VAN INDEPENDENT SCHOOL DISTRICT · Dwayne Wheeler Lynn Ward Ashley Daniels Scott Shinn Randall Lockwood Denny Rucker . Jane Howell Travis Hallett Teachers One Year Term Elizabeth

VAN INDEPENDENT SCHOOL DISTRICT

DISTRICT IMPROVEMENT PLAN

School Year 2019-2020


VISION STATEMENT

Van ISD inspires and prepares all students to be successful in a rapidly changing world.

DISTRICT BOARD GOALS

FACILITIES

Van ISD maintains and provides facilities that meet the changing needs of our growing and evolving populations.

STUDENT PREPARATION

Van ISD motivates and prepares students to pursue post-secondary education.

TECHNOLOGY

Van ISD students are proficient utilizing advanced technology successfully.

Van Independent School District

2019-2020

School Board Members Van Independent School District

School Board Members

School Board Members

Scott Thomas Leslie Goode Shannon Johnson Michael Johnson Scott Thomas Leslie Goode Dean Dike Michael Johnson President Vice-President Secretary Member Vice President Secretary Member

Dean Dike Mark McClanahan Charles McCaffree Member Member Member

District Administrative Team

Don Dunn Superintendent of Schools

Danny Morrow Dr. Donna Wallace Richard Pride Deputy Director Deputy Director Deputy Director

CFO/Personnel Director Curriculum/Accountability Special Education/Special Programs

Willie Bryant Jared Moffatt Randy Stancill Jason Johnson Karla Rainey Director Director Director Director Director Transportation Operations Athletics Technology Systems Instructional Technology CTE

Jonnie Smith Marty Moore Shelby Davidson Jeremy Peterson Jeff Hutchins Principal Principal Principal Principal Principal J. E. Rhodes Elementary Van Intermediate Van Middle School Van Junior High Van High School

Photo not

Available

2019 Van ISD Organizational Chart 2020Board of TrusteesSchool Attorney School Auditor

Administrative Assistant

Communications SpecialistSuperintendent

School Resource Officer

Director of School Safety

Deputy Director ofBusiness, Personnel, and

Operations

Director ofTechnology Systems

Deputy Director ofCurriculum/Instruction

Deputy Director ofFederal Programs

Director ofFood Service

Energy ManagerHuman ResourcesBusiness/Finance

Student Information

Department Secretary

Director of CTE

Custodial SupervisorMaintenance Supervisor

Department Secretary

Executive Secretary

Director ofInstructionalTecchnology

InstructionalTecchnologySpecialists

Nurses

Diagnosticians/LSSP

Executive Secretary

Related ServiceProviders

(OT, PT, VI, SI, LPC)

Girls AthleticCoordinator

Campus Principals

- - - - - - - - - - - - - High School

Counselors Assistant Principals Teachers Clerical/Paraprofessional

Athletic Director

Director ofTransportation

Junior High School

Elementary School

Middle School

Intermediate School

Van ISD Vanguard Committee

2019-2020

Parents Regan Mort Sabrina Thacker Brandon Brown Casie Savage Sara Brown Veronica Scarbrough Christina Horton Melissa Brown Jan Carter Amy McKinney Community Members Brad Williams Monica Dike Rusty Smith Lana Keller Stacie Penny Misty Johnson Brenda Kellam Kenneth Meadows Joe Bolin Rev. Ira Jones Business Representatives Esperanza Lemus Dwayne Wheeler Lynn Ward Ashley Daniels Scott Shinn Randall Lockwood Denny Rucker

Jane Howell Travis Hallett Teachers One Year Term Elizabeth Harvey Chessa Hays Shannon Malone Amber Guy Savannah Winn Erica Norman Ashley McLellan Kelsey Heddin Angel Shoquist Tammy Huff Amy Creamer Amy Miller Courtney Compton Vicky Cazarez Carol Horton Two Year Term Alisha Lawson Jana Veader Lisa Brown Aaron York Jon Perkins Berny Duke Celeste Person Tarah Robinson Rachel Powers Mallory Modesitt

Joann West Amanda Davidson Julie Kindle Michaela Schieber Kelsey Carpenter Campus Non-Teaching Representatives Karla Rainey Melissa Mitchell Shelley McClanahan Janice Mulford Pete Bell Shauna Williams Marcie Hutchins Tracy Rumbo Tami Carlson Jamie Dodd District Non-Teaching Professional Lindsay Jones Richard Pride Becky Collier Jeremy Peterson Amy Moffatt

Van ISD Comprehensive Needs Assessment (CNA)

The Van ISD District Improvement Plan (DIP) is prepared in accordance with requirements of Chapter 11, Subchapter F, of the Texas Education Code, specifically 11.251 and 11.252. These requirements are also contained in VISD policies BQ (Legal) and BQA (Legal). Each school district shall have a district improvement plan that is developed, evaluated, and revised annually, in accordance with district policy, by the Superintendent with the assistance of the district-level committee. The purpose of the district improvement plan is to guide district and campus staff in the improvement of student performance for all students groups in order to attain state standards in respect to academic excellence indicators. The district is required by the No Child Left Behind Act of 2001 to implement the following 10 Title I School-wide components: Comprehensive Needs Assessment Reform Strategies Instruction by Highly Qualified Teachers High Quality Professional Development Strategies to Attract Highly Qualified Teachers Strategies to Increase Parental Involvement Transition Pre-K/K Teachers Included in Decisions Regarding Assessments Effective and Timely Assistance to Students Experiencing Difficulty Coordination and Integration of Federal, State, and Local Services and Programs

Comprehensive Needs Assessment Data Documentation

The Van Independent School District Comprehensive Needs Assessment (CNA) process is a continuous effort to maintain excellence and to identify needs for improvement. The process documents these needs and serves to focus efforts and funding on developing effective strategies to move VISD toward becoming a Texas Education Agency Exemplary District. The following data were used for this analysis:

• District Goals • Board Goals

• Texas Academic Performance Report data • STAAR Results • TELPAS Results • Public Education Information Management System (PEIMS) data • At-Risk data • Demographic data • Attendance data • DAEP Data • State and Federal planning requirements • Performance Based Monitoring Analysis System report • VISD Technology Plan • VISD Highly Qualified Teacher Focused Analysis Process (Continuous Improvement Plan) • Staff development evaluations • VISD curriculum implementation data • Prior year budgets and expenditures • FIRST Financial Integrity Rating System of Texas • Administrator surveys/Interviews • Analysis of Accountability Data, AYP Data, and PBMAS Data • Class counts for K-4 and enrollment projections for district, each campus, and each grade level • Community surveys/interviews • Discipline records, violent incident reviews • Evaluation of policies and procedures that impact student performance • Parent surveys/Interviews • Safety and Security procedures review • Safe school environment surveys • Special Programs Evaluation conducted with District Administrative Team and each principal • Student performance data disaggregated by student groups and gender • Student retention rates and Grade Placement decision for SSI grades • Student surveys/interviews • Teacher retention • Teacher surveys/interviews • Teacher input during individual campus Strategic Planning sessions

• Promotion/Retention rates • TELPAS/AMAO review and longitudinal comparisons • Facilities inspections and reviews • Technology needs • MAP K-12 Math/Reading

Comprehensive Needs Assessment Narrative Parent and Community Involvement: VISD is committed to a full partnership with parents and community in providing an optimum teaching and learning experience for

students. The needs assessment process for this area includes a review of current and previous levels of parent and community participation

in existing activities, feedback and evaluations from parents and community members regarding existing opportunities and planning and

information sessions with administrators to evaluate quality and participation levels for these opportunities.

Current structure for parent and community involvement distinguishes between participation as a volunteer and participation in activities

and events. By law, volunteers must complete application forms from the Texas Safe Schools Project and pass a background check. Parents

and community members may participate in planned activities and events without this application process.

Parent and Community Volunteers for the 2018-2019 school year showed over 300 volunteers. Volunteer opportunities include mentoring

and tutoring for students. Additionally, the Literacy Partners Program that was implemented in grades K-3 in 2014-2015 has been a

tremendous success. This program will continue for the 2019-2020 school year. There is a need to compile the campus data into district

baseline data for volunteer efforts to develop strategies to maintain and improve the efforts.

Activities and events for parent and community participation include night sessions developed by the campuses to provide parent/student

learning activities for “back to school” information and core curriculum areas such as reading, math and science. SHAC and VISD will

partner to offer such activities as a health fair assisted by community, state and federal organizations. Other parent and community activities

currently in place are the Happy Bears program at the elementary, Hispanic Family Night, Vandal Nation Station, Van Oil Festival,

Homecoming Parade, Vandal Pride Night, Strong Fathers Reading, Math, and Science Programs, and Van ISD Distinguished Alumni

program. Two Parental and Community Dyslexia Awareness Nights are planned for the 2019-2020 school year.

Parent meetings were held to inform parents and students on how to complete FAFSA forms and a College Fair was held at the high school.

Limited English Proficiency, ELs, and ESL (STAAR) are the top at-risk categories for most secondary schools with retention rates as the

third highest. This data shows a logical progression of similar challenges noted in elementary. Supporting parents in their efforts as full

partners in their child’s education remains a priority for all students district-wide. District-wide plans are also being made to create Hispanic

Parental Involvement meetings on each campus for the upcoming school year to increase communication and to keep parents informed as

the importance of their support with their child’s education and attendance.

There is a need to make certain that 100% of administrators understand the role of a Parent Liaison by going over the duties and

responsibilities. Another need is to ensure that administrators understand the importance of parental involvement and ensure that parents feel

welcomed at the campuses. Customer Service should continue to be a priority. It is important to have a parent liaison at each campus who

will help meet all Title I Parental Involvement requirements and help build capacity. Staff development for parent liaisons is an area that

VISD is currently considering to help us focus on new ways we can engage more parents on becoming involved. Discussion and program

reviews note that a major concern with all types of parent and community activity is consistent attendance and completion rates.

To address this concern, program administrators will focus on the following:

• Improved and expanded parent and community communication efforts to stress the importance of consistent attendance for campus based

activities through parent forums, newsletters, Facebook, Skylert, Twitter, Peachjar.

• Improved communication to parents in previously underrepresented groups such as Special Education students and Hispanic students by

ensuring that documents and information sent out to parents is in both English and Spanish.

• Improved communication efforts between program administrators and campus administrators and staff regarding the importance of parent

participation in these programs.

• Attention to attendance trends for individual program instructors to identify program delivery content and quality that is producing higher

rates of consistent attendance, and to further adjust instructor training opportunities to share the content and quality components.

• Collaboration with Van ISD Curriculum Department to establish baseline student data for children of families participating in these

programs to compare student success to district averages.

• Hosting District-wide Parent and Community Dyslexia Awareness Programs.

Student Performance: TAPR (formerly known as AEIS) report for 2018-2019 became available November 2019. The TAPR report was reviewed and analyzed in

the needs assessment process. The needs assessment process for student performance focuses on consistent attendance, STAAR, CCMR,

and other test data but also includes student demographic information to better define student needs in the pursuit of academic excellence,

student progress, and closing the achievement gap. VISD’s STAAR scores are improving each year. High School Algebra I EOC scores

showed a static to downward trend over the past few years. Strong RtI’s through math labs and intensive interventions will be implemented

and monitored throughout the year. Math scores in grades 3-8 reflected growth levels above the state average in most grade levels. This was

the first year for the new math TEKS to be tested. They were not counted in the 2014-2015 school year accountability indexes. We attribute

this upward trend in student performance to the district-wide efforts made by each of our teachers in teaching and focusing on the TEKS and

pushing our students academically towards continued student academic progress. The Van ISD Accountability Rating reflecting that it has

“Met Standard” for the 2015-2016 school year. More information on this can be found within this report in the Accountability Summary

Report.

Reading and writing are two areas of district-wide concern. In order to strengthen these areas, the Daily 5 will continue to be

implemented in Grades K-5 for reading. The Literacy Partners program, will be coupled with the Daily 5 to strengthen our students in

K-3 reading comprehension and fluency. Consultants have been secured to work with our teachers in both reading and math in these

grades through workshops, modeling in the classrooms, and teacher meetings throughout the school year. In order to provide strong

support for our math teachers, a K-9 math consultant is working with our teachers on revising our scope and sequence and lesson plan

designs as well as assessments in order to ensure that the rigor is being provided to students in the classroom. For the 2019-2020

school teachers will receive intensive reading training through TEA Reading Academies. Additionally, in grades K-3 all with the

implementation of comprehension toolkits.

Assessments and data analysis also support the need for English speaking students to pursue development of academic language.

VISD data shows an overall attendance rate of 95.3% for the 2013-2014 school year, a slight increase from the 2012-2013 school year

rate of 95.2%. The Van ISD Truancy Abatement Program has had a positive impact on student achievement, as well as levels of state

funding. The needs assessment review also included data and discussion regarding chronic health conditions, communicable diseases

and special circumstances such as pregnancy and parenting.

A challenge to improvements in student achievement is the number of students with one or more designations as at-risk of dropping

out of school. Further information and needs statements are included in the section on Dropout Prevention. In correlation with that

section, analysis of those categories has shown differentiation from academic needs to those with a stronger focus on social, emotional

and psychological challenges. VISD acknowledges that academic challenges may result in social challenges just as social challenges

may negatively affect academics. However, five of the thirteen categories of at-risk designations are stated in academic terms. Those

five at-risk categories are: reading readiness in elementary schools, low course averages in secondary schools, retention rates for all

grade levels, state assessments such as STAAR and the number of students across all grade levels with Limited English Proficiency.

Information reviewed shows a need for:

• An aggressive writing intervention program

• An aggressive reading program

• Maximum teaching and learning time for teachers and students via improved attendance

• Focused efforts to address academic needs for at-risk students

Based upon both the raw scores for 3-11 as well as the scale scores from the STAAR assessment test, the data suggests that more critical

thinking skills and more rigor still need to be added to the curriculum. Strategies for this year will involve all campus administrators closely

monitoring the depth to which students are being taught and assessed as evidenced through walk-throughs, common assessments and

common assessment data, STAR Enterprise assessments given three times a year in grade K-8 to monitor reading and mathematics

achievement and student performance, ESTAR (Grades 2) and benchmark tests to name a few. Additionally, common-based assessments

are given in each core subject area for each six weeks. These assessments are then analyzed to review which TEKS have or have not been

mastered successfully. TEKS not mastered must then be retaught and reassessed on the next six weeks’ common-based assessment.

VISD has provided training for teachers in Grades K-12 through consultants with the Writing Academy beginning 2013-2014 and has

implemented this curriculum in K-8 as well as STAAR Writing strategies from Mary Ellen Ledbetter in order to assist in strengthening our

district’s writing program. During the 2015-2016 school year district-wide writing portfolios were implemented with one to two essays

written as a minimum per six weeks. Writing portfolios will be monitored in K-12 to ensure curricular alignment and that the TEKS are

taught with fidelity in order to increase student achievement in writing. Additionally, Van ISD implemented the PEG Writing program in

grades 4-12 in 2015-2016 to give faster feedback and allow for better tracking of student performance. For the 2016-2017 school year,

grades 6-12 will be writing a minimum of two essays per nine weeks to place in PEG writing. Grades 9-12 will supplement writing through

use of Turnitin to provide support for student revising and editing skills.

