Irving Independent School District District Improvement ......Irving ISD had lower rates of engaged...

Irving Independent School District

District Improvement Plan

2016-2017

Irving Independent School DistrictGenerated by Plan4Learning.com 1 of 66

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Mission StatementThe mission of Irving Independent School District is to ensure each student attains intellectual and personal excellence.

The mission of Irving Independent School District's Strategic Plan, the bridge connecting our diverse cultural heritage with unity of purpose, is toensure each student attains intellectual and personal excellence, through a system distinguished by:

Creative thinkers and learnersDivergent pathways to chosen careersInstilling and personifying core valuesInterdependence with community stakeholdersTransformative leaders, andHonoring all committed to this mission

VisionExcellence and Equity for All

Strategic Objectives

Each student will...

Achieve their self-defined goals that reflect their passion and potential.Possess characteristics that exemplify the highest ethical values.Lead and command respect in their community.Thrive in any cultural setting.Flourish in the career of their choice.


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Value StatementWe believe that...

The dignity of each person is sacred.Each person is intrinsically driven to achieve his/her purpose.Each person has inherent value.Each person wants to be respected for who they are.Each person deserves to be treated with respect.Every person deserves to be safe.Each person is ultimately responsible for their own actions.All parents want their children to be successful.The strength of a society lies in its diversity.The future of our country depends on how we educate our citizens.Education empowers both the individual and the community.Relationships are essential to community.Leading is a matter of person, not position.Emotions arising from a common experience are the strongest human bond.Honesty begins with self.Attitude defines outcome.Responsibility accelerates achievement.


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Table of Contents

The mission of Irving Independent School District is to ensure each student attains intellectual and personal excellence. . . . . . . . . . . . . . . . . . . . . . . . . . . 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

The mission of Irving Independent School District's Strategic Plan, the bridge connecting our diverse cultural heritage with unity of purpose, is to ensureeach student attains intellectual and personal excellence, through a system distinguished by: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Excellence and Equity for All . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Strategic Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Each student will... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2We believe that... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Comprehensive Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Demographics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Student Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7District Culture and Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Staff Quality, Recruitment, and Retention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Curriculum, Instruction, and Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Family and Community Involvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14District Context and Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

District Profile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Professional Development Implementation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Comprehensive Needs Assessment Data Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Goal 1: We will create an optimal unencumbered climate and culture in order to accomplish our mission and objectives. . . . . . . . . . . . . . . . . . . . . . . 21Goal 2: Form a comprehensive framework specifically designed for individualization. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Goal 3: We will provide advocacy and support that address the whole student. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Goal 4: Personify and infuse ethical values into the daily lives of our students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34Goal 5: We will ensure community engagement and collaboration to accomplish our mission and objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37Goal 6: We will ensure total organizational capacity necessary to realize our mission. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44Goal 7: Design a vital/living organization that simplifies and concentrates our efforts on student excellence. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53Goal 8: To maintain the district's strong financial position. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

Addendums . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66


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Comprehensive Needs Assessment

Demographics

Demographics Summary

Total Enrollment: 34,929 Economically Disadvantaged: 27,575 78.95%

English Language Learner: 13,709 39.25%

Enrollment by Ethnicity:

ETHNICITY N PctAMER. INDIAN/ALASKAN

507 1.45%

ASIAN 1,164 3.33%BLACK/AFRICAN AMER.

4,510 12.91%

HISPANIC/LATINO 25,194 72.13%WHITE 3,131 8.96%HAWAIIAN/PAC ISLAND

63 0.18%

TWO OR MORE 360

1.03%

Demographics Strengths

Ethnic, cultural and religious diversity.

Demographics Needs


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Almost 80% of IISD students are classified as economically disadvantaged.


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Student Achievement

Student Achievement Summary

Irving ISD met standard on the 2015 accountability system. Only one campus – Keyes Elementary School – failed to meet performance standards on Index1 and Index 4 and will be given an accountability rating of Improvement Required for 2015. A further breakdown of individual campus performance on eachof the 4 indexes is presented below.

Index 1: Student Achievement – 32 of 33 campuses met the Index 1 target for 2015, with 13 of the 33 (39%) campuses receiving a score 10+ pointshigher than the target. Keyes Elementary School missed the index target by 2 percentage points.Index 2: Student Progress – All campuses in Irving ISD met their Index 2 target for 2015. Fourteen of the 33 (42%) campuses outscored their indextarget by 10 points or more. Index 3: Closing Performance Gaps – All campuses in Irving ISD met their Index 3 target for 2015. Fifteen of the 33 (45%) campuses ratedoutscored their index target by 10 points or more. Index 4: Postsecondary Readiness – 32 of the 33 rated campuses met their Index 4 target for 2015, and 21 of these 33 (64%) campuses outscoredtheir index target by 10 points or more. Keyes Elementary School missed its Index 4 target by only 1 percentage point.Distinction Designations – 19 campuses received a distinction designation in at least one of 7 academic areas, with a grand total of 37 distinctiondesignations for the District. Singley Academy received a distinction designation in all 7 academic areas.

Student Achievement Strengths

Overall, the District did an impressive job meeting the accountability targets for 2015, with many campuses outscoring their index targets by 10 points ormore and 19 campuses receiving at least one distinction designation. Only one campus (Keyes Elementary School) will be labeled as Improvement Requiredbased on its performance on Index 4. It should be noted that Keyes Elementary School barely missed the Index 4 target, and this may be due in part to theeducation commissioner’s decision to leave math 3-8 performance data out of the accountability calculations for 2015. It is quite possible that, had math 3-8performance been included in some way in the 2015 accountability system, Keyes Elementary School may have met standard.

Student Achievement Needs

Looking forward to future accountability ratings, performance standards on the STAAR/EOC state assessment are scheduled to increase during the 2015-2016 school year and each year thereafter through 2020. These increased performance standards will likely have an impact on accountability ratings for2016 and beyond.


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District Culture and Climate

District Culture and Climate Summary

Parent Involvement SurveyResults indicate a high level of parental satisfaction with the communication, campus involvement opportunities, academics, and climate at their child’scampus

Gallup Student PollEngagementAlmost 50% of IISD students engaged in schoolEngagement declines from 5th to 12th gradeIISD students relate to peers and close adults, but seem unsure of school commitment and caringHopeHopefulness tends to remain strong across grade levelsIISD students have high hopes for their futures (graduation, college, career)IISD students have concerns for the nearer term (lack mentors, ways around problems, grades)Entrepreneurial AspirationIISD has higher rates of students planning to open their own business compared to U.S. overall.IISD has higher rates of students who are inventors compared to U.S. overall.Entrepreneurial aspirations outpace access to knowledge and skills needed to be successful.

Career/Financial LiteracyHigh rates of IISD students participating in campus activities that they are interested in and enjoyIISD students may not be as financially literate when it comes to saving and spending money wisely

Staff Climate SurveySurvey results indicate high levels of engagement for Irving ISD campus staff. Irving ISD campus staff also appear to have high levels of satisfaction withcampus leadership. Finally, survey results indicate that campus staff, for the most part, feel safe at their campuses and have not experienced any incidentsthat would make them feel unsafe.

District Culture and Climate Strengths


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Parent Involvement Survey

Results indicate high levels of parent satisfaction with campus and district communication

Vast majority of parents indicated they had been informed of Parent Center activities and had been contacted multiple times throughout the school year aboutvolunteer opportunities.

Results indicate high levels of satisfaction with communication from teachers regarding academics

Gallup Student Poll

Irving ISD students are hopeful from grades 5-12Engagement is bolstered through peer relationships and having at least one teacher who makes students excited for the futureRate of students identified with entrepreneurial aspirations is higher than the U.S. overallStaff Climate

Responses to engagement items indicate that Irving ISD staff members are engaged in their jobsResponses to school leadership questions indicate that staff members are satisfied with the leadership at their campus.Teachers report feeling safe at their campuses

District Culture and Climate Needs

Parent Involvement Survey

Areas of opportunity – distribution of response rates; continuing efforts to get parents involved; keeping Parent Connect up to dateGallup Student Poll

Students do not feel they get to do what they do best every day at schoolEngagement declines from 5th through 12th gradeIrving ISD had lower rates of engaged and hopeful students compared to the U.S. overall, indicating room for growthStaff Climate

Teachers report higher incidence of verbal abuse throughout the school yearHigh percentage of teachers believe bullying to be a problem on campus, particularly at middle school


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Staff Quality, Recruitment, and Retention

Staff Quality, Recruitment, and Retention Summary

All but 2 teachers met highly qualified standards in the 2015-2016 based on state and federal guidelines. All paraprofessionals met highly qualified standardsin the 2015-2016 school year based on state and federal guidelines. In spite of the fact that the state has not approved the requirements for ESSA for the2016-2017 school year, Irving ISD plans to adhere to the NCLB rules.

