district improvement plan channelview independent school district · 2018-12-11 · mission...

Channelview Independent School District

District Improvement Plan

2018-2019

Channelview Independent School DistrictGenerated by Plan4Learning.com 1 of 73 District #101905

October 31, 2018 9:09 am

Mission StatementThe mission of the Channelview Independent School District is to provide an educational environment which will develop and enhance our students'

intellectual, social, emotional, and physical growth, in order to encourage them to become creative, responsible, patriotic contributing members of society.


October 31, 2018 9:09 am

Table of Contents

Comprehensive Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Demographics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Student Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5District Culture and Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Staff Quality, Recruitment, and Retention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Curriculum, Instruction, and Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Parent and Community Engagement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10District Context and Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Comprehensive Needs Assessment Data Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Goal 1: Improve academic performance for all students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Goal 2: Improve academic performance of students served by Special Education and Limited English Proficient students on state and federalaccountability levels. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43Goal 3: To provide abundant, varying, and meaningful opportunities for the students of Channelview ISD by offering opportunities through theCareer and Technical Education (CTE) program. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54Goal 4: To provide 21st century skills and opportunities for the students of Channelview ISD by actively looking at instruction using technology . . . 62

District Funding Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70


October 31, 2018 9:09 am

Comprehensive Needs Assessment

Revised/Approved: September 03, 2015

Demographics

Demographics Summary

The overall student enrollment of Channelview ISD has increased over the last 3 years by approximately 400 students, with an increase in Hispanicenrollment, and a decrease in African American and White student enrollment.Since Channelview ISD is over-represented in Bilingual/ESL, it is necessary to continue to follow up with staff addressing academic languagedevelopment of English language learners and at-risk students Although enrollment is increasing in AP courses, the passing rate is below the state and national averages. More support and follow up with teacherson training and institutes is needed to ensure successful implementation.Under-representation of GT students continues to be a trend, therefore there is a need to continue identifying GT students using the newly adoptedprocedures. Maintain the work we do with students at the secondary level so that we continue with the reduced dropout rates.

Demographics Strengths

Increased cohort retention throughout high schoolIncreased participation of AP ExamsSteady increase in CTE enrollmentTeacher turn-over rate is slightly below the state averageHigher than state average in African-American minority staff representation.

Problem Statements Identifying Demographics Needs

Problem Statement 1: In the 2016-2017 school year, 28.4% of Channelview ISD students were enrolled in the Bilingual/ESL program. The state average is18.8%. Root Cause: As a community, Channelview is home to a majority of Hispanic residents. Spanish is still largely spoken as the primary language athome in many instances, resulting in larger than usual Bilingual/ESL enrollment among the student population.


October 31, 2018 9:09 am

Student Achievement

Student Achievement Summary

For the 2017-2018 school year, STAAR results indicated for all students in Channelview ISD, 74% were approaching grade level (GL), 41% met GL, and15% mastered GL compared to the state of Texas, which showed all students approaching GL at 77%, meeting GL at 66% and mastering GL at 22%. Forreading, Channelview ISD had all students approaching GL at 69%, meeting GL at 37% and mastering GL at 12% compared to the state, which had allstudents approaching GL at 74%, meeting GL at 46% and mastering GL at 19%. For mathematics, Channelview ISD had all students approaching GL at83%, meeting GL at 46% and mastering GL at 20% compared to the state, which had all students approaching GL at 81%, meeting GL at 50% and masteringGL at 24%. For writing, Channelview ISD had all students approaching GL at 58%, meeting GL at 31% and mastering GL at 4% compared to the state,which had all students approaching GL at 66%, meeting GL at 41% and mastering GL at 13%. For science, Channelview ISD had all students approachingGL at 79%, meeting GL at 46% and mastering GL at 17% compared to the state, which had all students approaching GL at 80%, meeting GL at 51% andmastering GL at 23%. For social studies, Channelview ISD had all students approaching GL at 74%, meeting GL at 42% and mastering GL at 18%compared to the state, which had all students approaching GL at 78%, meeting GL at 53% and mastering GL at 31%.

Student Achievement Strengths

Special Education students showed growth in STAAR Reading and STAAR Math in grades 3 and 7; STAAR Writing in Grade 7; and the EOC for U.S.History. STAAR EOC scores for Algebra I EOC, Biology EOC, and U.S. History EOC were significantly higher than the STAAR 3-8 scores.

For all students, Channelview ISD students scored above the state average for students approaching GL in mathematics. Comparing 2016-2017 data to 2017-2018 data, the district increased scores for all students in all subjects for students approaching GL; for reading there as an increase in all studentsapproaching GL; for math there was in increased in all students approaching GL; for science there was an increase in all students approaching GL andmastering GL; and in social studies there was an increase in all students meeting GL and mastering GL.

Problem Statements Identifying Student Achievement Needs

Problem Statement 1: Special Ed students have a 13-38% passing rate (approaching grade level) in reading. Root Cause: Inclusion teachers and supportare not used effectively to differentiate instruction for SPED students.

Problem Statement 2: The state outperformed the district for all students in all areas except approaching GL in mathematics. Root Cause: A focus needs tobe placed on more students meeting and mastering GL on the STAAR assessments.


October 31, 2018 9:09 am

District Culture and Climate

District Culture and Climate Summary

Though teachers at both the secondary and elementary levels report that they have expectations of high achievement,14% of secondary students report that they do not feel the same way. Over 92% of teachers report feeling safe on their campus, while 28% of secondarystudents report not feeling safe on campus. The same questions were asked of both teachers and students. Attention needs to be paid to closing the disparitygap between teacher perception and student perception. In particular, this disparity is seen in relation to student achievement, safety, social and emotionalsupport, and differing viewpoints. There is not a particular demographic group that stands out in these areas. Take intentional steps to build up perceptions ofhigh student achievement, safety, support and mutual respect among students and between students and adults. Though the perception of teachers is high,survey data indicates that these are areas in need of focus. Perhaps at the secondary level, consider a focus group of students and teachers as an exploratorystep to gain insight into the areas in need of focus. Students and teachers have voiced concerns about safety. Consider holding safety committee meetings andincluding stakeholders to better understand concerns and to develop a course of action to improve perceptions in this area.

In the 2017-2018 school year, there were 35 identified drug offenses involving 5 look-alike, 21 controlled substances (not a felony), 1 felony, 6 tobacco, and2 alcohol. Approximately 1/3 of students who were assigned to Highpoint were assigned because of drug offenses.

District Culture and Climate Strengths

93% of secondary teachers report having high expectations for student achievement.92% of secondary teachers report feeling safe on campus.85% of secondary teachers say that their campuses celebrate student, staff and community achievements regularly.97% of elementary teachers report having high expectations for student achievement.95% of elementary teachers report that their campus regularly supports the social and emotion growth of students.94% of elementary teachers report feeling safe on campus.Teachers in both secondary and elementary report a feeling of empowerment to do their best.At the elementary level, teachers report that the staff is nurturing and caring.Secondary students reported feeling support by many teachers on campus and, in fact, mentioned many names.Secondary students said that they like the many college readiness opportunities afforded to them like AP Classes, Dual Creditand AVID.

Problem Statements Identifying District Culture and Climate Needs

Problem Statement 1: Though perception data collected indicates that teachers believe that they have expectations for high student achievement, support


October 31, 2018 9:09 am

students, and foster respect between students and teachers, there is a disparity between student perceptions and teacher perceptions. Root Cause: Campusesdo not gather regular student feedback in order to influence student perceptions of campus culture and climate.


October 31, 2018 9:09 am

Staff Quality, Recruitment, and Retention

Staff Quality, Recruitment, and Retention Summary

Improvement has been made at Channelview Independent School District in the areas of staff quality, recruitment and retention. CVISD continues to becompetitive in the areas of salary and benefits for starting teachers. Staff development in the areas of Dual Language, AVID and Professional LearningCommunities (PLC) were conducted to help increase the awareness of meeting the needs of a diversified student population. Continued efforts were bemade to increase the pool of applicants to provide our students with the most highly qualified teachers and staff by hiring recent college graduates as tutors.Teacher turnover rates are on a decline in recent years.

Staff Quality, Recruitment, and Retention Strengths

100% Highly QualifiedCompetitive salary schedule for new teachersActive participation in job fairsOnline job applicationMentoring and coaching for new teachers100% compliance with state and local policies for hiring purposesHost local job fairMultiple opportunities for staff development

Problem Statements Identifying Staff Quality, Recruitment, and Retention Needs

Problem Statement 1: District wide attendance has caused approximately one hundred substitutes to be hired on a daily basis. Root Cause: Staff membersare not coming to work as the demand of the job with duties and responsibilities are increasing. There is also no incentive for positive attendance and notusing all of your accrued days. Teachers are also using school business days to attend professional development.


October 31, 2018 9:09 am

Curriculum, Instruction, and Assessment

Curriculum, Instruction, and Assessment Summary

We have seen an increase in the quality of curriculum development with an emphasis on writing throughout all grade levels and content area. We willcontinue to focus on literacy in all content areas throughout the district. We must increase instructional rigor as well as differentiation in instructionalstrategies, presentation, and demonstration of mastery. Professional development needs to be sustainable and available for specifics needs. There also needsto be an increase in technology rich lessons to help support curricular and instructional needs of our students.

Curriculum, Instruction, and Assessment Strengths

District Academies Across content areasDistrict Level Instructional SupportCurriculum continually improvesVarious Staff DevelopmentsTeacher Feedback used to guide decisionsDistrict Assessments aligned to StateAvailability of campus, state, district dataUse of data to develop curriculum and drive instructionCurriculum and Instruction team collaborationCommunication between district and campus leadersDistrict awareness of state requirements regarding accountability and proactively making adjustments to address requirements of House Bill 5Increased number of students scoring a 3 or higher on AP examsCurriculum and instruction dedicated to integrating instructional technology

Problem Statements Identifying Curriculum, Instruction, and Assessment Needs

Problem Statement 1: Students at all levels are not frequently engaged in writing activities as a form of formative assessment throughout the school day.Frequency of writing throughout the school day should increase in order to attain higher academic achievement among all student groups. Root Cause:Teachers who specialize in content areas other than ELA tend to lack the confidence and skill set to teach writing in their content area, therefore teachers arenot frequently using writing as a type of assessment to determine student mastery.


October 31, 2018 9:09 am

Parent and Community Engagement

Parent and Community Engagement Summary

Channelview I.S.D. will continue to focus and expand the district's Parent & Family Engagement Plan. Multiple opportunities for high levels of familyinvolvement and positive family attitudes toward education will be offered in order to bring parents and family members into their child's learning process.Our goals are to facilitate family to family support, establish a network of community resources, increase family participation in decision making, equipfamilies with tools to enhance and extend learning, and develop staff skills in best practices that support families in meeting their children's academicneeds. In order to accomplish these goals we will offer Parenting Partners Program, Parent ESL Classes, stipends for campus-based Parent Liaisons,and create a blueprint for "Parent University", a credit system to encourage an increase in parent involvement.

Both district and campus performance will continue to be evaluated under the Community and Student Engagement Rubric which rates the followingcategories: Fine Arts, Wellness and Physical Education, Community and Parental Involvement, 21st Century Workforce Development, Second LanguageAcquisition, Digital Learning Environment, dropout Prevention Strategies, and Programs for Gifted and Talented Students with the targeted goal ofRecognized and Exemplary ratings.

Parent and Community Engagement Strengths

Adherence to Title I Parent Involvement compliance requirements: Annual Title I Meetings, Parent Involvement Policies, School-Parent Compacts,written notifications and calls in both English and Spanish, parents on district committees...Community Partnerships including San Jacinto College, San Jacinto Hospital, Lyondell, Chick-Fill-A, Gulf Coast Area Federal Credit Union...Parent Involvement activities at the campus level, including Family Math, Science, ELA, & Elective Nights, Museums presentations, STAARInformation Nights, Home Access Training, Coffee with Principals, Book Fairs, Parent Volunteers, Muffins for Moms, Donuts for Dads, Goodies forGrandparents... ...SHACGifted ad Talented ExpoParenting Partners ProgramAdult ESL Classes

Problem Statements Identifying Parent and Community Engagement Needs

Problem Statement 1: Parent participation with campus based CEIC committees resulting in lack of parental input for development of the campus plan.Root Cause: Parent opportunities for participation in these meetings are limited because the meetings are scheduled during the regular work day and manyparents are unable to attend due to work or childcare obligations.


