Northside Independent School District Strategic Plan and District Improvement Plan 2014-2015
Northside Independent School District
Strategic Plan
and
District Improvement Plan
2014-2015
8/19/15 2
Northside Independent School District
Board Members
Robert Blount, Jr., President
Katie N. Reed, Vice President
Bennie L. Cole, Secretary
George Lynn Britton, Jr., Trustee
M’Lissa M. Chumbley, Trustee
Carol Harle, Ph.D., Trustee
Karen Freeman, Trustee
Superintendent Dr. Brian T. Woods
For questions regarding this document, contact Dr. Marissa Peña at (210) 397-8540 or [email protected].
8/19/15 3
2013-2018 Strategic Plan Priorities and Objectives
I. Promote Community Involvement
Priority - Expand an integrated system of community relations and communications that provides opportunities to establish and strengthen District relationships and partnerships.
Objective 1. Recruit and retain active and supportive businesses and educational institutions to build mutually beneficial relationships that promote mentoring, internship
opportunities, and financial support.
Objective 2. Provide opportunities to foster positive relationships between parents, community, and schools.
Objective 3. Establish and expand initiatives that promote effective community relations and meaningful two-way communication with all stakeholders.
Objective 4. Maintain comprehensive programs and partnership opportunities that foster classroom innovation that encourages educators to continually enhance student learning.
II. Educate Diverse Learners
Priority - Provide meaningful learning opportunities for the District’s diverse student population.
Objective 1. Provide research-based curriculum that is focused on state standards and identify and provide effective instructional practices in all NISD classrooms.
Objective 2. Expand and communicate opportunities for enrichment and intervention for all students.
Objective 3. Implement systems to promote the development of student leadership, critical thinking, and self-management skills.
Objective 4. Develop and implement processes for vertical collaboration across bands of stakeholders.
Objective 5. Provide rigorous, complex, and meaningful learning that promotes readiness for post PK-12 experiences.
Objective 6. Utilize technology in advanced and innovative ways to support instruction and facilitate learning.
Objective 7. Use data to inform and drive instructional decision-making.
8/19/15 4
III. Hire, Develop, and Retain Quality Staff
Priority - Hire, retain, cultivate, and promote high-quality personnel.
Objective 1. Implement and evaluate a sound employment process for recruiting, screening, and hiring effective personnel.
Objective 2. Provide targeted professional development and training with ongoing, classroom-embedded support that enhances employee job performance and student learning.
Objective 3. Develop a framework for identifying, nurturing, and developing leaders across the district.
Objective 4. Maintain a compensation package and a benefits plan that are competitive.
IV. Promote a Safe Environment for Students and Staff
Priority - Create a safe environment for students, staff, families, and community members through a shared vision that includes all stakeholders.
Objective 1. Explore, implement, and communicate security measures that provide safeguards for the learning environment, using the latest technology.
Objective 2. Implement, provide, and communicate programs that will ensure that students understand shared responsibility and have necessary coping skills.
Objective 3. Implement, provide, and maintain instructional facilities that support a safe, healthy, and comfortable learning environment in a growing community.
Objective 4. Implement and promote a collaborative approach to school and community safety.
8/19/15 5
I. PROMOTE COMMUNITY INVOLVEMENT
PRIORITY: Expand an integrated system of community relations and communications that provides opportunities to establish and strengthen District relationships and
partnerships.
Objective1. Recruit and retain active and supportive businesses and educational institutions to build mutually beneficial relationships that promote mentoring, internship
opportunities, and financial support.
Major Activity Resources Person(s)
Responsible
Progress Report 1
July 1, 2014-October 31, 2014
Progress Report 2
November 1, 2014-February 28, 2015
Progress Report 3
March 1, 2015-June 30, 2015
I.1.1. Conduct and analyze two
comprehensive surveys (online and
phone) to gauge current and new
community and business
stakeholders’ awareness, perceptions
and interests in NISD, as well as
partnership opportunities.
Superintendent’s
Office
Survey consultant
Assistant
Superintendent for
Business & Finance
Director of Partnerships
Executive Director of
Communications
Asst. Supt. for Budget
and Finance
Executive Director of
Elementary Admin
Deployed an online survey, with input from
District and NEF leadership and in
collaboration with Galloway Research
Service, targeting current community and
business partners. A phone survey will
deploy late Spring 2015 targeting general
NISD and San Antonio businesses.
Received online survey results. Galloway
Research Service presented the results to NISD
and NEF leadership.
Began developing recommendations for
improving community volunteer and
sponsor/donor engagement and recognition;
better utilizing the NEF Grants Program to
promote engagement opportunities and value to
community and business supporters.
Approved Galloway’s proposal for the May
phone survey.
Completed the Galloway Research phone
interview survey targeting community and
business organizations not currently
engaged with the District.
Began developing a final project plan for
varied engagement activities targeting
businesses and employees, as well as a list
of communications tactics using both the
online and phone survey data.
Held a reception for STEM-related
businesses as part of the Kelly Smith
Technology Expo. Guests met with key
NISD decision makers and were given a
private tour of the expo.
Met with Maxim Integrated (located in
Westover Hills area) to discuss mentoring
partnership opportunities. The company
hosted a Partnerships Office presentation to
its employees to learn about how to mentor
at NISD. A company orientation is
scheduled for October.
8/19/15 6
Objective 2. Provide opportunities to foster positive relationships between parents, community, and schools.
Major Activity Resources Person(s)
Responsible
Progress Report 1
July 1, 2014-October 31, 2014
Progress Report 2
November 1, 2014-February 28, 2015
Progress Report 3
March 1, 2015-June 30, 2015
I.2.1. Study campuses HB5 Local
Accountability System partnership
databases and identify and share 1-3
best practices (per campus) for
increasing community, business and
parent involvement at campuses
District-wide.
C&I
Principals
Director of Partnerships
Executive Director of
Communications
Asst. Supt. for Budget
and Finance
Executive Director of
Elementary Admin
Met to revisit criteria used to evaluate focus
areas, implementation, and outcome of N-
CASE (Northside Community and Student
Engagement Accountability System).
Developed project management timeline for
the remainder of the year.
Met and reviewed measurement criteria and cut
points and made revisions based on principal
input and 2013-14 reporting outcomes.
Released revised survey. The data will be
analyzed, and results and ratings reported
accordingly.
I.2.2. Invite elected officials to the
schools twice a year to stay
connected with constituents.
Principals
Assistant
Superintendents for
Elementary and
Secondary
Administration
Executive Director of
Communications
Reminded staff, in weekly Principals’
Bulletins, about the expectation to host at
least two elected officials during the school
year.
Invited federal and state-elected delegation
to a meeting to discuss NISD’s 2015
legislative priorities and to impress on them
why they are so important. Scheduled
December meeting.
Updated the website of elected officials
following the elections.
Reminded schools to invite at least two elected
officials between now and end of school year.
Shared networking opportunities with the
Superintendent’s Office.
Hosted, by Garcia MS, a Mayoral Forum
where the top tier candidates shared their
vision for San Antonio.
Completed
Planned continuation of effort for 2015-16
school year.
Objective 3. Establish and expand initiatives that promote effective community relations and meaningful two-way communication with all stakeholders.
Major Activity Resources Person(s)
Responsible
Progress Report 1
July 1, 2014-October 31, 2014
Progress Report 2
November 1, 2014-February 28, 2015
Progress Report 3
March 1, 2015-June 30, 2015
I.3.1. Develop a "How to Stay
Connected to Northside" awareness
campaign to improve the
understanding and utilization of
District communications tools.
Technology
Services/CITs
Web Office
Communications
Department
Executive Director of
Communications Began developing the customer-parent-
family friendly site, which will guide visitors
to the variety of options available for them to
stay connected to NISD. Expected
deployment is January 2015.
Developed and posted website at
http://www.nisd.net/connected-nisd. This site
provides a one-stop site to get links to
information and ways to stay connected with
NISD. The site is dynamic and is updated as
necessary.
Completed
8/19/15 7
Objective 4. Expand comprehensive programs and partnership opportunities that foster classroom innovation that encourages educators to continually enhance student learning.
Major Activity Resources Person(s)
Responsible
Progress Report 1
July 1, 2014-October 31, 2014
Progress Report 2
November 1, 2014-February 28, 2015
Progress Report 3
March 1, 2015-June 30, 2015
I.4.1. Study campuses HB5 Local
Accountability System innovation
practices databases and identify and
share 1-3 best practices (per campus)
District-wide.
C&I
Organizational and
Staff Development
Executive Directors of
Elementary and
Secondary Instruction
Technology Services
Executive Director of
Communications
Director of Partnerships
Academic Technology is working with OSD
Staff to incorporate technology resources
into existing professional development
opportunities, such as Planting Seeds, to
ensure successful classroom management.
Continued, through Academic Technology
Coaches, to provide staff development on
Super Saturdays on Blended Learning
environments and Google Classroom.
Provided opportunities for all campuses to
showcase classroom best practices through
the Kelly Smith Tech Expo.
I.4.2. Increase participation in NEF’s
Grant Program and measure
effectiveness by evaluating the
quantity and quality of grant
submissions and implementation.
NEF
Grants Department
Communications
Director of Partnerships Planned for the Grants Program Oversight
Committee to meet before the end of 2014 to
review previous grant cycle evaluations and
budget management.
Launched the newly designed and improved
grants submissions tools in September,
which made for a more efficient submissions
and evaluation process.
Worked with the NISD Grants & Recognition
Department to track the progress of changes
made to the NEF Grants Program by reviewing
number of grant submissions and awards, as
well as number of trainings, relative to NEF
grants budget.
Planned for Grants Program Oversight
Committee to meet in early March to review
data and progress of the program, as well as
review recommendations from the NEF
Community Engagement Committee related to
the Galloway research project.
Selected grant funded programs across
various grade levels, content areas, and
departments to highlight throughout the
school year in an effort to raise awareness
about supporting NEF and applying for
Grants.
Conducted an employee survey. Based on
the employee survey and Galloway research
survey data, NEF will target new employees
in the majority of its outreach, as well as
improve recognition to donors and sponsors
for supporting NEF.
I.4.3. Identify progressive and
futuristic trends within industry and
districts around the country and
discuss findings with District
leadership for potential application.
C&I
Organizational and
Staff Development
Communications
Partnerships
Technology Services
Assistant
Superintendent for
Technology Services
Executive Director of
Communications
Director of Partnerships
Released outcomes of Local Accountability
System.
Established a committee of Curriculum &
Instruction and Technology Services to
discuss the direction of use of technology in
the classroom as it relates to the learning
environment.
Began developing a vision for the learning
environment and how technology resources can
support student engagement and create
meaningful learning with real-world
applications. Future meetings are scheduled in
the Spring.
