Austin Independent School Districtarchive.austinisd.org/inside/docs/DIP_2011_2012v2.pdf · On...
Transcript of Austin Independent School Districtarchive.austinisd.org/inside/docs/DIP_2011_2012v2.pdf · On...
Austin Independent School District
District Improvement Plan
2011-2012
Board of Trustees
Mark Williams, President Vincent M. Torres, Vice-President
Lori Moya, Secretary Tamala Barksdale
Cheryl Bradley Christine Brister Sam Guzman Annette LoVoi
Robert Schneider
Superintendent
Dr. Meria J. Carstarphen
Revised August 7, 2012
Austin ISD District Improvement Plan, 2011-2012 Page 1
INTRODUCTION The 2011-2012 District Improvement Plan (DIP) for AISD was developed with input from the District Advisory Council, prepared by the Office of Performance and Accountability, and approved by the Superintendent. On December 14, 2009, the Board of Trustees approved a five-year Strategic Plan for the district. Shortly after, a process was initiated to implement the Strategic Plan, including development of the DIP and Campus Improvement Plans. As described in more detail on the following pages, the Strategic Plan contains goals for student performance, which equate to the district and campus “performance objectives” required in state statute to be annually approved by the Board of Trustees. The DIP serves two important purposes, which are addressed in two different parts of this document. Part One of the 2011-2012 DIP describes the district’s comprehensive system for continuous improvement. Part Two provides a Strategic Action Plan to implement the district’s Strategic Plan for 2011-2012. Over the past several years, the district has accumulated a multi-level monitoring and reporting system, which is evident in the following pages. While the district wants to retain a comprehensive system for continuous improvement, it will be important to ensure that the system is efficient and current. Therefore, certain monitoring and reporting activities may at times need to be reconsidered and possibly replaced with other tools. Part One COMPREHENSIVE SYSTEM FOR CONTINUOUS IMPROVEMENT The district’s comprehensive system for continuous improvement is summarized in Figure 1. The system is accomplished at the district, campus, and individual employee levels, through establishment of policy, and delivery of a number of long-range, ongoing, and annual actions. An integral feature of the system is the alignment of all district planning efforts with the Strategic Plan, as depicted in Figure 2. Policy Several AISD policies are currently in place to address district and campus planning and decision-making processes. These policies primarily implement state statutory requirements found in Chapter 11, Subchapter F, of the Texas Education Code. Specific district policies are: BQ(Legal), BQA(Legal), BQA(Local), BQB(Legal), BQB(Local), and BQB(Regulation). On April 26, 2010, the Board of Trustees adopted policy AE(Local). This policy implements Key Action Step 1.1 of the Strategic Plan, which states “Adopt policy that articulates the district’s theory of action for teaching and learning, reflecting high expectations and ensuring alignments with all educational plans and initiatives.”
Austin ISD District Improvement Plan, 2011-2012 Page 2
Figure 1 AISD Comprehensive System for Continuous Improvement
Policy Actions
Long-Range Ongoing Annual • District and campus
policy and decision-making processes
• Theory of action for teaching and learning
• Strategic Plan • Facility Master Plan
• Departmental plans • Employee performance
plans and assessments • Input from various
advisory bodies • Strategic Plan
Measurable Outcomes Monitoring
• Start of School Year and End of School Year Reports
• All-Staff Convocation • Strategic Plan
Scorecard • State of the District
Address • Annual Report • District Performance
Monitoring Reports • Federal and State
Accountability Reports • Campus Improvement
Plans • Budget Process • Student, Parent, and
Staff Surveys • Strategic Plan Review • Strategic Plan
Monitoring • Program Evaluation • District Improvement
Plan
Austin ISD District Improvement Plan, 2011-2012 Page 3
Figure 2 AISD Plans Alignment
Strategic Plan
District Improvement
Plan
Campus Improvement
Plans
Departmental Plans
Facility Master Plan
Key Guidance Plans
Implementation Plans
Resource Plans
Employee Performance
Plans
Budget
Austin ISD District Improvement Plan, 2011-2012 Page 4
Long-Range Actions Long-range actions include the Strategic Plan and several related resources plans, as described below. Strategic Plan Strategic planning is widely considered, in both the public and private sectors, to be an essential tool for continuous improvement. The AISD Strategic Plan for 2010-2015 is based on sound research, including identification of best practices in strategic planning, and the review of strategic plans of member districts of the Council of Great City Schools and several other school districts across the country. Stated aspirations of the Board of Trustees were key in development of the Strategic Plan. The Board provided input in the following areas: educational philosophy; student achievement; fiscal and operational guidance; and performance monitoring architecture. In addition, the District Advisory Council and the Expanded Cabinet (which includes senior administrators and all campus principals), identified strategic priorities for the district that further informed development of the Strategic Plan. The Strategic Plan was also developed with the extensive input of the community. In all, input was received from over 3,500 sources during a six-month period, including community meetings, surveys, focus group discussions, individual interviews, a special task force, and online, email, and written comments. The Strategic Plan consists of three principal components: (1) the Framework, which includes the Vision, Mission, Values, Goals, Measurable Outcomes, and Strategies; (2) the Implementation Guide, which includes a number of Key Action Steps; and (3) the Scorecard, which includes performance indicators, baseline data, and targets, to provide a matrix for monitoring progress. The complete Strategic Plan is available at: http://archive.austinisd.org/inside/initiatives/strategic_plan/powerofus/ Resource Plans Two major district-level plans are aligned with the Strategic Plan. These “resource plans” include the Budget and Facility Master Plan. A task force version of the Facility Master Plan was received by the Board on March 29, 2011. The administration is currently in the process of formulating next steps in finalizing the plan. The implementation and periodic review of the Facility Master Plan will include consideration of transportation, libraries, technology, and other infrastructure in support of the district’s education mission. Additional information on the Facility Master Plan is available at: http://www.dejongrichter.com/projects/austin-independent-school-district/ Additional information on the Budget is available at: http://archive.austinisd.org/inside/budget/ Ongoing Actions Several ongoing actions are described below, including department plans, employee performance plans, and input from various advisory bodies.
Austin ISD District Improvement Plan, 2011-2012 Page 5
Departmental Plans Departmental plans will be produced on an ongoing basis to implement the Strategic Plan. The departmental plans will in essence be detailed action plans, identifying responsibilities at various staff levels, deadlines and deliverables, resources needed, and monitoring activities. Some of the departmental plans may be annual in nature, while others may cover different timeframes. Examples of departmental plans include, but are not limited to, English Language Learners, Special Education, Communications, Parent and Community Involvement, Advanced Academics, Coordinated School Health, and Recruiting and Staffing. These plans will either be newly developed or revised to align with the Strategic Plan. Employee Performance Plans The district will work to develop and institutionalize a process for all employee performance plans to demonstrate alignment with the Strategic Plan. Every employee will realize his or her role in implementing the Strategic Plan and the district’s educational mission. Input from Various Advisory Bodies AISD maintains several district-level and campus-level advisory bodies. The memberships of these advisory bodies represent all stakeholder groups – parents, students, teachers, principals, other district staff, community members, and business representatives – and represent the ethnic and geographic diversity and broad interests found in the Austin community. Many of these advisory bodies meet on a limited-time basis (e.g., Calendar Task Force, Performing Arts Center Task Force), but there are a number of standing advisory bodies, including the following (links to websites have been provided):
• District Advisory Council http://www.austinisd.org/inside/dac/
• Campus Advisory Councils http://www.austinisd.org/inside/cac/
• School Health Advisory Council http://www.austinisd.org/schools/shac/
• Facility Use and Boundary Task Force http://www.austinisd.org/inside/2004bond/boundaries/
• Citizens Bond Oversight Committee http://www.austinisd.org/inside/2004bond/cboc/
• Citizens Budget Review Committee http://www.austinisd.org/inside/initiatives/budgetreview/
• Strategic Compensation Steering Committee http://archive.austinisd.org/inside/initiatives/compensation/partners.phtml
• Special Education Citizens Advisory Committee http://www.austinisd.org/inside/secac/
• English Language Learners Citizens Advisory Committee http://archive.austinisd.org/inside/ellcac/
Austin ISD District Improvement Plan, 2011-2012 Page 6
Strategic Plan Measurable Outcomes Monitoring The district is finalizing an automated system for the ongoing monitoring of progress toward the Measurable Outcomes in the Strategic Plan. The system will generate detailed reports on demand, with dynamic real-time data at the elementary, middle, and high school levels, at the campus level, and at the student level. The reports will cover the entire range of the 122 performance indicators included in the Strategic Plan. Some examples of available data include TAKS, benchmark assessments, attendance, disciplinary removals, students failing two or more courses, postsecondary enrollment, projected and actual graduation rates, and projected and actual dropout rates. Annual Actions A number of annual actions are described below. These annual actions are also depicted in Figure 3 for 2011-2012. Together, these planning, monitoring, and reporting actions are referred to as the annual “rhythm.” Start of School Year and End of School Year Reports The Superintendent delivers the Start of School Year Report in August and outlines the needs and objectives for the new school year. The Superintendent delivers the End of School Year Report in June and provides highlights of the school year just completed. These reports serve to enhance communications with all stakeholders and to increase their awareness. The End of School Year Report is available at: http://archive.austinisd.org/misc/eoyr/index.phtml All-Staff Convocation In August at the beginning of the school year, the Superintendent convenes all staff across the district in a collective meeting. Each year, the venue of the meeting changes. Due to logistical challenges, the meeting is virtual. The convocation not only serves to inform staff of the needs and objectives for the new school year, it also underscores the importance of every single staff member to the success of the district’s educational mission. In addition, the convocation serves to build excitement about the new school year and a climate of success. Strategic Plan Scorecard An annual Strategic Plan Scorecard is produced to monitor the district’s performance in several major areas compared to established targets. The scorecard includes the measurable outcomes in the Strategic Plan (e.g., TAKS performance, graduation rates, college readiness, secondary enrollment). The scorecard coincides with the annual State of the district address and the Annual Report, and the scorecard informs the annual Strategic Plan review process. The Strategic Plan Scorecard is available at: http://archive.austinisd.org/inside/initiatives/strategic_plan/powerofus/ State of the District Address The State of the District Address is delivered by the Superintendent in November of each year. The address not only celebrates the district’s successes, but also takes a candid look at areas for needed improvement. The address focuses on how important “The Power of Us” is to accomplishing the district’s educational mission. The State of the District Address is available at: http://www.austinisd.org/misc/sod/