Each campus administrator and their RtI team will be creating monitor lists of students in PK-12. Data will be monitored and reported to the

campus principal in at least three-week increments. Beginning in October after all students have been assessed in reading and math with the

district’s universal screeners- STAAR Renaissance and iStation data all campus data will be reviewed district-wide to ensure student

progress and that student needs are being met. iStation for grades K-10, Dreambox for grades K-3 for math will be used for our students

below Tier I. APEX, Dreambox, Reflex Math, and IXL math/English, etc. will be used for Tier II and Tier III interventions. Additionally,

the implementation of PLC meetings implemented in 2013-2014 will be continued in the 2016-2017school year set at each campus. Campus

administrators will further analyze student performance data to review intervention plans and to assess student achievement. A half day to

meet in an extended PLC meeting days has been added to the district calendar on October 26th

for the 2016-2017 school year to allow

teachers time to meet to discuss common assessment data, create monitor lists of students, and plan for re-teaching to mastery. Professional

staff development will be based upon needs as evidenced through walk-throughs and student assessment data. A focus will be on English

Language Learners (ELLs) and Special Education students since these were the two groups of students that the 2015-2016 Accountability

Summary Report and data tables indicated were areas of concern.

Curriculum and Instruction:

The VISD Curriculum Department is responsible for supporting development and implementation of the Texas Essential Knowledge and

Skills (TEKS) in the foundation and enrichment curriculum. The department also provides district leadership for the development and

delivery of instructional interventions for students. Curriculum development and implementation is collaboratively designed utilizing strong

partnerships with the departments of Staff Development, Technology and Education Support. The needs assessment process for curriculum

and instruction includes reviews of core and enrichment curriculum and methods of delivery as well as monitoring efforts to determine

effective implementation.

For core curriculum areas VISD began implementation of a district created comprehensive curriculum management system that supports the

SBOE mandated TEKS. Beginning during the 2012-2013 school year, VISD transitioned away from CSCOPE and created its own District-

wide scope and sequence utilizing both teacher created and Kilgo Consulting’s scope and sequences. Teachers revised their scope and

sequence as necessary throughout the 2014-2015 and continue to do so for the 2016-2017 school year each nine weeks as necessary and in

turn submit/re-submit teacher created unit lessons plans for each six weeks which will be viewed and monitored in Forethought. Lesson

plans are created with a higher degree of rigor and complexity and closely align with the TEKS/SEs. District-wide common assessments are

given based upon each six weeks’ Scope & Sequence submitted in order to ensure that students are being taught to mastery. All assessments

are created and analyzed through Eduphoria’s Aware curriculum management system at the end of each six weeks’ at a minimum through

PLC (Professional Learning Community) meetings held by grade level/subject area/department level. Additionally, two OER’s (open-ended

response) short/long answer essays are given in each core subject each six weeks.

Student achievement data support the need to link the content of the curriculum with the effectiveness of instructional delivery. Diversity of

student needs documented by numbers of students identified for special education services, gifted and talented services, Limited English

Proficiency services, and at-risk designations validate a need for deeper content knowledge in reading, writing, and math. Continuous

improvement for identifying students in need of intervention is a priority. These efforts also support the State Compensatory Education

requirements of addressing the needs of students designated as at-risk of dropping out of school, particularly in the five areas previously

noted as academic categories. Accurate and early identification of student needs accelerates Response To Intervention (RTI) efforts and

support an individualized instructional plan for teaching and learning.

Dropout Prevention:

The VISD TAPR data for 2014-2015 shows a negligible increase in the number of secondary students dropping out of school over the past

few years school years with the 2012-2013 dropout rate at .6% and 2013-2014 at .7% lower in comparison to state figures at 2.2%. The

numbers of students entering ninth grade and graduating four years later have increased slightly over the last two years as have these figures

increased for both the region and the state. Completion rate growth for the 2013-2014 school year for VISD students who graduated within

the 4-Year Longitudinal Rate are at 96.1% with the State rate at 88.3% and Region at 92.7%. Out of this percentage VISD had a 1.9%

dropout rate as compared to the State at 6.6% and Region at 4.5%. Students pursuing and completing a fifth year graduation were at a

higher passing percentage of 97.2% as compared to the State and region at 90.4% and 93.6% respectively.

Texas Education Code Section 29.081 defines the State criteria used to identify students at-risk of dropping out of school. A student at-risk

of dropping out of school includes each student who is under 21 years of age and who:

1. Is in prekindergarten, kindergarten or grade 1, 2, or 3, and did not perform satisfactorily on a readiness test or assessment instrument

administered during the current school year;

2. Is in grade 7, 8, 9, 10, 11, or 12, and did not maintain an average equivalent to 70 on a scale of 100 in two or more subjects in the

foundation curriculum during a semester in the preceding or current school year or is not maintaining such an average in two or more

subjects in the foundation curriculum in the current semester;

3. Was not advanced from one grade level to the next for one or more school years;

4. Did not perform satisfactorily on an assessment instrument administered to the student under Subchapter B, Chapter 39, and who has not

in the previous or current school year subsequently performed on that instrument or another appropriate instrument at a level equal to at

least 110 percent of the level of satisfactory performance on that instrument;

5. Is pregnant or is a parent;

6. Has been placed in an alternative education program in accordance with Section 37.006 during the preceding or current school year;

7. Has been expelled in accordance with Section 37.007 during the preceding or current school year;

8. Is currently on parole, probation, deferred prosecution, or other conditional release;

9. Was previously reported through the Public Education Information Management System (PEIMS) to have dropped out of school;

10. Is a student of Limited English Proficiency as defined by Section 29.052;

11. Is in the custody or care of the Department of Protective and Regulatory Services or has, during the current school year, been referred to

the department by a school official, officer of the juvenile court, or law enforcement official;

12. Is homeless as identified by 42 U.S.C. Section 11302 and its subsequent amendments; or

13. Resided in the preceding school year or resides in the current school year in a residential placement facility in the district, including a

detention facility, substance abuse treatment facility, emergency shelter, psychiatric hospital, halfway house or foster group home.

Data reports on at-risk designations are updated regularly and analysis must be based on snapshot data. As much as 44.1% of the total

student population showed one or more designations in the TAPR report for 2014-2015.Both secondary and elementary data show in

approximately 1,029 at-risk students. Five of the at-risk categories denote academic challenges that can be addressed through an

individualized approach to teaching and learning, as required by the guidelines for State Compensatory Education. Eight of these categories

denote social, emotional or behavioral challenges and require early identification, prevention, intervention, counseling and support activities

as encouraged in both State Compensatory Education and NCLB Title I, Part A guidelines.

Improvement efforts include a continued focus on early identification and interventions for students struggling academically. Cohort

monitoring and management efforts track student progress toward graduation within four years. Annual credit acquisition is documented

and a plan for credit recovery is established for students behind in the cohort.

Highly Qualified and Effective Personnel:

Van ISD had 96.4% highly qualified teachers during the 2014-2015 school year. For the 2013-2014 Van ISD had 99.49% highly qualified

teachers. VISD employs over 148 teachers, with 2 or 14.9% holding advanced degrees. Over 29 of these teachers, approximately 19.5%,

have more than five years of classroom teaching experience. Average tenure within VISD is 7.5 years. The district averages one teacher per

15.7 students. This average does include core grade levels and classes with smaller elective or alternatively structured classrooms. Average

pay for classroom teachers shows VISD salaries are lower than the state average in all categories of years of experience. There is a need to

monitor recruiting practices and employee placements and transfers, in comparison with student achievement information. A reported

turnover rate of approximately 14.7% was reported for the 2014-2015 school year. The State percentage is at 16.6%. Exit interviews are

necessary to address the challenge to increase the district’s number of experienced teachers.

VISD is committed to quality staff development opportunities that provide every teacher the opportunity to achieve and maintain proper

qualifications as well as the classroom effectiveness necessary for exemplary teaching and learning. Staff development participation is

managed and documented through the Curriculum Department, Eduphoria, Region VII, and Region X. New teachers are required to attend

new teacher training and are provided with mentors by selected teachers. VISD has developed a staff development plan which includes

required training that will include but is not limited to differentiated instruction, GT certification, ESL certification, and Differentiated

Instruction.

VISD sponsors several leadership initiatives and programs to further teacher leadership in VISD as well as targeted training sessions to meet

district goals and objectives. VISD works to train in-house specialists in order to create a “trainer of trainers” model where applicable and

appropriate. Finally, VISD is working diligently to create an online and web-based learning environment to allow participants in sessions to

engage in online learning and webinars in addition to face-to-face sessions.

Highly qualified designations are based on criteria regarding proper certifications for teaching. Highly effective designations are more

challenging to define and measure. As noted in the Curriculum and Instruction section and the Technology section of this needs assessment,

strategies are needed to support and monitor the efforts of teachers to apply staff development concepts into the classroom. Improved

delivery methods to address changing student needs are a priority. For example, approximately 44.1% of the full student body is designated

as at-risk while 52.7% are designated as economically disadvantaged. Effective instructional delivery for these students requires special

strategies and techniques taught through specialized teacher staff development and workshops for teachers.

Technology Implementation and Use: A needs assessment utilizing teacher/student surveys, interviews, inventories, and technology surveys were conducted to analyze the current

status of technology in the district and determine future needs. Items analyzed included: infrastructure, hardware, software, programs,

student achievement, technology resources, staff development, and technical support. Findings from this needs analysis are as follows.

Currently in place across VISD:

• Direct connection to the Internet is via a 1.5 gig connection for the 2019-2019 school year.

• Guest access available across the district.

• District web site and intranet is in place providing district information and instructional services.

• Web site training is provided to teachers by qualified staff members.

• Written procedures are in place on acceptable use of the Internet and network management.

• Distance learning labs are available at two site for student, staff, and community members at the Van ISD Innovation Hut and

the Administrative Training Center.

• CIPA Standards are met by District Internet filtering through Lightspeed.

• All teachers have a dedicated computer.

• On-line card catalog, automated checkout, Internet connections, and Destiny software are available on each campus

• All campuses have computer projectors for classroom checkout or already in place in their classrooms.

• District employees have email accounts and network storage space.

• One technology director, one instructional technology director, two instructional technology specialist, one instructional technology

technician, and three technology personnel are available to the district.

• Technology TEKS are broken down by grade-level and teachers are expected to integrate relevant material into their lessons. Van High School: • CTE strands are available affording students a variety of learning opportunities. • Teachers were provided iPads at the beginning of the 2012-2013 school year and with Chromebooks the beginning of the 2017-2018 school year. • All students in 9th through 12th grade were each provided with iPads at the beginning of the 2015-2016 school year but these were

replaced with Chromebooks for all 9th-12th

grade students during the 2018-2019 school year.

• At least three open access labs are available for students and teachers. • Two Mac labs are also available to students enrolled in those classes only. Van Junior High •Two open access labs are available •Teachers were provided iPads at the beginning of the 2012-2013 school year and with Chromebooks the beginning of the 2017-2018 school year. •Students in 7th and 8th

grade were each provided with iPads at the beginning of the 2013-2014 school year as well as for 2014-2015.

Van Middle School • One open access lab is available for students and teachers. • Teachers were provided iPads at the beginning of the 2012-2013 school year and with Chromebooks the beginning of the 2017-2018 school year. • Students in 4th - 6th

grade were provided with iPads during the 2015-2016 school year.

Van Intermediate School •One open access lab is available for students and teachers. •Teachers were provided eBeams at the beginning of the 2012-2013 school year. Spring 2013 all teacher provided iPads and with Chromebooks the beginning of the 2017-2018 school year. • 2019-2020 Each 2nd and 3rd Grade Classroom received six (6) Chromebooks and (6) headsets with microphones • 2017-2018 all students will receive iPads for classroom use. J. E. Rhodes Elementary • One open access labs is available for students and teachers. • Teachers were provided iPads at the beginning of the 2012-2013 school year and with Chromebooks the beginning of the 2017-2018

school year. •Teachers were provided eBeams at the beginning of the 2012-2013 school year. • 2017-2018 students received iPads for classroom use. • 2019-2020 Each Kindergarten and 1st

Grade Classroom received six (6) Chromebooks and (6) headsets with microphones

• PK was provided with 15 student iPads

Van ISD added a secure district-wide wireless access system that was completed January 2013. In a three-phase plan for technology for the

2012-2013 school, in Phase I K-3 teachers received eBeams and 4-12 subject area teachers received iPads. In Phase II K-3 teachers received

iPads and 4-12 received ebeams. For the 2016-2017 school year, Van ISD has established itself as a 1:1 iPad district with iPads available to

all students in K-12. Teachers will continue to receive staff development on implementing technology into the classroom and in anticipation

of the T-TESS evaluation system. During August 2016 in-service, all teachers received two days of technology training in Google

Classroom, Apple Classroom, and various courses on technology integration in the classroom. May 2017 there are plans for two additional

dates on technology integration training for teachers.

Safe and Disciplined Environment:

In compliance with Texas Education Code Section 39.053, VISD completes an annual performance report regarding the number, rate and

type of disciplinary incidents occurring on campuses. These reports over the last nine years show that the majority of disciplinary offenses

are not of a criminal nature and are categorized primarily as repeated violations of rules in the VISD Student Code of Conduct. VISD

currently publishes by campus, safety rules, dress codes, discipline codes and emergency response protocol.

Campuses also provide assemblies and speakers to encourage student safety and the importance of making healthy choices. Medical

services are also available at each campus including health screenings and information about healthy choices and health information about

drug and alcohol abuse , vaping, bullying, CPR as well as information on other risky behaviors.

Behavior management classes are also available through district services. Campus Administrators and the PEIMS coordinator track and

report referrals and placements by campus and type of offense. The top categories for the placements were as follows: cutting class, conduct

code, student code, and disruptive behavior. The overwhelming majority of all offenses on each campus were reported as violations of

student code of conduct. The responsibility for labeling the causes for referrals lies with the sending campus. One label may not encompass

the entire incident. The need for documentation on a referral to better inform the receiving teachers, counselors and administrators is key to

developing a individual plan for that student by the receiving teachers, counselors and administrators. A disciplinary alternative placement is

an automatic designation for a student as at-risk of dropping out of school. The majority of students referred were already designated with

one or more at-risk categories. The VISD DAEP program is conducted in a separate building adjacent to Van High School. Behavioral

referrals are also documented continuously as students arrive. The documentation form includes a brief narrative of the incident as well as

sending school, grade level, age of the student, and notations if the student has been identified for special education and will require further

assessment and documentation. Decisions vary by student and may include short term in school suspension, a social contract or behavioral

plan, referral to Child Protective Services, reassignment to another classroom setting and professional counseling.

