twitter), and throughSkylerts when necessary

High School principal,High School counselor,Higher ed. coordinator

Avg. SAT/ACT score will be at least 3% above the stateaverage and 6% above the regional average.

Index 4 on state accountability reports will increase.

Domain4 on state accountability reports will increase

4) Higher Education Coordinator will meet with AP/pre-APteachers to discuss improvement and instruction to theseclasses

High EducationCoordinator, teachers



Domain 4 on state accountability reports will increase

5) Send all core area teachers to AP training to accelerate therigor of the taught curriculum and inform teachers aboutresearched based strategies.

Campus and DistrictAdm., Counselors,Higher ed. coordinator





March 27, 2019 10:16 am

6) Offer the PSAT 8/9 to 8th graders as a benchmark forcontinued growth on the SAT

Middle SchoolCounselor, HigherEducation Coordinator,District Administration




7) Continue offering the PSAT/NMSQT to 10th/11th gradersas a way to show continued growth and improvement on theSAT

Higher EducationCoordinator, HighSchool Counselor,High School Principal,District Administration






March 27, 2019 10:16 am


Performance Objective 8: Increase the percentage of graduates enrolled in TX Institution of Higher Education to 70%.

Evaluation Data Source(s) 8: TAPR




1) Ensure students are aware of the SAT resources available oncampus and free online material at the college board websiteincluding Khan academy, which allows students to link priorPSAT or SAT tests to receive free, personalized practice.

High SchoolCounselor, HigherEducation Coordinator,High School Principal,District Administration

TAPR report, State accountability reports, SAT reports

2) Continue to have students attend college and career days High SchoolCounselor, HigherEducation Coordinator,High School Principal,CTE Coordinator,District Administration

TAPR report, State accountability reports,

3) Bring in college recruiters to speak to our students about thevarious options in 4 year and 2 year colleges



4) Use REMIND, Facebook, and Twitter as a way to remindstudents of deadlines to sign up for college placement tests, aswell as to use ApplyTexas to apply to a Texas college oruniversity



5) Higher Education Coordinator and High School Counselorwill conduct a senior student/parent meeting to discuss optionsafter graduation



6) Survey senior students at the beginning of the school year asto their interests in careers and college enrollment, which willhelp to advise students on their best course of action aftergraduation, including two year/four year university,trade/vocational school, or certifications




March 27, 2019 10:16 am

7) Continue to publicize students' acceptance to college at thehigh school

High SchoolCounselor, HigherEducation Coordinator,High School Principal,High School AsstPrincipal, DistrictAdministration




March 27, 2019 10:16 am


Performance Objective 9: Decrease the turnover rate for teachers in the district to 11 % or lower

Evaluation Data Source(s) 9: TAPR




1) Longevity Pay of $25 per year District Administration TAPR report, State accountability reports, Problem Statements: Demographics 1Funding Sources: 199 - General Fund: Local - 55000.00

2) Continue to give raises to teachers each year if possiblehelping HF have a more competitive salary scale withneighboring districts

District Administration TAPR report, State accountability reports, Problem Statements: Demographics 1Funding Sources: 199 - General Fund: Local - 0.00

3) Ongoing mentoring, support, and alignment opportunitiesfor teachers in new positions

Campus and DistrictAdministration,Lead teachers


Problem Statements: Demographics 1

4) District administrators will attend job fairs in the regionalarea.Purchase an advertisement sign for Hamshire-Fannett ISD tobe displayed at job fairs

District Administration TAPR report, State accountability reports,


5) Build campus morale by including staff in the decisionmaking process.

teachers, schooladministrators, districtadministrators

TAPR report, State accountability reports, surveys

6) Effective discipline on all campuses to support teachers inthe classroom.

teachers, schooladministrators, districtadministrators


7) Reimburse the cost of testing and certification testing toteachers that pass those test

AssistantSuperintendentCurriculumDirector of Finance

Retain highly qualified teachers


8) Educate teachers on what makes HFISD different: What wepay on insurance, longevity pay, students of employeestransfer if free


March 27, 2019 10:16 am



DemographicsProblem Statement 1: HF is seeing the percentage of teachers in years 0-5 has increased significantly over the past 4 years.


