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Alief Independent School District District Improvement Plan 2019-2020 Goals/Performance Objectives/Strategies Alief Independent School District Generated by Plan4Learning.com July 17, 2019 7:56 am

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Page 1: Alief Independent School District District …...Alief Independent School District Generated by Plan4Learning.com July 17, 2019 7:56 am Develop and implement a meaningful partnership

Alief Independent School District

District Improvement Plan

2019-2020 Goals/Performance Objectives/Strategies

Alief Independent School DistrictGenerated by Plan4Learning.com July 17, 2019 7:56 am

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Mission StatementThe Alief Independent School District, in collaboration with parents and community,

will provide an exemplary education for all students in a safe environment.

 

 

 

 

  

Motto    Preparing Students for Tomorrow... Caring for Them Today

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Board of TrusteesAnn Williams, President

Darlene Breaux, Vice PresidentDr. Lily Truong, Secretary

Jennifer Key Assistant SecretaryNatasha Butler, TrusteeRick Moreno, Trustee

G. "John" Nguyen, Trustee

District Administration

HD Chambers, SuperintendentAva Montgomery, Deputy Superintendent, InstructionCharles Woods, Deputy Superintendent, Administration

Hilda Rodriguez, Assistant Superintendent, Support ServicesDr. Elizabeth Veloz-Powell, Assistant Superintendent, Human Resources

Deanna Wentz, Assistant Superintendent, FinancePatrick Cherry, Area Superintendent of Innovation

Dr. Sue Page, Area SuperintendentNancy Trent, Area Superintendent

 

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 District Educational Improvement Council 2018-2019

 

    Chairperson: Debra Clapp Elementary Classroom Teachers Secondary Classroom Teachers Non-Classroom Staff Students, Parents & Community

 Debra ClappLiestman Elementary School

 LaShonda HopkinsKillough Middle School

 Sharyl RennerOwens Intermediate School

 Yusef MuhammadBusiness Partner

 Francisco MendozaBest Elementary School

Pamela BelcherO'Donnell Middle School

 Demetria WestHastings Ninth Grade Center

 Don HoytCommunity Member

Gladys ChengHolmquist Elementary School

 Sam GettmanHastings High School

Tessia BrixeyChancellor Elementary School 

 Novia BrannonCommunity Member

Miriam ChoiceSmith Elementary School

 Jasmine HaasElsik High School

 Sheree TeagueMata Intermediate School

 Debby PepperCommunity Member

 Joyce BushCummings Elementary School

 Renita Delapena MyersHastings Ninth Grade Center

 Rene DuncanOlle Middle School

 Anton DowlsParent

Athena JonesBoone Elementary School    Eric Pearson 

Hastings High School Carolyn Johnican

ParentJessica Barron

Best Elementary School    Amanda MaceoInstruction Department

 Dr. Michael JohnicanParent

Ashley OldmixonHorn Elementary School    Donna Gonzales

Maintenance Department Ke'Avion Johnson

Student Melissa Perez

Smith Elementary School     Ashley RichardStudent

Sonja NitschYoungblood Intermediate School      Abinola Onabolu

Student Pauline Brain

Mata Intermediate School      

Rachel LericheMata Intermediate School      

  

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Alief Independent School District Generated by Plan4Learning.com    July 17, 2019 7:56 am 

District Priorities 2019-2020  

Board Goals

1. AISD will close the achievement gap to ensure that all students reach their academic potential. 2. AISD will improve student preparation for college and career. 3. AISD will maintain a safe and orderly environment. 4. AISD will recruit, develop, and retain highly qualified and effective personnel. 5. AISD will continue to build positive relationships with all stakeholders.

Board Priorities and Supporting Goals Priority I: AISD will prepare all students for success in one or more of the following post-secondary opportunities:

Technical Institution or Workforce Program defined as having met all high school graduation requirements and entry requirements based on the completion of a license or certification while enrolled in a Career & Technical Education (CTE) coherent sequence in high school, or achieving successful enrollment into a technical institute.

Two Year College defined as having met all high school graduation requirements and Texas Success Initiative or alternative exemption/waiver requirements on SAT/ACT to enroll in college level English and Mathematics courses; having successfully completed college-level English and math courses while in high school, or be enrolled in a level one certificate program to enter college level courses without remediation.

Four Year College or University defined same as a two year college while also meeting independent college acceptance requirements.

Military defined as having reached the age of 18 and meeting requirements that allow enlistment in a military division after successfully meeting all high school graduation requirements.

Workforce Readiness defined as entering the workforce with the skills necessary to secure a job which enables successful independent living.

o By May 2020, CTE will increase the number of business/industry and post-secondary partnership opportunities by 5%.

We are committed to developing partnerships to improve student learning.

Continue to explore and develop opportunities for the Alief Center for Advanced Careers to be utilized by the

community in partnership between AISD, business and industry, and post-secondary institutions.

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Develop and implement a meaningful partnership plan ensuring win-win for both AISD and business and industry partners.

Continue to identify workforce dual credit, continuing education, and articulation opportunities for CTE students. Investigate options and develop a tool to maintain partnership information.

o By May 2020, CTE will increase student enrollment and participation opportunities by 5%.

We are committed to meaningful student learning in all grade/content areas.

Continue to identify and develop pathways to meet high demand, high wage employment opportunities within the greater Houston area.

Implement a strategic plan for awareness and recruitment of prekindergarten (PK) through 8th grade to ensure students are ready to make choices upon entering high school.

Ensure that all identified pathways provide opportunities for certification, college credit, and/or work-based learning experiences.

Continue to explore options for ensuring all offered pathways culminate with multiple options for completion in order to earn an endorsement.

Continue to work with campuses and staff to provide students leadership opportunities through participation in Career and Technical Student Organizations [i.e., Future Farmers of America (FFA), Future Business Leaders of America (FBLA), Business Professionals of America (BPLA), Distributive Education Clubs of America (DECA), Skills USA, Texas Association of Future Educators (TAFE), Family, Career, and Community Leaders of America (FCCLA)].

Investigate options and develop a tool to maintain CTE alumni information.

o By May 2020, increase the number of overall Advanced Placement (AP) exams passed from 30% to 35%, and the number of individual students receiving college credit from AP exams from 39% to 43%. We believe that students should graduate from Alief ISD College, Career and Military Ready.

District and high school campuses will facilitate test prep seminars and workshops, focus groups, and tutorials for AP exam test prep.

Assist with front line instruction and improvement of preparedness and test scores at the AP level: Pre-AP teachers in the core content areas will attend a one-day Pre-AP College Board workshop, with two sessions each for English/Language Arts, math, social studies, and science.

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Assist all students with AP exam fees.

o By May 2020, students will increase the district 11th grade PSAT mean score from 882 to 890, the graduating senior SAT mean score from 923 to 945, and the ACT mean score from 18 to 20. We believe that students should graduate from Alief ISD College, Career and Military Ready.

Before and after the administration of PSAT/SAT exams: conduct training on the expectations of the PSAT 8/9, PSAT/National Merit Scholarship Qualifying Test

(NMSQT) exams and how the standards are aligned with current content Texas Essential Knowledge & Skills (TEKS);

conduct classroom information sessions prior to the October test administration to ensure that students understand the content and performance expectations of the exam and how the exam data can be used as a tool for college readiness, scholarship access, and preparation for future college admissions exams;

plan for and hold exam prep tutorials at the campus level; assist campuses with creating a plan for preparing students instructionally prior to the exams and for analyzing

the data afterwards; and follow district procedures for setting up student College Board accounts.

Administer the PSAT 8/9 exam to all 8th graders and all 9th graders. Administer the PSAT/NMSQT exam to all 11th graders. Provide access for all 11th graders to the SAT exam by offering the College Board SAT Day during school hours in

March 2020. Utilize data sources to inform instruction and student progress. In partnership with Princeton Review, provide teacher training for PSAT, SAT, and TSI. Invite SAT Scholars to a summer camp to continue exploring college and career opportunities. Provide access to vocabulary.com for Alief Early College High School (AECHS) in preparation for college entrance

exams.

o By May 2020, ensure that 100% of teachers with Gifted & Talented (GT) students in their classrooms are in compliance with state training guidelines and expectations for GT identification, assessment, and instructional strategies and methodologies. We are committed to having an effective teacher in every classroom.

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Provide professional development opportunities through partner memberships with GT Houston Co-op and Texas Association of the Gifted and Talented (TAGT).

Offer online GT training through Mallett & Company to ensure educators have access to additional GT training opportunities.

Support the GT program through classroom visits, assisting with delivery of GT meetings and trainings, and assisting with facilitation and completion of GT identification and assessment testing.

Utilize contracted and extra duty services for assistance with the GT matrix, testing protocols, and with professional development trainings throughout the year to meet compliance expectations.

Promote the Advanced Academics program to parents, students, and community members through visibility at events, promotional banners, posters, and other marketing tools.

Continue to offer college and career field trips to Kerr students to extend their educational learning experiences. Recognition of students through Alief Advanced Academics Achievement Awards (Pent-A) ceremony.

o By May 2020, continue to improve the implementation of Advancement via Individual Determination (AVID) with fidelity at all

current elementary, intermediate, middle, and high school campuses to maintain national certification and add one additional elementary campus as an AVID site. We believe that students should graduate from Alief ISD College, Career and Military Ready.

Add one elementary AVID site, with the intent of adding two more by 2021. Develop an AVID school-wide culture and support the AVID elective courses and teachers in AVID instructional

Writing, Inquiry, Collaboration, Organization, Reading (WICOR) strategies in order to maintain national certification status.

To foster participation and recruitment, AVID students in middle and high school will participate in an AVID Rally Day to celebrate the success of AVID on their campuses, to hear a keynote speaker, and to ask questions of a panel of students who are former Alief AVID graduates.

Continue to support AVID Site Teams with planning and execution of site team college/career readiness goals by providing AVID Site Teams with the opportunity to attend the annual AVID Summer Institute where they will train and develop ways to further implement campus-wide AVID and WICOR strategies.

Provide Alief AVID Summer Workshops to assist in alleviating the costs of sending educators to AVID Summer Institutes.

o By May 2020, increase the percentage of students passing TSI by 3% in all areas (math, reading, and writing).

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We believe that students should graduate from Alief ISD College, Career and Military Ready. We are committed to offering and funding courses that lead to students enrolling in college.

Provide professional development for teachers on the alignment of TEKS to college/career readiness standards (CCRS), and STAAR/EOC to TSI and SAT.

Embed TSI and SAT test preparation lessons into high school units of study. Partner with College Board, or other equal caliber consultant, to provide professional development in the area of

college readiness for high school teachers. Provide Edgenuity tutorials for students in preparation for the TSI. Utilize PSAT data to target instruction for TSI and SAT. Provide TSI/SAT math professional development and professional learning communities (PLCs) to secondary math

teachers. Provide TSI/SAT curriculum alignments and integrate calculator/non-calculator problem solving strategies to meet the

expectations of TSI/SAT content and depth of knowledge. Provide online curriculum supports and interventions, such as Edgenuity, to customize instruction to meet student

needs and close learning gaps.

Priority II: AISD will implement Continuous School Improvement strategies with the Effective School Framework (ESF) to address causes of low or under performance in schools. o By May 2020, 85% of identified schools will improve by three points of their scaled/domain score in no fewer than two domains

Identified schools are those rated ‘D’ (or lower), rated Improvement Required (IR), or rated the equivalent of IR under the current state accountability system.

Lever 1: Strong School Leadership and Planning District Commitment: The district recognizes the unique needs of low-performing schools and provides the flexibility to address those needs. Our actions will include monitoring of results.

Define low performing/high needs schools. Develop a system to define an Effective Leader. Create a Supplemental Needs Assessment and Review process to ensure adequate funding for low-performing/high

needs schools.

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Create a Supplemental Needs Assessment and Review structure for campus-based program opportunities and flexibility.

Form a committee to create a financial incentive plan to place the most effective leaders and educators in the identified highest need schools.

o By May 2020, 85% of instructional coaches at identified campuses will grow by one level on the district instructional coach's rubric.

Lever 1: Strong School Leadership and Planning District Commitment: The district provides opportunities for ongoing support and coaching of the campus leader. Our actions will include monitoring of results.

Review and refine the roles of campus instructional coaches/specialists. Determine instructional focus for coaching conversations. Create standardized district-level specialist meeting agendas. Create district coaching rubric. Provide rubric and coaching training for central instructional core content leaders. Identify campuses to monitor. Collect coaching artifacts to determine growth.

o During 2019-2020, create the policies and practices that will improve the performance of instructional leaders. Lever 1: Strong School Leadership and Planning District Commitment: District policies and practices prioritize principal and principal supervisor instructional leadership (e.g., manageable span of control, and time dedicated to instructional practices). Our actions will include monitoring of results.

Survey principals to identify current practices of district support departments that prohibit effective use of principal’s

time for instructional leadership. Questions should include needs of administers as well as what current practices prohibit best practices (e.g., professional development (PD) includes master schedule, staffing, budget, substitute protocols, etc.).

Define leadership roles through revising job descriptions. Focus on campus administrators, specialists, and counselors. Create campus leadership evaluations that are reflective of the job responsibilities of campus leaders.

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Create meeting protocols and agendas that will be used by all departments.

o During 2019-2020, the number of teachers delivering instruction aligned to the TEKS and district curricula will increase by 10% from semester one to semester two.

Lever 5: Effective Instruction District Commitment: District policies and practices support effective instruction in schools. Our actions will include monitoring of results.

Specialists will receive guidance on TEKS and district curricula during district scheduled meetings. Central support will design and instruct specialists on planning and feedback protocols during district schedule

meetings. Central support will review the purpose (assess the alignment of classroom instruction to grade level TEKS and district

curricula) of the rubric and walk-through schedule with principals. Central support will create a rubric with components that will be observed when conducting walk-throughs. Walk-

throughs will be conducted based on convenient sampling. First walk-through will be completed by the end of September. Second walk-through will be completed by the end of

March. Plan for intentional time with specialists to review and adjust.

Priority III: AISD will work to ensure all district policies and actions are taken through the lens of and based on the principles of equity. o During 2019-2020, Alief ISD will ensure educational equity through a systematic review of current policies, procedures,

operations, and decision-making practices. Our actions will be taken through the lens of and based on the principles of equity.

Conduct an equity review/desk audit by an outside field expert on educational equity. Engage principals and Administrative Leadership Team (ALT) in district professional development aimed at providing

background information about educational equity. Arrange equity site team visits at designated campuses at each level.

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Conduct equity surveys with district personnel including teachers, administrators, classified employees, and other groups as designated by the district and field expert.

Analyze findings and recommendations on educational equity and prepare a report for the Superintendent and Board of Trustees.

Develop a plan to implement recommendations for further action and professional development, as deemed appropriate, in work towards educational equity.

Priority IV: AISD is committed to developing early childhood programs that result in more prekindergarten (PK) student cohorts reading on grade level by the third grade. o By May 2020, AISD will develop a comprehensive multi-year plan, which includes programming, facilities, and funding, for full

day PK to all eligible students. We are committed to early childhood. We are committed to a quality full day PK program.

Continue to analyze existing classroom capacity of each elementary campus through the fall of 2019 to determine the project scope and planning of full day PK.

Finalize work with PK Task Force, and present to the Board along with suggestions for implementation district-wide. Work with a real estate agent in fall of 2019 to investigate the possibility of purchasing property to build a stand-alone

PK center for those areas/campuses that do not have existing capacity or available land to build campus-based classroom additions.

Complete a request for quotation (RFQ) to select an architect to begin the schematic design/design development and construction time line for a stand-alone PK center for those campuses that do not have existing capacity or additional space to build a six to eight classroom addition in June 2019.

Complete a RFQ to select an architect to begin the schematic design/design development and construction time line for campus-based six to eight classroom additions to house the PK program by June 2019.

Renovate designated PK classrooms at campuses with existing capacity to meet PK program needs by the beginning of 2020-2021 school year.

Complete a feasibility study on the number of seats available on elementary bus runs by December 2019 to determine resources needed to transport full day PK students.

Update and refine cost analysis (including staffing and other resources) for both campus-based PK classrooms and stand-alone centers.

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Expand full day PK to as many campuses as possible - based on funding availability - for the 2020-2021 year with plans for continued expansion through available bond funds and other resources.

o By May 2020, the Early Childhood Department will develop a district-wide plan for a high-quality full day PK program utilizing data (including assessment, attendance, enrollment trends, and teacher/leader/central support feedback) from implementation of the full day PK pilot.

We are committed to early childhood. We are committed to a quality full day PK program.

Analyze Circle, iStation, and STAAR data to identify areas across the district that would benefit from a high-quality

PK program focused on early literacy and language development skills. Compare Circle and iStation data of students in full day PK pilot and students in half day PK in order to identify

successful instructional strategies that can be adopted in district-wide implementation of full day PK. Collaboratively facilitate a program plan that focuses on the development of early literacy and oral language, quality

learning environments, as well as professional development and coaching support for administrative and teaching staff, in accordance with TEA's Early Childhood High Quality Indicators.

Priority V: AISD will review, assess, and improve district practices and systems for teacher retention, recruitment, and compensation, including a broader implementation of possible differentiated pay scales for identified staff. o Employ recruiting and hiring practices that ensure the hiring of diverse staff that reflect the AISD student population.

We are committed to creating and supporting plans that increase continuous student enrollment and quality teacher retention.

Provide letter of intent to staff early in the year. Provide an early resignation bonus for priority campus teachers who notify principal of resignation by February. Expand the Texas Association of Future Educators (TAFE) program (Grow Your Own model - students), Relay (Grow

Your Own model - paraprofessionals), and university partnerships. Analyze and utilize marketing strategies to attract, recruit, and hire diverse, highly qualified teaching and support staff. Advertise and promote Alief ISD as a top employer.

o Transform the teaching and learning conditions in priority schools.

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We are committed to reducing the student learning gap. We are committed to having an effective teacher in every classroom.

Continue to seek employee input regarding:

Why do people stay? Why do people leave? What would it take to get people to stay?

Reduce class size in high need content areas or low performing classes. Work with key members in central instruction and on the Superintendent's Council to ensure positions are filled with

highly qualified and effective staff.

o Implement a compensation system designed specifically to attract and retain effective teachers and leaders. We are committed to having an effective teacher in every classroom.

Conduct salary study and make recommendations to support AISD becoming an employer of choice. Define effective teachers and teaching by using multiple measures that include evidence of student learning, teacher

performance, and teacher knowledge and practices that lead to valued academic outcomes for children. Provide a supplemental payment for accomplished teachers and highly effective principals to work in high-needs

schools.

o Prepare and support administrators for the specific challenges posed by working in high-needs schools. We are committed to reducing the student learning gap.

Strengthen ALT meetings to support leadership and instructional capacity of campus/central administrators. Create choice professional development options for administrators and supervisors to address evaluation goals. Utilize Leadership Profile for conducting interviews and driving decision-making and professional development

planning.

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Table of Contents Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential…………………………………………..16 Goal 2: Alief ISD will improve student preparation for college and career……………………………………………………………………………118 Goal 3: Alief ISD will maintain a safe and orderly environment……………………………………………………………………………………....149 Goal 4: Alief ISD will recruit, develop, and retain highly qualified and effective personnel………………………………………….........................158 Goal 5: Alief ISD will continue to build positive relationships with all stakeholders…………………………………………………………………190 Appendices……………………………………………………………………………………………………………………………………………...205 A – Comprehensive Needs Assessment Overview B – Planning, Monitoring, & Reporting Schedule C – Other State & Federal Resources D – State Compensatory Education Needs Assessment E – Acronyms F – Freedom from Bullying Policy (Legal) G – Freedom from Bullying Policy (Local) H – Family Engagement Policy Alief Independent School District Generated by Plan4Learning.com July 17, 2019 7:56 am

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GoalsGoal 1: Alief ISD will close the achievement gap to ensure that all students reach their academicpotential.

Performance Objective 1: ACCOUNTABILITY: By August 2020, 95% of campuses will achieve the state accountability rating of Met Standard.

Evaluation Data Source(s) 1: Achievement will be determined by the Accountability Ratings in August 2019.

Summative Evaluation 1:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Accountability Coordinators will provide on-goingaccountability and data analysis support to campuses inassigned areas (Area A, B, and C). (Research-AA 3 andAA 4)

  AccountabilityCoordinators

Accountability Summary Reports        

2) Accountability Coordinator responsible for DataManagement for Assessment & Curriculum (DMAC)will work with campuses, DMAC Campus Managers,and district leaders with identifying and analyzingspecific reports that will assist with improvinginstruction. (Research-AA 3 and AA 4)

  AccountabilityCoordinator

DMAC reports used in Professional LearningCommunities (PLC)/Instructional Leadership Team(ILT)/Data/Planning Meetings

       

3) Accountability Coordinator responsible for SharedDecision-Making Councils (SDC) will work withcampuses, SDC Campus Facilitators, and district leadersto streamline processes and requirements.

  AccountabilityCoordinator

Plan 4 Learning formative reviews        

4) A web-based program (Plan 4 Learning) will be usedto allow all campus SDCs to be better organized andprovide better access to the Needs Assessment andCampus Action Plan (CAP) and be in compliance withfederal requirements.

  Campus SDCleaders,AccountabilityCoordinator

Plan 4 Learning formative reviews        

Funding Sources: Local - 23000.00

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5) Accountability Assistant Principals at eachcomprehensive high school will monitor procedures thatfocus on the graduation rate of all sub-populations(focus on attendance, credit recovery, and academics).(Research-AA 1 and AA 2)

  AccountabilityCoordinator

Graduation rate        

6) Accountability Director and Coordinators willfacilitate Accountability Day meetings, whereby campusleaders will engage in a data analysis and needsassessment based on Effective School Framework (ESF)process to guide their campus action planning.Throughout the school year, support will be provided toensure plans are being implemented and monitored.(Research-AA 5 and AA 6)

  Director ofAccountability,AccountabilityCoordinators,Content Coordinators

ESF Process, Meeting quarterly goals, AccountabilitySummary Reports

       

7) Differentiated support will be provided to thosecampuses/departments that have been identified by stateand federal system for interventions withmonthly/quarterly meetings. (Research-AA 5 and AA 6)

  Director ofAccountability,AccountabilityCoordinators,Content Coordinator

Accountability Summary Reports (state and federal)        

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 2: AFTER SCHOOL PROGRAM: By May 2020, the After School Program (ASP) will increase student enrollment by 5%.

Evaluation Data Source(s) 2: Total After School Program enrollment for 2019-2020 will be compared to the total program enrollment for2018-2019 to determine percentage change.

Summative Evaluation 2:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Continue providing hands-on academic enrichingopportunities for students that include curricula,transportation, technology specialized services providedby volunteers and professional contractors. (ResearchASP 8)

  After SchoolProgram Coordinator

Students are making progress on grades, district and statetesting

       

Funding Sources: ASP Fund - 12000.00, Grant: 21st Century Grant - 25000.00

2) Obtain grants from local, state, and national fundingfor expansion and sustainability. (Research ASP 5)

  After SchoolProgram Coordinator

Acceptance letter and funds received        

Funding Sources: ASP Fund - 60000.00, Grant: 21st Century Grant - 1000000.00

3) Continue financial assistance for homeless students.(Research ASP 5)

  After SchoolProgram Coordinator

Students who are homeless are involved in program        

Funding Sources: Title I - 10000.00

4) Renew software database to track student registrationand payments, including credit card option. (ResearchASP 5)

  After SchoolProgram Coordinator

Number of parents utilizing system        

Funding Sources: ASP Fund - 12000.00

5) Office personnel will increase campus visibility.(Research ASP 21)

  After SchoolProgram Coordinator

Increase awareness of program with campus staff,outlook calendar

       

6) Create and conduct parent interest questionnaires.(Research ASP 4)

  After SchoolProgram Coordinator

Parents are vested in programVoice and choice, results

       

7) Collaborate with district campus personnel andcommunity partners. (Research ASP 22)

  After SchoolProgram Coordinator

Awareness of program,Common language,Voice and choice , meeting notes and agenda

       

8) Provide event snacks and activity supplies.(ResearchASP 2)

  After SchoolProgram Coordinator

Sign in sheets and agendas        

Funding Sources: ASP Fund - 5000.00

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 3: AFTER SCHOOL PROGRAM: By May 2020, the After School Program will provide program marketing to 100% of staff toincrease knowledge and awareness at all program campuses.

Evaluation Data Source(s) 3: Event agendas and sign-in sheets, questionnaires, website and social media presence

Summative Evaluation 3:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Utilize the district and department multi-mediaplatforms. (Research ASP 15)

  After SchoolProgram Coordinator

Exposure and awareness of ASP by all stakeholders,number hits on sites

       

2) Use cost effective print media. (Research ASP 2)   After SchoolProgram Coordinator

Student registrations increase        

Funding Sources: ASP Fund - 5000.00

3) Staff present at all campus events to inform andrecruit. (Research ASP 23)

  After SchoolProgram Coordinator

Registration increase; stakeholders aware of ASP oncampus

       

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 4: CAREER & TECHNICAL EDUCATION: By May 2020, less than 5% changes in Public Education Information ManagementSystem (PEIMS) submission data for both fall and spring snapshots will be required and PEIMS submission data will match appropriate reportingdocuments.

Evaluation Data Source(s) 4: 1. Status of implementation of each action item will be reviewed in October/November 2019, January 2020, andJune 2020.2. Texas Education Agency (TEA) Performance Based Monitoring Analysis System (PBMAS) report review to determine areas at risk of notmeeting standard followed up by plan of action as needed.3. Results of the annual Program Effectiveness Review (PER) completed and submitted to TEA each August.4. Review of PEIMS submission changes in early December and early January to determine percent of change.

Summative Evaluation 4:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Working closely with Management InformationSystems (MIS) and the student management system,Career & Technical Education (CTE) will continue toimprove accurate PEIMS process and student codingidentification prior to initial fall/spring submissiondeadlines. (TEC)

  CTE Central Team Less than 5% change between initial/re-submission dataalong with earlier availability of data for signaturepurposes

       

2) CTE central staff will verify PEIMS course catalogdata within student management system to ensureaccuracy in PEIMS number, credits, contact hours, andarticulation/tech prep. (TEC)

  CTE Central Staff Information in the student management system (SMS) iscorrect and accurate at time of initial submission.

Campuses will verify information about courses prior todeveloping them into master schedule.

Policy/procedure developed and implemented to ensureaccurate reporting

       

3) Utilize OnPoint (OnDataSuite) to identify and isolatethe potential CTE coherent sequence participants priorto initial submission, cutting down on the amount oftime it takes to identify and input CTE codes.

  CTE Central Staff To work with OnData Suite to identify a new program orsolution to ensure all student transcript work isrecognized by the program

       

Funding Sources: Local - 12000.00

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4) Work closely with the Accountability Department toensure that State of Texas Assessment of AcademicReadiness (STAAR) End-of-Course (EOC) labels arecorrectly coded with the correct CTE PEIMS indicatorinformation.

  CTE CentralAccountabilityDepartment

Student STAAR EOC labels used for Fall testing willreflect the same CTE Indicator code as the Fall PEIMSsubmission

       

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 5: COUNSELING: By May 2020, professional development (PD) participation for counselors on crisis intervention for studentswill increase by 5%.

Evaluation Data Source(s) 5: We will use sign-in sheets to determine the number of counselors who have received training on crisisintervention.

Professional development opportunities offered to counselors in 2019-2020 will serve as baseline data.

Data collected from the number of students provided crisis counseling.

Summative Evaluation 5:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Alief ISD counselors will receive ongoing staffdevelopment on topics that relate to the fourcomponents of the Texas ComprehensiveDevelopmental Guidance Program such as PostTraumatic Stress Disorder (PTSD), Crisis Management& Response, Student Resiliency, Anger Management,Self-Injurious Behavior, Grief and Suicide ResponseServices.

  Director ofCounseling,Coordinator ofCounseling,CounselingFacilitator

PD attendance records and PD agendas        

Funding Sources: Local - 5000.00

2) New Counselor Training Program will be providedfor counselors new to Alief ISD counseling department.

  Coordinator ofCounseling,CounselingFacilitator

Attendance at summer and monthly new counselormeetings, survey of knowledge pre/post training

       

3) Counselors will utilize individual and groupcounseling related to issues that may be impedingstudent academic and social development.

  Director ofCounseling,Coordinator ofCounseling,CounselingFacilitator

Campus data for groups offered during the 2019-2020school year as well as student attendance for these groups

       

4) Youth Mental Health First Aid Training will beprovided to campus teams to increase awareness andidentification of student mental health issues (pendinggrant award).

  Director ofCounseling,CounselingFacilitator

Training attendance sheets and training agendas        

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= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 6: COUNSELING: By May 2020, the number of high school counselors trained in foreign transcript evaluation will increase by5%.

Evaluation Data Source(s) 6: Use a sign-in sheet to determine the number of counselors who attended the training.

Summative Evaluation 6:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) An evaluation tool will be created to help counselorsevaluate foreign transcripts.

Counselors will be trained on foreign transcriptevaluation.

  Director ofCounseling,Coordinator ofCounseling

Counselors will be able to understand and evaluatetranscripts from foreign countries

       

Funding Sources: Title I - 300.00

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 7: COUNSELING - FOSTER CARE: By May 2020, the identification of foster care students will increase by 55%.

Evaluation Data Source(s) 7: Foster care indicators in eSchoolPLUS (ESP); a review of entry and withdrawal reports from ESP; training forregistrars and other personnel working with foster care students.

Summative Evaluation 7:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Trainings for district registrars and campuscounselors on foster care procedures.

2.6 District Foster CareLiaison

Campus Counselors

Campus Registrars

Students will be correctly identified so that they mayreceive all benefits given to Foster Care students withinthe district

       

2) Assistance for foster care students to obtain freelunch

2.6 District Foster CareLiaison

Campus Registrars

Nutrition Department

Foster care students are eligible for free lunch withappropriate identification/paper work

       

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 8: COUNSELING - HOMELESS SERVICES: By May 2020, the attendance rate of homeless students will be within 6% of theattendance rate of non-homeless students.

Evaluation Data Source(s) 8: Attendance reports will show a discrepancy of less than 6% between homeless and non-homeless students.

Summative Evaluation 8:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Run monthly attendance reports for homelessstudents in grades 9 - 12.

  McKinney-VentoStaff

When attendance falls within 5% of non-homelessstudents

       

2) Homeless staff will counsel with students in grades 9- 12 showing a pattern of absences to identify andremove any barriers to attending school such as lack oftransportation.

  McKinney-VentoSocial Workers

Logs of Social WorkerConsultations

       

3) Provide transportation as required under board policyCNA (Legal) to homeless students.

  McKinney-VentoSocial Workers

Transportation Request list and statusMonthly report of metro cards provided for transportingstudents to and from schoolSemester attendance percentages comparing homelessand non-homeless students

       

4) Provide metro cards to assist with transportation toand from school.

  McKinney-VentoSocial Workers

Monthly report of metro cards provided for transportingstudents to and from schoolSemester attendance percentages comparing homelessand non-homeless students

       

Funding Sources: Title I - 0.00

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 9: COUNSELING - HOMELESS SERVICES: By May 2020, the State of Texas Assessment of Academic Readiness (STAAR)performance gap between homeless and non-homeless students will be reduced by 50%.

Evaluation Data Source(s) 9: A STAAR performance report comparing the gap in performance of homeless and non-homeless students for2018-2019 and 2019-2020.

Summative Evaluation 9:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) A list of all homeless students is provided to eachcampus for the counselors to review and identify allhomeless students who have failed one or more STAARtests.

  Texas HomelessEducation Program(TEXSHEP) SocialWorkers

List of homeless students is provided to each campus andthe records are maintained in the TEXSHEP files

       

2) Work with campus assessment staff to make sure thathomeless students who are at risk of failing STAAR areincluded in TEXSHEP summer program.

  TEXSHEP SocialWorkers

Summer tutorial attendance rosters showing attendance ofhomeless students at risk of failing STAAR will besubmitted to the Homeless Liaison Assistant and filedwith McKinney-Vento records

       

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 10: COUNSELING - HOMELESS SERVICES: By May 2020, 100% of identified homeless students requiring specialtransportation will receive services in 10 days or less.

Evaluation Data Source(s) 10: A spreadsheet identifying when the request was made and when transportation was started will be maintainedby the Homeless Liaison Assistant.

Summative Evaluation 10:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Maintain an electronic spreadsheet with alltransportation requests, the date the request wassubmitted, and the date when transportation started.

  Homeless LiaisonAssistant

A copy of the spreadsheet will be maintained in anelectronic file that is accessible to all staff in theTEXSHEP folder

       

Funding Sources: Local - 0.00

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 11: COUNSELING - HOMELESS SERVICES: By May 2020, each social worker will provide services to all identifiedunaccompanied homeless students and provide emergency services to others as needed.

Evaluation Data Source(s) 11: Caseload records will be kept in a secure file maintained by the social workers. A monthly summary of servicesand number of students served will be submitted to the Director of Counseling at the beginning of each month.

Summative Evaluation 11:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Two social workers will provide connections to basicservices.

  TEXSHEP SocialWorkers

Caseload records will be kept in a secure file maintainedby the social workers. A monthly summary of servicesand number of students served will be submitted to theDirector of Counseling at the beginning of each month

       

2) TEXSHEP staff will attend required training.   Director ofCounseling

Attendees will provide proof of attendance at the requiredtraining using the travel request forms required by thedistrict

       

Funding Sources: Title I - 2500.00

3) TEXSHEP staff will be reimbursed for mileageclaimed while supporting homeless students.

  Director ofCounseling

Mileage logs will be maintained in the TEXSHEP files        

Funding Sources: Title I - 1500.00

4) Homeless students will be provided with neededschool supplies and resources (uniforms/clothing, schoolsupplies).

  TEXSHEP Staff A log of school supplies provided to students will bemaintained in the TEXSHEP files

       

Funding Sources: Title I - 2000.00

5) Students will be provided with metro cards as neededfor transportation to and from school.

  TEXSHEP Staff A log of metro cards provided for students will bemaintained in the TEXSHEP files

       

Funding Sources: Title I - 1000.00

6) Maintain the position of Assistant to the HomelessLiaison to manage clerical responsibilities and to makereferrals as needed to the social workers.

  Director ofCounseling

A Hiring Recommendation Form will be maintained inthe TEXSHEP files

       

Funding Sources: Local - 0.00

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 12: COUNSELING - HOMELESS SERVICES: A minimum of 50 high school students will receive summer school 2019-2020services.

Evaluation Data Source(s) 12: A roster of students receiving Texas Homeless Education Program (TEXSHEP) services and a summary ofservices provided will be maintained in the TEXSHEP files. Credits attempted and credits earned by TEXSHEP students will be monitored anda report will be provided at the end of the program to the Director of Counseling.

Summative Evaluation 12:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Social workers will manage the summer program forTEXSHEP students at each of the comprehensive highschools.

  Social Workers Copies of Student Residency Questionnaires (SRQ),enrollment records, and staffing reports will bemaintained in TEXSHEP files

       

Funding Sources: Title I - 9000.00

2) A counselor will review and update four year plans ofTEXSHEP students enrolled in summer school.

  TEXSHEP SocialWorker

Copies of the four year plan for each TEXSHEP studentenrolled in summer school will be maintained in theTEXSHEP files

       

Funding Sources: Title I - 1800.00

3) High School TEXSHEP students will receive tutoringservices as needed in summer school.

  TEXSHEP Staff A log of students being tutored including whether or notthe student passed the course and obtained credit will bemaintained in TEXSHEP files

       

Funding Sources: Title I - 10500.00

4) TEXSHEP students in summer school will beprovided a nutritious snack daily.

  TEXSHEP Staff A tally of the number of TEXSHEP students receiving asnack will be maintained in the TEXSHEP files

       

Funding Sources: Title I - 300.00

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 13: COUNSELING - PREGNANCY RELATED SERVICES: By May 2020, the attendance for post-homebound students willimprove by 10% within the first three weeks of their return to school.

Evaluation Data Source(s) 13: Records will be maintained for pregnancy related services (PRS) students that include their date of delivery,their admittance and withdrawal dates from homebound, and their attendance and grades post homebound services. A spreadsheet will beprepared and submitted quarterly to the Director of Guidance and Counseling.

Summative Evaluation 13:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) The PRS social worker/staff will connect students toneeded social services and provide individual and groupcounseling as needed.

  PRS Social Worker A log of social service referrals by date and type will bemaintained. A spreadsheet of totals will be placed in theDCIP folder by the end of the year.

       

2) Provide Compensatory Education HomeboundInstruction (CEHI) to pregnant and parenting youth.