Van ISD

STATE, FEDERAL, and LOCAL BUDGET 2019-2020

FUND 199 STATE & LOCAL

BASIC INSTRUCTION

GIFTED AND

TALENTED CAREER AND TECHNOLOGY

SPECIAL EDUCATION

ACCELERATED INSTRUCTION

BILINGUAL EDUCATION

DISCIPLINARY

AEP COMPENSATORY

HIGH SCHOOL

ALLOTMENT PRE-

KINDERGARTEN

PREK SPECIAL

EDUCATION

PREK COMP

ED PREK

BILINGUAL/ESL DYSLEXIA COCURRICULAR

ACTIVITY UNDISTRIBUTED TOTAL

PAYROLL COSTS 61XX 7,425,101 1,087,212 920,938 1,026,421 50,000 76,806 218,994 67,808 156,864 10,000 295,668 5,137,623 $16,473,435

CONTRACTED SERVICES 62XX 110,893 62,845 177,637 36,837 44,623 18,000 86,110 1,888,818 $2,425,763

SUPPLIES & MATERIALS 63XX 424,583 32,290 183,548 124,060 34,958 12,360 1,500 2,500 1,785 1,785 1,785 13,092 123,250 939,105 $1,896,600

MISC OPERATING 64XX 57,391 10,196 97,807 20,653 5,040 2,300 500 1,300 13,581 119,643 638,995 $967,406

DEBT SERVICE 65XX 303,100 $303,100

CAPITAL IMPROVEMENT 66XX 65,000 1,332,231 $1,397,231

$8,017,968 $42,486 $1,496,412 $1,243,288 $1,098,216 $112,023 $80,606 $222,794 $67,808 $1,785 $158,649 $1,785 $54,673 $624,671 $10,239,872 $23,463,535

TOTAL

$16,473,435

$2,425,763

$1,896,600

$967,406

$303,100

$1,397,231

$23,463,535

25

263-TITLE III PART A

BILINGUAL EDUCATION TOTAL

PAYROLL COSTS 61XX $3,445 $3,445

CONTRACTED SERVICES 62XX $13,119 $13,119

SUPPLIES & MATERIALS 63XX $5,614 $5,614

MISC OPERATING 64XX $3,000 $3,000

$25,178 $25,178

99

255-TITLE II PART A

UNDISTRIBUTED TOTAL

PAYROLL COSTS 61XX $0




$113,378 $113,378

22

244-CARL PERKINS

CAREER AND TECHNOLOGY TOTAL


CONTRACTED SERVICES 62XX $0


MISC OPERATING 64XX $0

$23,534 $23,534

33

225-IDEA B PRE-K

SPECIAL EDUCATION TOTAL


CONTRACTED SERVICES 62XX $0



$9,920 $9,920

23

224-IDEA B

SPECIAL EDUCATION TOTAL

PAYROLL COSTS 61XX $415,963 $415,963



MISC OPERATING 64XX $0

$461,603 $461,603

11 23 24 30 99

211-TITLE I PART A

BASIC INSTRUCTION SPECIAL EDUCATION ACCELERATED INSTRUCTION COMPENSATORY UNDISTRIBUTED TOTAL

PAYROLL COSTS 61XX $33,041 $65,013 $13,500 $547,199 $658,753

CONTRACTED SERVICES 62XX $16,100 $22,505 $38,605

SUPPLIES & MATERIALS 63XX $11,602 $500 $12,102


$33,041 $65,013 $13,500 $579,003 $23,005 $713,562

99

289-TITLE IV PART A

UNDISTRIBUTED TOTAL





Van ISD District Performance Objectives 2019-2020

District Goal #1: Van ISD will provide a Pre K–12 curriculum that is rigorous, engaging, and fully aligned.

District Objective #1.1: VISD will continue to develop a fully aligned, rigorous K-12 curriculum in all subject

areas (core, non-core, electives) that is accessible through Eduphoria and designed to increased student performance in all subject areas.

District Objective #1.2: VISD will continue to utilize rigorous common-based assessment in all core subject

areas. District Objective #1.3: VISD campuses will show at least a 3% increase in closing the achievement gap on

STAAR passing rates in both reading and math between economically disadvantaged students and non-economically disadvantaged students.

District Objective #1.4: By Spring 2020, 85% of K through 3rd grade students will be at or above grade level in

reading and math upon transitioning to the next grade.

District Objective #1.5: By Spring 2020, VISD will show a 3% increase as measured by TSI (Texas Success Initiative) in college/career readiness. District Objective #1.6: VISD teachers will participate in high quality staff development. District Objective #1.7: VISD teachers will implement differentiated instruction and programs to meet the needs

of all learners. District Goal #2: At Risk: The District will provide quality programs that accommodate the

learning needs of at-risk students in all assessed areas to ensure that they are provided the opportunity to graduate college and career ready.

District Objective #2.1: 95% of all VISD students including all special and at-risk populations by 2022 will

advance each year to the next grade level and ultimately graduate with their class. District Objective #2.2: VISD will implement and monitor each subgroup (African American, Hispanic, White,

Economically Disadvantaged, EL, and Special Ed) to provide an exemplary instructional program for all students that promote s successful post secondary college and career readiness while eliminating the opportunity gap.

District Goal #3: Community and Parental Involvement: VISD will promote and support active

parent and community engagement in the education process to improve student achievement.

District Objective #3.1: By the end of the 2019-2020 academic year, VISD will increase it training, enrichment,

and educational involvement opportunities by 5% for parents and community members to improve student academic performance. District Objective #3.2: Van ISD will develop a standardized documentation process for campus and district

parent and community involvement and volunteer efforts to record the type of activity, attendance patterns and customer feedback to establish longitudinal data on the effectiveness on the programs.

District Objective #3.3: Van ISD will increase the average parental attendance at campus/district trainings and/or

workshops to improve academic performance in all state assessed content areas.

District Goal #4: Technology: The District will have an efficient and reliable network that supports the integration of instructional technology in order to ensure that Van ISD students are proficient in utilizing advanced technology successfully.

District Objective #4.1: Provide all VISD teachers with opportunities to receive training and instruction in district

technology. District Objective #4.2: Integrate 21st century learning skills within the district by delivering a rigorous and

relevant curriculum which includes the technology TEKS using technology, assessment data, and other effective instructional strategies to engage all learners ensures that learners are proficient in utilizing technology.

STATE AND FEDERAL MANDATES Bullying Prevention Child Abuse & Sexual Abuse Prevention Coordinated Health – SHAC Council School Health Advisory Committee Dating Violence Awareness Discipline Management – Safe Environments Drug Prevention Gifted and Talented Program Highly Qualified Teachers and Paraprofessionals Post-Secondary Preparedness: Admissions & Financial Aid Information

https://sites.google.com/a/vanisd.org/vanisdhealth/school-health-advisory-committee-shac�

Suicide Prevention Migrant PFS Action Plan Migrant IDR Action Plan


District Goals

2019-2020

Page 1 of 86

District Goal #1: Curriculum: Van ISD will provide a Pre K–12 curriculum that is rigorous, engaging, and fully aligned. District Objective #1.1: VISD will have a fully aligned, rigorous K-12 curriculum in all subject areas (core, non-core,

electives) that is designed to increase student achievement that is accessible through Eduphoria’s Forethought program.

No.

Implementation Strategies

Person(s) Responsible

Resources (Human, Materials,

Fiscal)

Funding Source:

Budget/FTE(s)

Timeline Method of Evaluation

Formative Summative

1. District-wide implementation and continued district development of scope and sequence housed in Forethought and on Curriculum website for grades PK-12 core subjects by adding in new district resources

Deputy Director of Curriculum and Principals

Summer staff development, collaboration time; annual renewal of Eduphoria/PLC collaboration time; reading/math consultants; vertical alignment

Local Funds June 2019 thru June 2020; Monthly principal meetings and weekly campus visits

Completion of an aligned Scope & Sequence that addresses the TEKS; Completion of Unit Maps

Increase in STAAR/EOC assessment results on student performance; Increased student achievement on CBAs.


District Goals

2019-2020

Page 2 of 86

2. District-wide continued development of scope and sequence housed in Forethought and on the District Curriculum webpage for K-12 non-core/elective subjects


On-going revisions and development of scope and sequence; PLC collaboration time; vertical alignment

None Needed June 2019 through June 2020

Staff development

Completion of revised K-12 scope & sequence for K-12 non-core/elective subjects

3. Implementation of lesson plans in K-12 housed in Forethought each nine weeks for core subjects for placement into Forethought. Each teacher submits lesson plans weekly.

Deputy Director of Curriculum; Principals

Summer staff development, Team collaboration and planning time; reading/math consultants

None Needed August 2019 through May 2020

Unit assessments, lessons plans submitted electronically for placement into Forethought

STAAR, STAAR ALT student performance score increase

4. Conduct walk-throughs to observe teacher/student performance using lesson plans, TEKS/SEs, and Daily Objectives from daily/weekly lesson plans in core subject areas.

Deputy Director of Curriculum, Principals, Assistant Principals; reading/math consultants

Scheduled time for walk-throughs

None Needed Weekly Monitoring teachers for evidence of implementation of aligned daily and weekly lesson plans

Teachers utilizing rigorous, aligned Lesson Plan Designs to increase level of student achievement; Increase in student academic performance


District Goals

2019-2020

Page 3 of 86

evidence through STAAR and district assessment data


District Goals

2019-2020

Page 4 of 86

5. Continue with implementation

of Empowering Writers Curriculum in grades K-12.

Deputy Director of Curriculum, Principals

Curriculum Guides Local Funds August 2019 through May 2020

Monitoring of teachers to ensure implementation of Writing Academy in curriculum

Increased writing scores on STAAR Writing in 4th/7th grades and as evidenced in CBA’s each nine weeks.

6. Continue with the Daily 5 in

grades K-5. Deputy Director of Curriculum; Principals; Reading Consultant

Leveled readers; Reading Consultant

Local Funds; Federal Funds

August 2019 through May 2020

Monitoring of teachers to ensure implementation of Daily 5 structure in classroom

Increased reading scores on STAAR Reading; Increased comprehension and fluency scores as indicated on STAR MOY, EOY assessments.


District Goals

2019-2020

Page 5 of 86

7. Continue with growing the implementation of community Literacy Partners program in grade K-3

Superintendent, Deputy Director of Curriculum

Training for all literacy partners

None Needed October 2019 through May 2020

Community support through Literacy Partner volunteers who can read serve two students for a total of 30 minutes a week

Increased student comprehension and fluency in reading as evidenced in STAR assessments and other district assessments that measure student achievement


District Goals

2019-2020

Page 6 of 86

District Goal #1: Curriculum: The District will provide a Pre K–12 curriculum that is rigorous, engaging, and fully aligned. District Objective #1.2: VISD will continue to develop rigorous assessment test banks for common based assessments in all

core subject areas.

No.

Implementation Strategies Person(s)

Responsible Resources

(Human, Materials, Fiscal)

Funding Source:

Budget/FTE(s) Timeline

Method of Evaluation

Formative Summative 1. Continued District-wide

implementation of Eduphoria’s Aware curriculum management system for assessments, assessment test banks, and data analysis in grades K-12


Eduphoria’s Aware curriculum management system

Local Funds July 2019 thru June 2020; Monthly principal meetings and weekly campus visits

Nine weeks assessment tests entered into Aware for Grades K-12

Increase in STAAR score performance and in student achievement as evidenced by monitoring of TEKS/SEs from each nine weeks district assessment.


District Goals

2019-2020

Page 7 of 86

2. Provide Reading Benchmarks thru BAS and Fountas and Pinnell Running Records, District assessments, MAP, and through STAAR Interim Assessments.


BAS kits and digital program, guided reading materials, and Fountas & Pinnell Running digital running records, and STAAR Interim Assessments.

Local Funds September 2019/January 2020/April 2020

Review of data from Screening Benchmarks BOY, MOY, EOY tests

Early detection of students needing RtIs and remediation in reading; increase in student reading performance as evidenced in both STAR results and STAAR state assessments

3. Provide Math Benchmarks through District Assessments, MAP, STAAR Interim Assessments


District Nine Weeks’ Assessments, MAP, STAAR Interim

Local Funds September 2019/January 2020/April 2020

Review of data from Screening Benchmarks from BOY, MOY, EOY tests

Early detection of students needing RtIs and remediation in reading; increase in student math performance as evidenced in MAP, District Assessments, STAAR Interim results and STAAR state assessments


District Goals

2019-2020

Page 8 of 86

District Goal #1: Curriculum: The District will provide a Pre K–12 curriculum that is rigorous, engaging, and fully aligned. District Objective #1.3: VISD campuses will show at least a 3% increase over the 2019-2020 test results for STAAR,

STAAR-Alt, and STAAR EOC.

No.




Funding Source:

Budget/FTE(s)


Formative Summative

1. Continued District-wide implementation and continued development of district developed scope and sequence housed in Forethought for grades K-12 core subjects and all other subjects.


Summer staff development, Region 10 Trainings, consultants, and PLC collaboration time

None Needed August 2019 thru May 2020; Monthly principal meetings and weekly campus visits

Ongoing Teacher submissions and revisions of scope & sequence for 2019-2020 and Lesson Plans

Increase in STAAR/EOC assessment results on student performance; Evidence of submissions thru Forethought


District Goals

2019-2020

Page 9 of 86

2. Development of K-12 Daily Lesson Plans for all core subjects for each nine weeks for core subjects for placement into Forethought


Summer staff development, Region 10 trainings, collaboration time


Unit assessments, lessons plans submitted electronically for placement into Forethought

STAAR, STAAR EOC, STAAR ALT student performance score increase

3. Continued District-wide implementation of Eduphoria’s Aware curriculum management system for assessments and data analysis in grades K-12


Eduphoria’s Aware curriculum management system

Local Funds August 2020 thru May 2020; Monthly principal meetings and weekly campus visits

Nine weeks assessment tests entered into Aware for Grades K-12

Increase in STAAR score performance and in student achievement as evidenced by monitoring of TEKS/SEs from each nine weeks district assessment.


District Goals

2019-2020

Page 10 of 86

4. Conduct walk-throughs to observe levels of implementation of scope & sequence, Daily Objectives based on TEKS/SEs.

Deputy Director of Curriculum, Deputy Director of Special Programs, Principals, Principals, Assistant Principals

Scheduled/unscheduled time

None Needed Weekly Monitoring teachers for evidence of high level questioning and rigorous teaching of TEKS/SEs

Increase in student achievement based on district assessments, benchmarks, report cards, and STAAR tests

5. Implementation of campus RTI programs for all students in Reading in K-10 based on MAP, STAAR Interim Assessments, IXL, BAS (Grades K-3), Fountas & Pinnell Running Records.

