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Northside Independent School District

Strategic Plan

and

District Improvement Plan

2014-2015

8/19/15 2

Northside Independent School District

Board Members

Robert Blount, Jr., President

Katie N. Reed, Vice President

Bennie L. Cole, Secretary

George Lynn Britton, Jr., Trustee

M’Lissa M. Chumbley, Trustee

Carol Harle, Ph.D., Trustee

Karen Freeman, Trustee

Superintendent Dr. Brian T. Woods

For questions regarding this document, contact Dr. Marissa Peña at (210) 397-8540 or [email protected].

8/19/15 3

2013-2018 Strategic Plan Priorities and Objectives

I. Promote Community Involvement

Priority - Expand an integrated system of community relations and communications that provides opportunities to establish and strengthen District relationships and partnerships.

Objective 1. Recruit and retain active and supportive businesses and educational institutions to build mutually beneficial relationships that promote mentoring, internship

opportunities, and financial support.

Objective 2. Provide opportunities to foster positive relationships between parents, community, and schools.

Objective 3. Establish and expand initiatives that promote effective community relations and meaningful two-way communication with all stakeholders.

Objective 4. Maintain comprehensive programs and partnership opportunities that foster classroom innovation that encourages educators to continually enhance student learning.

II. Educate Diverse Learners

Priority - Provide meaningful learning opportunities for the District’s diverse student population.

Objective 1. Provide research-based curriculum that is focused on state standards and identify and provide effective instructional practices in all NISD classrooms.

Objective 2. Expand and communicate opportunities for enrichment and intervention for all students.

Objective 3. Implement systems to promote the development of student leadership, critical thinking, and self-management skills.

Objective 4. Develop and implement processes for vertical collaboration across bands of stakeholders.

Objective 5. Provide rigorous, complex, and meaningful learning that promotes readiness for post PK-12 experiences.

Objective 6. Utilize technology in advanced and innovative ways to support instruction and facilitate learning.

Objective 7. Use data to inform and drive instructional decision-making.

8/19/15 4

III. Hire, Develop, and Retain Quality Staff

Priority - Hire, retain, cultivate, and promote high-quality personnel.

Objective 1. Implement and evaluate a sound employment process for recruiting, screening, and hiring effective personnel.

Objective 2. Provide targeted professional development and training with ongoing, classroom-embedded support that enhances employee job performance and student learning.

Objective 3. Develop a framework for identifying, nurturing, and developing leaders across the district.

Objective 4. Maintain a compensation package and a benefits plan that are competitive.

IV. Promote a Safe Environment for Students and Staff

Priority - Create a safe environment for students, staff, families, and community members through a shared vision that includes all stakeholders.

Objective 1. Explore, implement, and communicate security measures that provide safeguards for the learning environment, using the latest technology.

Objective 2. Implement, provide, and communicate programs that will ensure that students understand shared responsibility and have necessary coping skills.

Objective 3. Implement, provide, and maintain instructional facilities that support a safe, healthy, and comfortable learning environment in a growing community.

Objective 4. Implement and promote a collaborative approach to school and community safety.

8/19/15 5

I. PROMOTE COMMUNITY INVOLVEMENT

PRIORITY: Expand an integrated system of community relations and communications that provides opportunities to establish and strengthen District relationships and

partnerships.

Objective1. Recruit and retain active and supportive businesses and educational institutions to build mutually beneficial relationships that promote mentoring, internship

opportunities, and financial support.

Major Activity Resources Person(s)

Responsible

Progress Report 1

July 1, 2014-October 31, 2014

Progress Report 2

November 1, 2014-February 28, 2015

Progress Report 3

March 1, 2015-June 30, 2015

I.1.1. Conduct and analyze two

comprehensive surveys (online and

phone) to gauge current and new

community and business

stakeholders’ awareness, perceptions

and interests in NISD, as well as

partnership opportunities.

Superintendent’s

Office

Survey consultant

Assistant

Superintendent for

Business & Finance

Director of Partnerships

Executive Director of

Communications

Asst. Supt. for Budget

and Finance


Elementary Admin

Deployed an online survey, with input from

District and NEF leadership and in

collaboration with Galloway Research

Service, targeting current community and

business partners. A phone survey will

deploy late Spring 2015 targeting general

NISD and San Antonio businesses.

Received online survey results. Galloway

Research Service presented the results to NISD

and NEF leadership.

Began developing recommendations for

improving community volunteer and

sponsor/donor engagement and recognition;

better utilizing the NEF Grants Program to

promote engagement opportunities and value to

community and business supporters.

Approved Galloway’s proposal for the May

phone survey.

Completed the Galloway Research phone

interview survey targeting community and

business organizations not currently

engaged with the District.

Began developing a final project plan for

varied engagement activities targeting

businesses and employees, as well as a list

of communications tactics using both the

online and phone survey data.

Held a reception for STEM-related

businesses as part of the Kelly Smith

Technology Expo. Guests met with key

NISD decision makers and were given a

private tour of the expo.

Met with Maxim Integrated (located in

Westover Hills area) to discuss mentoring

partnership opportunities. The company

hosted a Partnerships Office presentation to

its employees to learn about how to mentor

at NISD. A company orientation is

scheduled for October.

8/19/15 6

Objective 2. Provide opportunities to foster positive relationships between parents, community, and schools.


Responsible

Progress Report 1

July 1, 2014-October 31, 2014

Progress Report 2


Progress Report 3

March 1, 2015-June 30, 2015

I.2.1. Study campuses HB5 Local

Accountability System partnership

databases and identify and share 1-3

best practices (per campus) for

increasing community, business and

parent involvement at campuses

District-wide.

C&I

Principals



Communications

Asst. Supt. for Budget

and Finance


Elementary Admin

Met to revisit criteria used to evaluate focus

areas, implementation, and outcome of N-

CASE (Northside Community and Student

Engagement Accountability System).

Developed project management timeline for

the remainder of the year.

Met and reviewed measurement criteria and cut

points and made revisions based on principal

input and 2013-14 reporting outcomes.

Released revised survey. The data will be

analyzed, and results and ratings reported

accordingly.

I.2.2. Invite elected officials to the

schools twice a year to stay

connected with constituents.

Principals

Assistant

Superintendents for

Elementary and

Secondary

Administration


Communications

Reminded staff, in weekly Principals’

Bulletins, about the expectation to host at

least two elected officials during the school

year.

Invited federal and state-elected delegation

to a meeting to discuss NISD’s 2015

legislative priorities and to impress on them

why they are so important. Scheduled

December meeting.

Updated the website of elected officials

following the elections.

Reminded schools to invite at least two elected

officials between now and end of school year.

Shared networking opportunities with the

Superintendent’s Office.

Hosted, by Garcia MS, a Mayoral Forum

where the top tier candidates shared their

vision for San Antonio.

Completed

Planned continuation of effort for 2015-16

school year.

Objective 3. Establish and expand initiatives that promote effective community relations and meaningful two-way communication with all stakeholders.


Responsible

Progress Report 1

July 1, 2014-October 31, 2014

Progress Report 2


Progress Report 3

March 1, 2015-June 30, 2015

I.3.1. Develop a "How to Stay

Connected to Northside" awareness

campaign to improve the

understanding and utilization of

District communications tools.

Technology

Services/CITs

Web Office

Communications

Department


Communications Began developing the customer-parent-

family friendly site, which will guide visitors

to the variety of options available for them to

stay connected to NISD. Expected

deployment is January 2015.

Developed and posted website at

http://www.nisd.net/connected-nisd. This site

provides a one-stop site to get links to

information and ways to stay connected with

NISD. The site is dynamic and is updated as

necessary.

Completed

8/19/15 7

Objective 4. Expand comprehensive programs and partnership opportunities that foster classroom innovation that encourages educators to continually enhance student learning.


Responsible

Progress Report 1

July 1, 2014-October 31, 2014

Progress Report 2


Progress Report 3

March 1, 2015-June 30, 2015

I.4.1. Study campuses HB5 Local

Accountability System innovation

practices databases and identify and

share 1-3 best practices (per campus)

District-wide.

C&I

Organizational and

Staff Development

Executive Directors of

Elementary and

Secondary Instruction

Technology Services


Communications


Academic Technology is working with OSD

Staff to incorporate technology resources

into existing professional development

opportunities, such as Planting Seeds, to

ensure successful classroom management.

Continued, through Academic Technology

Coaches, to provide staff development on

Super Saturdays on Blended Learning

environments and Google Classroom.

Provided opportunities for all campuses to

showcase classroom best practices through

the Kelly Smith Tech Expo.

I.4.2. Increase participation in NEF’s

Grant Program and measure

effectiveness by evaluating the

quantity and quality of grant

submissions and implementation.

NEF

Grants Department

Communications

Director of Partnerships Planned for the Grants Program Oversight

Committee to meet before the end of 2014 to

review previous grant cycle evaluations and

budget management.

Launched the newly designed and improved

grants submissions tools in September,

which made for a more efficient submissions

and evaluation process.

Worked with the NISD Grants & Recognition

Department to track the progress of changes

made to the NEF Grants Program by reviewing

number of grant submissions and awards, as

well as number of trainings, relative to NEF

grants budget.

Planned for Grants Program Oversight

Committee to meet in early March to review

data and progress of the program, as well as

review recommendations from the NEF

Community Engagement Committee related to

the Galloway research project.

Selected grant funded programs across

various grade levels, content areas, and

departments to highlight throughout the

school year in an effort to raise awareness

about supporting NEF and applying for

Grants.

Conducted an employee survey. Based on

the employee survey and Galloway research

survey data, NEF will target new employees

in the majority of its outreach, as well as

improve recognition to donors and sponsors

for supporting NEF.

I.4.3. Identify progressive and

futuristic trends within industry and

districts around the country and

discuss findings with District

leadership for potential application.

C&I

Organizational and

Staff Development

Communications

Partnerships

Technology Services

Assistant

Superintendent for

Technology Services


Communications


Released outcomes of Local Accountability

System.