March 27, 2019 10:16 am


Performance Objective 10: Hamshire-Fannett students will have more options to obtain Industry Based Certifications and articulated courses in our CTEprograms

Evaluation Data Source(s) 10: Accountability index, TAPR



Performance Objective 11: Academic Growth for math in the district will increase from 57% to 71% by June of 2019

Evaluation Data Source(s) 11: Accountability index, TAPR




1) Schedule vertical alignment training during staffdevelopment days.


TAPR reportAccountability reportsSchool report cards

2) Have a template for vertical alignment training so everyonewill be aligned on the process

District AdministratorsCampus Adminstrators

Accountability reportsTAPR reportsSchool report cards

3) Use resources such as Lead Forward and Texas Gateway tohelp align the TEKS, readiness, and supporting standardsbeing taught at each grade level

District AdministratorsCampus Adminstrators

Accountability reportsSchool report cardsTAPR reports



March 27, 2019 10:16 am

Goal 3: ACADEMIC: Hamshire-Fannett ISD will provide a one-to-one technology integrationlearning model in grades K to 12

Performance Objective 1: 100% of students K-12 will continue to have access to a device throughout the entire day by June 2019.





1) Provide training for campus instructional personnel in theuse of technology through campus and district workshops

Campus and Districtadm., Instructionaltechnologist at eachcampus

Increase lessons that include technology as a means to and endfor delivering curriculum to our students.

2) Have Instructional Technologist along with campus anddistrict administrators meet 4 times a year to talk about the useof IMA/Technology funds that help with the purchase ofchrome-books.


HFISD will be a one to one district by the end of 2019.

3) Charge a yearly $20 fee for insurance and upkeep ofcomputers purchased for students.


Parents will save money if a computer has to be replaced

4) Provide teachers with chrome-books to help facilitate moretechnology in the classroom.


State accountability reports, TAPR

5) New teachers to the district will attend a training to learnhow to transition to a digital learning environment.


State accountability reports, TAPR



March 27, 2019 10:16 am

Goal 4: OPERATIONAL: Hamshire-Fannett ISD will provide a safe and secure environment forall students and staff by developing a long-range preventative maintenance plan.

Performance Objective 1: Train 100% of the staff on EOP procedures and processes by June 2019

Evaluation Data Source(s) 1: Sign- sheets, certificates ,




1) Conduct TOT in ALICE method Superintendent andcampus principals

staff morale will be better as a result of clear expectations intimes of possible crisis

2) Train all district personnel in basic ALICE methods District and CampusAdminstrators

Training will extend feeling of preparedness and make schoolstaff feel safer

Problem Statements: Perceptions 4

3) Maintain online training system to monitor progress Superintendent, centraloffice administrators,and campusadministrators

The district will obtain the ALICE Organizational Certificate

4) Obtain the ALICE Institutional Certification District Administration District can be aligned to ALICE training options andprocedures



PerceptionsProblem Statement 4: Portions of our staff lack knowledge of HFISD's emergency operations plan as it relates to active shooters in schools. Root Cause 4: The district has lacked consistenttraining in active shooter response.


March 27, 2019 10:16 am

Goal 4: OPERATIONAL: Hamshire-Fannett ISD will provide a safe and secure environment for all students and staff by developing a long-rangepreventative maintenance plan.

Performance Objective 2: By June of 2019, the number of incidents involving violence (to include dating violence), tobacco, alcohol and other drug usewill be reduced by 3% as measured by PEIMS and number of discipline referrals

Evaluation Data Source(s) 2: Sign in sheets, PEIMS data, Skyward data




1) Train all discipline coordinators on Skyward data input Distridct and campusprincipals

decrease incidents of violence on school campuses

Problem Statements: School Processes & Programs 2

2) Establish line of communication between the schooladministration and students to encourage reporting of possibleor potential helpful information to prevent violent incidents.

