district improvement plan - cypress-fairbanks independent school

District Improvement Plan 1 of 50 1/17/14

District Improvement Plan

Priorities for 2013-14 Cypress-Fairbanks Independent School District


Our Mission

We maximize every student’s potential through rigorous and relevant learning experiences preparing students to be 21st

Century global leaders.

Vision: LEAD - Learn. Empower. Achieve. Dream.


Cypress-Fairbanks Independent School District

2013-14 District Improvement Plan

Table of Contents Comprehensive Needs Assessment ........................................................................................................................................................................................................ 4

Goal 1: Academic Achievement ............................................................................................................................................................................................................... 7

Federal and State Grant Sources .......................................................................................................................................................................................................... 23

Goal 2: Safe and Healthy Environment .................................................................................................................................................................................................. 24

Goal 3: Human Capital ........................................................................................................................................................................................................................... 30

Goal 4: Leadership Development .......................................................................................................................................................................................................... 31

Goal 5: Communications and Community Relations ............................................................................................................................................................................. 34

Goal 6: Financial, Technology and Operations Management ................................................................................................................................................................ 41


Cypress-Fairbanks Independent School District

2013-14

Comprehensive Needs Assessment

Cypress-Fairbanks Independent School District is the third largest public school district in the state of Texas. CFISD has 11 high schools, 17 middle schools, 53 elementary schools, and 4 special campuses. As of October, 2013 the district employed 7,266 campus teachers, 1,971 campus paraprofessionals, and 1034 campus/district administrators. The student population is 43% Hispanic/Latino, .3% American Indian/Alaska Native, 8% Asian, 16% Black or African American, less than 1% Native Hawaiian or Other Pacific Islander, 30% White, 3% Two or More Races, and 49% Economically Disadvantaged. The mobility rate for the district is 13.0%. In accordance with the Texas state legislative requirements, the district staff conducted a comprehensive needs assessment for the 2013-14 school year. The needs assessment was conducted to identify gaps in student achievement and other areas for improvement. The information used to conduct the needs assessment included data from the 2013 state assessments (STAAR 3-8, EOC, and TAKS), locally-developed assessments, discipline, attendance, and teacher retention data. Based on the review of the data, best practices will be used to address areas of need in each content area. These strategies provide support to all student groups (including Limited English Proficient) to continue the district's high level of success in all content areas, to increase student academic achievement, and in the area of professional development to support high quality teaching and learning. In the state accountability system the following system safeguards were missed: Writing (Special Education and English Language Learners), Social Studies (English Language Learners), and Graduation Rate (Special Education). In the Performance Based Monitoring System (PBM) the district was staged in the following areas: Bilingual Education/ELS Education (stage 2 for Bilingual Education STAAR 3-8 passing rate – writing, ESL STAAR 3-8 passing rate – writing, and LEP RHSP/DAP Diploma Rate) and Career and Technical Education (CTE LEP STAAR EOC Passing Rate – writing. The District Leadership Team met to develop a coordinated plan to address the missed system safeguards and the areas staged in PBM. The following data were reviewed: SPED: Writing: Pearson Reports Modified & Regular for Writing Graduation Rate: PBM & graduation rate data by campus, sizes of LIFE Skills classes, graduation rate of LIFE Skills students ELL: Social Studies: 8th grade & high school data Writing: 4th grade, 7th grade and English EOC data LEP RHSP/DAP Diploma Rate: ELL exits and graduation rate by campus CTE: STAAR data for all CTE & LEP CTE student groups The data analysis revealed the following: SPED: Correlation between reading and writing.


Need to increase emphasis in writing. Graduation rate cannot change because students are able to stay until the age of 21. If we allow these students to “graduate” with their class, they will not have met their ARD requirements and when returning to CFISD the district would not receive ADA funding for these students. ELL: Social Studies: Scores across the district were down from 2012-13. There are fewer ELL students testing at the 10th grade because they exit the ELL program before 10th grade. Those left are recent immigrants and many times are also identified as needing special education services. Writing: Scores across the district were down from 2012-13. LEP RHSP/DAP Diploma Rate: The students being counted in this category are recent immigrants and/or SPED. Due to this fact, many times they are taking classes that prevent them from graduating on the RHSP or DAP Plan because they are still acquiring English and/or move-ins around 10th grade & they are not on the DAP track. High school new arrival centers are overflowing with students. These are all recent immigrants! There are also ELL students that graduate in either 3 or 5 five years. These are not counting in the PBM numbers. CTE: The fact that students were in CTE courses did not have a negative impact on their STAAR performance. Most CTE data were higher than the individual LEP data. Students in CTE courses are not performing lower than the LEP group as a whole. Upon completion of the Needs Assessment process, the following needs were identified: SPED: Additional Training and resources for teachers (Increase Teacher Quality) Additional review of over age students remaining in school after their “cohort” graduation date (Improve Academic Performance). ELL and CTE: Additional professional development based on new information from STAAR release tests. Review of curriculum & what is going on in the classroom (Increase Teacher Quality). Align instruction with the rigor of the test (Increase the use of Quality Data to Drive Instruction). Increase writing focus in CTE classes. Focus has mainly been on vocabulary. Continue to focus on technical vocabulary but also infuse writing (Improve Academic Performance). The following Goals have been identified for the 2013-14 school year: SPED: Writing: Using the strategies for teaching writing learned through professional development and the instructional materials focused on improving student writing, the passing rate on the STAAR Writing Assessment and STAAR-EOC English II Assessment will increase by 5%. Graduation Rate: Plans reflecting graduation timelines within the four year cohort, increased monitoring of passing rates and transition plans, and increased program options will improve the graduation rate for special education by 10%


LEP/CTE: Using professional development in the areas of writing and social studies, the percentage of LEP students who score Level II Satisfactory on STAAR will increase by 10%. The percentage of LEP students graduating on the RHSP/DAP will increase by 10% by continuing to involve key personnel who impact course selection and graduation plans. CFISD staff will implement behavioral strategies to reduce the number of discipline incidents. Additionally, strategies will be used to improve the attendance rate for all student groups including Hispanic/Latino (95.8%), American Indian/Alaska Native (94.3%), Asian (97.5%), Black or African American (95.6%), Native Hawaiian or Other Pacific Islander (95.9%), White (95.9%), Two or More Races (96.3%) and Economically Disadvantaged (95.6%). Strategies will also be used to increase teacher retention in the district. Sources: Number of Campuses: Internal Calculations Number of Employees: Internal Calculations as of October, 2013 Student Demographics: 2011-12 Academic Excellence Indicator System (will be updated once 2012-13 AEIS Report is released) Mobility: 2011-12 Academic Excellence Indicator System (will be updated once 2012-13 AEIS Report is released) Discipline Incidents: Cognos-AMS: District-YTD Infraction Counts by Grade Level Attendance: 2011-12 Academic Excellence Indicator System (will be updated once 2012-13 AEIS Report is released)


Goal 1: Academic Achievement The district will ensure academic performance and achievement levels reflect excellence in learning and attainment of both high expectations and high standards for all students. Performance Objectives & Targets: By May 2014, all campuses in Cypress-Fairbanks ISD will meet the performance objectives and targets outlined in the campus improvement plans. The district will support this attainment via the strategies outlined in this improvement plan.