Completed Mobile Device pilots at 6
campuses and reported results to the
committee. The committee continues to
meet working toward identifying goals to
support student engagement in the
classroom.
8/19/15 8
II. EDUCATE DIVERSE LEARNERS
PRIORITY: Provide meaningful learning opportunities for the District’s diverse student population.
Objective 1. Provide research-based curriculum that is focused on state standards and identify and provide effective instructional practices in all NISD classrooms.
Major Activity Resources Person(s)
Responsible
Progress Report 1
July 1, 2014-October 31, 2014
Progress Report 2
November 1, 2014-February 28, 2015
Progress Report 3
March 1, 2015-June 30, 2015
II.1.1. Implement year 1 of multi-
year plan for continued training of
campus staff on concept-based
curriculum.
Local Deputy Superintendent
for C&I
Provided overview of concept-based
curriculum during Administrators’ Institute,
New Teacher Academy, summer teacher
institutes and Northside Leadership
Academy.
Provided professional development for
elementary team leaders, administrators, and
secondary department coordinators to
develop an understanding of the structure of
the curriculum framework and its use in
instructional planning.
Trained high school math teachers and level
leads in concept-based curriculum and
constructed unit graphic organizer.
Facilitated the work of middle school math
teachers and high school math coordinators and
lead teachers to create concept maps and unit
webs using concept-based curriculum.
Consulted with middle school Department
Coordinators and Academic Deans (with ELA
expertise) to provide input on the design of the
ELA curriculum for 2015-2016.
Provided concept-based curriculum overview
and use of KUD in lesson planning
professional development for middle school
science teachers, teams of elementary teachers,
and elementary math and science facilitators.
Provided additional concept-based curriculum
training through Northside Leadership
Academy for auditing administrators.
Designed and scheduled weeklong
Concept-Based Curriculum summer
training for all Specialists and ISTs not
having attended.
Scheduled Lynn Erickson for Administrator
Institute; included teacher leaders from all
campuses.
Embedded concept-based framework in
summer professional development
opportunities for teachers.
Redesigned K-8 ELAR KUDs to integrate
and align Reading and Writing concepts
and skills based on genre studies.
II.1.2. Continue to provide training
and ensure implementation of
literacy initiatives in targeted K-8
classrooms.
Local
Title I
SCE
Executive Directors for
Elementary and Middle
School Instruction
Consulted with Columbia Teachers College
to provide professional development on
Writer’s Workshop for one literacy leader
per elementary campus.
Continued early literacy initiative training
for K-1st grade teachers, administrators, and
literacy leaders at 11 Title I campuses.
Monitored implementation of early literacy
initiatives at 5 targeted campuses.
Continued training for integrated 6th
grade
ELAR curriculum for all campuses and at 8
campuses for 7th
grade ELAR.
Continued ELA workshop model on integrated
reading and writing curriculum training for 6th
and 7th
grade, year two; 7th and 8th
grade year
one.
Collaborated with MS ESL Specialist to train
targeted campuses in high-yield ELL strategies
and scheduled follow-up walkthroughs with
campus administrators.
Implemented Principals’ Writing Book Study
to improve instruction at 8 elementary
campuses; campuses were selected based on
Writing data.
Planned implementation of 8th grade ELA
workshop model on integrated reading and
writing curriculum for 7th grade year two;
8th grade year one and year two. Continued monthly Principals’ Writing
Book Study; selected teams of teachers
from target campuses to attend Homegrown
Writing Institute. Completed elementary classroom
walkthroughs to collect data around use of
phonics in context strategies.
8/19/15 9
Major Activity Resources Person(s)
Responsible
Progress Report 1
July 1, 2014-October 31, 2014
Progress Report 2
November 1, 2014-February 28, 2015
Progress Report 3
March 1, 2015-June 30, 2015
Provided initial training on ELAR
curriculum at 12 middle school campuses for
7th
grade teachers and at 17 middle schools
for 8th
grade teachers.
Continued early literacy training for new K-1st
grade teachers, administrators, and literacy
leaders at Title 1 campuses; provided Literacy
Super Saturday training.
Continued classroom visits to monitor
implementation of early literacy initiatives at 5
targeted campuses; campuses were selected
based on data.
II.1.3. Identify core instructional
practices, by level/content, that are
district expectations and develop
protocol that informs the
implementation level.
Local
Title I
Title III
Executive Directors for
Elementary, Middle,
and High School
Instruction
Collaborated with ACCD and UTSA to
develop and train 12th
grade teachers in the
College Prep ELA and Math courses.
Developed rubrics to align and calibrate
instruction for all levels of international
languages and provided relevant training for
all staff.
Continued ongoing cluster trainings for
elementary teachers on hard to teach TEKS.
Developed planning protocol to assist
campuses in effective planning for
instruction.
Provided professional development to 7th
ELA, 8th Social Studies, and 8th Science
teachers on the 3 High Yield ELL strategies.
Continued emphasis on the 3 High Yield ELL
strategies by conducting classroom visits with
MS Academic Deans and MS C&I on two
middle school campuses and scheduled campus
classroom visits and feedback/reflection
sessions with both administration and campus
teachers to assess implementation.
Facilitated the work of ELA high school
teachers to create rubrics and expectations for
essay assessment practices; conducted rubric
training for College Prep Adv. Alg. 3 course.
Identified three core instructional practices in
science: inquiry learning, science notebooks,
and oral language and vocabulary development
(Unit Inventory); gathered implementation data
through classroom visits.
Designed and proposed the Secondary
Balanced Literacy Institute and Northside
Leadership Cohort to transition from the
previous 3-week Abydos Institute and
Abydos training cohorts. Provided review of Guided Math and “look
fors” as best practice for all elementary
administrators during Curriculum Update. Continued to provide ELL high-yield
strategies training at District level and at
campus request. Developed an elementary classroom visit
form for identifying early literacy best
practices; shared data with principals. Developed Teacher ELL Observation Log
to gather progress data on middle school
TELPAS proficiency levels. Developed and utilized protocol to assess
TI Nspire integration into 8th grade Math
instruction.
8/19/15 10
Objective 2. Expand and communicate opportunities for enrichment and intervention for all students.
Major Activity Resources Person(s)
Responsible
Progress Report 1
July 1, 2014-October 31, 2014
Progress Report 2
November 1, 2014-February 28, 2015
Progress Report 3
March 1, 2015-June 30, 2015
II.2.1. Communicate and evaluate
effective interventions and
supplementary aids to improve
student achievement.
Title I
Assistant Director of
Special Education
Reviewed and are in the process of updating
list of interventions.
Used district-wide reports to monitor usage
of interventions and student progress.
Reviewed and compared cumulative student
data on state compensatory reading program
with secondary principals and academic
deans.
Created Edmodo webpage to provide
information concerning software programs and
updates for classroom teachers.
Continued to disseminate monthly updates via
newsletters.
Created instructional Twitter accounts to
provide instructional information to include
upcoming trainings.
Created, reviewed, and updated supplementary
aids, and reorganized them using a coding
system for easy identification.
Revised the individual student supplementary
aids document to reflect new coding system.
Reviewed content area interventions with each
K-12 content specialist and updated NISD
Intervention List.
Completed training, pilot, and evaluation of
the following intervention and
supplementary programs:
• FASTT Math - math automaticity
intervention for secondary campuses
• IXL – High School math program
• Kurzweil – comprehensive text-to-
speech reading and writing support
Created the following supplementary aids to
improve student achievement:
• Student Intervention Case Study to
verify progress on interventions
• STAAR A Student Checklist
Attended Region 20 instructional sessions
and ASCD National Conference to
incorporate into NISD training of the
following:
• Differentiated Instruction is Respectful
Teaching
• Challenging Teaching: Leading
Disruptive Innovations
• Concept-based Planning
• Classroom Instructional Support for
Elementary
• On the Road to Success with STAAR-A
• STAAR A Reading: How Do I
Customize Instruction
II.2.2. Gather data and evaluate the
use of targeted interventions and
enrichment opportunities.
Local
SCE
Executive Directors for
Elementary and
Secondary Instruction
K-12 Intervention
Specialist
GT Coordinator
Assistant Director of
Special Ed
Reviewed Learning List, a database of
instructional material reviews, to assist in the
selection of appropriate instructional
resources.
Researched effective software interventions
that are high school appropriate.
Compiled midyear data reports to monitor and
evaluate student usage and progress for iReady,
SuccessMaker, and Fast Math.
Created an intervention checklist for the
effectiveness of intervention programs at
District, campus, and student levels.
Reviewed and revised course offerings for
acceleration in middle school; added
Communications Applications course.
Reviewed middle school Math SCE
structure, resources, and explored various
progress monitoring software options;
made recommendations for a 3/2 model (3
days pre-teach and 2 days of closing gaps
and recursive review) and specific
intervention resources.
8/19/15 11
Major Activity Resources Person(s)
Responsible
Progress Report 1
July 1, 2014-October 31, 2014
Progress Report 2
November 1, 2014-February 28, 2015
Progress Report 3
March 1, 2015-June 30, 2015
Evaluated campus student intervention data to
target individual student instruction
Purchased additional LLI Red Intervention kits
based on campus usage.
Continued monitoring the effectiveness and
usage of piloted Kurzweil text accessibility
program.
Procured and implemented Learning List as a
resource for reviewing instructional materials.
Reviewed first semester Achieve 3000 progress
and compared district and campus data;
conducted midyear review with academic
deans; continued routine consultation with
Achieve 3000 with middle school SCE reading
specialists to ensure fidelity to program design,
identify best practices, and review campus
usage and lexile progress reports.
Met with Cypress Fairbanks, Houston,
Northeast, and Katy ISDs to discuss their
middle school math programs for Pre-AP
summer opportunities, Geometry logistics, and
math intervention and related funding sources.
Explored Mentoring Minds as a resource for
intervention.
Reviewed Biology EOC retest data and
investigated Taft success; provided model and
training for all campuses through Coordinator
meetings.
Reviewed data from NEAR, RtI Summary
Report, and usage reports for iStation, Lexia
Learning, and Think Through Math and
identified patterns in usage and contacted
campus principals.
Reviewed additional Math interventions at
elementary level for inclusion in NISD
Intervention List.
Developed project-based modules for 5th
grade students demonstrating mastery of
specific concepts for implementation during
the 2015-16 school year; planned for
professional development for math leaders
to roll out to teachers.
Used Learning List to assess alignment of
adoption materials to TEKS to develop
supplemental materials as needed.
Planned for use of Achieve 3000 during
middle school summer accelerated
instruction program.
Reviewed Achieve 3000 progress through
the second semester and compared district
and campus data.
Reviewed data each nine-week period from
the following sources: NEAR, RtI
Summary Report, and usage reports for
iStation, Lexia Learning, Imagine Learning
and Think Through Math and identified
patterns in usage in making contact with
campus principals.
