alief independent school district district improvement ......natasha butler, assistant secretary...

Alief Independent School District

District Improvement Plan

2018-2019 Improvement Plan

Alief Independent School DistrictGenerated by Plan4Learning.com 1 of 205

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Mission StatementThe Alief Independent School District, in collaboration with parents and community,

will provide an exemplary education for all students in a safe environment.

Motto Preparing Students for Tomorrow... Caring for Them Today


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Board of TrusteesAnn Williams, President

Rick Moreno, Vice PresidentDr. Lily Truong, Secretary

Natasha Butler, Assistant SecretaryDarlene Breaux, TrusteeJennifer Key, Trustee

G. "John" Nguyen, Trustee

District Administration

HD Chambers, SuperintendentAva Montgomery, Deputy Superintendent, InstructionCharles Woods, Deputy Superintendent, Business

Hilda Rodriguez, Assistant Superintendent, Support ServicesDr. Elizabeth Veloz-Powell, Assistant Superintendent, Human Resources

Deanna Wentz, Assistant Superintendent, FinancePatrick Cherry, Area SuperintendentDr. Sue Page, Area SuperintendentNancy Trent, Area Superintendent


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District Educational Improvement Council 2017-2018

Chairperson: Gayle PriceElementary Classroom Teachers Secondary Classroom Teachers Non-Classroom Staff Parents & Community

Debra ClappLiestman Elementary School

George TennisonOlle Middle School

Vilma MartinezBoone Elementary School

Don HoytCommunity Member

Miriam ChoiceSmith Elementary School

Pamela BelcherO'Donnell Middle School

Sharyl RennerOwens Intermediate School

Novia BrannonCommunity Member

Felton L. BrownMahanay Elementary School

Gayle PriceKillough Middle School

Tyrolyn RedmondAlief Middle School

Carlos Vasquez LoboBusiness Representative

Gladys ChengHolmquist Elementary School

Sam GettmanHastings High School

Alicia CashionElsik High School

Carolyn JohnicanParent

Joyce BushCummings Elementary School

Earnest BuckleyTaylor High School

Tessia BrixeyChancellor Elementary School

Dr. Michael JohnicanParent

Athena JonesBoone Elementary School Rosalind Burroughs

Budewig Intermediate SchoolGabriela Ghulam

Parent Ashley Oldmixon

Horn Elementary School Rene DuncanOlle Middle School

Tammy TalleyParent

Melissa PerezSmith Elementary School Gina Sprang

Elsik Ninth Grade Center Ashley Alviter

StudentSonja Nitsch

Miller Intermediate School Patricia GreenleafIntern - Alief Learning Center

Catherine LopezStudent

Pauline BrainMata Intermediate School Amanda Maceo

Instruction Department

Rachel LericheMata Intermediate School Donna Gonzales

Maintenance Department


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District Priorities 2018-2019

Board Goals

AISD will close the achievement gap to ensure that all students reach their academic potential.1.AISD will improve student preparation for college and career.2.AISD will maintain a safe and orderly environment.3.AISD will recruit, develop, and retain highly qualified and effective personnel.4.AISD will continue to build positive relationships with all stakeholders.5.

Board Priorities and Supporting Goals

Priority I: AISD will prepare all students for success in one or more of the following post-secondary opportunities:

Technical Institution or Workforce Program defined as having met all high school graduation requirements and entry requirementsbased on the completion of a license or certification while enrolled in a Career & Technical Education (CTE) coherent sequence inhigh school, or achieving successful enrollment into a technical institute.Two Year College defined as having met all high school graduation requirements and Texas Success Initiative or alternativeexemption/waiver requirements on SAT/ACT to enroll in college level English and Mathematics courses; having successfullycompleted college-level English and math courses while in high school, or be enrolled in a level one certificate program to entercollege level courses without remediation.Four Year College or University defined same as a two year college while also meeting independent college acceptance requirements.Military defined as having reached the age of 18 and meeting requirements that allow enlistment in a military division aftersuccessfully meeting all high school graduation requirements.Workforce Readiness defined as entering the workforce with the skills necessary to secure a job which enables successful independentliving. (Supports Board Goals 1, 2, 4, and 5)

By May 2019, CTE will increase the number of business/industry and postsecondary partnership opportunities by 5%.Explore and develop opportunities for the Center to be utilized by the community in partnership with AISD andbusiness/industry and postsecondary.


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Develop a plan to ensure partnership development is meaningful and that both sides feel that the partnership is a win-win.Redesign the current CTE Advisory to meet the needs of both AISD and partners.Explore opportunities for teacher externships and student internships/mentorships.Continue to identify workforce dual credit and continuing education opportunities for CTE students.

By May 2019, CTE will increase student enrollment and participation opportunities by 5%.Continue to identify and develop pathways to meet high demand, high wage employment opportunities within the greaterHouston area.Develop a strategic plan for awareness and recruitment of prekindergarten (Pre-K) through 8th grade to ensure students areready to make choices upon entering high school.Ensure that all identified pathways provide opportunities for certification and/or college credit.Explore options for ensuring all offered pathways culminate with multiple options for completion in order to earn anendorsement.Continue to work with campuses/staff to provide students leadership opportunities through participation in Career andTechnical Student Organizations (i.e., FFA, FBLA, BPA, DECA, Skills USA, TAFE, FCCLA).

By May 2019, students will increase the district 11th grade PSAT mean score to 960, the graduating senior SAT mean score to1000, and the ACT mean score to 20.

Advanced Academics Coordinator will work in collaboration with math and English/Language Arts (ELA) contentcoordinators and campus PSAT coordinators to facilitate campus information sessions to ensure that students understandthe content and performance expectations of the exam and how the exam data can be used as a tool for college readinessand scholarship access.Advanced Academics Coordinator will assist with implementation of exam prep tutorials and resources at the campuslevel.Advanced Academics Coordinator will assist campuses with creating a plan for preparing students instructionally prior tothe exams and for analyzing the data afterwards.Advanced Academics Coordinator will work with campuses on helping students set up College Board accounts andconnect those accounts with Khan Academy for free personalized tutorials and curricular resources.

By May 2019, the number of overall AP exams passed will increase to 45% and the number of individual students receivingcollege credit from AP exams will increase to 50%.

To assist with preparation for and success on AP exams, the Advanced Academics Coordinator will work in collaborationwith content coordinators on Pre-AP/AP vertical team planning, content trainings and professional developmentopportunities (Rice University, National Math and Science Institute), and program evaluation using the College BoardInstructional Planning Report.

By May 2019, continue to improve the implementation of Advancement via Individual Determination (AVID) with fidelity at all


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current elementary, intermediate, middle, and high school campuses so as to maintain national certification. Expand AVID sitesto include three additional elementary campuses by May 2019.

Continue incorporating campus-wide AVID strategies to support students in rigorous courses by introducing AVIDCollaborative Study Groups and Focused Note taking strategies to all campuses.Continue providing tutors for AVID Elective classrooms.Continue field trip experiences to expose students to collegiate-level environments and assist in college decisions,applications, and scholarship opportunities.Continue AVID path and strand trainings throughout the school year and in summer institutes.

By May 2019, the number of students taking the Texas Success Initiative (TSI) will increase by 5%.All college-able seniors (excludes transition special education students) will be pre-assessed for TSI and provided guidanceon post-secondary options based on performance qualifications.

By May 2019, the percentage of students passing TSI will increase by 3% in all areas (Math, Reading, and Writing).TSI strategies will be integrated into curriculum documents for math courses beginning with Algebra II and continuethrough all advanced math for the 2018-19 school year.Lessons and resources supporting TSI and SAT will be embedded in the English II, III, & IV Units of Study for the 2018-19 school year.

Priority II: AISD will improve our quality standards for all Early Childhood Programs that result in more Pre-K Student Cohorts readingon grade level by the third grade. (A cohort is defined as students who begin in an Alief ISD Early Childhood Program and remain in AliefISD through the end of third grade). (Supports Board Goals 1, 2, 4, and 5)

By May 2019, Pre-K results from ISIP Overall Reading will approach or meet the following targets: the percent of Tier 1students will increase by 2%, the percent of Tier 2 students will diminish by 2%, and the percent of Tier 3 students will diminishby 1%.

Professional development and coaching opportunities will continue to be provided to teachers at local private daycareproviders to improve the quality of their early childhood programs.Collaboration between the Early Childhood, Public Relations, and Family Engagement Departments will continue in orderto promote and provide early language and literacy resources for families of children birth to four years of age to developkindergarten readiness skills.Targeted professional development and coaching opportunities will continue to be provided for Alief Pre-K/K teachers andprimary content specialists to improve the quality of the early childhood program.

Priority III: AISD will explore, develop, and expand meaningful educational experiences for students as a District of Innovation.(Supports Board Goals 1, 2, 3, 4, 5)Alief Independent School DistrictGenerated by Plan4Learning.com 7 of 205

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Goals include:By May 2019, enrollment in innovative choice programs will increase by 5%.

Develop a comprehensive branding and marketing plan for all programs to increase awareness and recognition ofprograms.Develop an ongoing systemic evaluation rubric of existing and proposed programs to measure viability, sustainability, andneed for expansion.Hold quarterly meetings with innovative programs leadership.

Priority IV: AISD will efficiently and effectively manage taxpayer funds and capital improvement plans, and will research additionalfunding avenues while improving human capital recruitment and retention and utilization to best improve student achievement. (SupportsBoard Goals 1, 2, 3, 4, 5)

Continue implementation of 2015 bond referendum projects and plan for 2019 sale projects while keeping 2016-2018projects on target with a close eye on savings that may be achievable.

Continue design and implementation of Multipurpose Center at or below budget.Perform study of cost of Pre-K facilities at each school vs. central facility or combination of both.Determine best structure for I&S tax rate to keep on schedule but without a significant tax rate increase in any singleyear.

Develop enhanced partnerships between AISD and businesses willing to partner in the supplies and equipment necessaryfor the Advanced Career and Academic Center that align to industry leading names in their respective fields (e.g., Snap-on-Tools, Cisco, etc.).

Seek field leaders in each pathway offered and make connections with businesses for 2018-19 school year andsubsequent years that provide student opportunities.Continue to investigate, and then facilitate, round table discussions with business leaders in Alief regarding hiring ofstudents in each pathway.

Investigate other revenue sources and potential general fund requirements to implement new innovative programs andthose enhancements to schools' function that entice families to stay for long term educational continuity and success.Analyze and report on Pre-K population eligible if full day Pre-K program was offered.

Determine minimal expected general fund budget needed to handle full capacity Pre-K (without transportation) anddetermine if any reductions could be made for funding expansion.

Participate fully in legislative priority agenda creation, implementation, and communication with all alliances of the district(e.g., Texas School Alliance, Equity Center, etc.).


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The creation of funding priorities for the 86th legislative session is crucially important as legislators have not fundedpublic education now for four years and continue to lower the state's share of funding. Work with other entities to coordinate needs together to find solutions (e.g., city, county, region, and commonrevenue streams).

Improve human capital recruitment and retention and utilization by:Identify major factors and related policies and practices that influence teachers' decisions to enter, stay in, or leaveAlief ISD.Utilize funding associated with ESSA to ensure low-income students and students of color are served by effective, infield, and experienced teachers.Develop marketing strategies with Public Relations that would highlight salaries and other compensation.Develop, strengthen, and expand pathways designed to recruit more high school students to the field of education.Research innovative compensation plans for teachers and other professional staff.

Priority V: AISD will improve student and staff safety through review, drills, training, and modifications of structures, processes, andmethods. (Supports Board Goals 3, 5)

Investigate and document usage of existing safety and security systems and their effectiveness for current and future use.Devise more consistent scheduling, execution, and documentation of drill and training at campuses and all centralbuildings.Determine if there are any newer technologies that can assist to provide an early warning regarding a weapon that iscarried onto a campus.Reassess our entry points of all buildings and document abnormalities across an entire school day to see the effectiveness.Determine the best time during the school year (weekend or holiday) to conduct a district level "what if" tabletop scenarioof similar proportion.

Utilize transportation to relocate an entire school.Access a time where we cannot do much out there as our own State and Federal government pride is in the way ofactual courage to facilitate change.

Evaluate police (school resource officers), hall monitors, crossing guards, coaches, and their allocations to ensure that wehave an appropriate number of personnel in these roles after Harvey.


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Table of Contents Goals……………………………………………………………………………………………………………………………………………………..11 Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential…………………………………………..11 Goal 2: Alief ISD will improve student preparation for college and career……………………………………………………………………………119 Goal 3: Alief ISD will maintain a safe and orderly environment……………………………………………………………………………………....161 Goal 4: Alief ISD will recruit, develop, and retain highly qualified and effective personnel………………………………………….........................171 Goal 5: Alief ISD will continue to build positive relationships with all stakeholders…………………………………………………………………190 Appendices……………………………………………………………………………………………………………………………………………...206 Alief Independent School District Generated by Plan4Learning.com 10 of 205 July 18, 2018 7:56 am

Goals

Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 1: ACCOUNTABILITY: 98% of campuses will achieve the state accountability rating of Met Standard.

Evaluation Data Source(s) 1: Achievement will be determined by the Accountability Ratings in August 2017.

Summative Evaluation 1:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

1) Accountability Coordinators will provide on-goingaccountability and data analysis support to campuses inassigned areas (Area A, B, and C). (Research-AA 3 andAA 4)

AccountabilityCoordinators

Accountability Summary Reports, Meeting SystemSafeguards

System Safeguard Strategy2) Accountability Coordinator responsible for DataManagement for Assessment & Curriculum (DMAC)will work with campuses, DMAC Campus Managers,and district leaders with identifying and analyzingspecific reports that will assist with improvinginstruction. (Research-AA 3 and AA 4)

AccountabilityCoordinator

DMAC reports used in Professional LearningCommunities (PLC)/Instructional Leadership Team(ILT)/Data/Planning Meetings

3) Accountability Coordinator responsible for SharedDecision-Making Councils (SDC) will work withcampuses, SDC Campus Facilitators, and district leadersto streamline processes and requirements.


Plan 4 Learning formative reviews

4) A web-based program (Plan 4 Learning) will be usedto allow all campus SDCs to be better organized andprovide better access to the Needs Assessment andCampus Action Plan (CAP) and be in compliance withfederal requirements.

Campus SDCleaders,AccountabilityCoordinator

Plan 4 Learning formative reviews

Funding Sources: Local - 23000.00

5) Accountability Assistant Principals at eachcomprehensive high school will monitor procedures thatfocus on the graduation rate of all sub-pops (focus onattendance, credit recovery, and academics). (Research-AA 1 and AA 2)


Graduation rate


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System Safeguard Strategy6) Accountability Director and Coordinators willfacilitate Data Day meetings, whereby campus leaderswill engage in a data analysis and needs assessment toguide their campus action planning. Throughout theschool year, support will be provided to ensure plans arebeing implemented and monitored. (Research-AA 5 andAA 6)

Director ofAccountability,AccountabilityCoordinators,Content Coordinators

Meeting quarter goals, Accountability Summary Reports

System Safeguard Strategy7) Differentiated support will be provided to thosecampuses/departments that have been identified by stateand federal system for interventions withmonthly/quarterly meetings. (Research-AA 5 and AA 6)

Director ofAccountability,AccountabilityCoordinators,Content Coordinator

Accountability Summary Reports (state and federal)

= Accomplished = Continue/Modify = Considerable = Some Progress = No Progress = Discontinue


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Performance Objective 2: AFTER SCHOOL PROGRAM: By May 2019, the After School Program (ASP) will increase student enrollment by 5%.

Evaluation Data Source(s) 2: Total After School Program enrollment for 2018-2019 will be compared to the total program enrollment for2017-2018 to determine percentage change.




1) Continue providing hands-on academic enrichingopportunities for students that include curricula,transportation, technology specialized services providedby volunteers and professional contractors. (ResearchASP 8)

After SchoolProgram Coordinator

Students are making progress on grades, district and statetesting.

Funding Sources: ASP Fund - 12000.00, 21st Century Grant - 25000.00

2) Obtain grants from local, state, and national fundingfor expansion and sustainability. (Research ASP 5)


Acceptance letter and funds received.

Funding Sources: ASP Fund - 60000.00, 21st Century Grant - 1000000.00

3) Continue financial assistance for homeless students.(Research ASP 5)


Students who are homeless are involved in program.

Funding Sources: Title I - 10000.00

4) Renew software database to track student registrationand payments, including credit card option. (ResearchASP 5)


Number of parents utilizing system.

Funding Sources: ASP Fund - 12000.00

5) Office personnel will increase campus visibility.(Research ASP 21)


Increase awareness of program with campus staff,outlook calendar

6) Create and conduct parent interest questionnaires.(Research ASP 4)


Parents are vested in programVoice and choice, results

7) Collaborate with district campus personnel andcommunity partners. (Research ASP 22)


Awareness of program,Common language,Voice and choice , meeting notes and agenda

8) Provide event snacks and activity supplies.(ResearchASP 2)


Sign in sheets and agendas




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Performance Objective 3: AFTER SCHOOL PROGRAM: By May 2019, the After School Program will provide program marketing to 100% of staff toincrease knowledge and awareness at all program campuses.

Evaluation Data Source(s) 3: Event agendas and sign-in sheets, questionnaires, website and social media presence




1) Utilize the district and department multi-mediaplatforms. (Research ASP 15)


Exposure and awareness of ASP by all stakeholders,number hits on sites

2) Use cost effective print media. (Research ASP 2) After SchoolProgram Coordinator

Student registrations increase


3) Staff present at all campus events to inform andrecruit. (Research ASP 23)


Registration increase; stakeholders aware of ASP oncampus



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Performance Objective 4: BUSINESS: Continue implementation of 2015 bond referendum projects and plan for 2019 sale projects while keeping 2016-2018 projects on target with a close eye on savings that may be achievable.

Evaluation Data Source(s) 4: Budget projections, project planning meetings, and completed bond projects will be analyzed throughout 2018-19.




1) Continue design and implementation of MultipurposeCenter at or below budget.

DeputySuperintendent ofBusiness, Director ofMaintenance,Director ofConstruction &Facilities

Savings achieved from budgeted bond costs.

2) Perform study of cost of prekindergarten facilities ateach school vs. central facility or combination of both.

DeputySuperintendent ofBusiness, Director ofMaintenance,Director ofConstruction &Facilities

Savings achieved from budgeted bond costs.

3) Determine best structure for I&S tax rate to keep onschedule but without raising tax rate too much in anysingle year.



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Performance Objective 5: CAREER & TECHNICAL EDUCATION: By May 2019, less than 5% changes in Public Education Information ManagementSystem (PEIMS) submission data for both fall and spring snapshots will be required and PEIMS submission data will match appropriate reportingdocuments.

Evaluation Data Source(s) 5: 1. Status of implementation of each action item will be reviewed in October/November 2017, January 2018, andJune 20182. Texas Education Agency (TEA) Performance Based Monitoring Analysis System (PBMAS) report review to determine areas at risk of notmeeting standard followed up by plan of action as needed.3. Results of the annual Program Effectiveness Review (PER) completed and submitted to TEA each August.4. Review of PEIMS submission changes in early December and early January to determine percent of change.




1) Working closely with Management InformationSystems (MIS) and the student management system,Career & Technical Education (CTE) will continue toimprove accurate PEIMS process and student codingidentification prior to initial fall/spring submissiondeadlines. (TEC)

CTE Central Team Less than 5% change between initial/re-submission dataalong with earlier availability of data for signaturepurposes.

2) CTE Central staff will verify PEIMS course catalogdata within student management system to insureaccuracy in PEIMS number; credits; contact hours; andarticulation/tech prep. (TEC)

CTE Central Staff Information in the student management system (SMS) iscorrect and accurate at time of initial submission.

Campuses will verify information about courses prior todeveloping them into master schedule.

Policy / Procedure developed and implemented to ensureaccurate reporting.

3) Utilize OnPoint (OnDataSuite) to identify and isolatethe potential CTE coherent sequence participants priorto initial submission cutting down on the amount of timeit takes to identify and input CTE codes.

CTE Central Staff To work with OnData Suite to identify a new program orsolution to ensure all student transcript work isrecognized by the program.



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4) Work closely with the Accountability Department toensure that State of Texas Assessment of AcademicReadiness (STAAR) End-of-Course (EOC) labels arecorrectly coded with the correct CTE PEIMS indicatorinformation.

CTE CentralAccountabilityDepartment

Student STAAR EOC labels used for Fall testing willreflect the same CTE Indicator code as the Fall PEIMSsubmission.



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Performance Objective 6: COUNSELING: During the 2018-2019 school year, the Educate Texas Grant will be implemented to help increase mental healthservices provided to students and families by 5%.

Evaluation Data Source(s) 6: Compare mental health professional development (PD) opportunities offered to counselors in 2016-2017 to2017-2018 and how these align with the program model.

Data collected from the number of students and families provided mental health assistance.

Data collected from the Mental Health Liasion.




1) Alief ISD counselors will receive ongoing staffdevelopment on topics that relate to the fourcomponents of the Texas ComprehensiveDevelopmental Guidance Program such as PostTraumatic Stress Disorder (PTSD), Crisis Management& Response, Student Resiliency, Anger Management,Self-Injurious Behavior, Grief and Suicide ResponseServices.

Director ofCounseling,Elementary &IntermediateCounseling Program

PD attendance records and PD agendas


2) New Counselor Training Program will be providedfor counselors new to Alief ISD counseling department.

Elementary &IntermediateCounselingFacilitator

Attendance at summer and monthly new counselormeetings, survey of knowledge pre/post training

3) Counselors will utilize individual and groupcounseling related to issues that may be impedingstudent academic and social development.

Director ofCounseling,Elementary &IntermediateCounselingFacilitator

Campus data for groups offered during the 2016-17school year as well as student attendance for these groups

4) Youth Mental Health First Aid Training will beprovided to campus teams to increase awareness andidentification of student mental health issues (pendinggrant award).

Director ofCounseling,Elementary andIntermediateCounselingFacilitator

Training attendance sheets and training agendas


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Performance Objective 7: COUNSELING: By May 2019, the number of high school counselors trained in foreign transcript evaluation will increase by70%.

Evaluation Data Source(s) 7: Use a survey to ascertain the level of understanding counselors have in evaluating foreign transcripts.




1) An evaluation tool will be created to help counselorsevaluate foreign transcripts.

Counselors will be trained on foreign transcriptevaluation.

Director ofCounseling,Coordinator ofCounseling

Counselors will be able to understand and evaluatetranscripts from foreign countries.



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Performance Objective 8: COUNSELING - FOSTER CARE: By May 2019, the number of foster care students meeting with counselors for social-emotional and academic concerns will increase by 10%.

Evaluation Data Source(s) 8: Counselors will maintain monthly logs; record meeting times in eSchoolPLUS (ESP); review academic concernswith reports from ESP.




1) District counselors will provide resources andassistance to Foster Care students on each campus.

2.4, 2.6 District Foster CareLiaison

Campus Counselors

Foster Care students will have a support system on eachcampus to ensure their academic and social-emotionalsuccess within the school.



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Performance Objective 9: COUNSELING - FOSTER CARE: By May 2019, the identification of foster care students will increase by 15%.

Evaluation Data Source(s) 9: Foster care indicators in ESP; a review of entry and withdrawal reports from ESP; training for registrars andother personnel working with foster care students.




1) Trainings for district registrars and district counselorson Foster Care procedures

2.6 District Foster CareLiaison

Campus Counselors

Campus Registrars

Students will be correctly identified so that they mayreceive all benefits given to Foster Care students withinthe district.

2) Assistance for Foster Care students to obtain free-reduced lunch


Campus Registrars

Nutrition Department

Foster care students are eligible for free-reduced lunchwith appropriate identification/paper work.



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Performance Objective 10: COUNSELING - HOMELESS SERVICES: The attendance rate of homeless students will be within 5% of the attendance rateof non-homeless students.

Evaluation Data Source(s) 10: Attendance reports will show a discrepancy of less than 5% between homeless and non-homeless students.




Critical Success FactorsCSF 1 CSF 2 CSF 4

1) Run monthly attendance reports for homelessstudents in grades 9 - 12.

McKinney-VentoStaff

When attendance falls within 5% of non-homelessstudents

Funding Sources: TEXSHEP - 0.00

System Safeguard StrategyCritical Success FactorsCSF 1 CSF 2 CSF 4

2) Homeless staff will counsel with students in grades 9- 12 showing a pattern of absences to determine andremove any barriers to attending school such as lack oftransportation.

McKinney-VentoSocial Workers

Logs of Social WorkerConsultations


System Safeguard Strategy3) Provide transportation as required under board policyCNA (Legal) to homeless students.


Transportation Request list and status.Monthly report of metro cards provided for transportingstudents to and from schoolSemester attendance percentages comparing homelessand non-homeless students


4) Provide metro cards to assist with transportation toand from school.


Monthly report of metro cards provided for transportingstudents to and from schoolSemester attendance percentages comparing homelessand non-homeless students




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Performance Objective 11: COUNSELING - HOMELESS SERVICES: The State of Texas Assessment of Academic Readiness (STAAR) performancegap between homeless and non-homeless students will be reduced by 50%.

Evaluation Data Source(s) 11: A STAAR performance report comparing the gap in performance of homeless and non-homeless students for2016-2017 and 2017-2018.




1) A list of all homeless students is provided to eachcampus for the counselors to review and identify allhomeless students who have failed one or more STAARtests.

Texas HomelessEducation Program(TEXSHEP) SocialWorkers

List of homeless students is provided to each campus andthe records are maintained in the TEXSHEP files.

Funding Sources: TEXSHEP - 0.00Critical Success Factors

CSF 1 CSF 2

2) Monitor progress of high school homeless students onDistrict Common Assessments (DCA) and CampusCommon Assessments (CCA).

TEXSHEP SocialWorkers

A DCA and CCA performance report comparing the gapin performance of homeless and non-homeless studentsfor 2017-2018 will be created

3) Work with campus assessment staff to make sure thathomeless students who are at risk of failing STAAR areincluded in TEXSHEP summer program.


Summer tutorial attendance rosters showing attendance ofhomeless students at risk of failing STAAR will besubmitted to the Homeless Liaison Assistant and filedwith McKinney-Vento records




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Performance Objective 12: COUNSELING - HOMELESS SERVICES: 100% of identified homeless students requiring special transportation will receiveservices in 10 days or less.

Evaluation Data Source(s) 12: A spreadsheet identifying when the request was made and when transportation was started will be maintainedby the Homeless Liaison Assistant.




Critical Success FactorsCSF 1 CSF 4

1) Maintain an electronic spreadsheet with alltransportation requests, the date the request wassubmitted and the date when transportation started.

Homeless LiaisonAssistant

A copy of the spreadsheet will be maintained in anelectronic file that is accessible to all staff in theTEXSHEP folder




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Performance Objective 13: COUNSELING - HOMELESS SERVICES: Each social worker will provide services to all identified unaccompanied homelessstudents and provide emergency services to others as needed.

Evaluation Data Source(s) 13: Caseload records will be kept in a secure file maintained by the social workers. A monthly summary of servicesand number of students served will be submitted to the Director of Counseling at the beginning of each month.





1) Two social workers will provide connections to basicservices.


Caseload records will be kept in a secure file maintainedby the social workers. A monthly summary of servicesand number of students served will be submitted to theDirector of Counseling at the beginning of each month

Funding Sources: TEXSHEP - 0.00Critical Success Factors

CSF 3

2) TEXSHEP staff will attend required training.

Director ofCounseling

Attendees will provide proof of attendance at the requiredtraining using the travel request forms required by thedistrict


3) TEXSHEP staff will be reimbursed for mileageclaimed while supporting homeless students.


Mileage logs will be maintained in the TEXSHEP files

Funding Sources: Title I - 1500.00Critical Success Factors

CSF 1

4) Homeless students will be provided with neededschool supplies and resources (uniforms/clothing, schoolsupplies).

TEXSHEP Staff A log of school supplies provided to students will bemaintained in the TEXSHEP files.


5) Students will be provided with metro cards as neededfor transportation to and from school.

TEXSHEP Staff A log of metro cards provided for students will bemaintained in the TEXSHEP files.


CSF 1 CSF 4

6) Maintain the position of Assistant to the HomelessLiaison to manage clerical responsibilities and to makereferrals as needed to the social workers.


A Hiring Recommendation Form will be maintained inthe TEXSHEP files



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Performance Objective 14: COUNSELING - HOMELESS SERVICES: A minimum of 50 high school students will receive summer school 2019 services.

Evaluation Data Source(s) 14: A roster of students receiving Texas Homeless Education Program (TEXSHEP) services and a summary ofservices provided will be maintained in the TEXSHEP files. Credits attempted and credits earned by TEXSHEP students will be monitored anda report will be provided at the end of the program to the Director of Counseling.





1) Social Workers will manage the summer program forTEXSHEP students at each of the comprehensive highschools.

Social Workers Copies of Student Residency Questionnaires (SRQ),enrollment records, and staffing reports will bemaintained in TEXSHEP files



2) A counselor will review and update four year plans ofTEXSHEP students enrolled in summer school.

TEXSHEP SocialWorker

Copies of the four year plan for each TEXSHEP studentenrolled in summer school will be maintained in theTEXSHEP files


3) High School TEXSHEP students will receive tutoringservices as needed in summer school.

TEXSHEP Staff A log of students being tutored including whether or notthe student passed the course and obtained credit will bemaintained in TEXSHEP files


CSF 1 CSF 4

4) TEXSHEP students in summer school will beprovided a nutritious snack daily.

TEXSHEP Staff A tally of the number of TEXSHEP students receiving asnack will be maintained in the TEXSHEP files




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Performance Objective 15: COUNSELING - PREGNANCY RELATED SERVICES: Pregnant and parenting students' dropout rate will decrease by 15%over the next 3 years by receiving support services including Compensatory Education Home Instruction (CEHI).

Evaluation Data Source(s) 15: A report will be prepared each month listing the number of active/inactive Pregnancy Related Services (PRS)students, the number of students who received CEHI services (including a log of the number of hours provided), grade sheets for each activePRS student, and attendance records. A comprehensive report will be prepared each semester and provided to the Director of Counseling.





1) The PRS Social Worker/Staff will connect students toneeded social services and provide individual and groupcounseling as needed.

PRS Social Worker A log of social service referrals by date and type will bemaintained in the District Continuous Improvement Plan(DCIP) folder

Critical Success FactorsCSF 3

2) Provide Compensatory Education HomeboundInstruction (CEHI) to pregnant and parenting youth.

PRS Social Worker A log of students receiving CEHI services and hours ofservice received will be maintained by the PRS SocialWorker in the district continuous improvement plan(DCIP) file.


3) Provide Parenting for School Aged Parent (PSAP) Iand PSAP II classes to pregnant and parenting students(ongoing).

PRS Staff Enrollment in PSAP I and II classes and students whoreceived credit in either or both of these classes will bemonitored by the PSAP teacher and the PRS staff and asemesterr report will be filed in the DCIP folder


4) Assist students in obtaining daycare services (PEPClerk).

PRS Staff A report of the number of students receiving daycareservices will be maintained in the DCIP folder

Funding Sources: Work Source Grant - 0.00



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Performance Objective 16: COUNSELING - PREGNANCY RELATED SERVICES: By May 2019, school personnel will improve the identification andreferral of pregnant students (within the first trimester) and parenting students new to the district (within the first 3 months of school enrollment) to the PEPprogram by 10%.

Evaluation Data Source(s) 16: PRS/ PEP Data Tracking Reports; the CEHI Report; Program Intake Forms; & a review of entry andwithdrawal dates on ESP. Also, training dates ad agenda summaries will kept in the PRS binder and quarterly uploaded to the DCIP folder.