District and Campusadminstration

decrease incidents of violence on school campuses

3) Increase presence of law enforcement agencies/officers onthe campus at both predictable and unpredictable times/days.

District and CampusAdministration

reduce number of incidents involving violence (to includedating violence), tobacco, alcohol and other drug use asmeasured by PEIMS and number of discipline referrals

4) Enforce school board policy FFH (Local) that prohibitsdating violencealong with all other types of harassment for students andemployees

District and CampusAdministration

maintain low incidence of dating violence; increase awarenessof dating violence issues; reduce harassment issues and increasefeeling of safety by students

5) Provide awareness education to students/parents by bringingin speakers that relate to students and these types of problems

District and CampusAdminstration

increased awareness and feeling of safety at the school bystudents and parents as indicated on the community surveygiven each spring

6) Monitor the district's DAEP and how it provides positivechanges in student behavior

HS/MS campusadministration

number of incidents involving violence (to include datingviolence), tobacco, alcohol and other drug use will be reducedby 3% as measured by PEIMS and number of disciplinereferrals

7) Develop district wide data input processes District Adminstration More streamlined accurate data to be analyzed Problem Statements: School Processes & Programs 2

8) Assess and reflect on data to analyze needs, problems, andpossible strategies to align programs


Number of incidents involving violence (to include datingviolence), tobacco, alcohol and other drug use will be reducedby 3% as measured by PEIMS and number of disciplinereferrals


March 27, 2019 10:16 am



School Processes & ProgramsProblem Statement 2: The district does not collect data relating to violence (to include dating violence), tobacco, alcohol, and other drug use in a reliable way. Root Cause 2: Administratorshave not formally trained on the Skyward software for discipline.


March 27, 2019 10:16 am

Goal 4: OPERATIONAL: Hamshire-Fannett ISD will provide a safe and secure environment for all students and staff by developing a long-rangepreventative maintenance plan.

Performance Objective 3: HFISD will maintain 100% of HVAC filters in house except for specialized filters .

Evaluation Data Source(s) 3: Data submitted to Board by June 2019




1) Have a financial and physical plan to address roof leaks andaesthetics at all schools and facilities in the district

District administrationCampus administration

improve safety of facilities by reducing water standing on floors

2) Continue to collaborate with the school board,superintendent, director of finance, and principals in order toaddress facility needs

Director ofMaintenance andOperationsCampus administrationDistrict administration

improve function and appearance of school facilities

3) Emphasize and train staff to look for and report facilityneeds. Establish consistent and accepted practices forsafety/facility needs.

school administration improve safety and staff morale as indicated on the staff surveygiven each spring



March 27, 2019 10:16 am

Goal 5: LEADERSHIP: Hamshire-Fannett ISD will establish a positive district culture byincreasing positive parent perception of bullying from 50% to 70% by June of 2019

Performance Objective 1: By January 2019, Hamshire-Fannett ISD will increase the email and electronic communications to parents, staff and communitymembers concerning school events, grading periods, positive notifications, and all pertinent information.

Evaluation Data Source(s) 1: Keep log of Skylerts, district facebook, and the number of parents that ask to be removed from the list. Charms,Remind 101, Classdojo, Twitter




1) Send skylerts on progress report and report card day. Notifyfor all playoff games. Notify for re-scheduled game times.Notify for district wide events.

District administrators,campus administrators

Increased communication with parents, staff, and communitymembers. Better results on the next year survey. Increasedparticipation at events.

2) Recognize team/organization achievements via facebook,twitter and instagram.

District administrators,campus administrators.

Increase pride in our school and students. Increase parent, staffand student participation in events. Build positive connectionswith community members.

3) Use the High School, Elementary, and Middle Schoolmarquees for information.