Austin ISD District Improvement Plan, 2011-2012 Page 7
Figure 3 AISD Planning, Monitoring, and Reporting Schedule (“Rhythm”) for 2011-2012
ACTIONS 2011 2012
AUG SEP OCT NOV DEC JAN FEB MAR APR MAY JUN JUL 1. All-Staff Convocation 2. Start of School Year Report Delivered 3. Budget and Tax Rate Adopted 4. Six Weeks Performance Monitoring Reports Delivered 5. Federal and State Accountability Reports Issued 6. Monthly Focus School Reports Delivered 7. Strategic Plan Scorecard Delivered 8. Strategic Plan Monitoring Reports Submitted 9. Initial Stakeholder Input on Budget Issues and Priorities
Provided
10. Strategic Plan Review Conducted 11. Parent, Student, and Staff Surveys Conducted 12. State of the District Address Delivered 13. Annual Report Delivered 14. District and Campus TEA Performance Reports: Public
Meetings Conducted and Information Distributed
15. Preliminary Budget Presented to Board 16. Middle of Year Benchmark Performance Monitoring Report
Delivered
17. Proposed Budget Reviewed by Board, Administration, and Stakeholders
18. District Improvement Plan Developed 19. Campus Improvement Plans Developed 20. TAKS Preliminary Data Issued 21. TAKS Final Data Issued 22. End of School Year Report Delivered
Austin ISD District Improvement Plan, 2011-2012 Page 8
Annual Report In conjunction with the State of the District Address, the district produces an Annual Report. The Annual Report is a highly visual and very accessible document for general public and media audiences. The Annual Report combines performance data in selected areas (e.g., TAKS passing rates, SAT performance rates, graduation and completion rates, advanced course and dual credit participation rates) with basic data about the district (e.g., information on tax rate and taxable value, revenues and expenditures, teacher experience and turnover rates, number of community volunteers and hours served). The current Annual Report, as well as back issues of the report, are available at: http://archive.austinisd.org/inside/initiatives/annual_report/ District Performance Monitoring Reports District performance monitoring reports are provide a considerable amount of data and detailed assessment in three forms. The Middle of the Year Benchmark Performance Monitoring Report gives by school, subject area, and grade level the percentage of students who are in low, moderate, and high need in terms of successfully meeting TAKS passing requirements. Six Weeks Performance Monitoring Reports are prepared at the end of each six-week period for the elementary, middle, and high school levels, and include attendance, discipline, and course failure rates by subject area. Monthly Focus School Reports are prepared for particular schools identified for needed improvements, and include the most currently available data on student performance, attendance, discipline, and course failure rates by subject area, as well as a human resources component that includes data on teaching certifications and teachers in need of assistance. Federal and State Accountability Reports Following the release of state and federal accountability reports by TEA each year, according to state law these reports are presented in public meetings at the district and campus levels. The Board of Trustees joins with the District Advisory Council in presenting and discussing the district performance report in a public meeting. In addition, campus administrations join with their Campus Advisory Councils in presenting and discussing their campus performance reports in public meetings. These performance reports also form the foundation of district and campus needs assessments. The campus performance reports are distributed to each household. The district and campus reports are placed online at: http://www.austinisd.org/inside/accountability/reviews/ Campus Improvement Plans Campus Improvement Plans (CIPs) are prepared annually by each campus in compliance with statutory requirements. Campus Advisory Councils work closely with campus principals to analyze performance data, identify needs, and develop detailed action plans for improvement. CIPs are an integral component to the overall district planning system, and serve as the primary conduit for implementing the Strategic Plan at the campus level. Accordingly, CIPs show clear alignments to the Strategic Plan. The template and process description for 2011-2012 CIPs are available at: http://www.austinisd.org/inside/cac/
Austin ISD District Improvement Plan, 2011-2012 Page 9
Budget Development Process and Stakeholder Input The district’s planning system is tied to development of the budget. In large part, the success of the Strategic Plan and the other plans aligned with it rely on the appropriate allocation of resources. In other words, the money must follow the identified needs and priorities. And, there must be a bottom-line connection to the district’s educational mission. Therefore, all budgetary requests and items will demonstrate a specific level of support for the Strategic Plan. Development of the budget is a highly transparent and participatory process. Development of the 2011-2012 budget included several well-attended forums for the community as well as district staff. Also, a considerable amount of stakeholder input was received through surveys and email comments. In all, input was received from almost 7,500 sources. Additional information on the budget development process is available at: http://www.austinisd.org/inside/budget/ Student, Parent, and Staff Surveys The district conducts several surveys on an annual basis, including the Student Climate Survey, High School Exit Survey, Parent Satisfaction Survey, and Staff Climate Survey. These surveys provide a wealth of information from various perspectives. The results of the surveys are used for evaluation of programs, learning and work environment, and customer service. The results of the surveys are invaluable to planning for continuous improvement. The results of current and previous surveys are available at: http://www.austinisd.org/inside/accountability/evaluation/survey_reports.phtml Strategic Plan Review An annual review of the Strategic Plan is conducted, based on the measurable outcomes in the Strategic Plan. With the input of the District Advisory Council and the general public, the Superintendent recommends to the Board of Trustees either to reaffirm the Strategic Plan or to make certain revisions. This process ensures that the Strategic Plan remains a current and vital document to guide decision-making at the district and campus levels, and serves to meet the statutory requirement for the Board to annually approve district and campus “performance objectives.” Strategic Plan Monitoring Detailed action plans for several of the Key Action Steps of the Strategic Plan identified for Year One implementation have been developed, and Year Two action plans will be developed soon. These action plans provide a tool for the monitoring of Strategic Plan progress at three points during the year. The action plans will soon be made available for public review. (Strategic Plan monitoring is explained in more detail in Part Two.) Program Evaluation The Strategic Plan monitoring tool described above will also facilitate the evaluation of program effectiveness. The Chief Performance Officer and Chief Financial Officer will provide an annual assessment of current district programs. The annual assessment will include a presentation of programs scheduled to “sunset” at the end of the current year and a brief summary of available evaluation results for programs including funding, cost, and level of implementation. The purpose of this initiative is to provide a formal process of examining the cost effectiveness of AISD programs and approving or disapproving the continuation of programs (i.e., Performance-Based Budgeting).
Austin ISD District Improvement Plan, 2011-2012 Page 10
Part Two STRATEGIC ACTION PLAN The Strategic Action Plan details how the district will implement its five-year Strategic Plan for 2011-2012, and is therefore the heart of the 2011-2012 DIP. The Strategic Action Plan includes a Needs Assessment conducted by the District Advisory Council, Key Action Steps of the Strategic Plan designated for Year One and Year Two implementation and monitoring of related work, the metrics of the Strategic Plan, and a School Improvement Plan for the district to meet Annual Yearly Progress (AYP) under federal No Child Left Behind (NCLB). Needs Assessment Throughout the year, the District Advisory Council reviews current and historical district performance data, which informs development of the Needs Assessment for the DIP. The data that are reviewed by the District Advisory council include TAKS results, district and campus accountability ratings under the state and federal systems, attendance rates, dropout rates, graduation rates, various college-readiness indicators, and data related to discipline and Special Education participation. Based on this Needs Assessment, the District Advisory Council has identified the following areas for priority work for 2011-2012 (not presented in any particular order):
• The district currently has several data management systems, the total cost of
which should be analyzed in considering a single, central data warehouse for all stakeholders (i.e., teachers, administrators, parents, students).
• In addressing students with various special needs, at all levels, explore the possibility of additional alternative schools such as Garza.
• To increase parental communications and participation: Provide information in more diverse formats Schedule meeting times to be more inclusive Facilitate access to Parent Support Specialists by providing services at
hours that are best for working parents Provide more computer labs for parents
• Keep the Facility Condition Index in the Facility Master Plan regularly updated. • Regarding student transfers and mobility, if Title I funds must stay at the
assigned campus, ensure that all local dollars follow the child. • Reaching out to all stakeholders, to keep them informed and to gain their
meaningful involvement, should be a performance requirement for all campus administrators.
• The AISD website should include a highly visible and highly accessible feature for stakeholders interested in receiving various types of district and campus information to register their contact information.
• Teacher attendance should be added to the Strategic Plan metrics (scorecard). • Ensure strategic use of the state Instructional Materials Allotment to support
technology and related curriculum. • In seeking alternative sources of funding, include discussions with Austin City
Limits, South by Southwest, the City of Austin, and Formula 1 representatives,
Austin ISD District Improvement Plan, 2011-2012 Page 11
and explore fund-raising activities in conjunction with special events such as 10K runs, the Texas Relays, and festivals and galas.
• Better educate and empower campuses related to seeking alternative sources of funding.
• In considering issues related to facilities: If data indicate it is best to close schools, then close the schools Do not ignore boundary issues and other politically tough issues Look at district transfer policies closely
• Look into providing instant feedback technology to teachers, and explore related grant opportunities.
• Look into expanding the strategic compensation program to additional campuses. • Provide greater stability in the professional development program. • Explore ways to support campus-based professional learning communities, such
as video workshops and greater utilization of teachers who have had success. • Encourage and promote idea-sharing and best practice discussions among
campuses, including the practices of high-performing schools. • Increase collaboration with other entities in such areas as parent resource
centers, hubs for various services, student attendance, mentoring, and food banks, which could also help stakeholders feel more invested in the needs of schools and families.
• Use robo-calling for information related to community meetings and to highlight programs.
• Increasing translation and interpretation services needs to be implemented by principals.
• Launch a public relations campaign to stress the costs of poor student attendance to taxpayers as well as to the society.
• Require campuses to develop and implement individual attendance campaigns, including the education of parents and families.
• Empower schools that perform well, including autonomy to have fewer tests. • Work on vertical team alignments.