Professional development systems are in place to assist in building capacity and in providing continued professional development to all levels of staff(Learn2Inspire, District based training, Campus based training). Sessions are led by district staff as well as teacher leaders and experts in the field.

Retention Information:

2014-2015 SY:

Hired 483 teachers- retained 365 = 76%

2015-2016 SY:

Hired 471 teachers- retained 387 = 82%

Staff Quality, Recruitment, and Retention Strengths

Staff Quality and Retention:

Professional Development Sessions in 2015-2016: 4096Sessions focused on core subject areas2444 Sessions occurred monthly throughout the 2015-2016 school year before, during and after school in face to face sessions, virtual environmentsand/or online training modules.The duration of the majority of sessions were less than 3 hours in length. New teachers were provided New Teacher Orientation at the district level and campus-based support through mentors and training. HR directors attended trainings specific to new teachers to be available for support and questions.

Recruitment:


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Increased collaboration with area private and state universities in the DFW area in order to increase the recruitment and hiring of highly qualifiedcandidates. (Dallas University conducted fall and spring field trips with their senior education students to the IISD administration building.)Increased attendance and participation at DFW and state level job fairs such as El Paso, Michigan and Waco.

Staff Quality, Recruitment, and Retention Needs

Staff Quality and Retention:

School Leadership and Development system needs to be established to support campus principals: 21 out of 31 K - 8 principals have 4 or less years ofexperience. HR and Staff development departments will work collaboratively to provide systems of support for new and returning teachers.Campus-based teacher support and retention system needs to be established to continue to maintain a high level of retention of quality staff.

Recruitment

Update and upgrade all promotion materials for recruitment to reflect the newest accomplishments of the IISDStructure a system of support for our student teachers so that we can increase our recruitment effortsResearch which universities we hire most of our new teachers from and increase our recruitment efforts with these universities.Provide personalized attention by grouping student teachers from their respective universities and provide coaching/guidance which may lead toemployment.


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Curriculum, Instruction, and Assessment

Curriculum, Instruction, and Assessment Summary

Curriculum and Instruction

Revised Unit Templates for each six weeks based on teacher feedback and STAAR data.Provided more direction and structure through pacing guides for teachers addressing pacing and sequence of curriculum. Completely redeveloped middle and high school mathematics curriculum to align with the new TEKS.Revised curriculum to address the weak areas of the state standards and testing.District Content Vertical Teams were formed for the 4 content areas. All district Academic Services coordinators and specialists, campus AcademicsSpecialists and Instructional Technology Specialists were assigned to a team.Curriculum writing involved over 133 courses, grades PK-12 including math, science, social studies, English Language Arts, Languages other anEnglish, Fine Arts, PE and Health. Pre-K, Bilingual/English as a Second Language, Gifted and Talented, Life and Special Education.Elementary curriculum writing teams were composed of the elementary coordinators, specialized instructional coordinators/specialists and campusAcademic and Instructional Technology Specialists.Secondary curriculum writing teams were composed of the secondary coordinators, specialized instructional coordinators/specialists, campusAcademic and Instructional Technology Specialists and content teachers.

District Curriculum Assessments

Created, reviewed and revised benchmark assessments for content in STAAR tested grade levels.District curriculum assessments were realigned to 9 weeks instead of 6 weeks.DCA1 - 1st nine weeks, DCA2 – 1st 18 weeks, semesterEliminated using campus teachers to vet District Curriculum Assessments.

Curriculum, Instruction, and Assessment Strengths


A total of 368 SWAG sessions were held during the 2015-2016 school year, providing 644 hours of SWAG sessions.3,863 teachers attended SWAG sessions with a total of 7,079 hours of professional development earnedSWAG sessions were held each six weeks to pre-teach the curriculum.Curriculum feedback was collected from teachers at each six weeks.


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Curriculum updates were provided each six weeks for principals, assistant principals, academics and instructional technology specialists.

District Curriculum Assessment

District assessments provided campuses data on gaps in student learning for the TEKS and STAAR.District assessments provided district data regarding implementation of curriculumCurriculum and instruction coordinator support for campuses was prioritized based on data from

Curriculum, Instruction, and Assessment Needs


Develop additional lessons to support instruction in the classroom.Align resources to support areas that district assessments and state testing indicate.Continue to revise curriculum to address the weak areas of the state standards and testing.Increase collaboration with the district vertical teams for each content.Continue to provide instructional support for teachers by conducting six weeks curriculum preview sessions for teachers (SWAG-Six Weeks at aGlance).Provide more professional development to increase teachers content and pedagogical content knowledge.

Assessment

Realign content of each district assessment based on the data provided by DCA results and STAAR results.Develop district curriculum based assessments that are aligned to the level of curriculumUse district vertical teams to vet district curriculum based assessments.


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Family and Community Involvement

Family and Community Involvement Strengths

* Parent Resource Centers at all Title I campuses – Elementary and Middle Schools as well as PK Centers and High Schools

* Parent Liaisons at most campuses

* Monthly Parent Leadership Academy – parent meetings on topics that are taken from Parent Involvement Survey

* PAC – Parent Advisory Council – district-wide; 2 parent representative from each campus

* Parent Involvement Survey

* Strong Partnership with community businesses, non-profits

Family and Community Involvement Needs

* Better attendance by parents at Parent Leadership Academies

* Grow HIPPY Program to serve more families


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District Context and Organization

District Context and Organization Summary

District ProfileIrving ISD is the public PreK-12 school district of choice for 35,000+ students in Irving, Texas, where educators help students excel and reach theirmaximum potential. Irving ISD operates 38 educational facilities comprised of more than 5.15 million square feet across 613 acres. It is an exciting time tobe in Irving! As a school system, we continue our journey to create numerous opportunities for our students to succeed. Those of you who are joining me onthis mission are all a part of TEAM IRVING.

Schools:

3 early childhood schools (PreK)20 elementary schools (K-5)8 middle schools (6-8)5 high schools (9-12)

Other Educational Facilities:

Secondary Reassignment CenterWheeler Transitional and Development CenterRatteree Career Development CenterNewcomer AcademyThe Outdoor Learning Center

Support Facilities:

Administration BuildingAdministrative AnnexFacilities Services CenterFood and NutritionHands-on Science CenterIrving Schools StadiumSpecial Education Annex


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District Context and Organization Strengths

Superintendent's Leadership Team

Dr. Jose Parra, Superintendent of SchoolsDr. Adam Grinage, Associate Superintendent of Academic ServicesGary Micinski, Chief Financial OfficerScott Layne, Assistant Superintendent of Support ServicesTina Patel, Chief Legal CounselMagda Hernandez, Assistant Superintendent of Human ResourcesLesley Weaver, Director of Communications

Academic Services Directors

Dr. Adam Grinage, Associate Superintendent of Academic ServicesShannon Trejo, Division Director, K-8 West SchoolsDr. Tanya Jones, Division Director, K-8 East SchoolsDr. Whit Johnstone, Division Director, Planning, Evaluation and ResearchFernando Natividad, Division Director, State and Federal ProgramsLaurie Gagne, Division Director, Specialized Learning ServicesDeborah George, Division Director, Curriculum & Instruction

The district provides additional personnel and programs to campuses to increase student opportunities to learn. Campuses are equipped with AcademicSpecialists, Instructional Technology Specialist and interventionists to support teacher and student success. A sophisticated system of data is utilized toidentify students in need of intervention. With a combination of data from CPAA, MAPS, District Curriculum Assessments and STAAR Benchmarks,campuses have a plethora of data to guide their instruction. Campuses use of the INOVA process ensures that they can determine appropriate instruction andintervention based on the profile developed for the student.