1) Train campuses about PRS and on PRS procedures(ongoing).

PRS ProgramManager

School personnel will become more aware of the PRSprogram and the resources available for PRS students.

2) Identify pregnant and parenting students (ongoing). PRS staff Students will be identified quickly and informed aboutresources available to assist them and to help themremain in school.



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Performance Objective 17: CURRICULUM & INSTRUCTION: During 2018-19, school improvement interventionists will support 100% of ImprovementRequired (IR) campuses as well as other federally, state, or locally identified campuses with best practice strategies for lesson design and delivery,identifying students for interventions, and monitoring intervention plans and coaching. These supports will include data analysis, goal setting, andorganization of meaningful data points biweekly through professional learning communities (PLC), collaborative planning, teacher observation, modelingand coaching, intervention planning, as well as data collection.

Evaluation Data Source(s) 17: STAAR results and state accountability data for each IR or identified campus served. Anecdotal notes fromformative reviews of each campus the Instructional School Improvement Team works with during the 18-19 year. Narratives of walk throughobservations, coaching and feedback conferences, planning meeting agendas and support documents and PLCs at each campus. Professionaldevelopment attendance and agendas.


TEA Priorities: 1. Recruit, support, retain teachers and principals. 2. Build a foundation of reading and math. 4. Improve low-performingschools.



1) Provide ongoing assistance to IR and other federally,state or locally identified schools in need ofimprovement through assignment of SchoolImprovement Support Interventionists.

Executive Directorof Instruction

Number of walkthroughs and feedback conferences,planning supports and PLC at each campus. Agendas andplanning tools. STAAR results and Index 1-4 data


2) School improvement interventionists, ExecutiveDirector of Curriculum & Instruction, and AreaSuperintendents will stay current in their content area aswell as in the area of school improvement throughattendance at professional development opportunities.


Attendance and participation at relevant PD andconferences such Advancing Improvement in EducationConference

Funding Sources: Title II - 12000.00

3) School improvement interventionists will utilizecollaborative planning to foster Texas EssentialKnowledge & Skills (TEKS) aligned instruction at allgrade levels to meet Texas Accountability InterventionSystem (TAIS) plans for Improvement Required (IR)campuses and other identified campuses at least threetimes during the academic year.


Planning support documents, PD and training agendasand attendance of staff members



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4) We provide appropriate tiered support to identifiedcampuses through data support, PLCs and Planningprotocols and resources to support TAIS goals as well asteacher coaching and development.


More consistent lesson design and delivery effectivenesswill occur on campus thereby increasing studentoutcomes on identified campuses.




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Performance Objective 18: DIGITAL LEARNING: During 2018-2019, Digital Learning will ensure 100% compliance with all federal Children's InternetProtection Act (CIPA) and state guidelines in the areas of internet safety and technology competency standards.

Evaluation Data Source(s) 18: Evaluation will include evidence of Acceptable Use Policy/Responsible Use Policy/Bring Your Own Device(AUP/RUP/BYOD) compliance and student technology competencies.




1) Create district student competency assessment to for8th grade students.

Digital LearningCoordinator

Student technology competencies improve


2) District AUP/RUP will be reviewed and updatedevery year with current signed student and teacherAUP/RUP on file.

District TechnologyTrainer, DistrictTechnologyIntegrators

Students and staff members will understand and knowAUP/RUP and adhere to digital citizenship.


3) District and Campus Technology Plan will be currentand updated annually.

Digital LearningDirector

Campus Tech Plan included as part of CAP and will beupdated to reflect priorities.


4) District created teacher competency assessment,surveys and walkthrough reports will be used todetermine teacher technology levels.

District TechnologyTrainer

Competency reports, surveys and walkthroughs


5) Internet Safety and Bully Prevention Programupdated and implemented annually.


Lesson plans which reflect the use of digital citizenship &online safety resources.


6) Create an audit process to perform annually. Digital LearningCoordinator andTechnology Trainer

A data collection instrument is in place to determinesafety success



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Performance Objective 19: DIGITAL LEARNING: By May 2019, 65% of students will have the opportunity to engage in a digital learning environmentutilizing emerging technologies and pedagogy through the support of district initiatives and pilots by embedding appropriate digital content and videoconference sessions into classrooms.

Evaluation Data Source(s) 19: Collect and compare data from 2018-19 to 2017-18 in areas of devices, accessing VideoPlus, usage analyticsand collaborations both within and outside the district.


TEA Priorities: 3. Connect high school to career and college.



1) Digital Leaning will continue to support and promoteemerging technologies & creative innovation throughpilots and grants.


Students in pilot classrooms utilizing emergingtechnology in daily learning.


2) Digital Learning will continue to support andpromote video conferences tied to all curriculum areas.

TechnologyCurriculumSpecialist andDistrict TechnologyTrainer

Increase the number of videoconferences usedinstructionally in classrooms, video conference usagereports


3) Digital Learning will provide Texas EducationTelecommunications Network (TETN) sessions andstudent sessions via Regional Service Center bridgingand videoconference support.

TechnologyCurriculumSpecialist

Increase in sessions

Funding Sources: Tech Plan - 6500.00

4) Digital Learning will provide support of onlinecollaboration tools to keep staff current on latestprocedures, regulations and training.

TechnologyCurriculumSpecialist

Increase in usage


5) Digital Learning will provide studentcollaboration/integration software for digital classroomcommunications through Learning Management System(LMS).

Technology Trainer Increased usage



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6) Digital Learning will provide online collaborationperipherals to support digital communications and easieraccess to digital resources for primary students (EX:web cameras w/ mic, etc.) and support digital learningecosystems.


Increased usage


7) Digital Learning will provide peripherals forcreativity, collaboration and communication forstudents.


Robust interactions in a blended environment



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Performance Objective 20: DIGITAL LEARNING: By May 2019, the Digital Learning Department will investigate and select a solution system that willcurate and integrate digital tools and resources (including filtered YouTube access for students) seamlessly into current systems.

Evaluation Data Source(s) 20: Committee selection process


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.



1) Engage stakeholders to determine the most vitaldigital resources needed for teaching and learning.


Create a digital resources list of the most critical tools forstudent achievement across content areas.

2) Create a system to analyze the usage of current digitalresources to determine implementation rates andcommunicate data to stakeholders


Digital Resources Implementation Scorecard created

3) Conduct a resource alignment analysis to determinethe most efficient and cost effective way to deploydigital resources.


Cost savings

4) Collaborate with a broad range of stakeholder toinvestigate, research and evaluate possible LearningObject Repository solutions with video streamingcapabilities.

Digital LearningDirector, Director ofNetwork Services,CommunicationsManager, ExecutiveDirector ofCurriculum &Instruction

Identify and secure reallocate funding to purchaselearning repository that connects and integrates all digitalresources (purchased, district created, including filteredYouTube access for students) into the LMS.

Funding Sources: Tech Plan - 55000.00, Local - 50000.00



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Performance Objective 21: DISTANCE LEARNING: During the 2018-19 academic year, the number of students taking distance learning courses willincrease by 6% and the number of students taking Dual Credit distance learning courses will increase by 4% at each of the comprehensive high schools.

Evaluation Data Source(s) 21: The total Texas Virtual School Network (TxVSN) courses taken for 2017-2018 will be compared to the totalTxVSN courses taken for 2018-2019 to determine success percentage.





1) Alief will continue to enroll students in TxVSNcourses. We are budgeting for approximately 670 coursetotal for 3 semesters at $250 per course. The 670 courseswill be divided in the following ways: Elsik andHastings will be allocated 90 courses for the year,Taylor will be allocated 120 courses for the year,Hastings and Elsik 9th Grade Centers will be allocated10 courses for the year, and Kerr will be allocated 350courses per semester.

(Distance Learning - #2, #6)

InstructionalTechnologyCurriculumSpecialist

6% increase in the number of students taking distancelearning courses as measured by enrollment data


2) Alief will continue to enroll student in TxVSN DualCredit courses.



4% increase in the number of student taking dual creditdistance learning courses as measured by enrollment data


3) Alief will continue to provide campus facilitators.



Identified facilitators at each campus



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4) Alief will provide a facilitator for distance learning(DL) students to complete summer courses.



Identified summer facilitator beyond summer school


5) Alief will provide online professional developmenttraining to all new facilitators.



Professional development sign-in sheets


6) Alief will develop and create an advertising campaignto market the distance learning courses to the studentsand Alief community.


Fliers, website, advertisement records


7) Alief will manage and post online resources forDistance Learning in Schoology.


Updated Schoology page


8) Alief will utilize Connections Learning Scholarshipsto help defer the cost of courses for students.


Connections Learning budget sheet



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Performance Objective 22: EARLY CHILDHOOD: Throughout the 2018-2019 school year, the Early Childhood (EC) Department will provideprofessional development and coaching opportunities to teachers at local private daycare providers to improve the quality of their early childhood programs.

Evaluation Data Source(s) 22: Sign-in sheets as evidence from onsite training opportunities; record of distribution of early childhoodresources.


TEA Priorities: 2. Build a foundation of reading and math.



1) Provide quarterly professional development, to localdaycare teachers, that focuses on quality implementationof the Prekindergarten (PK) Guidelines. (Research EC 1,EC 6)

Early ChildhoodFacilitatorEarly ChildhoodCoachPrimary LACoordinator

Implementation of new learning that will improve thequality of local early childhood programs.

2) Continue collaboration and outreach with earlychildhood stakeholders in the West Houston area--PKteachers, parents, West Houston P-16 Council, EarlyMatters, Region 4, Good Reason Houston, Collaborativefor Children.

Early ChildhoodFacilitatorEarly ChildhoodCoach

Implementation of high quality early literacy programsacross the region.

3) In collaboration with AISD attendance office, AISDEC Instruction, Federal Programs & Grants, and AISDlegal, monitor the Pre-Kindergarten Partnership Grantimplementation with local private provider, Grandma'sHouse.

AccountabilityCoordinatorPrimary ELACoordinatorPK FacilitatorComplianceCoordinatorStudent ServicesCoordinator

Improve Kindergarten readiness skills for students inlocal daycare center, Grandma's House.

4) In collaboration with Texas School Ready (TSR),develop and implement the TSR Comprehensive Grant,which will provide professional development and on-site coaching for local private daycare facilities.

Early ChildhoodFacilitatorTSR CoordinatorTSR Coach

Improve Kindergarten readiness skills for students inlocal daycare centers.



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Performance Objective 23: EARLY CHILDHOOD: During the 2018-2019 school year, the EC Department will continue to work in collaboration with thePublic Relations and Family Engagement Departments to promote and provide early language and literacy resources for children birth to age 4 to developkindergarten readiness skills, as measured by the participation in Kindergarten Round-Up and other outreach initiatives.

Evaluation Data Source(s) 23: Agenda and sign-in sheets from Early Childhood Transition meetings, Kindergarten Round-Up participationdata, Ready Rosie participation





1) Provide Kindergarten Readiness Resources forcampuses to be distributed during Kindergarten Round-Up.(Research EC 2, ELA 2)

Early ChildhoodFacilitator

Distribution of resources during campus KindergartenRound Up to explain to parents what kindergartenreadiness skills their child should possess. KindergartenRound-Up participation data


2) Continue collaboration with Early ChildhoodTransition Committees from each campus to promoteKindergarten Round-Up and Kindergarten enrollment.

Primary LanguageArts CoordinatorEarly ChildhoodFacilitator

Increase participation in Kindergarten Round-Up toensure Kindergarten readiness, as well as increaseKindergarten enrollment.

3) Provide Ready Rosie (an online, early education toolfor families to use with children birth through 4) andMyOn (onlinge digital library) as strategies used in aneffort to market the EC program and provide earlyliteracy resources. These memberships would beprovided to 1,000 families who have children birth to 4who are not currently enrolled in our district. (ResearchEC 1, FAME 5)

Early ChildhoodFacilitatorFAME CoordinatorPublic RelationsDirector

Families will have knowledge and resources to promoteearly literacy skills in children birth to 4.


4) Pilot a Waterford PK software program for 400students. Waterford is designed to complement ourexisting PK curriculum and builds KindergartenReadiness skills. It also has a home link connection thatprovides family engagement tools, including homeaccess, newsletters and family workshops.

Early ChildhoodFacilitatorEarly ChildhoodInstructional Coach

Families will have access to resources that promotekindergarten readiness skills.




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Performance Objective 24: EARLY CHILDHOOD: During the 2018-2019 school year, the EC Department will continue to provide targeted professionaldevelopment and coaching opportunities for all prekindergarten (PK)/kindergarten (K) teachers and primary content specialists to improve the quality of ourearly childhood program, as measured by total participation in all early childhood professional development from teachers, paraprofessionals, and contentspecialists, as well as student performance data in Circle Assessment.

Evaluation Data Source(s) 24: PD sessions schedule and participation; implementation evidence; EC observation and assessment tools (CEC,COT, Circle)





1) Provide PD for PK/K teachers to ensure they meet theadditional qualifications for Rider 78 to be considered ahigh quality PK/K teacher. In addition to locallydeveloped sessions, provide additional training by RiceUniversity and Region IV to present Early Literacy PDfor PK/K teachers during Lead Teacher Days and PKConference Days.

EC TransitionFacilitatorEC CoachPrimary ELACoordinator

Multiple PD sessions (offered either face-to-face, throughSchoology, and through consultants from either RiceUniversity or Region IV) will develop the skill set ofteachers.

Evidence of teacher growth is noted through frequentwalk-through classroom visits and classroom observationtools.

Funding Sources: Region IV PD - 3000.00, Title II - 4500.00

2) In order to develop Early Childhood experts, PrimaryLanguage Arts Specialists will attend Rice University'sEarly Literacy Summit which will provide them EClearning opportunities to support the coaching theyprovide for our PK teachers.

EC TransitionFacilitatorEC CoachPrimary ELACoordinator

Implementation of new learning in PK/K coaching, asevidenced in CEC/COT action plans and short term goalreports


3) Conduct data analysis PD/PLC sessions in order tohelp teachers and content specialists analyze PKstandards and assessment data, and to determine bestinstructional practices, and next steps for instruction.

EC FacilitatorEC CoachPrimary LACoordinator

Improve student performance as evidenced in CircleAssessment and Istation's ISIP data



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Performance Objective 25: FEDERAL PROGRAMS & GRANTS: For 2018-19, continue to monitor all relevant federal and state guidance while activelyoverseeing special revenue programs to ensure 100% compliance with local, state, and federal regulations.

Evaluation Data Source(s) 25: Determine overall department and campus compliance.




1) Provide Every Student Succeeds Act (ESSA) andother grants training for campus and central departmentstaff. (TEA, ESSA, and other grant requirements)

Federal Programs &Grants Director,ComplianceCoordinators,Special RevenueAccountant

1) District compliance in specific areas for 2018-19. 2)Number of campuses fully compliant with internal auditindicators for 2017-18. 3) Results of periodic reviews toensure that general compliance activities are beingaccomplished. 4) Feedback from central and campus staffon benefits of professional development opportunities.

Funding Sources: Local - 250.00, Title I - 200.00

2) Maintain two Compliance Coordinators to help meetdistrict and campus compliance requirements for allfederal, state, and local grants. (TEA, ESSA, and othergrant requirements)

Federal Programs &Grants Director


Funding Sources: Title I - 0.00, Local - 0.00

3) Conduct regular campus and department monitoringof federal, state, and local grant funds. (TEA, ESSA,and other grant requirements)




4) Conduct day-to-day activities to ensure that federal,state, and local grant requirements are met (e.g.,approval of purchases and ensuring programmatic andfinancial requirements are met) resulting in no auditexceptions. Includes supplies, materials, travel, training,professional development, and private/non-profitschools. (TEA, ESSA, and other grant requirements)





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5) Maintain federal funds and special revenue assistantto assist in compliance and monitoring activities. (TEA,ESSA, and other grant requirements)

Federal Programs &Grants Director


Funding Sources: Title I - 0.00, Local - 0.00, Title II - 0.00

6) Review and address with appropriate departmentscompliance requirements and issues (e.g., PBMAS,Single Audit, Maintenance of Effort, Comparability,Initial Compliance Review, (ICR), etc.). (TEA, ESSA,and other grant requirements)



7) Utilize resources to provide professional developmentas needed for campuses (e.g., Region 4 training andmaterials, 20 on 20 from Region 20, family engagementnewsletters from Region 16). (TEA, ESSA, and othergrant requirements)




8) Continue to implement changes resulting from theEvery Student Succeeds Act (ESSA) (e.g., policies andprocedures, collaboration with other departments,district-wide training). (TEA, ESSA, and other grantrequirements)




9) Expand compliance procedures surrounding centralTitle funds (e.g., policies and procedures, centraladministration trainings, internal auditing). (TEA,ESSA, and other grant requirements)





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Performance Objective 26: FEDERAL PROGRAMS & GRANTS: For 2018-19, increase the number of central and campus-based competitive grantsawarded over 2017-18.

Evaluation Data Source(s) 26: Compare 2017-18 competitive funding with 2018-19 (July 1 - June 30) to determine increase level.




1) Increase communication regarding the grant writingprocess and provide support to empower campus grantwriting and management by: presenting to campusadministrators an overview of grant process; includinginformation in Ad Team Announcements; providingsummer training in grant writing open to campus andcentral office staff; providing individualized campustraining during the school year as requested; providingsupport in the management of grants(budgeting, expending, evaluation, and reporting) afterthe award.

Grants Specialist Compare 2017-2018 competitivefunding with 2018-2019 (July 1 -June 30) to determine increase level; conduct quarterly(September, January, April, July) review to ensure thatactivities are being accomplished


2) Continue to apply for funding whichsupports district goals and meets identified needs.

-Monitor grant-related periodicals, TEA, and U.S.Department of Education websites forinformation on available grants

-Provide information to eligible parties to determineinterest and applicability to district goals and identifiedneeds

-Work with campus and central office staff, andcollaborative partners, to develop, write andsubmit quality grant applications

-Attend area competitive grant meetings, and othertraining opportunities, to keep current on availabletrends and upcoming grant opportunities

Grants Specialist Compare 2017-2018 competitivefunding with 2018-2019 (July 1 -June 30) to determine increase or maintained level;conduct quarterly (September, January, April, July)review to ensure that activities are beingaccomplished



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Performance Objective 27: FINE ARTS: For 2018 - 2019, implement a plan for arts integration (District of Innovation) at Cummings Elementary.Implementation will provide training and curriculum planning for all Cummings' teachers and staff. Concurrently, a plan to add one additional campus forthe 2019-2020 school year will be developed by February 1, 2019.

Evaluation Data Source(s) 27: Arts Integration will be implemented in all classrooms at Cummings Elementary throughout the 2018-2019school year. A plan for one additional campus will be complete and ready for implementation for the 2019-2020 school year.




1) Provide ongoing training and resources to support theimplementation plan, developed collaboratively by TheKennedy Center for the Arts, Alief CentralAdministration, and Cummings Leadership, for ArtsIntegration at Cummings Elementary in all classroomsthroughout the 2018-2019 school year.

Fine ArtsCoordinatorFine Arts Facilitator

The implementation of Arts Integration strategies will beevident in all classrooms, with increased studentengagement, improved attendance, and fewer officereferrals/behavioral issues.


2) Form a Collaborative Committee comprised ofCentral Instruction, Campus Administrators, andSpecialists that will meet to put together a plan for ArtsIntegration at one additional campus for the 20119-2020school year.


Committee will meet periodically and submit a plan byFebruary 1, 2019 for Arts Integration at one additionalcampus.

3) Provide professional development to committeethrough Kennedy Center Arts Integration Consultant.


Committee will meet with Kennedy Center Consultant atleast two times - once in the Fall, and once in the Spring,to develop the plan for Arts Integration. The plan will beready for the 2017-2018 school year.


4) Observe other Arts Integration campuses that havesuccessfully implemented a plan similar to what Alief isworking toward.


The Arts Integration team will have observed at least twosuccessful Arts Integration campuses.



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Performance Objective 28: FINE ARTS: By May 1, 2018, all Fine Arts contents will improve the average of University Interscholastic League (UIL) andUIL-equivalent competition/evaluation ratings/scores according to each program's rating system.

Evaluation Data Source(s) 28: Program improvement will be determined by comparing the Alief Pre-UIL Ratings and UIL 2018 Ratings, andUIL-equivalent competition ratings from 2017 to 2018.




1) Provide professional development across all Fine Artscontents for smarter use of instructional strategies andbest practices.


Increased student engagement, as well as improvedratings at UIL and Non-UIL Competitions/Evaluations.

2) Provide mentorship and coaching for strugglingteachers to lead to improved student academicachievement through certified master teachersspecifically in band, choir, orchestra, and theatre.


Improved ratings/scores at Pre-UIL, UIL and UIL-equivalent Competitions as well as non-UIL evaluationsand assessments, with a specific goal of .5 averageimprovement in secondary music sight reading scores.




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Performance Objective 29: INFORMATION LITERACY: By May 2019, 56% of Alief students and library information specialists will have theopportunity to participate in continuing library sponsored literacy activities and campus literacy programming events.

Evaluation Data Source(s) 29: Sign in sheets, number of schools participating will determine the success of the literacy events.




1) Provide visiting authors and books to campuses andbook clubs as requested.

Digital ResourceSpecialist

Minimum attendance of 60 or more students attendingevent


2) Attend Houston Area Book Festivals including: TeenBook Con, Tweens Read, and Book Worm.


Aggregate of 100 or more attendees at all three festivals.


3) Provide Battle of Books books and culminatingactivities for elementary schools.


Increased campus and student participation from previousyears




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Performance Objective 30: INFORMATION LITERACY: By the end of the 2018-19 school year, Alief will have physically updated portions of 75% ofcampus libraries to transform them into Library Learning Commons to offer a flexible space better suited to students actively collaborating, innovating, andproducing digital content.

Evaluation Data Source(s) 30: Physical pictures of improved space, programming opportunities and increased usage by both staff and students.




1) Update 20 schools. 17 schools to receive mobiletransformations. Three schools to receive permanentsound barriers.


Physical transformation evident and increased usage bystudents both during day and after hours by monthlyreports




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Performance Objective 31: INFORMATION LITERACY: During 2018-19, Alief will continue to provide appropriate eBooks and academic electronicinstructional resources covering all levels (K-12) and critical subject areas for use both at school and beyond the school day to 100% of its students and staff.

Evaluation Data Source(s) 31: Purchase orders and year end report on libraries will include usage statistics to determine the value of theresources to students.




1) Purchase Tier 1-databases defined as providing theminimum coverage for K-12 students and curriculum.


Adequate usage statistics

Funding Sources: Title I - 32744.00, Tech Plan - 58600.68

2) Provide yearly support for Follett Destiny for 44campuses.


44 campuses using the Destiny hosted Server


3) Provide eBooks to campuses to extend home literacy. Digital ResourceSpecialist

Adequate usage statistics




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Performance Objective 32: INFORMATION LITERACY: By May 2019, 50% of Alief ISD students will be offered access to their physical librariesduring extended hours for a minimum of one hour per week.

Evaluation Data Source(s) 32: Campus library monthly reports will keep track of this data.




1) Continue to provide three extended hours schoolLibrary Learning Commons (LLC) hours per week atHastings, Elsik & Taylor libraries to utilize libraryresources including the wi-fi network.


Stable usage of LLC based on previous years usage


2) Continue to provide Extended Hours opportunity twohours per week for 33 weeks to the remaining highschools Kerr, Elsik Ninth Grade Center, Hastings NinthGrade Center to utilize library resources including thewi-fi network.




3) Continue to provide Extended Hours opportunity atsix middle schools Library Learning Commons for twohours per week for 33 weeks to utilize library resourcesincluding the wi-fi network.






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Performance Objective 33: ELEMENTARY LANGUAGE ARTS: By May 2019, K - grade 6 results from iStation Indicators of Progress (ISIP) OverallReading Tier Movement will approach or meet the following targets:* the percent of Tier 3 students will diminish by 1%* the percent of Tier 2 students will diminish by 2%* the percent of Tier 1 students will increase by 2%

Evaluation Data Source(s) 33: ISIP EOY Overall Reading cut-scores.Description of Instructional Tiers:Tier 1: On track to meet grade level expectationsTier 2: At some risk of not meeting grade level expectationsTier 3: At significant risk of not meeting grade level explanations






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1) Use ISIP Overall Reading Score (iStation Indicatorsof Progress) to monitor student growth in reading. Threedata points track student growth in reading:BOY - Beginning of YearMOY - Middle of YearEOY - End of year

iStation bid March/ 2018 $255,245.00 PK- Gr 6

Region IV Misc.Reading PD $2000 x 4 = $8000Harris County Department of Education (HCDE) -Unpacking the new standards in English Language Arts& Reading (ELAR)/ Spanish Language Arts & Reading(SLAR)3 sessions by grade cluster @ $ 1200 + Principal + APsessions 2@ 1300.

HCDE + Region IV Total: $13,200

Grand Total: $268,145.00

Primary LanguageArts Coordinator,ElementaryLanguage ArtsCoordinator,

Multiple PD sessions (offered either face-to-face, throughSchoology , through consultants from either HCDE(Harris County Dept of Ed) or Region IV Ed ServiceCenter) will develop the skill set of teachers to include abalance of teaching word recognition skills along withlanguage comprehension skills which leads to readingcomprehension.

Evidence of teacher growth is noted through frequentwalk-though classroom visits with timely feedbackprovided.


2) Professional Development for ELAR Leadershipteam: 2 Coordinators and 2 District ReadingInterventionists.

Attend state level professional organization conferencessuch asCREST (Fall & Spring)Coordinators only est. $3200 includes lodging

Texas Council of Teachers of English/Language Arts(TCTELA) - annually in January - Coordinators andDistrict Reading Interventionists - total 4 @ $800 =$3200 included lodging

Attend NCTE (National Council of Teachers of English)national level conference) in Houston Nov. of 2018. NoLodging.4 @ $800 = $3200

Combined Cost: $ 9600

Primary andElementary LACoordinators

District ReadingInterventionists

Align instructional best practices with state and nationalcolleagues.



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Performance Objective 34: ELEMENTARY LANGUAGE ARTS: By May 2019, the retention rates of grade 1 and grade 2 students will be reduced by 1%each year for three years to better match the state retention rates of grade 1 (4.1%) and grade 2 (2.4%).

Evaluation Data Source(s) 34: State and District Retention Rates





1) In collaboration with the Second Language EducationDepartment (SLE), we will continue year-three workwith literacy foundations expert, Dr. Antonio Fierro, tocontinue understanding the elements similarities anddifferences in the literacy development in ENG andSPN.

Target Audience: Campus based language arts (LA)specialists and BRIDGE teachers (approx 30)three -2 day sessions @ $2200/day. $13,200.00

Language Essentials for Teachers of Reading & Spelling(LETRS) training - one LA Specialist attend Dallasbased LETRS TOT @ $800 plus lodging estimated at$600

Total:$14,600

Primary LanguageArts Coordinator,ElementaryLanguage ArtsCoordinator, DistrictReadingInterventionists

*Multiple PD sessions addressing word recognition andlanguage comprehension*Frequent walkthroughs and feedback*Progress monitoring*Evidence of phonics based instruction in primaryclassrooms as noted in walk through feedback,




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Performance Objective 35: ELEMENTARY LANGUAGE ARTS: By May 2019, all elementary and intermediate campuses will increase the percentage ofstudents performing at the Approaches Grade Level Standard in Reading for grades 3, 4, 5 and 6 by 2%.

Evaluation Data Source(s) 35: STAAR 2019 results will determine passing rates.





System Safeguard Strategy1) Conduct data analysis PD sessions to help campusesdetermine next steps for instruction facilitated by theISIT (Instruction School Improvement Team)

Cost: $ 4800.00

Coordinators and district intervention strategists willrestructure conversations during district meetings andcampus PLC/ planning times to address implementationof critical instructional practices in the classroom.

Primary LanguageArts Coordinator,ElementaryLanguage ArtsCoordinator, DistrictInterventionStrategists, DistrictImprovementInterventionists

Close the performance gap between Alief and the state atthe "Approaches" Level on the 3rd through 6th GradeReading STAAR.




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Performance Objective 36: ELEMENTARY LANGUAGE ARTS: By May 2019, all elementary campuses will increase the percentage of studentsperforming at the Approaches Grade Level Standard in Writing for grade 4 by 2%.

Evaluation Data Source(s) 36: STAAR 2018 results will determine passing rates





System Safeguard StrategyPBMAS

1) Coordinators and district intervention strategists willrestructure conversations about writers workshop andwriting best practices during district meetings andcampus PLCs or planning sessions.

Contract with a consultant fromRegion IV to continuebest practices in writers workshop @ $4000

Purchase: Web PD by Smekens - writing withprofessional training and video examples of writinginstruction $ 6000.

Total: $10,000

Primary LanguageArts Coordinator,ElementaryLanguage ArtsCoordinator, DistrictInterventionStrategists

Close the performance gap between Alief and the state atthe Approaches Level on the 4th Grade Writing STAAR.

Funding Sources: Region IV PD - 4000.00, Title II - 6000.00



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Performance Objective 37: ELEMENTARY LANGUAGE ARTS: By May 2019, district reading strategists will track student growth for students servedby the BRIDGE and CREST reading intervention programs using the Overall Score as measured by the ISIP beginning-of-year (BOY), middle-of-year(MOY), and end-of-year (EOY) measures.

Evaluation Data Source(s) 37: iStation Indicators of Progress (ISIP) BOY Over all Reading score will be compared to EOY Overall Readingscore.





1) Compute and implement ISIP entry and exit cutscores*Construct time, frequency, and duration guidelines*Implement progress monitoring tools and analyze datato determine program*Use common curriculum materials listed below:

Fundations by Wilson Language @ $1582/teacher x 24teachers = $37,968 + s/h $3038= $41, 006 (ENG)

Esperanza by Valley Speech Language & LearningCenter $1432/ teacher x 10 BIL BRIDGE teachers =$14,320

QEP:Rigorous Reading TX edition;Stenhouse: Words, Words, Words,Heinemann Reding Strategies Books Combined Total$594 for 6 CREST teachers

Combined Total : $55, 920

Primary LanguageArts Coordinator,ElementaryLanguage ArtsCoordinator, DistrictInterventionStrategists

Standardize Bridge and Crest programs on elementaryand intermediate campuses




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Performance Objective 38: SECONDARY LANGUAGE ARTS: By May 2019, the percent of students achieving Approaches or above on STAARReading, STAAR Writing, and STAAR EOC will increase by 3% for each grade level assessment.

Evaluation Data Source(s) 38: Texas Academic Performance Report


TEA Priorities: 2. Build a foundation of reading and math. 3. Connect high school to career and college.



PBMAS1) Partner with Region IV to provide professionaldevelopment in the area of integrated reading andwriting instruction.(SELA 1, ELA 17, ELA 5, SELA 8))

Secondary ELACoordinator

Strengthen teacher's content knowledge and align bestpractices across campuses and grade levels

Funding Sources: Region IV PD - 6000.00

2) Partner with Harris Country Department of Educationto provide professional development and resources forimplementation of the newly revised middle schoolELAR TEKS.(SELA 1,SELA 8 ELA 2, AA 3, AA 4)


TEKS aligned instruction


3) Partner with Houston A+ to provide professionaldevelopment and campus support in developing systemsand structures for accountable self-selected independentreading in anticipation of the new ELAR TEKS.(SELA 1, ELA 2, AA 3, AA 4)


Increased minutes of independent self-selected readingfor students during the school day


4) Provide two Title I teachers for each middle schoolcampus for Tier 3 intervention program.(RTI 9, ELA 1, ELA 2, AA 3)


Increased reading levels for struggling students.