Established a committee of Curriculum &

Instruction and Technology Services to

discuss the direction of use of technology in

the classroom as it relates to the learning

environment.

Began developing a vision for the learning

environment and how technology resources can

support student engagement and create

meaningful learning with real-world

applications. Future meetings are scheduled in

the Spring.

Completed Mobile Device pilots at 6

campuses and reported results to the

committee. The committee continues to

meet working toward identifying goals to

support student engagement in the

classroom.

8/19/15 8

II. EDUCATE DIVERSE LEARNERS

PRIORITY: Provide meaningful learning opportunities for the District’s diverse student population.

Objective 1. Provide research-based curriculum that is focused on state standards and identify and provide effective instructional practices in all NISD classrooms.


Responsible

Progress Report 1

July 1, 2014-October 31, 2014

Progress Report 2


Progress Report 3

March 1, 2015-June 30, 2015

II.1.1. Implement year 1 of multi-

year plan for continued training of

campus staff on concept-based

curriculum.

Local Deputy Superintendent

for C&I

Provided overview of concept-based

curriculum during Administrators’ Institute,

New Teacher Academy, summer teacher

institutes and Northside Leadership

Academy.

Provided professional development for

elementary team leaders, administrators, and

secondary department coordinators to

develop an understanding of the structure of

the curriculum framework and its use in

instructional planning.

Trained high school math teachers and level

leads in concept-based curriculum and

constructed unit graphic organizer.

Facilitated the work of middle school math

teachers and high school math coordinators and

lead teachers to create concept maps and unit

webs using concept-based curriculum.

Consulted with middle school Department

Coordinators and Academic Deans (with ELA

expertise) to provide input on the design of the

ELA curriculum for 2015-2016.

Provided concept-based curriculum overview

and use of KUD in lesson planning

professional development for middle school

science teachers, teams of elementary teachers,

and elementary math and science facilitators.

Provided additional concept-based curriculum

training through Northside Leadership

Academy for auditing administrators.

Designed and scheduled weeklong

Concept-Based Curriculum summer

training for all Specialists and ISTs not

having attended.

Scheduled Lynn Erickson for Administrator

Institute; included teacher leaders from all

campuses.

Embedded concept-based framework in

summer professional development

opportunities for teachers.

Redesigned K-8 ELAR KUDs to integrate

and align Reading and Writing concepts

and skills based on genre studies.

II.1.2. Continue to provide training

and ensure implementation of

literacy initiatives in targeted K-8

classrooms.

Local

Title I

SCE

Executive Directors for

Elementary and Middle

School Instruction

Consulted with Columbia Teachers College

to provide professional development on

Writer’s Workshop for one literacy leader

per elementary campus.

Continued early literacy initiative training

for K-1st grade teachers, administrators, and

literacy leaders at 11 Title I campuses.

Monitored implementation of early literacy

initiatives at 5 targeted campuses.

Continued training for integrated 6th

grade

ELAR curriculum for all campuses and at 8

campuses for 7th

grade ELAR.

Continued ELA workshop model on integrated

reading and writing curriculum training for 6th

and 7th

grade, year two; 7th and 8th

grade year

one.

Collaborated with MS ESL Specialist to train

targeted campuses in high-yield ELL strategies

and scheduled follow-up walkthroughs with

campus administrators.

Implemented Principals’ Writing Book Study

to improve instruction at 8 elementary

campuses; campuses were selected based on

Writing data.

Planned implementation of 8th grade ELA

workshop model on integrated reading and

writing curriculum for 7th grade year two;

8th grade year one and year two. Continued monthly Principals’ Writing

Book Study; selected teams of teachers

from target campuses to attend Homegrown

Writing Institute. Completed elementary classroom

walkthroughs to collect data around use of

phonics in context strategies.

8/19/15 9


Responsible

Progress Report 1

July 1, 2014-October 31, 2014

Progress Report 2


Progress Report 3

March 1, 2015-June 30, 2015

Provided initial training on ELAR

curriculum at 12 middle school campuses for

7th

grade teachers and at 17 middle schools

for 8th

grade teachers.

Continued early literacy training for new K-1st

grade teachers, administrators, and literacy

leaders at Title 1 campuses; provided Literacy

Super Saturday training.

Continued classroom visits to monitor

implementation of early literacy initiatives at 5

targeted campuses; campuses were selected

based on data.

II.1.3. Identify core instructional

practices, by level/content, that are

district expectations and develop

protocol that informs the

implementation level.

Local

Title I

Title III


Elementary, Middle,

and High School

Instruction

Collaborated with ACCD and UTSA to

develop and train 12th

grade teachers in the

College Prep ELA and Math courses.

Developed rubrics to align and calibrate

instruction for all levels of international

languages and provided relevant training for

all staff.

Continued ongoing cluster trainings for

elementary teachers on hard to teach TEKS.

Developed planning protocol to assist

campuses in effective planning for

instruction.

Provided professional development to 7th

ELA, 8th Social Studies, and 8th Science

teachers on the 3 High Yield ELL strategies.

Continued emphasis on the 3 High Yield ELL

strategies by conducting classroom visits with

MS Academic Deans and MS C&I on two

middle school campuses and scheduled campus

classroom visits and feedback/reflection

sessions with both administration and campus

teachers to assess implementation.

Facilitated the work of ELA high school

teachers to create rubrics and expectations for

essay assessment practices; conducted rubric

training for College Prep Adv. Alg. 3 course.

Identified three core instructional practices in

science: inquiry learning, science notebooks,

and oral language and vocabulary development

(Unit Inventory); gathered implementation data

through classroom visits.

Designed and proposed the Secondary

Balanced Literacy Institute and Northside

Leadership Cohort to transition from the

previous 3-week Abydos Institute and

Abydos training cohorts. Provided review of Guided Math and “look

fors” as best practice for all elementary

administrators during Curriculum Update. Continued to provide ELL high-yield

strategies training at District level and at

campus request. Developed an elementary classroom visit

form for identifying early literacy best

practices; shared data with principals. Developed Teacher ELL Observation Log

to gather progress data on middle school

TELPAS proficiency levels. Developed and utilized protocol to assess

TI Nspire integration into 8th grade Math

instruction.

8/19/15 10

Objective 2. Expand and communicate opportunities for enrichment and intervention for all students.


Responsible

Progress Report 1

July 1, 2014-October 31, 2014

Progress Report 2


Progress Report 3

March 1, 2015-June 30, 2015

II.2.1. Communicate and evaluate

effective interventions and

supplementary aids to improve

student achievement.

Title I

Assistant Director of

Special Education

Reviewed and are in the process of updating

list of interventions.

Used district-wide reports to monitor usage

of interventions and student progress.

Reviewed and compared cumulative student

data on state compensatory reading program

with secondary principals and academic

deans.

Created Edmodo webpage to provide

information concerning software programs and

updates for classroom teachers.

Continued to disseminate monthly updates via

newsletters.

Created instructional Twitter accounts to

provide instructional information to include

upcoming trainings.

Created, reviewed, and updated supplementary

aids, and reorganized them using a coding

system for easy identification.

Revised the individual student supplementary

aids document to reflect new coding system.

Reviewed content area interventions with each

K-12 content specialist and updated NISD

Intervention List.

Completed training, pilot, and evaluation of

the following intervention and

supplementary programs:

• FASTT Math - math automaticity

intervention for secondary campuses

• IXL – High School math program

• Kurzweil – comprehensive text-to-

speech reading and writing support

Created the following supplementary aids to

improve student achievement:

• Student Intervention Case Study to

verify progress on interventions

• STAAR A Student Checklist

Attended Region 20 instructional sessions

and ASCD National Conference to

incorporate into NISD training of the

following:

• Differentiated Instruction is Respectful

Teaching

• Challenging Teaching: Leading

Disruptive Innovations

• Concept-based Planning

• Classroom Instructional Support for

Elementary

• On the Road to Success with STAAR-A

• STAAR A Reading: How Do I

Customize Instruction

II.2.2. Gather data and evaluate the

use of targeted interventions and

enrichment opportunities.

Local

SCE


Elementary and


K-12 Intervention

Specialist

GT Coordinator

Assistant Director of

Special Ed

Reviewed Learning List, a database of

instructional material reviews, to assist in the

selection of appropriate instructional

resources.

Researched effective software interventions

that are high school appropriate.

Compiled midyear data reports to monitor and

evaluate student usage and progress for iReady,

SuccessMaker, and Fast Math.

Created an intervention checklist for the

effectiveness of intervention programs at

District, campus, and student levels.

Reviewed and revised course offerings for

acceleration in middle school; added

Communications Applications course.

Reviewed middle school Math SCE

structure, resources, and explored various

progress monitoring software options;

made recommendations for a 3/2 model (3

days pre-teach and 2 days of closing gaps

and recursive review) and specific

intervention resources.

8/19/15 11


Responsible

Progress Report 1

July 1, 2014-October 31, 2014

Progress Report 2


Progress Report 3

March 1, 2015-June 30, 2015

Evaluated campus student intervention data to

target individual student instruction

Purchased additional LLI Red Intervention kits

based on campus usage.

Continued monitoring the effectiveness and

usage of piloted Kurzweil text accessibility

program.

Procured and implemented Learning List as a

resource for reviewing instructional materials.

Reviewed first semester Achieve 3000 progress

and compared district and campus data;

conducted midyear review with academic

deans; continued routine consultation with

Achieve 3000 with middle school SCE reading

specialists to ensure fidelity to program design,

identify best practices, and review campus

usage and lexile progress reports.

Met with Cypress Fairbanks, Houston,

Northeast, and Katy ISDs to discuss their

middle school math programs for Pre-AP

summer opportunities, Geometry logistics, and

math intervention and related funding sources.

Explored Mentoring Minds as a resource for

intervention.

Reviewed Biology EOC retest data and

investigated Taft success; provided model and

training for all campuses through Coordinator

meetings.