  PRS Social Worker A log of students receiving CEHI services and hours ofservice received will be maintained by the PRS SocialWorker. Information regarding homebound recipientswill be placed in the DCIP folder.

       

3) Provide Parenting for School Aged Parent (PSAP) Iand PSAP II classes to pregnant and parenting students(ongoing).

  PRS Staff Enrollment in PSAP I and II classes and students whoreceived credit in either or both of these classes will bemonitored by the PSAP teacher and the PRS staff and asemesterr report will be filed in the DCIP folder

       

4) Assist students in obtaining daycare services (PEPClerk).

  PRS Staff A report of the number of students receiving daycareservices will be maintained in the DCIP folder

       

Funding Sources: Grant: Work Source Grant - 0.00

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 14: COUNSELING - PREGNANCY RELATED SERVICES: By May 2021, school personnel will aid in the identification andreferral of pregnant students (within the first trimester) and parenting students new to the district (within the first three months of school enrollment) to thePRS program by 6%.

Evaluation Data Source(s) 14: The PRS Cognos Tracking Reports, Program Intake Forms, and a review of entry and withdrawal dates on ESPwill be used to gather data. Also, training dates, agenda summaries, and signature pages will be kept in the PRS binder. Training informationwill be uploaded at the end of the year to the district continuous improvement plan (DCIP) folder.

Summative Evaluation 14:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Train campuses about PRS and on PRS procedures(ongoing).

  PRS ProgramManager

School personnel will become more aware of the PRSprogram and the resources available for PRS students

       

2) Identify pregnant and parenting students (ongoing).   PRS staff Students will be identified quickly and informed aboutresources available to assist them and to help themremain in school

       

3) Implement the PRS/PEP mentoring program forpregnant and/or parenting teens using campus staffand/or community agencies.

  PRS Staff Students will be more connected to school and will belearning about other post secondary options.

       

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 15: CURRICULUM & INSTRUCTION: During 2019-2020, School Improvement Interventionists will support 100% ofImprovement Required (IR) campuses as well as other federally, state, or locally identified campuses with best practice strategies for lesson design anddelivery, identifying students for interventions, and monitoring campus systems for intervention plans. These supports will include data analysis, goalsetting, and organization of meaningful data points biweekly through professional learning communities (PLC), collaborative planning, teacher observation,modeling and coaching, intervention planning, as well as data collection.

Evaluation Data Source(s) 15: 1. STAAR results and state accountability data for each IR or identified campus served.2. Anecdotal notes shared during Central Oversight meetings will include formative reviews of each campus the Instructional SchoolImprovement Team works with during the 19-20 year.3. Narratives of walk through observations, coaching and feedback conferences, planning meeting agendas, supporting documents, and PLCsummaries at each campus.4. Professional development attendance and agendas.

Summative Evaluation 15:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Provide ongoing assistance to IR and other federally,state or locally identified schools in need ofimprovement through assignment of SchoolImprovement Support Interventionists.

  Executive Directorof Instruction

Number of walkthroughs and feedback conferences,planning supports and PLC at each campus. Agendas andplanning tools. STAAR results and Index 1-4 data

       

Funding Sources: Title I - 0.00

2) School improvement interventionists, ExecutiveDirector of Curriculum & Instruction, and AreaSuperintendents will stay current in best practices aswell as in the area of school improvement throughattendance at professional development opportunities.The learning will inform practice, be implemented andmonitored.

  Executive Directorof Instruction

Attendance and participation at relevant PD andconferences such Advancing Improvement in EducationConference and other Innovative/SchoolImprovement/Coaching opportunities will directly impactthe support areas identified in campus/central plans.

       

Funding Sources: Title II - 12000.00

3) School improvement interventionists will utilizecollaborative planning to foster Texas EssentialKnowledge & Skills (TEKS) aligned instruction at allgrade levels to meet Effective Schoool Framework, TIP,or TAP plans for IR campuses and other identifiedcampuses at least three times during the academic year.

  Executive Directorof Instruction

Strategic support aligned to the lever identified throughthe ESF, TIP, TAP will identify areas of effectivepractice and campus/central commitment through regularmonitoring and review.

       

Funding Sources: Title I - 400.00

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4) Provide appropriate tiered support to identifiedcampuses through data support, PLCs, and planningprotocols and resources to support Effective SchoolFramework goals as well as teacher coaching anddevelopment.

  Executive Directorof Instruction

More consistent lesson design and delivery effectivenesswill occur on campus thereby increasing studentoutcomes on identified campuses.

       

Funding Sources: Title I - 2800.00

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 16: CURRICULUM & INSTRUCTION - EFFECTIVE SCHOOLS FRAMEWORK: By May 2020, 90% of identified schools willimprove by three points of their scaled/domain score in no fewer than two domains. Identified schools are those rated 'D' (or lower), rated ImprovementRequired (IR), or rated the equivalent of IR under the current state accountability system.

Evaluation Data Source(s) 16: State accountability report

Summative Evaluation 16:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Define low performing/high-needs schools.   AssistantSuperintendent ofContinuous SchoolImprovement, AreaSuperintendents,AccountabilityDepartment

Stronger school leadership and planning, andimproved student outcomes.

 

2) Develop a system to define an Effective Leader.   Director ofProfessionalGrowth &Development

Stronger school leadership and planning, andimproved student outcomes.

 

3) Create a Supplemental Needs Assessment andReview process to ensure adequate funding for lowperforming/high-needs schools.

  Human Resources,Business Services

Improved student performance and outcomes.  

4) Create a Supplemental Needs Assessment andReview structure for campus based programopportunities and flexibility.

  Business Services Improved student performance and outcomes.  

5) Form a committee to create a plan to provide afinancial incentive plan in order to place the mosteffective leaders and educators in the identifiedhighest need schools.

  Human Resources,Business Services

Stronger school leadership and planning, andimproved student outcomes.

 

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 17: CURRICULUM & INSTRUCTION - EQUITY LENS: During 2019-2020, Alief ISD will ensure educational equity through asystematic review of current policies, procedures, operations, and decision-making practices.

Evaluation Data Source(s) 17: Comprehensive Equity Assessment and Desk Audit Data Analysis

Summative Evaluation 17:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

Equity Plan Strategy1) Conduct an equity review/desk audit by an outsidefield expert on educational equity.

  Director ofProfessional Growth& DevelopmentDeputySuperintendent ofC&IDeputySuperintendent ofBusiness Services

Based on the results of an in-depth analysis of thedistrict's practices, recommendations will result in awritten plan and/or guiding principles to ensure districtpolicies and practices are equitable and improved studentoutcomes.

       

Equity Plan Strategy2) Engage principals and ALT in district professionaldevelopment aimed at providing backgroundinformation about educational equity.

  Director ofProfessional Growth& DevelopmentDeputySuperintendent ofC&IDeputySuperintendent ofBusiness Services

Increased equity awareness and cultural competence forprincipals and central office administrators resulting inmore consistent and intentional processes among adults tofacilitate a culture of ongoing equity in teaching, learningand outcomes.

       

Equity Plan Strategy3) Arrange equity site team visits at designatedcampuses at each level.

  Director ofProfessional Growth& DevelopmentDeputySuperintendent ofC&IDeputySuperintendent ofBusiness Services

Campus visits will provide insight into current practicesand help identify leverage points in academic and non-academic areas that may provide the greatest opportunityto facilitate changes where necessary.

       

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Equity Plan Strategy4) Conduct equity surveys with district personnelincluding teachers, administrators, classified employees,and other groups as designated by the district and fieldexpert.

  Director ofProfessional Growth& DevelopmentDeputySuperintendent ofC&IDeputySuperintendent ofBusiness Services

Survey data will provide insight into current practices andperceptions to help identify areas in need of equityimprovement and help in the development of a districtwide equity policy.

       

Equity Plan Strategy5) Analyze findings and recommendations oneducational equity and prepare a report for theSuperintendent and Board of Trustees.

  Director ofProfessional Growth& DevelopmentDeputySuperintendent ofC&IDeputySuperintendent ofBusiness Services

Development of equity policy, equity plan and equityscorecard tool.

       

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 18: DIGITAL LEARNING: During 2019-2020, Digital Learning will ensure 100% compliance with all federal Children's InternetProtection Act (CIPA) and state guidelines in the areas of internet safety and technology competency standards.

Evaluation Data Source(s) 18: Evaluation will include evidence of Acceptable Use Policy/Responsible Use Policy/Bring Your Own Device(AUP/RUP/BYOD) compliance and student technology competencies.

Summative Evaluation 18:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) District Acceptable Use Policy (AUP)/ResponsibleUse Policy (RUP) will be reviewed and updated everyyear with current signed student and teacher AUP/RUPon file.

  District TechnologyTrainer, DistrictTechnologyIntegrators

Students and staff members will understand and knowAUP/RUP and adhere to digital citizenship.

       

Funding Sources: Local - 0.00

2) District and Campus Technology Plan will be currentand updated annually.

  Digital LearningDirector

Campus Tech Plan included as part of campus action plan(CAP) and will be updated to reflect priorities.

       

Funding Sources: Local - 0.00

3) District created teacher competency assessment,surveys, and walk through reports will be used todetermine teacher technology levels.

  District TechnologyTrainer

Competency reports, surveys and walkthroughs        

Funding Sources: Local - 0.00

4) Internet Safety and Bully Prevention Programupdated and implemented annually.

  District TechnologyTrainer

Lesson plans which reflect the use of digital citizenship &online safety resources.

       

Funding Sources: Local - 0.00

5) Create an audit process to perform annually.   Digital LearningCoordinator andTechnology Trainer

A data collection instrument is in place to determinesafety success

       

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 19: DIGITAL LEARNING: By May 2020, 75% of students will have the opportunity to engage in a digital learning environmentutilizing emerging technologies and pedagogy through the support of district initiatives and pilots by embedding appropriate digital content and videoconference sessions into classrooms.

Evaluation Data Source(s) 19: Collect and compare data from 2019-20 to 2018-19 in areas of devices, accessing and interacting within thelearning management system (LMS), usage analytics, and collaborations both within and outside the district.

Summative Evaluation 19:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Digital Leaning will continue to support and promoteemerging technologies & creative innovation throughpilots and grants.

  Digital LearningDirector

Students in pilot classrooms utilizing emergingtechnology in daily learning

       

Funding Sources: Local - 0.00

2) Digital Learning will continue to support andpromote video conferences tied to all curriculum areas.

  TechnologyCurriculumSpecialist

Increase the number of videoconferences usedinstructionally in classrooms, video conference usagereports

       

Funding Sources: Local - 0.00

3) Digital Learning will provide Texas EducationTelecommunications Network (TETN) sessions andstudent sessions via Regional Service Center bridgingand videoconference support.

  TechnologyCurriculumSpecialist

Increase in sessions        

Funding Sources: Tech Plan - 6500.00

4) Digital Learning will provide support of onlinecollaboration tools to keep staff current on latestprocedures, regulations, and training.

  TechnologyCurriculumSpecialist

Increase in usage        

Funding Sources: Local - 0.00

5) Digital Learning will provide studentcollaboration/integration software for digital classroomcommunications through Learning Management System(LMS).

  Technology Trainer Increased usage        

Funding Sources: Tech Plan - 5000.00

6) Digital Learning will leverage new technologiesthrough emerging technology pilots--Creativeenrichment field trips for 2nd grade students throughtechnology partners.

  Digital LearningDirectorDigital LearningCoordinator

         

Funding Sources: Title IV - 10000.00

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7) Digital Learning will provide peripherals forcreativity, collaboration and communication forstudents.

  District TechnologyTrainer

Robust interactions in a blended environment        

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 20: DIGITAL LEARNING: By May 2020, 25% of campuses will have elements of coding & computer science embedded withinScience, Technology, Engineering, & Mathematics (STEM) opportunities to allow teachers and students to develop their skills.

Evaluation Data Source(s) 20:

Summative Evaluation 20:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Explore STEM opportunities through existingtechnology partners (Code.org, etc.).

  Digital LearningDirector

Create a digital resources list of the most critical tools forstudent coding across platforms

       

2) Develop a training system thatutilizes coding and computer science opportunities as aproblem solving skill for teachers.

  Digital LearningDirectorDistrict TechnologyTrainerTechnologyIntegrator

         

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 21: DISTANCE LEARNING: During the 2019-2020 academic year, the number of students taking Texas Virtual School Network(TxVSN) distance learning courses will increase by 6% and the number of students taking Dual Credit TxVSN distance learning courses will increase by 4%at each of the comprehensive high schools.

Evaluation Data Source(s) 21: The total TxVSN courses taken for 2018-2019 will be compared to the total TxVSN courses taken for 2019-2020 to determine success percentage.

Summative Evaluation 21:

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

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Alief will continue to enroll students in TxVSNcourses. We are budgeting for approximately 670courses total for 3 semesters at $250 per course. The 670courses will be divided in the following ways: Elsik andHastings will be allocated 90 courses for the year,Taylor will be allocated 120 courses for the year,Hastings and Elsik 9th Grade Centers will be allocated10 courses for the year, and Kerr will be allocated 350courses per semester.

(Distance Learning - #2, #6)

  InstructionalTechnologyCurriculumSpecialist

6% increase in the number of students taking distancelearning courses as measured by enrollment data

       

Funding Sources: Local - 110000.00

2) Alief will continue to enroll students in TxVSN DualCredit courses.

(Distance Learning - #2, #6)

  InstructionalTechnologyCurriculumSpecialist

4% increase in the number of student taking dual creditdistance learning courses as measured by enrollment data

       

Funding Sources: Local - 0.00

3) Alief will continue to provide campus facilitators.

(Distance Learning - #3, #7)

  InstructionalTechnologyCurriculumSpecialist

Identified facilitators at each campus        

Funding Sources: Local - 52600.00

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4) Alief will provide a facilitator for distance learning(DL) students to complete summer courses.

(Distance Learning - #3, #7)

  InstructionalTechnologyCurriculumSpecialist

Identified summer facilitator beyond summer school        

Funding Sources: Local - 5000.00

5) Alief will provide online professional developmenttraining to all new facilitators.

(Distance Learning - #3, #7)

  InstructionalTechnologyCurriculumSpecialist

Professional development sign-in sheets        

Funding Sources: Local - 400.00

6) Alief will advertise to market the distance learningcourses to the students and Alief community.

  InstructionalTechnologyCurriculumSpecialist

Fliers, website, advertisement records        

Funding Sources: Local - 0.00

7) Alief will manage and post online resources forDistance Learning in Schoology.

  InstructionalTechnologyCurriculumSpecialist

Updated Schoology page        

Funding Sources: Local - 0.00

8) Alief will utilize Connections Learning Scholarshipsto help defer the cost of courses for students.

  InstructionalTechnologyCurriculumSpecialist

Connections Learning budget sheet        

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 22: DISTANCE LEARNING: By summer 2020, increase enrollment in distance learning courses by opening a full-time virtualprogram.

Evaluation Data Source(s) 22: Meeting notes, campus visit logs, and proposed plan.

Summative Evaluation 22:

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

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

TEA PrioritiesConnect high school to career and college

1) Bring key stakeholders together to explorestaffing, schedules, facility needs, equipment,funding to sustain a full-time virtual school.

http://bit.ly/2Ic2s58

  Digital LearningDirectorInstructionalLearningCurriculumSpecialist

Develop the mission for, educational goals of andimplementation plan for an Alief full-time VirtualSchool.

 

Funding Sources: Local - 0.00

TEA PrioritiesConnect high school to career and college

2) Bring key stakeholders to visit HISD'sConnections Academy to observe a successful full-time virtual school.

  Digital LearningDirectorInstructionalLearningCurriculumSpecialist

Develop an understanding of a full-time virtualschool program.

 

Funding Sources: Local - 0.00

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 23: EARLY CHILDHOOD: By May 2020, 50% of prekindergarten (PK) students across Alief will be proficient in the areas ofLanguage and Communication as measured by Circle Progress Monitoring.

Evaluation Data Source(s) 23: Circle Progress Monitoring data, sign-in sheets as evidence from onsite training opportunities; record ofdistribution of early childhood resources.

Summative Evaluation 23:

TEA Priorities: 2. Build a foundation of reading and math.

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

TEA PrioritiesBuild a foundation of reading and math

1) Provide training and modeling in the use of theadopted curriculum (Frog Street) to develop orallanguage and vocabulary. (Research EC 6)

  Early ChildhoodCoordinator, EarlyChildhoodInstructional Coach,PK PilotInstructional Coach

Implementation of state-adopted curriculum across thedistrict, and better student outcomes in the area oflanguage and communication, and vocabulary.

       

TEA PrioritiesBuild a foundation of reading and math

2) Develop teachers' understanding of language andcommunication instruction through professionaldevelopment that focuses on instructional strategies thatpromote oral language development and vocabulary.(EC 2, EC 6)

  Early ChildhoodCoordinator, EarlyChildhoodInstructional Coach,PK PilotInstructional Coach

Improved student outcomes in the areas of vocabularyand language and communication.

       

TEA PrioritiesBuild a foundation of reading and math

3) Create a strategic plan to support implementation andapplication of new learning based on teachers' strengthsand needs. (EC 6, EC 8)

  Early ChildhoodCoordinator, EarlyChildhoodInstructional Coach,PK PilotInstructional Coach

Improved teaching practices which will result in betterstudent outcomes.

       

TEA PrioritiesBuild a foundation of reading and math

4) Provide resources and training to teachers andparaprofessionals in the Full Day PK Pilot classrooms todevelop oral language and vocabulary. (EC 2, EC 6)

  Early ChildhoodCoordinator, PKPilot InstructionalCoach

Develop a full day PK pilot program that supportsvocabulary and oral language development which willresult in better student outcomes.

       

Funding Sources: Title I - 25000.00, Title II - 2000.00

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= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 24: EARLY CHILDHOOD: By May 2020, the average score for PK students' Overall Reading will show one year's growth (fromthe beginning of the year assessment to the end of the year assessment), as measured by iStation Indicators of Progress (ISIP).

Evaluation Data Source(s) 24: iStation data, sign-in sheets as evidence from onsite training opportunities, record of distribution of earlychildhood resources.

Summative Evaluation 24:

TEA Priorities: 2. Build a foundation of reading and math.

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

TEA PrioritiesBuild a foundation of reading and math

1) Provide training and coaching support to teachers inorder to develop early childhood best practices. Trainingwill be offered throughout the year, as well as a PK PDMini Summer Conference with presenters from placessuch as: Rice University, Heinemann, and Region 4.(Research EC 1, EC 2, EC 6, EC 7)

  Early ChildhoodCoordinator, EarlyChildhoodInstructional Coach,PK PilotInstructional Coach

Improved teaching practices which will result in betterstudent outcomes.

       

Funding Sources: Title II - 10000.00

TEA PrioritiesBuild a foundation of reading and math

2) Provide training and coaching support to campusleadership and instructional support staff to developearly childhood best practices. Central Early Childhood(EC) Department will attend Early ChildhoodConference to continue to learn about early childhoodbest practices. (EC 1, EC 2, EC 6, EC 7)

  Early ChildhoodCoordinator, EarlyChildhoodInstructional Coach,PK PilotInstructional Coach

Instructional leadership team will be able to support PKteachers in early childhood best practices which willresult in better student outcomes.

       

Funding Sources: Region IV PD - 3000.00, Title II - 4000.00

TEA PrioritiesBuild a foundation of reading and math

3) In collaboration with the Primary Language ArtsCoordinator, develop and implement a transition plan tosustain growth in reading and oral languagedevelopment for students in the PK Cohort in grades K-2nd. (Research (EC 1, EC 2, EC 6, EC 8)

  Early ChildhoodCoordinator, PrimaryLanguage ArtsCoordinator

Improved teaching practices in K-2nd will sustain growthfrom high quality early childhood programs which willresult in better student outcomes and PK cohort studentsreading on level by 3rd grade.

       

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TEA PrioritiesBuild a foundation of reading and math

4) Implement and support Full Day PK programs at fivepilot campuses (Mahanay, Hicks, Bush, Cummings, andPetrosky). Develop a Project Based Learning/STEMcurriculum that supports literacy for the full day pilot.(EC 1, EC 2, EC 6)

  Early ChildhoodCoordinator, PKPilot InstructionalCoach

Develop a full day PK pilot program that supports earlyliteracy skills and early childhood best practices whichwill result in better student outcomes.

       

Funding Sources: Title I - 3725.00

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 25: EARLY CHILDHOOD: By May 2020, the Early Childhood Department will increase engagement in activities that promoteand provide early language and literacy resources for children from birth to age four to develop kindergarten readiness skills in non-Alief students in ourdistrict, as measured by participation in Texas School Ready trainings, Kindergarten Round-Up attendance, Early Childhood Education Event, and otheroutreach initiatives.

Evaluation Data Source(s) 25: Sign-in sheets as evidence from onsite training opportunities. Kindergarten Round-Up attendance, CircleProgress Monitoring data from students in TSR program, usage reports from Ready Rosie program.

Summative Evaluation 25:

TEA Priorities: 2. Build a foundation of reading and math.

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

TEA PrioritiesBuild a foundation of reading and math

1) Provide professional development to localdaycare teachers with a focus on qualityimplementation of the PK standards and bestpractices in early literacy skills. (EC 6, EC 7)

  Early ChildhoodCoordinator

Implementation of new learning that will improve thequality of local early childhood programs that resultin better student outcomes, and kindergartenreadiness.

       

TEA PrioritiesBuild a foundation of reading and math

2) Continue collaboration and outreach with earlychildhood stakeholders in the West Houston area(Region 4, Good Reason Houston, Early Matters,Collaborative for Children) to improve and promoteearly childhood best practices, and quality earlyliteracy skills for children 0-4.(EC 3, EC 6, EC 7,EC 8)

  Early ChildhoodCoordinator

Implementation of high quality early literacyprograms across the region.

       

TEA PrioritiesBuild a foundation of reading and math

3) Monitor PK Partnership Grant programimplementation with local private provider,Grandma's House. (EC 3, EC 6, EC 7)

  Early ChildhoodCoordinator,AccountabilityCoordinator,ComplianceCoordinator,Student ServicesDirector

Improve kindergarten readiness skills for students inlocal daycare center, Grandma's House.

       

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TEA PrioritiesBuild a foundation of reading and math

4) Monitor and implement the Texas School ReadyComprehensive Grant, which will provideprofessional development, on-site coaching,curriculum, and instructional materials to localdaycare centers. (EC 3, EC 6, EC 7)

  Early ChildhoodCoordinator, TSRCoordinator

Improve kindergarten readiness skills for students inlocal daycare centers.

 

TEA PrioritiesBuild a foundation of reading and math

5) Provide kindergarten readiness, and early literacyskills resources to families of incoming kindergartenstudents, to be distributed during KindergartenRound-Up. (EC 6, EC 7, EC 8, EC 10)

  Early ChildhoodCoordinator

Provide families with early literacy and kindergartenreadiness resources.

 

Funding Sources: Title I - 7500.00

TEA PrioritiesBuild a foundation of reading and math

6) Coordinate a PK enrollment week across allcampuses in order to increase PK enrollmentthroughout the district. (EC 6, EC 7, EC 8, EC 10)

  Early ChildhoodCoordinator, PublicRelations Director,Student ServicesDirector

Increased number of students in high quality Alief PKprogram which will result in students that arekindergarten ready.

 

TEA PrioritiesBuild a foundation of reading and math

7) Provide an early literacy resource (Ready Rosie)to families with children birth through 4 years old.Ready Rosie is an online, early education tool thatprovides early literacy, numeracy, oral languagedevelopment, and social emotional skills resources.This membership would be provided to all familieswith children birth through 4 that reside within Aliefboundaries. (EC 6, EC 7, EC 8, EC 10)

  Early ChildhoodCoordinator,FAMECoordinator, PublicRelations Director

Families will have access to resources that promoteearly literacy and language development in childrenbirth through 4 years of age.

 

Funding Sources: Title I - 12500.00

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 26: EARLY CHILDHOOD: By May 2020, the Early Childhood Department will develop a district-wide plan for a high-quality fullday PK program utilizing data (including assessment, attendance, enrollment trends, and teacher/leader/central support feedback) from implementation of thefull day PK pilot.

Evaluation Data Source(s) 26: Circle Progress Monitoring Assessment data and iStation data, attendance and enrollment data, observationsand teacher/admin/central support feedback.

Summative Evaluation 26:

TEA Priorities: 2. Build a foundation of reading and math.

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Analyze Circle, Istation, and STAAR data toidentify areas across the district that would benefitfrom a high-quality PK program focused on earlyliteracy and language development. (EC 11)

  Early ChildhoodCoordinator, EarlyChildhoodInstructionalCoach, PK PilotInstructional Coach

Use the data to identify possible areas in the districtthat would benefit from a focused early literacyprogram.

 

2) Compare Circle and Istation data of students infull day PK pilot and students in half day PK inorder to identify successful instructional strategiesthat can be adopted in district-wide implementationof full day PK. (EC 11)

  Early ChildhoodCoordinator, EarlyChildhoodInstructionalCoach, PK PilotInstructional Coach

Identify instructional strategies that can be replicatedin a district-wide full day PK implementation.

 

3) Collaboratively facilitate a program plan thatfocuses on the development of early literacy andoral language, quality learning environments, aswell as professional development and coachingsupport for administrative and teaching staff, inaccordance with TEA's Early Childhood HighQuality Indicators. (EC 6, EC 11)

  Early ChildhoodCoordinator, EarlyChildhoodInstructionalCoach, PK PilotInstructional Coach

Design a full day PK program that will meet allstandards and requirements of a high quality earlychildhood program.

 

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 27: EARLY CHILDHOOD: By May 2020, AISD will develop a comprehensive multi-year plan, which includes programming,facilities and funding, for full day PK to all eligible students.

Evaluation Data Source(s) 27: Sign in sheets, meeting notes, completed draft plan

Summative Evaluation 27:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Continue to analyze existing classroom capacityof each elementary campus through fall of 2019 todetermine the project scope and planning of full dayPK.

  Business Services Create plan for facilities expansion for full day PKfor all eligible students.

 

2) Finalize work with PK Task Force, present to theBoard along with suggestions for implementationdistrict-wide.

  Business Services Create plan for facilities expansion for full day PKfor all eligible students.

 

3) Work with a real-estate agent in Fall of 2019 toinvestigate the possibility of purchasing property tobuild a stand-alone PK center for thoseareas/campuses that do not have existing capacity oravailable land to build campus based classroomadditions.

  Business Services Create plan for facilities expansion for full day PKfor all eligible students.

 

4) Complete a RFQ to select an architect to beginthe schematic design/ design development andconstruction timeline for a stand-alone PK center forthose campuses that do not have existing capacity oradditional space to build a 6-8 classroom addition inJune 2019.

  Business Services Create plan for facilities expansion for full day PKfor all eligible students.

 

5) Complete a RFQ to select an architect to beginthe schematic design /design development andconstruction timeline for campus based 6-8classroom additions to house the PK program byJune 2019.

  Business Services Create plan for facilities expansion for full day PKfor all eligible students.

 

6) Renovate designated PK classrooms of campuseswith existing capacity to meet PK program needs bythe beginning of the 2020-2021 school year.

  Business Services Create plan for facilities expansion for full day PKfor all eligible students.

 

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7) Complete a feasibility study on the number ofseats available on elementary bus runs by December2019 to determine resources needed to transport fullday PK students.

  Business Services Create plan for facilities expansion for full day PKfor all eligible students.

 

8) Update and refine cost analysis (includingstaffing and other resources) for both campus basedPK classrooms and stand-alone centers.

  Business Services Create plan for facilities expansion for full day PKfor all eligible students.

 

9) Expand full day PK to as many campuses aspossible - based on funding availability - for the2020-2021 year with plans for continued expansionavailable bond funds and other resources.

  Business Services Create plan for facilities expansion for full day PKfor all eligible students.

 

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 28: FEDERAL PROGRAMS & GRANTS: For 2019-2020, continue to monitor all relevant federal and state guidance whileactively overseeing special revenue programs to ensure 100% compliance with local, state, and federal regulations.

Evaluation Data Source(s) 28: Determine overall department and campus compliance.

Summative Evaluation 28:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Provide continuous training for campus and centraldepartment staff regarding compliance, regulations,and/or grant guidance. (TEA, ESSA, and other grantrequirements)

  Federal Programs &Grants Director,ComplianceCoordinators,Special RevenueAccountant

1) District compliance in specific areas for 2019-20. 2)Number of campuses fully compliant with internal auditindicators for 2018-19. 3) Results of periodic reviews toensure that general compliance activities are beingaccomplished. 4) Feedback from central and campus staffon benefits of professional development opportunities.

       

Funding Sources: Local - 250.00, Title I - 200.00

2) Maintain two Compliance Coordinators to help meetdistrict and campus compliance requirements for allfederal, state, and local grants. (TEA, ESSA, and othergrant requirements)

  Federal Programs &Grants Director

1) District compliance in specific areas for 2019-20. 2)Number of campuses fully compliant with internal auditindicators for 2018-19. 3) Results of periodic reviews toensure that general compliance activities are beingaccomplished. 4) Feedback from central and campus staffon benefits of professional development opportunities.

       

Funding Sources: Title I - 0.00, Local - 0.00

3) Conduct regular campus and department monitoringof federal, state, and local grant funds. (TEA, ESSA,and other grant requirements)

  Federal Programs &Grants Director,ComplianceCoordinators,Special RevenueAccountant

1) District compliance in specific areas for 2019-20. 2)Number of campuses fully compliant with internal auditindicators for 2018-19. 3) Results of periodic reviews toensure that general compliance activities are beingaccomplished. 4) Feedback from central and campus staffon benefits of professional development opportunities.

       

Funding Sources: Title I - 200.00, Local - 0.00

4) Conduct day-to-day activities to ensure that federal,state, and local grant requirements are met (e.g.,approval of purchases and ensuring programmatic andfinancial requirements are met) resulting in no auditexceptions. Includes supplies, materials, travel, training,professional development, and private/non-profitschools. (TEA, ESSA, and other grant requirements)

  Federal Programs &Grants Director,ComplianceCoordinators,Special RevenueAccountant

1) District compliance in specific areas for 2019-20. 2)Number of campuses fully compliant with internal auditindicators for 2018-19. 3) Results of periodic reviews toensure that general compliance activities are beingaccomplished. 4) Feedback from central and campus staffon benefits of professional development opportunities.

       

Funding Sources: Title I - 15950.00, Local - 1666.00

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5) Maintain federal funds and special revenue assistantto assist in compliance and monitoring activities. (TEA,ESSA, and other grant requirements)

  Federal Programs &Grants Director

1) District compliance in specific areas for 2019-20. 2)Number of campuses fully compliant with internal auditindicators for 2018-19. 3) Results of periodic reviews toensure that general compliance activities are beingaccomplished. 4) Feedback from central and campus staffon benefits of professional development opportunities.

       

Funding Sources: Title I - 0.00, Local - 0.00, Title II - 0.00

6) Review and address with appropriate departmentscompliance requirements and issues (e.g., PBMAS,Single Audit, Maintenance of Effort, Comparability,Initial Compliance Review, (ICR), etc.). (TEA, ESSA,and other grant requirements)

  Federal Programs &Grants Director,ComplianceCoordinators,Special RevenueAccountant

1) District compliance in specific areas for 2019-20. 2)Number of campuses fully compliant with internal auditindicators for 2018-19. 3) Results of periodic reviews toensure that general compliance activities are beingaccomplished. 4) Feedback from central and campus staffon benefits of professional development opportunities.

       

7) Utilize resources to provide professional developmentas needed for campuses (e.g., Region 4 training andmaterials, Region 20 resources, Region 16 familyengagement newsletters). (TEA, ESSA, and other grantrequirements)

  Federal Programs &Grants Director,ComplianceCoordinators,Special RevenueAccountant

1) District compliance in specific areas for 2019-20. 2)Number of campuses fully compliant with internal auditindicators for 2018-19. 3) Results of periodic reviews toensure that general compliance activities are beingaccomplished. 4) Feedback from central and campus staffon benefits of professional development opportunities.

       

Funding Sources: Local - 217.00

8) Continue to implement changes resulting from theEvery Student Succeeds Act (ESSA) (e.g., policies andprocedures, collaboration with other departments,district-wide training). (TEA, ESSA, and other grantrequirements)

  Federal Programs &Grants Director,ComplianceCoordinators,Special RevenueAccountant

1) District compliance in specific areas for 2019-20. 2)Number of campuses fully compliant with internal auditindicators for 2018-19. 3) Results of periodic reviews toensure that general compliance activities are beingaccomplished. 4) Feedback from central and campus staffon benefits of professional development opportunities.

       

Funding Sources: Local - 467.00

9) Expand compliance procedures surrounding centralTitle funds (e.g., policies and procedures, centraladministration trainings, internal auditing). (TEA,ESSA, and other grant requirements)

  Federal Programs &Grants Director,ComplianceCoordinators,Special RevenueAccountant

1) District compliance in specific areas for 2019-20. 2)Number of campuses fully compliant with internal auditindicators for 2018-19. 3) Results of periodic reviews toensure that general compliance activities are beingaccomplished. 4) Feedback from central and campus staffon benefits of professional development opportunities.

       

10) Based on federal guidance, ensure that Title Icampuses are identified based on student enrollment inthe Free & Reduced Lunch program.

  Federal Programs &Grants Director,ComplianceCoordinators

1) Compliance with federal law.2) Appropriate identification of Title I schoolwidecampuses.

       

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 29: FEDERAL PROGRAMS & GRANTS: For 2019-2020, increase the number of central and campus-based competitive grantsawarded over 2018-19.

Evaluation Data Source(s) 29: Compare 2018-19 competitive funding with 2019-20 (July 1 - June 30) to determine increase level.

Summative Evaluation 29:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Increase communication regarding the grant writingprocess and provide support to empower campus grantwriting and management by: presenting to campusadministrators an overview of grant process; includinginformation in Ad Team Announcements; providingsummer training in grant writing open to campus andcentral office staff; providing individualized campustraining during the school year as requested; providingsupport in the management of grants(budgeting, expending, evaluation, and reporting) afterthe award.

  Grants Specialist Compare 2018-2019 competitivefunding with 2019-2020 (July 1 -June 30) to determine increase level; conduct quarterly(September, January, April, July) review to ensure thatactivities are being accomplished

       

Funding Sources: Local - 0.00

2) Continue to apply for funding whichsupports district goals and meets identified needs.

-Monitor grant-related periodicals, TEA, and U.S.Department of Education websites forinformation on available grants

-Provide information to eligible parties to determineinterest and applicability to district goals and identifiedneeds

-Work with campus and central office staff, andcollaborative partners, to develop, write andsubmit quality grant applications

-Attend area competitive grant meetings, and othertraining opportunities, to keep current on availabletrends and upcoming grant opportunities

  Grants Specialist Compare 2018-2019 competitivefunding with 2019-2020 (July 1 -June 30) to determine increase or maintained level;conduct quarterly (September, January, April, July)review to ensure that activities are beingaccomplished

       

Funding Sources: Local - 500.00

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= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 30: FINE ARTS: For 2019 - 2020, implement the district plan for arts integration, which includes continued training andimplementation steps at Cummings Elementary, as well as district-wide professional development based on Alief's partnerships with the Kennedy Center forthe Arts, Theatre Under the Stars, Houston Ballet, Houston Arts Partners, Young Audiences of Houston, and others.

Evaluation Data Source(s) 30: Arts Integration will be implemented and practiced in all classrooms at Cummings Elementary throughout the2019-2020 school year. Professional development will be offered through the school year and summer that is open to all Alief teachers, with a2019-20 Arts Integration Cohort being established consisting of teachers and specialists from various campuses and at various levels K-12.

Summative Evaluation 30:

TEA Priorities: 4. Improve low-performing schools.

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

TEA PrioritiesImprove low-performing schools

1) Provide ongoing training and resources to support theimplementation plan, developed collaboratively by TheKennedy Center for the Arts, Alief CentralAdministration, and Cummings Leadership, for ArtsIntegration at Cummings Elementary in all classroomsthroughout the 2019-2020 school year.

  Fine ArtsCoordinatorFine Arts Facilitator

The implementation of Arts Integration strategies will beevident in all classrooms, with increased studentengagement, improved attendance, and fewer officereferrals/behavioral issues.

       

Funding Sources: Title II - 2500.00

TEA PrioritiesImprove low-performing schools

2) Throughout 2019-2020, professional developmentregarding Arts Integration as a means of differentiationwill be offered to all Alief classroom teachers byprofessional teaching artists from Theatre Under TheStars, Houston Ballet, Young Audiences of Houston,Houston Arts Partners, and others.

  Fine ArtsCoordinatorFine Arts Facilitator

A district-wide Arts Integration Cohort will beestablished consisting of teachers and specialists fromvarious campuses and at various levels K-12, who willreceive training and utilize Arts Integration in theirclassrooms.

