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Victoria Independent School District
District Improvement Plan
2018-2019
Victoria Independent School DistrictGenerated by Plan4Learning.com 1 of 73 District #235902
October 29, 2018 2:46 pm
Mission StatementThe mission of Victoria ISD is to provide rigorous, relevant learning and life experiences so that all students contribute positively to
society.
Vision"Every Child, Every Classroom, Every Day" - Achieving Excellence for All!
Value Statement
P Pride in our Processes
R Respecting Relationships
O Outcomes of Success
U Understanding Ourselves and Others
D Determined and Disciplined
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Table of Contents
Comprehensive Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Demographics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Student Academic Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9District Processes & Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Perceptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Comprehensive Needs Assessment Data Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Annual Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Annual Goal 1: Early Childhood: Phonological Awareness sub-skills (syllabication, onset-rime, alliteration and rhyming l) and Math Operationswill each show a 5% increase in proficiency. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Annual Goal 2: Elementary ELAR-Reading The number of students achieving Meets Grade Level on the Reading STAAR will increase by by 4%. . 28Annual Goal 3: Elementary ELAR-Writing The number of students achieving Meets Grade Level on the Writing STAAR will increase by 2%. . . . . 31Annual Goal 4: Secondary ELAR The number of students who achieve Meets Grade Level on 2019 6th Grade Reading STAAR will increase by4%. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33Annual Goal 5: Elementary Math The number of students achieving Meets Grade Level on the Math STAAR will increase by 4%. . . . . . . . . . . . . . . 36Annual Goal 6: Secondary Math: Grade 6 - Algebra 1 will increase the percent of students Achieving Meets Grade Level in Math by 4%. . . . . . . . . . 39Annual Goal 7: Elementary Science Grade 5 will increase the number of students achieving Meets Grade Level in Science by 3%. . . . . . . . . . . . . . . 42Annual Goal 8: Secondary Science- 8th grade and Biology will increase the number of students achieving Meets Grade Level on the 2019 ScienceSTAAR assessment by 3%. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44Annual Goal 9: Elementary Social Studies 3rd, 4th, and 5th grade students will increase the number of students achieving Meets Grade Level on theMay, 2019 Social Studies benchmark by 3%. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47Annual Goal 10: Secondary Social Studies: The percentage of students in 8th grade U.S. History that score at the Meets level will increase by 3%on the 2019 STAAR assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49Annual Goal 11: Fine Arts: Students will demonstrate a 5% increase in exemplary performances in the TEKS based fine arts programs, co-curricular, and extra-curricular activities for district, area and state honors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51Annual Goal 12: College, Career and Military Readiness (CCMR): 50% of graduates will attain one of the CCMR credits based on TEA criteria. . . . 53Annual Goal 13: Advanced Academics: Increase the percentage of economically disadvantaged students who are identified for the G/T programfrom 25% to 30%. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56Annual Goal 14: Bilingual ESL (PBMAS) 42% of ELs will progress to the next proficiency level on the 2019 TELPAS Speaking and Writingdomains, as compared to the 2018 TELPAS ratings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58Annual Goal 15: Special Ed Goal (PBMAS) Decrease special education disciplinary removal rate by 2%. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60Annual Goal 16: ESSA: 80% of Title I homeless students will graduate with their cohort. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62Annual Goal 17: Teacher Retention - At the conclusion of the 2018-2019 school year, the VISD will increase the retention rate of our teachers whoare new to the profession by 5% when compared to the 2017-2018 retention rate. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
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Annual Goal 18: Attendance: VISD's student attendance rate will increase by 0.5% to 95%. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67Annual Goal 19: School Safety: District-wide, all campuses will implement safety drills, safety training and procedural safeguards at 100%. . . . . . . 68
Title I Schoolwide Elements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69ELEMENT 1. SWP COMPREHENSIVE NEEDS ASSESSMENT (CNA) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69ELEMENT 2. SWP CAMPUS IMPROVEMENT PLAN (CIP) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69ELEMENT 3. PARENT AND FAMILY ENGAGEMENT (PFE) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Plan Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70District Funding Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71Addendums . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
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Comprehensive Needs Assessment
Demographics
Demographics Summary
Victoria County Region
Victoria, Texas is located 30 miles inland from the Gulf of Mexico and has a population of 92,467 residents of which 42.4% are Hispanic, and 61% are highschool graduates with no college experience. There are 22,129 households with children under the age of 18 of which 36.1% are minority, single female-ledfamily households, and over 14.7% of families fall below the poverty level (2016 U.S. Census). The major highway connecting Mexico to Houston runsthrough Victoria bringing increased incidents of drug and human trafficking, gang activity, first generation English speaking families and increased poverty-level workforce (National Drug Intelligence Center, 2016). Each of these factors contributes to higher numbers of dropouts, fewer college-bound graduatesand a low-skilled, under-prepared workforce.
School District: Victoria ISD(VISD) consists of twenty-seven campuses of which seventeen are elementary campuses, four middle school campuses, two high school campuses, oneAlternative Education Center, one Juvenile Justice Center, one Career & Technology Institute, and Liberty Academy, an Early College High School/CreditRecovery School. VISD serves 14,303 students of which 65.29% (9,338) are Hispanic, 6.73% (963)are African American, 25.15% (3,597) are White, and66.97% (9,579) are low-income (free/reduced lunch), 44.42% (6,353) are at-risk for not graduating high school, 1.06% (152) are Bilingual, 5.94% (849) areLimited English Proficient, 3.45% (505) are identified as Gifted and Talented, and 10.69% (1,529) are students with disabilities (TSDS PEIMS 2017-18Fall).
Identifying Needs of Students: VISD conducted a comprehensive needs assessment to ensure all students’ needs were identified. All stakeholdersincluding parents, students, teachers, administrators, and community members were involved through the work of a Strategic Planning Committee, DistrictLevel Planning Committees, and a review by the District Education Committee. The assessment included planning meetings with stakeholders, includingparents, community and with student input. Through student and parent input, academic and college preparation needs have been identified, includingknowledge of high school activities, college readiness, and post-secondary education.
VISD‘s dashboard of success metrics align to the seven aims in the Strategic Plan. We incorporate both the long-range strategic plan as well as an annualDistrict Improvement Plan to monitor progress and advancement. Our annual goals are driven by the overarching AIMS and are exclusive to student success.Every child has an opportunity to learn at their maximum potential and to be prepared for a life and career beyond high school.
Demographics Strengths
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The greatest strength in the VISD’s approach to leadership development is the process for continuous conversation and collaboration between campuses andcentral office support personnel. VISD has an expectation that there are no silos of excellence, but a system of excellence across our 612 square miles. Theseexpectations can be seen in our core values reflected in the acronym PROUD which stands for Pride in our Processes, Respecting Relationships, Outcomesof Success, Understanding ourselves and others, and Determined and Disciplined. Our success is directly dependent on how we grow and develop ourpeople. Last school year, VISD became a District of Innovation, and we are reshaping the student learning experience in Victoria ISD. By proposing aschool start date outside the state’s mandated school start window, our teachers and leaders can receive the training and support they need at the beginning ofschool to prepare for the excellence we expect in our classrooms and for each and every student. Teachers are also provided several opportunities throughoutthe school-year to develop their craft and build on strengths through the Professional Learning Community meetings on their campus and other ProfessionalDevelopment opportunities built into the school year calendar.
VISD recognizes the importance of developing a pipeline of powerful leaders who appreciate the tremendous responsibility of continuously improve thestructures and systems within the organization. We focus on cultivating leaders that have a passion for achieving the best results, and most importantly,possessing a “heart for people.” The foundation of the VISD’s High Performance Model of Success encompasses a robust emphasis on leadership andconstant support. We recognize that the power of our plan can only be as effective and successful as the people who preserve it; so we concentrate ondeveloping powerful leaders who have a passion for continuous improvement and student achievement. The future is extremely bright for the VictoriaIndependent School District. We have the opportunity for greatness at our doorstep and we have the people who possess the will to make this greatnesspossible. In VISD, our conversations continually involve “quality”: a quality learning environment, quality instruction, and quality opportunities andresources for all students and staff. Together we will review and redefine strategies that will enable us to reach new heights and maintain our focus insupporting our vision. Strength in leadership and building capacity of current leaders is critical to the sustainability and success of the Victoria ISD.
The Superintendent’s Cabinet is comprised of the Assistant Superintendent Leadership team along with key Department Leaders. The Superintendent has astanding meeting with his Cabinet every week to discuss upcoming events and problems that are openly discussed and solutions found. All of VISD’s workis very transparent and collaborative. A clearly defined organizational structure has assisted in the clarity of communication through a system of expertsintentionally placed to support the work throughout the district.
Our focus is on building the capacity of leaders at all levels through very intentionally planned opportunities. VISD provides a focus on learning for allleaders by providing training to our principals, assistant principals, instructional coaches and district curriculum leaders in “Results Coaching,” a training centered on high-quality coaching and leadership. VISD also utilizes the Instructional Rounds model whereby groups of principals, teachers, assistantprincipals, instructional coaches and district level curriculum administrators visit campuses and provide feedback based on the campus’s problem of practice.
An effective Professional Learning Community PLC structure extends beyond our teaching staff through Instructional Coaches, Assistant Principals, andCurriculum, Instruction and Accountability personnel. The PLC structure allows information to flow two ways—from the classroom to the AssistantSuperintendent leadership and from the Assistant Superintendent leadership team to the classroom. PLC time is used at the campus level for groups ofteachers to discuss the strength of their lessons, to converse about struggles with various learning and instructional strategies, to analyze data, and to developfuture lessons. Instructional Coaches share data from their campus with one another, strategies used to support teachers and learn new techniques for criticalconversations they can take back to use with the teachers they serve. Assistant Principals study lessons in leadership, data, instructional support and coachingtechniques they can use with their teachers. Principals review data, discuss supports that are needed, reflect on best practice, and share ideas for additionallevels of supports needed. In these team collaborations, problems are clarified throughh discussion and everyone adjourns the meeting understanding theVictoria Independent School DistrictGenerated by Plan4Learning.com 6 of 73 District #235902
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goal and expectation. Everyone has an equal opportunity and a role in the decision making process.
The Assistant Superintendent for Curriculum and Instruction serve as a liaison between the campus and the central support teams. This pipeline of supportand communication is a critical piece of the success of our campuses. These leaders work with our curriculum content coordinators and other district leadersto ensure that supports are provided that ensure excellence for each campus. The Curriculum Content Coordinator provides direct support to teachers bycoaching both teachers and Instructional Coaches in best practice, lesson design, implementation strategies and identifying and delivering appropriate resources.
VISD has an “Expertise Model of Support” focused on providing intentional knowledge and skills in the critical areas of support needed throughout theschool district. These experts are identified by the role they serve throughout the district and the campus principals have direct contact to these experts toassist in immediately responding to their questions or concerns. Principals meet twice each month with one meeting addressing Administrative andOperational Goals and the second meeting serving as a PLC where the campus leaders have time to plan for instruction, study data and share best practices. The PLC Model allows leaders to work collaboratively as they examine student data to inform decisions about instruction in the classroom and is a forum formaking recommendations for changes and other supports needed. The principal’s operational meeting each month also allows the opportunity to hear aboutupcoming district events, initiatives, new policy updates, as well as to make recommendations and request clarifications. These meetings are led bythe Executive Directors of Curriculum, Instruction and Accountability (Elementary/Secondary) and include the support of experts throughout the district.
Each campus principal, assistant principal and the campus Instructional coach participates in the “Results Coaching” leadership training. The InstructionalRounds process provides an opportunity for each campus leader to visit other campuses and to amass skills through an organized observational process. TheTPESS instrument is utilized for principals to set goals regarding leadership skills. This is a very intentional plan for growth and each of the ExecutiveDirectors of Curriculum and Instruction works with their assigned principals to ensure that they receive the individualized support needed.
VISD takes tremendous pride in building leadership capacity across our school district to ensure educators have a career pathway as they grow throughoutthe organization. This is our sixth year utilizing Professional Learning Communities (PLC’s) where teachers have the opportunity to engage withinstructional coaches, campus administrators and district-level curriculum leaders. By engaging in this meaningful work together, our current district andcampus administrators are allowed to model instructional leadership best practices, including data analysis and effective collaborative conversationtechniques. This share and exchange of ideas is the beginning stage of developing future leaders for our district.
Teachers who display leadership capabilities among their peers are encouraged to move into the more formal leadership role of instructional coach (IC). OurIC’s attend monthly district-wide PLC meetings with their IC colleagues from other campuses. These meetings allow our Executive Directors ofCurriculum, Instruction and Accountability (CIA) to provide consistent professional development and for our IC’s to share and exchange the best practicesoccurring on their campuses through the campus-based PLC grade level and content team meetings.
Similarly, our Elementary Assistant Principals attend monthly PLC’s and monthly Operational meetings led by our Elementary Executive Director of CIA. During the Operational meetings, our Assistant Principals have the opportunity to receive embedded professional develop from our District-level leaders inthe areas of Curriculum, Instruction and Accountability, Student Services, Facilities and Operations, Human Resources, Federal Programs, and Finance. These meetings allow for current issues to be addressed in a timely manner and for district and campus leaders to work proactively and collaboratively. Thisschool year, all Assistant Principals took part in an intensive professional development program, Results Coaching. Our AP’s also serve as leaders for our
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teachers during the Instructional Rounds process.
Currently, the VISD is partnering with the University of Houston-Victoria to offer an Educational Administration/Principal Certification Master’s degreeprogram for VISD teachers interested in becoming campus administrators. The course work for the program is tailored to specific instructional practicesand strategies currently utilized by the VISD, with one of the instructors being a current VISD staff member.
Problem Statements Identifying Demographics Needs
Problem Statement 1: 68.4% of Title I students enrolled in the 2017 cohort graduated with their cohort. Root Cause: lack of individualized support andstructures for homeless students at 9th and 10th grade levels
Problem Statement 2: The G/T student population (26% economically disadvantaged) is not reflective of the VISD student population (66% economicallydisadvantaged). Root Cause: Only 76% of economically disadvantaged students (who were referred for testing) returned the parent permission to test,compared to 93% of students who are not economically disadvantaged.
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Student Academic Achievement
Student Academic Achievement Summary
READING
First administration in 5th grade greatly impacts success in 6th grade.
Look at approach to the first administration of the test
BOLD MOVE - Early Intervention - 4th grade summer
Look at pacing for 5th grade roll out
Benchmarks need to be comprehensive and aligned to state level expectations
VISD Students reading on grade level is below the state average and follows the state trends of stagnation.
VISD Reading compared to State2014-2018
2014 2015 2016 2017 2018VISD 34 34 34 36 32State 45 46 46 48
Reading - Closing the Gaps by Subgroups 2014-2018
Reading AllStudents
AfricanAmericanHispanic White Special
Ed. Eco Dis. ELL
2014 34 24 26 54 21 23 82015 35 26 26 55 21 23 62016 34 24 27 52 5 24 162017 36 25 30 54 15 27 202018 32 23 26 50 14 24 24
VISD has very minimal gaps between the populations with the exception of the White population. Significantly more White students score on grade levelthan any other group.
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Mathematics
2014 2015 2016 2017 2018VISD 27 37 31 35 33State 39 48 43 48
VISD math scores from 2014-2018 show very minimal gains in students scoring on grade level. VISD scores and state scores both increase in 2017 from theprior year. Same thing happened in 2015. This trend requires a closer look at the tested objectives in each of those years.
MathematicsAllstudentsAfricanAmericanHispanic White Eco.
Disadv. Spec Ed LEP
2014 27 15 20 45 17 19 92015 37 20 28 60 25 2016 31 19 25 50 22 8 202017 35 25 29 52 26 15 292018 33 22 27 51 26 18 33
Minimal gaps exist between the sub-populations with the exception of the White subgroup. Significantly more white students scored on grade level than anyother group.
Writing
2014 2015 2016 2017 2018VISD 24 24 26 28 32State 34 34 41 38
VISD scores are significantly below the state in writing. Slight gains have been made in students scoring in Writing on grade level, but not enough to meetthe state level of performance.
Writing AllStudents
AfricanAmericanHispanic White Eco.
Disadv. Spec. Ed ELL
2014 24 14 18 40 16 13 2015 24 20 18 38 16 2016 26 19 20 43 17 4 142017 28 20 21 47 32 16 132018 32 29 25 48 23 14 31
Minimal gaps exist between the sub-populations with the exception of the White subgroup. Significantly more white students scored on grade level than anyother group.Victoria Independent School DistrictGenerated by Plan4Learning.com 10 of 73 District #235902
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Science
2014 2015 2016 2017 2018VISD 35 37 37 40 40State 43 44 47 52
Both VISD and the state have made slight gains in the number of students scoring on grade level in Science.