Reviewed data from NEAR, RtI Summary

Report, and usage reports for iStation, Lexia

Learning, and Think Through Math and

identified patterns in usage and contacted

campus principals.

Reviewed additional Math interventions at

elementary level for inclusion in NISD

Intervention List.

Developed project-based modules for 5th

grade students demonstrating mastery of

specific concepts for implementation during

the 2015-16 school year; planned for

professional development for math leaders

to roll out to teachers.

Used Learning List to assess alignment of

adoption materials to TEKS to develop

supplemental materials as needed.

Planned for use of Achieve 3000 during

middle school summer accelerated

instruction program.

Reviewed Achieve 3000 progress through

the second semester and compared district

and campus data.

Reviewed data each nine-week period from

the following sources: NEAR, RtI

Summary Report, and usage reports for

iStation, Lexia Learning, Imagine Learning

and Think Through Math and identified

patterns in usage in making contact with

campus principals.

Adopted Edgenuity to deliver Geometry

curriculum for 2015-16.

Secured local funding to provide

uninterrupted Think Through Math and

iStation interventions for grades 3-8.

Compiled annual reports of all software

interventions utilized by special education

to verify usage and to assist in decision

making for the upcoming year.

8/19/15 12


Responsible

Progress Report 1

July 1, 2014-October 31, 2014

Progress Report 2


Progress Report 3

March 1, 2015-June 30, 2015

II.2.3. Develop a protocol for the RtI

process at the secondary level.

Local

SCE

K-12 Intervention

Specialist

Reviewed draft versions of protocol

developed by two high school campus

intervention specialists.

Attended in-service at Region 20 on RtI

specifically designed for secondary levels.

Reviewed current RTI processes/documents

with Campus Intervention Specialists.

Evaluated functionality of eRtI online tool

with Campus Intervention Specialists as a

possible vehicle for improving the RtI

process. Planned for input from various

other stakeholders to determine

implications for change.

II.2.4. Evaluate the impact and

effectiveness of the campus

intervention specialist and early

literacy specialist.

Local

Title II

SCE


Elementary, Middle,

and High School

Instruction

K-12 Intervention

Specialist

Established monthly meeting schedule to

focus on phonics and coaching on

instructional practices.

Monitored the campus level work to

determine support needed.

Trained Elementary and Middle School

Campus Intervention Specialists on the

effective use of Think Through Math as a math

intervention.

Reviewed RtI data for the campuses with

Intervention Specialists.

Principals’ Discussion March 2015:

• Early Literacy Specialists: Reviewed

job posting and position expectations;

greater emphasis on K-2 data analysis

as focus; Instructional coaching

professional development for ELS

needed.

• Campus Intervention Specialists:

Reviewed position expectations;

increased number of students assigned

to interventions in a more systematic

approach; cited need for deeper

understanding of intervention relative

to student needs.

Recommended retention of positions on

current campuses for 2015-16 school year.

Objective 3. Implement systems to promote the development of student leadership, critical thinking, and self-management skills.


Responsible

Progress Report 1

July 1, 2014-October 31, 2014

Progress Report 2


Progress Report 3

March 1, 2015-June 30, 2015

II.3.1. Evaluate the fidelity of the

AVID program implementation at all

levels.

Local

HSA

Title I

Grants


School Improvement

AVID Coordinator

Revised resource allocations for equity and

reviewed allocations with secondary campus

administrators and AVID coordinators.

Conducted on-site visits to elementary and

secondary campus AVID sites.

Continued AVID elementary training for teams

of teachers new to implementation to support

fidelity.

Conducted classroom visits at various

elementary sites; gave feedback to principals

regarding implementation.

Continued site visits to AVID classrooms at

elementary, middle, and high school

campuses’ prepared reports for principals

Held meetings with each secondary

principal to discuss implementation, site

visits, and budget changes.

8/19/15 13


Responsible

Progress Report 1

July 1, 2014-October 31, 2014

Progress Report 2


Progress Report 3

March 1, 2015-June 30, 2015

Attended district-level AVID coordinator

state training.

Met monthly with secondary AVID campus

coordinators to reinforce expectations, share

practices, and review data collection.

Examined secondary program implementation

to identify and prioritize fidelity issues of

curriculum implementation, use of tutors,

student selection; will gather additional student

performance and perceptual data to design

improvement plan.

Met monthly with secondary AVID

Coordinators to share best practice, discuss

implementation and refining the AVID

elective, and district expectation.

Began utilizing Google sharing capabilities

to facilitate communication and data

collection

Completed elementary beginning-of-year

and end-of-year assessments.

Evaluated AVID budget allocations and

expenditures and made recommendations

for 2015-16.

Completed evaluation of required AVID

reports: Data 1 and 2, Individual Self Study,

Certification Self Study, and Senior-Level

Data.

II.3.2. Redesign the current guidance

goal-setting program to align with

self- management skills, personal

problem solving and individual

decision making.

Local Assistant

Superintendent of

Family, Community,

and Student Services

Director of Guidance

and Counseling

Submitted a campus plan containing program

goals for 2014-2015 for use by

elementary and middle school student

leadership facilitators.

Began implementation of program plans for


leadership campus programs. Student

Leadership meets with elementary and middle

school leadership facilitators to share best

practices.

Implemented campus program plans for


leadership campus programs and submitted

end of year reports.

Continued ongoing meetings with student

leadership campus facilitators to

disseminate information and share best

practices.

Objective 4. Develop and implement processes for vertical collaboration across bands of stakeholders.


Responsible

Progress Report 1

July 1, 2014-October 31, 2014

Progress Report 2


Progress Report 3

March 1, 2015-June 30, 2015

II.4.1. Pilot a model that facilitates

collaboration between 5th

and 6th

grade teachers within vertical feeder

patterns.

Local Executive Directors of

Elementary and Middle

School Instruction

Established timelines for implementation of

coordinated efforts to review transition

grades.

Collaborated with elementary math staff to

select vertically aligned 5th and 6th grade math

standards that support the transition to Pre-AP

Mathematics.

Coordinated with elementary and middle

teachers the development of project-based

math lessons for enrichment opportunities

in fifth grade classrooms during 2015-16.

8/19/15 14


Responsible

Progress Report 1

July 1, 2014-October 31, 2014

Progress Report 2


Progress Report 3

March 1, 2015-June 30, 2015

Coordinated efforts to review the

realignment of new math TEKS from one

grade level to another.

Developed lessons incorporating the new

math TEKS through vertical collaboration

with Rayburn and Ross teachers and their

elementary feeder schools.

Met with Rayburn and Jones elementary

feeder schools to bring focus to the teaching

of social studies.

Held bi-monthly meetings with the ES, MS,

and HS Specialists to discuss vertical

alignment, with a focus on writing; conducted

joint elementary classroom visits with a focus

on writing instruction and middle school

transition; scheduled middle school classroom

visits to be conducted in late spring.

Continued content vertical alignment

discussions during monthly meetings with ES,

MS, and HS Specialists.

II.4.2. Continue and expand the

vertical feeder pattern collaborative

work using the student performance

data from the College Board suite of

tests.

Local

HSA


Middle and High

School Instruction

Director of GT and

Advanced Academics

Met as secondary feeder patterns with

College Board to analyze 2013-2014

ReadiStep/PSAT/NMSQT/AP campus and

district results.

Began development of campus and district

plans for improvement in 2014-2015.

Attended the Southwest Regional College

Board Conference with a focus on Pre-AP/AP

courses and an emphasis on NISD student data.

Collaborated with the Director of GT and

Advanced Academics to plan the professional

development (SOAS) on March 4, 2015.

Developed and conducted secondary feeder

pattern planning day to address

performance goals on College Board

assessments; examined 2014 AP results,

STAAR Level 3 Advanced data, ReadiStep,

PSAT.

Utilized data and Teacher Instructional

Planning Reports for informing hiring and

master schedule decisions.

Initiated discussion and planning with

College Board for possible development of

five-year plan including use of AP

Diagnostic tool and establishment of

District-level AP Committee.

II.4.3. Evaluate the impact and

effectiveness of the ELL transition

coach.

Local

Title III

SCE

Director of

Bilingual/ESL

Established monthly meeting schedule with

ELL transition coaches.

Determined what campus data will be

reviewed monthly to assess the impact of the

ELL transition coaches.

Continued monthly meetings with ELL

Coaches to provide professional development

on coaching.

Met with administrators and coaches to review

coach schedules collected and posting

description of responsibilities to reinforce

appropriate assignment of staff.

Reviewed position expectations; considered

possible solutions to barriers to improve use

of the position in the 2015-16 school year.

Recommended retention of positions on

current campuses for 2015-16 school year.

Received ongoing professional

development on coaching and supporting

adult learners.

Worked closely with content area teachers

to support the design of differentiated

instruction based on students' English

8/19/15 15


Responsible

Progress Report 1

July 1, 2014-October 31, 2014

Progress Report 2


Progress Report 3

March 1, 2015-June 30, 2015

language proficiency and academic

development, co-teaching and modeling as

needed.

Provided campus-based PD on ELL high-

yield instructional strategies.

Used data to monitor student progress and

dialogue with teachers regarding student

academic strengths/needs.

Objective 5. Provide rigorous, complex, and meaningful learning that promotes readiness for post PK-12 experiences.


Responsible

Progress Report 1

July 1, 2014-October 31, 2014

Progress Report 2


Progress Report 3

March 1, 2015-June 30, 2015

II.5.1. Review and refine the

protocols and processes for the

development of the PGPs (Personal

Growth Plans) for grades 6-12

students.


Elementary, Middle,

and High School

Instruction

Began the process of developing PGPs and

course selection protocols for all secondary

students.

Investigated viable electronic PGP formats

and options.

Developed a working timeline for the

implementation of course selection and

impact on endorsements.

Developed a paper 4-year Plan for

implementation this year.

Trained high school on use of current Career

Cruising web site to facilitate 4-year Plan

implementation.

Continued to investigate best model for

electronic 4-year Plan with eSchool Plus,

Bridges, and Career Cruising.

