2019 - 2020 Strategic Plan for District Improvement

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2019 - 2020 Strategic Plan for District ImprovementDistrict #220905

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Contents

• Mission Statement

• 2018-2019 District Performance Report

• Priorities and Initiatives

• Balanced Scorecard

• Milestones

• Student Outcome Goals and Progress Measures (Board Approved)

• Fort Worth ISD Action Steps

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Mission Statement

With more than 84,000 students in 82 elementary schools, 24 middle schools

and 6th grade centers, 21 high schools and 16 other campuses, Fort Worth ISD

enjoys a diverse student population and strong community partnerships. Under

the leadership of the superintendent and the Board of Education, the District is

undergoing a series of initiatives that will redesign, transform, and revitalize

Fort Worth ISD Schools.

Our Mission is "Preparing all students for success in

college, career, and community leadership"

School Year 2018-19

FORT WORTH ISD

Student Enrollment Details 84,332 Students Enrolled Address 100 N UNIVERSITY DR, FORT WORTH, TX 76107

DISTRICT OVERVIEW 2018-19

HOW WELL DID THIS DISTRICT PERFORMOVERALL?

C79 out of 100

This shows how well this school prepared students for success,both in school and after high school in college, a career, or themilitary.

CHANGE OVER TIME

This section showcases annually the overall grade of this districtto showcase their improvement over time. The overall grade isbased on performance in the three domains listed below.

2017-18C

75 out of 100

2018-19C

79 out of 100

OVERALL PERFORMANCE DETAILS

STUDENT ACHIEVEMENT

C73 out of 100

Student Achievement shows how muchstudents know and are able to do at theend of the school year.

SCHOOL PROGRESS

B83 out of 100

School Progress shows how studentsperform over time and how that growthcompares to similar schools.

CLOSING THE GAPS

C71 out of 100

The Closing the Gaps domain tells ushow well di�erent populations ofstudents in a district are performing.

School Year 2018-19

FORT WORTH ISD

Student Enrollment Details 84,332 Students Enrolled Address 100 N UNIVERSITY DR, FORT WORTH, TX 76107

HOW ARE SCORES CALCULATED?

STUDENT ACHIEVEMENT

Component Score % of gradeSTAAR Performance 69 40%College, Career, and Military Readiness 80 40%Graduation Rate 65 20%Total 73 100%

SCHOOL PROGRESSThe higher score of Academic Growth or Relative Performance is used.

Component Score % of gradeAcademic Growth 60Relative Performance 83 100%Total 83 100%

CLOSING THE GAPS

Component Score % of gradeGrade Level Performance 7 50.0%Academic Growth/Graduation Rate 11 10.0%English Language Pro�ciency 0 10.0%Student Achievement 91 30.0%Total 71 100%

FINANCE SUMMARY 2017-18

HOW MUCH DID THIS DISTRICT RECEIVE COMPARED TO OTHERS?

$11,079.0per student

Fiscal Peer Minimum:$9,281

Fiscal Peer Maximum:$14,180

Fiscal Peer Average: $11,565

FINANCIAL INTEGRITY RATINGSYSTEM OF TEXAS (FIRST) FOR

2018-19

A96 out of 100

AllStudents

64%

AllStudents

70%African

American53%

AfricanAmerican

58%

Hispanic65%

Hispanic72%

White82%

White84%

ELA/Reading Mathematics

STAAR Performance Percent Passing (Approaches Grade Level or Above)

Data Source: txschools.gov

AllStudents

64%

AllStudents

70%Econ

Disadv62%

EconDisadv

68%EL(Current)

55%

EL(Current)

68%

Special Ed(Current)

32%

Special Ed(Current)

43%

ELA/Reading Mathematics

Data Source: txschools.gov

STAAR Performance Percent Passing (Approaches Grade Level or Above)

Fort Worth ISD 2018 - 2019 Strategic Plan for District Improvement

SP/Initiative #

Description Owner 2017-18 2018-19 2019-20 2020-21 2021-22

SP #1: Provide a clear vision of excellence and expectations for literacy and math instruction, and implement aligned and high-quality curricular materials, assessments, training, and support.

Owner 2017-18 2018-19 2019-20 2020-21 2021-22

1.1 Literacy: Develop and publish a K-12 literacy framework and vision of excellence with specific grade level descriptions/expectations and develop/curate aligned K-12 scopes and sequences, unit plans, exemplar lessons, interventions and enrichment, and assessments. These must support English Language Learners and be culturally responsive.

Khechara, Elda, Cherron &

Michelle

1) Develop a curriculum framework using Understanding by Design. 2) Identify lead teachers. 3) Begin revising PK-8 curriculum (redesign Scopes, Unit Guides, Curriculum Maps and Resources for 2018-2019).4) Launch "Curriculum Leadership Corps" (teacher leaders designing curriculum).5) Begin working with the communcations department to share the vision for literacy in FWISD pk-12.6) C&I attends all Culturally Revelant Curriculum Coaching sessions to embed work in curriculum

1) Publish PK-8 curriculum (redesign Scopes, Unit Guides, Curriculum Maps and Resources for 2018-2019).2) Continue"Curriculum Leadership Corps" to receive teacher level support in revising K-8 curriculum documents (KB) and professional learning. 3) Achieve instructional alignment through a student centered learning model (KB). 4)Assessment awareness sessions for teachers and school leaders.5) Exemplar lessons created for every unit to be published 2019-2020.6) C&I continues to attend all Culturally Responsive Curriculum Coaching & CARE team sessions to embed work in curriculum.7) Begin revising 9-12 curriculum (redesign Scopes, Unit Guides, Curriculum Maps and Resources for 2019-2020).

1) Publish 9-12 curriculum (redesign Scopes, Unit Guides, Curriculum Maps and Resources for 2019-2020).2) Implement updated assessment system with enrichment and intervention support through curriulum.3) Revised TEKS require curriculum updates.4) Engage teachers in communication loops for ongoing feedback.5) Increase Open Educational Resources and technology applications.6) C&I continues to attend all Culturally Responsive Curriculum Coaching & CARE team sessions to embed work in curriculum.7) Curriculum templates highlight core and Spanish TEKS Pk-5.

1) Create a platform for teachers to share best practices and lesson ideas that are vetted by curriculum leaders.2) Design intervention resources that align to district goals/data.3) Engage principals in deep curriculum conversations that include curriculum alignment walks.4) Biliteracy supports are formally identified in all unit guides for all learners.5)Fully drafted Exemplars support culturally responsive best practices that are aligned to core content.

1.2 Literacy: Implement realigned and improved literacy PD and classroom-embedded coaching.

Khechara, Elda, Cherron , Michelle, Cheryl, Mariagrazia

1) Provide professional learning to Central C&I staff and lead teachers.2) Create a coaching framework.3) Redesign the role of all FWISD coaches.4) Connect with PLI to ensure a quality standard is met for all district professional learning.

1) Layered professional learning provided for *Directors, *Principals/APs/Deans, *Coaches, *Teachers/TAs *Libriarians *Counselors (done by strategic partners- i.e. Neuahus/Engage2Learn/Dallas Institute).2) Layered professional learning provided for *Directors, *Principals/APs/Deans, *Coaches, *Teachers *Libriarians *Counselors (done internally by directors, teachers, assistant superintendent).3) Saturday sessions for Trainer the Trainers.

1) Layered professional learning provided for *Directors, *Principals/APs/Deans, *Coaches, *Teachers/TAs *Libriarians *Counselors (done by strategic partners- i.e. Neuahus/Engage2Learn/Dallas Institute).2) Layered professional learning provided for *Directors, *Principals/APs/Deans, *Coaches, *Teachers *Libriarians *Counselors (done internally by directors, teachers, assistant superintendent).

1) Curriculum Leadership Corps and district coaches take on the bulk of professional learning.2) Assistant superintendent adjusts and monitors professional learning based on participant feedback.3) Teacher leaders receive formal professional learning to lead PLCs that are content specific.


SP/Initiative #


1.3 Math: Develop and publish a K-12 math framework and vision of excellence with specific grade level descriptions/expectations and develop/curate aligned K-12 scopes and sequences, unit plans, exemplar lessons, interventions and enrichment, and assessments. These must support English Language Learners and be culturally responsive.

Khechara, Stacy & Shannon

1) Develop a curriculum framework using Understanding by Design. 2) Identify lead teachers. 3) Begin revising curriculum PK-8 (redesign Scopes, Unit Guides, Curriculum Maps and Resources for 2018-2019).4) Launch "Curriculum Leadership Corps" (teacher leaders designing curriculum).5) Begin working with the communcations department to share the vision for literacy in FWISD pk-12.6) C&I attends all Culturally Revelant Curriculum Coaching sessions to embed work in curriculum

1) Continue"Curriculum Leadership Corps" to receive teacher level support in revising K-8 curriculum documents (KB) and professional learning. 2) Achieve instructional alignment through a student centered learning model (KB). 3) Assessment awareness sessions for teachers and school leaders.4) Exemplar lessons created for every unit to be published 2019-2020.5) C&I continues to attend all Culturally Responsive Curriculum Coaching & CARE team sessions to embed work in curriculum.

1) Implement updated assessment system with enrichment and intervention support through curriulum.2) Revised TEKS require curriculum updates.3) Engage teachers in communication loops for ongoing feedback.4) Increase Open Educational Resources and technology applications.5) C&I continues to attend all Culturally Responsive Curriculum Coaching & CARE team sessions to embed work in curriculum.6) Curriculum templates highlight core and Spanish TEKS Pk-5.

1) Create a platform for teachers to share best practices and lesson ideas that are vetted by curriculum leaders.2) Design intervention resources that align to district goals/data.3) Engage principals in deep curriculum conversations that include curriculum alignment walks.4) Biliteracy supports are formally identified in all unit guides for all learners.5)Fully drafted Exemplars support culturally responsive best practices that are aligned to core content.

1.4 Math: Implement realigned and improved math PD and classroom-embedded coaching.


1) Provide professional learning to Central C&I staff and lead teachers.2) Create a coaching framework.3) Redesign the role of all FWISD coaches.4) Connect with PLI to ensure a quality standard is met for all district professional learning.

1) Layered professional learning provided for *Directors, *Principals/APs/Deans, *Coaches, *Teachers/TAs *Libriarians *Counselors (done by strategic partners- i.e. Neuahus/Engage2Learn/Dallas Institute).2) Layered professional learning provided for *Directors, *Principals/APs/Deans, *Coaches, *Teachers *Libriarians *Counselors (done internally by directors, teachers, assistant superintendent).3) Saturday sessions for Trainer the Trainers.

1) Layered professional learning provided for *Directors, *Principals/APs/Deans, *Coaches, *Teachers/TAs *Libriarians *Counselors (done by strategic partners- i.e. Neuahus/Engage2Learn/Dallas Institute).2) Layered professional learning provided for *Directors, *Principals/APs/Deans, *Coaches, *Teachers *Libriarians *Counselors (done internally by directors, teachers, assistant superintendent).

1) Curriculum Leadership Corps and district coaches take on the bulk of professional learning.2) Assistant superintendent adjusts and monitors professional learning based on participant feedback.3) Teacher leaders receive formal professional learning to lead PLCs that are content specific.

1.5 Implement FWISD Learning Model as a component of classroom instruction at all campuses, with focused support at tiered campuses as needed.

Khechara & team 1) Provide a vision for pk-12 instruction (Community developed Learning Model). 2) Create and meet with a cross-divisional Learning Model Steering Committee.3) Executive coaches for "opt-in" school principals.4) Four days of professional learning for implementing teachers.5) Design exemplars and planning tools for teachers.6) Video highlights of student-centered classrooms 7) Offered an "opt-in" approach for pilot year.

1) Awareness sessions at all campuses.2) Establish the "why" for student-centered learning (differentiation/scaffolding/ soft skills/data).3) Continue coaching all year 1 implementing teachers.4) Continue executive coaching all year 1 implementing principals.5) Professional learning for all principals 6) Content building within the Learning Model.7) Focused work with all middle school teachers (PLC/Coaching etc.).8) Expand based on principal/school readiness using identified indicators.9) Summer professional learning.

1) Continue coaching all year 2 implementing teachers.2) Continue executive coaching all year 2 implementing principals.3) Professional learning for all principals.4) Content building within the Learning Model.5) Focused work with all middle school teachers (PLC/Coaching etc).6) Expand based on principal/school readiness using identified indicators.7) Summer professional learning.