Key Action Steps and Monitoring of Related Work In terms of the district’s five-year Strategic Plan, Year One was 2010-2011, and Year Two is 2011-2012. Of the 47 total Key Action Steps in the Strategic Plan, 24 were designated by the administration for Year One implementation, and 13 for Year Two implementation. It is important to note that these are the years in which implementation begins in earnest but, for most of the Key Action Steps, work will continue into other years or become ongoing
• Specific activities (work tasks)
. For each Key Action Step in Year One, detailed action plans were developed for work to be accomplished in 2010-2011, informed by the Needs Assessment of the District Advisory Council. These action plans include:
• Responsible parties • Short-term and long-term outcomes • Target dates • Status
Austin ISD District Improvement Plan, 2011-2012 Page 12
In all, these action plans include 183 individual work tasks. For each Key Action Step, a chief officer of the district is assigned to develop and maintain the detailed action plan, and prepare monitoring reports three times a year. The latest compilation of the monitoring reports is available at: http://archive.austinisd.org/inside/initiatives/strategic_plan/powerofus/ As of June 2011, following is the status for the combined work tasks related to each of the Year One Key Action Steps for 2010-2011. However, this is not the status of the Key Action Step overall – as explained above, for most of the Key Action Steps work will continue into subsequent years or become ongoing so, for each year of the Strategic Plan, revised or new action plans will need to be developed and monitored. The Year One Key Action Steps are numbered as they are in the Strategic Plan for reference. For each Key Action Step, the chief officer of the district with primary responsibility is identified. The following symbols are used to indicate the extent to which the combined work tasks related to each Key Action Step have been completed or have become ongoing as of June 2011 (remaining tasks which are still in progress will be carried over into 2011-2012)
1.1 Adopt policy that articulates the district’s theory of action for teaching and learning, reflecting high expectations and ensuring alignments with all educational plans and initiatives.
:
= 100%, = 80-99%, = 60-79%, = 40-59%, = 20-39%, = 0-19%.
Primary Responsibility: Chief Academic Officer Status:
1.2 Examine the district’s curriculum to ensure college-ready rigor at each grade level, clear
expectations for teaching and learning, instructional supports to meet the needs of all students, and implementation with fidelity.
Primary Responsibility: Chief Academic Officer Status:
1.3 Provide educational program requirements and support for academically under-performing schools, and provide autonomy and empowerment for high-performing schools.
Primary Responsibility: Chief Academic Officer Status:
1.5 Determine the purpose, parameters, and effective number of required assessments, and
improve the content, quality, and use of assessments, including more authentic student work. Primary Responsibility: Chief Performance Officer
Status: 1.7 Ensure that the district’s program for English Language Learners (ELLs) is research based,
responsive to the needs of students, designed, implemented, supported, and monitored for impact on student learning, and includes dual language as a program option across the district.
Primary Responsibility: Chief Academic Officer Status:
1.8 Examine Special Education programs and delivery to ensure adequate supports to teachers
and students, and clear parameters for allocation of staff and resources. Primary Responsibility: Chief Academic Officer
Status:
Austin ISD District Improvement Plan, 2011-2012 Page 13
1.10 Establish goals at each school to prepare children to be healthy, fit, and ready to learn.
Primary Responsibility: Chief Academic Officer Status:
1.11 Provide more opportunities for students to participate in enrichment programs such as career
interest, technology, athletics, and languages other than English. Primary Responsibility: Chief Academic Officer
Status:
1.12 Increase access to and support for high quality fine arts instruction as part of a strong core curriculum for all students.
Primary Responsibility: Chief Academic Officer Status:
1.14 Seek innovative public-private partnerships to develop signature programs in neighborhood
schools within each vertical team to enhance rigorous academic opportunities. Primary Responsibility: Chief Schools Officer
Status: 1.16 Improve attendance rates for all students.
Primary Responsibility: Chief Schools Officer Status:
1.22 Develop a plan to effectively serve East Austin schools and their communities.
Primary Responsibility: Chief Schools Officer Status:
1.24 Enhance dropout prevention efforts and create multiple, proven pathways to graduation and
course credit recovery. Primary Responsibility: Chief Schools Officer Status:
2.1 Use multiple and appropriate methods of communication and engagement to reach all
stakeholders and every part of the community to gain meaningful input, participation, partnerships, and shared responsibilities for student success.
Primary Responsibility: Chief of Staff Status:
2.4 Provide all resources necessary for adequate translation and interpretation services at all schools.
Primary Responsibility: Chief of Staff Status:
3.1 Hire high-quality and diverse teachers and principals, and reduce their turnover through
mentoring, compensation, leadership development, and other incentives. Primary Responsibility: Chief Human Capital Officer Status:
3.3 Develop and implement a coherent, content-focused, best-practices plan for professional
development of instructional leaders, support staff, and teachers. Primary Responsibility: Chief Human Capital Officer Status:
Austin ISD District Improvement Plan, 2011-2012 Page 14
3.7 Organize central administration to support schools, and enable campus leadership to focus on the classroom.
Primary Responsibility: Chief Human Capital Officer Status:
3.9 Develop a system for shared accountability for results in teaching and learning.
Primary Responsibility: Chief Academic Officer Status:
4.3 Manage taxpayer resources wisely by developing tools and models to regularly monitor program effectiveness, and by identifying and implementing fiscal and operational efficiencies.
Primary Responsibility: Chief Performance Officer Status:
4.4 Explore and support legislation to enhance local district funding, and identify and seek
alternative sources of funding and grants. Primary Responsibility: General Counsel, Chief of Staff Status:
4.5 Develop and implement long-range plans for facilities, transportation, libraries, and technology that align infrastructure with the district’s educational plan.
Primary Responsibility: Chief Operations Officer Status:
4.6 Consider school consolidations, school repurposing, boundary adjustments, and possible
school closures to reduce operational costs, meet the need for new or expanded programs, and respond to changes in student enrollment.
Primary Responsibility: Chief Operations Officer Status:
4.9 Ensure that instructional initiatives, the budget, and other district and campus plans align with
each other and support the Strategic Plan, Board goals, and policies. Primary Responsibility: Chief Performance Officer, Chief of Staff Status:
Following are the Key Action Steps designated for Year Two (2011-2012) implementation. The Year Two Key Action Steps are numbered as they are in the Strategic Plan for reference. For each Key Action Step, the chief officer with primary responsibility is identified. Detailed action plans for 2011-2012 will soon be developed for these Key Action Steps and monitoring reports will be prepared.
1.4 Improve supports to struggling learners by improving interventions, resources, and training, and articulate these interventions in curriculum and instructional tools.
Primary Responsibility: Chief Academic Officer 1.15 Determine advanced academic courses to be offered at every school, create coherent
sequences of course offerings, and expand opportunities for dual credit and advanced placement.
Primary Responsibility: Chief Academic Officer 1.20 Support campuses in developing culturally relevant training and learning experiences to
eliminate achievement gaps, and to decrease over-representation of any student groups in discipline and Special Education programs.
Primary Responsibility: Chief Academic Officer
Austin ISD District Improvement Plan, 2011-2012 Page 15
1.21 Provide responsive, effective, and sustainable support for AISD children and their families living in low-income neighborhoods and in historically under-served neighborhoods, and for students attending low-performing schools.
Primary Responsibility: Chief Schools Officer 1.23 Identify homeless, mobile, pregnant, and other students with special needs and ensure that
they receive consistent access to curriculum and appropriate services. Primary Responsibility: Chief Schools Officer 2.2 Increase collaboration with other entities to support such areas as affordable housing, health
and human services, and community planning. Primary Responsibility: Chief Performance Officer 3.4 Enhance quality and access to professional development in using data and feedback to inform
instruction, and to meet the needs of ELLs and Special Education students in the least restrictive environment.
Primary Responsibility: Chief Human Capital Officer 3.5 Expand and accelerate development of campus-based professional learning communities. Primary Responsibility: Chief Schools Officer 3.6 Provide teachers with relevant data, current technology and ongoing training with scaffolded
implementation, and online access to an array of classroom resources to improve instruction and classroom management.
Primary Responsibility: Chief Human Capital Officer 3.8 Include on all employee appraisals performance measures related to support of schools and
the requirement for job-related professional growth Primary Responsibility: Chief Human Capital Officer 4.1 Examine options in funding methodology that allow federal title dollars to follow the student. Primary Responsibility: Chief Financial Officer 4.2 Evaluate and reallocate necessary funding to schools based on identified needs. Primary Responsibility: Chief Financial Officer 4.7 Ensure efficiency and efficacy of existing facilities before investing in new facilities. Primary Responsibility: Chief Operations Officer
Strategic Plan Metrics The Strategic Plan has four Goals squarely focused on the educational mission of the district, as follows:
1. All students will perform at or above grade level. 2. Achievement gaps among all student groups will be eliminated. 3. All students will graduate ready for college, career, and life in a globally
competitive economy. 4. All schools will meet or exceed state accountability standards, and the district will
meet federal standards and exceed state standards. The Measurable Outcomes of the Strategic Plan are directly related to these four goals. Following are the 11 Measureable Outcomes of the Strategic Plan:
1. TAKS passing rates for students who have been in the district for at least three consecutive years
Austin ISD District Improvement Plan, 2011-2012 Page 16
2. TAKS passing rates for students who have not been in the district for at least three consecutive years
3. Achievement gaps among ethnic groups 4. Achievement gaps between economic groups 5. Graduation rates – the number of students in a 9th grade cohort who graduate
within four years of their enrollment in 9th
6. College readiness – the number of graduates who meet or exceed a combination of TAKS exit level, SAT, and ACT criteria
grade
7. TAKS writing scores – the number of 11th
8. Postsecondary enrollment – the number of seniors who enrolled in a four-year or two-year college or university or in a technical school within the first year after graduating
graders scoring 3 or 4
9. Enrollment in Advanced Placement (AP) courses – the number of students enrolled in AP courses and completing dual enrollment courses
10. Performance in AP courses – the number of students with AP test scores of 3, 4, or 5
11. District and campus accountability ratings – based on the district rating (i.e., Acceptable), the number of schools achieving Adequate Yearly Progress (AYP), and the number of Acceptable, Recognized, and Exemplary schools
Based on the above Measurable Outcomes, the Strategic Plan includes a total of 122 specific performance indicators, each with intermediate and final targets for the five-year period of the plan. These performance indicators are too numerous to list in the DIP, but the complete Strategic Plan is available at: http://archive.austinisd.org/inside/initiatives/strategic_plan/powerofus/ Annual targets for each of the 122 performance indicators are included in the Strategic Plan Scorecard, which is also available at the above link. In addition to a number of performance indicators directly related to student achievement (i.e., TAKS and benchmark test results), the Strategic Plan underscores the importance of addressing the whole child in a well-rounded educational experience, and includes such performance indicators as:
• Attendance • Dropout rates and completion rates • Measures of self-confidence • Attitudes toward school, work, and success • Language proficiency • Technology proficiency • Scholarship and college applications • College visits • Students enrolled in Career and Technology Education • Attainment of industry certifications or licenses • Participation in fine arts and sports activities • Participation in advanced courses and dual enrollment • Cardiovascular fitness and Body Mass Index
Austin ISD District Improvement Plan, 2011-2012 Page 17
AYP School Improvement Plan In 2010-2011, the district, or Local Education Agency (LEA), failed to meet AYP for the third consecutive year, placing it in Stage 2 needed improvement. In addition to providing written notification to parents, the DIP must address nine specific criteria. These criteria are presented below, with association to related Year One and Year Two Key Action Steps of the district’s Strategic Plan and, as applicable, to other components of the DIP and activities of the district. As explained in previous sections, detailed action plans are developed for each of the Key Action Steps. Several of these action plans include work tasks specific to meeting AYP. As stated previously, these action plans are updated and monitored periodically, and are available at: http://archive.austinisd.org/inside/initiatives/strategic_plan/powerofus/
AYP Criteria
The DIP Shall …
Related Year 1 and Year 2 Strategic Plan Key Action Step(s)*
Other Related DIP Components and Activities of the
District 1. Incorporate scientifically based research strategies that
strengthen the core academic program in schools served by the LEA.