Developed a four-year plan for every

enrolled 9th grade student.

Visited Cypress-Fairbanks ISD to continue

investigation of Career Cruising option.

Continued discussions to implement Career

Cruising in 2015-16.

II.5.2. Identify and analyze barriers

to ELL graduation and develop a

plan to address the barriers.

Local

Title III

SCE


Elementary, Middle,

and High School

Instruction

Director of

Bilingual/ESL

Conducted a comprehensive needs

assessment particular to performance of ESL

students.

Worked with targeted high schools to

prepare for EOC retest opportunities.

Developed and conducted a math TAKS

Blitz at Jay and Stevens HS, and made

available to all district re-testers.

Implemented lesson study as professional

development model in targeted Elementary

ELL Science and writing classrooms.

Implemented professional development on

high-yield strategies for high school ELA and

ESL teachers.

Administered Arabic, Burmese, and Napoli

credit-by-exams to resettlement students for

international language credit.

Continued lesson study in targeted

elementary ELL Science and writing

classrooms.

Continued professional development on

high-yield strategies at multiple high

schools for ELA and ESL teachers.

Conducted SWOT analysis with elementary

Science teachers in targeted classrooms to

assess needs and design interventions in

2015-16.

8/19/15 16


Responsible

Progress Report 1

July 1, 2014-October 31, 2014

Progress Report 2


Progress Report 3

March 1, 2015-June 30, 2015

Met with principals of target middle schools

to debrief District target plan ELL work for

2014-15 and to plan for implementation for

2015-16.

Gathered feedback from teachers at targeted

campuses to design work for 2015-16.

Completed middle school classroom

walkthroughs to collect data around use of

high-yield ELL strategies.

Developed instructional guides for middle

and high school ESL that includes support

for English I and II to meet the needs of

EOC testers.

Providing ongoing ELL high-yield

instructional strategies professional

development for content area secondary

teachers.

Began supporting counselors on

interpreting high school transcripts from

other countries.

Requested campuses hand-schedule each

ELL student to assign specific teachers that

will design instruction to advance language

and academic development: differentiated

instruction for ELLs using high-yield

instructional strategies.

Requested campuses consider students

English language proficiency as they assign

students to a specific sequence of courses,

including electives.

Began changing LPAC procedures to

ensure that ELLs are formally monitored

for language and academic progress:

documented in eLPAC every grading

period.

8/19/15 17


Responsible

Progress Report 1

July 1, 2014-October 31, 2014

Progress Report 2


Progress Report 3

March 1, 2015-June 30, 2015

Provided accelerated intervention before,

during, and after school.

Provided credit retrieval at campuses

before, during, and after school.

Began utilizing language tutors who are

content knowledgeable to support student

language and academic development.

Began developing instructional guides for

middle school and high school ESL that

includes support for English I and II.

II.5.3. Continue the Academy model

at Jones MS and monitor the

performance of the original cohort of

students.

Local

Title I

SCE


Middle School

Instruction

Identified a new cohort of students eligible

for the Year 2 Academy at Jones.

Monitored grades, attendance, and discipline

data for the first reporting period for both

original cohort and current year cohort.

Provided staff development specific to

compacted curriculum and instruction for

effective use of block schedules.

Conducted mid-year meeting with Jones

Academy teachers and campus administration

to provide an overview of data and plan for

next steps.

Provided staff development to include the

design of common assessments in all content

areas; reviewed data comparing current Jones

Academy students with non-Academy students

in all content areas.

Continued to monitor grades, attendance, and

discipline data for the first semester for the

current cohort of students.

Conducted end-of-year Academy debrief

across contents to review curricular,

instructional, and assessment practices and

plan for improvement in 2015-16.

Continued to monitor grades, attendance,

and discipline data for each grading cycle

and year for the current cohort of students;

began examination of STAAR performance.

Began identification of rising 6th graders

for 2015-16 based on prior STAAR

performance, attendance, grades, discipline,

and CDBs.

II.5.4. Establish and monitor the

Academy model at Rayburn and

Ross MS.

Local

Title I

SCE


Middle School

Instruction

Identified a new cohort of students eligible

for the Year 1 Academy at Rayburn and

Ross MS.

Monitored grades, attendance, and discipline

data for the first reporting period current year

cohort.

Provided staff development specific to

compacted curriculum and instruction for

effective use of block schedules.

Conducted mid-year meetings with Ross and

Rayburn Academy teachers and campus

administration to provide an overview of data

and plan for next steps.

Provided staff development to include the

design of common assessments in all content

areas. Reviewed data comparing current Ross

and Rayburn Academy students with non-

Academy students in all content areas.

Continued to monitor grades, attendance, and

discipline data for the first semester for the

current cohort of students.

Conducted end-of-year Academy debrief

across contents to review curricular,

instructional, and assessment practices and

plan for improvement in 2015-16.

Continued to monitor grades, attendance,

and discipline data for each grading cycle

and year for the current cohort of students;

began examination of STAAR performance.

Began identification of rising 6th graders

for 2015-16 based on prior STAAR

performance, attendance, grades, discipline,

and CDBs.

8/19/15 18


Responsible

Progress Report 1

July 1, 2014-October 31, 2014

Progress Report 2


Progress Report 3

March 1, 2015-June 30, 2015

II.5.5. Provide information and

guidance to campuses regarding the

STAAR Accommodated test version,

its instructional implications, and its

administration.

IDEA

Local

Director of Special

Education

Director of Testing and

Evaluation


Elementary, Middle,

and High School

Instruction

Developed comprehensive communication

plan and associated timelines regarding

features and attributes of STAAR A, student

eligibility, and administration logistics.

Adapted CDBs to include text-to-speech

capabilities and other online tools available

for student use.

Reviewed the logistics and brainstormed

possible solutions to the administration of all

online assessments.

Collaborated with Special Education ISTs to

train and model STAAR A for all middle

school department coordinators.

Trained all elementary administrators on

STAAR A/classroom accommodations during

Curriculum Updates; provided similar training

for secondary administrators.

Provided professional development for campus

coordinators through Region 20 staff.

Continued to explore electronic options for

CDBs that mirror STAAR A accommodations.

Reviewed STAAR-A performance for all

content areas and grades and began making

recommendations for improvement.

Trained all campus test coordinators on

STAAR A during annual STAAR training.

Consulted with individual campuses

regarding student assessment decisions.

II.5.6. Adapt curriculum and refine

instructional practices to promote

higher levels of rigor in advanced

courses.

Local

HSA


Middle and High

School Instruction

Director of GT and

Advanced Academics

Hired a Director of GT and Advanced

Academics with expertise specifically in

advanced courses.

Provided staff development for GT teachers

implementing the middle school pilot model.

Met on a scheduled basis with principals of

middle school pilot model to ensure fluid and

effective communication.

Began process of aligning Pre-AP science

curriculum in 7th

- 11th

grade to ensure AP

success.

Developed high-level inquiry based science

lessons and labs and trained 120 7th

-10th

grade pre AP teachers.

Backward mapped all international language

courses beginning with AP levels down to

level 2.

Implemented round table PLCs for high

school ELA campus coordinators centered

on instructional practices and student

placement for AP courses.

Created supplement to math CDBs aligned to

AP free response questions.

Provided specific GT staff development to

ELA, Science, and Social Studies GT and

content pilot teachers.

Met monthly with GT pilot Principals to

review master schedules, provide feedback,

and share campus pilot implementation;

created a feedback form for teachers,

administrators, and Librarians to provide

feedback for the GT pilot.

Trained all secondary Specialists and IST’s on

AP backwards design and began the

development of a secondary plan to

differentiate regular and Pre-AP courses with

emphasis on AP skills and success.

Conducted various content specific AP skill

development sessions for high school AP

students and staff.

Continued district-wide AP PLCs in 5 core

areas.

Provided training for high school social studies

teachers through an AP Readers Forum.

Developed Science and Social Studies

supplements for advanced courses in CDB 2.

Completed the development of

differentiated regular and PreAP course

curricula in all content areas.

Vetted PreAP curriculum framework

through department coordinators and

administrators.

Began training of secondary PreAP teachers

in all content areas in the new PreAP

curriculum.

Planned and implemented five Super

Saturdays for AP students to prepare for AP

exams in five core areas; over 2500 student

attended.

Conducted pullout days for teachers of the

five Science AP courses to begin 2015-16

planning.

Completed first year of GT pilot

implementation.

Conducted teacher, parent, and student

surveys to garner program feedback and

attended scheduled GT campus showcases

to improve implementation for 2015-16.

8/19/15 19


Responsible

Progress Report 1

July 1, 2014-October 31, 2014

Progress Report 2


Progress Report 3

March 1, 2015-June 30, 2015

Trained all high school math teachers to

support implementation of higher level

components.

Trained high school campus social studies

and science coordinators in interpretation of

AP instructional planning reports.

Expanded new GT model to one additional

campus for 2015-16.

II.5.7. Recruit Master’s level degree

teachers and encourage them to

complete requirements that qualifies

them to teach dual credit.

Local Assistant

Superintendent of

Human Resources

Assisted principals in the interview process

for hiring dual credit teachers.

Identified teachers who have a Masters

degree and who might need graduate hours

in their course field to be eligible to teach

dual-credit courses.

Planned to assist with upcoming hiring. Met with representative of Sul Ross Rio

Grande College campus regarding new

Masters level courses available at the

Castroville campus to encourage teachers to

become dual credit certified.

Shared resource with high school principals

to be shared with teachers.

Objective 6. Utilize technology in advanced and innovative ways to support instruction and facilitate learning.


Responsible

Progress Report 1

July 1, 2014-October 31, 2014

Progress Report 2


Progress Report 3

March 1, 2015-June 30, 2015

II.6.1. Identify and make available

additional online and virtual learning

opportunities for students to

accelerate remediate or enrich

learning.

Local

HSA

Title I

SCE


High School Instruction

Director of State and

Federal Programs

Trained all AP biology teachers on AP

Insight to improve student performance.