1) Student surveys to gauge leadership,


SP/Initiative #


SP #2: Provide schools with the resources and training needed to meet students’ social-emotional needs and maintain safe and productive learning environments.

Owner 2017-18 2018-19 2019-20 2020-21 2021-22

2.1 Student Support Services, in collaboration with School leadership and Curriculum and Instruction, will provide ongoing universal and targeted training and support for campus based personnel to utilize best practices in Positive Behavioral Interventions and Supports (PBIS), Response to Intervention (RTI), Restorative and Trauma Informed Practices, and Social Emotional Leaning (SEL) strategies to identify and address the root causes of students' social, emotional and behavioral challenges.

Michael Steinert, Khechara Bradford,

Maria Sheffield

1) Establish baseline for teacher utilization of Review 360 /PBIS strategies.2) Determine standards for documentation of Tier 1 RTI behavioral interventions.3) Establish baseline expectations for TBRI implementation in ES classrooms. 4) Develop a process for integrating FWISD 's core SEL competencies into core curriculum units.5) Develop annual training calendar with Curriculum and School Leadership (centralized and campus-based) to provide quarterly PBIS, RTI, TBRI, and RP (fundamentals, applications, and advanced integration) offerings.

1) Track teacher utilization of Review 360 /PBIS strategies (target % increase each year TBD).2) Determine standards for documentation of Tier 1 RTI behavioral interventions.3) Track TBRI implementation in ES classrooms (# teachers trained, classroom observation data, # Nurture Groups offered, # students served) 4) Begin process for integrating FWISD 's core SEL competencies into core curriculum units as they are developed.5) Develop annual training calendar with Curriculum and School Leadership (centralized and campus-based) to provide quarterly PBIS, RTI, TBRI, and RP (fundamentals, applications, and advanced integration) offerings.

1) Track teacher utilization of Review 360 /PBIS strategies (target % increase each year TBD).2) Provide e-training module for all staff on standards for documentation of Tier 1 RTI behavioral interventions, monitor untilization.3) Track TBRI implementation in ES classrooms (# teachers trained, classroom observation data, # Nurture Groups offered, # students served) 4) Continue process for integrating FWISD 's core SEL competencies into core curriculum units as they are developed, track core metrics on target campuses where FWISD Learning Model and new curriculum are being implemented with fidelity.5) Develop annual training calendar with Curriculum and School Leadership (centralized and campus-based) to provide quarterly PBIS, RTI, TBRI, and RP (fundamentals, applications, and advanced integration) offerings.

1) Track teacher utilization of Review 360 /PBIS strategies (target % increase each year TBD).2) Provide monthly utilization reports to campuses on documentation of Tier 1 RTI behavioral interventions.3) Track TBRI implementation in ES classrooms (# teachers trained, classroom observation data, # Nurture Groups offered, # students served) 4) Continue to track core metrics on target campuses where FWISD Learning Model and new curriculum are being implemented with fidelity 5) Develop annual training calendar with Curriculum and School Leadership (centralized and campus-based) to provide quarterly PBIS, RTI, TBRI, and RP (fundamentals, applications, and advanced integration) offerings.

1) Track teacher utilization of Review 360 /PBIS strategies (target % increase each year TBD).2) Provide monthly utilization reports to campuses on documentation of Tier 1 RTI behavioral interventions.3) Track TBRI implementation in ES classrooms (# teachers trained, classroom observation data, # Nurture Groups offered, # students served) 4) Continue to track core metrics on target campuses where FWISD Learning Model and new curriculum are being implemented with fidelity 5) Develop annual training calendar with Curriculum and School Leadership (centralized and campus-based) to provide quarterly PBIS, RTI, TBRI, and RP (fundamentals, applications, and advanced integration) offerings.


SP/Initiative #


SP #3: Strengthen recruitment, development, and retention of teachers and school leaders, with an explicit focus on cultural competence and racial equity.

Owner 2017-18 2018-19 2019-20 2020-21 2021-22

3.1 Leaders: Define leader competencies and research and develop a plan to build our pipeline of APs/principals/principal managers, evaluating current partnerships and determining the best focused solution moving forward (funder willing to fund this work).

Karen 1) Establish a cross functional team that includes central office and campus leaders. 2) Review George W Bush Institute diagnostic results and identify three focus areas for the cross functional team3) Develop and pilot a principal and assistant principal candidate eligibility and selection process with input from Bush Institute. 4. Revised the Principal and AP job description to align with T-PESS and district mission.

1) Identify and select a director of Principal Quality. 2) Create a marketing and communications plan and message regarding the School Leadership Talent Management System. 3) Implement a refined principal and assistant principal candidate eligibility and selection process component of the SLTMS. 4) Develop a model for building and sustaining a pipeline of highly effective principals and APs. 5) Develop a cohesive system for existing principal and AP Professional Learning plan development and monitoring. 6) Establish a defined working group of principals to give feedback to all central departments. 7) Identify how central office personnel should support principals with respect to specific standards. 8) Refine the timeline for summative evaluations. 9) Train principal supervisors on T-PESS to ensure alignment and calibration. 10) Develop a plan for improving the principal and AP compensation approach to include non-monetary i i

1) Develop an internal teacher leader path to build leadership capacity at the campus level. 2) Research and develop an RFP process to design and implement a partnership for highly effective principals. 3) Refine and improve the internal teacher leader path to build leadership capacity at the campus level based on stakeholder feedback. 4) Pilot and evaluate the system for existing principal and assistant principal Professional Learning plan development and monitoring. Revise as needed based on evaluation feedback. 5) Implement a central office personnel support protocol for principals with respect to specific standards. 6) Align T-PESS and District Goals by department. 7) Refine and improve the plan for principal and assistant principal compensation based on stakeholder feedback.

1) Implement a partnership to identify and grow urban leaders as defined by FWISD. 2) Identify a possible pool for aspiring administrators or curriculum directors. 3) Implement a cohesive system for existing principal and assistant principal Professional Learning plan development and monitoring.

1) Implement a School Leadership Talent Management System that includes the following components: Selection, Pipeline Development and Partnerships, Professional Learning, and Evaluation/Feedback.2) Review and monitor system for areas of improvement.3) Develop progress measures for system imapct on school performance and student achievement.


SP/Initiative #


3.2 Develop a common definition of equity and define and embed the mindsets to create an inclusive, culturally competent work environment at the district and school level through the ongoing training and hiring processes.

Sherry 1) Expand Equity Training opportunities to campus-level (reaching campus administrators and teachers). 2) Organize and deliver Racial Equity Summit in collaboration w/TCU. 3) Establish a multi-year scope and sequence of Seminars and follow up Professional Learning Opportunities for racial equity.

1) Complete Equity Training for all current campus Principals (Cohort 3 will complete LEADS Seminars)2) Continue Equity Training for campus staff that includes teachers, counselors, campus administration (CARE & E-Teams)3) Launch student-led Equity teams at the high school level (SOAR).4) Launch Girls Leadership Programs to provide support to young women of color. 5) Increase equity walks to assess the use of culturally responsive pedagogy and the Lens of racial equity at campuses. 6) Continue and build upon our MBK program to promote academic success for young men of color. 7) Organize two Racial Equity Summits - one for Community/ Staff, and one for Students. 8) Develop equity audit processes for departments. 9) Working with C&I, develop professional learning to further our understanding of culturally relevant pedagogy. Including sample lessons, co-teaching, on-site coaching and feedback. 10) Develop a protocol f i i l i f

1) Continue Equity Training for campus staff, Student Equity teams, equity walks, leadership programs for students of color, and C&I work. 2) Begin training auxiliary staff led by PEG-trained FWISD facilitators. 3) Identify and rectify extra-curricular policies and practices that promote inequity.4) Institute annual equity audits for each department. 5) Work with Technology to create an online platform for resources to support equity work throughout the district. 6) FWISD Affiliate Facilitator will develop and begin to conduct professional learning opportunities through book studies and individualized training opportunities.

1) Continue Equity Training for campus staff, Student Equity teams, equity walks, leadership programs for students of color, department equity audits, and C&I work. 2) FWISD Affiliate Facilitator will conduct professional learning opportunities through book studies and individualized training opportunities. 3) Develop plan to include equity training as part of the onboarding process for new staff.

1) Continue Equity Training for campus staff, Student Equity teams, equity walks, leadership programs for students of color, department equity audits, and C&I work. 2) Implement equity training as part of the onboarding process for new staff. 3) Explore opportunities for additional community events that address racial awareness.

3.3 Create or partner with one or more teacher residency programs and/or certification programs, including for hard to fill positions.

Jerry now, need a long-term owner,

potentially Cynthia

1) Develop a relationship with Relay GSE.2) Advertise and recruit for first cohort of teacher residents in 18-19.

1) Launch first group of residents for 10-15 positions.2) Develop Lab School criteria for launch in 19-20.3) Recruit for 2nd cohort of residents.

1) Launch lab school and run second cohort. 2) Begin Principal development process. 3) Recruit third cohort of residents.4) Develop other partnerships to address certification for hard-to-fill positions.

Continue lab school and cohort work.

Continue lab school and cohort work.


SP/Initiative #


SP #4: Tier schools based on a common definition of excellence, providing opportunities to increase autonomy and launch new school models.

Owner 2017-18 2018-19 2019-20 2020-21 2021-22

4.1 Establish and roll out a school performance framework (SPF).

Design = Charley, Implementation =

Asst. Superintendent of Office of Innovation

1) Board approval2) Criteria for portfolio planning (SPF, demographic data, leadership quality, etc)

1) Conduct annual low-stakes P convos with baseline SPF data2) Build dashboard for data3) Community engagement for what SPF is and how it will be used 4) Identify site for charter partnership 5) Design portfolio planning process (how will decisions be made with the various information we collect)

1) Run SPF2) Utilize dashboard to tier schools3) Conduct portfolio process to determine locations for interventions/new schools

Revisit SPF with three years of data

4.2 Establish a systematic approach to tiering schools (using SPF), communicate what autonomies and accountability measures are associated with each tier, and design and implement a school portfolio review and planning cycle to place schools in tiers. Asst. Superintendent

of Office of Innovation

1) Launch search for Assistant Supt of Innovation2) Plan annual conversation with principals, including communication/roll-out3) Identify schools for Innovation Zone

1) Define menu of earned autonomy + district support costs2) Evaluate Leadership Academy supports

1) Launch increased autonomies2) Leadership Academy 3 year review3) Decision on whether to do a cohort 2

4.3 Organize the central office to serve a tiered set of schools and develop Service Level Agreements and customer service/school relationship-building expectations for each central team.

Sammy or Karen? 1) Development of an Office of Innovation that models an autonomous school staffing structure in FWISD

1) Creation of Service Level Agreements for each major school support function 2) Execution of SLAs with OoI Schools w/ annual review process re: quality of services, to be effective 2019-203) Menu of district services defined and utilized for autonomous schools3) Evaluation of staffing model to support OoI

1) Program evaluation & tweaks to implementation of all 2018-19 milestones2) Scaling plan developed for SLAs and other autonomous school supports to broader district3) Evaluation of staffing model to support OoI, support scaling

1) Execution of SLAs with all FWISD schools2) Scaling plan executed


SP/Initiative #


4.4 Create and implement systems to identify, select, empower, and support leaders of new schools (district schools, school partnerships, and innovative school models).

Asst. Superintendent of Office of Innovation

1) Hire Director of External Partnerships2) Develop authorization processes3) Get board approval4) Develop RFP and contract process5) Meet with potential charter partners to6) Hire ONS Director 7) Hammer out HR policies8) Develop community engagement plan9) Determine internal management structure for new schools

1) Submit 1882 application to TEA2) Launch RFP in Fall ‘18 for schools opening in 19-203) Matching authorized school(s) with sites4) Lauch RFP in Spring 19 for schools opening in 20-215) Implement community engagement6) R+ S of Cohort 1

1) Launch 1st charter cohort (1 school)2) Launch Spring RFP3) 21-22 matching4) Conduct annual review of open schools5) Train Cohort 16) R&S Cohort 27) Identify sites for Cohort 1 schools

1) Launch 2nd charter cohort2) Launch Spring RFP for 22-233) Matching for 21-224) Launch Cohort 1 schools5) Post-opening support for Cohort 1 schools 6) Train Cohort 2 Leaders7) Identify sites for Cohort 2 schools8) Recruit Cohort 3

1) Launch 3rd cohort2) Spring RFP 23-243) Matching for 22-234) Launch Cohort 2 schools5) Post-opening support for Cohort 2 schools 6) Train Cohort 3 Leaders7) Identify sites for Cohort 3 schools

4.5 Expand opportunities for high school students who are off-track academically to get back on track.

Cherie (potentially to be David)

1) Evaluate credit recovery programming and completion practices.2) Conduct a RFP for web-based instructional systems.3) Establish processes to ensure effectiveness of credit recovery programming.4) Made policy adjustments to remove barriers to graduation and scheduling.