Strategies Person(s) Responsible Resources Timeline Formative Evaluation

Improve elementary and secondary students’ reading skills.

• Increase teachers’ knowledge and the connection between the rigor of the TEKS and the STAAR assessment.

• Implement the “balanced literacy” approach in the 6th grade ELAR block class.

• Monitor and assess curriculum alignment and instruction through the use of common assessments.

ELAR Content Area Coordinators Campus Administrators ELAR Curriculum Coaches

Released STAAR Tests & Assessed TEKS, District Time Equivalency & August 19 & 20 In-service, Curriculum Coaching Sessions, Balanced Literacy Schedule, District Curriculum Units, Reading Checkpoints ELAR curriculum and resources, Professional Development, Literacy Coaches, TEA website, Barbara Fine Literacy Training, John Samara Training

June 2013 – May 2014

Locally-developed Assessments



Improve writing skills of elementary and secondary students.

• Increase teachers’ knowledge and the connection between the rigor of the TEKS and the STAAR assessment.

• Provide opportunities for students to write in varied styles, such as personal narrative, persuasive, expository, and analytical using content area writing prompts.

• Align writing expectations from Kindergarten through 12+.

• Establish a K-12 expert teacher writing committee to collect and review writing samples that will be used to train teachers and serve as student samples of good essays.

ELAR Content Area Coordinators Campus Administrators ELAR Curriculum Coaches

Released STAAR Tests, Scoring Guides, & Assessed TEKS, District & STAAR Writing Rubrics, District Time Equivalency, District Writing Plan, Curriculum Coaching Sessions, Writing Training, Student Writing Samples, ELAR curriculum and resources, Released Writing Samples, Professional Development

June 2013 – May 2014




Improve achievement in elementary and secondary math.

• Provide teachers with TEKS-based materials designed to ensure rigor.

• Provide specific, structured lessons and resources in iXplore to strengthen first time instruction.

• Create an instructional math framework so that teachers and administrators will have clear expectations of best practices and a framework from which to coach teachers.

• Provide professional development focusing on the alignment of instructional activities and assessments with the rigor of STAAR.

• Provide professional development focusing on the implementation of instructional strategies that meet the needs of at-risk students.

Math Content Area Coordinators Campus Administrators Curriculum Coaches

District curriculum, TEA STAAR resources, ASCD publications, Scope and Sequence Document, Pacing guide, Resources or lessons on specific topics to guide teachers, Framework for a mathematical classroom, iXplore

August 2013 - June 2014




Improve achievement in elementary and secondary science.

• Redesign 6th grade science curriculum to align with the TEKS and the rigor of the MS STAAR test.

• Provide teachers with TEKS-based lessons and materials designed to ensure rigor and to strengthen first time instruction.

• Provide specific, structured lessons and resources in iXplore to differentiate for all levels of students.

• Implement JASON Project to provide aligned and relevant lessons to 6th-8th science.

• Develop 1 District Recommended Lessons for each unit of study in 7th, 8th, biology and chemistry



Science Content Area Coordinators Campus Administrators Curriculum Coaches

Curriculum Documents, iXplore, JASON Curriculum and equipment





Improve achievement in secondary social studies.

• Provide teachers with TEKS-based materials designed to ensure rigor.

• Provide specific, structured lessons and resources in iXplore to strengthen first time instruction.



Secondary Social Studies Coordinator Curriculum Coaches

District curriculum, TEA STAAR resources, ASCD publications, iXplore





Meet the needs of gifted and talented students.

• Implement appropriate open-ended activities within the curriculum to provide ongoing identification of students who perform or show potential for performing at remarkably high levels of accomplishment in the four core content areas. 19 TAC 89.1 (1)

• Implement appropriate learning opportunities in the four core content areas that commensurate with the abilities of identified gifted students that will allow them to work together as a group, work with other students, and work independently during the school day/year as a direct result of GT service options. Make parents aware of these options. 19 TAC 89.3 (3)

• Provide an array of appropriately challenging learning experiences in each of the four core content areas for all GT students in grades K-12 that will allow students to accelerate in areas of strength. Make parents aware of opportunities. 19 TAC 89.(3) and 19 TAC 89.(4)

• Review and revise curriculum in iXplore to identify best practices to meet the needs of gifted learners.

• Strengthen communication with parents to better meet the needs of gifted learners.

• Implement GT staff development share sessions.

Director of Advanced Academics Directors of Elementary, MS, and HS C & I Campus Administrators

GT staff development team provide training for certificates/updates, Carol O’Connor’s presentation to coordinators and coaches – Differentiating for the Gifted Student, District core content staff development (GT Updates), Campus GT book studies, GT staff development team attend parent meetings to provide information about the gifted child, iXplore (district signature lessons and extended lessons).

July 2013 and upon request; consultant presentation September 2013, updates provided Fall 2013, book studies available Fall 2013-Spring 2014, GT Parent Meetings twice a year.

Curriculum content, attendance at GT share sessions



Equip students for success on college-related assessments.

• Develop a systemic process for reviewing the EXPLORE and PLAN data.

• Establish protocols for EXPLORE and PLAN data to guide and direct student placement into CTE, dual credit, advanced placement, and K-level courses.

Director of Advanced Academics Campus College & Career Specialists Counselors

Provide score interpretation training for CCS and counseling teams. Provide systemic data review plan for campus leadership teams to identify students with potential to find success in CTE, dual credit, Advanced Placement and K-level courses.

Dec., 2013 to March, 2014

Number of students taking the EXPLORE and PLAN, implementation of protocols for using EXPLORE and PLAN data

Monitor and evaluate accelerated learning outcomes and programming for students who receive specialized instruction. • Provide resources and materials for

teachers to transition students from 5th grade to 6th grade and from 8th grade to 9th grade in the four core content areas.

• Improve through staff development for Special Education teachers the implementation of standards based IEPs.

Director of Special Education Special Education Coordinators

Review 360, System 44, IStation, Math Solutions, Staff development, SmartBoard, i-Touch, Computer on Wheels (COWS), Pearls, Elmos, and Airliners

August 2013 to June 2014

Use of resources and materials, attendance at staff development

Promote the “Rigor, Relevance, Relationships” framework in all content areas.

• Ensure that curriculum materials and instruction align with the rigor of the TEKS and STAAR.

• Target Level III Advanced Academic performance for all students.

• Incorporate the use of technology to enhance rigor and relevance.

Directors of Elementary, MS, and HS C & I Director of Instructional Technology Content Area Coordinators Curriculum Coaches

District curriculum, District Moodle courses, iXplore


Review of curriculum and materials, use of technology to enhance rigor and relevance



Implement a curriculum management system.

• Continue to create a bank of common assessment items for campus use.

• Digitize curriculum in elementary art, elementary music, elementary PE, Spanish I and three CTE courses.