Trained middle school Social Studies

department coordinators on web-based tools to

enrich student-learning experiences.

.

Trained middle school math coordinators on

effective implementation of TTM as both an

intervention and enrichment model.

Provided training to Science department

coordinators and PreAP teachers on the use of

specific online resources to increase access to

expository science text.

Attended two AP Insight webinars to

strengthen content and instruction.

Continued investigation of addition of

online College Board AP Insight programs

to enhance lesson delivery and student

assessments at the high school level.

Planned for implementation of Edgenuity to

deliver online Geometry curriculum for

2015-16.

Trained Accelerated Instruction faculty on

web based tutorials and interventions to

provide instruction and support to EOC re-

testers.

Provided training and support to the high

school credit retrieval/credit acceleration

summer programs to implement online

course retrieval or acceleration.

8/19/15 20


Responsible

Progress Report 1

July 1, 2014-October 31, 2014

Progress Report 2


Progress Report 3

March 1, 2015-June 30, 2015

II.6.2. Support the High schools in

their work around the Visioning

Institute Document.

Local Executive Director of

High School Instruction

Selected principals and organized the Design

Team to provide input and direction.

Developed a meeting schedule for the year.

Designed the work around Article V,

Organizational Transformation.

Held two meetings of the high school

principals and supporting central office staff.

Conducted a collaborative round table

discussion with secondary school principals.

Continued work with HS Principals around

Article 5 of the Visioning Document; identified

possible areas for transforming how teaching

and learning could look different on campuses.

Conducted student panel to better inform

Principals of how learning could and should be

more engaging and interest oriented.

Completed Year 1; planned for Year 2.

Presented campus plans to be implemented

and monitored in 2015-16.

II.6.3. Develop a comprehensive

implementation plan for the effective

instructional use of teacher devices.

Local Executive Director for

Technology Services

Trained high school department coordinators

on Google Apps.

Conducted focus group sessions with

parents, students, teachers and

administrators.

Identified staff to serve on the district design

team to identify priorities and set the

direction.

Continued to set priorities and work with the

district design team to ensure the use of

technology devices is aligned with district

goals and priorities.

Piloted teacher devices at six campuses, at all

levels, and gathered teacher feedback.

Conducted Clarity survey at all pilot campuses.

Participated in several Google Apps for

Education trainings; trained high school

Coordinators and MS ELAR Coordinators to

implement Google Apps as collaborative

instructional tools

Conducted multiple after school sessions on TI

NSpire for HS math staff.

Moved to development of vision,

expectations, and engagement standards

prior to deployment of devices; worked

with focus group on development of student

engagement standards.

Reviewed external district websites, apps,

and iBooks to identify best practices in the

organization of digital curricular resources

for MS Science and Social Studies.

Vetted Google site options through District

Leadership, Science and Social Studies

Dept Coordinators, and campus

administrators to garner feedback.

Collaborated with Academic Technology

and the Graphic Designer to refine the

Google site and to maximize interactivity.

Objective 7. Use data to inform and drive instructional decision-making.


Responsible

Progress Report 1

July 1, 2014-October 31, 2014

Progress Report 2


Progress Report 3

March 1, 2015-June 30, 2015

II.7.1. Design administrator

professional development around

best practice for use of data to guide

and inform campus instructional

decision making for improvement.


Elementary, Middle,

and High School

Instruction

Director of

Organizational and

Conducted first of four elementary

curriculum updates with focus on best

practices in writing and math.

Reviewed CDB data with secondary campus

department coordinators and Academic Deans

with a focus on ELL and Special Education

student group performance.

Reinforced School Improvement Plan

design and development using data,

feedback, input, and processes during MS

Academic Dean meetings, ABLE, and

Principals Meetings; conducted sessions to

support the completion of the SIP.

8/19/15 21


Responsible

Progress Report 1

July 1, 2014-October 31, 2014

Progress Report 2


Progress Report 3

March 1, 2015-June 30, 2015

Staff Development Developed and implemented an ATLAS unit

for secondary junior administrators to

calibrate classroom expectations for

walkthroughs and observations and promote

instructional expertise.

Used CDB data during secondary target

campus PLCs to drive instructional decision

making for All Students, ELL, and Special

Education student groups.

Conducted second and third of four elementary

curriculum updates with a focus on best

practices in reading, science targeted

instruction, RtI, and STAAR A/classroom

accommodations.

Conducted follow-up meetings with

administrators responsible for core area teacher

evaluations on targeted support campuses and

other campuses to support the work of the fall

ATLAS group.

Gathered feedback and input from HS

Academic Deans regarding implementation

of SB149 and developed District protocol

and framework for approving Individual

Graduation Committee decisions. Gathered feedback and input from

elementary administrators regarding

Elementary C&I support and Curriculum

Updates for future planning. Conducted gap analysis between

Leadership Standards and current

professional development offerings to

identify needs and possible redesign of

offerings.

II.7.2. Provide access to multiple

data sources in one easy to locate

system.

Local Assistant

Superintendent for

Technology Services

Continued to explore options and additions

to SIS (Student Information System).

Continued to explore options and additions to

SIS (Student Information System).

Continued to explore options and additions

to SIS (Student Information System).

8/19/15 22

III. HIRE, DEVELOP, AND RETAIN QUALITY STAFF

PRIORITY: Hire, retain, cultivate, and promote quality personnel.

Objective 1. Implement and evaluate a sound employment process for recruiting, screening, and hiring effective personnel.


Responsible

Progress Report 1

July 1, 2014-October 31, 2014

Progress Report 2


Progress Report 3

March 1, 2015-June 30, 2015

III.1.1. Improve the process of hiring

and screening applicants for general

postings of classified staff, especially

instructional assistants, so that

principals will be better able to

review and screen potential

employees.

HR Technology

Systems Analyst

WinOcular staff

APC staff

HR Administrators for

Classified staff

Director of Classified,

Auxiliary and

Substitute Employees

Discussed alternatives with APC Director

and determined that only way to update data

is to change the job posting numbers to start

new applicant pools for each posting. This

would disrupt access to current applicants,

and the same problem of accumulating old

applicants would start anew. Made decision

to wait until release of Munis 11.1 and

consider use of that applicant-processing

module when updated.

Continued testing of MUNIS Version 11.1 with

full implementation expected in September of

2015.

Continued testing of MUNIS Version 11.1

and 11.1.5. This project will carry over to

the 15/16 hiring season.

III.1.2. Implement an online new

employee orientation.

Organizational and

Staff Development

Communications

Technology Services

Executive Director

Benefits and Risk

Management

Began substantial filming and

script development. The final script will be

received and reviewed mid November.

Anticipate soft implementation in the Spring.

Reviewed and edited project, by Benefits and

Risk Management staff, and screened by the

Assistant Superintendent of Human Resources.

Expect to move to soft opening before the end

of school to be in position to use exclusively

for the Summer hiring season.

Planned to rework script and presentation

for several sections; legislature added a new

requirement for suicide training. This

project will be moved to the 15/16 hiring

season.

III.1.3. Continue to research

university and ACP programs

curricula that produce high-quality

teachers that are Northside material.

TEA report

Organizational and

Staff Development

Red Wagon

Facilitators

PDAS Data

Assistant

Superintendent for

Human Resources

Elementary and

Secondary Directors of

Human Resources

Planned to schedule meeting between the

Directors of Elementary and Secondary

Professionals and OSD to determine the best

way to gather information on these

programs.

Set Spring recruiting schedule to reflect visits

to college and universities that traditionally

produce high-quality teachers for NISD with

an addition to several Texas valley area

institutions to broaden the search for minority

applicants.

Set Fall recruiting schedule to reflect visits

to colleges and universities that traditionally

produce high-quality teachers for NISD at

the end of the December semester.

III.1.4. Continue to research best

practices for hiring quality

employees (screening, interview

process), possibly adding profile

software

TBD Assistant

Superintendents and

Deputy Superintendent

for Administration

Conducted research with vendors of teacher

applicant assessment tools. An RFP has

been written and will be released in

November.

Reviewed RFPs and Best and Final Offers with

the selection committee choosing the Gallup

product. A presentation will be made to the

Finance Committee then full Board in May to

seek approval of the purchase.

Attained approval of the Gallup Teacher

Insight selection tool, to be purchased after

September 1, 2015 to include testing with

MUNIS and training for principals with full

implementation for the 2016 hiring season.

8/19/15 23

Objective 2. Provide targeted professional development and training with ongoing, classroom-embedded support that enhances employee job performance and student learning.


Responsible

Progress Report 1

July 1, 2014-October 31, 2014

Progress Report 2


Progress Report 3

March 1, 2015-June 30, 2015

III.2.1. Continue to research best

practices for providing classroom-

embedded support with existing

campus staff.

Organizational and

Staff Development

Principal Coach

Academic Deans


Elementary and


Provided training for all elementary bilingual

and ESL teachers on Language Objectives.

Offered sessions at Elementary Institute and

New Teacher Academy on best instructional

practices for all content areas.

Provided a 4-day session on Writer’s

Workshop conducted by Columbia Teachers

College for a campus Literacy Leader.

Paired MS ELA ISTs together with Bilingual

staff to support campus teachers in

addressing the needs of ELL students.

Provided introductory training for TI NSpire

calculator and navigator system. Continued

support through after-school sessions to

develop stronger skills with the calculator.

Continued to regularly provide Specialist and

IST support to subject level professional

learning communities at Holmes, Jay, Stevens,

and Taft High Schools to develop better

formative and summative assessments to guide

instruction and increase student learning.

Provided specific support for high school

ELAR mid-year high at multiple campuses.

Delivered instructional coaching training to

campus staff, including ELL Transition

Coaches, Academic Technology Coaches,

Specialists, District C&I and School

Improvement staff. Delivered overview of instructional

coaching training to supervisors of staff

with coaching responsibilities.

III.2.2. Continue to train and

evaluate the impact of new campus

resource personnel on student

progress and learning.