       

Funding Sources: Title II - 2500.00

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 31: FINE ARTS: By May 2020, all Fine Arts contents will improve the average of University Interscholastic League (UIL) andUIL-equivalent competition/evaluation ratings/scores according to each program's rating system.

Evaluation Data Source(s) 31: Compare 2019-20 Alief UIL and UIL-equivalent competition ratings to 2018-2019, as well as the past fiveyears to look at occurring trends.

Summative Evaluation 31:

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

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Provide professional development across all Fine Artscontents for smarter use of instructional strategies andbest practices.

  Fine ArtsCoordinatorFine Arts Facilitator

Increased student engagement, as well as improvedratings at UIL and Non-UIL Competitions/Evaluations.

       

TEA PrioritiesImprove low-performing schools

2) Provide mentorship and coaching for strugglingteachers to lead to improved student academicachievement through certified master teachersspecifically in band, choir, orchestra, and theatre.

  Fine ArtsCoordinatorFine Arts Facilitator

Improved ratings/scores at Pre-UIL, UIL and UIL-equivalent Competitions as well as non-UIL evaluationsand assessments, with a specific goal of .5 averageimprovement in secondary music sight reading scores.

       

Funding Sources: Title II - 9000.00

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 32: INFORMATION LITERACY: By May 2020, 75% of Alief students and library information specialists will have theopportunity to participate in continuing library sponsored literacy activities and campus literacy programming events.

Evaluation Data Source(s) 32: Sign in sheets, number of schools participating will determine the success of the literacy events.

Summative Evaluation 32:

TEA Priorities: 4. Improve low-performing schools.

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

TEA PrioritiesImprove low-performing schools

1) Provide visiting authors and books to campuses andbook clubs as requested. (Research - IL5).

  Digital ResourceSpecialist

Minimum attendance of 60 or more students attendingevent

       

Funding Sources: Title I - 8500.00

TEA PrioritiesImprove low-performing schools

2) Attend Houston Area Book Festivals including: TeenBook Con, Tweens Read, and Book Worm. (Research -IL5)

  Digital ResourceSpecialist

Aggregate of 100 or more attendees at all three festivals.        

Funding Sources: Title I - 2500.00

TEA PrioritiesImprove low-performing schools

3) Provide Battle of Books books and culminatingactivities for elementary schools. (Research - IL5)

  Digital ResourceSpecialist

Increased campus and student participation from previousyears

       

Funding Sources: Title I - 3500.00

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 33: INFORMATION LITERACY: By May 2020, Alief ISD libraries will have undergone partial physical transformation(MakerSpace materials, chairs, tables, stanchions [as needed], sound baffles [as needed] or other mobile furniture) to offer a flexible space better suited tostudents actively collaborating, innovating, and producing digital content.

Evaluation Data Source(s) 33: Physical pictures of improved space, programming opportunities, and increased usage by both staff andstudents.

Summative Evaluation 33:

TEA Priorities: 4. Improve low-performing schools.

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

TEA PrioritiesImprove low-performing schools

1) Physically update 14 schools. Schools to receivemobile transformations and sound barriers.(Research - IL5)

  Digital ResourceSpecialist

Physical transformation evident and increased usageby students both during day and after hours bymonthly reports

       

Funding Sources: Title I - 43500.00

TEA PrioritiesImprove low-performing schools

2) Develop MakerSpace labs in all libraries toinnovate creative learning. To create a place wheretransdisciplinary learning, inquiry, risk-taking,crafting, tinkering and wondering can blossom.(Research - IL5)

  Digital ResourceSpecialist

Physical transformation evident and increased usageby students both during day and after hours bymonthly reports

 

Funding Sources: Title I - 13000.00

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Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 34: INFORMATION LITERACY: During 2019-2020, Alief will continue to provide appropriate eBooks and academic electronicinstructional resources covering all levels (K-12) and critical subject areas for use both at school and beyond the school day to 100% of its students and staff.

Evaluation Data Source(s) 34: Purchase orders and year end report on libraries will include usage statistics to determine the value of theresources to students.

Summative Evaluation 34:

TEA Priorities: 4. Improve low-performing schools.

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

TEA PrioritiesImprove low-performing schools

1) Purchase Tier 1-databases defined as providing theminimum coverage for K-12 students and curriculum.(Research - IL5)

  Digital ResourceSpecialist

Adequate usage statistics        

Funding Sources: Title I - 38980.00, Tech Plan - 60050.40

TEA PrioritiesImprove low-performing schools

2) Provide yearly support for Follett Destiny for 44campuses. (Research - IL5)

  Digital ResourceSpecialist

44 campuses using the Destiny hosted Server        

Funding Sources: Tech Plan - 39910.20

TEA PrioritiesImprove low-performing schools

3) Provide eBooks to campuses to extend home literacy.(Research - IL5)

  Digital ResourceSpecialist

Adequate usage statistics        

Funding Sources: Title I - 5000.00

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 35: INFORMATION LITERACY: By May 2020, 75% of Alief ISD students will be offered access to their physical librariesduring extended hours for a minimum of one hour per week.

Evaluation Data Source(s) 35: Campus library monthly reports will keep track of this data.

Summative Evaluation 35:

TEA Priorities: 4. Improve low-performing schools.

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Continue to provide three extended hours schoolLibrary Learning Commons (LLC) hours per week atHastings, Elsik & Taylor libraries to utilize libraryresources including the wi-fi network. (Research - IL6)

  Digital ResourceSpecialist

Stable usage of LLC based on previous years usage        

Funding Sources: Local - 17111.00

TEA PrioritiesImprove low-performing schools

2) Continue to provide Extended Hours opportunity twohours per week for 33 weeks to the remaining highschools Kerr, Elsik Ninth Grade Center, Hastings NinthGrade Center to utilize library resources including thewi-fi network.

  Digital ResourceSpecialist

Stable usage of LLC based on previous years usage        

Funding Sources: Local - 4950.00

TEA PrioritiesImprove low-performing schools

3) Continue to provide Extended Hours opportunity atmiddle, intermediate and elementary school LibraryLearning Commons for two hours per week for 33weeks to utilize library resources including the wi-finetwork. (Research - IL6)

  Digital ResourceSpecialist

Stable usage of LLC based on previous years usage        

Funding Sources: Local - 12939.00

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 36: ELEMENTARY LANGUAGE ARTS: By May 2020, grades K-6 results from ISIP Overall Reading Tier Movement willapproach or meet the following targets:* the percent of Tier 3 students will diminish by 1%* the percent of Tier 2 students will diminish by 2%* the percent of Tier 1 students will increase by 2%

Evaluation Data Source(s) 36: ISIP EOY Overall Reading cut-scores.Description of Instructional Tiers:Tier 1: On track to meet grade level expectationsTier 2: At some risk of not meeting grade level expectationsTier 3: At significant risk of not meeting grade level explanations

Summative Evaluation 36:

TEA Priorities: 2. Build a foundation of reading and math.

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

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1) Use ISIP Overall Reading Score to monitor studentgrowth in reading. Three data points track studentgrowth in reading:BOY - Beginning of YearMOY - Middle of YearEOY - End of year

IStation bid February/ 2019 $367,162 for PK- Gr 6which includes 6 face-to-face PD sessions (2 leadteacher days - Fall and Spring + 4 optional Saturdaytraining) (ELA 12); (ELA 4)

Region IV Misc. Literacy PD $2000 x 6 = $12,000

Harris County Department of Education (HCDE) -Learning more about the new standards in EnglishLanguage Arts & Reading (ELAR)/ Spanish LanguageArts & Reading (SLAR) + Misc. Literacy PD$2000 x 3 = $6,000

HCDE + Region IV Total: $18,000 (ELA 12)

Grand Total: $385,162.00

  Primary LanguageArts Coordinator,ElementaryLanguage ArtsCoordinator,

Multiple PD sessions (offered either face-to-face, throughSchoology , through consultants from either HCDE(Harris County Dept of Ed) or Region IV Ed ServiceCenter) will develop the skill set of teachers to include abalance of teaching word recognition skills along withlanguage comprehension skills which leads to readingcomprehension.

Evidence of teacher growth is noted through frequentwalk-though classroom visits with timely feedbackprovided.

       

Funding Sources: Local - 367162.00, Region IV PD - 12000.00, Title II - 6000.00

2) Professional Development for ELAR Leadershipteam: 2 Coordinators and 2 District ReadingInterventionists.

Attend state level professional organization conferencessuch asCREST (Fall & Spring)Coordinators only est. $3200 includes lodging

Texas Council of Teachers of English/Language Arts(TCTELA) - annually in January - Coordinators andDistrict Reading Interventionists - total 4 @ $800 =$3200 included lodging

Combined Cost: $6,400.00 (ELA 12)

  Primary andElementary LACoordinators

District ReadingInterventionists

Align instructional best practices with state and nationalcolleagues.

       

Funding Sources: Title II - 6400.00

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 37: ELEMENTARY LANGUAGE ARTS: By May 2020, the retention rates of grade 1 and grade 2 students will be reduced by1%, and an additional 1% each for the following two years to better match the state retention rates of grade 1 (4.1%) and grade 2 (2.4%).

Evaluation Data Source(s) 37: State and District Retention Rates

Summative Evaluation 37:

TEA Priorities: 2. Build a foundation of reading and math.

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1)Contract with Region IV for PD addressing teachersskill set in the area of foundational skills for days: 2days of lead teacher conferences (Fall & Spring) Cost =$2,000.00 per day . Total cost = $4,000.00

  Primary LanguageArts Coordinator,ElementaryLanguage ArtsCoordinator, DistrictReadingInterventionists

*Multiple PD sessions addressing word recognition andlanguage comprehension*Frequent walkthroughs and feedback*Progress monitoring*Evidence of phonics based instruction in primaryclassrooms as noted in walk through feedback,

       

Funding Sources: Region IV PD - 4000.00

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 38: ELEMENTARY LANGUAGE ARTS: By May 2020, all elementary and intermediate campuses will increase the Approaches -Meets - Masters (AMM) averages on the Reading STAAR for Grades 3, 4, 5, and 6 by 2% (the AMM average threshold for Grades 3 and 4 = 35%; theAMM average threshold for Grades 5 and 6 = 32%). All elementary campuses will increase the AMM averages on the Writing STAAR to reach thethreshold of35% or better for Grade 4. All elementary and intermediate campuses will implement a new balanced curriculum that integrates reading andwriting and is aligned to the state standards. This is intended to improve student performance on STAAR.

Evaluation Data Source(s) 38: -STAAR 2020 results will determine performance rates.

Summative Evaluation 38:

TEA Priorities: 4. Improve low-performing schools.

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Conduct data analysis PD sessions to helpcampuses determine next steps for instructionfacilitated by theInstructional School Improvement Team (ISIT).(Research - ELA12,20)

  Primary LanguageArts Coordinator,ElementaryLanguage ArtsCoordinator,DistrictInterventionStrategists, DistrictImprovementInterventionists

Close the performance gap between Alief and thestate's AMM averages on the 3rd through 6th GradeReading STAAR and the 4th Grade Writing STAAR.

       

2) Coordinators and district intervention strategistswill restructure conversations during districtmeetings and campus PLC/planning times toaddress implementation of critical instructionalpractices. (Research - ELA12,20)

  Primary LanguageArts Coordinator,ElementaryLanguage ArtsCoordinator,DistrictInterventionStrategists, DistrictImprovementInterventionists

Close the performance gap between Alief and thestate's AMM averages on the 3rd through 6th GradeReading STAAR and the 4th Grade Writing STAAR.

 

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3) Provide printed curriculum documents forteachers K-6 to assist with the implementation of thenew curriculum and standards. (Research -ELA12,20)

  Primary LanguageArts Coordinator,ElementaryLanguage ArtsCoordinator,DistrictInterventionStrategists, DistrictImprovementInterventionists

Close the performance gap between Alief and thestate's AMM averages on the 3rd through 6th GradeReading STAAR and the 4th Grade Writing STAAR.

       

4) Purchase professional books which support bestpractices in literacy routines. (Research ELA12,20)

  Primary LanguageArts Coordinator,ElementaryLanguage ArtsCoordinator,DistrictInterventionStrategists, DistrictImprovementInterventionists

Close the performance gap between Alief and thestate's AMM averages on the 3rd through 6th GradeReading STAAR and the 4th Grade Writing STAAR.

 

Funding Sources: Title II - 2800.00

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 39: ELEMENTARY LANGUAGE ARTS: By May 2020, district reading strategists will track student growth for students servedby the BRIDGE and CREST reading intervention programs using the Overall Score as measured by the ISIP beginning-of-year (BOY), middle-of-year(MOY), and end-of-year (EOY) measures.

Evaluation Data Source(s) 39: ISIP BOY Over all Reading score will be compared to EOY Overall Reading score.

Summative Evaluation 39:

TEA Priorities: 2. Build a foundation of reading and math.

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) *Continue to compute and implement ISIP entry andexit cut scores*Continue to implement time, frequency, and durationguidelines*Continue to implement progress monitoring tools andanalyze data to determine program*Use common curriculum materials listed below:

QEP:Rigorous Reading TX edition;Stenhouse: Words, Words, Words,Heinemann Reding Strategies Books Combined Total$600.00 for 6 CREST teachers = $3600

*Salary for Bridge and CREST teachers

(ELA 9; 12; 15;)

  Primary LanguageArts Coordinator,ElementaryLanguage ArtsCoordinator, DistrictInterventionStrategists

Standardize Bridge and Crest programs on elementaryand intermediate campuses

       

Funding Sources: Title I - 0.00

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 40: SECONDARY LANGUAGE ARTS: By May 2020, the percent of students achieving Approaches or above on STAARReading, STAAR Writing, and STAAR EOC will increase by 3% for each grade level assessment.

Evaluation Data Source(s) 40: Texas Academic Performance Report

Summative Evaluation 40:

TEA Priorities: 2. Build a foundation of reading and math.

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Partner with Region IV to provide professionaldevelopment in the area of systems for independentreading for high school classrooms.(SELA 1, ELA 17, ELA 5, SELA 8))

  Secondary ELACoordinator

Strengthening of teacher's content knowledge andalignment of best practices across campuses and gradelevels

       

Funding Sources: Title II - 6000.00PBMAS

TEA PrioritiesConnect high school to career and college

2) Partner with expert writing consultant, HonorMormon, in providing professional development andsupport to high school campuses in the area of writing.(SELA 1,SELA 8 ELA 2, AA 3, AA 4)

  Secondary ELACoordinator

Improved student writing in preparation for college andcareer

       

Funding Sources: Title II - 15000.00

TEA PrioritiesBuild a foundation of reading and math

3) Partner with Houston A+ in providing support tomiddle school campuses with the implementationreader's notebooks in support of the TEKSimplementation.(SELA 1, ELA 2, AA 3, AA 4)

  Secondary ELACoordinator

Improved student ownership, independence, and attitudestoward reading; Improved TEKS aligned instruction

       

Funding Sources: Title II - 20000.00

TEA PrioritiesBuild a foundation of reading and math

4) Provide two Title I teachers for each middle schoolcampus for Tier 3 intervention program.(RTI 9, ELA 1, ELA 2, AA 3)

  Secondary ELACoordinator

Tiered interventions to address foundational reading gaps        

Funding Sources: Title I - 0.00

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TEA PrioritiesBuild a foundation of reading and math

5) Provide professional development for middle schoolspecialists and teachers in the area of small groupinstruction in order to support Tier 2 and Tier 3interventions.(SELA 1, RTI 9, ELA 2, AA 3)

  Secondary ELACoordinator

Improved achievement for RtI students        

Funding Sources: Title II - 6000.00

6) Purchase curriculum resources, including books, forclassroom book clubs to help campuses prepare for theimplementation of new high school TEKS.(SELA 4, SELA 1)

  Secondary ELACoordinator

Preparedness for implementation of new TEKS        

Funding Sources: Title I - 15000.00

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 41: SECONDARY LANGUAGE ARTS: By May 2020, 50% or more of students in grade 7, grade 8, and grade 10 will meetexpected reading growth as measured by STAAR.

Evaluation Data Source(s) 41: Texas Academic Performance Report

Summative Evaluation 41:

TEA Priorities: 2. Build a foundation of reading and math.

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Conduct professional book studies withspecialists to keep abreast of current research andbest practices.(SELA 4, ELA 4)SELA 1)

  Secondary ELACoordinator

Development of specialist pedagogy to supportinstructional coaching

       

Funding Sources: Title II - 2000.00

2) Interventionists and coordinator will attendconferences in order to keep abreast of most currentresearch and to network with colleagues in the field.(TCTELA,CREST, NCTE)

(SELA 1, SELA 6, ELA 12)

  Secondary ELACoordinator

High quality curriculum and professionaldevelopment

       

Funding Sources: Title II - 9000.00

3) Purchase instructional materials to supportenrichment during summer school.(ELA 4, SELA 2))

  Secondary ELACoordinator

Classroom visits and student work        

Funding Sources: Title I - 6000.00

4) Track reading progress of 7th and 8th gradestudents who did not pass the STAAR Readingassessment using Istation's Indicators of Progressmonitoring program. Use data to determine RtItiered interventions.

(RTI 9, ELA 1)

  Secondary ELACoordinator

Reading growth of at-risk students        

Funding Sources: Title I - 25000.00

5) Provide RtI intervention curriculum for 9th gradestudents who did not pass 2019 STAAR Readingassessment(RTI 9, ELA 1)

  Secondary ELACoordinator

Increased reading levels and STAAR performance forSTAAR non-passers.

       

Funding Sources: Title I - 24000.00

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6) Utilize Edgenuity curriculum for EOCIntervention.(RTI 1, TEC 6)

  Secondary ELACoordinator

Increase in the number of students who pass EOC re-tests.

       

Funding Sources: Title I - 0.00

7) Middle and high school interventionists willprovide professional development and instructionalsupport to teachers and specialists.

  JoAnn Williams Improved first line instruction and student learning.        

8) Provide universal screening tool for high schoolstudents identified for tiered interventions.

2.6 Secondary ELACoordinator

Progress monitoring for identified RtI students  

Funding Sources: Title I - 5000.00TEA Priorities

Connect high school to career and college9) Partner with literacy expert Kate Roberts toprovide summer professional development for highschool teachers in the area of independent reading.

  Secondary ELARCoordinator

Increased student reading stamina in preparation forpost high school college and career demands

 

Funding Sources: Title II - 12000.00

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 42: ELEMENTARY MATH: By May 2020, the number of students labeled as Tier 3 in mathematics will decrease by 15% asmeasured by the September BOY 2019 Diagnostic Assessment to the April EOY 2020 Diagnostic Assessment.

Evaluation Data Source(s) 42: September BOY 2019 Diagnostic Assessment results will be compared to the April EOY 2020 DiagnosticAssessment results

Summative Evaluation 42:

TEA Priorities: 4. Improve low-performing schools.

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

TEA PrioritiesImprove low-performing schools

1) Re-structure specialist meetings to focus on:- unpacking state standards- modeling and rehearsing research-based best practices-structuring formative assessment practices and nextsteps of instruction- sending meeting minutes and content expectations toprincipals after each meeting

  District K-6 MathCoordinator andDistrict K-6 MathInterventionists

The number of students labeled as Tier 3 in mathematicswill decrease by 15% according to the BOY and EOYdiagnostic screener.

       

TEA PrioritiesImprove low-performing schools

2) Create a district-wide intervention guide that includesrecommendations for:- student selection criteria- instructional focus- instructional materials- monitoring

  District K-6 MathCoordinator andDistrict K-6 MathInterventionists

The number of students labeled as Tier 3 in mathematicswill decrease by 15% according to the BOY and EOYdiagnostic screener.

       

TEA PrioritiesImprove low-performing schools

3) Continue with Year 2 implementation of thei-Ready personalized learning platform:- BOY, MOY, EOY Normed Universal Screener- Personalized and adaptive online instruction- Intervention guidance- Small group lessons- On-going progress monitoring

2.4, 2.5, 2.6 District K-6 MathCoordinator andDistrict K-6 MathInterventionists

The number of students labeled as Tier 3 in mathematicswill decrease by 15% according to the BOY and EOYdiagnostic screener.

       

Funding Sources: Title I - 352176.00

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4) Purchase i-Ready print materials to increase theeffectiveness of interventions when working with lowperforming students.

  District K-6 MathCoordinator andDistrict K-6 MathInterventionists

The number of students labeled as Tier 3 in mathematicswill decrease by 15% according to the BOY and EOYdiagnostic screener.

       

TEA PrioritiesImprove low-performing schools

5) Continued campus support by the district K-6 MathInterventionists.

  District K-6 MathCoordinator andDistrict K-6 MathInterventionists

The number of students labeled as Tier 3 in mathematicswill decrease by 15% according to the BOY and EOYdiagnostic screener.

       

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 43: ELEMENTARY MATH: By May 2020, the number of students labeled as Tier 1 in mathematics will increase by 15% asmeasured by the September BOY 2019 Diagnostic Assessment to the April EOY 2020 Diagnostic Assessment.

Evaluation Data Source(s) 43: September BOY 2019 Diagnostic Assessment results will be compared to the April EOY 2020 DiagnosticAssessment results

Summative Evaluation 43:

TEA Priorities: 2. Build a foundation of reading and math.

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

TEA PrioritiesBuild a foundation of reading and math

1) Re-structure specialist meetings to focus on:- unpacking state standards- modeling and rehearsing research-based best practices-structuring formative assessment practices and nextsteps of instruction- sending meeting minutes and content expectations toprincipals after each meeting

2.4, 2.5, 2.6 District K-6 MathCoordinator andDistrict K-6 MathInterventionists

The number of students labeled as Tier 1 in mathematicswill increase by 15% according to the BOY and EOYdiagnostic screener.

       

TEA PrioritiesBuild a foundation of reading and math

2) Facilitate the book study Routines for Reasoning withmath specialists in order to:- prepare campuses to better develop mathematicalthinking and reasoning skills- provide guidance for how to interweave Texas processstandards with the Texas knowledge and skill standardsduring first-line instruction- provide district-wide instructional routines that enableteachers to grow students mathematically

2.4, 2.5, 2.6 District K-6 MathCoordinator andDistrict K-6 MathInterventionists

The number of students labeled as Tier 1 in mathematicswill increase by 15% according to the BOY and EOYdiagnostic screener.

       

Funding Sources: Title II - 1960.00

3) Continued campus support by the district K-6 MathInterventionists.

  District K-6 MathCoordinator andDistrict K-6 MathInterventionists

The number of students labeled as Tier 1 in mathematicswill increase by 15% according to the BOY and EOYdiagnostic screener.

       

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4) Engage in the Texas Association of Math Supervisors(TASM) to gain deeper insight into integral instructionalshifts in math instruction.

  District K-6 MathCoordinator andDistrict K-6 MathInterventionists

The number of students labeled as Tier 1 in mathematicswill increase by 15% according to the BOY and EOYdiagnostic screener.

       

Funding Sources: Title II - 2000.00TEA Priorities

Improve low-performing schoolsBuild a foundation of reading and math

5) Continued campus support by intermediate campusCREST Math Interventionists.

2.6 District K-6 MathCoordinator andDistrict K-6 MathInterventionists

The number of students labeled as Tier 1 in mathematicswill increase by 15% according to the BOY and EOYdiagnostic screener.

       

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 44: SECONDARY MATH: By May 2020, strengthen first-line instruction to increase District Common Assessment (DCA) andSTAAR performance through professional development and instructional support for best practices, specifically in the areas of vertical and horizontalalignment, English as a Second Language (ESL)/Sheltered Instruction Observation Protocol (SIOP) strategies for all learners, technology, andproject/problem based learning (PBL) resulting in the following:The percentage of students in grade 7 achieving Meets expectations on STAAR Mathematics will increase from 39% to 42%.The percentage of students in grade 8 achieving Meets expectations on STAAR Mathematics will increase from 45% to 48%.The percentage of students achieving Meets expectations on Algebra EOC/STAAR Mathematics will increase from 49% to 52%.

Evaluation Data Source(s) 44: EOY DCA 2020 results will be compared against EOY DCA 2019 results.

Summative Evaluation 44:

TEA Priorities: 2. Build a foundation of reading and math.

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

TEA PrioritiesBuild a foundation of reading and math

1) Continued support from District Middle School andHigh School Mathematics Interventionists. (Research -SM 1, SM 3, SM 5, SM 6)

  Secondary MathCoordinator

The percentage of students achieving "meets"expectations on Gr.7/Gr.8/Alg1 STAAR will increasefrom 47% to 50%.

       

TEA PrioritiesBuild a foundation of reading and math

2) Support Campus and District PLCs by providingstrategies to integrate graphing technology, SIOPstrategies, and Problem Based Learning (PBL)experiences for the core middle and high school mathcourses: Gr. 7, Gr. 8, Algebra 1, Geometry, and Algebra2. (Research - SM 1, SM 5, SM 6, EM 3, The CollegeBoard, AP Mathematics Vertical Teams Toolkit)

  Secondary MathCoordinator andDistrict InterventionSpecialists

The percentage of students achieving "meets"expectations on Gr.7/Gr.8/Alg1 STAAR will increasefrom 47% to 50%.

       

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TEA PrioritiesBuild a foundation of reading and math

3) Continue to train Middle and High School MathSpecialists in SIOP strategies specific to mathematicsinstruction to make mathematics comprehensible to allstudents while promoting academic Englishdevelopment. Offered in conjunction with the BilingualDept. (Research - SLE 2, SM 7)

  Secondary MathCoordinator andDistrict InterventionSpecialists inconjunction with theESL Department.ESL Department willprovide the trainings.

The percentage of students achieving "meets"expectations on Gr.7/Gr.8/Alg1 STAAR will increasefrom 47% to 50%.

       

TEA PrioritiesBuild a foundation of reading and math

4) Collaborate with campuses to support and implementPBL learning experiences.

  Secondary MathCoordinator andDistrict InterventionSpecialists

The percentage of students achieving "meets"expectations on Gr.7/Gr.8/Alg1 STAAR will increasefrom 47% to 50%.

       

TEA PrioritiesBuild a foundation of reading and math

5) Vet and recommend TEKS/EOC aligned resources -both digital and print.

  Secondary MathCoordinator andDistrict InterventionSpecialists

The percentage of students achieving "meets"expectations on Gr.7/Gr.8/Alg1 STAAR will increasefrom 47% to 50%.

       

TEA PrioritiesBuild a foundation of reading and math

6) Engage in the Texas Association of Math Supervisors(TASM) to gain deeper insight into integral instructionalshifts in math instruction. (Research - SM 1, EM 1, EM3)

  Secondary MathCoordinator andDistrict InterventionSpecialists

The percentage of students achieving "meets"expectations on Gr.7/Gr.8/Alg1 STAAR will increasefrom 47% to 50%.

       

Funding Sources: Title II - 2000.00

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 45: SECONDARY MATH: By May 2020, significantly increase performance of Response to Intervention (RtI) math students ingrades 7, 8 and Algebra I resulting in the following:The percentage of students in grade 7 achieving Meets expectations on STAAR Mathematics will increase from 39% to 42%.The percentage of students in grade 8 achieving Meets expectations on STAAR Mathematics will increase from 44% to 47%.The percentage of students achieving Meets expectations on Algebra EOC/STAAR Mathematics will increase from 56% to 59%.

Evaluation Data Source(s) 45: EOY DCA 2020 results will be compared against EOY DCA 2019 results.

Summative Evaluation 45:

TEA Priorities: 2. Build a foundation of reading and math.

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

TEA PrioritiesBuild a foundation of reading and math

1) Continued support from District Middle Schooland High School Mathematics Interventionists.(Research - SM 1, SM 3, SM 5, SM 6)

  Secondary MathCoordinator andDistrictInterventionSpecialists

The percentage of students achieving "meets"expectations on Gr.7/Gr.8/Alg1 STAAR will increasefrom 47% to 50%.

       

TEA PrioritiesBuild a foundation of reading and math

2) Provide Grade 7 & 8 students with an aligned RtIonline (i-Ready) progress monitoring assessmentand math intervention pathways that will customizeto each students' individual instructional needs.(iReady is the preferred program to be in alignmentwith K-6 math.)

  Secondary MathCoordinator andDistrictInterventionSpecialists

The percentage of students in grade 7 achievingMeets expectations on STAAR Mathematics willincrease from 39% to 42%.The percentage of students in grade 8 achievingMeets expectations on STAAR Mathematics willincrease from 45% to 48%.

       

Funding Sources: Title I - 57000.00, Title II - 18000.00

TEA PrioritiesBuild a foundation of reading and math

3) Title 1 Math teachers provided to campuses bythe district will offer double block 7th & 8th grademath classes to RtI students. Campuses will doubleblock as many classes as supported by their masterschedule.

  Secondary MathCoordinator andDistrictInterventionSpecialists

The percentage of students in grade 7 achievingMeets expectations on STAAR Mathematics willincrease from 39% to 42%.The percentage of students in grade 8 achievingMeets expectations on STAAR Mathematics willincrease from 45% to 48%.

       

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TEA PrioritiesBuild a foundation of reading and math

4) Provide Double Block for PreAP 7th Grade Mathto allow for adequate class time to cover the TEKSof both the 7th and 8th grade math.

  Secondary MathCoordinator

The percentage of PreAP students achieving"masters" level on 7th grade STAAR will increasefrom 58% to 61%.

       

TEA PrioritiesBuild a foundation of reading and math

5) Provide professional development and PLCs thatfocus on curriculum supports and strategies as tohow to effectively utilize the extended instructionaltime of double block classes.

  Secondary MathCoordinator andDistrictInterventionSpecialists

The percentage of students in grade 7 achievingMeets expectations on STAAR Mathematics willincrease from 39% to 42%.The percentage of students in grade 8 achievingMeets expectations on STAAR Mathematics willincrease from 45% to 48%.

       

TEA PrioritiesBuild a foundation of reading and math

6) Integrate Action Based Learning into DoubleBlock Math classes.

  Secondary MathCoordinator andDistrictInterventionSpecialists

The percentage of students achieving "meets"expectations on Gr.7/Gr.8/Alg1 STAAR will increasefrom 47% to 50%.

       

7) 2) Provide High Schools with an aligned RtIonline progress monitoring assessment and mathintervention pathways that will customize to eachstudents' individual instructional needs.

  Secondary MathCoordinator andDistrictInterventionSpecialists

The percentage of all students achieving at least theApproaches Level on STAAR will increae from 47%to 50%. Including first-time testers, re-testers, andplaced 9th graders.

 

TEA PrioritiesBuild a foundation of reading and mathConnect high school to career and college

8) Provide High Schools with a universal screenerand progress monitoring program for students not inAlgebra I.

  Secondary MathCoordinator andDistrictInterventionSpecialists

College Ready Graduates in Math will increase from41% to 44%.

 

TEA PrioritiesBuild a foundation of reading and math

9) Provide Professional Development for i-Readyimplemnetation including best practices,customizing lessons, interpreting data.

  Secondary MathCoordinator andDistrictInterventionSpecialists

The percentage of students in grade 7 achievingMeets expectations on STAAR Mathematics willincrease from 39% to 42%.The percentage of students in grade 8 achievingMeets expectations on STAAR Mathematics willincrease from 45% to 48%.

       

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 46: SECONDARY SCIENCE - STEM ACADEMY: By May 2020, 100% of Alief STEM Academy students will obtain 5%growth in their academic subjects in comparison to their peers.

Evaluation Data Source(s) 46: DCA Data, STAAR Data, campus common assessment (CCA) data

Summative Evaluation 46:

TEA Priorities: 3. Connect high school to career and college. 4. Improve low-performing schools.

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Quantitative progress monitoring through dataanalysis of STEM students' academic progressions incore content in comparison to their peers on DCAs, andSTAAR exams. (Research- SCI 36, SCI 35, SCI 38, SCI37, SCI 39, SCI 41).

  Science, STEMFacilitator,Interventionists,Specialists, Teachers,etc.

DCA Data & STAAR data        

Funding Sources: Title I - 0.00

2) Quantitative progress monitoring through dataanalysis of STEM students' academic progressions incore content in comparison to their peers on DCAs, andSTAAR exams. (Research- SCI 36, SCI 35, SCI 38, SCI37, SCI 39, SCI 41).

             

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 47: ELEMENTARY SCIENCE: By May 2020, grade 5 students will meet or exceed state performance in AMM on STAAR grade5 Science and/or narrow the range of performance in AMM among schools in the district..

Evaluation Data Source(s) 47: Most current (2019) STAAR grade 5 Science Summary Report and STAAR grade 5 Science results bydemographics; Agenda and sign-in sheets

Summative Evaluation 47:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Hire curriculum writers to help update curriculumdocuments for implementation in 2019-2020 schoolyear.

  Elementary ScienceCoordinator,Elementary ScienceInterventionist,Curriculum Writers

The district percent in performance on meetingApproaches on STAAR Grade 5 Science will increase by14% by May 2020.

       

Funding Sources: Local - 5000.00

2) Campus administrators and science specialistsconduct regular walkthroughs to ensure implementationof TEKS.

  Elementary ScienceCoordinator,Elementary ScienceInterventionist,CampusAdmnistrators,Campus ScienceSpecialist

The district percent in performance on meetingApproaches on STAAR Grade 5 Science will increase by14% by May 2020.

       

3) Continue Fall and Spring lead teacher meetings -integrating Science &Literacy; Grade 5 STAAR dataanalysis; work with a consultant on successful strategiesfor LEP students in Science

  Science Coordinator,Elementary ScienceInterventionist

The district percent performance on meeting Approacheson STAAR Grade 5 Science will increase by 14% byMay 2020.

       

Funding Sources: Title II - 1000.00

4) District interventionist provide tiered support forcampuses as reflected on STAAR, PBMAS, and DCAdata; allocate budget for books, warehouse, generalsupplies, registration, and travel.

  Elementary ScienceCoordinator

The district percent performance on meeting Approacheson STAAR Grade 5 Science will increase by 14% byMay 2020.

       

Funding Sources: Title I - 2500.00

5) Purchase TEKS- aligned resources and materials tosupport TEKS- mastery; continue to support onlineaccess to EduSmart for Grades 5-6; add Grades K-4 toEdusmart online access due to current software does notreflect new Streamlined TEKS.

  Science Coordinator,Elementary ScienceInterventionist,Campus ScienceSpecialist

The district percent performance on meeting Approacheson STAAR Grade 5 Science will increase by 14% byMay 2020.

       

Funding Sources: Title I - 70500.00

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6) Renew online subscription to STEMscopes EarlyExplorer to align Pre-K science across the district;purchase STEMscopes Early Explorer Big Books(English and Spanish) for the schools piloting a full dayPre-K; support and build language and literacy.

  Science Coordinator,Elementary ScienceInterventionist

The district percent performance on meeting Approacheson STAAR Grade 5 Science will increase by 14% byMay 2020.

       

Funding Sources: Title I - 18400.00

7) Purchase and/or replenish consumable hands-onmaterials for intervention and/or remediation forsummer school and for STEM enrichment activities.

  Science Coordinator,Elementary ScienceInterventionist,Science CenterFacilitator

The district percent performance on meeting Approacheson STAAR Grade 5 Science will increase by 14% byMay 2020.

       

Funding Sources: Title I - 7500.00

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 48: ELEMENTARY SCIENCE: By May 2020, the difference in percent performing at Approaches on STAAR Grade 5 Sciencebetween all and Limited English Proficient (LEP) students will narrow by 5%.

Evaluation Data Source(s) 48: Most current (2019) Performance-Based Monitoring Analysis System, English Language Learner (ELL)performance levels in areas of need, Effective School Framework (ESF) Texas Data Meetings at Klentzman and Owens; Agenda and sign-insheets

Summative Evaluation 48:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Continue Fall and Spring collaboration with ELA andSecond Language Education (SLE) on buildingacademic language and writing across curriculum.

  Science Coordinator,Elementary ScienceInterventionist,Science Specialists,Science LeadTeachers

The difference in percent performing at Approaches onSTAAR Grade 5 Science for LEP will narrow by 5% byMay 2020.

       

2) Establish monthly collaboration meetings with SpecEd and Dyslexia department to strengthen support inscience.

  Science Coordinator,Elementary ScienceInterventionist,Science Specialists,Special EdCoordinator, SpecialEd Math/ ScienceFacilitator

The percent performing at Approaches on STAAR Grade5 Science for Spec Ed will increase by 7% May 2020.

       

3) Work with consultant to continue training/ workshopat Klentzman and Owens and provide training/workshop at two additional Grade 5 campuses gearedtowards successful strategies for LEP students inScience

  Science Coordinator,Elementary ScienceInterventionist,CampusAdministrators, andCampus Specialist

The difference in percent performing at Approaches onSTAAR Grade 5 Science for LEP will narrow by 5% byMay 2020.