Deputy Director of Curriculum, Deputy Director of Special Programs, and Principals

Collaboration with Campus Administrators and support staff

None Needed August , 2019 thru May, 2020

Evidence of student participation and student growth.

Increase in STAAR scores and subject scores on unit tests and nine weeks report cards, STAR Reading/Math Benchmarks indicating student academic achievement gaps being closed


District Goals

2019-2020

Page 11 of 86

6. Implementation of Empowering Writers curriculum in grades K-10. Students in K-5 will place at least 2 writing samples into SeeSaw each 9 weeks. Students in Grades 6-12 will place at least two essays in PEG Writing teach 9 weeks.



None Needed August, 2019 thru May, 2020

Sign-in sheets and Eduphoria Workshop documents of teacher attendance at workshops; Student participation during Writing Campus for 4th and 7th

Increase in STAAR scores and subject scores on unit tests/common assessments and nine weeks report cards, STAR Reading/English Benchmarks indicating student academic achievement gaps being closed

Grades


District Goals

2019-2020

Page 12 of 86

District Goal #1: Curriculum: The District will provide a Pre K–12 curriculum that is rigorous, engaging, and fully aligned. District Objective #1.4: By Spring 2020, 85% of K through 3rd

grade students will be above grade level upon transitioning to the next grade.

No.




Funding Source:

Budget/FTE(s)


Formative Summative

1. Administer an Early Reading Assessment (MAP, BAS, and Amira) and provide accelerated instruction to all K-3 students while progress monitoring all students within the 3-Tier Model.

Deputy Director of Curriculum, Deputy Director of Special Programs

Local funds for purchase of MAP, BAS, and AMIRA for K-3.

Local Funds August 2019 thru May 2020

BOY/MOY/EOY and progress monitoring data

EOY data showing continued increases in student growth in reading

2. Administer an Early Math Assessment to all K-3 Students (MAP) and STAAR Math

Deputy Director of Curriculum, Deputy Director

Local funds for purchase of MAP for K-3

Local Funds August 2019 thru June 2020

BOY/MOY and progress monitoring

EOY data showing continued increases in student growth in


District Goals

2019-2020

Page 13 of 86

Interim (Grade 3) within the 3-Tier Model and provide accelerated instruction

of Special Programs

data math

3. Provide supplementary resources to support PK-3rd


grade Local funds; IMA funds; Title I Funds

Title I Funds

July 2019 thru January 2020

BOY/MOY data and progress monitoring

Increase in student mastery of TEKS/SEs on district common assessments; Increase in STAAR state assessment scores

4. Continued implementation of a Summer Reading Program for K-3 to increase reading skills and decrease reading skill regressions

Deputy Director of Curriculum

Local funds; Title I Funds

Local Funds; Title I Funds

June 2019 - August 2020

Summer school registration numbers; EOY/EOS data

BOY, MOY, and EOY data in August 2020 showing a decrease in students needing RtIs in reading

District Goal #1: Curriculum: The District will provide a Pre K–12 curriculum that is rigorous, engaging, and fully aligned. District Objective #1.5: By Spring 2020, VISD will show a 3% increase as measured by TSI (Texas Success


District Goals

2019-2020

Page 14 of 86

Initiative) in college/career readiness.

No.




Funding Source:

Budget/FTE(s)


Formative Summative

1. Identify students for the Gifted and Talented program with a variety of instruments and procedures to measure diverse talents, abilities, and intelligences and revise the G/T Program for full implementation for the 2020-2021 school year

Deputy Director of Curriculum, Counselors, and Campus Principals

Local Funds GT Funds August 2019 thru May 2020

GT identification assessments

GT numbers reflected in PEIMS

2. Increase the number of students receiving industry-recognized certification and dual/articulated credit by providing students with training using industry-standards curriculum, equipment, technology, software, and supplies

Campus Principal, Director of CTE

Local Funds; Grant funding

Carl Perkins Grant and Local Funds

August 2019 thru May 2020

Increase in the number of course sections identified as articulated or dual credit

Increase in the total number of students who received articulated credit, dual credit, and industry certification


District Goals

2019-2020

Page 15 of 86

3. Ensure that all 8th grade through 10th

Counselors; Principals grade students are provided

the opportunity to take the ACT Aspire or other assessment and/or PSAT 8/9 test

Local Funds Local Funds Fall 2019/Spring 2020

Registration/sign-up sheets

Results of ACT Plan score reports showing an increase in student academic performance

4. Provide all 8th Counselors; Principals

Grade/GT advanced track students the opportunity to take the ACT Aspire and/or PSAT 8/9

Local Funds Local Funds Spring 2020 Registration/sign-up sheets

Results of ACT Plan score reports showing an increase in student academic performance

5. Provide all 9th/10th Counselors grade students the opportunity to take the PSAT

Local Funds Local Funds Fall 2019 Registration/sign-up sheets

Results of PSAT score reports showing an increase in student academic performance


District Goals

2019-2020

Page 16 of 86

District Goal #1: Curriculum: The District will provide a Pre K–12 curriculum that is rigorous, engaging, and fully aligned. District Objective #1.6: 100% of VISD teachers will participate in high quality staff development.

No.




Funding Source:

Budget/FTE(s)


Formative Summative

1. Continue to provide professional development to all new teachers and to all returning teachers that corresponds with needs based on STAAR state assessments,

Deputy Directors of Curriculum/Special Programs; Principals

Title II A, State & Local Funds, Regions 7/10 Workshops, Summer Comp. Time, Trainers and Consultants

Title II A Funds

Ongoing Schedules of grade level or dept. planning days, agendas, lesson plans, TSR’s II & III, ; Regions 7/10

T-TESS Summatives, Regions 7/10 Staff Development Records, District Staff Development


District Goals

2019-2020

Page 17 of 86

district assessments, MAP, Math, Reading assessments, STAAR Interim assessment results.

workshops, local VISD workshops/outside consultant sign-in sheets and registration information through Eduphoria’s Workshop

Records, sign-in sheets and documentation from conference and workshop attendance; Increase in student achievement based on State and/or local assessments and report cards

2. Set expectations and provide opportunities for integration of instructional technology.

Deputy Directors of Curriculum and Special Programs, Director of Instructional Technology; Principals

Tech Focus Committee, Summer comp. time, Region 7/10 workshops, District Workshops and Conferences such as TCEA

None Needed Ongoing Walk-Throughs, Grade Level and Dept. Planning Meetings

Campus Technology Objectives, District Technology Conference

3. Set expectations and provide opportunities for appropriate training for teachers of special populations.

Deputy Director of Special Programs Director of Instructional Technology,

TALA, G/T, ELPS, Bilingual/EL Technology support programs, Intervention Programs

None Needed June August October January April

Administrative Planning Meetings, Agendas, Notes, Email notices to

Campus Intervention and Special Programs


District Goals

2019-2020

Page 18 of 86

Principals appropriate staff 4. Maintain on-going health

education and training plans (such as CPR, AED, CPI, diabetes, first aid) for students, staff, and community through Eduhero and other trainings.

Deputy Director of Curriculum and School Nurses

Local Funds Local Funds August 2019-May 2020

Sign-in sheets from meeting and training sessions, agendas, notes

Staff will be prepared for emergencies

6. All staff receive effective staff development and professional materials to support their position

Deputy Director of Special Programs, Deputy Director of Curriculum

State special education funds, SCE Funds, Title II A, State/Local

Title II A

August 2019-May 2020

Human Resources Documentation, Classroom Walk-Throughs

STAAR/EOC testing results, Staff development evaluations, District Development Records

7. Employ, train, and provide professional development opportunities to At Risk, Library and Title I Instructional Aides in order to work with At-Risk Students

Deputy Directors, Director of Special Education, Principals

Title I, Part A, SCE, Title II A

Title I, A Title IIA


Agendas, sign-in sheets, weekly logs

Agendas, Sign-in sheets, weekly logs, District Staff Development Records

8. Train all campuses in bullying prevention to ensure a safe learning environment for

Principals Counselors

State/Local funds Local Funds: Guidance and Counseling


Bullying prevention program

Bullying prevention program,


District Goals

2019-2020

Page 19 of 86

students questionnaire, PEIMS data

questionnaire, PEIMS data

9. Provide training and support of ELPS to all content teachers to increase overall student passing rates for ELL’s served, denials, and exited students.

Department of Bilingual/ESL

Title II Part A, State & Local, Title III

Title II, A Title III


Classroom walk-throughs, lesson planning

Students performance will increase on STAAR

10. Ensure a minimum of 30 clock hours of professional development that meets the criteria in the Texas State Plan for the Education of Gifted and Talented students for teachers who provide instruction and services that are part of the district’s defined GT services

Deputy Director of Curriculum, GT instructional specialists

GT funds, State & Local Title II A

GT Funds Title II, A

Ongoing through Region 7 Online Courses

GT student grades, GT student products

Total number of GT certifications

11. Provide a minimum of (6) hours of annual professional development to teachers who provide instruction and services to GT students.

Deputy Director of Special Programs

GT Funds, Title II A, State & Local

GT Funds Title II, A

Ongoing Through Region 7 Online Courses

Staff Development Evaluations

GT certifications, records of workshops and conferences attended


District Goals

2019-2020

Page 20 of 86

12. Plan and develop and mentoring program for all teachers with less than three years experience

Deputy Director of Curriculum, Personnel Director

Professional Conferences-ASCD, TASA, TCASE, visits to districts with notable mentoring programs, Region VII, State/Local

None Needed January, April, June

Meeting agendas, session notes

Surveys

13. Train all core content teachers in strategies to work with English Language Learners (ELs)

Deputy Director of Special Programs, Title Programs Director

Region VII, ASCD conference, Title IIA, Title III funds, professional literature

Title II, A Title III

August, January, March

Scheduled training notices, agendas, hand-outs, Region VII workshop certificates

Sign-in sheets, personnel records for CE credits, surveys

14. Develop a comprehensive plan for staff development for the upcoming school year and for summer that provide training in areas of weakness based on T-TESS, walk-through observations, and teacher survey of needs

Deputy Directors of Curriculum/Special Programs

Local funds, IDEA, Special Education, Title I, Title II, Title IID, and CTE

None Needed June 2019 thru May 2020

District plan for staff development; teacher surveys

Implementation of plan

15. Maintain a cumulative list of staff requiring annual training and updates


Local Funds None Needed August 2019 thru May 2020

Staff development records

Personnel records indicating teacher completion of


District Goals

2019-2020

Page 21 of 86

annual training 16. Identify and address health

issues that lead to poor attendance at each campus

Principals Local Funds None Needed End of each nine Weeks

Attendance records; surveys; Monthly health newsletters

Attendance records show improvement, fewer absences; surveys

17. Continue district-wide school health advisory council (SHAC) to address district and community health issues

Director of Operations

Local Funds State/Local Funds for SHAC

Meetings held at least four times throughout the school year.

Pre and post physical fitness data grades 3-12 as required by state law and Texas School Nutrition policies are followed

Results of physical fitness data

18. District-wide implementation of PLC (Professional Learning Communities) in order for teachers to meet for professional development, data disaggregation, discussion of SMART goals.

Curriculum Directors and Campus Principals


Inservice sign-in sheets from training sessions and grade level/departmental meetings

Sign-in sheets from departmental meetings, SMART goal department/grade level reports


District Goals

2019-2020

Page 22 of 86

19. Implementation of the Empowering Writers curriculum in grades K-10




Sign-in sheets and Eduphoria Workshop documents of teacher attendance at workshops; Student participation during Writing Campus for 4th and 7th

Increase in STAAR scores and subject scores on unit tests/common assessments and nine weeks report cards, MAP Reading/English Benchmarks indicating student academic achievement gaps being closed

Grades

District Goal #1: Curriculum: The District will provide a Pre K–12 curriculum that is rigorous, engaging, and fully aligned.


District Goals

2019-2020

Page 23 of 86

District Objective #1.7: VISD teachers will implement differentiated instruction and programs to meet the need of all learners.

No.




Funding Source:

Budget/FTE(s)


Formative Summative

1. The district will implement the UbD Lesson Plan Design and new scope & sequence which addresses differentiated instruction

Deputy Directors of Curriculum/Special Programs, Principals

Title II A, State and Local, Region 10 Workshops, Summer Comp. time, In-service

Title II A

Ongoing Unit assessments, Classroom observations, Lesson plans

T-TESS Summatives, walkthroughs, Increased on STAAR/EOC, Alt., TELPAS state assessments, Report Card Grades

2. Increase the rigor of the curriculum at each grade level (Pre K – 12) to increase student performance at each level on STAAR/STAAR EOC


Consultants, Aware data

None Needed June August October January

Benchmarks, common-based assessments, Lesson Plans, Classroom Observations

STAAR/STAAR EOC pass rates at Approaches, Meets & Masters


District Goals

2019-2020

Page 24 of 86

3. Develop the implementation of the District Strategic Gifted and Talented Programs

Deputy Director of Curriculum, Counselors, Principals

State G/T Funds, Title IIA, Consultants, District G/T Committee

None Needed January April June August

Meeting Agendas and minutes, Campus Plans

District G/T Program Document

4. Expand the enrollment of DUAL Credit Courses and advanced classes using APEX

Deputy Director of Curriculum, H.S. Counselors, Principals

State & Local Funds, Teacher/Facilitators

None Needed March June August December

Class registration data, Master class schedules, Enrollment Figures

Class Rosters

5. Development of a District-wide Behavior Management program

Deputy Director of Special Programs and Special Education, Principals

State & Local Special Education, Region 7 and 10 Workshops, CPI Trainers, TBSI Training Modules

Local Funds State/Local Special Education Funds

June August January April

Registration, Training Schedules, Certificates of CEUs, Staff and Student Surveys

Discipline Records, Bus Referral Records, DAEP Placement Records

6. Continue to implement programs to support student communication skills.

Deputy Director of Special Programs, Principals

ABA, ABLES, TEACHH, PECS, FACES

None needed January June August October

Class Schedules, Training Schedule, Certificates of Training. Parent Surveys

Classroom Observation, Special Ed Progress Reports

7. Increase the number of students receiving industry-recognized

CTE Director Carl Perkins Grant State CTE Allotment

Carl Perkins Grant

August, 2019 thru

Increase in the number of course

Increase in the total number of student


District Goals

2019-2020

Page 25 of 86

certifications and dual/articulated credit, STEM classes that provide students with training using industry-standard curriculum equipment, technology, software, and supplies

May, 2020 sections identified as Articulated or Dual Credit

who receive articulated credit, dual credit, and industry certification

8. Identify students for the Gifted and Talented program with a variety of instruments and procedures to measure diverse talents, abilities, and intelligences. Assess students in language they understand or with non-verbal assessments

GT Instructional Specialists, teachers, Deputy Director of Curriculum

Gifted and Talented State funds

None Needed August, 2019, thru May, 2020

GT identification assessments

GT numbers reflected in PEIMS


District Goals

2019-2020

Page 26 of 86

9. Provide college, technical, and military academy postsecondary awareness opportunities through:

● Collegiate forums ● College Fairs ● Financial Aid Nights ● Student Guides ● Guidance Lessons ● Individual Student

Advisement

Department of Guidance and Counseling

State/Local funds, Flyers, posters, advertisements


Attendance Rosters from forums

Reports of military and college acceptance, THECB Reports

10. Continue monitoring implementation of Rosetta Stone on each campus

Director of Special Programs, Deputy Directors of C&I, Technology Director

State/Local Funds None Needed Ongoing Program installed on each campus and individual classrooms.