Organizational and

Staff Development

Director of

Bilingual/ESL

Principals


Elementary and



School Improvement

Scheduled monthly meetings, campus visits,

and professional development for early

Literacy Specialists.

Collected IRI data on the NEAR system for

K-5 teachers.

Met with Campus Intervention Specialists

and reviewed suggestions for a secondary R t

I framework.

Attended training at Region 20 on the R t I

process for all CIS.

Visited ELL transition Specialists at assigned

campuses to discuss schedules and

responsibilities.

Held New Teacher Academy to include

Secondary Institute training centering on

necessary core skills.

Conducted Leader College on Differentiated

Instruction.

Conferenced with each Secondary ELL

Coaching site campus to further define the role

of the ELL coaches and offer support.

Continued monthly training on coaching

techniques with Secondary Ell Coaches.

Continued monthly meetings and professional

development with early literacy specialists with

a focus on instructional coaching.

Reviewed IRI data on NEAR system and

provided support at targeted campuses.

Early Literacy Specialists:

• Developed lessons and book study

activities for 2nd

grade teachers

requesting support with phonics in

context

• Met with Executive Director of

Elementary Instruction and

administrators with Early Literacy

Specialists to clarify their roles and

ensure the position was not being used

in an unintended manner

• Used TPRI and IRI data to explore

campus and district trends and

determine areas of need

• Provided training on balanced literacy,

grammar in context, and coaching in

addition to continuing learning of

phonics in context

8/19/15 24


Responsible

Progress Report 1

July 1, 2014-October 31, 2014

Progress Report 2


Progress Report 3

March 1, 2015-June 30, 2015

Conducted Secondary Leader College for 63

campus coordinators.

Campus Intervention Specialists:

• Reviewed CHILD/eRtI Flowchart

• Discussed and notated successes and

challenges by level

• Attended Region 20 session: Increase

Learning Time by Building the Master

Schedule with RtI in mind

ELL Transition Coaches:

• Attended Global Latino Advocacy

Education Days at UTSA

• Attended training on strategies for

building partnership communication

with content area teachers of ELLs

• Analyzed campus data to reflect on the

impact of their role and set goals for the

next school year

• Attended 3-day instructional coaching

training

• Met with campus leaders to ensure

understanding of vision for ELL

Transition Coaches

Objective 3. Develop a framework for identifying, nurturing, and developing leaders across the district.


Responsible

Progress Report 1

July 1, 2014-October 31, 2014

Progress Report 2


Progress Report 3

March 1, 2015-June 30, 2015

III.3.1. Develop and implement a

supervision skills training program

for auxiliary employee groups.

Topics will include management and

communication skills, problem

solving and decision-making, and

basic technology skills.

Organization and Staff

Development

Technology Services

Human Resources

administrators

Maintenance

Department

HR Administrators for

Auxiliary Personnel

Meetings will now be scheduled with the

new Training Specialist who recently came

on board and is attending training sessions.

Held an Admin. Institute style training for

Child Nutrition Managers on February 16,

2015-Shifting the Monkey. Plans for holding

similar training with custodial supervisors are

in progress.

Planned ongoing continuation of project.

8/19/15 25


Responsible

Progress Report 1

July 1, 2014-October 31, 2014

Progress Report 2


Progress Report 3

March 1, 2015-June 30, 2015

III.3.2. Continue and expand

interview training for auxiliary

employee groups seeking internal

promotions.

HR

Organizational and

Staff Development

Auxiliary Department

Leadership

(Maintenance, Child

Nutrition,

Transportation)

Assistant

Superintendent for

Human Resources

Director of Classified,

Auxiliary, and

Substitutes

Auxiliary Directors

Scheduled next round of interview training

sessions for November 12-13. There will

also be sessions scheduled for the Spring.

Held interview training for Custodial Staff held

on January 28-29. New sessions are planned

for Fall.

Planned ongoing continuation of project.

III.3.3. Enhance the comprehensive

induction program for new principals

adding differentiated support for this

year and next year.

Principal Coach

Elementary and

Secondary

Administration

Organizational and

Staff Development


for Curriculum &

Instruction


for Administration

C&I Administration

Continued with ABLE (Academy for

Beginning Leader Excellence) for all new

principals including the assignment of a

mentor to each new principal.

Conducted 5 rounds of site visits with new

principals to coincide with each ABLE topic.

As new principals were named they were

added to the program and assigned mentors.

Conducted needs assessment and evaluation

of ABLE; based on feedback, planned to

add Year 2.

III.3.4. Implement supervision and

leadership skills training program for

new non-campus based supervisors.

HR

Organizational and

Staff Development

Department Directors


for Administration

Director of

Organizational and

Staff Development,

Department Directors

Held meeting to begin exploration of new

program. Scheduled stakeholders’ meeting

for December to explore needs and topics for

training.

Held meeting with representatives across 8

departments to discuss new NLA strand for

Department Leaders. Program will begin in

Fall of 2015 with emphasis on overview of

departments in the district and how they

support campuses. An additional component

will be shadowing campus administrators to

more fully understand their job demands.

Received nominations and selected first

group. Agenda was finalized and first group

of NLA directors will commence in fall.

Objective 4. Maintain a compensation package and a benefits plan that are competitive.


Responsible

Progress Report 1

July 1, 2014-October 31, 2014

Progress Report 2


Progress Report 3

March 1, 2015-June 30, 2015

III.4.1. Conduct a yearly Wellness,

Benefits, and Insurance survey.

Tech Services

Communication Dept.

Executive Director

Benefits and Risk

Management

A survey was conducted in late spring.

Findings have been reported at Principals’

Meeting, Cabinet, Board of

Trustees, Friday letter and Health and

Wellness Committee. Findings will be

reported to Directors and Assistant Directors

in November.

Began formatting a survey. Survey teaser

advertised in March edition of “The

Resource". Looking to launch survey in

late March or early April.

Completed survey and shared results with

the NISD School Board and Cabinet.

8/19/15 26


Responsible

Progress Report 1

July 1, 2014-October 31, 2014

Progress Report 2


Progress Report 3

March 1, 2015-June 30, 2015

III.4.2. Explore options for a

Benefits Enrollment and

Administration system.

Tech Services

Business Department

Executive Director

Benefits and Risk

Management

Item tabled pending enhancement to current

Benefits Enrollment and Administration

system.

Tabled item pending enhancement to current

Benefits Enrollment and Administration

system.

Item still tabled.

III.4.3. Overhaul the current Leave

of Absence Process.

Tech Services

Business Department

Executive Director

Benefits and Risk

Management

Implemented new processes to expedite the

processing of LOA's including an initial

notification that an employee has filed for

LOA.

Began looking to implement decentralized

reporting model akin to the Workers'

Compensation program to foster better

campus/department access to leaves sought

which will enhance staffing decisions.

Addressing technological incompatibility

issues to create an automatic qualification

process via Smart-find Express, Kronos, Munis

and Lotus Notes for FMLA requirements of 1

year of service and 1250 hours worked in the

previous 12 months.

Planned continuation into the 2015-16

school year.

III.4.4. Oversee and review results

from the new compensation plan

which includes a structure

adjustment and excludes extra days

from the stipend model to include

flat stipends only.

Business Office Director of

Compensation

Successfully mass updated salaries for the

2014-15 school year which included a 3%

general increase based on midpoint and a pay

structure adjustment. All extra day stipends

were successfully converted to flat stipend

amounts. Salaries and stipends are currently

being reviewed to ensure accuracy. In

addition, we have established new

procedures for calculating stipend amounts

for employees who receive or leave mid-

year.

Held meetings in December and January to

discuss the 2015-16 Compensation Plan. A

follow up meeting will be held in March with

the Superintendent and the Deputy

Superintendent for Business & Finance to

finalize the compensation plan.

Presented the 2015-16 Compensation Plan

to the School Board in April. The final plan

was presented again in June and was

approved by the Board on June 16, 2015.

8/19/15 27

IV. PROMOTE A SAFE ENVIRONMENT FOR STUDENTS AND STAFF

PRIORITY: Create a safe environment for students, staff, families, and community members through a shared vision that includes all stakeholders.

Objective 1. Explore, implement, and communicate security measures that provide safeguards for learning, using the latest technology.


Responsible

Progress Report 1

July 1, 2014-October 31, 2014

Progress Report 2


Progress Report 3

March 1, 2015-June 30, 2015

IV.1.1. Assess the implementation of

new security measures at elementary

schools.

Safety Audit

Principal Feedback

ISMS Feedback

Safety Officer

Asst. Supt. for

Facilities and

Operations

Deputy Supt for Admin

Discussed, through District Safety and

Security committee, how to improve day-to-

day operational procedures.

Sent survey out to Elementary Principals

regarding community police department model.

Held a “work session” with District Safety &

Security Committee to gather input.

Drafted procedures for schools with

security lobbies based on prototype

IV.1.2. Plan for the implementation

of new cameras and security

measures and secondary schools.

Safety Audit

Safety Officer

Asst. Supt for Facilities

and Operations


Completed Elementary phase of cameras and

access control and began with High Schools.

Completed HS camera installation and

beginning with MS with a target completion of

June 1.

Completed 95% of MS camera installation

Objective 2. Implement, provide, and communicate programs that will ensure that students understand shared responsibility and have necessary coping skills.


Responsible

Progress Report 1

July 1, 2014-October 31, 2014

Progress Report 2


Progress Report 3

March 1, 2015-June 30, 2015

IV.2.1. Research new programs that

address anti-bulling and

cyberbullying.

Region 20 Director of Guidance

and Counseling

Attended Fall Region 20 Counselor

Workshop to get updates regarding

cyberbullying trends and new programs.

Planned to purchase Safe Side Super Chick

(Internet Safety) for elementary campuses to

use in classroom guidance. Met with the

Technology Department to enhance the

resources on the webpage for parents and

students. Updating Parent411 webpage with

current information.

Purchased Safe Side Super Chick (Internet

Safety) and used in classroom guidance

lessons by elementary counselors.