       

Funding Sources: Title II - 20000.00

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 49: ELEMENTARY SCIENCE: By May 2020, the percent of STEM Academy teachers trained on STEM, problem-based learning(PBL), and blended learning will increase to 50%.

Evaluation Data Source(s) 49: Meeting and/or professional development agenda and sign-in sheets

Summative Evaluation 49:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Continue partnership with Girlstart and CITGO tosustain and/or expand Girlstart after-school and summerSTEM enrichment programs in 11 campuses (Smith,Heflin, Collins, Cummings,Youens, Hicks, Holmquist,Chambers, Mahanay, Petrosky, and Horn).

  Elementary ScienceCoordinator,Elementary ScienceInterventionist

The percent of campuses with Girlstart and/or AGS willincrease by 5% by May 2020.

       

Funding Sources: Title IV - 17000.00

2) Coordinate with 5th/6th campus science specialistsand administrators to sustain/ increase participation inAlief Girls in STEM (AGS); provide stipend for campusspecialists to coordinate AGS program.

  Elementary ScienceCoordinator,Elementary ScienceInterventionist

The percent of campuses with Girlstart and/or AGS willincrease by 5% by May 2020.

       

Funding Sources: Title IV - 4250.00

3) Pay for Alief Girls in STEM (AGS) teachers andcampus coordinator; AGS program coordinator; providesnacks for students in the program; host Summer STEMBridge programs for Grades 3 & 4.

  Elementary ScienceCoordinator,Elementary ScienceInterventionist

The percent of campuses with Girlstart and/or AGS willincrease by 5% by May 2020.

       

Funding Sources: Title IV - 17880.00

4) Continue participation in GirlStart Conference inAustin and/or host Alief Girls in STEM conference inAlief; iFly Field Trip for 6th Grade to introduce andexplore concepts related to Science Investigation andReasoning and Force, Motion, and Energy.

  Elementary ScienceCoordinator,Elementary ScienceInterventionist

The percent of campuses with Girlstart and/or AGS willincrease by 5% by May 2020.

       

Funding Sources: Title IV - 13800.00

5) Continue to provide a field trip opportunity forstudents enrolled in Elementary STEM Academies(Alexander, Hicks, Horn, and Smith) and IntermediateSTEM Academies (Klentzman, Miller, Mata, andYoungblood).

  Elementary ScienceCoordinator,Elementary ScienceInterventionist

The percent of campuses with Girlstart and/or AGS willincrease by 5% by May 2020.

       

Funding Sources: Title IV - 17500.00

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6) Continue partnership with UHCL and Makey Makeyin promoting design thinking.

  Elementary ScienceCoordinator,Elementary ScienceInterventionist,Grade 5 & 6 ScienceSpecialists

The percent of STEM Academy teachers trained onSTEM, PBL, and Blended Learning will increase to 50%by May 2020.

       

Funding Sources: Title I - 5000.00

7) STEM and/or Science Literacy Committee attendstate and/or national conferences to sustain and/orexpand STEM opportunities in K-6 campuses.

  Science Coordinator,Elementary ScienceInterventionist

The percent of STEM Academy teachers trained onSTEM, PBL, and Blended Learning will increase to 50%by May 2020.

       

Funding Sources: Title II - 1200.00

8) Purchase Defined STEM for K-12 STEM Academies.   Science Coordinator,Elementary ScienceInterventionist

The percent of STEM Academy teachers trained onSTEM, PBL, and Blended Learning will increase to 50%by May 2020.

       

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 50: SECONDARY SCIENCE: By May 2020, 100% of all secondary science teachers and science leadership will receiveprofessional development that will enhance their usage of technology tools, literacy strategies, SIOP, formative assessments, and other research-basedinstructional strategies in their classrooms by 80%.

Evaluation Data Source(s) 50: Meeting sign in sheets, agendas, surveys, classroom walkthroughs

Summative Evaluation 50:

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

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

PBMASEquity Plan Strategy

TEA PrioritiesRecruit, support, retain teachers and principals

Improve low-performing schoolsConnect high school to career and college

1) 1) Secondary Science will plan and implementprofessional development that enhances teachers'instructional capacity and effectiveness in theclassroom. (Research- SCI 1, SCI 2, SCI 5, SCI 12,SCI16, SCI 18, SCI 21, SCI 24, SCI 34, SCI 36, SCI 41,SCI 40)

  Secondary Sciencecoordinator;Secondary Scienceinterventionists(MS/HS); Scienceinstructionalspecialists

Surveys; Classroom walkthroughs (CWT) & feedback        

PBMASTEA Priorities

Recruit, support, retain teachers and principals2) Purchase technology tools to enhance ELL andSpecial Education students' success in the scienceclassroom (implementation of School City and otherdigital supports).

  Secondary Sciencecoordinator;Secondary Scienceinterventionists(MS/HS); Scienceinstructionalspecialists

To improve ESL and Special Education studentsaccessibility and time practicing with digital tools such asSchool City in class and on assessments.

       

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 51: SECONDARY SCIENCE: By May 2020, 80% of all secondary students in grades 7 and 8, and in Biology, Chemistry, Physics,and AP courses will demonstrate mastery at Level II or greater on local assessments such as DCAs, benchmarks, and Campus Common Assessments (CCA)and on the state and national formative assessments such as the STAAR 8th Science test, STAAR Biology EOC, Exit Level Texas Assessment of Knowledge& Skills (TAKS) for out-of-school re-testers, and the AP exams.

Evaluation Data Source(s) 51: Classroom walkthroughs, student surveys, and teacher surveys will be utilized to determine student mastery ofthe science Texas Essential Knowledge & Skills (TEKS) and College Board standards.

Summative Evaluation 51:

TEA Priorities: 4. Improve low-performing schools. 3. Connect high school to career and college. 1. Recruit, support, retain teachers andprincipals.

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

PBMASEquity Plan Strategy

TEA PrioritiesRecruit, support, retain teachers and principalsConnect high school to career and college

Improve low-performing schools1) Secondary science instruction team will continuallyprovide content support to enhance student achievementin Grades 7-12. (Research SCI 40, SCI 27, SCI 8, SCi 6,SCI 3, SCI 7, SCI 11).

  Secondary ScienceCoordinator;Secondary ScienceInterventionists;Content specialists

STAAR scores; ELL performance in Grades 7-9 (statetesting years); AP scores; District Common Assessmentsscores

       

Funding Sources: Title I - 81000.00, Local - 0.00, Title IV - 2000.00, Title II - 2000.00

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 52: SECOND LANGUAGE EDUCATION: 100% of campuses will implement SIOP K-12 to strengthen first-line instructionacross all core content and across programs (Bilingual, ESL, Dual Language) in order to increase English Learner (EL) performance on state and federalaccountability standards.

Evaluation Data Source(s) 52: SIOP will be evaluated using the 2019 PBMAS reports, 2019 STAAR scores, Texas English LanguageProficiency Assessment System (TELPAS), graduation rates, and Quarterly SIOP checklist data.

Summative Evaluation 52:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

PBMASTEA Priorities

Improve low-performing schoolsBuild a foundation of reading and math

1) District SLE Department will provide district levelpersonnel to support campuses and EL students(elementary & secondary):- Two supervisors- Ten specialists(Research - SLE 1, SLE 2, SLE 3)

  SLE Director, SLECoordinator,Program Supervisors

Weekly SLE team meeting agendas, PLC sign-in sheets,LPAC sign-in sheets, SIOP walk-through checklists

       

Funding Sources: Title III - 0.00

2) In-district mileage reimbursement will be provided toSLE team for daily campus SIOP walk-throughs anddebriefs, SIOP Coaching, PD delivery, PLC support,compliance monitoring of ELD and LanugageProficiency Assessment Committee (LPAC) meetingsand preparations for state assessments. (Research - SLE2)

  SLE Director, SLESecretary

Mileage logs        

Funding Sources: Title III - 10000.00

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PBMASTEA Priorities

Improve low-performing schools3) District SLE Department will provide supplementalcampus personnel to support campuses and ELLstudents (elementary & secondary):- Three Interventionists (Chancellor, Budewig &Collins)- One Language Institute for Newcomers (LINC)Program Manager (Annex)- Two LINC Paraprofessionals (Annex)-Seven Secondary Interventionists: ninth grade centersand 3 middle schools (Olle, AMS, O'Donnell, Killough)(Research SLE 2)

  SLE Director, SLECoordinator, SLESecretary

The additional support staff will provide supplementalsupport and intervention to ELLs within high needcampuses. The expected impact is assimilation into theAmerican school system and supplemental language andacademic support.

       

Funding Sources: Title III - 175000.00

PBMASTEA Priorities

Improve low-performing schoolsBuild a foundation of reading and math

4) Continue to support the phase-out of Early ExitTransitional Bilingual Education Model at bilingualcampuses (1-6). Work toward phasing-in One Way DualLanguage Bilingual Program model at Kindergarten for2019-2020 SLE 1, SLE 6, SLE 7

  SLE Team Campus walk-throughs, ISIP scores, LPAC minutes        

PBMAS5) SLE Department will continue to deliver specialprograms that will support newcomer and refugeestudents: Language Institute for New Comers (LINC)and Summer Language Institute (SLI).(Research - SLE 2, Center for Applied Linguistics,Supporting Undocumented Youth

  SLE Director, SLECoordinator,Secondary SLEDistrict Specialists

Classroom observations, assessment results, grades,transcripts

       

Funding Sources: Title III - 219000.00

PBMAS6) Support all campuses with the development of ESLAction Plans addressing needs of all EL groups. AA1,AA3, AA4, AA6

  SLE Team Campus ESL Action PlansPBMAS/SIOP Observations

       

PBMAS7) Continue to conduct Instructional Leadership TeamMeetings with ESL leaders (PK-12) and dual language(DL) PLC meetings for grade level clusters (K-8) PD3

  SLE Team SLE ILT monthly agendas, training materials andinstructional resources, sign-in sheets

       

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PBMASTEA Priorities

Improve low-performing schools8) Provide campuses with supplemental materials tobuild language and support the instruction for ELs (PK-12): books, instructional materials, and software (e.g.Materials: Fountas y Pinnell Literacy - DevelopingTalkers Extension Kits, Esperanza Intervention Kits,Summit K-12. Software/ Licenses: SchoolCity,BrainPop, BrainPop Espanol, ESL Reading Smart,Rosetta Stone, Achieve 3000, etc).(Research - DL 8, BrainPOP.com, ESL ReadingSmartonline program, Achieve 3000 online program)

  SLE Director, SLECoordinator, SLEProgramSupervisors, CampusESL Specialists &Department Chairs

SIOP walk-through checklists, lesson plans, softwareusage logs, TELPAS, assessment results

       

Funding Sources: Title III - 275000.00

PBMAS9) Offer EL tutorial support services at Student SuccessInitiative (SSI) grade levels(Research - SLE 2, SLE 3, RTI 17, RTI 18)

  SLE Coordinator,Secondary SLEProgram Supervisor

Teacher timesheets, student participation log, assessmentresults

       

Funding Sources: Title III - 27000.00PBMAS

TEA PrioritiesBuild a foundation of reading and math

10) Collaborate with Elementary ELAR to address thelanguage and literacy for ELs who are transitioningfrom Spanish to English according to the BilingualFramework (Research - ELA 15, SLE 2, SLE 3)

  SLE Director,District ReadingContentCoordinators,District RTICoordinator

Reading Specialist Meeting agendas, Registration log,instructional materials

       

Funding Sources: Title III - 15000.00

11) Provide immigrant students with additionallanguage and academic support via intensive languagedevelopment and instructional excursions during thesummer through participation in the Summer LanguageInstitute.(Research - SLE 2, SLE 3)

  SLE Director, SLECoordinator, SLEProgramSupervisors, SLIAdministrators

Course offerings, student projects/ portfolios,performance reports from instructional software,TELPAS scores

       

Funding Sources: Title III - 0.00

12) Through IMA funds maintain (instruction andtechnology) current provided to Dual Language programat 5 campuses (K-4); Maintain DL programs at Mata,Miller, Youngblood Intermediate (5-6); Maintain DLprogram at Albright, AMS, Olle. Expand MandarinImmersion Program at Petrosky SLE7

             

Funding Sources: Local - 30000.00

PBMAS13) Continue collaboration with core content to ensurethe linguistic and content needs of ELs are addressed incore content classes. SLE 2

  SLE Dept., ContentCoordinators,campus ILTmembers

         

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= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 53: SECOND LANGUAGE EDUCATION: Strengthen first-line instruction in world language classrooms through refinedcurricula and through the consistent and intentional integration of the four domains of language by increasing the percentage of classroom observations withspecific teacher feedback from 25% to 40%.

Evaluation Data Source(s) 53: Classroom walk-throughs, SIOP checklists, teacher feedback/survey, and sign-in sheets (PLCs, leadershipmeetings, professional developments) will be used to evaluate instruction.

Summative Evaluation 53:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Continue to lead and implement instructional PLCs atthe district and campus level. PD3

  SLE Coordinator,Secondary SLEProgram Supervisor

Sign-in sheets, agendas, training materials        

2) Coordinate professional development and collaboratewith other departments to grow and refine technologyimplementation. PD1, PD7, TEC6

  SLE Coordinator,Secondary SLEProgram Supervisor

Classroom walk-throughs, lesson plans        

3) Continue the implementation of second languageacquisition best instructional practices such as SIOP thatcorrelates with the 5C's and targets the four domains oflanguage. SLE2, SLE3

  SLE Coordinator,Secondary SLEProgram Supervisor

Lesson plans, SIOP checklists        

4) Develop instructional pacing guides/curriculum withclear outcome expectations and embedded instructionalsupport that aligns the new curriculum per long rangeplan concluding May 2020. SLE10

  SLE Coordinator,Secondary SLEProgram Supervisor,World Languageteachers

Completed pacing guides        

Funding Sources: Local - 5000.00

5) Provide opportunities for teacher leaders to growothers through PD and PLCs. PD3, PD12

  SLE Coordinator,World LanguageTeachers

Classroom observations, PD surveys, PLC agendas        

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 54: ELEMENTARY SOCIAL STUDIES: By May 2020, at least 87% of elementary and intermediate teachers will be developingon a district developed rubric with the implementation of integrating writing in social studies.

Evaluation Data Source(s) 54: Measured through a district developed document based questioning (DBQ) implementation rubric during the2019-2020 school year.

Summative Evaluation 54:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Utilize the Social Studies Integration Specialist tomonitor the elementary social studies program thoughparticipation in campus observations, curriculumrevisions, facilitation and training of K-6 lead teachers,and the development of DCAs. Books, Warehouse,General Supplies, Registration & Travel. (Research - SS3, SS 5, SS 9)

  Social StudiesCoordinator,Elementary SchoolSocial StudiesStrategist, CampusTeachers, CampusPrincipals

Campus visits, CCAs, DCAs, campus surveys, leadteacher surveys, specialist surveys

       

Funding Sources: Title I - 3500.00

2) Implement Year 13 of the Social Studies ElementaryLead Teacher program to provide on-going professionaldevelopment that focuses on meaningful work in socialstudies including lesson design, high-yield strategies,vocabulary development and student engagement.(Additional slots for Bilingual and Dual Languageteachers (K-6). (Research - SS 3, SS 4, SS 5, SS 8, SS 9,SS 11)

  Social StudiesCoordinator,Elementary SchoolSocial StudiesStrategist, CampusLead Teachers,Campus Principals

Campus visits, CCAs, DCAs, campus surveys, leadteacher surveys, specialist surveys

       

Funding Sources: Local - 100100.00

3) Provide presenters to promote cross-content literacyintegration, which will be a supplementary addition tothe Lead Teacher program.a. Dawn Vinasb. Holocaust Museum Houstonc. materials needed for presenters and or presentationsd. childrens books to support cross content literacy

(Research - SS 3, SS 4, SS 5, SS 8, SS 9, SS 11)

  Social StudiesCoordinator,Elementary SchoolSocial StudiesStrategist, CampusTeachers, CampusPrincipals

Campus visits, CCAs, DCAs, campus surveys, leadteacher surveys, specialist survey

       

Funding Sources: Title II - 3000.00

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4) Continue development, refinement and data analysisof social studies DCA's to insure validity, reliability, andalignment with the (revised) social studies TEKS.(Research - SS 2, SS 3, SS 4)

  Social StudiesCoordinator,Elementary SchoolSocial StudiesStrategist

District Common Assessment Fall and Spring data.        

Funding Sources: Title I - 450.00

5) Provide professional development for 5th and 6thgrade social studies teachers on quality first lineinstruction through the facilitation of quarterly training(Dawn Vinas and Kelly Tummy).a. engaging strategiesb. content specific resources (Region 4)c. literacy integrationd. DBQs(Research - SS 5, SS 9)

  Social StudiesCoordinator,Elementary SchoolSocial StudiesStrategist, CampusAdministrators

Provide quality professional development for campusteachers and specialists by June 2019, DCA data

       

Funding Sources: Title II - 12000.00

6) Provide opportunities for district and campus socialstudies to build capacity by attending and receivingquality professional development.a. In November 2019, attend the National Council forSocial Studies (NCSS) Conference in Austin toconvene, learn, network, research and help to advocatefor and strengthen the profession of social studieseducation. This conference is for Texas educators, withpresentations covering the range of social studiessubjects and grade levels, including preparation, andapplications for secondary social studies educators;Participants will facilitate future professionaldevelopment for all Alief Social Studies teachers to helpimprove instructional practices.b. Master teachers and outside presenters will focus onquality literacy instruction in a social studies classroom.c. implement DBQ rubric(Research - SS 4, SS 5, SS 8, SS 9, SS 10)

  Social StudiesCoordinator,Elementary SchoolSocial StudiesStrategist

Provide quality professional development for campusteachers and specialists by June 2019 with 100 percent ofteachers trained in writing strategies in social studiesbased on rubric

       

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 55: SECONDARY SOCIAL STUDIES: By May 2020, performance for ESL STAAR grade 8 social studies will move from 33% to40% passing and SPED STAAR grade 8 social studies will move from 34% to 38% passing.

Evaluation Data Source(s) 55: Social Studies DCA results by district, campus, subgroup (Fall 2019, Spring 2020), first reports will beavailable in spring 2020.

Summative Evaluation 55:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Continue development, refinement and data analysisof social studies curriculum to insure validity, reliability,and alignment with the social studies TEKS andSTAAR readiness and supporting standards. (Research -SS 3, SS 5, SS 8)

  Social StudiesCoordinator, MiddleSchool SocialStudies Specialists,CampusAdministrators

Campus visits, CCAs, DCAs, campus surveys, STAARresults, PBMAS data

       

Funding Sources: Title I - 2700.00

2) Provide ongoing professional development for middleschool social studies teachers on district providedcurriculum, STAAR assessments, instructionalstrategies, writing quality assessments, Understandingby Design (UbD).(Research - SS 4, SS 5, SS 8)

  Social StudiesCoordinator, MiddleSchool SocialStudies Specialists,CampusAdministrators

Campus visits, CCAs, DCAs, campus surveys, STAARresults, PBMAS data

       

Funding Sources: Local - 250.00

3) Provide high quality summer school program for lowachieving 8th graders through the use of district createdcurriculum(Research - RTI 16, RTI 19)

  Social StudiesCoordinator, MiddleSchool SocialStudies Specialists,Campus Teachers,Campus Principals

Campus visits, CCAs, DCAs, campus surveys, STAARdata

       

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PBMASTEA Priorities

Improve low-performing schoolsRecruit, support, retain teachers and principals

4) Provide professional development for 7th and 8thgrade social studies teachers on quality first lineinstruction through:a. Provide instructional resources for 7th grade teachersto build foundation for 8th gardeb. Facilitate quarterly training with 7th and 8th gradesocial studies teachers (Dawn Vinas)c. Provide targeted interventions to campuses based onSTAAR data (Dawn Vinas - as needed)d. Support long-term and short term planning with the7th and 8th grade social studies teachers (ongoing)(Research - SS 4, SS 5, SS 8)e. Based on campus feedback - continue development,refinement and data analysis of social studies curriculumto insure validity, reliability, and alignment with thesocial studies TEKS and STAAR readiness andsupporting standards through the use of Lead4ward'sePLC (online teacher support and face-to-faceprofessional development) for all 8th grade socialstudies teachers. (Research - SS 4, SS 5, SS 8)

  Social StudiesCoordinator, MiddleSchool SocialStudies Specialists,Campus Teachers,Campus Principals

Campus visits, CCAs, DCAs, campus surveys, STAARresults, PBMAS data

       

Funding Sources: Title II - 36500.00

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TEA PrioritiesRecruit, support, retain teachers and principals

5) Provide opportunities for district and campus socialstudies to build capacity by attending and receivingquality professional development.a. November 2019, attend the Texas Council for SocialStudies (TCSS) to be held in Austin, TX. Thisconference is for Texas educators, with presentationscovering the range of social studies subjects and gradelevels, including preparation, and applications forsecondary social studies educators; Participants willfacilitate future professional development for all AliefSocial Studies teachers to help improve instructionalpractices.b. Provide materials to teachers for ongoing trainingduring District PLC, which will focus on lesson designand deliveryc. Instructional strategies training manuald. Master teachers and outside presenters will focus onquality literacy instruction in a social studies classroom.e. Specialist book study - Mentoring Mattersf. Specialist Coaching Sessions(Research - SS 4, SS 5, SS 8, SS 9, SS 10)

  Social StudiesCoordinator, MiddleSchool SocialStudies Specialists,Campus Teachers,Campus Principals

Campus visits, CCAs, DCAs, campus surveys, STAARresults, PBMAS data

       

Funding Sources: Title II - 350.00

6) Secondary Social Studies will integrate the use oftechnology and online tools to provide targetedenrichment, remediation, and intervention based oncampus, district, and state data.

  Social StudiesCoordinator

Campus visits, CCAs, DCAs, campus surveys, STAARdata, student and teacher implementation of technology

       

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PBMASTEA Priorities

Recruit, support, retain teachers and principalsImprove low-performing schools

7) Data trends reveal gaps affecting Limited EnglishProficient (LEP) and Special Education (SPED)students. On going collaboration with the SLEdepartment will focus on 8th grade Social Studiesthrough:a. Continued collaboration with SLE and SPEDdepartment to collaborate, develop a plan, analyze data,provide next steps.b. Train teachers using small group instructionalstrategies.c. Support teachers in developing lessons that integratethe use of digital supportsd. Provide targeted professional development throughthe use of Schoology, Region IV, and HCDE

  Social StudiesCoordinator, campusspecialist

Campus visits, CCAs, DCAs, campus surveys, STAARdata, SIOP implementation data, PBMAS data

       

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Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 56: SECONDARY SOCIAL STUDIES: By May 2020, performance on US History EOC at Masters grade level will be at 38% forfirst time May testers and re-testers will be at 40% Approaches for the average of the December, May, and June testing administrations.

Evaluation Data Source(s) 56: Social Studies DCA results by district, campus, subgroup (Fall 2019, Spring 2020), STAAR EOC first reportswill be available in Fall 2019, Spring 2020, and Summer 2020.

Summative Evaluation 56:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Based on campus feedback - continuedevelopment, refinement and data analysis of socialstudies curriculum to insure validity, reliability, andalignment with the social studies TEKS and STAARreadiness and supporting standards through the useof Lead4ward's ePLC (online teacher support andface-to-face professional development) for all 8thgrade social studies teachers. (Research - SS 4, SS5, SS 8)

  Social StudiesCoordinator, HighSchool SocialStudies Specialists,CampusAdministrators

Campus visits, CCAs, DCAs, campus surveys, EOCdata

       

Funding Sources: Title I - 2250.00

2) Provide ongoing professional development forhigh school social studies teachers on districtprovided curriculum, STAAR assessments,instructional strategies, writing quality assessments,Understanding by Design (UbD).(Research - SS 5, SS 8)

  Social StudiesCoordinator, HighSchool SocialStudies Specialists

Campus visits, CCAs, DCAs, campus surveys, EOCdata

       

Funding Sources: Local - 250.00

3) Provide high quality summer school programwith the use of Edgenuity for EOC testers.(Research - RTI 16, RTI 19)

  Social StudiesCoordinator

Campus visits, EOC data        

Funding Sources: Local - 0.00

4) Provide campuses with EOC re-testers resourcesthat support campus interventions.a. revise IGC resourcesb. utilize Edgenuity for EOC tutorialsc. create materials that campus specialists can utilizefor small group instruction in December and Aprilfor re-testers

  Social StudiesCoordinator,Campus Specialists

EOC data  

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Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 57: SPECIAL EDUCATION: By May 2020, Alief ISD will improve performance on the Special Education (SPED) STAARpassing rate in Writing to 40% (PL2), while maintaining at least a Performance Level of 2 for Reading and Writing.

Evaluation Data Source(s) 57: The 2020 PBMAS Report will be used to determine success.

Summative Evaluation 57:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

PBMAS1) Ensure the provision of Specially DesignedInstruction, including services for Dyslexia, andAccelerated Instruction. (SPED 9)

2.4 Special EducationDirector, AssistantDirector andCoordinators

Students served by special education will have improvedoutcomes on measures of academic progress.

       

Funding Sources: IDEA - 0.00PBMAS

2) Provide training and support for the development ofrigorous IEPs that address students' critical areas ofneed. (SPED 8,9)

  SPED Coordinators Improved IEPs will lead to improvements in the deliveryof specially designed instruction and will result inimproved academic outcomes.

       

Funding Sources: IDEA - 0.00PBMAS

3) Improve engaged academic time by reducingdisciplinary removals. (Provide training and support inoptions to removal, Restorative Practices, and datatracking) (PASS 17, 18, 20, SPED 5)

2.6 SPED Coordinators The removal rate for students with disabilities willdecrease and there will be reduced disproportionality inremovals by race.

       

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Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 58: SPECIAL EDUCATION: By May 2020, Alief ISD will improve least restrictive environment (LRE) and STAAR Alt-2participation rates by 1% each. (LRE <40% to 23%, STAAR Alt-2 participation rate to 20.9%).

Evaluation Data Source(s) 58: The 2020 PBMAS Report will be used to determine success.

Summative Evaluation 58:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

PBMAS1) Provide explicit instruction in Social EmotionalLearning to foster placements in less restrictive settings.(PASS 4, SPED 15)

  SPED Coordinatorswill supportclassroom teachers

Improvement in student behavior and social skills willresult in fewer placements in more restrictive settings.

       

Funding Sources: IDEA - 0.00PBMAS

2) Reorganize structures and resources to supportinclusive service delivery. (SPED 14, 16)

  SPED Director Improved delivery of services in inclusive settings and onhome campuses will decrease placements into restrictivesettings and removals from home campuses.

       

3) Provide early intervention services for students withautism to support LRE in grades 1-12. (SPED 20)

  Coordinator forAutism Services,Program Facilitator

Students will receive intensive supports in an earlychildhood setting which will improve their opportunitiesfor inclusive services in later school years.

       

Funding Sources: Grant: State Grant - 0.00PBMAS

4) Ensure rigorous instruction and maximize inclusivetime for students in PPCD to facilitate a less restrictiveplacement in K-12. (SPED 21, 22)

  PPCD ProgramFacilitator, SPEDCoordinators

Early intervention services to support school readinessand ready-to-learn skills will improve student outcomes.

       

Funding Sources: IDEA - 0.00

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Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 59: SPECIAL EDUCATION: By May 2020, AISD will provide a free appropriate public education to all eligible students incompliance with state and federal guidelines (reduce the SPED identification gap from the state by 1%).

Evaluation Data Source(s) 59: ESP will provide numbers of SPED students and numbers of all students

Summative Evaluation 59:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Ensure all students suspected of having a disabilityare evaluated in a timely manner (SPED 14, 16)

  AssessmentCoordinators

Increase in the percentage of students identified aseligible for services, closing the gap with the state.

       

Funding Sources: IDEA - 0.00, Grant: State Grant - 0.00

2) Ensure compliance with state and federal guidelines   Special EducationDirector

Compliance reviews will reveal no concerns.        

Funding Sources: Local - 0.00

3) Ongoing training and support of teachers,administrators, and support staff

  SPED Director,Assistant Director,SPED Coordinators

Improved understanding of the rules and the "why's" ofspecial education to improve both compliance andoutcomes.

       

Funding Sources: Local - 0.00

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Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 60: SPECIAL SERVICES: By May 2020, 100% of kindergarten, 1st, and 7th grade students who did not demonstrate proficiencyon the state reading instrument will be screened for dyslexia and related disorders and tested as appropriate.

Evaluation Data Source(s) 60: ISIP reports for K, 1st and 7th graders

Summative Evaluation 60:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) By October 2019, all 7th grade students will bescreened for Dyslexia. Each campus will completethe BOY ISIP reports and previous year STAARreading to determine the needs of struggling readers.

(Research - SELA 8, RTI 9)

  Special ServicesCoordinator

Students will receive supports to fill specific readinggaps which will improve their opportunities forreading grade level materials successfully.

 

TEA PrioritiesBuild a foundation of reading and math

2) By January 2020, all 1st graders will be screenedfor dyslexia. Each campus will complete the MOYISIP reports to determine the needs of strugglingreaders.(Research - ELA 1, ELA 2, ELA 3, ELA 4, ELA 5,RTI 9)

  Special ServicesCoordinator

Early intervention services to support reading skillswill improve student outcomes in all academic areas.

       

TEA PrioritiesBuild a foundation of reading and math

3) By May 2020, all Kindergarten students will bescreened for Dyslexia. Each campus will completethe EOY ISIP reports to determine the needs ofstruggling readers.

(Research - ELA 1, ELA 2, ELA 3, ELA 4, ELA 5,RTI 9)

  Special ServicesCoordinator

Early intervention services to support reading skillswill improve student outcomes in all academic areas.

 

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TEA PrioritiesBuild a foundation of reading and math

4) REID teachers will use an evidence basedcurriculum to provide standard protocol dyslexiainstruction for students identified with dyslexia(Reading by Design, Region 4)

(Research - ELA 20)

  Special ServicesCoordinator

80% of K-8 504 students with dyslexia will increasetheir overall ISIP reading score by at least 4%

 

Funding Sources: Local - 30540.00

5) Continue collaboration with Special Educationassessment department when determining theappropriate supports needed by students withdyslexia (standard protocol dyslexia-504 orspecially designed instruction- IDEA)

(Research AA 4, RTI 3, RTI 14, RTI 18)

  Special ServicesCoordinator

Students placed will be placed in the appropriateintervention when identified with dyslexia (standardprotocol dyslexia or specially designed instruction)

 

6) Monthly REID teacher meetings to collaborateand solidify knowledge base of current earlyintervention practices, documentation for studentswith dyslexia and child find procedures

  Special ServicesCoordinator

100% of REID teachers will attend monthly meetings  

Funding Sources: Local - 3500.00TEA Priorities

Build a foundation of reading and math7) Extra duty pay for 2 REIDs to complete dyslexiatesting/scoring if there is a backlog to ensure all K-1, and 7th grade students that meet criteria fordyslexia assessment based on dyslexia screening areassessed in a timely manner.

  Special ServicesCoordinator

100% of students who are eligible to be assessed fordyslexia will have an assessment in a timely manner.

 

Funding Sources: Local - 5000.00

TEA PrioritiesBuild a foundation of reading and math

8) Provide quarterly Dyslexia newsletter for familiesto solidify best practices for working with a studentwith dyslexia.

  Special ServicesCoordinator

100% of families of students with dyslexia will beprovided with the newsletter

 

TEA PrioritiesImprove low-performing schools

9) Elementary and Intermediate school REIDs willprovide an informational training along with thecampus parent center on Dyslexia each semester.Parents of students with Dyslexia will be invited toattend.

  Special ServicesCoordinator

100% of parents who attend will be moreknowledgeable on the skills to better assist their childwith dyslexia

 

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TEA PrioritiesImprove low-performing schools

10) Itinerant REIDs will work together to educatesecondary parents of students with dyslexia at 1 ormore district wide functions. Parents of studentswith dyslexia will be invited.

  Special ServicesCoordinator

100% of parents who attend will be moreknowledgeable on the skills to better assist their childwith dyslexia

 

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 61: SPECIAL SERVICES: By May 2020, 100% of a 10% random sampling of SuccessEd Section 504 legal documents will be incompliance.

Evaluation Data Source(s) 61: PD attendance, SuccessEd reports, internal audit of forms

Summative Evaluation 61:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Offer monthly Success Ed for Section 504trainings/work days and quarterly Section 504Networking meetings for Section 504 Coordinators.

(Research RTI I)

  Special ServicesCoordinator

Build capacity and understanding of the legalrequirements of Section 504 at the campus level andsupport compliance in documentation.

 

Funding Sources: Local - 64000.00

2) Provide Section 504 quarterly newsletters tosolidify knowledge base of current practices anddocumentation.

(Research - RTI 3)

  Special ServicesCoordinator

Build capacity and understanding of the legalrequirements of Section 504 at the campus level

 

3) Complete an internal audit sample of 10% ofSection 504 documents in Success Ed.

(Research RTI 3)

  Special ServicesCoordinator

100% compliance on all completed documentation  

4) Provide guidance and training to Health Services,other departments and school personnel on Section504 eligibility.

(Research - RTI 3, SPED 4)

  Special ServicesCoordinator

Increase Section 504 Child Find efforts in identifyingeligible and "technically eligible" Section 504students.

 

Funding Sources: Local - 350.00

5) Provide FM wireless amplifiers to Section 504hearing impaired students.

  Special ServicesCoordinator

100% of Section 504 hearing impaired students inneed of an amplification device will be provided oneby AISD

 

Funding Sources: Local - 400.00

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Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 62: SPECIAL SERVICES: During the 2019-2020 school year, 100% of the campus-based Response to Intervention (RtI) teamswill meet monthly, provide agendas, and update the RtI spreadsheet to Senate Bill (SB) 1153 requirements.

Evaluation Data Source(s) 62: Monthly RtI meeting agendas, RtI Spreadsheets, SuccessEd reports

Summative Evaluation 62:

TEA Priorities: 4. Improve low-performing schools.

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

TEA PrioritiesBuild a foundation of reading and math

Improve low-performing schools1) RtI monthly meeting calendars and agendas willbe monitored for student progress, interventionimplementation and parent notification per SB 1153.

(Research - RTI 6, RTI 16)

  Special ServicesCoordinator,Central RtI Team,and Campus RtIteams

By May 2019, 100% of the campus RtI teams willhave met monthly and maintain documents requiredfor SB 1153.

       

TEA PrioritiesBuild a foundation of reading and math

2) Provide support for RtI documentation processthrough monthly SuccessEd for RtI sessions andtwo lab days to support BOY and MOY Tier II/ TierIII intervention plan development and parentnotification letters resulting from data baseddecision making. .

(Research - RTI 6, RTI 9 RTI 16)

  Special ServicesCoordinator

Increase the accuracy of the RtI compliancedocuments by 70%.

 

3) Complete an internal audit sample of 10% of RtIdocuments in Success Ed.

(Research - RTI 6, RTI 16)

  Special ServicesCoordinator

Increase the accuracy of the RtI compliancedocuments by 70% at the end of each semester.

 

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TEA PrioritiesBuild a foundation of reading and math

4) Provide quarterly RtI newsletter to solidifyknowledge of the RtI practices, expectations anddue dates. One MTSS poster will be provided toeach campus.

(Research - RTI 3, RTI 16)

  Special ServicesCoordinator

Increase the accuracy of RtI compliance documentsby 70%

 

Funding Sources: Local - 300.00

5) Provide 10 behavior workshops for parents atcampus family centers.

(Research - RTI 15)

  Special ServiceCoordinator andRtI BehaviorSpecialist

Enhance parent knowledge regarding normal toextreme behaviors of students

 

Funding Sources: Local - 750.00

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Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 63: SPECIAL SERVICES: By May 2020, in collaboration with district administrators, content coordinators, and campus personnel,Tier III students in grades K-6 will be reduced by 1% and Tier II students by 2% using the EOY Overall Reading ISIP measure.

Evaluation Data Source(s) 63: End of Year Overall Reading ISIP for grades K-6.

Summative Evaluation 63:

TEA Priorities: 2. Build a foundation of reading and math.

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Include intervention guidelines in the RtI manual.

(Research - RTI 1, RTI 3, RTI 4, RTI 6, RTI 7, RTI 16)

  Districtadministrators,ContentCoordinators,campus personnel,Special ServicesCoordinator

Diminish the percent of Tier III students by 1% anddiminish the percent of Tier II students by 2% on EOYOverall Reading ISIP for grades K-6.