• Facilitate elementary and secondary district progress monitoring, checkpoints (reading), and benchmarks through iXplore with immediate results displayed for teachers and administrators.

Coordinator of Curriculum Content Area Coordinators Curriculum Coaches

District assessments, District curriculum, End User Quick Guides, Video Tutorial Training, Online training for campus contact personnel “Guides”, Dedicated Resource Website to support On-Demand end user support, iXplore powered by Schoolnet (web-based connection)

August 2013 - June 2014 Uploading and digitizing content is completed one marking period ahead of actual use. Improvement Strategies include: 1) Updates based on feedback from edu-user survey on training and communication with the end-user, 2) Quarterly upgrades from the vendor based on District feedback in regards to system enhancements.

Use of iXplore, amount of content on iXplore



Disaggregate and analyze students’ test data and grade distributions to address needs by distinguishing areas of success from areas of concern, including achievement discrepancies among various student groups. • Use of one standard data dig form in

secondary core content areas.

• Implement STAAR Mapping and STAAR Tracking sessions for campus administrators.

• Provide professional development on using benchmark/STAAR data in iXplore.

Directors of Elementary, MS, and HS C & I Content Area Coordinators Campus AAS Campus Administrators Curriculum Coaches

Standard Data Dig forms, iXplore data, district assessments, item analysis, curriculum units, teacher staff development


Use of data dig form across campuses, attendance at STAAR Mapping and STAAR Tracking

Prepare learners for real world pursuits and life beyond graduation.

• Increase number of underrepresented student groups (ex: African American, Hispanic, and Economically Disadvantaged) in dual credit, AP, and K level courses.

• Increase number of students receiving CTE certifications.

• Increase the number of students completing the FAFSA/Apply Texas.

• Begin the development of an electronic database by which college and career ready indicators may be accessed and monitored.

Director of Advanced Academics CTE Campus Counselor Campus College and Career Specialists CTE Coordinators Counselors Information Services Staff

Per review of systemic data, provide informational sessions for students with potential for success in CTE, dual credit, Advanced Placement, and K-level courses. Provide follow-up sessions for CTE certification students to ensure progress toward certification. Provide ApplyTexas/FAFSA training for English IV/Government/ Economics teachers. Provide test data to Information Services.

Dec., 2013 to June, 2014

Dual credit, AP, and K level course data, number of students completing the FAFSA/Apply Texas



Accelerate LEP students’ successful acquisition of proficiency in English.

• Continue to implement a reading intervention program in Structured English Immersion (SEI) classes and support the intervention via in-service and training.

• Continue to emphasize the English Language Proficiency Standards (ELPS) in all content areas and in iXplore lessons.

Director Curriculum & Instruction For Special Populations Coordinator of Secondary ESL

Read180, professional development provided by ELL coaches, ELPS, iXplore



Continue implementation of the Response to Intervention (RtI) model with focus on Tier 1 and refinement of Tier 2.

• Provide staff development to improve Tier I instruction with a focus on differentiated instruction.

• Continue to refine Tier 2 criteria and interventions.

Directors of Elementary, MS, and HS C & I Campus SIT Teams Secondary AAS

Monthly review of data and updated processes AAS staff development and book study

Monthly throughout the year


Coordinate, integrate, and evaluate programs supported by federal funds and by state and district compensatory funds.

• Ensure that every 9-12 grade student has a four-year plan and the plan is updated annually.

• Focus and enhance the monitoring of identified areas: LEP RHSP/DAP Diploma Rate (stage 1) and CTE LEP TAKS Passing Rate in Math and Science (stage 1).

Director of Federal Programs Directors of Elementary, MS, and HS C & I

Sharon Benka/Region IV; ACET Conference; TEA website and notifications; CTE LEP student results on District Progress Monitoring, and benchmark assessments and their progress at the end of each grading period

Weekly e-mails; Biannual conference; Monitoring throughout the year

Number of students with a four-year plan on file,



Develop a plan to address the performance of students in the “middle.”

• Implement a pilot at elementary, middle school, and high school with small learning communities in 6th and 9th grades.

• Provide small learning community trainings for teachers.

• Change curriculum coordinator grade span responsibilities.

Director of MS C & I Campus Principals at Pilot Schools

Small Learning Communities guidance documents, teacher training

Ongoing throughout 2013-14

Locally-developed Assessments, teacher attendance at trainings

Implement a plan to assist students who are credit deficient or who still need to pass the state assessment to meet graduation requirements.

• Review digital curriculum.

Director of Instructional Technology Director of HS C & I

Trailer course and double-blocking scheduling options; PLATO; Summer school opportunities for credit recovery; CBE; Staff development focus on first-time instruction

First and second semester: PLATO offered each semester; Multiple courses and sessions June-July; Scheduled throughout the year at WHS

Notes from meetings held to review digital curriculum



Increase # of athletes on A/B honor roll & reduce the athletic failure rate at each campus.

• Utilize technology to develop watch lists that will allow coaches to actively monitor "real time" academic progress.

• Develop academic improvement plans by sport on each campus that allows positive intervention to occur that benefits academic performance.

• Monitor academic performance at the end of each six week's grading period by program at HS level and by grade level and gender at the MS level.

• Work with campus principals to integrate tutorial and intervention strategies to promote academic achievement in athletes.

Athletic Director, Associate AD's, CAC, Head Coaches, MS Coordinators, Coaching Staffs at each campus.

District Information Services, Technology Resources (E school plus),

2013-2014 Academic Year

Six week grade results by program on high school campuses, six week grade results by grade level/gender in MS

Increase # of student-athletes that are academically eligible for all levels of NCAA eligibility.

• Update all HS athlete profiles in the Corecoursegpa.com program at the conclusion of each semester.

• Provide orientation sessions for all student-athletes on the use of corecoursegpa.com and resources available throughout the program.

• Provide parents with access to Corecoursegpa.com program.


corecoursegpa.com program


Results obtained by campus from corecoursegpa.com



To address the missed system safeguard of Writing (SPED): Order materials on how to write personal narrative for resource teachers.

Director of Special Education Special Education Curriculum Coordinators Curriculum Coaches

IDEA 2013-2014 Academic Year

Observation of implementation

To address the missed system safeguard of Writing (SPED): All SPED teachers will receive writing training through general Ed & the same materials

Director of Special Education Special Education Curriculum Coordinators Curriculum Coaches


Observation of implementation Scores on writing samples DPM scores Benchmark Scores IEP goal data

To address the missed system safeguard of Writing (SPED): Balanced Literacy in Resource Classes to ease them into 7th grade requirements through developed training & resource guide.