Campus adminstrators Increased communication with parents, staff, and communitymembers.Better results on next year's survey



March 27, 2019 10:16 am

Goal 5: LEADERSHIP: Hamshire-Fannett ISD will establish a positive district culture by increasing positive parent perception of bullying from 50% to70% by June of 2019

Performance Objective 2: Goal: LEADERSHIP: Hamshire-Fannett ISD will establish a positive district culture by increasing positive parent perception ofbullying from 50% to 70% by June of 2019





1) A bullying reporting form will be placed on the district'swebsite

Technology staff andschool administration

increased awareness of student behavior and feeling of safety atthe school by students and parents as indicated on thecommunity survey given each spring

2) Continue to offer Teen leadership classes Curriculum departmentand campusadministration

number of incidents involving violence (to include datingviolence), tobacco, alcohol and other drug use will be reducedby 3% as measured by PEIMS and number of disciplinereferrals

3) Send teachers to "Capturing Kids Hearts" training school administration number of incidents involving violence (to include datingviolence), tobacco, alcohol and other drug use will be reducedby 3% as measured by PEIMS and number of disciplinereferrals

4) Bring in anti-bullying programs to help with education andawareness of bullying

school administration number of incidents involving violence will be reduced by 3%as measured by PEIMS and number of discipline referrals

Funding Sources: 265 - Title IV, Part A - 2500.00



March 27, 2019 10:16 am

Goal 6: LEADERSHIP: Hamshire-Fannett ISD will increase the quality of extra- and co-curricular programs as measured by participation, diversity of programs, and funding.

Performance Objective 1: Increase the participation of students in all Academic UIL activities by 10%

Evaluation Data Source(s) 1: Members of UIL academic teams




1) Request that all teachers advocate for the program,encourage participation, and secure as many sponsors for asmany events as possible

Campus and DistrictAdministrators,teachers, UILdepartment head

More participation in UIL events.UIL district, regional, state

2) Place fliers around the campus for maximum exposure Campus and DistrictAdministrators,teachers


3) Host a UIL recruitment night at the campus. Campus and DistrictAdministrators,teachers, UILdepartment head


4) Encourage students to help with recruiting. Campus and DistrictAdministrators,teachers. UILdepartment head


5) Bring debate and public speaking students to twointroduction tournaments which can help encourage moreparticipation

UIL coordinator Higher numbers of students in debate and public speakingcontest

6) Have more students participate in the on-line competitionsheld in the Fall and Spring . (Texas and Virtual Challenge).

UIL coordinator More participation

7) Make sure students are aware that they can qualify for TILFscholarships if they make it to State level competition.

UIL Coordinator More participationMore regional and state qualifiers

8) Stress the "TEAM" concept UIL Coordinator More participation



March 27, 2019 10:16 am

Goal 6: LEADERSHIP: Hamshire-Fannett ISD will increase the quality of extra- and co-curricular programs as measured by participation, diversity ofprograms, and funding.

Performance Objective 2: Increase participation rates of students in all Athletic UIL activities by 15% by June 2019

Evaluation Data Source(s) 2: Member of UIL sports teams




1) Continue to offer summer programs to keep studentsinvolved around the school setting and the coaches

Athletic DirectorCoaches

Increased participation in all athletic events

2) Middle School coaches will encourage and motivatestudents to participate in multiple sports

Middle School coachesAthletic Director

Increased participation in all athletic events

3) Recruit the hallways. Create fan of the week awards andpromote sports through social media and local media..

Athletic DirectorCoachesAdministrators

Increased participation and enthusiasm for our sports teams



March 27, 2019 10:16 am


Performance Objective 3: Increase students advancing to Academic UIL regional and state competition by 10 % by June of 2019





1) Require that all sponsors keep a log of practice days, timespent, and who attended. Requiring accountability shouldincrease practice times and result in more success.

Campus administrators,UIL academicdepartment head

2) Have more students participate in the on-line competitionsheld in the Fall and Spring ( Best of Texas and VirtualChallenge).


3) Make sure all students are aware that they will qualify toapply for TILF Scholarships only if they make it to the Statelevel of competition.


4) Stress the TEAMÂ concept! To win district it will take thecontributions of many.