Adopted Edgenuity to deliver Geometry
curriculum for 2015-16.
Secured local funding to provide
uninterrupted Think Through Math and
iStation interventions for grades 3-8.
Compiled annual reports of all software
interventions utilized by special education
to verify usage and to assist in decision
making for the upcoming year.
8/19/15 12
Major Activity Resources Person(s)
Responsible
Progress Report 1
July 1, 2014-October 31, 2014
Progress Report 2
November 1, 2014-February 28, 2015
Progress Report 3
March 1, 2015-June 30, 2015
II.2.3. Develop a protocol for the RtI
process at the secondary level.
Local
SCE
K-12 Intervention
Specialist
Reviewed draft versions of protocol
developed by two high school campus
intervention specialists.
Attended in-service at Region 20 on RtI
specifically designed for secondary levels.
Reviewed current RTI processes/documents
with Campus Intervention Specialists.
Evaluated functionality of eRtI online tool
with Campus Intervention Specialists as a
possible vehicle for improving the RtI
process. Planned for input from various
other stakeholders to determine
implications for change.
II.2.4. Evaluate the impact and
effectiveness of the campus
intervention specialist and early
literacy specialist.
Local
Title II
SCE
Executive Directors for
Elementary, Middle,
and High School
Instruction
K-12 Intervention
Specialist
Established monthly meeting schedule to
focus on phonics and coaching on
instructional practices.
Monitored the campus level work to
determine support needed.
Trained Elementary and Middle School
Campus Intervention Specialists on the
effective use of Think Through Math as a math
intervention.
Reviewed RtI data for the campuses with
Intervention Specialists.
Principals’ Discussion March 2015:
• Early Literacy Specialists: Reviewed
job posting and position expectations;
greater emphasis on K-2 data analysis
as focus; Instructional coaching
professional development for ELS
needed.
• Campus Intervention Specialists:
Reviewed position expectations;
increased number of students assigned
to interventions in a more systematic
approach; cited need for deeper
understanding of intervention relative
to student needs.
Recommended retention of positions on
current campuses for 2015-16 school year.
Objective 3. Implement systems to promote the development of student leadership, critical thinking, and self-management skills.
Major Activity Resources Person(s)
Responsible
Progress Report 1
July 1, 2014-October 31, 2014
Progress Report 2
November 1, 2014-February 28, 2015
Progress Report 3
March 1, 2015-June 30, 2015
II.3.1. Evaluate the fidelity of the
AVID program implementation at all
levels.
Local
HSA
Title I
Grants
Executive Director of
School Improvement
AVID Coordinator
Revised resource allocations for equity and
reviewed allocations with secondary campus
administrators and AVID coordinators.
Conducted on-site visits to elementary and
secondary campus AVID sites.
Continued AVID elementary training for teams
of teachers new to implementation to support
fidelity.
Conducted classroom visits at various
elementary sites; gave feedback to principals
regarding implementation.
Continued site visits to AVID classrooms at
elementary, middle, and high school
campuses’ prepared reports for principals
Held meetings with each secondary
principal to discuss implementation, site
visits, and budget changes.
8/19/15 13
Major Activity Resources Person(s)
Responsible
Progress Report 1
July 1, 2014-October 31, 2014
Progress Report 2
November 1, 2014-February 28, 2015
Progress Report 3
March 1, 2015-June 30, 2015
Attended district-level AVID coordinator
state training.
Met monthly with secondary AVID campus
coordinators to reinforce expectations, share
practices, and review data collection.
Examined secondary program implementation
to identify and prioritize fidelity issues of
curriculum implementation, use of tutors,
student selection; will gather additional student
performance and perceptual data to design
improvement plan.
Met monthly with secondary AVID
Coordinators to share best practice, discuss
implementation and refining the AVID
elective, and district expectation.
Began utilizing Google sharing capabilities
to facilitate communication and data
collection
Completed elementary beginning-of-year
and end-of-year assessments.
Evaluated AVID budget allocations and
expenditures and made recommendations
for 2015-16.
Completed evaluation of required AVID
reports: Data 1 and 2, Individual Self Study,
Certification Self Study, and Senior-Level
Data.
II.3.2. Redesign the current guidance
goal-setting program to align with
self- management skills, personal
problem solving and individual
decision making.
Local Assistant
Superintendent of
Family, Community,
and Student Services
Director of Guidance
and Counseling
Submitted a campus plan containing program
goals for 2014-2015 for use by
elementary and middle school student
leadership facilitators.
Began implementation of program plans for
elementary and middle school student
leadership campus programs. Student
Leadership meets with elementary and middle
school leadership facilitators to share best
practices.
Implemented campus program plans for
elementary and middle school student
leadership campus programs and submitted
end of year reports.
Continued ongoing meetings with student
leadership campus facilitators to
disseminate information and share best
practices.
Objective 4. Develop and implement processes for vertical collaboration across bands of stakeholders.
Major Activity Resources Person(s)
Responsible
Progress Report 1
July 1, 2014-October 31, 2014
Progress Report 2
November 1, 2014-February 28, 2015
Progress Report 3
March 1, 2015-June 30, 2015
II.4.1. Pilot a model that facilitates
collaboration between 5th
and 6th
grade teachers within vertical feeder
patterns.
Local Executive Directors of
Elementary and Middle
School Instruction
Established timelines for implementation of
coordinated efforts to review transition
grades.
Collaborated with elementary math staff to
select vertically aligned 5th and 6th grade math
standards that support the transition to Pre-AP
Mathematics.
Coordinated with elementary and middle
teachers the development of project-based
math lessons for enrichment opportunities
in fifth grade classrooms during 2015-16.
8/19/15 14
Major Activity Resources Person(s)
Responsible
Progress Report 1
July 1, 2014-October 31, 2014
Progress Report 2
November 1, 2014-February 28, 2015
Progress Report 3
March 1, 2015-June 30, 2015
Coordinated efforts to review the
realignment of new math TEKS from one
grade level to another.
Developed lessons incorporating the new
math TEKS through vertical collaboration
with Rayburn and Ross teachers and their
elementary feeder schools.
Met with Rayburn and Jones elementary
feeder schools to bring focus to the teaching
of social studies.
Held bi-monthly meetings with the ES, MS,
and HS Specialists to discuss vertical
alignment, with a focus on writing; conducted
joint elementary classroom visits with a focus
on writing instruction and middle school
transition; scheduled middle school classroom
visits to be conducted in late spring.
Continued content vertical alignment
discussions during monthly meetings with ES,
MS, and HS Specialists.
II.4.2. Continue and expand the
vertical feeder pattern collaborative
work using the student performance
data from the College Board suite of
tests.
Local
HSA
Executive Directors of
Middle and High
School Instruction
Director of GT and
Advanced Academics
Met as secondary feeder patterns with
College Board to analyze 2013-2014
ReadiStep/PSAT/NMSQT/AP campus and
district results.
Began development of campus and district
plans for improvement in 2014-2015.
Attended the Southwest Regional College
Board Conference with a focus on Pre-AP/AP
courses and an emphasis on NISD student data.
Collaborated with the Director of GT and
Advanced Academics to plan the professional
development (SOAS) on March 4, 2015.
Developed and conducted secondary feeder
pattern planning day to address
performance goals on College Board
assessments; examined 2014 AP results,
STAAR Level 3 Advanced data, ReadiStep,
PSAT.
Utilized data and Teacher Instructional
Planning Reports for informing hiring and
master schedule decisions.
Initiated discussion and planning with
College Board for possible development of
five-year plan including use of AP
Diagnostic tool and establishment of
District-level AP Committee.
II.4.3. Evaluate the impact and
effectiveness of the ELL transition
coach.
Local
Title III
SCE
Director of
Bilingual/ESL
Established monthly meeting schedule with
ELL transition coaches.
Determined what campus data will be
reviewed monthly to assess the impact of the
ELL transition coaches.
Continued monthly meetings with ELL
Coaches to provide professional development
on coaching.
Met with administrators and coaches to review
coach schedules collected and posting
description of responsibilities to reinforce
appropriate assignment of staff.
Reviewed position expectations; considered
possible solutions to barriers to improve use
of the position in the 2015-16 school year.
Recommended retention of positions on
current campuses for 2015-16 school year.
Received ongoing professional
development on coaching and supporting
adult learners.
Worked closely with content area teachers
to support the design of differentiated
instruction based on students' English
8/19/15 15
Major Activity Resources Person(s)
Responsible
Progress Report 1
July 1, 2014-October 31, 2014
Progress Report 2
November 1, 2014-February 28, 2015
Progress Report 3
March 1, 2015-June 30, 2015
language proficiency and academic
development, co-teaching and modeling as
needed.
Provided campus-based PD on ELL high-
yield instructional strategies.
Used data to monitor student progress and
dialogue with teachers regarding student
academic strengths/needs.
Objective 5. Provide rigorous, complex, and meaningful learning that promotes readiness for post PK-12 experiences.
Major Activity Resources Person(s)
Responsible
Progress Report 1
July 1, 2014-October 31, 2014
Progress Report 2
November 1, 2014-February 28, 2015
Progress Report 3
March 1, 2015-June 30, 2015
II.5.1. Review and refine the
protocols and processes for the
development of the PGPs (Personal
Growth Plans) for grades 6-12
students.
Local Executive Directors of
Elementary, Middle,
and High School
Instruction
Began the process of developing PGPs and
course selection protocols for all secondary
students.
Investigated viable electronic PGP formats
and options.
Developed a working timeline for the
implementation of course selection and
impact on endorsements.
Developed a paper 4-year Plan for
implementation this year.
Trained high school on use of current Career
Cruising web site to facilitate 4-year Plan
implementation.
Continued to investigate best model for
electronic 4-year Plan with eSchool Plus,
Bridges, and Career Cruising.
Developed a four-year plan for every
enrolled 9th grade student.
Visited Cypress-Fairbanks ISD to continue
investigation of Career Cruising option.
Continued discussions to implement Career
Cruising in 2015-16.
II.5.2. Identify and analyze barriers
to ELL graduation and develop a
plan to address the barriers.
Local
Title III
SCE
Executive Directors of
Elementary, Middle,
and High School
Instruction
Director of
Bilingual/ESL
Conducted a comprehensive needs
assessment particular to performance of ESL
students.
Worked with targeted high schools to
prepare for EOC retest opportunities.
Developed and conducted a math TAKS
Blitz at Jay and Stevens HS, and made
available to all district re-testers.
Implemented lesson study as professional
development model in targeted Elementary
ELL Science and writing classrooms.
Implemented professional development on
high-yield strategies for high school ELA and
ESL teachers.
Administered Arabic, Burmese, and Napoli
credit-by-exams to resettlement students for
international language credit.
Continued lesson study in targeted
elementary ELL Science and writing
classrooms.