Science Allstudents
AfricanAmericanHispanic White Special
Ed. Eco ELL
2014 35 27 25 57 18 23 2015 37 23 28 61 22 24 112016 37 27 30 57 7 28 82017 40 31 32 62 16 32 132018 40 26 32 62 16 29 30
Minimal gaps exist between the sub-populations with the exception of the White subgroup. Significantly more white students scored on grade level than anyother group.
Social Studies
2014 2015 2016 2017 2018VISD 28 36 37 43 46State 39 44 47 51
VISD has shown continuous improvement in Social Studies and continues to close the gap between students scoring on grade level in VISD and thosescoring on grade level at the state.
SocialStudies
Allstudents
AfricanAmericanHispanic White Sped. Ed Eco Dis ELL
2014 28 15 19 44 5 16 2015 36 29 28 54 24 25 2016 37 29 29 54 23 2017 43 32 35 63 19 32 2018 46 34 39 64 22 37 21
Minimal gaps exist between the sub-populations with the exception of the White subgroup. Significantly more white students scored on grade level than any
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other group.
ELL Student Evaluation Summary
There is an achievement gap between All Students and ELL students. ELL students performed lower than All Students on the STAAR as follows:
All Students/ELL Students
Reading 61/40 - ELL students performed 21% lower than All students
Math 68/55 - ELL students performed 13% lower than All Students
Writing 54/37 - ELL students performed 17% lower than All Students
Science 71/52 - ELL students performed 19% lower than All Students
Social Studies 72/42 - ELL students performed 30% lower than All Students.
The gap reverses between ELL students at the TELPAS Writing Advanced High level and All Students. ELL students at the Advanced High level in Writingscored higher than ALL Students in nearly every testing area, as follows:
Math 68/76--ELL students performed 8% higher than All Students
Reading 61/64--ELL students performed 3% higher than All Students
Writing 54/69--ELL students performed 15% higher than All Students
Science 71/70--ELL students performed 1% lower than All Students
Social Studies 72/56 (only 16 students)
The gap also reverses between ELL students at the TELPAS Advanced High level and All Students. ELL students at the Advanced High level scored higherthan All Students in nearly every testing area, as follows:
Math 68/76 - ELL students performed 8% higher than ALL Students
Reading 61/64 - ELL students performed 3% higher than ALL studentsVictoria Independent School DistrictGenerated by Plan4Learning.com 12 of 73 District #235902
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Writing 54/69 - ELL students performed 15% higher than All Students
Science 72/71 - ELL students performed 1% lower than All Students
Social Studies 72/56 (only 16 students)
ATTENDANCE
District Attendance Data:
SCHOOL YEAR: 2013-14 2014-15 2015-16 2016-17VISD Attendance Rate: 94.8% 94.5% 94.7% 95%
Historically, middle school and high school students' attendance rates are lower than elementary students' attendance rate. District attendance initiativesfocus heavily on encouraging and improving the attendance of 6th-12th grade students.
Student Academic Achievement Strengths
VISD has been very proactive in the work set-forth from House Bill 5 and on creating exceptional students who are college and/or career ready. VISD’sCounseling Department has been extensively trained to provide individualized programs of study for each and every child. Our Advanced AcademicsDepartment provides exceptional support through SAT/ACT Tutorial opportunities, PSAT exams for every student paid for by the school district, summerenrichment opportunities, and extensive support for teacher training. Another area of assistance provided to our students is the nationally recognized AVIDprogram that takes the average student who typically has no prior goal for college or experience in advanced courses and provides extensive supports such astutoring, organizational skills, note taking development, and a caring teacher that follows the student from middle school through high school. With two localcolleges in our backyard and a partnership with our community workforce, we are able to dream bigger, provide more opportunities, and have greatersuccess for our students.
VISD students have the opportunity to graduate under all five House Bill 5 endorsements. High school students can choose from one of five College andCareer Academies (Public Services including Professional Health & Science, Arts and Humanities, Science, Technology Engineer & Math, Business andIndustry, Multi-Disciplinary Studies). The Academies allow ALL students the opportunity to earn college credit and explore careers without losing thetraditional school experience. Also, middle school students participate in Science, Engineering, Arts, and Mathematics education through elective courses. These courses use an enhanced project-based learning model of delivering curriculum. These learning experiences assure each student attains the skills,competencies, knowledge, attributes, and attitudes deemed essential for a productive college and career life. VISD’s predominately minority studentpopulation is significantly more economically disadvantaged and at-risk of not completing high school than the average Texas student.
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Our advanced academics program (AP) offers 23 advanced placement courses designed to provide students with a curriculum that is at the depth andcomplexity level of college courses. The number of students enrolled in advanced course work continues to increase as demonstrated by the followingcharts. The VISD assumes the cost for all sophomore and junior students to take the PSAT/NMSQT, which is the qualifying exam for the National MeritScholars Program. Each year we are proud to celebrate the increase of students selected as National Merit Commended Scholars and as National MeritScholars.
AP Enrollment
Year # AP Students # AP Courses2015-2016 491 9272016-2017 611 1,1742017-2018 654 1,141
Pre-AP Enrollment
Year # Pre-AP Students # Pre-AP Courses2015-2016 1,269 2,5662016-2017 1,530 3,0212017-2018 1,511 3,056
We also offer 56 dual credit courses, allowing students to graduate from high school with numerous college hours while also receiving high school credit.Both Victoria East and Victoria West high schools have full-time Career and College Coaches (funded by a partnership with VISD and Victoria College) oncampus to provide support services with scholarships, financial aid, college applications, dual credit registration, university visits and college exams. Thispast school year we celebrated 13 Liberty Academy Early College High School graduates who received their college Associate’s Degree along with theirhigh school diploma.
Dual credit enrollment has continuously increased in VISD. The cost savings of $214 per course for students, along with the individualized guidanceprovided by the Career and College Coaches at East and West High School, contributes to this growth.
Dual Credit Students Liberty East West Total2016 65 54 47 1662017 72 66 105 2432018 60 86 114 2602019 61 88 124 273
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Another example of our commitment to develop our students to reach their maximum potential can be found in our high school Career and TechnicalEducation (CTE) programs which prepare our students for career and college readiness endeavors. We currently offer 65 CTE course opportunities,including 9 practicum courses with internships. We also offer 17 local industry partnerships, 4 post-secondary partnerships and have over 200 studentsenrolled and employed in our Career Preparation programs.
Students who scored Advanced High on TELPAS scored significantly higher on STAAR than all other sub-populations in all areas except Social Studies,where we had only 6 students that fit the criteria.
The gap reverses between ELL students at the TELPAS Advanced High level and All Students. ELL students at the Advanced High level scored higher thanAll Students in nearly every testing area, as follows:
Problem Statements Identifying Student Academic Achievement Needs
Problem Statement 1: Students below the Advanced High level do not have the language skills in order to successfully meet state standards, as measured bySTAAR. Root Cause: Students below the Advanced High level lack the academic language necessary to comprehend grade level text.
Problem Statement 2: Based on CLI's Child Progress Monitoring prekindergarten students are scoring below 70% in the areas of vocabulary, alliteration,rhyming, words in a sentence and math operations. Root Cause: Small group planning using the CLI Engage and DLM curriculum resources is notconsistent for student growth to occur.
Problem Statement 3: Elementary students lack pro-social skills and emotional regulation that leads to sustaining positive peer and adult relationships. RootCause: Lack of implementation of social skills instruction district-wide.
Problem Statement 4: Secondary students lose instructional time due to out of school and DAEP placements. Root Cause: Limited use of alternatives tosuspension.
Problem Statement 5: Less than 43% of VISD students met the "meets" grade level standard on STAAR in math (grades 6-Algebra 1). Root Cause: Thescope and sequence did not provide opportunities for spiraling concepts from prior units.
Problem Statement 6: On the 8th grade Science STAAR assessment, only 64.41% of VISD students achieved Meets Grade Level on the 2018 STAAR. Onthe Biology STAAR assessment, only 55.31% of VISD students achieved Meets Grade Level on the 2018 STAAR. Root Cause: Students are notparticipating in enough labs or hands on activities to aide with student exploration.
Problem Statement 7: The passing rate is 10.5% for CTE SPED students in ELAR which results in a PBMAS Performance Level of a 4. Root Cause: CTESPED students are struggling in their achievement of literacy skills, specifically in the areas of reading and interpreting Informational Texts.
Problem Statement 8: On 7th grade Writing STAAR ,there is a 31.4% gap between Economically Disadvantaged students and the district's highest
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performing group (White). Root Cause: There is no data acquired to measure writing performance in 6th grade to guide instruction and decisions asstudents enter 7th grade.
Problem Statement 9: 32% of students achieved the Meets Grade Level expectation on the 2018 Reading STAAR. Root Cause: Intervention strategiesfocus on students passing STAAR rather that individual student growth.
Problem Statement 10: 27% of students achieved the Meets Grade Level expectation on the 4th grade 2018 Writing STAAR. Root Cause: Lack of edit andrevise resources that mirror the format of STAAR.
Problem Statement 11: 38% of 3rd grade students did not correctly answer the questions related to category two standards on the 2017 Math STAAR. RootCause: The students lack a solid understanding of the relationship between multiplication and division.
Problem Statement 12: 14% of 3rd grade students, 34% of 4th grade students, and 45% of 5th grade students in VISD achieved the "meets" grade level onthe May, 2018 Social Studies benchmark. Root Cause: Due to the high number of student expectations, with no spiraling in elementary social studies,students are in need of improving retention strategies through authentic engagement to increase academic achievement.
Problem Statement 13: On the 8th grade U.S. History STAAR, only 22.85% of VISD students passed at the at meets grade level standard for the 2017-2018school year. The state average was 31%, leaving a gap of 8.56% to meet the state average for meets grade level performance. Root Cause: Students lack thebackground knowledge and understanding of academic vocabulary/terms for social studies. Therefore students are unable to comprehend and makeinferences about concepts and background knowledge needed to make connections in social studies.
Problem Statement 14: 24% of 5th grade students achieved meets grade level standard on the 2018 science STAAR assessment. Root Cause: Lessons lackrigor, hands-on experiences/ labs and science vocabulary development.
Problem Statement 15: Specially designed instruction provided in inclusion and resource settings does not produce increased student performance forspecial education students as measured by grade level tests. Root Cause: Teachers and paraprofessionals lack training in determining and applying SDI ininclusion and resource settings.
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District Processes & Programs
District Processes & Programs Summary
The VICTORIA ISD vision, “Achieving Excellence for All – Every Child, Every Classroom, Every Day,” drives home our relentless dedication to ensuringevery staff member is a leader and every child a success. The foundation of the VISD’s High Performance Model of Success encompasses a robust emphasison leadership and consistent support through an expertise model. We recognize that the power of our plan can only be as effective and successful as thepeople who preserve it; so we concentrate on developing powerful leaders who have a passion for continuous improvement and student achievement. In theVISD, we believe that great school districts must care as much about values as they do about victory, as much about purpose as they do about profit, and asmuch about being useful as they do about being successful.
Because we include teachers, principals, students, community and parents in our strategic planning, we are able to grow leaders at all levels simultaneously.All members of our organization take ownership for the success of our students and for each other. By lifting up the talents of our people and helping all toexcel in their roles, we have created a leader of leaders’ model which allows us to look within for examples of excellence from which newcomers can learn. At each level of our organization, we build capacity through professional learning communities that come together to investigate data, update processes, andpositively impact instruction in the classroom—the place where lives are changed. VISD focuses on developing powerful leaders that have a passion forresults and a heart for people.
Excellence in both teaching and learning is a continuous improvement process. Our curriculum focus on authentic student engagement and interaction,cross-curricular writing, and higher order thinking are at the forefront of all we deliver, monitor and refine to make a positive difference for students andstaff. When we imagine we may have reached excellence in one particular area, we delve even deeper to discover how we can grow and improve evenfurther. Through our Instructional Rounds process, teachers, district administration and campus leaders learn together by gathering real-time classroom datato measure where we were, where we are and to determine where we need to be. This continuous learning cycle is essential to excellence in both teachingand learning.
Because we also believe that excellent teaching does not happen by chance but through a well-thought-out strategy, quality backward design planning is atthe forefront of every lesson. With the utilization of the research-based backward design model, our teachers are called upon to be reflective and intentionalwell before the actual delivery of the lesson begins. In VISD, excellence also includes high expectations for students that enrich teaching and inspirelearning. Advanced models that facilitate vital learning objectives, build strong student-teacher relationships and environments conducive to success are keyfactors in our definition of excellence. We realize that we are not in the education business serving people, we are in the people business serving education. We understand that preparing our students for college or the workforce is secondary to our responsibility to prepare them for success in life.
Personnel
Recruitment
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District. Each year, HR staff members attend approximately 40 professional job fairs across the State at various universities, region service centers, andother school districts. Qualified candidates are identified and connected with campus Principals and other appropriate hiring managers. The HR Team alsoparticipates in university preparation programs' events designed for future student teachers as a means to reach potential candidates early, before thecandidates may have begun looking for potential school districts in which to work. Student teachers are hosted within the VISD through collaboration withmultiple regional universities as a means to enhance recruiting opportunities for the District.
The HR Department communicates job openings through multiple formats, including the VISD website, the Texas Association of SchoolAdministrators (TASA) online "job board", content-specific "job boards" such as the Texas Music Educators' Association and the Texas High SchoolCoaches' Association, and via the VISD Facebook page.
The District has also implemented an "intern teacher" position through grant opportunities. The intern teacher program has allowed aspiring teachers with abachelor's degree who are currently enrolled in an alternative certification teacher preparation program to begin working and learning in our schools. Manyof these teachers have completed their Texas teaching certification requirements and been hired in traditional teacher positions.
Support/Retention
Support for VISD staff designed to enhance their professional growth with the goal of increased staff retention is a significant focus for the VISD HumanResources Department. For the past three years, increasing teacher retention in particular has been the targeted annual goal of the department identified inthe District's Improvement Plan. This support begins with the District's 4-day New Teacher Orientation program that allows new teachers to receive trainingthat is focused and aligned to the campus and district-based initiatives currently in place. This orientation is scheduled prior to the reporting date for allteachers and allows campus and district administrators to provide focused attention to the needs of our new staff.
Each new teacher is provided with a campus mentor to serve as the new teacher's "go to" person as questions arise throughout the first school year. The HRTeam provides training to the mentor and mentee during the first quarter of the school year to assist in defining the attributes research indicates exist in aproductive mentor/mentee relationship. New teachers are also provided with a brief online, survey/questionnaire during the first quarter of the school year. The goal of the survey is to elicit feedback and identify current needs of the new teachers to allow those needs to be addressed as quickly as possible. Inaddition, small group meetings led by the HR Team with zero-year teachers allow for feedback to be gained and shared among district and campus leaders inorder to provide timely interventions for struggling new teachers, as well as the strategic offering of professional development opportunities to meet theunique needs of each new staff member. The district calendar provides embedded campus and district professional development days during the fall andspring semesters that allow for campus and district leaders to provide timely support to staff.
At the end of each school year, new teachers are asked to complete an anonymous, online survey that provides opportunities for feedback regarding theirexperiences in their first year. We seek to learn the new teachers' perspectives on what supports/training they found effective and to elicit ideas on how wecan better serve them and future new teachers during their transition to the teaching profession. This feedback informs both our HR induction processes andprovides vital information for the planning process for professional development options offered the following school year. Each teacher exiting the districtis also asked to complete an exit interview. Data from these exit interviews is analyzed to identify the reasons cited by teachers for their decision to leave thedistrict to inform our professional support planning processes for the following year.
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VISD PBMASHistory
14-15
15-16
16-17
17-18Sp Ed 3 3 2 Bilingual 2 1 0 NCLB 3 1 2 CTE 4 1 2
Victoria ISD monitors programs and processes with very intentional strategies. This progress in Program monitoring and oversight can be seen in theimprovement of the PBMAS areas with 0 being Excellent and 4 being the highest level of monitoring for success. VISD looked into it's programs andprocesses used to serve students in the four areas of Special Education, Bilingual Education, No Child Left Behind and Career and Technical Education toensure that the systems in place best served students and met compliance requirements.
District Processes & Programs Strengths
Our goal is to provide an exciting and engaging learning opportunity that fits the needs of every student, encourages them to want to be in school, provides ahighly effective and qualified teacher, and focuses on ensuring students meet their personal targets, as well as to be successful on targets that are defined bythe state. Our plan exists to increase the number of students who are ready for college or a career once they step outside the door of our public educationsystem. The plan also includes a focus on retaining a highly trained, quality workforce so that our students are exposed to the “best of the best” teachers andleaders.
High quality programs currently in place support and provide additional resources to meet the learning needs of our special populations such as those at-riskof dropping out, homeless, Special Education, or our Bilingual ESL students. Our one, three and five year goals align to our mission to provide rigorous,relevant, learning and life experiences so that all students contribute positively to society.