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Technology

Technology Summary

District expectation: Technology is used as a resource to amplify curriculum. When lessons begin with strong content and pedagogy, a natural use oftechnology provides student engagement with communication, collaboration, and creativity with an understanding that technology supports curriculumnot drive assessment.Digital learning resources and instructional materials are evaluated using a rubric for both quality of content as well as technology functionality. Wecomply with COPPA, CIPA, FERPA, and other laws pertaining to the use of technology in schools. Diverse committees of stakeholders are formed forthe evaluation process. Equipment/ Device Summary

Elementary CampusCeiling mounted Projector all classrooms4-5 desktops per classroomAssorted Chromebooks, laptops and Ipads (9 - 24 station carts)Library – 12 desktops; 10 iPads21 distributed Laser Printers + CopiersDocument Cameras at some campuses available for checkout

Middle School CampusCeiling mounted Projector all classrooms2-5 desktops per classroomAssorted Chromebooks, laptops and Ipads (14 - 30 station carts)Library – 14 desktops; 10 iPads29 distributed Laser Printers + CopiersDocument Cameras available at some campuses for checkout

High School CampusCeiling mounted Projector in all classroomsAssorted Chromebooks, laptops for a one-2-one campusLibrary – 16 desktops; 10 iPads; 2 Chromebook carts46 distributed Laser Printers + CopiersDocument Cameras available at some campuses for checkout

Technology Strengths


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Device availabilityDevices shared among classes in ES, MS (iPads, PCs, and Chromebooks)1-to-1 Chromebook, PC, or Mac available in every classroom in HS1-to-1 laptop/projector for teachers; many core teachers have a document camera or an iPad with a mirroring application to model for studentsOnline resources

Resources are tied directly into curriculum and housed in the district curriculum management system (Engrade)Additional resources linked from district website

1 CT (campus technician) per campus to support teacher and student hardware needs1 ITS (Instructional Technology Specialist) per campus to support digital teaching and learning for teachers and studentsOngoing in-person and virtual training

Comprehensive iLearn site with short “how-to’s” maintained by Digital Development departmenteCourses offered asynchronously and synchronously

Library computers are available for parent/student use throughout the dayVarious parent classes that include technology literacy components across campuses

Technology Needs

Device usability and availabilityWindows devices 4+ years old need to be replacedComprehensive sustainable 5 year plan that includes equitable distribution of devices among campuses and grade levels developed to addressthis need:

14 devices (iPad, touchscreen, PC desktop) for all PreK classes15 devices (Chromeboxes, Chromebooks, iPads, PC laptop/desktop) for all K-8 classes1-to-1 Chromebook, PC, or Mac available for all HS classes

A comprehensive plan of tech expectations for all grade levels and content areas that includes the Texas Essential Knowledge and Skills forTechnology Applications and provides scaffolding for students (will be developed summer 2016 by campus ITS with support from the digitaldevelopment coordinators)Tech expectations plan should be implemented at the campus level and supported at the district level A more streamlined planning and delivery system for PD regarding digital resources and toolsNew teacher training on accessing digital resources prior to content training (Aug 2016)Change overall perception that use of technology is not aligned to STAAR


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http://ritter.tea.state.tx.us/rules/tac/chapter126/

http://ritter.tea.state.tx.us/rules/tac/chapter126/

Professional Development Implementation

Professional Development Implementation Summary

Professional development opportunities for the 2015-2016 school year are aligned to two basic areas: design and delivery.

Design: Classroom Management, Classroom Climate, Developing Student Learning Goals, Student Data Tracking, Lesson PlanningDelivery: Critical Thinking, Academic Conversations, Reading/Writing Across the Curriculum, Differentiation, Checking for Understanding

Learn2Inspire offerings consisted of eight sessions that all teachers were to complete during the 2015-2016 school year.

Design:

Classroom climate: Cultural IQStudent Data Tracking: INOVALesson Planning: Purposeful PlanningLesson Planning: Standards Based Instruction

Delivery:

Critical Thinking: Higher Order QuestioningReading and Writing Across the Curriculum: MetacognitionChecking for Understanding: Total Participation TechniquesDifferentiation: Differentiated Products

Professional Development Implementation Strengths

Professional development sessions are aligned to the Big Ten areas which allows all of Academic Services to focus our efforts in one direction.

Professional Development Implementation Needs

Teacher have expressed a need for more professional development sessions that are connected to their content area. Support for new teachers needs to beincreased.


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Comprehensive Needs Assessment Data Documentation

The following data were used to verify the comprehensive needs assessment analysis:

Improvement Planning Data

District goalsCurrent and/or prior year(s) campus and/or district improvement plansState and federal planning requirements

Accountability Data

Texas Academic Performance Report (TAPR) dataPerformance Index Framework Data: Index 1 - Student AchievementPerformance Index Framework Data: Index 2 - Student ProgressPerformance Index Framework Data: Index 3 - Closing Performance GapsPerformance Index Framework Data: Index 4 - Postsecondary ReadinessSystem Safeguards and Texas Accountability Intervention System (TAIS) data

Student Data: Assessments

State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versionsSTAAR End-of-Course current and longitudinal results, including all versionsSTAAR Released Test QuestionsSTAAR ELL Progress Measure dataAdvanced Placement (AP) and/or International Baccalaureate (IB) assessment dataSAT and/or ACT assessment dataPSAT and/or ASPIRE

Student Data: Student Groups

Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groupsEconomically Disadvantaged / Non-economically disadvantaged performance and participation dataELL or LEP data, including academic achievement, support and accommodation needs, race, ethnicity, gender, etc

Employee Data

Staff surveys and/or other feedbackProfessional development needs assessment data

Support Systems and Other Data

Organizational structure data


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Goals

Goal 1: We will create an optimal unencumbered climate and culture in order to accomplish our mission and objectives.

Performance Objective/Specific Result 1: Provide for clear and consistent communication between central administration and schools.

Strategy Description/Action Steps Project Lead Evidence that Demonstrates Success Formative ReviewsNov Jan Mar June

Critical Success FactorsCSF 3 CSF 7

1) To clearly communicate professional development expectations and requirementsfor all employees.

AssistantSuperintendent ofSchool Leadershipand Development

Learn 2 Inspire agendas,PLC staff development agendas throughout the year,Faculty meeting agendas that present staff developmenttopics,SWAG afterschool sessions agendas and sign in sheets

2) To continue using the weekly Principals' Packet to foster communication betweencentral administration and campus administrators.

AssistantSuperintendent ofSchool Leadershipand Developmentand DivisionDirectors of PK-5Schools

Copies of the Principals' Packet housed on Google Doc

= Accomplished = Considerable = Some Progress = No Progress = Discontinue


October 11, 2016 1:55 pm


Performance Objective/Specific Result 2: Develop or adopt a district-wide leadership competency model for the purpose of developing leadership andcontinuity at each campus.


Critical Success FactorsCSF 3

1) To identify and adopt an existing educational leadership model for all campusadministrators.


Meeting agendas

2) To address leadership challenges through coaching and situational experiences. AssistantSuperintendent ofSchool Leadershipand Developmentand DivisionDirectors of PK-5Schools

Principal and VP/AP meeting Agendas,Decreased number of parental and staff complaints



October 11, 2016 1:55 pm


Performance Objective/Specific Result 3: Change the conceptual role of the central administration office/staff from a a central manager of campusoperations to an administrative service center.


1) Find ways to ease and improve campus operational efficiency, reduce campusadministrative burden by providing service and assistance (i.e. regulatorycompliance, record keeping, statistical tracking and facilities maintenance).


Survey of campus administrators and teachers



October 11, 2016 1:55 pm

Goal 2: Form a comprehensive framework specifically designed for individualization.

Performance Objective/Specific Result 1: Provide appropriately rigorous curriculum and relevant learning experiences that address individual studentlearning needs.

Summative Evaluation: Differentiated curriculum available to meet the needs of individual students


1) Implement curriculum, scopes and sequences that are rigorous and vertically andhorizontally aligned with the curriculum standards for the discipline/content area

Division Director ofCurriculum andInstruction

District Based Curriculum AssessmentsSTAAR Assessments


2) Implement a data-driven instructional planning model to close achievement gaps


District Curriculum Based Assessments, UniversalScreeners, INOVA


3) Utilize an assessment process that provides progress monitoring and goal settingto empower students to be stakeholders in own their success.

Division DirectorPlanning, Evaluationand Research

District Curriculum Based Assessments, UniversalScreeners, INOVA

4) Implement differentiated instructional and research-based strategies in order tomeet the needs of all students.

Division Directors ofC&I and SpecializedLearning Services

Differentiated Curriculum, INOVA

5) Provide a systematic approach to professional development for all instructionaland administrative staff to ensure appropriately rigorous curriculum and relevantlearning experiences..