Director of Special Education Middle School Special Education Curriculum Coordinators Curriculum Coach



To address the missed system safeguard of Writing (SPED): Created writing mini-lessons for resource teachers

Middle School Special Education Curriculum Coordinators Curriculum Coach



To address the missed system safeguard of Writing (SPED): Students in READ 180 classes will have access to READ 180 Next Generation with an enhanced writing component

Secondary Special Education Curriculum Coordinators Curriculum Coach





To address the missed system safeguard of Writing (SPED): Teachers attend general Ed writing staff development

Special Education Curriculum Coordinators Curriculum Coach



To address the missed system safeguard of Writing (SPED): Use Write! Program in resource

Secondary Special Education Curriculum Coordinators Curriculum Coach



To address the missed system safeguard of Writing (SPED): New Empower 3000 writing center components

High School Special Education Curriculum Coordinator Curriculum Coach



To address the missed system safeguard of Writing (ELL) and Social Studies (ELL) along with the PBM staged areas related to ELL: Professional development offered to LEP & general Ed teachers & coaches

Content-area Coordinators Title II and Title III 2013-2014 Academic Year

DPM, checkpoints, benchmark, and STAAR results.

To address the missed system safeguard of Writing (ELL) and Social Studies (ELL) along with the PBM staged areas related to ELL: Targeted ELL language arts teachers “Writers Café” training offered in the summer

Secondary ESL Department Title III 2013-2014 Academic Year


To address the missed system safeguard of Writing (ELL) and Social Studies (ELL) along with the PBM staged areas related to ELL: Monitoring/Supporting teaches to implement “Writers Café” strategies

Secondary ESL Department Title III 2013-2014 Academic Year




To address the missed system safeguard of Writing (ELL) and Social Studies (ELL) along with the PBM staged areas related to ELL: 6th grade students have balanced literacy in 2 hour block. ESL class parallels the general Ed curriculum

Content area coordinators and curriculum coaches

Title III 2013-2014 Academic Year


To address the missed system safeguard of Writing (ELL) and Social Studies (ELL) along with the PBM staged areas related to ELL: Online ELPS training for CTE teachers

CTE Department Local 2013-2014 Academic Year


To address the missed system safeguard of Writing (ELL) and Social Studies (ELL) along with the PBM staged areas related to ELL: Work with English Dept. to infuse writing in CTE classes infused with vocabulary study

Content area coordinators and coaches



To address the missed system safeguard of Writing (ELL) and Social Studies (ELL) along with the PBM staged areas related to ELL: Gather writing samples from students & used these during teacher training LEP & SPED too

Content area coordinators and coaches



To address the missed system safeguard of Writing (ELL) and Social Studies (ELL) along with the PBM staged areas related to Writing (ELL) : Provided AAS with materials and training for writing intervention

Secondary ESL Coordinator Title III 2013-2014 Academic Year


To address the PBM staged area related to LEP RHSP/DAP Diploma Rate: Increase the number of ELL & SPED exits. Inform all parties of process of ELL exit criteria.

Bilingual ESL Department N/A 2013-2014 Academic Year

Agendas and Exit Data

To address the PBM staged area related to LEP RHSP/DAP Diploma Rate: Continue to update 4-year graduation plan to make sure every course is taken that is needed.

Counselors N/A 2013-2014 Academic Year

Coordinating Counselor Meeting Agenda

To address the PBM staged area related to LEP RHSP/DAP Diploma Rate: Meet with coordinating counselors & secondary curriculum council to continue to be aware of the need to increase the number of LEP students graduating with a RHSP/DAP.

Bilingual/ESL Department N/A 2013-2014 Academic Year

Agendas for Secondary Curriculum Council and Coordinating Counselors Meeting



To address the PBM staged area related to LEP RHSP/DAP Diploma Rate: Transcript evaluator to assist in giving students all available credits toward graduation.

Coordinator Secondary Guidance and Counseling and Transcript Evaluation

N/A 2013-2014 Academic Year

Transcripts Evaluated

To address the PBM staged area related to LEP RHSP/DAP Diploma Rate: Close tracking of recent immigrants after they leave the NAC.

Bilingual/ESL Department N/A 2013-2014 Academic Year

Transcripts


Federal and State Grant Sources

as of Fiscal Year 2013-14

Grant Sources Funds Available in 2013-14

NCLB Consolidated Federal

Title I, Part A $14,443,511

Title II, Part A $1,124,244

Title III, Part A LEP $1,647,283

Title III, Part A Immigrant $1,159,194

Special Education Consolidated

IDEA-B Formula $12,561,404

IDEA-B Formula (Deaf) $59,285

IDEA-B Preschool $244,118

IDEA-B Preschool (Deaf) $6,345

State Deaf $1,609,099

Title I, Part C Carl D Perkins Career and Technical Education Act $831,700

TEXSHEP $203,800

State Compensatory Education $62,051,269


Goal 2: Safe and Healthy Environment The district will provide a safe, disciplined, and healthy environment conducive to student learning. Performance Objectives & Targets: By May 2014, all campuses in Cypress-Fairbanks ISD will meet the performance objectives and targets outlined in the campus improvement plans. The district will support this attainment via the strategies outlined in this improvement plan.


Provide Pregnancy Related Services (PRS) to eligible students to reduce absences and increase high school completion 1. Complete “intake” process within 48

hours of notification of pregnancy. 2. Begin on-campus services such as

counseling and teen parenting classes, involving special Ed staff if appropriate.

3. Coordinate with student’s teachers to prepare materials for homebound instruction, including access to textbooks and/or alternatives for courses difficult to duplicate in a home environment.

4. Notify CEHI staff of actual delivery date or if CEHI is needed before then due to prenatal issues.

5. Complete instruction in courses during homebound period and report attendance and grades to campus staff.

6. Ensure PEIMS coding accurately reflects the period of PRS.

Principals; Lead Counselor and Teen Parenting Counselor; Teen Parenting Teacher; High School Child Care Director; Campus Staff; Special Populations/CTE Coordinator; CEHI Staff; Educational Support Services/Special Ed Staff; District-wide CYSS Staff; Nurses

Student Attendance Accounting Handbook, Section 9 District-wide forms/procedures from Special Populations/CTE Coordinator and/or CEHI Staff (and from Educational Support Services/Special Ed if appropriate) Campus-specific forms/procedures to ensure compliance State and locally developed PEIMS reports

Program: August, 2013 to June, 2014 Individual Students: Begins—Date of intake (Within 48 hours of notification of pregnancy) Ends--At end of the allowable postpartum period and/or student returning to classes

Number of students served with pregnancy related services and the number and types of services provided.

Foster students’ sense of belonging and desire to attend school regularly.

• Encourage students to enroll in co-curricular and extracurricular activities.

• Encourage teachers to build strong relationships with students.

Campus Administrators; Teachers; Sponsors; Coaches

Career-based student organization resources

August, 2013 to June, 2014

Enrollment in co-curricular and extracurricular activities



Ensure that the counselor’s role retains focus on implementation of the Developmental Guidance Program and assist students to develop the skills they need to enhance their personal, social, emotional and career development. • Address trauma resolution for students

who have experienced natural disasters, health crises, military tragedy, etc.

• Facilitate campus staffs’ ability to detect warning signs of students who may be candidates for suicide or victims of child abuse.

Address the following as needed:

• Self-confidence • Motivation to achieve • Decision-making, goal-setting, planning,

and problem solving

• Interpersonal effectiveness • Effective communication skills • Cross-cultural effectiveness • Responsible behavior

Dir. for Guidance and Counseling; Principals; Campus administrators; Director of Psychological Services

Guidance and Counseling Department; Psychologists


Number of students seen by the counselor.