Investigated several anti-bullying and cyber

bullying programs through vendors but

concluded that the NISD locally-developed

lessons and supplemental programs/

materials are better designed and meet the

needs without purchasing more programs.

IV.2.2. Research programs that

provide students with stress coping

skills.

Technology Services Director of Guidance

and Counseling

Trained all NISD Counselors in WhyTry – a

research based program designed to teach

coping/resilience skills.

Began implementation of WhyTry (a research

based program designed to teach

coping/resilience skills) at all levels.

Elementary counselors received an additional

training to incorporate hands-on WhyTry

activities.

Omplemented WhyTry at all levels in

small group counseling and in classroom

guidance lessons. Student Leadership

programs at both elementary and middle

school had lessons on responsible behavior.

8/19/15 28

Objective 3. Implement, provide, and maintain instructional facilities that support a safe, healthy, and comfortable learning environment in a growing community.


Responsible

Progress Report 1

July 1, 2014-October 31, 2014

Progress Report 2


Progress Report 3

March 1, 2015-June 30, 2015

IV.3.1. Assess the implementation of

new elementary “security lobby”.

Safety Officer

Campus Principal

Safety Officer


Met and discussed the implementation of

Security Lobby with principal.

Met and discussed schematics of the next

phase of schools with architect.

Began design and construction of Lobby at 8

additional schools.

Continued design and construction at

additional schools.

IV.3.2. Discuss different levels of

access control for campus employees

based on installation of new system.

PD and ISMS

departments

ISMS Mgr

Safety Officer


Discussed proxy control with Safety and

Security Committee.

Continued discussion through Safety and

Security committee.

Designed new guidelines and procedures

for granting proxy access.

IV.3.3. Commence a pilot capital

improvement program for Athletic

facilities at 4 schools.

Facilities and Athletic

Departments

Asst. Supt for Facilities

and Operations

Ex. Director of

Athletics


First round of schools in design; began

discussion for following year.

Continued discussing the project and selection

of next set of schools.

Approved next round of schools to receive

upgrades.

Objective 4. Implement and promote a collaborative approach to school and community safety.


Responsible

Progress Report 1

July 1, 2014-October 31, 2014

Progress Report 2


Progress Report 3

March 1, 2015-June 30, 2015

IV.4.1. Establish a district-wide

safety committee to include central

office, campus administration, and

department heads.

Region 20

Survey Data


Chief of Police

Formed committee; reviewed the district

safety audit.

Continued with district level meetings;

gathered input through work session; and

committee discussion

Redesigned committee’s goals and purpose

for following year.

IV.4.2. Discuss and assess the

implementation of elementary

“community” officers.

PD and Campus

Principal input


Chief of Police

Discussed, internally, elementary PD officer

and community relations.

Asked elementary principals for feedback via

questionnaire.

Received positive feedback from principals

regarding effective use of PD, including

attendance at PTA meetings, bike rodeos,

carnivals, classroom presentations as well

as providing a presence during morning and

afternoon procedures.

8/19/15 29

2014-2015 Migrant Education Program SSA and Non Project Districts Identification and Recruitment Action Plan

Education Service Center, Region 20

Goal: Identify and recruit migrant families residing in the SSA and Non Project districts to ensure that migrant students are provided with appropriate educational services, and to ensure that they have the opportunity to meet

the same challenging state, content, and student performance standards that all children are expected to meet.

Objective: Ensure all eligible migrant families residing in the districts are properly identified, recruited, and served in order to provide the supplemental services needed to ensure student success in school by zero errors on

Certificate of Eligibility (COE).

Evidence

of Need Required Activity Timeline

Staff

Responsible Resource

Evaluation of

Program & Impact Mid-Year Status EOY Status 5/13/2014

Req

uir

ed T

rain

ing

Participate and complete Annual

Identification & Recruitment (ID&R)

Training and New Generation

System (NGS) Training offered by

the Texas Education Agency (TEA).

August or dates the

online state training

is released

All ESC MEP

Staff

Online state trainings NGS

website ID&R & NGS

Manuals.

Certificates Ongoing Ongoing

Participate in Identification &

Recruitment (ID&R) and New

Generation System (NGS) series

days offered by ESC.

August thru May All ESC MEP

Staff

Online state trainings NGS

website ID&R & NGS Manuals

and updated resources from

TEA.

Certificates Ongoing Ongoing

New employees attend MSIX

training offered by ESC 20

Year round Ed Specs TEA materials MSIX website Certificates Ongoing Ongoing

Iden

tifi

cati

on

&

Rec

ruit

men

t Brainstorm and plan recruitment

strategies for SSAs and Non Project

districts and review roles &

responsibilities of recruiters.

Year round MEP staff ID&R Manual new guidelines

SSA Procedures Handbook

Increased identification

of migrant students

Ongoing Ongoing

Iden

tifi

cati

on

&

Rec

ruit

men

t Finalize all forms, documents and

logs that will be utilized. Disseminate

and train on all forms, documents,

and logs, etc.

By September 30,

and as needed

Forms that meet Title I

Part C Migrant

Compliance Report

Ongoing Ongoing

Iden

tifi

cati

on

&

Rec

ruit

men

t

Contact potential/current eligible

migrant families: using door to door

recruitment based on leads or

referrals.

Year round Recruiters /

SEA /

Reviewers

Family Surveys

Growers

Community agencies

District personnel

COEs

Recruiter logs and

certified letters sent to

parents after three

attempts to contact the

family; completed

COEs, videos

Ongoing Ongoing

8/19/15 30







Evidence


Staff


Evaluation of


Iden

tifi

cati

on

&

Rec

ruit

men

t Follow-up on family surveys. Year round Recruiters/SS

A District

Contacts

Family Surveys/NGS Reports Recruiter logs,

spreadsheet

Ongoing Ongoing

Iden

tifi

cati

on

&

Rec

ruit

men

t Conduct community outreach and

contact other federal agencies that

serve migrant families.

Year round Recruiters Community Agencies listings

from leads or websites

Recruiter Logs, Agency

Resource List

Ongoing Ongoing

Iden

tifi

cati

on

&

Rec

ruit

men

t Visit Local Growers. Year round Recruiters

including

OSY

Recruiters

ID&R Manual suggested

websites and other leads

Recruiter Logs,

increase in Local

Growers List

Ongoing Ongoing

Iden

tifi

cati

on

&

Rec

ruit

men

t Locate out of school youth including

preschool aged children.

Year round Recruiters

including

OSY

Recruiter

ID&R Manual, Procedure

Manual, NGS, & PEIMS.

Recruiter Logs,

increase in OSY

Ongoing Ongoing

Iden

tifi

cati

on

&

Rec

ruit

men

t

Contact current eligible migrant

families to determine if new

qualifying moves have occurred.

Complete new COEs as needed.

July 1- October 1

and as needed

Recruiters ID&R Manual & COE Family

Reports

Completed COEs and

documentation of

contact attempts on

First Contact

Spreadsheet

Ongoing Ongoing

Iden

tifi

cati

on

&

Rec

ruit

men

t

Review Family Surveys for potential

eligible students. Follow procedures

as outlined in MEP procedural

manual.

Aug to Oct 31 for

beginning of the

year family surveys

and year round

All ESC MEP

Staff

ID&R Manual, Procedure

Manual, NGS, & PEIMS.

Complete COEs for

qualifying family

surveys.

Ongoing Ongoing

8/19/15 31







Evidence


Staff


Evaluation of


Iden

tifi

cati

on

&

Rec

ruit

men

t

Recruiter will complete COEs and

Supplemental Documentation Form

(SDF) for all families with a new

Qualifying Arrival Data (QAD) and

submit to Eligibility Reviewer.

Year round submit

to reviewer within 3

working day from

parent signature

Recruiters /

SEA /

Reviewers

ID&R Manual

COE, SDF, SSA Procedures

Handbook

Completed COE and

SDF for all families

having a new QAD

Ongoing Ongoing

Iden

tifi

cati

on

&

Rec

ruit

men

t

SEA Reviewers review COEs and

SDF for all families with a new

QAD. Return COE and SDF to

recruiter if additional information is

needed. Submit to NGS Terminal

Site after eligibility review is

completed for entry in NGS.

September-August

Reviewer submit to

terminal site within

5 days of parent

signature Refer to

current NGS

Manual for entry

procedures and

timelines.

Recruiters,

SEA

Reviewer,

System

Specialist

COE, SDF; ID&R Manual;

NGS Guidelines, SSA

Procedures Handbook; COE

Log

Monthly Unique

Reports for each SSA

district.

Ongoing Ongoing

Conduct Residency Verification to

verify continued residency for all

currently eligible children who have

not made a new qualifying move

during the current reporting period.

Sept 1 – Nov 1 or

for 2 year olds

turning 3: on or

after 3rd birthday, &

OSY.

Recruiters,

System

Specialist

NGS Guidelines, ID&R

Manual, NGS Reports, PEIMS,

& NGS.

Monthly Residency

Verification Report.

Ongoing Ongoing

Inte

rag

ency

Co

ord

inat

ion

Network with agencies that serve

migrant families.

Coordinate/network with

local/regional organizations that

provide services to migrant workers

and their families by meeting with

staff.

Year round OSY

Recruiter /

Recruiters /

Ed Spec

Counselor

ID&R Manual / SSA

Procedures Handbook

Increase in services

provided to migrant

families by community

organizations

Ongoing Ongoing

8/19/15 32







Evidence


Staff


Evaluation of


Share and exchange information with

parents, students, and district staff

regarding High School Equivalency

Program (HEP) and College

Assistance Migrant Program

(CAMP) sites and Teaching and

Mentoring Communities (TMC).

Year round MEP staff ID&R Manual / District Staff Increase in services

provided to migrant

families by community

organizations

Ongoing Ongoing

Qu

alit

y

Co

ntr

ol

Develop written procedures that

outline ID&R quality control within

the SSA.