AssistantSuperintendent ofSchool Leadershipand Development,and DivisionDirectors ofCurriculum andInstruction andSpecialized LearningServices

Professional Development Plan for 2015-2016 andSWAG Sessions

6) All teachers will create a digital learning environment that fosters digitalresponsibility, collaboration and communication in their classroom.

Director of DigitalMedia and LearningResources

Digital resources in curriculum

7) Ensure supplemental supports are available for students in the followingpopulations: English Language Learners, special education, gifted and advancedacademics, dyslexia, migrant, at-risk, and economically disadvantaged

Division Director ofSpecialized LearningServices

Equitable Program Inclusion, Increased assessmentresults

8) Ensure that students who are identified as needing special education services areprovided appropriate services in the least restrictive environment


Least Restrictive Environment reflects state average orbetter


October 11, 2016 1:55 pm



October 11, 2016 1:55 pm


Performance Objective/Specific Result 2: Increased conceptual understanding, reasoning ability and depth of understanding.



1) Provide content-specific teacher training to support teachers in providingengaging instruction in the classroom.


Increased state assessment scoresSWAG Sessions


2) Train teachers on a variety of instructional strategies to support instruction forstudents in need of specialized learning services.


Increased state assessment scores


3) Design curriculum which includes instructional strategies to support teachers indelivering engaging classroom instruction that meets the needs of all learnersincluding those students in need of specialized learning services.


Increased state assessment scores

4) Design curriculum which includes real world problem solving. Division DirectorCurriculum andInstruction

Real world problems embedded within curriculum.

5) Pilot an Early College Start program to provide students an opportunity to earn 12or more college credit hours by high school graduation.

Director ofGuidance,Counseling andCollege Readiness

Dual credit courses added to course book. Studentsenrolled in courses.



October 11, 2016 1:55 pm


Performance Objective/Specific Result 3: Provide opportunities for interaction and communications between grade levels and clusters.


1) Design curriculum vertically and horizontally aligned by district and is based onTexas Essential Knowledge and Skills (TEKS).

Division DirectorCurriculum andInstruction

Scope and SequenceTEKS Verification DocumentsContent Vertical Alignment Documents


2) Provide opportunities for teachers to collaborate, build content backgroundknowledge, and discuss upcoming curriculum, pacing, and best practices.


SWAG Sessions and Purposeful Planning on Campus


3) Create a system for stakeholders to provide input and feedback on curriculumdevelopment.


Survey resultsSWAG ReflectionsCurriculum Update sessions



October 11, 2016 1:55 pm


Performance Objective/Specific Result 4: A system is in place for continual curriculum and lesson planning improvement.



1) Provide multiple avenues for continuous teacher input on curriculumdevelopment.


Survey resultsSWAG SessionsAS/ITS MeetingsCurriculum Updates


2) Utilize curriculum writers, Academic and Instructional Technology Specialistsand content area coordinators to review curriculum and provide feedback forimprovement.


District Vertical TeamsSWAG SessionsCurriculum Writer Sessions

3) Add new websites and instructional resources to website and curriculum learningmanagement system.

Director of DigitalDevelopment andLearning Resources

Website publication

4) Integrate the use of digital instructional resources within district curriculum. Division Director ofCurriculum andInstruction

Curriculum


5) Collaborate with all Academic Services divisions to improve literacy for allstudents by integrating strategies to support reading and writing across alldisciplines.


Learn2Inspire SessionsProfessional Development SessionsCurriculum



October 11, 2016 1:55 pm

Goal 3: We will provide advocacy and support that address the whole student.

Performance Objective/Specific Result 1: Develop and implement survey to measure student concerns about bullying and feeling safe during the schoolday, to be implemented in the 2016-17 school years.


1) Receive training from the office of planning, evaluation, and research indeveloping effective surveys

Division Director ofPlanning, Evaluationand Research

Survey developed and administered

2) Create student survey through collaboration with planning, evaluation, andresearch



3) Develop strategies to implement the survey to the student body. Division Director ofPlanning, Evaluationand Research


4) Collaborate with the office of planning, evaluation, and research to analyze theresults of the student survey.


Survey report

5) Create strategies to improve data received from completed surveys such that thepercentage of students stating that they feel safe during the day increases.


Survey report



October 11, 2016 1:55 pm


Performance Objective/Specific Result 2: Develop and implement survey to measure teacher concerns about bullying and feeling safe during the schoolday, to be implemented in the 2016-17 school years..


1) Develop a survey for teachers through collaboration with planning, evaluation,and research.



2) Implement the survey through distribution to teachers district-wide. Division Director ofPlanning, Evaluationand Research


3) Analyze data from completed surveys in collaboration with planning, evaluation,and research.


Survey report

4) Create strategies from data to increase the number of staff members who feel safeat school.


Survey report



October 11, 2016 1:55 pm


Performance Objective/Specific Result 3: Implement and assess the effectiveness of anti-bullying programs with the goal of decreasing discipline referralsdistrict-wide.



1) All campuses will teach "freedom from bullying" lessons throughout the schoolyear during the following months: October (bullying awareness month), January, andMay.


Agendas of lessons from each campusCalendar of events


2) Secondary campuses will begin "Freedom from Bullying" student councils to helpbring bullying awareness to their classmates.


"Freedom from Bullying" student councils at eachsecondary campus


3) All campuses will receive age-appropriate (4th through 12th grade) Drug andAlcohol Awareness presentations from school resource officers during the schoolyear. Campuses can begin these presentations in the fall and they must be completedby the end of the spring semester, which means that all students, 4th through 12grades, will have received the SRO Drug and Alcohol Awareness information withinthe school year

Director of SchoolSafety and Securityand Director ofGuidance,Counseling andCollege Readiness

Documentation of the dates that the lessons were taughton each campus

4) 4) All campuses will conduct Drug and Alcohol awareness meetings for parentsannually.


Data-specific agendas

Funding Sources: 199 - General Funds



October 11, 2016 1:55 pm


Performance Objective/Specific Result 4: Develop and implement a drug/alcohol recovery and staying sober support group for students at the StudentReassignment Center



1) The Student Reassignment Center will continue a partnership with theMomentous institute of Dallas to provide this type of support to our students whocontinue to struggle with drug and alcohol issues


Monthly roster of students in attendance at scheduledmeetings.


2) Students who have received group support from the Momentous Institute drug andalcohol program, will report to the SRC counselor what they learned from thisprogram.


Student written summary/reflection that is turned in at theend of the program.


3) Students will receive follow up visits from their respective Deans of Students togive them support and guidance.


Sign in sheets of Dean visits to SRC


4) Each secondary school or cluster of schools will conduct at least one parentawareness/education session on drug awareness each year.


Agenda sheets from each campus' session(s)



October 11, 2016 1:55 pm


Performance Objective/Specific Result 5: Ensure campuses have positive and interactive learning environments to support success for all students


1) Campuses have flexible and creative schedules that allow for characterdevelopment lessons, career guidance and tutoring/re-teach.

AssistantSuperintendent ofSchool Leadershipand Developmentand DivisionDirectors of PK-5Schools, Director ofGuidance,Counseling andCollege Readiness.

Campus master schedulesSign in sheets from tutorials



October 11, 2016 1:55 pm

Goal 4: Personify and infuse ethical values into the daily lives of our students.

Performance Objective/Specific Result 1: Develop and implement opportunities for students to learn and practice values in their daily lives.



1) Provide comprehensive guidance and counseling program that focuses on ethics.


Project Wisdom lesson plans


2) Provide appropriate role models through individualized mentoring opportunitiesfor students.


Number of Mentors and Mentees in IISD Triple Mprogram in 2015-2016.


3) Select and implement programs that allow for students to explore challenges andresolutions.


Conflict Resolution lessons and student groups



October 11, 2016 1:55 pm


Performance Objective/Specific Result 2: 100% of campuses will provide internet safety, cyberbullying and acceptable use training each year for students,staff, and parents.


1) Present Internet Safety sessions to parents. Director of DigitalDevelopment andLearning Resources

Campus training documentation, PD reports

2) Utilize Internet Safety online course to document student completion. Director of DigitalDevelopment andLearning Resources


3) Staff members will complete online training on the Acceptable Use Policy (AUP)annually.



4) Staff members will complete online training through eCourse on cyberbullyingand Internet Safety.





October 11, 2016 1:55 pm


Performance Objective/Specific Result 3: 100% of campuses will provide copyright guidelines and information literacy trainings for students and staff.


1) Develop online course on information literacy that sends users to resources toanalyze validity of sources/content.