1.1, 1.2, 1.4, 1.5, 1.7, 1.12, 3.3, 3.4, 3.6
• Tiered Academic Plan • Curriculum Road Maps • Policy AE-Local
2. Identify actions that have the greatest likelihood of improving the achievement of participating children in meeting the state’s student academic achievement standards.
1.2, 1.4, 1.5, 1.7, 1.8, 1.16, 1.20, 1.21, 1.22, 1.23, 1.24, 3.3, 3.4
• District Advisory Council (DAC) annual needs assessment
• Strategic Plan annual review process
• District Report Card • Benchmark Reports • Six-Week Reports • Focus School Reports • Grading Period
Snapshots • Performance
Management Dashboards
• Child Study Teams 3. Address the professional development needs of the
instructional staff serving the agency by committing to spend not less than 10 percent of the Title I, Part A funds for each fiscal year in which the agency is identified for improvement for professional development, excluding funds reserved for professional development under Section 1119.
3,3, 3.4, 3.6 • Annual Professional Development Plan (reviewed by DAC)
• Annual budget • Educator Quality staff
development priorities 4. Include specific measurable achievement goals and targets
for each of the groups of students identified in the disaggregated data consistent with Annual Yearly Progress.
1.4, 1.7, 1.8, 1.16, 1.20, 1.21, 1.22, 1.24
• Annual Strategic Plan Scorecard
• Performance Management Dashboards
5. Address the fundamental teaching and learning needs in the school of that agency, and the specific academic problems of low-achieving students, including a determination of why the LEA’s prior plan failed to bring about increased student academic achievement.
1.1, 1.2, 1.3, 1.4, 1.5, 1.7, 1.8, 1.16, 1.20, 1.21, 1.22, 1.23, 1.24
• DAC annual needs assessment
• Strategic Plan annual review process
• District Report Card • Plans for Special
Education, ELLs, Tier 3 Reading, Response to Intervention (RTI), Cultural Proficiency and Inclusiveness
• Us+ Inclusion Model • Dual Language Program
Austin ISD District Improvement Plan, 2011-2012 Page 18
AYP Criteria
The DIP Shall …
Related Year 1 and Year 2 Strategic Plan Key Action Step(s)*
Other Related DIP Components and Activities of the
District • Quality Teaching for
English Learners (QTEL)
• Impact Teams • Coordinated School
Health Program • Eastside Vertical Team
Plans • Social and Emotional
Learning (SEL) • Positive Behavior
Supports (PBS) • Single-gender schools • Attendance Campaign • Transition programs • Full-day Pre-K • School Improvement
Project • CATE/ACC • AVID • ACCESS • Advanced Academics
6. Incorporate, as appropriate, activities before school, after school, during the summer, and during an extension of the school year.
1.21, 1.22, 1.24 • Austin Partners in Education (APIE)
• VICTORY • DELTA • Phoenix • Twilight School Program • Communities in Schools
(CIS) • 21st Century Program
7. Specify the responsibilities of the TEA and the LEA under the plan, including specifying the technical assistance to be provided by the TEA and LEA’s responsibilities under 1120A [Fiscal Requirements].
• DIP Appendix F (to be added by October 2011)
8. Include strategies to promote effective parental involvement in the school.
1.16, 1.21, 1.22, 1.24, 2.1, 2.4
• Annual Parent Survey • AISD Parent Connection • Parent Support
Specialists • Attendance Campaign • AISD UpClose • District and campus
advisory bodies • Budget development
process • Public Relations and
Multicultural Outreach Plan
• La Feria Para Aprender 9. Be implemented (including a revised plan) expeditiously, but
not later than the beginning of the next school year in which the LEA was identified for improvement.
• DIP revised by October 2011 and status monitored in January and May 2012
*See Pages 12-15 for explanation of Key Action Steps.
Austin ISD District Improvement Plan, 2011-2012 Page 19
Appendix A Use of State Compensatory Education (SCE) and External Grant Funding
State Compensatory Education
Reading Specialists Middle School and High School Reading Initiatives Alternative Learning Center Communities In Schools Phoenix Academy Travis County Detention Center Alternative Center for Elementary Students Absent Student Assistance Program (ASAP) Garza Alternative High School Summer Services DELTA (dropout recovery program) Secondary Transition Programs 9th Bilingual Immigrant Support Grade Initiatives Secondary Tutorials Pregnancy Related Service Teachers Account for Learning Coordination of Dropout Intervention School Community Liaisons After School Detention Truancy Master Student Discipline Seton Contract Elementary School Counselors PAL Program Curriculum Specialists Shoal Creek Academy Tutorials Leadership Academy Family Resource Center Child Care Program Guidance and Counseling AVID TAKS Preparation
TOTAL $37.6 M These figures include the salaries (in part or whole) of the equivalent of 566.0 full-time staff members (FTEs), added in order to support the supplemental programs and services funded through State Compensatory Education.
Austin ISD District Improvement Plan, 2011-2012 Page 20
External Grant/Federal Funds Source
Support for Students with Disabilities IDEA B Formula
Support for Students with Disabilities with Extensive Needs IDEA B High Cost Risk Pool
Support for Students with Disabilities, ages 3-5 IDEA B Preschool
Support for Students in the Regional Day School Program for the Deaf
IDEA B Formula Deaf, IDEA B Preschool Deaf, IDEA Discretionary (Deaf), State Deaf.
Support for Students with Visual Impairments State Visually Impaired
School-wide and District Support for Campuses with 51+% or more Students who receive free/reduced lunch priced meals
Title I, Part A
Reduce 9th Title II-A, Teacher and Principal Training and Recruiting, Beg Teacher Induction/Mentor, District Award Teacher Excellence
Grade Class Size, Bilingual Stipends, New Teacher Academy, Highly Qualified teacher support, training and certification, support for focus schools, Mentor stipends
LEP/Immigrant Support Title III, Part A English Language Acquisition
Positive Behavior Support, Tutoring for PreK, School Support, ELEVAR, and Program Evaluation
Title V- Innovative Education
Promotion of Safe, Drug Free, and Healthy Environments Title IV-Safe and Drug Free Schools, TX Tobacco Grant, TX Health and Human Services, Texas Fit Now
Support for Under-achieving Schools Title I, School Improvement Program/SIP, Title II-A & II-D, Title III-A
School to Career Central and Campus Support Career and Technical Basic Grant
Extend ½ Day Pre-K Classes to Full Day State Pre-K Grant
Support for Smaller Learning Communities Federal SLC Grant, Texas HS Completion Grant, CSRD, Texas High School Project, DELL, Gates
Staff Development Title I, Title II A and D, IDEA, Career and Technical Basic
Austin ISD District Improvement Plan, 2011-2012 Page 21
External Grant/Federal Funds Source Grant, SLC
Parental/Community Involvement Title I, SIP, Federal Indian Grant
Promote College Readiness Texas High School Allotment, Texas High School Project/GATE, and DELL
After-school and Saturday Learning Opportunities Prime Time, 21st Century, Victory, ARI , AMI, Community Education , Optional Extended Year
ADVANCE DELL Foundation
Support for Homeless Title III-B, Title I, Part A
Support for Neglected and Delinquent Facilities Title I, Part D and Title I, Part A
Instructional Support Literacy Civics Education, 3M-Austin Public Ed , Powell Foundation , Applied Materials , Texas Regional Science Collaborative.
Reading Interventions Reading First , Optional Ext Year
Teen Parent Support Community Development – Child Care, PEP
Math Interventions Future Problem Solving
Training and Support for Instructional Technology Title II -D
Advanced Placement Initiatives AP Incentive Program, AP/IB
Support for Ann Richards School Education for Young Women
Title I, II ARRA Special Education ARRA TOTAL $107 M
Austin ISD District Improvement Plan, 2011-2012 Page 22
Appendix B Integrated PBMAS Continuous Improvement Plan
As stated by the TEA, the purpose of the Integrated PBMAS-CIP is to target and address student performance, program effectiveness, systemic issues, and data quality concerns related to substantial, continuing, or imminent risk(s), as reflected by Performance Based Monitoring Analysis System (PBMAS) data. The focus students are students receiving special education services, and students who are English Language Learners (ELLs). The areas of concern are: assessment and performance (passing and participation rates); completion (drop-out and graduation rates); least-restrictive environment (LRE); discipline placements; and representation (special education and African Americans in special education). In addition to district-level planning, appropriate sections of the Integrated PBMAS-CIP are also being incorporated into the Campus Improvement Plan template for 2012-2013.