5) Provide professional development for middle schoolspecialists and teachers in the area of small groupinstruction in order to support Tier 2 interventions.(SELA 1, RTI 9, ELA 2, AA 3)


Improved student achievement



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6) Partner with Harris County Department of Educationto provide professional development for implementationof the new high school ELAR TEKS during the 2019English Language Art Summit.(SELA 1, SELA 2, AA3, AA 4)


Teacher preparedness for TEKS implementation


PBMAS7) Gretchen Bernabei's Trail of Breadcrumbs willprovide professional development in the area of writingworkshop instruction to English I and II teachers duringthe 2019 English Language Arts Summit.(ELA 17, ELA 16)


Improvement in student writing skills


8) Purchase vetted curriculum resources to helpcampuses prepare for the implementation of newlyrevised middle school TEKS. Curriculum will supportgrammar instruction via invitational inquiry process.(SELA 4, SELA 1)


Teacher preparation and preparedness for implementationof new TEKS




July 18, 2018 7:56 am


Performance Objective 39: SECONDARY LANGUAGE ARTS: By May of 2019, 50% of STAAR Reading non-passers in grades 7-9 will increase theirreading level by one year or more.

Evaluation Data Source(s) 39: Istation's Indicators of Progress





1) Conduct professional book studies with specialists tokeep abreast of current research and best practices.(SELA 4, ELA 4)SELA 1)


High quality curriculum and improved capability ofspecialists to coach teachers around best practices


2) Interventionists and Coordinator will attendconferences in order to keep abreast of most currentresearch and to network with colleagues in the field.(TCTELA,CREST, NCTE)

(SELA 1, SELA 6, ELA 12)


Improved curriculum and professional development


3) Purchase instructional materials to supportenrichment during 2017 summer school.(ELA 4, SELA 2))


Classroom visits and student work


4) Track reading progress of 7th and 8th grade studentswho did not pass the 2018 STAAR Reading assessmentusing Istation's Indicators of Progress monitoringprogram. Use data to determine RtI tiered interventions.

(RTI 9, ELA 1)


Increased reading levels


5) Track reading progress of 9th grade students who didnot pass 2018 STAAR Reading assessment throughAchieve 3000 progress monitoring tools. Use data todetermine intervention strategies.(RTI 9, ELA 1)


Increase reading levels of one year or more



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6) Utilize Edgenuity curriculum for EOC Intervention.(RTI 1, TEC 6)


Increase in the number of students who pass EOC re-tests.




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Performance Objective 40: ELEMENTARY MATH: The percent of kindergarten students meeting grade level expectations by May 2019 will be at least82%.

Evaluation Data Source(s) 40: EOY DCA 2019 results will be compared against EOY DCA 2018 results.





1) Each specialist meeting will be structured toincorporate the following elements in order to supportcampus implementation of the K-6 Math curriculum:-Vertical Alignment-Unit Digs-Coaching Practices-Instructional Strategies-Use of Manipulatives

District K-6 MathCoordinator andDistrict K-6 MathInterventionists

The percent of kindergarten students meeting grade levelexpectations by May 2019 will be at least 82%.

2) Each campus will be trained in the implementation ofa new and improved digital learning environment,iReady, which will provide:-Universal Screeners-Progress Monitoring-Digital Interventions-Adaptive Practice-Downloadable lessons for teacher ledinstruction/interventions



3) Continued campus support by the district K-6 MathInterventionists.



4) Implement iReady, a standards-based diagnosticdigital learning platform that facilitates yearly mathscreening, RtI tracking, lessons of differentiation forteachers, and adaptive practice for students.





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5) Provide ongoing professional development to supportthe implementation of the iReady digital learningplatform.***Discontinued***






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Performance Objective 41: ELEMENTARY MATH: The percent of 1st grade students meeting grade level expectations by May 2019 will be at least 71%.






1) Each specialist meeting will be structured toincorporate the following elements in order to supportcampus implementation of the K-6 Math curriculum:-Vertical Alignment-Unit Digs-Coaching Practices-Instructional Strategies-Use of Manipulatives


The percent of 1st grade students meeting grade levelexpectations by May 2019 will be at least 71%.












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5) Provide ongoing professional development to supportthe implementation of the iReady digital learningplatform.






July 18, 2018 7:56 am


Performance Objective 42: ELEMENTARY MATH: The percent of 2nd grade students meeting grade level expectations by May 2019 will be at least50%.






1) Each specialist meeting will be structured toincorporate the following elements to support campusimplementation of the K-6 Math curriculum:-Vertical Alignment-Unit Digs-Coaching Practices-Instructional Strategies-Use of Manipulatives


The percent of 2nd grade students meeting grade levelexpectations by May 2019 will be at least 50%.




3) Provide content-based webinars and videos for eachhot spot in the curriculum in which the Texas standardsare unpacked, instructional strategies are modeled withthe use of appropriate manipulatives, and teachers areable to debrief via chat box for further clarification.




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The percent of 1stgrade studentsmeeting grade levelexpectations by May2019 will be at least71%.












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Performance Objective 43: ELEMENTARY MATH: The percent of 3rd grade students at the Approaches level on STAAR by May 2019 will be at least71%.

Evaluation Data Source(s) 43: STAAR 2019 results will be compared against STAAR 2018 results.







The percent of 3rd grade students at the Approaches levelon STAAR by May 2019 will be at least 71%.




3) The K-6 Math team will produce a district generatedsupplemental resource guide that will help ensurecampuses are using purposeful and aligned resources inthe classroom.







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Performance Objective 44: ELEMENTARY MATH: The percent of 5th grade students at the Approaches level on STAAR by May 2019 will be at least84%.








The percent of 5th grade students at the Approaches levelon STAAR by May 2019 will be at least 84%.







4) Provide content-based webinars and videos for each"hot spot" in the curriculum in which the Texasstandards are unpacked, instructional strategies aremodeled with the use of appropriate manipulatives, andteachers are able to debrief via chat box for furtherclarification.




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5) Provide content-based planning sessions for campusspecialists and classroom teachers for each unit of Grade5. During these after-school sessions, participants willunpack standards, model instructional strategies, andmodel the use of manipulatives.
















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4) Collaborate with the Instructional TechnologyDepartment, campus specialists, classroom teachers tocreate and implement digital learning units viaSchoology, our district LMS.




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4) Provide content-based webinars and videos for each"hot spot" in the curriculum in which the Texasstandards are unpacked, instructional strategies aremodeled with the use of appropriate manipulatives, andteachers are able to debrief via chat box for furtherclarification.




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The percent of 6th grade students at the Approaches levelon STAAR by May 2019 will be at least 86%.v




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Performance Objective 47: SECONDARY MATH: Strengthen first-line instruction to increase District Common Assessment (DCA) and STAARperformance through professional development and instructional support for best practices, specifically in the areas of vertical and horizontal alignment,English as a Second Language (ESL)/Sheltered Instruction Observation Protocol (SIOP) strategies for all learners, technology, and project/problem basedlearning (PBL) resulting in the percentage of students achieving Meets expectations on STAAR increasing from 36% to 41%.



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.



1) Continued support from District Middle School andHigh School Mathematics Interventionists. (Research -SM 1, SM 3, SM 5, SM 6)

Secondary MathCoordinator

The percentage of students achieving "meets"expectations on STAAR will increase from 36% to 41%.

2) Professional Development for horizontal and verticalalignment for TEKS content in Grades 7 throughAlgebra 2.

Secondary MathCoordinator andDistrict InterventionSpecialists



3) Support Campus and District PLCs by providingstrategies to integrate graphing technology, SIOPstrategies, and Problem Based Learning (PBL)experiences for the core middle and high school mathcourses: Gr. 7, Gr. 8, Algebra 1, Geometry, and Algebra2. (Research - SM 1, SM 5, SM 6, EM 3, The CollegeBoard, AP Mathematics Vertical Teams Toolkit)



4) Continue to train Middle and High School MathSpecialists in SIOP strategies specific to mathematicsinstruction to make mathematics comprehensible to allstudents while promoting academic Englishdevelopment. Offered in conjunction with the BilingualDept. (Research - SLE 2, SM 7)

Secondary MathCoordinator andDistrict InterventionSpecialists inconjunction with theESL Department.ESL Department willprovide the trainings.



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5) Attend STEM and Project/Problem Based Learningprofessional development and meetings to collaborationwith other academic content areas and support STEMcampuses.




6) Collaborate with campuses to support and implementPBL learning experiences.



7) Vet and recommend TEKS/EOC aligned resources -both digital and print.



8) Engage in the Texas Association of Math Supervisors(TASM) to gain deeper insight into integral instructionalshifts in math instruction. (Research - SM 1, EM 1, EM3)






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Performance Objective 48: SECONDARY MATH: Significantly increase student performance of Response to Intervention (RtI) math students in grades 7& 8 and re-testers for the Algebra I STAAR EOC resulting in the percentage of students achieving Meets expectations on STAAR increasing from 36% to41%, and the percentage of Algebra EOC re-testers achieving Approaches expectations increasing from 40% to 45%.



TEA Priorities: 2. Build a foundation of reading and math. 3. Connect high school to career and college. 4. Improve low-performing schools.



1) Continued support from District Middle School andHigh School Mathematics Interventionists. (Research -SM 1, SM 3, SM 5, SM 6)


The percentage of students achieving "meets"expectations on STAAR will increase from 36% to 41%.The percentage of Algebra EOC re-testers achieving"approaches" expectations will increase from 40% to45%.

2) Provide Grade 7 & 8 students and EOC re-testerswith an aligned RtI online progress monitoringassessment and math intervention pathways that willcustomize to each students' individual instructionalneeds.(iReady is the preferred program to be in alignment withK-6 math.)


The percentage of students achieving "meets"expectations on STAAR will increase from 36% to 41%.The percentage of Algebra EOC re-testers achieving"approaches" expectations will increase from 40% to45%.


3) Title 1 Math teachers provided to campuses by thedistrict will offer double block 7th & 8th grade mathclasses to RtI students. Campuses will double block asmany classes as supported by their master schedule.



4) Provide Double Block for PreAP 7th Grade Math toallow for adequate class time to cvoer the TEKS of boththe 7th and 8th grade math.

Secondary MathCoordinator

The percentage of PreAP students achieving "masters"level on 7th grade STAAR will increase from 16% to21%.

5) Provide professional development and PLCs thatfocus on curriculum supports and strategies as to how toeffectively utilize the extended instructional time ofdouble block classes.




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6) Integrate Action Based Learning into Double BlockMath classes.





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Performance Objective 49: SCIENCE - STEM ACADEMY: By May, 2019, the Academy will provide wrap-around strategies and services involvingmultiple stakeholders (parents, teachers, counselors, community members, etc.) to strengthen both the academic and technical skills necessary for highschool and college readiness, as well as provide academic, technical, and individual support for students to be successful in rigorous academic and work-based learning experiences.

Evaluation Data Source(s) 49: T-STEM renewal application; School Board Notes; ESP data report; Schedule of regularly scheduledcounseling/advisory events and records of completion for these support services; Tutoring and other intervention/remediation programschedules; Master schedule; Bridge program calendar and curricula; Periodic mentor surveys; Naviance reporting; CIS sign-in sheets;





1) Alief STEM Academy will develop individualized,STEM focused student plans with specific graduationplan for ongoing academic support.

STEM FacilitatorCounselingCoordinatorCampus STEMCounselorCampus Principal

Exceed the statewide 4-year graduation rate by 5%.

2) Alief STEM Academy will provide academic supportfor intervention, remediation, and acceleration.

STEM FacilitatorCampus STEMCounselorCampus Principal

30% of STEM students will earn an industry certificationby graduation.

3) Alief STEM Academy will provide tutoring and/orSaturday school for identified students in need ofacademic support.


STAAR data for STEM students will exceed the districtaverage by 10%.

Funding Sources: Title IV - 1000.00

4) Alief STEM Academy will provide advisory and/orcollege readiness and support time built into theprogram of study for all students.


95% of STEM students will earn 15 college credits (any)by graduation.

5) Alief STEM Academy will provide students withapplication, financial aid counseling and college/careercounseling.


40% of STEM students will earn post-secondary degreeand/or credential by high school graduation.


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6) Alief STEM Academy will provide bridge programs(an intensive academic preparation program thatprovides opportunities to strengthen academic skillsnecessary for high school and college readiness) and tosupport student transition from middle school to the T-STEM program, as well as elementary to middle school.


90% STEM retention from students entering newcampuses.


7) Alief STEM Academy will establish a mentorshipprogram available to all students.


75% of STEM students will participate in a work-basedlearning placement / course by graduation.

8) Alief STEM Academy will provide resources forcareer support including career exploration, work-basedlearning, and industry certifications for high-wage, high-demand, high-skill STEM fields.




9) Alief STEM Academy will provide connections tosocial services.

STEM FacilitatorCampus STEMCounselorCampus PrincipalCampus CISrepresentative

90% STEM retention from students in a cohort.

10) Alief STEM Academy will provide skill buildinginstruction for students, such as time management, studyskills, collaboration and interpersonal relationship skills.


Exceed the statewide 4-year graduation rate by 5%.



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Performance Objective 50: SCIENCE - STEM ACADEMY: By May 2019, 100% of Alief STEM Academy students will obtain a 5% growth in theiracademic subjects in comparison to their peers.

Evaluation Data Source(s) 50: DCA Data, STAAR Data, Campus CCA data





1) Quantitative progress monitoring through dataanalysis of STEM students' academic progressions incore content in comparison to their peers on DCAs, andSTAAR exams. (Research- SCI 36, SCI 35, SCI 38, SCI37, SCI 39, SCI 41).

Science, STEMFacilitator,Interventionists,Specialists, Teachers,etc.

DCA Data & STAAR data


2) Quantitative progress monitoring through dataanalysis of STEM students' academic progressions incore content in comparison to their peers on DCAs, andSTAAR exams. (Research- SCI 36, SCI 35, SCI 38, SCI37, SCI 39, SCI 41).



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Performance Objective 51: ELEMENTARY SCIENCE: By May 2019, grade 5 students will meet or exceed state percent passing average on STAARgrade 5 Science.

Evaluation Data Source(s) 51: Most current (2017) STAAR grade 5 Science Summary Report and STAAR grade 5 Science results bydemographics; Agenda and sign-in sheets




1) Hire curriculum writers to help update curriculumdocuments with Streamlined Science TEKS forimplementation in 2018-2019 school year.

Elementary ScienceCoordinator,Elementary ScienceInterventionist,Curriculum Writers

The district percent passing score on STAAR Grade 5Science will increase by 18% by May 2019.


2) Campus administrators and science specialistsconduct regular walkthroughs to ensure implementationof streamlined TEKS.

Elementary ScienceCoordinator,Elementary ScienceInterventionist,CampusAdmnistrators,Campus ScienceSpecialist


3) Continue Fall and Spring lead teacher meetings -streamlined TEKS and Claims-Evidence, Reasoning(CER); work with consultant from HCDE onmisconceptions in science

Science Coordinator,Elementary ScienceInterventionist



4) District interventionist provide tiered support forcampuses as reflected on STAAR, PBMAS, and DCAdata; allocate budget for books, warehouse, generalsupplies, registration, and travel.

Elementary ScienceCoordinator



5) Purchase TEKS- aligned resources and materials tosupport TEKS- mastery; continue to support onlineaccess to EduSmart for Grades 5-6;

Science Coordinator,Elementary ScienceInterventionist,Campus ScienceSpecialist




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6) Renew online subscription to STEMscopes EarlyExplorer to align Pre-K science across the district;support and build language and literacy.




7) Purchase and/or replenish consumable hands-onmaterials for intervention and/or remediation in summerschool.

Science Coordinator,Elementary ScienceInterventionist,Science CenterFacilitator





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Performance Objective 52: ELEMENTARY SCIENCE: By May 2019, the difference in percent passing score on STAAR Grade 5 Science between all andLimited English Proficient (LEP) students will narrow by 5%.

Evaluation Data Source(s) 52: Most current (2017) Performance-Based Monitoring Analysis System, English Language Learner (ELL)performance levels in areas of need, Texas Accountability Intervention System (TAIS) Data Meetings at Klentzman and Owens; Agenda andsign-in sheets




1) Continue Fall and Spring collaboration with ELA andSLE on building academic language and writing acrosscurriculum.

Science Coordinator,Elementary ScienceInterventionist,Science Specialists,Science LeadTeachers

The difference in percent passing score on STAAR Grade5 Science for LEP will narrow by 5% by May 2019.

2) Establish monthly collaboration meetings with SpecEd and Dyslexia department to strengthen support inscience.

Science Coordinator,Elementary ScienceInterventionist,Science Specialists,Special EdCoordinator, SpecialEd Math/ ScienceFacilitator


3) Work with consultant to provide training/ workshopat Klentzman and Owens geared towards successfulstrategies for LEP students in Science (4 sessions perschool - 2 in Fall; 2 in Spring).

Science Coordinator,Elementary ScienceInterventionist,CampusAdministrators, andCampus Specialist



4) Continue partnership with Center for Applied SpecialTechnology (CAST) and SRI on Science Notebook in aUniversal Design for Learning (Chambers, Hearne,Hicks, Holmquist, Kennedy, Outley, and Rees).

Science Coordinator,Elementary ScienceInterventionist,CampusAdministrators, andCampus Specialist



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Performance Objective 53: ELEMENTARY SCIENCE: By May 2019, the percent of Science, Technology, Engineering, & Math (STEM) Academyteachers trained on STEM, problem-based learning (PBL), and blended learning will increase to 50%.

Evaluation Data Source(s) 53: Meeting and/or professional development agenda and sign-in sheets




1) Continue partnership with Girlstart and CITGO tosustain and/or expand Girlstart after-school and summerSTEM enrichment programs in 11 campuses (Smith,Heflin, Collins, Cummings,Youens, Hicks, Holmquist,Chambers, Mahanay, Petrosky, and Horn).

Elementary ScienceCoordinator,Elementary ScienceInterventionist

The percent of campuses with Girlstart and/or AGS willincrease by 5% by May 2019.


2) Coordinate with 5th/6th campus science specialistsand administrators to sustain/ increase participation inAlief Girls in STEM (AGS); provide stipend for campusspecialists to coordinate AGS program.




3) Pay for Alief Girls in STEM (AGS) teachers andcampus coordinator; AGS program coordinator; providesnacks for students in the program; host Summer STEMBridge programs for Grades 4 & 5.




4) Continue participation in GirlStart Conference inAustin and/or host Alief Girls in STEM conference inAlief; iFly Field Trip for 6th Grade to introduce andexplore concepts related to Science Investigation andReasoning and Force, Motion, and Energy.




5) Continue to provide a field trip opportunity forstudents enrolled in STEM Academies at Klentzman andYoungblood; help support field trip experiences forElementary STEM Academies (Alexander, Hicks, Horn,and Smith).





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6) Collaborate with Digital Learning and campus ILTteams to provide mobile devices and trainings/workshops on STEM, PBL, & BL for Mata, Miller(STEM in Dual-Language), Alexander, Hicks, Horn,and Smith (Yr. 1 STEM Academies).

Elementary ScienceCoordinator,Elementary ScienceInterventionist,Digital LearningDirector, DigitalLearningCoordinator andDistance Learning.

The percent of STEM Academy classrooms with mobiledevices will increase to 50% by May 2019.


7) Continue partnership with UHCL and Makey Makeyin promoting design thinking.

Elementary ScienceCoordinator,Elementary ScienceInterventionist,Grade 5 & 6 ScienceSpecialists

The percent of STEM Academy teachers trained onSTEM, PBL, and Blended Learning will increase to 50%by May 2019.


8) STEM and/or Science Literacy Committee attendstate and/or national conferences to sustain and/orexpand STEM opportunities in K-6 campuses.




9) Purchase Defined STEM for K-12 STEM Academies(was on Secondary Science for 2017-2018).






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Performance Objective 54: SECONDARY SCIENCE: By May 2019, 100% of all secondary science teachers and science leadership will receiveprofessional development that will enhance their usage of technology tools, literacy strategies, SIOP, formative assessments, and other research-basedinstructional strategies in their classrooms by 80%.

Evaluation Data Source(s) 54: Meeting sign in sheets, agendas, surveys, classroom walkthroughs


TEA Priorities: 1. Recruit, support, retain teachers and principals.



PBMAS1) 1) Secondary Science will plan and implementprofessional development that enhances teachers'instructional capacity and effectiveness in theclassroom. (Research- SCI 1, SCI 2, SCI 5, SCI 12,SCI16, SCI 18, SCI 21, SCI 24, SCI 34, SCI 36, SCI 41,SCI 40)

Secondary Sciencecoordinator;Secondary Scienceinterventionists(MS/HS); Scienceinstructionalspecialists

Surveys; Classroom walkthroughs (CWT) & feedback

PBMAS2) Purchase technology tools to enhance productdevelopment in the science classroom.

Secondary Sciencecoordinator;Secondary Scienceinterventionists(MS/HS); Scienceinstructionalspecialists

From CWTs, a calculation of the number of teachers andstudents utilizing technology; A STEM Festival thathighlights the culmination of products generated bystudents using the technology tools.




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Performance Objective 55: SECONDARY SCIENCE: By May 2019, 80% of all secondary students in grades 7 and 8, and in Biology, Chemistry, Physics,and AP courses will demonstrate mastery at Level II or greater on local assessments such as DCAs, benchmarks, and Campus Common Assessments (CCA)and on the state and national formative assessments such as the STAAR 8th Science test, STAAR Biology EOC, Exit level Texas Assessment of Knowledge& Skills (TAKS) for out-of-school re-testers, and the AP exams.

Evaluation Data Source(s) 55: Classroom walkthroughs, student surveys, and teacher surveys will be utilized to determine student mastery ofthe science Texas Essential Knowledge & Skills (TEKS) and College Board standards.





1) Secondary science instruction team will continuallyprovide content support to enhance student achievementin Grades 7-12. (Research SCI 40, SCI 27, SCI 8, SCi 6,SCI 3, SCI 7, SCI 11).

Secondary ScienceCoordinator;Secondary ScienceInterventionists;Content specialists

STAAR scores; ELL performance in Grades 7-9 (statetesting years); AP scores; District Common Assessmentsscores

Funding Sources: Title I - 7000.00, Local - 0.00, Title IV - 19000.00



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Performance Objective 56: SECONDARY SCIENCE: By May 2019, 100% of Alief STEM teachers will obtain instructional feedback from classroomobservations utilizing an assessment rubric to design and evaluate STEM lessons.

Evaluation Data Source(s) 56: CWT Reports highlighting an assessment rubric.





1) STEM teachers will be provided feedback at least 4times per year (min) throughout the course of theacademic year. An assessment rubric will be utilized toassess the teachers' descriptions of lessons throughcriteria. (Research- SCI 36, SCI 35, SCI 38, SCI 37, SCI39, SCI 41)

Science Coordinatorand interventionist,CTE Coordinatorand programmanagers, etc.

Reports and findings of the surveys




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Performance Objective 57: SECOND LANGUAGE EDUCATION: 100% of campuses will implement SIOP K-12 to strengthen first-line instructionacross all core content and across programs (Bilingual, ESL, Dual Language) in order to increase English Language Learner (ELL) performance on state andfederal accountability standards.

Evaluation Data Source(s) 57: SIOP will be evaluated using the 2016-2017 PBMAS reports, STAAR scores, ELL Progress Measure, TexasEnglish Language Proficiency Assessment System (TELPAS), Graduation rates, and Quarterly SIOP checklist data.




1) District SLE Department will provide district levelpersonnel to support campuses and ELL students(elementary & secondary):- Two supervisors- Ten specialists(Research - SLE 1, SLE 2, SLE 3)

SLE Director, SLECoordinator

Quarterly SLE Productivity Reports, PLC sign-in sheets,LPAC sign-in sheets, SIOP walk-through checklists

Funding Sources: Title III - 951464.00

2) In-district mileage reimbursement will be provided toSLE team for daily campus SIOP walk-throughs anddebriefs, SIOP Coaching, PD delivery, PLC support,compliance monitoring of ELD and LanugageProficiency Assessment Committee (LPAC) meetingsand preparations for state assessments. (Research - SLE2)

SLE Director, SLESecretary

Mileage logs


3) District SLE Department will provide supplementalcampus personnel to support campuses and ELLstudents (elementary & secondary):- Three Interventionists (Chancellor, Budewig &Collins)- One Language Institute for Newcomers (LINC)Program Manager (Annex)- Two LINC Paraprofessionals (Annex & Taylor)-Seven Secondary Interventionists: ninth grade centersand 3 middle schools (Olle, AMS, O'Donnell)(Research SLE 2)

SLE Director, SLECoordinator, SLESecretary

The additional support staff will provide supplementalsupport and intervention to ELLs within high needcampuses. The expected impact is assimilation into theAmerican school system and supplemental language andacademic support.


4) Continue to support the implementation of Early ExitTransitional Bilingual Education Model at bilingualcampuses (PK-6).

SLE Team Campus walk-throughs, ISIP scores, LPAC minutes


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5) SLE Department will continue to deliver specialprograms that will support newcomer and refugeestudents: Language Institute for New Comers (LINC)and Summer Language Institute (SLI).(Research - SLE 2, Center for Applied Linguistics, U.S.Department of Education Resource Guide: SupportingUndocumented Youth Oct. 20, 2015)

SLE Director, SLECoordinator,Secondary SLEDistrict Specialists

Classroom observations, assessment results, grades,transcripts


System Safeguard Strategy6) Support all campuses with the development ofinstructional plans for ELLs not meeting state andfederal standards.

SLE Team Campus ESL Action PlansPBMAS/SIOP Observations

7) Continue to conduct Instructional Leadership TeamMeetings with ESL leaders (PK-12).

SLE Team SLE ILT monthly agendas, training materials andinstructional resources, sign-in sheets

8) Continue to conduct instructional leadership teammeetings with ESL leaders (PK-12) and instructionalPLCs for clustered dual language (DL) Teams (K-6).

SLE Team PLC agendas & sign-in sheets

System Safeguard Strategy9) Provide campuses with supplemental materials tobuild language and support the instruction for ELLs(PK-12): books, instructional materials, and software(e.g. ESL Reading Smart, Rosetta Stone, Achieve 3000,BrainPop Espanol, etc).(Research - DL 8, BrainPOP.com, ESL ReadingSmartonline program, Achieve 3000 online program)

SLE Director, SLECoordinator, SLEProgramSupervisors, CampusESL Leads &Department Chairs

SIOP walk-through checklists, lesson plans, softwareusage logs, TELPAS, assessment results


10) Offer ELL tutorial support services at StudentSuccess Initiative (SSI) grade levels (includingtransportation for ELLs between middle schools).(Research - SLE 2, SLE 3, RTI 17, RTI 18)

SLE Coordinator,Secondary SLEProgram Supervisor

Teacher timesheets, student participation log, assessmentresults


11) Collaborate with Elementary ELAR to address thelanguage and literacy for ELL who are transitioningfrom Spanish to English according to the BilingualFramework: Continue Language Academies with Dr.Fierro to support Bilingual Education (K-1), 1st GradeESL, and Grade 2 Dual Language (ELL/ Spanish side)(Research - ELA 15, SLE 2, SLE 3)

SLE Director,District ReadingContentCoordinators,District RTICoordinator

Registration log, instructional materials


12) Provide immigrant students with additionallanguage and academic support via intensive languagedevelopment and instructional excursions during thesummer through participation in the Summer LanguageInstitute.(Research - SLE 2, SLE 3)

SLE Director, SLECoordinator, SLEProgramSupervisors, SLIAdministrators

Course offerings, student projects/ portfolios,performance reports from instructional software,TELPAS scores



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13) Through IMA funds maintain current DualLanguage program at 11 campuses (K-4); Maintain DLprograms at Mata, Miller, Youngblood Intermediate (5-6); Maintain DL program at Middle school, expandMandarin Immersion Program (instruction andtechnology) - Petrosky


14) Continue collaboration with core content to ensurethe linguistics and content needs of ELLs are addressedin core content classes.

SLE Dept., ContentCoordinators,campus ILTmembers



July 18, 2018 7:56 am


Performance Objective 58: SECOND LANGUAGE EDUCATION: Strengthen first-line instruction in world language classrooms through refinedcurricula, a 25% increase in technology integration and a 25% increase in use of the four domains of language in the lesson cycle.

Evaluation Data Source(s) 58: Classroom walk-throughs, SIOP checklists, teacher feedback/ survey, and sign-in sheets (PLCs, leadershipmeetings, professional developments) will be used to evaluate instruction.




1) Continue to lead and implement instructional PLCs atthe district and campus level.


Sign-in sheets, agendas, training materials

2) Coordinate and collaborate with other departments toembed all online platforms into Schoology.


Classroom walk-throughs, lesson plans

3) Continue the implementation of second languageacquisition best instructional practices such as SIOP thatcorrelates with the 5C's and targets the four domains oflanguage.


Lesson plans, SIOP checklists

4) Provide professional development to foster theimplementation of technology integration intoinstruction.

SLE Coordinator,SLE SecondaryProgram Supervisor,Secondary SLESpecialists

Lesson plans, classroom observations

5) Develop instructional pacing guides/curriculum withclear outcome expectations and embedded instructionalsupport that aligns the new curriculum.

SLE Coordinator,Secondary SLEProgram Supervisor,World Languageteachers

Completed pacing guides


6) SLE Dept. will provide opportunities for SIOPprofessional development at the district level.

7) Provide opportunities for teacher leaders to growothers through PD and PLCs.



July 18, 2018 7:56 am


Performance Objective 59: ELEMENTARY SOCIAL STUDIES: By June 2019, 100% of teachers will receive training for integrating writing in socialstudies.

Evaluation Data Source(s) 59: Measured through campus observations, surveys, campus reflections, lead teacher reflections, DCA data, anddistrict developed document based questioning (DBQ) implementation rubric during the 2018-2019 school year.




1) Utilize the Social Studies Integration Specialist tomonitor the elementary social studies program thoughparticipation in campus observations, curriculumrevisions, facilitation and training of K-6 lead teachers,and the development of DCAs. Books, Warehouse,General Supplies, Registration & Travel. (Research - SS3, SS 5, SS 9)

Social StudiesCoordinator,Elementary SchoolSocial StudiesStrategist, CampusTeachers, CampusPrincipals

Campus visits, CCAs, DCAs, campus surveys, leadteacher surveys, specialist surveys


2) Implement Year 12 of the Social Studies ElementaryLead Teacher program to provide on-going professionaldevelopment that focuses on meaningful work in socialstudies including lesson design, high-yield strategies,vocabulary development and student engagement.(Additional slots for Bilingual and Dual Languageteachers (K-6). (Research - SS 3, SS 4, SS 5, SS 8, SS 9,SS 11)

Social StudiesCoordinator,Elementary SchoolSocial StudiesStrategist, CampusLead Teachers,Campus Principals

Campus visits, CCAs, DCAs, campus surveys, leadteacher surveys, specialist surveys


3) Provide presenters to promote cross-content literacyintegration, which will be a supplementary addition tothe Lead Teacher program.a. Dawn Vinasb. Fotofestc. Holocaust Museum Houstond. materials needed for presenters and or presentationse. childrens books to support cross content literacyf. toolkit texts(Research - SS 3, SS 4, SS 5, SS 8, SS 9, SS 11)

Social StudiesCoordinator,Elementary SchoolSocial StudiesStrategist, CampusTeachers, CampusPrincipals

Campus visits, CCAs, DCAs, campus surveys, leadteacher surveys, specialist survey

Funding Sources: Title II - 3000.00, Title I - 5250.00


July 18, 2018 7:56 am

4) Continue development, refinement and data analysisof social studies DCA's to insure validity, reliability, andalignment with the (revised) social studies TEKS.(Research - SS 2, SS 3, SS 4)

Social StudiesCoordinator,Elementary SchoolSocial StudiesStrategist

District Common Assessment Fall and Spring data.