Address issues related to education about and prevention of dating violence as required by HB 121. • Implement Board policy FFH (Local). • Provide awareness education to

students and parents through multiple sources—e.g., counselors’ Information Sheets, the district’s Web site, and school publications.

Curriculum Administrators; Dir. for Guidance and Counseling; Principals; Campus Administrators; Counselors; Health teachers

Guidance and Counseling Department; Department of Student Services


Awareness education provided to students and parents.



Increase teacher, student, and parent awareness of issues regarding sexual abuse of children, as required by HB 1041.

• Review curricula to identify existing instruction on this topic, and add objectives as warranted.

• Provide training for staff. • Continue involving and informing parents

via meetings, letters, and internet postings.

Curriculum administrators; Dir. for Guidance and Counseling; Principals; Campus Administrators; Counselors; Health Teachers; Nurses

Guidance and Counseling Department; Department of Student Services


Training provided to staff. Review of Curricula. Information sent to parents.

Reinforce behaviors and values that will lead to students’ becoming thoughtful, law-abiding citizens, active and productive in a free-enterprise society.

• Expand implementation of Positive Behavioral Intervention and Support program (PBIS) or other school wide behavior support programs.

• Help students gain an understanding of, acceptance of, and appreciation for diversity.

• Increase the number of students receiving face-to-face instruction by decreasing the overall number of student discipline referrals.

• Increase the number of home visits by attendance officers.

• Share proactive behavior and attendance strategies.

• Facilitate training (for campus leaders) designed to develop research-based and proactive discipline measures.

• Increase visibility of police officers on campus.

Dir. of Classroom Management Training; Dir. of Student Svcs.; Asst. Supt. for Secondary Administration; Attendance Officers, Campus Administration and Staff Cy-Fair ISD Police Department

Achievement Monitoring System; Cognos-AMS and eSchool Cognos Reporting reports; Department of Student Services, PBIS staff

Ongoing Training provided to staff. Number of home visits by attendance officers. Monitor, review, and share student discipline data. Monitor, review and share district-wide safe school survey results. New strategies shared with assistant principals and attendance officers



Provide a Coordinated School Health Program. Collaborate with Local School Health Advisory Council (LSHAC) to review data and update/maintain the coordinated school health program. For grades K-5:

• Participate in the “CATCH” program. • Develop campus SHAC plan. For grades 6-7-8:

• Implement SPARK and Healthy and Wise Programs.

• Evaluate and update the health curriculum—which addresses nutrition, obesity, diabetes, and fitness—and make necessary changes.

• Update human reproductive unit.

Curriculum Staff; Physical Education Teachers; Coordinated School Health Team; Director of Health Services

CATCH Program; SPARK Program; Healthy and Wise Program


Number of campuses participating in CATCH, SPARK, and Healthy and Wise.



Implement the recommendations from the Safe School's Committee related to bullying prevention and overall school safety

• Create and implement a parent component related to bullying prevention

• Continue with the School Tipline. • Continue to require all campuses to

address school safety as a component of the Campus Improvement Plan (CIP).

• Continue to provide online training for school staff regarding bullying prevention.

• Continue school safety awareness initiatives via Project Safety monthly interactive lessons

Continue Safe School Committee with an emphasis on drug prevention and intervention.

Student Services; Guidance and Counseling; Campus Staff

School Tipline Bullying prevention training materials Project Safety Lessons

Ongoing Results from Safe Schools Survey Student discipline data Student attendance data

Continue to ensure the prohibition of bullying of students (FFI Local and FFH Local).

Student Services; Guidance & Counseling; Psychological Services

Training Materials Code of Conduct FFI (Local) and FFH (Local)

Ongoing On-Line Health and Safety Assessment

Facilitate monthly leadership training for secondary assistant principals.

Student Services; Campus Administrators; District Administrators (Keynote Speakers)

Training Materials Ongoing Agendas, Copies of keynote speaker's presentations.

Continue to implement all components needed to fully operate the CFISD Police Department

Chief of Police, Police command staff

All materials related to operating CFISD Police Department

Ongoing Staffing Data



Provide UIL safety training for all athletes and coaches.

• Conduct mandatory trainings for all coaches prior to the academic year.

• Utilize on-line training provided by UIL to individually train and assess individual coaches.

• LAT's will conduct mandatory UIL safety training for all athletes.

Athletic Director, Associate ADs, CAC, LAT, Athletic Safety Coordinator

UIL RCP program, UIL Safety Training PowerPoint, LAT's


Agendas, safety training attendance sheets

Increase the awareness and education of all coaches regarding concussions in athletes.

• Conduct mandatory trainings for all coaches prior to the academic year.

• Provide tip sheets for all coaches to help recognize symptoms and signs of concussions in athletes.

• Concussion oversight team will review training yearly to ensure materials and training are current and up-to-date.

Athletic Director, Associate ADs, CAC, LAT, Athletic Safety Coordinator, Concussion Oversight Team

Concussion On-line training using Moodle, Local Hospital Systems and Concussion Specialists, LAT's


Certificate of results for all coaches sent in to athletic office prior to academic year.

Decrease risk of a cardiac event in all CFISD athletes. • Conduct EKG testing for all incoming HS

athletes.

• All athletes will review, sign and turn in Cardiac Awareness form to LAT's on each campus or to the coordinator on the MS campus.

• Log all Cardiac Awareness Forms in the Rank One computer system.

Athletic Director, Associate ADs, CAC, LAT, Athletic Safety Coordinator, Local Hospital Systems

UIL, LAT's, Rank One System


Results from EKG testing and Rank One system


Goal 3: Human Capital The district will recruit, develop, and retain highly qualified and effective personnel reflective of our student demographics. Performance Objectives & Targets: By May 2014, all campuses in Cypress-Fairbanks ISD will meet the performance objectives and targets outlined in the campus improvement plans. The district will support this attainment via the strategies outlined in this improvement plan.


Continue to collect and utilize data to monitor the attrition rate for each campus.

Human Resources Attrition data Ongoing Staffing and retention reports

Implement attendance intuitive for employees.

Human Resources, District support teams, campus staff District wide effort

Employee Attendance Data

Ongoing Employee Attendance Reports

Continue to review the screening and selection process for teachers and campus administrators.

Human Resources Screening and selection materials

Ongoing Review of screening and selection materials

Promote the usage of a Human Resources Toolkit to provide district and campus administrators with access to HR information, processes, and procedures.

Human Resources CFISD/Human Resources Website

Ongoing Number of “hits” on the Human Resources Website


Goal 4: Leadership Development The district will identify and invest in the continuous development of leaders who will inspire and support others to improve student achievement. Performance Objectives & Targets: By May 2014, all campuses in Cypress-Fairbanks ISD will meet the performance objectives and targets outlined in the campus improvement plans. The district will support this attainment via the strategies outlined in this improvement plan.


Develop and implement a framework that outlines competencies required for success as a principal.