Director of DigitalMedia & LearningResources,Librarians,InstructionalTechnologySpecialists

Copyright/information literacy video created andpublished 8/16/2015

2) Librarians will hold copyright workshops for students and staff. Director of DigitalMedia & LearningResources,Librarians

Campus training documentation, class list, PD reports

3) Educational materials will be placed on the district website to educate parents andstudents on copyright guidelines and consequences for violations.

Director of DigitalMedia & LearningResources

Copyright webpage created and published 8/17/2015Board policy regarding copyright posted on websiteGeneral copyright video posted on district website andlinked on campus library pagesCopyright compliance PDF posted on website



October 11, 2016 1:55 pm

Goal 5: We will ensure community engagement and collaboration to accomplish our mission and objectives.

Performance Objective/Specific Result 1: Position Irving ISD as a "District of Choice."


1) Monitor student enrollment and withdrawal trends. Division Director ofCommunications

Student enrollment comparisons from multiple schoolyears and enrollment reports from area charter schools.

2) Create marketing materials that highlight district programs and successes. Division Director ofCommunications

Marketing materials such as advertisements, handouts,videos, and more, as well as mentions in various districtand community newsletters, blogs, and social mediachannels.

3) Market Irving ISD to targeted groups and audiences. Division Director ofCommunications

Copies of marketing materials shared with targetedgroups such as realtors, city council, chamber members,and other community organizations.

4) Research training options and programs to create a group of employeeambassadors.

Division Director ofCommunications

Feasibility of implementing an employee ambassadorprogram.

5) Collaborate with district and campus staff to publicize programs, initiatives andevents while creating a culture of positive publicity and branding.


Records of meetings and training as well as publicitymaterials.



October 11, 2016 1:55 pm


Performance Objective/Specific Result 2: Monitor and enforce district branding and identity standards and guidelines, reflecting a unified and cohesiveimage across district communications.


1) Provide ongoing training to campus ITS to ensure that district best practices areunderstood and being enforced on the district website. Maintain the district websiteas a model of best practices for the campus websites.

Director ofCommunications

Campus websites and teacher webpages reflect districtbest practices, campus ITS have the knowledge toeffectively train their teachers

2) Explore the possibility of hiring a student intern to assist with graphic designprojects that will enhance the branding efforts for campus-based and district-basedevents and initiatives.


More professional looking marketing pieces for schools,student intern gains valuable real-world experience.

3) Reinforce branding expectations at monthly principal meetings and during one-on-one campus meetings. Provide monthly tips to campus ITS and campusleadership to reiterate the district's Marketing and Style Guidelines.


Campus leaders more knowledgeable and confident tobrand their school and Irving ISD.



October 11, 2016 1:55 pm


Performance Objective/Specific Result 3: Develop and execute marketing plan for Partners in Education program to promote and enhance business andcommunity engagement in our schools.


1) Create messages for targeted audiences (small businesses, large corporations,faith-based organizations, etc.)


Increase in number of partnerships from targeted groups

2) Incorporate targeted messages into marketing materials for PIE program. Division Director ofCommunications

Fliers, brochures, newsletters

3) Design PIE web pages that target specific partners, informing them ofopportunities and encouraging participation in our schools.


New content and pages on website

4) Host outreach events, programs and tours to engage community members andeducate them on district programs and successes, creating ambassadors for IrvingISD.


Number of attendees and resulting partnerships developedfrom the activities.

5) Leverage social media to communicate events, promote the benefits ofpartnerships and to showcase new partners.


Record of Facebook, Twitter and other social mediaanalytics

6) Continue collaborations with chambers of commerce to generate prospectivepartner leads.


Partner prospect status report; record of chambermeetings to discuss partner prospects



October 11, 2016 1:55 pm


Performance Objective/Specific Result 4: Foster a culture of volunteerism and appreciation for community partners, donors and volunteers.

Summative Evaluation: Trained campus liaisons on effective volunteer recognition and supported them with materials and resources.


1) Train campus and district staff on volunteer outreach efforts, volunteer trackingrequirements and volunteer appreciation strategies.


Speaker evaluation results

2) Send volunteer/partner e-newsletter periodically with messages of appreciation,tips for engagement, and to recognize the efforts of volunteers and partners.


Record of newsletters, distribution lists and analytics

3) Collaborate with schools to support their site-based volunteer appreciation eventsand activities.


Event reports by campus; coordinator assessment when inattendance



October 11, 2016 1:55 pm


Performance Objective/Specific Result 5: Improve communications and engagement to non-English-speaking families through translation/interpretationservices.


1) Create forms and documents that enhance communications between the district,schools and Spanish-speaking families.


Record of all translation requests from date received todate returned.

2) Contract with outside agency and maintain records for translators and/orinterpreters for languages other than English and Spanish.


Create database for languages spoken fluently byteachers/staff; Provide training for all in-districtinterpreters; and Contract with outside agency forassistance when in-district translator/interpreter is notavailable.

3) Provide overview/procedures to Campus Administrators/Department heads of theservices available from the Translation/Interpretation office


Develop uniform process of how to requesttranslation/interpretation services.

4) Compile and maintain list of IISD staff who are able to translate/interpret inlanguages other than English.


Translators and Interpreters will be readily available forDistrict and/or campus events.

5) Assess/train IISD staff who will serve as translators/interpreters on an as-neededbasis.


Maintain a record of assessments and trainings madeavailable to IISD staff.



October 11, 2016 1:55 pm


Performance Objective/Specific Result 6: Support Irving ISD departments, programs and campuses through quality video production and programming onwebsite and cable channel.


1) Collaborate with district departments, programs and campuses on video projectsto help inform the community by promoting programs and events through videos


Videos created to promote awareness of IISDprograms/initiatives.

2) Empower other departments/campuses/staff to utilize video on their own formultiple purposes.


Training held during the year for departments/staff oneasy D.I.Y. video tips and tricks.

3) Collaborate with social media coordinators to create short videos that promote,inform and keep Irving ISD relevant in social media.


Videos produced and posted through the various socialmedia applications.

4) Maintain digital signage on cable channel and live web stream, as well as videoportal on istv.irvingisd.net with updated information and videos from the district.


Having current content and current videos on the cablechannel and web site.



October 11, 2016 1:55 pm


Performance Objective/Specific Result 7: Expand and increase positive media placements.


1) Pitch stories about the district's strong programs and initiatives to tradepublications (NTX magazine, District Administration magazine, Texas SchoolBusiness magazine, etc.)


Published articles and/or photos in trade publications ormentions on social media platforms.

2) Research strategies to best reach reporters and implement a plan to effectivelyshare district news with various media outlets. (social media? Education Notes?phone calls?)


Increased positive media placements by multiplereporters.

3) Advertise in publications, as funding allows, and participate in award programs(such as Texas Business School Bragging Rights issue), as appropriate.


Inclusion in various publications/features.

4) Pitch one news story a month to broadcast media. Division Director ofCommunications

5) Explore opportunities to promote district personnel as experts in their field. Division Director ofCommunications

Published articles, blogs, news stories, etc. that featuredistrict employees as experts.



October 11, 2016 1:55 pm

Goal 6: We will ensure total organizational capacity necessary to realize our mission.

Performance Objective/Specific Result 1: Annually increase professional employee retention rates by 10%.


1) Evaluate recruiting efforts to determine effectiveness in meeting district needs.Concentrate recruitment in areas of high need as determined by the state as well asthe district trends.

AssociateSuperintendent ofHuman Resources

Cumulative data from job fair attendance andrecommendations for hire.Survey for hiring supervisors.Fill rate for high need openings.

2) Continue the hiring incentive for IISD graduates who return to teach in IISD inone of the state-identified critical shortage areas.

Director ofCompensation andBenefits

Hiring process and stipend data

3) Encourage the use of student and teacher satisfaction surveys to monitor campusculture and climate.

AssociateSuperintendent ofHuman Resourcesand Directors of HR

Develop and implement surveyThis survey was handled through the department ofplanning, research, and evaluation.

4) Cooperate with area teacher preparation programs to encourage student teachersand teacher applicants whose skills are best suited for working in a diverse urbanschool district.

AssociateSuperintendent ofHuman Resourcesand Directors of HR

Develop and implement and evaluation module andcontinue strong partnerships with successful programs.



October 11, 2016 1:55 pm


Performance Objective/Specific Result 2: 100% of all IISD teachers will select professional development hours that align to specific campus goals andprofessional target areas; delivery methods will include face-to-face and virtual options.