VISD has undergone extensive change in our organizational structure. These changes have truly benefited our school district and there are a myriad ofsuccesses to validate this progressive transformation. Our focus on “Every Child, Every Classroom, Every Day” allows us to further explore additionalopportunities in our quest to achieve “Excellence for All Students.” The goal of the VISD is not to simply ensure that students are taught. Our goal is toensure that they learn. This simple shift from a focus on teaching to a focus on learning has had a profound impact in our schools.
This change involved adding layers of additional support in the areas of curriculum and instruction and human resources. Curriculum and InstructionDepartment improvements included new positions, new structures, and a determined focus on pedagogy. The Human Resources alterations included newpositions with an intense concentration on teacher recruitment, leadership development and customer service. The change consisted of a portrait of successfor each position and a focus on intentional assignments that created a system of expertise to support our campus leaders, teachers and students.
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The VISD District Leadership Team made of students, teachers, administrators and community leaders developed a set of priority actions to drive instructionand support student learning needs. One of these actions included the restructuring of our instructional day. This transformation has allowed for moreconsistency in our schools, the opportunity to build stronger student-staff relationships, increase the minutes of the instructional day, allow for ProfessionalLearning Committees PLC) to meet during the school day and most importantly, to close the achievement gap in learning.
The 5-day New Teacher Orientation provided to all new teachers entering the District has been a successful program that allows new teachers to receivetraining that is focused and aligned to the campus and district-based initiatives currently in place.
Small group meetings led by the HR Team with zero-year teachers allow for feedback to be gained and shared among district and campus leaders in order toprovide timely interventions for struggling new teachers, as well as the strategic offering of professional development opportunities to meet the unique needsof each new staff member. The district calendar that provides embedded campus and district professional development days during the fall and springsemesters further supports our ability to provide timely support to staff.
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Perceptions
Perceptions Summary
In VISD the belief that a high quality education is based on professional standards of excellence for students, faculty and staff. We must continue to reviewand redefine strategies that will enable us to reach new heights and maintain our focus on academic excellence.
Data shows that gaps in achievement exist at every level in our education system and it also illustrates that these gaps can be overcome. When students enterthe the VISD, we immediately begin building relationships with our students and their families, by knowing where they came from, assessing what they needand collaboratively setting goals for their future. Regardless of socioeconomic status or a current family situation, students succeed if they have a series ofseveral good teachers and an excellent campus leader. Students also learn far more and fail less often in rigorous courses than they do in low-level remedialcourses. This is why we have worked so diligently to ensure that we provide rigorous courses with levels of support to every child in every classroom onevery day.
Perceptions Strengths
In the Victoria ISD, we believe that as leaders, our primary focus is to provide all individuals in our community the opportunity to develop their mental,moral and physical capabilities to their maximum potential. We have developed profiles of excellence for each level of leadership found within theorganization, including the classroom Teacher, Instructional Coach, campus Principal, and Central Office administration. VISD selects leaders who arefocused on students and capable of “seeing the bigger picture”. Leaders in VISD are willing to make courageous decisions for student success and possess aheart for people. Our leaders are proactive problem solvers who have high expectations for themselves and others.
We know that our success is directly dependent on how we grow and develop our leaders. A leader in the VISD is a role model whose efforts and sounddecisions continue to illuminate the path of excellence for “Every Child, Every Classroom, Every Day.” Their conversations must continuously involvequality; a quality learning environment, quality instruction and quality opportunities for all students and staff.
VISD believes that “the biggest room in the house is the room for improvement.” We are proud to be named as a Texas Education Agency “District ofInnovation” and we are currently designing our educational strategies to align and support improved instruction, evaluate student performance and improveprofessional development opportunities. However, we must continue to build on sustaining and creating quality leaders throughout our “612 Square Miles ofExcellence.” Among our 27 campuses most leaders have fewer than four years of experience in their current assignment. This serves as both an asset and achallenge as we develop a pipeline of leaders ready to take on the tremendous responsibility of this transformation change.
We believe it is our responsibility as leaders to meet the developmental and educational needs of our teachers and future leaders. Strength in leadership andbuilding capacity of current leaders is critical to the sustainability of VISD’s success. We need leaders who are role models, systematic thinkers, self-reflective, and willing to be bold risk-takers who are ready to set the tone for system-wide leadership development. VISD expects to benefit from leaderswho create unity and who are focused with an intentional purpose. Victoria Independent School DistrictGenerated by Plan4Learning.com 21 of 73 District #235902
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Comprehensive Needs Assessment Data DocumentationThe following data were used to verify the comprehensive needs assessment analysis:
Improvement Planning Data
District goalsCampus goalsCurrent and/or prior year(s) campus and/or district improvement plansCampus and/or district planning and decision making committee(s) meeting dataState and federal planning requirements
Accountability Data
Texas Academic Performance Report (TAPR) dataDomain 1 - Student AchievementDomain 2 - Student ProgressDomain 3 - Closing the GapsSystem Safeguards and Texas Accountability Intervention System (TAIS) dataCritical Success Factor(s) dataAccountability Distinction DesignationsFederal Report Card DataPBMAS data
Student Data: Assessments
State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information)State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versionsSTAAR End-of-Course current and longitudinal results, including all versionsSTAAR Released Test QuestionsSTAAR EL Progress Measure dataTexas English Language Proficiency Assessment System (TELPAS) resultsTexas Primary Reading Inventory (TPRI), Tejas LEE, or other alternate early reading assessment resultsPostsecondary college, career or military-ready graduates dataAdvanced Placement (AP) and/or International Baccalaureate (IB) assessment dataSAT and/or ACT assessment dataPSAT and/or ASPIRELocal diagnostic reading assessment dataSSI: Istation Indicators of Progress (ISIP) accelerated reading assessment data for Grades 3-5 (TEA approved statewide license)SSI: Think Through Math assessment data for Grades 3-8 and Algebra I (TEA approved statewide license)Local benchmark or common assessments data
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Student failure and/or retention ratesIstation Indicators of Progress (ISIP) reading assessment data for Grades PK-2Prekindergarten Self-Assessment Tool
Student Data: Student Groups
Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress for each groupSpecial Programs data, including number of students, academic achievement, discipline, attendance, and rates of progress for each student groupEconomically Disadvantaged / Non-economically disadvantaged performance, progress, and participation data,Special education population, including performance, discipline, progress, and participation dataAt-Risk population, including performance, progress, discipline, attendance, and mobilityEL or LEP data, including academic achievement, progress, support and accommodation needs, race, ethnicity, gender, etc.Career and Technical Education (CTE) data, including academic achievement, progress, program growth, race, ethnicity, gender, etc.Homeless dataGifted and talented data
Student Data: Behavior and Other Indicators
Completion rates and/or graduation rates dataAnnual dropout rate dataAttendance dataMobility rate, including longitudinal dataDiscipline recordsViolence and/or violence prevention recordsClass size averages by grade and subjectSchool safety data
Employee Data
Professional learning communities (PLC) dataStaff surveys and/or other feedbackState certified and high quality staff dataTeacher/Student RatioCampus leadership dataT-TESS
Support Systems and Other Data
Budgets/entitlements and expenditures data
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Annual Goals
Annual Goal 1: Early Childhood: Phonological Awareness sub-skills (syllabication, onset-rime, alliteration and rhyming l)and Math Operations will each show a 5% increase in proficiency.
Quarterly Goal 1: 100% of teachers will have training on the Child Progress Monitoring, the importance of fidelity of administration, and howto utilize student data to provide intervention/enrichment activities.Quarterly Review 1: Met Quarterly GoalQuarterly Goal 2: 100% of teachers will utilize student data from the Child Progress Monitoring wave 1 to provide intervention/enrichmentactivities for individual student growth.Quarterly Goal 3: Students will demonstrate at least 30 pts of growth in each skill (vocabulary, alliteration, rhyming, and operations based ondata from wave 2 of Child Progress Monitoring.Quarterly Goal 4: 100% of teachers will utilize student data from Child Progress Monitoring wave 2 to provide intervention.enrichmentactivities for individual student growth.
Summative Evaluation 1:
TEA Priorities: 1. Recruit, support, retain teachers and principals. 2. Build a foundation of reading and math. 4. Improve low-performingschools.
Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews
Formative SummativeOct Jan Mar June
Critical Success FactorsCSF 1 CSF 2 CSF 7
Strategy AimsAIM 3 AIM 4 AIM 5
1) Provide new and returning staff with ongoing supportin the fidelity of administration and use of the ChildProgress Monitor. Focus will be on using the data toplan instruction.
Carol Dippel, LindaDueser
Teachers will be successful in administering theassessment and using the data to develop and implementsmall group instruction.
Problem Statements: Student Academic Achievement 2Funding Sources: 211 - Title I, Part A - 61300.00
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Critical Success FactorsCSF 1 CSF 2 CSF 4 CSF 7
Strategy AimsAIM 1 AIM 3 AIM 4 AIM 5 AIM 6
2) Implement and support teacher / para instructionalcollaboration time to align student needs with centeractivities. Utilize videos to increase effective teacher /para instructional collaboration PLC's to share with Pre-K Team on Webnet.
Dippel, Title IInstructionalCoaches
Paraprofessionals and teachers will understand individualstudent needs and how to support student growth in theseareas through questioning and interaction during centertime.
Problem Statements: Student Academic Achievement 2Funding Sources: 199 - PIC 24 State Comp Ed - 600000.00
Critical Success FactorsCSF 2 CSF 4
Strategy AimsAIM 4 AIM 5
3) Ensure through PLC, Observations, and LessonPlanning, that teachers are utilizing the data from CPMto provide math and language/phonemic rich instructionin large and small groups.
Carol Dippel, Title IInstructionalCoaches
Large and small group instruction will be fluid,purposeful, and based on latest assessment information.
Problem Statements: Student Academic Achievement 2
Critical Success FactorsCSF 1 CSF 2 CSF 3 CSF 7
Strategy AimsAIM 1 AIM 3 AIM 4 AIM 5 AIM 6
4) Provide ongoing support to Title I InstructionalCoaches and campus Administrators to ensure campusunderstanding of use of formative assessment, use ofCPM, purpose of teacher/para instructionalcollaboration time,and expectations for small groupinstruction. Video effective teacher / para instructionalcollaboration and campus PLC's to share on Webnet.
Carol Dippel,Michelle Yates,Linda Dueser
District wide alignment in the use of assessment data inprekindergarten classrooms.
Problem Statements: Student Academic Achievement 2
Critical Success FactorsCSF 1 CSF 2 CSF 4 CSF 5 CSF 6
Strategy AimsAIM 1 AIM 3 AIM 6 AIM 7
5) Provide opportunities for parents to become familiarwith phonological awareness and math skills using avariety of activities that can be utilized at home tosupport growth in this area.
Dippel, Yates, ParentLiaisons
Students growth will increase as a result of familyengagement.
Problem Statements: Student Academic Achievement 2Funding Sources: 211 - Title I, Part A - 50000.00
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Critical Success FactorsCSF 1 CSF 2 CSF 7
Strategy AimsAIM 1 AIM 3 AIM 4 AIM 5
6) Supply materials and activities to increase children'ssuccess in alliteration, rhyme, vocabulary, andoperations in a PLC with PreK/Para "make & Take".
Dippel, InstructionalCoaches
Students engaged in learning activiites to grow increasesuccess in alliteration, rhyme, vocabulary, and operations.
Funding Sources: 211 - Title I, Part A - 2000.00
= Accomplished = Continue/Modify = Considerable = Some Progress = No Progress = Discontinue
Quarterly Goal 1 Problem Statements:
Student Academic AchievementProblem Statement 2: Based on CLI's Child Progress Monitoring prekindergarten students are scoring below 70% in the areas of vocabulary, alliteration, rhyming, words in a sentence andmath operations. Root Cause 2: Small group planning using the CLI Engage and DLM curriculum resources is not consistent for student growth to occur.
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Annual Goal 2: Elementary ELAR-ReadingThe number of students achieving Meets Grade Level on the Reading STAAR will increase by by 4%.
Quarterly Goal 1: Implementation of Neuhaus comprehension structures will be evident in 80% of campus visits in order to increase studentmastery of Reading comprehension standards, including Figure 19.Quarterly Goal 2: The number of students in grades 3-5 achieving Meets Grade Level on the Reading CBA will increase by 4%.Quarterly Goal 3: The number of students in grades 3-5 achieving Meets Grade Level on the Reading Benchmark will increase by 4%.Quarterly Goal 4: Intervention plans will be created for 5th grade SSI students at 100% of elementary campuses.
Summative Evaluation 1:
Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews
Formative SummativeOct Jan Mar June
Critical Success FactorsCSF 1 CSF 7
Strategy AimsAIM 4 AIM 5
1) 08/24/18 Special education instructionalcoaches/coordinators will work collaboratively withcore content, i.e. instructional coaches/coordinators totrain special education teachers on content-specificinstructional methods.
2.5 Special EducationInstructionalCoaches andCoordinators.
Increased teacher capacity.
Critical Success FactorsCSF 1 CSF 2
Strategy AimsAIM 4 AIM 5
2) 08/24/18 Special education will utilize analyticalprograms for monitoring and educational planningpurposes that make recommendations for changes toinstructional programming to address reading/mathgaps.
2.5, 2.6 Special EducationTeachers
Increased use of Specially Designed Instruction.
3) Provide differentiated professional development forelementary ELAR teachers to challenge and engagestudents through the implementation of technology toolssuch as Nearpod, Teaching Books.net, Seesaw, Kahoot,etc.
Linda DueserAmber Godby
increase student engagement
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Critical Success FactorsCSF 1
Strategy AimsAIM 4 AIM 5
4) Provide professional development about tieredlessons at IC meetings to support the implementation oftiered lessons in elementary ELAR classrooms.
Stephanie WoodSamantha Herbold
Increase the use of tiered lessons in elementary ELARclassrooms.
Critical Success FactorsCSF 1 CSF 3 CSF 7
Strategy AimsAIM 3 AIM 4
5) Expectation of implementing Neuhauscomprehension structures during classroom instructionwill be addressed with 100% of elementary InstructionalCoaches.
2.4, 2.6 ElementaryCoordinators
Increase vertical alignment across the district by using thesame targeted comprehension structures across all gradelevels.
Problem Statements: Student Academic Achievement 9
Critical Success FactorsCSF 2
Strategy AimsAIM 4 AIM 6
6) Attend PLC's across the district throughout the year.
ElementaryCoordinators
Attending PLC's allows coordinators to consistentlymange and address the needs and concerns of teachersacross the district. PLC;s also allow coordinators to gainvaluable feedback on the district assessments andcurriculum implementation.
Problem Statements: Student Academic Achievement 9
Critical Success FactorsCSF 1 CSF 2 CSF 4
Strategy AimsAIM 4
7) Request intervention schedules from all campuses toensure intervention opportunities are offered to all SSIstudents.
2.4, 2.6 ElementaryCoordinators
This will ensure that all students needing to retake the 5thgrade STAAR test have had ample time for interventionand reteaching across the district. This will also allow forelementary coordinators to know when they would beable to support these students at each campus. Progresswill not be seen in the strategy until the final quarter dueto the timing of the STAAR test.
Problem Statements: Student Academic Achievement 9
8) ELL itinerants will identify students who have notshown you progress in English proficiency during thelast two years as measured by TELPAS and workcollaboratively with their classroom teachers in order toimplement strategies to ensure student growth in Englishproficiency.
ELL Itinerants Students will show growth in their English proficiency.
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Critical Success FactorsCSF 1
9) Dyslexia department will utilize an Orton-Gillinghambased reading program along with progress monitoringto determine duration of services and appropriateacademic planning.
VISD DyslexiaSpecialists
improvement in Dyslexic students reading abilities
= Accomplished = Continue/Modify = Considerable = Some Progress = No Progress = Discontinue
Quarterly Goal 1 Problem Statements:
Student Academic AchievementProblem Statement 9: 32% of students achieved the Meets Grade Level expectation on the 2018 Reading STAAR. Root Cause 9: Intervention strategies focus on students passing STAARrather that individual student growth.
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Annual Goal 3: Elementary ELAR-WritingThe number of students achieving Meets Grade Level on the Writing STAAR will increase by 2%.
Quarterly Goal 1: Based on a random sampling, Writing Academy curriculum will be evident in 100% of elementary lesson plans.Quarterly Review 1: Met Quarterly GoalQuarterly Goal 2: 3rd, 4th, and 5th grade students will increase the number of students achieving Meets Grade Level on the WritingCurriculum Based Assessment by 2%.Quarterly Goal 3: 4th grade students will increase the number of students achieving Meets Grade Level on the 2019 Writing benchmark by2%.Quarterly Goal 4: 3rd grade students will increase the number of students achieving Meets Grade Level on the 2019 Writing benchmark by2%.