       

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 64: STATE COMPENSATORY EDUCATION: By May 2020, continue to decrease the gap in performance between at-riskstudents and not at-risk students on state assessments.

Evaluation Data Source(s) 64: STAAR/EOC results will be analyzed in June to determine gaps in performance by testing area.

Summative Evaluation 64:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Meet once each quarter with State CompensatoryEducation (SCE) compliance team (Directors of FederalPrograms and Grants, Curriculum and Instruction, andPupil Personnel Services, Accounting Controller,Special Revenue Accountant, and Human Resources asneeded) to review staffing, expenditures, and programsfunded by SCE. A copy of the meeting dates, agendas,sign-in sheets, and summaries will be kept in the DCIPfolder.

  Director of FederalPrograms and Grants

Meetings will ensure that SCE funding supports strategiesfocused on improving the achievement of at-risk students.

       

2) Curriculum and Instruction staff, in collaborationwith MIS, will train at least one staff member percampus about the purpose of SCE, what makes a studentat-risk, and how to properly code students in PEIMS bySeptember 29, 2019. Copies of meeting documentationwill be kept in the DCIP folder.

  Director of FederalPrograms and Grants

Training will ensure that at-risk students are appropriatelyidentified and coded so that services may be provided.

       

3) Review the campus improvement plans of the twocampuses with the highest percent of at-risk students for2018-19 school year and all IR campus improvementplans for the 2018-2019 school year to ensure that SCEactivities are properly identified.

  Director of FederalPrograms and Grants

A review of campus action plans will ensure that SCEfunding is appropriately expended and documented asrequired by TEA.

       

4) Complete and submit to TEA the 2018-2019 SCEAnnual Evaluation by July 2020 deadline.

  Director of FederalPrograms and Grants

Evaluation of prior year SCE programs and activities willhelp ensure that funding supports effective strategies forat-risk students.

       

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Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 65: SUMMER SCHOOL: By July 2020, Alief ISD will provide a summer school program to improve student achievement forstudents in kindergarten through grade 8.

Evaluation Data Source(s) 65: The quality of the summer school program will be assessed by comparing end-of-year and beginning-of-yearassessments.

Summative Evaluation 65:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Implement grade level curriculum at elementary,intermediate, and middle school levels.

  Area Superintendent,Summer SchoolPrincipals andCoordinators

Updated curriculum in use at all summer school sites        

2) Communicate program components to district andcampus administrators, specialists and coordinators,including grade levels served, locations, focus, criteriafor participation, schedule, and evaluation requirements.

  Area Superintendent,Summer SchoolPrincipals andCoordinators

Detailed communications provided to all district andcampus administrators

       

3) Hire summer school staff and provide training.   Area Superintendent,Summer SchoolPrincipals andCoordinators

Human Resources and Professional Development records        

Funding Sources: Title I - 2000000.00

4) Identify and enroll students meeting criteria.   Area Superintendent,Summer SchoolPrincipals andCoordinators

Enrollment reports        

5) Provide summer program as designed.   Area Superintendent,Summer SchoolPrincipals andCoordinators

Walk-throughs, observations, principal feedback        

6) Evaluate results of summer school and disseminate.Modify 2019 summer school design as needed.

  Area Superintendent,Summer SchoolPrincipals andCoordinators

Evaluation results shared with central office and campusleadership

       

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Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 66: WELLNESS, HEALTH, PHYSICAL EDUCATION: During the 2019-2020 school year, 100% of campuses will complete arubric documenting implementation of strategies that focus on educating the whole child which research shows leads to increased chances for studentsuccess. These strategies will assist in establishing healthy habits by ensuring high quality physical education, teaching using the Action Based Learning(ABL) model, decreasing risky behaviors, and implementing a nutrition education program that includes school gardens, taste tests, and promotion of healthyeating.

Evaluation Data Source(s) 66: Wellness Policy Survey, STAAR, DCA

Summative Evaluation 66:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Each campus will update their coordinated schoolhealth team, consisting of (at a minimum) a physicaleducation (PE) teacher, classroom teacher, school nurse,nutrition manager (required by state law).

  WellnessCoordinator andWellness Supervisor

Every campus will send in their coordinated school healthteam and copies of all meeting agendas and/or notes.

       

2) Playworks recess coaches will be on a minimum of 9campuses, and other campuses will receive training forimproved recess. HPW4

  WellnessCoordinator

Recess coaches are on campuses and other campuseshave scheduled training with Playworks.

       

3) The Nutrition Department will work with school staffto conduct food tastings with students in order toincrease the consumption of healthy food and decreasefood waste.

  Wellness Supervisor On campuses where the tastings take place, studentschoose healthier options more often and throw away lessfood.

       

4) On select campuses, the Nutrition Department willbuild school gardens, which each campus will maintainto supplement Farm to School education. Farm toSchool education will be delivered throughout thedistrict in the cafeteria and health classes. Campuspersonnel will be trained in the Grow, Eat, Gocurriculum.

  Wellness Supervisor Gardens are planted and crops used in nutritioneducation.

       

TEA PrioritiesImprove low-performing schools

5) District ABL facilitators will increase the number ofcampus walk throughs in order to inspect and provideadditional support, and training will be provided forteachers on incorporating more movement in academicclasses.

  WellnessCoordinator

Aggregate data of walk throughs done during the schoolyear and sign in sheets for campus training.

       

Funding Sources: Local - 3000.00

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TEA PrioritiesImprove low-performing schools

6) District facilitators will work with the Language Arts,Math, Bilingual, and Structure or REACH classes anddepartments in order to develop curriculum to use in theAction Based Learning Labs.

  WellnessCoordinator

Lessons are developed and in use in classrooms and labsacross the district.

       

7) Provide training for 25 campus personnel to becometrainers for Action Based Learning.

  WellnessCoordinator

More district personnel are trained to work with campusteachers on implementing Action Based Learning.

       

Funding Sources: Local - 15000.00TEA Priorities

Improve low-performing schools8) Hire contract workers to assist with implementation,expansion, support, training, and planning of ActionBased Learning. (Research - HPW1 through HPW10).

  WellnessCoordinator

Worker is hired and out on campuses assisting labfacilitators.

       

Funding Sources: Title IV - 17000.00

9) District ABL facilitators will work with campuses topurchase equipment and materials for Action BasedLearning Labs for full day PreK and Kinestheticfurniture and equipment for additional campuses andCLCs.

  WellnessCoordinator

Materials and equipment will be ordered and installed.        

Funding Sources: Local - 166000.00

10) It's Your Game Abstinence Plus will continue to beimplemented with fidelity in 7th grade PE classes andall Health for High School credit courses and a contractworker will be hired to oversee implementation.(Research - AE1, AE2,AE3)

  WellnessCoordinator

Course implementation records.        

Funding Sources: Title IV - 15000.00

11) It's Your Game Abstinence Plus training willcontinue for any new teachers or campuses who are justbeginning to implement. (Research - AE1,AE2, AE3)

  WellnessCoordinator

Training logs will be kept.        

Funding Sources: Title IV - 1000.00

12) Continue professional development for all healthteachers to ensure that teachers are focused on reducingrisky behaviors and that all health teachers are trained inour supplemental materials Fourth R.Prepare district level surveys to use for all campuses onhealthy habits and risky behaviors.

  WellnessCoordinator

Attendance records for professional development        

Funding Sources: Local - 2000.00

13) All physical education teachers will receive afocused training on how to better engage students inphysical education class in order to increase the amountof moderate to vigorous physical activity (MVPA)students get during class.

  WellnessCoordinator

Sign in sheets will include representatives from allcampuses.

       

Funding Sources: Local - 1500.00

14) Campus walk through visits will increase by 30% in2019-2020 and data will be collected on how much timestudents spend in MVPA during class time.

  WellnessCoordinator

Data from walk through visits shows that more teachersare implementing strategies designed to increasemovement.

       

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15) High school PE teachers will have heart rate monitortraining and will utilize PLC time to look at the data inorder to increase the use and effectiveness of thedevices. This will help determine how much kids aremoving during PE class.

  WellnessCoordinator

All high school PE classes have data in the system andhave shared it with students.

       

Funding Sources: Local-DNT - 5000.00

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Goal 2: Alief ISD will improve student preparation for college and career.

Performance Objective 1: ADVANCED ACADEMICS: By May 2020, increase the (a) number of overall AP exams passed to 35%, and the (b) number ofindividual students receiving college credit from AP exams to 43%.

Evaluation Data Source(s) 1: College Board AP exam reports; Integrated Summary Reports; TAPR data; AP Potential Reports; AP enrollmentnumbers; teacher training sign-in sheets/registration; student sign-in sheets/attendance; meeting notes/agendas; teacher lesson plans

Summative Evaluation 1:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) District and high school campuses will facilitate testprep seminars and workshops, focus groups and tutorialsfor AP exam test prep (Research - GTAP 9, GTAP, 10,GTAP 11, GTAP 12)

  Coordinator ofAdvancedAcademics

Students will receive targeted exam preparation in orderto show an increase in their scores on these collegeentrance/credit exams.

       

Funding Sources: Local - 9150.00

2) To assist with front-line instruction and improvementof preparedness and test scores at the AP level, Pre-APteachers in the core content areas will attend a one-dayPre-AP College Board workshop. Two sessions each forELA, math, Social Studies and science.($4,600/workshop).Will work with campuses to allocate funds. (Research -GTAP 9, GTAP 10, GTAP 11, GTAP 12)

  Coordinator ofAdvancedAcademics

Teachers will incorporate what they learn from theworkshops in their classrooms to have a direct impact onstudent progress toward AP programming goals and APexam success.

       

3) AP subsidy:Assist ALL students with AP exam fees (non- andfree/reduced program) (projected number of exams for2020 = 3,100 exams @ $94/test less subsidies fromCollege Board, state and federal if applicable);Schools retain a $9 rebate per exam.(Research - GTAP 10)

  Coordinator ofAdvancedAcademics

All students who wish to take an AP exam have financialsupport to do so, thus ensuring equity and access for allstudents to experience rigorous testing environments andthe opportunity to earn college credit before graduatinghigh school.

       

Funding Sources: Local - 142485.00

4) Advanced Academics Coordinator will attend theCollege Board Southwestern Regional conference inFeb. 2020 in (City), TX to stay informed of and sharewith district educators effective programmingevaluations, updates, and measures in AdvancedAcademics. (Research - GTAP 10, GTAP 11, GTAP 12)

  Coordinator ofAdvancedAcademics

Information and strategies for improving instructionalpractices and student performance in Pre-AP/AP and oncollege entrance exams areincorporated into district Advanced Academics programgoals and shared with district coordinators and campusAdvanced Academics Officers.

       

Funding Sources: Local - 1450.00

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Goal 2: Alief ISD will improve student preparation for college and career.

Performance Objective 2: ADVANCED ACADEMICS: By May 2020, students will increase the district 11th grade PSAT mean score to 890, thegraduating senior SAT mean score to 945, and the ACT mean score to 20.

Evaluation Data Source(s) 2: College Board integrated summary reports; PSAT/SAT data; TAPR report; tutorial sign-in sheets; teachertraining sign-in sheets; teacher lesson plans with integrated skills; S.A.T. Scholar list of participants; agendas from meetings; Princeton Reviewdata reports; Tutor.com data reports

Summative Evaluation 2:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Exam preparation and reflection:Before and after the administration of PSAT/SATexams: a) conduct training on the expectations of thePSAT 8/9, PSAT/National Merit ScholarshipQualifying Test (NMSQT) exams and how thestandards are aligned with their current contentTEKS; b) conduct classroom info-sessions prior toOctober test administration to ensure that studentsunderstand the content and performance expectationsof the exam and how the exam data can be used as atool for college readiness, scholarship access, and forpreparation for future college admissions exams; c)plan for and hold exam prep tutorials at the campuslevel; d) assist campuses with creating a plan forpreparing students instructionally prior to the examsand for analyzing the data afterwards; and e) followdistrict procedures for setting up student CollegeBoard accounts. (Research - GTAP 11, GTAP 12)

  Coordinator ofAdvancedAcademics

Campuses will create and follow through on a plan forpre- and post-discussions about the expectations of thePSAT exams, how and where the skills are embeddedin current content pacing guides, how to interpretscores, and how to access available resources to helpthem improve on their scores.

       

Funding Sources: Local - 55750.00

2) Administer the PSAT8/9 exam to all 8th graders.(Research - GTAP 11, GTAP 12)

  Coordinator ofAdvancedAcademics

Students will use their data from the exam to: 1)connect their College Board accounts with KhanAcademy for personalized tutorial experiences, and 2)learn where their strengths and weaknesses are so thatthey can improve upon their scores for future collegeentrance exams.

       

Funding Sources: Local - 26220.00

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3) Administer the PSAT 8/9 exam to all 9th graders.(Research - GTAP 11, GTAP 12)

  Coordinator ofAdvancedAcademics

Students will use their data from the exam to: 1)connect their College Board accounts with KhanAcademy for personalized tutorial experiences, and 2)learn where their strengths and weaknesses are so thatthey can improve upon their scores for future collegeentrance exams.

       

Funding Sources: Local - 29199.00

4) Administer the PSAT/NMSQT exam to all 10thgraders. (Research - GTAP 11, GTAP 12)

  Coordinator ofAdvancedAcademics

Students will use their data from the exam to: 1)connect their College Board accounts with KhanAcademy for personalized tutorial experiences, and 2)learn where their strengths and weaknesses are so thatthey can improve upon their scores for future collegeentrance exams.

       

Funding Sources: Local - 38199.00

5) Administer the PSAT/NMSQT exam to all 11thgraders. (Research - GTAP 11, GTAP 12)

  Coordinator ofAdvancedAcademics

Students will use their data from the exam to: 1)connect their College Board accounts with KhanAcademy for personalized tutorial experiences, and 2)learn where their strengths and weaknesses are so thatthey can improve upon their scores for future collegeentrance exams.

       

Funding Sources: Local - 16800.00

6) Provide access for all 11th graders to the SATexam by offering the College Board SAT Day duringschool hours in March 2020. (Research - GTAP 11,GTAP 12)

  Coordinator ofAdvancedAcademics

The district will provide access to the SAT exam forall 11th graders and that comparative scores betweenthe fall PSAT and the spring SAT exam show growthfor the cohort.

       

Funding Sources: Local - 104676.00

7) Utilize data sources to inform instruction andstudent progress (ACT data report). (Research -GTAP 6, GTAP 11, GTAP 12)

  Coordinator ofAdvancedAcademics

The data will be used to make informed departmentaldecisions about necessary instructional adjustments toaddress any issues.

       

Funding Sources: Local - 400.00

8) In partnership with the Princeton Review: a)provide teacher training for PSAT/SAT instructionalstrategies twice during the school year (for returningSAT teachers and new SAT teachers); b) provideSAT exam prep materials for students; c) providestudents at AECHS with the Early Edge CollegeReadiness Course (semester long); d) provide TSItraining for teachers and study guides for students toincrease the TSI performance. (Research - GTAP 10,GTAP 11, GTAP 12)

  Coordinator ofAdvancedAcademics

Students' average mean scores will increase on collegeentrance exams and that they are more fully preparedfor the skills and expectations on these exams.

       

Funding Sources: Local - 184500.00

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9) S.A.T. Scholars will: a) be invited to attend asummer camp in June 2019 to continue exploringcollege and career opportunities; b) meet as a grouponce in the fall and once in the spring of each schoolyear to network and discuss college and careerreadiness; and c) new scholars will be invited to theinduction ceremony in October 2019. (Research -GTAP 11, GTAP 12)

  Coordinator ofAdvancedAcademics

This group of students will receive additional support,resources, materials, and experiences to help themimprove upon their PSAT 10th grade scores in order totry for National Merit status their junior year and forcollege/scholarship application guidance their juniorand senior year.

       

Funding Sources: Local - 19050.00

10) Provide access to Vocabulary.com for AECHS inpreparation for college entrance exams (PSAT, SAT,ACT, TSI)(Research GTAP

  Campus will printour and analyzestudent usagereports and sharewith AdvancedAcademicsCoordinator

Consistent use of the program should correspond toincreased success on college entrance exams, includingthe PSAT/SAT, ACT, and TSI.

   

Funding Sources: Local - 3360.00

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Goal 2: Alief ISD will improve student preparation for college and career.

Performance Objective 3: ADVANCED ACADEMICS: By May 2020, ensure that 100% of teachers with Gifted and Talented (GT) students in theirclassrooms are in compliance with state training guidelines and expectations for GT identification, assessment, and instructional strategies andmethodologies.

Evaluation Data Source(s) 3: Campus teacher training logs; professional development certificates and verification in Eduphoria portfolios;classroom observations and feedback; AIMS release training day agendas and sign-in sheets; K-12 GT specialist meeting agendas and sign-insheets; Completed curriculum and instruction guides, handbooks, completed identification and assessment matrices and testing documents,online data reports, and presentations for trainings

Summative Evaluation 3:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Membership to Houston GT Coop (Research - GTAP1, GTAP 9, GTAP 10, GTAP 11, GTAP 12)

  Coordinator ofAdvancedAcademics

Educators will be given access to multiple professionaldevelopment opportunities that the Houston GT Coopprovides all year long in order to achieve the initial 30-hour or 6-hour update requirements.

       

Funding Sources: Local - 3260.00

2) Texas Association of the Gifted and Talented(TAGT) membership dues (Research - GTAP 1, GTAP9, GTAP 10, GTAP 11, GTAP 12)

  Coordinator ofAdvancedAcademics

Educators will be given access to and training on theinstructional resources provided by the Texas Associationof the Gifted and Talented in order to improve thelearning experiences of our GT students.

       

Funding Sources: Local - 200.00

3) TAGT conference registration and travel forcoordinator and specialist in Nov. 2019 (City, TX). Thepurpose of this conference is to engage in conversationswith other GT educators about strategies and researchthat support the education of GT students. (Research -GTAP 1, GTAP 4, GTAP 9)

  Coordinator ofAdvancedAcademics

Current information and instructional strategies will beshared with and implemented by campus GT specialistsand teachers in order to improve the learning experiencesof our GT students.

       

Funding Sources: Local - 2620.00

4) Offer online GT training through Mallett & Companyto ensure educators have access to additional GTtraining opportunities (Research - GTAP 1)

  Coordinator ofAdvancedAcademics

100% of targeted educators will have the necessary GTtraining/instruction to be compliant with stateexpectations.

       

Funding Sources: Local - 13000.00

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5) Advanced Academics Specialist will support thedistrict GT program by: a) assisting with classroomwalkthrough visits; b) assisting in the preparation anddelivery of GT meetings and trainings; c) assisting withthe facilitation and completion of GT identification andassessment testing (Research - GTAP 9; GTAP 12)

  Coordinator ofAdvancedAcademics

Campus and district GT program priorities and educatorsare supported in their efforts to positively impact GTstudent achievement.

       

Funding Sources: Local - 3800.00

6) Contracted and extra duty services for assistance withthe GT matrix, testing protocols, and with professionaldevelopment trainings throughout the year to meetcompliance expectations. (Research - GTAP 1, GTAP 3,GTAP 4, GTAP 8, GTAP 10, GTAP 11, GTAP 12)

  Coordinator ofAdvancedAcademics

Campuses receive the resources, materials, and supportnecessary for supporting GT students through a programthat has high expectations and is implemented withfidelity.

       

Funding Sources: Local - 3560.00

7) Promote the Advanced Academics program toparents, students, and community members throughvisibility at events, promotional banners, posters, andother marketing tools. (Research - GTAP 1)

  Coordinator ofAdvancedAcademics

Members of the community, parents, and students aremore aware of the Advanced Academic resources,materials, and events that are offered through Alief andthird-party entities in order to help guide their studentsthrough the processes of becoming college and careerready.

       

8) Continue to offer college/career field trips to Kerrstudents to extend their educational learning experiences(Research - GTAP 11, GTAP 12)

  Coordinator ofAdvancedAcademics

Students will learn more about college enrollmentapplication expectations, registration requirements, andscholarships.

       

Funding Sources: Local - 1500.00

9) Plan for Alief Advanced Academic AchievementAwards (Pent-A) ceremony (medals, teacher awards,invitations). Students, parents, educators, and alumni areinvited to attend the event as a celebration of academicachievement. (Research GTAP 1, GTAP 10)

  Coordinator ofAdvancedAcademics

Students across all grade levels and from all campuses arerecognized for their academic achievements and successthroughout the current school year.

       

Funding Sources: Local - 1500.00

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Goal 2: Alief ISD will improve student preparation for college and career.

Performance Objective 4: ADVANCED ACADEMICS: By May 2020, continue to improve the implementation of Advancement via IndividualDetermination (AVID) with fidelity at all current elementary, intermediate, middle, and high school campuses so as to maintain national certification and addone (1) additional elementary campus as an AVID site.

Evaluation Data Source(s) 4: AVID Coaching & Certification Instrument; evidence binders and reports; AVID data reports; campus AVID siteteam plans; AVID certification documents; master schedules, teacher training sign-in and registration data; sample lesson plans showing AVIDstrategies; AVID campus certification approval status; field trip agendas and attendance sign-in sheets; AVID tutor training agendas and sign-in/time sheets; student Tutorial Request Forms (TRF)

Summative Evaluation 4:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) High School AVID - The following will help fosteran AVID school-wide culture and support the AVIDelective courses and teachers in AVID instructionalWriting, Inquiry, Collaboration, Organization, Reading(WICOR) strategies in order to maintain nationalcertification status:a. Membership Fees - Hastings, Elsik, Taylor, and AliefEarly College High School (AECHS)b. Field Trips - Hastings, Elsik, Taylor (@ $1,700/ea.)c. Transportation for AVID Events - Central budgetd. Tutorials - Local for Hastings, Elsik, and Taylor (@$12,000/campus)e. Tutorials - Title for Hastings, Elsik, Taylor (dividedup by enrollment and number of elective classes needingcoverage)f. Materials and Supplies - Local for Hastings, Elsik,and Taylor (@ $700/ea.)g. Materials and Supplies - Title for AECHS(Research - GTAP 9, GTAP 11, GTAP 12)

  Coordinator ofAdvancedAcademics

Campuses utilizing AVID schoolwide will see anincrease in AVID student performance on state andnational exams and in the classroom, an increase in thenumber of students applying for and being accepted topost-secondary institutions, and an increase in the use ofAVID strategies and methodologies which supportcampus goals.

       

Funding Sources: Local - 64200.00, Title IV - 53000.00

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2) Middle school AVID - The following will help fosteran AVID school-wide culture and support the AVIDelective courses and teachers in AVID instructionalWICOR strategies in order to maintain nationalcertification status:a. Membership fees (6 @ $4,150/ea.)b. Tutorials (6 @ $5,000/ea.)(Research - GTAP 7, GTAP 11, GTAP 12)c. Resources and supplies for implementation andexpansion for AVID Schoolwide (Research GTAP 9,GTAP 11, GTAP 12)

  Coordinator ofAdvancedAcademics

Campuses utilizing AVID schoolwide will see anincrease in student performance on state and nationalexams and in the classroom, an increase in the number ofstudents taking advanced-level courses, and an increase inthe use of AVID strategies and methodologies whichsupport campus goals.

       

Funding Sources: Title IV - 50400.00

3) Elementary AVID (including Intermediate schools):to help promote an AVID school-wide culture and tosupport teachers, campuses will continue school-wideimplementation and refinement of the organizationaltools, note-taking, inquiry levels, and other WICORstrategies.a. Membership fees (6 intermediate, 10 elementary) andup to two additional campuses

(Research - GTAP 1, GTAP 11, GTAP 12)

  Coordinator ofAdvancedAcademics

Campuses utilizing AVID schoolwide will see anincrease in student performance on state exams and in theclassroom, and an increase in the use of AVID strategiesand methodologies which support campus goals.

       

Funding Sources: Title IV - 46064.00

4) To foster participation and recruitment, AVIDstudents in middle and high school will participate in anAVID Rally Day to celebrate the success of AVID ontheir campuses, to hear a keynote speaker, and to askquestions of a panel of students who are former AliefAVID graduates and will include: a) an AVID RallyDay souvenir; and b) transportation to the event. AVIDSite Coordinators will visit campuses with students torecruit at younger grade levels (Research GTAP 1,GTAP 11, GTAP 12)

  Coordinator ofAdvancedAcademics

Students will learn of the benefits of the AVID electiveclass and how it supports them in advanced-level classesand for preparation for college and guidance with theentire application/enrollment process.

       

Funding Sources: Local - 2300.00, Title IV - 950.00

5) In order to assist with training and implementation ofthe AVID school-wide initiative and WICOR strategies,attendance at the annual AVID Summer Institutes willcontinue to support AVID Site Teams with planning andexecution of site team college/career readiness goals. a)registration $825/pp, allot two spots per campus, plusadditional 4 spots for new campus; b) district directorand co-director travel to Summer Institute. (Registrationis free); c) Co-DD extra duty pay for planning for andfacilitating site team time at SI(Research - GTAP 10, GTAP 11, GTAP 12)

  Coordinator ofAdvancedAcademics

Educators will incorporate the learned AVID strategiesand methodologies into their day-to-day lesson planning.

       

Funding Sources: Title II - 57100.00, Local - 4400.00

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6) Alief AVID Summer Workshops will be held eachyear to assist in alleviating the costs of sendingeducators to AVID Summer Institutes. (Research -GTAP 11, GTAP 12)

  Coordinator ofAdvancedAcademics

Attendance to this event will help improve instruction,leadership, systems, and culture at AVID sites in order toimprove student achievement and success for post-secondary opportunities.

       

Funding Sources: Title II - 1500.00

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Goal 2: Alief ISD will improve student preparation for college and career.

Performance Objective 5: CAREER & TECHNICAL EDUCATION: By May 2020, 100% of all Perkins and Performance-Based Monitoring AnalysisSystem (PBMAS) required standards will be met.

Evaluation Data Source(s) 5: 1. Status of implementation of each action item will be reviewed in September/October 2019, February 2020, andJune 2020. 2. Attendance, agendas, and minutes will be kept showing all meetings as well as survey results from stakeholder input. 3. TEAPBMAS Report review to determine areas at risk of not meeting standard followed up by plan of action as needed. 4. Results of the annualProgram Effectiveness Review (PER) completed and submitted to TEA each August.

Summative Evaluation 5:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Utilize data from a comprehensive programevaluation to develop, operate, and evaluate the CTEprogram according to state and federal guidelines.(Perkins)

  CTE Central Staff 100 % Perkins requirements will be met or exceeded        

Funding Sources: Grant: Perkins Grant - 0.00

2) Review Perkins accountability results and use CTEstudent performance data to drive goals, strategies, andcontinuous improvement. (Perkins)

  CTE Central Staff All coherent sequences result in certifications and/orarticulated / dual credit.

       

Funding Sources: Grant: Perkins Grant - 0.00

3) Assess Performance Based Monitoring (PBM) datareports and follow-up data as available to guide localapplication planning and improvement strategies.(Perkins/ PBM)

  CTE Central Staff All populations of CTE students will meet or exceed staterequired percentages.

       

Funding Sources: Grant: Perkins Grant - 0.00

4) Working with both SPED and SLE, CTE will trainteachers on strategies to address these specialpopulations.

  CTE Central Staff Student success on EOC exams, sign in sheets andagendas.

       

5) Consistently implement programs across the districtat all campuses. (Perkins / PBM)

  CTE Central Staff Students have the opportunity to complete a coherentsequence while in high school regardless of their homecampus offerings.

       

Funding Sources: Grant: Perkins Grant - 380000.00

6) All stakeholders within the district understand theirrole in the performance based monitoring (PBM)process and data that pertains to the program. (PBM)

  CTE Central Staff Work with stakeholders to understand the PBM processand how it affects their campus and CTE.

       

Funding Sources: Grant: Perkins Grant - 0.00

7) Perkins allocations will be spent in accordance withthe nine requirements of the grants. (Perkins)

  CTE Central Staff At completion of PER in August, all nine requirementshave been met.

       

Funding Sources: Grant: Perkins Grant - 338000.00

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8) Train counselors on CTE programming and non-traditional careers.

  CTE Central Staff All counselors will have a greater understanding how tocounsel for non-traditional careers.

       

Funding Sources: Grant: Perkins Grant - 0.00

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Goal 2: Alief ISD will improve student preparation for college and career.

Performance Objective 6: CAREER & TECHNICAL EDUCATION: By May 2020, Career & Technical Education (CTE) will increase student enrollmentand participation opportunities by 5%.

Evaluation Data Source(s) 6: 1. Status of implementation of each action item will be reviewed in September/October, February, and June . 2.Attendance, agendas, and minutes will be kept showing all meetings as well as survey results from stakeholder input. 3. TEA PBMAS Reportreview to determine areas at risk of not meeting standard followed up by plan of action as needed. 4. Results of the annual ProgramEffectiveness Review completed and submitted to TEA each August.

Summative Evaluation 6:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Explore options for ensuring all offered pathwaysculminate with multiple options for completion in orderto earn an endorsement.

  CTE Central Staff Additional opportunities for students to participate inCTE outside of the traditional school day / year.

       

Funding Sources: Local - 180225.00, Grant: Perkins Grant - 0.00TEA Priorities

Connect high school to career and college2) Ensure that all identified pathways provideopportunities for certification and or college credit.

  CTE Central Staff Pathways will all culminate in opportunities forcertification and or college credit.

       

Funding Sources: Grant: Perkins Grant - 100000.00

TEA PrioritiesConnect high school to career and college

3) Continue to identify and develop pathways to meethigh demand, high wage employment opportunitieswithin the greater Houston area.

  CTE Central Staff Additional pathway opportunities will be identified anddeveloped for student participation.

       

Funding Sources: Grant: Perkins Grant - 90000.00

4) Implement and adjust as needed a strategic plan forawareness and recruitment Pre-K through 8th grade toensure students are ready to make choices upon enteringhigh school.

  CTE Central Staff Stakeholders with emphasis on PK-8 are had exposureand opportunity to learn about CTE pathway options.

       

Funding Sources: Grant: Perkins Grant - 0.00, Local - 0.00

5) Continue to work with campuses / staff to providestudents leadership opportunities through participationin Career and Technical Student Organizations. i.e.FFA, FBLA, BPA, DECA, Skills USA, TAFE, FCCLA

  CTE Central Staff CTE pathways have increased the number of CTSOopportunities for students.

       

Funding Sources: Grant: Perkins Grant - 0.00

6) Programs consistently implemented across thedistrict.

  CTE Central Staff Students have the opportunity to complete a coherentsequence while in high school which includes articulated/dual credit opportunities and / or certifications.

       

Funding Sources: Grant: Perkins Grant - 0.00

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7) Work with the Counseling and Guidance Departmentto develop and implement a plan for course selectionthat is more consistent and to develop a plan forschedule changes within the CTE program.

  CTE Central Staff A plan has been developed and implemented tostreamline the course selection process.

       

Funding Sources: Grant: Perkins Grant - 0.00

8) Targeted CTE recruitment and cluster awarenessthrough the College and Career Readiness course at themiddle school.

  CTE Central Staff The CCR course has an aligned curriculum to supportawareness of high school CTE pathways.

       

Funding Sources: Grant: Perkins Grant - 0.00, Local - 0.00

9) Working closely with teachers, pathways arevertically aligned and curriculum is relevant andengaging.

  CTE Central Staff All stakeholders have a greater understanding of the CTEcourses and pathways resulting in a higher completionrate of CTE coherent sequence participants.

       

Funding Sources: Grant: Perkins Grant - 0.00

10) Provide professional development to counselors andteachers on CTE pathways and courses offered.

  CTE Central Staff Teachers and counselors have a greater understanding ofCTE pathways.

       

Funding Sources: Grant: 21st Century Grant - 0.00

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 2: Alief ISD will improve student preparation for college and career.

Performance Objective 7: CAREER & TECHNICAL EDUCATION: By May 2020, CTE will increase the number of business/industry partnershipopportunities by 5%.

Evaluation Data Source(s) 7: Presentation of partnership development and future opportunities.

Summative Evaluation 7:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Develop a working relationship with the current andfuture business / industry partners to provideopportunities for both students and faculty to furthertheir skill development to meet workforce needs.

  Central CTE Staff Internships and work-based learning opportunities forstudents have been secured. Externships for teachers tofurther develop their industry related skills have beensecured.

       

2) Identify and develop additional industry partnerswithin the district to establish specific employmentneeds and partnership potential.

  Central CTE Staff Partnership participation in advisory committees / boardsto include opportunities for students.

       

3) Explore the need for an assigned staff member tocoordinate and cultivate the workforce needs of thecommunity.

  Central CTE Staff Presentation of opportunities and workload specific tosuch position.

       

Funding Sources: Grant: Perkins Grant - 0.00

4) Explore and develop opportunities for the Center tobe utilized by the community in partnership with AISDand business / industry and post-secondary.

    Usage of the Center by business / industry partners.        Funding Sources: Grant: Perkins Grant - 0.00

5) Develop a plan to ensure partnership development ismeaningful and that both sides feel that the partnershipis a win-win.

    Business / Industry relationships have developed intoworking partnerships.

       

Funding Sources: Grant: Perkins Grant - 0.00

6) Explore opportunities for teacher externships andstudent internships / mentorships

    An increased number of externship and internshipopportunities are implemented.

       

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 2: Alief ISD will improve student preparation for college and career.

Performance Objective 8: CAREER AND TECHNICAL EDUCATION: By May 2020, CTE will increase the number of post-secondary opportunities forstudents by 5%.

Evaluation Data Source(s) 8: Class rostersPEIMS reports

Summative Evaluation 8:

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

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Continue to identify workforce dual credit andcontinuing education opportunities for CTE students.

  CTE Central Staff Additional dual credit courses and pathways will beidentified.

       

Funding Sources: Grant: Perkins Grant - 0.00

2) Identify new post-secondary partners.     Additional post secondary partners will begin workingwith Alief CTE.

       

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 2: Alief ISD will improve student preparation for college and career.

Performance Objective 9: COUNSELING: By May 2020, increase by 10% the number of college eligible seniors tested for Texas Success Initiative (TSI)who do not meet college and career readiness (CCR) measures.

Evaluation Data Source(s) 9: Comparison of the percentage of students being administered the assessment from 2018-2019 to 2019-2020.

Summative Evaluation 9:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Increase collaboration with campuses tostreamline the assessment process for TSI.

  Director ofCounselingCoordinator ofCounselingCCR Facilitator

Campus CCR Teams will be effective in identifyingcollege-eligible seniors who need the TSIA andensure they are all tested.

 

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 2: Alief ISD will improve student preparation for college and career.

Performance Objective 10: COUNSELING - FOSTER CARE: By May 2020, the percentage of foster care students who are provided information on post-secondary benefits will increase by 15%.

Evaluation Data Source(s) 10: Counselors will display post-secondary options for foster care students in counseling suites; information will begiven to foster care students during individual conferences; counselor log meetings in ESP.

Summative Evaluation 10:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Develop a scheduled time to meet with Foster Carestudents each report card cycle.

2.6 District Foster CareLiaison

District CampusCounselors

Discuss report card grades and discuss any resources thatwill assist the foster care student.

       

2) Information to Foster Care students regarding (ETV)Education & Training Vouchers for post-secondarybenefits

2.6 District Foster CareLiaison

District CampusCounselors

Foster Care students will know the benefits afforded tothem to continue post-secondary options.

       

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 2: Alief ISD will improve student preparation for college and career.

Performance Objective 11: COUNSELING- PREGNANCY RELATED SERVICES: By May 2020, exposure to post-secondary options for pregnant andparenting seniors will increase by 5%.

Evaluation Data Source(s) 11: Documentation will include sign-in sheets from college/career visits, and mentoring sessions will be kept inPRS files.

Summative Evaluation 11:

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

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

TEA PrioritiesConnect high school to career and college

1) PRS/ PEP Seniors will attend college/careerpresentations and will visit campus college/careercenters to discuss/plan for post-secondary options(ongoing).

  PRS Staff Students will explore careers, colleges and/or tradeschools.Students will also develop a post-secondary plan; havethe ability to complete college/trade school applications;and apply for FAFSA/TASFA, before graduating.

       

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 2: Alief ISD will improve student preparation for college and career.

Performance Objective 12: DISTANCE LEARNING: By summer 2020, district-created blended courses will increase to five courses.

Evaluation Data Source(s) 12: The development of the fifth course, sign-in sheets, and training logs

Summative Evaluation 12:

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

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Provide training and support for teachers of the new8th Grade Social Studies course in the use of theLearning Management System and working in a blendedenvironment. (course #4)

  InstructionalTechnologyCurriculumSpecialist

Sign-in sheets        

Funding Sources: Local - 0.00

2) Extra duty for instructional support for revisions toexisting blended courses.