1) Begin implementation of new web-based instruction system.2) Ensure communication about and training for web-based instructional practices and requirements.3) Evaluate 1st and 2nd semester to ensure that students are gaining and retaining credits.4) Re-launch over-age acceleration in middle schools.

Evaluate credit-recovery processes to ensure effective monitoring and implementation. Continue to implement latest trends to provide opportunities for students.




SP/Initiative #


SP #5: Improve customer service and communications between central office, schools, families, and the community.

Owner 2017-18 2018-19 2019-20 2020-21 2021-22

5.1 Establish communications expectations and protocols that streamline, coordinate and improve internal communications between departments and between central office and schools. (Look back at the specific issues cited in the challenges survey.)

Barbara 1) Hire an Internal Communications Coordinator. 2) Establish Inside FWISD blog and weekly newsletter to inform and engage employees.

1) Redesign "Employees" page of FWISD website. 2) Contemplate redesign of Inside FWISD blog based on first-year feedback and design trends. 3) Develop a hub for all internal communications via web analytics, surveys, and focus groups. 4) Enhance strategy based on results. 5) Establish a cross-functional team to address internal communications channels.

Evaluate internal communications via web analytics, surveys, and focus groups. Be prepared to take advantage of new trends and conduits.



5.2 Develop and implement a social media strategy and community engagement plan to build understanding about FWISD's goals and plans.

Barbara 1) Hire a social media coordinator. 2) Audit FWISD social media accounts. 3) Analyze social media data. 4) Develop social media guidelines. 5) Train District and campus administrators. 6) Utilize social media advertising to market District and its initiatives to target audiences. 7) Stream live events --including all board meetings -- on YouTube.8) Integration of ParentLink 9) Train ALL campus social media contributors in the use of ParentLink to manage Facebook, Twitter, to manage their communications.

1) Distribute social media guidelines and train all social media managers. 2) Train and support administrators and social media managers to ensure alignment. 3) Evaluate social media engagement via web analytics, surveys, and focus groups. 4) Enhance strategy based on results and emerging communications platforms.

Evaluate social media engagment via web analytics, surveys, and focus groups. Enhance strategy based on results and emerging communications platforms.




SP/Initiative #


SP #6: Ensure fiscal health and sustainability. Owner 2017-18 2018-19 2019-20 2020-21 2021-226.1 Assess effectiveness and efficiency of existing

programs and operations services, align resources to investments that produce the greatest outcomes, and implement sunset plan for less effective practices.

Sammy

1) Completion of a student based budgeting study2) Decide on student based budgeting roll-out timeline and plan3) Switch to an RFP process for evaluation and deciding talent partners

1) Create first budgeting cycle using student-based budgeting2) Develop cost analysis process to evaluate effectiveness of goods and services in student based budgeting format

1) Switch to student-based budgeting as a district2) Complete cost-benefit analysis of services

6.2 Design and implement a campaign to increase enrollment in the District.

Barbara 1) Aggressively market Gold Seal, Pre-Kindergarten, 100X25FWTX, and other FWISD initiatives to bring value to the District brand. 2) Evaluate brand reputation via surveys and focus groups. 3) Develop detailed strategy based on results.

1) Prepare communications rollout plan for Gold Seal 2.0 including CTE and expanded Choices for customers (students and their families.)2) Hire a third-party, independent marketing firm to assess our strengths, challenges , and brand reputation. 3) Collaborate with the FW Chamber and Mayor's Office to determine how we can take advantage of their strategic initiatives. 4) Using the brand reputation study, design and implement a FWISD image campaign.

1) Implement a FWISD image campaign based on survey results. 2) Execute region-wide campaign touting FWISD as the District of Choice utilizing advertising components of radio and TV ads, print ads, Internet, billboards, buses and bus benches. 3) New and improved Gold Seal catalog and videos detailing Gold Sea 2.0. 4) New informational campaign for CTE and secondary school academic pathways.

Continue image campaign based on data, feedback, and survey results.

Continue image campaign based on data, feedback, and survey results

6.3 Design and implement a campaign to increase ADA in the District.

Barbara/Elsie 1) Assess effectiveness of "It All Adds Up" pilot campaign for

campuses, instituted in the second semester of the 2017-18

school year.

1) IF "It All Adds Up" pilot campaign is determined to have been effective, roll out a District-wide campaign that includes advertising, social media, and website messaging. 2)

6.4 Conduct a return-on-investment analysis of key district programs/investments.

Jerry


Mission Mission Outcome Measures (all and sub-groups) 2016-17 Baseline

2017-18 Targets

2017-18 Actuals

2018-19 Targets

2018-19 Actuals

2021-22 Targets

% of graduates who have met the criteria for Post-Secondary Readiness, as measured by a college-ready qualifying score on AP, SAT, ACT, TSI or industry preparation (GPM 3) 60.0% 62.0% TBD 66.0% TBD TBD

% of graduates meeting TSI standard in Reading and Math (GPM 3.1) 20.0% 21.0% TBD 25.0% TBD TBD% of graduates who earn 12 or more college credit hours through dual credit courses (GPM 3.2) 9.0% 11.0% TBD 13.0% TBD TBD% of graduates completing a CTE coherent sequence of courses (GPM 3.3) 42.0% TBD TBD TBD TBD TBD% of students in Grade 3 reading on or above grade level, as measured by the STAAR on level standard for reading (GPM 1) 34.0% 37.0% TBD 43.0% TBD TBD

% of students in grades K – 3 reading on or above grade level as measured by FWISD universal screener/progress monitoring tool (GPM 1.1) 27.0% 31.0% TBD 37.0% TBD TBD

% of grade 2-3 students achieving 75% or higher on FWISD progress monitoring system for reading (GPM 1.2b) 20.0% 21.0% TBD 25.0% TBD TBD

% of students in grade 3 making progress as measured by FWISD local assessments of key enduring understandings and skills in reading (GPM 1.3) 51.0% TBD TBD TBD TBD TBD

% of students who meet or exceed standard on STAAR Algebra I EOC exam by the end of grade 9 (GPM 2) 83.0% TBD TBD TBD TBD TBD

% of students in grade 6 – 8 performing on or above grade level standard on their STAAR math assessment (GPM 2.1) 25.0% 27.0% TBD 30.0% TBD TBD

% of students in grade 6 – 8 who meet or exceed progress expectations on STAAR math assessment (GPM 2.2) 54.0% 56.0% TBD 60.0% TBD TBD

% of students in grade 3 – 9 making progress as measured by FWISD local assessments of key enduring understandings and skills in mathematics (GPM 2.3) 46.0% TBD TBD TBD TBD TBD

District enrollment TBD TBD TBD TBD TBD TBD% of students who re-enroll TBD TBD TBD TBD TBD TBD% of campuses meeting FWISD standard of two weekly lessons of FWISD progress monitoring system for reading (CPM 3.1) 18.6% 23.6% TBD 31.6% TBD TBD

% of grade 2-3 students completing two weekly lessons on FWISD progress monitoring system for reading (GPM 1.2a) 22.0% 29.0% TBD 37.0% TBD TBD

% of teachers implementing literacy and math frameworks, curricula, and assessments with fidelity based on walkthroughs N/A N/A N/A TBD TBD TBD

% of teachers who Strongly Agree/Agree that literacy and math "frameworks, curricula, assessments, training, and support are high-quality and aligned" N/A N/A N/A TBD TBD TBD

% of students not chronically absent, as measured by student attendance data (CPM 1.3) 88.4% 88.6% TBD 88.8% TBD TBD% of campuses with students responding positively to campus survey (CPM 1.4) N/A TBD TBD TBD TBD TBD# of teacher referrals to the office N/A TBD TBD TBD TBD TBDIn-school suspension rate N/A TBD TBD TBD TBD TBDOut-of-school suspension rate N/A TBD TBD TBD TBD TBD% of teachers implementing PBIS with fidelity based on walkthroughs N/A N/A TBD TBD TBD TBD% of teachers implementing TBRI with fidelity based on walkthroughs N/A N/A TBD TBD TBD TBD% of teachers implementing SEL curricula with fidelity based on walkthroughs N/A N/A TBD TBD TBD TBD

Prepare ALL students for success in college, career, and community leadership.

Provide a clear vision of excellence and expectations for literacy and math instruction, and implement aligned and high-quality curricular materials, assessments, training, and support.

Provide schools with the resources and training needed to meet students’ social-emotional needs and maintain safe and productive learning environments.


Mission Mission Outcome Measures (all and sub-groups) 2016-17 Baseline

2017-18 Targets

2017-18 Actuals

2018-19 Targets

2018-19 Actuals

2021-22 Targets

% of teachers retained TBD TBD TBD TBD TBD TBD% of teachers rated ________ TBD N/A TBD TBD TBD TBD% of teacher attendance, as measured by employee attendance data (CPM 1.1) 94.6% 95.1% TBD 95.6% TBD TBD% of campuses with positive staff responses on campus survey about the “Campus Direction” (CPM 1.2) 69.0% 72.0% TBD 75.0% TBD TBD

% of teaching staff at Improvement Required campuses, who are first year teachers, as measured by HCM Staffing Reports (CPM 2.1) 14.6% 13.5% TBD 12.6% TBD TBD

% of teachers continuing assignment at FWISD “District Initiative” campuses, as measured by FWISD annual staffing report (CPM 3.2) N/A TBD TBD TBD TBD TBD

Tier schools based on a common definition of excellence, providing opportunities to increase autonomy and launch new school models.

% of schools in highest quality tiers

N/A N/A TBD TBD TBD TBD

% of principals who Strongly Agree/Agree that "communications from the central office are clear and timely" N/A N/A TBD TBD TBD TBD

% of families who Strongly Agree/Agree that "communications from the central office are clear and timely" N/A N/A TBD TBD TBD TBD

# of hits on FWISD websites and social media platforms N/A N/A TBD TBD TBD TBD% variance from budget N/A N/A TBD TBD TBD TBD# of months of operating cash reserves N/A N/A TBD TBD TBD TBD

Ensure fiscal health and sustainability.

Improve customer service and communications between central office, schools, families, and the community.

Strengthen recruitment, development, and retention of teachers and school leaders, with an explicit focus on cultural competence and racial equity.


Milestone # Initiative/milestone OwnerStart date Due date

Past milestone fully complete? (Y/N)

If not complete, proposed new date?

If not complete, why not? Any Qs/concerns for milestones overdue or due in next month?

Questions New costs not yet budgeted

1.1 Literacy: Develop and publish a K-12 literacy framework and vision of excellence with specific grade level descriptions/expectations and develop/curate aligned K-12 scopes and sequences, unit plans, exemplar lessons, interventions and enrichment, and assessments. These must support English Language Learners and be culturally responsive.

Khechara, Elda, Cherron & Michelle

Start date Due date





1.11 Meet with itsLearning regional staff to plan document migration to itsLearning for core curriculum documents

Bradford; Navarre; 12/10/18 12/10/18

Y No

1.11 Publish guide and train for curriulum monitoring at campuses in grade levels where new curriculum is in place.

Carroll, Bradford, Content Directors 12/15/18 1/10/18

Y No

1.11 Identify key staff support to begin and sustain document migration (Jason Spears) Navarre 1/10/18 1/15/18 No1.11 Develop SSI 5th & 8th grade literacy curriculum for remediation between the first and

second STAAR administration Charron Ukpaka/ Michelle

McCone 4/1/18 4/23/18Y Complete? Correct No

1.11 Initiate review processes/feedback conversations for new curriculums. Establish format and develop plan with Leadership to gather feedback from front-line implementors.

Carroll, Bradford4/1/18 5/1/18

Y No

1.11 Identify teams of curriculum writers and begin curriculum redesign in grades pk-8. Khechara Bradford

4/10/18 5/1/18

Y When will reconstruction of frameworks be done? Does this include the vision of excellence? Incrementally. As noted, not all grade levels will be done the same year. Total reconstruction will take three years. Yes, the VoE is included.