Walkthroughs and user data analysis

11. Ensure that all TELPAS raters receive initial training or are updated annually


Title III, State and Local budget, Region VII workshops, substitute teachers

Title III

October, January, February

District rosters and TELPAS training center documents

Sign-in rosters, workshop credit

12. Participate in the Bilingual/ESL Region VII Cooperative


Title III Funds Title III

August, January

Region VII contract invoice, workshop participation

Sign-in rosters, workshop credit


District Goals

2019-2020

Page 27 of 86

13.

Monthly Bilingual/ESL meetings with campus representatives to monitor and adjust program model and student progress


Substitutes for teachers; State/Local Funds

None Needed Ongoing Meeting notes, documented conversations, sign-in sheets, meeting calendars and agendas

Increased student performance on STAAR/EOC; results from common based assessment data

14. Recruit teachers to become Bilingual certified from Van ISD staff

Deputy Director of Special Programs; Early Childhood Director

Title II, A, Rosetta Stone English to Spanish availability to Van ISD teachers, Region VII TOPT workshops and TeXes training

Title II, A

October, December, April

Meeting notes, sign-in sheets

Increased number of bilingual certified staff

15. Maintain an ARD Expectations Chart to document progress on STAAR/STAAR EOCs


Aware data, benchmark data, ARD documents, diagnosticians

None Needed October, January, March, and June

Expectation document with students progressing

Increased student performance on state mandated tests


District Goals

2019-2020

Page 28 of 86

16. Monitor Tier Classes for evidence of student success


Aware data from common based assessments; scheduled time from PLC meetings.

None Needed October, December, February, April, June

Common based assessment results, walk-throughs, campus schedules for each program, report card grades, attendance rates

Increased STAAR/STAAR EOC scores and student performance in core area classes and state passing standards on STAAR/EOC

17. Conduct monthly meetings to coordinate services and collaborate on interventions and with the development of a new district-wide RtI policy

Deputy Directors of Curriculum/ Special Programs

Release time for campus staff, Region 7 and Region 10 consultants

None Needed August 2019 thru May 2020

Meeting agendas for each group: diagnosticians, SLPs, Bilingual/ESL teachers, Principals, list of campus interventions

Increase in student STAAR/STAAR EOC scores, nine weeks grades, common based assessments in performance in core area classes


District Goals

2019-2020

Page 29 of 86

18. Continue the process for RTI and Problem Solving Teams (PST) for the district

Deputy Directors of Curriculum/Special Programs, diagnosticians, counselors, teachers, principals

Time for ongoing meetings

None Needed Ongoing Documentation of campus PST meetings

Surveys, student success through PST process for interventions

19. Conduct training for principals, diagnosticians and case managers on the Accommodations Manual


Administrative meeting time, campus staff meetings, substitutes as needed, TETN presentations, Accommodations Manuals, Binders

None Needed October, November, January

Power Point, Meeting Agendas, schedule of meetings

Sign-in sheets, reduced incident reports

20. Review, make suggestions, and approval all supplemental aides before submission through the ARF process


Administrative meeting time, campus staff meetings, substitutes as needed, TETN presentations, Accommodation Manuals, binders

None Needed November, January, March, May

Copies of all district-made supplemental aids, and ARFs

Log of approved requests

21. Continue developing and coordinating the State


Administrative planning time, meetings with

None Needed October, December,

Schedule of meetings,

eGrant submission records, SSP indicator


District Goals

2019-2020

Page 30 of 86

Performance Plan data collection and submission process

diagnosticians, and SLPs

March, May agendas, data collection sheets,

ratings

22. Coordinate and submit the Early Childhood Outcomes reports


Meetings with Early Childhood campus diagnosticians, SLP, and PPCD teachers

None Needed December, March, May

Meeting schedules, agendas

eGrant submission forms, data collection forms

23. Review and monitor campus 504 processes including designees and case managers


Administrative meeting time, PEIMS data of 504 students

None Needed October, December, March, May

List of 504 administrative designees, Schedules of campus 504 annual meetings, Randomly selected

Reports

24. Support Tier Classes and Inclusion Teachers & Aides

Deputy Director of Curriculum; Director of Special Programs, Principals

State Comp, Title I A, Title 1 A-ARRA

None Needed Ongoing Class schedule/co-teaching schedules and walk-throughs

Increase in student STAAR Level II and Level III scores and core subject area performance

25. Monitor and implement credit recovery/drop-out prevention programs through APEX

Deputy Directors of Curriculum/ Special Programs, Principals

State/Local Funds None Needed Ongoing Drop out rate, TAPR Report

TAPR Report data indicate decrease in dropout rate.


District Goals

2019-2020

Page 31 of 86

26. Develop the Van ISD DAEP program

Curriculum Director, DAEP Principal

State/Local Funds None Needed August 2019 to May 2020

Surveys; decrease in repeated attendance by students in DAEP; relevant and timely instruction

Surveys; increase in STAAR EOC performance; decrease in repeat attendance in DAEP; data showing a reduction in DAEP referrals;

27. Utilize an accountability tracking model to analyze at-risk student data

Deputy director of special programs, Direction of Special Education

Time None Needed Ongoing Analyzing of at-risk student data for interventions

Successful actions implemented as a result of at-risk student data leading to interventions designed to close achievement gap of at-risk students

28. Review need for additional CTE course to meet future needs for graduation and certifications under graduation program as outlined in HB 5/Review CNA

CTE Director, Principal, Director of Technology, Deputy Director of Curriculum

CTE Funds None Needed Fall 2019 Surveys Student registration for CTE classes

29. Identify and address health issues that lead to poor attendance at each campus.

Principals, nurse, SHAC

Local Funds None Needed End of each nine weeks

Attendance record

Reduction in absenteeism

30. Research and develop a rigorous Deputy Director of Region VII staff, sample None Needed Ongoing Year at a Glance Documentation of


District Goals

2019-2020

Page 32 of 86

curriculum for all core areas in DAEP

Curriculum curriculum documents from other districts, conferences, release time, substitutes, State/Local

and aligned curriculum documents for all core subjects

curriculum followed while students in DAEP; increased STAAR scores

31. Participate in SSA for Migrant Title I, Part C with Region VII Co-op.


Title I, Part C funds assigned to Region VII as SSA fiscal agent

Title I, Part C Funds


Sign-in sheets Region VII documentation of attendance

32. Train migrant contact designee annually through Region VII

Deputy Dir. of Special Programs

Title I, Part C funds assigned to Region VII as SSA fiscal agent

Title I, Part C August 2019 thru May 2020

Attendance at Region VII SSA

Documentation of contact designee attendance

33. Monitor Migrant student progress and provide interventions and supplies as needed

Deputy Dir. of Special Programs

Time State and Local Funds as enrollment warrants

Local Funds August 2019 thru May 2020

AWARE data, SEAS data, unit assessment tests

Increased student achievement as evidence in grades, unit assessments, and state assessment tests.


District Goals

2019-2020

Page 33 of 86

District Goal #2: At Risk: The District will provide quality programs that accommodate the learning needs of at-risk students in all assessed areas to ensure that they are provided the opportunity to graduate college and and career ready. District Objective #2.1: 95% of all VISD students including all special and at-risk populations will advance each year to the

next grade level and ultimately graduate with their class.

No.



(Human, Materials, Fiscal

Funding Source:



Formative Summative 1. Intensive response to

interventions at each grade level will be provided.

Deputy Director of Curriculum, Deputy Director of Special Programs, campus principals, teachers, aides, inclusion teachers

State & Local , SCE, Special Education, Title I A, IDEA B, Intervention Teachers, Aides

State and Local Special Education; Title I A; IDEA-B; SCE


At-Risk Lists, LEP Lists, Problem Solving Team Minutes, Intervention Schedules, Benchmarks, PGP minutes

STAAR/EOC & Alt., TELPAS, Report Cards, Promotion/ Retention Lists

2. ELPS will be integrated in all grade levels.

Deputy Director of C & I, Principals

State & Local Funds, Region VII Trainings, Textbook resources

None Needed


Walk-throughs, Lesson Plans, Benchmarks, Grade Level and Dept

T-TESS, STAAR/EOC, TELPAS, Report Cards


District Goals

2019-2020

Page 34 of 86

Meetings 3. All core teachers will be

trained in the state mandated ELPS training.

Deputy Director of C & I, Deputy Director of Special Programs, Principals

State & Local Funds Title II, A Region VII and Project Share online courses, summer comp. days

Title II A

June July August January

Training Schedules, List of teachers needing training , Certificates of training, District list of Trained teachers

Promotion Lists of LEP Students; State Assessment Data; District-wide common assessments, Training rosters from Region 7

4. Offer Bilingual support for PK-6


State & Local Funds, Bilingual Certified Bilingual Teachers, materials, and collaboration time

Title II A January April June Augusts November

Teacher secured for fourth grade bilingual classes, class schedule, lists of students

STAAR/EOC, TELPAS, Report Cards, Promotion and Retention Lists

5. Provide maximum flexibility in ESL program options by supporting all core teachers in getting ESL certified


Training Materials, mentors, exam prep workshops, release time to test, funding support

Title II A August November January March

Testing records through SBEC Purchase orders for test and certification fees, teaching certificates

STAAR/EOC, Report Cards, TELPAS Results

6. Expand and renew the Drop- Out Prevention Program.

Deputy Director of Curriculum, Principals, Counselors

State & Local Funds, SCE, Personnel, Credit Recovery Programs, Credit

State and Local Funds

August November January March

Planning Notes TAPR, STAAR/EOC, & Alt.


District Goals

2019-2020

Page 35 of 86

Accrual Program May 7. Continue implementation of

the Heritage Keepers sexual abstinence program (SHAC)

Principals Health / PE programs, Special Presentations, State & Local

None Needed August January May

Lesson Plans, Schedules

STAAR, STAAR EOC & Alt., Pregnancy Related Homebound Services Records

8. Provide scientifically researched based supplemental resources and materials for instruction and/or intervention in all curriculum areas

Deputy Directors of Curriculum/Special Programs; Departments of State and Federal Programs, Bilingual, GT, and CTE

Title I, Part A

Title III A Title I, A Carl Perkins Funds State and Local G/T funds

August, 2019 thru May, 2020

Middle of the year student, teacher, and administrator surveys

End of year student, teacher, and administrator surveys

9. Provide Federal and State required services to eligible students in the least restrictive environment 100% of the time


Intervention Teachers in inclusive settings Instructional Aides Classroom Co-teachers

State Special Education funds: Title I, A; IDEA-B

August 2019 thru May, 2020

Benchmark scores STAAR/EOC, PBMAS Report, PK Progress Reports, K progress reports, report cards


District Goals

2019-2020

Page 36 of 86

10. Provide targeted assistance for At-Risk EL students to increase student passing rates in all content areas through the use of instructional aides


State & Local Funds, Personnel


August, 2019 thru May 2020

Benchmarks, classroom observations

TELPAS, STAAR/EOC, Report Card Grades, Promotion/ Retention Lists

11. Ensure appropriate assessments to determine eligibility and skill levels which support instruction.

Director of Special Programs, Principals, teachers

IDEA-B State Special Education Funds, State and Local Funds, training and tracking documents

State and Local Special Education funds, IDEA-B

August, 2019 thru May, 2020

Eligibility Data, PEIMS records, ARD Checklists for assessments, Benchmarks

PEIMS, STAAR/EOC, Accommodated & Alt.

12. Develop contractual relationships with other entities to ensure that all students living within our boundaries receive appropriate services


IDEA B, State Special Medicaid funds, State & Local

IDEA B State Special Education allotment; Local Funds

August, 2019 through May, 2020

Mid-Year Documentation

Final Billing, STAAR/EOC, Accommodated, and Alt. PBMAS Report

13. Implementation of PGP meetings on each campus to increase parent awareness and response to interventions (RTIs)

Curriculum Director; campus administrators;

Time to set-up and hold meetings with parents

State and Local funds


Meeting logs and entry of meeting notes

Increase in STAAR scores, reaching state passing rates for STAAR/EOC, school attendance, and class


District Goals

2019-2020

Page 37 of 86

performance 14. Continue providing training

to high school teachers, counselors, diagnostician, and others in conducting PGP meetings with parents

Curriculum Directors; campus administrator

Release time for teachers, counselors, diagnostician, and others to meet


September, 2019 through February 2020

Sign-in sheets Completion of training plus three nights of meeting with parents of students who scored below Level II on STAAR assessment

15. Continue holding yearly Hispanic Heritage Night to increase Hispanic community awareness of student success programs

Deputy Director of Special Programs; high school campus principal; ESL teacher; translator; counselors, assistant principals


State and Local funds; Campus Activity Funds

Fall 2019 and/or Spring 2020

Sign-in rosters of parent and student attendance

Meeting/exceeding state passing standard for STAAR/EOC, increased attendance, and increased student performance as evidenced by grades in classes.


District Goals

2019-2020

Page 38 of 86

District Goal #2: At Risk: The District will provide quality programs that accommodate the learning needs of at-risk students in all assessed areas to ensure that they are provided the opportunity to graduate college and and career ready. District Objective #2.2: VISD will implement and monitor programs and/or services to decrease at-risk rate from 33% to

30%.

No.




Funding Source:

Budget/FTE(s)


Formative Summative

1. Increase teacher awareness of at-risk criteria through trainings and staff development

Deputy Director of Curriculum, Deputy Director of Special Programs

Walkthroughs, lesson plans

State and Local funds


Middle of year student, teacher, and administrator surveys, training sign-in sheets, student rosters

End of year student, teacher, and administrator surveys

2. Ensure that at-risk students most in need receive the services necessary to be successful in school.

Deputy Director of Curriculum, Deputy Director of Special Programs,

Walkthroughs Title I, A; State and Local


Documentation logs, walkthroughs, weekly logs

Weekly logs, decrease achievement gap as measured by state assessment scores


District Goals

2019-2020

Page 39 of 86

counselors, 3. Provide intervention services

for students in DAEP and ISS to decrease student assignments to alternative educational settings

Deputy Director of Curriculum, counselors, Director of Special Education

Attendance reports State and Local Funds


Attendance, Number of placements by 9 weeks

Yearly Attendance, Number of placements over course of year, decrease in failure rates at end of each 9 weeks.