October 31, 2018 9:09 am

District Context and Organization

District Context and Organization Summary

Students in Channelview ISD can attend one early childhood center, seven elementary schools, two junior high schools, one ninth grade center, one highschool, and one alternative campus. The district is divided into zones according to a feeder pattern. Staggered bus schedules are designed to accommodatethe transportation needs of all students. The Assistant Superintendent of Administration supervises the zoning and feeder patterns.

Academic leadership at secondary campuses consists of one math specialist, one reading specialist, one science specialist, and department chairs for eachstrand of subjects. Academic leadership at elementary campuses consists of one math specialist, one reading specialist, and six content leaders.

Collaborative reviews and data driven decision making begins with the Administrative Team-Cabinet review. Channelview ISD continues to focus onimprovements for collaborative decision making through our District Education Improvement Committee and the Campus Education ImprovementCommittees at each campus.

Crucial staff members attend rigorous professional development on facilitating effective Professional Learning Communities (PLCs). All staff meet in PLCsto work on lesson design using the targeting of specific objectives based on district/campus data, discuss research based instructional strategies, andcollaborate on instructional delivery.

Channelview ISD maintains a district website, a smartphone app, and campus websites for communication needs. Home Access Center (HAC), a web-basedprogram, is available to all parents in order to allow them to monitor their children's academic progress.

Community participation is made possible by decision-making bodies such as the District Educational Improvement Committee. Each campus has a similarcommittee that works toward the same goals as the district, but specifically using campus needs. Each campus facilitates community outreach events basedon demographic and academic needs.

Channelview ISD provides a First Year Teacher Academy and the New Horizons mentoring program. The FYTA consists of monthly trainings and year-long support. The New Horizons program pairs an experienced teacher with a first year teacher for year-long support.

Student support services include a Community Youth Services Worker, Special Education Counselors, Occupational Therapists, Physical Therapists,Adapted Physical Education, Homebound Services, Behavioral Specialists, Inclusion Specialists, and Vision/Hearing Support for students who qualifydistrict wide.

Channelview ISD uses Google Apps to communicate and collaborate with district employees. Eduphoria Suite is a web-based platform that has curriculumaccess, lesson planning, a student academic database, and a professional development registration tool.

Channelview ISD utilizes Plan for Learning, web-based planning software, to allow for monitoring strategies through a formative assessment process.Channelview Independent School DistrictGenerated by Plan4Learning.com 11 of 73 District #101905

October 31, 2018 9:09 am

District Context and Organization Strengths

Electronic Data SourcesInterventions & Tutorial time built in to the school daySchool Messenger to relay info quickly and efficientlyTeam Leaders and Dept. Chairs serve as liaisons between. Administration & TeachersDistrict and Campus WebsitesAll schools have secure entrances and complete regular safety drillsGoogle Apps for sharing resources between teachers

Problem Statements Identifying District Context and Organization Needs

Problem Statement 1: All staff members don't understand and fully implement the process of Response to Intervention (RTI). Root Cause: District-widetraining has not been provided.


October 31, 2018 9:09 am

Technology

Technology Summary

The past few years have seen major changes to technology throughout the district. While much time, effort and resources were spent solidifying theinfrastructure, we also implemented large changes on the user side as well, including moving to Google for all staff communication and then rolling out GSuite for secondary students and introducing them and district staff to an online based Google Classroom. The concurrent infrastructure work as well as theincrease in devices (esp. Chromebooks) and apps/websites that can be used has now culminated a roll out plan set in motion a few years ago. We have nowreached the second half of that plan which focuses on training, maintenance of the new systems in place, and putting together resources to handle the giganticincrease in devices set to come our way in the coming months and years. We have shocked the system, the system is now coping well with the changes, andnow it is our job to make it run as efficiently as possible, taking advantage of its increased ability to the fullest extent.

As will happen in any culture change, there will be people who latch on with excitement, some will approach with trepidation, and everything else inbetween those edges. The biggest impediment to acclimation is technology that doesn't work or perform as it should or how it does when we train on it. Tothis end, we are focusing heavily on 4-5 year plans on the campuses to make sure the technology available to the teacher and student in the classroom is not ahindrance, but rather a tool to enhance the educational possibilities and experience. As the devices and tools become more reliable and available, the staffwill be more apt to use them and graft them into lessons. We are also working with curriculum to evolve lessons to more include the technology that we havebeen pursuing and readying for.

In addition to the change for teachers, this culture change will also impact administrators at the campuses. As the leaders on the campus, they are perhaps themost important piece of that culture change that needs to happen at a campus. As the administrators adopt the usage of both devices and apps/tools, theteachers will naturally follow suit far more so than without the model from the administrators. The administrator's enthusiasm and willingness to adopt andshowcase this new culture cannot be overstated as a vital piece to this whole plan.

With the increase of apps, websites, digital instruction tools, and devices needed to utilize them comes an increase in the need for training and tech support.At current levels, the technology staff is too small to handle the demands of a growing district in both size and tech usage. Eventually, the technology staffwill need to grow in order to provide the training to teachers and staff in order to achieve the full culture change. With the roll outs of dozens of Chromebookcarts a year, this staff will have to increase proportionately. The demands on physical tech support will also increase dramatically, prompting a need toincrease tech support staff as well, not only to troubleshoot usage issues in new devices, but to make physical repairs as well.

We have planned and worked for several years to finally reach this point, not so we can simply celebrate and look back at what we achieved, but to be readyto continue on and enhance the educational experience and environment, aiming for a classroom that reflects the changes in the world around us, preparingthe children of this district for what awaits them in the world.

Technology Strengths


October 31, 2018 9:09 am

Technical SupportInternet access - wireless at every campusAssessment software - STAAR online, TestNav, EduphoriaUse of e-rate fundingInfrastructure stabilityG-SuiteDistrict web presence - website and appiPad device policies and training; VPP (Volume Purchasing Program) and MDM (Mobile Device Manager)Chromebook training and management; district policies and proceduresInstructional materials and supporting documents, specifically, help videosQuality trainings offered at each campus/buildingPartnership between Technology and Special Services; working to meet the needs of students with disabilities through assistive technologyPartnership between Technology and Curriculum to prepare teachers for district classroom devicesDepartment forward-thinking vision

Problem Statements Identifying Technology Needs

Problem Statement 1: Expectations for technology use in the classroom do not align with the available tech opportunities at the teacher’s disposal. RootCause: Administrators were not present at all trainings.

Problem Statement 2: The Technology Department is the primary driver of tech changes on campus. Root Cause: A clear vision for technology has notbeen developed at the campuses.

Problem Statement 3: We feel that the teachers have not received the individualized attention to prepare them for the heightened classroom techexpectations coming from the district and would benefit from increased modeling and additional walkthroughs. Root Cause: ITS may be understaffed.Instructional Technology Specialist resigned early in the 2017-18 school year and the department was understaffed for the remainder of the year.


October 31, 2018 9:09 am

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


October 31, 2018 9:09 am

Goals

Goal 1: Improve academic performance for all students.

Performance Objective 1: Improve academic performance of all students in English Language Arts, Math, Science, and Social Studies to meet or exceedthe state average on assessments.

Evaluation Data Source(s) 1: TAPR Report

Summative Evaluation 1:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar May

1) Provide in-district focused services andprofessional development with the appropriateresources for content area stakeholders based ondistrict initiatives and/or currents needs assessmentdata.-HCDE - Kelly Tumy;-Patricia Cain-Book studies

Assistant Superintendentfor Curriculum andInstruction, ProgramDirectors/Coordinators,District InstructionalCoaches

Eduphoria Workshop Reports, Aware Assessment datareports

Funding Sources: 255 - Title II - 0.00

2) Participate in out-of-district professionaldevelopment opportunities for content coaches,specialists, and teachers. Attain appropriate resourcesto facilitate training and support.

Assistant Superintendentfor Curriculum andInstruction, CurriculumCoordinators, DistrictInstructional Coaches,Campus Specialists

Session Packets and Presentation Handouts

Funding Sources: 255 - Title II - 0.00

3) Provide software licenses for the district andhardware (computers, scanners, i-Pads, Chromebooks)for the district instructional coaches to access web-based/computer-based core content and databaseprograms.

Assistant Superintendent ofCurriculum & Instruction,Curriculum Coordinators,Technology Director,Instructional TechnologySpecialist, DistrictInstructional Coaches,Campus Specialists

Eduphoria Program Reports, Istation Program Reports,iReady Math Diagnostic Reports, Scholastic SAMProgram Reports, Measuring Up Live ProgramReports, Reasoning Minds Reports, iStationPlan4Learning, Learning A-Z

Funding Sources: 255 - Title II - 0.00, 199 - SCE - 0.00


October 31, 2018 9:09 am

4) Procure and utilize resources and substitutes fortrainings, meetings, and program initiatives to supportdistrict goals.

Assistant Superintendent ofCurriculum & Instruction,Curriculum Coordinators,Campus Principals

Eduphoria Workshop Reports, Presentation Handouts,Session Packets, Meeting Notes

Funding Sources: 255 - Title II - 0.00, 211 - Title I-A - 0.00

5) Provide summer academic instruction for studentsneeding an intensive program of instruction to preventfailure or give enrichment for the next year.

Assistant Superintendent ofCurriculum & Instruction,ProgramDirectors/Coordinators,District InstructionalCoaches

STAAR/EOC Scores, Beginning of the YearDiagnostic Testing Results, Summer ProgramsAttendance and Progress

Funding Sources: 211 - Title I-A - 0.00

6) Employ elementary and secondary coaches for thepurpose of modeling lessons, instructional coaching,developing curriculum, and staff development.

Assistant Superintendentfor Curriculum andInstruction, CurriculumCoordinators

Increased campus support, Campus Walkthroughforms, Campus visitation forms, Content areacurriculum

7) Create and provide curriculum based assessmentsand benchmarks to measure and analyze student'sacademic performance on the TEKS.

Curriculum Coordinators,SchoolImprovement/AssessmentCoordinator, DistrictInstructional Coaches,Campus Specialists

District Assessment Calendar, Curriculum inForethought, and Data in Aware

8) Provide content academies to train and supportteachers for implementation of district curriculum andupdated information for curricular adjustments.Provide appropriate resources to facilitate training andsupport.

Curriculum Coordinators,District InstructionalCoaches, CampusSpecialists, Teachers

Eduphoria Records, Session Packets, Curriculum inForethought

9) Meet regularly with campus leadership andteachers to review, monitor, and analyze programsand data.

Assistant Superintendentfor Curriculum andInstruction, CurriculumCoordinators, SchoolImprovement/AssessmentCoordinator, DistrictInstructional Coaches,Campus Leadership

Curricular Updates, Campus and District Needs,STAAR/EOC Scores, Improvement Plans

10) Meet with Curriculum Development Teams(CDT) to review scope and sequence, develop lessonsfocusing on TEKS, and make curricular adjustmentsin Forethought with appropriate resources.

CDTeams, CurriculumCoordinators, SchoolImprovement/AssessmentCoordinator, DistrictInstructional Coaches,Campus Specialists

Eduphoria Records, Substitute records, Curriculum inForethought


October 31, 2018 9:09 am

11) Provide focus and warm-up activity materialsbased on student needs to support TEKS-basedlessons.

Curriculum Coordinators,District InstructionalCoaches, CampusSpecialists

Warm-up and Focus Activity Materials, Lesson Plans,Assessment Scores

12) Implement and provide academic instruction forstudents needing remediation to prevent failure orgive enrichment for next year. Provide the appropriatetraining and resources to facilitate support.