Summative Evaluation 1:
Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews
Formative SummativeOct Jan Mar June
1) Introduce Instructional Coaches to revise and editresources (kamico)
ElementaryCoordinators
Elementary campuses will utilize this resource
Problem Statements: Student Academic Achievement 10
2) Ensure all instructional coaches have notified theirteachers about the Writing Academy TE companion.
ElementaryCoordinators
Allow for a deeper understanding of the curriculum andaid in lesson planning.
Problem Statements: Student Academic Achievement 10
3) Complete a minimum of five classroom observationsevery week to monitor writing instruction in theclassroom.
ElementaryCurriculumCoordinators,ElementaryAdministrators,ElementaryInstructionalCoaches
The administrators, instructional coaches and teacherswill receive direct feedback from the observations toguide instructional decisions.
Problem Statements: Student Academic Achievement 10
PBMAS4) Increase the number of classroom teacherobservations and attendance at campus PLCs.
ElementaryCurriculum Team
With an increase of coordinators' attendance oncampuses, the curriculum team will be able to bettersupport teachers and instructional coaches.
Problem Statements: Student Academic Achievement 10
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Critical Success FactorsCSF 7
5) Increase the number of teachers trained in WritingAcademy.
ElementaryCurriculum Team
Allow for a deeper understanding of the curriculum.
Problem Statements: Student Academic Achievement 10
= Accomplished = Continue/Modify = Considerable = Some Progress = No Progress = Discontinue
Quarterly Goal 1 Problem Statements:
Student Academic AchievementProblem Statement 10: 27% of students achieved the Meets Grade Level expectation on the 4th grade 2018 Writing STAAR. Root Cause 10: Lack of edit and revise resources that mirror theformat of STAAR.
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Annual Goal 4: Secondary ELARThe number of students who achieve Meets Grade Level on 2019 6th Grade Reading STAAR will increase by 4%.
Quarterly Goal 1: 50% of all students will achieve Meets Grade Level on 6th grade reading Checkpoint 1 over Poetry and Literary Nonfiction.Quarterly Review 1: Significant progress made toward meeting Quarterly GoalQuarterly Goal 2: 60% percent of all students will achieve Meets Grade Level on 6th grade reading Checkpoint 2 over Fiction and Drama.Quarterly Goal 3: 30% of all students will achieve Meets Grade Level on 6th grade reading Checkpoints 3 and 4 combined over informationaltexts.Quarterly Goal 4: The number of students achieving Meets Grade Level will increase by 4%.
Summative Evaluation 1:
TEA Priorities: 2. Build a foundation of reading and math. 4. Improve low-performing schools.
Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews
Formative SummativeOct Jan Mar June
Critical Success FactorsCSF 1 CSF 2
Strategy AimsAIM 1 AIM 3 AIM 4 AIM 5 AIM 6
1) Hold a PLC with campus leaders to review 2017 6thgrade Reading STAAR to determine target skills foreach quarter and what professional development is needto improve instruction in the targeted areas.
Sarah Bradley
Critical Success FactorsCSF 1 CSF 2
2) Provide support curriculum and documents each unitto assist with planning. ( Unit at a Glance and QuestionStems)
Sarah Bradley As teachers examine student work in the PLC, lessonscan be designed to yield better quality products throughprocess
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Critical Success FactorsCSF 1 CSF 2
Strategy AimsAIM 1 AIM 3 AIM 4 AIM 5
3) Observe 6th grade classrooms each quarter with ICsto assess needs on instructional needs and resources.Provide at least one paired passage with alignedquestions for each unit.
Sarah Bradley Classroom observation data will be used to improveinstructional delivery and strategies.
Critical Success FactorsCSF 1 CSF 2
Strategy AimsAIM 1 AIM 4
4) Collaborate with instructional coaches to ensurealignment of activities with student expectations inreading
2.4, 2.6 Sarah Bradley
Critical Success FactorsCSF 1 CSF 2
Strategy AimsAIM 4 AIM 5
5) 08/24/18 Special education will utilize analyticalprograms for monitoring and educational planningpurposes that make recommendations for changes toinstructional programming to address reading/mathgaps.
2.5, 2.6 Special EducationTeachers
Increased use of Specially Designed Instruction
Critical Success FactorsCSF 1 CSF 7
Strategy AimsAIM 4 AIM 5
6) 08/24/18 Special education instructionalcoaches/coordinators will work collaboratively withcore content, i.e. instructional coaches/coordinators totrain special education teachers on content-specificinstructional methods.
2.5 Special EducationCoaches andCoordinators
Increased teacher capacity.
7) Provide differentiated professional development forsecondary reading teachers to challenge and engagestudents through the implementation of technology toolssuch as Near Pod, Teaching Books.net, Kahoot, Quizizz,BreakOutEDU, SeeSaw, etc.
Linda DueserAmber Godby
Increase student engagement
Victoria Independent School DistrictGenerated by Plan4Learning.com 34 of 73 District #235902
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8) Collaborate with instructional coaches to ensurealignment of activities with student expectations inreading
9) ELL itinerants will identify students who have notshown you progress in English proficiency during thelast two years as measured by TELPAS and workcollaboratively with their classroom teachers in order toimplement strategies to ensure student growth in Englishproficiency.
ELL Itinerants Students will show growth in their English proficiency.
Critical Success FactorsCSF 1
10) Dyslexia department will utilize an Orton-Gillingham based reading program along with progressmonitoring to determine duration of services andappropriate academic planning.
VISD DyslexiaSpecialists
improvement in Dyslexic students reading abilities
= Accomplished = Continue/Modify = Considerable = Some Progress = No Progress = Discontinue
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Annual Goal 5: Elementary MathThe number of students achieving Meets Grade Level on the Math STAAR will increase by 4%.
Quarterly Goal 1: Campus implementation and understanding of the district math computation strategies and problem solving method will beaddressed with 100% of Elementary Instructional Coaches.Quarterly Review 1: Met Quarterly GoalQuarterly Goal 2: The STAAR grade levels will increase the number of students achieving Meets Grade Level in Math by 4% on the 2018Curriculum Based Assessment.Quarterly Goal 3: The STAAR grade levels will increase the number of students achieving Meets Grade Level in Math by 4% on the 2019District Benchmark.Quarterly Goal 4: Intervention plans will be created for 5th grade SSI students on 100% of elementary campuses.
Summative Evaluation 1:
Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews
Formative SummativeOct Jan Mar June
Critical Success FactorsCSF 1 CSF 2
Strategy AimsAIM 4 AIM 6
1) Attend STAAR grade level PLC meetings at everyelementary campus in the district consistently.
Elementary MathCurriculumCoordinator
Elementary Instructional Coaches and teachers will beable to discuss and clarify the math curriculum directlywith the district coordinator in PLCs.
Problem Statements: Student Academic Achievement 11
Critical Success FactorsCSF 1 CSF 4 CSF 7
Strategy AimsAIM 3 AIM 4
2) Provide video examples of in district Elementaryteachers implementing the district problem solvingmodel (UPSE) on Webnet.
ElementaryCurriculumCoordinators,ElementaryAdministrators,ElementaryInstructionalCoaches
The Curriculum Team, Administrators and InstructionalCoaches will be able to observe how the district problemsolving model (UPSE) is implemented and providesupport as needed.
Problem Statements: Student Academic Achievement 11
Victoria Independent School DistrictGenerated by Plan4Learning.com 36 of 73 District #235902
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Critical Success FactorsCSF 1 CSF 4 CSF 7
Strategy AimsAIM 3 AIM 4
3) Utilize the "Manipulative Expectation" tabs inForethought to guide teachers as to which manipulativeshould be used within each math unit.
ElementaryCurriculumCoordinators,ElementaryAdministrators,ElementaryInstructionalCoaches
Teachers are able to use this resource when planninglessons; to assist in selecting which manipulative to usewhen teaching each unit.
Problem Statements: Student Academic Achievement 11
Critical Success FactorsCSF 1 CSF 4
Strategy AimsAIM 1 AIM 3 AIM 4
4) Complete a minimum of five classroom observationsevery week to monitor math instruction in theclassrooms.
ElementaryCurriculumCoordinators,ElementaryAdministrators,ElementaryInstructionalCoaches
The administrators, instructional coaches and teacherswill receive direct feedback from the observations toguide instructional decisions.
5) Provide differentiated professional development forelementary math teachers to challenge and engagestudents through the implementation of technology toolssuch as Nearpod, Seesaw, Kahoot, BreakoutEDU,Quizizz, etc.
Linda DueserAmber Godby
increased student achievement
Critical Success FactorsCSF 1 CSF 7
Strategy AimsAIM 4 AIM 5
6) 08/24/18 Special education will utilize analyticalprograms for monitoring and educational planningpurposes that make recommendations for changes toinstructional programming to address reading/mathgaps.
2.5, 2.6 Special EducationTeachers.
Increased use of specially designed instruction.
Critical Success FactorsCSF 1 CSF 2
Strategy AimsAIM 4 AIM 5
7) 08/24/18 Special education instructionalcoaches/coordinators will work collaboratively withcore content, i.e. instructional coaches/coordinators totrain special education teachers on content-specificinstructional methods.
2.5 Special educationInstructionalCoaches andCoordinators.
Increased Teacher Capacity.
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Critical Success FactorsCSF 1
Strategy AimsAIM 4 AIM 5
8) Provide professional development about tieredlessons at IC meetings to support the implementation oftiered lessons in elementary math classrooms.
Stephanie WoodSamantha Herbold
Increase the use of tiered lessons in elementary mathclassrooms.
Critical Success FactorsCSF 1 CSF 4
9) Provide professional development for elementarymath teachers in grades 1 and 4 to implementdifferentiation in math centers and engage studentsthrough the implementation of Hand2Mind stationactivities.
2.5, 2.6 Elementary MathCurriculumCoordinator,InstructionalCoaches andTeachers
Increase the differentiation in math centers. Focused ongrades 1 and 4.
Funding Sources: 255 - Title II, Part A - 3000.00
= Accomplished = Continue/Modify = Considerable = Some Progress = No Progress = Discontinue
Quarterly Goal 1 Problem Statements:
Student Academic AchievementProblem Statement 11: 38% of 3rd grade students did not correctly answer the questions related to category two standards on the 2017 Math STAAR. Root Cause 11: The students lack asolid understanding of the relationship between multiplication and division.
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Annual Goal 6: Secondary Math: Grade 6 - Algebra 1 will increase the percent of students Achieving Meets Grade Level inMath by 4%.
Quarterly Goal 1: Grade 7 math will increase the percent of students achieving meets grade level on checkpoint 1 (TEKS 7.2A, 7.3A, 7.3B,7.13A, 7.13C) by 4%.Quarterly Review 1: Exceeded Quarterly GoalQuarterly Goal 2: Grade 7 math will increase the percent of students achieving meets grade level on checkpoint 2 (TEKS 7.10A, 7.10B, 7.10C,7.11A, 7.11B, 7.11C, 7.13E) by 4%.Quarterly Goal 3: Grade 7 math will increase the percent of students achieving meets grade level on checkpoint 3 by 4%.Quarterly Goal 4: Grade 7 math will increase the percent of students achieving meets grade level on the benchmark by 4%.
Summative Evaluation 1:
TEA Priorities: 2. Build a foundation of reading and math. 4. Improve low-performing schools.
Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews
Formative SummativeOct Jan Mar June
PBMASCritical Success FactorsCSF 1 CSF 2 CSF 7
Strategy AimsAIM 1 AIM 4 AIM 5
1) Provide professional development and support onusing historical and scaffolding data to inform anddifferentiate instruction.
Secondary MathCurriculumCoordinator
Teachers and instructional coaches will use historical datato plan regular and intervention instruction.
Problem Statements: Student Academic Achievement 5Funding Sources: 199 - Local Funds - 0.00
PBMASCritical Success FactorsCSF 1 CSF 2 CSF 7
Strategy AimsAIM 1 AIM 4 AIM 5
2) Provide resources and training for math teachers onspiraling content to improve student retention.
Secondary MathCurriculumCoordinator andExecutive Directorfor SecondaryEducation
Teachers will use resources purchased and spiralinstruction.
Problem Statements: Student Academic Achievement 5Funding Sources: 199 - PIC 31 State High School Allotment - 0.00
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PBMASCritical Success Factors
CSF 1 CSF 7
Strategy AimsAIM 1 AIM 4 AIM 5
3) Adjust the pacing for the grade 7 YAG to includetime for intentional spiraling of concepts through out theyear.
Teachers will use the designated days to spiral and reviewconcepts throughout the year..
PBMASCritical Success FactorsCSF 1 CSF 2 CSF 7
Strategy AimsAIM 1 AIM 3 AIM 4 AIM 5
4) Provide formative feedback and follow-up tocampuses on implementation of using data and spiralingconcepts (classroom observations and/or feedback basedon campus agreed upon method).
Secondary MathCurriculumCoordinator andExecutive Directorfor SecondaryEducation
Teachers and instructional coaches will use feedback toguide instructional decisions.
Problem Statements: Student Academic Achievement 5
5) Provide differentiated professional development forsecondary math teachers to challenge and engagestudents through the implementation of technology toolssuch as Near Pod, Kahoot, Quizizz, BreakOutEDU,SeeSaw, etc.
Linda DueserAmber Godby
Increase student engagement
Critical Success FactorsCSF 1 CSF 7
Strategy AimsAIM 4 AIM 5
6) 8/24/18 Special education will utilize analyticalprograms for monitoring and educational planningpurposes that make recommendations for changes toinstructional programming to address reading/mathgaps.
2.5, 2.6 Special EducationTeachers.
Increased use of specially designed instruction.
Victoria Independent School DistrictGenerated by Plan4Learning.com 40 of 73 District #235902
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Critical Success FactorsCSF 1 CSF 7
Strategy AimsAIM 4 AIM 5
7) 8/24/18 Special education instructionalcoaches/coordinators will work collaboratively withcore content, i.e. instructional coaches/coordinators totrain special education teachers on content-specificinstructional methods.
2.5 Special EducationInstructionalCoaches andCoordinators.
Increase teacher capacity.
Critical Success FactorsCSF 1
Strategy AimsAIM 3 AIM 4
8) 8/24/18 Special education and district instructionalcoaches will train special education classroom teachersto effectively implement supplemental aids to be used inthe classroom and on state assessments.
2.5 Math Coordinatorand InstructionalCoach
Increase student performance
Critical Success FactorsCSF 1 CSF 2
Strategy AimsAIM 1 AIM 4
9) 9) Provide formative feedback and follow-up tocampuses on implementation of the acceleratedcurriculum (classroom observations and/or feedbackbased on campus agreed upon method).
2.4, 2.5 Susan JohnsonStephanie WoodCampus ICs
Increased the effectiveness of the accelerated curriculum
= Accomplished = Continue/Modify = Considerable = Some Progress = No Progress = Discontinue
Quarterly Goal 1 Problem Statements:
Student Academic AchievementProblem Statement 5: Less than 43% of VISD students met the "meets" grade level standard on STAAR in math (grades 6-Algebra 1). Root Cause 5: The scope and sequence did not provideopportunities for spiraling concepts from prior units.
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Annual Goal 7: Elementary ScienceGrade 5 will increase the number of students achieving Meets Grade Level in Science by 3%.
Quarterly Goal 1: 50% of 5th grade classroom teachers observed during the week of October 15th will utilize higher order thinking questionsin their lessons.Quarterly Review 1: Met Quarterly GoalQuarterly Goal 2: There will be a 5% increase in the number of of 5th grade students who will achieve meets grade level standard on the 2018district science CBA.Quarterly Goal 3: There will be a 5% increase in the number of 5th grade students who will achieve meets grade level standard on the 2018district science benchmark.Quarterly Goal 4: 100% of 5th grade teachers will utilize STEMscopes as a review tool for the 2018 5th grade Science STAAR assessment.
Summative Evaluation 1:
TEA Priorities: 1. Recruit, support, retain teachers and principals. 2. Build a foundation of reading and math. 3. Connect high school to careerand college. 4. Improve low-performing schools.
Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews
Formative SummativeOct Jan Mar June
PBMASCritical Success Factors
CSF 1 CSF 2 CSF 3 CSF 4 CSF 7
Strategy AimsAIM 1 AIM 3 AIM 4 AIM 5
1)Meet with ICs to review lesson framing expectationsand provide resources that would increase rigor inlesson planning.
2.4, 2.5 Shannon Sawyer Teachers will increase rigor in their lessons.
Problem Statements: Student Academic Achievement 14Funding Sources: 199 - Local Funds - 0.00
Critical Success FactorsCSF 1 CSF 2 CSF 3 CSF 7
Strategy AimsAIM 1 AIM 3 AIM 4 AIM 5
2) Provide resources and examples to increase criticalwriting opportunities for all science students.