School Administration TAC Standards, ISLLC Standards, University Resources, Portrait of a Cy-Fair Administrator

September, 2013 to June, 2014

TAC Standards, ISLLC Standards, University Resources

Develop high quality leadership training that prepares potential, newly appointed, and emerging leaders for various administrative roles that potentially lead to the principalship.

Staff Development and School Administration

Survey of current training effectiveness, Needs analysis of current leaders


Assessment of existing and newly developed learning opportunities, Data points from Avatar

Develop and implement a formalized mentoring program for associate principals, directors of instruction, and assistant principals.



Readiness assessment, Learning plans, Leadership Development Continuum Report

Provide continuous leadership development opportunities for current principals and other administrators.



Implement and enhance initiatives to increase teacher leadership capacity.

• Expand the Teacher Leadership Academy, a 30 hour professional development program designed to enhance knowledge and skills of teachers leading teams of adults in formal and informal teacher leadership roles.

• Provide Teacher Leadership development via the Teacher Leadership Conference.

Staff Development & CIA Research based best-practices, Leadership development opportunities

July, 2014 Participant Post-survey Results; Number of participants; sign-in sheets



Current Programs to Support Aspiring and Current Leaders

• Leadership Academy II • Leadership Blueprint (Flippen Group) • Summer School Principal Internships • Administrative Leadership Training • Rice University Education

Entrepreneurship Program (REEP)

• Houston A+ • Raise Your Hand Texas • Harvard Leadership Program • Lamar Principal Academy • TASSP New Principal Academy • Learning Superintendents Visioning

Institute

• District Professional Growth Meetings (DLT, GLT, Cluster Groups, Instructional Leadership Development)

Formation of three Implementation Teams (Framework/Standards, Leadership Training, Mentoring) associated with the Cypress-Fairbanks Leadership Development Continuum (CFLDC)

• Four meetings scheduled for 2013-14 comprised of a diverse membership group

• Development of career pathways opportunities

• Projected timeline for program implementation 2013-14

School Administration Ongoing

Provide mentoring and induction for beginning teachers.

• Mentoring Institutes • New Staff Orientation • Electronic Publications • Training Materials

Staff Development Professional development opportunities, classroom observations, share session opportunities, administrative support

Ongoing Time sheets; observation forms, program activity grids; share session attendance sheets



Increase participation in online learning opportunities.

Staff Development Ongoing Number of online courses provided; Total hours of online learning credits

University Cohorts

• Continue to partner with colleges and universities to offer master and doctoral program opportunities to district employees.

Staff Development Ongoing Number of information meetings and number of cohort participants

Improve capacity of coaches throughout the system for leadership positions within the district. Provide continuous training for HS campus athletic coordinators in regards to athletic program leadership and management. Develop and implement Preseason and Postseason Meeting Process with all Head Coaches on all HS campuses to assist coaches to develop as leaders of their programs. Conduct MS Sport Preseason Clinics for all coaches in all sports. Begin to discuss, develop and plan athletic leadership academy.


Weekly or Bi-weekly CAC meeting, UIL trainings for HS and MS Coaches.


Performance evaluations conducted at the end of the 2013-14 school year by principals, athletic director, campus athletic coordinators, and program head coaches


Goal 5: Communications and Community Relations The district will foster a culture of trust by providing accurate, timely, and interactive communication to all stakeholders and by encouraging parents and the community at-large to be involved in our schools. Performance Objectives & Targets: By May 2014, all campuses in Cypress-Fairbanks ISD will meet the performance objectives and targets outlined in the campus improvement plans. The district will support this attainment via the strategies outlined in this improvement plan.


Advocate for stake holders by joining forces with like-minded districts to promote legislative decisions, SBOE rulings, TEA policies, etc. that will generate positive results for the programs and finances of Cypress-Fairbanks. Organizations include the following examples:

• Texas School Alliance • Fast-growth Schools Coalition • TASA/TASB • Greater Houston Partnership • Cy-Fair Chamber of Commerce

Supt,; Assoc. Supt. Business and Financial Svcs.; Assoc. Supt. Governmental Relations, Communications and Chief of Staff

2013-2014 Record of membership and activities

Partners in Education Increase parent involvement opportunities in all schools and in the district:

• Offer curriculum-based training sessions for Math and Language Arts tutoring.

• Offer staff training sessions for increasing and maintaining volunteer involvement.

• Update Virtual Volunteer management system.

• Utilize social media and electronic communications to promote involvement.

Dir. of Partners in Education; Asst. Supt. Communications and Community Relations; Principals of identified TAG Team elementary schools.

December 2013; ongoing

Agendas; Record of VIPS service hours; Newsletter data; Sign-in sheets; E-mails; Documents; Strategies for Parental Involvement.



Partners in Education Increase community involvement opportunities in all schools and in the district:

• Increase global volunteer registrations by 450.

• Advertise campus volunteer requests through Virtual Volunteer System.

• Offer curriculum-based training sessions for Vision and Hearing Certification.

• Communicate volunteer training sessions through electronic communication.

• Offer curriculum-based training sessions for Galveston Bay, Sooper Puppy and Junior Achievement.

Dir. Partners in Education; Asst. Supt. Communications and Community Relations

June 2014; ongoing

Agendas; Records; Virtual Volunteer data; District Website; Community participation and input

Partners in Education Increase business involvement opportunities in all schools and in the district:

• Increase Adopt-A-School participation by 12.

• Collaborate with Junior Achievement of Southwest Texas to increase business participation in JA program.

• Collaborate with Cy-Hope to increase support in the Weekend Backpack program.

• Increase business donations to the district by 5%.


2013-2014; ongoing

Sign-in sheets; Meeting flyers; Notes; Agendas; Best Practices Document; Business participation and input



Partners in Education Provide opportunities for districtwide training:

• Online training for Virtual Volunteer to be offered through Staff Development;

• Training on community outreach, community relations and creating a positive image; and

• Training on writing district and state award nominations.


2013-2014; ongoing

Sign-in sheets; Meeting flyers; Notes; Agendas; Feedback from participants

Communication Establish a comprehensive communication plan that includes protocols and expectations for internal and external communication.

Asst. Supt. Communications and Community Relations; Communication Team

2013-2014; ongoing

Research, surveys, employee feedback

Communication Create communication guidelines (including social media) for departments, schools, clubs, etc.


2013-2014; ongoing

Research, surveys, input from campuses

Communication Redesign district and campus websites.

Asst. Supt. Communications and Community Relations; Webmaster

2013-2014 March 2014, district launch date June 2014, campus launch date

Research, input from students, parents, employees

Communication Create guidelines for what content can be posted on the district home page.


2013-2014 Input from students, parents, employees



Communication Design a protocol for maintaining the website.



Communication Revise high school web posting requirements.



Communication Review and evaluate all district communications to determine the effectiveness of all publications and video productions.


2013-2014; ongoing

Measure impact of all communications through surveys, website results

Communication Upgrade television studio equipment and enhance video on demand quality by switching over to MediaCast.

Asst. Supt. Communications and Community Relations; CFTV staff

2013-2014 Website, MediaCast, production of videos

Community Programs Expand Special Programs awareness within the community (SPLASH/ROPES).