Sept. 30 MEP staff ID&R Manual / TEA Written procedures for

quality control

Ongoing Completed

Qu

alit

y

Co

ntr

ol

Develop written procedures that

outline ID&R quality control for

Project Districts.

Sept. 30 Ed Spec /

NGS

SSA Procedures Handbook Written procedures for

quality control

Ongoing Completed

Qu

alit

y

Co

ntr

ol

Follow protocol for COEs that

warrant further review by TEA as

outlined in the ID & R Manual

Year round Ed Spec Compliance with TEA

requirements

Ongoing Completed

Qu

alit

y

Co

ntr

ol

Provide ID&R awareness and

support to SSA MEP staff as specific

needs are observed throughout the

year.

Year round Ed Spec ID & R Manual; SSA

Procedures Handbook; Second

Reviewer Form

Sign in Sheets from

SSA Contact meetings.

Ongoing Completed

8/19/15 33







Evidence


Staff


Evaluation of


Qu

alit

y

Co

ntr

ol

Maintain updated active and inactive

records. File COEs in alphabetical

order by current mother’s last name

and retain records for seven years

from the date eligibility ends.

Year round MEP staff ID&R Manual; NGS Manual;

SSA Procedures Handbook

Compliance with

Records Retention

policies by April 30.

Ongoing Ongoing

Qu

alit

y

Co

ntr

ol

Validate eligibility through re-

interview process according to

instructions set forth by TEA.

As directed by the

State MEP

MEP staff N/A 100 percent accuracy

rate

Ongoing Completed

Ev

alu

atio

n

Gather and analyze data and input

from various MEP stakeholders to

incorporate appropriate changes in

subsequent ID&R plan for

continuous improvement.

Nov. 30 MEP Staff ESC-20 Quality Services

Survey; Parent Advisory

Council (PAC); Parent Survey;

Student Survey; SSA Contacts

Survey

Identified strengths and

weaknesses to redesign

the services provided

by ESC-20 MEP.

Ongoing Revisited at SSA meeting May 26, 2015

8/19/15 34

2014-2015 SSA Migrant Districts Priority for Service (PFS) Action Plan


As part of the NCLB Consolidated Application for Federal Funding, Part 4 of the Title I, Part C Migrant Education Program Schedule, the Priority for Service (PFS) Action Plan is a required Program Activity for the Migrant

Education Program. Priority for Service students are migratory children who are failing, or most at risk of failing, to meet the state’s challenging state academic content standards and challenging state student academic

achievement standards, and whose education has been interrupted during the regular school year. [P.L. 107-110, §1304 (d)]

The Priority for Service Report on NGS must be used to determine who to serve first and foremost with MEP funds. Students are identified as PFS if they meet both of the following criteria:

Criteria for 2014-2015

Grades 3-12,

Ungraded (UG) or Out

of School (OS)

Students who failed one or more of the state assessments (TAKS/STAAR), or were granted a TAKS LEP Postponement, were Absent or were not enrolled in a

Texas school during the state assessment testing period for their grade level; and have their education interrupted during the previous or current regular school

year.

Grades K-2

Students who are designated LEP in the Student Designation section of the New Generation System (NGS) Supplemental Program Component, or have been

retained, or are overage for their current grade level and have their education interrupted during the previous or current regular school year.

Goal(s): Objective(s):

Ensure that identified Priority for Service migrant students have

the same opportunity to meet the challenging state, content, and

student performance standards expected of all children.

100% of PFS migrant students will receive priority access to supplemental instructional and support opportunities.

Required Activities Timeline Person(s) Responsible Documentation Mid-Year Status EOY Status

On a monthly basis, run NGS Priority for Service (PFS) reports to identify migrant children and youth who require priority access to MEP services.

Monthly System Specialists NGS Monthly

Reports

Ongoing Ongoing

Before the first day of school, develop a PFS Action Plan for serving PFS students. The plan must clearly articulate criteria for defining student success, including timelines for achieving stated goals and objectives.

May-August MEP Coordinator

Ed Spec Supervisors

Counselors, Recruiters

System Specialists

District Contact

Completed 2014-

2015 PFS Action

Plan

Ongoing Changing procedures to meet this requirement.

8/19/15 35

The PFS Action Plan must include the following:

When, in your school year calendar, the district’s MEP Contact will provide each campus principal, appropriate campus staff and parents the Priority for Service criteria and updated NGS Priority for Service

reports.


Provide SSA migrant contacts a copy of

the PFS criteria, monthly updated NGS

PFS reports, and expectation of

procedures to follow with PFS students.

Monthly Ed Spec Supervisors,

System Specialists,

Counselor District Contact,

Campus Administrator or

Campus Designee

PFS Report Ongoing Ongoing

Provide all parents of PFS students a

letter explaining why the child was

identified as PFS and who to contact for

more information.

Upon identification

as PFS

Ed Spec Supervisors PFS Reports Ongoing Changing procedures to meet this requirement.

Provide all parents a copy of the PFS

criteria, what it means, and implications

for the student to ensure awareness.

August Ed Spec Supervisors PFS Criteria Letter Ongoing Changing procedures to meet this requirement.

When, in your school year calendar, the district MEP contact, MEP staff and migrant school staff will make home and /or community visits to update parents on the academic progress of their children.


Provide parents of PFS students with the

knowledge of local and state

requirements for promotion, graduation

Community

Outreach Fair, PAC

meetings; individual

meetings/phone

calls with parents as

needed (case by

case)

Campus and Migrant

Counselor, Campus

Administrator or Campus

Designee

Counselor follow-

up, student feedback

Ongoing Changing procedure to meet this requirement.

Provide parents of PFS students an

update on the academic progress of their

child,

Individual

meetings/phone


needed (case by

case)

Ed Spec Supervisors,

Counselor, Tutors, District

Contact, Campus

Administrator or Campus

Designee

Parent evaluations/

feedback, Counselor

follow-up

Districts will ensure a

process is in place for late

priority placement.

Districts will ensure a process is in place for late priority placement.

Provide parents of PFS students

information about available community

and/ or social services.

Community

Outreach Fair, PAC

meetings; individual

meetings/phone


needed (case by

case)

Ed Spec Supervisors,

Counselor, Recruiters,

Tutors, District Contact,

Campus Administrator or

Campus Designee

Parent evaluations/

feedback, Counselor

follow-up, tutor

feedback, student

feedback

Ongoing Ongoing

8/19/15 36

How the district’s MEP contact will use NGS Priority for Service reports to give priority placements to these students in Migrant Education Program activities.


SSA districts will develop a set of

procedures that outline a varietyof

strategies for migrant students with late

entry and/or early withdrawal and saved

course slots in elective and core subject

areas. (Required Activity “m”)

August District Contact or

appropriate district

designee; Ed Spec

100% of students

who enroll late will

be placed in the

necessary core

content classes.

Ongoing Ongoing

What federal, state and local programs service Priority for Service students?


Identify state, federal, and local

programs that serve PFS students during

the current school year in order to ensure

migrant services are supplemental.

Year Round Ed Spec Supervisor Completed

Academic Services

Form from each

SSA district on file

Ongoing On-going

How the district’s MEP contact will ensure that Priority for Service students receive priority access to instructional services, as well as social workers and community social services/agencies.


Provide appropriate placement/ programs

for students not meeting the state content

standards or mastering TEKS objectives.

Ex: tutoring, state assessments,

remediation, UT Austin migrant

coursework, credit recovery (Nova Net,

Plato, FLEX, night school, etc.), summer

school, or community resources/

services.

Year Round District designee, Ed Spec,

Ed Spec Supervisor,

Counselor

Increased number of

students completing

partial credit and/or

passing state

assessments.

Ongoing Ongoing

Coordinate with MEP to provide

resources and tools to promote student

academic success.

Year Round District designee, Ed Spec,

Ed Spec Supervisor,

Counselor

Increased number of

students completing

partial credit

courses, passing

state assessments,

and passing courses.

Ongoing Ongoing

Identify dropout students/ out-of-school

youth (OSY) to provide information

regarding options for obtaining diploma/

GED.

Year Round OSY Recruiter, Ed Spec

Supervisor, Counselor

Identify and provide

information

regarding options to

100% of OSY

students.

Ongoing Ongoing

8/19/15 37


Identify state, federal, and local programs

that serve PFS students during the current

school year in order to ensure migrant

services are supplemental.

Year Round Ed Spec Supervisor Completed

Academic Services

Form from each

SSA district on file

Ongoing Ongoing

The MEP Contact will include the PFS Action Plan in the District’s Improvement Plan as a separate section appropriately labeled or identified (e.g., “Migrant PFS Action Plan” section), rather than integrating the

action plan elements with other DIP sections that focus on other student population groups ( e.g., Bilingual, ESL, economically disadvantaged).


Provide district contacts with Priority for

Services criteria and a copy of the PFS

action plan to be included in their District

Improvement Plan (DIP).

June Ed Spec Supervisor,

Counselors

Copy of DIP

showing insertion of

PFS Action Plan

Ongoing Ongoing

Additional Activities Timeline Persons Responsible Documentation Mid-Year Status EOY Status

Collect and analyze sources of student

data (transcripts, testing data) to

determine progress toward graduation.

Year Round Counselor, Ed Spec

Supervisor, System

Specialists

Increased number of

students completing

partial credit and/or

passing state

assessments.

Ongoing Ongoing

Provide an opportunity for campus

counselors to participate in the Migrant

Counselor Overview session to analyze

migrant student educational needs.

Year Round Counselor Increase the number

of participants to

this session by

100%.

Upon Request Upon request MEP Counselors will reach out to districts staff during summer

2015 to schedule meetings. Ten districts were supported this year.

Provide on-line and face to face

opportunities for district/campus staff to

attend staff development for enhancing

their knowledge of the migrant student

population including migrant student

needs.

Year Round Ed Spec Supervisor,

Counselors

Increase the number

of participants at the

ESC sessions/

contact meetings by

100%.

Participant

evaluations.

Participant

feedback.

Ongoing Ongoing

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