5) Provide professional development for 4th, 5th, and6th grade social studies teachers on quality first lineinstruction through the facilitation of quarterly training(Dawn Vinas and Kelly Tummy).a. engaging strategiesb. content specificc. literacy integrationd. DBQs(Research - SS 5, SS 9)

Social StudiesCoordinator,Elementary SchoolSocial StudiesStrategist, CampusAdministrators

Provide quality professional development for campusteachers and specialists by June 2019, DCA data

Funding Sources: Title II - 12000.00, Local - 1869.89

6) 5) Provide opportunities for district and campussocial studies to build capacity by attending andreceiving quality professional development.a. In November 2018, attend the NCSS Conference inChicago to convene, learn, network, research and help toadvocate for and strengthen the profession of socialstudies education.b. In October 2018, attend the Texas Council for SocialStudies (TCSS) to be held in Houston, TX. Thisconference is for Texas educators, with presentationscovering the range of social studies subjects and gradelevels, including preparation, and applications forsecondary social studies educators; Participants willfacilitate future professional development for all AliefSocial Studies teachers to help improve instructionalpractices.c. Instructional strategies training manueld. Master teachers and outside presenters will focus onquality literacy instruction in a social studies classroom.e. develop TOT model for DBQ training(Research - SS 4, SS 5, SS 8, SS 9, SS 10)

Social StudiesCoordinator,Elementary SchoolSocial StudiesStrategist

Provide quality professional development for campusteachers and specialists by June 2019 with 100 percent ofteachers trained in writing strategies in social studiesbased on rubric



July 18, 2018 7:56 am


Performance Objective 60: SECONDARY SOCIAL STUDIES: By May 2019, performance for ESL STAAR grade 8 social studies will move from 19%passing to 28% passing and Special Education (SPED) STAAR grade 8 social studies will move from a Level 4 PBMAS Indicator (12%) to a Level 3PBMAS Indicator (21%).

Evaluation Data Source(s) 60: Social Studies DCA results by district, campus, subgroup (Fall 2017, Spring 2018), first reports will beavailable in spring 2018




1) Continue development, refinement and data analysisof social studies curriculum to insure validity, reliability,and alignment with the social studies TEKS andSTAAR readiness and supporting standards. (Research -SS 3, SS 5, SS 8)

Social StudiesCoordinator, MiddleSchool SocialStudies Specialists,CampusAdministrators

Campus visits, CCAs, DCAs, campus surveys, STAARresults, PBMAS data

2) Provide ongoing professional development for middleschool social studies teachers on district providedcurriculum, STAAR assessments, instructionalstrategies, writing quality assessments, Understandingby Design (UbD).(Research - SS 4, SS 5, SS 8)

Social StudiesCoordinator, MiddleSchool SocialStudies Specialists,CampusAdministrators



3) Provide high quality summer school program for lowachieving 8th graders through the use of district createdcurriculum(Research - RTI 16, RTI 19)

Social StudiesCoordinator, MiddleSchool SocialStudies Specialists,Campus Teachers,Campus Principals

Campus visits, CCAs, DCAs, campus surveys, STAARdata


July 18, 2018 7:56 am

4) Provide professional development for 7th and 8thgrade social studies teachers on quality first lineinstruction through:a. Provide instructional resources for 7th grade teachersto build foundation for 8th gardeb. Facilitate quarterly training with 7th and 8th gardesocial studies teachers (Dawn Vinas)c. Provide targeted interventions to campuses based onSTAAR data (Dawn Vinas - as needed)d. Support long-term and short term planning with the7th and 8th grade social studies teachers (ongoing)(Research - SS 4, SS 5, SS 8)e. Based on campus feedback - continue development,refinement and data analysis of social studies curriculumto insure validity, reliability, and alignment with thesocial studies TEKS and STAAR readiness andsupporting standards through the use of Lead4ward'sePLC (online teacher support and face to faceprofessional development) for all 8th grade socialstudies teachers. (Research - SS 4, SS 5, SS 8)




5) Provide opportunities for district and campus socialstudies to build capacity by attending and receivingquality professional development.a. October 2018, attend the Texas Council for SocialStudies (TCSS) to be held in Houston, TX. Thisconference is for Texas educators, with presentationscovering the range of social studies subjects and gradelevels, including preparation, and applications forsecondary social studies educators; Participants willfacilitate future professional development for all AliefSocial Studies teachers to help improve instructionalpractices.b. Provide materials to teachers for ongoing trainingduring District PLC, which will focus on PBL for the2018 school yearc. Instructional strategies training manueld. Master teachers and outside presenters will focus onquality literacy instruction in a social studies classroom.e. Specialist book study - Teach Like a Champion(Research - SS 4, SS 5, SS 8, SS 9, SS 10)




6) Secondary Social Studies will integrate the use oftechnology and online tools to provide targetedenrichment, remediation, and intervention based oncampus, district, and state data.

Social StudiesCoordinator

Campus visits, CCAs, DCAs, campus surveys, STAARdata, student and teacher implementation of technology


July 18, 2018 7:56 am

7) Data trends reveal gaps affecting Limited EnglishProficient (LEP) and Special Education (SPED)students. On going collaboration with the SLEdepartment will focus on 8th grade Social Studiesthrough:a. Continued collaboration with SLE and SPEDdepartment to collaborate, develop a plan, analyze data,provide next steps.b. Train teachers using small group instructionalstrategies.c. Support teachers in developing lessons that integratethe use of digital supportsd. Provide targeted professional development throughthe use of Schoology, Region IV, and HCDE

Social StudiesCoordinator, campusspecialist

Campus visits, CCAs, DCAs, campus surveys, STAARdata, SIOP implementation data, PBMAS data

Funding Sources: Region IV PD - 3000.00



July 18, 2018 7:56 am


Performance Objective 61: SECONDARY SOCIAL STUDIES: By May 2019, performance on US History EOC at Masters level will be at 34%.

Evaluation Data Source(s) 61: Social Studies DCA results by district, campus, subgroup (Fall 2017, Spring 2018), STAAR EOC first reportswill be available in Spring 2018




1) Based on campus feedback - continue development,refinement and data analysis of social studies curriculumto insure validity, reliability, and alignment with thesocial studies TEKS and STAAR readiness andsupporting standards through the use of Lead4ward'sePLC (online teacher support and face to faceprofessional development) for all 8th grade socialstudies teachers. (Research - SS 4, SS 5, SS 8)

Social StudiesCoordinator, HighSchool SocialStudies Specialists,CampusAdministrators

Campus visits, CCAs, DCAs, campus surveys, EOC data


2) Provide professional development for 11th gradesocial studies teachers on quality first line instructionthrough:a. Provide instructional resources for 11th gradeteachersb. Facilitate quarterly training with 11th grade socialstudies teachers (Dawn Vinas)c.Support long-term and short term planning with the11th grade social studies teachers (ongoing)(Research - SS 3, SS 4, SS 5, SS 8, SS 9)

Social StudiesCoordinator, HighSchool Specialists,CampusAdministrators

Campus visits, CCAs, DCAs, campus surveys, STAARdata


3) Provide ongoing professional development for highschool social studies teachers on district providedcurriculum, STAAR assessments, instructionalstrategies, writing quality assessments, Understandingby Design (UbD).(Research - SS 5, SS 8)

Social StudiesCoordinator, HighSchool SocialStudies Specialists

Campus visits, CCAs, DCAs, campus surveys, EOC data


4) Provide high quality summer school program with theuse of Edgenuity for EOC testers.(Research - RTI 16, RTI 19)

Social StudiesCoordinator

Campus visits, EOC data



July 18, 2018 7:56 am

5) 5) Build reading stamina for EOC testers through thedevelopment of classroom libraries in World Geographyand World History classrooms to increase passingpercent on dual coded excerpt EOC questions.a. purchase classroom libraries for 10 world geographyand world history teachersb. perfection learning will provide training for teacherson the purpose of classroom libraries and strategies forimplementationc. provide survey to pilot group to measureimplementation and growth in student reading.

Social StudiesCoordinator, CampusSpecialists, Teachers

EOC data, teacher surveys, CCAs, DCAs




July 18, 2018 7:56 am


Performance Objective 62: SPECIAL EDUCATION: Disproportional representation of African Americans (AA) identified with an Emotional Disturbance(ED) - By May 2019, the risk ratio for AA students identified with ED will be 2.4 or lower.

Evaluation Data Source(s) 62: The 2019 PBMAS Report will be used to determine success.




1) Each campus will receive a campus-specific reportfor their data related to African Americans identifiedwith an emotional disturbance.

Special EducationDirector, SpecialEducationComplianceCoordinator, SpecialEducationCoordinators

Each campus will review their report with their CampusCoordinator and make an action plan to address any areasof concern.

2) All referrals for special education will be monitoredand tracked by race to determine whether our referralrate is contributing to the overrepresentation of AfricanAmericans identified with an Emotional Disturbance.

SPED AssessmentCoordinator

Generally equal proportionality of special educationreferrals and the general campus population.

3) Assessment staff will receive ongoing training in theidentification of Emotional Disturbance, and new staffwill review potential eligibility with a lead.

SPED AssessmentCoordinator

All determinations of eligibility of Emotional Disturbancewill be based on best practices.

4) Special Education will support the district initiativeof Restorative Practices, in order to support some of theunderlying needs of students before their needs becomeso large as to constitute an emotional disturbance.

SPED CampusCoordinators

Increased feelings of belonging and personalaccountability will improve students social/emotionalfunctioning at school and result in lower referral rates forEmotional Disturbance.



July 18, 2018 7:56 am


Performance Objective 63: SPECIAL EDUCATION: Student Achievement - By May 2019, 7 of 9 STAAR and EOC subjects will be Performance Level(PL) 2 or better.

Evaluation Data Source(s) 63: The 2019 STAAR results will be used to determine success.





PBMAS1) Increase the use of Goal Book by special educationteachers. Goalbook facilitates teacher growth in workingwith specialized student populations to maximize theiroutcomes. Teachers learn to identify learning barriersand apply effective strategies based on research toensure all students can access the general curriculum(Research SPED 10)

CSF 1

SPED ContentCoordinator

Classroom observation records and ARD documentreviews that indicate that strategies are being used.

Funding Sources: IDEA - 0.00

PBMAS2) Ensure that students receive the most rigorousinstruction by making certain of their placement in theLeast Restrictive Environment. Monthly staffings willbe held for students in specialized settings to determinewhich additional subject areas are appropriate forinclusion in the general education setting.


Students included in general education classrooms willreceive instruction at grade level with teachers welltrained and supported in delivering content at anappropriate level.

Funding Sources: IDEA - 0.00

PBMAS3) Ensure that students receive the most rigorousinstruction by ensuring they take the most rigorous stateassessment available. Students ARDed to take theSTAAR Alt 2 test will be reviewed to ensure theappropriateness of the state assessment determination.


Students who will be responsible for a more rigorousstate assessment are anticipated to receive more rigorousinstruction.


July 18, 2018 7:56 am

PBMAS4) Increase quality engaged time in academic learningby reducing removals of students in special education.This wlll be accomplished by supporting the district'sinitiative of Restorative Practices and encouragingteachers to participate in Student Assistance ProgramTraining

Campus AssistantPrincipals andCampus SPEDCoordinators

Increased feeling of belonging and personalaccountability will reduce the number of office referralsand thereby decrease the number of removals forstudents.

5) Explore the use of software that matches theaccommodations available on the online version ofSTAAR.

SPED CampusCoordinators andSPED ContentCoordinator

Matching features to how they look on the high stakesstate assessment is expected to increase the use of theaccommodations in classroom instruction and assessment,thereby increasing student learning and studentperformance



July 18, 2018 7:56 am


Performance Objective 64: SPECIAL SERVICES: By December 2018, the Special Services Coordinator or designee will train 100% of campus RtI teams.By June 2018, 100% of the campuses will have a designated RtI team.

Evaluation Data Source(s) 64: Professional development records through Eduphoria (Summer/Fall). Sign-in sheets for campus based training.RtI team membership form will be completed and sent to Special Services Coordinator and Area Superintendents.





1) By December 2018, 100% of campus RtI teams willbe established and trained in district and state RtIguidelines.

Special ServicesCoordinator

Each campus will have an established and trained RtIteam that meets monthly to review student progress,intervention implementation, and parent notification perSB 1153.



July 18, 2018 7:56 am


Performance Objective 65: SPECIAL SERVICES: During the 2018-19 school year, 100% of campus-based RtI teams will meet monthly to review studentprogress, intervention implementation and parent notification per Senate Bill (SB) 1153.

Evaluation Data Source(s) 65: During the 2018-19 school year, 100% of the campuses will submit monthly meeting agendas to the SpecialServices Coordinator.





1) Special Services Coordinator will monitor campusRtI monthly meeting calendars. Agendas submitted toSpecial Services Coordinator will be monitored forstudent progress, intervention implementation andparent notification per SB 1153.

Special ServicesCoordinator andCampus RtI teams

Each campus will submit their monthly RtI meetingcalendar and agendas. By May 2019, 100% of the campusRtI teams will have met monthly.



July 18, 2018 7:56 am


Performance Objective 66: SPECIAL SERVICES: During the 2018-19 school year, in collaboration with district administrators, content coordinators, andcampus personnel, and by adhering to district guidelines regarding first line instruction and intervention, reduce the percent of Tier III students by 1% andthe percent of Tier II students by 2% using the EOY Overall Reading ISIP measure.

Evaluation Data Source(s) 66: End of Year Overall Reading ISIP for grades K-6.





1) Through campus personnel adherence to districtguidelines regarding first line instruction, andintervention, diminish the percent of Tier III students by1% and diminish the percent of Tier II students by 2%on EOY Overall Reading ISIP. 2018-19 RtI manual willcontain intervention guidelines.

Districtadministrators,ContentCoordinators,campus personnel,Special ServicesCoordinator

2018-19 End Of Year ISIP Overall Reading scores forgrades K-6. Progress monitoring by Tier level andcampus will be done throughout the year via ISIP reports.



July 18, 2018 7:56 am


Performance Objective 67: STATE COMPENSATORY EDUCATION: By May 2019, continue to decrease the gap in performance between at-riskstudents and not at-risk students on state assessments.

Evaluation Data Source(s) 67: STAAR/EOC results will be analyzed in June to determine gaps in performance by testing area.





1) Meet once each quarter with State CompensatoryEducation (SCE) compliance team (Directors of FederalPrograms and Grants, Curriculum and Instruction, andPupil Personnel Services, Accounting Controller,Special Revenue Accountant, and Human Resources asneeded) to review staffing, expenditures, and programsfunded by SCE. A copy of the meeting dates, agendas,sign-in sheets, and summaries will be kept in the DCIPfolder.

Director of FederalPrograms and Grants

Meetings will ensure that SCE funding supports strategiesfocused on improving the achievement of at-risk students.


2) Curriculum and Instruction staff, in collaborationwith MIS, will train at least one staff member percampus about the purpose of SCE, what makes a studentat-risk, and how to properly code students in PEIMS bySeptember 29, 2017. Copies of meeting documentationwill be kept in the DCIP folder.


Training will ensure that at-risk students are appropriatelyidentified and coded so that services may be provided.


3) Review the campus improvement plans of the twocampuses with the highest percent of at-risk students for2017-18 school year and all IR campus improvementplans for the 2017-2018 school year to ensure that SCEactivities are properly identified.


A review of campus action plans will ensure that SCEfunding is appropriately expended and documented asrequired by TEA.


July 18, 2018 7:56 am

4) Complete and submit to TEA the 2017-2018 SCEAnnual Evaluation by July 2019 deadline.


Evaluation of prior year SCE programs and activities willhelp ensure that funding supports effective strategies forat-risk students.



July 18, 2018 7:56 am


Performance Objective 68: SUMMER SCHOOL: By July 2019, Alief ISD will provide a summer school program to improve student achievement forstudents in kindergarten through grade 8.

Evaluation Data Source(s) 68: The quality of the summer school program will be assessed by comparing end-of-year and beginning-of-yearassessments.




1) Implement grade level curriculum at elementary,intermediate, and middle school levels.

Area Superintendent,Summer SchoolPrincipals andCoordinators

Updated curriculum in use at all summer school sites

2) Communicate program components to district andcampus administrators, specialists and coordinators,including grade levels served, locations, focus, criteriafor participation, schedule, and evaluation requirements.


Detailed communications provided to all district andcampus administrators

3) Hire summer school staff and provide training. Area Superintendent,Summer SchoolPrincipals andCoordinators

Human Resources and Professional Development records


4) Identify and enroll students meeting criteria. Area Superintendent,Summer SchoolPrincipals andCoordinators

Enrollment reports

5) Provide summer program as designed. Area Superintendent,Summer SchoolPrincipals andCoordinators

Walk-throughs, observations, principal feedback

6) Evaluate results of summer school and disseminate.Modify 2018 summer school design as needed.


Evaluation results shared with central office and campusleadership



July 18, 2018 7:56 am


Performance Objective 69: WELLNESS, HEALTH, PHYSICAL EDUCATION: Through a collaborative effort by the Nutrition, Wellness, and FamilyEngagement Departments, the district will have health and wellness events on 75% of district sites in order to provide an overall health and wellnessenvironment on each campus.

Evaluation Data Source(s) 69: Wellness Policy Survey, STAAR, DCA




1) Each campus will update their coordinated schoolhealth team, consisting of (at a minimum) a physicaleducation (PE) teacher, classroom teacher, school nurse,nutrition manager (required by state law).

WellnessCoordinator andWellness Supervisor

Every campus will send in their coordinated school healthteam and copies of all meeting agendas and/or notes.

2) Playworks recess coaches will be on a minimum of 9campuses, and other campuses will receive training forimproved recess.

WellnessCoordinator

Recess coaches are on campuses and other campuseshave scheduled training with Playworks.

3) Alief Family Centers will provide health and nutritionsessions during Family Center time.

Family EngagementCoordinator

Sign in sheets from family centers with agendas andnotes.

4) The Nutrition Department will work with school staffto conduct food tastings with students in order toincrease the consumption of healthy food and decreasefood waste.

Wellness Supervisor On campuses where the tastings take place, studentschoose healthier options more often and throw away lessfood.

5) On select campuses, the Nutrition Department willbuild school gardens, which each campus will maintainto supplement Farm to School education. Farm toSchool education will be delivered throughout thedistrict in the cafeteria and health classes.

Wellness Supervisor Gardens are planted and crops used in nutritioneducation.

6) The Nutrition Department will continue to work withthe Wellness Department to train supervisors andteachers on the Learn, Grow, Eat, Go curriculum.

Nutrition Supervisor Program is used by the campus and students show anincreased knowledge of healthy food choices.

7) Training will continue for campus physical activityleaders in order to increase support for classroomteachers incorporating more movement throughout theschool day.

WellnessCoordinator andSupervisor

Campuses will have increased movement opportunitiesfor students throughout the school day.


July 18, 2018 7:56 am

8) Train teachers on the academic and behavioralbenefits of recess in order to reduce the number ofstudents being removed from recess for punishment.

WellnessCoordinator

Fewer campuses and teachers allow students to beremoved from recess for punishment.



July 18, 2018 7:56 am


Performance Objective 70: WELLNESS, HEALTH, PHYSICAL EDUCATION: By June 2019, the number of Action Based Learning (ABL) labs willincrease by 3, kinesthetic classroom furniture will be added at 3 campuses, and campus-wide strategies will be implemented to increase movementthroughout the school day to increase academic and behavioral success. We will increase lab utilization by having 2 district facilitators to train and supportcampuses.

Evaluation Data Source(s) 70: The number of campuses incorporating ABL will be counted to determine if we have expanded to newcampuses. Campus walkthrough data will be used to determine if classroom teachers are incorporating movement breaks throughout the schoolday or using kinesthetic furniture.




1) Determine campus interest levels and space neededfor adding a lab.

WellnessCoordinator

Increase in the number of campuses with Action BasedLearning supplies.Increase in the number of campuses implementing ActionBased Learning in classrooms and in labs, includingintermediate and middle schools. Positive data onacademic tasks for those campuses/classroomsimplementing ABL strategies.

2) Utilize district level personnel to provide training andsupport for campuses that have ABL labs to assist withimplementation.

WellnessCoordinator

Increase in the number of campus visits to campuses thathave an ABL labs. District facilitators will be oncampuses a minimum of 2x per month.

3) District personnel will work with campuses topurchase equipment and materials.

WellnessCoordinator

Materials will be ordered and installed.


4) Hire contract workers to assist with implementation,expansion, support, training, and planning of ActionBased Learning. (Research - HPW1 through HPW10).

WellnessCoordinator

Worker is hired and out on campuses assisting labfacilitators.


5) Provide training for 15 campus personnel to becometrainers for Action Based Learning.

WellnessCoordinator

More district personnel are trained to work with campusteachers on implementing Action Based Learning.


6) Work with the Language Arts, Math, and Bilingualdepartments to develop curriculum to use in the ActionBased Learning Labs.

WellnessCoordinator

Lessons are developed and in use in classrooms and labsacross the district.


July 18, 2018 7:56 am

7) Continue training classroom teachers onincorporating more movement into academic classes.

WellnessCoordinator

Number of teachers trained


8) District personnel will increase the number of campuswalk throughs in order to inspect and provide additionalsupport.

WellnessCoordinator

Aggregate data of walk throughs done during the schoolyear.

9) The ABL facilitators will work with SpecialEducation to incorporate more movement and labs inStructure or REACH classes.

WellnessCoordinator, ABLfacilitators, SpecialEducationCoordinator

More kinesthetic furniture and ABL lab equpment will beincorporated in special education classes.



July 18, 2018 7:56 am


Performance Objective 71: WELLNESS, HEALTH, PHYSICAL EDUCATION: During the 2018-2019 school year, 100% of secondary health teacherswill receive follow up visits and training related to implementation of the It's Your Game and 4th R curriculums in order to reduce engagement in riskybehaviors for students. All health classes will be aligned and focused on reducing risk factors and increasing healthy living in order to decrease engagementof students in risky behaviors such as tobacco, drug, and alcohol use, and risky sexual behavior.

Evaluation Data Source(s) 71: Campus walk through data will be evaluated to determine if all teachers received follow up visits and ifcurriculum was implemented with fidelity.




1) Pacing guides will be reviewed with teachers toensure that all students receive training on reducingrisky behaviors.

WellnessCoordinator

Training takes place for all teachers by the start of school.


2) Prepare district level surveys to use for all campuseson healthy habits and risky behaviors.

WellnessCoordinator

Surveys are distributed and we have a 75% return rate.

3) It's Your Game Abstinence Plus will continue to beimplemented with fidelity in 7th grade PE classes andall Health for High School credit courses and a contractworker will be hired to oversee implementation.(Research - AE1, AE2,AE3)

WellnessCoordinator

Course implementation records.


4) It's Your Game Abstinence Plus training willcontinue for any new teachers or campuses who are justbeginning to implement. (Research - AE1,AE2, AE3)

WellnessCoordinator

Training logs will be kept.


5) Continue professional development for all healthteachers to ensure that teachers are focused on reducingrisky behaviors and that all health teachers are trained inour supplemental materials Fourth R.

WellnessCoordinator

Attendance records for professional development


6) Fourth R training will be provided for all new healthteachers and a follow up review session will be done forall returning teachers.

WellnessCoordinator, HealthLead Teacher

All teachers will be trained and teaching the curriculumwith fidelity.




July 18, 2018 7:56 am


Performance Objective 72: WELLNESS, HEALTH, PHYSICAL EDUCATION: By August 2018, all physical education (PE) teachers will receivetraining on maximixing movement during PE class, and 55% of teachers will receive follow up visits and training in order to ensure techniques are utilized inthe PE class.

Evaluation Data Source(s) 72: Sign-in sheets from summer PD, and classroom walkthrough data will be collected and analyzed.




1) All physical education teachers will receive a focusedtraining on how to better engage students in physicaleducation class in order to increase the amount ofmoderate to vigorous physical activity (MVPA) studentsget during class.

WellnessCoordinator

Sign in sheets will include representatives from allcampuses.


2) Campus walk through visits will increase by 30% in2018-19 and data will be collected on how much timestudents spend in MVPA during class time.

WellnessCoordinator

Data from walk through visits shows that more teachersare implementing strategies designed to increasemovement.

3) High school PE teachers will receive heart ratemonitor data training in order to increase the use andeffectiveness of the devices. This will help determinehow much kids are moving during PE class.

WellnessCoordinator

All high school PE classes have data in the system andhave shared it with students.

Funding Sources: Local-DNT - 35000.00

4) Secondary PE teachers will utilize PLC time to lookat heart rate monitor data and movement data in order todetermine how much students move during PE class.Maximizing movement will be the focus all year.

WellnessCoordinator, LeadPE teacher

Campuses will stay focused on techniques needed tomaximize movement, and data will be collected duringwalk throughs.



July 18, 2018 7:56 am

Goal 2: Alief ISD will improve student preparation for college and career.

Performance Objective 1: ADVANCED ACADEMICS: (Pre-AP/AP) By May 2019, increase the number of overall AP exams passed to 45%, and thenumber of individual students receiving college credit from AP exams to 50%.

Evaluation Data Source(s) 1: College Board AP exam reports; Integrated Summary Reports; TAPR data; AP Potential Reports; AP enrollmentnumbers; teacher training sign-in sheets/registration; student sign-in sheets/attendance; meeting notes/agendas; teacher lesson plans


TEA Priorities: 1. Recruit, support, retain teachers and principals. 3. Connect high school to career and college.



1) The district will run additional test prep seminars andworkshops, focus groups and tutorials for AP exam testprep, as well as SAT/ACT test prep (Research - GTAP9, GTAP, 10, GTAP 11, GTAP 12)

Coordinator ofAdvancedAcademics

Students will receive targeted exam preparation in orderto show an increase in their scores on these collegeentrance/credit exams.


2) To assist with front-line instruction and improvementof preparedness and test scores at the AP level, Pre-APteachers in the core content areas and art will attend aone-day workshop with the National Math and ScienceInstitute/Laying the Foundation group. Two sessionseach for ELA and math, one each for Social Studies andscience. ($4,500 each workshop) (Research - GTAP 9,GTAP 10, GTAP 11, GTAP 12)


Teachers will incorporate what they learn from theworkshops in their classrooms to have a direct impact onstudent progress toward AP programming goals and APexam success.


3) AP subsidy:Assist ALL students with AP exam fees (non- andfree/reduced program) (projected number of exams for2019 = 3,100 exams @ $94/test less subsidies fromCollege Board, state and federal if applicable);Schools retain a $9 rebate per exam; College Boardsubtracts $32/exam for qualifying students;State/Federal subsidies are moving to a grant-requestformat, so deductions are determined each school year.(Research - GTAP 10)


All students who wish to take an AP exam have financialsupport to do so, thus ensuring equity and access for allstudents to experience rigorous testing environments andthe opportunity to earn college credit before graduatinghigh school.



July 18, 2018 7:56 am

4) Advanced Academics Coordinator will attend theCollege Board Southwestern Regional conference inFeb. 2019 in (City), TX to stay informed of and sharewith district educators effective programmingevaluations, updates, and measures in AdvancedAcademics. (Research - GTAP 10, GTAP 11, GTAP 12)


Information and strategies for improving instructionalpractices and student performance in Pre-AP/AP and oncollege entrance exams areincorporated into district Advanced Academics programgoals and shared with district coordinators and campusAdvanced Academics Officers.




July 18, 2018 7:56 am


Performance Objective 2: ADVANCED ACADEMICS: (PSAT/SAT/ACT) By May 2019, students will increase the district 11th grade PSAT mean scoreto 960, the graduating senior SAT mean score to 1000, and the ACT mean score to 20.

Evaluation Data Source(s) 2: College Board integrated summary reports; PSAT/SAT data; TAPR report; tutorial sign-in sheets; teachertraining sign-in sheets; teacher lesson plans with integrated skills; S.A.T. Scholar list of participants; agendas from meetings; Princeton Reviewdata reports; Tutor.com data reports





1) Before and after the administration of PSAT/SATexams: a) conduct training on the expectations of thePSAT 8/9, PSAT/National Merit Scholarship QualifyingTest (NMSQT) exams and how the standards arealigned with their current content TEKS; b) conductclassroom info-sessions prior to October testadministration to ensure that students understand thecontent and performance expectations of the exam andhow the exam data can be used as a tool for collegereadiness, scholarship access, and for preparation forfuture college admissions exams; c) plan for and holdexam prep tutorials at the campus level; d) assistcampuses with creating a plan for preparing studentsinstructionally prior to the exams and for analyzing thedata afterwards; and e) follow district procedures forsetting up student College Board accounts. (Research -GTAP 11, GTAP 12)


Campuses will create and follow through on a plan forpre- and post-discussions about the expectations of thePSAT exams, how and where the skills are embedded incurrent content pacing guides, how to interpret scores,and how to access available resources to help themimprove on their scores.


2) Administer the PSAT8/9 exam to all 8th graders.(Research - GTAP 11, GTAP 12)


Students will use their data from the exam to: 1) connecttheir College Board accounts with Khan Academy forpersonalized tutorial experiences, and 2) learn where theirstrengths and weaknesses are so that they can improveupon their scores for future college entrance exams.



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3) Administer the PSAT 8/9 exam to all 9th graders.(Research - GTAP 11, GTAP 12)




4) Administer the PSAT/NMSQT exam to all 10thgraders. (Research - GTAP 11, GTAP 12)




5) Administer the PSAT/NMSQT exam to all 11thgraders. (Research - GTAP 11, GTAP 12)




6) Provide access for all 11th graders to the SAT examby offering the College Board SAT Day during schoolhours in March 2017. (Research - GTAP 11, GTAP 12)


The district will provide access to the SAT exam for all11th graders and that comparative scores between the fallPSAT and the spring SAT exam show growth for thecohort.


7) Utilize data sources to inform instruction and studentprogress (ACT). (Research - GTAP 6, GTAP 11, GTAP12)


The data will be used to make informed departmentaldecisions about necessary instructional adjustments toaddress any issues.


8) In partnership with the Princeton Review: a) provideteacher training for PSAT/SAT instructional strategiestwice during the school year (for returning SAT teachersand new SAT teachers); b) provide SAT exam prepmaterials for 600 11th grade students; c) provide anSAT and an ACT boot camp for 60 juniors/seniors, oncein fall and once in spring; d) provide 200 10th gradestudents at four high schools (50 at each campus) withthe 10th grade Early Edge College Readiness Course(semester long); ; provide 50 site licences for Tutor.comto each middle school for Algebra I math; provide TSItraining for teachers and study guides for students toincrease the TSI performance by 5%. (Research - GTAP10, GTAP 11, GTAP 12)


Students' average mean scores will increase on collegeentrance exams and that they are more fully prepared forthe skills and expectations on these exams.



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9) S.A.T. Scholars will: a) be invited to attend a 2-weeksummer camp in June 2018 to continue exploringcollege and career opportunities; b) meet as a grouponce in the fall and once in the spring of each schoolyear to network and discuss college and careerreadiness; and c) new scholars will be invited to theinduction ceremony in October 2018. (Research - GTAP11, GTAP 12)


This group of students will receive additional support,resources, materials, and experiences to help themimprove upon their PSAT 10th grade scores in order totry for National Merit status their junior year and forcollege/scholarship application guidance their junior andsenior year.