2.4, 2.5, 2.6 Shannon Sawyer Students will increase retention of science skills throughcritical writing.
Problem Statements: Student Academic Achievement 14Funding Sources: 199 - Local Funds - 0.00
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Critical Success FactorsCSF 1 CSF 2 CSF 3 CSF 4 CSF 7
Strategy AimsAIM 1 AIM 3 AIM 4
3) Provide resources and examples of cross-curricularopportunities in science.
2.4, 2.5, 2.6 InstructionalCoachesShannon Sawyer
Students will increase knowledge of science conceptsthrough reading, writing and math.
Problem Statements: Student Academic Achievement 14
Critical Success FactorsCSF 1 CSF 2 CSF 4
Strategy AimsAIM 3 AIM 4
4) Meet with the classroom teacher and discuss andimplement differentiation strategies for studentsidentified as a student receiving special educationservices.
2.4, 2.5, 2.6 Shannon Sawyer Students identified as students needing special educationservices will increase their text scores due todifferentiated instruction.
Problem Statements: Student Academic Achievement 14
Critical Success FactorsCSF 1 CSF 2 CSF 4 CSF 7
Strategy AimsAIM 1 AIM 3 AIM 4 AIM 5
5) Assist with ICs in teacher planning to ensure lab timepercentages are being met.
2.4, 2.5, 2.6 Shannon Sawyer Teachers will increase lab times which will increaseretention and scores.
Problem Statements: Student Academic Achievement 14
6) Provide differentiated professional development forelementary science teachers to challenge and engagestudents through the implementation of technology toolssuch as Nearpod, Seesaw, Kahoot, Quizizz, etc.
Linda DueserAmber Godby
increased student engagement
Problem Statements: Student Academic Achievement 14
Critical Success FactorsCSF 1
Strategy AimsAIM 4 AIM 5
7) Provide professional development about tieredlessons at IC meetings to support the implementation oftiered lessons in elementary science classrooms.
Stephanie WoodSamantha Herbold
Increase use of tiered lessons in science classrooms.
Problem Statements: Student Academic Achievement 14
= Accomplished = Continue/Modify = Considerable = Some Progress = No Progress = Discontinue
Quarterly Goal 1 Problem Statements:
Student Academic Achievement
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Problem Statement 14: 24% of 5th grade students achieved meets grade level standard on the 2018 science STAAR assessment. Root Cause 14: Lessons lack rigor, hands-on experiences/labs and science vocabulary development.
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Annual Goal 8: Secondary Science- 8th grade and Biology will increase the number of students achieving Meets Grade Levelon the 2019 Science STAAR assessment by 3%.
Quarterly Goal 1: There will be a 3% increase in the number of students achieving Masters Grade Level on the 8th grade first quarter commonquestions assessment compared to the common questions from the 2017-2018 school year.Quarterly Review 1: Met Quarterly GoalQuarterly Goal 2: There will be a 3% increase in the number of students achieving Masters Grade Level on the 8th grade second quartercommon questions assessment compared to the common questions from 2017-2018 school year.Quarterly Goal 3: There will be a 3% increase in the number of students achieving Masters Grade Level on the 8th grade third quarter commonquestions assessment compared to the common questions from 2017-2018 school year.Quarterly Goal 4: There will be a 3% increase in the number of students achieving Masters Grade Level on the 8th grade Science Benchmarkquestions compared to the data from 2018 Science Benchmark.
Summative Evaluation 1:
TEA Priorities: 4. Improve low-performing schools.
Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews
Formative SummativeOct Jan Mar June
Critical Success FactorsCSF 1 CSF 4
Strategy AimsAIM 1 AIM 4
1) Assist teachers in planning labs/hands on activitiesfor students to perform.
CurriculumCoordinator
Teachers will have knowledge of labs/hands on activitiesthat can be used to instruct students that will achievestudents better understanding concepts.
Problem Statements: Student Academic Achievement 6Funding Sources: 199 - Local Funds - 0.00
Critical Success FactorsCSF 1 CSF 2
Strategy AimsAIM 1 AIM 4
2) Assist and monitor the teachers instructing students toperform labs/hands on activities by having teachers sendin pictures of students performing labs/hands onactivities.
CurriculumCoordinator
Teachers will send in evidence of students completinglabs/hands on activities which should help oureconomically disadvantaged students to better explorescience concepts and understand the material.
Problem Statements: Student Academic Achievement 6Funding Sources: 199 - Local Funds - 0.00
Victoria Independent School DistrictGenerated by Plan4Learning.com 45 of 73 District #235902
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Critical Success FactorsCSF 1 CSF 2
Strategy AimsAIM 1 AIM 4
3) Assist teachers in creating their lesson frames tofocus on their closing task being a quick formativeassessment that will help students process theinformation they learned as well as drive teacherinstruction.
CurriculumCoordinator
Teachers will send in evidence of students completingprocessing tasks which should help our students to betterunderstand the material.
Problem Statements: Student Academic Achievement 6Funding Sources: 199 - Local Funds - 0.00
4) Provide differentiated professional development forsecondary science teachers to challenge and engagestudents through the implementation of technology toolssuch as Near Pod, Teaching Books.net, Kahoot, Quizizz,BreakOutEDU, SeeSaw, etc.
Linda DueserAmber Godby
Increase student engagement
= Accomplished = Continue/Modify = Considerable = Some Progress = No Progress = Discontinue
Quarterly Goal 1 Problem Statements:
Student Academic AchievementProblem Statement 6: On the 8th grade Science STAAR assessment, only 64.41% of VISD students achieved Meets Grade Level on the 2018 STAAR. On the Biology STAAR assessment,only 55.31% of VISD students achieved Meets Grade Level on the 2018 STAAR. Root Cause 6: Students are not participating in enough labs or hands on activities to aide with studentexploration.
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Annual Goal 9: Elementary Social Studies3rd, 4th, and 5th grade students will increase the number of students achieving Meets Grade Level on the May, 2019 SocialStudies benchmark by 3%.
Quarterly Goal 1: Based on a random sampling of twenty classroom visits, 80% of social studies lesson frames will have a writing connection.Quarterly Review 1: Met Quarterly GoalQuarterly Goal 2: 3rd, 4th, and 5th grade students will increase the number of students achieving Meets Grade Level on the Social StudiesCurriculum Based Assessment by 3%. (December 2018)Quarterly Goal 3: 10% of Social Studies lesson plans will be sampled. The expectation is that 40% of the sampled lessons will include awriting activity.Quarterly Goal 4: 3rd, 4th, and 5th grade students will increase the number of students achieving Masters Grade Level on the May, 2019 SocialStudies benchmark by 2%.
Summative Evaluation 1:
Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews
Formative SummativeOct Jan Mar June
PBMASCritical Success Factors
CSF 1
Strategy AimsAIM 1
1) Complete a minimum of five classroom observationsevery week to monitor social studies instruction in theclassroom with a focus on writing activities.
ElementaryCurriculumCoordinators,ElementaryAdministrators,ElementaryInstructionalCoaches
The administrators, instructional coaches and teacherswill receive direct feedback from the observations toguide instructional decisions.
Problem Statements: Student Academic Achievement 12
PBMASCritical Success Factors
CSF 1 CSF 2
Strategy AimsAIM 1 AIM 3
2) CBA and Benchmark blueprint will be given at thebeginning of the school year.
Elementary SocialStudies Coordinator
Teachers will be given a blueprint for the CBA andbenchmark assessment. These documents will guideteachers as to the number of questions and TEKS that willbe assessed and will be beneficial to teachers as theyplantheir Social Studies lessons.
Problem Statements: Student Academic Achievement 12
Victoria Independent School DistrictGenerated by Plan4Learning.com 47 of 73 District #235902
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PBMASCritical Success Factors
CSF 1
3) Increase the number of classroom teacherobservations and attendance at campus PLCs.
ElementaryCurriculum Team
With an increase of coordinators' attendance oncampuses, the curriculum team will be able to bettersupport teachers and instructional coaches.
Problem Statements: Student Academic Achievement 12
4) Provide differentiated professional development forelementary social studies teachers to challenge andengage students through the implementation oftechnology tools such as Nearpod, Seesaw, Kahoot,Quizizz, etc.
Linda DueserAmber Godby
increase student engagement
Critical Success FactorsCSF 1
Strategy AimsAIM 4 AIM 5
5) Provide professional development about tieredlessons at IC meetings to support the implementation oftiered lessons in elementary social studies classrooms.
Stephanie WoodSamantha Herbold
Increase use of tiered lessons in elementary social studiesclassrooms.
6) Provide professional development that will helpteachers have a better understanding of their curriculumand TEKs being taught.
ElementaryCurriculum Team
Increase student engagement
Problem Statements: Student Academic Achievement 12
= Accomplished = Continue/Modify = Considerable = Some Progress = No Progress = Discontinue
Quarterly Goal 1 Problem Statements:
Student Academic AchievementProblem Statement 12: 14% of 3rd grade students, 34% of 4th grade students, and 45% of 5th grade students in VISD achieved the "meets" grade level on the May, 2018 Social Studiesbenchmark. Root Cause 12: Due to the high number of student expectations, with no spiraling in elementary social studies, students are in need of improving retention strategies throughauthentic engagement to increase academic achievement.
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Annual Goal 10: Secondary Social Studies:The percentage of students in 8th grade U.S. History that score at the Meets level will increase by 3% on the 2019 STAARassessment.
Quarterly Goal 1: There will be a 3% increase in the number of students achieving Meets Grade Level on the 8th grade first quarter checkpointassessment compared to STARR from the 2017-2018 school year.Quarterly Review 1: Met Quarterly GoalQuarterly Goal 2: There will be a 3% increase in the number of students achieving Meets Grade Level on the 8th grade second quartercheckpoint assessment compared to the common questions from 2017-2018 school year.Quarterly Goal 3: There will be a 3% increase in the number of students achieving Meets Grade Level on the 8th grade quarter threecheckpoint assessment compared to checkpoint #3 from 2017-2018 school year.Quarterly Goal 4: There will be a 3% increase in the number of students achieving Meets Grade Level on the 8th grade Social StudiesBenchmark questions compared to the data from 2018 Social Studies Benchmark.
Summative Evaluation 1:
Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews
Formative SummativeOct Jan Mar June
Critical Success FactorsCSF 1 CSF 4
Strategy AimsAIM 1 AIM 4
1) Support teachers with resources, engaginginstructional strategies, common checkpoints and datameetings to drive instruction.
Social StudiesCurriculumCoordinator
At the end of quarter one, 100% of 8th grade U.S. Historyteachers will have interactive word walls in theirclassrooms using TEKS aligned vocabulary/terms.Teachers will build students knowledge andunderstanding of academic vocabulary words/strategiesusing interactive instructional strategies and activities.
Funding Sources: 199 - Local Funds - 0.00
Critical Success FactorsCSF 1 CSF 4
Strategy AimsAIM 1 AIM 4
2) Fundamental Five instructional strategies to improvestudent learning.
Spiraling TEKS from prior units of study.
On-going professional development offered on districtstrand days.
Social StudiesCurriculumCoordinator
For quarter two teachers will spiral TEKS, vocabulary,reading, and writing activities to increase understandingsand make connections to the student expectations in priorunits. Interactive strategies will be implemented to helpstudents be successful in mastering the TEKS assessed onSTAAR.
Ongoing Professional Development is offered on districtstrand days.
Victoria Independent School DistrictGenerated by Plan4Learning.com 49 of 73 District #235902
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Critical Success FactorsCSF 1 CSF 2 CSF 4
Strategy AimsAIM 3
3) Interactive Notebooks and Spiral Reviews
Teachers will continue to review content from priorunits and use interactive strategies with repetition toincrease knowledge and understanding of each era in 8thU.S. History assessed on STAAR.
Social StudiesCurriculumCoordinator
For quarter three teachers will continue to use interactivenotebooks to spiral and build on terminology,performance indicators, concepts, words and phrases thatare unique to social studies and used on the STARRassessments. Teachers will build students understandingof the cause-effect in each era of history.
Teachers will continue to spiral review from the ColonialEra through Reconstruction to measure students retentionof the content taught throughout the year by usinginteractive games and activities to access theirknowledge.
4) Provide differentiated professional development forsecondary social studies teachers to challenge andengage students through the implementation oftechnology tools such as iCivics, Near Pod, TeachingBooks.net, Kahoot, Quizizz, BreakOutEDU, SeeSaw,etc.
Linda DueserAmber Godby
Increase student engagement
= Accomplished = Continue/Modify = Considerable = Some Progress = No Progress = Discontinue
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Annual Goal 11: Fine Arts: Students will demonstrate a 5% increase in exemplary performances in the TEKS based finearts programs, co-curricular, and extra-curricular activities for district, area and state honors.
Quarterly Goal 1: 5% increase in student participation in UIL, TMEA, VASE, One-Act Play, non-UIL contests, exhibitions,district/community events and public performances.Quarterly Goal 2: 100% of Fine Arts Teachers will be provided professional development related to their field annually.Quarterly Goal 3: 5% increase enrollment in secondary fine arts programs by conducting recruitment concerts and visits.Quarterly Goal 4: 90% of our fine arts students will meet performance standards in all fine arts areas with 92% achieving commendedperformance.
Summative Evaluation 1:
Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews
Formative SummativeOct Jan Mar June
Critical Success FactorsCSF 1 CSF 3 CSF 4 CSF 5
Strategy AimsAIM 1 AIM 3 AIM 4 AIM 5 AIM 7
1) With targeted planning, teachers will be betterequipped to implement effective strategies and practicesinto their classrooms in order for students to participatein district, state and national events.
Director of FineArts, CampusAdministration andFine Arts Teachers
100% of Fine Arts students have the opportunities toparticipate in large district, state and national eventperformances. 100% of participating students are guidedby teachers to prepare for competitive events andscholarship opportunities.
Student Solo & Ensemble competitions will increase by10%. Student membership in All-Region will increase by5%. 90% of our contest groups participating in musicfestivals will receive a Superior rating. Maintain currentrate of scholarship awards. Maintain current rate of publicperformances.
Funding Sources: 199 - Local Funds - 0.00Critical Success FactorsCSF 1 CSF 3 CSF 6 CSF 7
Strategy AimsAIM 1 AIM 2 AIM 3 AIM 4 AIM 6
2) On-going professional development offered specificto Fine Arts Curriculum on district strand days.
Director of Fine FineArts
More support, and specific fine arts related support forteachers with resources, instructional strategies, and bestpractices.
Encourage 98% of teachers to attend a professionalconference in their subject field, i.e. Texas MusicEducators Conference/Texas Art Education Association.
Funding Sources: 199 - Local Funds - 0.00
Victoria Independent School DistrictGenerated by Plan4Learning.com 51 of 73 District #235902
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Critical Success FactorsCSF 1 CSF 3 CSF 6 CSF 7
Strategy AimsAIM 1 AIM 2 AIM 3 AIM 4 AIM 5 AIM 6
3) With planning, teachers will be better equipped toimplement effective strategies and practices to recruit,retain students in the Fine Arts Courses.
Director of Fine Arts Institutionalize goal-setting and long-term planning inProfessional Learning Communities focusing on feederprogram enrollment and growth.
Funding Sources: 199 - Local Funds - 0.00
Critical Success FactorsCSF 1 CSF 2 CSF 3 CSF 5 CSF 6 CSF 7
Strategy AimsAIM 1 AIM 2 AIM 3 AIM 4 AIM 5 AIM 6 AIM 7
4) A well-balanced and appropriate curriculum will beprovided to all students.
Director of Fine Artsand CampusAdministration.
90% of our fine arts students will meet performancestandards in all fine arts areas with 92% achievingcommended or superior performance.
Funding Sources: 199 - Local Funds - 0.00
= Accomplished = Continue/Modify = Considerable = Some Progress = No Progress = Discontinue
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Annual Goal 12: College, Career and Military Readiness (CCMR): 50% of graduates will attain one of the CCMR creditsbased on TEA criteria.
Quarterly Goal 1: Provide students and parents with informational sessions and individualized assistance to gain awareness of the process toapply, seek financial assistance and secure enrollment into college, career or military enlistment.Quarterly Goal 2: Students will be exposed to career and college options, along with opportunities to take college readiness exams andASVAB.Quarterly Goal 3: 25% of seniors will have attained a CCMR credit.Quarterly Goal 4: 40% of seniors will have attained a CCMR credit.
Summative Evaluation 1:
TEA Priorities: 3. Connect high school to career and college.
Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews
Formative SummativeOct Jan Mar June
Critical Success FactorsCSF 5
Strategy AimsAIM 6 AIM 7
1) Host a College Knowledge seminar for parents andstudents to provide information about dual creditopportunities, college admissions guidelines, and testingrequirements.