4. Provide dyslexia services to identified students using the MTA Curriculum


Assessments, referrals

State and Local Funds;


Number of dyslexic students served

Grades, promotion rates, MAP, District Benchmarks

5. Provide services for pregnant and parenting students as needed

Deputy Director of Special Programs Curriculum Directors

Attendance reports, outline of services and procedures

None required at this time


Attendance records, student grades

Pass/Failure rates, graduation rates, attendance rates, increased number of credits earned


District Goals

2019-2020

Page 40 of 86

District Goal #3: Community and Parental Involvement: VISD will promote and support active parent and community engagement in the education process to improve student achievement. District Objective #3.1: By the end of the 2019-2020 academic year, VISD will increase it training, enrichment, and

educational involvement opportunities by 5% for parents and community members to improve student academic performance.

No.




Funding Source:

Budget/FTE(s)


Formative Summative

1. Develop a standardized data collection/reporting format for parental involvement activities and classes.

Campus Administrators; Deputy Directors of Curriculum/Special Programs

Office personnel None Needed August 2019 thru June 2020

Collaboration with Campus Administrators to devise form

Standardized parental involvement format, online calendar of information sessions with campus administrators; Annual report from campuses; District Summary Report


District Goals

2019-2020

Page 41 of 86

2. Develop a standardized data collection/reporting format for parent and community volunteer efforts. Review data collection/reporting format with campus administrators

Campus Administrators; Deputy Directors of Curriculum/Special Programs

Office personnel None Needed August 2019 thru June 2020

Collaboration with Campus Administrators to devise form

Standardized parental involvement format, online calendar of information sessions with campus administrators; Annual report from campuses; District Summary Report

3. Provide strong parental and community involvement programs such as Literacy Partners that educate all parents on the importance of reading, math, etc.

Curriculum Director, Campus Principals, Counselors

Title Funds Title I Ongoing Sign-in sheets and attendance records through Raptor

Increase in parental attendance as evidenced through sign-in sheets


District Goals

2019-2020

Page 42 of 86

District Goal #3: Community and Parental Involvement: VISD will promote and support active parent and community engagement in the education process to improve student achievement.

District Objective #3.2: Van ISD will develop a standardized documentation process for campus and district parent and

community involvement and volunteer efforts to record the type of activity, attendance patterns and customer feedback to establish longitudinal data on the effectiveness on the programs.

No.




Funding Source:

Budget/FTE(s)


Formative Summative

1. Implement a calendar of parent and community forums and outreach activities, opportunities, and services (health fairs, summit meetings, vaccination clinics, etc.)

Campus Nurses; Deputy Director of Curriculum; Deputy Director of Special Programs

Campus Administrators and campus committees

None Needed August 2019 through June 2020

Collaboration with Campus Administrators to devise list of activities and forums

Van ISD calendar, Agenda, Sign-in sheets, feedback forms


District Goals

2019-2020

Page 43 of 86

2. Implement a process for standardization of parent and community involvement activities

Campus Administrators; Deputy Director of Curriculum, Deputy Director of Special Programs

Campus Administrators and campus committees

None Needed August 2019 through June 2020

Collaboration with Campus Administrators to devise list of community involvement activities

Standardized parental involvement format, online calendar of information sessions with campus administrators, Annual report from campuses, District Summary Report

3. Complete a needs assessment to address information from baseline data such as low participation, poor attendance, customer feedback, etc. to feed improvement for the 2020-2020 school year

Campus Administrators; Deputy Director of Curriculum, Deputy Director of Special Programs

Local Funds None Needed September 2019 through May 2020

Data from Skyward and surveys

Needs assessment report, Calendar of information session with campus administrators, Calendar of training and information sessions with program instructors; survey results


District Goals

2019-2020

Page 44 of 86

4. Develop a Parental Involvement Policy

Deputy Director of Curriculum, Deputy Director of Special Education/Special Programs

Time Region VII, Principals, Teachers, Counselors, Curriculum Directors


Committee sign-in sheets; development of policy

Increased parental involvement; Increase in student achievement

5. Ensure that each campus produces regular newsletters which include academic information, upcoming activities, attendance reports, and special recognitions

Deputy Director of Curriculum, Technology Director

Local Funds, Webmaster, campus tech support staff

None Needed Ongoing Copies of Newsletters, website postings; surveys

Surveys

6. Update district and campus websites, Skylert, and district/campus Facebook, Peachtree monthly to increase parent and community awareness and communications

Web postings Principals, webmaster, pictures, articles provided by teachers

None Needed Ongoing Web postings; surveys; Skylerts

Surveys; increase in attendance as evidenced through Raptor/sign-in sheets


District Goals

2019-2020

Page 45 of 86

8. Ensure that parents and community members participate in planning the district school calendar through the Vanguard Committee meeting


Time, State/Local None Needed Ongoing Sign-in sheets from meeting attendance

Surveys, sign-in sheets

9. Continue to support the Van ISD Education Foundation in their pursuits that support our teachers and students


Local Funds None Needed Ongoing Meeting the goals of the Foundation

Increased support of Van ISD Education Foundation as evidence through increased district support of fund raisers

10. Use district processes that involve all stakeholders when developing new administrative regulations and policies

Superintendent, Deputy Director of Secondary Instruction, Principals

Human Capital, Committees

Local Funds Ongoing Committee rosters, sign-in sheets

Completion of developing new regulations and policies for board approval

11. Provide all district communications in Spanish and English

Deputy Directors of C & I

Title III, District bilingual personnel/translator

Title III Funds

Ongoing Composition and translation of documents

Documents published in English/Spanish published on website and/or mail-outs


District Goals

2019-2020

Page 46 of 86

12. Conduct parent conferences through the use of PGP meetings throughout the district established on each campus

Deputy Directors of Curriculum/Special Programs; principals, counselors

Time None Needed Ongoing At-risk indicators from Aware data and from STAAR, STAAR EOC, STAAR ALT scores, benchmarks and assessments

Implementation of interventions through PGP process resulting in continuous improvement for students

District Goal #3: Community and Parental Involvement: VISD will promote and support active parent and

community engagement in the education process to improve student achievement.


District Goals

2019-2020

Page 47 of 86

District Objective #3.3: Van ISD will increase the average parental attendance at campus/district trainings and/or workshops to

improve academic performance in all state assessed content areas.

No.




Funding Source:

Budget/FTE(s)


Formative Summative

1. Provide a strong parental involvement program such as Literacy Partners or Strong Fathers—Strong Families

Curriculum Director, Campus Principals, Counselors

Title Funds Title I Ongoing Sign-in sheets and attendance records through Raptor

Increase in parental attendance as evidenced through sign-in sheets

2. Continue holding yearly Hispanic Heritage Night to increase Hispanic community awareness of student success programs

Deputy Director of Special Programs; high school campus principal; ESL teacher; translator; counselors, assistant principals


State and Local funds; Campus Activity Funds

Fall 2019 and/or Spring 2020

Sign-in rosters of parent and student attendance

Meeting/exceeding state passing standard for STAAR/EOC, increased attendance, and increased student performance as evidenced by grades in classes.


District Goals

2019-2020

Page 48 of 86

District Goal #4: Technology: The District will have an efficient and reliable network that supports the integration of

instructional technology in order to ensure that Van ISD students are proficient in utilizing advanced technology successfully.

District Objective #4.1: Provide all VISD teachers with opportunities to receive training and instruction in district technology.


District Goals

2019-2020

Page 49 of 86

No.


Responsible Resources (Human,

Materials, Fiscal)

Funding Source:



Formative Summative 1. Ensure that adequate

technology hardware is provided for every teacher.

Tech Director State & Local Fund, Grants

Local Budget/Perkins Grant

Ongoing Basic Classroom Tech. Profile, Classroom Inventories, Purchase Orders

Classroom Inventories, Teacher Surveys

2. Ensure that technical assistance is readily available throughout the district and monitored through School Dude.

Technology Director, Director of Instructional Technology

State & Local Funds, Technical Assistance Personnel, Tech request management

Local Budget/Perkins Grant

January, April, June, August

Online Tech orders, work completion logs; surveys

Teacher Surveys

3. Maintain infrastructure to provide computerized instruction

Director of Technology, CTE Director, Principal

Local Funds Local Funds Ongoing Inventory of equipment

Needs assessment based on inventory; staff surveys

4. Develop a district-wide room by room inventory system to track computers, printers,

Director of Instructional Technology,

Inventory control form

None Needed August 2019 thru May

Device of inventory control form

Completion of inventory control form


District Goals

2019-2020

Page 50 of 86

projectors, phonic ears, laptops, mobile labs, and software.

Director of Technology, Deputy Director of Curriculum, campus principals

2020

5. Continue utilizing electronic library inventory control and tracking system on elementary, middle school, and junior high campuses to monitor textbooks using Destiny software management system

Deputy Director of Curriculum; librarians




Installation of software for electronic textbook inventory control on campuses

Decrease in lost/misplaced textbooks and library books; increase in lost textbook revenue

6. Increase the bandwidth and wireless infrastructure on elementary and intermediate campuses in preparation for continued 1:1 ipad technology for the 2019-2020 school year

Director of Technology

Local Funds Local Funds June 2019 thru June 2020

Acquire bids for installation of upgrades to current wireless infrastructure

Implementation of increased bandwidth and technology infrastructures


District Goals

2019-2020

Page 51 of 86

District Goal #4: Technology: The District will have an efficient and reliable network that supports the integration of

instructional technology in order to ensure that Van ISD students are proficient in utilizing advanced technology successfully.

District Objective #4.2: Integrate 21st century learning skills within the district by delivering a rigorous and relevant

curriculum using technology, assessment data, and other effective instructional strategies to engage all learners and to ensure that learners are proficient in utilizing technology.


District Goals

2019-2020

Page 52 of 86

No.


Responsible Resources (Human,

Materials, Fiscal)

Funding Source: Budget/FTE(s) Timeline


Formative Summative 1. Develop a system to measure

teacher technology proficiency levels through such measurements as BrightBytes

Deputy Director of Curriculum, Tech. Director, Director of Instructional Technology

Tech. Focus Committee, Region VII Consultants

None Needed January April June

Tech Integration Needs Assessments, Tech Focus Committee Notes, BrightBytes

District Technology Proficiency Plan and Timeline, Tech training validation form

2. Continue developing and revising a district technology professional development plan.

Deputy Director of C & I, Director of Instructional Technology, Principals

Tech. Focus Committee, Region VII, TCEA conference

None Needed July 2019 thru June 2020

Campus Needs Assessments, Tech. training validation chart, Tech Focus Notes

Campus tech. professional development plans, Budget Plan

3. Ensure new teachers are supported with on-going training in district technology programs, iPads, eBeams, etc.

Deputy Director of Curriculum, Director of Instructional Technology, Principals

State & Local Funds, Campus trainers, District Trainers, Summer Comp. Days, In-service Days

None Needed April June August January

Complete campus list of necessary trainings , Training schedules, List of presenters

Increased usage of instructional technology as evidenced by administrator walk-throughs and T-TESS evaluations; training sign-in


District Goals

2019-2020

Page 53 of 86

sheets 4. Continue providing district-

wide training with all teachers and administrators in using Texas Gateway and Eduhero in order to increase collaboration and professional development opportunities among teachers and to implement the new student component in Project Share

Deputy Director of Curriculum, Director of Instructional Technology

Release time for teachers to meet in computer labs

None Needed Ongoing Sign-up lists of teacher attendance for training

Teacher implementation of Project Share and Eduhero as evidence by log-in monitoring

5. Provide all district personnel opportunities for technology training through Technology In-service Training Day

Technology Director; Deputy Director of Curriculum; Deputy Director Special Programs; Director of ITS

Open date on calendar for proposed training

None Needed Ongoing Completion of CTC form request for access to room

Sign-in sheets from attendance; decrease in teacher travel to out of district training sessions


District Goals

2019-2020

Page 54 of 86

6. Continue to train staff in the use of testing software, Skyward Gradebook, Family Access, attendance, and components in Eduphoria such as Aware

CFO, Director of Technology, Principals, Instructional Technology Specialists, Campus Staff

Local Funds; Consultants and Trainers

Local Funds Ongoing Schedule of training sessions

Sign-in sheets

7. Increase the number of physical and/or virtual learning environments that foster technology literacy and collaboration through such devices as iPads, eBeams, iPods, Eduhero, and Eduhero.

Deputy Director of Curriculum, Campus administration

Director of Technology, Technology team, local funds

Local Funds/Grants

June 2019 Through June 2020

Classroom walkthroughs, student engagement, surveys, and lesson plans

Teacher walkthroughs, student surveys

8. Update teacher walkthrough forms to reflect instructional technology integration in the classroom and T-TESS

Deputy Director of Curriculum; Campus Administrators

Deputy Director of C&I, campus administrators

None Needed August, 2019 through May 2020

Updated walkthrough forms; surveys

Documentation of increased use of technology through walkthroughs and surveys

9. Incorporate opportunities for students to connect to the global community using technology tools such as

Deputy Directors of Curriculum/Special Programs, Director

Director of Technology, campus administration,

None Needed August, 2019 through May, 2020

Lessons plans and campus improvement plans

Documentation of lessons containing authentic classroom instruction using


District Goals

2019-2020

Page 55 of 86

distance learning and online courses through 1:World technology with iPads and Chromebooks for grades PK-12, Distance Learning, Texas Gateway, blogs, etc.

of Instructional Technology

teachers technology

11. Support the implementation of new CTE electives at the high school

CTE Director Directors of Technology and ITS, Carl Perkins Grant, teachers, campus administrators

None Needed August, 2019 through May 2020

Projected enrollment data, surveys

Student enrollment, student certification, CTE program evaluations


District Goals

2019-2020

Page 56 of 86

12. Continue providing a robust LMS for teachers and students through Google Classroom and/orApple Classroom strong support and training for grades K-12

Curriculum Director, Director of Instructional Technology, Principals

Template uploads from Skyward; Local Funds

Local Funds

Fall 2019-Spring 2020

Teacher and students usage of LMS systems as evidenced through log-ins

Increase in student assignments turned in and turned in ontime; increase in student achievement as evidenced thru nine weeks report cards, district common assessments, and STAAR state assessments

STATE AND FEDERAL MANDATES

Bullying Prevention


District Goals

2019-2020

Page 57 of 86

No.




Funding Source:

Budget/FTE(s)


Summative

1. All campuses will implement and support VISD anti-bullying policies, guidelines and procedures designed to reduce bullying

Campus Principals and Campus Counselors

Campus Budgets None Needed August 2019 thru May 2020

Discipline Reports

2. All VISD employees will be trained and informed on anti-bullying methodologies through training in Eduhero


Local Funds Local Funds August 2019

Discipline Reports indicating a reduction in discipline

3. Students will attend an assembly with the goal of reducing bullying on each campus and in giving each child strategies and tools to use to cope with and handle bullying incidents.


Local Funds Local Funds

Fall 2019 Discipline Reports indicating a reduction in discipline


District Goals

2019-2020

Page 58 of 86

Child Abuse & Sexual Abuse Prevention

No.