March 27, 2019 10:16 am


Performance Objective 4: Identify and increase the number of CTE organizations available for each CTE cluster and expect participation by the teacher ofthat class.

Evaluation Data Source(s) 4: Number of students in each CTE organization




1) Provide stipends for teacher and co-sponsors involved withCTSOs and competitive events and funding for membershipdues.

District and campusadministration, CTEteachers

Increase student opportunities in CTSOs

Funding Sources: 199 - CTE: State - 12000.00

2) Provide funding for competitive events to include travel andentry expenses


Increase student opportunities for college and career readiness,person/growth and career success


3) Provide membership for Teacher/CTSOs sponsor toprofessional educator organizations related to their assignment


Provide teachers with information and tools for success inpromoting leadership and career opportunities through CTSOs


4) Provide funding for CTSOs conferences, workshops andconventions


Increase student knowledge, leadership opportunities within theCTSOs


5) Provide funding for Teacher/sponsor to attend district, areaand state in-service related to their teaching assignments andCTSOs


Provide professional development for training dedicated,enthusiastic CTSO sponsors




March 27, 2019 10:16 am


Performance Objective 5: Increase the participation rate of the band on all campuses by 10% by June 2019





1) Recruiting by performing for the 5th grade classes, hosting a"Petting Zoo" of instruments, and visiting the 5th grade classesmonthly. We will also, audition every 5th grader on everyinstrument before the end of the year.

All band teachers anddirectors, Campusprincipals, DistrictAdministrators

Increase in band enrollment and retention from year to year.

2) Add 8th grade marchers to the high school marching band.This will allow for students to gain increase their knowledge inmarching skills and help with retention rates going frommiddle school to high school. This will also increase themarching band size to be more competitive at UIL marchingcompetition and invitational meets.



3) Work on increasing budget so that we can make yearlypurchase of instruments to replace and increase inventory to beable to have more to offer for the disadvantaged in ourcommunity so that anyone can be in band if the so desire.



4) Work on increasing the bands knowledge of intonation,balance and precision so that they can attain the goals they setas individuals as well as a group. This will also spark moreinterest to join band to be a part of an award winningorganization.



5) Work on increasing knowledge about band scholarships incollege and how to attain them. Help build repertoire neededfor auditions and how to get the most amount for their effortsso everyone can better opportunities for a higher educationafter graduation.



6) Have more involvement in ATSSB, TMEA and UIL Soloand Ensemble Contest




March 27, 2019 10:16 am

7) Have two performance ability band classes as well as anApplied Music Class for individual instrumental work

All band teachers anddirectors,


8) Find workshops and concert/clinics for students toparticipate in.



9) Attend a music festival in the Spring time as an educationaltrip



10) Attend a couple of Pre-UIL events to help better preparefor actual UIL comptetition





March 27, 2019 10:16 am


Performance Objective 6: Increase the participation rate of the choir on all campuses by 10% by June 2019





1) Recruiting by performing for 5th grade classes to show thetype of music learned in class, have current members answerany questions other students may have about what all is donein choir.

Choir teacher, Campusadministrators

Increased number of students participating in choir. UIL events

2) Provide ample performance opportunities in the school andcommunity where students can see and hear how the choir isdoing and answer any questions that students may have aboutthe program.

Choir teacher, Campusadministrators

Increased number of students participating in choir. UIL events



March 27, 2019 10:16 am

Goal 7: FINANCIAL: The district will maintain an "A" financial rating

Performance Objective 1: By June of 2019, the district's financial rating will be greater than 90%.