Continued professional development on
high-yield strategies at multiple high
schools for ELA and ESL teachers.
Conducted SWOT analysis with elementary
Science teachers in targeted classrooms to
assess needs and design interventions in
2015-16.
8/19/15 16
Major Activity Resources Person(s)
Responsible
Progress Report 1
July 1, 2014-October 31, 2014
Progress Report 2
November 1, 2014-February 28, 2015
Progress Report 3
March 1, 2015-June 30, 2015
Met with principals of target middle schools
to debrief District target plan ELL work for
2014-15 and to plan for implementation for
2015-16.
Gathered feedback from teachers at targeted
campuses to design work for 2015-16.
Completed middle school classroom
walkthroughs to collect data around use of
high-yield ELL strategies.
Developed instructional guides for middle
and high school ESL that includes support
for English I and II to meet the needs of
EOC testers.
Providing ongoing ELL high-yield
instructional strategies professional
development for content area secondary
teachers.
Began supporting counselors on
interpreting high school transcripts from
other countries.
Requested campuses hand-schedule each
ELL student to assign specific teachers that
will design instruction to advance language
and academic development: differentiated
instruction for ELLs using high-yield
instructional strategies.
Requested campuses consider students
English language proficiency as they assign
students to a specific sequence of courses,
including electives.
Began changing LPAC procedures to
ensure that ELLs are formally monitored
for language and academic progress:
documented in eLPAC every grading
period.
8/19/15 17
Major Activity Resources Person(s)
Responsible
Progress Report 1
July 1, 2014-October 31, 2014
Progress Report 2
November 1, 2014-February 28, 2015
Progress Report 3
March 1, 2015-June 30, 2015
Provided accelerated intervention before,
during, and after school.
Provided credit retrieval at campuses
before, during, and after school.
Began utilizing language tutors who are
content knowledgeable to support student
language and academic development.
Began developing instructional guides for
middle school and high school ESL that
includes support for English I and II.
II.5.3. Continue the Academy model
at Jones MS and monitor the
performance of the original cohort of
students.
Local
Title I
SCE
Executive Director of
Middle School
Instruction
Identified a new cohort of students eligible
for the Year 2 Academy at Jones.
Monitored grades, attendance, and discipline
data for the first reporting period for both
original cohort and current year cohort.
Provided staff development specific to
compacted curriculum and instruction for
effective use of block schedules.
Conducted mid-year meeting with Jones
Academy teachers and campus administration
to provide an overview of data and plan for
next steps.
Provided staff development to include the
design of common assessments in all content
areas; reviewed data comparing current Jones
Academy students with non-Academy students
in all content areas.
Continued to monitor grades, attendance, and
discipline data for the first semester for the
current cohort of students.
Conducted end-of-year Academy debrief
across contents to review curricular,
instructional, and assessment practices and
plan for improvement in 2015-16.
Continued to monitor grades, attendance,
and discipline data for each grading cycle
and year for the current cohort of students;
began examination of STAAR performance.
Began identification of rising 6th graders
for 2015-16 based on prior STAAR
performance, attendance, grades, discipline,
and CDBs.
II.5.4. Establish and monitor the
Academy model at Rayburn and
Ross MS.
Local
Title I
SCE
Executive Director of
Middle School
Instruction
Identified a new cohort of students eligible
for the Year 1 Academy at Rayburn and
Ross MS.
Monitored grades, attendance, and discipline
data for the first reporting period current year
cohort.
Provided staff development specific to
compacted curriculum and instruction for
effective use of block schedules.
Conducted mid-year meetings with Ross and
Rayburn Academy teachers and campus
administration to provide an overview of data
and plan for next steps.
Provided staff development to include the
design of common assessments in all content
areas. Reviewed data comparing current Ross
and Rayburn Academy students with non-
Academy students in all content areas.
Continued to monitor grades, attendance, and
discipline data for the first semester for the
current cohort of students.
Conducted end-of-year Academy debrief
across contents to review curricular,
instructional, and assessment practices and
plan for improvement in 2015-16.
Continued to monitor grades, attendance,
and discipline data for each grading cycle
and year for the current cohort of students;
began examination of STAAR performance.
Began identification of rising 6th graders
for 2015-16 based on prior STAAR
performance, attendance, grades, discipline,
and CDBs.
8/19/15 18
Major Activity Resources Person(s)
Responsible
Progress Report 1
July 1, 2014-October 31, 2014
Progress Report 2
November 1, 2014-February 28, 2015
Progress Report 3
March 1, 2015-June 30, 2015
II.5.5. Provide information and
guidance to campuses regarding the
STAAR Accommodated test version,
its instructional implications, and its
administration.
IDEA
Local
Director of Special
Education
Director of Testing and
Evaluation
Executive Directors of
Elementary, Middle,
and High School
Instruction
Developed comprehensive communication
plan and associated timelines regarding
features and attributes of STAAR A, student
eligibility, and administration logistics.
Adapted CDBs to include text-to-speech
capabilities and other online tools available
for student use.
Reviewed the logistics and brainstormed
possible solutions to the administration of all
online assessments.
Collaborated with Special Education ISTs to
train and model STAAR A for all middle
school department coordinators.
Trained all elementary administrators on
STAAR A/classroom accommodations during
Curriculum Updates; provided similar training
for secondary administrators.
Provided professional development for campus
coordinators through Region 20 staff.
Continued to explore electronic options for
CDBs that mirror STAAR A accommodations.
Reviewed STAAR-A performance for all
content areas and grades and began making
recommendations for improvement.
Trained all campus test coordinators on
STAAR A during annual STAAR training.
Consulted with individual campuses
regarding student assessment decisions.
II.5.6. Adapt curriculum and refine
instructional practices to promote
higher levels of rigor in advanced
courses.
Local
HSA
Executive Directors of
Middle and High
School Instruction
Director of GT and
Advanced Academics
Hired a Director of GT and Advanced
Academics with expertise specifically in
advanced courses.
Provided staff development for GT teachers
implementing the middle school pilot model.
Met on a scheduled basis with principals of
middle school pilot model to ensure fluid and
effective communication.
Began process of aligning Pre-AP science
curriculum in 7th
- 11th
grade to ensure AP
success.
Developed high-level inquiry based science
lessons and labs and trained 120 7th
-10th
grade pre AP teachers.
Backward mapped all international language
courses beginning with AP levels down to
level 2.
Implemented round table PLCs for high
school ELA campus coordinators centered
on instructional practices and student
placement for AP courses.
Created supplement to math CDBs aligned to
AP free response questions.
Provided specific GT staff development to
ELA, Science, and Social Studies GT and
content pilot teachers.
Met monthly with GT pilot Principals to
review master schedules, provide feedback,
and share campus pilot implementation;
created a feedback form for teachers,
administrators, and Librarians to provide
feedback for the GT pilot.
Trained all secondary Specialists and IST’s on
AP backwards design and began the
development of a secondary plan to
differentiate regular and Pre-AP courses with
emphasis on AP skills and success.
Conducted various content specific AP skill
development sessions for high school AP
students and staff.
Continued district-wide AP PLCs in 5 core
areas.
Provided training for high school social studies
teachers through an AP Readers Forum.
Developed Science and Social Studies
supplements for advanced courses in CDB 2.
Completed the development of
differentiated regular and PreAP course
curricula in all content areas.
Vetted PreAP curriculum framework
through department coordinators and
administrators.
Began training of secondary PreAP teachers
in all content areas in the new PreAP
curriculum.
Planned and implemented five Super
Saturdays for AP students to prepare for AP
exams in five core areas; over 2500 student
attended.
Conducted pullout days for teachers of the
five Science AP courses to begin 2015-16
planning.
Completed first year of GT pilot
implementation.
Conducted teacher, parent, and student
surveys to garner program feedback and
attended scheduled GT campus showcases
to improve implementation for 2015-16.
8/19/15 19
Major Activity Resources Person(s)
Responsible
Progress Report 1
July 1, 2014-October 31, 2014
Progress Report 2
November 1, 2014-February 28, 2015
Progress Report 3
March 1, 2015-June 30, 2015
Trained all high school math teachers to
support implementation of higher level
components.
Trained high school campus social studies
and science coordinators in interpretation of
AP instructional planning reports.
Expanded new GT model to one additional
campus for 2015-16.
II.5.7. Recruit Master’s level degree
teachers and encourage them to
complete requirements that qualifies
them to teach dual credit.
Local Assistant
Superintendent of
Human Resources
Assisted principals in the interview process
for hiring dual credit teachers.
Identified teachers who have a Masters
degree and who might need graduate hours
in their course field to be eligible to teach
dual-credit courses.
Planned to assist with upcoming hiring. Met with representative of Sul Ross Rio
Grande College campus regarding new
Masters level courses available at the
Castroville campus to encourage teachers to
become dual credit certified.
Shared resource with high school principals
to be shared with teachers.
Objective 6. Utilize technology in advanced and innovative ways to support instruction and facilitate learning.
Major Activity Resources Person(s)
Responsible
Progress Report 1
July 1, 2014-October 31, 2014
Progress Report 2
November 1, 2014-February 28, 2015
Progress Report 3
March 1, 2015-June 30, 2015
II.6.1. Identify and make available
additional online and virtual learning
opportunities for students to
accelerate remediate or enrich
learning.
Local
HSA
Title I
SCE
Executive Director of
High School Instruction
Director of State and
Federal Programs
Trained all AP biology teachers on AP
Insight to improve student performance.
Trained middle school Social Studies
department coordinators on web-based tools to
enrich student-learning experiences.
.
Trained middle school math coordinators on
effective implementation of TTM as both an
intervention and enrichment model.
Provided training to Science department
coordinators and PreAP teachers on the use of
specific online resources to increase access to
expository science text.
Attended two AP Insight webinars to
strengthen content and instruction.
Continued investigation of addition of
online College Board AP Insight programs
to enhance lesson delivery and student
assessments at the high school level.
Planned for implementation of Edgenuity to
deliver online Geometry curriculum for
2015-16.
Trained Accelerated Instruction faculty on
web based tutorials and interventions to
provide instruction and support to EOC re-
testers.
Provided training and support to the high
school credit retrieval/credit acceleration
summer programs to implement online
course retrieval or acceleration.
8/19/15 20
Major Activity Resources Person(s)
Responsible
Progress Report 1
July 1, 2014-October 31, 2014
Progress Report 2
November 1, 2014-February 28, 2015
Progress Report 3
March 1, 2015-June 30, 2015
II.6.2. Support the High schools in
their work around the Visioning
Institute Document.
Local Executive Director of
High School Instruction
Selected principals and organized the Design
Team to provide input and direction.
Developed a meeting schedule for the year.
Designed the work around Article V,
Organizational Transformation.
Held two meetings of the high school
principals and supporting central office staff.