No

1.11 Place call for curriculum writers in Principal Packet Memo Carroll, Bradford 1/10/18 5/15/18 Y No1.11 Finalize core curriculum components into a curriculum writing protocol Khechara Bradford 4/30/18 5/15/18 Y No1.11 Meet with cross-divisional team to initiate process Bradford 5/9/18 5/17/18 Y No1.11 Begin cross-divisional meetings to determine campus governance aspects the district will

hold tightly and loosely.Carroll; Arispe; Davis

5/8/18 5/20/18No

1.11 Formalize training/development protocol with Google to include tech integration in core curriculum documents

Charles Carroll; Khechara Bradford; Becky Navarre 5/2/18 5/23/18

Yes; amount unknown at this time

1.11 Host Frieducation consultant in district to review facitlites and digital capacity for tech integration

Carroll5/16/18 5/23/18


1.11 Collaborate and select teams of writers. Sign writers to flat-fee contracted services contracts.

Bradford5/20/16 5/30/18

Y No. Budgeted funds.

1.11 Establish protocol for lesson planning and curriculum development to embed as a template in itsLearning

Bradford, Content Directors 5/7/18 5/30/18

Y No

1.11 Complete the SPF framework Carroll; Arispe; Davis; Molinar; Washington 5/20/18 5/30/18

N No

1.11 Focused biliteracy coordination between elementary literacy and dual language with weekly meetings

Elda Rojas; Khechara Bradford 8/1/17 6/1/18

Y No

1.11 Design tech integration modules for curriculum integration using SAMR model for implementation and monitoring


Y No

1.11 Prepare curriculum writing protcol for implementation (branding) Bradford 5/21/18 6/1/18 Y No1.11 Communicate new template and process to curriculum writers, monitor to insure

coherence to new template and curriculum model.Bradford, Content

Directors 6/2/18 6/5/18Y No

1.11 Post curriculum writing protocol into site/itsLearning portal for teacher use in curriculum writing process

Bradford6/5/18 6/5/18

Y No

1.11 Sign flat-fee contract with teachers to complete curriculum enhancements with SLAR. Ukpaka; Mixon; Rojas6/5/18 6/5/18

Y No

1.11 Apply SPF guidelines to new campus information available in June and determine tiers for campuses

Carroll; Arispe; Davis; Bradford; Molinar;

Washington6/15/18 6/30/18

N No

1.11 Work with cross-functional SPF team to find intersections in the tightly/loosely list and the data available from TEA concernign students/campus performance.

Carroll; Arispe; Davis6/15/18 6/30/18

N No

1.11 Determine draft listing of tiered flexibilities and restraints. Carroll; Arispe; Bradford 7/1/18 7/6/18 No1.11 Work with Communications Division to establish a communication plan for this change

to district processes.Carroll; Arispe; Bradford

7/1/18 7/10/18No

1.11 Set timelines for unit submissions with curriculum writing teams (fall semester units). Bradford, Content Directors 6/5/18 7/15/18

Y No

1.11 Senior leaders identify teachers to assist with each grade level. Ukpaka; Mixon; Rojas 6/5/18 7/15/18 Y No







1.11 Notify teachers of the project and need and draft a writing protocol to guide efforts in revision.

Ukpaka; Mixon; Rojas6/5/18 7/15/18

Y No

1.11 Realignment of literacy scope and sequence to include SLAR K-5th grade Charron Ukpaka; Elda Rojas; Cheryl Mixon 1/1/18 7/30/18

Y K-12? No. K-5 as listed. No

1.11 Follow fall semester timeline as identified for general education curriculums, above. Ukpaka; Mixon; Rojas 6/5/18 7/30/18 N No1.11 Begin revision process as guided by joint leadership in C&I and Multilingual Programs. Ukpaka; Mixon; Rojas

6/15/18 7/30/18No

1.11 Shift Pre-K - 12 curriculum documents to itsLearning for ease of teacher access Khechara Bradford; Becky Navarre 6/15/18 7/30/18

No

1.11 Review curriculum submissions for TEKS compliance and scope, checking against scope-and-sequence documents and year-at-a-glance.


Y No

1.11 Accept feedback in established loops from writing committees to implement the final project effectively.

Bradford, Content Directors 7?1/18 7/30/18

Y No

1.11 Apply tiered flexibilities to campuses. Meet with admin teams to detail expectations and identify parameters

Carroll; Molinar; Washington; Bradford;

Arispe7/10/18 8/1/18

No

1.11 Publish new curriculum docs in itsLearning Bradford 8/1/18 8/1/18 No1.11 Notify teachers and admin of document availability and begin notification processes for

fall seemster trainingBradford

8/1/18 8/10/18No

1.11 Set timelines for unit submissions with curriculum writing teams (spring semester units). Bradford, Content Directors 8/1/18 11/1/18

No

1.11 Review curriculum submissions for TEKS compliance and scope, checking against scope-and-sequence documents and curriculum-at-a-glance.


No

1.11 Publish guide and train for curriulum monitoring at campuses in grade levels where new curriculum is in place.

Carroll, Bradford, Content Directors 8/10/18 12/1/18

No

1.11 Initiate review processes/feedback conversations for new curriculums. Establish format and develop plan with Leadership to gather feedback from front-line implementors.

Carroll, Bradford10/15/18 12/1/18

No

1.11 Publish new curriculum docs in both Edugence and itsLearning Bradford 12/1/18 12/1/18 No1.11 Notify teachers and admin of document availability and begin notification processes for

fall seemster trainingBradford

12/1/18 12/1/18No

1.11 Align resources necessary for teaching and learning with components for effective instruction in literacy through RFP process in all grades associated with the K-8 ELAR proclimation and adoption.

Charles Carroll; Maria Phillips

4/1/18 1/22/19

What does this milestone mean? Can we break this down into steps that will happen before 1/22/19? No. The date is dictated by the state proclimation cycle, not the district. We will continue to blend curriculum and resources as funding becomes available from the state.

Millions, potentially. Unknown at this time.

1.11 Provide Culturally Responsive Professional Learning to all C&I staff Khechara Bradford/Sherry Breed 5/1/17 5/1/19

1.11 Monitor tier compliance and successes during 18-19 academic year. Carroll; Washington; Molinar 8/15/18 6/10/19

No

1.11 Include one tech integration unit per grading period in core curriculum documents as produced during 2018-19.

Bradford6/1/18 7/30/19

No


Bradford6/1/19 7/30/20

No


Bradford6/1/20 7/30/21

No

1.11 Create video exemplars of Learning Model lessons to embed in the curriculum as helps for teachers with content and with leasson expectations

Khechara Bradford8/11/18 9/1/18 (and then

ongoing)No







1.11 When are you developing and publishing specific grade level descriptions/expectations? When are you developing/curating aligned K-12 scopes and sequences? When are you developing/curating aligned unit plans? When are you developing/curating aligned written exemplar lessons? When are you developing/curating aligned interventions and enrichment? When are you developing/curating aligned assessments? Each one of these is a massive undertaking and without detailed plans, they are unlikely to happen. Departmentally those plans exist. If a task list is our vision for a Strategic Plan, I can accomodate that.

1.2 Literacy: Implement realigned and improved literacy PD and classroom-embedded coaching.

Khechara, Elda, Cherron , Michelle, Cheryl, Mariagrazia

Start date Due datePast milestone fully complete? (Y/N)



Questions No

1.21 Design a coaching framework focused on best practices connected to the FWISD Learning Model.

Khechara Bradford, Cheryl Mixon, Cherron Ukpaka,

Michelle McCone 4/30/18 6/1/18

Y paid with 17-18 budget

1.21 Establish a Year one PD literacy plan for Eighteen Campuses who participatated in the Year 1 English and Spanish Structured Primary Literacy (SPL)(cohort 1)

Khechara Bradford; Cheryl Mixon; Elda Rojas; Cherron Ukpaka

10/1/17 6/30/18No

1.21 Provide professional development for grades K-3 at Leadership Academy Como, Logan, J.T. White, W. Handley, Walton, Mitchell Blvd. in Lone Star Literacy focusing on mini lessons, guided reading, and student centers

Elda Rojas; Cheryl Mixon/Cherron Ukpaka 2/2/18 6/30/18

No

1.21 Establish a Year two PD plan for Eighteen Campuses who participatated in the Year 1 English and Spanish Structured Primary Literacy (SPL)(cohort 1)

Khechara Bradford; Elda Rojas; Cheryl Mixon;

Cherron Ukpaka5/1/18 6/30/19

Y New budgeted cost

1.21 Create a pk-12 vision for literacy that will serve as a way to align all district resources toward our literacy goals.

Khechara Bradford; Cheryl Mixon; Cherron Ukpaka;

Michelle McCone 7/1/18 6/30/19

Y No

1.21 Improved focus on implementation of Structured Primary Literacy through coaching site visits for eighteen campuses totaling 72 implementation walks focusing on modeling lessons and debriefing of observations

Khechara Bradford

8/1/18 6/30/19

What needs to happen in advance of this? Do you have additional hires to make? Anything else? What needs to happen during the course of the year to make this successful? Can we break this into steps that will happen before 6/30/19? We need more detail here! This is a big undertaking.

No

1.21 Provide professional learning for campus instructional coaches, assistant principals and principals at the 48 schools implementing the Structured Primary Reading.

Khechara Bradford ;Elda Rojas & Cherron Ukpaka 10/1/17 7/1/19

N

1.21 Establish a Year two (cohort two)PD literacy plan for Thirty Campuses who participatated in the Year 1 English and Spanish Structured Primary Literacy (SPL) 1. Professional learning plan communicated. 2. Coaching dates confirmed. 3. Materials ordered. 4. Mid year checkpoint scheduled.

Khechara Bradford; Cheryl Mixon; Charron Ukpaka

5/1/18 7/1/19

What needs to happen during the course of the year to make this successful? Can we break this into steps that will happen before 6/30/19?

Yes. TBD.

1.21 Expand Region 11 Lone Star LiteracyTraining and increase number of teacher trainers (TOT)

Cherron Ukpaka11/1/17 7/30/19

https://www.literacyworldwide.org/docs/default-source/where-we-stand/ila-ncte-teacher-prep-advisory.pdf

No

1.21 Create a shared course in itsLearning for teachers/school leaders/district leaders to share strategies for content literacy are provided to math, science and social studies teachers.

Khechara Bradford; Cherron Ukpaka; Michelle

McCone; Elda Rojas 5/10/18 5/10/20

No










1.21 Provide professional learning in close reading strategies is provided to all secondary literacy teachers and instructional coaches. Student work exemplars are posted as evidence of learning.

Khechara Bradford; Michelle McCone; Elda

Rojas

6/18/18 6/18/20

Y Work toward milestone will continue

This process began in 2017-18, but will continue throughout 2018-19 school year with a key focus of reaching 100% of the secondary literacy teachers and ELAR administrators. Student exemplars will be collected and posted in Its Learning in 2018-19.

No

1.21 Collect data from professional learning surveys to gauge teacher's view of the quality of professional learning.

Khechara Bradford; Cherron Ukpaka; Michelle

McCone; Elda Rojas8/20/18 8/25/20

Y Work toward milestone will continue

This process began in 2017-18, but will continue throughout 2018-19 school year with the focus of reconfiguring and adjusting professional learning based on feedback from teachers.

No

1.21 Continue weekly Learning Walks to observe instruction and provide feedback. Khechara Bradford, Cheryl Mixon, Cherron Ukpaka, Michelle McCone; Elda

Rojas

10/1/17 10/1/20

No.

1.21 Provide bi-monthly professional learning for all instructional coaches. Khechara Bradford, Cheryl Mixon, Cherron Ukpaka, Michelle McCone; Elda

Rojas

8/1/17 8/1/22

No.

1.21 Leverage technology for virtual class-embedded coaching. Khechara Bradford, Region 11, Neuhaus,

Becky Navarre1.3 Math: Develop and publish a K-12 math framework and vision of excellence with

specific grade level descriptions/expectations and develop/curate aligned K-12 scopes and sequences, unit plans, exemplar lessons, interventions and enrichment, and assessments. These must support English Language Learners and be culturally responsive.