July 18, 2018 7:56 am


Performance Objective 3: ADVANCED ACADEMICS: (Gifted & Talented) By May 2019, increase the number of identified gifted & talented (GT)students receiving quality differentiated services from teachers trained according to state guidelines to 5.8%.

Evaluation Data Source(s) 3: Campus teacher training logs; professional development certificates and verification in Eduphoria portfolios;classroom observations and feedback; AIMS release training day agendas and sign-in sheets; K-12 GT specialist meeting agendas and sign-insheets; Completed curriculum and instruction guides, handbooks, completed identification and assessment matrices and testing documents,online data reports, and presentations for trainings


TEA Priorities: 1. Recruit, support, retain teachers and principals. 3. Connect high school to career and college.



1) Membership to Houston GT Coop (Research - GTAP1, GTAP 9, GTAP 10, GTAP 11, GTAP 12)


Educators will be given access to multiple professionaldevelopment opportunities that the Houston GT Coopprovides all year long in order to achieve the initial 30-hour or 6-hour update requirements.


2) Texas Association of the Gifted and Talented(TAGT) membership dues (Research - GTAP 1, GTAP9, GTAP 10, GTAP 11, GTAP 12)


Educators will be given access to and training on theinstructional resources provided by the Texas Associationof the Gifted and Talented in order to improve thelearning experiences of our GT students.


3) TAGT conference registration and travel forcoordinator and specialist in Nov. 2018 (Houston, TX).The purpose of this conference is to engage inconversations with other GT educators about strategiesand research that support the education of GT students.(Research - GTAP 1, GTAP 4, GTAP 9)


Current information and instructional strategies will beshared with and implemented by campus GT specialistsand teachers in order to improve the learning experiencesof our GT students.


4) Offer online GT training through ResponsiveLearning to ensure educators have access to additionalGT training opportunities (Research - GTAP 1)


100% of targeted educators will have the necessary GTtraining/instruction to be compliant with stateexpectations.



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5) Advanced Academics Specialist will support thedistrict GT program by: a) assisting with classroomwalkthrough visits; b) assisting in the preparation anddelivery of GT meetings and trainings; c) assisting withthe facilitation and completion of GT identification andassessment (Research - GTAP 9; GTAP 12)


Campus and district GT program priorities and educatorsare supported in their efforts to positively impact GTstudent achievement.


6) Contracted services for assistance with the GTmatrix, testing protocols, and with professionaldevelopment trainings throughout the year to meetcompliance expectations. (Research - GTAP 1, GTAP 3,GTAP 4, GTAP 8, GTAP 10, GTAP 11, GTAP 12)


Campuses receive the resources, materials, and supportnecessary for supporting GT students through a programthat has high expectations and is implemented withfidelity.


7) Promote the Advanced Academics program toparents, students, and community members throughvisibility at events, promotional banners, posters, andother marketing tools. (Research - GTAP 1)


Members of the community, parents, and students aremore aware of the Advanced Academic resources,materials, and events that are offered through Alief andthird-party entities in order to help guide their studentsthrough the processes of becoming college and careerready.


8) Continue to offer college/career field trips to Kerrstudents to extend their educational learning experiences(Research - GTAP 11, GTAP 12)


Students will learn more about college enrollmentapplication expectations, registration requirements, andscholarships.


9) Plan for Alief Advanced Academic AchievementAwards (Pent-A) ceremony (medals, teacher awards,invitations). Students, parents, educators, and alumni areinvited to attend the event as a celebration of academicachievement. (Research GTAP 1, GTAP 10)


Students across all grade levels and from all campuses arerecognized for their academic achievements and successthroughout the current school year.




July 18, 2018 7:56 am


Performance Objective 4: ADVANCED ACADEMICS: (AVID) By May 2019, continue to improve the implementation of Advancement via IndividualDetermination (AVID) with fidelity at all current elementary, intermediate, middle, and high school campuses so as to maintain national certification. ByMay 2019, expand AVID sites to include 3 additional elementary campuses.

Evaluation Data Source(s) 4: AVID Coaching & Certification Instrument; evidence binders and reports; AVID data reports; campus AVID siteteam plans; AVID certification documents; master schedules, teacher training sign-in and registration data; sample lesson plans showing AVIDstrategies; AVID campus certification approval status; field trip agendas and attendance sign-in sheets; AVID tutor training agendas and sign-in/time sheets; student Tutorial Request Forms (TRF)




1) High School AVID - The following will help fosteran AVID school-wide culture and support the AVIDelective courses and teachers in AVID instructionalWriting, Inquiry, Collaboration, Organization, Reading(WICOR) strategies in order to maintain nationalcertification status:a. Membership Fees - Hastings, Elsik, Taylor, and AliefEarly College High School (AECHS) (@$3,879/ea.)b. Field Trips - Hastings, Elsik, Taylor (@ $1,700/ea.)c. Transportation for AVID Events - Central budgetd. Tutorials - Local for Hastings, Elsik, and Taylor (@$12,000/campus)e. Tutorials - Title for Hastings, Elsik, Taylor (dividedup by enrollment and number of elective classes needingcoverage)f. Materials and Supplies - Local for Hastings, Elsik,and Taylor (@ $700/ea.)g. Materials and Supplies - Title for AECHS(Research - GTAP 9, GTAP 11, GTAP 12)


Campuses utilizing AVID schoolwide will see anincrease in AVID student performance on state andnational exams and in the classroom, an increase in thenumber of students applying for and being accepted topost-secondary institutions, and an increase in the use ofAVID strategies and methodologies which supportcampus goals.

Funding Sources: Local - 60216.00, Title IV - 49000.00


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2) Middle school AVID - The following will help fosteran AVID school-wide culture and support the AVIDelective courses and teachers in AVID instructionalWICOR strategies in order to maintain nationalcertification status:a. Membership fees (6 @ $3,879/ea.)b. Tutorials (6 @ $5,000/ea.)(Research - GTAP 7, GTAP 11, GTAP 12)c. Resources and supplies for implementation andexpansion for AVID Schoowide (Research GTAP 9,GTAP 11, GTAP 12)


Campuses utilizing AVID schoolwide will see anincrease in student performance on state and nationalexams and in the classroom, an increase in the number ofstudents taking advanced-level courses, and an increase inthe use of AVID strategies and methodologies whichsupport campus goals.


3) Elementary AVID (Intermediate schools) to helppromote an AVID school-wide culture and to supportthe AVID elective courses and teachers, campuses willcontinue school-wide implementation and refinement ofthe organizational tools, note-taking, inquiry levels, andother WICOR strategies.a. Membership fees (6 intermediate @ $2,879/ea.)b. Membership fees (10 elementary @ $2,879/ea.)

(Research - GTAP 1, GTAP 11, GTAP 12)


Campuses utilizing AVID schoolwide will see anincrease in student performance on state exams and in theclassroom, and an increase in the use of AVID strategiesand methodologies which support campus goals.


4) To foster participation and recruitment, AVIDstudents in middle and high school will participate in anAVID Rally Day to celebrate the success of AVID ontheir campuses, to hear a keynote speaker, and to askquestions of a panel of students who are former AliefAVID graduates and will include: a) an AVID RallyDay souvenir; and b) transportation to the event. AVIDSite Coordinators will visit campuses with students torecruit at younger grade levels (Research GTAP 1,GTAP 11, GTAP 12)


Students will learn of the benefits of the AVID electiveclass and how it supports them in advanced-level classesand for preparation for college and guidance with theentire application/enrollment process.

Funding Sources: Local - 1700.00, Title IV - 950.00

5) In order to assist with training and implementation ofthe AVID school-wide initiative and WICOR strategies,attendance at the annual AVID Summer Institutes willcontinue to support AVID Site Teams with planning andexecution of site team college/career readiness goals. a)AVID Summer Institute (state; Regis. Is $830/pp; @ 58educators) b) district director and co-director travel toSummer Institute. (Registration is free); c) AVIDNational Conference for Advanced AcademicsCoordinator (Research - GTAP 10, GTAP 11, GTAP12)


Educators will incorporate the learned AVID strategiesand methodologies into their day-to-day lesson planning.



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6) Alief AVID Summer Workshop will be held eachyear to assist in alleviating the costs of sendingeducators to AVID Summer Institutes. This workshopwill service up to 100 educators each summer.(Research - GTAP 11, GTAP 12)


Attendance to this event will help improve instruction,leadership, systems, and culture at AVID sites in order toimprove student achievement and success for post-secondary opportunities.




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Performance Objective 5: BUSINESS: Develop enhanced partnerships between AISD and businesses willing to partner in supplies and equipmentnecessary for the Advanced Career & Academic Center that align to industry leading names in their respective fields (e.g., Snap-on Tools, Cisco, etc.).

Evaluation Data Source(s) 5: Business partner records and Advanced Career & Academic Center supply inventories




1) Seek field leaders in each pathway offered and makeconnections with businesses for 2018-19 school yearand subsequent years that provide kids withopportunities.

DeputySuperintendent ofBusiness, AssistantSuperintendent ofSupport Services

Listing of firms in cooperation have agreed to advertiseand terms.

2) Continue to investigate and then facilitate round tablediscussion(s) with business leaders in Alief regardinghiring of students in each pathway.

DeputySuperintendent ofBusiness, Director ofCareer &TechnologyEducation Innovation

Agreements or MOUs in place.



July 18, 2018 7:56 am


Performance Objective 6: BUSINESS: Investigate other revenue sources and potential general fund requirements to implement new innovative programsand those enhancements to schools' function that entice families to stay for long term educational continuity and success.

Evaluation Data Source(s) 6: Budget planning documents, sign in sheets, meeting agendas




1) Analyze and report on prekindergarten populationeligible if full day pre-k program was offered withouttransportation.

DeputySuperintendent ofBusiness, AssistantSuperintendent ofSupport Services

Projections and data backup of population.

2) Determine minimal expected general fund budgetneeded to handle full capacity pre-k and determine ifany reductions could be made for funding expansion.

DeputySuperintendent ofBusiness, AssistantSuperintendent ofSupport Services,AssistantSuperintendent ofFinance

Detailed cost out; data from neighboring districts andridership.

3) Investigate other revenue increase options, includingdebt service yields and options for district to generatemore local, state, or other revenue short of a legislativeincrease in the basic allotment.

AssistantSuperintendent ofFinance, AssistantSuperintendent ofHuman Resources

Documented alternative staffing or budget allocations.



July 18, 2018 7:56 am


Performance Objective 7: CAREER & TECHNICAL EDUCATION: By May 2019, 100% of all Perkins and PBMAS required standards will be met.

Evaluation Data Source(s) 7: 1. Status of implementation of each action item will be reviewed in September/October 2017, February 2018, andJune 2018. 2. Attendance, agendas, and minutes will be kept showing all meetings as well as survey results from stakeholder input. 3. TEAPBMAS Report review to determine areas at risk of not meeting standard followed up by plan of action as needed. 4. Results of the annualProgram Effectiveness Review (PER) completed and submitted to TEA each August.




1) Utilize data from a comprehensive programevaluation to develop, operate, and evaluate the CTEprogram according to state and federal guidelines.(Perkins)

CTE Central Staff 100 % Perkins requirements will be met or exceeded

Funding Sources: Perkins Grant - 0.00

2) Review Perkins accountability results and use CTEstudent performance data to drive goals, strategies, andcontinuous improvement. (Perkins)

CTE Central Staff All coherent sequences result in certifications and/orarticulated / dual credit.


3) Assess Performance Based Monitoring (PBM) datareports and follow-up data as available to guide localapplication planning and improvement strategies.(Perkins/ PBM)

CTE Central Staff All populations of CTE students will meet or exceed staterequired percentages.


4) Working with both SPED and SLE, CTE will trainteachers on strategies to address these specialpopulations.

CTE Central Staff Student success on EOC exams, sign in sheets andagendas.

5) Consistently implement programs across the districtat all campuses. (Perkins / PBM)

CTE Central Staff Students have the opportunity to complete a coherentsequence while in high school regardless of their homecampus offerings.


6) All stakeholders within the district understand theirrole in the performance based monitoring (PBM)process and data that pertains to the program. (PBM)

CTE Central Staff Work with stakeholders to understand the PBM processand how it affects their campus and CTE.


7) Perkins allocations will be spent in accordance withthe nine requirements of the grants. (Perkins)

CTE Central Staff At completion of PER in August, all nine requirementshave been met.



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8) Train counselors on CTE programming and non-traditional careers.

CTE Central Staff All counselors will have a greater understanding how tocounsel for non-traditional careers.




July 18, 2018 7:56 am


Performance Objective 8: CAREER & TECHNICAL EDUCATION: By May 2019, CTE will increase student enrollment and participation opportunitiesby 5%.

Evaluation Data Source(s) 8: 1. Status of implementation of each action item will be reviewed in September/October, February, and June . 2.Attendance, agendas, and minutes will be kept showing all meetings as well as survey results from stakeholder input. 3. TEA PBMAS Reportreview to determine areas at risk of not meeting standard followed up by plan of action as needed. 4. Results of the annual ProgramEffectiveness Review completed and submitted to TEA each August.





1) Explore options for ensuring all offered pathwaysculminate with multiple options for completion in orderto earn an endorsement.

CTE Central Staff Additional opportunities for students to participate inCTE outside of the traditional school day / year.

Funding Sources: Local - 180225.00, Perkins Grant - 0.00

2) Ensure that all identified pathways provideopportunities for certification and or college credit.

CTE Central Staff Pathways will all culminate in opportunities forcertification and or college credit.


3) Continue to identify and develop pathways to meethigh demand, high wage employment opportunitieswithin the greater Houston area.

CTE Central Staff Additional pathway opportunities will be identified anddeveloped for student participation.


4) Develop a strategic plan for awareness andrecruitment Pre-K through 8th grade to ensure studentsare ready to make choices upon entering high school.

CTE Central Staff Stakeholders with emphasis on PK-8 are had exposureand opportunity to learn about CTE pathway options.

Funding Sources: Perkins Grant - 0.00, Local - 0.00

5) Continue to work with campuses / staff to providestudents leadership opportunities through participationin Career and Technical Student Organizations. i.e.FFA, FBLA, BPA, DECA, Skills USA, TAFE, FCCLA

CTE Central Staff CTE pathways have increased the number of CTSOopportunities for students.


6) Programs consistently implemented across thedistrict.

CTE Central Staff Students have the opportunity to complete a coherentsequence while in high school which includes articulated/dual credit opportunities and / or certifications.



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7) Work with the Counseling and Guidance Departmentto develop and implement a plan for course selectionthat is more consistent and to develop a plan forschedule changes within the CTE program.

CTE Central Staff A plan has been developed and implemented tostreamline the course selection process.


8) Targeted CTE recruitment and cluster awarenessthrough the College and Career Readiness course at themiddle school.

CTE Central Staff The CCR course has an aligned curriculum to supportawareness of high school CTE pathways.

Funding Sources: Perkins Grant - 0.00, Local - 0.00

9) Working closely with teachers, pathways arevertically aligned and curriculum is relevant andengaging.

CTE Central Staff All stakeholders have a greater understanding of the CTEcourses and pathways resulting in a higher completionrate of CTE coherent sequence participants.


10) Provide professional development to counselors andteachers on CTE pathways and courses offered.

CTE Central Staff Teachers and counselors have a greater understanding ofCTE pathways.

Funding Sources: 21st Century Grant - 0.00



July 18, 2018 7:56 am


Performance Objective 9: CAREER & TECHNICAL EDUCATION: By May 2019, CTE will increase the number of business/industry partnershipopportunities by 5%.

Evaluation Data Source(s) 9: Presentation of partnership development and future opportunities.





1) Develop a working relationship with the HoustonGalveston Area Council, Greater Houston Partnership,and Texas Workforce Commission to provideopportunities for both students and faculty to furthertheir skill development to meet workforce needs.

Central CTE Staff Internships and work-based learning opportunities forstudents have been secured. Externships for teachers tofurther develop their industry related skills have beensecured.

2) Identify and develop additional industry partnerswithin the district to establish specific employmentneeds and partnership potential.

Central CTE Staff Partnership participation in advisory committees / boardsto include opportunities for students.

3) Explore the need for an assigned staff member tocoordinate and cultivate the workforce needs of thecommunity.

Central CTE Staff Presentation of opportunities and workload specific tosuch position.


4) Explore and develop opportunities for the Center tobe utilized by the community in partnership with AISDand business / industry and post-secondary.

Usage of the Center by business / industry partners. Funding Sources: Perkins Grant - 0.00

5) Develop a plan to ensure partnership development ismeaningful and that both sides feel that the partnershipis a win-win.

Business / Industry relationships have developed intoworking partnerships.


6) Redesign the current CTE Advisory to meet the needsof both AISD and partners.

CTE Advisory is redesigned, active and committed. Funding Sources: Perkins Grant - 0.00

7) Explore opportunities for teacher externships andstudent internships / mentorships

An increased number of externship and internshipopportunities are implemented.



July 18, 2018 7:56 am


Performance Objective 10: CAREER AND TECHNICAL EDUCATION: By May 2019, CTE will increase the number of post-secondary opportunities forstudents by 5%.

Evaluation Data Source(s) 10: Class rostersPEIMS reports





1) Continue to identify workforce dual credit andcontinuing education opportunities for CTE students.

CTE Central Staff Additional dual credit courses and pathways will beidentified.


2) Identify new post-secondary partners. Additional post secondary partners will begin workingwith Alief CTE.



July 18, 2018 7:56 am


Performance Objective 11: COUNSELING: By May 2019, the number of students taking the Texas Success Initiative (TSI) assessment will increase by5%.

Evaluation Data Source(s) 11: Comparison of TSI test data from 2017-2018 to 2018-2019.




1) Counselors (K-12) will highlight at least one of thesixteen career clusters each month through variousmodes, such as Power Points on the school's rollingannouncement system, guidance lessons, career fairs,career days, presentations, etc.

Director ofCounseling, College& Career ReadinessFacilitator,Elementary &IntermediateCounselingFacilitator

Yearly career cluster calendars, number of career eventson campuses, attendance at events



July 18, 2018 7:56 am


Performance Objective 12: COUNSELING: By May 2019, counselor effectiveness with regard to post-secondary options will increase by 5%.

Evaluation Data Source(s) 12: Number of industry specific events and tours that counselors attend.Training on post-secondary options.

Pre and Post Survey




1) Partner with organizations such as the West HoustonArea P-16 and Upscale Houston to organize tours.


Multiple tours/events attended

2) Provide training on various post-secondary optionsfor students.

Director ofCounseling,Coordinator ofCounseling

Counselors will provide effective guidance in post-secondary options for students to include 4-yearuniversity, 2-year university, certification programs,military, and workforce.



July 18, 2018 7:56 am


Performance Objective 13: COUNSELING - FOSTER CARE: By May 2019, the percentage of foster care students who are provided information on post-secondary benefits will increase by 10%.

Evaluation Data Source(s) 13: Counselors will display post-secondary options for foster care students in counseling suites; information will begiven to foster care students during individual conferences; counselor log meetings in ESP.




1) Develop a scheduled time to meet with Foster Carestudents each report card cycle.


District CampusCounselors

Discuss report card grades and discuss any resources thatwill assist the foster care student.

2) Information to Foster Care students regarding (ETV)Education & Training Vouchers for post-secondarybenefits


District CampusCounselors

Foster Care students will know the benefits afforded tothem to continue post-secondary options.



July 18, 2018 7:56 am


Performance Objective 14: COUNSELING- PREGNANCY RELATED SERVICES: By May 2019, exposure to post-secondary options by pregnant andparenting students will increase by 5%.

Evaluation Data Source(s) 14: Documentation will include sign-in sheets from college/career visits, and mentoring sessions will be kept inPRS files. The information will be uploaded to DCIP every quarter.





1) Implement the PRS/PEP mentoring program forpregnant and/or parenting teens using campus staff and /or community agencies.

PRS Staff Students will be more connected to school and will belearning about other post secondary options.

2) Visit campus college/career centers to discuss andplan for post-secondary options (ongoing).

PRS Staff Students will complete college/trade school applications;apply for FAFSA/TASFA; and/or have a post-secondaryplan before graduating from high school.

3) Attend a college/career presentation with PRS/PEPstudents and/or visit a college and/or career office.

PRS staff Students will increase their exposure to other career fieldsand will explore possible colleges that will support theircareer goals.



July 18, 2018 7:56 am


Performance Objective 15: CURRICULUM & INSTRUCTION: By May 2019, the graduation rate will increase by 5%, and the College & CareerReadiness (CCR) rate will increase 5% over the 2018 baseline rates.

Evaluation Data Source(s) 15: Graduation rate & CCR results from Accountability Report.





System Safeguard StrategyPBMAS

1) Campuses will identify and enroll students inEdgenuity for the following purposes: Credit recovery,EOC test prep, & TSI test prep.

Director of C&I *Students will regain lost credit .*Students will successfully complete EOC.*Students will meet requirements on TSI .



July 18, 2018 7:56 am


Performance Objective 16: DISTANCE LEARNING: By summer 2019, district created blended courses will increase to 4 courses.

Evaluation Data Source(s) 16: The development of the fourth course, sign-in sheets and training logs





1) Provide training and support for teachers of the newAP Statistic course in use of the Learning ManagementSystem and working in a blended environment. (course#3)


Sign-in sheets


2) Extra duty for instructional support for revisions toexisting Business and Information Management (BIM)& AP Statistics.


Contracts and Sign-in sheets


3) Partner with Core Curriculum Coordinator to developa fourth blended course.

http://bit.ly/2vyIaNs


Fourth course developed


4) Budget 15 days' pay for up to 5 teachers for thedevelopment of 4th blended course.



Training logs


5) Partner with Specialist and teachers to developblended units for grades 1-8 in different content areas.

http://bit.ly/2vyIaNs


Planning Calendar and Sign-in sheets




July 18, 2018 7:56 am


Performance Objective 17: INNOVATIVE AND CHOICE PROGRAMS: By May 2019, enrollment in innovative choice programs will increase by 5%.

Evaluation Data Source(s) 17: Enrollment in innovative choice programs in 2017-2018 and 2018-2019.





1) Develop a comprehensive branding and marketingplan for all programs to increase awareness andrecognition of programs.

Area Superintendent Increased awareness resulting in increased enrollment.

2) Develop an ongoing systemic evaluation rubric ofexisting and proposed programs to measure viability,sustainability, and need for expansion.

Area Superintendent Adjustments, as needed, resulting in improved programsand increased enrollment.

3) Hold quarterly meetings with innovative programsleadership.

Area Superintendent Improved program planning, monitoring, and adjustmentsresulting in increased enrollment.



July 18, 2018 7:56 am


Performance Objective 18: SECONDARY LANGUAGE ARTS: By May 2019, the number of students achieving Meets or Masters will increase by 3% foreach grade level STAAR Reading and STAAR EOC assessment.






1) Utilize Word Play Shakespeare in order to help highschool students access and deconstruct complex text.(TEC 6, AVID 4, AVID 8)


Improved ability of students deconstruct complex texts.


2) Partner with Inquiry By Design to provideprofessional development for middle school teachersduring the 2019 English Language Art Summit in thearea of close reading of complex texts.(SELA 1, AVID 8, AVID 4)


Improvement is student's ability to analyze complex text.


3) Partner with College Board to provide two days ofPre-AP Vertical Alignment training for grades 7-12.(SELA 1, AVID 8, AVID 4, SS 1,SS 2)

Secondary ELACoordinatorAdvanced AcademicCoordinator

Funding Sources: Title II - 0.00PBMAS

4) Partner with The DBQ Company to provideprofessional development in the area of evidence-basedwriting instruction.(SELA1, AVID 8, AVID 4)


Improvement of student writing abilities and postsecondary readiness


5) Support students in submissions for Scholastic Artand Writing Contest.

(AVID 8, AVID 4)


Increased publishing opportunities for students




July 18, 2018 7:56 am


Performance Objective 19: SECONDARY LANGUAGE ARTS: By May 2019, the percentage of students meeting the college readiness indicator inEnglish Language Arts will increase by 3%.






1) Provide professional development through Schoologyfor teachers to study the alignment of TEKS and toCCRS, and STAAR EOC to TSI and SAT.(SELA 1, AVID 4, AVID 8, TEC 6)


Improved teacher understanding of alignment betweenTEKS and College Readiness Standards

2) Embed TSI and SAT test preparation lessons intohigh school units of study.(AVID 4, AVID 8, TEC 6)


Improved student understanding of skills assessed oncollege readiness tests.

3) Partner with College Board or other equal caliberconsultant to provide professional development in thearea of college readiness for all English III and IVteachers during the Secondary English Language ArtsSummit in the summer of 2019.(SELA 1, AVID 4, AVID 8, TEC 6)


Increased numbers of college ready students




July 18, 2018 7:56 am


Performance Objective 20: SECONDARY MATH: By May 2019, student retention (continuous enrollment) in PreAP/AP courses from middle schoolthrough Grade 11 and 12 will increase from 50% to 55%.

Evaluation Data Source(s) 20: Transcript records of PreAP students.





1) Properly identify PreAP students in middle schoolAlgebra 1. Provide detailed data analysis and classplacement recommendations to campuses.

Secondary MathCoordinator andDistrict MathInterventionists.

Increase student retention (continuous enrollment) inPreAP/AP courses from 50% to 55%.

2) Teachers will attend College Board and PreAP/APtargeted professional development.




3) Support middle and high school AP/PreAP Verticaland Horizontal Alignment PLCs by providing researchbased professional development and materials.(Research - SM 1, SM 5, SM 6, EM 3, The CollegeBoard, AP Mathematics Vertical Teams Toolkit)




4) Support campuses in developing intervention plans tostudents beginning to struggle with PreAP/AP content.





July 18, 2018 7:56 am


Performance Objective 21: SECONDARY MATH: By July 2020, college ready graduates in Mathematics will increase by 5%.

Evaluation Data Source(s) 21: TEA College and Career Readiness data.





1) Utlilize PSAT data to target instruction for TSI andSAT.

Secondary MathCoordinator andDistrict High SchoolMath Interventionist.

By July 2020, CCR graduates in math will increase from35% to 40%.

2) Provide TSI/SAT math professional development andPLCs to secondary math teachers.



3) Provide TSI/SAT curriculum alignments andintegrate calculator/non-calculator problem solvingstrategies to meet the expectations of TSI/SAT contentand depth of knowledge.



4) Provide online curriculum supports and interventions,such as Edgenuity, to customize instruction to meetstudent needs and close learning gaps.





July 18, 2018 7:56 am


Performance Objective 22: SECONDARY SCIENCE: By May 2018, 100% of the T-STEM Academy campuses (Killough and Olle Middle Schools, andAlief Early College High School), all secondary campuses, and the district STEM Committee will continue to identify, implement, monitor, and evaluateresearch-based STEM best practices and skills and student achievement in STEM coursework.

Evaluation Data Source(s) 22: Number STEM PD participants, number of STEM students, STEM classroom walk throughs, STEM PLCs,number of technology ordered, number of STEM PD sessions held in the district and outsourced to entities such as the University of TexasMedical Branch T-STEM Center, STEM conferences, number of staff and students participating in Seaperch, STEM books for PLC teams,STEM courses, STEM Festivals, STEM supplies, and field trips, etc.




1) Secondary Science will provide STEM resourcessuch as technology, professional development,innovative technologies, book study, field trips, T-STEM network visits, conference fees, Seaperchunderwater robotics competition, supplies, extra dutypay, supplemental curricula (i.e. Jason Learning) andmaterials. (Research- 23, SCI 27, SCI 31, SCI 35, SCI36, SCI 39, SCI 40, SCI 41)

Secondary ScienceCoordinator,Secondary ScienceInterventionist,District STEMCommittee, STEMAcademy Principals,STEM Teachers, etc.

T-STEM annual reporting, DCA data of STEM studentsvs. non- STEM students in math, science, social studies,and ELA, teacher survey, CWTs, etc.

Funding Sources: Jason Project - 30000.00, Title IV - 93192.00, Title I - 24000.00



July 18, 2018 7:56 am


Performance Objective 23: SCIENCE - STEM ACADEMY: By May 2019, the Academy will provide a STEM-focused program serving students inGrades 6-12 or Grades 9-12 with an active relationship with the feeder middle school(s).

Evaluation Data Source(s) 23: sign-in sheets documenting student participation;





1) Alief STEM Academy will provide inclusive STEMactivities both inside and outside the classroom for allstudents.


100% of STEM students will participate in a STEMenrichment activity.




July 18, 2018 7:56 am


Performance Objective 24: SCIENCE - STEM ACADEMY: By May 2019, the Academy will develop strategic partnerships with business and industrypartners and Institutions of Higher Education (IHEs) to offer a variety of STEM careers.

Evaluation Data Source(s) 24: Sign-in sheets documenting student participation; Final, signed, and executed Memorandum of Understanding(MOU) with IHE; Final, signed, and executed MOU with business/industry partner; Aggregate data describing T-STEM student participation inwork-based learning experiences as well as a percentage of students earning industry certification and credentials by type; sign-in sheetsdocumenting student participation; Current dated regional high demand STEM occupation list; Four-year crosswalk document; Documentationdetailing a minimum of three course of study examples that outline student pathways from high school, to associate degree, to industrycertifications and beyond; DMAC; Curriculum alignment documents; Samples of student artifacts such as writings, portfolios, presentations, orlinks to digital content; Documentation of appropriate work-based learning experiences available for students at all grade levels (6-12);





1) Alief STEM Academy will develop, sign, andexecute a Memoranda of Understanding (MOU) withIHE partner(s) to include courses of study, whichenables a student to combine high school courses andcollege-level courses toward credentials andcertifications including associate and/or bachelorsdegree.

STEM FacilitatorDeputySuperintendent ofBusinessDirector of Career &TechnologyEducation Innovation

40% of STEM students will earn post-secondary degreeand/or credential by high school graduation.

2) Alief STEM Academy will develop, sign, andexecute a Memoranda of Understanding (MOU) thatclearly define the roles and responsibilities of a strongpartnership with business and/or industry partners toprovide work-based learning experiences for studentsappropriate to each grade level, such as facility visits,guest speakers, presentations, career information, jobshadowing, internships, externships, andapprenticeships.

STEM FacilitatorDeputySuperintendent ofBusinessDirector of Career &TechnologyEducation Innovation




July 18, 2018 7:56 am

3) Alief STEM Academy will provide career mentoringwhich includes support for student activities, such asclubs, Career and Technical Student Organizations,competitions, and special initiatives.

STEM FacilitatorDirector of Career &TechnologyEducation Innovation



4) Alief STEM Academy business and industry partnerswill allow T-STEM students access to work-basedlearning facilities, services, and resources.

STEM FacilitatorDirector of Career &TechnologyEducation Innovation





July 18, 2018 7:56 am


Performance Objective 25: SCIENCE - STEM ACADEMY: By May 2019, the Academy will provide a rigorous course of study that enables students toreceive a high school diploma and complete industry certifications, work-based learning experiences, and/or early college credit during Grade 9-12.

Evaluation Data Source(s) 25: Current dated regional high demand STEM occupation list; Four-year crosswalk document; Documentationdetailing a minimum of three course of study examples that outline student pathways from high school, to associate degree, to industrycertifications and beyond; DMAC; Curriculum alignment documents;





1) Alief STEM Academy will work with the localworkforce development board to identify, create andmaintain a list of high-demand occupations andprograms of study that lead to these occupations to beused as a resource in creating structured pathways forstudents and updated as local needs change.