Assistant Superintendentfor Curriculum andInstruction, ProgramDirectors/Coordinators,District InstructionalCoaches

STAAR/EOC Scores, Beginning of the YearDiagnostics Testing Results, Summer ProgramsAttendance and Progress

13) Implement and provide EOC/SSI Academy totrain on EOC/SSI curriculum for students needing toretest with appropriate resources.

Curriculum Coordinators,District InstructionalCoaches, CampusAdministrators, Teachers

Eduphoria Records, SSI/EOC Curriculum, SessionPackets

Funding Sources: 199 - SCE - 63653.00

14) Provide an Elementary and Secondary STEMFair.

Elementary and SecondaryScience Teachers, DistrictScience InstructionalCoaches

Lesson Plans, CBA scores

15) Implement and support questioning strategies ingrades K-12 with follow-up classroom monitoring.Attain the appropriate resources to facilitate support.

District InstructionalCoaches, Teachers,Campus Specialists,Campus Administrators

Training Agendas, Session Packets, Sign-in Sheets

16) Continue leadership meetings with Math andReading Specialists as well as Secondary ScienceSpecialists and Elementary Science Content Leadersto provide ongoing content awareness and effectiveinstructional strategies. Attain appropriate resources tofacilitate training and support.

District InstructionalCoaches, CampusSpecialists, Teachers,Campus Administrators

Sign-in Sheets, Meeting Agendas, Campustraining/Meeting Sign-in Sheets

17) Continue to support teachers in using the readingdiagnostics: DRA2, ELD2 and iStation to help betterdetermine student needs.

District ELAR InstructionalCoaches, Campus ReadingSpecialists, CurriculumCoordinators, Teachers

Eduphoria Records, Session Packets, Training Records,Reports

18) Continue to implement and support a phonicsprogram in grades K-2 as a district initiative.

Curriculum Coordinators,District ELAR InstructionalCoaches, CampusAdministrators, CampusReading Specialists

Assessment Results, Observations

19) Promote and support implementation of BalancedLiteracy through Reader's and Writer's Workshops inELAR grades K-12. Provide appropriate resources tofacilitate training and support.

Curriculum Coordinators,District ELAR InstructionalCoaches, CampusAdministrators, Teachers,Campus ReadingSpecialists

Observation Documentation, Eduphoria Records,Session Packets


October 31, 2018 9:09 am

20) Continue to monitor the implementation ofSheltered Instruction strategies as learned fromprofessional developments for all subjects.

Campus Administrators,Curriculum Coordinators,Bilingual/ESL Director,District InstructionalCoaches, Teachers

Eduphoria Records, Session Packets, Lesson Plans,Observation Documents

21) Implement and support Formative Assessmentstrategies with elementary and secondary teachers inorder to support data driven instruction. Attain theappropriate resources to facilitate support for allsubjects.

District InstructionalCoaches, CampusSpecialists, CampusAdministrators

Training Agendas, Session Packets, Sign-in Sheets

22) Science-Continue to develop and supportinstruction for all PreK-12 campus science labs.Grades PreK-1 will utilize the lab equipment once amonth at a minimum.Grade 2 will utilize the lab equipment twice a monthat a minimum.Grades 3-4 will utilize the lab equipment once a weekat a minimum.Grades 5-11 will utilize the lab equipment twice aweek at a minimum in order to meet state guidelines.

Science Teachers,Curriculum Coordinators,District ScienceInstructional Coaches,Campus Administrators

Class Inventory, Lesson Plans, District Assessments

23) Science-Provide ongoing training and support forcontinuing of implementation the STEM Scopesprogram as a resource for K-Biology.

Science Specialists,Curriculum Coordinators,District ScienceInstructional Coaches

Curriculum Forethought

24) Social Studies-Continue the implementation ofwriting in the curriculum for 7th grade Social Studies.

Secondary CurriculumCoordinator, SecondaryELAR Curriculum Coach,7th grade ELAR and SSteachers.

Curriculum in Forethought, STAAR Writing Results

25) Math and Reading -Utilize Target Boards inelementary classrooms for daily spiral review andprovide follow-up monitoring.

Elementary CurriculumMath and ReadingCoaches, ElementaryCurriculum Coordinator,Bilingual/ESL Coordinator

District Warm-up Packets

26) Math-Continue the implementation of TSI lessonsto assist preparing Algebra 2 students for the TexasSuccess Initiative Assessment. Attain the appropriateresources to facilitate training and support.

Secondary MathCurriculum Coach, MathSpecialist, CampusAdministrators, Teachers

Curriculum Plans, Lesson PlansTSI Cut Score of 350 (Phase 1)TSI Cut Score of 356 (Phase 2)TSI Cut Score of 369 (Final 2019)

27) Math-Continue to provide K-Algebra 2 teachersand students with district wide problem solving.

Curriculum Math Coaches,Campus Math Specialists,Campus Administrators,Teachers

CBA, District Benchmark


October 31, 2018 9:09 am

28) Math and ELA-Create and implementSAT/ACT/TSI/PSAT Prep lessons to assist withpreparing students for these exams. Attain theappropriate materials to facilitate training and support.

Secondary Math and ELARCurriculum Coaches,mCampus Administrators,teachers

Curriculum, Exam results

29) Math-Provide and implement District Wide MathHomework for K-Algebra 2 teachers so that studentachievement may be increased through consistentimplementation in all math classrooms.

Curriculum Math Coaches,Math Specialists, CampusAdministrators, Teachers

CBAs and Benchmarks

30) Use PSAT, SAT, ACT, TSI assessment dataduring curriculum planning time to modify and adjustlessons as needed.

Curriculum Coordinators,District InstructionalCoaches, Teachers,CDTeams

Curriculum in Forethought, Data in Aware

31) Continue to implement the Dual LanguageProgram in PreK, Kindergarten and 1st grade for the2017-2018 school year. Prepare to implement theDual Language Program in 2nd grade in the 2018-2019 school year.

Bilingual/ESL Director,Elementary CurriculumCoordinator, DistrictInstructional Coaches,Teachers, Dual LanguageCDTeams

32) Provide opportunities for learning through thePLC process including Global PD, conferences,workshops, etc.

PrincipalsInstructional CoachesElementary and secondarycoordinatorsAsst. Supt for C&I

Global PD usage, certicates/hours earned atworkshops/conferences

33) EXPENDITURE REFERENCE 6100: Providepersonnel based on identified needs from the DNA inorder to assist and improve student academicachievement

Funding Sources: 211 - Title I-A - 876817.00, 255 - Title II - 84310.00, 263 - Title III - 57562.00

34) EXPENDITURE REFERENCE 6200: Providesoftware and in-district services for students andteachers based on identified needs from the DNAincluding data & teacher input in order to improvestudent achievement.


35) EXPENDITURE REFERENCE 6300: Provideinstructional materials and resources based on needsidentified in the DNA in order to prepare students forthe rigor of state standards and assessments andprovide for a well-rounded education.


36) EXPENDITURE REFERENCE 6400: Providememberships, miscellaneous (parent refreshments),and out-of-district professional development based onneeds identified from the DNA.



October 31, 2018 9:09 am

= Accomplished = Continue/Modify = Considerable = Some Progress = No Progress = Discontinue


October 31, 2018 9:09 am


Performance Objective 2: Increase GT/AP and AVID programs implementation and participation in the district.

Evaluation Data Source(s) 2: TAPR, Class rosters and PEIMS




1) Continue requiring K-5 core content teachers thatteach GT students and 6-12 Pre-AP and AP teachersto have initial 30 hours GT training by utilizing theprovided Houston Area GT Coop sessions and/or RiceAP Institute.

Assistant Superintendent ofCurriculum andAssessment, AssistantSuperintendent ofAdministration, CurriculumCoordinators, CampusAdministrators.

Eduphoria Workshop Records, Teacher GT TrainingForm-Campus

2) Continue requiring K-5 core content teachers thatteach GT students and 6-12 Pre-AP and AP teachersto have annual 6-hour update by utilizing the HoustonArea GT Coop, District provided Staff Development,and/or Rice AP Institute.

3) Continue requiring administrators that make GTstudent decisions to have the initial 30-hour trainingand an annual 6-hour update by utilizing the HoustonArea GT Coop, District provided Staff Development,and/or Rice AP Institute.

Assistant Superintendent ofCurriculum andAssessment, AssistantSuperintendent ofAdministration, CurriculumCoordinators, CampusAdministrators.

Eduphoria Workshop Records

Funding Sources: 199 - GT/AP - 0.00

4) Coordinate and compensate GT teachers forGT/non-GT students to participate in the FIRSTLEGO League competitions in the Houston area.

Elementary CurriculumCoordinator, CampusAdministrators, GTTeachers, Teachers

Classroom Observations and Competition Results


5) Continue Lego Robotic initiative for GT students atthe elementary level and expand initiative into juniorhigh and high school.

Curriculum Coordinators,Campus Administrators,GT Teachers, Teachers

Classroom Observations, District Expo



October 31, 2018 9:09 am

6) Increase student and parental awareness of theGT/AP program and testing opportunities.

GT Teachers, Teachers,Counselors, CampusAdministrators, CurriculumCoordinators, PublicRelations Department

Brochures/Fliers for GT, District Newsletter, DistrictWebsite


7) Review AP Instructional Planning Reports andcontinue curriculum plans with AP teachers.

Secondary CurriculumCoordinator, DistrictInstructional Coaches, APTeachers, High SchoolPrincipal/AssistantPrincipals

Completed Curriculum Plans

8) Provide PreAP/AP scope and sequence for grades6-12, based on collaborative curricula designedthrough Rice Institute, College Board, and inconjunction with Region 4 and any other outsidesources.

District InstructionalCoaches, PreAP/APTeachers, CampusAdministrators

Sign-in Sheets, Curriculum Plans

9) Increase enrollment of students into the APprogram via AVID and 5th grade PreAP placementtesting or STAAR scores.

Assistant Superintendent ofCurriculum and Instruction,District InstructionalCoaches, ElementaryCampus Specialists,District/Campus AVIDCoordinators

Number of AVID Students, Number of PreAP 6thGraders

10) Meet each 9 wks with the PreAP/AP vertical teamto provide to provide support to teachers through thefollowing:* Continued collaborative planning* AVID/Rice Institute* Formative and Summative classroom assessments.

Curriculum Coaches,Campus Specialists,Curriculum Coordinator,PreAP/AP Teachers

Sing-in Sheets, Agenda

11) Assist secondary campuses in attaining AVIDhighly certified status.

Assistant Superintendentfor Curriculum andInstruction, SecondaryCurriculum Coordinator,AVID District Director,District InstructionalCoaches, CampusLeadership, AVIDteachers, Teachers

Results from site visit by AVID regional supervisor

Funding Sources: 199 - Local Funds - 0.00


October 31, 2018 9:09 am

12) Incorporate AVID College and Career Readinessstrategies in grades K-12 throughout all subject areasthrough professional development, instruction,resources, and assessment.

Secondary CurriculumCoordinator, AVID DistrictDirector, CampusAdministrators, AVIDteachers, All teachers

AVID campus binders, training Packets, Eduphoriaworkshop records, Lesson plans

13) Continue GT screening process with the creativitycomponent to maximize student participation in GTidentification process.

Curriculum Coordinators,Counselors/GT TestingCoordinators, GT Teachers,Teachers

GT Testing Coordinators Meeting Agenda/Minutes, GTpre-screening student paperwork, pre-screeningcommittee meeting minutes


14) Order and purchase testing materials for giftedand talented, credit by exam, and appropriate testinginstruments for various assessments.

SchoolImprovement/AssessmentCoordinator, CurriculumCoordinators

Purchase Order


15) Test all 1st grade students for gifted and talentedprogram using NNAT3 Aptitude Test in November.

16) Test eligible students for gifted and talented,credit by exam, and other various instruments forassessments.