Start date Due date





1.31 Identify teams of curriculum writers and begin curriculum redesign in grades pk-8. Khechara Bradford 4/10/18 5/1/18 Y No1.31 Place call for curriculum writers in Principal Packet Memo Carroll, Bradford

1/10/18 5/15/18

Y When are you developing and publishing a K-12 math framework and vision of excellence? When are you developing and publishing specific grade level descriptions/expectations? When are you developing/curating aligned K-12 scopes and sequences? When are you developing/curating aligned written exemplar lessons? When are you developing/curating aligned interventions and enrichment? When are you developing/curating aligned assessments?

No

1.31 Finalize core curriculum components into a curriculum writing protocol Khechara Bradford 4/30/18 5/15/18 Y No1.31 Meet with cross-divisional team to initiate process Bradford 5/9/18 5/17/18 Y No1.31 Formalize training/development protocol with Google to include tech integration in core

curriculum documentsCharles Carroll; Khechara Bradford; Becky Navarre 5/2/18 5/23/18

Y Yes; amount unknown at this time

1.31 Host Frieducation consultant in district to review facitlites and digital capacity for tech integration

Carroll5/16/18 5/23/18


1.31 Collaborate and select teams of writers. Sign writers to flat-fee contracted services contracts.

Bradford5/20/16 5/30/18

Y Budgeted funds.

1.31 Design tech integration modules for curriculum integration using SAMR model for implementation and monitoring


Y No

1.31 Prepare curriculum writing protcol for implementation (branding) Bradford 5/21/18 6/1/18 Y No1.31 Post curriculum writing protocol into site/itsLearning portal for teacher use in curriculum

writing processBradford

6/5/18 6/5/18Y No

1.31 Implement math screener through NWEA MAP Growth to provide individualized data to drive instruction in grades 1- Algebra 1.

Stacy Parker; Shannon Hernandez 10/22/17 6/15/18

Y No







1.31 C&I will offer targeted professional learning to school leaders and teachers at improvement required schools. Focus: Math data review. Content alignment. Curriculum planning. Supports for English Langauge Learners.

Stacy Parker; Shannon Hernandez; Elda Rojas 10/1/17 6/30/18

Y This is a vague milestone -- it's too broad. What, exactly, is being delivered? To whom? By whom? When?

No

1.31 Provide professional learning to all curriculum writers in the Understanding by Design curriculum approach.

Khechara Bradford3/1/18 7/1/18

Y No

1.31 Set timelines for unit submissions with curriculum writing teams (fall semester units). Bradford, Content Directors 6/5/18 7/15/18

Y No

1.31 Establish guided math protocols focused around small group math centers and workshops for intervention and enrichment


Y No

1.31 Redesign of unit plans to include exemplar lessons and resources that support all learners. Stacy Parker; Shannon Hernandez 3/29/18 1/29/19

Y No

1.31 Provide Culturally Responsive Professional Learning to all C&I staff Khechara Bradford/Sherry Breed 5/1/17 5/1/19

No

1.31 Realignment of elementary and secondary math scope and sequence to support research recommended progression of learning that supports interventions and enrichment

Stacy Parker, Shannon Hernandez 1/11/18 6/30/19

Y What needs to happen during the course of the year to make this successful? Can we break this into steps that will happen before 6/30/19?

No

1.31 Assessment plan that includes formative assessments, performance tasks and district benchmarks.

Shannon Hernandez4/11/18 6/30/19

No


Bradford6/1/18 7/30/19

No


Bradford6/1/19 7/30/20

No


Bradford6/1/20 7/30/21

No

1.31 Develop SSI 5th & 8th grade literacy curriculum for remediation between the first and second STAAR administration

Stacy Parker; Shannon Hernandez 2/20/18 3/20/22 (revise

each year)Y No

1.31 Purchase summer school intervention plans materials (5th/8th retest & HS EOC) Khechara Bradford, Stacy Parker, Shannon

Hernandez3/30/18 6/2/22 (each

summer)

Y No

1.31 Develop SSI 5th & 8th grade literacy curriculum for remediation between the first and second STAAR administration

Stacy Parker; Shannon Hernandez 2/20/18 annual revisions

Y No

1.31 Work wih communciations to publish the vision for pk-12 mathematics No1.4 Math: Implement realigned and improved math PD and classroom-embedded

coaching.Khechara Bradford;

Stacy Parker; Shannon Hernandez; Elda Rojas





1.41 Design a mathematics problem solving process that connects to the "research phase" of the FWISD Learning Model

Stacy Parker/Shannon Hernandez 3/30/18 5/10/18

Y No


Khechara Bradford, Stacy Parker, Shannon

Hernandez4/30/18 6/2/18

Y Are you planning to expand coaches/coaching? Yes. No

1.41 Support schools in a variety of support formats such as virtual lessons modeling, professional learning, coaching, and digital resources.


Y No

1.41 Offer refresher sessions on data analysis and using that data to drive instruction in the elementary and secondary math classroom


Y No

1.41 Offer ongoing refresher sessions to teachers on use of district math curriculum for grades K-12


Y No

1.41 Provide districtwide content deepening through best practice videos and personalized instructional support for teachers


Y No

1.41 Focus on literacy in the math classroom through providing professional learning sessions on reading and writing in the math classrooms

Stacy Parker/Shannon Hernandez 5/30/18 8/1/19

Y No

1.41 Design opportunties for teachers and school leaders to share professional learning feedback.

Khechara, Stacy & Shannon 7/20/18 8/1/19

No

1.41 Collect data from professional learning surveys to gauge teacher's view of the quality of professional learning.

Khechara Bradford, Stacy Parker, Shannon

Hernandez8/1/18 ongoing with

checkpoints

No

1.5 Implement FWISD Learning Model as a component of classroom instruction at all campuses, with focused support at tiered campuses as needed.

Khechara & teamStart date Due date





1.51 Align T-TESS to the FWISD Learning Model Khechara Bradford 8/2/17 9/2/17 Y No1.51 Align top 12 research based best practices to the FWISD Learning Model Khechara Bradford 8/2/17 10/2/17 Y No







1.51 Create rubric for all 12 research based best practices aligned to the FWISD Learning Model


Y No

1.51 Redesign the role of the middle school targeted reading teacher into Literacy/Learning Model coaches.


Y No.

1.51 Create pool of qualified, trained Literacy/Learning Model coaches at zero budget impact from existing groups of coaches. Reapplication process through C&I.


Y Is it realistic to do this with no budget impact? No



Y

1.51 Identify campus coaches in collaboration with Leadership and campus leaders. Khechara Bradford5/30/18 6/3/18

Y http://www.learningpersonalized.com/heidi-hayes-jacobs-moving-beyond-1982/

No

1.51 Provide ongoing Awareness Sessions open to all staff and community members (four sessions a month after school hours)


Y No

1.51 Publish Learning Model facilitation posters. Khechara Bradford 5/1/18 6/5/18 Y 2,0001.51 Develop monitoring and coaching protocols with E2L to coach and develop capacity

with campus leaders relative to the Learning Model.Charles Carroll; Khechara

Bradford 7/15/18 8/10/18No

1.51 Partner with Engage2Learn to provide coaches academy for all new FWISD Literacy/Learning Model coaches

Charles Carroll; Khechara Bradford 7/1/18 5/30/19

Included in contract

1.51 Develop feedback loops from campus to address issues and celebrations during the school year.

Khechara Bradford; Becky Navarre 6/30/18 6/1/19


No

1.51 Interview applicants, identify pool coaches, push notifications to principals with timelines and coaching expectations.


No

1.51 Provide professional learning to all principals to raise awareness of the FWISD Learning Model (Principal's Professional Learning Event, Principal's Meetings, Ongoing).


budgeted

1.51 Partner with Engage 2 Learn to provide Year 2 coaching support for teachers and principals in their second year of implementation.

Charles Carroll; Khechara Bradford 7/1/18 7/1/19


1.51 Film exemplar lessons and tips for curricular implmentation within the Learning Model for teacher use at all levels. Place in itsLearning for ease of access.

Khechara Bradford; Becky Navarre 8/1/18 7/1/19


Unknown.

1.51 Begin training cycle for pool coaches in Literacy and the Learning Model, to extend through the end of 17-18 and include portion of summer 2018.


budgeted

1.51 Utilize eStudio to curate engaging lessons designed by other district partner's/Engage2Learn. Khechara Bradford 8/15/17 8/1/20

Included in contract.

1.51 Allow Learning Model designers (teachers) to collaborate on lessons, units and best practices throughout the year.

Khechara Bradford

8/15/18 5/30/21

Yes, if subs are provided. No if off contract/ weekend.

1.51 Utilize the professional performance badging system to track and celebrate teacher utilization of best practices and growth.

Khechara Bradford/Vendor Partner

e2l8/1/17 8/1/21


2.1 Student Support Services, in collaboration with School leadership and Curriculum and Instruction, will provide ongoing universal and targeted training and support for campus based personnel to utilize best practices in Positive Behavioral Interventions and Supports (PBIS), Response to Intervention (RTI), Restorative and Trauma Informed Practices, and Social Emotional Leaning (SEL) strategies to identify and address the root causes of students' social, emotional and behavioral challenges.

Michael Steinert, Khechara Bradford,

Maria Sheffield Start date Due date





2.11 Develop a standardized rubric of Social Emotional Learning (SEL) competencies and

grade level standards for implementation in the 2018-2019 school year

Michael Steinert, Patricia Sutton 11/1/17 4/1/18

Completed No

2.11 Create an SEL landing page in Its Learning to make SEL competencies, grade level

standards, and examples of core content lessons with integrated SEL centrally accessible to

teachers.


Content complete, landing page in development No

2.11 Schedule a series of summer training opportunities for teachers, introducing the SEL competencies, grade level standards, and long term plan for integration of SEL into FWISD

curriculum. 'SEL 101' and 'SEL for the Teacher'

Michael Steinert, Patricia Sutton, Lezley Lewis 5/1/18 6/12/18

Dates being confirmed with Lezley Lewis No

2.11 Create a curriculum development template for integrating SEL competencies in core

content lessons and supporting teachers to promote SEL; develop a process map and include

this in all FWISD curriculum redevelopment training.

Michael Steinert, Patricia Sutton, Khechara Bradford 2/1/18 8/1/18

In development No

http://www.learningpersonalized.com/heidi-hayes-jacobs-moving-beyond-1982/

http://www.learningpersonalized.com/heidi-hayes-jacobs-moving-beyond-1982/







2.11 Coordinate with Curriculum and Instruction to integrate SEL training modules into the

larger training on the FWISD Learning Model for the 2018-2019 school year.

Michael Steinert, Patricia Sutton, Khechara Bradford 5/1/18 8/1/18

In discussions with Khechara and her staff as to when and where they would like to add this piece to the broader Learning Model training

No

2.11 Provide SEL training to Principals and Assistant Principals as part of kick-off event Patricia Sutton5/1/18 8/1/18

Need approvced time on agendas from School Leadership

No

2.11 Provide centralized, quarterly SEL training opportunity for teachers at the PDC Patricia Sutton5/1/18 9/1/18

Scheduling rooms at PDC for 2018-20-19 school year, trainings will be posted in Eduphoria and promoted through School Leadership

No



No



No

2.11 Schedule a series of summer training opportunities for teachers, introducing the SEL competencies, grade level standards, and long term plan for integration of SEL into FWISD

curriculum. 'SEL 101' and 'SEL for the Teacher'

Michael Steinert, Patricia Sutton, Lezley Lewis 1/1/19 3/1/19



No

2.11 Implement SEL lessons at targeted campuses and monitor implementation fidelity. Michael Steinert, Patricia Sutton, Khechara Bradford 8/1/18 Monthly

No

2.12 Work with School Leadership to identify priority campuses for school-wide

Restorative/Relational Practice June 2 day training and expansion based on discipline and

teacher referral data; develop priority schedule for Restorative Specialist campus coaching

and support.

Michael Steinert, Christopher Riddick

10/1/17 6/18

RP campus identification completed Fall 2017. Trainings scheduled for June, July, August 2018 for participating RP campuses.

Extra duty pay for summer teacher training may be cut per Finance


Restorative/Relational Practice July 2 day training and expansion based on discipline and


and support.

Michael Steinert, Christopher Riddick 7/1/18 7/23/18

2.12 Provide introductory/review Restorative/Relational Practice Administrator 1 hour training

to all campus principals and AP's via August 2018 kick-off events.


Pending agenda confirmation from School Leadership

No

2.12 Provide introductory/review 1 hour Restorative/Relational Practice training to all campus Student Support Staff via monthly department meetings


Trainings will be scheduled through department Directors and facilitated by FWISD Restorative Practice Specialists

No


Restorative/Relational Practice August 2 day training and expansion based on discipline

and teacher referral data; develop priority schedule for Restorative Specialist campus

coaching and support.