  InstructionalTechnologyCurriculumSpecialist

Contracts and Sign-in sheets        

Funding Sources: Local - 11364.00

3) Partner with Core Curriculum Coordinator to developa fifth blended course.(http://bit.ly/2vyIaNs)(http://bit.ly/2XEcsIn)

  InstructionalTechnologyCurriculumSpecialist

Fifth course developed        

Funding Sources: Local - 0.00

4) Budget 15 days' pay for up to 5 teachers for thedevelopment of 5th blended course.

(Distance Learning - #2, #6)

  InstructionalTechnologyCurriculumSpecialist

Signature or Training logs        

Funding Sources: Title IV - 15000.00

5) Partner with Specialist and teachers to developblended units for grades 1-8 in different content areas.(http://bit.ly/2vyIaNs)

  InstructionalTechnologyCurriculumSpecialist

Planning Calendar and Sign-in sheets        

Funding Sources: Local - 0.00

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Goal 2: Alief ISD will improve student preparation for college and career.

Performance Objective 13: SECONDARY LANGUAGE ARTS: By May 2020, the number of students achieving Meets or above will increase by 3% foreach grade level STAAR Reading and STAAR EOC assessment.

Evaluation Data Source(s) 13: Texas Academic Performance Report

Summative Evaluation 13:

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

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Utilize Word Play Shakespeare in order to helphigh school students access and deconstructcomplex text.(TEC 6, AVID 4, AVID 8)

  Secondary ELACoordinator

Improved ability to deconstruct complex texts.        

Funding Sources: Title I - 5000.00

TEA PrioritiesConnect high school to career and college

2) Partner with College Board to provide two daysof Pre-AP Vertical Alignment training for grades 7-10.(SELA 1, AVID 8, AVID 4, SS 1,SS 2)

  Secondary ELACoordinatorAdvancedAcademicCoordinator

Improved first line TEKS aligned instruction.        

Funding Sources: Title II - 0.00

TEA PrioritiesBuild a foundation of reading and math

3) Partner with Writers in Schools and otherorganizations to provide authentic and enrichingliterary experiences to students in grades 7-12.(SELA1, AVID 8, AVID 4)

2.5 Secondary ELACoordinator

Rich literacy culture and positive attitudes towardreading

       

Funding Sources: Title II - 6000.00

4) Support students in submissions for ScholasticArt and Writing Contest.

(AVID 8, AVID 4)

  Secondary ELACoordinator

Increased publishing opportunities for students        

Funding Sources: Title I - 600.00

5) Provide extra duty pay for teachers to chaperonestudents to after school enrichment activitiesincluding Scholastic Art & Writing ceremony.

  Secondary ELACoordinator

Increased student exposure to authentic literaryexperiences

 

Funding Sources: Title I - 6000.00

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6) Provide bus transportation for enrichmentactivities including Scholastic Art and WritingCeremony.

  Secondary ELACoordinator

Increased student exposure to authentic literaryexperiences

 

Funding Sources: Title I - 3000.00

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 2: Alief ISD will improve student preparation for college and career.

Performance Objective 14: SECONDARY LANGUAGE ARTS: By May 2020, the percentage of seniors meeting the TSI college readiness indicator inEnglish Language Arts will increase by 3%.

Evaluation Data Source(s) 14: Texas Academic Performance Report

Summative Evaluation 14:

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

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

TEA PrioritiesConnect high school to career and college

1) Provide professional development for teachers onthe alignment of TEKS and to CCRS, and STAAREOC to TSI and SAT.(SELA 1, AVID 4, AVID 8, TEC 6)

  Secondary ELACoordinator

Improved teacher understanding of alignmentbetween TEKS and College Readiness Standards

       

2) Embed TSI and SAT test preparation lessons intohigh school units of study.(AVID 4, AVID 8, TEC 6)

  Secondary ELACoordinator

Improved student understanding of skills assessed oncollege readiness tests.

       

TEA PrioritiesConnect high school to career and college

3) Partner with College Board or other equal caliberconsultant to provide professional development inthe area of college readiness for high schoolteachers.(SELA 1, AVID 4, AVID 8, TEC 6)

  Secondary ELACoordinator

Increased number of college ready students        

Funding Sources: Title II - 2000.00

TEA PrioritiesConnect high school to career and college

4) Provide Edgenuity tutorials for students inpreparation for the TSIA.

  Secondary ELARCoordinator

Director ofInstruction

Improved student performance on TSIA  

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 2: Alief ISD will improve student preparation for college and career.

Performance Objective 15: SECONDARY MATH: By May 2020, student retention (continuous enrollment) in PreAP/AP courses from middle schoolthrough Grade 11 and 12 will increase from 43% to 46%.

Evaluation Data Source(s) 15: Transcript records of PreAP students.

Summative Evaluation 15:

TEA Priorities: 2. Build a foundation of reading and math. 3. Connect high school to career and college.

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

TEA PrioritiesBuild a foundation of reading and mathConnect high school to career and college

1) Properly identify PreAP students in middle schoolAlgebra 1. Provide detailed data analysis and classplacement recommendations to campuses.

  Secondary MathCoordinator andDistrict MathInterventionists.

Increase student retention (continuous enrollment) inPreAP/AP courses from 50% to 53%.

       

TEA PrioritiesBuild a foundation of reading and mathConnect high school to career and college

2) Teachers will attend College Board and PreAP/APtargeted professional development.

  Secondary MathCoordinator andDistrict MathInterventionists.

Increase student retention (continuous enrollment) inPreAP/AP courses from 50% to 53%.

       

Funding Sources: Title II - 2500.00TEA Priorities

Build a foundation of reading and mathConnect high school to career and college

3) Support campuses in developing intervention plans tostudents beginning to struggle with PreAP/AP content.

  Secondary MathCoordinator andDistrict MathInterventionists.

Increase student retention (continuous enrollment) inPreAP/AP courses from 50% to 53%.

       

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 2: Alief ISD will improve student preparation for college and career.

Performance Objective 16: SECONDARY MATH: By July 2020, college ready graduates (per TEA Accountability requirements) in Mathematics willincrease from 41% to 44%. Increase TSI performance for 12th graders from 31% to 34%.

Evaluation Data Source(s) 16: TEA College and Career Readiness data.

Summative Evaluation 16:

TEA Priorities: 3. Connect high school to career and college. 2. Build a foundation of reading and math.

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

TEA PrioritiesConnect high school to career and collegeBuild a foundation of reading and math

1) Utlilize PSAT data to target instruction for TSI andSAT.

  Secondary MathCoordinator andDistrict High SchoolMath Interventionist.

By July 2020, CCR graduates in math will increase from41% to 44%.

       

TEA PrioritiesConnect high school to career and collegeBuild a foundation of reading and math

2) Provide TSI/SAT math professional development andPLCs to secondary math teachers.

  Secondary MathCoordinator andDistrict High SchoolMath Interventionist.

By July 2020, CCR graduates in math will increase from41% to 44%.

       

TEA PrioritiesBuild a foundation of reading and mathConnect high school to career and college

3) Provide TSI/SAT curriculum alignments andintegrate calculator/non-calculator problem solvingstrategies to meet the expectations of TSI/SAT contentand depth of knowledge.

  Secondary MathCoordinator andDistrict High SchoolMath Interventionist.

By July 2020, CCR graduates in math will increase from41% to 44%.

       

TEA PrioritiesBuild a foundation of reading and mathConnect high school to career and college

4) Provide online curriculum supports and interventions,such as Edgenuity, to customize instruction to meetstudent needs and close learning gaps.

  Secondary MathCoordinator andDistrict High SchoolMath Interventionist.

By July 2020, CCR graduates in math will increase from41% to 44%.

       

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 2: Alief ISD will improve student preparation for college and career.

Performance Objective 17: SECONDARY SCIENCE: By May 2020, 100% of the STEM Academy campuses (Killough and Olle Middle Schools, andAlief Early College High School), all non STEM secondary campuses, and the district STEM Committee will continue to identify, implement, monitor, andevaluate research-based STEM best practices and skills and student achievement in STEM coursework.

Evaluation Data Source(s) 17: Number of STEM PD participants, number of STEM students, STEM classroom walk-throughs, STEM PLCs,number of technology ordered, number of STEM PD sessions held in the district and outsourced to entities such as the University of TexasMedical Branch T-STEM Center, STEM conferences, number of staff and students participating in Seaperch, STEM books for PLC teams,STEM courses, STEM Festivals, STEM supplies, and field trips, etc.

Summative Evaluation 17:

TEA Priorities: 1. Recruit, support, retain teachers and principals. 3. Connect high school to career and college.

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Secondary Science will provide STEM resourcessuch as technology, professional development,innovative technologies, book study, field trips, T-STEM network visits, conference fees, Seaperchunderwater robotics competition, supplies, extra dutypay, supplemental curricula (i.e. Jason Learning) andmaterials. (Research- 23, SCI 27, SCI 31, SCI 35, SCI36, SCI 39, SCI 40, SCI 41)

  Secondary ScienceCoordinator,Secondary ScienceInterventionist,District STEMCommittee, STEMAcademy Principals,STEM Teachers, etc.

STEM annual reporting, DCA data of STEM students vs.non- STEM students in math, science, social studies, andELA, teacher survey, CWTs, etc.

       

Funding Sources: Jason Project - 30000.00, Title IV - 80000.00

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 2: Alief ISD will improve student preparation for college and career.

Performance Objective 18: SECONDARY SCIENCE - STEM ACADEMY: By May 2020, the Academy will provide a STEM-focused program servingstudents in Grades K-12 with an active relationship with the feeder middle school(s), intermediate schools, and elementary schools.

Evaluation Data Source(s) 18: Sign-in sheets documenting student participation; Pictures; Social media reporting

Summative Evaluation 18:

TEA Priorities: 3. Connect high school to career and college. 4. Improve low-performing schools.

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

TEA PrioritiesRecruit, support, retain teachers and principalsConnect high school to career and college

Improve low-performing schools1) Alief STEM Academy will provide inclusiveSTEM activities both inside and outside theclassroom for all students.

  STEM FacilitatorCampus STEMpersonnel,Secondary ScienceCoordinator &interventionist,,Elementary ScienceCoordinator andInterventionist, &Campus Principal

100% of STEM students will participate in a STEMenrichment activity.

       

Funding Sources: Title IV - 3000.00TEA Priorities

Recruit, support, retain teachers and principalsConnect high school to career and college

Improve low-performing schools2) Alief STEM Academy will provide inclusiveSTEM activities both inside and outside theclassroom for all students.

  STEM Facilitator,Secondary ScienceCoordinator,Elementary ScienceCoordinator,Secondary andElementary ScienceInterventionist

50% of students will participate in STEM excursions.  

Funding Sources: Title IV - 18000.00

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 2: Alief ISD will improve student preparation for college and career.

Performance Objective 19: SECONDARY SCIENCE - STEM ACADEMY: By May 2020, the Academy will maintain strategic partnerships with businessand industry partners and institutions of higher education (IHE) to offer a variety of STEM careers.

Evaluation Data Source(s) 19: Sign-in sheets documenting student participation; maintain partnerships IHE; business/industry partner;aggregate data describing STEM student participation; and help create a four-year crosswalk document with local IHE.

Summative Evaluation 19:

TEA Priorities: 3. Connect high school to career and college. 4. Improve low-performing schools.

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

TEA PrioritiesConnect high school to career and college

Improve low-performing schools1) Alief STEM Academy will maintain memoranda ofUnderstanding (MOU) that clearly define the roles andresponsibilities of a strong partnership with businessand/or industry partners.

  STEM Facilitator,Secondary ScienceCoordinator&Interventionist;Elementary ScienceCoordinator &Interventionist,Director ofCurriculum andInstruction

75% of STEM students will learn about an industrycertifications by graduation.

       

Funding Sources: Title IV - 0.00

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 2: Alief ISD will improve student preparation for college and career.

Performance Objective 20: SECONDARY SOCIAL STUDIES: By July 2020, 35% of students administered a social studies AP assessment will score a 3,4, or 5.

Evaluation Data Source(s) 20: Social Studies DCA results by district, campus and subgroup (Fall 2019, Spring 2020), STAAR and EOC dataavailable Spring 2020, AP assessment results will be available summer 2020.

Summative Evaluation 20:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Implement Writing Expectations Framework withfidelity for Pre-AP/AP social studies in grades 7-12.a. Provide team members with a rubric to evaluate theimplementation of the Vertical Team Expectations.b. Utilize AP Vertical Team to calibrate writingexpectationsb. develop portfolio requirements for all Pre-AP/APstudents(Research - SS 1, SS 2, SS 4)

  Social StudiesCoordinator,Secondary SocialStudies Specialists,CampusAdministrators

CCAs, DCAs, AP data, AP Vertical Team collaborationand survey

       

Funding Sources: Local - 0.00

2) Document Based Questioning (DBQ) for K-12,aligned to AP requirements.a. provide training for DBQ requirements during APVertical Meetings (7-12) through collaboration withCollege Boardb. use rubric to evaluate DBQ implementation (K-6)during planning, PLC, and Lead Teacher.(Research - SS 2, SS 9)

  Social StudiesCoordinator,Elementary SocialStudies Strategist,Lead Teachers

DCAs, Lead Teacher Survey, DBQ Rbric        

Funding Sources: Local - 0.00

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 2: Alief ISD will improve student preparation for college and career.

Performance Objective 21: SPECIAL EDUCATION: By May 2020, Alief will improve structures for graduation and transition services, includingemployability skills and agency connection.

Evaluation Data Source(s) 21: Class rosters, vocational sites, student achievement data

Summative Evaluation 21:

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

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Improve instructional practices in Functionalclassrooms PK-12 & 18+(SPED 12, 14, 15)

  Functional ContentCoordinators

Students will have improved first-line instruction towardtheir pre-requisite skills

       

Funding Sources: IDEA - 0.00

2) Offer high school work-based learning courses andcurriculum (SPED 12, 14, 15)

  Functional ContentCoordinators

Students will gain specific employability skills during thecourse of their high school careers, thereby improvingtheir transition planning and graduation eligibility.

       

Funding Sources: IDEA - 0.00

3) Provide support in CTE coursework to increaseparticipation and improve passing rates

  TransitionCoordinators

A more appropriate percentage of students withdisabilities will participate in CTE pathways.

       

4) Improve transition services to families, includingassistance accessing agency support (TWFS, HarrisCenter, etc.)

  TransitionCoordinators

A higher percentage of students will meet graduationcriteria after 4 years of high school, and will not need toaccess 18+ services to meet graduation criteria.

       

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 3: Alief ISD will maintain a safe and orderly environment.

Performance Objective 1: PREVENTION & SAFE SCHOOLS: By June 2020, the number of student offenses district-wide will decrease by 3%.

Evaluation Data Source(s) 1: 2019-20 discipline incidents will be compared to 2018-2019.

Summative Evaluation 1:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Boys Clubs - Provide transportation for studentfield trips. (Research - SAP 7, 8)

  Prevention & SafeSchools (PASS)Specialist

Transportation records        

Funding Sources: Title IV - 4500.00

2) Boys Clubs - Print materials needed for BoysClubs Conference and programs. (Research- SAP7,8)

  PASS Specialist Requisitions        Funding Sources: Title IV - 1500.00

3) Boys Clubs - Provide professional developmentfor club sponsors and staff in strategies to help boys(Research - SAP 7, 8)

  PASS Specialist Contracts and attendance rosters        Funding Sources: Title IV - 1500.00

4) Boys Club - Purchase Supplies for Boys ClubActivities (Research - SAP 7, 8)

  PASS Specialist Invoices    

Funding Sources: Title IV - 500.00

5) Restorative Practices - Hire consultants fromNational Educators for Restorative Practices for thefollowing:-3 days of one day training of 150 teachers x $125=$28,750-One day of training for 100x$100= $10,000-Campus Walk-Thrus 4 days x $2500/day = $10,000-Bridging the Gap support personnel training $2500(Research - PASS 18,19)

  PASS Specialist Training evaluations, attendance records, manuals,notes and sessions feedback will be used in additionto examining suspension/alternative placement data.

       

Funding Sources: Title IV - 51250.00

6) Restorative Practices - Purchase supplies forRestorative Practices Program. (Research- PASS 18,19)

  PASS Specialist Requisitions        Funding Sources: Title IV - 2500.00

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7) Hire Aim for Success to provide the followingstudent assemblies:- 2nd GradeSuper Friends, $16,095-5th Grade Empowered to Defend Bully Prevention,$8190-6th Grade: Aim For Success Sexual ActivityPrevention. $8190-7th Grade: The Next Chapter Bully Prevention,$16,035-8th Grade: Radical Bully Prevention $16,035-9th Grade: Focus on Success Technology, Sextingand Pornography,$!3,190(Research PASS 1,2,8,15,AE 7)

  Prevention andSafe SchoolsSpecialist

There will be a decrease in offenses for the categoriesimpacted.

       

Funding Sources: Title IV - 77675.00

8) PASS: Hire two consultants for Alief Safe andCivil Schools Conference to train district ABCteams in Foundations and in utilizing Safe and CivilSchools Foundations for campus management andthe STOIC framework for classroom management.(Research PASS 3,9,11)

  PASS Specialist Agenda, Schedule,Sign Ins, Evaluations

       

Funding Sources: Title IV - 27000.00

9) PASS: Purchase training books and videos forSafe and Civil Schools Conference and otherprograms. Research- PASS (1, 2, 3, 5, 14)

  PASS Specialist Invoices  

Funding Sources: Title IV - 2750.00

10) PASS -Budget for the following registration andtravel for Prevention and Safe School Specialists tostay abreast of new and updated ways to train inorder to meet Board Goals:-National Educators Restorative PracticesConference Irving,TX $6390 (5)-National Alliance of Black School Educators ConfDallas, TX $3909 (2)-Knight Sprick Coaching- Dallas, TX$6056 (4)-School Culture and Climate Forum - San Antonio,TX $4350 (3)- Eric Jenson'sTeaching with the Brain in Mind - San Antonio, TX$1500(1)(Research - PASS 3, 9, 11)

  PASS Travel Records, PowerPoints, Trainings        

Funding Sources: Title IV - 22264.00

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11) PASS & PPC: Purchase general supplies.(Research - PASS 1, 2, 3, 5, 14)

  Prevention andSafe SchoolSpecialist

Invoices        

Funding Sources: Title IV - 1250.00

12) PASS & PPC - Print bully posters, materials,and curriculum for trainings. (Research - PASS 1, 2,3, 5, 14)

  Prevention andSafe SchoolSpecialist

Print shop requisitions        

Funding Sources: Title IV - 2500.00

13) PPC - Provide extra duty pay for 43 PreventionProgram Coordinators for Alief ISD campuses.(Research - PASS 1, 2, 3, 5, 14)

  Prevention andSafe SchoolSpecialist

PASS Specialist will keep Prevention ProgramCoordinators Initiative records of all PPC meetingsevaluations, Red Ribbon calendars, campus bullypresentations, and other primary events.

       

Funding Sources: Title IV - 27950.00

14) PPC -Contract for CIS PPCs to receive staffstipends. (Research - PASS 1, 2, 3, 5, 14)

  Prevention andSafe SchoolSpecialist

Prevention Program Coordinators Initiative records ofall meetings, evaluations, Safe School Plans, RedRibbon week, campus bully presentations, and otherprimary events

       

Funding Sources: Title IV - 2000.00

15) PPC - Purchase curriculum notebooks andtraining supplies from warehouse. (Research - PASS1, 2, 3, 5, 14)

  Prevention andSafe SchoolSpecialist

Warehouse orders        

Funding Sources: Title IV - 2000.00

16) PPC - Hire national consultants for training inbullying, psycho-social skills, social emotionallearning, advanced communication skills, conflictresolution and the summer 2020 ParaprofessionalConference. (Research - PASS 1, 2, 3, 5, 14)

  Prevention andSafe SchoolSpecialist

SAP Coordinator will keep all training attendancerecords, evaluations of all sessions, training handouts,and training notes.

       

Funding Sources: Title IV - 25000.00

17) SAP -Hire professional Student AssistanceProgram (SAP) consultant for the following: 4 daysof Basic Training, 7 days of customized AdvancedSAP training and the writing of Basic and Advancedcustomized course materials. (Research - SAP 1,2,3, 4, 6)

  Prevention andSafe SchoolSpecialist

Students connected to school and number of goodrelationships will be impacted by staff led groups,classroom circles, and classroom social emotionallearning lessons.

       

Funding Sources: Title IV - 32500.00

18) Fire Up Learning - Hire consultant for Fire UpLearning courses, psycho-social training modules,educational support groups, one on one coachingand follow up. (Research - PASS 1,3)

  Prevention andSafe SchoolSpecialist

Fire Up Coordinator will keep all course evaluations,attendance records, training manuals, notes andsessions feedback.

       

Funding Sources: Title IV - 16000.00

19) Cultural Responsiveness - Travel for CulturalResponsiveness training is needed for PASS team ,administrators or support staff.(Research - PASS 20, 21, 22)

  PASS Specialists Course evaluations, attendance records, trainingmanuals, notes and sessions feedback

       

Funding Sources: Title IV - 3000.00

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20) Cultural Responsiveness - Training books areneeded for Cultural Responsiveness Training.

  PASS Specialists          Funding Sources: Title IV - 1000.00

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 3: Alief ISD will maintain a safe and orderly environment.

Performance Objective 2: SPECIAL EDUCATION: By May 2020, 100% of campuses will have a core crisis team made up of administrators, generaleducation and special education instructional staff - Texas Behavior Support Initiative (TBSI).

Evaluation Data Source(s) 2: Campus data about Crisis Team Members

Summative Evaluation 2:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Campus principals will identify the members of thecore crisis team, including administrators, generaleducation teachers and special education instructionalstaff. Appropriate team members will complete TBSItraining.(SPED 23)

2.5 CampusAdministrators,Special EducationCoordinatoroverseeing TBSI

A roster of staff members trained will be maintained.        

Funding Sources: Local - 12000.00

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 3: Alief ISD will maintain a safe and orderly environment.

Performance Objective 3: STUDENT SERVICES - HEALTH SERVICES: By June 2020, 100% of campuses will have implemented electronic medicalrecord keeping in ESP.

Evaluation Data Source(s) 3: Determine whether or not ESP is adequate for campus health records and make a recommendation toSuperintendent's Council to continue use of ESP, or choose another product.

Summative Evaluation 3:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Train staff and monitor implementation of EMR inESP

  Health ServicesCoordinator andCentral HealthAdvisory Team(CHAT)

Successful use of an ESP module that can be used by allcampus nurses

       

2) On-going quality improvement pertinent to HealthServices.

  Health ServicesCoordinator andCentral HealthAdvisory Team(CHAT)

Usage reports provided by E-School plus will be analyzedby the Health Services Staff.

       

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 3: Alief ISD will maintain a safe and orderly environment.

Performance Objective 4: STUDENT SERVICES - HEALTH SERVICES: By May 2020, improve immunization compliance at all campuses and reducethe number of out-of-compliance students by 50%.

Evaluation Data Source(s) 4: The number of unresolved immunization requirements will be tallied at the beginning of the 2019-2020 schoolyear and compared to unresolved immunization requirements and at the end of the same school year.

Summative Evaluation 4:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Send compliance letter to parents/legal guardians ofstudents requiring immunizations.

  Campus RegisteredNurses

The number of compliance letters sent home withstudents will be recorded in the semester reports of eachcampus.

       

2) Enroll homeless students immediately and providethe thirty-day notice letter of needed immunizations.

  Health ServicesCoordinator

Campus nurse will maintain log of all provisionalenrollment who are denied enrollment and have it readyfor review if requested.

       

3) Collaborate with community agencies to provide freeimmunizations to students.

  Director of StudentServices Servicesand Health ServicesCoordinator

Place reports provided by the community agencies in thedistrict improvement plan (DIP) folder.

       

4) Keep list of places that provide immunizations andcommunicate that resource to parents/guardians.

  Health ServicesCoordinator, CentralHealth AdvisoryTeam (CHAT), andCampus RegisteredNurses

A resource book will be maintained and regularlyupdated. A copy will be available to review in the HealthServices Department.

       

5) Prepare quarterly report by campus of the number andtype of vaccines needed by students.

  Central HealthAdvisory Team(CHAT)

A quarterly immunization report will be prepared andcompared to the 2018-2019 reports.

       

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 3: Alief ISD will maintain a safe and orderly environment.

Performance Objective 5: STUDENT SERVICES - HEALTH SERVICES: During the 2019-2020 school year, the Central Health Advisory Team (CHAT)will ensure that 100% of all campuses adhere to the operations and procedures guidelines for Health Services established in the Health Crisis Manual.

Evaluation Data Source(s) 5: Copies of new Operations and Procedures manuals will be available for review in the Health ServicesDepartment.

Summative Evaluation 5:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Update and provide a Health Crisis Manual for eachhealth services staff member.

  Director of StudentServices, HealthService Coordinatorand Central HealthAdvisory Team

A sign-out log will be used to distribute the Health Crisismanual to ensure that every campus principal and campusnurse have one available to use. An electronic copy willbe kept in the common folder.

       

2) Prepare a daily report of absences for 1:1 studentsand health services staff.

  Health ServiceCoordinator

A notebook containing the daily reports for attendancewill be available for review in the Health ServicesDepartment.

       

3) Compile a report of health services incidents andmedication errors.

  Health ServicesCoordinator

A notebook containing the incidents and medicationerrors will be available for review in the Health ServicesDepartment.

       

4) Provide nurse for after-school time to be housed atannex and on-call for after-school programs.

  Health ServiceCoordinator

Payroll sheets for extra-duty registered nurse (RN) and alog sheet of calls and services will be maintained in theannex clinic and available for review upon request.

       

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 3: Alief ISD will maintain a safe and orderly environment.

Performance Objective 6: STUDENT SERVICES: By June of 2020, Student Services will ensure that 100% of all campuses adhere to procedures set forthin the Student Code of Conduct.

Evaluation Data Source(s) 6: Discipline reports will be reviewed for coding errors.

Summative Evaluation 6:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Train administrative staff on the use of accuratediscipline codes.

  Director, Manager,and AssistantManager of StudentServices

There will be no discipline errors on PEIMS report.  

2) Train administrative staff on Chapter 37 and SafeSchools.

  Director, Manager,and AssistantManager of StudentServices

Evidence of compliance in documentation for DAEPplacements.

 

3) Train administrative staff on the use of alternateconsequences in an effort to reduce out of schoolsuspensions.

  Director, Manager,and AssistantManager of StudentServices

Reduction in the number of days students aresuspended.

 

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 4: Alief ISD will recruit, develop, and retain highly qualified and effective personnel.

Performance Objective 1: AFTER SCHOOL PROGRAM: By March 2020, the After School Program will develop, implement, and maintain effectivecommunication through strategic professional development for 100% of program staff.

Evaluation Data Source(s) 1: sign in sheets; eduphoria courses; agendas

Summative Evaluation 1:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Set clear expectations for staff. (Research ASP 1)   After SchoolProgram Coordinator

agendas, communication logs        

2) Plan and implement intentional monthly and quarterlymeetings. (Research ASP 1)

  After SchoolProgram Coordinator

agenda, minute notes, emails        

3) Use multiple platforms to provide meaningful on-going and updated training. (Research ASP 1)

  After SchoolProgram Coordinator

reports from platforms, agendas, questionnaires.        

4) Provide and request consistent feedback. (ResearchASP 18)

  After SchoolProgram Coordinator

increase in staff moral and openness in communication,logs, emails, meeting notes

       

5) Miscellaneous expenses to support district levelpersonnel, including but not limited to, mileagereimbursement for attending district and out of districtmeetings, purchasing supplies, etc. (Research ASP 2)

  After SchoolProgram Coordinator

short leave forms, mileage reports, receipts        

Funding Sources: ASP Fund - 5000.00

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 4: Alief ISD will recruit, develop, and retain highly qualified and effective personnel.

Performance Objective 2: BUSINESS: Employ recruiting and hiring practices that ensure the hiring of diverse staff that reflect the AISD studentpopulation.

Evaluation Data Source(s) 2: Staffing report

Summative Evaluation 2:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Provide letter of intent to staff early in the year.   AssistantSuperintendent ofHuman Resources,Human ResourcesDirectors,Principals

Increase of experienced, effective teachers.

Priority Schools - Increase employee acclimation andengagement.

 

2) Provide an early resignation bonus for priorityschool teachers who notify principal of resignationby February.

  DeputySuperintendent ofSupport, AssistantSuperintendent ofHuman Resources

   

3) Expand the TAFE (Grow Your Own model -students) program, Relay (Grow Your Own -paraprofessionals), and university partnerships.

  AssistantSuperintendent ofHuman Resources,Executive Directorof HumanResources, HumanResourcesDirectors, TAFESponsor

Increase number of students in Teaching InternshipProgram.

Increase number of students returning to AISD toteach after college.

Increase number of students enrolling in educatorpreparation as college freshmen and partneruniversities.

 

4) Analyze and utilize marketing strategy to attract,recruit, and hire diverse, highly qualified teachingand support staff.

  AssistantSuperintendent ofHuman Resources,Executive Directorof HumanResources, Directorof HumanResources, Directorof Public Relations

Increased diversity in new hires.  

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5) Advertise and promote Alief ISD as a topemployer.

  AssistantSuperintendent ofHuman Resources,Executive Directorof HumanResources, Directorof HumanResources, Directorof Public Relations

Increase diversified applicant pool.  

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 4: Alief ISD will recruit, develop, and retain highly qualified and effective personnel.

Performance Objective 3: BUSINESS: Transform the teaching and learning conditions in Priority schools.

Evaluation Data Source(s) 3: T-TESS results, student performance data

Summative Evaluation 3:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Continue to seek employee input regarding: a)Why do people stay?; b) Why do people leave?; andc) What would it take to get you to stay?

  AssistantSuperintendent ofHuman Resources,Executive Directorof HumanResources,Director of HumanResources

Identified trends using the leadership profile.  

2) Reduce class size in high need content areas orlow performing classes.

  AssistantSuperintendent ofHuman Resources,AssistantSuperintendent ofFinance, CampusAdministrators

Increased individual attention, increasedparticipation, and better communication between theinstructor and students.

 

3) Work with key members of central instructionand Superintendent's Council to ensure positions arefilled with highly qualified and effective staff.

  AssistantSuperintendent ofHuman Resources

Increased number of highly qualified staff.  

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 4: Alief ISD will recruit, develop, and retain highly qualified and effective personnel.

Performance Objective 4: BUSINESS: Implement a compensation system designed to specifically attract and retain effective teachers and leaders.

Evaluation Data Source(s) 4: Teacher effectiveness tiers

Summative Evaluation 4:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Conduct salary study and make recommendationsto support AISD becoming an employer of choice.

  DeputySuperintendent ofSupport, AssistantSuperintendent ofHuman Resources

Results of salary study.

Action Plan to address results of salary study.

Decrease in turnover; Increase in retention rates;increase in years of teaching experience; Increase indiversity of staff hired.

 

2) Define effective teachers and teaching by usingmultiple measures that include evidence of studentlearning, teacher performance, and teacherknowledge and practices that lead to valuedacademic outcomes for students.

  AssistantSuperintendent ofHuman Resources,AreaSuperintendents,Director ofProfessionalGrowth andLearning

Increase in effective teachers so that students havemore access to rigorous education.

 

3) Provide a supplemental payment foraccomplished teachers and highly effectiveprincipals to work in high-needs schools.

  DeputySuperintendent ofSupport, AssistantSuperintendent ofFinance, AssistantSuperintendent ofHuman Resources

Decrease in turnover; Increase in Retention rates;Increase in years of teaching experience; Increase indiversity of staff hired.

 

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 4: Alief ISD will recruit, develop, and retain highly qualified and effective personnel.

Performance Objective 5: BUSINESS: Prepare and support administrators for the specific challenges posed by working in high-needs schools.

Evaluation Data Source(s) 5: Effective Schools Framework survey results

Summative Evaluation 5:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Strengthen ALT meetings to support leadershipand instructional capacity of campus/centraladministrators.

  Superintendent'sCouncil Members

Administrator Feedback  

2) Create choice professional development optionsfor administrators and supervisors to addressevaluation goals.

  Superintendent'sCouncil Members

Number of Sessions & Participants.

Performance Growth Goals.

 

3) Utilize Leadership Profile for conductinginterviews and driving decision-making andprofessional development planning.

  Superintendent'sCouncil Members

Development of engaging and empowered leaders sothat student achievement is effective in a positivemanner.

 

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 4: Alief ISD will recruit, develop, and retain highly qualified and effective personnel.

Performance Objective 6: CURRICULUM & INSTRUCTION - EFFECTIVE SCHOOLS FRAMEWORK: By May 2020, 85% of instructional coaches atidentified campuses will grow by one level on the district instructional coach rubric.

Evaluation Data Source(s) 6: Get Better Faster coaching rubric blueprint/tools as outlined by Bambrick-Santoyo.

Summative Evaluation 6:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Review and refine the roles of campusinstructional specialists.

  Executive Directorof Curriculum &Instruction

Director ofCurriculum &Instruction

InstructionalCoordinators

Refined job description resulting in increased time inthe classroom supporting and growing teachers,thereby improving student outcomes.

 

2) Determine instructional focus for coachingconversations.

  Executive Directorof Curriculum &Instruction

Director ofCurriculum &Instruction

InstructionalCoordinators

Instructional coaching conversations will lead toimprovement in specialists skill set relating toproviding constructive feedback, which will have apositive impact cycle of instruction classrooms.

 

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3) Create standardized district-level specialistmeeting agendas.

  Executive Directorof Curriculum &Instruction

Director ofCurriculum &Instruction

InstructionalCoordinators

Standardized specialists meeting agendas will helpensure meetings are productive, increasedunderstanding of goals among participants, leading toimproved classroom instruction.

 

4) Create district coaching rubric.   Executive Directorof Curriculum &Instruction

Director ofCurriculum &Instruction

InstructionalCoordinators

Common coaching model/rubric will lead to strongerspecialists and classroom teacher instructionalpractices district wide.

 

5) Provide rubric and coaching training for centralinstruction core content leaders.

  Executive Directorof Curriculum &Instruction

Director ofCurriculum &Instruction

InstructionalCoordinators

Training will ensure common/universal language/onemessage from central office and core leadership.

 

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6) Identify campuses to monitor.   Executive Directorof Curriculum &Instruction

Director ofCurriculum &Instruction

InstructionalCoordinators

CentralInstructionalLeadership Team

Improvement in feedback to teachers, improvementin daily classroom instruction resulting in improvedacademic outcomes for students.

 

7) Collect coaching artifacts to determine growth.   Executive Directorof Curriculum &Instruction

Director ofCurriculum &Instruction

InstructionalCoordinators

Increased number of specialists providing meaningfulinstructional feedback to classroom teachers leadingto improved aligned classroom instruction.

 

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 4: Alief ISD will recruit, develop, and retain highly qualified and effective personnel.

Performance Objective 7: CURRICULUM & INSTRUCTION - EFFECTIVE SCHOOLS FRAMEWORK: During 2019-2020, create the policies andpractices that will improve the performance of instructional leaders.

Evaluation Data Source(s) 7: Executive Director of Curriculum & InstructionDirector of Curriculum & InstructionArea/Asst. Superintendents

Summative Evaluation 7:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Survey principals to identify current practices ofdistrict support departments that prohibit effectiveuse of principal's time for instructional leadership.Questions should include needs of administrators aswell as what current practices prohibit best practices(e.g., PD includes master schedule, staffing, budget,substitute protocols, etc.).

  Human Resources Data and survey responses will allow central officeleaders to identify and remove barriers, in an effort toincrease the amount of time principals and schoolleaders spend in classrooms and focused on teachingand learning leading to stronger school leadership,planning and improved student outcomes.

 

2) Define leadership roles through revising jobdescriptions. Focus on campus administrators,specialists, and counselors.

  Human Resources Revision of job descriptions will lead to increaseawareness of key job responsibilities leading tostronger school leadership and planning.

 

3) Create campus leadership evaluations that arereflective of the job responsibilities of campusleaders.

  Human Resources Revision evaluation tools will lead to an increasedfocus and time spent on of key job responsibilities,thereby leading to stronger school leadership andplanning.

 

4) Create meeting protocols and agendas that willcan be used by all departments.

  CentralInstructionalLeadership Team

Stronger school leadership and planning.  

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 4: Alief ISD will recruit, develop, and retain highly qualified and effective personnel.

Performance Objective 8: CURRICULUM & INSTRUCTION - EFFECTIVE SCHOOLS FRAMEWORK: During 2019-2020, the number of teachersdelivering instruction aligned to the TEKS and district curricula will increase by 6% from semester one to semester two using measurement from theEffective Schools Framework (Lever 5, Effective Instruction number 1 and number 2).