1) District will provide training for all teachers addressing their specific contentareas.


PD session sign-in sheets, Faculty meeting agendas,Leadership agendas

2) District will provide training that is aligned with 21st century pedagogydevelopment.



3) District will provide training that addresses the importance of student-teacher andparent-teacher relationships and the impact on student achievement.





October 11, 2016 1:55 pm


Performance Objective/Specific Result 3: 100% of all teachers with 0 - 2 years of experience and/or new to IISD will participate in a structured supportprogram.


1) All 0-year teachers new to the district will be assigned an IISD mentor. Astructured framework will be implemented to support 0 year teachers throughscheduling, mentoring, preparation and classroom facilitation.


PD documentation from campuses

2) All 1-2 year teachers new to the district will be assigned campus support. Astructured framework will be implemented at the campus level to support 1 - 2 yearteachers. A campus plan will provide professional development, networkingopportunities and coordinated efforts to increase high quality instructional practices.


PD documentation from campusesCampus plan submissionRetention rate for 1 - 2 year teachers in the district

3) All mentors will receive training to support, monitor, and provide effectivefeedback for their assigned mentee.


PD documentation from campuses



October 11, 2016 1:55 pm


Performance Objective/Specific Result 4: 100% of all IISD campuses will submit at least one entry per category for the iCreate Next GenerationShowcase.


1) Campuses with best practices will share with other campuses in district levelmeetings and/or trainings.


Principal meeting agendas

2) Every campus will have a marketing campaign for iCreate Next GenerationShowcase.


iCreate Next Generation Showcase submissions



October 11, 2016 1:55 pm


Performance Objective/Specific Result 5: Maintain campus principal flexibility to use staffing allocations to best meet the needs of their campus.



1) Campuses would be given access to their entire budget allotment based on studentenrollment.

AssistantSuperintendent ofSchool Leadershipand Development,AssociateSuperintendent ofHuman Resources,Chief FinancialOfficer

Budget Reports 2016-2017 and Staffing Allocations


2) Principals would develop a staffing plan based on need with particular attention tospecial populations including but not limited to ESL, bilingual, special education andgifted & talented.

AssociateSuperintendent ofAcademic Services,AssistantSuperintendent ofHR

Staffing Charts


3) District would set minimum staffing requirements to ensure compliance with stateand federal guidelines. This would be campus-specific, based on enrollmentprojections. All other positions would be left to the discretion of the campus.

AssociateSuperintendent ofAcademic Servicesand AssistantSuperintendent ofHR

Staffing Charts, Master Schedules



October 11, 2016 1:55 pm


Performance Objective/Specific Result 6: Retain effective employees through the use of an incentive program to reward excellence.


1) Develop an incentive plan that rewards excellence in education (as defined by acommittee of administrators and teachers).

AssociateSuperintendent ofAcademics,AssociateSuperintendent ofHR, Chief FinancialOfficer

Study/Research various pay structures

We are currently still reviewing pay incentives but havemade no progress due to the changes in funding/budget.



October 11, 2016 1:55 pm


Performance Objective/Specific Result 7: Increase student individual achievement through an incentive program focused on academic and behavioralcriteria.



1) Each campus will develop student incentive programs that meet the needs of theircampus.


List of incentives in Campus PBIS plan


2) Incentive programs will be comprised of short- and long-terms goals/incentives.


List of incentives in Campus PBIS plan



October 11, 2016 1:55 pm


Performance Objective/Specific Result 8: Maintain a Central Office Administrative Center that focuses on increasing the efficiency and effectiveness forall campuses.



1) Redefine the central administration to ensure the focus of the AdministrativeCenter is providing support to campus, as requested by principals based on thestudents and campus needs.

AssociateSuperintendent ofAcademic Services

Campus visits, PD/SWAG sessions


2) Evaluate and reduce district-wide local mandates and requirements to avoidrequiring schools to implement programs that might not be aligned to their campusneeds, goals and initiatives.


Strategic Abandonment


3) Evaluate and limit local compliance requirements and focus on best practices thatare aligned to individual campus needs.


Principal Meeting Agendas



October 11, 2016 1:55 pm


Performance Objective/Specific Result 9: Increase opportunities for schools to be led by innovative instructional leaders.



1) Organize campus principals by clusters/feeder patterns.


IISD Organization Chart


2) Each cluster decides the structure of their team to facilitate collaboration amongprincipals, including but not limited to choosing a team leader.




3) Principals meetings are led by cluster leaders and driven by principals' needs andinterests as they relate to their individual schools. Time for networking, verticalteaming and K - 12 collaboration will be built into the meeting framework on aconsistent basis.




4) Review the duties of central administrators responsible for mentoring principals,reallocating a major portion of their time to collaborate with principals and less timefor meetings or addressing issues that do not impact student learning.


Travel logs



October 11, 2016 1:55 pm

Goal 7: Design a vital/living organization that simplifies and concentrates our efforts on student excellence.

Performance Objective/Specific Result 1: Decrease percentage of high school students failing 1 or more classes during the school year by 15%.



1) Provide targeted professional development - Learn 2 Inspire and SWAG's

AssociateSuperintendent ofSchool Leadershipand DevelopmentDivision Director ofCurriculum andInstruction

Campus Passing Percentages


2) Ensure High School campuses utilize RTI (Response to Intervention).

Division Director ofSpecialized Learning

Campus Passing Percentages, Decreased Retention RatesSign - in sheets from RTI meetings


3) Ensure High School campuses provide credit recovery opportunities.

Division Director ofCurriculum andInstruction, DivisionDirector ofSpecialized LearningServices

Campus Passing Percentages, Decreased Retention Rates,Increased Graduation Rates

Critical Success FactorsCSF 1 CSF 5 CSF 6

4) Increase participation in fine arts, athletics, and other extra-curricular activities.

Division Directors ofSchools

Enrollment in extra-curricular activities



October 11, 2016 1:55 pm


Performance Objective/Specific Result 2: Establish a rate of at least 85% of students continuing the Foundation Plan with endorsements or theDistinguished Level of Achievement.



1) 85% Freshmen entering high school in 2014 and beyond will graduate with atleast one endorsement or graduate with the Distinguished Level of Achievement.


Graduation data starting in 2018



October 11, 2016 1:55 pm


Performance Objective/Specific Result 3: All students leave IISD with a career path (college/trade school/job opportunities). Students will be prepared forpost-secondary training/college and/or with a certification that allows them to enter the workforce.



1) Provide elementary and middle school students a variety of learning opportunitiesthat will help identify their career interests.

Director of Careerand TechnicalEducation

College and Career Readiness Lessons


2) Provide focused opportunities and guidance to 8th grade students that will educateand inform them of career opportunities, job demands, and occupational trends.

Director ofGuidance,Counseling andCollege Readinessand Director ofCareer and TechnicalEducation

Guidance Lessons and High School Visits


3) Develop a deliberate plan for vertical meetings for 5th to 6th grade and 8th to 9thgrade, allowing teachers and students from the high schools to share informationabout the various programs of study.

Director of Careerand TechnicalEducationDirector ofGuidance,Counseling andCollege Readiness

6th and 9th grade enrollment numbers and appropriatecourses


4) Develop parent sessions at each school that focus on the programs of study andgraduation endorsements that are offered in Irving ISD.


Parent Attendance Sign-in Sheets

5) Maintain and expand transition programs and services for students with cognitivedisabilities.


Increased number of cognitively disabled students in paidemployment jobs.



October 11, 2016 1:55 pm


Performance Objective/Specific Result 4: Increase district average combined SAT score to at least 1000 and combined ACT score to at least 21.



1) Promote the value of college entrance exams.


Increased SAT and/or ACT scores


2) Increase the number of Irving ISD National Merit Scholars.


The number of National Merit Scholars


3) Provide targeted professional development - GT Institute and AP SummerInstitutes.


Teacher participation in PD activities


4) Maintain or increase participation levels in Pre-AP, AP and Dual Credit courses.


Increased SAT and ACT scores



October 11, 2016 1:55 pm


Performance Objective/Specific Result 5: Increase passing rate of AP exams with scores of 3 or higher by at least 3%.



1) Improve communication to students and parents.


Increased AP scores, Increased number of parentinformation sessions


2) Ensure vertical Pre-AP and AP alignment.