Funding Source:

Budget/FTE(s)


Summative

1. All campus staff members will be trained on recognizing and reporting child abuse from training in Eduhero

Deputy Directors of Curriculum and s Special Programs

Local Funds None Needed August 2020

Training sign-in sheets, Training agendas

2. All school staff members will follow the VISD Child Abuse Reporting Protocol

Deputy Directors of Curriculum and Special Programs


Training sign-in sheets, counselor documentation


District Goals

2019-2020

Page 59 of 86

Coordinated Health – SHAC Council

No.




Funding Source:

Budget/FTE(s)


Summative

1. The SHAC Council will meet a minimum of 4 times a year

Co-Chairs Local Funds None Needed August 2019 through May 2020

Minutes recorded and filed for each meeting

2. The council will provide the VISD Board an annual report of their activities for the year

Co-Chairs Local Funds None Needed May 2020 Board Agenda, Presentation by SHAC Co-Chairs

3. The majority of the council membership will be parents and the co-chairs will be parents

Co-Chairs Local Funds None Needed August 2019 through May 2020

Membership List

4. The district expectation is that a representative from each campus will participate 0n the committee

Co-Chairs, Deputy Director of Curriculum

Local Funds None Needed Sept 2019 through May 2020

Membership List


District Goals

2019-2020

Page 60 of 86

5. The SHAC Council will host periodic events such as a Health Fair for the Van Community, Asthma Mobile Van, Dental Hygiene, Personal Hygiene, etc.

Co-Chairs Local Funds and fund raisers

None Needed; SHAC funds used from monies from prior Health Fairs

August 2019 through April 2020

Hosting of Health Fair for the Van Community

6. SHAC will partner with VISD in communicating to students and parents information concerning strategies to reduce bullying, tobacco use, create awareness of asthma, dental health, etc.

Co-Chairs Local Funds and fund raisers

Local Funds September 2019 through May 2020

Agendas, PowerPoints, and sign-in sheets from attendance at parent forums

7. Provide Support to SHAC for campus coordinated health programs in the areas of physical activity, physical education, and health education.

SHAC Advisory Committee, Director of Sec. Curriculum, Principals, Nurses

Campus Principals, Deputy Dir. of Secondary Curriculum, Nurses

State/Local August 2019 through May 2020

Decrease in absenteeism; Increase in student, parent, and community awareness of health initiatives through surveys


District Goals

2019-2020

Page 61 of 86

Dating Violence Awareness

No.




Funding Source:

Budget/FTE(s)


Summative

1. Provide on-going staff training on relationship abuse awareness, detection and prevention through Eduhero.


PEIMS data, SRO, Counselors, parents, and campus administrators; Local Funds


Discipline referrals, Anecdotal campus report

2. Selected secondary courses will embed a unit of study designed to increase awareness of teen dating violence and the warning signs of abusive relationships


PEIMS data, SRO, Counselors, parents, and campus administrators; Local Funds


Discipline referrals, anecdotal campus report

Discipline Management – Safe Environments


District Goals

2019-2020

Page 62 of 86

No.

Implementation Strategies Person(s) Responsible

Resources (Human, Materials,

Fiscal)

Funding Source:

Budget/FTEs Timeline


Summative 1. Review discipline data and

disaggregate the data to identify training needs and issues related to the learning environment


Discipline Data None Needed August 2019 through May 2020

Discipline report

2. Maintain acceptable percentage related to state target of In-School Suspension (ISS) placements and DAEP within all subpopulations

Campus Administrators, Deputy Director of Curriculum, DAEP Principal

Incident codes per campus, campus staff


Discipline report

3. Provide a safe and efficient transportation program by ensuring consistency of referral process throughout the district

Transportation Director

State/Local Funds None Needed August 2019 through May 2020

Staff surveys

4. Continue use of video technology to deter incidences of misbehavior


State/Local Funds State/Local Funds


Staff surveys


District Goals

2019-2020

Page 63 of 86

5. Transportation Director will monitor discipline/referrals process to reduce referrals by 20%



Lower total number of referrals at the end of the school year

6. Bus driver training during in-service to inform driver of new laws, safety issues and concerns, and best practices with the goal of having 100% of buses arrive each day without accident.



Staff Surveys and Reports

7. Update and practice procedures from VISD Crisis Management Plan

Director of Operations; Principals

Local Funds None Needed August 2019 through May 2020

Documented implementation of procedures put into practice

8. Continue to monitor access into each campus through security monitoring software

Director of Operations

Local Funds None Needed August 2019 through May 2020

Reduced incidents of unmonitored visitors on cam puses


District Goals

2019-2020

Page 64 of 86

Drug Prevention

No.




Funding Source:

Budget/FTE(s)


Summative

1. Provide on-going staff training on drug and relationship abuse awareness, detection, and prevention through Eduhero

Counselors, campus administrators

PEIMS data, SRO, counselors, parents and campus administrators

Local funds


Discipline Referrals, anecdotal campus reports

2. Continue to offer drug prevention programs at each campus through such activities as Red Ribbon Week

Principals Local Funds Local funds Fall 2019 Documentation of drug awareness week; reduction in drug-related incidents on campus through data


District Goals

2019-2020

Page 65 of 86

Gifted and Talented Program

No.




Funding Source:

Budget/FTE(s)


Summative

1. Develop GT program assessments reflecting the learning goals and scope and sequence of curriculum


GT Faculty, local funds


Program Assessment documentation and forms

2. Develop additional information about GT program options on the district website to improve communication with parents


GT Faculty, Local Funds


Web pages available to communicate options

3. Work with teacher teams to refine curriculum for core GT classes in grades K-12


GT Faculty, Local Funds


Curriculum Documents

4. Revise GT Scope and Sequence of Skills


GT Faculty None Needed August 2019 through May 2020

Copy of Revised Scope and Sequence


District Goals

2019-2020

Page 66 of 86

5. Promote and provide academic opportunities for gifted students to accelerate learning in areas of strength with a differentiated curriculum


GT Faculty GT Funds August 2019 through May 2020

Elementary pull out schedules; secondary master schedules, STAAR Level III, AP Exam scores, Enrollment figures

6. Continue student identification for gifted students K-12 utilizing multiple and diverse criteria, both qualitative and quantitative


Teachers, Matrices, test scores

None Needed Testing window set beginning of each semester

Campus GT Selection Committee Reports; Student summary profiles, including Spanish/nonverbal assessments, GT Testing summary reports, including ethnicity and language data

7. Maintain a cumulative list of staff requiring annual training and updates for GT


Personnel Records; GT Funds

None Needed August, January, May

Required hours of training for GT completed by all staff ; List of Teachers

8. Provide a series of focused staff development and/or professional development for GT teachers


GT Funds State/Local GT Funds


Required hours of training for GT completed, service records

9. Develop the implementation of the District Strategic Gifted and Talented Programs


Consultants, District G/T Committee

GT Funds; Title IIA

January April June August

Implementation of program; written plan for GT program


District Goals

2019-2020

Page 67 of 86

Highly Qualified Teachers and Paraprofessionals

No.




Funding Source:

Budget/FTE(s)


Summative

1. Provide testing information and guide teachers through the certification process as needed

Deputy Director of Personnel

State Testing Website, Testing Schedule and Test Prep Guides

None Needed Ongoing Teacher Test Scores

2. Mentor beginning educators to improve effective teaching and performance while promoting personal and professional well-being

Deputy Director of Curriculum and Deputy Director of Special Programs; Campus Administrators

Mentor Teachers None Needed Ongoing Teacher retention rate, Teacher exit interviews, and beginning teacher and mentor journals

3. Utilize instructional exemplars to reflect on identified aspects of effective instruction including 21st


Century Skills

; Campus Administrators

Researched-based materials on instructional exemplars such as the 5E model and integration of instructional technology in the

None Needed Ongoing Teacher retention rate, Teacher exit interviews and Beginning Teacher and Mentor Journals


District Goals

2019-2020

Page 68 of 86

classroom 4. Utilize instructional exemplars to

calibrate classroom walkthrough documentation

Deputy Director of Curriculum; Campus Administrators

Researched-based materials on instructional exemplars such as the 5E model and integration of instructional technology in the classroom

None Needed Ongoing Teacher retention rate, Teacher Exit interviews and Beginning Teacher and Mentor Journals


District Goals

2019-2020

Page 69 of 86

Post-Secondary Preparedness: Admissions & Financial Aid Information

No.




Funding Source:

Budget/FTE(s)


Summative

1. Campuses will provide college and post high school information to all students including information about the TEXAS grant program and the Teach for Texas grant program

High School Counselors

High School Local Funds

None Needed Ongoing Graduation Plans, Acceptance letters to post-secondary institutions

2. Students will complete the financial aid process


High School Local Funds

None Needed Ongoing 100% of students will have completed a FAFSA application

3. All 9-12 grade students will be assigned a Naviance Account for the purpose of researching college

High School/Junior High Counselors

High School CTE Funds/Junior High Local Funds

Perkins Grant/Local Funds

Ongoing List of assigned user accounts


District Goals

2019-2020

Page 70 of 86

and career options and interests; Grade 8 Students will be assigned a Career Cruising Account

4. Counseling and career guidance will be available to help students with certification and technical opportunities


High School Budgets None needed Ongoing Graduation Plans

5. Parent meetings will be scheduled to provide post-secondary awareness and financial assistance

High School Principal; Deputy Director of Curriculum

High School Budgets None Needed August 2019 through May 2020

Participants attending the meetings, surveys

6. College and Career Night will be scheduled to offer opportunities for students and parents to visit with college recruiters and businesses


High School Budgets None Needed Fall 2019/Spring 2020

Participants attending, surveys

7. College Recruiters will be given a venue to meet with students throughout the school year and students will be afforded opportunities to meet with college recruiters through College Nights and College Fairs in surrounding areas


College Recruiters None Needed August 2019 through May 2020

Schedule of recruiter visits


District Goals

2019-2020

Page 71 of 86

8. AP and Pre-AP courses will be open-enrollment with all AP students taking the AP test.


Qualified AP teachers None Needed August 2019 through May 2020

Number of students completing AP course; Number of students passing AP exams

9. Dual/Concurrent credit will be available to all eligible students


College instructors None Needed August 2019 through May 2020

Number of students enrolled in dual credit courses; Number of students passing dual credit courses

10. Increase student awareness of college and career readiness/post-secondary education in order to best serve all students through a variety of means (i.e. Career Cruising/Naviance)

Campus Administrative Teams

Counselors, Teachers, Class meetings


Student surveys and four year plans indicating an increase in college enrollment plans

11. Create a culture of college and career readiness through the implementation of No Excuses University level of expectations

Administrative Team; Campus Principals; Teachers; Counselors

Campus Budgets None Needed August 2019 through May 2020

Student surveys and graduation tracker data

12. Align college readiness assessments

and design intervention framework to ensure college readiness for all

Deputy Director of Curriculum, Campus

Campus data disaggregation

None Needed August 2019 through

Student surveys and graduation tracker data; PLC meetings to disaggregate data


District Goals

2019-2020

Page 72 of 86

students Administration and Teachers

May 2020 to determine if students are meeting standards for college readiness

13. Implement career and college awareness through Career Cruising and Naviance

Deputy Director of Curriculum; Counselors

Perkins Grant at High School/Junior High Local Funds

Perkins Grant/Local Funds


Student log-in records and surveys

14. Ensure student awareness of PSAT, SAT, and ACT test dates and course preps through verbal announcements to students, through Skylert, and posting on the VISD website

Counselors Counselors, campus administrators, and teachers

None August 2019 through May 2020

Increased participation in tests; increased test scores as evidenced from PSAT, SAT and ACT.

Suicide Prevention

No.




Funding Source:

Budget/FTE(sTimeline


Summative


District Goals

2019-2020

Page 73 of 86

) 1. All staff members will be trained in

suicide prevention protocol through Eduhero

Campus Principals Counselors, teachers, and Nurses

Campus Budgets None Needed Summer 2019 – Fall 2020

Training sign-in sheets, training agendas, and training survey reports

i Migrant PFS Action Plan ESC 7 Migrant Education Program Advisory Council Identification and Recruitment Written April 1, 2015 Action Plan 2015-2020 September 10, 2015 Reviewed and Revised

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 required Program Activity for the Migrant Education Program.

Criteria for determining Priority for Service Students Grades K-2 Students Grades 3-12 Students who failed one or more sections of the who are designated LEP in the Student Designation


District Goals

2019-2020

Page 74 of 86

section of the New Generation System (NGS) Supplmental Program Component, or have been retained, or are overage for their current grade level and

State Assessment, ARD Exempt, Absent or were not enrolled in a Texas school during the assessment period for their grade level and have their school interrupted during the previous or current regular school year.

have their school interrupted during the previous or current regular school year.

Required Activities Timeline Person(s) Responsible Documentation

New Generation System (NGS) Priority for Service (PFS) report will be generated monthly.

Before the end of each month, August, 2015-July, 2020

NGS Specialist PFS tracking report

Updated NGS PFS report, criteria and PFS response form will be provided to campus principals and/or counselors

Within 5 days of receipt by district Migrant Contact

District Migrant Contact Letter to principal, dated PFS form

A completed PFS response form provides documentation of academic services provided to the migrant student. The PFS response form will be returned to the ESC 7 MEP.

Within 5 days of receipt District Migrant Contact, principal, teacher or district assigned personnel

Completed PFS response form

Meet the instructional and social supplemental needs of the PFS Migrant student.

Ongoing ESC and District Migrant personnel

NGS Supplemental Services Report


District Goals

2019-2020

Page 75 of 86

Provide Federal, State and Local programs and services for PFS students as needed. These programs include, but are not limited to: ESL instruction, in-school tutorials, RTI programs in core academic areas, and counseling.

Ongoing District Personnel PFS response form and NGS Supplemental Services Report

Van ISD's Migrant Coordinator, Vickie Tindall, will contact parents to update them on the academic progress of their students.

End of each grading period District Staff Documentation of phone calls, report cards, State Assessment letters

District submits Fall and Spring Semester grades to ESC 7 MEP for grades 9-12. District submits End of Year grades for grades 6-8 to ESC 7 MEP.

Within 5 days of the end of the semester or year

District Migrant Contact Grades Report from NGS

Migrant Contact reports late enrollment or early withdrawal to ESC 7 MEP.

Within 5 days of enrollment or withdrawal

District Migrant Contact Enrollment or withdrawal form, NGS report

The Van ISD Title I Migrant Coordinator, Vickie Tindall, will use NGS Priority for Service reports to give priority placements to these students in Migrant Education

Ongoing District Migrant Contact NGS Priority for Service report, Migrant Education Program activity enrollment documentation


District Goals

2019-2020

Page 76 of 86

Program activities. Offer to Migrant families with 3 or 4 year olds not enrolled in school A Bright Beginning. A Bright Beginning is an in-home preschool program.

