2018-2019 Goals/Performance Objectives/Strategies District … · 2019-10-01 · 2018-2019 Goals/Performance Objectives/Strategies Accountability Rating: Met Standard ... Chapel Hill

Chapel Hill Independent School District

District Improvement Plan

2018-2019 Goals/Performance Objectives/StrategiesAccountability Rating: Met Standard

Chapel Hill Independent School DistrictGenerated by Plan4Learning.com 1 of 22 District #212909

July 19, 2018 12:20 pm

Mission StatementChapel Hill ISD works through a team effort between home, school and community to:

Provide a safe and nurturing environment.

Provide opportunities for social and academic growth in a technologically enriched environment, and

Produce positive and productive members of society.

VisionShaping the Future--One Child at a Time--The Chapel Hill Way!


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Table of Contents

Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Goal 1: Maximize student achievement through high standards across all disciplines, which incorporate critical thinking, creativity, collaboration,high quality instructional strategies and innovative teaching. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Goal 2: Cultivate a safe, nurturing and collaborative environment that promotes active involvement by parents, students and community members. . 9Goal 3: Sustain an effective and efficient organization by utilizing a flexible, responsive and consistent process for financial and operationalmanagement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Goal 4: Design professional learning opportunities that lead to effective teaching practices, instructional leadership and improved student results. . . 16Goal 5: Recruit, develop and retain qualified, certified and effective personnel. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

System Safeguard Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21


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Goals

Goal 1: Maximize student achievement through high standards across all disciplines, which incorporate critical thinking,creativity, collaboration, high quality instructional strategies and innovative teaching.

Performance Objective 1: 100 % of students will meet or exceed state standards on EOC/STAAR exams and advanced achievement measures. Increaseachievement, including special populations on all four performance indicators within the state accountability system.

Evaluation Data Source(s) 1: 2019 TAPR report

Summative Evaluation 1:

TEA Priorities: 2. Build a foundation of reading and math. 3. Connect high school to career and college. 4. Improve low-performing schools.

Strategy Description Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeNov Jan Mar June

System Safeguard StrategyPBMAS

1) Develop a horizontally and vertically aligned curriculumthat includes a depth and complexity component through theuse of TEKS Resource.

CRITICAL SUCCESS FACTORS: 1, 2, 3, 4, 7

Curriculum Team,Academic coaches

Use the scope and sequence developed by TEKS Resource andplan units, pacing and lessons across campuses with fidelity.

Increase student performance on universal screeners,STAAR/EOC and grade reports.

Problem Statements: Curriculum, Instruction, and Assessment 1, 2


2) Utilize universal screeners in reading and math to identifyproficiency levels in all subjects. Use the data to make soundinstructional decisions, form intervention groups and designquality instruction that meets each individual student's needs.

CRITICAL SUCCESS FACTORS: 1, 2, 3, 4

Curriculum Team,Academic Coaches

Increase performance as measured on district adopted universalscreeners, TPRI/Tejas LEE and EOC/STAAR.

Problem Statements: Curriculum, Instruction, and Assessment 2


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3) Collaborate with all curriculum and academic departmentsincluding special programs, special education, bilingual,accountability and data/research departments to ensure thatproper campus support is provided from the district office toall campuses.


Superintendent,Curriculum Team

Increase performance as measured on TPRI/Tejas LEE, districtadopted universal screeners, TMFSA, and EOC/STAAR.

Problem Statements: Student Achievement 1


4) Implement instructional rounds/walkthroughs with fidelityto evaluate next steps for professional development.


Curriculum Team,Campus Principals,Academic Coaches

Increase in teacher capacity as measured by studentperformance.

Increase performance as measured on TPRI/Tejas LEE, districtadopted universal screeners and EOC/STAAR.

Targeted or individualized professional development calendar



5) Develop district-wide curriculum-based assessments thatare aligned to the rigor of the TEKS, and conduct professionaldevelopment on how to use these assessments to guide dailyinstruction and expectations for student tasks.

Curriculum Team,Academic Coaches

Increase in mastery of the written curriculum as measured bythe curriculum-based assessment scores.



6) Use the district initiatives of Thinking Maps, ThinkingMaps Writing, Language and Literacy, Lenguaje y Lectura,Reading Readiness Esperanza, Language Enrichment withfidelity.

Curriculum Team,Academic Coaches,Principals

Increase EOC/STAAR scores for ALL students.

Increase performance on TejasLEE/TPRI for all students

Problem Statements: Student Achievement 1, 2


7) Develop and extend teacher understanding on how to usesystematic reading instruction to bring students to grade-levelproficiency or higher, while providing focused professionaldevelopment of literacy.