Conducted a collaborative round table
discussion with secondary school principals.
Continued work with HS Principals around
Article 5 of the Visioning Document; identified
possible areas for transforming how teaching
and learning could look different on campuses.
Conducted student panel to better inform
Principals of how learning could and should be
more engaging and interest oriented.
Completed Year 1; planned for Year 2.
Presented campus plans to be implemented
and monitored in 2015-16.
II.6.3. Develop a comprehensive
implementation plan for the effective
instructional use of teacher devices.
Local Executive Director for
Technology Services
Trained high school department coordinators
on Google Apps.
Conducted focus group sessions with
parents, students, teachers and
administrators.
Identified staff to serve on the district design
team to identify priorities and set the
direction.
Continued to set priorities and work with the
district design team to ensure the use of
technology devices is aligned with district
goals and priorities.
Piloted teacher devices at six campuses, at all
levels, and gathered teacher feedback.
Conducted Clarity survey at all pilot campuses.
Participated in several Google Apps for
Education trainings; trained high school
Coordinators and MS ELAR Coordinators to
implement Google Apps as collaborative
instructional tools
Conducted multiple after school sessions on TI
NSpire for HS math staff.
Moved to development of vision,
expectations, and engagement standards
prior to deployment of devices; worked
with focus group on development of student
engagement standards.
Reviewed external district websites, apps,
and iBooks to identify best practices in the
organization of digital curricular resources
for MS Science and Social Studies.
Vetted Google site options through District
Leadership, Science and Social Studies
Dept Coordinators, and campus
administrators to garner feedback.
Collaborated with Academic Technology
and the Graphic Designer to refine the
Google site and to maximize interactivity.
Objective 7. Use data to inform and drive instructional decision-making.
Major Activity Resources Person(s)
Responsible
Progress Report 1
July 1, 2014-October 31, 2014
Progress Report 2
November 1, 2014-February 28, 2015
Progress Report 3
March 1, 2015-June 30, 2015
II.7.1. Design administrator
professional development around
best practice for use of data to guide
and inform campus instructional
decision making for improvement.
Local Executive Directors of
Elementary, Middle,
and High School
Instruction
Director of
Organizational and
Conducted first of four elementary
curriculum updates with focus on best
practices in writing and math.
Reviewed CDB data with secondary campus
department coordinators and Academic Deans
with a focus on ELL and Special Education
student group performance.
Reinforced School Improvement Plan
design and development using data,
feedback, input, and processes during MS
Academic Dean meetings, ABLE, and
Principals Meetings; conducted sessions to
support the completion of the SIP.
8/19/15 21
Major Activity Resources Person(s)
Responsible
Progress Report 1
July 1, 2014-October 31, 2014
Progress Report 2
November 1, 2014-February 28, 2015
Progress Report 3
March 1, 2015-June 30, 2015
Staff Development Developed and implemented an ATLAS unit
for secondary junior administrators to
calibrate classroom expectations for
walkthroughs and observations and promote
instructional expertise.
Used CDB data during secondary target
campus PLCs to drive instructional decision
making for All Students, ELL, and Special
Education student groups.
Conducted second and third of four elementary
curriculum updates with a focus on best
practices in reading, science targeted
instruction, RtI, and STAAR A/classroom
accommodations.
Conducted follow-up meetings with
administrators responsible for core area teacher
evaluations on targeted support campuses and
other campuses to support the work of the fall
ATLAS group.
Gathered feedback and input from HS
Academic Deans regarding implementation
of SB149 and developed District protocol
and framework for approving Individual
Graduation Committee decisions. Gathered feedback and input from
elementary administrators regarding
Elementary C&I support and Curriculum
Updates for future planning. Conducted gap analysis between
Leadership Standards and current
professional development offerings to
identify needs and possible redesign of
offerings.
II.7.2. Provide access to multiple
data sources in one easy to locate
system.
Local Assistant
Superintendent for
Technology Services
Continued to explore options and additions
to SIS (Student Information System).
Continued to explore options and additions to
SIS (Student Information System).
Continued to explore options and additions
to SIS (Student Information System).
8/19/15 22
III. HIRE, DEVELOP, AND RETAIN QUALITY STAFF
PRIORITY: Hire, retain, cultivate, and promote quality personnel.
Objective 1. Implement and evaluate a sound employment process for recruiting, screening, and hiring effective personnel.
Major Activity Resources Person(s)
Responsible
Progress Report 1
July 1, 2014-October 31, 2014
Progress Report 2
November 1, 2014-February 28, 2015
Progress Report 3
March 1, 2015-June 30, 2015
III.1.1. Improve the process of hiring
and screening applicants for general
postings of classified staff, especially
instructional assistants, so that
principals will be better able to
review and screen potential
employees.
HR Technology
Systems Analyst
WinOcular staff
APC staff
HR Administrators for
Classified staff
Director of Classified,
Auxiliary and
Substitute Employees
Discussed alternatives with APC Director
and determined that only way to update data
is to change the job posting numbers to start
new applicant pools for each posting. This
would disrupt access to current applicants,
and the same problem of accumulating old
applicants would start anew. Made decision
to wait until release of Munis 11.1 and
consider use of that applicant-processing
module when updated.
Continued testing of MUNIS Version 11.1 with
full implementation expected in September of
2015.
Continued testing of MUNIS Version 11.1
and 11.1.5. This project will carry over to
the 15/16 hiring season.
III.1.2. Implement an online new
employee orientation.
Organizational and
Staff Development
Communications
Technology Services
Executive Director
Benefits and Risk
Management
Began substantial filming and
script development. The final script will be
received and reviewed mid November.
Anticipate soft implementation in the Spring.
Reviewed and edited project, by Benefits and
Risk Management staff, and screened by the
Assistant Superintendent of Human Resources.
Expect to move to soft opening before the end
of school to be in position to use exclusively
for the Summer hiring season.
Planned to rework script and presentation
for several sections; legislature added a new
requirement for suicide training. This
project will be moved to the 15/16 hiring
season.
III.1.3. Continue to research
university and ACP programs
curricula that produce high-quality
teachers that are Northside material.
TEA report
Organizational and
Staff Development
Red Wagon
Facilitators
PDAS Data
Assistant
Superintendent for
Human Resources
Elementary and
Secondary Directors of
Human Resources
Planned to schedule meeting between the
Directors of Elementary and Secondary
Professionals and OSD to determine the best
way to gather information on these
programs.
Set Spring recruiting schedule to reflect visits
to college and universities that traditionally
produce high-quality teachers for NISD with
an addition to several Texas valley area
institutions to broaden the search for minority
applicants.
Set Fall recruiting schedule to reflect visits
to colleges and universities that traditionally
produce high-quality teachers for NISD at
the end of the December semester.
III.1.4. Continue to research best
practices for hiring quality
employees (screening, interview
process), possibly adding profile
software
TBD Assistant
Superintendents and
Deputy Superintendent
for Administration
Conducted research with vendors of teacher
applicant assessment tools. An RFP has
been written and will be released in
November.
Reviewed RFPs and Best and Final Offers with
the selection committee choosing the Gallup
product. A presentation will be made to the
Finance Committee then full Board in May to
seek approval of the purchase.
Attained approval of the Gallup Teacher
Insight selection tool, to be purchased after
September 1, 2015 to include testing with
MUNIS and training for principals with full
implementation for the 2016 hiring season.
8/19/15 23
Objective 2. Provide targeted professional development and training with ongoing, classroom-embedded support that enhances employee job performance and student learning.
Major Activity Resources Person(s)
Responsible
Progress Report 1
July 1, 2014-October 31, 2014
Progress Report 2
November 1, 2014-February 28, 2015
Progress Report 3
March 1, 2015-June 30, 2015
III.2.1. Continue to research best
practices for providing classroom-
embedded support with existing
campus staff.
Organizational and
Staff Development
Principal Coach
Academic Deans
Executive Directors of
Elementary and
Secondary Instruction
Provided training for all elementary bilingual
and ESL teachers on Language Objectives.
Offered sessions at Elementary Institute and
New Teacher Academy on best instructional
practices for all content areas.
Provided a 4-day session on Writer’s
Workshop conducted by Columbia Teachers
College for a campus Literacy Leader.
Paired MS ELA ISTs together with Bilingual
staff to support campus teachers in
addressing the needs of ELL students.
Provided introductory training for TI NSpire
calculator and navigator system. Continued
support through after-school sessions to
develop stronger skills with the calculator.
Continued to regularly provide Specialist and
IST support to subject level professional
learning communities at Holmes, Jay, Stevens,
and Taft High Schools to develop better
formative and summative assessments to guide
instruction and increase student learning.
Provided specific support for high school
ELAR mid-year high at multiple campuses.
Delivered instructional coaching training to
campus staff, including ELL Transition
Coaches, Academic Technology Coaches,
Specialists, District C&I and School
Improvement staff. Delivered overview of instructional
coaching training to supervisors of staff
with coaching responsibilities.
III.2.2. Continue to train and
evaluate the impact of new campus
resource personnel on student
progress and learning.
Organizational and
Staff Development
Director of
Bilingual/ESL
Principals
Executive Directors of
Elementary and
Secondary Instruction
Executive Director of
School Improvement
Scheduled monthly meetings, campus visits,
and professional development for early
Literacy Specialists.
Collected IRI data on the NEAR system for
K-5 teachers.
Met with Campus Intervention Specialists
and reviewed suggestions for a secondary R t
I framework.
Attended training at Region 20 on the R t I
process for all CIS.
Visited ELL transition Specialists at assigned
campuses to discuss schedules and
responsibilities.
Held New Teacher Academy to include
Secondary Institute training centering on
necessary core skills.
Conducted Leader College on Differentiated
Instruction.
Conferenced with each Secondary ELL
Coaching site campus to further define the role
of the ELL coaches and offer support.
Continued monthly training on coaching
techniques with Secondary Ell Coaches.
Continued monthly meetings and professional
development with early literacy specialists with
a focus on instructional coaching.
Reviewed IRI data on NEAR system and
provided support at targeted campuses.
Early Literacy Specialists:
• Developed lessons and book study
activities for 2nd
grade teachers
requesting support with phonics in
context
• Met with Executive Director of
Elementary Instruction and
administrators with Early Literacy
Specialists to clarify their roles and
ensure the position was not being used
in an unintended manner
• Used TPRI and IRI data to explore
campus and district trends and
determine areas of need
• Provided training on balanced literacy,
grammar in context, and coaching in
addition to continuing learning of
phonics in context
8/19/15 24
Major Activity Resources Person(s)
Responsible
Progress Report 1
July 1, 2014-October 31, 2014
Progress Report 2
November 1, 2014-February 28, 2015
Progress Report 3
March 1, 2015-June 30, 2015
Conducted Secondary Leader College for 63
campus coordinators.