Division Director ofCurriculum andInstruction, DivisionDirector ofSpecialized LearningServices

Vertically aligned curriculum, Increased attendance ofvertical and horizontal curriculum alignment meetings(sign-in sheets)


3) Provide targeted professional development - SWAG's and AP Summer Institute

AssistantSuperintendent ofSchool Leadershipand Development,Division Director ofSpecializedLearning, DivisionDirector ofCurriculum andInstruction

Sign in Sheets



October 11, 2016 1:55 pm


Performance Objective/Specific Result 6: Student participation in advanced academic programs (Pre-AP, AP & GT) will reflect the population distributionof Irving ISD.



1) Provide students access to advanced programs by increasing enrollment in AVID.


AVID enrollment


2) Provide additional support to campuses with underrepresented involvement in APand Pre-AP programs (including campuses making recommendations for Pre-AP andAP)


Student enrollment in Pre-AP and AP classes


3) Increase participation in Career and Technical Education(CTE) courses that resultin industry certification.

Director of Careerand TechnicalEducation

Student enrollment in CTE classesPBMAS and OCR compliance reports


4) Increased equitable student participation and retention in Gifted programs


Student enrollment in Gifted classes reflect studentpopulation, Decreased number of students exited fromGifted programs



October 11, 2016 1:55 pm


Performance Objective/Specific Result 7: Improve student attendance to 97% district-wide.



1) Monitor attendance.

Director of CampusOperations

Attendance Rates


2) Maintain process for APV (Attendance Policy Violations).


APV forms


3) Increase participation in fine arts, athletics and extra-curricular activities.

Director of FineArts, Director ofAthletics

Number of students in extra-curricular activities


4) Continue to utilize attendance administrators to improve student attendance.


Increased attendance rates

5) Implement a training component at the start of the school year that involvesAttendance Clerks, Attendance Officers, Administrative Attendance Managers tomeet together to review attendance laws, expectations and develop a commonlanguage.

Director of DataManagementServices/PEIMS



October 11, 2016 1:55 pm


Performance Objective/Specific Result 8: Annually decrease student groups with highest referrals to Discipline Alternative Education Program (DAEP) by.5%



1) Monitor data and provide feedback to campuses.


Decreased number of students placed at DAEP


2) Implement positive proactive discipline procedures (PBIS, character educationprograms, mentoring, etc.).


Number of mentors and mentoring hours at schoolcampuses


3) Provide targeted professional development - PEIMS 425 Discipline Labs and RTIProcess.


Sign in Sheets



October 11, 2016 1:55 pm


Performance Objective/Specific Result 9: Improve community and parental supports of each school campus.



1) Maximize involvement of Partners in Education, so that their expertise is activelycontributing towards student success.


Number of Partner in Education activities and campusvisits


2) Actively recruit PTA and Booster Club members and encourage their involvementin as many school activities as possible.

Division Director forSchool Support,Director for Stateand FederalPrograms

Attendance at school eventsIncreased membership numbers


3) Involve Campus Improvement Committee in school activities other that the sixmeetings throughout the year.


Attendance and volunteer hours for CIC members


4) Develop an intentional approach to developing parent involvement through directsupport from the parent involvement coordinators.

Division Director forSchool Support,Director for Stateand FederalPrograms

Parent Attendance at district and campus events



October 11, 2016 1:55 pm

Goal 8: To maintain the district's strong financial position.

Performance Objective/Specific Result 1: Fund balance will be no less than 25% (3 months operating) of the appropriations budget for the GeneralOperating Fund.


1) Preparation of the annual Operating Budget will be designed to ensure an endingfund balance of no less than three months operating budget.

Chief FinancialOfficer

At the end of the fiscal year, the District's generaloperating fund balance should be at least 25% of the totalgeneral operating expenditures.



October 11, 2016 1:55 pm


Performance Objective/Specific Result 2: To ensure the financial resources of the district are managed to provide the maximum allocation possible fordirect instructional purposes (i.e. a pass rating on the state's School Financial Integrity Rating System of Texas (School First)).


1) Business Office will monitor all indicators and take necessary corrective action toensure the superior rating is maintained.


The District will receive a "pass" rating from School First.



October 11, 2016 1:55 pm


Performance Objective/Specific Result 3: Maintain the district's current bond ratings of AA+ and Aa2.


1) District will work with financial advisor and rating agencies to determine anyearly warning/indicators that might impact the district's underlying rating and look atmeasures to put in place to avoid a rating downgrade.


District bond rating will be AA+ and Aa2 or higher.



October 11, 2016 1:55 pm


Performance Objective/Specific Result 4: Create a balanced budget annually which may include use of fund balance for one time measures.


1) Prepare a balanced budget for the Board to adopt. Chief FinancialOfficer

Balance budget is adopted by TEA's deadline.



October 11, 2016 1:55 pm

Addendums


October 11, 2016 1:55 pm

Region 10 ESC Migrant Education Program PFS/Migrant Plan of Action

2016-2017 PROGRAM AREA: Migrant Education Program

Planning Committee Members

Data Sources (Reporting

Instruments or Tools, etc.)

Data Findings

Expected Results/Goals (Performance

Indicators)

Activities and Person Responsible

Timeline Resources Needed (Funds, Materials, Time, Personnel, etc.)

Evaluation (Formative and Summative or Performance Indicators)

ESC 10 MEP Coordinator and Consultants

Texas Statewide Service Delivery Plan Office of Migrant Education 7 Areas of Concern NGS Drop Out Report and OSY Report, as appropriate MSIX Report Attendance Reports Grades NGS Graduation Plan Report NGS Retention Report NGS Partial Credit Report

Educational Continuity: As migrant students move outside school district or state during the school year, they often experience differences in curriculum, academic standards, policies or expectations. This lack of continuity presents barriers to academic achievement.

Maintain and identify resources that are adaptable to the highly mobile lifestyle migrant students, particularly PFS students

ESC 10 NGS Specialist will identify PFS students by generating monthly NGS PFS reports. ESC 10 MEP Consultants and District MEP Contacts will review the NGS PFS report on a monthly basis. ESC 10 MEP staff with input from District MEP Contacts as appropriate will develop a Priority for Service Plan of Action for identified Priority for Service students and include OSYs, as appropriate. ESC 10 MEP Consultants, during Migrant Quarterly Meetings and/or during consultations, will provide information to District

9/1/16- 8/31/17 Prior to 8/26/2016 9/1/16- 8/31/17

NGS PFS report Retention Report Local Needs Assessment including OSYs identified needs Program Evaluation Student Performance Logs NGS Priority for Service Report Coordinated Meetings PFS Criteria

100% of PFS students will be identified and 100% of District Migrant Coordinators will receive the report. Priority for Service Action Plan completed/distributed Compliance reports Completion of needs assessment for OSYs, as appropriate Annual ID&R meeting agenda, Quarterly meeting agenda

PEIMS Reports Home Visits School Visits Local Needs Assessment

MEP Contacts regarding PFS criteria and discuss the utilization of PFS reports in order to accurately serve PFS students. ESC 10 MEP Consultants, District MEP Contacts, and/or District Counselors will review NGS reports to determine migrant students who are entering late and withdrawing early and communicate with appropriate personnel in order to provide students an opportunity to maintain credits (particularly from other districts). ESC 10 MEP Consultants, District MEP Contacts, and /or District Counselors will facilitate access for migrant students to TMIP-Texas Migrant Interstate Program, a special project of the TEA Division of ESSA program that coordinates state assessments and provides assistance with credit accrual issues.

9/1/16- 8/31/17 9/1/16- 8/31/17

NGS report, student transcripts TMIP Program contact information Unique Student Report PFS Report

Program evaluation Student Performance Logs NGS Grade/credits reports NGS Graduation Plan reports NGS Retention report Student Performance Logs/Follow-up Logs PFS Intervention Plan and Logs Student grade reports and /or and testing results Student Performance Logs/PFS Performance and Follow-up Logs

ESC 10 MEP Consultants in collaboration with District Contacts will complete a PFS Intervention Plan for PFS students to determine specific academic needs.

9/1/16- 8/31/17

PFS Intervention Plan PFS Intervention Plan implemented services documented by ESC 10 MEP Consultants/District Contacts Student Performance Logs/PFS Performance Logs and Follow up Logs

Texas Statewide Service Delivery Plan Office of Migrant Education 7Areas of Concern MSIX Report NGS Drop Out and OSY Reports Attendance Reports Grades NGS Graduation Plan Report NGS Retention Report NGS Partial Credit Report PEIMS Reports

Instructional Time: Migrant children's mobility impact the amount of time they spend receiving instruction and their attendance patterns.