Increase grade-level and above reading performance based ondifferent data resources including district chosen universalscreeners, TPRI/Tejas LEE and curriculum-based districtperformance assessments



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8) Develop and extend teacher understanding on how to designand implement quality math instruction that will bring studentsto grade-level proficiency and higher, while providing focusedprofessional development on math concepts.



Increase grade-level and above math performance based ondifferent data resources including district chosen universalscreeners, and curriculum-based district performanceassessments.


= Accomplished = Continue/Modify = No Progress = Discontinue

Performance Objective 1 Problem Statements:

Student AchievementProblem Statement 1: There are sizable performance gaps between all student populations on all state assessments. Root Cause 1: Teachers do not currently have the capacity to address theneeds of the increasingly changing and diverse student population.Problem Statement 2: The percentage of students in the district meeting of exceeding the Approaches standard in all subject areas is below the state average. Root Cause 2: The statemandated curriculum, the district mandated curriculum and the district taught curriculum are not horizontally and vertically aligned from Pre-K through 12th grade.

Curriculum, Instruction, and AssessmentProblem Statement 1: There are sizable performance gaps between all student populations on all state assessments. Root Cause 1: Teachers do not currently have the capacity to address theneeds of the increasingly changing and diverse student population.Problem Statement 2: The percentage of students in the district meeting or exceeding the Approaches standard in all subject areas is below the state average. Root Cause 2: The statemandated curriculum, the district mandated curriculum and the district taught curriculum are not horizontally and vertically aligned from PK-12th grade.


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Goal 1: Maximize student achievement through high standards across all disciplines, which incorporate critical thinking, creativity, collaboration, highquality instructional strategies and innovative teaching.

Performance Objective 2: Increase the number of students participating and succeeding in advanced academics and CTE courses.

Evaluation Data Source(s) 2: Enrollment and successful completion in Pre-AP/AP/Dual Credit/CTE courses


TEA Priorities: 3. Connect high school to career and college.




1) Explore and begin implementation of a college and careerreadiness program to increase the number of K-12 studentsparticipating in activities that will prepare them for college,career and military success.

CRITICAL SUCCESS FACTORS: 1, 4

ESS Directors,Principals

Student/Teacher/Parent feedbackDecrease in number of students in RTI



2) Partner with Tyler Junior College, University of Texas andUniversity of Texas at Tyler to open multiple dual creditopportunities for students.

CRITICAL SUCCESS FACTORS: 1, 3 , 5

Executive Director ofCurriculum, HSPrincipal

Increase enrollment in dual credit.



3) Explore possible courses and personnel for middle schoolthat can receive high school credit with an emphasis on CTEbased on local and regional data.


Executive Director ofCurriculum, HS andMS Principal

Increase in enrollment in CTE pathways.

Increased number of students graduating with endorsements,performance acknowledgements and industry recognizedcertifications.




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Goal 1: Maximize student achievement through high standards across all disciplines, which incorporate critical thinking, creativity, collaboration, highquality instructional strategies and innovative teaching.

Performance Objective 3: Maintain 100% compliance with federal review of transition planning and post secondary outcomes.

Evaluation Data Source(s) 3: State Performance Plan Indicators 13 and 14.


TEA Priorities: 3. Connect high school to career and college.

Goal 2: Cultivate a safe, nurturing and collaborative environment that promotes active involvement by parents, studentsand community members.

Performance Objective 1: Provide opportunities to strengthen the social, emotional and physical development of the whole student.

Evaluation Data Source(s) 1:


TEA Priorities: 4. Improve low-performing schools.



1) Enhance CHISD's anti-bullying efforts by implementingcampus campaigns that encourage students, staff and thecommunity to treat others with respect and kindness.

CRITICAL SUCCESS FACTOR: 5

Counselors, SpecialPrograms Coordinator,CommunicationsCoordinator

Decrease in referrals.

Problem Statements: School Culture and Climate 1

PBMASEquity Plan Strategy

2) Provide a variety of activities that encourageparents/families to be actively involved in their student'slearning.


CommunicationsCoordinator

Increase in number of parent and community participates.



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3) Partner with community organizations and businesses toprovide family involvement activities for CHISD students andfamilies.

CRITICAL SUCCESS FACTORS: 5, 6

CommunicationsCoordinator, Principals

More family involvement




School Culture and ClimateProblem Statement 1: Students lack respect and understanding of differences in culture, race, socio economic, and varying backgrounds. Root Cause 1: Leadership has not addressed studentconcerns and equity.Problem Statement 3: Insufficient parental involvement in school activities. Root Cause 3: Lack of events designed for addressing challenges with adolescents.