2.12 Provide advanced (red circle)1/2 day Restorative/Relational Practice Administrator training

to all campus principals and AP's.


3/19/18 9/10/18

Contracted services budget cut per Finance may impact this

2.12 Faciliate Restorative/Relational Practice campus 1/2 day walk-through visits with all priority campuses


No

2.12 Provide advanced (red circle)1/2 day Restorative/Relational Practice training to all campus Student Support Staff. Fall date TBD.


Will coordinate dates with department Directors. No

2.12 Provide school-wide Restorative/Relational Practice 2 day make-up training for priority campuses and designated Student Support Staff


3/19/18 10/8/18

Contracted services budget cut per Finance may impact this



2.12 Provide school-wide Restorative/Relational Practice 1 day refresher training for priority campuses Teachers, Administrators, and Student Support Staff


No



2.12 Facilitate Restorative/Relational Practice Leadership end of year debriefing with priority campus Administrators

Michael Steinert, Christopher Riddick 3/19/18 June 14, 2019

No








Restorative/Relational Practice June 2 day training and expansion based on discipline and


and support.



Restorative/Relational Practice July 2 day training and expansion based on discipline and


and support.


2.12 Provide campus coaching visits to assess fidelity of RP practices and to offer support. Christopher Riddick8/1/18 Monthly

Provided by FWISD RP Specialists No

2.12 Facilitate Restorative/Relational Practice Leadership meeting with priority campus Administrators

Michael Steinert, Christopher Riddick 9/1/18 Monthly

No

2.13 Develop annual training and technical assistance calendar for Trauma Informed student

support strategies and Trust Based Relational Interventions (TBRI); target priority

campuses for additional support from Crisis Prevention and Response Director.

Michael Steinert, Cynthia Bethany 3/19/18 6/1/18

No

2.13 Provide introductory 1 hour TBRI training to all ES and MS Counselors Cynthia Bethany4/1/18 8/1/18

Trainings will be scheduled through department Directors

No

2.13 Provide TBRI Nurture Group facilitator training to all ES Counselors. Cynthia Bethany4/1/18 9/1/18

Trainings will be scheduled through department Director

No

2.13 Provide monthly report to ES campus Administrators on TBRI Nurture Group student

participation

Michael Steinert, Cynthia Bethany 4/1/18 10/1/18

No

2.13 Implement pre and post surveys of all FWISD 3-5th graders about the impact of traumatic experiences on them to help identify those students most in need of TBRI targeted group services (provided by ES Counselors).

Cynthia Bethany8/1/18 10/1/18

Surveys facilitated through Counselors and Teachers No

2.13 Implement pre and post surveys of all FWISD 3-5th graders about the impact of traumatic experiences on them to help identify those students most in need of TBRI targeted group services (provided by ES Counselors).

Cynthia Bethany4/1/19 5/1/19

2.13 Offer monthly centralized TBRI support trainings for administrators and other personnel

who would like refresher information.

Cynthia Bethany 8/1/18 Monthly No

2.13 Provide individual campus support for TBRI upon request. Cynthia Bethany 8/1/18 Monthly No2.14 Develop annual training and technical assistance calendar for PBIS/Review 360 and

behavioral RTI campus support; identify tiered priority campuses for increased RTI Specialist

support


No

2.14 Provide 1 hour PBIS/Review 360 training to Principals and Assistant Principals as part of

August kick-off event

Patricia Sutton 5/1/18 8/1/18 No

2.14 RTI Specialists provide technical assistance to those campuses with the greatest need as

identified by School Leadership (utilization of PBIS/Review 360 resources and strategies can

be monitored in Review 360).

Patricia Sutton6/1/18 8/1/18

No

2.14 Provide centralized, quarterly PBIS/Review 360 training opportunity for teachers at the PDC Patricia Sutton 5/1/18 9/1/18 No




2.15 Expand the number of classroom based, experiential activities available to teachers for relationship building in the classroom the first week of school 2018('First 5'- relationship building online portal in Its Learning)

Michael Steinert2/1/18 8/1/18

No

2.15 Provide 30 minute 'First 5' - relationship building Orientation training to all Principals and

Assistant Principals as part of August kick-off event

Michael Steinert 2/2/18 8/1/18 No

3.1 Leaders: Define leader competencies and research and develop a plan to build our pipeline of APs/principals/principal managers, evaluating current partnerships and determining the best focused solution moving forward (funder willing to fund this work).

Karen

Start date Due date





3.11 Brief the cabinet on the Principal Talent Management System. Karen 6/15/18 6/15/18 N 6/18/183.11 PTM Cohort: Create a common definition for highly effective principals in our district

and share it broadlyPTM Work Group

6/18/18 6/19/18N 8/1/18 Have two definitions prepared.

Need working group to compile and vote

3.11 PTM (Principal Talent Management) Cohort: Create a common vision for PTM in the district and share it broadly

PTM Work Group8/1/18 6/19/18

N 9/1/18 Finishing branding work with Communications







3.11 PTM Cohort: Review George W Bush Institute diagnostic results and identify three focus areas for the cross functional team


N 6/18/18 Dr. Scribner gets results on 6/13/18. GWB presents results on 6/18/18

3.11 PTM Cohort: Establish expectations, timeline and working group for PTM cohort under the pillars of Evaluation and Compensation


N 9/1/18 Received working groups and now need to assign groups to T-PESS dimensions

3.11 PTM Evaluation: Revisit and refine the timeline for summative evaluations PTM Work Group 5/11/18 8/18/183.11 PTM Cohort: Create an internal marketing and communications plan and message the

PTM work to key stakeholders (board, cabinet, principals, APs, some directors) in the district


Please list specific dates.

3.11 PTM Evaluation: Establish a principal and assistant principal candidate eligibility and selection process 1/22/18 9/10/18

3.11 PTM Evaluation: Train principal supervisors on T-PESS to ensure alignment and calibration 6/1/18 9/18/18

3.11 PTM Evaluation: Implement a partnership to identify and grow urban leaders as defined by FWISD 8/19/19 5/29/19

3.11 PTM Evaluation: Develop an internal teacher leader path to build leadership capacity at the campus level and identify a possible pool for aspiring administrators or curriculum directors

8/19/19 5/29/19

3.11 PTM Evaluation: Begin succession planning (develop a model for building and sustaining a pipeline of highly effective principals and assistant principals) 8/20/18 5/31/19

3.11 PTM Evaluation: Research and develop a RFP process to design and implement a partnership for highly effective principals. 8/20/18 5/31/19

3.11 PTM Evaluation: Develop and implement a cohesive system for existing principal and assistant principal Professional Learning plan development and monitoring 8/20/18 5/31/19

3.11 PTM Evaluation: Establish a plan for improving the principal and assistant principal compensation approach to include non-monetary incentives 8/20/18 5/31/19

3.11 Develop a long-term financial plan for this work. PTM Group 8/20/18 5/31/193.11 PTM Evaluation: Identify how central office personnel should support principals with

respect to specific standardsPTM Work Group

7/1/18 6/19/19Please list who owns each milestone. Please list specific start dates and due dates for each milestone.

3.11 PTM Evaluation: Create FWISD look-fors aligned to T-PESS and District Goals by department


3.11 PTM Cohort: Develop and pilot a principal and assistant principal candidate eligibility and selection process with input from Bush Institute.

PTM Work Group4/18 9/18/19

And then what? Please provide some detail on what will happen during 2018-19.

3.11 PTM Evaluation: Create feedback loops for alignment changes/updates 6/1/18 5/31/203.11 PTM Evaluation: Align agenda items to standards 8/20/18 5/31/203.11 PTM Evaluation: Establish a defined working group of principals to give feedback to all

central departments to provide principal voice and increase leadership opportunities for principals

8/20/18 5/31/20

3.11 Implement the principal and assistant principal candidate eligibility and selection process component of the School Leadership Talent Management System.

PTM Group5/18/18 Ongoing

3.11 PTM Evaluation: Identify and select a director of Principal Quality 6/1/183.11 PTM Evaluation: Review the evaluation of principal supervisors 8/18/183.2 Develop a common definition of equity and define and embed the mindsets to

create an inclusive, culturally competent work environment at the district and school level through the ongoing training and hiring processes.

OwnerStart date Due date





3.21 Revisit and discuss the role of the racial equity committee in advocating for racial equity. Sherry3/1/18 6/30/18

N The REC planning meeting is scheduled for June 19th

And then what happens with this? N/A

3.21 Establish a multi-year scope and sequence of Seminars and follow up Professional Learning Opportunities for racial equity

Sherry

3/1/18 6/30/18

N PEG 5-Year plan is complete. PEG Year-3 training dates are being set now (pending venue confirmations) Internal PD is being developed in collaboration with C&I and other depts

And then what happens with this? Pending staff. (Approval)

3.21 In concert with the communications team, communicate internally and externally a common definition and set of consistent practice expectations for racial equity.

Sherry4/1/18 8/1/18

N/A







3.21 Develop a protocol for principals to use to inform, implement, and evaluate equity work on campus

Sherry6/1/18 8/1/18

3.21 Work with Communications to develop a campaign to raise awareness of the equity work taking place in FWISD

Sherry w/Barbara6/1/18 9/1/18

3.21 Develop equity audit processes for departments (pilot with Academics). Sherry9/1/18 6/30/19

Possible budget implications.

3.21 Identify and have Affiliate Facilitators trained to conduct Beyond Diversity Seminars to sustain the equity work.

Sherry9/1/18 7/11/19

In current budget

3.21 Continue to provide C&I opportunities to be trained to embed culturally relevant and instructional stratigies into curriculum.

Discuss w/Charlie 8/1/18 (tentative) 8/1/19

3.21 Study and implement research based strategies learned from high performing peer organizations and Council of Great City Schools.

Sherry 5/1/18 9/1/19

3.21 Work with HCM to assess and re-align, as needed, the definition of racial equity into FWISD talent systems (e.g., hiring process, performance management)

Discuss w/Cynthia 7/1/18 9/1/19

3.21 Working with C&I, develop professional learning to further staff's understanding of culturally relevant pedagogy. Including sample lessons, co-teaching, on-site coaching and feedback.

Sherry w/Charlie & Khechara 1/1/19 9/1/19

3.21 Deepen and re-scope the work with DELT. Discuss support for staff as campus and district leaders become more racially aware.

Sherry5/1/18 6/1/20

In current budget

3.21 Increase equity walks to assess the use of culturally responsive pedagogy and the Lens of racial equity at campuses.

Sherry9/1/18 6/30/22

Possible budget implications.

3.3 Create or partner with one or more teacher residency programs and/or certification programs, including for hard to fill positions.

Jerry now, need a long-term owner, potentially

CynthiaStart date Due date





3.31 Select teacher residency partner organization Jerry 1/4/18 4/1/183.31 Evaluate the teacher residency program. Stacy Burrell 10/1/18 4/1/183.31 Create recruitment communication strategies for potential teacher residents Jerry/Communications 3/19/18 4/4/183.31 Conduct teacher residency information sessions Jerry 4/12/18 4/16/183.31 Identify grant funding possibilities Jerry 1/4/18 4/30/183.31 Identify campuses for teacher residency program Jerry 5/4/18 5/11/183.31 Select teacher residents Jerry 5/4/18 5/18/183.31 Submit grant application Jerry/Grants 3/19/18 5/28/183.31 Meet with HCM to align the teacher residency with human capital policies and practices Jerry

5/15/18 6/1/18

3.31 Begin teacher residency training Jerry 6/1/18 6/1/183.31 Develop expansion plans Jerry 6/11/18 8/1/183.31 Develop process for evaluating the teacher residency program. Jerry/Grants 8/1/18 10/1/183.31 Develop long-term financial plan for teacher residency work Jerry 9/1/18 11/1/184.1 Establish and roll out a school performance framework (SPF). Design - Charley

Implementation - SaJade Start date Due datePast milestone fully complete? (Y/N)




4.11 Establish SPF working group/feedback team Charley 2/23/18 2/23/18 Y Complete n/a4.11 Draft simplified/streamlined SPF options for feedback Margo 2/27/18 2/27/18 Y Complete n/a4.11 SPF working group meeting: Streamlining & simplifying exercise Charley/Margo 2/27/18 2/27/18 Y Complete n/a4.11 LT prep meeting: Initial A-F thoughts/recommendation and feedback Charley 3/1/18 3/1/18 Y Complete, though by later date n/a4.11 SPF working group meeting: Finalize SPF buckets and metric recommendation Charley/Margo 3/8/18 3/8/18 Y Complete, though by later date n/a4.11 Supe/Cabinet: Finalize/Agree to SPF design (A-F approach, buckets, and metrics) SPF WG

3/13/18 3/13/18

N 7/31 Shared with smaller subset, but have not gotten on the LT agenda to do full update and share-out

Need to get on the same page re: communications plan, build one out, and execute it if we're going to have a baseline year next year

Complete, though by later date n/a

4.11 Model full SPF (all grades, all metrics) - first run Sarah & Chad 3/13/18 3/16/18 Y Complete, though by later date n/a4.11 Prepare full suit of modeling results documents (full picture, graphics, sample reports) Sarah & Chad

3/13/18 3/20/18

N 9/4 We've taken the SPF metric-by-metric (and reports and visuals exist for those), but deferred creating the full picture of the SPF with all mechanics (e.g., weighting) until after we get feedback and support for design

Will likely need to bring in a Techinical Advisor to work through final mechanical questions, help the SPF aggregate, and create a compelling visual roll-up of the SPF--is FWISD on board with that if TEA is willing to provide the support?