STEM FacilitatorCounselingCoordinator


2) Alief STEM Academy will establish one or moreSTEM pathways, and plans are underway forsequencing additional courses for STEM students.Course pathways are informed by regional and stateworkforce and economic development needs andcontribute to students earning credentials andcertifications that prepare them for high-wage, high-demand, high-skill STEM fields.

STEM FacilitatorCTE Central Staff


3) Alief STEM Academy will provide a course of studythat enables participating students the opportunity tocomplete high school graduation requirements and earnan industry certification or credential in a STEMfocused field.

STEM FacilitatorCTE Central StaffArea Superintendentof Innovation


4) Alief STEM Academy will work with IHEs andbusiness and industry partners to ensure curriculumalignment between high school, postsecondary andindustry experience requirements


95% of STEM students will earn 15 college credits (any)by graduation.


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July 18, 2018 7:56 am


Performance Objective 26: SCIENCE - STEM ACADEMY: By May 2019, the Academy will offer students a variety of relevant, high-skill work-basedlearning experiences at every grade level that respond to student interest and regional employer needs contributing to students earning STEM focusedindustry certifications and credentials.

Evaluation Data Source(s) 26: Current dated regional high demand STEM occupation list; Samples of student artifacts such as writings,portfolios, presentations, or links to digital content; Aggregate data describing T-STEM student participation in work-based learning experiencesas well as academic achievement; Documentation of appropriate work-based learning experiences available for students at all grade levels (6-12);





1) Alief STEM Academy will collaborate with the LocalWorkforce Development Board to define localworkforce needs in STEM careers



2) Alief STEM Academy students will demonstrate theirlearning in writing, portfolio, presentation, digital or byother means.

STEM FacilitatorCampus STEMCounselorCampus PrincipalCTE Central StaffDigital LearningCoordinator


3) Alief STEM Academy will develop policies andprotocols to make work-based learning a viable methodfor helping students meet academic standards

STEM FacilitatorCampus STEMCounselorCampus PrincipalCTE Central Staff


4) Alief STEM Academy will provide work-basedlearning experiences that are well-planned and properlysequenced to provide a progression of learningexperiences for students - each one building upon thelast.

STEM FacilitatorCampus STEMCounselorCampus PrincipalCTE Central Staff




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Performance Objective 27: SCIENCE - STEM ACADEMY: By May 2019, Alief STEM students will have a 50% passing rate on one or more collegereadiness benchmarks (SAT or ACT).

Evaluation Data Source(s) 27: ACT/SAT data





1) plan for and hold exam prep tutorials at the campuslevel

STEM Facilitator Alief STEM students will have a 50% passing rate on oneor more college readiness benchmarks (SAT or ACT).



July 18, 2018 7:56 am


Performance Objective 28: SECONDARY SOCIAL STUDIES: By July 2019, 28% of students administered a social studies AP assessment will score a 3,4, or 5.

Evaluation Data Source(s) 28: Social Studies DCA results by district, campus and subgroup (Fall 2017, Spring 2018), STAAR and EOC dataavailable Spring 2018, AP assessment results will be available summer 2018




1) Implement Writing Expectations Framework withfidelity for Pre-AP/AP social studies in grades 7-12.a. Provide team members with a rubric to evaluate theimplementation of the Vertical Team Expectations.b. develop portfolio requirements for all Pre-AP/APstudents(Research - SS 1, SS 2, SS 4)

Social StudiesCoordinator,Secondary SocialStudies Specialists,CampusAdministrators

CCAs, DCAs, AP data, AP Vertical Team collaborationand survey


2) Document Based Questioning (DBQ) for K-12,aligned to AP requirements.a. provide training for DBQ requirements during APVertical Meetings (7-12)b. provide trainings for DBQ requirements andscaffolding techniques (K-6) during planning, PLC, andLead Teacher.(Research - SS 2, SS 9)

Social StudiesCoordinator,Elementary SocialStudies Strategist,Lead Teachers

DCAs, Lead Teacher Survey



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3) Provide research-based best practices necessary tosystemically improve curriculum design and deliverythrough the PBL modela. PBL Coaching Workshop - provide teacher leaderswith the knowledge and skills to support in projectimplementation. Facilitated by one of BIEâs expertNational Faculty, the workshop is a balanced blend ofdirect instruction, video analysis, hands-on work,resource sharing, and peer collaboration and feedback.Participants are actively engaged in developing a PBLCoaching Toolkit.b. follow up support will be provided through APVertical Team through collaboration with STEMFacilitator(Research - SS 2, SS 9)

Social StudiesCoordinator,Secondary SocialStudies Specialists,Teachers, STEMFacilitator

CCAs, DCAs, AP data, AP Vertical Team collaborationand rubric




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Performance Objective 29: SPECIAL EDUCATION: By May 2019, the 18 Plus Program will expand. The Applied Learning for Adult Students (ALFAS)program will grow to approximately 27 students and the Transitioning Adult Learning Into Success (TALIS) program will grow to about 30 students. Morework sites will be developed to accommodate additional students.

Evaluation Data Source(s) 29: Class rosters, vocational sites, business enterprise records




1) The ALFAS team will secure eight on-campus work-based learning sites, and three community work-basedlearning sites for students to work on vocational skills.

ALFAS REACH andLIFE Teachers,VocationalAdjustmentCoordinator, andParaprofessionals

Students will have scheduled dates and times to work atspecific on-campus and community sites

2) The TALIS team will develop six community work-based learning sites for students to work on vocationalskills

TALIS Teachers,VocationalAdjustmentCoordinator, andParaprofessionals

Students will gain specific employability skills that maylead to competitive employment.

3) ALFAS teachers will schedule eight communitybased visits per school year to include restaurants,grocery stores, department stores, hospital and/orrecreational activities.

ALFAS REACH andLIFE Teachers,VocationalAdjustmentCoordinator, andParaprofessionals

Community-Based Instruction visits are scheduled withdates and times

4) Collaborate with outside agencies and parents toprovide linkage for the students' post-secondary setting

ALFAS REACH andLIFE Teachers,TALIS Teachers andthe VocationalAdjustmentCoordinator

Documented evidence of agency linkage, parent and adultstudent conferences as indicated in each student'sindividual life plan.

5) The TALIS team will become self-funded through itsbusiness enterprises to be able to self-fund the businessventures and pay for CBI outings and equipment.

TALIS Teachers,VocationalAdjustmentCoordinator, andParaprofessionals

Students opportunities will expand as they learn toparticipate in business ventures.


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July 18, 2018 7:56 am

Goal 3: Alief ISD will maintain a safe and orderly environment.

Performance Objective 1: BUSINESS: Document and reinforce usage of safety systems and drills.

Evaluation Data Source(s) 1: Safety training exercises and drills will be assessed by the Alief Police Department and the Business Department.




1) Investigate and document usage of existing safety andsecurity systems and their effectiveness for current andfuture use.

DeputySuperintendent ofBusiness, AssistantSuperintendent ofSupport Services,Police Chief

Report by location of detailed systems and usage.

2) Devise a more consistent scheduling, execution, anddocumentation of drills and training at campuses and allcentral buildings.


Formalized schedules known only to security personneland campus administrators.



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Performance Objective 2: BUSINESS: Perform needs assessment of people, policies, and practices regarding safety measures for possible enhancements.

Evaluation Data Source(s) 2: Best practices as determined by state of Texas, peers, and vendor products in use.




1) Determine if there are any newer technologies thatcan assist to provide an early warning regarding aweapon that is carried into the incorrect area on campus.


Review and recommendation after demonstrations andvendor meetings.

2) Reassess our entry points of all buildings anddocument abnormalities across an entire school day tosee the effectiveness.


Report by campus of people traffic flow and entry usage.

3) Determine the best time during the school year(weekend or holiday) to conduct a district level "what-if" tabletop scenario of similar proportion, and utilizetransportation to relocate an entire school.

DeputySuperintendent ofBusiness, AssistantSuperintendent ofSupport Services,Police Chief,Director ofTransportation

Common agreement among district leadership andexternal agencies (law enforcement).

4) Evaluate police (school resource officers), hallmonitors, crossing guards, coaches, and their allocationsto ensure that we have the right number of folks in thoseroles after Harvey.


Analysis report to show demonstrable coverage of keyareas.



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Performance Objective 3: PREVENTION & SAFE SCHOOLS: By June 2019, the number of student offenses district-wide will decrease by 3%.

Evaluation Data Source(s) 3: 2018-19 discipline incidents will be compared to 2017-18.


TEA Priorities: 4. Improve low-performing schools.



1) Provide Boys Clubs transportation for student fieldtrips (Research- SAP 7,8)

Prevention & SafeSchools (PASS)Specialist

Transportation records


2) Boys Clubs - Print materials needed for Boys ClubsConference and programs. (Research- SAP 7,8)

PASS Specialist Requisitions Funding Sources: Title IV - 500.00

3) Boys Clubs - Provide professoinal development forclub sponsors and staff in strategies to help boys(Research - SAP 7, 8)

PASS Specialist Contracts and attendance rosters Funding Sources: Title IV - 750.00

4) Restorative Practices - Hire consultants from NationalEducators for Restorative Practices for the following:-Two day training of 220 teachers x $250 = $55,000-Circle training 2 days x $2,500= $5,000-Follow Up Training 3.5 hrs =$1,150-Campus Walk-Throughs for 4 days x $2500/day =$10,000(Research - PASS 18,19)

PASS Specialist Training evaluations, attendance records, manuals, notesand sessions feedback will be used in addition toexamining suspension/alternative placement data.


5) Purchase supplies for Restorative Practices Program. PASS Specialist Requisitions Funding Sources: Title IV - 1500.00


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6) Hire Aim for Success to provide the followingstudent assemblies:-5th Grade Empowered to Defend Bully Prevention.-6th Grade: Power to Succeed Drug and AlcoholPrevention-6th Grade: Aim For Success Sexual Activity Prevention-7th Grade: The Next Chapter Bully Prevention-9th Grade: Focus on Success Technology, Sexting andPornography(Research PASS 1,2,8,15,AE 7)

Prevention and SafeSchools Specialist

There will be a decrease in offenses for the categoriesimpacted.


7) Hire Consultants for Alief Safe and Civil SchoolsConference to train_____ staff in utilizing Safe andCivil Schools foundation for campus management andthe STOIC framework for classroom management.

(Research PASS 3,9,11)

PASS Specialist Agenda, Schedule,


8) PASS -Budget for the following registration andtravel for Prevention and Safe School Specialists to stayabreast of new and updated ways to train in order tomeet Board Goals:-Jim Knight Region4 $5850-NEDRP Dallas Conf $6000-RP Circle TrngUT $1050-Knight/Sprick Coaching $2300-TABSE $2850-NEDRP Certification $3135-RP Implicit Bias $2600(Research - PASS 3, 9, 11)

PASS Travel Records, PowerPoints, Trainings


9) PASS - Purchase books and training videos PASS Specialist Invoices Funding Sources: Title IV - 1250.00

10) PASS & PPC: Purchase general supplies. (Research- PASS 1, 2, 3, 5, 14)

Prevention and SafeSchool Specialist

Invoices


11) PASS & PPC - Print bully posters, materials, andcurriculum for trainings. (Research - PASS 1, 2, 3, 5,14)


Print shop requisitions


12) PPC - Provide extra duty pay for 43 PreventionProgram Coordinators for Alief ISD campuses.(Research - PASS 1, 2, 3, 5, 14)


Prevention Program Coordinators Initiative records of allmeetings, evaluations, Safe School Plans, Red Ribbonweek, campus bully presentations, and other primaryevents



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13) Contract for CIS staff stipends. (Research - PASS 1,2, 3, 5, 14)


Prevention Program Coordinators Initiative records of allmeetings, evaluations, Safe School Plans, Red Ribbonweek, campus bully presentations, and other primaryevents


14) PPC - Hire national consultants for training inbullying, psycho-social skills, advanced communicationskills, conflict resolution and the summer 2019Paraprofessional Conference. (Research - PASS 1, 2, 3,5, 14)


Attendance records, evaluations of all sessions, traininghandouts, and training notes


15) PPC - Purchase curriculum notebooks and trainingsupplies from warehouse. (Research - PASS 1, 2, 3, 5,14)


Warehouse orders


16) Hire professional Student Assistance Program(SAP) consultant for the following: 5 days of BasicTraining, 8 days of customized Advanced SAP trainingand the writing of customized course materials.(Research - SAP 1,2, 3, 4, 6)


Students connected to school and number of goodrelationships will be impacted by staff led groups,classroom circles, and classroom social emotionallearning lessons.


17) Hire consultant for Fire Up Learning courses,psycho-social training modules, educational supportgroups, one on one coaching and follow up. (Research -PASS 1,3)


Course evaluations, attendance records, training manuals,notes and sessions feedback


18) Hire consultant for training in CulturalResponsiveness.(Research - PASS 20,21,22)

PASS Specialists Course evaluations, attendance records, training manuals,notes and sessions feedback


19) Hire Pacific Northwest Publishing for onlinesurveys for staff, students, and parents.

PASS Specialists Survey completion and evaluation for date to aid in futurepositive school climate planning.




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Performance Objective 4: SPECIAL EDUCATION: Disproportional Removal Rates of African American (AA) SPED students - By May 2019, the riskratio for AA students in SPED will be 2.4 or lower for total removals and suspensions.

Evaluation Data Source(s) 4: The 2019 PBMAS Report




PBMAS1) 1) Each campus will run a monthly report of specialeducation removals (suspensions, ISS, total) by the 7federal race/ethnicity groups to monitor their ownperformance. Campuses with disproportionate removalrates will write an improvement plan for their campus.

CampusAdministrators

Each campus's awareness of their own data will helpthem to monitor discrepancies in issuing disciplinaryconsequences across race/ethnic groups.

PBMAS2) 2) Special Education will support the districtinitiative of Restorative Practices, in order to reduceboth the number of removals, as well as the number ofdisciplinary referrals.

Special EducationCampusCoordinators,

Increased feeling of belonging and personalaccountability will reduce the number of office referralsand thereby decrease the number of removals forstudents. Decreased removals is anticipated to decreasethe disproportional rate of removals



July 18, 2018 7:56 am


Performance Objective 5: SPECIAL EDUCATION: By November 2018, Texas Behavior Support Initiative (TBSI), a core behavior team made up ofadministrators, general education and special education instructional staff, will be identified at each campus. It will be recommended that each member of thecommittee be trained in TBSI in addition to their Crisis Prevention Institute (CPI) training requirement.

Evaluation Data Source(s) 5: Number of staff trained in TBSI will be compared to the previous number trained.





1) Campus principals will identify the members of thecore crisis team, including administrators, generaleducation teachers and special education instructionalstaff. A campus Administrator will submit the names ofthe core behavior team to the Coordinator overseeingTSBI.

CampusAdministrators,Special EducationCoordinatoroverseeing TBSI

A list of staff members to be included on the corebehavior team will be submitted.

2) The Coordinator overseeing TBSI will send thosemembers who have not been previously trained a link tothe website to complete the TBSI module training.

Special EducationCoordinatoroverseeing TBSI

E-mails from Special Education Coordinator overseeingTBSI to campus personnel

3) The members of the core behavior team who gothrough the training will send a copy of the certificate tothe Coordinator overseeing TBSI.

Special EducationCoordinatoroverseeing TBSI

Copies of certificates will be kept.



July 18, 2018 7:56 am


Performance Objective 6: STUDENT SERVICES - HEALTH SERVICES: By June 2019, 100% of campuses will have implemented electronic medicalrecord keeping in ESP.

Evaluation Data Source(s) 6: Determine whether or not ESP is adequate for campus health records and make a recommendation toSuperintendent's Council to continue use of ESP, or choose another product.




1) Train staff and monitor implementation of EMR inESP

Health ServicesCoordinator andCentral HealthAdvisory Team(CHAT)

Successful use of an ESP module that can be used by allcampus nurses

2) On-going quality improvement pertinent to HealthServices.

Health ServicesCoordinator andCentral HealthAdvisory Team(CHAT)

Usage reports provided by E-School plus will be analyzedby the Health Services Staff.



July 18, 2018 7:56 am


Performance Objective 7: STUDENT SERVICES - HEALTH SERVICES: By May 2019, improve immunization compliance at all campuses and reducethe number of out-of-compliance students by 50%.

Evaluation Data Source(s) 7: The number of unresolved immunization requirements will be tallied at the beginning of the 2018-2019 schoolyear and compared to unresolved immunization requirements and at the end of the same school year.




1) Send compliance letter to parents/legal guardians ofstudents requiring immunizations.

Campus RegisteredNurse

The number of compliance letters sent home withstudents will be recorded in the semester reports of eachcampus.

2) Enroll homeless students immediately and providethe thirty-day notice letter of needed immunizations.

Health ServicesCoordinator

Campus nurse will maintain log of all provisionalenrollment who are denied enrollment and have it readyfor review if requested.

3) Collaborate with community agencies to provide freeimmunizations to students.

Director of StudentServices Servicesand Health ServiceCoordinator

Place reports provided by the community agencies in thedistrict improvement plan (DIP) folder.

4) Keep list of places that provide immunizations andcommunicate that resource to parents/guardians.

Health ServicesCoordinator, CentralHealth AdvisoryTeam (CHAT), andCampus RegisteredNurses

A resource book will be maintained and regularlyupdated. A copy will be available to review in the HealthServices Department.

5) Prepare quarterly report by campus of the number andtype of vaccines needed by students.

CHAT A quarterly immunization report will be prepared andcompared to the 2017-2018 reports.



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Performance Objective 8: STUDENT SERVICES - HEALTH SERVICES: During the 2018-2019 school year, the Central Health Advisory Team (CHAT)will ensure that 100% of all campuses adhere to the operations and procedures guidelines for Health Services established in the Health Crisis Manual.

Evaluation Data Source(s) 8: Copies of new Operations and Procedures manuals will be available for review in the Health ServicesDepartment.




1) Update and provide a Health Crisis Manual for eachhealth services staff member.

Director of StudentServices, HealthService Coordinatorand Central HealthAdvisory Team

A sign-out log will be used to distribute the Health Crisismanual to ensure that every campus principal and campusnurse have one available to use. An electronic copy willbe kept in the common folder.

2) Prepare a daily report of absences for 1:1 studentsand health services staff.

Health ServiceCoordinator

A notebook containing the daily reports for attendancewill be available for review in the Health ServicesDepartment.

3) Compile a report of health services incidents andmedication errors.

Health ServicesCoordinator

A notebook containing the incidents and medicationerrors will be available for review in the Health ServicesDepartment.

4) Provide nurse for after-school time to be housed atannex and on-call for after-school programs.

Health ServiceCoordinator

Payroll sheets for extra-duty registered nurse (RN) and alog sheet of calls and services will be maintained in theannex clinic and available for review upon request.



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Goal 4: Alief ISD will recruit, develop, and retain highly qualified and effective personnel.

Performance Objective 1: AFTER SCHOOL PROGRAM: By March 2019, the After School Program will develop, implement, and maintain effectivecommunication through strategic professional development for 100% of program staff.

Evaluation Data Source(s) 1: sign in sheets; eduphoria courses; agendas




1) Set clear expectations for staff. (Research ASP 1) After SchoolProgram Coordinator

agendas, communication logs

2) Plan and implement intentional monthly and quarterlymeetings. (Research ASP 1)


agenda, minute notes, emails

3) Use multiple platforms to provide meaningful on-going and updated training. (Research ASP 1)


reports from platforms, agendas, questionnaires.

4) Provide and request consistent feedback. (ResearchASP 18)


increase in staff moral and openness in communication,logs, emails, meeting notes

5) Miscellaneous expenses to support district levelpersonnel, including but not limited to, mileagereimbursement for attending district and out of districtmeetings, purchasing supplies, etc. (Research ASP 2)


short leave forms, mileage reports, receipts




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Performance Objective 2: BUSINESS: Improve human capital recruitment, retention and utilization.

Evaluation Data Source(s) 2: Survey of candidates, new hires, and staff; research of other compensations plans across the state.




1) Identify major factors, and related polices andpractices, that influence teachers' decisions to enter, stayin, or leave Alief ISD.

AssistantSuperintendent ofHuman Resources,Executive Directorof Human Resources

Surveys and active online feedback channel results.

2) Utilize funding associated with ESSA to ensure low-income students and students of color are served byeffective, in-field, and experienced teachers.


Balanced and equitable effective staffing across studentpopulation.

3) Develop marketing strategies with Public Relationsthat would highlight salaries and other compensation.

AssistantSuperintendent ofHuman Resources,Executive Directorof Human Resources,Director of PublicRelations

New public relations marketing implemented online andin recruiting.

4) Develop, strengthen, and expand pathways designedto recruit more high school students to the field ofeducation.

AssistantSuperintendent ofHuman Resources,Executive Directorof Human Resources,Director of CTE

More students in Texas Association of Future Educators(TAFE) program and increased hires of former students.

5) Research innovative compensation plans for teachersand other professional staff.


Report on how Alief stands compared to other districtsand industry.



July 18, 2018 7:56 am


Performance Objective 3: INFORMATION LITERACY: By May 2019, 60% of Alief Library Information Specialists will attend at least 20 hours ofprofessional development focusing on 21st century skills, digital literacy and leadership.

Evaluation Data Source(s) 3: Participation sheets and evaluations will be used to determine the success and relevance of the sessions.




1) Continue monthly all day meetings to provide timewithin meeting formats to teach specific skills throughprofessional reading, followed by creation of hands-onactivities and Web 2.0 models and materials to beshared with teachers and students in a common folder.


Continued growth in personnel and end of year self-evaluation


2) Offer additional Professional Developmentopportunities in the areas of blended learning,integrating technology into content areas and how to usethe LMS in library classes through scheduled PDsessions throughout the year.


Positive evaluations and attendance




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Performance Objective 4: DIGITAL LEARNING: By May 2019, 50% of Digital Learning professional development will prepare staff to transformclassroom learning environments to increase technology competencies and the integration of 21st century classroom tools and resources.

Evaluation Data Source(s) 4: This goal will be assessed using professional development reports, student usage, Local Accountibility System,Digital Learning Plan and campus walk-throughs.


TEA Priorities: 1. Recruit, support, retain teachers and principals. 2. Build a foundation of reading and math. 4. Improve low-performingschools.



1) Provide opportunities to attend professionaldevelopment to stay abreast of new educationaltechnology materials, pedagogy to build capacity andpromote innovative ideas through training resources,materials, and consultation that support curriculumcontent areas for teachers and staff.

Digital LearningCoordinator andDistrict Trainer

Increased implementation of digital learningenvironments across the entire district. Students accessinganytime, anywhere learning and receiving continuousfeedback for improvement. Teachers creating robustdigital content aligned to state standards for studentconsumption.


2) The Digital Learning Department will continue torefine and provide existing online and face-to-face (F2F)technology integration professional developmentsessions focused on digital literacy, technologycompetencies, and teaching and learning in digitalecosystems utilizing in district resources and out ofdistrict consultants.


Increased implementation of digital learningenvironments across the entire district. Students accessinganytime, anywhere learning and receiving continuousfeedback for improvement. Teachers creating robustdigital content aligned to state standards for studentconsumption.


3) The Digital Learning Department will providetraining for technology specialists to implementtechnology/digital learning Texas Teacher Evaluation &Support System (T-TESS) aligned walk-throughs at thecampus level.


Classrooms reflect domain indicators on lesson planningand technology integration.

4) The Digital Learning Department will facilitateteachers meeting or exceeding minimum technologycompetency levels measured by the TechnologyApplications 8th Grade TEKS.


Percentage of staff participation and evaluations


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5) The Digital Learning Department will continue toprovide a learning management system with studentaccounts using Schoology.


Percentage of student accounts actively engaged throughthe LMS increased from previous year.

Funding Sources: Title I - 170000.00, Tech Plan - 10000.00

6) The Digital Learning Department will continue tocontract with RedBird Learning and LINC, inc. to buildteacher & leader capacity, campus digital learningecosystems through blended experiences and coaching.

Digital LearningCoordinator, DistrictTechnology Trainer

Teachers and leaders transforming teaching and learningusing evidence of practice from Redbird BlendedLearning platform to increase student achievement.


7) Alief Instructional Technology Specialists will attendprofessional development focusing on 21st centuryskills, coaching, technology integration, blendedlearning and leadership--specific training to enhancetheir impact on teaching and learning. (Ex: 1/3 of thedistrict technology specialists will attend the StateTechnology Specialist training in Austin in November,Region 4 Instructional Technology LeadershipAcademy, STEAM, etc.)

Director of DigitalLearning

Increased number of technology specialists equipped withthe following skills: coaching, leadership, criticalconversations, blended learning, PBL and technologyintegration.




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Performance Objective 5: PROFESSIONAL DEVELOPMENT: The professional development sessions offered during the 2018-19 school year (March2018 - February 2019) will match with the Learning Forward Standards for Professional Development and include research-proven instructional strategies.

Evaluation Data Source(s) 5: This goal will be assessed using professional development data, student achievement data, and teacher retentiondata.




1) Campus and district personnel will present andfacilitate the sessions during summer 2018 and on-goingthroughout the 2018-19 school year.

ProfessionalDevelopmentCoordinator

The PD department will review summer session data forthe total number of district-wide session and total numberof campus-based sessions (October 2018). The PDdepartment will determine number of teachers notcompleting their 14 hour requirement (March 2019). ThePD department will review the number of digital learningopportunities available this year (May 2019). Increase instudent achievement. Increase in teacher retention.


2) Instruction Department Book Study to continue toimprove instructional practices in the classroom duringthe 2018-19 school year and incorporating strategiesinto all PD sessions. Instruction department staff willshare this information with campuses through contentspecialists and Assistant Principal meetings.


Content coordinators use strategies during professionaldevelopment and teach them in content area sessions.


3) Expand the district online professional library basedon campus book requests. Continue to share informationabout this resources as well as a variety of ways forcampuses to utilize this "just in time" resources for bothteacher and administrator professional learningpurposes.

ProfessionalDevelopmentCoordinator and thedistrict DigitalResources Specialist

Increase in student achievement scores and teacherretention. When teachers are effective in the classroomthe students achieve and the teachers stay with us.Increase in both teacher and




July 18, 2018 7:56 am


Performance Objective 6: PROFESSIONAL DEVELOPMENT: During 2018-2019, continue to provide district initiative sessions on Differentiation,Writing, and Reading Comprehension. Differentiation is the focus topic that was most requested by campus Shared Decision-Making Councils (SDC) fordistrict support and is Texas Teacher Evaluation & Support System (T-TESS) Dimension 2.4. This year we will create level specific Differentiation Onesessions and a Differentiation Two session for teachers ready to upgrade the differentiated instruction in their classrooms.

Evaluation Data Source(s) 6: The goal will be assessed by using registration and completion data from sessions, anecdotal information fromthe implementation assignments, student achievement data and teacher retention data.




1) Provide level specific (elementary and secondary)Differentiation One sessions during the 2018-19 PDyear. Provide Differentiation Two sessions for thoseteachers ready to move on to more complexDifferentiation techniques.


Increase in student achievement scores and reduction inachievement gaps


2) Support campuses that are consistently usingThinking Maps by providing optional Day Oneworkshops.

ProfessionalDevelopmentCoordinator andTeacher InductionCoordinator

Increase in student achievement scores and reduction inachievement gaps, and increase in the number of studentsearning high scores on achievement tests


3) Comprehension Strategies, Primary Reading andPrimary Writing Workshops. Workshops provideinstruction with both literary and informational text Theprimary workshops are aimed at students in PK-1 andthe Comprehension strategies are aimed at students ingrades 2 - 8.


Increase in the number of students passing the 3rd and 5thgrade reading , the 4th and 7th grade writing STAARtests. Overall student achievement improvement in gradesPK - 8.


4) Formative Assessment sessions will be created andfield tested in the second semester of the 2018-19 schoolyear to prepare to teach this session in the summer of2019. Formative assessment is a frequently requestedtopic and the aspects of differentiation where teachersoften need the most support. This session willcompliment the Differentiation sessions already taught.


Increase in student achievement scores and reduction inachievement gaps, and increase in the number of studentsearning high scores on achievement tests.



July 18, 2018 7:56 am

5) Thinking Maps for Gifted Students and ThinkingMaps for Gifted Students Level 2.

ProfessionalDevelopmentCoordinator andAdvancedAcademicsCoordinator

Higher student score on achievement tests. More studentssuccessful in advanced classes. Teachers taking Level 2session.




July 18, 2018 7:56 am


Performance Objective 7: PROFESSIONAL DEVELOPMENT: During 2018-2019, provide training in the skills of coaching to support district leaders asthey evaluate teachers with T-TESS. Provide instructional coaching to campus instructional leaders and campus teams. Provide coaching for professionalgrowth for area superintendents and principals.

Evaluation Data Source(s) 7: The goal will be assessed using registration data, student achievement data and teacher, retention data.




1) Instructional Coaching using the model from GetBetter Faster which includes practice and real-timefeedback. Two opportunities to attend this session willbe provided.


Increases in student achievement data. Increases inteacher performance review scores.


2) Coaching for area superintendents ProfessionalDevelopmentcoordinator and AreaSuperintendents

Increases in student achievement data. Increases inteacher performance review scores. Increase in bothteacher and administrator retention.


3) Continuous Improvement Coaching for teacherevaluation and support for Goal Setting, Walk-Throughfeedback and Formal Observation. This session willfeature district-created T-TESS specific reflectivequestions. Two opportunities to attend this session willbe provided.

ProfessionalDevelopmentCoordinator andDirector ofProfessional Growthand Improvement

Decrease in employee performance issues. Increases instudent achievement data. Increases in teacherperformance review scores. Increase in both teacher andadministrator retention.




July 18, 2018 7:56 am


Performance Objective 8: PROFESSIONAL DEVELOPMENT: During 2018-2019, use The 7 Habits of Highly Effective People to provide a commonleadership language throughout the district.

Evaluation Data Source(s) 8: This goal will be evaluated by the number of staff trained and using the 7 Habits in their daily work.




1) 7 Habits Initiative Training of Trainers - second teamof trainers.

Director ofProfessional Growthand Improvement

Create a team of district presenters


2) 7 Habits Training sessions for all districtadministrators and other central office personnel.

Director ofProfessional Growthand Improvement

7 Habits becoming a district-wide way of doing business- living the 7 Habits support a positive culture in Alief




July 18, 2018 7:56 am


Performance Objective 9: SCIENCE - STEM ACADEMY: By May 2019, the Academy will provide a STEM-focused program serving students in Grades6-12 or Grades 9-12 with an active relationship with the feeder middle school(s).

Evaluation Data Source(s) 9: Meeting agendas and minutes, with action items and decision logs; Annual training and professionaldevelopment calendar and plan for teachers; T-STEM leadership meetings and agenda notes; Mentor/induction program plans; T-STEMleadership meetings and agenda notes;





1) Alief STEM Academy will develop a PBL cohort ofteachers who will participate in a book study anddiscussion of best practices.

STEM FacilitatorProfessionalDevelopmentCoordinator

Teachers will increase the number of PBL's completed inone school year from 2 to 4.


2) Alief STEM Academy will implement acomprehensive professional development plan forteachers and staff, using research-based instructionalstrategies that focus on rigor, college and career-readiness, are based on needs assessment of studentdata, and includes teachers from all grade levels.

STEM FacilitatorProfessionalDevelopmentCoordinator

STAAR results for STEM students will exceed districtaverage by 10%


3) Alief STEM Academy will develop a mentoring andinduction program for newly hired staff, providing themwith the instructional and interpersonal skills andcapacities needed for success.