LEA Name: Austin Independent School
District CDN: 227901 Date: 1/20/12 LEA Contact Name/Phone Number:
Nancy Phillips, 512-414-3280
Performance Area Targeted
Indicator Description
Major Systems Targeted
Components Strategies, Initiatives, and Activities Start Date
Projected Completion
Date
Resources Required and Person(s) Responsible
Evidence of Implementation Evidence of Impact
Completion Annual Dropout Rate
Academic Support
Personalized Graduation Plan
Middle School and High School counselors meet individually with each student to discuss course options for the following school year to ensure on track to graduate
Spring 2012 Ongoing Guidance and counseling; Learning Support Services
TEAMS data, AAR, Course Schedule
Decreased dropout rate for ELLs, SPED and Title I Part A students
Completion Annual Dropout Rate
Academic Support
TAKS Remediation
Offer: 1) Saturday TAKS remediation classes 2) TAKS classes for students failing TAKS for Science, Reading/LA, and Math 3) LEP SSI summer school 4) In-district charter high schools for students who have already dropped out 5) Credit recovery through DELTA for students with reading levels at or above 8th grade 6) Credit recovery for special education students with reading levels below 8th grade through Odyssey
Fall 2011, Spring 2012
Ongoing Middle and High School Campus Administrator, Support Staff, instructional staff
Rosters, enrollment forms
Decreased dropout rate for ELLs, SPED and Title I Part A students
Completion RHSP/DAP Diploma Rate
Academic Support
Other For ELLs, LUCHA (Language Learners at University of Texas Center for Hispanic Achievement) will obtain and/or analyze transcript to grant credits
Fall 2011, Spring 2012
Ongoing Director of ELLs; High School instructional staff
Logs of transcripts obtained and analyzed
Increase RHSP Diploma Rate
Completion RHSP/DAP Parents Parent 1) Conduct Middle School and August Ongoing Campus principals and Attendance sign-in Increase RHSP Diploma
Austin ISD District Improvement Plan, 2011-2012 Page 23
LEA Name: Austin Independent School District CDN: 227901 Date: 1/20/12 LEA Contact
Name/Phone Number: Nancy Phillips, 512-414-3280
Performance Area Targeted
Indicator Description
Major Systems Targeted
Components Strategies, Initiatives, and Activities Start Date
Projected Completion
Date
Resources Required and Person(s) Responsible
Evidence of Implementation Evidence of Impact
Diploma Rate
Community Involvement High School Parent meetings for all students as part of development and review of Graduation Plans 2) Offer to provide College Attendance Parents' Workshop for ELLs in Spanish and English
2011 support staff; Guidance and Counseling Department; Department of Parents and Community Involvement
sheets, agendas Rate
Completion Graduation Rate
Academic Support
Credit Recovery Offer: 1) Saturday School for recovery of missing classroom hours 2) Summer School credit recovery 3) Evening - Twilight School 4) Credit recovery through DELTA for students with reading levels at or above 8th grade 5) Credit recovery for special education students with reading levels below 8th grade through Odyssey 6) For ELLs, LUCHA (Language Learners at University of Texas Center for Hispanic Achievement) obtain and/or analyze transcript to grant credits 7) In-district charter high schools for students who have already dropped out
August 2011
Ongoing Assistant principals and counselors at each campus
Attendance sign-in sheets, TEAMS Academic Achievement Record
Increase in graduation rate for ELLs, SWD, and Title I, Part A
Assessment Performance
TAKS Passing Rate
Curriculum Assessment
Monitoring / Evaluation of Curriculum Implementation
1) Develop and provide standard-based district curriculum that address content and language to promote high levels of academic success for ELLs through the integration of ELPS. 2) Analyze and monitor District benchmarks and short cycle assessments for performance in SchoolNet for ELLs
Summer 2011
Ongoing Director of ELLs and Administrative Supervisor for Assessments, SchoolNet and LPAS
Reports generated by SchoolNet (by ELLs Coordinators: MOY Curriculum Road Maps and Local District Assessments including Spanish Translated CRMs and Assessments)
An improvement from local assessments to STAAR
Assessment Performance
TAKS Passing Rate
Instruction Targeted Professional Development (PD) with Support
1) ELPS Academy 2) Sheltered Instruction 3) Dual Language Instruction 4) ESL Academy for ESL Certification
July 2011 Ongoing Director of ELLs, Educator Quality Department, eCampus Registration, ESC Region XIII, Dual Language Institute
Professional Development Schedules, Campus visit reportsPD attendance logs
ELL STAAR performance in Reading/LA and Science, TELPAS Advancement
Assessment Performance
TAKS Passing Rate
Instruction Differentiation to Meet Needs
Provide: 1) Curriculum Road Maps (CRMs) 2) ELPS embedded into CRMs
July 2011 Ongoing Executive Director of Curriculum, Director of Special Education in
Schools Office monitors implementation on the campus with the
Improvement of academic performance
Austin ISD District Improvement Plan, 2011-2012 Page 24
LEA Name: Austin Independent School District CDN: 227901 Date: 1/20/12 LEA Contact
Name/Phone Number: Nancy Phillips, 512-414-3280
Performance Area Targeted
Indicator Description
Major Systems Targeted
Components Strategies, Initiatives, and Activities Start Date
Projected Completion
Date
Resources Required and Person(s) Responsible
Evidence of Implementation Evidence of Impact
3) Differentiated Instruction and district modified local assessments according to the needs of Special Ed ELLs
collaboration with the ELLs Department, Child Study team (RTI), LPAC Chairs, campus IEP teams
assistance of the Academic Office via school visit reports; Child Study system
Assessment Performance
TAKS Passing Rate
Instruction Data Driven Instructional Decisions
Utilize data outcomes (i.e. TELPAS, local assessments, TAKS, IEP progress data, etc.) in SchoolNet to make informed instructional decisions
July 2011 Ongoing Associate Superintendents, Administrative Supervisor for Assessments, Child Study team, LPAC Chairs, IEP teams
Schools Office monitors implementation on the campus with the assistance of the Academic Office via school visit reports, Teachers' Logs for SchoolNet
Improvement of academic performance
Assessment Performance
TAKS Passing Rate
Instruction Collaborative Planning
1) Develop PD Master Plan to ensure quality of instruction 2) Classroom visits by DELL and SPED staff 3) Dual Language classroom monitoring 4) Summer Curriculum writing with teachers
July 2011 Ongoing Executive Director of Special Programs, Director of English Language Learners, Director of Special Education, Dual Language Institute
Classroom observation forms, Weekly campus visit reports, PD Master Plan
Campus provided strategies to improve instruction
Assessment Performance
TAKS Passing Rate
Instruction Ongoing Monitoring of Instruction by Administrators
1) Co-facilitating Professional Learning Communities (PLCs) meetings and PD 2) Modeling instruction as needed 3) Collaboration between central DELL office and campuses on intervention lessons based on data analysis 4) Continued PD for special ed teachers for teaching in the areas of Reading/LA and Math
July 2011 Ongoing CRMs, short cycle assessments, MOY data results Associate Superintendents, campus principals, PD curriculum office, DELL Office, Special Education Department, Educator Quality
CRMs, PLC attendance Logs, PD sign-in sheets, PD agendas
Improvement of academic performance
Assessment Performance
TAKS Passing Rate
Culture Climate
Targeted Professional Development (PD) with Support
Provide PD to teachers of newcomers (Immigrants/Refugees)
July 2011 Ongoing Director of ELLs, Guidance and Counseling, Refugees' Family Support Office
Power Point, Informational Packet
ELLs' Improvement of academic performance improvement
Assessment Performance
TAKS Passing Rate
Culture Climate
Student / Staff Attendance
Continue implementation of district initiative - "Every Day Counts"
July 2011 Ongoing Associate Superintendents, Public Relations, Multicultural Outreach
Attend-o-Meter Increased attendance
Assessment Performance
TAKS Passing Rate
Academic Support
Tutorials Provide tutorials based on content needs of students
July 2011 Ongoing Associate Superintendents, Outside contracted tutorial services, Student Support Office, LEP SSI External Funding, Child
Tutorial attendance sign-in sheets
Improvement of academic performance
Austin ISD District Improvement Plan, 2011-2012 Page 25
LEA Name: Austin Independent School District CDN: 227901 Date: 1/20/12 LEA Contact
Name/Phone Number: Nancy Phillips, 512-414-3280
Performance Area Targeted
Indicator Description
Major Systems Targeted
Components Strategies, Initiatives, and Activities Start Date
Projected Completion
Date
Resources Required and Person(s) Responsible
Evidence of Implementation Evidence of Impact
Study team Discipline OSS
Placements Behavior Social Skills
Behavioral Interventions
Implement professional development to promote integration of executive functioning and social skills into instruction
Ongoing Ongoing Director of Social Emotional Learning; Teaching staff; research based practices in social emotional learning and executive function; Administrative Supervisor for Social Behavior and Communication
Professional development schedule; Observation walk-throughs; Lesson plans
Reduced disciplinary removals
Discipline OSS Placements
Behavior Social Skills
Behavioral Interventions
Monitor campus response to PBMAS benchmark reports regarding discipline referrals, special education referral and identification patterns. Follow up on corrective actions implemented at the campus level in response to PBMAS Benchmark reports.
December 2010
ongoing Administrative Supervisor for Discipline; Director of Special Programs; Director of Special Education; Special Education Supervisor for SEEDS/Data/SEMS; Special Education Electronic Document System (SEEDS); DEEDS; Special Education 6-weeks campus benchmark reports; Campus "IEP" reports
Reports delivered every six weeks
Reduced OSS placements for students with disabilities
Discipline OSS Placements
Behavior Social Skills
Behavioral Interventions
Incorporate coaching model in AISD support system to build campus capacity.
Ongoing Ongoing Administrative Supervisor for Social Behavior and Communication, Behavior Specialists.
PBS review reports Reduced disciplinary removals
Discipline ISS Placements
Behavior Social Skills
Behavioral Interventions
Monitor campus response to PBMAS benchmark reports regarding discipline referrals, special education referral and identification patterns. Follow up on corrective actions implemented at the campus level in response to PBMAS Benchmark reports.