Maintain and identify resources that are adaptable to the mobile lifestyle and resulting attendance patterns of migrant students and/or OSYs, as appropriate

ESC 10 MEP Consultants and District MEP Coordinators will facilitate access by PFS students (and if funds remain, by all migrant students) to appropriate programs designed for students not meeting the state content standards and mastering TEKS objectives such as:

Tutorials and other RTI opportunities offered by a district and/or campus

Additional software and/or hardware

Home-based tutoring

On line tutorials

Individual tutoring on campus

9/1/16- 8/31/17

Software and/or hardware and/or tutor based on individual needs assessment PFS Report Unique Student Report Retention Report Report on Assessment Results Identified needs of OSYs, as appropriate

PFS Intervention Plan implemented services documented by ESC 10 MEP Consultants or District Contact Student Performance Logs NGS State Assessment History with Scores Student Performance Logs PFS Intervention Plans Report On-time For Graduation Completion of needs assessment for OSYs, as appropriate

Home Visits School Visits Needs Assessment

Migrant summer programs or services

Identified school personnel will make school, community, and /or home visits to update parents of PFS students on the academic progress of their children and to identify specific needs. ESC 10 MEP Consultants will provide support as needed.

9/1/16- 8/31/16

Calendar of school and/or community meetings for parents PFS Intervention Plan NGS reports, academic reports

PFS Intervention Plan implemented services documented by ESC 10 MEP Consultants or District Contact

Texas Statewide Service Delivery Plan Federal Office of Migrant Education 7Areas of Concern MSIX report NGS Drop Out and OSY Reports Attendance Reports Grades

School Engagement: With frequent adjustments to new school settings, migrant students often face difficulty making new friends and gaining social acceptance, which can inhibit their ability to do well in school. A student's school engagement can be affected by three types of factors, which can be grouped according to behavioral, emotional and cognitive

Maintain and identify resources that meet the behavioral, emotional and/or cognitive needs of migrant students including OSYs, as appropriate as well as PFS students that result from their highly mobile lifestyle.

ESC 10 MEP Consultants and/or District MEP Contacts, and/or District Counselors will provide families of all MEP students with information regarding school-based services or social agencies available to them when a need for those services has been identified.

9/1/16- 8/31/17

Area lists of social agencies and services Unique Student Report PFS Report Identified needs of the OSYs, as appropriate

Graduation and promotion rates NGS reports School Club Rosters Completion of the needs assessment for OSYs

NGS Graduation Plan Report NGS Retention Report NGS Partial Credit Report PEIMS reports Home Visits School Visits Needs Assessment

engagement. ESC 10 MEP Consultants and/or District MEP Contacts and Counselors will complete and/or review a completed PFS Intervention plan for PFS student to determine specific behavioral, emotional and cognitive engagement needs in order to meet those needs with additional software, hardware, tutoring and/or other services. ESC 10 MEP Consultants will coordinate with District MEP Contacts and/or district counselors, as appropriate, to facilitate the Migrant Education Student Alliance (MESA) program for Middle/High School students to promote leadership skills and sponsor leadership activities for MEP youth.

9/1/16- 8/31/17 9/1/16- 8/31/17

Area lists of social agencies and services PFS Intervention plan PFS report PFS Intervention Plan Unique Student Report

PFS Intervention Plan implemented services documented by ESC 10 MEP Consultants and/or District Contacts Attendance rosters Flyers Correspondence Agendas Student Performance Logs/PFS Performance Logs and Follow-up Logs

ESC 10 MEP Consultants will coordinate with District MEP Contacts to support PFS involvement (and all migrant students as resources remain available) in existing school/social activities.

9/1/16- 8/31/17

PFS Report PFS Intervention Plan Unique Student Report

Student Performance logs/PFS Performance and Follow-up Logs Correspondence

Texas Statewide Service Delivery Plan Office of Migrant Education 7 Areas of Concern MSIX Report NGS Drop Out Report Attendance Reports Grades Home Visits School Visits Needs Assessment

Education Support in the Home: While many migrant parents value education for their children, they may not be able to support their children as the school expects or may not have the means to offer an educationally rich home environment.

Improve communication with parents of migrant school aged and early childhood children particularly PFS students, so that parents will be informed of resources/services available to them to support the academic needs of their children.

ESC 10 MEP Consultants and/or District MEP Contacts will provide opportunities for parents to learn about expectations and how to help their students at home during Migrant PAC meetings. ESC staff will send notices of meeting times by mail to parents of PFS students. ESC 10 MEP Consultants and/or District MEP Contacts, and/or District Counselors will provide information to parents of PFS and all migrant students about local and state requirements for promotion and graduation during parent meetings throughout the year.

9/1/16- 8/31/17 9/1/16- 8/31/17

Migrant Parent Advisory Council meetings dates and times Local and state graduation and promotion requirements

Meeting attendance rosters Agendas Flyers Meeting attendance records and agendas

Identified school personal and/or ESC 10 MEP Consultants will facilitate communication of academic progress of students as needed between school and parents of PFS migrant students. ESC 10 MEP Consultants will provide opportunities for parent/student involvement through activities held at Region 10 ESC ESC 10 MEP Consultants and District MEP staff will coordinate services or provide home-based educational services to 3 and 4 year old migrant children.

9/1/16- 8/31/17 9/1/2016-8/31/2017 9/1/2016-8/31/2017

Parent/teacher conference dates PFS Reports ESC 10 offerings for parents Bright Beginnings Early Childhood Program, or coordinate with Local Head Start and other Early Childhood programs Unique Student Report

Conference attendance records Student Performance Logs/PFS Performance Logs and Follow-up Logs Flyers, agendas and attendance rosters Phone logs Consultation logs Home visit logs Number of students attending Early Childhood programs including Bright Beginnings

Statewide Service Delivery Plan Office of Migrant Education 7 Areas of Concern

Health: Migrant students have higher proportions of acute and chronic health problems. They are at greater risk due to pesticide poisoning, farm injuries, heat-related illness and

Maintain and improve access to health services to OSYs, as appropriate and parents of migrant students to address the health related needs of their children.

District MEP Contacts, District Counselors, and/or District nurses, and/or ESC 10 MEP Consultants/Recruiter will provide OSYs, as appropriate, and parents of migrant

9/1/16- 8/31/17

List of area providers Unique Student Report PFS Report Identified needs of OSYs, as appropriate

Attendance records NGS Referred Services Reports NGS Medical Alert and Immunization data received from districts

MSIX Report Attendance Reports Grades Home Visits School Visits Needs Assessment

poverty. Migrant families are less likely to have health insurance and more likely to have difficulty accessing services to address health-related needs.

students with list of supplemental health services and assistance with acquiring those services as needed.

Completion of the needs assessment for OSYs, as appropriate

Texas Statewide Service Delivery Plan Office of Migrant Education 7 Areas of Concern Attendance Reports Grades Home Visits School Visits Needs Assessment

Access to Services: Migrant families often have a newcomer status and a home language other than English. These factors often limit their access to educational and educationally-related services available in the school and community

Maintain and improve access to educationally-related services available for OSYs, as appropriate as well as migrant students, particularly PFS students, in school and in the community.

District MEP Contacts, District Counselors and/or ESC 10 MEP Consultants will facilitate communication of educationally- related services between the school and the parent of the PFS students as well as OSYs, as appropriate. ESC 10 MEP Consultants, District MEP Contacts, and/or District Counselors will provide OSYs, as appropriate as well as parents with a list of educationally-related services available to migrant students as needed such as: TMIP-Texas Migrant Interstate Program coordinates out of state assessment and provides assistance with credit recovery and accrual issues, etc. Migrant Student Graduation Enhancement assists migrant students including PFS and OSYs, as appropriate to graduate from high school by providing opportunities to earn credit, etc.

9/1/15- 8/31/16

Calendar of conference times between school and PFS students’ parents List of area providers including work force information, as appropriate and school related services, as needed PFS report NGS Grade report NGS On time for Graduation Report NGS health records PFS Intervention Plan Identified needs of OSYs, as appropriate

PFS Intervention Plan documentation by ESC 10 MEP Consultants Graduation and promotion reports including HSE reports and other business and industrial achievements PFS Intervention Plans NGS Grade Reports Student Logs Completion of the needs assessment for the OSYs

Irving Independent School District District Improvement ......Irving ISD had lower rates of engaged...

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