Evaluation Data Source(s) 8: Rubrics and Campus Walkthrough data from identifed campuses.

Summative Evaluation 8:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Specialists will receive guidance on TEKS anddistrict curricula during district scheduled meetings.

  Executive Directorof Curriculum &Instruction

Director ofCurriculum &Instruction

InstructionalCoordinators

Stronger school leadership, planning, increasedinstructional alignment and improved studentoutcomes.

 

2) Central support will design and instructspecialists on planning and feedback protocolsduring district scheduled meetings.

  Executive Directorof Curriculum &Instruction

Director ofCurriculum &Instruction

InstructionalCoordinators

Stronger school leadership, planning, increasedinstructional alignment and improved studentoutcomes.

 

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3) Central support will review the purpose (assessthe alignment of classroom instruction to grade levelTEKS and district curricula) of the rubric and walk-through schedule with principals.

  Executive Directorof Curriculum &Instruction

Director ofCurriculum &Instruction

InstructionalCoordinators

Stronger school leadership, planning, increasedinstructional alignment and improved studentoutcomes.

 

4) Central support will create a rubric withcomponents that will be observed when conductingwalk-throughs. Walk-throughs will be conductedbased on convenient sampling.

  Executive Directorof Curriculum &Instruction

Director ofCurriculum &Instruction

InstructionalCoordinators

Stronger school leadership, planning, increasedinstructional alignment and improved studentoutcomes.

 

5) First walk-through will be completed by the endof September. Second walk-through will becompleted by the end of March.

  Executive Directorof Curriculum &Instruction

Director ofCurriculum &Instruction

InstructionalCoordinators

Stronger school leadership, planning, increasedinstructional alignment and improved studentoutcomes.

 

6) Plan for intentional time with specialists toreview and adjust.

  Executive Directorof Curriculum &Instruction

Director ofCurriculum &Instruction

InstructionalCoordinators

Stronger school leadership, planning, increasedinstructional alignment and improved studentoutcomes.

 

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 4: Alief ISD will recruit, develop, and retain highly qualified and effective personnel.

Performance Objective 9: DIGITAL LEARNING: By May 2020, 65% of Digital Learning professional development will prepare staff to transformclassroom learning environments to increase technology competencies and the integration of 21st century classroom tools and resources.

Evaluation Data Source(s) 9: This goal will be assessed using professional development reports, student usage, Digital Learning BestPractices, Digital Learning Plan, and campus walk-throughs.

Summative Evaluation 9:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Provide opportunities to attend professionaldevelopment to stay abreast of new educationaltechnology materials, pedagogy to build capacityand promote innovative ideas through trainingresources, materials, and consultation that supportcurriculum content areas for teachers and staff.

  Digital LearningCoordinator andDistrict Trainer

Increased implementation of digital learningenvironments across the entire district. Studentsaccessing anytime, anywhere learning and receivingcontinuous feedback for improvement. Teacherscreating robust digital content aligned to statestandards for student consumption.

       

Funding Sources: Title II - 10000.00

2) The Digital Learning Department will continue torefine and provide existing online and face-to-face(F2F) technology integration professionaldevelopment sessions focused on digital literacy,technology competencies, and teaching and learningin digital ecosystems utilizing in district resourcesand out of district consultants.

  District TechnologyTrainer

Increased implementation of digital learningenvironments across the entire district. Studentsaccessing anytime, anywhere learning and receivingcontinuous feedback for improvement. Teacherscreating robust digital content aligned to statestandards for student consumption.

       

Funding Sources: Title II - 30000.00

3) The Digital Learning Department will providetraining for technology specialists to implementtechnology/digital learning Texas TeacherEvaluation & Support System (T-TESS) alignedwalk-throughs at the campus level.

  District TechnologyTrainer

Classrooms reflect domain indicators on lessonplanning and technology integration.

       

4) The Digital Learning Department will facilitateteachers meeting or exceeding minimum technologycompetency levels measured by the TechnologyApplications 8th Grade TEKS.

  District TechnologyTrainer

Percentage of staff participation and evaluations        

5) The Digital Learning Department will continue toprovide a learning management system with studentaccounts using Schoology.

  District TechnologyTrainer

Percentage of student accounts actively engagedthrough the LMS increased from previous year.

       

Funding Sources: Title I - 171250.00, Tech Plan - 10000.00, IMA - 16500.00

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6) The Digital Learning Department will continue tocontract with Schoology, RedBird Learning, LINC,inc. and eColors in Education to build teacher &leader capacity, campus digital learning ecosystemsthrough blended experiences and coaching.

  Digital LearningDirectorDigital LearningCoordinator,District TechnologyTrainer

Teachers and leaders transforming teaching andlearning using evidence of practice from blendedlearning platform to increase student achievement.

       

Funding Sources: Title II - 65000.00

7) Alief Instructional Technology Specialists willattend professional development focusing on 21stcentury skills, coaching, technology integration,blended learning and leadership--specific training toenhance their impact on teaching and learning. (Ex:1/3 of the district technology specialists will attendthe State Technology Specialist training in Austin inNovember, Region 4 Instructional TechnologyLeadership Academy, STEAM, etc.)

  Director of DigitalLearningDigital LearningCoordinator

Increased number of technology specialists equippedwith the following skills: coaching, leadership,critical conversations, blended learning, PBL andtechnology integration.

       

Funding Sources: Title II - 9000.00

8) Build Digital Learning PD Facilitators capacityand promote innovative ideas through trainingresources, materials, consultation and professionaldevelopment to stay abreast of new educationaltechnology, adult learning theory, & pedagogy

       

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 4: Alief ISD will recruit, develop, and retain highly qualified and effective personnel.

Performance Objective 10: INFORMATION LITERACY: By May 2020, 100% of Alief Library Information Specialists will attend at least 20 hours ofprofessional development focusing on 21st century skills, digital literacy, and leadership.

Evaluation Data Source(s) 10: Participation sheets and evaluations will be used to determine the success and relevance of the sessions.

Summative Evaluation 10:

TEA Priorities: 4. Improve low-performing schools.

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

TEA PrioritiesImprove low-performing schools

Recruit, support, retain teachers and principals1) Continue monthly all day meetings to provide timewithin meeting formats to teach specific skills throughprofessional reading, followed by creation of hands-onactivities and Web 2.0 models and materials to beshared with teachers and students in a common folder.

  Digital ResourceSpecialist

Continued growth in personnel and end of year self-evaluation

       

Funding Sources: Local - 0.00

TEA PrioritiesImprove low-performing schools

Recruit, support, retain teachers and principals2) Offer additional Professional Developmentopportunities in the areas of blended learning,integrating technology into content areas and how to usethe LMS in library classes through scheduled PDsessions throughout the year.

  Digital ResourceSpecialist

Positive evaluations and attendance        

Funding Sources: Local - 0.00

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 4: Alief ISD will recruit, develop, and retain highly qualified and effective personnel.

Performance Objective 11: PROFESSIONAL DEVELOPMENT: The professional development sessions offered during the 2019-2020 school year (March2019 - February 2020) will match with the Learning Forward Standards for Professional Development and include research-proven instructional strategies.

Evaluation Data Source(s) 11: This goal will be assessed using professional development data, student achievement data, and teacher retentiondata.

Summative Evaluation 11:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Campus and district personnel will present andfacilitate the sessions during spring and summer2019 and on-going throughout the 2019-20 schoolyear.

  ProfessionalDevelopmentCoordinator

The PD department will review summer session datafor the total number of district-wide session and totalnumber of campus-based sessions (October 2019).The PD department will support teachers incompleting their annual 14 hour requirement (March2020). The PD department will review the number ofdigital learning opportunities available this year (May2020). Increase in student achievement. Increase inteacher retention.

       

Funding Sources: Local - 250000.00

2) Instruction Department Focus Concepts willcontinue to improve instructional practices in theclassroom during the 2019-20 school year byincorporating the Focus Concepts into all PDsessions. Instruction department staff will share thisinformation with campuses through ContentSpecialists and Assistant Principal meetings.

  ProfessionalDevelopmentCoordinator

All professional development opportunities will usethe Focus Concepts to provide a consistentinstructional language for teachers. This will lead tohigher student achievement scores and higher teacherretention.

       

Funding Sources: Title II - 7000.00

3) Expand the district online professional librarybased on campus book requests. Continue to shareinformation about this resources as well as a varietyof ways for campuses to utilize this "just in time"resources for both teacher and administratorprofessional learning purposes.

  ProfessionalDevelopmentCoordinator and thedistrict DigitalResourcesSpecialist

Increase in student achievement scores and teacherretention. When teachers are effective in theclassroom the students achieve and the teachers staywith us.

       

Funding Sources: Title II - 0.00

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4) Provide an annual leadership conference toupdate district leaders in the pedagogy and contentneeded to successfully lead a school district.

  ProfessionalDevelopmentCoordinator andDirector ofProfessionalGrowth andImprovement

Higher campus and district ratings on the stateaccountability system.

 

Funding Sources: Title II - 50000.00

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Goal 4: Alief ISD will recruit, develop, and retain highly qualified and effective personnel.

Performance Objective 12: PROFESSIONAL DEVELOPMENT: During 2019-2020, continue to provide district initiative sessions on Differentiation,Writing, and Reading Comprehension. This year Differentiation is again the focus topic that was most requested by campus Shared Decision-MakingCouncils (SDC) for district support and is Texas Teacher Evaluation & Support System (T-TESS) Dimension 2.4. This year we will require the basicDifferentiation session in year 3 of Alief U. We will create and teach second level differentiation sessions including Upgraded Differentiation, FormativeAssessment, and content specific differentiation sessions.

Evaluation Data Source(s) 12: The goal will be assessed by using registration and completion data from sessions, anecdotal information fromthe implementation assignments, student achievement data, and teacher retention data.

Summative Evaluation 12:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Level specific (elementary and secondary)Differentiation One sessions will be required inAlief U year three. Upgraded Differentiationsessions will be provided for those teachers ready tomove on to more complex Differentiationtechniques.

  ProfessionalDevelopmentCoordinator andTeacher InductionCoordinator

Increase in student achievement scores and reductionin achievement gaps

       

Funding Sources: Title II - 8000.00

2) Differentiation using Formative Assessmentsessions will be offered. Formative assessment is afrequently requested topic and the aspects ofdifferentiation where teachers often need the mostsupport. This session will be a level TwoDifferentiation session.

  ProfessionalDevelopmentCoordinator

Increase in student achievement scores and reductionin achievement gaps, and increase in the number ofstudents earning high scores on achievement tests.

       

Funding Sources: Title II - 9500.00

3) Campus Instructional Specialists will be providedwith opportunities to learn about Differentiationtechniques and concepts the teachers are learning inprofessional development sessions.

  ProfessionalDevelopmentCoordinator andTeacher InductionCoordinator

Increase in student achievement scores and reductionin achievement gaps along with a higher retentionrate for teachers.

 

Funding Sources: Title II - 7500.00

4) Create and support a cadre of in-house trainersfor all differentiation sessions.

  ProfessionalDevelopmentCoordinator

High quality professional development sessions thatlead to an increase in student achievement scores,reduction in achievement gaps, and a higher retentionrate for teachers.

 

Funding Sources: Title II - 7500.00

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5) Coaching teachers using video recording willsupport the instruction department Focus Conceptsand create stronger teachers and instructionalspecialists.

  ProfessionalDevelopmentCoordinator andTeacher InductionCoordinator

Higher scores on Teacher evaluations whichtranslates into higher student achievement

       

Funding Sources: Title II - 105000.00

6) Support campuses that are consistently usingThinking Maps by providing optional Day Oneworkshops.

  ProfessionalDevelopmentCoordinator andTeacher InductionCoordinator

Increase in student achievement scores and reductionin achievement gaps, and increase in the number ofstudents earning high scores on achievement tests

       

Funding Sources: Title II - 5000.00

7) Comprehension Strategies, Primary Reading andPrimary Writing Workshops. Workshops provideinstruction with both literary and informational textThe primary workshops are aimed at students in PK-1. Full day PreK teachers will be provided withtraining and materials. The Comprehensionstrategies are aimed at students in grades 2 - 8.

  ProfessionalDevelopmentCoordinator

Increase in the number of students passing the 3rdand 5th grade reading , the 4th and 7th grade writingSTAAR tests. Overall student achievementimprovement in grades PK - 8.

       

Funding Sources: Title II - 17500.00

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 4: Alief ISD will recruit, develop, and retain highly qualified and effective personnel.

Performance Objective 13: PROFESSIONAL DEVELOPMENT: During 2019-2020, provide training in the skills of coaching to support district leaders asthey evaluate teachers with T-TESS. Provide instructional coaching to campus instructional leaders and campus teams. Provide coaching for professionalgrowth for area superintendents and principals. Provide district leaders with skills to be resilient leaders.

Evaluation Data Source(s) 13: The goal will be assessed using registration data, student achievement data, and teacher retention data.

Summative Evaluation 13:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Instructional Coaching using the model from GetBetter Faster which includes practice and real-timefeedback. Two opportunities to attend this sessionwill be provided.

  ProfessionalDevelopmentCoordinator

Increases in student achievement data. Increases inteacher performance review scores. Increase inteacher retention.

       

Funding Sources: Local - 3000.00

2) Coaching for area superintendents   ProfessionalDevelopmentcoordinator andAreaSuperintendents

Increases in student achievement data. Increases inteacher performance review scores. Increase in bothteacher and administrator retention.

       

Funding Sources: Title II - 13000.00

3) Continuous Improvement Coaching for teacherevaluation and support for Goal Setting, Walk-Through feedback and Formal Observation. Thissession will feature district-created T-TESS specificreflective questions. Two opportunities to attend thissession will be provided.

  ProfessionalDevelopmentCoordinator andDirector ofProfessionalGrowth andImprovement

Decrease in employee performance issues. Increasesin student achievement data. Increases in teacherperformance review scores. Increase in both teacherand administrator retention.

       

Funding Sources: Title II - 0.00

4) Leadership Resiliency sessions will be offered toall Alief Leadership Team members. Resilience isone of the prime qualities of leaders. Providing ourleaders with techniques to be resilient while doingthe important work of educating students is anessential service.

  ProfessionalDevelopmentCoordinator andDirector ofProfessionalGrowth andImprovement

Decrease in absenteeism of administrators and anincrease in the retention rate for administrators.

 

Funding Sources: Title II - 0.00

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Goal 4: Alief ISD will recruit, develop, and retain highly qualified and effective personnel.

Performance Objective 14: PROFESSIONAL DEVELOPMENT: During 2019-2020, use The 7 Habits of Highly Effective People and E-Colors inEducation to provide a common leadership language throughout the district.

Evaluation Data Source(s) 14: This goal will be evaluated by the number of staff trained and using the 7 Habits and E-Colors in their dailywork.

Summative Evaluation 14:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) E-Colors in Education Initiative Training of Trainers   Coordinator ofProfessionalDevelopment

Create a team of district presenters and start trainingsessions.

       

Funding Sources: Title II - 15000.00, Local - 10000.00

2) 7 Habits Training sessions for all district leaders.   Director ofProfessional Growthand Improvement

7 Habits becoming a district-wide way of doing business- living the 7 Habits supports an equitable and positiveculture in Alief

       

Funding Sources: Title II - 15000.00

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 4: Alief ISD will recruit, develop, and retain highly qualified and effective personnel.

Performance Objective 15: SECONDARY SCIENCE - STEM ACADEMY: By May 2020, the Academy will provide a STEM-focused program servingstudents in Grades 6-12 or Grades 9-12 with an active relationship with the feeder middle school(s).

Evaluation Data Source(s) 15: Meeting agendas and minutes, with action items and decision logs; Annual training and professionaldevelopment calendar and plan for teachers; T-STEM leadership meetings and agenda notes; Mentor/induction program plans; T-STEMleadership meetings and agenda notes;

Summative Evaluation 15:

TEA Priorities: 3. Connect high school to career and college. 4. Improve low-performing schools.

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

TEA PrioritiesConnect high school to career and college

Improve low-performing schoolsRecruit, support, retain teachers and principals

1) Alief STEM Academy will implement acomprehensive professional development plan forteachers and staff, using research-based instructionalstrategies that focus on rigor, college and career-readiness, are based on needs assessment of studentdata, and includes teachers from all grade levels. Thiswill include training for the District STEM Facilitator.

  STEM Facilitator,ProfessionalDevelopmentCoordinator,Secondary andElementary ScienceCoordinators andInterventionists,Director ofCurriculum andInstruction

STAAR results for STEM students will exceed districtaverage by 10%

       

Funding Sources: Title II - 3500.00TEA Priorities

Recruit, support, retain teachers and principals2) Alief STEM Academy will develop a mentoring andinduction program for newly hired staff, providing themwith the instructional and interpersonal skills andcapacities needed for success.

  STEM Facilitator,ProfessionalDevelopmentCoordinator,Elementary andSecondary ScienceCoordinators andInterventionists, andDirector ofCurriculum andInstruction

STEM Academy teacher retention will be greater than90%.

       

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3) Alief STEM Academy will provide opportunities forSTEM teachers to receive extensive training and supportthrough regularly scheduled formative peer observationsand collaboration opportunities with feeder pattern focusgroups, industry, and IHE partners.

  STEM FacilitatorCampus STEMCounselorCampus PrincipalProfessionalDevelopmentCoordinatorDirector ofInstruction

Increases in student achievement data. Increases inteacher performance review scores.

       

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 4: Alief ISD will recruit, develop, and retain highly qualified and effective personnel.

Performance Objective 16: SECOND LANGUAGE EDUCATION: During 2019-2020, conduct intentional collaboration with stakeholders to develop,train, and retain highly qualified personnel for English Learner (EL) students.

Evaluation Data Source(s) 16: STAAR, TELPAS, PBMAS

Summative Evaluation 16:

TEA Priorities: 1. Recruit, support, retain teachers and principals. 4. Improve low-performing schools.

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

PBMASTEA Priorities

Improve low-performing schools1) Provide professional development opportunities fordistrict level SLE personnel.(Research -Teachers of English to Students of OtherLanguages (TESOL) Conference, Leadership Fusion atRegion IV ESC www.esc4.net), PD 12

  SLE Director, SLECoordinator, SLEProgram Supervisors

Training materials, sign-in sheets, specialist productivityreports

       

Funding Sources: Title III - 13000.00

2) Provide miscellaneous expenses to support districtlevel personnel (mileage reimbursement to and fromprofessional development).(Research - Region IV ESC www.esc4.net), PD12

  SLE Secretary, SLEDirector

Mileage logs, SLE specialist productivity reports        

Funding Sources: Title III - 1000.00

PBMASTEA Priorities

Build a foundation of reading and mathImprove low-performing schools

3) District SLE Dept. will provide professionaldevelopment opportunities for teachers in the One Wayand Two Way Dual Language Programs. (Research -Guiding Principles for Dual Language Education 2ndedition- Center for Applied Linguistics)

  SLE Director, SLECoordinator, SLEElementary ProgramSupervisor

Training materials, sign-in sheets, Dual Language teachersurveys, ISIP scores

       

Funding Sources: Local - 2000.00

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PBMASTEA Priorities

Improve low-performing schoolsBuild a foundation of reading and math

4) Provide professional development for the phase-inimplementation of the One Way Dual LanguageBilingual Education model to teachers, ILT members,administrators, district coordinators, SPED, RTI(Research - SLE 2, SLE 3, Accelerated Schooling forEnglish language learners - Thomas, W.P. & Collier,V.P. 1999, Center for Applied Linguistics), SLE 6

  SLE Director,Elementary ProgramSupervisor

Training calendars, Training materials        

Funding Sources: Local - 0.00

PBMASTEA Priorities

Improve low-performing schoolsBuild a foundation of reading and math

5) Provide professional development opportunities forsheltered instruction implementation: e.g. SIOP,Seidlitz, etc. (PK-12) across contents for teachers,specialists, administrators, and other programs such asCTE.(Research - SLE 2, SLE 3)

  SLE Director, SLECoordinator

Sign-in sheets, surveys, SIOP observation checklists,PBMAS quarterly reports, TELPAS scores

       

Funding Sources: Title III - 135000.00

PBMASTEA Priorities

Improve low-performing schoolsBuild a foundation of reading and math

6) Continue to collaborate with district contentdepartments to integrate English Language ProficiencyStandards (ELPS) and ELL methodologies, in particular,SIOP into the K-12 curriculum, and customizeprofessional development based on teacher and campusdata and administrator requests for on-demandtraining.(Research - SLE 2, SLE 3)

  SLE Director, SLECoordinator, SLEProgram Supervisors

Training materials, sign-in sheets, classroom observations        

Funding Sources: Local - 0.00

PBMAS7) District SLE Department will offer opportunities torefine instructional and federal compliance practicesthrough monthly Instructional Leadership Team (ILT),Compliance meetings (PK-12) SLE 12, PD12,

  SLE Director, SLECoordinator, SLEProgram Supervisors

Agenda, sign-in sheets, training materials, padletfeedback

       

8) Continue to support and develop campus ELLleaders, content specialists, and teachers with coachingon sheltered instruction (SIOP K-12).(Research - SLE 2), PD9, PD8

  SLE Director, SLECoordinator, SLEProgram Supervisor,Secondary SLESpecialists

SIOP checklists, PBMAS quarterly reports        

Funding Sources: Title III - 15000.00

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9) District SLE Dept. will collaborate with TeacherInduction Program in training new teachers throughAlief U (Saturday ELL Orientations) SLE11

  SLE Director, SLEProgram Supervisors

Registration logs, surveys        

10) Provide resources for professional developmentsuch as a book studys to develop leadership skills andlearn current research-based instructional methodologiesthat meet the needs of ELs.(Research - ELA 12, StrengthFinders 2.0 - Tom Rath,Adapting SIOP for two-way immersion: An introductionto TWIOP. - Center for Applied Linguistics - Howard,E.R., Sugarman, J., & Coburn, C. (2006), PD12

  SLE Director, SLECoordinator

Book study projects        

Funding Sources: Title III - 2000.00

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 4: Alief ISD will recruit, develop, and retain highly qualified and effective personnel.

Performance Objective 17: STUDENT SERVICES - HEALTH SERVICES: During 2019-2020, ensure that staffing is equitable for all campuses byanalyzing the number and types of programs on campuses, the number of visits to each clinic, semester reports, and by filling 100% of vacancies.

Evaluation Data Source(s) 17: Maintain a copy of the Health Services Staffing Roster in the district improvement plan (DIP) folder.

Summative Evaluation 17:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Fill all vacant health services positions as needed.   Director of StudentServices andCoordinator ofHealth Services

A staffing roster showing vacant positions will bemaintained in the DIP folder.

       

2) Analyze semester reports to determine the numberand kinds of services provided and to make adetermination of the level of staffing support needed.

  Director of StudentServices andCoordinator ofHealth Services

Semester reports will be read in January 2020 and May2020 and analyzed to determine trends and patterns ofclinic visits. Semester reports will be available for reviewin the office of the Director of Student Services.

       

3) The Health Service Coordinator will plan on at leasttwo visits per campus to determine if needs are beingmet.

  Director of StudentServices

A log of campus visits will be maintained at thebeginning of each month to the Director of StudentServices and an electronic copy will be maintained in theDIP folder.

       

4) All campus clinics will receive an immediateresponse to clinic emergencies/urgent issues throughCentral Health Advisory Team (CHAT).

  Director of StudentServices, HealthServicesCoordinator, andCentral HealthAdvisory Team(CHAT).

CHAT team will communicate via cell phone and CHATline regarding emergencies and urgent issues throughoutthe district.

       

5) All itinerant staff and 1:1 staff (when student isabsent) will be assigned to a high needs campus.

  Director of StudentServices and HealthServices Coordinator

Staffing will be documented on the daily reportcompleted by the Health Service Coordinator. Dailyreports are available in the Health Services Departmentfor review.

       

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Goal 4: Alief ISD will recruit, develop, and retain highly qualified and effective personnel.

Performance Objective 18: TEACHER INDUCTION: During 2019-2020, Alief will retain 86% of teachers in year 1 of induction, 91% of the teachers inyear 2 of induction, and 89% of the teachers in year 3 of induction.

Evaluation Data Source(s) 18: This goal will be assessed using resignation data.

Summative Evaluation 18:

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

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

TEA PrioritiesRecruit, support, retain teachers and principals

1) Provide 35 hours prescribed professionaldevelopment for Year 1 induction through Alief UUndergraduate Studies.

  Teacher InductionCoordinator

Increase completion rate from 2019-2020 to ensureteachers have the basic knowledge of districtinitiatives and meaningful work expectations.

       

Funding Sources: Local - 40000.00

TEA PrioritiesRecruit, support, retain teachers and principals

2) Provide a four day institute July 29-August 1 forAlief U Undergraduate Studies.

  Teacher InductionCoordinator

90% of our new hires for the 2019-2020 school yearattend the summer session of Alief U UndergraduateStudies and feel prepared to enter the classroom.

       

Funding Sources: Local - 16000.00TEA Priorities

Recruit, support, retain teachers and principals3) Provide 35 hours prescribed professionaldevelopment for Year 2 induction through Alief UGraduate Studies.

  Teacher InductionCoordinator

Provide teachers with the skills and strategies ofmeaningful relationships and meaningful work toimpact student achievement. The professionaldevelopment will also increase a district commonlanguage and set of teaching expectations.

       

Funding Sources: Local - 40000.00

4) Provide 35 hours prescribed professionaldevelopment for Year 3 induction through Alief UContinuing Education.

  Teacher InductionCoordinator

Provide teachers with the skills and strategies ofmeaningful relationships and meaningful work toimpact student achievement. The professionaldevelopment will also increase a district commonlanguage and set of teaching expectations.

       

Funding Sources: Local - 40000.00TEA Priorities

Recruit, support, retain teachers and principals5) Provide campus-based meeting content to campusMentor Leaders.

  Teacher InductionCoordinator

Provide support to mentors and beginning teachersthroughout the year.

       

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TEA PrioritiesRecruit, support, retain teachers and principals

6) Provide an online mentor training.

  Teacher InductionCoordinator

Improve preparation for instructional mentors tosupport beginning teachers.

       

TEA PrioritiesRecruit, support, retain teachers and principals

7) Increase mentor pay from $500/year to $800/year

  Teacher InductionCoordinator

Mentor pay has been the same in Alief for at least thelast 20 years. Currently there is not a formal mentortraining in place, instead we use campus-basedmeetings to provide support to mentors and beginningteachers. For the 2019-2020 school year, I would liketo implement an online training to better prepare ourmentors for their role and increase some prescribedinteractions with their protege outside of the campus-based meetings. Lack of support is one of the topreasons of why teachers leave and a strong mentorwould help to provide that support.

 

Funding Sources: Local - 185000.00

8) Provide a $500 stipend to teachers who completethe required coursework in both year 2 and 3 ofinduction.

  Teacher InductionCoordinator

Currently about 30% of teachers in years 2 and 3 ofinduction do not complete their required coursework.The research is clear; the teacher is the mostinfluential factor in student achievement. Alief U isdesigned to get teachers up-to-speed with districtinitiatives and gain a common understanding andlanguage surrounding instructional practices. Thedistrict is losing teachers with 1-3 years of Aliefexperience at a faster rate than teachers with 4+ yearsof Alief experience. The stipend would encourageteachers to complete the training to impact studentachievement and make them feel valued for their timeand effort.

 

Funding Sources: Title II - 250000.00

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Goal 4: Alief ISD will recruit, develop, and retain highly qualified and effective personnel.

Performance Objective 19: WELLNESS: In the 2019-2020 school year, the district will develop a comprehensive marketing and communication plan toensure that 100% of employees know about their wellness benefits and expectations.

Evaluation Data Source(s) 19: Collection of all marketing materials and concluding with a district-wide survey.

Summative Evaluation 19:

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

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

TEA PrioritiesRecruit, support, retain teachers and principals

1) Alief ISD will put together a communication planto ensure all employees know the wellness benefitsavailable.

  WellnessCoordinator

Plan developed        

2) At least 50% of campus and building sites willreceive in person overviews of wellnessexpectations and plan benefits.

  WellnessCoordinator

Visits recorded  

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 4: Alief ISD will recruit, develop, and retain highly qualified and effective personnel.

Performance Objective 20: WELLNESS: By May 2020, participation in wellness screenings will increase by 10%.

Evaluation Data Source(s) 20: Quest reports will be analyzed for biometric screenings and plan data will be used for all other screenings.

Summative Evaluation 20:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) We will work with employee wellness champions tocommunicate screening opportunities.

  WellnessCoordinator

Copies of emails sent out to employees        

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Goal 5: Alief ISD will continue to build positive relationships with all stakeholders.

Performance Objective 1: ATTENDANCE: By May 2020, the district attendance rate will increase by 0.5% or greater from the previous year.

Evaluation Data Source(s) 1: Year-end Average Daily Attendance (ADA) reports for 2019-2020 will be evaluated against the previous yearreports and will show an expected growth of 0.5% or better.

Summative Evaluation 1:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Campus attendance staff will receive training everysummer over pertinent attendance topics. Monthlytrainings will also be provided throughout the schoolyear as well as individual trainings on an as neededbasis. (Research - A1, A6, A7)

  AccountabilityCoordinator overAttendance

Errors in attendance coding and truancy referrals/filingswill decrease

       

2) Campus attendance teams will receive at least oneattendance visit by the Accountability Coordinator overAttendance to help them streamline their attendanceprocesses, review attendance data, and make a plan ofaction for students/families who are experiencingattendance issues. (Research - A1, A6, A7)

  AccountabilityCoordinator overAttendance

Campuses will be using the correct attendance processesand procedures. Campuses will also have attendanceincentives/awards visible and a plan of action forreaching out to families with attendance issues.

       

3) Campus specific attendance reports and data will besent to campuses on a periodic basis to help campusesmonitor their attendance. (Research - A1, A6, A7)

  AccountabilityCoordinator overAttendance

Campus teams will place more focus on attendance andattendance interventions and incentives based on thecampus data included in the reports

       

4) The Accountability Coordinator over Attendanceand/or two Attendance Counselors will teach parentsabout attendance laws and parenting strategies duringopen house, family nights, parent center functions, orany other times requested by campuses. (Research - A1,A4, A6, A7)

  AccountabilityCoordinator overAttendance

Success will be shown through positive campus andparent feedback about the trainings

       

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5) To increase community and family awarenessregarding the assistance that the two AttendanceCounselors can provide, a small display sign andadvertisement cards with our general attendance phoneline and QR codes to our website of resources will beput in all schools and key locations around thecommunity. These will be written in English andSpanish and replenished for campuses asneeded.(Research - A1, A4, A7)

  AccountabilityCoordinator overAttendance

We will receive more calls from parents and communitymembers for help.

       

Funding Sources: Local - 300.00

6) The Attendance Counselors will provide follow-upmeetings with the students who they have previouslyvisited as a result of a campus home visit request, tocontinue to provide on-going support to the student andfamily. (Research - A1, A4, A7)

  AccountabilityCoordinator overAttendance and the 2District AttendanceCounselors

The periodic visits will help the targeted studentsmaintain good attendance or connect them to otherresources if the attendance continues to be an issue

       

7) To increase the potential for response from parentswho are not home when a home visit is attempted, wewill leave a door hanger in English and Spanishrequesting that they please call the district attendanceoffice to discuss their child's attendance. No identifiableinformation, other than the parent's name and our nameand contact number is left on the card. (Research - A1,A4, A7)

  AccountabilityCoordinator overAttendance

We will get phone calls from parents who were not athome or who did not answer the door during an attemptedhome visit.

       

Funding Sources: Local - 200.00

8) Calls will be made to remind families aboutupcoming truancy court and walk them through theprocess so they know what to expect. (Research - A1,A4, A7)

  AccountabilityCoordinator overAttendance

Familes who "Fail to Appear" (FTA) to court willdecrease

       

9) Families who Fail to Appear for truancy court will becalled and given information about resetting their courtcase before it becomes a warrant for their arrest.(Research - A1, A4, A7)

  AccountabilityCoordinator overAttendance

Families who failed to appear in court will reset theircases to be heard in court

       

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Goal 5: Alief ISD will continue to build positive relationships with all stakeholders.

Performance Objective 2: FAMILY & COMMUNITY ENGAGEMENT: By May 2020, at least 70% of the district student population will have at leastone family member engage with their campus.

Evaluation Data Source(s) 2: This goal will be assessed through district and campus eSchoolPlus family engagement data sets includingattendance, committee participation by families, and the number of family engagement activities offered.

Summative Evaluation 2:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) The Family & Community Engagement (FACE)Program will continue implementation of districtFamilies Actively & Meaningfully Engaged (FAME)initiative: a) Awareness - All staff will view the requiredbeginning-of-year professional development on thevalue and contribution of parents/family. (Title I) Allcampuses will continue implementing campus FAMEcommittees with one administrator capable of makingadministrative decisions on each FAME Committee.During the development and operation of the FAMECommittees staff and members will incorporatestrategies to lower barriers to participation by parents inschool planning, review and improvement. The FAMECommittee will incorporate b) Self-Assessment/Evaluation - Campus FAME committeeswill conduct self-assessments throughout the year whichwill include both qualitative and quantitative data. c)Program Conceptualization and Development - CampusFAME committees will complete programconceptualization and development, includingdevelopment/evaluation, goal setting, and actionplanning which will be integrated into the campus actionplan. (RESEARCH - FAME 5 6 7 8)

  Campus Principals

FACE Coordinator

Number of campuses with established FAMECommittees by January 2020

Number of campuses that have completed FAME actionplan by January 2020

Number of family members serving on campus and/ordistrict-wide committees by May 2020

       

Funding Sources: Local - 0.00

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2) Program Implementation - a) All campuses willimplement FAME campus plans and strategiesdeveloped in collaboration with parents; b) Campusfamily centers will continue to provide services and willexpand/reorganize to provide services identified bycampus FAME committee, which may include:Parenting skills, Active Parenting, and Active Parentingof TeensWeekend family activities; c) campuses will be providedwith implementation support, coaching, and training,including expansion of Parenting Partners training forparent leaders; d) training for parents on how toeffectively communicate and build partnershipson howto engage in the education process; e) evaluation ofFamily Friendly Schools Engage model. f) Campuseswill provide opportunities for families to engage atdifferent levels on the campus including volunteeringthrough the Alief Volunteers in Public Schools (VIPS)Program. FACE programs and events developed andimplemented on campuses and throughout the districtwill be done so using current research on parentalinvolvement that fosters achievement to high standardsfor all students. (RESEARCH FAME 5 6 7 8)

  Campus Principals

FACE Coordinator

Percentage of students with at least one family interactionby May 2020

ESP attendance records for district-wide activities, bycampus (Family U, Family Outing, trainings, etc.)

Overall attendance report for family center activities andactivities outside of the family center by May 2020

Number of campuses successfully completing trainingand implementing Parenting Partners program by May2020

       

Funding Sources: Local - 28647.00, Title I - 32200.00

3) FACE will ensure a welcoming environment for allfamilies -a)Campuses will engage in research based traininginvolved in conducting impactful Home Visits to assistin the academic success of students. b)FACE willprovide and attend training and increase awareness ofeffective two-way communication between school andhome. (RESEARCH FAME 5 6 7 8)

  Campus Principals

FACE Coordinator

Increase in positive feedback on survey results focused onwelcoming environment and awareness and accessibilityof two-way communication tools for families by June2020.

Number of campuses attending Home Visit Training andconducting Home Visits.

       

Funding Sources: Title I - 10000.00, Local - 2200.00

4) FACE will continue implementation of district-wideFACE Council to meet two to three times per year.Council to include family members, teachers, parentliaisons, campus and central office administrators, andcommunity partners: a) Explore opportunities toincrease communication with families (e.g., newsletter,technology, etc.), participation, assessment, andrecognition; b) Evaluate District Parent InvolvementPolicy (Title I).(Research-FAME 3 & 4)

  FACE Coordinator Training attendance sheets and agendas for trainings willdocument attendance

       

Funding Sources: Title I - 2500.00, Local - 800.00

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Goal 5: Alief ISD will continue to build positive relationships with all stakeholders.

Performance Objective 3: FAMILY & COMMUNITY ENGAGEMENT: By May 2020, at least 70% of all campuses will offer to families at least twolinked-to-learning academic events beyond the Center, providing families training and resources that offer opportunities and explain the benefits of school-to-home academic connections.

Evaluation Data Source(s) 3: This goal will be assessed by evaluating Alief survey results, training records, and feedback of staff and families.