Campus Intervention Specialists:
• Reviewed CHILD/eRtI Flowchart
• Discussed and notated successes and
challenges by level
• Attended Region 20 session: Increase
Learning Time by Building the Master
Schedule with RtI in mind
ELL Transition Coaches:
• Attended Global Latino Advocacy
Education Days at UTSA
• Attended training on strategies for
building partnership communication
with content area teachers of ELLs
• Analyzed campus data to reflect on the
impact of their role and set goals for the
next school year
• Attended 3-day instructional coaching
training
• Met with campus leaders to ensure
understanding of vision for ELL
Transition Coaches
Objective 3. Develop a framework for identifying, nurturing, and developing leaders across the district.
Major Activity Resources Person(s)
Responsible
Progress Report 1
July 1, 2014-October 31, 2014
Progress Report 2
November 1, 2014-February 28, 2015
Progress Report 3
March 1, 2015-June 30, 2015
III.3.1. Develop and implement a
supervision skills training program
for auxiliary employee groups.
Topics will include management and
communication skills, problem
solving and decision-making, and
basic technology skills.
Organization and Staff
Development
Technology Services
Human Resources
administrators
Maintenance
Department
HR Administrators for
Auxiliary Personnel
Meetings will now be scheduled with the
new Training Specialist who recently came
on board and is attending training sessions.
Held an Admin. Institute style training for
Child Nutrition Managers on February 16,
2015-Shifting the Monkey. Plans for holding
similar training with custodial supervisors are
in progress.
Planned ongoing continuation of project.
8/19/15 25
Major Activity Resources Person(s)
Responsible
Progress Report 1
July 1, 2014-October 31, 2014
Progress Report 2
November 1, 2014-February 28, 2015
Progress Report 3
March 1, 2015-June 30, 2015
III.3.2. Continue and expand
interview training for auxiliary
employee groups seeking internal
promotions.
HR
Organizational and
Staff Development
Auxiliary Department
Leadership
(Maintenance, Child
Nutrition,
Transportation)
Assistant
Superintendent for
Human Resources
Director of Classified,
Auxiliary, and
Substitutes
Auxiliary Directors
Scheduled next round of interview training
sessions for November 12-13. There will
also be sessions scheduled for the Spring.
Held interview training for Custodial Staff held
on January 28-29. New sessions are planned
for Fall.
Planned ongoing continuation of project.
III.3.3. Enhance the comprehensive
induction program for new principals
adding differentiated support for this
year and next year.
Principal Coach
Elementary and
Secondary
Administration
Organizational and
Staff Development
Deputy Superintendent
for Curriculum &
Instruction
Deputy Superintendent
for Administration
C&I Administration
Continued with ABLE (Academy for
Beginning Leader Excellence) for all new
principals including the assignment of a
mentor to each new principal.
Conducted 5 rounds of site visits with new
principals to coincide with each ABLE topic.
As new principals were named they were
added to the program and assigned mentors.
Conducted needs assessment and evaluation
of ABLE; based on feedback, planned to
add Year 2.
III.3.4. Implement supervision and
leadership skills training program for
new non-campus based supervisors.
HR
Organizational and
Staff Development
Department Directors
Deputy Superintendent
for Administration
Director of
Organizational and
Staff Development,
Department Directors
Held meeting to begin exploration of new
program. Scheduled stakeholders’ meeting
for December to explore needs and topics for
training.
Held meeting with representatives across 8
departments to discuss new NLA strand for
Department Leaders. Program will begin in
Fall of 2015 with emphasis on overview of
departments in the district and how they
support campuses. An additional component
will be shadowing campus administrators to
more fully understand their job demands.
Received nominations and selected first
group. Agenda was finalized and first group
of NLA directors will commence in fall.
Objective 4. Maintain a compensation package and a benefits plan that are competitive.
Major Activity Resources Person(s)
Responsible
Progress Report 1
July 1, 2014-October 31, 2014
Progress Report 2
November 1, 2014-February 28, 2015
Progress Report 3
March 1, 2015-June 30, 2015
III.4.1. Conduct a yearly Wellness,
Benefits, and Insurance survey.
Tech Services
Communication Dept.
Executive Director
Benefits and Risk
Management
A survey was conducted in late spring.
Findings have been reported at Principals’
Meeting, Cabinet, Board of
Trustees, Friday letter and Health and
Wellness Committee. Findings will be
reported to Directors and Assistant Directors
in November.
Began formatting a survey. Survey teaser
advertised in March edition of “The
Resource". Looking to launch survey in
late March or early April.
Completed survey and shared results with
the NISD School Board and Cabinet.
8/19/15 26
Major Activity Resources Person(s)
Responsible
Progress Report 1
July 1, 2014-October 31, 2014
Progress Report 2
November 1, 2014-February 28, 2015
Progress Report 3
March 1, 2015-June 30, 2015
III.4.2. Explore options for a
Benefits Enrollment and
Administration system.
Tech Services
Business Department
Executive Director
Benefits and Risk
Management
Item tabled pending enhancement to current
Benefits Enrollment and Administration
system.
Tabled item pending enhancement to current
Benefits Enrollment and Administration
system.
Item still tabled.
III.4.3. Overhaul the current Leave
of Absence Process.
Tech Services
Business Department
Executive Director
Benefits and Risk
Management
Implemented new processes to expedite the
processing of LOA's including an initial
notification that an employee has filed for
LOA.
Began looking to implement decentralized
reporting model akin to the Workers'
Compensation program to foster better
campus/department access to leaves sought
which will enhance staffing decisions.
Addressing technological incompatibility
issues to create an automatic qualification
process via Smart-find Express, Kronos, Munis
and Lotus Notes for FMLA requirements of 1
year of service and 1250 hours worked in the
previous 12 months.
Planned continuation into the 2015-16
school year.
III.4.4. Oversee and review results
from the new compensation plan
which includes a structure
adjustment and excludes extra days
from the stipend model to include
flat stipends only.
Business Office Director of
Compensation
Successfully mass updated salaries for the
2014-15 school year which included a 3%
general increase based on midpoint and a pay
structure adjustment. All extra day stipends
were successfully converted to flat stipend
amounts. Salaries and stipends are currently
being reviewed to ensure accuracy. In
addition, we have established new
procedures for calculating stipend amounts
for employees who receive or leave mid-
year.
Held meetings in December and January to
discuss the 2015-16 Compensation Plan. A
follow up meeting will be held in March with
the Superintendent and the Deputy
Superintendent for Business & Finance to
finalize the compensation plan.
Presented the 2015-16 Compensation Plan
to the School Board in April. The final plan
was presented again in June and was
approved by the Board on June 16, 2015.
8/19/15 27
IV. PROMOTE A SAFE ENVIRONMENT FOR STUDENTS AND STAFF
PRIORITY: Create a safe environment for students, staff, families, and community members through a shared vision that includes all stakeholders.
Objective 1. Explore, implement, and communicate security measures that provide safeguards for learning, using the latest technology.
Major Activity Resources Person(s)
Responsible
Progress Report 1
July 1, 2014-October 31, 2014
Progress Report 2
November 1, 2014-February 28, 2015
Progress Report 3
March 1, 2015-June 30, 2015
IV.1.1. Assess the implementation of
new security measures at elementary
schools.
Safety Audit
Principal Feedback
ISMS Feedback
Safety Officer
Asst. Supt. for
Facilities and
Operations
Deputy Supt for Admin
Discussed, through District Safety and
Security committee, how to improve day-to-
day operational procedures.
Sent survey out to Elementary Principals
regarding community police department model.
Held a “work session” with District Safety &
Security Committee to gather input.
Drafted procedures for schools with
security lobbies based on prototype
IV.1.2. Plan for the implementation
of new cameras and security
measures and secondary schools.
Safety Audit
Safety Officer
Asst. Supt for Facilities
and Operations
Deputy Supt for Admin
Completed Elementary phase of cameras and
access control and began with High Schools.
Completed HS camera installation and
beginning with MS with a target completion of
June 1.
Completed 95% of MS camera installation
Objective 2. Implement, provide, and communicate programs that will ensure that students understand shared responsibility and have necessary coping skills.
Major Activity Resources Person(s)
Responsible
Progress Report 1
July 1, 2014-October 31, 2014
Progress Report 2
November 1, 2014-February 28, 2015
Progress Report 3
March 1, 2015-June 30, 2015
IV.2.1. Research new programs that
address anti-bulling and
cyberbullying.
Region 20 Director of Guidance
and Counseling
Attended Fall Region 20 Counselor
Workshop to get updates regarding
cyberbullying trends and new programs.
Planned to purchase Safe Side Super Chick
(Internet Safety) for elementary campuses to
use in classroom guidance. Met with the
Technology Department to enhance the
resources on the webpage for parents and
students. Updating Parent411 webpage with
current information.
Purchased Safe Side Super Chick (Internet
Safety) and used in classroom guidance
lessons by elementary counselors.
Investigated several anti-bullying and cyber
bullying programs through vendors but
concluded that the NISD locally-developed
lessons and supplemental programs/
materials are better designed and meet the
needs without purchasing more programs.
IV.2.2. Research programs that
provide students with stress coping
skills.
Technology Services Director of Guidance
and Counseling
Trained all NISD Counselors in WhyTry – a
research based program designed to teach
coping/resilience skills.
Began implementation of WhyTry (a research
based program designed to teach
coping/resilience skills) at all levels.
Elementary counselors received an additional
training to incorporate hands-on WhyTry
activities.
Omplemented WhyTry at all levels in
small group counseling and in classroom
guidance lessons. Student Leadership
programs at both elementary and middle
school had lessons on responsible behavior.
8/19/15 28
Objective 3. Implement, provide, and maintain instructional facilities that support a safe, healthy, and comfortable learning environment in a growing community.
Major Activity Resources Person(s)
Responsible
Progress Report 1
July 1, 2014-October 31, 2014
Progress Report 2
November 1, 2014-February 28, 2015
Progress Report 3
March 1, 2015-June 30, 2015
IV.3.1. Assess the implementation of
new elementary “security lobby”.
Safety Officer
Campus Principal
Safety Officer
Deputy Supt for Admin
Met and discussed the implementation of
Security Lobby with principal.
Met and discussed schematics of the next
phase of schools with architect.
Began design and construction of Lobby at 8
additional schools.
Continued design and construction at
additional schools.
IV.3.2. Discuss different levels of
access control for campus employees
based on installation of new system.
PD and ISMS
departments
ISMS Mgr
Safety Officer
Deputy Supt for Admin
Discussed proxy control with Safety and
Security Committee.
Continued discussion through Safety and
Security committee.
Designed new guidelines and procedures
for granting proxy access.
IV.3.3. Commence a pilot capital
improvement program for Athletic
facilities at 4 schools.