March 27, 2019 10:16 am

Title I Schoolwide ElementsELEMENT 1. SWP COMPREHENSIVE NEEDS ASSESSMENT (CNA)

ELEMENT 2. SWP CAMPUS IMPROVEMENT PLAN (CIP)

ELEMENT 3. PARENT AND FAMILY ENGAGEMENT (PFE)


March 27, 2019 10:16 am

Campus Funding Summary199 - General Fund: Local

Goal Objective Strategy Resources Needed Account Code Amount1 1 1 Stipend pay for teachers attending training $28,000.001 1 3 Curriculum $0.001 2 8 $3,000.001 3 4 $500.001 5 1 $55,000.001 5 2 $48,000.001 5 5 $1,000.002 9 1 $55,000.002 9 2 $0.002 9 4 $1,000.00

Sub-Total $191,500.00199 - CTE: State

Goal Objective Strategy Resources Needed Account Code Amount6 4 1 $12,000.006 4 2 $11,500.006 4 3 $1,500.006 4 4 $0.006 4 5 $3,800.00

Sub-Total $28,800.00199 - State Compensatory Ed (SCE): State

Goal Objective Strategy Resources Needed Account Code Amount1 1 2 $40,000.001 3 7 $0.002 1 1 $40,000.00


March 27, 2019 10:16 am

Sub-Total $80,000.00199 - High School Allotment: State

Goal Objective Strategy Resources Needed Account Code Amount1 3 1 $2,000.00

Sub-Total $2,000.00199 - Special Education: State

Goal Objective Strategy Resources Needed Account Code Amount2 7 2 $0.00

Sub-Total $0.00211 - Title I, Part A Improving Basic Program


Sub-Total $100,000.00255 - Title II - Part A Training and Recruiting

Goal Objective Strategy Resources Needed Account Code Amount1 2 7 $2,000.001 2 10 Character education $0.002 1 2 $19,500.002 1 5 $19,500.002 1 7 Administrators and Teachers $10,420.002 9 7 $4,000.00

Sub-Total $55,420.00265 - Title IV, Part A


Sub-Total $2,500.00Grand Total $460,220.00


March 27, 2019 10:16 am

Addendums


March 27, 2019 10:16 am

Hamshire-Fannett ISD 123914 STUDENT WELFARE FFI FREEDOM FROM BULLYING (LOCAL)

DATE ISSUED: 2/19/2012 1 of 3 UPDATE 93 FFI(LOCAL)-A

Note: This policy addresses bullying of District students. For provisions regarding discrimination and harassment in-volving District students, see FFH. Note that FFI shall be used in conjunction with FFH for certain prohibited conduct. For reporting requirements related to child abuse and neglect, see FFG.

The District prohibits bullying as defined by this policy. Retaliation against anyone involved in the complaint process is a violation of District policy and is prohibited.

Bullying occurs when a student or group of students engages in written or verbal expression, expression through electronic means, or physical conduct that occurs on school property, at a school-sponsored or school-related activity, or in a vehicle operated by the District and that:

1. Has the effect or will have the effect of physically harming a student, damaging a student’s property, or placing a student in reasonable fear of harm to the student’s person or of dam-age to the student’s property; or

2. Is sufficiently severe, persistent, and pervasive enough that the action or threat creates an intimidating, threatening, or abusive educational environment for a student.

This conduct is considered bullying if it:

1. Exploits an imbalance of power between the student perpetra-tor and the student victim through written or verbal expression or physical conduct; and

2. Interferes with a student’s education or substantially disrupts the operation of a school.

Bullying of a student may include hazing, threats, taunting, teasing, confinement, assault, demands for money, destruction of property, theft of valued possessions, name calling, rumor spreading, or os-tracism.

The District prohibits retaliation by a student or District employee against any person who in good faith makes a report of bullying, serves as a witness, or participates in an investigation.

Examples of retaliation may include threats, rumor spreading, os-tracism, assault, destruction of property, unjustified punishments, or unwarranted grade reductions. Unlawful retaliation does not in-clude petty slights or annoyances.

BULLYING PROHIBITED

DEFINITION

EXAMPLES

RETALIATION

EXAMPLES


DATE ISSUED: 2/19/2012 2 of 3 UPDATE 93 FFI(LOCAL)-A

A student who intentionally makes a false claim, offers false state-ments, or refuses to cooperate with a District investigation regard-ing bullying shall be subject to appropriate disciplinary action.

Reports of bullying shall be made as soon as possible after the al-leged act or knowledge of the alleged act. A failure to immediately report may impair the District’s ability to investigate and address the prohibited conduct.