Dir. Community Programs; Assoc. Supt. Governmental Relations, Communications and Chief of Staff

2013-2014 Advertisements through campuses, websites, the Berry Center and a joint ad with the Berry Center in an events magazine

Community Programs Establish a training system for daycare directors.

Dir. Community Programs; Assistant Supt. for Communications and Community Relations; Assoc. Supt. Governmental Relations, Communications and Chief of Staff

2016-2017 Training outline, training recognized through DFPS and approved course material



Community Programs Design an online enrollment system.


August, 2013 Online enrollment system available

Community Programs Develop one large community event to tie in “sides” of the district.


February, 2014 Fun Run held, along with dates of 75th events, Festival to become an annual event

Community Programs Increase enrollment by 5% each year across all programs.


Ongoing Enrollment numbers for all programs documented

Community Programs Create an online television show with a hit song, “Rewinders,” and sponsors.


August 2015 Number of shows produced and available on line



Community Programs Establish an internal system for communication that builds relationships with program staff members to recognize personal achievements and how they impact as role models.


2014-2015 Establish a good news newsletter, publications available and dated from distribution

Community Programs Memorialize internal procedures for the newest programs.


August, 2013 Procedures located on internal share drive.

Community Programs Increase the internal quality of homework time during the Club Rewind program.


August, 2013 Activity plans include specific assignments; copies of the Rewind the Mind notes are kept on file

Community Programs Establish a specified curriculum with non-negotiable activities/lessons for the ELC Centers, along with an annual celebration calendar (including themes)


2014-2015 A list of calendar dates for annual celebration; a written curriculum.

Athletics Implement electronic forms for all UIL/CFISD required documents.

Athletic Director, Associate Athletic Directors, Athletic Office Staff


Forms Available on CFISD website by Spring semester



Athletics Implement and refine online schedules for community viewing and access.

Athletic Director, Technology Department, CAC, Program Head Coach, MS Coordinators, Athletic Office Staff


All Schedules available with directions on CFISD website


Goal 6: Financial, Technology and Operations Management The district will exercise fiscal responsibility to maintain financial strength and provide the financial resources for the educational program and support needs. Performance Objectives & Targets: By May 2014, all campuses in Cypress-Fairbanks ISD will meet the performance objectives and targets outlined in the campus improvement plans. The district will support this attainment via the strategies outlined in this improvement plan.


Business Services Maintain an underlying bond rating Aa3 from Moody’s Investor Services, AA- from Fitch Ratings, and AA- from Standard and Poor’s.

• Conduct rating calls with major bond rating agencies.

• Maintain sound financial policies. • Coordinate with financial advisors and

bond counsel to structure bond sales to meet current needs and to maintain effective debt management.

• Analyze local economy/economic indicators and monitor budget in order to adjust to trends/risks.

Assoc. Supt. Business and Financial Svcs.

Financial advisors, bond counsel

June, 2014 Ratings reports

Financial Services Maintain an operating fund balance of at least 14% of expenditures.

• Develop and maintain working long-range budget.

• Identify and prioritize expenditures based on current available funds.

• Monitor state legislature to anticipate issues that may affect funding.

• Schedule construction of facilities to match funds available to operate the facilities.

Assoc. Supt. Business & Financial Svcs., Asst. Supt. Business & Financial Svcs.

June, 2014 Adopted Budget, Comprehensive Annual Financial Report



Financial Services Provide funding for facilities, technology, and program needs.

• Conduct review of district facilities and technology.

• Identify immediate and future needs of District.

• Monitor enrollment trends and evaluate demographic study.

• Schedule bond sales so funds are available when needed.


February, 2014 Sell bonds, construct facilities, purchase technology, expenditures for program needs

Business & Financial Services Consider, review, and evaluate the need for a future bond election for schools, technology, transportation, and support facilities.

• Identify and assess needs of District and community.

• Establish bond steering committee. • Work with community and bond steering

committee to prioritize needs.

• Work with financial advisors to estimate impact on I&S tax rate.


Community, Bond Steering Committee, financial advisors

December, 2013 Surveys, Bond Steering Committee, Community Meetings

Technology Services Implement phase III of iXplore.

• Research the phases of the iXplore implementation.

• Pilot the online testing modules moving from Lexmark to iXplore for benchmark testing.

• C&I adding additional content in the areas of elementary and high school non-core classes.

Campuses; Curriculum; Technology Services

Associate Superintendent for Curriculum, Instruction & Accountability

May 2014 System Implemented



Technology Services Implement tablet pilot.

• Pilot underway until May 2014.

Campuses; Technology Services; Curriculum

Director of Instructional Technology

May 2014 Pilot Completed

Technology Services Convert to Microsoft Active Directory.

• Schools are 95% complete and were upgraded in the Spring and Summer 2013.

• Service centers are scheduled for upgrades by January 2014.

Technology Services January 2014 Conversion Completed

Technology Services Begin migration to web-based email.

• Research team recommended Gmail in May 2012.

• Reassess the options and make a recommendation by December 2013.

Technology Services; Campuses

August 2014 Conversion initiated

Technology Services Modify and refine disaster management plan.

• Assessment of the disaster recovery plan was conducted in September 2013.

• Improvements being proposed. • Document update underway. • Scheduled for completion by December

2013.

Technology Services December 2013 Plan modified and refined

Technology Services Upgrade Financial Services software.

• Conversion underway. • Scheduled for completion in January

2014.

Technology Services; Finance August 2014 Upgrade Completed



Technology Services Upgrade Time and Attendance system.

• Upgrade 50% complete. • Complete implementation in 2013-14.

Technology Services July 2014 Upgrade Completed

Technology Services Implement online registration system.

Technology Services; Campuses; Student Services

August 2013 System implemented. Completed

Distribution Center Create a webpage for the Distribution Center on the intranet.

Mgr. Distribution Center June, 2014 Web Page Created

Distribution Center Improve weekly inventory accuracy by 5%.

Manager, Distribution Center Asst. Dir., Purchasing

Ongoing Weekly inventory and Pentamation reports

Food Services Increase student participation in the National School Lunch Program and increase student participation in the National School Breakfast Program by 5% of ADA, thereby increasing federal reimbursement and commodity assistance to the district while insuring compliance with the new meal pattern mandated by USDA.

Dir. Food Svcs; Mgr. Food Production; Asst. Dir. –Nutrition, Coordinator -Child Nutrition Educ.

June, 2014 Federal Reimbursement Reports

Food Services Implement District-Wide special meals program to include allergen free meals and centralized production of texture modified meals.

Dir. Food Svcs; Mgr. Food Production; Asst. Dir. –Nutrition, Coordinator -Child Nutrition Educ.

June, 2014 TDA Validation Review



Mail Center Increase postage savings 10% by maximizing discounted pricing.

Mgr. Distribution Center; Mail Service Supervisor

June, 2014 Budget

Mail Center Create a webpage for the Mail Services on the intranet.

Mgr. Distribution Center; Mail Service Supervisor

June, 2014 Web Page Created

Print Center Implement new printing software to improve processing of work orders, billing and receiving, tracking, and inventory control. Implement the beginning phases of online work order submissions.