Facilities and Athletic
Departments
Asst. Supt for Facilities
and Operations
Ex. Director of
Athletics
Deputy Supt for Admin
First round of schools in design; began
discussion for following year.
Continued discussing the project and selection
of next set of schools.
Approved next round of schools to receive
upgrades.
Objective 4. Implement and promote a collaborative approach to school and community safety.
Major Activity Resources Person(s)
Responsible
Progress Report 1
July 1, 2014-October 31, 2014
Progress Report 2
November 1, 2014-February 28, 2015
Progress Report 3
March 1, 2015-June 30, 2015
IV.4.1. Establish a district-wide
safety committee to include central
office, campus administration, and
department heads.
Region 20
Survey Data
Deputy Supt for Admin
Chief of Police
Formed committee; reviewed the district
safety audit.
Continued with district level meetings;
gathered input through work session; and
committee discussion
Redesigned committee’s goals and purpose
for following year.
IV.4.2. Discuss and assess the
implementation of elementary
“community” officers.
PD and Campus
Principal input
Deputy Supt for Admin
Chief of Police
Discussed, internally, elementary PD officer
and community relations.
Asked elementary principals for feedback via
questionnaire.
Received positive feedback from principals
regarding effective use of PD, including
attendance at PTA meetings, bike rodeos,
carnivals, classroom presentations as well
as providing a presence during morning and
afternoon procedures.
8/19/15 29
2014-2015 Migrant Education Program SSA and Non Project Districts Identification and Recruitment Action Plan
Education Service Center, Region 20
Goal: Identify and recruit migrant families residing in the SSA and Non Project districts to ensure that migrant students are provided with appropriate educational services, and to ensure that they have the opportunity to meet
the same challenging state, content, and student performance standards that all children are expected to meet.
Objective: Ensure all eligible migrant families residing in the districts are properly identified, recruited, and served in order to provide the supplemental services needed to ensure student success in school by zero errors on
Certificate of Eligibility (COE).
Evidence
of Need Required Activity Timeline
Staff
Responsible Resource
Evaluation of
Program & Impact Mid-Year Status EOY Status 5/13/2014
Req
uir
ed T
rain
ing
Participate and complete Annual
Identification & Recruitment (ID&R)
Training and New Generation
System (NGS) Training offered by
the Texas Education Agency (TEA).
August or dates the
online state training
is released
All ESC MEP
Staff
Online state trainings NGS
website ID&R & NGS
Manuals.
Certificates Ongoing Ongoing
Participate in Identification &
Recruitment (ID&R) and New
Generation System (NGS) series
days offered by ESC.
August thru May All ESC MEP
Staff
Online state trainings NGS
website ID&R & NGS Manuals
and updated resources from
TEA.
Certificates Ongoing Ongoing
New employees attend MSIX
training offered by ESC 20
Year round Ed Specs TEA materials MSIX website Certificates Ongoing Ongoing
Iden
tifi
cati
on
&
Rec
ruit
men
t Brainstorm and plan recruitment
strategies for SSAs and Non Project
districts and review roles &
responsibilities of recruiters.
Year round MEP staff ID&R Manual new guidelines
SSA Procedures Handbook
Increased identification
of migrant students
Ongoing Ongoing
Iden
tifi
cati
on
&
Rec
ruit
men
t Finalize all forms, documents and
logs that will be utilized. Disseminate
and train on all forms, documents,
and logs, etc.
By September 30,
and as needed
Forms that meet Title I
Part C Migrant
Compliance Report
Ongoing Ongoing
Iden
tifi
cati
on
&
Rec
ruit
men
t
Contact potential/current eligible
migrant families: using door to door
recruitment based on leads or
referrals.
Year round Recruiters /
SEA /
Reviewers
Family Surveys
Growers
Community agencies
District personnel
COEs
Recruiter logs and
certified letters sent to
parents after three
attempts to contact the
family; completed
COEs, videos
Ongoing Ongoing
8/19/15 30
2014-2015 Migrant Education Program SSA and Non Project Districts Identification and Recruitment Action Plan
Education Service Center, Region 20
Goal: Identify and recruit migrant families residing in the SSA and Non Project districts to ensure that migrant students are provided with appropriate educational services, and to ensure that they have the opportunity to meet
the same challenging state, content, and student performance standards that all children are expected to meet.
Objective: Ensure all eligible migrant families residing in the districts are properly identified, recruited, and served in order to provide the supplemental services needed to ensure student success in school by zero errors on
Certificate of Eligibility (COE).
Evidence
of Need Required Activity Timeline
Staff
Responsible Resource
Evaluation of
Program & Impact Mid-Year Status EOY Status 5/13/2014
Iden
tifi
cati
on
&
Rec
ruit
men
t Follow-up on family surveys. Year round Recruiters/SS
A District
Contacts
Family Surveys/NGS Reports Recruiter logs,
spreadsheet
Ongoing Ongoing
Iden
tifi
cati
on
&
Rec
ruit
men
t Conduct community outreach and
contact other federal agencies that
serve migrant families.
Year round Recruiters Community Agencies listings
from leads or websites
Recruiter Logs, Agency
Resource List
Ongoing Ongoing
Iden
tifi
cati
on
&
Rec
ruit
men
t Visit Local Growers. Year round Recruiters
including
OSY
Recruiters
ID&R Manual suggested
websites and other leads
Recruiter Logs,
increase in Local
Growers List
Ongoing Ongoing
Iden
tifi
cati
on
&
Rec
ruit
men
t Locate out of school youth including
preschool aged children.
Year round Recruiters
including
OSY
Recruiter
ID&R Manual, Procedure
Manual, NGS, & PEIMS.
Recruiter Logs,
increase in OSY
Ongoing Ongoing
Iden
tifi
cati
on
&
Rec
ruit
men
t
Contact current eligible migrant
families to determine if new
qualifying moves have occurred.
Complete new COEs as needed.
July 1- October 1
and as needed
Recruiters ID&R Manual & COE Family
Reports
Completed COEs and
documentation of
contact attempts on
First Contact
Spreadsheet
Ongoing Ongoing
Iden
tifi
cati
on
&
Rec
ruit
men
t
Review Family Surveys for potential
eligible students. Follow procedures
as outlined in MEP procedural
manual.
Aug to Oct 31 for
beginning of the
year family surveys
and year round
All ESC MEP
Staff
ID&R Manual, Procedure
Manual, NGS, & PEIMS.
Complete COEs for
qualifying family
surveys.
Ongoing Ongoing
8/19/15 31
2014-2015 Migrant Education Program SSA and Non Project Districts Identification and Recruitment Action Plan
Education Service Center, Region 20
Goal: Identify and recruit migrant families residing in the SSA and Non Project districts to ensure that migrant students are provided with appropriate educational services, and to ensure that they have the opportunity to meet
the same challenging state, content, and student performance standards that all children are expected to meet.
Objective: Ensure all eligible migrant families residing in the districts are properly identified, recruited, and served in order to provide the supplemental services needed to ensure student success in school by zero errors on
Certificate of Eligibility (COE).
Evidence
of Need Required Activity Timeline
Staff
Responsible Resource
Evaluation of
Program & Impact Mid-Year Status EOY Status 5/13/2014
Iden
tifi
cati
on
&
Rec
ruit
men
t
Recruiter will complete COEs and
Supplemental Documentation Form
(SDF) for all families with a new
Qualifying Arrival Data (QAD) and
submit to Eligibility Reviewer.
Year round submit
to reviewer within 3
working day from
parent signature
Recruiters /
SEA /
Reviewers
ID&R Manual
COE, SDF, SSA Procedures
Handbook
Completed COE and
SDF for all families
having a new QAD
Ongoing Ongoing
Iden
tifi
cati
on
&
Rec
ruit
men
t
SEA Reviewers review COEs and
SDF for all families with a new
QAD. Return COE and SDF to
recruiter if additional information is
needed. Submit to NGS Terminal
Site after eligibility review is
completed for entry in NGS.
September-August
Reviewer submit to
terminal site within
5 days of parent
signature Refer to
current NGS
Manual for entry
procedures and
timelines.
Recruiters,
SEA
Reviewer,
System
Specialist
COE, SDF; ID&R Manual;
NGS Guidelines, SSA
Procedures Handbook; COE
Log
Monthly Unique
Reports for each SSA
district.
Ongoing Ongoing
Conduct Residency Verification to
verify continued residency for all
currently eligible children who have
not made a new qualifying move
during the current reporting period.
Sept 1 – Nov 1 or
for 2 year olds
turning 3: on or
after 3rd birthday, &
OSY.
Recruiters,
System
Specialist
NGS Guidelines, ID&R
Manual, NGS Reports, PEIMS,
& NGS.
Monthly Residency
Verification Report.
Ongoing Ongoing
Inte
rag
ency
Co
ord
inat
ion
Network with agencies that serve
migrant families.
Coordinate/network with
local/regional organizations that
provide services to migrant workers
and their families by meeting with
staff.
Year round OSY
Recruiter /
Recruiters /
Ed Spec
Counselor
ID&R Manual / SSA
Procedures Handbook
Increase in services
provided to migrant
families by community
organizations
Ongoing Ongoing
8/19/15 32
2014-2015 Migrant Education Program SSA and Non Project Districts Identification and Recruitment Action Plan
Education Service Center, Region 20
Goal: Identify and recruit migrant families residing in the SSA and Non Project districts to ensure that migrant students are provided with appropriate educational services, and to ensure that they have the opportunity to meet
the same challenging state, content, and student performance standards that all children are expected to meet.
Objective: Ensure all eligible migrant families residing in the districts are properly identified, recruited, and served in order to provide the supplemental services needed to ensure student success in school by zero errors on
Certificate of Eligibility (COE).
Evidence
of Need Required Activity Timeline
Staff
Responsible Resource
Evaluation of
Program & Impact Mid-Year Status EOY Status 5/13/2014
Share and exchange information with
parents, students, and district staff
regarding High School Equivalency
Program (HEP) and College
Assistance Migrant Program
(CAMP) sites and Teaching and
Mentoring Communities (TMC).
Year round MEP staff ID&R Manual / District Staff Increase in services
provided to migrant
families by community
organizations
Ongoing Ongoing
Qu
alit
y
Co
ntr
ol
Develop written procedures that
outline ID&R quality control within
the SSA.
Sept. 30 MEP staff ID&R Manual / TEA Written procedures for
quality control
Ongoing Completed
Qu
alit
y
Co
ntr
ol
Develop written procedures that
outline ID&R quality control for
Project Districts.
Sept. 30 Ed Spec /
NGS
SSA Procedures Handbook Written procedures for
quality control
Ongoing Completed
Qu
alit
y
Co
ntr
ol
Follow protocol for COEs that
warrant further review by TEA as
outlined in the ID & R Manual
Year round Ed Spec Compliance with TEA
requirements
Ongoing Completed
Qu
alit
y
Co
ntr
ol
Provide ID&R awareness and
support to SSA MEP staff as specific
needs are observed throughout the
year.