3.2 Kim MotleyHigh SchoolCounselorsCareer and CollegeCoaches
Gained knowledge and confidence by parents andstudents on the high school and college recruitmentprocess.
Critical Success FactorsCSF 5
Strategy AimsAIM 6 AIM 7
2) Host a Financial Aid and College Application Drivefor high school students on campus. Provide studentswith a Way to Pay Night, to receive individualizedassistance with the FAFSA and college application,along with sessions on scholarships, grants, loans andfinancial literacy.
3.2 Kim MotleyHigh SchoolCounselorsCareer and CollegeCoaches
Gained knowledge and skills to seek college acceptance
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Critical Success FactorsCSF 1
Strategy AimsAIM 1 AIM 6
3) Identify a target group of students (minority and eco-disadvantaged) to provide individualized guidance inorder to encourage enrollment in dual credit.
2.6 Career and CollegeCoachesHigh SchoolCounselors
Increase enrollment in dual credit for minority andeconomically-disadvantaged students.
Critical Success FactorsCSF 6
Strategy AimsAIM 1 AIM 6
4) Provide presentations to middle school student onCollege, Career and Military Readiness.
2.5 Career and CollegeCoachesMiddle SchoolCounselorsKim Motley
Increased preparedness in terminology, expectations andprocesses of career and college readiness.
Critical Success FactorsCSF 1 CSF 2
Strategy AimsAIM 1 AIM 3 AIM 5
5) Compare the 2018 Accountability Manual, CTECourses Aligned with Industry-Based Certifications(IBC) TEA has identified as eligible to offercertifications and align with the 2017-2018 Final List ofIndustry-Based Certifications, A-F Accountability,Student Achievement Domain by September 6, 2018.
Lauri RangeMartin Sanchez
To understand the importance of both documents andhow it will impact the CCMR Indicators - 2018Accountability.
Critical Success FactorsCSF 1 CSF 2 CSF 7
Strategy AimsAIM 1 AIM 3 AIM 6
6) CTE Coordinator and CTE Counselor will identifyfrom the TEA 2017-2018 Final List of Industry-BasedCertifications (IBC), A-F Accountability System, whichof the IBC are currently offered at VEHS, VWHS andCTI. These certifications will count toward the elementof the Earn Industry-Based Certification in the StudentAchievement Domain by September 6, 2018.
Lauri RangeMartin Sanchez
To create a monitoring list of the 2018-2019 CTE coursesand teachers who offer an IBC on the A-F listing.
Victoria Independent School DistrictGenerated by Plan4Learning.com 54 of 73 District #235902
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Critical Success FactorsCSF 1 CSF 2
Strategy AimsAIM 1 AIM 5
7) CTE Coordinator to meet with the East/West/CTIPrincipals to let them know which IBC on the TEA A-F(list of 73) are currently offered at VEHS, VWHS andCTI on September 11, 2018. These will be certificationsthat count toward the Industry-Based Certification in theStudent Achievement Domain.
Lauri RangeMartin SanchezClark MotleyDebbie CrickDena Pilsner
To provide the High School Principals a clearunderstanding of which Industry-Based Certifications areoffered at their campus and which teachers and in whatCTE classes offer them.
Critical Success FactorsCSF 1 CSF 2
Strategy AimsAIM 1 AIM 3 AIM 4
8) Compare the 2018-2019 CTE course offerings withthe A-F listing of IBC and identify opportunities forincreasing certifications.
Lauri RangeMartin Sanchez
Be in a strategic position to plan effectively for the 2019-2020 Course Selection to maximize IBC opportunities.
= Accomplished = Continue/Modify = Considerable = Some Progress = No Progress = Discontinue
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Annual Goal 13: Advanced Academics: Increase the percentage of economically disadvantaged students who are identifiedfor the G/T program from 25% to 30%.
Quarterly Goal 1: Increase percentage of G/T referrals of economically disadvantaged students from 50% to 67%.Quarterly Review 1: Some progress made toward meeting Quarterly GoalQuarterly Goal 2: Increase the receipt of economically disadvantaged referred students' parent permission forms from 84% to 90%.Quarterly Goal 3: 80% of students to be tested attend a student overview session at their home campus.Quarterly Goal 4: Increase the percentage of economically disadvantaged students who are identified from 38% to 43% of those tested.
Summative Evaluation 1:
Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews
Formative SummativeOct Jan Mar June
Critical Success FactorsCSF 5
Strategy AimsAIM 3 AIM 6 AIM 7
1) Schedule, advertise, and hold a G/T ParentInformation Session prior to the referral deadline.
Stephanie Wood,Samantha Herbold,GT campuscoordinators
Increase parent awareness about the identification &assessment process and G/T services.
Funding Sources: 199 - PIC 21 State G/T - 50.00, 199 - Local Funds - 150.00
Strategy AimsAIM 3 AIM 6
2) Utilize time during grade level PLCS or facultymeetings to share information about the characteristicsof G/T students and allow time for teachers to completeG/T referrals.
Stephanie Wood,Samantha Herbold,GT campuscoordinators, campusinstructional coaches
Increase the number of referrals from all campuses,especially those with high percentages of economicallydisadvantaged students.
Funding Sources: 199 - PIC 21 State G/T - 50.00
Critical Success FactorsCSF 5
Strategy AimsAIM 4 AIM 6 AIM 7
3) Distribute parent permission forms & Slocumb/Payneinventory to parents during student led conferences.Encourage parents to complete at the conference andturn in to teachers. If not returned, campus GTcoordinators contact families to obtain permission totest.
Stephanie Wood,Samantha Herbold,campus GTcoordinators
Increase the percentage of parent permission formsreturned.
Funding Sources: 199 - PIC 21 State G/T - 250.00
Victoria Independent School DistrictGenerated by Plan4Learning.com 56 of 73 District #235902
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Critical Success FactorsCSF 5
Strategy AimsAIM 4 AIM 5 AIM 6
4) Share information about GT referrals and testingthrough campus newsletters, open house events, andcampus parent communication at all elementarycampuses.
Stephanie Wood,Samantha Herbold,campus GTcoordinators
Increase parent awareness of the services andopportunities available to GT identified students. Increasethe number of parent permission forms received fromcampuses with high percentages of economicallydisadvantaged students.
Strategy AimsAIM 1 AIM 4
5) Create a G/T review committee to assess VISDidentification and assessment processes, review 2017-18identification data, and make recommendations for2018-19 processes and evaluation instruments.
Stephanie Wood,Samantha Herbold,
Ensure equitable processes and assessment instrumentsfor all student populations.
= Accomplished = Continue/Modify = Considerable = Some Progress = No Progress = Discontinue
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Annual Goal 14: Bilingual ESL (PBMAS)42% of ELs will progress to the next proficiency level on the 2019 TELPAS Speaking and Writing domains, as compared tothe 2018 TELPAS ratings.
Quarterly Goal 1: 100% of Selected Students will participate in a conference to review their 2018 Speaking and Writing TELPAS ratings anddetermine a plan for growth to insure progress to the next proficiency level.Quarterly Review 1: Met Quarterly GoalQuarterly Goal 2: 100% of Coached Teachers will plan for and implement a Structured Conversation leading to a culminating writing activity.Quarterly Goal 3: 25% of Selected Students' Writing Samples will demonstrate growth in Writing to the next proficiency level.Quarterly Goal 4: 70% of Coached Teachers will plan for Structured Conversations resulting in a writing activity, as indicated in their lessonplans.
Summative Evaluation 1:
Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews
Formative SummativeOct Jan Mar June
Critical Success FactorsCSF 1 CSF 2 CSF 7
Strategy AimsAIM 1 AIM 4
1) By October 18, up to 6 selected students (and, ideally,up to 2 teachers) who are eligible will participate in astudent conference with the campus ELL Itinerant andthe classroom/homeroom teacher to review their 2018TELPAS results in Speaking and Writing and determinea plan for growth to insure growth to the nextproficiency level.
Campus ELLItinerant
Selected students and teachers will identify strategies tohelp students increase their level of English proficiency inspeaking and writing.
Critical Success FactorsCSF 1 CSF 7
Strategy AimsAIM 1 AIM 4
2) By November 2, we will complete a CoachingSession including pre-conference/planning session,lesson/observation, debriefing session.
Campus ELLItinerant
Teachers will be better prepared to implement focusedstrategies to increase student level of English proficiency.
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Critical Success FactorsCSF 7
Strategy AimsAIM 1 AIM 4
3) the week of January 7, students will complete twowriting samples (one Past Tense Narrative and oneAcademic (Math, Science, or Soc. St.). The Itinerantwill collect and rate these samples.
Campus ELLItinerant
Assess students' growth in English proficiency anddetermine if students are on track to meet the expectedlevel of progress.
Critical Success FactorsCSF 1 CSF 2 CSF 7
Strategy AimsAIM 1 AIM 4
4) By January 30, Itinerants will have a follow-upconference with the teacher and students only for thosestudents who are not yet showing progress. Theconference will focus on reviewing writing samples anddiscussing progress to determine what strategies shouldbe put in place to insure student growth toward the nextlevel.
Campus ELLItinerant
Teacher will identify ways to improve instruction in theclassroom in order to increase students' level of Englishproficiency.
Critical Success FactorsCSF 7
Strategy AimsAIM 1 AIM 4
5) By May 10, Itinerants will collect one lesson planfrom each coached teacher showing that they areplanning for Structured Conversation/Writing Activities.
Campus ELLItinerant
Teachers will consistently incorporate structuredconversations and structured writing activities in theirlessons.
= Accomplished = Continue/Modify = Considerable = Some Progress = No Progress = Discontinue
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Annual Goal 15: Special Ed Goal (PBMAS)Decrease special education disciplinary removal rate by 2%.
Quarterly Goal 1: 100% of campus principals/administration will receive discipline data and predicted disproportionality rates.Quarterly Review 1: Met Quarterly GoalQuarterly Goal 2: 80% of campuses will have implemented a social emotional learning curriculum/program on their campus for students withmultiple discipline referrals and/or behavior concerns as an alternative to ISS/OSS or as an intervention.Quarterly Goal 3: 80% of BIPs created this year will be reviewed with teachers by the campus LSSP in face-to-face sessions.Quarterly Goal 4: 70% of students with BIPs will have their behavior objectives tracked in Review 360.
Summative Evaluation 1:
TEA Priorities: 4. Improve low-performing schools.
Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews
Formative SummativeOct Jan Mar June
Critical Success FactorsCSF 1 CSF 6
Strategy AimsAIM 4
1) Campus principals/administration will receivePBMAS and disproportionate overview.
2.6 Special EducationCoordinator
Campuses will become aware of discipline concerns ontheir campus and where to focus efforts.
Critical Success FactorsCSF 1 CSF 6
Strategy AimsAIM 4
2) Create district policy regarding SPED DAEPplacements for persistent/severe misbehavior and traincampus principals and special education assessmentstaff.
2.6 Special EducationCoordinator
SPED students will not be placed at DAEP for persistentmisbehavior without first receiving interventions.
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Critical Success FactorsCSF 6
Strategy AimsAIM 4
3) Options for social emotional learningcurriculum/programs will be presented to Behavior RTImembers and special education assessment staff to beused with students with multiple discipline referralsand/or behavioral concerns.
2.6 Special EducationCoordinator
Reduced time out of class for ISS and/or OSS.
Critical Success FactorsCSF 6
Strategy AimsAIM 4
4) Provide support in implementing PBIS, RestorativeDiscipline and/or behavior consults at campus request.
Special EducationCoordinator
Reduced time out of class for discipline referrals.
Critical Success FactorsCSF 4 CSF 6
Strategy AimsAIM 4
5) Campus LSSPs will review all BIPs with all requiredstaff members and train required staff on how to enterand track data in Review 360.
Special EducationCoordinator andLead LSSP
Teachers will be aware of student BIPs and understandinterventions that will reduce problem behaviors.
= Accomplished = Continue/Modify = Considerable = Some Progress = No Progress = Discontinue
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Annual Goal 16: ESSA: 80% of Title I homeless students will graduate with their cohort.
Quarterly Goal 1: 100% of secondary students identified under the McKinney Vento Act as homeless will be assigned to a Project Successmentor.Quarterly Review 1: Met Quarterly GoalQuarterly Goal 2: 75% of currently enrolled 9th - 12th grade McKinney Vento students will earn passing grade for 1st semester in their corecontent courses.Quarterly Goal 3: 85% of currently enrolled McKinney Vento students from the class of 2019 cohort will be on track with credits andattendance to graduate with their cohort.Quarterly Goal 4: 75% of currently enrolled 9th - 12th grade McKinney Vento students will earn full credit in their core content classes.
Summative Evaluation 1:
Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews
Formative SummativeOct Jan Mar June
Critical Success FactorsCSF 1 CSF 4
Strategy AimsAIM 4
1) Conduct transcript review for currently enrolled 9th -12th grade McKinney Vento students and identifystudents at "high risk" of falling behind their cohort.
Michelle Yates,Federal ProgramsDirector; YvonneRossman,Connection CenterCoordinator; ProjectSuccess Mentors
Develop awareness of needed credits and createindividualized plans for student support.
Problem Statements: Demographics 1Funding Sources: 211 - Title I, Part A - 40000.00
Critical Success FactorsCSF 1 CSF 5
Strategy AimsAIM 4
2) Provide ongoing support for 7th - 12th gradeMcKinney Vento students. Meet with students regularlyto review current grades, attendance and discipline andto discuss graduation credit requirements and progress.
Michelle Yates,Federal ProgramsDirector; YvonneRossman,Connection CenterCoordinator; ProjectSuccess Mentors
Provide timely support and assistance to strugglingstudents. Act as a liaison between students / families , theschool and community agencies.
Problem Statements: Demographics 1
Victoria Independent School DistrictGenerated by Plan4Learning.com 62 of 73 District #235902
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Critical Success FactorsCSF 5 CSF 6
Strategy AimsAIM 4 AIM 7
3) Work collaboratively with community agencies andschool staff to provide support for McKinney Ventostudents.
Michelle Yates,Federal ProgramsDirector; YvonneRossman,Connection CenterCoordinator; ProjectSuccess Mentors
Comprehensive support for McKinney Vento students toremove barriers that are interfering with student academicsuccess.
Problem Statements: Demographics 1
= Accomplished = Continue/Modify = Considerable = Some Progress = No Progress = Discontinue
Quarterly Goal 1 Problem Statements:
DemographicsProblem Statement 1: 68.4% of Title I students enrolled in the 2017 cohort graduated with their cohort. Root Cause 1: lack of individualized support and structures for homeless students at9th and 10th grade levels
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Annual Goal 17: Teacher Retention - At the conclusion of the 2018-2019 school year, the VISD will increase the retentionrate of our teachers who are new to the profession by 5% when compared to the 2017-2018 retention rate.
Quarterly Goal 1: By the conclusion of quarter one, the HR Team will have identified specific current professional development needs of100% of the VISD teachers who are new to the profession.Quarterly Review 1: Significant progress made toward meeting Quarterly GoalQuarterly Goal 2: At the end of quarter two, the retention rate of VISD teachers who are new to the profession will have increased by 5% incomparison to the 2017-2018 quarter two retention rate.Quarterly Goal 3: At the start of the second semester, and prior to the conclusion of quarter three, the HR Team will have identified specificcurrent and long-term professional development needs of 100% of the VISD teachers who are new to the profession.Quarterly Goal 4: At the end of quarter four, the retention rate of VISD teachers who are new to the profession will increase by 5% incomparison to the quarter four retention rate of 2017-2018.
Summative Evaluation 1:
TEA Priorities: 1. Recruit, support, retain teachers and principals. 4. Improve low-performing schools.
Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews
Formative SummativeOct Jan Mar June
Critical Success FactorsCSF 7
Strategy AimsAIM 5 AIM 6
1) Small group meetings will be held with all teacherswho are new to the profession to identify currentchallenges and training supports that can be provided toaddress these needs
Lisa CortezGreg Bonewald
Teacher needs will be identified so appropriate supportsmay be provided in a timely manner.
Problem Statements: Staff Quality, Recruitment, and Retention 1
Critical Success FactorsCSF 7
Strategy AimsAIM 5 AIM 6
2) Meetings will be held with mentors of teachers whoare new to the profession to establish guidelines andsupport expectations of mentors.
Lisa CortezGreg Bonewald
This open dialogue will allow for a commonunderstanding of best practices in creating a successfulmentor/mentee experience.
Problem Statements: Staff Quality, Recruitment, and Retention 1
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Critical Success FactorsCSF 7
Strategy AimsAIM 5 AIM 6
3) After gathering data from new teachers regardingtheir support needs, meetings will held with campusleadership teams to discuss the identified support needsof their teachers and to establish plans to address thoseneeds.