Mgr. Print Center June, 2014 Project Complete

Purchasing Department Implement Punch Out online ordering and automated purchase order system.

Director, Purchasing June, 2014 Electronic Bid System

Purchasing Department Continue to monitor low cost and low usage stock items and make recommendations for elimination from the Distribution Center as recommended by WCL review.

Director of Purchasing Ongoing Distribution Center Reports

Support Services Reduce District copier and copier related expenses by renegotiating contracts and increasing the number of networked copiers.

Asst. Supt. Support Svcs. June, 2014 Budget



Support Services Review all areas of operations and make adjustments to create additional efficiencies.

Asst. Supt. Support Svcs. June, 2014 Budget

Facilities Planning and Construction Expand use of CenterPoint Energy’s Retro Commissioning Program to maximize energy efficiencies.

Assoc. Supt. Facilities, Construction & Support Svcs.; Asst. Supt. Facilities and Construction; Dir. Facilities Planning and Energy Management.; Energy Mgr.

Ongoing Plan implementation

Facilities Planning and Construction Pursue electricity rebate programs funded from CenterPoint and other entities for implementation of energy retrofit projects/operating system procedures to increase energy efficiency with a goal of receiving $100,000.

Assoc. Supt. Facilities, Construction & Support Svcs.; Asst. Supt. Facilities and Construction; Dir. Facilities Planning and Energy Management; Energy Mgr.

Ongoing Rebates received; Implementation of retrofit projects The District received rebates totaling over $140,000 in 2012/13 fiscal year from CenterPoint as a result of energy efficiencies implemented in the district.

Facilities Planning and Construction Continue implementation of approved APQC Energy Reduction Pilot Program district-wide.

Assoc. Supt. Facilities, Construction & Support Svcs.; Asst. Supt. Facilities and Construction; Dir. Facilities Planning and Energy Management.; Energy Mgr.

Pilot Program completed June 2013. Districtwide program to be implemented by June 2014

Pilot program completed, evaluated and adjustments made for implementation of district wide. $83k in savings achieved in pilot program.

Maintenance Develop and implement improved work order system.

Assoc. Supt. Facilities, Construction & Support Svcs.; Asst. Supt. Facilities and Construction; Dir. Maintenance

January 2014 Maintenance Direct module is complete. In process of implementation of Inventory Direct module.

Maintenance Network with surrounding school districts to enhance the efficiency of the maintenance department.

Dir. Maintenance Ongoing Procedural changes; Enhanced efficiencies



Maintenance Evaluate results of the performance audits, and implement appropriate strategies for cost reduction.

Dir. Maintenance Completed Identified strategies; Reductions achieved

Maintenance Enhance efficiency of Electrical Dept.

Dir. Maintenance Complete December 1, 2013

Addition of two employees for the purpose of ballast and lamp replacement.

Operations Improve Operations Department ordering process

• paperless ordering.

Dir. Operations Completed Process implemented by utilizing email instead of paper ordering

Operations Expand Operations’ micro-fiber program to include overhead cleaning.

Dir. Operations Completed All four (4) phases of the Micro-Fiber implementation program have been completed

Operations Increase head custodian technology skills.

Dir. Operations; Technology Services

Completed Training provided at Head Custodian meetings by Technology Services.

Operations Implement Supervisory Training to enhance Leadership Skills: HC/AM’s Communicating with employees Motivating employees. Progressive Steps of Discipline Keys to Performance Management.

Dir. Operations

June 2014 Power point presentations, handouts, Class group discussions



Operations Decrease cleanable sq.ft. from 36,000 to 31,000 per Night Custodian by adding additional FTE’s, over a 4 year span.

Dir. Operations June 2014 – 2019

Request additional FTE’s per Budget year through 2019 Adding 20 FTE’s per year over a 4 or 5 year span

Operations Develop/Implement/Maintain Head Custodian/Area Manager AED/CPR training with the assistance of the American Heart Association.

Dir. Operations June 2014 Training scheduled for October 16, 2013 with the American Heart Association. Repeat yearly.

Transportation Recruit, select, compensate, develop and reward the department's diverse workforce, while providing a positive and safe working environment that optimizes productivity, efficiency and effectiveness.

Transportation Ongoing Routes provided

Transportation Pursue HGAC grant for alternate fuel buses.

Transportation June 2014 Grant awarded

Transportation Decrease preventable accidents.

Transportation June 2014 Report



Transportation Provide regular, reliable service to our students, parents and staff through monitoring and improving “on-time performance” and “down-time” of our equipment in Transportation.

Transportation January 2014 Report

Transportation Review and research technology for improved internal and external communications.

Transportation January 2014 Report

Facilities Planning and Construction Complete revisions to contracts and/or agreements for architectural services, construction contracts, and any miscellaneous services to facilitate the design and construction of projects included in the 2004 and 2007 bond authorizations.

Assoc. Supt. Facilities, Construction & Support Svcs.; Asst. Supt. Facilities and Construction

Contract modifications in progress for target completion of March 2014

Contracts approved by district's legal counsel and implemented in construction program/projects

Berry Center Continue implementation of Stafford Consultant report.

Assoc. Supt. Governmental Relations, Communications and Chief of Staff, Berry Center Director, Operations Mgr. and Financial Coordinator

June 2014 Update of status of achievements of recommendations in Stafford Report to include revenue reports and development of policy and procedures manual.

Berry Center Improve technology requested for events to meet the needs of the district client and the wants of the market place.

Berry Center, Technical Service Manager, General Manager, Event Coordinators

2013-14 Increase revenue for AV equipment



Berry Center Introduce new concessions and catering menus and point of sales opportunities. Analysis of food/labor costs vs. sales cost to confirm profit margin.

Berry Center, Food and Beverage Mgr., Concessions Mgr. and Chef

2013 Increased revenue for concessions and catering sales

Berry Center Create national marketing campaign to increase the brand of the facility and increase rentals.

Berry Center General Mgr., Sales and Marketing Mgr.

2013 Increase revenue for rentals.

Berry Center Increase Revenue by 22% by scheduling revenue generating events, reducing Food and Beverage expenses and increasing revenue, AV produced productions and negotiating event advertising and naming right opportunities.

Assoc. Supt. Governmental Relations, Communications and Chief of Staff, Berry Center Director, Operations Mgr., Technical Service Mgr. and Sales and Marketing Mgr. F&B Mgr., Sales and Marketing Mgr. and Event Coordinators

June 2014 Revenue reports, contracts for advertising, financial report, event booking report.

Athletics Maximize and increase revenue generated by athletic events throughout the district. Utilize Extreme Tix for online ticket purchasing and evaluation of current progress. Examine/discuss allowance of different purchasing packages for football season ticket purchases. Streamline campus based ticketing and reporting process.

Athletic Director, Athletic Administrative Staff, Campus Athletic Staff

Extreme Tix program for on-line sales and reporting

2013-2015 Academic Years

District gate receipts, reports and Extreme Tix reports to track football season ticket sales