When the child turns 3 until the student is eligible for enrolling in a district. August, 2015 through May, 2020

ESC MEP A Bright Beginning documentation

Van ISD will send a copy of the approved District Improvement Plan to ESC 7 for Compliance Reporting

After School Board approval District Migrant Contact A copy of the District Improvement Plan

Migrant IDR Action Plan ESC 7 Migrant Education Program Advisory Council Identification and Recruitment Written April 1, 2015 Action Plan 2015-2020 September 10, 2015 Reviewed and Revised


District Goals

2019-2020

Page 77 of 86

Strategy 1: Professional Development Districts will participate in effective professional development activities in order to accurately and effectively identify and recruit migrant students and out of school youths.

Required Activity Method Responsible Staff Estimated Time Frame Materials Method of Evaluation

Meet federal requirements for annual Identfication and Recruitment (ID&R) training

Participate in training Migrant Contact Before TEA deadline

State ID&R training, ID&R manual

Certificate

ID&R training for any new ESC or district Migrant staff and other non-migrant staff

Participate in training Migrant Contact As requested State ID&R training, ID&R manual

Certificate

Updates from TEA and Education Service Center (ESC)

Receive updated information

ESC Migrant Specialist

As updates become available Emails Copies of updates


District Goals

2019-2020

Page 78 of 86

Migrant Education Program Advisory Council

Required activity to develop: Needs Assessment Plan, Priority for Service Action Plans, Review Statewide Delivery Plan, ID&R Planning and quality control plan

Van ISD and ESC Migrant Contacts May, 2020 District data, plan

Certificate, Needs Assessment Plan, PFS Action Plan, ID&R Plan

Migrant Education Program Advisory Council will develop Priority for Service Action Plan Template, ID&R Action Plan Template and Needs Assessment Plan.

ESC 7 MEP Advisory Council Workshop

Van ISD and ESC Migrant Contacts

September, 2015 and April, 2020

Action Plan Templates, PowerPoint

Certificate, Needs Assessment Plan, PFS Action Plan Template and ID&R Action Plan Template


District Goals

2019-2020

Page 79 of 86

Strategy 2: Identification and Recruitment Process ESC 7 and districts will actively, accurately and effectively identify and recruit migrant students and out of school youths.


Actively and safely recruit out of school youth (OSY)

Meeting community members, churches, Chambers of Commerce, businesses

ESC OSY Recruiter, ESC Migrant Specialist, ESC Migrant Recruiter

Ongoing Flyers, Newspapers

Agendas, flyers, newspaper

Employers surveyed ESC OSY Recruiter, ESC Migrant Specialist, ESC Migrant Recruiter

Ongoing Employer survey Completed surveys

Community festivals ESC OSY Recruiter, ESC Migrant Specialist, ESC Migrant Recruiter

Ongoing Booths, flyers Flyers, handouts

ESC Recruiters follow ESC7 Safety Procedures ESC Recruiters Ongoing ESC7 Procedures Procedures reviewed

with Recruiters


District Goals

2019-2020

Page 80 of 86

Identification of children and youth who are under the age of 22, moved across school district

lines alone or with parents in order to obtain temporary or

seasonal agricultural employment due to economic necessity.

Contact potentially eligible migrant families

Van ISD and ESC by conducting

family surveys during school registration and throughout the year.

Year round Family survey NGS district reports, completed surveys

Screening family surveys Van ISD and ESC Upon enrollment or identfication Family survey NGS district reports,

completed surveys

Use New Generation System and Migrant Student Interstate Exchange (NGS and MSIX) to verify previously eligible Migrant students

Project districts and ESC

Upon enrollment or identfication Family survey NGS district reports,

completed surveys

Tracking late enrollment, early withdrawal Van ISD and ESC Upon enrollment

and withdrawal Family surveys and withdrawals

NGS district reports, completed surveys



District Goals

2019-2020

Page 81 of 86

Complete Certificate of Eligibility (COE)

Recruiter completes COE and Supplemental Documentation Form (SDF) during family interview. Submit completed COE and SDF to designated reviewer for review

ESC Recruiters Within 3 days of parent signatures COEs Completed COE

Review COEs

Reviewer reviews COE and SDF, returns COE and SDF to recruiter if additonal information is needed, then submits to New Generation System (NGS) Terminal Site for entry into to NGS.

Recruiter, Reviewer, NGS data entry personnel

Within 5 days of parent signature. COEs

Completed COE with 2 signatures and NGS report.


District Goals

2019-2020

Page 82 of 86

Conduct Residency Verification

Verify continued residency for all currently eligible migrant children who have not made a new qualifying move during the curent reporting period. Recruiter will request school record to verify enrollment and/or obtain parent signature for unenrolled youth.

District Migrant Contact, ESC Migrant Specialist

September 1, 2015- November 1, 2015. For 2 yr old turning 3, on or after 3rd birthday

COEs, School records

Updated COE, parent signature, NGS residency verification report



District Goals

2019-2020

Page 83 of 86

Maintain a strong system of Quality Control

Eligibilty Review-Forward COEs with more than one comment to ESC for review. Follow protocol for COEs that warrant further review by the EC and/or State MEP as outlined in the ID&R Manual. Project Districts send a copy of COEs to ESC.

Recruiters, Reviewers, MEP administrators, ESC MEP contact

Ongoing

Documentation forms, re-interview documentation

Completed documentation forms, Re-interview documentation

Work with the ESC to provide training support to MEP recruiters, designated reviewers and other MEP staff as specific needs are observed throughout the year.

All MEP staff Ongoing Manual, Documentation forms

Certificate

Annual Evaluation of ID&R Program Analyze data ESC and districts May, 2015 NGS forms Completed NGS forms


District Goals

2019-2020

Page 84 of 86

Maintain up-to-date records on file

Maintain updated active and inactive records. Retain records for seven (7) years.

ESC and districts Ongoing COEs COE records

Coordinate with ESC for annual eligibility validation

Validate eligibility through re-interview process according to instructions set forth by TEA

ESC, MEP staff, previously identified children selected by State MEP

January - June, 2020

COEs, TEA guidance TEA report


Maps, intraregional networking and interagency coordination

Recruiter is in contact with growers regarding hiring practices, crops and growing seasons.

OSY Recruiter Ongoing Data Data

Develop maps for recruiters All MEP staff Ongoing Map Map


District Goals

2019-2020

Page 85 of 86

Coordinate/network with local/regional organizations that provide services to migrant workers and their families by meeting with staff and sharing information with entities listed on the back of the COE.

MEP staff Ongoing List of entities Calendars, agendas, data

Strategy 3: Family and Community Relations and Coordination Region 7 Project and SSA districts will actively, accurately and effectively work with families and community members.

Required Activities Activity Responsible Staff Estimated Time Frame Materials Method of Evaluation

Parent Advisory Committee (PAC) Parent questionnaire ESC and Van ISD September -

October 2015 Questionnaire and listserv

Completed questionnaire

Gather data ESC and Van ISD November, 2015 Documentation Completed documentation


District Goals

2019-2020

Page 86 of 86

Provide appropriate meeting based on data ESC and Van ISD Fall Semester and

Spring Semester

Data, determined by needs, invitations, announcements

Agenda, sign in sheets, invitations

Business Relations and Coordination

Meet with Chambers of Commerce, churches, community members and businesses

ESC Migrant staff Ongoing Determined by needs, invitations, announcements

Documentation of meeting, time accounting

Invite Community and Businesses to PAC ESC and Van ISD Fall Semester and

Spring Semester

Determined by needs, invitations, announcements

Agenda, sign in sheets, invitations

Services

Provide school supplies and Summer Education Program materials as determined by needs assessment to Migrant Students.

ESC Migrant staff Ongoing NGS enrollment report, supplies, books

Signature on Delivery form

ESC 7 Migrant Education Program Advisory Council Identification and Recruitment

Action Plan 2019-2020Van ISD

Required Activity Method Responsible StaffEstimated Time

FrameMaterials Method of Evaluation

Meet federal requirements for annual

Identfication and Recruitment (ID&R)

training

Participate in training Migrant Contact Before TEA deadlineState ID&R training,

ID&R manualCertificate

ID&R training for any new ESC or district

Migrant staff and other non-migrant

staff

Participate in training Migrant Contact As requestedState ID&R training,

ID&R manualCertificate

Updates from TEA and Education

Service Center (ESC)Receive updated information ESC Migrant Specialist

As updates become

availableEmails Copies of updates

Migrant Education Program Advisory

Council

Required activity to develop:

Needs Assessment Plan, Priority

for Service Action Plans, Review

Statewide Delivery Plan, ID&R

Planning and quality control plan

Van ISD and ESC Migrant

Contacts

September, 2019 and

April, 2020District data, plan

Certificate, Needs Assessment

Plan, PFS Action Plan, ID&R

Plan

Strategy 1: Professional Development - Districts will participate in effective professional development activities in order to accurately and effectively identify and recruit migrant

students and out of school youths.

Certificate, Needs Assessment

Plan, PFS Action Plan Template

and ID&R Action Plan

Template

ESC 7 MEP Advisory Council

Workshop

Migrant Education Program Advisory

Council will develop Priority for Service

Action Plan Template, ID&R Action Plan

Template and Needs Assessment Plan.Van ISD and ESC Migrant

Contacts

September, 2019 and

April, 2020

Action Plan Templates,

PowerPoint

Form Created: 04/01/2015Page 1 of 6

Reviewed: 12/12/2018 Revised: 12/12/2018





Meeting community members,

churches, Chambers of

Commerce, businesses

ESC OSY Recruiter, ESC

Migrant Specialist, ESC

Migrant Recruiter

Ongoing Flyers, Newspapers Agendas, flyers, newspaper

Employers surveyed ESC OSY Recruiter Ongoing Employer survey Completed surveys

ESC Recruiters follow ESC7 Safety

ProceduresESC Recruiters Ongoing ESC7 Procedures

Procedures reviewed with

Recruiters

Contact potentially eligible

migrant families by conducting

family surveys during school

registration and throughout the

year.

Van ISD and ESC Year round Family surveyNGS district reports,

completed surveys

Screening family surveys Van ISD and ESCUpon enrollment or

identficationFamily survey

NGS district reports,

completed surveys

Use New Generation System

and Migrant Student Interstate

Exchange (NGS and MSIX) to

verify previously eligible Migrant

students

Project districts and ESCUpon enrollment or

identficationFamily survey


completed surveys

Tracking late enrollment, early

withdrawalVan ISD and ESC

Upon enrollment and

withdrawal

Family surveys and

withdrawals


completed surveys

Identification of children and youth who

are under the age of 22, moved across

school district lines alone or with

parents in order to obtain temporary or

seasonal agricultural employment due

to economic necessity.

Strategy 2: Identification and Recruitment Process - ESC 7 and districts will actively, accurately and effectively identify and recruit migrant students and out of

school youths.

Actively and safely recruit Out of School

Youth (OSY)







Complete Certificate of Eligibility (COE)

Recruiter completes COE and

Supplemental Documentation

Form (SDF) during family

interview. Submit completed COE

and SDF to designated reviewer

for review

ESC RecruitersWithin 5 days of parent

signaturesCOEs Completed COE

Review COEs

Reviewer reviews COE and SDF,

returns COE and SDF to recruiter

if additonal information is

needed, then submits to New

Generation System (NGS)

Terminal Site for entry into to

NGS.

Recruiter, Reviewer,

NGS data entry

personnel

Within 7 days of parent

signature.COEs

Completed COE with 2

signatures and NGS report.

Notify the school district when students

qualify for the Migrant Education

Program

Letter and a copy of the COE is

sent to District Migrant Contact

and to PEIMS Coordinator

ESC7 Migrant

Department

Within 7 days of entry

into NGS.COE, letter District's receipt of letter

Verify continued residency for all

currently eligible migrant

children who have not made a

new qualifying move during the

curent reporting period.

Recruiter will request school

record to verify enrollment

and/or obtain parent signature

for unenrolled youth.

Conduct Residency VerificationDistrict Migrant Contact,

ESC Migrant Department

September 1, 2019-

November 1, 2019. For 2

yr old turning 3, on or

after 3rd birthday

COEs, School records

Updated COE, parent

signature, NGS residency

verification report







Eligibilty Review-Forward COEs

with more than one comment to

ESC for review. Follow protocol

for COEs that warrant further

review by the ESC and/or State

MEP as outlined in the ID&R

Manual. Project Districts send a

copy of COEs to ESC.

Recruiters, Reviewers,

MEP administrators, ESC

MEP contact

Ongoing

Documentation forms,

re-interview

documentation

Completed documentation

forms, Re-interview

documentation

Work with the ESC to provide

training support to MEP

recruiters, designated reviewers

and other MEP staff as specific

needs are observed throughout

the year.

All MEP staff OngoingManual,

Documentation formsCertificate

Annual Evaluation of ID&R Program Analyze data ESC and districts May, 2020 NGS forms Completed NGS forms

Maintain up-to-date records on file

Maintain updated active and

inactive records. Retain records

for seven (7) years.

ESC and districts Ongoing COEs COE records

Coordinate with ESC for annual

eligibility validation

Validate eligibility through re-

interview process according to

instructions set forth by TEA

ESC, MEP staff,

previously identified

children selected by

State MEP

January - June, 2020 COEs, TEA guidance TEA report

Maintain a strong system of Quality

Control







Recruiter is in contact with

growers regarding hiring

practices, crops and growing

seasons.

OSY Recruiter Ongoing Data Data

Develop maps for recruiters All MEP staff Ongoing Map Map

Coordinate/network with

local/regional organizations that

provide services to migrant

workers and their families by

meeting with staff and sharing

information with entities listed

on the back of the COE.

MEP staff Ongoing List of entities Calendars, agendas, data

Maps, intraregional networking and

interagency coordination





Required Activities Activity Responsible StaffEstimated Time


Parent questionaire ESC and DistrictsSeptember - October

2019

Questionaire and

listservCompleted questionaire

Gather data ESC and Districts November, 2018 Documentation Completed documentation

Provide appropriate meeting

based on dataESC and Districts

Fall Semester and Spring

Semester

Data, determined by

needs, invitations,

announcements

Agenda, sign in sheets,

invitations

Meet with Chambers of

Commerce, churches, community

members and businesses

ESC Migrant staff Ongoing

Determined by needs,

invitations,

announcements

Documentation of meeting,

time accounting

Invite Community and Businesses

to PACESC and Districts

Fall Semester and Spring

Semester

Determined by needs,

invitations,

announcements

Agenda, sign in sheets,

invitations

Services

Provide school supplies and

Summer Education Program

materials as determined by

needs assessment to Migrant

Students.

ESC Migrant staff OngoingNGS enrollment report,

supplies, booksSignature on Delivery form

Strategy 3: Family and Community Relations and Coordination Region 7 Project and SSA districts will actively, accurately and effectively work with families and

community members.

Parent Advisory Committee (PAC)

Business Relations and Coordination