December 2010
ongoing Administrative Supervisor for Discipline; Director of Special Programs; Director of Special Education; Special Education Supervisor for SEEDS/Data/SEMS; Special Education Electronic Document System (SEEDS); DEEDS; Special Education 6-weeks campus benchmark reports; Campus "IEP"
Reports delivered every six weeks
Reduced ISS placements for students with disabilities
Austin ISD District Improvement Plan, 2011-2012 Page 26
LEA Name: Austin Independent School District CDN: 227901 Date: 1/20/12 LEA Contact
Name/Phone Number: Nancy Phillips, 512-414-3280
Performance Area Targeted
Indicator Description
Major Systems Targeted
Components Strategies, Initiatives, and Activities Start Date
Projected Completion
Date
Resources Required and Person(s) Responsible
Evidence of Implementation Evidence of Impact
reports Discipline ISS
Placements Behavior Social Skills
Behavioral Interventions
Implement professional development to promote integration of executive functioning and social skills into instruction
Ongoing Ongoing Director of Social Emotional Learning; Teaching staff; research based practices in social emotional learning and executive function; Administrative Supervisor for Social Behavior and Communication
Professional development schedule; Observation walk-throughs; Lesson plans
Reduced ISS removals
Discipline ISS Placements
Behavior Social Skills
Behavioral Interventions
Incorporate coaching model in AISD support system to build campus capacity.
Ongoing Ongoing Administrative Supervisor for Social Behavior and Communication, Behavior Specialists.
PBS review reports Reduced ISS removals
Discipline OSS Placements
Student Support
Data Driven / Timely / Targeted Support
Communicate clear information and expectations to campus principals regarding positive behavior supports and disciplinary outcomes for students in special education
October 2010
May 2011 Chief Performance Officer, Executive Director of Special Programs, Communication Department; presentation materials; student discipline data; Associate Superintendents
Meeting agendas; campus communications
Broader implementation of positive behavior supports reflected on lower rates of incidents requiring disciplinary action involving students in special education
Discipline DAEP Placements
Behavior Social Skills
Behavioral Interventions
Monitor campus response to PBMAS benchmark reports esp. regarding discipline referrals, special education referral and identification patterns. Follow up on corrective actions implemented at the campus level in response to PBMAS Benchmark reports.
December 2010
Ongoing Administrative Supervisor for Discipline; Director of Special Programs; Director of Special Education; Special Education Supervisor for SEEDS/Data/SEMS; Special Education Electronic Document System (SEEDS); DEEDS; Special Education 6-weeks campus benchmark reports; Campus "IEP" reports
Reports delivered every six weeks
Reduced DAEP placements for students with disabilities
Discipline DAEP Placements
Behavior Social Skills
Behavioral Interventions
Implement professional development to promote integration of executive functioning and social skills into instruction
Ongoing Ongoing Director of Social Emotional Learning; Teaching staff; research based practices in social emotional learning and
Professional development schedule; Observation walk-throughs; Lesson plans
Reduced DAEP placements for students with disabilities
Austin ISD District Improvement Plan, 2011-2012 Page 27
LEA Name: Austin Independent School District CDN: 227901 Date: 1/20/12 LEA Contact
Name/Phone Number: Nancy Phillips, 512-414-3280
Performance Area Targeted
Indicator Description
Major Systems Targeted
Components Strategies, Initiatives, and Activities Start Date
Projected Completion
Date
Resources Required and Person(s) Responsible
Evidence of Implementation Evidence of Impact
executive function; Administrative Supervisor for Social Behavior and Communication
Discipline DAEP Placements
Behavior Social Skills
Behavioral Interventions
Incorporate coaching model in AISD support system to build campus capacity.
Ongoing Ongoing Administrative Supervisor for Social Behavior and Communication, Behavior Specialists.
PBS review reports Reduced DAEP placements for students with disabilities
Representation African-American
Other Access to Rigorous Curriculum, Effective Instruction, and Timely Formative Assessment
Provide PD by field experts in assessment and receive recommendations that will be implemented to address over identification of African American students with disabilities. Tools and systems will be developed to ensure evaluations are accurate and account for cultural differences.
January 2012
May 2012 SEES Supervisor, Expert, funds to contract expert, training resources
Tools and systems developed to ensure evaluations are accurate and account for cultural differences PD attendance log
Reports will reflect and account for cultural differences when discussing eligibility, competencies and needs
Representation African-American
Other Access to Rigorous Curriculum, Effective Instruction, and Timely Formative Assessment
Identify clear exit criteria for ED and OHI. Review ED and OHI eligibility of African American students using criteria.
January 2012
May 2012 SEES Supervisor, Elementary & Secondary Supervisors and Coordinators, Diagnosticians/LSSPs
Increased number of meetings to address student needs, dismissal criteria guidance tool
Changes in placement or dismissals for African American students with an ED or OHI eligibility.
Representation African-American
Other Access to Rigorous Curriculum, Effective Instruction, and Timely Formative Assessment
Reevaluate all African American students with LD at the 3 year reevaluation or at the 2 year mark whichever comes first.
January 2012
May 2012 SEES Supervisor, Diagnosticians/LSSPs
Increase in number of full evaluations
Changes in placement or dismissals for students with an LD eligibility.
Representation African-American
Academic Support
Specialized Reading and Mathematics Programs
Design, train and implement strategic Tier 2 interventions, including effective progress monitoring tools using research based AISD model
December 2010
Ongoing RtI Supervisor; RtI online and print materials; demonstration classes
Strategic Tier II interventions incorporated to Austin ISD Curriculum Roadmap; RtI Manual; Professional Development Schedule; professional development session agendas, sign-in sheets, presentation materials
Improved response to Tier II intervention resulting in fewer referrals for special education evaluation
Austin ISD District Improvement Plan, 2011-2012 Page 28
LEA Name: Austin Independent School District CDN: 227901 Date: 1/20/12 LEA Contact
Name/Phone Number: Nancy Phillips, 512-414-3280
Performance Area Targeted
Indicator Description
Major Systems Targeted
Components Strategies, Initiatives, and Activities Start Date
Projected Completion
Date
Resources Required and Person(s) Responsible
Evidence of Implementation Evidence of Impact
Assessment Performance
TAKS-M Participation
Student Support
Monitoring of Implementation
Audit ARD decisions for students projected to take modified assessments to ensure they are aligned to students' disabilities, IEP, and TEA standards.
Spring 2012 Ongoing Special Education Administrative Supervisors, Special Education Instructional Coordinators, Contracted specialists, Schools Office
Audit reports delivered to campus administrators and associates Corrective ARDs are held as indicated by audit
Documented decisions for modified assessment takers are aligned to students' disabilities, IEP and TEA standards.
Completion Annual Dropout Rate
Personalized Environment
Change in School Structure
Provide specialized campuses for dropouts and potential dropouts: International HS, Garza Independence HS, and Responsive Education Solutions (Graduation Pathways Education Charter Program)
Fall 2012 Ongoing Responsive Education Solutions; Associate Superintendent of High Schools
Completion of contract; recruitment of students; attendance data of re-engaged students
Decrease in annual dropout rates; Increase in students re-engaged in high school
Representation African-American
Culture Climate
Targeted Professional Development (PD) with Support
Provide PD to campus administrators and teachers that develops the teacher's personal awareness of their own culture, values, beliefs and the impact on the classroom environment.
Spring 2012, Summer 2012
August 2012
Educator Quality, State and Fed. Accountability, Dept. of ELLs
Professional Development schedule, attendance rosters
Decrease number of AA referred to Special Education and in disciplinary removals
Discipline DAEP Placements
Behavior Social Skills
Behavioral Interventions
Austin ISD has posted a Request for Proposals (RFP) for the operation of the district's elementary and secondary DAEPs.
Posted January 2012
Decision will be made in March 2012 (decision may be to NOT select a vendor)
Learning Support Services
Selection of a vendor or decision to continue to provide services in-district
Review of discipline data each 12-weeks
Discipline DAEP Placements
Behavior Social Skills
Behavioral Interventions
Creation and implementation of Learning Support Centers on each campus to support students who would otherwise be removed for discretionary reasons.
January 2012
Approval June 2012; Implementation August 2012
Learning Support Services
Implementation of campus-based Learning Support Centers in August 2012
Review of discipline data each 12=weeks
Discipline DAEP Placements
Culture Climate
Targeted Professional Development (PD) with Support
Provide PD to campus administrators and teachers that develops the teacher's personal awareness of their own culture, values, beliefs and the impact on the classroom environment.
Summer 2012
Ongoing Educator Quality, Associate Superintendents of MS and HS, State and Fed., DEEDS, eCST, Department of Special Education
PD schedule, attendance roster, eCST, DEEDS
Decrease in DAEP placements; decrease in discipline referrals
Discipline ISS Placements
Culture Climate
Targeted Professional Development (PD) with Support
Provide PD to campus administrators and teachers that develops the teacher's personal awareness of their own culture, values, beliefs and the impact on the classroom environment.
Summer 2012
Ongoing Educator Quality, Associate Superintendents of MS and HS, State and Fed., DEEDS, eCST, Department of Special Education
PD schedule, attendance roster, eCST, DEEDS
Decrease in ISS; decrease in discipline referrals
Discipline OSS Culture Targeted Provide PD to campus Summer Ongoing Educator Quality, PD schedule, attendance Decrease in OSS;
Austin ISD District Improvement Plan, 2011-2012 Page 29
LEA Name: Austin Independent School District CDN: 227901 Date: 1/20/12 LEA Contact
Name/Phone Number: Nancy Phillips, 512-414-3280
Performance Area Targeted
Indicator Description
Major Systems Targeted
Components Strategies, Initiatives, and Activities Start Date
Projected Completion
Date
Resources Required and Person(s) Responsible
Evidence of Implementation Evidence of Impact
Placements Climate Professional Development (PD) with Support
administrators and teachers that develops the teacher's personal awareness of their own culture, values, beliefs and the impact on the classroom environment.
2012 Associate Superintendents of MS and HS, State and Fed., DEEDS, eCST, Department of Special Education
roster, eCST, DEEDS decrease in discipline referrals
Assessment Performance
TELPAS Reading Multi-Yr Beg Prof. Level Rate
Instruction Instructional Processes / Pedagogy
1) Implement One-Way dual language model as the main bilingual program to serve ELLs. 2) Expand Two-Way dual language model to provide more choices for ELLs participation in bilingual program.