STEM FacilitatorProfessionalDevelopmentCoordinatorTeacher InductionCoordinator

STEM Academy teacher retention will be greater than90%.

4) Alief STEM Academy will develop an externshipprogram to expose teachers, counselors, and/oradministrators to STEM content and careers





July 18, 2018 7:56 am

5) Alief STEM Academy will provide opportunities forSTEM teachers to receive extensive training and supportthrough regularly scheduled formative peer observationsand collaboration opportunities with feeder pattern focusgroups, industry, and IHE partners.

STEM FacilitatorCampus STEMCounselorCampus PrincipalProfessionalDevelopmentCoordinatorDirector ofInstruction

Increases in student achievement data. Increases inteacher performance review scores.



July 18, 2018 7:56 am


Performance Objective 10: SECOND LANGUAGE EDUCATION: Conduct intentional collaboration with stakeholders to develop, train, and retain highlyqualified personnel for English Language Learner (ELL) students.

Evaluation Data Source(s) 10: STAAR, TELPAS, PBMAS




1) Provide professional development opportunities fordistrict level SLE personnel.(Research - Dual Language Education of New Mexicowww.dlenm.org, Teachers of English to Students ofOther Languages (TESOL) Conference, LeadershipFusion at Region IV ESC www.esc4.net)

SLE Director, SLECoordinator, SLEProgram Supervisors

Training materials, sign-in sheets, specialist productivityreports


2) Provide miscellaneous expenses to support districtlevel personnel (mileage reimbursement to and fromprofessional development).(Research - La Cosecha Conference www.dlmn.org,Region IV ESC www.esc4.net)

SLE Secretary, SLEDirector

Mileage logs, SLE specialist productivity reports


3) District SLE Dept. will provide professionaldevelopment opportunities for teachers in the DualLanguage Program. (Research - SLE 1, Dual LanguageEducation of New Mexico, Guiding Principles for DualLanguage Education 2nd edition- Center for AppliedLinguistics)

SLE Director, SLECoordinator, SLEElementary ProgramSupervisor

Training materials, sign-in sheets, Dual Language teachersurveys, ISIP scores


4) Provide professional development opportunities toDual teachers on Spanish Language instruction for non-LEP dual participants.(Research - Teaching for Biliteracy: Strengthening theBridges Between Languages 2012, SLE 1)

SLE Director, SLECoordinator, SLEElementary ProgramSupervisor

Training materials, sign-in sheets, ISIP Espanol scores


5) Provide professional development for theimplementation of the Early Exit Transitional BilingualEducation model to teachers.

SLE Director,Elementary ProgramSupervisor

Training materials, sign-in sheets, teacher surveys



July 18, 2018 7:56 am

6) Provide PD resources to support bilingual teachers,ESL teachers, Dual Language teachers (Spanish side)with the transition from Spanish to English instructionthrough Language Academies with Dr. Fierro anddistrict PLCs.(Research - SLE 2, SLE 3, Accelerated Schooling forEnglish language learners - Thomas, W.P. & Collier,V.P. 1999, Center for Applied Linguistics)

SLE Director,Elementary SLEProgram Supervisor,Elementary DistrictSLE Specialists

Training sign-in sheets, classroom observations, ISIPscores


System Safeguard Strategy7) Provide professional development opportunities forsheltered instruction implementation: e.g. SIOP,Seidlitz, etc. (PK-12) across contents for teachers,specialists, administrators, and other programs such asCTE.(Research - SLE 2, SLE 3)


Sign-in sheets, surveys, SIOP observation checklists,PBMAS quarterly reports, TELPAS scores


8) Continue to collaborate with district contentdepartments to integrate English Language ProficiencyStandards (ELPS) and ELL methodologies, in particular,SIOP into the K-12 curriculum, and customizeprofessional development based on teacher and campusdata and administrator requests for on-demand training.


Training materials, sign-in sheets, classroom observations


9) District SLE Department will offer opportunities torefine practices through Instructional Leadership Team(ILT) meetings. (PK-12)


Agenda, sign-in sheets, training materials, padletfeedback

10) Continue to support and develop campus ELLleaders, content specialists, and teachers with coachingon sheltered instruction (SIOP K-12).(Research - SLE 2)

SLE Director, SLECoordinator, SLEProgram Supervisor,Secondary SLESpecialists

SIOP checklists, PBMAS quarterly reports


11) District SLE Dept. will collaborate with TeacherInduction Program in training new teachers throughAlief U.

SLE Director, SLEProgram Supervisors

Registration logs, surveys

12) Provide resources for professional developmentsuch as a book study each semester to developleadership skills and learn current research-basedinstructional methodologies that meet the needs ofELLs.(Research - ELA 12, StrengthFinders 2.0 - Tom Rath,Adapting SIOP for two-way immersion: An introductionto TWIOP. - Center for Applied Linguistics - Howard,E.R., Sugarman, J., & Coburn, C. (2006)


Book study projects



July 18, 2018 7:56 am

13) Provide PD to early childhood bilingual teachers(PK, K, 1) to develop spanish readers in preparation forinstructional transition into English per the Early ExitFramework.(Research - National Association for BilingualEducation, Texas Association for Bilingual Education)

SLE Director, SLEElementary ProgramSupervisor,Elementary SLEDistrict Specialists

ISIP Espanoll scores, classroom observations




July 18, 2018 7:56 am


Performance Objective 11: STUDENT SERVICES - HEALTH SERVICES: During 2018-2019, ensure that staffing is equitable for all campuses byanalyzing the number and types of programs on campuses, the number of visits to each clinic, semester reports, and by filling 100% of vacancies.

Evaluation Data Source(s) 11: Maintain a copy of the Health Services Staffing Roster in the DIP folder.




1) Fill all vacant health services positions as needed. Director of StudentServices andCoordinator ofHealth Services

A staffing roster showing vacant positions will bemaintained in the DIP folder.

2) Analyze semester reports to determine the numberand kinds of services provided and to make adetermination of the level of staffing support needed.

Director of StudentServices andCoordinator ofHealth Services

Semester reports will be read in January 2019 and May2019 and analyzed to determine trends and patterns ofclinic visits. Semester reports will be available for reviewin the office of the Director of Pupil Services.

3) The Health Service Coordinator will plan on at leasttwo visits per campus to determine if needs are beingmet.

Director of StudentServices

A log of campus visits will be maintained at thebeginning of each month to the Director of Pupil Servicesand an electronic copy will be maintained in the DIPfolder.

4) All campus clinics will receive an immediateresponse to clinic emergencies/urgent issues throughCentral Health Advisory Team (CHAT).

Director of StudentServices, HealthServicesCoordinator, andCentral HealthAdvisory Team(CHAT).

CHAT team will communicate via cell phone and CHATline regarding emergencies and urgent issues throughoutthe district.

5) All itinerant staff and 1:1 staff (when student isabsent) will be assigned to a high needs campus.

Director of StudentServices and HealthServices Coordinator

Staffing will be documented on the daily reportcompleted by the Health Service Coordinator. Dailyreports are available in the Health Services Departmentfor review.



July 18, 2018 7:56 am


Performance Objective 12: TEACHER INDUCTION: During 2018-2019, Alief will retain 85% of teachers in year 1 of induction, 91% of the teachers inyear 2 of induction, and 89% of the teachers in year 3 of induction.

Evaluation Data Source(s) 12: This goal will be assessed using resignation data.





1) Provide 35 hours prescribed professionaldevelopment for Year 1 induction through Alief UUndergraduate Studies.

Teacher InductionCoordinator

Increase completion rate from 2017-2018 to ensureteachers have the basic knowledge of district initiativesand meaningful work expectations.


2) Provide a four day institute July 31-August 3 forAlief U Undergraduate Studies.


90% of our new hires for the 2018-2019 school yearattend the summer session of Alief U UndergraduateStudies and feel prepared to enter the classroom.


3) Provide 35 hours prescribed professionaldevelopment for Year 2 induction through Alief UGraduate Studies.


Increase completion rate from 2017-2018.Administratorsfrom each campus attend Alief U Tracking meeting andcommunicate with staff about progress.


4) Provide 35 hours prescribed professionaldevelopment for Year 3 induction through Alief UContinuing Education.


Increase completion rate from 2017-2018. Administratorsfrom each campus attend Alief U Tracking meeting andcommunicate with staff about progress.


5) Provide campus-based meeting content to campusMentor Leaders.


Provide support to mentors and beginning teachersthroughout the year.

6) Create an online mentor training to be implemented2019-2020.


Improve preparation for instructional mentors to supportbeginning teachers.

7) 7) Revisit Alief U professional developmentexpectations and contractual agreement to differentiateexpectations for beginning and experienced teachers.


Experienced teachers will feel their experience is valuedthrough the differentiation of expectations and beginningteachers will have more targeted support to get them offto a smooth start of their career.



July 18, 2018 7:56 am


Performance Objective 13: WELLNESS: In the 2018-19 school year, employees taking advantage of preventive screenings will increase by 10%.

Evaluation Data Source(s) 13: Quest participation reports will be analyzed in May 2019. Health Plan data will be analyzed for all otherpreventive screenings.




1) Alief ISD will work with Total Family Care on amarketing and communication plan for all stakeholders.

WellnessCoordinator

Plan developed

2) A combination of campus visits and an onlinecommunication blitz will be made to ensure that allemployees understand the requirements and benefits ofthe wellness program.

WellnessCoordinator

Number of visits, email communication, and ultimately,participation in the screening

3) We will continue to send letters home andcommunicate with those not participating, letting themknow the benefits to them and the district.

WellnessCoordinator

Communication logs and records of what has been sentout

4) We will print posters to put at all campuses, andcreate flyers to hand out on the benefits of annualscreenings.

WellnessCoordinator

Posters are up and flyers distributed



July 18, 2018 7:56 am


Performance Objective 14: WELLNESS: By May 2019, participation in district sponsored wellness activities will increase by 10%.

Evaluation Data Source(s) 14: All reports and onsite registration and sign in sheets will be analyzed in May 2019.




1) We will work with employee wellness champions tocommunicate activities.

WellnessCoordinator

Copies of emails sent out to employees

2) We will add classes to Eduphoria in order to trackwellness participation.

WellnessCoordinator

Eduphoria reports and YMCA monthly counts

3) We will market classes district wide, not just at hostcampus.

WellnessCoordinator

Increase in number of participants

4) We will create campus challenges district wide toencourage wellness participation.

WellnessCoordinator

More participation across the board for district initiatives



July 18, 2018 7:56 am

Goal 5: Alief ISD will continue to build positive relationships with all stakeholders.

Performance Objective 1: ATTENDANCE: By May 2019, the district attendance rate will increase by 0.5% or greater from the previous year.

Evaluation Data Source(s) 1: Year-end Average Daily Attendance (ADA) reports for 2018-2019 will be evaluated against the previous yearreports and will show an expected growth of 0.5% or better.




1) Families who Fail to Appear for truancy court will becalled and given information about resetting their courtcase before it becomes a warrant for their arrest.(Research - A1, A4, A7)

AccountabilityCoordinator overAttendance

Families who failed to appear in court will reset theircases to be heard in court

2) The Attendance Counselors will provide follow-upmeetings with the students who they have previouslyvisited as a result of a campus home visit request, tocontinue to provide on-going support to the student andfamily. (Research - A1, A4, A7)

AccountabilityCoordinator overAttendance and the 2District AttendanceCounselors

The periodic visits will help the targeted studentsmaintain good attendance or connect them to otherresources if the attendance continues to be an issue

3) Campus attendance staff will receive training everysummer over pertinent attendance topics. Monthlytrainings will also be provided throughout the schoolyear as well as individual trainings on an as neededbasis. (Research - A1, A6, A7)


Errors in attendance coding and truancy referrals/filingswill decrease

4) The Accountability Coordinator over Attendance andtwo Attendance Counselors will teach parents aboutattendance laws and parenting strategies during openhouse, family nights, parent center functions, or anyother times requested by campuses. (Research - A1, A4,A6, A7)


Success will be shown through positive campus andparent feedback about the trainings

5) Campus specific attendance reports and data will besent to campuses on a periodic basis to help campusesmonitor their attendance. (Research - A1, A6, A7)


Campus teams will place more focus on attendance andattendance interventions and incentives based on thecampus data included in the reports


July 18, 2018 7:56 am

6) To increase community and family awareness of thehelp that the 2 Attendance Counselors can provide,advertisement cards and posters with QR codes for ourwebsite of resources and our new general attendancephone line will be put in all schools and key locationsaround the community.


We will receive more calls from parents and communitymembers for help.


7) To increase the potential for response from parentswho are not home when a home visit is attempted, wewill leave a door hanger in English and Spanishrequesting that they please call the district attendanceoffice to discuss their child's attendance. No identifiableinformation, other than the parent's name and our nameand contact number is left on the card.


We will get phone calls from parents who were not athome or who did not answer the door during an attemptedhome visit.


8) To increase the awareness of the two AttendanceCounselors and the support the District AttendanceTeam can provide to parents and students, businesscards and a small display sign will be provided to eachcampus in English and Spanish and replenished forcampuses as needed.


We will receive more calls from parents and communitymembers for help.




July 18, 2018 7:56 am


Performance Objective 2: BUSINESS: Participate fully in legislative priority agenda creation, implementation, and communication with all alliances of thedistrict (e.g. Texas School Alliance, Equity Center, etc.).

Evaluation Data Source(s) 2: Legislative Budget Board, 86th Legislative Session, Texas School Alliance, Moak Casey & Associates, and theEquity Center.




1) The creation of funding priorities for the 86thlegislative session is crucially important as legislatorshave not funded public education now for four years andcontinue to lower the state's share of funding.

DeputySuperintendent ofBusiness, AssistantSuperintendent ofFinance

Legislative priorities for Board of Trustees.

2) Work with other entities to coordinate needs togetherto find solutions (e.g. city, county, region, and commonrevenue streams).

DeputySuperintendent ofBusiness, AssistantSuperintendent ofFinance

Common support of needs among Texas School Alliance,Equity Center districts, and Region 4.



July 18, 2018 7:56 am


Performance Objective 3: FAMILY & COMMUNITY ENGAGEMENT: By May 2019, at least 69% of the district student population will have at leastone family member interaction with their child's campus.

Evaluation Data Source(s) 3: This goal will be assessed through district and campus E-School Plus family engagement data sets includingattendance, committee participation by families, and the number of family engagement activities offered.




1) The FACE Program will continue implementation ofdistrict Families Actively & Meaningfully Engaged(FAME) initiative: a) Awareness - All staff will viewthe required beginning-of-year professionaldevelopment on the value and contribution ofparents/family. (Title I) All campuses will continueimplementing campus FAME committees with oneadministrator capable of making administrativedecisions on each FAME Committee. b) Self-Assessment/Evaluation - Campus FAME committeeswill conduct self-assessments throughout the year whichwill include both qualitative and quantitative data. c)Program Conceptualization and Development - CampusFAME committees will complete programconceptualization and development, includingdevelopment/evaluation, goal setting, and actionplanning which will be integrated into the campus actionplan. (RESEARCH - FAME 5 6 7 8)

Campus Principals

FACE Coordinator

Number of campuses with established FAMECommittees by January 2019

Number of campuses that have completed FAME actionplan by January 2019

Number of family members serving on campus and/ordistrict-wide committees by May 2019



July 18, 2018 7:56 am

2) Program Implementation - a) All campuses willimplement FAME campus plans and strategiesdeveloped in collaboration with parents; b) Campusfamily centers will continue to provide services and willexpand/reorganize to provide services identified bycampus FAME committee, which may include:Parenting skills, Active Parenting, and Active Parentingof TeensWeekend family activities; c) campuses will be providedwith implementation support, coaching, and training,including expansion of Parenting Partners training forparent leaders; d) training for parents on how toeffectively communicate and build partnershipson howto engage in the education process; e) expansion ofFamily Friendly Schools Engage model. f) Campuseswill provide opportunities for families to engage atdifferent levels on the campus including volunteeringthrough the Alief Volunteers in Public Schools (VIPS)Program (RESEARCH FAME 5 6 7 8)

Campus Principals

FACE Coordinator

Percentage of students with at least one family interactionby May 2019

ESP attendance records for district-wide activities, bycampus (Family U, Family Outing, trainings, etc.)

Overall attendance report for family center activities andactivities outside of the family center by May 2019

Number of campuses successfully completing trainingand implementing Parenting Partners program by May2019

Number of Family Friendly Schools by May 2019


3) FACE will ensure a welcoming environment for allfamilies -a)Campuses will engage in research based traininginvolved in conducting impactful Home Visits to assistin the academic success of students. b)FACE willprovide and attend training and increase awareness ofeffective two-way communication between school andhome. (RESEARCH FAME 5 6 7 8)

Campus Principals

FACE Coordinator

Increase in positive feedback on K-12 survey resultsfocused on welcoming environment and awareness andaccessibility of two-way communication tools forfamilies by June 2019.


4) FACE will continue implementation of district-wideFACE Council to meet three to four times per year.Council to include family members, teachers, parentliaisons, campus and central office administrators, andcommunity partners: a) Explore opportunities toincrease communication with families (e.g., newsletter,technology, etc.), participation, assessment, andrecognition; b) Evaluate District Parent InvolvementPolicy (Title I).(Research-FAME 3 & 4)

FACE Coordinator Training attendance sheets and agendas for trainings willdocument attendance




July 18, 2018 7:56 am


Performance Objective 4: FAMILY & COMMUNITY ENGAGEMENT: By May 2019, the Family & Community Engagement (FACE) Program willincrease the level of training and resources that provide opportunities and explain the benefits of school-to-home connections and communication betweenfamilies and teachers by 2%. This will occur due to an increase in the number of families who report they know how to access their child(ren)'s grades.

Evaluation Data Source(s) 4: K-12 survey results; Training records and feedback of staff and families.




1) FACE will continue providing central office andcampus staff, dedicated full-time Family andCommunity Engagement Coordinator, Family Liaisonson each campus, part-time media assistant, full timeFamily Engagement Specialist. (Research- FAME 3 &4)

FACE Coordinator Administrator evaluations will assess the effectiveness ofcampus support and training


2) FACE will continue implementation of district-wideFACE Council to meet three to four times per year.Council to include family members, teachers, parentliaisons, campus and central office administrators, andcommunity partners: a) Explore opportunities toincrease communication with families (e.g., newsletter,technology, etc.), participation, assessment, andrecognition; b) Evaluate District Parent InvolvementPolicy (Title I).(Research-FAME 3 & 4)

FACE Coordinator Training attendance sheets and agendas for trainings willdocument attendance



July 18, 2018 7:56 am

3) FACE will provide professional development andresources focused on FAME and best practices. a)FACEwill conduct family liaison monthly meetings; b)FACE staff and Alief family leaders will attend twoconference trainings in/out of state focused on bestpractices for District FAME Council. c) All liaisons willreceive 14 hours of professional development.(Research-FAME 3 & 4)d) Teachers will attend training on research based bestpractice - Academic Parent Teacher Teams focused onconnecting home to school through training familiesskills to use with their children at home and buildingteacher capacity (3 schools trained)

FACE Coordinator Training attendance sheets and agendas for trainings willdocument attendance and effectiveness of trainings.Administrator evaluations will assess the effectiveness ofcampus support and training. Professional developmentrecords of family liaisons.


4) Two way communication will increase betweenschool and home by providing professional developmentopportunities and training for staff and families toimprove capacity to utilize digital resources to connectschools to homes. and increase awareness of toolsavailable to connect school to home. a) FACE willprovide professional development focused ontechnology tools and tips on how to communicateeffectively with families; b) Training on how to accesshome-access will be offered in all Centers and promotedto families; c) Increased use of Remind 101 bycampuses; d) FACE will continue the implementation ofa district-wide Remind 101 system; e) Survey familiesregarding satisfaction level of home-to-schoolcommunication; f) Campuses will offer twoopportunities per year for families to meet with campusprincipals. hg) Family centers will increase the numberof technology classes; h.) Increase utilization oftechnology in Family Centers; i) Utilize Simple K-12 toprovide technology training to families. j)FACE willwork with school campuses and district wide to k) bringawareness to Home Access, the benefits of beinginformed of student progress and resources and servicesavailable in Alief ISD to equp and assist familymembers. l) FACE will provide training to families intechnology to euip families on the skills necessary toaccess student and family resources.(RESEARCH FAME 3 & 4)

PrincipalsFACE Coordinator

Surveys from families will reflect an increase of theirawareness of how to monitor student progress.

An increased level of families engaged on the district andcampus level will demonstrate an increase in familyengagement.




July 18, 2018 7:56 am


Performance Objective 5: FAMILY & COMMUNITY ENGAGEMENT: The FACE Program will increase the number and level of linked-to-learningtrainings and resources that provide increased opportunities for school to home academic connections by 2%. This will occur due to an increase in thenumber of families who report on K-12 Survey that they agree that their child's teacher provides tools to assist their children at home.

Evaluation Data Source(s) 5: This goal will be assessed through qualitative data gathered via family surveys and the number of professionaldevelopment opportunities offered to families and staff focused on linked to learning activities and home to school connections.




1) The FACE Program will provide and model a)Linked to learning family nights for Intermediatecampuses and secondary campuses. b) Campuses willprovide at least four Linked to Learning FamilyPrograms.

FACE CoordinatorCampus Principals

Number of families responding positively to K-12 surveyfocusing on accessibility to tools to help their children athome

Number of Family Centers offering technology classes

Number of professional development sessions focused onthe importance of Linked to Learning Activities in theschools.

Number of Linked to Learning Family Programs offeredat all campuses by June 2019

Number of campuses who provided two opportunities forfamilies to meet with campus principals


2) Explore and increase the number of digitalopportunities for families to support learning at home. a)Increase the number of campuses utilizing Remind 101to communicate with familiesb) Collaborate with the Instruction Department tocontinue the implementation of the Schoology ParentPortal (RESEARCH - FAME 5 6 7 8)

FACE CoordinatorInstructionalTechnology

Number of campuses utilizing Remind 101 by June 2019

Number of families utilizing Schoology - Parent Portal toconnect school to home.

3) FACE will conduct the annual Family U conferencefocused on training for staff and families.(RESEARCH - FAME 5 6 7)

FACE Coordinator Family U surveys will assess effectiveness of conference. Funding Sources: Local - 7610.00, Title I - 7500.00


July 18, 2018 7:56 am



July 18, 2018 7:56 am


Performance Objective 6: PUBLIC RELATIONS: Alief ISD will strengthen partnerships with local stakeholders.

Evaluation Data Source(s) 6: This goal will be assessed by the quantitative data collected, including donation amounts, information onemployees who are alumni and Community Outreach Missions Education Team (COMET) Program data.




1) Alief ISD will continue to solicit donations from thepublic by actively engaging business and communitystakeholders through meaningful partnerships.

Business &CommunityPartnershipCoordinator

Increase donation amount to school district to $4 millionor higher


2) Alief ISD will continue to identify staff memberswho are alumni to better support these stakeholders inthe near future.

Web Specialist Continued identification of staff members who are alumni

3) Alief ISD will increase the number of students servedthrough COMET.

Business &CommunityPartnershipCoordinator, PublicRelations Specialist,Web Specialist

Number of COMET students served expected to increase



July 18, 2018 7:56 am


Performance Objective 7: PUBLIC RELATIONS: During 2018-2019, Alief ISD will designate and utilize Campus Communication Coordinators andCampus Website Coordinators to ensure consistent messaging for families and community members across the district.

Evaluation Data Source(s) 7: This goal will be assessed by evaluating existing campus communication tools and efforts, the designation ofCampus Communication Coordinators and Campus Website Coordinators, and whether those coordinators meet the standards we have set.




1) Alief ISD will collect information on existing campuscommunication tools.

Public RelationsDept.

Receive information on existing campus communicationtools

2) Alief ISD will designate Campus CommunicationCoordinators.


Each campus has a designated Campus CommunicationCoordinator


3) Alief ISD will utilize Campus CommunicationCoordinators.


Campus Communication Coordinator ensure consistentcommunication is happening across all social mediaplatforms within their school

4) Alief ISD will designate Campus WebsiteCoordinators.


Each campus has a designated Campus WebsiteCoordinator


5) Alief ISD will utilize Campus Website Coordinators. Public RelationsDept.

Campus Website Coordinator ensure consistentcommunication is happening across all webpages withintheir school websites



July 18, 2018 7:56 am


Performance Objective 8: PUBLIC RELATIONS: Alief ISD will utilize survey data to make adjustments and changes as necessary in centraladministration support.

Evaluation Data Source(s) 8: This goal will be assessed by survey participation rates and Let's Talk message feedback scores and averagedialogue age.




1) K12 Insight will create surveys and provide services,including YourVoice and Let's Talk!, catered to theneeds of Alief ISD.

Public RelationsSpecialist, WebSpecialist

Alief ISD acquired surveys and other services from K12Insight to fit the needs of Alief ISD


2) K12 Insight will analyze survey results for Alief ISD. Public RelationsSpecialist

K12 Insight collected and analyzed survey results forAlief ISD

3) K12 Insight will suggest action steps for Alief ISD. Public RelationsSpecialist

K12 Insight provided action steps to Alief ISD based onsurvey results

4) Alief ISD will utilize suggested action steps to createplan to improve Alief ISD.

Public RelationsSpecialist

Alief ISD created and acted on action plans based on K12Insight's suggestion to improve central administrationsupport

5) Alief ISD will review Let's Talk! dialogues to ensurethe tool is used for meaningful conversation betweenstakeholders and the school district.

Web Specialist Alief ISD reviewed Let's Talk! dialogues to ensure thetool is used for meaning conversation betweenstakeholders and the school district

6) Alief ISD will provide support to district and campuspersonnel to purposefully market Let's Talk! as a 24/7web-based communication tool for all stakeholders.

Web Specialist Alief ISD provided support to personnel to purposefullymarket Let's Talk! as a 24/7 web-based communicationtool for all stakeholders



July 18, 2018 7:56 am


Performance Objective 9: SCIENCE - STEM ACADEMY: By May 2019, the Academy will provide wrap-around strategies and services involvingmultiple stakeholders (parents, teachers, counselors, community members, etc.) to strengthen both the academic and technical skills necessary for highschool and college readiness, as well as provide academic, technical, and individual support for students to be successful in rigorous academic and work-based learning experiences.

Evaluation Data Source(s) 9: Calendar of family outreach events; sign-in sheets documenting student participation; Completed marketing plan;marketing materials; student rosters / enrollment;





1) Alief STEM Academy will provide parent outreachand involvement opportunities.

STEM FacilitatorCampus STEMCounselorCampus PrincipalPublic RelationsDepartmentFACE Coordinator

Number of family members serving on campus and/ordistrict-wide committees by May 2019


2) Alief STEM Academy will provide a structuredprogram of community service to promote communityinvolvement.


69% of the district student population will have at leastone family member interaction with their child's campus


3) Promote the Alief STEM Academy program toparents, students, and community members throughvisibility at events, promotional banners, posters, andother marketing tools.


Alief STEM Academy campus student enrollment in willincrease by 5% from students not previously in an Aliefschool.



July 18, 2018 7:56 am



July 18, 2018 7:56 am


Performance Objective 10: SECOND LANGUAGE EDUCATION - REFUGEE SERVICES: During 2018-2019, support services will be provided torefugee students and their families to ease transition into the American school system.

Evaluation Data Source(s) 10: Number of families attending orientations, meetings and parent workshops




1) Provide supplemental mental health support systemfor refugee, new immigrant students through Aliefpartnership with CIS and MHA.(Research - Texas Health & Human ServicesCommission Office of Community Services, NationalEducation Association for English language learners,USDE Guide for Unaccompanied Youth)

Communities inSchools, MentalHealth of America,SLE Director andSLE Coordinator

Service logs, Grant reports


2) Continue to foster relationships with the Alief ISDcommunity and provide support and training to thecommunity concerning ELLs. Sessions conducted byCatholic Charities within parent centers and Family U.


3) Continue to work with community organizations suchas Catholic Charities, Amaanah, SEWA, PAIR toprovide support to refugee students.

4) Provide translation services to support ELLs and theirfamilies.




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Performance Objective 11: STUDENT SERVICES - HEALTH SERVICES: During 2018-2019, continue health outreach partnerships (currently four) andadd at least one new partner.

Evaluation Data Source(s) 11: Maintain list of partnerships with Health Services in an electronic file stored in the DIP folder.




1) Complete Memorandum of Understanding (MOU)and/or contract for each partnership as applicable.

Director of StudentServices

A file containing copies of all MOUs and contracts willbe maintained in the DIP folder

2) Network with other service providers to developadditional partnerships.


List of networking events and contacts made will be keptin the Health Services Administrators' shared drive.

3) Maintain and exceed current level of services frompartners.


Data reports for services provided by each partner toinclude type and number will be maintained in the HealthService Administrators' shared drive.



July 18, 2018 7:56 am

APPENDICES

Comprehensive Needs Assessment Needs Assessment Overview The Texas Education Code requires every school district in the state of Texas to have a district improvement plan that is developed, evaluated, and revised annually. The purpose of the plan is to guide the district in the improvement of student performance. In Alief ISD, the DIP is the result of an extensive planning process, and results in Performance Objectives (measurable goals) and Strategies (specific action steps) to support them. The district uses a continuous improvement planning model to ensure that decisions are based on data, and that strategies are research-based and evaluated for effectiveness. The District Improvement Plan is developed collaboratively with district and campus staff, as well as parents and community members. Included in the planning process are content area leadership groups, the district Instructional Leadership Team, the district Educational Improvement Council, and the Superintendent's Council. The plan is revised annually and submitted to the Board of Trustees for final approval. Alief ISD uses a continuous improvement planning process which involves 1) data collection and analysis, 2) the identification of specific needs based on the data, 3) the development of a plan for improvement, 4) the implementation and monitoring of the plan, and 5) the evaluation of both the implementation and results of the plan. The development of the DIP takes time and collaboration, and involves leadership from program areas across the district. The process itself is year-round.

March and April - Instructions and training are provided April - Needs assessments are completed by each program area and collaboration meetings are held May - Draft plans are completed and shared with the District Educational Improvement Council for feedback June - Draft plan is reviewed by the district Instructional Leadership Team and the Superintendent's Council July - Final plan is submitted to the Board of Trustees for review and approval, and the final plan is placed on the district

website October - June - Formative and summative reviews are conducted to answer, "Were activities conducted as planned? If not,

why not?" and "Were objectives met? If not, why not?" The planning process begins with a comprehensive needs assessment which is the foundational piece of the DIP. When conducted thoroughly, the needs assessment identifies strengths and weaknesses from which program goals and strategies are developed. As a direct result of the needs assessment process, a plan is developed which address the district's Main Thing: Student Achievement and Development. Copies of all needs assessment documents are maintained on file by Alief ISD.