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Goal 2: Cultivate a safe, nurturing and collaborative environment that promotes active involvement by parents, students and community members.

Performance Objective 2: Offer educational opportunities and services for families in need of assistance.

Evaluation Data Source(s) 2: Parent meetings/classes






1) Provide specific opportunities for parent education forparents of English Learners including bilingual family literacy.


Bi-lingual/ESLCoordinator, Principals

Greater participation in school activities for these families; morepositive working relationship; greater understanding for allinvolved



2) Support families by providing vital resources for theirchildren such as a school supply closet, clothes closet,partnership with the food bank) for students in need.


Counselors, assistantprincipals

Lessen the negative effective of some of student's socio-econonic status; Eliminate factors which are keeping ourstudents from being successful


3) Evaluate the Coordinated School Health Plan to ensure thatthe district is fulfilling state requirements to provide educationin the following areas: nutrition services, counseling services,health education, physical education, health promotion forstaff and family and community involvement.


Coordinator of FederalPrograms, schoolnurses, Food andNutrition Director;counselors,

Address areas keeping our students from being successful;decrease in referrals brought on by these issues; improvedacademic performance as students' needs are addressed.




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School Culture and ClimateProblem Statement 3: Insufficient parental involvement in school activities. Root Cause 3: Lack of events designed for addressing challenges with adolescents.Problem Statement 4: Potential non-compliance with state or federal mandates


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Performance Objective 3: Utilize a variety of means of communication to ensure clear communication to families regarding school and campus events,procedures, accomplishments and ways to assist families in educating their children.

Evaluation Data Source(s) 3: Newsletters; website; Twitter; Facebook; parent meetings/classes






1) Utilize district resources to communicate the educationalobjectives and expectations with families. CRITICALSUCCESS FACTOR: 5

DistrictCommunicationsOfficer; district websitecoordinator

Greater understanding of educational requirements andexpectations


2) Provide assistance to parents in how to monitor a child'sprogress and how to understand state standards andassessments. (Schools must have at least one parental meetingannually that educates families regarding the assessmentprocess.)


Principals, CurriculumTeam, District TestingCoordinator

Greater parental understanding of child's status, the state'sstandards, and how this is assessed as well as when and why itis important.


3) Increase use of district and campus social media sites suchas Facebook, Twitter and Instagram as well as the number ofparents, students and family members who are following thesites.


CommunicationsCoordinator

Better informed community



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Performance Objective 4: Train all staff members on district and campus operational guidelines and monitor equal application to all students

Evaluation Data Source(s) 4: Number of infractions (disaggregated data); analysis of out of class discipline assignments; student/parentfeedback (i.e. suggestion box or online survey)


TEA Priorities: 1. Recruit, support, retain teachers and principals.




1) Initiate training for staff members to educate them ondistrict and campus operational guidelines followed byperiodic reviews for reliability and validity

Principals, CentralOffice Staff

Equally application of district rules by a well trained staff withcontinual monitoring and non-compliance addressed.




School Culture and ClimateProblem Statement 2: Students don't feel that school rules are applied equally. Root Cause 2: Poorly trained and/or supervised administrators and teachers who are not held accountable fortheir actions.


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Goal 3: Sustain an effective and efficient organization by utilizing a flexible, responsive and consistent process for financialand operational management.

Performance Objective 1: Ensure the budgeting process supports integrity, transparency and efficient management of resources district-wide.

Evaluation Data Source(s) 1: Monitored budget


Goal 3: Sustain an effective and efficient organization by utilizing a flexible, responsive and consistent process for financial and operational management.

Performance Objective 2: Exercise fiscal responsibility to maintain financial strength and provide the financial resources for the educational program andsupport needs.

Evaluation Data Source(s) 2: Financial data and student performance data





1) Develop a five year facility plan and continue to update toCHISD Facility Plan.

Superintendent andDirector of Operations

Maintenance and structural improvements

2) Develop a projection of student growth and facilitiescapacity.

Superintendent,Director of Finance,Director Operationsand Principals

Completed plan for facility needs.

3) Increase state funding by increasing the average dailyattendance percentage for students. Develop attendanceincentives that will increase attendance.

Superintendent,Director of Finance,PEIMS Coordinator

Attendance percentage increases as an average over the schoolyear.



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Goal 4: Design professional learning opportunities that lead to effective teaching practices, instructional leadership andimproved student results.

Performance Objective 1: Identify and invest in the continuous development of teachers, staff and administrators to collectively reach goals for studentprogress, development and achievement.