Year round Ed Spec ID & R Manual; SSA
Procedures Handbook; Second
Reviewer Form
Sign in Sheets from
SSA Contact meetings.
Ongoing Completed
8/19/15 33
2014-2015 Migrant Education Program SSA and Non Project Districts Identification and Recruitment Action Plan
Education Service Center, Region 20
Goal: Identify and recruit migrant families residing in the SSA and Non Project districts to ensure that migrant students are provided with appropriate educational services, and to ensure that they have the opportunity to meet
the same challenging state, content, and student performance standards that all children are expected to meet.
Objective: Ensure all eligible migrant families residing in the districts are properly identified, recruited, and served in order to provide the supplemental services needed to ensure student success in school by zero errors on
Certificate of Eligibility (COE).
Evidence
of Need Required Activity Timeline
Staff
Responsible Resource
Evaluation of
Program & Impact Mid-Year Status EOY Status 5/13/2014
Qu
alit
y
Co
ntr
ol
Maintain updated active and inactive
records. File COEs in alphabetical
order by current mother’s last name
and retain records for seven years
from the date eligibility ends.
Year round MEP staff ID&R Manual; NGS Manual;
SSA Procedures Handbook
Compliance with
Records Retention
policies by April 30.
Ongoing Ongoing
Qu
alit
y
Co
ntr
ol
Validate eligibility through re-
interview process according to
instructions set forth by TEA.
As directed by the
State MEP
MEP staff N/A 100 percent accuracy
rate
Ongoing Completed
Ev
alu
atio
n
Gather and analyze data and input
from various MEP stakeholders to
incorporate appropriate changes in
subsequent ID&R plan for
continuous improvement.
Nov. 30 MEP Staff ESC-20 Quality Services
Survey; Parent Advisory
Council (PAC); Parent Survey;
Student Survey; SSA Contacts
Survey
Identified strengths and
weaknesses to redesign
the services provided
by ESC-20 MEP.
Ongoing Revisited at SSA meeting May 26, 2015
8/19/15 34
2014-2015 SSA Migrant Districts Priority for Service (PFS) Action Plan
Education Service Center, Region 20
As part of the NCLB Consolidated Application for Federal Funding, Part 4 of the Title I, Part C Migrant Education Program Schedule, the Priority for Service (PFS) Action Plan is a required Program Activity for the Migrant
Education Program. Priority for Service students are migratory children who are failing, or most at risk of failing, to meet the state’s challenging state academic content standards and challenging state student academic
achievement standards, and whose education has been interrupted during the regular school year. [P.L. 107-110, §1304 (d)]
The Priority for Service Report on NGS must be used to determine who to serve first and foremost with MEP funds. Students are identified as PFS if they meet both of the following criteria:
Criteria for 2014-2015
Grades 3-12,
Ungraded (UG) or Out
of School (OS)
Students who failed one or more of the state assessments (TAKS/STAAR), or were granted a TAKS LEP Postponement, were Absent or were not enrolled in a
Texas school during the state assessment testing period for their grade level; and have their education interrupted during the previous or current regular school
year.
Grades K-2
Students who are designated LEP in the Student Designation section of the New Generation System (NGS) Supplemental Program Component, or have been
retained, or are overage for their current grade level and have their education interrupted during the previous or current regular school year.
Goal(s): Objective(s):
Ensure that identified Priority for Service migrant students have
the same opportunity to meet the challenging state, content, and
student performance standards expected of all children.
100% of PFS migrant students will receive priority access to supplemental instructional and support opportunities.
Required Activities Timeline Person(s) Responsible Documentation Mid-Year Status EOY Status
On a monthly basis, run NGS Priority for Service (PFS) reports to identify migrant children and youth who require priority access to MEP services.
Monthly System Specialists NGS Monthly
Reports
Ongoing Ongoing
Before the first day of school, develop a PFS Action Plan for serving PFS students. The plan must clearly articulate criteria for defining student success, including timelines for achieving stated goals and objectives.
May-August MEP Coordinator
Ed Spec Supervisors
Counselors, Recruiters
System Specialists
District Contact
Completed 2014-
2015 PFS Action
Plan
Ongoing Changing procedures to meet this requirement.
8/19/15 35
The PFS Action Plan must include the following:
When, in your school year calendar, the district’s MEP Contact will provide each campus principal, appropriate campus staff and parents the Priority for Service criteria and updated NGS Priority for Service
reports.
Required Activities Timeline Person(s) Responsible Documentation Mid-Year Status EOY Status
Provide SSA migrant contacts a copy of
the PFS criteria, monthly updated NGS
PFS reports, and expectation of
procedures to follow with PFS students.
Monthly Ed Spec Supervisors,
System Specialists,
Counselor District Contact,
Campus Administrator or
Campus Designee
PFS Report Ongoing Ongoing
Provide all parents of PFS students a
letter explaining why the child was
identified as PFS and who to contact for
more information.
Upon identification
as PFS
Ed Spec Supervisors PFS Reports Ongoing Changing procedures to meet this requirement.
Provide all parents a copy of the PFS
criteria, what it means, and implications
for the student to ensure awareness.
August Ed Spec Supervisors PFS Criteria Letter Ongoing Changing procedures to meet this requirement.
When, in your school year calendar, the district MEP contact, MEP staff and migrant school staff will make home and /or community visits to update parents on the academic progress of their children.
Required Activities Timeline Person(s) Responsible Documentation Mid-Year Status EOY Status
Provide parents of PFS students with the
knowledge of local and state
requirements for promotion, graduation
Community
Outreach Fair, PAC
meetings; individual
meetings/phone
calls with parents as
needed (case by
case)
Campus and Migrant
Counselor, Campus
Administrator or Campus
Designee
Counselor follow-
up, student feedback
Ongoing Changing procedure to meet this requirement.
Provide parents of PFS students an
update on the academic progress of their
child,
Individual
meetings/phone
calls with parents as
needed (case by
case)
Ed Spec Supervisors,
Counselor, Tutors, District
Contact, Campus
Administrator or Campus
Designee
Parent evaluations/
feedback, Counselor
follow-up
Districts will ensure a
process is in place for late
priority placement.
Districts will ensure a process is in place for late priority placement.
Provide parents of PFS students
information about available community
and/ or social services.
Community
Outreach Fair, PAC
meetings; individual
meetings/phone
calls with parents as
needed (case by
case)
Ed Spec Supervisors,
Counselor, Recruiters,
Tutors, District Contact,
Campus Administrator or
Campus Designee
Parent evaluations/
feedback, Counselor
follow-up, tutor
feedback, student
feedback
Ongoing Ongoing
8/19/15 36
How the district’s MEP contact will use NGS Priority for Service reports to give priority placements to these students in Migrant Education Program activities.
Required Activities Timeline Person(s) Responsible Documentation Mid-Year Status EOY Status
SSA districts will develop a set of
procedures that outline a varietyof
strategies for migrant students with late
entry and/or early withdrawal and saved
course slots in elective and core subject
areas. (Required Activity “m”)
August District Contact or
appropriate district
designee; Ed Spec
100% of students
who enroll late will
be placed in the
necessary core
content classes.
Ongoing Ongoing
What federal, state and local programs service Priority for Service students?
Required Activities Timeline Person(s) Responsible Documentation Mid-Year Status EOY Status
Identify state, federal, and local
programs that serve PFS students during
the current school year in order to ensure
migrant services are supplemental.
Year Round Ed Spec Supervisor Completed
Academic Services
Form from each
SSA district on file
Ongoing On-going
How the district’s MEP contact will ensure that Priority for Service students receive priority access to instructional services, as well as social workers and community social services/agencies.
Required Activities Timeline Person(s) Responsible Documentation Mid-Year Status EOY Status
Provide appropriate placement/ programs
for students not meeting the state content
standards or mastering TEKS objectives.
Ex: tutoring, state assessments,
remediation, UT Austin migrant
coursework, credit recovery (Nova Net,
Plato, FLEX, night school, etc.), summer
school, or community resources/
services.
Year Round District designee, Ed Spec,
Ed Spec Supervisor,
Counselor
Increased number of
students completing
partial credit and/or
passing state
assessments.
Ongoing Ongoing
Coordinate with MEP to provide
resources and tools to promote student
academic success.
Year Round District designee, Ed Spec,
Ed Spec Supervisor,
Counselor
Increased number of
students completing
partial credit
courses, passing
state assessments,
and passing courses.
Ongoing Ongoing
Identify dropout students/ out-of-school
youth (OSY) to provide information
regarding options for obtaining diploma/
GED.
Year Round OSY Recruiter, Ed Spec
Supervisor, Counselor
Identify and provide
information
regarding options to
100% of OSY
students.
Ongoing Ongoing
8/19/15 37
Required Activities Timeline Person(s) Responsible Documentation Mid-Year Status EOY Status
Identify state, federal, and local programs
that serve PFS students during the current
school year in order to ensure migrant
services are supplemental.
Year Round Ed Spec Supervisor Completed
Academic Services
Form from each
SSA district on file
Ongoing Ongoing
The MEP Contact will include the PFS Action Plan in the District’s Improvement Plan as a separate section appropriately labeled or identified (e.g., “Migrant PFS Action Plan” section), rather than integrating the
action plan elements with other DIP sections that focus on other student population groups ( e.g., Bilingual, ESL, economically disadvantaged).
Required Activities Timeline Person(s) Responsible Documentation Mid-Year Status EOY Status
Provide district contacts with Priority for
Services criteria and a copy of the PFS
action plan to be included in their District
Improvement Plan (DIP).
June Ed Spec Supervisor,
Counselors
Copy of DIP
showing insertion of
PFS Action Plan
Ongoing Ongoing
Additional Activities Timeline Persons Responsible Documentation Mid-Year Status EOY Status
Collect and analyze sources of student
data (transcripts, testing data) to
determine progress toward graduation.
Year Round Counselor, Ed Spec
Supervisor, System
Specialists
Increased number of
students completing
partial credit and/or
passing state
assessments.
Ongoing Ongoing
Provide an opportunity for campus
counselors to participate in the Migrant
Counselor Overview session to analyze
migrant student educational needs.
Year Round Counselor Increase the number
of participants to
this session by
100%.
Upon Request Upon request MEP Counselors will reach out to districts staff during summer
2015 to schedule meetings. Ten districts were supported this year.
Provide on-line and face to face
opportunities for district/campus staff to
attend staff development for enhancing
their knowledge of the migrant student
population including migrant student
needs.
Year Round Ed Spec Supervisor,
Counselors
Increase the number
of participants at the
ESC sessions/
contact meetings by
100%.
Participant
evaluations.
Participant
feedback.
Ongoing Ongoing