SchoolImprovement/AssessmentCoordinator, CampusAdministrators, BilingualDirector, CurriculumCoordinators

Schedule, Results from assessments


17) Regularly attend Houston Area GT CoopMeetings and Advanced Academics AdvisoryMeetings at HCDE and Region 4 to share informationwith administrators and teachers.

Curriculum Coordinators Session Packets, Presentations


18) Attend the GT/AP/AVID Leadership Conferenceand join to be TAGT/College Board/AVID annuallyto learn new information and distribute toadministrators and teachers.

Curriculum Coordinators,SchoolImprovement/AssessmentCoordinator

TAGT Membership, Session Packets/Presentations




October 31, 2018 9:09 am


Performance Objective 3: Students who are served through intervention programs will be monitored for progress and improvement of performance on stateassessment.

Evaluation Data Source(s) 3: TAPR




1) Provide staff development on Tier II interventionsprocesses and procedures for ELAR and Math on allcampuses on a yearly basis.

Campus Specialists,District InstructionalElementary Coaches,ElementaryCurriculumCoordinator

Improved and consistent identification of students in needof intervention for math or ELAImproved data collection

2) Provide staff development on the use of multiple datasources in the decision making process foraccommodations on state assessments on a yearly basis.

Director of SpecialServices,Coordinator ofSpecial Services

Improved assessment decision for students with dyslexiaas well as improved instruction.Monitor assessment results for groups using AWARE.

3) Provide staff development on disorders affecting thewriting process over a period of multiple years.

Coordinator ofSpecial Services,Elementary InclusionSpecialist andOccupationalTherapist

Improve early intervention, use of writing curriculum onall campuses.Improved performance on writing tasks with less studentfrustration.

4) Provide consultation and professional development toimprove the process for monitoring, scheduling, andimplementation of Tier II Interventions by campuscoordinators.

District RtICoordinator

RtI documents for data collection monitored by campuscoordinators, Packets completed by campus coordinatorsfor referral to Special Education or Section 504,Intervention Reports that show usage with Fidelity,Master schedule shows preplanned class periods for pullout programs.

5) Provide staff development on GoLeaps for behavioralRtI, PASS and BAC classes and increase number ofclassroom teachers accessing lessons on a yearly basis.

Behavior Specialist,Coordinator ofSpecial Services,Director of SpecialServices

Participation of staff at campus based training sessions,Reduced use of ISS/OSS, Reduced discretionary referralsto DAEP and JJAEP.

6) Centralize the process of RtI procedures. District RtICoordinator

Readily available accurate list of students served underRtI with regular progress monitoring updates in aconsistent format across campuses.


October 31, 2018 9:09 am

7) Continue implementation of a centralized datamanagement system for Section 504 accommodationsover the next year.

District 504Coordinator

Improved compliance monitoring for each program area.

8) Revise Section 504, Dyslexia, and RtI forms to beelectronically editable templates ongoing yearly.

Director of SpecialServices,Coordinator ofSpecial Services,District 504 and RtICoordnator

Online access to forms and guidance for Section504/Dyslexia/RtI

9) Provide updated training in the identification ofdyslexia, review and revise Dyslexia assessmentprocess, forms, and materials.

Director of SpecialServices,Coordinator ofSpecial Services,Inclusion Specialists

Attendance of staff at training on forms and instructionalmaterials, as well as seminars for the assessment ofDyslexia.

10) Provide instructional materials and software inEnglish and Spanish to assist students with dyslexia indeveloping compensatory strategies for reading.

Director of SpecialServices,Coordinator ofSpecial Services,Inclusion Specialists

Improved access to specialized instructional materials forstruggling readers and improved reading fluency rates



October 31, 2018 9:09 am


Performance Objective 4: Hire and retain highly-qualified employees.

Evaluation Data Source(s) 4: Evaluation Reports, CEOP Certifications, Increased teacher retention rate, Evaluation Reports, EOY Survey,EOY Evaluation, Results/Recommendations, Monthly Observations, Evaluation Results, Eduphoria Report, NCLB Report, EOY EduphoriaReport, NCLB Compliance Report, District Educational Improvement Committee Recommendations, updated curriculum and professionaldevelopment plan




1) Continue to provide staff development to obtain ormaintain CEOP certification.

Assistant Superintendentof Curriculum &Instruction

Eduphoria Records & Agendas

2) Continue First Year Teacher Academy (FYTA) andpurchase books and materials for all teachers new tothe district or teachers who have entered the districtduring the previous year.

Curriculum Coordinators Eduphoria Records & Agendas

3) Continue Mentor Program, "New Horizons" for newteacher support (1st and 2nd year teachers) byproviding mentors, purchasing books, and materials fortraining.

Curriculum Coordinators Eduphoria Records & Agenda

4) Provide New Employee Orientation andProfessional Development for all newly hiredemployees.

Assistant Superintendentof Curriculum &Instruction,HumanResources Department,Curriculum Coordinators& Coaches,Bilingual/ESL Director,SPED Director, SPEDCoordinator,Instructional TechnologySpecialist


5) Provide focused staff development for teachers andinstructional paraprofessionals based on professionaldevelopment plan and current needs assessment data.

Assistant Superintendentof Curriculum &Instruction, ProgramDirectors/Coordinators,Curriculum Coaches,Campus Administrators



October 31, 2018 9:09 am

6) Continue utilizing a district-wide professionaldevelopment plan.

Assistant Superintendentof Curriculum &Instruction, ProgramDirectors/Coordinators,Campus Administrators

CISD Professional Development Plan, EduphoriaRecords & Agendas

7) Ensure that 100% of CISD teachers participate inprofessional development.

Assistant Superintendentof Curriculum &Instruction, ProgramDirectors/Coordinators,Campus Administrators


8) Identify and compile a list, by campus, of coreteachers, other certified staff and instructionalparaprofessionals for Texas Equity Plan and PR1500Data Survey.

Human ResourcesDepartment

List by Campus, eGrants Reports

(NOTE: HQ N/A for 2016-2017 NCLB transition year.ESSA state certification criteria expected to be definedfor 2017-2018)

9) Provide potential teacher candidates with Texascertification requirements and forthcoming effectiveteacher information.


Job Fair/Recruiting Records


10) Train/retrain hiring administrators to determineTexas certified status per assignment and effectiveteacher information on campus employees as needed.


Training Records, Sign-In Sheets, 100% HighlyQualified


11) Recruit early from colleges to hire qualifiedgraduates in core academic subject areas and anyidentified shortage areas.


Recruitment Schedule Job Fair, Sign-In Records, 100%Highly Qualified

12) Retain current certified and effective teachers withsalary comparison by surveying other districts salaryschedules and stipends for experienced teachers andcompensation packages.


Turnover rate, CISD salary scale 2014-2015


13) Recruit and retain licensed instructional and relatedservices staff to support students in SPED.

Special ServicesDirector, HumanResources Department

Recruitment Schedule, Job Fair Sign-In Sheets

14) Review the annual Federal Report Card PovertyReport analysis for HQ teacher/ class ratio.

Human ResourcesDirector, FederalPrograms Director

Continued results of no action needed.


October 31, 2018 9:09 am

15) Assist teachers who are not certified with resourcematerials on techniques and strategies to passcertification test(s) and meet standards, if needed.

Human ResourcesDirector

NCLB HQ Report, Email and meetings with teachers


16) Make schedule changes if needed to ensure thatlow-income students are not taught at higher rates byinexperienced and non-certified teachers.

Human ResourcesDirector

Master schedules


17) Conduct public meeting to present annual HighlyQualified.


Board Meeting Agenda

(NOTE: This HQ requirement is N/A for 2016-2017NCLB transition year. ESSA state certification criteriaexpected to be defined for 2017-2018)



October 31, 2018 9:09 am


Performance Objective 5: Continue to promote and develop opportunities to increase parental involvement, foster a strong home-school partnershipresulting in increased student achievement.

Evaluation Data Source(s) 5: Student Performance Data, Improved Scores on Assessed TEKS, District Assessment Results, State AssessmentResults, Campus Visitation Forms Data, Teacher Walk-though Forms Data, End of Year Inventory/Evaluation Data, School and Community andEngagement Tool, CNA




1) Continue the Parent Advisory Committee (PAC) forState & Federal Programs and meet quarterlythroughout the school year. Parent and Title I Campusrepresentatives will review the District's Title 1 planand facilitate communication betweenparents/campuses/district.

Federal ProgramsDirector

806 Title I Crate: Sign-In Sheets, Agendas, Minutes,Handouts

2) Develop jointly with parents and make available theEnglish version of the district-level written parentalinvolvement policy. Spanish translation is availableupon request.

Federal ProgramsDirector, Parent AdvisoryCommittee (PAC)

806 Title I Crate: Updated policy. Include in StudentHandbook and post on website.

3) Title I campuses will develop, jointly with parents, awritten school-parent compact and parentalinvolvement policy.

Campus Administrators,Federal ProgramsDirector

806 Title I Crate: Sign-In Sheets, Agendas, Minutes,Updated School-Parent Compact

4) Continue to provide training, resources and supportto Title I campuses in order to meet federal programscompliance.

Federal ProgramsDirector, CampusAdministrators

Federal Programs Resource Handbook and supportingresources (powerpoints, forms...) shared on GoogleDocs and templates in 806 Title I Crate. MeetingAgendas and Sign-In Sheets. Attend Statewide ParentalInvolvement Conference.

5) Title I campuses will provide opportunities forparental involvement to include: Resource Library,Family Literacy, Academic Nights, Rosetta Stone andcomputer access.

Campus Administrators,CTE Director, BilingualDirector

806 Title I Crate: Flyers, Sign-In Sheets, Agendas

6) Parents will participate on the CEIC and othercampus committees to provide input in the decisionmaking process and also represent the campuses onDistrict Advisory Committees.

Campus Administrators,Federal ProgramsDirector

806 Title I Crate: Committee Agendas and Sign-InSheets with parent signatures.


October 31, 2018 9:09 am

7) Provide childcare, refreshments, and interpretationservices to parents to increase participation in parentinvolvement/education opportunities.

Federal ProgramsDirector/AdministrativeAssistant, SpecialServices Director,Bilingual Director

806 Title I Crate: Sign-In Sheets and Agendas for parentevents/activities.

8) Principal's will facilitate the training of school staffon the value of parent involvement. Support,strategies, resources, and professional developmentopportunities will be provided.

Federal ProgramsDirector, CampusPrincipals

Training Resources in shared Google Docs andtemplates in Title I Crate. 806 Title I Crate: TrainingAgendas and Sign-In Sheets

9) Provide monthly parent newsletter to Title 1campuses and post on district website.

Federal ProgramsDirector, AdministrativeAssistant

Publications posted on Website, Record of MonthlyDistribution

10) Facilitate and submit Texas Equity Plan andPR1500 Data Survey. Continue to inform parents of"Right to Know" pertaining to staff qualifications byposting in student handbook.


2016-2017 NCLB transition year for HQ. ESSA statecertification criteria expected to be defined for 2017-2018. "Right to Know" Notice in Student Handbook.

11) Title I campuses will conduct an Annual Title IMeeting to inform parents about the school'sparticipation in the Title I, Part A Program and explainthe requirements and parent involvement rights.

Campus Administrators,Federal ProgramsDirector / AdministrativeAssistant

806 Title I Crate: Sign-In Sheets, Agendas, Minutes ofMeeting

12) District/Campus will provide Adult EducationClasses based on results survey and/or needsassessment results.

Federal ProgramsDirector, Bilingual/ESLDirector, CTE Director,Campus Administrators

806 Title I Crate: Flyers, Sign-in sheets

13) Continue with the parent education program,Ready Rosie and supply assistance and support asneeded; have 2 district level team coordinator meetingsannually.