Evaluation Data Source(s) 1: TAPR; Staff surveys


TEA Priorities: 1. Recruit, support, retain teachers and principals. 2. Build a foundation of reading and math. 3. Connect high school to careerand college. 4. Improve low-performing schools.




1) Conduct Leadership Academy and Retreat focusing on agrowth mindset, creating a culture of achievement and aprofile of an educator.


Superintendent and allDirectors, Principals

Administrator feedback, Campus professional developmentaligned to district initiatives, Student achievement onSTAAR/EOC



2) Continue to implement a system of accountability andsupport for leadership using SAIC meetings, CIA Meetingsand campus PLCs to gain feedback and data. Reflect on nextsteps for each campus.

CRITICAL SUCCESS FACTORS: 1, 2, 3

Superintendent, CIATeam, Principals andInstructional Coaches

Increase performance on universal screeners , quality of studentproducts and data on Student Success Reports



3) Provide staff development that equips teachers to designdaily student tasks and products that are aligned to the rigor ofthe TEKS and STAAR.


CIA Team Student products that are aligned to the rigor of the TEKS.



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4) Design district vertical and horizontal alignment PLCs togain feedback and deliver support for the alignment of contentand strategies between grade levels.


CIA Team Increase in student performance, decrease performance gaps(grade-level)



5) Provide training for district leaders and staff on the PLCand RTI processes that will guide decisions and planning toimprove student achievement through intentional school-wideintervention.


Superintendent, CIATeam, RTI LeadershipTeam

Decrease performance gaps in individual students and betweengrade levels, increase performance on the Student SuccessReport



6) Provide continued professional growth for campus districtleaders that will drive district and campus level instructionaldecisions.


Superintendent Campus leader feedback, staff surveys, increase districtperformance on state assessments, positive increase on StudentSuccess Report



7) Provide ongoing professional development for all pre-kindergarten teachers to develop high quality pre-kindergarteninstruction.


CIA Team, ElementaryPrincipals, teachers,instructional coaches

Increase percentage of students in the On Track category forCIRCLE assessment progress monitoring, increase number ofstudents who are Kindergarten Ready, improve teacherperformance on TTESS evaluations



8) Build capacity for all teachers in the area of co-teaching sothat students with IEPs have increased access daily to thedepth of grade-level curriculum.


Director of SpecialEducation, Principals,CIA

Increase performance of students identified as Sp Ed on districtand state assessments, Decrease performance gaps on StudentSuccess report, Decrease performance level indicators onPBMAS



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9) Build capacity for teachers of English Learners byproviding training on the ELPS and EL classroom strategies


Bi-lingual/ESLCoordinator, CIATeam, Principals

Increase EL achievement on district and state assessments,Decrease performance gaps on Student Success Report,Decrease performance level indicators on PBMAS




Student AchievementProblem Statement 1: There are sizable performance gaps between all student populations on all state assessments. Root Cause 1: Teachers do not currently have the capacity to address theneeds of the increasingly changing and diverse student population.



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Goal 4: Design professional learning opportunities that lead to effective teaching practices, instructional leadership and improved student results.

Performance Objective 2: 100% of CHISD teachers will be trained on district initiatives .

Evaluation Data Source(s) 2: Professional development recordsSTAAR scores

Summative Evaluation 2: Met Performance Objective

TEA Priorities: 2. Build a foundation of reading and math. 3. Connect high school to career and college. 1. Recruit, support, retain teachers andprincipals. 4. Improve low-performing schools.




1) Create an ongoing professional development calendar totrain/refresh all teachers on district initiatives.

Principals and CIATeam

Professional development matrix with all teachers listed; Higherstudent achievement






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Goal 5: Recruit, develop and retain qualified, certified and effective personnel.

Performance Objective 1: 100% of Chapel Hill ISD educators will meet the State of Texas certification requirements, which reflects a wide array ofeducational experience and expertise.

Evaluation Data Source(s) 1: Staff surveys; Retention rate


TEA Priorities: 1. Recruit, support, retain teachers and principals.



Equity Plan StrategyCritical Success Factors

CSF 7

1) Develop a comprehensive recruitment plan withcompetitive salaries, benefits, and stipends based onqualifications required for assignment and market trends.

Executive Director ofHuman Resources,Executive Director ofFinance

Salary Study, Recruitment and Retention numbers

Equity Plan StrategyCritical Success Factors

CSF 7

2) Recruit in a variety of venues to attract a broad applicantpool.