A

AUG SEP OCT NOV DEC JAN FEB MAR APR MAY JUN JUL

1 Federal Accountability Report2 Consolidated ESSA Compliance Report10 Performance Based Monitoring Reports3 Initial Compliance Review (ESSA)4 District Common Assessments5 District Improvement Plan Evaluated6 Campus Action Plans Completed7 Title I School Improvement Plans (ESSA)11 Academic Calendar Adoption12 Annual Performance Report & Public Meeting13 Technology Plan Discussion14 State Assessment Results (Preliminary and Final)

15Annual Public Meeting ‐ Federal Programs, Technology Plan, Special Education

16 Superintendent and Board Annual Priorities17 Code of Conduct Approval18 District Improvement Plan Approved19 State Compensatory Education Evaluation

20 Monthly Donations Report21 Family Center Reports28 Monthly Volunteer Report29 Campus Family Engagement Plans and Compacts26 Climate Survey Results (Parents)22 End of School Year Family Engagement Report25 End of School Year Volunteer Report23 End of School Year Mentor Report

34 Climate Survey Results (Staff)31 Teacher / Administrator Contracts32 Annual Staffing Report33 Compensation Plan

35 Budget Report36 Budget Adoption / Tax Rate Report37 Annual Financial Accountability Report38 Annual Audit Report39 Annual Investment Report40 Long Range Plan Approval

Area: Resources

AISD Planning, Monitoring, and Reporting ScheduleACTIONS

Area: Education

Area: Community

Area: Staff

B

Strategy Person Responsible

District Goals

Supported Timeline Evidence of Completion Title I * Title IIA * Title III * Title IV* SCE

Elementary reading instruction - supplies, materials and training in support of the elementary reading program Karen Flavin 1 Aug - May student achievement $324,065 $39,000 $252,327Elementary science instruction - supplies, materials and professional development in support of the elementary science program Gelyn Cornell 1 Aug - May student achievement $148,400 $22,000Secondary science instruction - supplies, materials and professional development in support of the elementary science program Karen Jacobs 1 Aug - May student achievement $156,000 $141,950Elementary math instruction - supplies, materials and professional development in support of the secondary math program Earl Snyder 1 Aug - May student achievement $89,327 $12,000Secondary math instruction - supplies, materials and professional development in support of the secondary math program Ann Worley 1 Aug - May student achievement $83,000 $16,950Secondary reading & english language arts instruction - supplies, materials and professional development in support of the secondary reading and english language arts program Jo Ann Williams 1,2 Aug - May student achievement $63,600 $72,300Social studies - supplies, materials and professional development in support of the social studies program Gretchen Gaskins 1,2 Aug - May student achievement $16,650 $56,250 $46,400Fine arts - supplies, materials and professional development in support of the fine arts program Susan Chiboroski 1,2 Aug - May student achievement $24,500Curriculum & instruction training for Pre-K Kathy Jahn 1 Aug - May student achievement $10,800 $2,934,934

AVID Tracy Scholz 2 Aug - Maysign-in sheets and student achievement $54,840 $45,662

ESL/Bilingual supervisors, instructional specialists, supplies and materials to assist/support campus teachers Patty Cantu 1, 2, 3, 5 Aug - May $10,000 $1,086,464Software & Technology to support ESL/Bilingual program and ELLs Patty Cantu 1, 2, 5 Aug - May student achievement $122,200Instructional technology & digital solutions Pam Lowe 1 Aug - May student achievementLINC program manager, paraprofessionals, supplies, materials and training Patty Cantu 1, 2, 4, 5 Aug - May student achievement $151,480Advanced academics (PreAP/AP) Tracy Scholz 1, 2 Aug - May student achievementKindergarten Aide Karen Flavin 1 Aug - May student achievement $46,000 $488,796Programs and activities that support well rounded education $494,640School monitors (hall monitors, SAC monitors) Area Superintendents 3, 5 Aug - May student achievement $270,723Elementary specialists Content Coordinators 1 Aug - May student achievement $5,421,941

Other Federal and State ResourcesCurriculum & Resources

C

Other Federal and State Resources


District Goals

Supported Timeline Evidence of Completion Title I * Title IIA * Title III * Title IV* SCEMath specialist - intervention program at all elementaries for struggling students in primary grades Earl Snyder 1 Aug - May

contact hours and student achievement $1,834,100

Intervention program for intermediate students in reading and math Earl Snyder 1 Aug - May

contact hours and student achievement $1,504,572 $1,328,806

Secondary reading program for struggling middle school students Jo Ann Williams 1 Aug - May student achievement $884,866Secondary mathematics program struggling middle school students Area Superintendents 1 Aug - May student achievement $1,670,940

Summer school for struggling students Area Superintendents 1 Aug - Mayenrollment and successful completion $2,000,000 $37,492

Summer language institute for English language learners Patty Cantu 1 June - Julyenrollment and successful completion $300,000

Tutorial for refugee students Patty Cantu 1 Aug - Maycontact hours and student achievement

Tutorials Area Superintendents 1 Aug - Maycontact hours and student achievement $27,000 $1,911,243

After school programs Tameka Anderson 1, 2, 5 Aug - May student enrollment $265,735Communities In Schools Area Superintendents 1 Aug - May student achievement $50,000 $2,032,918Bridge teachers at primary grades to assist at risk students Area Superintendents 1 Aug - May student achievement $1,940,358Campus based teachers and interventionists to assist ELL students achieve academic success Patty Cantu 1 Aug - May student achievement $471,992 $172,062Interventionist support for campuses - all content areas - includes central interventionists who work with campuses to improve student achievement and support materials, supplies and training Content Coordinators 1, 4 Aug - May student achievement $908,260 $2,326,132Alternative learning center Area Superintendents 1 Aug - May student achievement $5,217,635Alternative education program Area Superintendents 1 Aug - May student achievement $250,000Crossroads, Night High School, SOAR Area Superintendents 1 Aug - May student achievement $3,800,817School improvement activities Kathy Jahn 1 Aug - May student achievement $459,795 $12,000 $118,731

Interventions

C



District Goals

Supported Timeline Evidence of Completion Title I * Title IIA * Title III * Title IV* SCEHomeless program - liaison and interventions to remove barriers to attendance by homeless students Tyra Walker 1, 2, 3 Aug - May number of students served $29,600Special populations program (pregnant/parenting) Joni Maniatis 1, 2, 3 Aug - May number of students served $152,468 $74,782

Campus learning centers Jackie Armwood 1, 3 Aug - Maynumber of students transitioning to ALC $661,989

Principal of accountability Area Superintendents 1, 3, 4 Aug - May number of graduates $244,163


District Goals


Schoology - teacher, student, and parent web-based tool Pam Lowe 1, 5 Aug - Maynumber of accounts, usage history $170,000

Technology/Lab aides Area Superintendents 1 Aug - May student achievement $740,893


District Goals


Funding to support a wide-variety of staff development Tracee Grigsby 1, 2, 3, 4 Aug - May sign-in sheets $174,000 $48,000

Technology integration Pam Lowe 1, 2 ,3, 4, 5 Aug - May training documentation $155,553 $137,050 $15,000Leadership professional development Tracee Grigsby 1, 2, 3, 4 August training documentation $60,000Action Based Learning Kelley Sullivan 1,3 Aug - May training documentation $17,000 $151,272Playworks Kelley Sullivan 1,3 Aug - May completed contract $224,000Teacher training in Sheltered Instructional Strategies for English language learners - ensure that all teachers are trained in sheltered instructional strategies for ELLs - training, stipends, materials Patty Cantu 1, 4 Aug - May sign-in sheets $150,000

Dropout Prevention

Classroom Technology

Teacher Effectiveness

C



District Goals

Supported Timeline Evidence of Completion Title I * Title IIA * Title III * Title IV* SCEAccountability coordinator - shared salary costs with local budget Natalie Martinez 1 Aug - May implementation and use of data $102,175


District Goals

Supported Timeline Evidence of Completion Title I * Title IIA * Title III * Title IV* SCELibrary literacy projects - student books and materials for district wide reading initiatives Pam Lowe 1 Fall number of books distributed $87,500Databases for district library use - reference tools Pam Lowe 1 Fall purchase orders and staff feedback $32,744


District Goals

Supported Timeline Evidence of Completion Title I * Title IIA * Title III * Title IV* SCEFamily engagement - campus liaisons, central office clerical assistance, materials, supplies, software and training to encourage and sustain parent/community involvement Schancellor Terry 5 Aug - May sign-in sheets $244,896 $16,000 $200Promote early language and literacy for children (birth to three and early childhood PK-K) Karen Flavin 1 Aug - May documents $42,500Campus Communication Coordinators Kimberly Smith 5 Aug - May Campus Communication Tools $11,250Interpretation/Translation services Patty Cantu 5 Aug - May documents translated $88,449 $3,000


District Goals

Supported Timeline Evidence of Completion Title I * Title IIA * Title III * Title IV* SCESupport for prevention and safe schools specialists to provide administrator, teacher, and student training to increase protective factors and reduce risk factors for students (includes bully prevention, crime prevention, and abstinence programs) Janine Hoke 3 Aug - May training documentation $259,685 $241Behavior intervention aides Martha Bissett 3 Aug - May discipline referrals $517,870

Prevention and safe schools specialists Janine Hoke 3 Aug - Maydiscipline referrals and campus feedback $483,925

Campus based student assistance program Janine Hoke 3 Aug - May reduction in incidents $33,000

Campus based prevention program coordinator initiative Janine Hoke 3 Aug - May reduction in incidents $59,450

Assessment & Data Management

Libraries

Parent/Community Involvement

Meaningful Relationships

C



District Goals

Supported Timeline Evidence of Completion Title I * Title IIA * Title III * Title IV* SCEAdministrative costs

- Federal Programs budget (Title I & Title IIA) Karla Kessler 1, 2, 3, 4, 5 Aug - May student achievement $191,408 $6,649

Totals $14,142,136 $896,289 $2,426,136 $878,775 $29,272,028

Title I - Improving Basic Programs Operated by LEAs (ESSA)Title IIA - Supporting Effective Instruction (ESSA)Title III - English Language Acquistion, Language Enhancement, and Academic Achievement (ESSA)Title IV - Student Support and Academic EnrichmentSCE - State Compensatory Education Program (State)

* Does not include allocations for indirect costs, campuses and/or private non-profit schools.

Administrative Costs

C

DIP 2018-2019

State Compensatory Education Program Program Evaluation/Needs Assessment

Reporting Year: 2016-2017

The state of Texas allocates funding to school districts through the State Compensatory Education (SCE) Program which is authorized by Texas Education Code §42.152. Funding provides supplemental programs and services designed to close the gap between students at risk of dropping out of school and all other students, specifically in the areas of state assessment performance and high school completion. At-risk is defined by TEC §29.081. At least 52% of the SCE annual allocation must be expended for these services. Up to 48% of the annual allotment may be attributed in the general fund to other, indirect costs. Alief ISD uses a continuous improvement planning process at the district and campus levels each year. This process which involves 1) data collection and analysis, 2) the identification of specific needs based on the data, 3) the development of a plan for improvement, 4) the implementation and monitoring of the plan, and 5) the evaluation of both the implementation and results of the plan. As a result, SCE funds are used across the district for a variety of purposes including tutorials, especially for those students who fail to pass an end-of-course exam. Funding also supports summer school activities, prekindergarten teachers and aides, as well as services for pregnant teens. SCE funds also support the Alief Learning Center, Crossroads, and SOAR/Night High School. Number of Positions (Full-Time Equivalents): 476 State Compensatory Education Allotment: $44,897,126 State Compensatory Education Direct Services (58%): $26,203,334

STAAR

Alief District 2015-2016 At Risk % Passing

2015-2016 Not At Risk % Passing

Gap 2016-2017 At Risk % Passing


Gap (Decrease) / Increase

in Gap

03 Math 59 69 10 64 70 6 -4 03 Reading 56 75 19 56 73 17 -2 04 Math 57 82 25 60 81 21 -4 04 Reading 59 86 27 55 80 25 -2 04 Writing 50 83 33 49 77 28 -5 05 Math 67 88 21 73 86 13 -8 05 Reading 63 89 26 68 85 17 -9 05 Science 52 85 33 52 80 28 -5

D

DIP 2018-2019

06 Math 59 88 29 68 89 21 -8 06 Reading 54 90 36 56 87 31 -5 07 Math 52 88 36 60 89 29 -7 07 Reading 51 88 37 56 91 35 -2 07 Writing 44 86 42 53 90 37 -5 08 Math 72 87 15 81 84 3 -12 08 Reading 72 94 22 77 91 14 -8 08 Science 55 92 37 63 89 26 -11 08 Social Studies 37 85 48 45 87 42 -6

End-of-Course

Alief District 2015-2016 At Risk % Passing


Gap 2016-2017 At Risk % Passing



in Gap

07 Algebra I 100 100 0 100 100 0 0 08 Algebra I 94 98 4 100 100 0 -4 08 Biology 100 0 08 English I 100 0 08 English II 100 0 09 Algebra I 64 83 19 75 81 6 -13 09 Biology 77 94 17 79 93 14 -3 09 English I 52 89 37 53 87 34 -3 09 English II 25 54 29 23 58 35 6 09 US History 61 89 28 73 71 -2 -30 10 Algebra I 36 55 19 43 36 -7 -26 10 Algebra II 0 100 100 -100 10 Biology 39 86 47 39 56 17 -30 10 English I 32 47 15 29 55 26 11 10 English II 52 92 40 53 93 40 0 10 US History 65 82 17 71 100 29 12 11 Algebra I 42 71 29 50 67 17 -12

D

DIP 2018-2019

11 Algebra II 33 0 -33 33 11 Biology 48 100 52 49 100 51 -1 11 English I 27 54 27 26 56 30 3 11 English II 26 51 25 36 60 24 -1 11 English III 80 100 20 -20 11 US History 85 98 13 89 99 10 -3 12 Algebra I 50 83 33 67 33 -34 -67 12 Biology 54 89 35 70 82 12 -23 12 English I 30 64 34 27 50 23 -11 12 English II 24 45 21 20 40 20 -1 12 US History 66 77 11 72 83 11 0

High School Completion

Alief District 2015-2016 At Risk %

Completion

2015-2016 Not At Risk

% Completion

Gap 2016-2017 At Risk %

Completion

2016-2017 Not At Risk

% Completion


in Gap

94 99 5 94 100 6 1

D

ACRONYMS

AA – African American ABL – Action Based Learning ACP – Alternative Certification Program AECHS – Alief Early College High School AGS – Alief Girls in STEM AIM – Abstinence in Motion Success ALFAS – Applied Learning for Adult Students ASP – After School Program AUP – Acceptable Use Policy AVID – Advancement Via Individual Determination BIM – Business Information Management BOY – Beginning‐of‐Year BYOD – Bring Your Own Device CAP – Campus Action Plan CCA – Campus Common Assessment CEHI ‐ Compensatory Education Homebound Instruction CER – Claims, Evidence, & Reasoning CHAT – Central Healthy Advisory Team COMET – Community Outreach Missions Education Team CPI – Crisis Prevention Institute CREST – Council of Reading & English Supervisors of Texas CTE – Career and Technology Education CWT – Classroom Walkthroughs DBQ – Document‐Based Questions DCA – District Common Assessment DIP – District Improvement Plan DCIP – District Continuous Improvement Plan DL – Dual Language DMAC – Data Management for Assessment & Curriculum EC – Early Childhood ECHS – Early College High School ELA – English Language Arts ELAR – English Language Arts/Reading ELD ‐ ELL – English Language Learner ELPS – English Language Proficiency Standards EOC – End‐of‐Course EOY – End‐of‐Year ESL – English as a Second Language ESP – eSchoolPLUS F2F – Face‐to‐Face

FACE – Family & Community Engagement FAME – Families Actively & Meaningfully Engaged GT – Gifted & Talented GTAP – Gifted & Talented/Advanced Placement HCDE – Harris County Department of Education ICR – Initial Compliance Review IHE – Institute of Higher Education ILT – Instructional Leadership Team IR – Improvement Required ISIP – iStation Indicators of Progress ISIT – Instructional School Improvement Team LA – Language Arts LEP – Limited English Proficient LETRS – Language Essentials for Teachers of Reading & Spelling LINC – Language Institute for Newcomers LLC – Library Learning Commons LMS – Learning Management System LPAC – Language Proficiency Assessment Committee MOU – Memorandum of Understanding MOY – Middle‐of‐Year MVPA – Moderate to Vigorous Physical Activity NCSM – National Council of Supervisors of Mathematics NCSS – National Council for Social Studies NCTM – National Council of Teachers of Mathematics NMSQT – National Merit Scholarship Qualifying Test PASS – Prevention and Safe Schools PBL – Project‐Based Learning or Problem‐Based Learning PBM‐ Performance Based Monitoring PBMAS – Performance Based Monitoring Analysis System PD – Professional Development PE – Physical Education PEIMS – Public Education Information Management System PER – Program Effectiveness Review PK – Prekindergarten PLC – Professional Learning Community PRS – Pregnancy Related Services PSAP – Parenting for School Age Parent PSAT – Preliminary SAT PTSD – Post Traumatic Stress Disorder RtI – Response to Intervention RUP – Responsible Use Practices

E

SAP – Student Assistance Program SAT – Scholastic Achievement Test SB – Senate Bill SCE – State Compensatory Education SELA – Secondary English/Language Arts SIOP – Sheltered Instruction Observation Protocol SLAR – Spanish Language Arts/Reading SLE – Second Language Education SLI – Summer Language Institute SMS – Student Management System SPED – Special Education SRQ – Student Residency Questionnaire SSI – Student Success Initiative STAAR – State of Texas Assessment of Academic Readiness STEM – Science, Technology, Engineering, and Mathematics T‐TESS – Texas Teacher Evaluation & Support System TAGT – Texas Association of the Gifted & Talented TAIS – Texas Accountability Intervention System TAKS – Texas Assessment of Knowledge & Skills TALIS – Transitioning Adult Learning Into Success TASM – Texas Association of Supervisors of Mathematics TBSI – Texas Behavior Support Initiative TCSS – Texas Council for Social Studies TCTELA – Texas Council of Teachers of English/Language Arts TEA – Texas Education Agency TEC – Texas Education Code TEKS – Texas Essential Knowledge and Skills TELPAS – Texas English Language Proficiency Assessment System TESOL – Teachers of English to Speakers of Other Languages TETN – Texas Education Telecommunications Network TEXSHEP – Texas Homeless Education Program TRF – Tutorial Request Form TSI – Texas Success Initiative TxVSN – Texas Virtual School Network UIL – University Interscholastic League USDE – United States Department of Education VIPS – Volunteers in Public Schools WICOR – Writing, Inquiry, Collaboration, Organization, Reading

E

Alief ISD 101903 STUDENT WELFARE FFIFREEDOM FROM BULLYING (LEGAL)

DATE ISSUED: 3/15/2012 1 of 2UPDATE 93 FFI(LEGAL)-P

“Bullying" means engaging in written or verbal expression, expres-sion through electronic means, or physical conduct that occurs on school property, at a school-sponsored or school-related activity, or in a vehicle operated by the District and that:

1. Has the effect or will have the effect of physically harming a student, damaging a student’s property, or placing a student in reasonable fear of harm to the student’s person or of dam-age to the student’s property; or

2. Is sufficiently severe, persistent, and pervasive enough that the action or threat creates an intimidating, threatening, or abusive educational environment for a student.

This conduct is considered bullying if it:

1. Exploits an imbalance of power between the student perpetra-tor and the student victim through written or verbal expression or physical conduct; and

2. Interferes with a student’s education or substantially disrupts the operation of a school.

The Board shall adopt a policy, including any necessary proce-dures, concerning bullying that:

1. Prohibits the bullying of a student;

2. Prohibits retaliation against any person, including a victim, a witness, or another person, who in good faith provides infor-mation concerning an incident of bullying;

3. Establishes a procedure for providing notice of an incident of bullying to a parent or guardian of the victim and a parent or guardian of the bully within a reasonable amount of time after the incident;

4. Establishes the actions a student should take to obtain assis-tance and intervention in response to bullying;

5. Sets out the available counseling options for a student who is a victim of or a witness to bullying or who engages in bullying;

6. Establishes procedures for reporting an incident of bullying, investigating a reported incident of bullying, and determining whether the reported incident of bullying occurred;

7. Prohibits the imposition of a disciplinary measure on a student who, after an investigation, is found to be a victim of bullying, on the basis of that student’s use of reasonable self-defense in response to the bullying; and

DEFINITION

POLICY

F

Alief ISD 101903 STUDENT WELFARE FFIFREEDOM FROM BULLYING (LEGAL)

DATE ISSUED: 3/15/2012 2 of 2UPDATE 93 FFI(LEGAL)-P

8. Requires that discipline for bullying of a student with disabili-ties comply with applicable requirements under federal law, including the Individuals with Disabilities Education Act (20 U.S.C. Section 1400 et seq.).

The policy and any necessary procedures must be included annu-ally in the student and employee handbooks and in the District im-provement plan under Education Code 11.252. [See BQ]

The procedure for reporting bullying must be posted on the Dis-trict’s Internet Web site to the extent practicable.

Education Code 37.0832(a)–(e)

INTERNET POSTING

F

Alief ISD 101903 STUDENT WELFARE FFIFREEDOM FROM BULLYING (LOCAL)

DATE ISSUED: 3/15/2012 1 of 3UPDATE 93 FFI(LOCAL)-A

Note: This policy addresses bullying of District students. For provisions regarding discrimination and harassment in-volving District students, see FFH. Note that FFI shall be used in conjunction with FFH for certain prohibited conduct. For reporting requirements related to child abuse and neglect, see FFG.

The District prohibits bullying as defined by this policy. Retaliation against anyone involved in the complaint process is a violation of District policy and is prohibited.

Bullying occurs when a student or group of students engages in written or verbal expression, expression through electronic means, or physical conduct that occurs on school property, at a school-sponsored or school-related activity, or in a vehicle operated by the District and that:

1. Has the effect or will have the effect of physically harming a student, damaging a student’s property, or placing a student in reasonable fear of harm to the student’s person or of dam-age to the student’s property; or

2. Is sufficiently severe, persistent, and pervasive enough that the action or threat creates an intimidating, threatening, or abusive educational environment for a student.

This conduct is considered bullying if it:

1. Exploits an imbalance of power between the student perpetra-tor and the student victim through written or verbal expression or physical conduct; and

2. Interferes with a student’s education or substantially disrupts the operation of a school.

Bullying of a student may include hazing, threats, taunting, teasing, confinement, assault, demands for money, destruction of property, theft of valued possessions, name calling, rumor spreading, or os-tracism.

The District prohibits retaliation by a student or District employee against any person who in good faith makes a report of bullying, serves as a witness, or participates in an investigation.

Examples of retaliation may include threats, rumor spreading, os-tracism, assault, destruction of property, unjustified punishments, or unwarranted grade reductions. Unlawful retaliation does not in-clude petty slights or annoyances.

BULLYING PROHIBITED

DEFINITION

EXAMPLES

RETALIATION

EXAMPLES

G


DATE ISSUED: 3/15/2012 2 of 3UPDATE 93 FFI(LOCAL)-A

A student who intentionally makes a false claim, offers false state-ments, or refuses to cooperate with a District investigation regard-ing bullying shall be subject to appropriate disciplinary action.

Reports of bullying shall be made as soon as possible after the al-leged act or knowledge of the alleged act. A failure to immediately report may impair the District’s ability to investigate and address the prohibited conduct.

To obtain assistance and intervention, any student who believes that he or she has experienced bullying or believes that another student has experienced bullying should immediately report the alleged acts to a teacher, counselor, principal, or other District em-ployee.

Any District employee who suspects or receives notice that a stu-dent or group of students has or may have experienced bullying shall immediately notify the principal or designee.

A report may be made orally or in writing. The principal or design-ee shall reduce any oral reports to written form.

The principal or designee shall determine whether the allegations in the report, if proven, would constitute prohibited conduct as de-fined by policy FFH, including dating violence and harassment or discrimination on the basis of race, color, religion, gender, national origin, or disability. If so, the District shall proceed under policy FFH. If the allegations could constitute both prohibited conduct and bullying, the investigation under FFH shall include a determi-nation on each type of conduct.

The principal or designee shall conduct an appropriate investiga-tion based on the allegations in the report. The principal or de-signee shall promptly take interim action calculated to prevent bul-lying during the course of an investigation, if appropriate.

Absent extenuating circumstances, the investigation should be completed within ten District business days from the date of the initial report alleging bullying; however, the principal or designee shall take additional time if necessary to complete a thorough in-vestigation.

The principal or designee shall prepare a final, written report of the investigation. The report shall include a determination of whether bullying occurred, and if so, whether the victim used reasonable self-defense. A copy of the report shall be sent to the Superinten-dent or designee.

If an incident of bullying is confirmed, the principal or designee shall promptly notify the parents of the victim and of the student who engaged in bullying.

FALSE CLAIM

TIMELY REPORTING

REPORTING PROCEDURES

STUDENT REPORT

EMPLOYEE REPORT

REPORT FORMAT

PROHIBITED CONDUCT

INVESTIGATION OF REPORT

CONCLUDING THE INVESTIGATION

NOTICE TO PARENTS

G


DATE ISSUED: 3/15/2012 ADOPTED: 3 of 3UPDATE 93 FFI(LOCAL)-A

If the results of an investigation indicate that bullying occurred, the District shall promptly respond by taking appropriate disciplinary action in accordance with the District’s Student Code of Conduct and may take corrective action reasonably calculated to address the conduct.

A student who is a victim of bullying and who used reasonable self-defense in response to the bullying shall not be subject to discipli-nary action.

The discipline of a student with a disability is subject to applicable state and federal law in addition to the Student Code of Conduct.

Examples of corrective action may include a training program for the individuals involved in the complaint, a comprehensive educa-tion program for the school community, follow-up inquiries to de-termine if any new incidents or any instances of retaliation have occurred, involving parents and students in efforts to identify prob-lems and improve the school climate, increasing staff monitoring of areas where bullying has occurred, and reaffirming the District’s policy against bullying.

The principal or designee shall refer to FDB for transfer provisions.

The principal or designee shall notify the victim, the student who engaged in bullying, and any students who witnessed the bullying of available counseling options.

If the investigation reveals improper conduct that did not rise to the level of prohibited conduct or bullying, the District may take action in accordance with the Student Code of Conduct or any other ap-propriate corrective action.

To the greatest extent possible, the District shall respect the priva-cy of the complainant, persons against whom a report is filed, and witnesses. Limited disclosures may be necessary in order to con-duct a thorough investigation.

A student who is dissatisfied with the outcome of the investigation may appeal through FNG(LOCAL), beginning at the appropriate level.

Retention of records shall be in accordance with CPC(LOCAL).

This policy and any accompanying procedures shall be distributed annually in the employee and student handbooks. Copies of the policy and procedures shall be posted on the District’s Web site, to the extent practicable, and shall be readily available at each cam-pus and the District’s administrative offices.

DISTRICT ACTION

BULLYING

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FAMILY ENGAGEMENT POLICY Alief Independent School District believes that

Parents/guardian are partners with teachers

and other staff in the education of their

children and that family engagement and

empowerment are essential at all levels

throughout the school district. Everyone gains if

school and home work together to promote

high achievement by our children. Neither

home nor school can do the job alone. Families

play an extremely important role as children’s

first teachers. Families’ support for their

children, and for the school, is critical to their

children’s success at every step along the way.

Alief ISD’s goal is to provide a strong school-

home partnership that will help all students in

the district to succeed. The Family Engagement

Coordinator may be contacted at 281-498-8110

ext 2820.

Family Engagement in Developing the Policy

The Family Engagement Policy Committee

consisting of families, community members,

teachers and administrators met to develop and

agree upon this written Family Engagement

Policy for Alief ISD. The policy is incorporated

into the District Improvement Plan. Alief ISD will

take the following actions to engage families in

the joint development of its district Family

Engagement Policy:

Inform families about the function of the

District’s Family Engagement Policy.

Actively recruit families to participate in an

advisory capacity regarding family engagement.

Schedule meetings at convenient times and

locations to participate in a comprehensive

review of policy, budget, and programs for

family engagement.

Offer a flexible number of meetings, such as

meetings in the morning or evening, and

provide child care as such services relate to

family engagement.

Facilitate communication between families

and Title I campuses through Family Centers.

The Family Engagement policy:

establishes the expectations of all concerned

regarding family engagement.

ensures that Parents/guardian are notified of

the policy in a language and format they can

understand.

is made available to the local community.

is updated periodically to meet the changing

needs of families and schools.

Family Engagement in District and School

Improvement Activities

State law requires the district and each school

to develop a plan each year to improve the

achievement of all students. These plans will:

be developed with the involvement of families

through their inclusion on the district

Educational Improvement Council and campus

Shared Decision-Making Councils

be approved by the Board of Trustees

Building Capacity for Strong Family

Engagement

Coordination, technical assistance, and other

support will be provided by the district to assist

schools and families in planning and

implementing effective family engagement

activities. The district will build the schools’ and

family’s capacity for strong family engagement

through avenues such as:

professional development for staff

training opportunities for Parents/guardian

electronic communication, including the

district website and e-mail

campus Family Engagement Centers and

campus events

campus Shared Decision-Making Councils

campus Family Engagement Committees

the district Family Engagement Program

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the district Educational Improvement Council

the district Family and Community

Engagement Advisory Council

Alief ISD shall also:

provide assistance to families through campus

events and district resources in understanding

such topics as the state's academic content

standards and student academic achievement

standards, state and local academic

assessments, how to monitor a child's progress,

and how to work with educators to improve the

achievement of their children.

provide materials and training to help families

work with their children to improve their

children's achievement, such as literacy and

technology.

educate teachers, pupil services personnel,

principals, and other staff, with the assistance

of families, in the value and utility of

contributions of families, and in how to reach

out to, communicate with, and work with

families as equal partners, implement and

coordinate family engagement programs, and

build ties between the families and the school.

to the extent feasible and appropriate,

coordinate and integrate family engagement

programs and activities with Head Start and

other public preschool programs, and conduct

other programs such as family centers.

ensure that information related to school and

family programs, meetings, and other activities

is sent to the families in a format and, to the

extent practicable, in a language the families

can understand.

provide such other reasonable support for

family engagement activities as families may

request.

Alief ISD may also:

involve families in the development of training

for teachers, principals, and other educators to

improve the effectiveness of such training by

assessing family needs and concerns.

provide necessary literacy training.

pay reasonable and necessary expenses

associated with 8 local family engagement

activities including transportation and child care

costs, to enable parents/families to participate

in school-related meetings and trainings.

train families to enhance the involvement of

other families,

arrange school meetings at a variety of times,

or conduct in home conferences between

teachers and other educators with

parents/families who are unable to attend such

conferences at school in order to maximize

family engagement and participation,

adopt and implement model approaches to

improving family engagement.

establish a district-wide family advisory

council to provide advice on all matters related

to family engagement in programs supported

under this section.

develop appropriate roles for community-

based organizations and businesses in family

engagement activities.

Coordination with Other Programs

To avoid duplication of services and to ensure

coordination of resources, the district will

coordinate family engagement strategies and

activities across programs.Coordination will

occur with:

community-based organizations outside of the

district, such as Communities In Schools and the

YMCA.

departments within the district.

district and campus site-based decision

making councils.

Annual Evaluation

An annual evaluation of the content and

effectiveness of the family engagement policy

will be conducted. The evaluation will:

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seek to determine if implementation of the

policy helped to improve the academic quality

of schools.

seek to identify barriers to greater

participation by families.

result in revisions to the family engagement

policy, if necessary, to design strategies for

more effective family engagement.

involve the district Family Engagement

Advisory Council (FACE).

be shared with campuses and the community.

Family Engagement in School Activities

Family Engagement in school activities will be

encouraged at all levels. Families will have

opportunities for engagement through:

patron presentations at monthly Board of

Trustee meetings.

the district Educational Improvement and

Family Engagement Advisory Councils.

a variety of volunteer and mentor programs at

schools. Schools will seek to engage families by:

holding annual meetings to inform families of

the school’s participation in federal programs

and of the families’ right to be involved.

holding a flexible number of meetings for

families.

providing organized, ongoing and timely

planning.

reviewing and improving the academic

program at the school.

providing timely information concerning

programs on campus, school and student

performance profiles, as well as information

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alief independent school district district improvement ......natasha butler, assistant secretary...

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