Campus TeamCoordinators, FederalPrograms Director

806 Title I Crate: District Report and Meeting Sign-InSheets and Agenda.

14) Post requirements of state & federal accountabilityreports on district website, to include: Community andStudent Engagement Ratings, District AccountabilityResults, SRC (School Report Cards), Federal ReportCard and TAPR (Texas Academic PerformanceReports)

Assistant Superintendentof Curriculum andInstruction, SchoolImprovementCoordinator, FederalPrograms Director

806 Title I Crate: Website posting, BoardAgenda/Minutes and campus notification letters.

15) Parents will participate on District AdvisoryCommittees (P.A.C. for Federal/State Programs,Bilingual/ESL, Career Technology Education, SpecialEducation/504, Gifted and Talented/AdvancedPlacement).

Federal ProgramsDirector / AdministrativeAssistant, CTE Director,Special Services Director,Bilingual/ESL Director,Elementary CurriculumCoordinator, SecondaryCurriculum Coordinator

806 Title I Crate: Agendas, Sign-In Sheets, Minutes,Calendar of Events


October 31, 2018 9:09 am

16) Campuses are to survey parents on Title I toprovide feedback/suggestions for Title I/ParentInvolvement Programs

Campus Administrator,Federal Program Director/ Administrative Assistant

806 Title I Crate: Title I Parent Survey Summary pageand sample survey.

17) The campuses and district will make available theEnglish version of the Campus/District NeedsAssessment and Campus/District Improvement Planby posting it on our district and campus websites, aswell as having printed copies available in the districtfront offices to build parent and family engagement;Spanish translation will available upon request.

2.4, 3.1 Campus Administrator,Federal Program Director/ Administrative Assistant

Website, Copies of CNA/CIP and DNA/DIP



October 31, 2018 9:09 am


Performance Objective 6: Provide a safe and healthy learning and working environment for students, employees and parents.

Evaluation Data Source(s) 6: Training Records, Campus Raptor Records, Number and Location of AEDs Training Records, List of CrisisTeam Members, Training schedules and records, Discipline Data, Sign-In Sheets, Decrease drop-out rate, Increase completion rate, List of Out-of-School Students Enrolled in Tutorials, Dropout/Completion Data, Sign-In Sheets, Recommendation for Summer School Programs,LEP/Special Education Performance Data, PBMAS Report, DVM Report, PEIMS Data Report, Committee List, TAPR




1) All campuses will use Raptor system to identifysexual predators to prevent them from access tostudents.

CampusAdministrators,AssistantSuperintendent ofAdministration

Raptor system in place and in use

2) Automated External Defibrillator (AED) will bevisually mounted and accessible for emergency use atall district facilities. Provide on going training in the useof AEDs to appropriate district staff as determined byeach faculty.

AssistantSuperintendent ofAdministration,CampusAdministration,AssistantSuperintendent ofFinance

Visual inspection and training sign-in sheets

3) Continue to contract with Harris County Precinct 3 toprovide deputies for district/campus security. Contractwill be increased from 10 to 15 officers for the 2018-2019 school year.

AssistantSuperintendent ofAdministration

Ongoing safety and security at district, campus facilitiesand events.

4) Train staff and students on the Standard ResponseProtocol (SRP) actions in response to emergencysituations.

AssistantSuperintendent ofAdministration,Campus Principals,Security

Training Google Form

5) Conduct Fire Drills monthly and Lockout,Lockdown, Shelter, Tornado, and Evacuation Drillsonce per semester.

AssistantSuperintendent ofAdministration,Campus Principals,and Security

Drills Google Form


October 31, 2018 9:09 am

6) Provide training and materials to launch Stop theBleed initiative district-wide. Campus employees will betrained to use provided "kits" to tourniquet limbs inbleeding emergencies while awaiting first responders.

AssistantSuperintendent ofAdministration,district Lead Nurse,Campus Principals

Staff will be trained annually and "kits" will be placedstrategically throughout each campus.

7) Provide training for district-wide Project Adaminitiative. "Rapid Response Teams" will be trained oneach campus to respond to emergency situations whileawaiting first responders.

AssistantSuperintendent ofAdministration,district Lead Nurse,Campus Principals

"Rapid Response Teams" will be trained annually.

8) Provide on-going required Crisis PreventionIntervention training for identified personnel.

Special EducationDirectorBehavior Specialist

Training sign-in sheets

Funding Sources: 224 - IDEA B, Formula - 1000.00

9) District will continue efforts to decrease disciplinereferrals and explore programs to improve student-teacher relationships, campus-wide behavioral supportand discipline systems. Two campuses will pilotPositive Behavior Interventions and Support, PBIS,initiative over the next two years.

Special EducationDirector, DistrictLSSPs, CampusAdministrators

Survey Results, Training Records, annual disciplinereports presented to the Board of Trustees

10) Provide staff development on Crisis Prevention,Laws on Restraint and Time Out, CPI, Improve Student-Teacher Relationships, Campus-Wide BehavioralSupport and Discipline Systems, TBSI, CHAMPS.

Special ServicesDirectorBehavior Specialist

Staff Development Records


11) Provide district-wide Crisis Management Team toprovide crisis counseling for all campuses.

AssistantSuperintendent ofAdministration,Testing Coordinator,Crisis ManagementTeam core members

Team procedures, training documentation for core teammembers, documentation/debriefing from crisisinterventions

12) All campuses will utilize Anonymous Alerts toallow for anonymous reporting of bullying andinformation related to safety and security of studentsand campuses.

CampusAdministrators,AssistantSuperintendent ofAdministration

Students trained annually and information provided toparents and posted throughout each campus annually

13) Train campus principals and utilize new StudentThreat Assessment procedures to assess threats tocampuses.

AssistantSuperintendent ofAdministration,Testing Coordinator,Campus Principals

Student Threat Assessment tool in use at all campuses

14) All campus staff provided suicide preventiontraining annually.

Special EducationDirector, CampusPrincipals, DistrictTrainers

Training provided prior to the end of October annually


October 31, 2018 9:09 am

15) Provide National Organization of Victim Assistance(NOVA) training to all Crisis Management Team coremembers.

AssistantSuperintendent ofAdministration,Testing Coordinator

NOVA training documentation for core team members

16) Provide discipline management training to allclassroom teachers (during back to school in-service).

AssistantSuperintendent ofAdministration,Principals, AssistantPrincipals

Training Agenda, Sign-In Sheets, Hand Outs

17) Provide training on Cyber Bullying to make allstudents and teachers aware of signs of Cyber Bullyingand steps to address concerns.

Campus Principals,InstructionalTechnologySpecialists, AssistantSuperintendent ofAdministration

Training schedule and documentation

18) Counselors will utilize and assist the CISD CYS(Community Youth Service) workers in crisismanagement situations.

CYS Workers,Counselors

Sign In Sheets, Referrals

19) Counselors will provide individual and groupcounseling addressing prevention and interventiontopics.

Counselors Sign In Sheets, Referrals

20) Continue to provide office space for 2 Harris Centercounselors in district.

Director of SpecialServices

Continue partnership with Harris County to provide directservices, referrals, and evaluations for district studentsand families.

21) Student Health Advisory Committee (SHAC) willmeet quarterly and provide input, suggestions for Healthcurriculum.

AssistantSuperintendent ofAdministration,SHAC Committee

Sign-In Sheets, Agendas

22) Counselors will display information throughout theschool on prevention and intervention topics.

Counselors,Secretaries

Response by Survey, Referrals

23) Counselors will invite community resources toconduct various presentations on providing a safe andhealthy learning and working environment.

Counselors,Presenters

Response by Survey, Sign In Sheets

24) CISD Wellness Policy implementation willcontinue. Progress will be monitored and programinformation/evaluation will be gathered and reported incollaboration with the Nutrition Services Director.

AssistantSuperintendent ofAdministration,Nutrition ServicesDirector

Progress reports twice annually


October 31, 2018 9:09 am

25) Students in grades 3-12 will be tested onFITNESSGRAM and data will be submitted to TEA.

Athletic Director,AssistantSuperintendent ofAdministration,PEIMS DataSpecialist

FITNESSGRAM data; TEA reporting completed

26) FITNESSGRAM teacher training and studenttesting will occur during the school year. At the locallevel, the teachers will disaggregate the data and utilizeinformation for program improvement.

AssistantSuperintendent ofAdministration,Athletic Director,Physical EdTeachers, PEIMSData Specialist

Training documents

27) Continue to provide and monitor RTI interventionsfor identified struggling students.

CampusAdministrators,Director of SpecialEducation, AssistantSuperintendent ofCurriculum andInstruction, FederalPrograms Director

Minutes and documentation from RTI meetings

28) Continue to implement DVM corrective actionsprocess for discretionary placement to DAEP(Highpoint); use consistent discipline forms forElementary and Secondary.

DVM Committee,PEIMS Coordinator,AssistantSuperintendent ofAdministration

District Wide Discipline Forms, DiscretionaryCommittee, Criteria for Discretionary Placement

29) Provide transition support from EarlyChildhood/Pre-K program to elementary school andBil/ESL and Special Education into mainstreamprogram, elementary to junior high, junior high to 9thgrade and 9th grade to high school.

CampusAdministrators,Director of SpecialEducation, AssistantSuperintendent ofCurriculum andInstruction, FederalPrograms Director

Campus level transition plans and activities

30) Pilot Watch D.O.G.S. program at 2 to 3 campuses toevaluate effectiveness.

AssistantSuperintendent ofAdministration,Campus Principals

Recruit fathers of students to spend scheduled time oncampuses to emphasize the importance of education,increase safety, and reduce bullying.

31) Campuses will establish a lockdown magnet or keycheckout policy to ensure all classrooms, includingclasses with substitutes, will have the ability tolockdown quickly in an emergency.

Campus Principals,AssistantSuperintendent ofAdministration

Policies and practices in place; procedures practicedduring emergency drills throughout the year



October 31, 2018 9:09 am


Performance Objective 7: Effectively utilize counselors to promote social, emotional, and academic health of the students.

Evaluation Data Source(s) 7: Meeting, Agenda, Student Schedules, Registration, AVID Implementation Plan, Certificate of trainingcompletion, TAPR




1) Secondary counselors will assist with the Hot Topicsat staff/student/parent meetings. Counselors will contactvarious organizations to secure a guest speaker for thesemeetings. Topics may include, but not limited to:Dating Violence/Healthy Relationships, TeenPregnancy, Sex Crimes on the Internet, Alcohol andDrug Counseling, Suicide/Depression, Physical andSexual Abuse of Children and Neglect, and Runaways.

Counselors Surveys/Evaluations

2) Conduct parent meetings at junior high campuses tomake parents and students aware of new HB 5graduation plans and requirements.

Career Advisors Calendars, meeting sign-in sheets

3) Counselors and the crisis counselor will provideindividual counseling for students in need of services.

Counselors Sign in sheets

4) Counselors, in-home trainers and behavior specialistswill conduct individual or small group counselingsessions, in-home training or social skills lessonsoutside of the classroom to respond to students'identified interest or needs.

Counselors, LSSPs,In-Home Trainers andBehavior Specialists

Sign in sheetsSession logs


5) Counselors will continue to provide support tostudents returning from any alternative school campus.

Counselors Monitoring

6) School counselors will serve as advocates byconsulting with students, parents or guardians,educators, and community agencies regarding strategiesto help students and families.

Counselors Parent Survey

7) Counselors will continue to collaborate with the 2CYS Workers who are housed at Channelview HighSchool and the junior high schools.

Counselors Counselor documentation


October 31, 2018 9:09 am

8) Counselors will continue to use outside referralservices and sources to enhance the school counselingand guidance program. These referral services mayinclude, but are not restricted to: mental healthagencies, employment and training programs,vocational rehabilitation, juvenile services, socialservices, military, colleges, and work force.

Counselors Counselor documentation

9) Counselors will provide a PALS (Peer AssistedLeadership Skills) referral form for teachers/staff tocomplete.

PALS Sponsor,Elementary and JuniorHigh Counselors

PALS Referral Form

10) Campus counselors will monitor the PALS while oncampus. Counselors will conference with PALS aboutconcerns with students receiving services.