Complete, though by later date n/a







4.11 SPF working group meeting: Reviewing modeling outcomes, testing assumptions, and tweeks to model out v2; begin discussing high-level messaging

Charley/Margo3/20/18 3/20/18

Y Complete, though by later date n/a

4.11 Model full SPF (all grades, all metrics) - second run Sarah & Chad 3/20/18 3/27/18 N 8/10/18 Complete, though by later date n/a4.11 Prepare full suit of modeling results documents (full picture, graphics, sample reports) v2,

test against high-level talking pointsSarah & Chad

3/20/18 4/3/18N 9/4/18 See above See above Complete, though by later date TBD

4.11 Create full messaging about the “why” for the framework, guides, and school performance reports, inclusive of Lone Star governance board messaging

SPF WG3/20/18 4/3/18


4.11 SPF working group meeting: Reviewing v2 modeling outcomes, testing assumptions, and finalize high-level talking points; finalize plan to socialize with key stakeholders and receive input



4.11 Hire Assistant Superintendent of Office of Innovation Scribner 5/1/18 7/1/18 Y4.11 Stakeholder & board prewiring meetings & feedback SPF WG 5/7/18 7/1/18 N 9/4/18 See comment in 301 See comment in row 301 TBD4.11 SPF working group meeting: Discuss stakeholder meeting outcomes, review feedback,

and make minor adjustments to SPF and/or messaging (if needed); confirm near-term SPF plans and use


7/9/18 n/a

4.11 High-level SPF trainings/informational sessions: FWISD definition for quality school SaJade8/3/18 8/21/18

TBD

4.11 Cabinet: Final board SPF presentation run-through and feedback SPF WG 8/28/18 8/28/18 n/a4.11 Focus groups and/or other feedback process for tiers and autonomies/actions SPF WG 8/3/18 9/1/18 n/a4.11 Draft phase 3 biweekly milestones and owners Margo 7/31/18 9/1/18 n/a4.11 First run of SPF for baseline year Sarah & Chad 7/27/31 7/27/31 n/a4.11 Board Presentation: SPF proposal and roll-out for approval SPF WG 8/21/18 8/21/18 n/a4.11 Cabinet: Final SPF walk-through & decisions: from high-level communications down to

SPF decisions and use w/ proposed roll-out plan for phase 3SPF WG

10/1/18 10/1/18n/a

4.11 SPF working group meeting: Finalize board presentation; finalize phase 3 milestones and owners

SaJade12/31/18 12/31/18

n/a

4.2 Establish a systematic approach to tiering schools (using SPF), communicate what autonomies and accountability measures are associated with each tier, and design and implement a school portfolio review and planning cycle to place schools in tiers.

Sammy

Start date Due date





4.21 Post JD for Assistant Supt of Innovation SaJade Miller 5/1/18 6/15/18 Y Please list specific due dates for all milestones.

4.21 Hire ED of Assistant Supt of Innovation SaJade Miller 5/1/18 6/15/18 Y4.21 Research portfolio actions and decide which actions FWISD will employ as a part of their

portfolio management SaJade Miller

6/19/18 8/1/18Y Is Assistant Supe of Innovation doing this? If so,

what if the position is not yet hired?4.21 Decide how non-academic data (e.g., enrollment data, building conditions and utilization)

will be incorporated into school actionsSaJade Miller

5/30/18 6/15/18Y

4.21 Develop and define suite of FWISD's portfolio actions, triggers, and supports tied to SPF tiering

SaJade Miller6/19/18 9/4/18

4.21 Host feedback sessions on portfolio actions work SaJade Miller4.21 Present final portfolio actions work to Board for approval SaJade Miller 10/1/18 10/1/184.3 Organize the central office to serve a tiered set of schools and develop Service

Level Agreements and customer service/school relationship-building expectations for each central team.

KarenStart date Due date





4.31 Select Central Office staff who will directly support schools in the Office of Innovation Sammy6/1/18 6/30/18

4.31 Identify structure for Office of Innovation Sammy 4/15/18 6/1/18 Please list specific due dates for all milestones. 4.31 Identify campuses to be placed in the Innovation Zone as well as the Dept. of

InnovationSammy

5/1/18 6/1/18

4.31 Organize and deliver communication for Central Office staff regarding schools in the Office of Innovation

Sammy7/15/18 8/15/18

4.31 Are you doing anything else to organize the central office to serve a tiered set of schools? When are you developing Service Level Agreements by functional area to outline services and expectations of central teams?

4.4 Create and implement systems to identify, select, empower, and support leaders of new schools (district schools, school partnerships, and innovative school models).

SaJade MillerStart date Due date











4.41 (EP) External Partnerships: Post JD for Executive Director of External Partnerships Jerry Moore4/2/18 5/1/18

N 9/4/18 Pushed back to hire Asst. Supe role first

Who's drafting and posting the JD? Please list owners for all milestones. 0

4.41 (EP) Develop authorization processes SaJade

5/1/18 6/1/18

N 8/15/18 Going to contract out process and materials development over the summer

Where are we on getting Anna signed to do the work? What's the anticipated start date on that SOW?

TBD

4.41 (EP) Hire ED of External Partnerships SaJade 5/1/18 6/15/18 N 9/4/18 See 340 TBD4.41 (EP) Board Approval for authorization processes

June 2018 June 2018

N 8/21/18 See 341 What's the actual board meeting date in September? What communication/in-put/buy-in do we need before presenting this process?

0

4.41 (EP) Develop RFP and contract processes SaJade 6/1/18 9/4/18 TBD4.41 (EP) Meet with potential charter partners to share needs/requirements SaJade 7/1/18 8/31/18 TBD4.41 (EP) 1882 application to TEA SaJade 10/15/18 10/15/18 04.41 (EP) Launch RFP for schools opening in SY 19-20 SaJade 9/5/18 12/3/18 TBD4.42 (DNS) District New Schools: Post JD for Executive Director, Office of New Schools

(ONS) SaJade

4/1/18 4/1/18N 9/4/18

4.42 (DNS) Develop internal/external community engagement plan SEN 3/15/18 4/15/18 N 8/15/184.42 (DNS) Hire ED of ONS SEN/? 4/1/18 5/15/18 N 9/4/184.42 (DNS) Define ED's management role in supervision new, small schools SEN

6/15/18 7/15/18Please list specific start and due dates for all milestones.

4.42 (DNS) Identify autonomies for new school principals SEN/ONS ED 9/1/18 9/15/18

Please list specific start and due dates for all milestones.

4.42 (DNS) Work with HR to design job description for new school principals SEN/ONS ED 9/15/18 10/1/18


4.42 (DNS) Finalize new school sites and determine number of leaders needed SEN/ONS ED 9/15/18 10/15/18


4.42 (DNS) Executive community engagement plan, including presentation to Board ONS ED 9/15/18 10/15/18


4.42 (DNS) Launch Recruitment & Selection for Cohort 1 of new school principals SEN 2/1/19 5/1/194.43 (ES) Existing schools: Identify the schools that will be included in the Innovation Zone Priscila?

8/1/18 8/15/18

4.43 (ES) Define menu of earned autonomy and district support/costs Priscila? 9/1/18 10/1/184.43 (ES) Evaluate Leadership Academy supports Priscila? 9/15/18 10/15/184.5 Expand opportunities for high school students who are off-track academically to

get back on track.Cherie (potentially to be

David) Start date Due datePast milestone fully complete? (Y/N)




4.51 Complete RFP of web – based instructional system and make recommendation to the board for approval.

David Saenz/ Rian Townsend 2/1/18 5/22/18

Y N/A

4.51 Complete a web-based learning program audit in order to support the implementation of a new web-based learning platform.

David Saenz/ Ben Leos5/1/18 6/13/18

Y Yes







4.51 Develop implementation plan for web-based 6-12 instructional program with the following components: 1) Teacher training and developmenta. Professional learning for teachers tracked by the earning of micro-credentials developed by Fort Worth ISD CCR and PLI2) Student and teacher handbooks3) Administrator training and developmenta. Program administration and teacher support4) Acceleration (original credit)5) guidelines6) Remediation guidelines7) Technology infrastructure8) Review, revise, or create relevant district administrative regulations and district policies to support the implementation.9) Internal and External Communication plan10) Develop a program framework and evaluation rubric to track the progress of our program. 11) Timelines for progress checks on student program completion12) NCAA Compliance

David Saenz/ Rian Townsend

5/1/18 7/31/18

N/A

4.51 Convene an innovation team to develop a long-term implementation plan for the use of blended learning to expand options for students in the areas of distance learning, web-based learning, and blended learning.

David Saenz/ Rian Townsend 5/1/18 11/30/18

N/A

4.51 Assess the effectiveness of the web-based instructional program. David Saenz 1/1/19 3/1/19 Y5.1 Establish communications expectations and protocols that streamline, coordinate

and improve internal communications between departments and between central office and schools. (Look back at the specific issues cited in the challenges survey.)

Barbara

Start date Due date





5.11 Hire an internal communications specialist. Barbara/Clint 11/1/17 11/1/17 Y5.11 Provide video support in communicating new initiatives with the establishment of a new

protocol called EdTV In-House Support . We will purchase two functional video cameras

with audio kit and lighting kit and give instruction and feedback to departments wishing to

craft very specific messaging for targeted group. Initiate this with a pilot project (in April and

May) and evaluate effectiveness.

Scott JuVette

3/1/18 (pilot) 10/1/18

5.11 Develop an internal communications weekly newsletter -- Inside FWISD -- for the Fort

Worth ISD internal community and make this part of a blog. Focus on both hard news items,

addressing employee concerns about not hearing District news that affects them in a timely

fashion, and feature, celebratory type items that acknowledge the hard work and success of

the District's 11,000-plus employees. Establish weekly features like Ask Elsie and Blue Zones

tips and continually update content and welcome employee input, making this truly a two-way

street.

Clint/Britney, John C., Scott JuVette

12/1/17 11/1/18

Y

5.11 Evaluate success of weekly newsletter with a rubric measuring audience engagement and interaction: measurement tools could include page views, eyeballs on embedded videos (including % of completion,) increase in number of questions to Ask Elsie, response to an audience directive, etc. Set a goal of 25% readership by 11/1/18.

Clint/Britney/John

6/1/18 11/1/18

5.11 Launch actual EdTV In-House Support unit in the fall of 2018. Scott JuVette 9/1/18 11/1/185.11 Provide branded design -- as well as editorial support in the way of visuals -- for any

departmental electronic newsletters or house organs. Offer the same support to principals

and campuses. Provide Associated Press Style Guides and suggested layouts as well as

branded templates.

Barbara/Clint/Erica

9/1/18 12/1/18

5.11 Convene a Cross-Functional Team to address internal communication channels and how they can be consistent and well-regulated.

Barbara 10/1/18 5/1/19

Do these solutions address the specific issues cited in the challenges survey?

5.2 Develop and implement a social media strategy and community engagement plan to build understanding about FWISD's goals and plans.

BarbaraStart date Due date





5.21 Hire a social media coordinator. Barbara/John 11/1/17 11/1/175.21 Establish rules and guidelines about who maintains these platforms and standards for

content, including frequency of posts, quality of work, and measures of accountability. Articulate how each platform will be used to target specific audiences and continually refresh these plans based on data.