Fall 2011, Spring 2012
Ongoing Director of ELLs, Associate Superintendents of Elementary.
Students program placement through TEAMS (SIS) and PEIMS
Increase levels of English proficiency in TELPAS
Assessment Performance
TAKS/ TAKS-A Participation Rate
Student Support
Monitoring of Implementation
1) Campus Administrators annually report length of Instructional Day. 2) Continue to have campus counselors and special education department chairs use forms developed in SY 10-11 which verify that student schedules are based on the IEP schedules of services. 3) A report will be provided to the chief academic officer and the director of special education each semester indicating the number of schedules reviewed and the results.
Fall 2011 Ongoing SPED Coordinator - Data and Compliance, Campus SPED Case Managers and/or SPED Department Chairs Schools Office
Report of Instructional Day in Minutes Daily developed from Campus Administrator submissions; RF Forms by campus case managers and/or SPED department chairs; Data entered into TEASE reflecting both school schedule and IEP schedule of services
Decrease in mismatches between student school schedule and IEP schedule of services
Assessment Performance
TAKS-M Participation
Student Support
Monitoring of Implementation
1) Campus Administrators annually report length of Instructional Day. 2) Continue to have campus counselors and special education department chairs use forms developed in SY 10-11 which verify that student schedules are based on the IEP schedules of services. 3) A report will be provided to the chief academic officer and the director of special education each semester indicating the number of schedules reviewed and the results.
Fall 2011 Ongoing SPED Coordinator - Data and Compliance, Campus SPED Case Managers and/or SPED Department Chairs
Report of Instructional Day in Minutes Daily developed from Campus Administrator submissions; RF Forms by campus case managers and/or SPED department chairs; Data entered into TEASE reflecting both school schedule and IEP schedule of services
Decrease in mismatches between student school schedule and IEP schedule of services
Assessment Performance
TAKS/ TAKS-A
Student Support
Monitoring of Implementation
1) SPED case managers will distribute relevant portions of the
August 2011
Ongoing SPED Coordinator - Data and Compliance,
Email receipts collected per ARD; Progress
Instructional and Support Staff informed about their
Austin ISD District Improvement Plan, 2011-2012 Page 30
LEA Name: Austin Independent School District CDN: 227901 Date: 1/20/12 LEA Contact
Name/Phone Number: Nancy Phillips, 512-414-3280
Performance Area Targeted
Indicator Description
Major Systems Targeted
Components Strategies, Initiatives, and Activities Start Date
Projected Completion
Date
Resources Required and Person(s) Responsible
Evidence of Implementation Evidence of Impact
Participation Rate
IEPs electronically to instructional and support providers by the first day of each semester or within one day after the finalization of annual ARD meeting or other ARD meetings where changes are made. 2) The case manager will obtain electronic receipts of recipients of this distribution within one week of this distribution. 3) The email provided to each instructional or support provider will contain offers to review those relevant portions as that student's case manager. 4) Survey Campus Administrators for examples of campus specific systems in place to ensure IEP distribution in addition to or in place of email distribution.
Campus SPED Case Managers and/or SPED Department Chairs, Campus Administrators
Monitoring data reflecting the implementation of IEP by all staff members identified as IEP providers
responsibilities and roles in the implementation of IEPs
Assessment Performance
TAKS-M Participation
Student Support
Monitoring of Implementation
1) Special education case managers will electronically distribute relevant portions of the IEPs to instructional providers by the first day of each semester or within one day of annual ARD meetings or other ARD meetings, if changes are made. Case managers will obtain the providers’ signatures to document their receipts of the portions of the IEPs. 2) Monitor campus documentation of IEP distributions
August 2011
Ongoing 1) Special Education Case Managers 2) RF Coordinator
Campus documentation of IEP distributions; Progress Monitoring data reflecting the implementation of IEP by all staff members identified as IEP providers
Instructional and Support Staff informed about their responsibilities and roles in the implementation of IEPs
Assessment Performance
TAKS/ TAKS-A Participation Rate
Student Support
Monitoring of Implementation
1) Reinforce training to ARD committee members on: *rules and regulations regarding a commensurate school day for all RF students *making individualized student-based decisions concerning the length of day; and *the development of benchmarks that address the student's return to a commensurate school day, if an individualized justification
Fall 2011 Ongoing SPED Administrative Team, SPED Coordinator - Data and Compliance, AEP and Hospital Campus Administrators, Teachers, Campus ARD Committees, Schools Office
Legal documents mandating placements in detention centers; Physician document prescribing shortened instructional days; IEPs reflect the consideration of and/or plans for reviewing student progress and increased capacity to have an extension to the
Increased participation rate for STAAR, EOC, TAKS, TAKS-A
Austin ISD District Improvement Plan, 2011-2012 Page 31
LEA Name: Austin Independent School District CDN: 227901 Date: 1/20/12 LEA Contact
Name/Phone Number: Nancy Phillips, 512-414-3280
Performance Area Targeted
Indicator Description
Major Systems Targeted
Components Strategies, Initiatives, and Activities Start Date
Projected Completion
Date
Resources Required and Person(s) Responsible
Evidence of Implementation Evidence of Impact
exists to shorten the RF student's school day. 2) Each grading period, review the progress of RF students who do not have a commensurate school day to consider increasing the student's length of school day and schedule ARD committee meetings, as appropriate.
instructional day
Assessment Performance
TAKS-M Participation
Student Support
Monitoring of Implementation
1) Reinforce training to ARD committee members on:*rules and regulations regarding a commensurate school day for all RF students*making individualized student-based decisions concerning the length of day; and*the development of benchmarks that address the student's return to a commensurate school day, if an individualized justification exists to shorten the RF student's school day. 2) When case managers receive documentation recommending shortened instructional day, ARDs will be held 3) Each grading period, review the progress of RF students who do not have a commensurate school day to consider increasing the student's length of school day and schedule ARD committee meetings, as appropriate.
Fall 2011 Ongoing SPED Administrative Team, SPED Coordinator - Data and Compliance, AEP and Hospital Campus Administrators, Teachers, Campus ARD Committees
Legal documents mandating DAEP placements or /Physician document prescribing shortened instructional days; IEPs that reflect the consideration of and/or plans for reviewing student progress and increased capacity to have an extension to the instructional day
Decreased participation rate for STAAR-M, EOC-M, TAKS-M
Assessment Performance
TAKS/ TAKS-A Participation Rate
Student Support
Monitoring of Implementation
In the provision of Related Services: 1) The district will continue to review RF students receiving related services to verify that those services have been provided as written in the IEP documents. 2) If the review finds that students are receiving more/less time for a service than specified in their IEPs, ARD committee meetings will be convened to determine if
Fall 2011 Ongoing Electronic version related service provider logs, Related Services Supervisors, SPED Coordinator - Data and Compliance
Related Service Logs that matching IEP schedule of services
Increased participation rate for STAAR, EOC, TAKS, TAKS-A
Austin ISD District Improvement Plan, 2011-2012 Page 32
LEA Name: Austin Independent School District CDN: 227901 Date: 1/20/12 LEA Contact
Name/Phone Number: Nancy Phillips, 512-414-3280
Performance Area Targeted
Indicator Description
Major Systems Targeted
Components Strategies, Initiatives, and Activities Start Date
Projected Completion
Date
Resources Required and Person(s) Responsible
Evidence of Implementation Evidence of Impact
more or less time is needed, and to determine if FAPE was impacted, and consider compensatory services, if needed.
Assessment Performance
TAKS-M Participation
Student Support
Monitoring of Implementation
In the provision of Related Services: 1) The district will continue to review RF students receiving related services to verify that those services have been provided as written in the IEP documents. 2) If the review finds that students are receiving more/less time for a service than specified in their IEPs, ARD committee meetings will be convened to determine if more or less time is needed, and to determine if FAPE was impacted, and consider compensatory services, if needed.
Fall 2011 Ongoing Electronic version related service provider logs, Related Services Supervisors, SPED Coordinator - Data and Compliance
Related Service Logs that matching IEP schedule of services
Decreased participation rate for STAAR-M, EOC-M, TAKS-M
Assessment Performance
TAKS/ TAKS-A Participation Rate
Student Support
Monitoring of Implementation
At the end of each grading period, supervisors for related services will monitor IEPs of RF students to verify recommended services are aligned with evaluations or if justification has been documented
Fall 2011 Ongoing Related Services Supervisors, SPED Coordinator - Data and Compliance
Reports delivered every six weeks
Increased participation rate for STAAR, EOC, TAKS, TAKS-A
Assessment Performance
TAKS-M Participation
Student Support
Monitoring of Implementation
At the end of each grading period, supervisors for related services will monitor IEPs of RF students to verify recommended services are aligned with evaluations or if justification has been documented
Fall 2011 Ongoing Related Services Supervisors, SPED Coordinator - Data and Compliance
Reports delivered every six weeks
Decreased participation rate for STAAR-M, EOC-M, TAKS-M
Assessment Performance
TAKS/ TAKS-A Participation Rate
Parents Community
Parent Involvement
1) Continue to recruit and train new applicants for Surrogate Parents 2) Monitor and document surrogate parent activities, including: regular visits with the child and the child's school; consulting with persons involved in the child's education; reviewing the child's educational records; attending meetings about the child, e.g., ARDs; and exercising independent judgment and due process rights in the child's
Fall 2011 Ongoing SPED Coordinator - Data and Compliance
Surrogate Parent database, Documentation of Surrogate Parent involvement
Increased pool of active surrogate parents
Austin ISD District Improvement Plan, 2011-2012 Page 33
LEA Name: Austin Independent School District CDN: 227901 Date: 1/20/12 LEA Contact
Name/Phone Number: Nancy Phillips, 512-414-3280
Performance Area Targeted
Indicator Description
Major Systems Targeted
Components Strategies, Initiatives, and Activities Start Date
Projected Completion
Date
Resources Required and Person(s) Responsible
Evidence of Implementation Evidence of Impact
interests. 3) Develop and maintain an electronic database of trained surrogate parents for tracking activity and student assignments
Assessment Performance
TAKS-M Participation
Parents Community
Parent Involvement
1) Annually review procedures for determining the need for assigning surrogate parents with non-home campus administrators, special education department chairs and case managers. 2) Monitor required RF related trainings for campus administrators and all special education teachers. 3) Embed required RF documentation into SEEDS.