To obtain assistance and intervention, any student who believes that he or she has experienced bullying or believes that another student has experienced bullying should immediately report the alleged acts to a teacher, counselor, principal, or other District em-ployee.

Any District employee who suspects or receives notice that a stu-dent or group of students has or may have experienced bullying shall immediately notify the principal or designee.

A report may be made orally or in writing. The principal or desig-nee shall reduce any oral reports to written form.

The principal or designee shall determine whether the allegations in the report, if proven, would constitute prohibited conduct as de-fined by policy FFH, including dating violence and harassment or discrimination on the basis of race, color, religion, gender, national origin, or disability. If so, the District shall proceed under policy FFH. If the allegations could constitute both prohibited conduct and bullying, the investigation under FFH shall include a determi-nation on each type of conduct.

The principal or designee shall conduct an appropriate investiga-tion based on the allegations in the report. The principal or desig-nee shall promptly take interim action calculated to prevent bullying during the course of an investigation, if appropriate.

Absent extenuating circumstances, the investigation should be completed within ten District business days from the date of the initial report alleging bullying; however, the principal or designee shall take additional time if necessary to complete a thorough in-vestigation.

The principal or designee shall prepare a final, written report of the investigation. The report shall include a determination of whether bullying occurred, and if so, whether the victim used reasonable self-defense. A copy of the report shall be sent to the Superinten-dent or designee.

If an incident of bullying is confirmed, the principal or designee shall promptly notify the parents of the victim and of the student who engaged in bullying.

FALSE CLAIM

TIMELY REPORTING

REPORTING

PROCEDURES

STUDENT REPORT

EMPLOYEE REPORT

REPORT FORMAT

PROHIBITED CONDUCT

INVESTIGATION OF REPORT

CONCLUDING THE

INVESTIGATION

NOTICE TO PARENTS


DATE ISSUED: 2/19/2012 ADOPTED: 3 of 3 UPDATE 93 FFI(LOCAL)-A

If the results of an investigation indicate that bullying occurred, the District shall promptly respond by taking appropriate disciplinary action in accordance with the District’s Student Code of Conduct and may take corrective action reasonably calculated to address the conduct.

A student who is a victim of bullying and who used reasonable self-defense in response to the bullying shall not be subject to discipli-nary action.

The discipline of a student with a disability is subject to applicable state and federal law in addition to the Student Code of Conduct.

Examples of corrective action may include a training program for the individuals involved in the complaint, a comprehensive educa-tion program for the school community, follow-up inquiries to de-termine if any new incidents or any instances of retaliation have occurred, involving parents and students in efforts to identify prob-lems and improve the school climate, increasing staff monitoring of areas where bullying has occurred, and reaffirming the District’s policy against bullying.

The principal or designee shall refer to FDB for transfer provisions.

The principal or designee shall notify the victim, the student who engaged in bullying, and any students who witnessed the bullying of available counseling options.

If the investigation reveals improper conduct that did not rise to the level of prohibited conduct or bullying, the District may take action in accordance with the Student Code of Conduct or any other ap-propriate corrective action.

To the greatest extent possible, the District shall respect the priva-cy of the complainant, persons against whom a report is filed, and witnesses. Limited disclosures may be necessary in order to con-duct a thorough investigation.

A student who is dissatisfied with the outcome of the investigation may appeal through FNG(LOCAL), beginning at the appropriate level.

Retention of records shall be in accordance with CPC(LOCAL).

This policy and any accompanying procedures shall be distributed annually in the employee and student handbooks. Copies of the policy and procedures shall be posted on the District’s Web site, to the extent practicable, and shall be readily available at each cam-pus and the District’s administrative offices.

DISTRICT ACTION

BULLYING

DISCIPLINE

CORRECTIVE ACTION

TRANSFERS

COUNSELING

IMPROPER CONDUCT

CONFIDENTIALITY

APPEAL

RECORDS RETENTION

ACCESS TO POLICY

AND PROCEDURES

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