Channelview HighSchool PALS Sponsor,Elementary and JuniorHigh Counselors

PALS sign-in sheets

11) Campus counselors will monitor the students whohave been referred to a PAL.

Elementary and JuniorHigh Counselors

Counselor notes

12) ACR (Accelerated Credit Recovery) a) High schoolcounselors will compile a list of students who qualify toattend ACR classes. b) Counselors will meet with thestudents who have a failing grade.

High SchoolCounselors, At-RiskFacilitators

Completion of student survey form, grades

13) Counselors will continue to increase participation indual credit courses through San Jacinto Junior College,Pre-AP and AP courses, College Forward, andSAT/ACT Prep.

AssistantSuperintendent ofC&I, Counselors,Administrators, AVIDCounselor, AVIDTeacher

Review AP Scores, STAAR Scores, Career Assessment,Report Cards, Number of Students tested, Enrollment inclasses

14) Counselors will maintain CHS as an SAT and ACTsite.

Counselors (CHS) Registered number of participants, SAT and ACTReport, TAPR Report

15) Promote College and Career Awareness in pre-k-12th grade through implementation of collegenight/college and career day.

Elementary andSecondary Counselors,CampusAdministrators,College Advisors

Sign In Sheets, College Application Reports

16) High School Counselors will assist in CollegeApplication Week.

Counselors, CollegeAdvisor

College Applications

17) Identify students from PSAT, and report cards toincrease enrollment in National Merit Scholars.

High SchoolCounselors

PSAT scores, and report cards


October 31, 2018 9:09 am

18) Continue to emphasize the value of successfulperformance on the SAT, ACT, PSAT/NMSQT throughparent/student information nights, as well as districtmedia.

AssistantSuperintendent ofCurriculum &Instruction, Principals,High SchoolCounselors

Information Night Attendance

19) Continue to administer the College Board PSAT to10th Grade and 11th Grade Students and ReadiStep to8th Grade Students.

AssistantSuperintendent ofCurriculum &Instruction, Principals,High SchoolCounselors

Participant lists and results

20) Recruit students from the top 70% of class and 1stgeneration college students to participate in CollegeForward.

Secondary Counselors,High School Principal,AssistantSuperintendent of C &I

Course lists

21) Staff Development: a) Counselors will attend staffdevelopment training opportunities that are provided bythe District; b) Counselors will attend in-servicetraining to ensure counseling skills are updated in theareas of curriculum development, technology, and dataanalysis.

Principal Certificates

22) Continue to coordinate an Elective Fair forsecondary students allowing students the opportunityand insight on a variety of classes and career pathways.

Counselors Elective Fair schedule and materials and elective videopresentation

23) Assist 7th grade students in completing interestsurveys to start the Personal Graduation Plan process.

CTE Director, JuniorHigh Counselors,Career Advisors

Interest surveys

24) Hold conferences with all 8th grade students tocomplete 4 year Personal Graduation Plans. Hold parentconferences to have all parents sign PersonalGraduation Plans.

CTE Director,Teachers, Junior HighCounselors, CareerAdvisors, CareerInvestigations/AVID

Personal Graduation Plans

25) Counselors will continue to refer students to JoeFrank Campbell Learning Center (The School ofChoice).

Counselors Enrollment of Endeavor, Graduation of Endeavor

26) Counselors will continue to advise and enrollstudents in CISD CTE Programs.

Counselors, Teachers Number of Students Enrolled, Completion of CTEProgram.


October 31, 2018 9:09 am

27) Provide specialized prevention services andcounseling for the prevention and remediation ofsubstance abuse. (BACODA)

Federal ProgramsDirector, SpecialServices Director,Coordinator ofAssessment andCounseling,AssistantSuperintendent ofAdministration

Reports provided by BACODA

PEIMS Data

Provide support to students and families impacted bysubstance abuse

Funding Sources: 289 - Title IV - 0.00



October 31, 2018 9:09 am


Performance Objective 8: Implement and monitor State/Federal Program requirements to maintain district compliance.

Evaluation Data Source(s) 8: NCLB Compliance Report, Campus Title I Documentation Checklist, EOY Program EvaluationResults/Recommendations, Plan4Learning EOY Assessment Results




1) Communicate regularly with campus principals,district directors and coordinators with regards toplanning and monitoring of funds.

District and CampusAdministrators,Federal ProgramsDirector

Title I Budget Binder: Agenda, Meeting Notes andBudgets.

2) Update/maintain job descriptions for all Title I andSCE funded positions.

Federal ProgramsDirector, HumanResources Director

Update job descriptions on file with employee signatures

3) Continue to provide support and resources forCNAs/DIP/CIPs as needed.

Federal ProgramsDirector, AssistantSuperintendents ofCurriculum andInstruction/andStudent Services

Completed and approved CNA, DIP/CIP's

4) Maintain signed semi-annual certifications for allTitle I funded positions.

Federal ProgramsDirector /AdministrativeAssistant

806 Title I Crate: Job Descriptions/Certification on file

5) Provide Title I parent conference blue documentationfolders to Title I campuses.

Federal ProgramsDirector /AdministrativeAssistant

806 Title I Crate: Sampling of Parent/Teacher ContactLogs.

6) Student Residency Questionnaires to be verified andmonitored in homeless liaison department. Provideassistance for identified homeless students in both TitleI and non-Title I served campuses.

AssistantSuperintendent ofAdministration, CYSWorker

Monthly Homeless Report

7) Continue to provide 806 Title I Crate software inorder to monitor campuses for electronic documentationof federal compliance requirements.


End of Year Principal sign-off for 806 Title I Cratedocumentation.


October 31, 2018 9:09 am

8) Continue to employ a Federal Programs Director andAdministrative Assistant for NCLB, CTE, IDEA-BFormula, IDEA-B Preschool Grants and ProgramCompliance Reports to facilitate application process andprogram monitoring to include support, resources, andprofessional development opportunities both in and out-of-district.

AssistantSuperintendent forCurriculum andInstruction, FederalPrograms Director

Certificates, sign-in sheets, session agenda/handouts

9) Provide as needed training and resources for annualprogram evaluations for Title I, SCE, ParentInvolvement and Title III.


806 Title I Crate: uploaded Annual Evaluations



October 31, 2018 9:09 am

Goal 2: Improve academic performance of students served by Special Education and Limited English Proficient students onstate and federal accountability levels.

Performance Objective 1: Students in Special Education shall improve their performance in Reading/ELA, Math, Science and Social Studies to addresssystem safeguards missed along with PBMAS Indicators

Evaluation Data Source(s) 1: PBMAS, TAPR




Critical Success FactorsCSF 1 CSF 2 CSF 4

1) Use case management system to monitor progressfor all students in special programs on going yearly.

Campus teams Decreased retentions, Improved performance on stateassessment, Fewer student referrals for disciplineconcerns or truancy

Critical Success FactorsCSF 1 CSF 4

2) Continue to provide instruction in the leastrestrictive environment with emphasis on expandinginclusion opportunities in grades PreK-12 for studentswith special needs on a yearly basis.

Campus Administrators,Campus Counselors,District Appraisal andAdministrative Staff

PBMAS Report, Increased access to non-disabled peerrole models, Increased demonstration ofdevelopmentally appropriate behavior, Improvedstudent achievement and engagement

Funding Sources: 224 - IDEA B, Formula - 285435.00, 225 - Pre-School, Sp Ed - 2900.00, 199 - SPED - 135741.00


3) Provide priority scheduling for students and staff ininclusive environments on a yearly basis.

Campus Administrators PEIMS data to reflect and increase in students coded 40and 41, PBMAS Report



4) Provide staff development on the use of multipledata sources in the decision making process andaccommodations for state assessments routinely eachyear.

Inclusion Specialists,Special ServicesCoordinator and Director,SchoolImprovement/AssessmentCoordinator

Improved assessment decision for students, Improvedinstruction, STAAR


October 31, 2018 9:09 am


5) Continue the use of the folder transfer system toprovide for advance planning and smooth transitionfor students changing from PreK to elementary,elementary to junior high, junior high to 9th, and 9thto high school.

Campus and districtappraisal staff

Improved scheduling and planning for unique studentneeds, reduced number of ARD amendments andschedule changes, Increased individualized planning ofstudent transitions, Increased parent participation


6) Provide tutoring and summer academic instructionfor students needing an intensive program ofinstruction.

Inclusion Specialists,Special ServicesCoordinator and Director

PBMAS




October 31, 2018 9:09 am

Goal 2: Improve academic performance of students served by Special Education and Limited English Proficient students on state and federal accountabilitylevels.

Performance Objective 2: Staff serving students in special education shall provide high quality instruction and evaluation services.

Evaluation Data Source(s) 2: The State Performance Plan will reflect at least 95% compliance with all indicators for Special Education, andthe TAIS report will reflect progress for students served by Special Education.





1) Provide supplies, program materials, and services toinstruction and related services staff and students toimprove quality and differentiation of instructions.

Specialists, LeadSLP, SpecialServices Coordinatorand Director

Differentiation in presentation of curriculum, walkthroughs, demonstration of subject mastery

Funding Sources: 199 - SPED - 60730.30, 224 - IDEA B, Formula - 176461.00, 225 - Pre-School, Sp Ed - 14935.00


2) Provide support and resources to conduct high qualityprofessional development to instructional and relatedservices staff to improve quality and differentiation ofinstruction

Specialists, LeadSLP, SpecialServices Coordinatorand Director




3) Provide specialized technological devices andsoftware to increase access to the instruction.

Specialists, SpecialServices Coordinatorand Director



Critical Success FactorsCSF 7

4) Provide resources and specific hard/software trainingto targeted staff on a yearly basis

Specialists, SpecialServices Coordinatorand Director


Funding Sources: 199 - SPED - 1000.00, 224 - IDEA B, Formula - 35200.00


5) Provide supplies, program materials, and services toappraisal staff to improve quality of evaluationincluding instructional recommendations.

Lead Diagnostician,Lead LSSP, SpecialServices Coordinatorand Director

Improved instructional recommendations leading toimproved student performance



October 31, 2018 9:09 am


6) Provide high quality professional development toappraisal staff to improve quality of evaluationincluding instructional recommendations

Lead Diagnostician,Lead LSSP, SpecialServices Coordinatorand Director

Improved instructional recommendations leading toimproved student performance


7) Continue to dedicate funds for payroll costs tomaintain employment of highly effective personnel




October 31, 2018 9:09 am


Performance Objective 3: Reduce Drop-out and Retention rates.

Evaluation Data Source(s) 3: Increased access to post-secondary employment, increased rate completion of graduation requirements andmandated state assessment within four years of the student's entrance into high school, and increased percentage of students served by specialeducation graduating on the recommended and distinguished or the foundation plan with endorsement.


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




1) Increase the graduation rate for all students in specialeducation.

CampusAdministrator,Transition Specialist,Coordinator andDirector of SpecialServices, CampusCounselors

Transcripts

Funding Sources: 224 - IDEA B, Formula - 10700.00, 199 - SPED - 10000.00Critical Success Factors

CSF 1 CSF 2

2) Increase the rate of students in special education whoare graduating on the Foundation plan withendorsement.

CampusAdministrators,Transition Specialist,Coordinator andDirector of SpecialServices, Campus andDistrict Counselors

Transcripts

Critical Success FactorsCSF 1 CSF 4 CSF 5 CSF 6

3) Improve attendance rates via activities such ascounseling, parent conferences, phone calls, and ARDsto address underlying issues leading to truancy.

CampusAdministrators,Transition Specialist,Coordinator andDirector of SpecialServices, Campus andDistrict Counselors

PEIMS attendance records will reflect improvedattendance leading to improved academic performanceand an increase in the graduation rate.


October 31, 2018 9:09 am

4) Provide parent training yearly on characteristics ofdyslexia programs, instructional strategies,accommodations for state assessments, and homeworkcompletion on a yearly basis.

Coordinator andDirector of SpecialServices

Sign-in sheets will reflect numbers of parents receivingtraining to improve homework completion and academicsupport in the home.