Lisa CortezGreg Bonewald
Campus leadership teams will have quality informationavailable to establish support plans for the individualneeds of their teachers who are new to the profession.
Problem Statements: Staff Quality, Recruitment, and Retention 1
Critical Success FactorsCSF 7
Strategy AimsAIM 5 AIM 6
4) An online survey will be sent to each teacher new tothe profession to provide an alternative method forteachers to identify support needs and to providefeedback regarding new teacher orientation training.
Lisa CortezGreg Bonewald
This survey will allow for a second method of identifyingteacher needs so appropriate supports may be provided ina timely manner. The survey will also provideinformation that will allow for any needed adjustments tobe made to our future New Teacher Orientation process.
Problem Statements: Staff Quality, Recruitment, and Retention 1
Critical Success FactorsCSF 7
Strategy AimsAIM 5 AIM 6
5) The HR Department will share commonly identifiedneeds of teachers new to the profession that weregathered during small group teacher meetings withleaders in the VISD Curriculum, Instruction andAccountability Department.
Lisa CortezGreg Bonewald
Based on the common needs identified, the HR and CIAdepartments will work together to coordinate the offeringof timely training that address these needs.
Problem Statements: Staff Quality, Recruitment, and Retention 1
Critical Success FactorsCSF 7
Strategy AimsAIM 5 AIM 6
6) The HR Department will distribute an anonymoussurvey to teachers new to the profession at the end of theschool year. The survey will seek feedback on thequality and consistency of support new teachersperceive they have received throughout the school year.
Greg BonewaldYvonne Frederick
Data collected will inform future HR practices insupporting the needs of teachers new to the profession.
Problem Statements: Staff Quality, Recruitment, and Retention 1
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Critical Success FactorsCSF 7
Strategy AimsAIM 5 AIM 6
7) When intensive support for teachers new to theprofession is needed, instructional coaching and modelteaching will be provided by campus InstructionalCoaches and by retired teachers/administrators.Opportunities for targeted observations of experiencedteachers within the campus and across other campuseswill also occur when appropriate.
Greg BonewaldLisa CortezCampus PrincipalsCampus InstructionalCoaches
With targeted coaching and relevant observationopportunities, teachers new to the profession will bebetter equipped to implement effective strategies andpractices into their own classrooms.
Problem Statements: Staff Quality, Recruitment, and Retention 1Funding Sources: 199 - Local Funds - 2000.00
Critical Success FactorsCSF 7
Strategy AimsAIM 5 AIM 6
8) The HR Department will contact each campusPrincipal once per quarter to seek feedback on anyteachers new to the profession the campus leadershiphas identified as being in need of additional support.
Greg BonewaldLisa Cortez
The continuous feedback received from campusPrincipals will provide the HR staff with valuableinformation to ensure teachers new to the profession arereceiving needed supports.
Problem Statements: Staff Quality, Recruitment, and Retention 1
= Accomplished = Continue/Modify = Considerable = Some Progress = No Progress = Discontinue
Quarterly Goal 1 Problem Statements:
Staff Quality, Recruitment, and RetentionProblem Statement 1: During the 2017-2018 school year, our VISD retention rate for teachers who were new to the profession (78.1%) was lower than the retention rate for teachers withprior teaching experience (88.5%). Root Cause 1: Given continually rising academic expectations and the growing social and emotional support needs of students, an increasing number ofteachers who are new to the profession are beginning their careers with limited prior training and pedagogical practices necessary to successfully deliver instruction while also maintaining aneffective classroom learning environment.
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Annual Goal 18: Attendance:VISD's student attendance rate will increase by 0.5% to 95%.
Quarterly Goal 1: Increase overall student attendance rate to 94.7%Quarterly Review 1: Exceeded Quarterly GoalQuarterly Goal 2: Increase overall student attendance rate to 94.8%Quarterly Goal 3: Increase overall student attendance rate to 94.9%Quarterly Goal 4: Finish 2018-19 school year with overall student attendance rate of 95% or higher.
Summative Evaluation 1:
Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews
Formative SummativeOct Jan Mar June
Critical Success FactorsCSF 1 CSF 4
Strategy AimsAIM 1 AIM 2 AIM 4
1) Continued implementation and monitoring ofAttendance for Credit requirements
CampusAdministratorsStudent SuccessFacilitatorsStudent ServicesDirector
Students will be in class 90% of the time class is offeredto earn course credit and/or be promoted
Critical Success FactorsCSF 1 CSF 4
Strategy AimsAIM 1 AIM 2 AIM 4
2) District Truancy Prevention Coordinator will assistcampus Student Success Facilitator with chronicattendance case management and will serve on LeaverReview Committees at MGC, VEHS, VWHS
CampusAdministratorsStudent SuccessFacilitatorsDistrict TruancyPreventionCoordinator
Students with chronic attendance issues will beimmediately contacted by Student Success Facilitatorand/or referred to District Truancy PreventionCoordinator to determine root cause for absences, toaddress those barriers that negatively impact daily classattendance and to implement structures that encourageregular student attendance.
Critical Success FactorsCSF 1 CSF 4
Strategy AimsAIM 1 AIM 2 AIM 4
3) Implement District-wide Attendance Contest
CampusAdministratorsParentLiaisons/StudentSuccess FacilitatorsDirector of StudentServices
4 campuses each six weeks with the highest/mostimproved student attendance rate will receive 30-50 $10HEB gift cards to award to deserving students or theirparents (based on pre-determined attendancegoals/criteria set by each campus).
Funding Sources: 199 - PIC 24 State Comp Ed - 15000.00
= Accomplished = Continue/Modify = Considerable = Some Progress = No Progress = Discontinue
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Annual Goal 19: School Safety: District-wide, all campuses will implement safety drills, safety training and proceduralsafeguards at 100%.
Quarterly Goal 1: Ensure 100% of our campus administrators provide training and staff development for Active Shooter, Child Abuse, ChildTrafficking, Sexual Abuse, Mental Health, Substance Abuse, Dating Violence, Suicide and Bullying PreventionQuarterly Review 1: Met Quarterly GoalQuarterly Goal 2: Ensure 100% of designated Trainer of Trainers for Active Shooter Training provide support to VISD campuses as requested.Quarterly Goal 3: Ensure 100% of all campuses are conducting and reviewing safety drill reports and identifying lessons learned.Quarterly Goal 4: Ensure behavior supports as provided by the Behavior RTI Support Meetings are analyzed for behavior impact.
Summative Evaluation 1:
Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews
Formative SummativeOct Jan Mar June
Critical Success FactorsCSF 6
Strategy AimsAIM 2
1) Annual staff development for Campus drills and LockDown Procedures
Provide staff development for student welfare asrequired by the State
Principal andAssistant Principals
Increased student/staff awareness regarding campussafety
Funding Sources: 265 - Title IV, Part A - 0.00
Strategy AimsAIM 2
2) Conduct Behavior RTI Support Meetings inSeptember and October
L. Blundell and K.Motley
Staff will identify ways to implement Behavior RTI ontheir campus
Funding Sources: 265 - Title IV, Part A - 0.00
Strategy AimsAIM 2
3) Provide staff development for student welfare asrequired by the State
2.6 K. Motley,Counselors,Principals
Staff awareness and proactive approach towardsprevention and intervention
4) Provide Behavior RTI Support Meetings in January,February, and April
L. Blundell and K.Motley
Increased pro-social student behavior
= Accomplished = Continue/Modify = Considerable = Some Progress = No Progress = Discontinue
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Title I Schoolwide Elements
ELEMENT 1. SWP COMPREHENSIVE NEEDS ASSESSMENT (CNA)
ELEMENT 2. SWP CAMPUS IMPROVEMENT PLAN (CIP)
ELEMENT 3. PARENT AND FAMILY ENGAGEMENT (PFE)
Victoria Independent School DistrictGenerated by Plan4Learning.com 69 of 73 District #235902
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Plan Notes
The Live Chat in this program works very well. It is the place to go to get additional clarity. Nice feature!
Victoria Independent School DistrictGenerated by Plan4Learning.com 70 of 73 District #235902
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District Funding Summary
199 - Local FundsAnnual Goal Quarterly Goal Strategy Resources Needed Account Code Amount
6 1 1 Data reports from eduphoria $0.007 1 1 STEMscopes $0.007 1 2 STEMscopes $0.008 1 1 None $0.008 1 2 None $0.008 1 3 $0.0010 1 1 $0.0011 1 1 $0.0011 1 2 $0.0011 1 3 $0.0011 1 4 $0.0013 1 1 Food for lunch meeting $150.00
17 1 7 Costs for outside intensive coaching from retiredteachers/administrators $2,000.00
Sub-Total $2,150.00199 - PIC 31 State High School Allotment
Annual Goal Quarterly Goal Strategy Resources Needed Account Code Amount
6 1 2 Materials for middle school and high school teachers to use forspiraling $0.00
Sub-Total $0.00199 - PIC 21 State G/T
Annual Goal Quarterly Goal Strategy Resources Needed Account Code Amount13 1 1 Flyers, advertisement $50.0013 1 2 Copies of referrals and bright vs gifted students activity $50.00
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13 1 3 Slocumb Payne forms $250.00Sub-Total $350.00
199 - PIC 24 State Comp EdAnnual Goal Quarterly Goal Strategy Resources Needed Account Code Amount
1 1 2 Classroom paraprofessionals $600,000.0018 1 3 $15,000.00
Sub-Total $615,000.00211 - Title I, Part A
Annual Goal Quarterly Goal Strategy Resources Needed Account Code Amount1 1 1 Early Childhood Coordinator $61,000.001 1 1 Model Classroom, C-PM Modeling $300.001 1 5 Parent Outreach Materials $50,000.001 1 6 Materials $2,000.0016 1 1 Project Success Mentors $40,000.00
Sub-Total $153,300.00255 - Title II, Part A
Annual Goal Quarterly Goal Strategy Resources Needed Account Code Amount5 1 9 Hand2Mind Differentiated Center Activities for grades 1 and 4 $3,000.00
Sub-Total $3,000.00265 - Title IV, Part A
Annual Goal Quarterly Goal Strategy Resources Needed Account Code Amount19 1 1 Local, Title $0.0019 1 2 $0.00
Sub-Total $0.00Grand Total $773,800.00
Victoria Independent School DistrictGenerated by Plan4Learning.com 72 of 73 District #235902
October 29, 2018 2:46 pm
Addendums
Victoria Independent School DistrictGenerated by Plan4Learning.com 73 of 73 District #235902
October 29, 2018 2:46 pm
T M M E S S A (ESSA) T
he
Te
n C
om
po
ne
nts
of
a T
itle
1,
Pa
rt A
Sch
oo
lwid
e P
rog
ram
we
re a
re
qu
ire
me
nt
in d
ev
elo
pin
g “
a c
om
pre
he
nsi
ve
re
form
str
ate
gy
de
sig
ne
d t
o u
pg
rad
e t
he
en
re e
du
cao
na
l p
rog
ram
in
a T
itle
1 c
am
pu
s”.
T
he
pri
ma
ry g
oa
l w
as
to “
en
sure
th
at
all
stu
de
nts
, p
ar
cula
rly
th
ose
wh
o a
re l
ow‐a
chie
vin
g,
de
mo
nst
rate
pro‐
fici
en
t a
nd
ad
va
nce
d l
ev
els
of
ach
iev
em
en
t o
n t
he
an
nu
al
Te
xas
Sta
nd
ard
ize
d a
sse
ssm
en
ts”
(De
sig
nin
g S
cho
olw
ide
Pro
gra
ms/
US
DE
/No
n‐R
eg
ula
tory
Gu
ida
nce
,
Ma
rch
20
06
). U
nd
er
ES
SA
, th
ese
co
mp
on
en
ts h
ave
be
en
re
ima
gin
ed
in
to a
co
mb
ina
on
of
Mu
sts
an
d M
ay
s.