Executive Director ofHuman Resources

Diverse applicant pool

Quality teacher applicants



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System Safeguard Strategies

Goal Objective Strategy Description

1 1 1 Develop a horizontally and vertically aligned curriculum that includes a depth and complexity component through the use ofTEKS Resource. CRITICAL SUCCESS FACTORS: 1, 2, 3, 4, 7

1 1 2Utilize universal screeners in reading and math to identify proficiency levels in all subjects. Use the data to make soundinstructional decisions, form intervention groups and design quality instruction that meets each individual student's needs.CRITICAL SUCCESS FACTORS: 1, 2, 3, 4

1 1 3Collaborate with all curriculum and academic departments including special programs, special education, bilingual,accountability and data/research departments to ensure that proper campus support is provided from the district office to allcampuses. CRITICAL SUCCESS FACTORS: 1, 2, 3, 6

1 1 4 Implement instructional rounds/walkthroughs with fidelity to evaluate next steps for professional development. CRITICALSUCCESS FACTORS: 1, 2, 3, 4, 7

1 1 5 Develop district-wide curriculum-based assessments that are aligned to the rigor of the TEKS, and conduct professionaldevelopment on how to use these assessments to guide daily instruction and expectations for student tasks.

1 1 6 Use the district initiatives of Thinking Maps, Thinking Maps Writing, Language and Literacy, Lenguaje y Lectura, ReadingReadiness Esperanza, Language Enrichment with fidelity.

1 1 7Develop and extend teacher understanding on how to use systematic reading instruction to bring students to grade-levelproficiency or higher, while providing focused professional development of literacy. CRITICAL SUCCESS FACTORS: 1, 2, 4,7

1 1 8Develop and extend teacher understanding on how to design and implement quality math instruction that will bring students tograde-level proficiency and higher, while providing focused professional development on math concepts. CRITICALSUCCESS FACTORS: 1, 2, 4, 7

1 2 1 Explore and begin implementation of a college and career readiness program to increase the number of K-12 studentsparticipating in activities that will prepare them for college, career and military success. CRITICAL SUCCESS FACTORS: 1, 4

1 2 2 Partner with Tyler Junior College, University of Texas and University of Texas at Tyler to open multiple dual creditopportunities for students. CRITICAL SUCCESS FACTORS: 1, 3 , 5

1 2 3 Explore possible courses and personnel for middle school that can receive high school credit with an emphasis on CTE based onlocal and regional data. CRITICAL SUCCESS FACTORS: 1, 2, 3, 4, 7

4 1 1 Conduct Leadership Academy and Retreat focusing on a growth mindset, creating a culture of achievement and a profile of aneducator. CRITICAL SUCCESS FACTORS: 1, 3, 6, 7


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Goal Objective Strategy Description

4 1 2 Continue to implement a system of accountability and support for leadership using SAIC meetings, CIA Meetings and campusPLCs to gain feedback and data. Reflect on next steps for each campus. CRITICAL SUCCESS FACTORS: 1, 2, 3

4 1 3 Provide staff development that equips teachers to design daily student tasks and products that are aligned to the rigor of theTEKS and STAAR. CRITICAL SUCCESS FACTORS: 1, 2, 4, 7

4 1 4 Design district vertical and horizontal alignment PLCs to gain feedback and deliver support for the alignment of content andstrategies between grade levels. CRITICAL SUCCESS FACTORS: 1, 2, 3, 4, 7

4 1 5 Provide training for district leaders and staff on the PLC and RTI processes that will guide decisions and planning to improvestudent achievement through intentional school-wide intervention. CRITICAL SUCCESS FACTORS: 1, 2, 3, 4, 7

4 1 6 Provide continued professional growth for campus district leaders that will drive district and campus level instructionaldecisions. CRITICAL SUCCESS FACTORS: 1, 3, 6, 7

4 1 7 Provide ongoing professional development for all pre-kindergarten teachers to develop high quality pre-kindergarteninstruction. CRITICAL SUCCESS FACTORS: 1, 2, 4, 5, 7

4 1 8 Build capacity for all teachers in the area of co-teaching so that students with IEPs have increased access daily to the depth ofgrade-level curriculum. CRITICAL SUCCESS FACTORS: 1, 2, 3, 4, 7

4 1 9 Build capacity for teachers of English Learners by providing training on the ELPS and EL classroom strategies CRITICALSUCCESS FACTORS: 1, 2, 3, 4, 7

4 2 1 Create an ongoing professional development calendar to train/refresh all teachers on district initiatives.


July 19, 2018 12:20 pm

2018-2019 Goals/Performance Objectives/Strategies District … · 2019-10-01 · 2018-2019 Goals/Performance Objectives/Strategies Accountability Rating: Met Standard ... Chapel Hill

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