John Cope

1/1/18 9/1/18







5.21 Complete an audit of all social media accounts bearing the District brand, logo, name, and style. Evaluate which are "rogue" accounts without a committed owner, with irregular posts, and with fewer than 200 followers. Appeal to owner to discontinue accounts that have been determined to be ineffective based on these criteria. Determine which accounts will remain with a commitment to the District brand and which can be absorbed or put "on hold" pending a plan of action and a results-driven protocol. (See below.)

Barbara/John/Kiana

4/1/18 9/1/18

5.21 Develop and grow Social Media Style Guide as a part of the FWISD Brand Book. John Cope/Erica Weaver/Rebecca Slack 3/1/18 12/1/18

5.21 Audit and align ALL FWISD social media platforms and bring them into alignment with the District message.

Barbara/John 3/1/18 12/1/18

5.21 Identify a plan for paid social media in light of changing parameters for Facebook and other platforms.

John Cope3/1/18 12/1/18

5.21 Promote social media as a two-way conversation for parents and the District. John Cope/Jennifer Perez3/1/18 12/1/18

5.21 Integration of ParentLink: train campus social media contributors in the use of ParentLink to manage Facebook, Twitter so they can do a callout, text, AND post on social media.

Clint Bond/Kiana King9/1/18 12/1/18

5.21 Look at NEW ways of using social media -- and add one new platform in the coming year. At the same time, evaluate existing platforms and eliminate any that no longer deliver a return on investment (i.e., the number of resource hours as well as paid media.) 1/1/18 1/1/19

5.21 Ensure immediate use of social media platforms at all District events, push hashtags for all events and initiatives, develop regular FWISD "features," an ongoing calendar, and plan both regular and dynamic messaging for the Superintendent, including reacting to local and world events and supplying updates in times of crises.

Barbara/John

11/1/17 ongoing

Y

6.1 Assess effectiveness and efficiency of existing programs and operations services, align resources to investments that produce the greatest outcomes, and implement sunset plan for less effective practices.

SammyStart date Due date





6.11 Work with Grants, Compliance & Monitoring to develop effectiveness and efficiency assessment of programs and operations services

Sammy9/15/18 12/1/18


6.11 Identify sunset plans for less effective practices Sammy 1/5/19 1/31/196.11 Report findings of effectiveness and efficiency study to Senior Leadership Sammy

3/1/19 4/1/19

This timeline seems really tight. If you don't develop the effectiveness and efficiency assessment until December, it seems like it will be hard to then gather all of the data you need (which likely will include data crunching and reports from departments) in time to make decisions by the spring of 2019, which already will be late to impact the 2019-20 budget. Is there a way to speed this up?

6.11 Align funding of 2019 budget to effectiveness and efficiency study results Sammy 3/1/19 4/1/196.2 Design and implement a campaign to increase enrollment in the District. Barbara





6.21 Decide if/to what degree to implement a campaign to increase enrollment. Leadership Team

5/1/18 5/15/18

N 7/1/18 Elsie and LT have been focused on budget presentation to Board., and securing support from trustees. This has been time-consuming and has shifted attention to immediate needs.

6.21 Implement campaign for Pre-Kindergarten enrollment. Barbara3/1/18 9/1/18

Y Please list who owns each milestone. Please list due dates for each milestone.

6.21 Hire outside pollster to do an opinion poll of the Fort Worth ISD; what are perceptions of District by parents who may have other options? Strengths, opportunities, selling points, vulnerabilities.

Barbara8/1/18 9/1/18

$50,000

6.21 Conduct and analyze opinion poll. Barbara 9/1/18 12/1/18







6.21 Formulate image campaign with objective of regaining students lost to charter schools, as well as gaining new students who are currently enrolled in private schools and out-of-district. Utilize, align and blend elements of all other campaigns in this messaging. Test messaging with focus groups before launch.

Barbara

9/1/18 12/1/18

Is reducing the number of students in charter schools inconsistent with the SGS strategy?

$10,000

6.21 Hard launch of full multi-media campaign begins January 2019 and runs simultaneously with Pre-Kindergarten and Kindergarten campaigns.

Barbara1/1/19 5/1/19

6.21 Implement campaign for KINDERGARTEN enrollment to run simultaneously with Pre-K enrollment. (See below.)

Barbara3/1/19 9/1/19

TBA

6.21 Design and execute a one-year with components of television ads, radio, social media, outdoor advertising, bus benches, electronic billboards, and live sponsored events, with broad and specific targets and goals. Soft launch of campaign coincides with the Gold Seal and CTE fall marketing campaign.

Barbara

10/1/18 9/30/19

$800,000.00

6.3 Design and implement a campaign to increase ADA in the District. Barbara/ElsieStart Date Due date




6.31 Assess the effectiveness of the "It All Adds Up" campus-based pilot program. Elsie 6/1/18 7/1/186.31 If the ADA program is found to be effective, share the results internally and externally

and propose a District-wide campaign. Elsie/Barbara

9/1/18 12/1/18

6.4 Conduct a return-on-investment analysis of key district programs/investments. JerryStart Date Due date




UPDATED 12/3/2019

Fort Worth ISD Student Outcome Goals and Goal Progress Measures Goal 1 Early Literacy

Percent of students in Grade 3 reading on or above grade level, as measured by the STAAR on level standard for reading, will increase from 30% to 43% by 2019.

• Goal 1 Annual Targets: SY 15/16 (Baseline) = 30%

SY 16/17 = 33% (34% Actual) SY 17/18 = 37% (35% Actual) SY 18/19 = 43% (34% Actual)

• Goal Progress Measure 1.1: Percent of students in grades K - 3 reading on or above grade level as measured by FWISD universal screener/progress monitoring tool will increase from 27% to 37% by 2019.

o GPM 1.1 Annual Targets: SY 16/17 (Baseline) = 27% SY 17/18 = 31% (29% Actual) SY 18/19 = 37% (31% Actual)

• Goal Progress Measure 1.2a: Percent of 2 - 3 grade students completing two weekly lessons on FWISD progress monitoring system for reading will increase from 22% to 37% by 2019.

o GPM 1.2a Annual Targets: SY 16/17 (Baseline) = 22%

SY 17/18 = 29% (46% Actual) SY 18/19 = 37% (53% Actual)

• Goal Progress Measure 1.2b: Percent of grade 2-3 students achieving 75% or higher on FWISD progress

monitoring system for reading will increase from 8% to 28% by 2019. o GPM 1.2b Annual Targets: SY 16/17 (Baseline) = 8%

SY 17/18 = 18% (17% Actual) SY 18/19 = 28% (14% Actual)

• Goal Progress Measure 1.3: Percent of students in grade 3 making progress as measured by FWISD

local assessments of key enduring understandings and skills in reading will increase from 42% to 59% by 2019.

o GPM 1.3 Annual Targets: SY 15/16 (Baseline) = 42% SY 16/17 = 47% (51% Actual) SY 17/18 = 53%* (54% Actual) SY 18/19= 59%* (65% Actual)

* This goal has been reset because actual 2017 performance exceeded the former goal by four or more percentage points.

UPDATED 12/3/2019

Goal 2 Middle Grades Math Percent of students who meet or exceed standard on STAAR Algebra I EOC exam by the end of grade 9 will increase from 77% to 87% by 2019.

• Goal 2 Annual Targets: SY 15/16 (Baseline) = 77%

SY 16/17 = 78% (83% Actual) SY 17/18 = 85%* (83% Actual) SY 18/19 = 87%* (83% Actual)

• Goal Progress Measure 2.1: Percent of students in grade 6 - 8 performing on or above grade level

standard on their STAAR math assessment will increase from 22% to 30% by 2019.

o GPM 2.1 Annual Targets: SY 15/16 (Baseline) = 22% SY 16/17 = 24% (25% Actual) SY 17/18 = 27% (27% Actual) SY 18/19= 30% (27% Actual)

• Goal Progress Measure 2.2: Percent of students in grade 6 - 8 who meet or exceed progress

expectations on STAAR math assessment will increase from 50% to 60% by 2019.


• Goal Progress Measure 2.3: Percent of students in 3 - 9 making progress as measured by FWISD local

assessments of key enduring understandings and skills in mathematics will increase from 37% to 54% by 2019.



UPDATED 12/3/2019

Goal 3 College and Career Readiness Percent of graduates who have met the criteria for Post-Secondary Readiness, as measured by a college-ready qualifying score on AP, SAT, ACT, TSI or industry preparation, will increase from 53% to 66% by 2019.

• Goal 3 Annual Targets: SY 15/16(Baseline) = 53%

SY 16/17 = 57% (60% Actual) SY 17/18 = 62% (63% Actual) SY 18/19= 66% (64% Actual)

• Goal Progress Measure 3.1: Percent of graduates meeting TSI standard in Reading and Math will

increase from 16% to 25% by 2019.


• Goal Progress Measure 3.2: Percent of graduates who earn 12 or more college credit hours through

dual credit courses will increase from 7% to 13% by 2019.


• Goal Progress Measure 3.3: Percent of graduates completing a CTE coherent sequence of courses will

increase from 35% to 44% by 2019.



Accountability Interventions and the Effective Schools Framework (ESF)

Campuses rated D or F and identified for

Comprehensive, Targeted, or Additional

Targeted Support under ESSA

All intervention activities are aligned to

the Effective Schools Framework, the

Texas Education Agency’s framework for

continuous campus improvement

Fort Worth ISD Action Steps

Elementary High Leverage Focus for 2019-2020▪ Continue 3rd Grade Targeted Reading Support group meetings

for priority campuses

▪ Monday Walks – Joint priority campus visits with Chiefs of

Elementary, Secondary, Academics, and Equity

▪ Continue targeting Executive Directors visits with 75-80% time

spent at priority campuses (Tier 4 and 5).

Secondary High Leverage Focus for 2019-2020▪ Increase Student Achievement in:

- Algebra I and English I and II

- Math and Reading in Grades 6th and 7th.

▪ Increase English proficiency rates by at least one year’s growth.

▪ Increase the number of students meeting indicators for College Career and

Military Readiness status to impact the Accountability Rating.

▪ Differentiate supports for all Tier 4 and 5 campuses.


Fort Worth ISD Action StepsInstructional InitiativesAlignment | Professional Learning | Support


▪ Redesigned Online Curriculum Components

- Instructional Calendar

- Scope and Sequence

- Unit Guides

- Assessment Blueprints

▪ Curriculum Posting Schedule

- 1st and 2nd six-weeks posted August 1st

- 3rd six-weeks post on or before September 16th

- Spring semester post by end of Fall Semester


Lead Content Teachers (LCTs)▪ Lead Content Teachers will provide curriculum content training and support

▪ Elementary, Middle and High School for 2019-2020 school year

- Elementary 2 ELA and 1 Math

- Middle 2 Math and 1 ELA

- High 4 ELA, Math, Science, Social Studies

▪ LCTs re-deliver Professional Learning Sessions to teachers on campus

▪ LCTs receive an annual stipend for attending and re-delivering Professional

Learning sessions


Instructional Coaching Plan▪ Executive Director of Instructional Initiatives will supervise an aligned

Instructional Coaching Plan for all coaching roles at the campus level

▪ New Teacher Center coaching model for all coaches

▪ Provide coaching support to campuses in a prioritized method,

aligned to the School Performance Framework


▪ Literacy Academy participation as a requirement for

teaching Literacy in FWISD (Policy)

▪ Literacy Academies beginning Spring 2020

- 30 hour initial training

- follow-up throughout the year

▪ Teacher Compensation

- extra duty pay for year 1 only

- required Flex Day option after year 1

▪ Begin in year 1 with Pre-K thru 3rd grade teachers

with the intent to reach all literacy teachers at all grade

levels, through an incremental implementation plan


Bilingual/ESL Redesign▪ New curriculum coordinators and Bilingual Director will create and define the

Dual Language Model of instruction in Fort Worth ISD schools

▪ Responsible for creating Bilingual and ESL curriculum

▪ Additional Bilingual and ESL staff who currently hold coaching positions will

align with new Instructional Coaching Plan

▪ Transition to campus based Bilingual/ESL coaches instead of central office

based coaches

2019 - 2020 Strategic Plan for District Improvement

Documents

Transcript of 2019 - 2020 Strategic Plan for District Improvement