Th
e M
an
d M
s o
f E
SS
A u
nd
er
a T
itle
1,
Pa
rt A
Sch
oo
lwid
e P
rog
ram
are
as
foll
ow
s:
S
A
S
11
14
(b)(
6)
Co
mp
reh
en
siv
e
Ne
ed
s
Ass
ess
me
nt
“is
ba
sed
on
a c
om
pre
he
nsi
ve
ne
ed
s a
sse
ssm
en
t o
f th
e e
nre
sch
oo
l th
at
tak
es
into
acc
ou
nt
info
rma
on
on
th
e
aca
de
mic
ach
iev
em
en
t o
f ch
ild
ren
in
re
lao
n t
o t
he
ch
all
en
gin
g S
tate
aca
de
mic
sta
nd
ard
s, p
ar
cula
rly
th
e n
ee
ds
of
tho
se c
hil
dre
n w
ho
are
fa
ilin
g,
or
are
at‐
risk
of
fail
ing
, to
me
et
the
ch
all
en
gin
g S
tate
aca
de
mic
sta
nd
ard
s a
nd
an
y
oth
er
fact
ors
as
de
term
ine
d b
y t
he
lo
cal
ed
uca
on
al
ag
en
cy”;
11
14
(b)(
7)(
A)
(i‐ii
i)
We
ll R
ou
nd
ed
Ed
uca
on
“pro
vid
e o
pp
ort
un
ie
s fo
r a
ll c
hil
dre
n,
incl
ud
ing
ea
ch o
f th
e s
ub
gro
up
s o
f st
ud
en
ts (
as
defi
ne
d i
n s
ec
on
11
11
(c)
(2))
to
me
et
the
ch
all
en
gin
g S
tate
aca
de
mic
sta
nd
ard
s; (
ii)
use
me
tho
ds
an
d i
nst
ruc
on
al
stra
teg
ies
tha
t st
ren
gth
en
the
aca
de
mic
pro
gra
m i
n t
he
sch
oo
l, i
ncr
ea
se t
he
am
ou
nt
an
d q
ua
lity
of
lea
rnin
g
me
, a
nd
he
lp p
rov
ide
an
en‐
rich
ed
an
d a
cce
lera
ted
cu
rric
ulu
m,
wh
ich
ma
y i
ncl
ud
e p
rog
ram
s, a
cv
ie
s, a
nd
co
urs
es
ne
cess
ary
to
pro
vid
e a
we
ll‐
rou
nd
ed
ed
uca
on
; a
nd
(ii
i) a
dd
ress
th
e n
ee
ds
of
all
ch
ild
ren
in
th
e s
cho
ol,
bu
t p
ar
cula
rly
th
e n
ee
ds
of
tho
se a
t
risk
of
no
t m
ee
ng
th
e c
ha
lle
ng
ing
Sta
te a
cad
em
ic s
tan
da
rds,
”
11
12
(b)(
2)
Te
ach
er
Qu
ali
ty
“ho
w t
he
lo
cal
ed
uca
on
al
ag
en
cy w
ill
ide
nfy
an
d a
dd
ress
, a
s re
qu
ire
d u
nd
er
Sta
te p
lan
s a
s d
esc
rib
ed
in
se
co
n
11
11
(g)(
1)(
B),
an
y d
isp
ari
es
tha
t re
sult
in
lo
w‐in
com
e s
tud
en
ts a
nd
min
ori
ty s
tud
en
ts b
ein
g t
au
gh
t a
t h
igh
er
rate
s
tha
n o
the
r st
ud
en
ts b
y i
neffe
cv
e,
ine
xpe
rie
nce
d,
or
ou
t‐o
f‐fie
ld t
ea
che
rs;”
11
14
(b)(
2),
11
12
(b)(
7),
&
11
16
(a)(
2)(
B)
Pa
ren
t a
nd
Fa
mil
y
En
ga
ge
me
nt
“(2
) is
de
ve
lop
ed
wit
h t
he
in
vo
lve
me
nt
of
pa
ren
ts a
nd
oth
er
me
mb
ers
of
the
co
mm
un
ity
to
be
se
rve
d…
” ‐ ‐
“(7
) th
e
stra
teg
y t
he
lo
cal
ed
uca
on
al
ag
en
cy w
ill
use
to
im
ple
me
nt
effe
cve
pa
ren
t a
nd
fa
mil
y e
ng
ag
em
en
t u
nd
er
sec
on
”
“11
16
; ‐ ‐
(B)
pro
vid
e t
he
co
ord
ina
on
, te
chn
ica
l a
ssis
tan
ce,
an
d o
the
r su
pp
ort
n
ece
ssa
ry t
o a
ssis
t a
nd
bu
ild
th
e
cap
aci
ty o
f a
ll p
ar
cip
an
g s
cho
ols
wit
hin
th
e l
oca
l e
du
cao
na
l a
ge
ncy
in
pla
nn
ing
an
d i
mp
lem
en
ng
effe
cv
e p
ar‐
en
t a
nd
fa
mil
y i
nv
olv
em
en
t a
cv
ie
s to
im
pro
ve
stu
de
nt
aca
de
mic
ach
iev
em
en
t a
nd
sch
oo
l p
erf
orm
an
ce,
wh
ich
ma
y i
ncl
ud
e m
ea
nin
gfu
l co
nsu
lta
on
wit
h e
mp
loy
ers
, b
usi
ne
ss l
ea
de
rs,
an
d p
hil
an
thro
pic
org
an
iza
on
s, o
r in
div
id‐
ua
ls w
ith
exp
er
se i
n effe
cve
ly e
ng
ag
ing
pa
ren
ts a
nd
fa
mil
y m
em
be
rs i
n e
du
cao
n;”
M
L
Ca
mp
us
Ca
mp
us
Dis
tric
t
Ca
mp
us
Dis
tric
t
11
12
(b)(
10
) D
istr
ict
Tra
nsi
on
“(
10
) h
ow
th
e l
oca
l e
du
cao
na
l a
ge
ncy
wil
l im
ple
me
nt
stra
teg
ies
to f
aci
lita
te effe
cv
e t
ran
sio
ns
for
stu
de
nts
fro
m
mid
dle
gra
de
s to
hig
h s
cho
ol
an
d f
rom
hig
h s
cho
ol
to p
ost
seco
nd
ary
ed
uca
on
”
Up
da
ted
On
: Ju
ne
4,
20
17
M
S
L
A
S
11
12
(b)(
1)(
A
‐D)
Dis
tric
t S
tud
en
t N
ee
ds
“(A
) d
eve
lop
ing
an
d i
mp
lem
en
ng
a w
ell‐r
ou
nd
ed
pro
gra
m o
f in
stru
co
n t
o m
ee
t th
e a
cad
em
ic n
ee
ds
of
all
stu‐
de
nts
; (B
) id
en
fyin
g s
tud
en
ts w
ho
ma
y b
e a
t ri
sk f
or
aca
de
mic
fa
ilu
re;
(C)
pro
vid
ing
ad
di
on
al
ed
uca
on
al
ass
is‐
tan
ce t
o i
nd
ivid
ua
l st
ud
en
ts t
he
lo
cal
ed
uca
on
al
ag
en
cy o
r sc
ho
ol
de
term
ine
s n
ee
d h
elp
in
me
en
g t
he
ch
all
en
g‐
ing
Sta
te a
cad
em
ic s
tan
da
rds;
(D
) id
en
fyin
g a
nd
im
ple
me
nn
g i
nst
ruc
on
al
an
d o
the
r st
rate
gie
s in
ten
de
d t
o
stre
ng
the
n a
cad
em
ic p
rog
ram
s a
nd
im
pro
ve
sch
oo
l co
nd
io
ns
for
stu
de
nt
lea
rnin
g;”
11
14
(b)(
5)
Ca
mp
us
Co
ord
ina
on
an
d
Inte
gra
on
“is
de
ve
lop
ed
in
co
ord
ina
on
an
d i
nte
gra
on
wit
h o
the
r F
ed
era
l, S
tate
, a
nd
lo
cal
serv
ice
s, r
eso
urc
es,
an
d p
ro‐
gra
ms,
su
ch a
s p
rog
ram
s su
pp
ort
ed
un
de
r th
is A
ct,
vio
len
ce p
reve
no
n p
rog
ram
s, n
utr
io
n p
rog
ram
s, h
ou
sin
g
pro
gra
ms,
He
ad
Sta
rt p
rog
ram
s, a
du
lt e
du
cao
n p
rog
ram
s, c
are
er
an
d t
ech
nic
al
ed
uca
on
pro
gra
ms,
an
d s
cho
ols
imp
lem
en
ng
co
mp
reh
en
siv
e s
up
po
rt a
nd
im
pro
ve
me
nt
ac
vi
es
or
targ
ete
d s
up
po
rt a
nd
im
pro
ve
me
nt
ac
vi
es
un
de
r se
co
n 1
11
1(d
);”
M
11
14
(b)(
7)
(A)(
I)
Ca
mp
us
Stu
de
nt
Sk
ills
“c
ou
nse
lin
g,
sch
oo
l‐ba
sed
me
nta
l h
ea
lth
pro
gra
ms,
sp
eci
ali
zed
in
stru
co
na
l su
pp
ort
se
rvic
es,
me
nto
rin
g s
erv
ice
s,
an
d o
the
r st
rate
gie
s to
im
pro
ve
stu
de
nts
’ sk
ills
ou
tsid
e t
he
aca
de
mic
su
bje
ct a
rea
s; “
11
14
(b)(
7)
(A)(
II)
Ca
mp
us
Co
lle
ge
an
d
Ca
ree
r
“pre
pa
rao
n f
or
an
d a
wa
ren
ess
of
op
po
rtu
ni
es
for
po
stse
con
da
ry e
du
cao
n a
nd
th
e w
ork
forc
e,
wh
ich
ma
y i
n‐
clu
de
ca
ree
r a
nd
te
chn
ica
l e
du
cao
n p
rog
ram
s a
nd
bro
ad
en
ing
se
con
da
ry s
cho
ol
stu
de
nts
’ a
cce
ss t
o c
ou
rse
wo
rk
to e
arn
po
stse
con
da
ry c
red
it w
hil
e s
ll i
n h
igh
sch
oo
l (s
uch
as
Ad
va
nce
d P
lace
me
nt,
In
tern
ao
na
l B
acc
ala
ure
ate
,
du
al
or
con
curr
en
t e
nro
llm
en
t, o
r e
arl
y c
oll
eg
e h
igh
sch
oo
ls);
“
11
14
(b)(
7)
(A)(
III)
Ca
mp
us
Inte
rve
no
ns
“im
ple
me
nta
on
of
a s
cho
olw
ide
e
red
mo
de
l to
pre
ve
nt
an
d a
dd
ress
pro
ble
m b
eh
av
ior,
an
d e
arl
y i
nte
rve
nin
g
serv
ice
s, c
oo
rdin
ate
d w
ith
sim
ila
r a
cv
ie
s a
nd
se
rvic
es
carr
ied
ou
t u
nd
er
the
In
div
idu
als
wit
h D
isa
bil
ie
s E
du
ca‐
on
Act
(2
0 U
.S.C
. 1
40
0 e
t se
q.)
; “
11
14
(b)(
7)
(A)(
IV)
Ca
mp
us
Re
cru
it a
nd
Re
tain
“pro
fess
ion
al d
ev
elo
pm
en
t a
nd
oth
er
ac
vi
es
for
tea
che
rs,
pa
rap
rofe
ssio
na
ls,
an
d o
the
r sc
ho
ol
pe
rso
nn
el
to i
m‐
pro
ve
in
stru
co
n a
nd
use
of
da
ta f
rom
aca
de
mic
ass
ess
me
nts
, a
nd
to
re
cru
it a
nd
re
tain
effe
cv
e t
ea
che
rs,
pa
rcu‐
larl
y i
n h
igh‐n
ee
d s
ub
ject
s;”
11
14
(b)(
7)
(A)(
V)
Ca
mp
us
Tra
nsi
on
“(
V)
stra
teg
ies
for
ass
isn
g p
resc
ho
ol
chil
dre
n i
n t
he
tra
nsi
on
fro
m e
arl
y c
hil
dh
oo
d e
du
cao
n p
rog
ram
s to
lo
cal
ele
me
nta
ry s
cho
ol
pro
gra
ms”
T M M E S S A (ESSA)
Up
da
ted
On
: Ju
ne
4,
20
17
Generated by Plan4Learning Revised 5-2017
Victoria ISD APPENDIX
STATE MANDATES IMPLEMENTATION REFERENCE
Texas law and Board Policies mandate the following be addressed with strategies for improving student performance. To increase the campus/district’s ability to focus on a limited number of targeted initiatives in this improvement plan, the campus/district will plan, implement, monitor and evaluate the
following mandates through other procedures and practices. When requested, the Person Responsible will report progress to the campus/district site-
based committee.
MANDATE
REFERENCES PERSON RESPONSIBLE LOCATION OF
IMPLEMENTATION AND
EVALUATION
DOCUMENTATION
1. Bullying
Prevention, identification, response to
and reporting of bullying or bully-like
behavior
Board Policy FFI(Local)
TEC 11.252(a)(3)(E)
Tammy Nobles, Director Student
Services
Office of Student Services
Student Handbook
http://www.visd.net
Employee Handbook
http://www.visd.net
2. Coordinated Health Program
Student fitness assessment data
Student academic performance data
Student attendance rates
Percentage of students who are
Economically Disadvantaged
Use and success of methods of physical
activity
Other indicators
TEC 11.253(d)
Board Policy FFA(Local)
Murphey Stuart, Nurse
Coordinator
Richard Seiler, PE/Intramural
Coordinator
Amanda Rubio, PEIMS Coordinator
Dana Bigham, Child Nutrition
Director
Student fitness assessment data –
Fitnessgram and T-Tess
Use and success of methods of
physical activity – Forethought and
walk-throughs
Quaterly SHAC Meetings
PEIMS Reports
3. DAEP Requirements
Student groups served – monitoring over-
representation
TEC 37.008
TAC 19 103.1201(b)
Lisa Blundell, Assistant
Superintendent for Administration
Office of Assistant Superintendent
for Administration
Generated by Plan4Learning Revised 5-2017
MANDATE
REFERENCES PERSON RESPONSIBLE LOCATION OF
IMPLEMENTATION AND
EVALUATION
DOCUMENTATION
Attendance rates
Pre- and post- assessment results
Dropout rates
Graduation rates
Recidivism rates
Board Policy FOCA(Legal) Amanda Rubio, PEIMS Coordinator
Sherri Hathaway, Executive
Director Secondary
Dr. Susanne Carroll, Assistant
Superintendent Curriculum,
Instruction and Accountability
Cognos Reports
PEIMS Reports
TAPR Reports
PEIMS Reports
4. District’s Decision-Making and Planning Policies
Evaluation – every two years
TEC 11.252(d) Dr. Susanne Carroll, Assistant
Superintendent Curriculum,
Instruction and Accountability
Strategic Planning Documents
online http://www.visd.net
Office of Assistant Superintendent
5. Dropout Prevention TEC 11.252 Tammy Nobles, Director of
Student Services
Office of Student Services
VISD Dropout Prevention and
Recovery Plan
Meeting Agendas, Sign-in Sheets
and Dropout Lists
6. Dyslexia Treatment Programs
Treatment and accelerated reading
program
TEC 11.252(a)(3)(B) Tammy Nobles, Director of
Student Services
Office of Student Services
VISD Dyslexia Handbook
http://www.visd.net/apps/pages/s
tudent-services/dyslexia
Generated by Plan4Learning Revised 5-2017
MANDATE
REFERENCES PERSON RESPONSIBLE LOCATION OF
IMPLEMENTATION AND
EVALUATION
DOCUMENTATION
7. Title I, Part C: Migrant
An identification and recruitment plan
A priority services action plan
P.L. 107-110, Section 1415(b) Alejandro Mojica, Director of
Bilingual/ESL
Student identification – Office of
Bilingual ESL
8. Pregnancy Related Services
District-wide procedures for campuses, as
applicable
Michelle Yates, Director of Federal
Programs
Federal Programs Office
9. Post-Secondary Preparedness/Higher Ed
Information/Career Education
Strategies for providing to middle school,
junior high and high school students,
teachers, counselors and parents
information about:
o Higher education admissions and
financial aid, including sources of
information
o TEXAS grant program
o Teach for Texas grant programs
o The need to make informed
curriculum choices for beyond
high school
o Sources of information on higher
education admissions and
financial aid
Career education to assist students in
developing the knowledge, skills, and
competencies necessary for a broad range
of career opportunities
TEC 11.252(4)
TEC 11.252(3)(G)
Sherri Hathaway, Executive
Director Secondary
Dr. Susanne Carroll, Assistant
Superintendent Curriculum,
Instruction and Accountability
Kim Motley, District Counseling
Coordinator
Stephanie Wood, Advanced
Academic Coordinator
Laurie Range, CTE Coordinator
Counseling and Advanced
Academics Office ( schedule of
campus meetings, parent
information nights, and agendas)
Counseling Website
http://www.visd.net/apps/pages/
counseling
District of Innovation Plan
https://1.cdn.edl.io/gU3DMpmiZx
vH7HZKXKSLL0U16apQGfPEkpk1P
q8NwsrzZ0s3.pdf
Career and Technical Website
http://www.visd.net/apps/pages/
cte
CTE Office (schedule of campus
visits, tours, career fairs)
Generated by Plan4Learning Revised 5-2017
MANDATE
REFERENCES PERSON RESPONSIBLE LOCATION OF
IMPLEMENTATION AND
EVALUATION
DOCUMENTATION
10. Recruiting Certified Teachers and Highly-Qualified
Paraprofessionals
Assisting teachers and paraprofessionals
to meet certification requirements and/or
highly qualified requirements
Strategies and activities to ensuring the
campus and district is making progress
toward having all classes taught by state
certified, highly effective teachers
Ensuring that teachers are receiving high-
quality professional development
Attracting and retaining certified, highly
effective teachers
ESSA Dr. Gregory Bonewald, Assistant
Superintendent Human Resources
Dr. Susanne Carroll, Assistant
Superintendent Curriculum,
Instruction and Accountability
Tammy Sestak, Executive Director
Elementary Education
Sherri Hathaway, Executive
Director Secondary Education
Human Resources Department
Eduphoria Database
11. Sexual Abuse and Maltreatment of Children
TEC 38.0041(c)
TEC 11.252(9)
Board Policy FFG(Exhibit)
Dr. Greg Bonewald, Assistant
Superintendent Human Resources
Lisa Blundell, Assistant
Superintendent Administration
Kim Motley, Counseling
Coordinator
Human Resources Department
Eduphoria Database
Campus Principals’ Professional
Development Files
12. Student Welfare: Crisis Intervention Programs &
Training
District Program(s) selected from a list
provided by TDSHS in coordination with
TEA and the ESCs on these topics:
o Early mental health intervention
Health and Safety Code, Ch. 161,
Subchapter O-1, Sec. 161.325(f)(2)
TEC 11.252(3)(B)(i)
Board Policy FFB(Legal)
Board Policy DMA(Legal)
Kim Motley, Counseling
Coordinator
Roberto Gonzales, Drug Abuse
Coordinator
http://dshs.texas.gov/mhsa/Public
-Schools-Best-Practice-Based-
Resources.aspx
Drug Abuse Prevention Office
Generated by Plan4Learning Revised 5-2017
MANDATE
REFERENCES PERSON RESPONSIBLE LOCATION OF
IMPLEMENTATION AND
EVALUATION
DOCUMENTATION
o Mental health promotion and
positive youth development
o Substance abuse prevention
o Substance abuse intervention
o Suicide prevention and suicide
prevention parent/ guardian
notification procedures
Training for teachers, school counselors,
principals and all other appropriate
personnel.
Documents online
http://www.visd.net
Human Resources Department
Eduphoria Database
Campus Principals’ Professional Development Files
13. Student Welfare: Discipline/Conflict/Violence
Management (DIP)
Methods for addressing
o Suicide prevention including
parent/guardian notification
procedure
o Conflict resolution programs
o Violence prevention and
intervention programs
o Unwanted physical or verbal
aggression
o Sexual harassment
o Harassment and dating violence
TEC 11.252(a)(3)(E)
TEC 11.252(3)(B)
TEC 11.252(3)(B)
Board Policy FFH(Legal), FFH(Local)
TEC 11.253(d)(8)
TEC 37.001
Family Code 71.0021
TEC 37.0831
Lisa Blundell, Assistant
Superintendent Administration
Kim Motley, Counseling
Coordinator
Office of Assistant Superintendent
of Administration
District Improvement Plan
Counseling Website
http://www.visd.net/apps/pages/
counseling/bully-reporting
14. Texas Behavior Support Initiative (TBSI)
Instruction of students with disabilities –
designed for educators who work
Kelli Cotton, Director of Special
Services
http://www.visd.net/apps/pages/s
taff/professional-development
Generated by Plan4Learning Revised 5-2017
MANDATE
REFERENCES PERSON RESPONSIBLE LOCATION OF
IMPLEMENTATION AND
EVALUATION
DOCUMENTATION
primarily outside the area of special
education
15. Technology Integration in Instructional and
Administrative Programs
TEC 11.252(a)(3)(D)
TEC 28.001
Samantha Schulte, Director of
Technology
Linda Dueser, Instructional
Technology Coordinator
Lauri Range, Career and Technical
Education Coordinator
Employee Handbook:
http://www.visd.net
EHAA Legal
EFB Legal
Responsible Use of Technology
Agreement
Chapter 126 Technology
Application TEKS
District Technology Survey
Required Training Sign In Documents