Fall 2011, Fall 2012 for SEEDS changes
Ongoing SPED Coordinator for Data and Compliance, Administrative Supervisor for Data and Compliance, SEEDS, case managers
Required training matrix, RF information in SEEDS
Trained surrogate parents are assigned within timelines
Assessment Performance
TAKS-M Participation
Parents Community
Parent / Community Organizations
Amend ARD forms to better inform parents of the ramifications of taking a modified assessment.
2/1/12 August 2016
SEEDS; Administrative Supervisor for Special Education Data and Compliance
Statement in SEEDS Fewer students taking modified assessments.
Representation SPED Student Support
Effective Intervention Strategies
Continue developing and implementing new Child Study System.
2011-2012 SY
Ongoing eCST, Child Study Team Facilitators, Campus Level Child Study Team Coordinators, Campus and Support Staff
Use of eCST Fewer referrals for special education evaluation. Decreased SPED Representation
Representation SPED Student Support
Targeted Professional Development (PD) with Support
1) Contract with specialist to review and make recommendations for evaluation reports of students identified with ED, OHI, ID and AU 2) Expand evaluation staff peer review using above recommendations
Spring 2012 Ongoing Special Education Evaluation Services Staff Contracted Specialist
Peer reviews completed, Contract with specialist
Decreased SPED Representation
Representation SPED Student Support
Targeted Professional Development (PD) with Support
Train special ed staff to use exit criteria for ARD and/or LPAC/ARD collaboration review and post dismissal framework.
January 2012
February 2012
Criteria developed by Administrative Supervisor of Special Education Evaluation Services, Framework developed by Assistant Director of Special Education and DELL, Campus special education staff, LPAC Chairs
Attendance rosters Training matrix
Decreased SPED Representation
Austin ISD District Improvement Plan, 2011-2012 Page 34
LEA Name: Austin Independent School District CDN: 227901 Date: 1/20/12 LEA Contact
Name/Phone Number: Nancy Phillips, 512-414-3280
Performance Area Targeted
Indicator Description
Major Systems Targeted
Components Strategies, Initiatives, and Activities Start Date
Projected Completion
Date
Resources Required and Person(s) Responsible
Evidence of Implementation Evidence of Impact
LRE 12-21 Year-Olds
Student Support
Targeted Professional Development (PD) with Support
Provide focused technical assistance to select campus administrators on master schedules for maximum LRE
February 2012
March 2012 Stetson and Associates US+ Tools, Department of Special Education, Campus Administrators
Attendance rosters Training matrix
Improved LRE
Assessment Performance
TAKS/ TAKS-A Participation Rate
Curriculum Assessment
Monitoring / Evaluation of Curriculum Implementation
Provide student and campus level data on projected participation rates for STAAR, EOC, TAKS, TAKS-A along with previous year participation rates and scores
Ongoing Ongoing Special Education 6-weeks campus benchmark reports Campus "IEP" reports SEEDS reports
Reports delivered every six weeks
Increased rate of participation in STAAR, EOC, TAKS, TAKS-A
Assessment Performance
TAKS-M Participation
Curriculum Assessment
Monitoring / Evaluation of Curriculum Implementation
Provide student and campus level data on projected participation rates for STAAR-M, EOC-M, TAKS-M along with previous year participation rates and scores
Ongoing Ongoing Special Education 6-weeks campus benchmark reports Campus "IEP" reports
Reports delivered every six weeks
Decreased rate of participation in STAAR-M, EOC-M, TAKS-M
LRE 12-21 Year-Olds
Instruction Targeted Professional Development (PD) with Support
Provide follow-up professional development on differentiation of instruction and IEP best practices to targeted campuses with the significant LRE issues
Ongoing Summer 2012
Department of Special Education
Attendance rostersTraining matrix
Improved LRE
Representation SPED Student Support
Data Driven / Timely / Targeted Support
Provide campus level data on SPED representation
Ongoing Ongoing Special Education 6-weeks campus benchmark reports Campus "IEP" reports
Reports delivered every six weeks
Reduced SPED representation
Representation African-American
Student Support
Data Driven / Timely / Targeted Support
Provide campus level data on AA representation
Ongoing Ongoing Special Education 6-weeks campus benchmark reports Campus "IEP" reports
Reports delivered every six weeks
Reduced AA representation
LRE 12-21 Year-Olds
Instruction Data Driven Instructional Decisions
Provide campus administrators with student and campus level data on LRE for targeting reviews of individual placement decisions and staffing decisions
Ongoing Ongoing Administrative Supervisor for Data and Compliance, Special Education 6-weeks campus benchmark reports, Campus "IEP" reports
Reports delivered every six weeks
Improved LRE
Completion Graduation Rate
Instruction Student Centered / Empowered
SPP 13: Design and implement a system of training, monitoring, feedback, correction, and recognition that ensures that students aged 16 and above have an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the student to meet post secondary goals.
Ongoing Ongoing 1) Administrative Supervisor for Transition 2) Administrative Supervisor for Secondary Education 3) Campus Administrators 4) Special Ed Case managers
Student IEPs include coordinated, measurable, annual IEP goals and transition services
Students will meet post secondary goals
Assessment Performance
TAKS/ TAKS-A
Student Support
Monitoring of Implementation
Audit ARD decisions for students projected to take modified
Spring 2012 Ongoing Special Education Administrative
Audit reports delivered to campus administrators
Documented decisions for regular assessment takers
Austin ISD District Improvement Plan, 2011-2012 Page 35
LEA Name: Austin Independent School District CDN: 227901 Date: 1/20/12 LEA Contact
Name/Phone Number: Nancy Phillips, 512-414-3280
Performance Area Targeted
Indicator Description
Major Systems Targeted
Components Strategies, Initiatives, and Activities Start Date
Projected Completion
Date
Resources Required and Person(s) Responsible
Evidence of Implementation Evidence of Impact
Participation Rate
assessments to ensure they are aligned to students' disabilities, IEP, and TEA standards.
Supervisors, Special Education Instructional Coordinators, Contracted specialists, Schools Office
and associates Corrective ARDs are held as indicated by audit
are aligned to students' disabilities, IEP and TEA standards.
Austin ISD District Improvement Plan, 2011-2012 Page 36
Appendix C Highly Qualified (HQ) Teacher Criteria
% Classes Taught by HQ
Teachers
% Classes Taught by HQ Teachers in High Poverty
Schools % of HQ Teachers % Teachers Receiving HQ
Professional Development
2007-08 2008-09 2009-10 2007-08 2008-09 2009-10 2007-08 2008-09 2009-10 2007-08 2008-09 2009-10 AISD Actual 99.6% 100% 100% 99.7% 100% 100% 99.9% 100% 100% 100% 100% 100%
AISD Target 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100%
State Target* 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100%
Source: AISD Highly Qualified Teachers Compliance Report (as of the last day of school year).
Highly Qualified (HQ) teachers are defined as: 1) Holding at least a bachelor’s degree, AND; 2) Having full state certification, AND; 3) Demonstrating competency through
a) Passing ExCET or TExES in subject taught, OR; b) Holding a college major or coursework equivalent to a major in subject, OR; c) Meeting High, Objective, Uniform Standard of Evaluation (HOUSE).
* SBEC data do not include information related to classes.
Austin ISD District Improvement Plan, 2011-2012 Page 37
Appendix D District Policy on Sexual Harassment and Dating Violence
As required by state law, the district has adopted policy regarding sexual harassment and dating violence, and this policy is included in the DIP. Specifically, district policies FFH(Local) and FFH(Exhibit) address sexual harassment and dating violence under the broader category of Student Welfare.
The preamble to district policy FFH(Local) states:
“The District prohibits discrimination, including harassment, against any student on the basis of race, color, religion, gender, sexual orientation, national origin, disability, or any other basis prohibited by law. The District prohibits dating violence, as defined by this policy. Retaliation against anyone involved in the complaint process is a violation of District policy.”
Austin ISD District Improvement Plan, 2011-2012 Page 38
Appendix E Pregnancy Related Services
Pregnancy Related Services (PRS) are a combination of Support Services and Compensatory Education Home Instruction (CEHI). These services are available to a pregnant student during pregnancy prenatal and postpartum periods to help her adjust academically, mentally and physically and to remain in school. Support Services are provided during the prenatal period of pregnancy and while the student is still attending school, as well as during the prenatal or postpartum period while the student is at home or hospital for a valid medical necessity or recovering from delivery and being served with PRS CEHI. Examples of Support Services the student may access are counseling, health services provided by school nurse, case management and service coordination. Compensatory Education Home Instruction (CEHI) is academic instruction offered to the student in the home or hospital. The number of hours per week of instruction by a certified teacher varies according to student needs and attendance is reported according to TEA formula. This service is provided under different circumstances: 1) Prenatal Confinement
. If the student cannot attend school on campus due to a valid medical necessity documented by a nurse practitioner or licensed physician licensed to practice in the United States. A medical release must be obtained by the medical or nurse practitioner to return to campus for any reason, including to take standardized tests. There is no limit to the number of events or the length of each event.
2) Postpartum Confinement
. A student who has delivered a live, aborted, or stillborn baby, suffered a miscarriage or death of a newborn, or placed a baby up for adoption can be served, beginning the day of or the day after delivery for up to six consecutive weeks at home or hospital.
3) Extended Postpartum Confinement
. Four additional weeks of CEHI may be provided a student when a valid medical necessity of the mother or child exists as documented by a licensed physician licensed to practice in the United States.
4) Break-In-Service Confinement
At the district level, compensatory education funds are used to fund 2.5 teacher units for the Pregnancy Related Services program.
. This service is for a maximum of ten weeks in length, divided into two periods in instances when the infant remains hospitalized after delivery. The student may return to school while the infant is hospitalized, then return to CEHI when the infant is home. When the student returns to school between the two CEHI periods, the student will not be coded PRS. A medical release will be required for the student to return to campus.