5) Provide transition programs and services to preparestudents for post-secondary education, training, and/oremployment.

Special ServicesDirector andCoordinator,Inclusion/TransitionSpecialist

Improved graduation rates and post-secondary outcomes



October 31, 2018 9:09 am


Performance Objective 4: The Bilingual/ESL department will provide services that will improve academic performance to meet all Performance BasedMonitored Assessment System (PBMAS) indicators at 0 or 1 and address system safeguards missed in Reading/ELA, Math, Science and Social Studies.

Evaluation Data Source(s) 4: PBMAS, TAPR


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



1) *Develop/Make adjustments, present and monitorthe implementation of the CVISD Bilingual/ESLMonitoring Process through Project ELL.

* Monitor ELL student performance bydisaggregating data on CBAs, benchmarks and stateassessments.

Assistant Superintendentfor Curriculum andInstruction, bilingual/ESLDirector, SchoolImprovement/AssessmentCoordinator

Meeting agendas, Team meetings, Sign-in sheets

Funding Sources: 263 - Title III - 0.00

2) * Monitor campus submission of student data,LPAC minutes, Bilingual/ESL Monitoring Systemand student LPAC folders* Provide additional support for LPAC meetings* LPAC preparations and data dissemination for JoeFrank Campbell and Barrett-Lee Early ChildhoodCenter

Director of Bilingual/ESL,Campus Administrators,Bilingual/ESL Clerks

Monthly submission of LPAC minutes, Campusmonitor checklist

3) Continue to support supplemental instruction thataddresses accelerated English instruction in grades 3-12 to include tutorials - extra duty pay.

Director of Bilingual/ESL,Campus Administrators

Tutorials - log-in sheets

Funding Sources: 199 - Bilingual - 0.00

4) Provide professional services of the EnglishLanguage Proficiency Standards (ELPS), TexasEnglish Language Assessment System (TELPAS),bilingual curriculum writing, and sheltered instructionto teachers and administrators and provide staffdevelopment on ELL methodology and DualLanguage instruction.*Dr. Sandra Mercuri - training

Assistant Superintendentfor Curriculum andInstruction, Bilingual/ESLDirector, CampusAdministrators

training sign-in sheets



October 31, 2018 9:09 am

5) Provide technology software and materials thatsupport the acquisition of second language learningsuch as Rosetta Stone and Light Sail.

Bilingual/ESL Director,Curriculum Coaches,Coordinators, CampusAdministrators

Walk throughs


6) Provide summer school (LEP Academy) forstudents who are at a TELPAS beginning andintermediate level included are ancillarymaterials/curriculum for students/teachers.

Assistant Superintendentfor Curriculum andInstruction, Bilingual/ESLDirector

Walk through data, Pre-post tests


7) Provide state mandated summer school for PreK/Kbased on LEP qualifications

Bilingual/ESL Director,Campus Administrators

Walk through data, Pre=-post tests


8) Promote and advocate parent education classes andparticipation in the Bilingual/ESL Departmentmeetings such as LPAC and Bilingual AdvisoryCommittee and provide refreshments and translationservices.

Bilingual Director Sign-in sheets

9) Provide professional development, supplies andmembership fees for AVID Excel at the Jr. Highcampuses.

Bilingual Director




October 31, 2018 9:09 am


Performance Objective 5: The Bilingual/ESL department will provide professional development to all campus personnel in Sheltered Instruction Plus andthe ELL Monitoring Process to impact performance in Reading/ELA, Math, Science, and Social Studies.

Evaluation Data Source(s) 5: TAPR, TELPAS Report, PBMAS, PEIMS data





1) Continue training for Sheltered Instruction Plus andDual Language Essentials:*Academic Vocabulary*Observation on English language development*Observations on coaching of academic literacy*Training on content literacy*Purchase staff development materials for training*Dual Language Academies

AssistantSuperintendent forCurriculum andInstruction, Directorof Bilingual/ESL,CampusAdministrators

Sign-in sheets


2) Provide Bilingual/ESL Director and administrationwith the effective use of multiple data sources

AssistantSuperintendent forCurriculum andInstruction, Directorof Bilingual/ESL,CampusAdministrators

Meeting agendas

3) Provide training on the use of the ELL monitoringprocess and to monitor and document the process isworking

Bilingual/ESLDirector

Project ELL reports


4) The director and staff will continue to stay abreast ofthe newest strategies in the instruction of Bilingual/ESLstudents by attending staff development (Title III Yearlysymposium, TABE & NABE Conferences, HCDE andRegion IV trainings, etc.)

Bilingual/ESLDirector

Eduphoria RecordsRegistration ConfirmationsCertificate of Completion



October 31, 2018 9:09 am

5) Provide technology software and materials thatsupport the acquisition of second language learning suchas Rosetta Stone, ESL Read Smart and Light Sail.

Bilingual/ESLDirector, CurriculumCoaches,Coordinators,CampusAdministrators

Walk throughs


6) Provide summer school (LEP Academy) for studentswho are at a TELPAS beginning and intermediate level.Included are ancillary materials/curriculum forstudents/teachers.

AssistantSuperintendent forCurriculum andInstruction,Bilingual/ESLDirector



7) Provide state mandated summer school for PreK/Kbased on LEP qualifications.

Bilingual/ESLDirector, CampusAdministrators



8) Promote and advocate parent education classes andparticipation in the Bilingual/ESL Department meetingssuch as LPAC, Bilingual Advisory Committee andprovide refreshments and translation services.

Bilingual Director Sign-in sheets


9) Provide professional development, supplies andmembership fees for AVID Excel at the Jr. Highcampuses.

Bilingual Director




October 31, 2018 9:09 am


Performance Objective 6: The department will review, evaluate, and research Instruction/Instructional Planning/Instruction Materials/Other Resources forthe purpose of improving teacher delivery of instruction for students to impact academic performance and to address system safeguards missed along withPBMAS indicators.

Evaluation Data Source(s) 6: Rosetta Stone End-of-year Report, TELPAS, TAPR, PBMAS, DRA/EDL Reading Report





1) The Bilingual/ESL department will conduct anannual needs assessment for instructional materialsand resources that support the needs of all LEPstudents grade PreK-12.


Meeting notes

2) The Bilingual/ESL department will providecampuses with bi-yearly usage and programevaluation from Rosetta Stone

Bilingual/ESL Director,campus Administrators

Usage reports

3) Continue participation in data dissemination andanalysis with campus administrators and assistantsuperintendents.

Assistant Superintendentfor Curriculum andInstruction, Bilingual/ESLDirector, CampusAdministrators, Teachers

Meeting agendas, Sign-in sheets

4) The Bilingual/ESL department will purchaseEnglish and Spanish reading books, programs, andinstructional materials for all campuses forimprovement of instruction and to raise students'reading levels.


Agendas, Meeting notes

5) Purchase appropriate assessmentmaterials/instruments for LEP students.

Bilingual/ESL Director,SchoolImprovement/AssessmentCoordinator

Purchase order



October 31, 2018 9:09 am

Goal 3: To provide abundant, varying, and meaningful opportunities for the students of Channelview ISD by offeringopportunities through the Career and Technical Education (CTE) program.

Performance Objective 1: Provide a quality career guidance program for all students that promotes career awareness, exploration and preparation

Evaluation Data Source(s) 1: TAPR, PBMAS, Career Assessments, 4-6 Year Plans, Stakeholder Feedback


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



1) Provide career awareness resources and activities toelementary counselors

CTE Director; CareerAdvisors

Counselor Career Lesson Plans

Funding Sources: 244 - CTE - 3000.00

2) Provide elementary campuses with resources forspeakers and presenters from various industrypartnerships

CTE Director,Campus Principal &Counselor

Teacher Lesson Plan; Student Feedback; CounselorAssessment

Funding Sources: 199 - CTE - 100.00, 244 - CTE - 500.00

3) Provide Summer Camp (Camp WOW) opportunitiesfor exposure to various careers for students in grades4th-8th.

CTE Director, CampWOW Coordinator,Teachers

Schedule of teachers and activities; Evaluation formsfrom students, teachers and parents


4) Provide career exploration resources for student use CTE Director,Campus Counselors,Career Advisors,Career Investigationteachers

Selection of an area of Endorsement


5) Provide Achieve Texas College and Careerinformational products

CTE Director;Campus Counselors&Career Advisors;Career Investigationteachers

Career Clusters and Coherent Sequence of Courses



October 31, 2018 9:09 am

6) Provide resources for Modular Labs and RoboticsPrograms at Alice Johnson Junior High & AnthonyAguirre Junior High

CTE Director,CampusAdministrators

Implementation Plans


7) Provided Teacher/Counselor/ Admin training throughvarious Career & Technical Programs and Associationssummer and midwinter conferences along with otherrelated workshops and trainings

CTE Director,Campus Principals,Counselors, CareerAdvisors, Teachers





October 31, 2018 9:09 am

Goal 3: To provide abundant, varying, and meaningful opportunities for the students of Channelview ISD by offering opportunities through the Career andTechnical Education (CTE) program.

Performance Objective 2: Increase career and college planning activities and resources for high school grades

Evaluation Data Source(s) 2: 4-6 Year Plans, PER, State and Federal Accountability Reports , PSAT/SAT/ACT results, Student & SpeakerEvaluation, Evaluation & Feedback Survey, PBMAS results




1) Encourage all students to access software to researchcareer and college information

CTE Director,Campus Counselors,Career Advisors,CampusAdministrators andTeachers

Scholarship Log, College Applications completed; CareerAd visors Student Log

2) Encourage and prepare CTE students to take industryrecognized certification exams

CTE Director; CTETeachers

Number of exams passed


3) Encourage students to take PSAT, SAT/ACT exams CTE Teachers;Counselors

Number of exams taken

4) Host Annual Campus Career Day CTE Director, CTETeachers

Number of Speakers


5) Work with Advisory Board and Industry Partners tocreate opportunities for job shadowing and careerawareness

CTE Director, CTETeachers, CareerAdvisors

Number of work sites

6) Define an effective implementation procedure toperfect the updating of 4 year plans with careerpathways

CTE Director,SecondaryCounselors,Secondary CampusAdministrators

Revision of Implementation plan

7) Provided Teacher/Counselor/Admin training throughCareer & Technical Programs and Associationsconferences and related workshops and trainings

CTE Director,Campus Principals,Career Advisors,Counselors, Teachers




October 31, 2018 9:09 am

8) Provide core subject integration activities andinterventions in every CTE class

CTE Director,CampusAdministrator,Campus Specialists

Integration Activity Plan


9) Provide resources and training for Math and Scienceteachers that are teaching CTE classes for Core credit.

CTE Directors,CampusAdministrators andCurriculumCoordinators

Skills assessment, Certification tests and final projectthrough Project Share


10) Keep CTE classes current with up to datetechnology and industry standards with equipment andmaterials

CTE Director, CTEDepartment Headsand CampusAdministrators

Industry evaluations and feedback and ProgramEvaluations




October 31, 2018 9:09 am


Performance Objective 3: Increase student enrollment in CTE courses

Evaluation Data Source(s) 3: E-School, PER, Updated Promotional Materials, Sign In Sheets,Program Evaluations and number of industrypartnerships, Completed Secondary Course Guide




1) Promote CTE program and courses during OpenHouse, Elective Fairs and Parent Meetings

CTE Director, CTETeachers, CareerAdvisors, Counselors

Master Schedule; Parent Logs; Brochures

2) Encourage recruitment in current CTE classes andthrough current CTE students

CTE Director, CTETeachers, CareerAdvisors andCounselors

Master Schedule: Video Advertisement

3) Increase visibility of CTE student organizations andrecognize activities, events, competitions and leadershipopportunities.