Summative Evaluation 3:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) FACE will continue providing central office andcampus staff, dedicated full-time Family andCommunity Engagement Coordinator, FamilyLiaisons on each campus, part-time media assistant,full time Family Engagement Specialist. (Research-FAME 3 & 4)

  FACE Coordinator Administrator evaluations will assess theeffectiveness of campus support and training

       

Funding Sources: Local - 7535.00, Title I - 24600.00

2) FACE will provide professional development andresources focused on FAME and best practices.a)FACE will conduct family liaison monthlymeetings; b) FACE staff and Alief family leaderswill attend conference trainings in/out of statefocused on best practices. c) All liaisons will receive14 hours of professional development. d) Teacherswill attend training on research based best practice -Academic Parent Teacher Teams focused onconnecting home to school through training familiesskills to use with their children at home and buildingteacher capacity (3 schools trained) e)FACE willoffer the Family U Conference providingopportunities to build dual capacity for both teachersand families. (Research-FAME 3 & 4)

  FACE Coordinator Training attendance sheets and agendas for trainingswill document attendance and effectiveness oftrainings.

Administrator evaluations will assess theeffectiveness of campus support and training.Professional development records of family liaisons.

       

Funding Sources: Local - 16260.00, Title I - 74750.00

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3) Two way communication will increase betweenschool and home by providing professionaldevelopment opportunities and training for staff andfamilies to improve capacity to utilize digitalresources to connect schools to homes. and increaseawareness of tools available to connect school tohome. a) FACE will provide professionaldevelopment focused on technology tools and tipson how to communicate effectively with families; b)Training on how to access home-access will beoffered in all Centers and promoted to families; c)Increased use of Remind 101 by campuses; d)FACE will continue the implementation of adistrict-wide Remind 101 system; e) Survey familiesregarding satisfaction level of home-to-schoolcommunication; f) Campuses will offer twoopportunities per year for families to meet withcampus principals. g) Family centers will increasethe number of technology classes; h.) Increaseutilization of technology in Family Centers; i)FACE will collaborate with the InstructionDepartment to continue the implementation of theSchoology Parent Portal j)FACE will work withschool campuses and district wide to bringawareness to Home Access, the benefits of beinginformed of student progress and resources andservices available in Alief ISD to equp and assistfamily members. k) FACE will provide training tofamilies in technology to equip families on the skillsnecessary to access student and family resources.(RESEARCH FAME 3 & 4)

  PrincipalsFACE Coordinator

Surveys from families will reflect an increase of theirawareness of how to monitor student progress.

Number of campuses utilizing Remind 101 by June2020

Number of families utilizing Schoology - ParentPortal to connect school to home by June 2020

Number of campuses who provided two opportunitiesfor families to meet with campus principals by June2020

Number of Family Centers offering technologyclasses

Number of professional development courses focusedon technology tools and tips on how to communicateeffectively with families;

       

Funding Sources: Title I - 4000.00, Local - 4000.00

4) The FACE Program will provide and model a)Linked to learning family nights for Intermediatecampuses and secondary campuses. b) Campuseswill provide at least two Linked to Learning FamilyPrograms (RESEARCH FAME 3 & 4)

  FACE CoordinatorCampus Principals

Number of families responding positively to Aliefsurvey focusing on accessibility to tools to help theirchildren at home

Number of professional development sessionsfocused on the importance of Linked to LearningActivities in the schools.

Number of Linked to Learning Family Programsoffered at all campuses by June 2020

 

Funding Sources: Title I - 16000.00

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Goal 5: Alief ISD will continue to build positive relationships with all stakeholders.

Performance Objective 4: FAMILY &COMMUNITY ENGAGEMENT: By May 2020, at least 150 Alief Family Center families will be provided withearly childhood learning opportunities that equip families to support their early learner at home and allow the parent to serve as their child's first teacher.

Evaluation Data Source(s) 4: This goal will be assessed through quantitative data collected from registration and attendance records of EarlyChildhood Programs offered in campus Family Centers.

Summative Evaluation 4:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) The FACE program will provide through theircampus Family Centers Early Childhood Programsthe provide instruction for early learners andresources and support for families. Programs willinclude: Alief Jumpstart Program, Piloting two-yearold LENA Start and Toddler Time at selectcampuses.

  FACE Coordinator Number of families who enroll and successfullycomplete Toddler Time, Alief Jumpstart Program andthe LENA Start Program.

 

Funding Sources: Title I - 36500.00

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 5: Alief ISD will continue to build positive relationships with all stakeholders.

Performance Objective 5: PUBLIC RELATIONS: Alief ISD will strengthen partnerships with local stakeholders.

Evaluation Data Source(s) 5: This goal will be assessed by the quantitative data collected, including donation amounts and CommunityOutreach Missions Education Team (COMET) Program data.

Summative Evaluation 5:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Alief ISD will continue to solicit donations from thepublic by actively engaging business and communitystakeholders through meaningful partnerships.

  Business &CommunityPartnershipCoordinator

Increase donation amount to school district to $4 millionor higher

       

Funding Sources: Local - 1000.00

2) Alief ISD will increase the number of students servedthrough COMET (ASP).

  Business &CommunityPartnershipCoordinator, PublicRelations Specialist,Web Specialist

Number of COMET students served expected to increase        

Funding Sources: Local - 25000.00, Title I - 57600.00

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 5: Alief ISD will continue to build positive relationships with all stakeholders.

Performance Objective 6: PUBLIC RELATIONS: Alief ISD will designate and utilize Campus Communication Coordinators and Campus WebsiteCoordinators to ensure consistent messaging for district stakeholders.

Evaluation Data Source(s) 6: This goal will be assessed by the designation of Campus Communication Coordinators and Campus WebsiteCoordinators, and whether those coordinators meet the standards we have set.

Summative Evaluation 6:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Alief ISD will designate Campus CommunicationCoordinators.

  Public RelationsDept.

Each campus has a designated Campus CommunicationCoordinator

       

Funding Sources: Title I - 11250.00, Local - 11750.00

2) Alief ISD will utilize Campus CommunicationCoordinators.

  Public RelationsDept.

Campus Communication Coordinator ensure consistentcommunication is happening across all social mediaplatforms within their school

       

3) Alief ISD will designate Campus WebsiteCoordinators.

  Public RelationsDept.

Each campus has a designated Campus WebsiteCoordinator

       

Funding Sources: Local - 11400.00

4) Alief ISD will utilize Campus Website Coordinators.   Public RelationsDept.

Campus Website Coordinator ensure consistentcommunication is happening across all webpages withintheir school websites

       

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 5: Alief ISD will continue to build positive relationships with all stakeholders.

Performance Objective 7: PUBLIC RELATIONS: Alief ISD will utilize a customer relationship management system to improve two-way communicationwith stakeholders.

Evaluation Data Source(s) 7: This goal will be assessed by whether a customer relationship management system was procured and theticketing analytics data from the system.

Summative Evaluation 7:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Alief ISD will procure a customer relationshipmanagement system.

  Web Specialist The customer relationship management system will allowstakeholders to submit questions or comments in aconfidential manner through a web-based portal.

       

Funding Sources: Local - 55000.00

2) Alief ISD will respond and close out dialogues within2 business days.

  Web Specialist Alief ISD staff will address incoming messagesappropriately and close out dialogues in a timely manner.

       

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 5: Alief ISD will continue to build positive relationships with all stakeholders.

Performance Objective 8: SECOND LANGUAGE EDUCATION - REFUGEE SERVICES: During 2019-2020, support services will be provided torefugee students and their families to ease transition into the American school system.

Evaluation Data Source(s) 8: Number of families attending orientations, meetings, and parent workshops

Summative Evaluation 8:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Continue to foster relationships with the Alief ISDcommunity and provide support and training to thecommunity concerning ELs. (Family U) FAME 1

             Funding Sources: Title III - 5000.00

2) Continue to work with community organizations suchas Catholic Charities, Amaanah, SEWA, PAIR toprovide support to refugee students. SLE13

             

3) Provide translation services to support ELLs and theirfamilies. SLE 13

             Funding Sources: Title III - 3000.00

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Goal 5: Alief ISD will continue to build positive relationships with all stakeholders.

Performance Objective 9: STUDENT SERVICES - HEALTH SERVICES: During 2019-2020, continue health outreach partnerships (currently five) andadd at least one new partner.

Evaluation Data Source(s) 9: Maintain list of partnerships with Health Services in an electronic file stored in the DIP folder.

Summative Evaluation 9:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Complete Memorandum of Understanding (MOU)and/or contract for each partnership as applicable.

  Director of StudentServices

A file containing copies of all MOUs and contracts willbe maintained in the DIP folder

       

2) Network with other service providers to developadditional partnerships.

  Director of StudentServices and HealthServices Coordinator

List of networking events and contacts made will be keptin the Health Services Administrators' shared drive.

       

3) Maintain and exceed current level of services frompartners.

  Director of StudentServices and HealthServices Coordinator

Data reports for services provided by each partner toinclude type and number will be maintained in the HealthService Administrators' shared drive.

       

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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Goal 5: Alief ISD will continue to build positive relationships with all stakeholders.

Performance Objective 10: STUDENT SERVICES: During the 2019-2020 school year, Student Services will continue to build positive relationships withstakeholders by streamlining the online enrollment process reducing the number of fields by 25%.

Evaluation Data Source(s) 10: Online registration completion rate.

Summative Evaluation 10:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Student Services staff will remove enrollmentbarriers by providing assistance to parents in variouslanguages, through the use of online enrollment, andensuring a welcoming environment for all.

  Director, Manager,and AssistantManager of StudentServices

Online enrollment will numbers will be considerablygreater than those in the 2018-2019 school year.

 

= Accomplished  = Continue/Modify  = No Progress  = Discontinue

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APPENDICES

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Comprehensive Needs Assessment Needs Assessment Overview  The Texas Education Code requires every school district in the state of Texas to have a district improvement plan (DIP) that is developed, evaluated, and revised annually. The purpose of the plan is to guide the district in the improvement of student performance. In Alief ISD, the DIP is the result of an extensive planning process, and results in Performance Objectives (measurable goals) and Strategies (specific action steps) to support them. The district uses a continuous improvement planning model to ensure that decisions are based on data, and that strategies are research-based and evaluated for effectiveness. The DIP is developed collaboratively with district and campus staff, as well as parents and community members. Included in the planning process are content area leadership groups, the district Instructional Leadership Team, the district Educational Improvement Council, and the Superintendent's Council. The plan is revised annually and submitted to the Board of Trustees for final approval. Alief ISD uses a continuous improvement planning process which involves 1) data collection and analysis, 2) the identification of specific needs based on the data, 3) the development of a plan for improvement, 4) the implementation and monitoring of the plan, and 5) the evaluation of both the implementation and results of the plan. The development of the DIP takes time and collaboration, and involves leadership from program areas across the district. The process itself is year-round.

February - Instructions and training are provided April - Needs assessments are completed by each program area and collaboration meetings are held May - Draft plans are completed and shared with the District Educational Improvement Council for feedback June - Draft plan is reviewed by the district Instructional Leadership Team and the Superintendent's Council July - Final plan is submitted to the Board of Trustees for review and approval, and the final plan is placed on the district

website October - June - Formative and summative reviews are conducted to answer, "Were activities conducted as planned? If not,

why not?" and "Were objectives met? If not, why not?" The planning process begins with a comprehensive needs assessment which is the foundational piece of the DIP. When conducted thoroughly, the needs assessment identifies strengths and weaknesses from which program goals and strategies are developed. As a direct result of the needs assessment process, a plan is developed which address the district's Main Thing: Student Achievement and Development. Copies of all needs assessment documents are maintained on file by Alief ISD. 

A

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AUG SEP OCT NOV DEC JAN FEB MAR APR MAY JUN JUL

1 Federal Accountability Report

2 Consolidated ESSA Compliance Report

3 Performance Based Monitoring Reports

4 District Common Assessments

5 District Improvement Plan Evaluated

6 Campus Action Plans Completed

7 Title I School Improvement Plans (ESSA)

8 Academic Calendar Adoption

9 Annual Performance Report & Public Meeting

10 Technology Plan Discussion

11 State Assessment Results (Preliminary and Final)

12

Annual Public Meeting - Federal Programs, Technology Plan, Special

Education

13 Superintendent and Board Annual Priorities

14 Code of Conduct Approval

15 District Improvement Plan Approved

16 State Compensatory Education Evaluation

17 Monthly Donations Report

18 Family Center Reports

19 Monthly Volunteer Report

20 Campus Family Engagement Plans and Compacts

21 End of School Year Family Engagement Report

22 End of School Year Volunteer Report

23 End of School Year Mentor Report

24 Teacher / Administrator Contracts

25 Annual Staffing Report

26 Compensation Plan

27 Budget Report

28 Budget Adoption / Tax Rate Report

29 Annual Financial Accountability Report

30 Annual Audit Report

31 Annual Investment Report

32 Long Range Plan Approval

Area: Resources

AISD Planning, Monitoring, and Reporting Schedule

ACTIONS

Area: Education

Area: Community

Area: Staff

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Strategy Person ResponsibleDistrict Goals

Supported Timeline Evidence of Completion Title I * Title IIA * Title III * Title IV* SCE

Elementary reading instruction - supplies, materials and training in support of the elementary reading program Karen Flavin 1 Aug - May student achievement $15,200 $270,155Elementary science instruction - supplies, materials and professional development in support of the elementary science program Gelyn Cornell 1 Aug - May student achievement $103,900 $22,200Secondary science instruction - supplies, materials and professional development in support of the elementary science program Karen Jacobs 1 Aug - May student achievement $81,000 $5,500Elementary math instruction - supplies, materials and professional development in support of the secondary math program Earl Snyder 1 Aug - May student achievement $352,176 $3,960 $101,327Secondary math instruction - supplies, materials and professional development in support of the secondary math program Anne Hoskin 1 Aug - May student achievement $57,000 $27,000Secondary reading & English language arts instruction - supplies, materials and professional development in support of the secondary reading and English language arts program TBD 1,2 Aug - May student achievement $89,600 $78,000Social studies - supplies, materials and professional development in support of the social studies program Gretchen Gaskins 1,2 Aug - May student achievement $21,950 $51,850Fine arts - supplies, materials and professional development in support of the fine arts program TBD 1,2 Aug - May student achievement $14,000Curriculum & instruction training for Pre-K Maria Martinez 1 Aug - May student achievement $16,000

AVID Tracy Scholz 2 Aug - Maysign-in sheets and student achievement $58,600 $65,055

ESL/Bilingual supervisors, instructional specialists, supplies and materials to assist/support campus teachers Patty Cantu 1, 2, 3, 5 Aug - May $1,147,320Software & technology to support ESL/Bilingual program and ELLs Patty Cantu 1, 2, 5 Aug - May student achievement $150,000Instructional technology & digital solutions Pam Lowe 1 Aug - May student achievementLINC program manager, paraprofessionals, supplies, materials and training Patty Cantu 1, 2, 4, 5 Aug - May student achievement $160,928Advanced academics (PreAP/AP) Tracy Scholz 1, 2 Aug - May student achievementKindergarten Aide Michael Leersson 1 Aug - May student achievement $491,155Pre-kinderarten Teachers & Aides Various $2,712,222Programs and activities that support well rounded education Various $323,844School monitors (hall monitors, SAC monitors) Various 3, 5 Aug - May student achievement $387,825Elementary & Intermediate specialists Various 1 Aug - May student achievement $3,309,922

Other Federal and State ResourcesCurriculum & Resources

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Other Federal and State Resources

Strategy Person ResponsibleDistrict Goals

Supported Timeline Evidence of Completion Title I * Title IIA * Title III * Title IV* SCEMath specialist - intervention program at all elementaries for struggling students in primary grades Earl Snyder 1 Aug - May

contact hours and student achievement $1,955,489

Intervention program for intermediate students in reading and math Earl Snyder 1 Aug - May

contact hours and student achievement $1,576,977 $1,328,806

Secondary reading program for struggling middle school students Jo Ann Williams 1 Aug - May student achievement $938,049Secondary mathematics program struggling middle school students Anne Hoskin 1 Aug - May student achievement $1,692,985

Summer school for struggling students Area Superintendents 1 Aug - Mayenrollment and successful completion $2,000,000 $64,218

Summer language institute for English language learners Patty Cantu 1 June - Julyenrollment and successful completion $200,000

Tutorials Area Superintendents 1 Aug - Maycontact hours and student achievement $134,000 $1,683,854

After school programs Tameka Anderson 1, 2, 5 Aug - May student enrollment $332,307Communities In Schools TBD 1 Aug - May student achievement $2,032,918Bridge teachers at primary grades to assist at risk students Various 1 Aug - May student achievement $2,053,204Campus based teachers and interventionists to assist ELL students achieve academic success Patty Cantu 1 Aug - May student achievement $190,733 $111,290Interventionist support for campuses - all content areas - includes central interventionists who work with campuses to improve student achievement and support materials, supplies and training Content Coordinators 1, 4 Aug - May student achievement $967,086 $2,369,964Alternative learning center Area Superintendents 1 Aug - May student achievement $5,161,207Alternative education program Area Superintendents 1 Aug - May student achievement $316,800Crossroads, Night High School, SOAR Area Superintendents 1 Aug - May student achievement $3,653,909School improvement activities Kathy Jahn 1 Aug - May student achievement $524,336 $12,000 $121,506

Interventions

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Other Federal and State Resources

Strategy Person ResponsibleDistrict Goals

Supported Timeline Evidence of Completion Title I * Title IIA * Title III * Title IV* SCEHomeless program - liaison and interventions to remove barriers to attendance by homeless students TBD 1, 2, 3 Aug - May number of students served $38,471Special populations program (pregnant/parenting) Joni Maniatis 1, 2, 3 Aug - May number of students served $136,182 $95,987

Campus learning centers Jackie Armwood 1, 3 Aug - Maynumber of students transitioning to ALC $773,604

Principal of accountability Area Superintendents 1, 3, 4 Aug - May number of graduates $242,033

Strategy Person ResponsibleDistrict Goals

Supported Timeline Evidence of Completion Title I * Title IIA * Title III * Title IV* SCE

Schoology - teacher, student, and parent web-based tool Pam Lowe 1, 5 Aug - May number of accounts, usage history $171,250Technology/Lab aides Various 1 Aug - May student achievement $714,184

Strategy Person ResponsibleDistrict Goals

Supported Timeline Evidence of Completion Title I * Title IIA * Title III * Title IV* SCE

Funding to support a wide-variety of staff development Tracee Grigsby 1, 2, 3, 4 Aug - May sign-in sheets $182,000 $31,000Teacher Induction Patricia Grady 1, 2, 3, 4 Aug - May $250,000

Technology integration Pam Lowe 1, 2 ,3, 4, 5 Aug - May training documentation $99,593 $114,000 $25,000Leadership professional development Tracee Grigsby 1, 2, 3, 4 August training documentation $78,000Action Based Learning Kelley Sullivan 1,3 Aug - May training documentation $17,000 $216,217Playworks Kelley Sullivan 1,3 Aug - May completed contract $142,000Teacher training in Sheltered Instructional Strategies for English language learners - ensure that all teachers are trained in sheltered instructional strategies for ELLs - training, stipends, materials Patty Cantu 1, 4 Aug - May sign-in sheets $150,000

Dropout Prevention

Classroom Technology

Teacher Effectiveness

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Other Federal and State Resources

Strategy Person ResponsibleDistrict Goals

Supported Timeline Evidence of Completion Title I * Title IIA * Title III * Title IV* SCEAccountability coordinator - shared salary costs with local budget Natalie Martinez 1 Aug - May implementation and use of data $106,923

Strategy Person ResponsibleDistrict Goals

Supported Timeline Evidence of Completion Title I * Title IIA * Title III * Title IV* SCELibrary literacy projects - student books and materials for district wide reading initiatives Ashley May 1 Fall number of books distributed $76,000Databases for district library use - reference tools Ashley May 1 Fall purchase orders and staff feedback $38,980

Strategy Person ResponsibleDistrict Goals

Supported Timeline Evidence of Completion Title I * Title IIA * Title III * Title IV* SCEFamily engagement - campus liaisons, central office clerical assistance, materials, supplies, software and training to encourage and sustain parent/community involvement Shancelor Terry 5 Aug - May sign-in sheets $276,976 $5,000 $200Promote early language and literacy for children (birth to three and early childhood PK-K) Maria Martinez 1 Aug - May documents $118,322Campus Communication Coordinators Kimberly Smith 5 Aug - May Campus Communication Tools $11,250Interpretation/Translation services Kathy Jahn 5 Aug - May documents translated $91,972 $3,000

Strategy Person ResponsibleDistrict Goals

Supported Timeline Evidence of Completion Title I * Title IIA * Title III * Title IV* SCESupport for prevention and safe schools specialists to provide administrator, teacher, and student training to increase protective factors and reduce risk factors for students (includes bully prevention, crime prevention, and abstinence programs) Janine Hoke 3 Aug - May training documentation $215,189 $241

It's Your Game abstinence program Kelley Sullivantrainng records, completed contract $16,000

Behavior intervention aides Nicole Roberts 3 Aug - May discipline referrals $554,042

Prevention and safe schools specialists Janine Hoke 3 Aug - Maydiscipline referrals and campus feedback $505,261

Campus based student assistance program Janine Hoke 3 Aug - May reduction in incidents $32,500

Campus based prevention program coordinator initiative Janine Hoke 3 Aug - May reduction in incidents $56,950

Assessment & Data Management

Libraries

Parent/Community Involvement

Meaningful Relationships

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Other Federal and State Resources

Strategy Person ResponsibleDistrict Goals

Supported Timeline Evidence of Completion Title I * Title IIA * Title III * Title IV* SCEAdministrative costs

- Federal Programs budget (Title I & Title IIA) Karla Kessler 1, 2, 3, 4, 5 Aug - May student achievement $198,696 $6,937

Totals $14,615,935 $935,247 $2,171,981 $686,483 $26,920,641

Title I - Improving Basic Programs Operated by LEAs (ESSA)Title IIA - Supporting Effective Instruction (ESSA)Title III - English Language Acquistion, Language Enhancement, and Academic Achievement (ESSA)Title IV - Student Support and Academic EnrichmentSCE - State Compensatory Education Program (State)

* Does not include allocations for indirect costs, campuses and/or private non-profit schools.

Administrative Costs

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State Compensatory Education Program

Program Evaluation/Needs Assessment Sources: Texas Performance Reporting System (TPRS) & TEA Completion and Dropout Rates

Reporting Year: 2018-2019

DIP 2019-2020

The state of Texas allocates funding to school districts through the State Compensatory Education (SCE) Program which is authorized by Texas

Education Code §42.152. Funding provides supplemental programs and services designed to close the gap between students at risk of dropping out of

school and all other students, specifically in the areas of state assessment performance and high school completion. At-risk is defined by TEC

§29.081. At least 52% of the SCE annual allocation must be expended for these services. Up to 48% of the annual allotment may be attributed in the

general fund to other, indirect costs.

Alief ISD uses a continuous improvement planning process at the district and campus levels each year. This process which involves 1) data collection

and analysis, 2) the identification of specific needs based on the data, 3) the development of a plan for improvement, 4) the implementation and

monitoring of the plan, and 5) the evaluation of both the implementation and results of the plan. As a result, SCE funds are used across the district for

a variety of purposes including tutorials, especially for those students who fail to pass an end-of-course exam. Funding also supports summer school

activities, prekindergarten teachers and aides, behavior intervention services, as well as services for pregnant teens. SCE funds also support the Alief

Learning Center, Crossroads, and SOAR/Night High School.

Number of Positions (Full-Time Equivalents): 612

State Compensatory Education Allotment: $45,151,170

State Compensatory Education Direct Services (58%): $26,503,139

Performance Data - PENDING

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ACRONYMS 

ABL – Action Based Learning AECHS – Alief Early College High School AGS – Alief Girls in STEM ASP – After School Program AUP – Acceptable Use Policy AVID – Advancement Via Individual Determination   BOY – Beginning‐of‐Year BYOD – Bring Your Own Device CAP – Campus Action Plan CCA – Campus Common Assessment CEHI ‐ Compensatory Education Homebound Instruction CER – Claims, Evidence, & Reasoning CHAT – Central Healthy Advisory Team CIPA – Children’s Internet Protection Act COMET – Community Outreach Missions Education Team CREST – Council of Reading & English Supervisors of Texas CTE – Career and Technology Education CWT – Classroom Walkthroughs  DBQ – Document‐Based Questions DCA – District Common Assessment DIP – District Improvement Plan DCIP – District Continuous Improvement Plan DL – Dual Language or Distance Learning DMAC – Data Management for Assessment & Curriculum EC – Early Childhood ELA – English Language Arts ELAR – English Language Arts/Reading ELL – English Language Learner ELPS – English Language Proficiency Standards EOC – End‐of‐Course EOY – End‐of‐Year ESL – English as a Second Language ESP – eSchoolPLUS F2F – Face‐to‐Face FACE – Family & Community Engagement FAME – Families Actively & Meaningfully Engaged GT – Gifted & Talented GTAP – Gifted & Talented/Advanced Placement HCDE – Harris County Department of Education ICR – Initial Compliance Review IHE – Institute of Higher Education ILT – Instructional Leadership Team 

  IR – Improvement Required   ISIP – iStation Indicators of Progress   ISIT – Instructional School Improvement Team   LA – Language Arts   LEP – Limited English Proficient   LINC – Language Institute for Newcomers   LLC – Library Learning Commons   LMS – Learning Management System   LPAC – Language Proficiency Assessment Committee   MIS – Management Information Systems   MOU – Memorandum of Understanding    MOY – Middle‐of‐Year   MVPA – Moderate to Vigorous Physical Activity   NCSS – National Council for Social Studies  NMSQT – National Merit Scholarship Qualifying Test PASS – Prevention and Safe Schools PBL – Project‐Based Learning or Problem‐Based Learning PBM‐ Performance Based Monitoring PBMAS – Performance Based Monitoring Analysis System PD – Professional Development PE – Physical Education PEIMS – Public Education Information Management System PER – Program Effectiveness Review PK – Prekindergarten  PLC – Professional Learning Community PRS – Pregnancy Related Services PSAP – Parenting for School Aged Parent PSAT – Preliminary SAT PTSD – Post Traumatic Stress Disorder RtI – Response to Intervention   RUP – Responsible Use Practices   SAP – Student Assistance Program   SAT – Scholastic Achievement Test   SB – Senate Bill    SCE – State Compensatory Education   SELA – Secondary English/Language Arts   SIOP – Sheltered Instruction Observation Protocol   SLAR – Spanish Language Arts/Reading   SLE – Second Language Education   SLI – Summer Language Institute   SMS – Student Management System    SPED – Special Education 

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SRQ – Student Residency Questionnaire SSI – Student Success Initiative STAAR – State of Texas Assessment of Academic Readiness STEM – Science, Technology, Engineering, and Mathematics T‐TESS – Texas Teacher Evaluation & Support System TAGT – Texas Association of the Gifted & Talented TAKS – Texas Assessment of Knowledge & Skills TASM – Texas Association of Supervisors of Mathematics TBSI – Texas Behavior Support Initiative TCSS – Texas Council for Social Studies  TCTELA – Texas Council of Teachers of English/Language Arts TEA – Texas Education Agency TEC – Texas Education Code TEKS – Texas Essential Knowledge and Skills TELPAS – Texas English Language Proficiency Assessment System TESOL – Teachers of English to Speakers of Other Languages TETN – Texas Education Telecommunications Network TEXSHEP – Texas Homeless Education Program TRF – Tutorial Request Form TSI – Texas Success Initiative TxVSN – Texas Virtual School Network UIL – University Interscholastic League VIPS – Volunteers in Public Schools WICOR – Writing, Inquiry, Collaboration, Organization, Reading    

                                   

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Alief ISD 101903 STUDENT WELFARE FFIFREEDOM FROM BULLYING (LEGAL)

DATE ISSUED: 3/15/2012 1 of 2UPDATE 93 FFI(LEGAL)-P

“Bullying" means engaging in written or verbal expression, expres-sion through electronic means, or physical conduct that occurs on school property, at a school-sponsored or school-related activity, or in a vehicle operated by the District and that:

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

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

This conduct is considered bullying if it:

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

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

The Board shall adopt a policy, including any necessary proce-dures, concerning bullying that:

1. Prohibits the bullying of a student;

2. Prohibits retaliation against any person, including a victim, a witness, or another person, who in good faith provides infor-mation concerning an incident of bullying;

3. Establishes a procedure for providing notice of an incident of bullying to a parent or guardian of the victim and a parent or guardian of the bully within a reasonable amount of time after the incident;

4. Establishes the actions a student should take to obtain assis-tance and intervention in response to bullying;

5. Sets out the available counseling options for a student who is a victim of or a witness to bullying or who engages in bullying;

6. Establishes procedures for reporting an incident of bullying, investigating a reported incident of bullying, and determining whether the reported incident of bullying occurred;

7. Prohibits the imposition of a disciplinary measure on a student who, after an investigation, is found to be a victim of bullying, on the basis of that student’s use of reasonable self-defense in response to the bullying; and

DEFINITION

POLICY

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Alief ISD 101903 STUDENT WELFARE FFIFREEDOM FROM BULLYING (LEGAL)

DATE ISSUED: 3/15/2012 2 of 2UPDATE 93 FFI(LEGAL)-P

8. Requires that discipline for bullying of a student with disabili-ties comply with applicable requirements under federal law, including the Individuals with Disabilities Education Act (20 U.S.C. Section 1400 et seq.).

The policy and any necessary procedures must be included annu-ally in the student and employee handbooks and in the District im-provement plan under Education Code 11.252. [See BQ]

The procedure for reporting bullying must be posted on the Dis-trict’s Internet Web site to the extent practicable.

Education Code 37.0832(a)–(e)

INTERNET POSTING

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Alief ISD 101903 STUDENT WELFARE FFIFREEDOM FROM BULLYING (LOCAL)

DATE ISSUED: 3/15/2012 1 of 3UPDATE 93 FFI(LOCAL)-A

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

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

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

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

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

This conduct is considered bullying if it:

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

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

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

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

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

BULLYING PROHIBITED

DEFINITION

EXAMPLES

RETALIATION

EXAMPLES

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Alief ISD 101903 STUDENT WELFARE FFIFREEDOM FROM BULLYING (LOCAL)

DATE ISSUED: 3/15/2012 2 of 3UPDATE 93 FFI(LOCAL)-A

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

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

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

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

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

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

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

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

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

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

FALSE CLAIM

TIMELY REPORTING

REPORTING PROCEDURES

STUDENT REPORT

EMPLOYEE REPORT

REPORT FORMAT

PROHIBITED CONDUCT

INVESTIGATION OF REPORT

CONCLUDING THE INVESTIGATION

NOTICE TO PARENTS

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Alief ISD 101903 STUDENT WELFARE FFIFREEDOM FROM BULLYING (LOCAL)

DATE ISSUED: 3/15/2012 ADOPTED: 3 of 3UPDATE 93 FFI(LOCAL)-A

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

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

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

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

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

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

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

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

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

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

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

DISTRICT ACTION

BULLYING

DISCIPLINE

CORRECTIVE ACTION

TRANSFERS

COUNSELING

IMPROPER CONDUCT

CONFIDENTIALITY

APPEAL

RECORDS RETENTION

ACCESS TO POLICY AND PROCEDURES

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2019‐2020  [ALIEF ISD FAMILY ENGAGEMENT POLICY]  

FAMILY ENGAGEMENT POLICY Alief Independent School District believes that parents/guardians are partners with teachers and other staff in the education of their children and that family engagement and empowerment are essential at all levels throughout the school district. Everyone gains if school and home work together to promote high achievement by our children. Neither home nor school can do the job alone. Families play an extremely important role as their child’s first teacher. Families’ support for their children, and for the school, is critical to their child’s success at every step along the way.  Alief ISD’s goal is to provide a strong school‐

home partnership that will help all students in 

the district to succeed. The Family Engagement Coordinator may be contacted at 281‐498‐8110 ext. 29192 Family Engagement in Developing the Policy The Family and Community Engagement (FACE) Advisory Council annually reviews and revises this written Family Engagement Policy for Alief ISD. The policy is referenced in the District Improvement Plan and is included in the student/parent handbook.  Alief ISD will take the following actions to engage families in the joint development of its district Family Engagement Policy:   Inform families about the function of the District’s Family Engagement Policy.  Inform families of meetings through text, phone calls, website, and written communication.   Actively recruit families to participate in an advisory capacity regarding family engagement.  Schedule FACE Advisory Council meetings biannually providing space and time for families and stakeholders to participate in a comprehensive review of policy, budget, and programs for family engagement.  

 Offer a flexible number of meetings, such as meetings in the morning or evening, and provide child care as such services relate to family engagement.   Facilitate communication between families and Title I campuses through Family Center resources and communication.   Post on the Alief ISD website for public comment and review.  The Family Engagement Policy:  

 establishes the expectations of all concerned regarding family engagement.   ensures that parents/guardians are notified of the policy in a language and format they can understand.   is made available to the local community.   is updated periodically to meet the changing needs of families and schools. Family Engagement in District and School 

Improvement Activities 

State law requires the district and each school to develop a plan each year to improve the achievement of all students. These plans will be:  developed with the involvement of families through their inclusion on the district Educational Improvement Council and campus Shared Decision‐Making Committees  approved by the Board of Trustees.  Building Capacity for Strong Family 

Engagement  Coordination, technical assistance, and other support will be provided by the district to assist schools and families in planning and implementing effective family engagement activities. The district will build the schools’ and family’s capacity for strong family engagement through avenues such as:  professional development for staff   training opportunities for parents/guardians   electronic communication, including the district website, e‐mail, and text messages  

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2019‐2020  [ALIEF ISD FAMILY ENGAGEMENT POLICY]   campus Family Engagement Centers and campus events   campus Shared Decision‐Making Committees  campus Family Engagement Committees   the district Family and Community  Engagement Program  the district Educational Improvement Council  the district Family and Community Engagement Advisory Council  Alief ISD shall also:   provide assistance to families through campus events and district resources in understanding such topics as the state's academic content standards and student academic achievement standards, state and local academic assessments, how to monitor a child's progress, and how to work with educators to improve the achievement of their children.  provide materials and training to help families work with their children to improve their children's achievement.  educate teachers, pupil services personnel, principals, and other staff, with the assistance of families, in the value and utility of contributions of families, and in how to reach out to, communicate with, and work with families as equal partners, implement and coordinate family engagement programs, and build ties between the families and the school.   to the extent feasible and appropriate, coordinate and integrate family engagement programs and activities with Head Start and other public preschool programs.  provide two‐way communication that ensures information related to school and family programs, meetings, and other activities is communicated with families in a format and, to the extent practical in a language the families can understand.  

 provide such other reasonable support for family engagement activities as families may request. Alief ISD may also:  

 involve families in the development of training for teachers, principals, and other educators to improve the effectiveness of such training by assessing family needs and concerns.   provide necessary literacy training to families.   pay reasonable and necessary expenses associated with local family engagement activities, including transportation and child care costs, to enable parents/families to participate in school‐related meetings and trainings.   train families to enhance the involvement of other families.   seek feedback from families to arrange school meetings at a variety of times, or conduct in‐home conferences between teachers and other staff with parents/families who are unable to attend such conferences at school to maximize family engagement and participation.   adopt and implement model approaches to improving family engagement.   establish a district‐wide family advisory council to provide advice on all matters related to family engagement in programs supported under this section.   develop appropriate roles for community‐based organizations and businesses in family engagement activities.  Coordination with Other Programs 

To avoid duplication of services and to ensure coordination of resources, the district will coordinate family engagement strategies and activities across programs.  Coordination will occur with:   community‐based organizations outside of the district, such as Communities In Schools and the YMCA. 

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2019‐2020  [ALIEF ISD FAMILY ENGAGEMENT POLICY]   departments within the district.   district and campus site‐based decision making councils.  Annual Evaluation  An annual evaluation of the content and effectiveness of the family engagement policy will be conducted. The evaluation will:   seek to determine if implementation of the policy helped to improve the academic quality of schools.   seek to identify barriers to greater participation by families.   result in revisions to the family engagement policy, if necessary, to design strategies for more effective family engagement.   involve the district Family Engagement Advisory Council (FACE).   be shared with campuses and the community.  Family Engagement in School Activities 

Family Engagement in school activities will be encouraged at all levels. Families will have opportunities for engagement through:  patron presentations at monthly Board of Trustee meetings.   the district Educational Improvement and Family Engagement Advisory Councils.   a variety of volunteer and mentor programs at schools.  Schools will seek to engage families by holding annual meetings to inform families of the school’s participation in federal programs and of the families’ right to be involved, holding a flexible number of meetings for families, providing organized, ongoing, and timely planning, reviewing and improving the academic program at the school, and providing timely information concerning programs on campus, school, and student performance profiles, as well as information about the curriculum. 

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