CTE Director, CTETeachers, MediaTech, CareerAdvisors, PublicRelations Officer

CTSO Membership, Master Schedule, District andCampus Websites; Campus Announcements


4) Promote student/parent awareness of industrycertifications by: Creating brochures, posters andPowerPoint presentations to present to students in theclassroom throughout the year and allowing students toresearch certification areas of interest

CTEDirectors,CareerAdvisors,Counselors, Title Icampus contacts

Course Selection Forms, Certification Exams Passed;Presentations

5) Create CTE promotional brochures in English andSpanish and regularly update the CTE district & campuswebpage with relevant CTE information

CTE Director, PublicRelations Officer,CTE Campus WebCoordinator, CTEAdvisory Board

Number of opportunities for job shadowing, internships,site visits and classroom presentations

6) Build partnerships with business and industry tocollaborate on ways to provide opportunities to preparestudents for college and/or careers, including industryconsultations

CTE Director,CareerAdvisors, CTEAdvisory Board,CampusAdministrators

Number of opportunities for job shadowing, internships,site visits and classroom presentations


October 31, 2018 9:09 am

7) Provide a current, detailed pathway for technical dualcredit courses available to students at CHS

CTE Director, Asst.Sup C&I, HighSchool Principal,SJCN Dual CreditDirector Counselors

High School Course Selection Guide; Campus Website

8) Update the CTE portion of the Secondary CourseGuide

CTE Director, Asst.Sup C&I,Counselors, CTETeachers

Course Selection Forms

9) Increase visibility and promote the new Roboticsprogram and Robotics Team at CHS and the junior highschools.

Robotics Teacher,Career Advisors,SecondaryCounselors and CTEDirector

Number of students enrolled and participating in classand team

Funding Sources: 244 - CTE - 19200.00, 199 - CTE - 5000.00, 289 - Title IV - 35000.00

10) Provide various opportunities for studentengagement through Robotics and EngineeringSoftware.

Robotics andEngineeringTeachers, CampusAdministrators, CTEDirectors

Number of Robotics Competitions students participate in;Number of students in Robotics Club. Overallunderstanding of robot manipulation.




October 31, 2018 9:09 am


Performance Objective 4: Continue to provide multiple proven pathways to graduation and credit recovery

Evaluation Data Source(s) 4: PEIMS, 4-6 Yr. Plans and Exposure to various career opportunities, Reports from the National StudentClearinghouse, End of year attendance rate




1) Determine and implement classroom incentives forperfect attendance

CTE Teachers 9 week attendance reports

2) Contact parents of any CTE student who are absentmore than 3 times per nine weeks

CTE Teachers; At-Risk Staff,Attendance Clerk

9 week attendance reports

3) Counselors will attend a Guidance ManagementTraining through CTAT

CTE Director,Counselors, CareerAdvisors

Student and Counselor meeting notes


4) Counselors will attend software training for 4-6 Plans CTE Director,Counselors

E-School, Graduation Plans

5) Counselors will meet with students individually todiscuss career pathways

CTE Director,Campus Principal,Counselors; CareerAdvisors


6) Meet with 8th grade students and parent to discusscourse selections that require selecting an Endorsementand Career Pathway

CTE Director, CareerAdvisors Counselors


7) Meet regularly with Career Advisors to monitor theEndorsement selection process

CTE Director, CareerAdvisors, SecondaryPrincipal

Meeting agenda and notes



October 31, 2018 9:09 am


Performance Objective 5: Create and build a Health Science Academy that allows multiple pathways to Healthcare fields

Evaluation Data Source(s) 5: Signed MOU's and Agreements




1) Work closely with appropriate SJCN campuspersonnel

Assistant Supt. of C&I; CTE Director

Signed Agreements

2) Work closely with various Healthcare Administratorsto place students in clinical rotations

CTE Director; HealthScience teachers

Signed Agreements

3) Provide certifications in Medical Billing and Codingthrough Kaduceus Curriculum

Health Scienceteachers, CareerAdvisors, CampusAdmin, CTEDirector

Number of certifications passed


4) Provide certifications for Patient Care Technicianthrough Kaduceus Curriculum

Health Scienceteachers, CareerAdvisors, CampusAdmin, CTEDirector

Number of certifications obtained




October 31, 2018 9:09 am

Goal 4: To provide 21st century skills and opportunities for the students of Channelview ISD by actively looking atinstruction using technology

Performance Objective 1: Provide infrastructure and network resources to support the effective use of technology.

Evaluation Data Source(s) 1: Included in Tech Plan Status Summative Review




1) Evaluate, map out and document the current networklayout, both logically and physically, as well as takestock of current network infrastructure. Redesign thelogical network at each campus and the physicalconnections (if needed).

Director ofTechnology,Network Manager,Select Technicians

Each district campus has been properly redesigned perbest practices and diagrammed for future reference.

2) Refresh network infrastructure (routing andswitching) based on end-of-life/support schedules

Technology Director Consistent replacement of out of date switches, Gigconnection to end devices throughout district

Funding Sources: Additional Funds to be Added - 35000.00

3) Refresh server infrastructure based on end-of-life/support schedules

Technology Director,Network Manager

Consistent replacement of servers throughout district,decrease in server failures due to age.

4) Try out a help desk in the second semester anddetermine if a full time help desk would be beneficialand needed for the district.

Technology Director One more staff member hired as full time help desk

5) Evaluate and purchase MDM (Mobile DeviceManagement) software

Technology Director,InstructionalTechnologySpecialist

Mobile devices under the management of a central MDMprogram

6) Monitor district internet usage to determine if there isa need to increase internet speed from 1Gbps to 2Gbps.Work with Comcast to make that change if necessary

Technology Director Bandwidth utilization reports

7) Achieve 10GB connection between all campuses andhigh school

Technology Director Higher throughput from each campus to central location

8) Upgrade VoIP call manager and unity software ascurrent version reaches end-of-life/support

Technology Director,Network Manager

District running current or near-current versions of callmanager and unity


October 31, 2018 9:09 am

9) Evaluate and upgrade technology and roomarrangement in the Admin tech lab. Chromebookswould be preferable and a new desk setup would beadvised.

InstructionalTechnologySpecialist

Installation of equipment and furniture more conducive totraining and learning

10) Evaluate core switch, firewall and campus edgeswitches and determine their timeline for replacement.Determine models for replacement and begin erateprocess for funding for these models.

New firewall, new core switch and possible new edgeswitches at each campus



October 31, 2018 9:09 am

Goal 4: To provide 21st century skills and opportunities for the students of Channelview ISD by actively looking at instruction using technology

Performance Objective 2: Integrate technology into teaching and learning.

Evaluation Data Source(s) 2: Included inTech Plan Status Summative Review, Technology Integration Survey Results




1) Provide training on Free Technology IntegrationResources, G-Suite apps, Microsoft Office in theclassroom, Interactive Projectors, Student ResponseSystems, Photostory and MovieMaker for theClassroom, classroom webpages, and United Streaming

Instructionaltechnology specialist

Included in Tech Committee Status Reports

2) Require 3-6 hours of yearly technology training forall teachers and classroom support staff


Increased confidence in using technology in theclassroom

3) Begin a district wide program to utilize apps andwebsites in the classroom. Focus on a limited number ofapps to ensure proficiency in their usage and the abilityto assist and train when needed.

Technology Director,InstructionalTechnologySpecialist

Teachers and administrators that have signed on to theprogram can show usage of selected apps in classroomfunctions

4) Provide online cyber-safety lessons for both studentsand community


More responsible online behavior of students

5) Integrate Technology Applications TEKS to all Pre-Kthrough 8 curriculum


8th grade Tech Apps assessment test, widespreadknowledge and use of basic computer skills from students

6) Provide training and guidelines for iPad use InstructionalTechnologySpecialist

Staff becomes more effective at the proper use of iPads

7) Provide training and support for the integration ofapps and iPad/Chromebook use in curriculum


Wider spread use of iPads and apps within the classroomsfor effective teaching

8) Expand the use of BYD programs at the secondarylevel


More teachers utilizing the BYD program in theclassroom

9) Provide additional training to teachers and staff foreffective use of BYD in the classroom


More proficiency in the use of BYD


October 31, 2018 9:09 am

10) Increase the use of Google Apps and GoogleClassroom in the secondary schools throughChromebook cart purchases and targeted trainings.Advise campuses on purchases and strategies.

Several Chromebook carts purchased at all secondarycampuses. Google Classroom use prevalent in secondaryschools.



October 31, 2018 9:09 am


Performance Objective 3: Provide the necessary technology tools for effective teaching and learning.

Evaluation Data Source(s) 3: Included inTech Plan Status Summative Review




1) Work with campus Principals and TechnologyCommittee to develop a classroom model forElementary, Middle, and High School classrooms

Technology Director,InstructionalTechnologist,Campus Principals,TechnologyCommittee


2) Work with Principals/Curriculum Department topurchase necessary classroom technologies withavailable campus/district funds.

Technology Director,InstructionalTechnologist,Campus Principal


3) Develop a 5-7 year life cycle replacement plan forclassroom, teacher and lab computers.

Technologydepartment staff


Funding Sources: Additional Funds to be Added - 420000.00

4) Install purchased projectors in classrooms that arelacking a projector throughout the district.

Every classroom to have a working projector



October 31, 2018 9:09 am


Performance Objective 4: Support effective communication utilizing technology resources.

Evaluation Data Source(s) 4: Number of completed teacher webpages posted, Number of calendars and conferences in use in First Class,Included in Tech Plan Status Summative Review, Number of users




1) Train the trainer model with all campus webmastersso that they can adequately train their staff.

InstructionalTechnologist

Post workshop surveys

2) Hold monthly meetings with each campus Principal. TechnologyDirector/CampusPrincipals

Increased communication regarding future direction andcurrent issues at campuses



October 31, 2018 9:09 am


Performance Objective 5: Achieve an average at or above the Advanced Tech level on the Texas Teacher STaR (State Technology and Readiness) Chart bythe end of the 2017-18 school year.

Evaluation Data Source(s) 5: Teacher STaR results.




1) Provide opportunities for the use of technology inboth teacher-led and student-centered learningexperiences to develop higher order thinking skills andprovide opportunities for collaboration with contentexperts, peers, parents and community.

Principals, AssistantPrincipals,Instructional Tech,Tech Director

Eduphoria Forethought - Teacher Lesson Plans;Eduphoria PDAS - Walk through data

2) Provide students regular weekly access and use oftechnology and digital resources in various instructionalsettings such as the classroom, library, lab, or mobiletechnologies.

Principals, AssistantPrincipals,Instructional Tech,Tech Director


3) Integrate the use of technology in subject area TEKSto support the development of higher-order thinkingskills.

Principals, AssistantPrincipals,Curriculum Coaches,Instructional Tech,Tech Director


4) Support the creation and use of web-based lessonswhich include online TEKS-based content, resources,learning activities, and interactive communications thatsupport learning objectives.



5) Provide teachers professional development ontechnology integration into the curriculum through thecreation of new lessons and activities that promotehigher order thinking skills and collaboration withexperts, peers and parents.


Eduphoria Forethought - Teacher Lesson Plans;Eduphoria PDAS - Walk through data; EduphoriaWorkshop - Attendance data

6) Require participation in a minimum of 6 hours oftechnology professional development per year.




October 31, 2018 9:09 am

7) Provide teachers professional development in thecreation of web-based lessons.



8) Assist principals in creating a technology-richcampus improvement plan which includes setting annualtechnology benchmarks based on TechnologyApplications standards.

Principals, CampusEducationalImprovementCommittees,Instructional Tech,Tech Director

Tech-rich campus plans

9) Provide 6 or more Internet-connected multimediadevices in classrooms for student use.

Principals, TechDirector

TIP Web IT reports - Tech Inventory

10) Provide technical support response time to less than8 hours for all Instructional Technology issues.

Tech Director,Network Manager,Instructional Tech

SchoolDude reports - Tech Workorder system

11) Provide students simultaneous access to onlinelearning with rich media such as streaming video.

Tech Director,Network Manager,Instructional Tech

Discovery Ed Streaming Usage reports



October 31, 2018 9:09 am