Austin Independent School Districtarchive.austinisd.org/inside/docs/DIP_2011_2012v2.pdf · On December 14, 2009, the Board of Trustees approved a five-year Strategic Plan for the

Austin Independent School District

District Improvement Plan

2011-2012

Board of Trustees

Mark Williams, President Vincent M. Torres, Vice-President

Lori Moya, Secretary Tamala Barksdale

Cheryl Bradley Christine Brister Sam Guzman Annette LoVoi

Robert Schneider

Superintendent

Dr. Meria J. Carstarphen

Revised August 7, 2012

Austin ISD District Improvement Plan, 2011-2012 Page 1

INTRODUCTION The 2011-2012 District Improvement Plan (DIP) for AISD was developed with input from the District Advisory Council, prepared by the Office of Performance and Accountability, and approved by the Superintendent. On December 14, 2009, the Board of Trustees approved a five-year Strategic Plan for the district. Shortly after, a process was initiated to implement the Strategic Plan, including development of the DIP and Campus Improvement Plans. As described in more detail on the following pages, the Strategic Plan contains goals for student performance, which equate to the district and campus “performance objectives” required in state statute to be annually approved by the Board of Trustees. The DIP serves two important purposes, which are addressed in two different parts of this document. Part One of the 2011-2012 DIP describes the district’s comprehensive system for continuous improvement. Part Two provides a Strategic Action Plan to implement the district’s Strategic Plan for 2011-2012. Over the past several years, the district has accumulated a multi-level monitoring and reporting system, which is evident in the following pages. While the district wants to retain a comprehensive system for continuous improvement, it will be important to ensure that the system is efficient and current. Therefore, certain monitoring and reporting activities may at times need to be reconsidered and possibly replaced with other tools. Part One COMPREHENSIVE SYSTEM FOR CONTINUOUS IMPROVEMENT The district’s comprehensive system for continuous improvement is summarized in Figure 1. The system is accomplished at the district, campus, and individual employee levels, through establishment of policy, and delivery of a number of long-range, ongoing, and annual actions. An integral feature of the system is the alignment of all district planning efforts with the Strategic Plan, as depicted in Figure 2. Policy Several AISD policies are currently in place to address district and campus planning and decision-making processes. These policies primarily implement state statutory requirements found in Chapter 11, Subchapter F, of the Texas Education Code. Specific district policies are: BQ(Legal), BQA(Legal), BQA(Local), BQB(Legal), BQB(Local), and BQB(Regulation). On April 26, 2010, the Board of Trustees adopted policy AE(Local). This policy implements Key Action Step 1.1 of the Strategic Plan, which states “Adopt policy that articulates the district’s theory of action for teaching and learning, reflecting high expectations and ensuring alignments with all educational plans and initiatives.”


Figure 1 AISD Comprehensive System for Continuous Improvement

Policy Actions

Long-Range Ongoing Annual • District and campus

policy and decision-making processes

• Theory of action for teaching and learning

• Strategic Plan • Facility Master Plan

• Departmental plans • Employee performance

plans and assessments • Input from various

advisory bodies • Strategic Plan

Measurable Outcomes Monitoring

• Start of School Year and End of School Year Reports

• All-Staff Convocation • Strategic Plan

Scorecard • State of the District

Address • Annual Report • District Performance

Monitoring Reports • Federal and State

Accountability Reports • Campus Improvement

Plans • Budget Process • Student, Parent, and

Staff Surveys • Strategic Plan Review • Strategic Plan

Monitoring • Program Evaluation • District Improvement

Plan


Figure 2 AISD Plans Alignment

Strategic Plan

District Improvement

Plan

Campus Improvement

Plans

Departmental Plans

Facility Master Plan

Key Guidance Plans

Implementation Plans

Resource Plans

Employee Performance

Plans

Budget


Long-Range Actions Long-range actions include the Strategic Plan and several related resources plans, as described below. Strategic Plan Strategic planning is widely considered, in both the public and private sectors, to be an essential tool for continuous improvement. The AISD Strategic Plan for 2010-2015 is based on sound research, including identification of best practices in strategic planning, and the review of strategic plans of member districts of the Council of Great City Schools and several other school districts across the country. Stated aspirations of the Board of Trustees were key in development of the Strategic Plan. The Board provided input in the following areas: educational philosophy; student achievement; fiscal and operational guidance; and performance monitoring architecture. In addition, the District Advisory Council and the Expanded Cabinet (which includes senior administrators and all campus principals), identified strategic priorities for the district that further informed development of the Strategic Plan. The Strategic Plan was also developed with the extensive input of the community. In all, input was received from over 3,500 sources during a six-month period, including community meetings, surveys, focus group discussions, individual interviews, a special task force, and online, email, and written comments. The Strategic Plan consists of three principal components: (1) the Framework, which includes the Vision, Mission, Values, Goals, Measurable Outcomes, and Strategies; (2) the Implementation Guide, which includes a number of Key Action Steps; and (3) the Scorecard, which includes performance indicators, baseline data, and targets, to provide a matrix for monitoring progress. The complete Strategic Plan is available at: http://archive.austinisd.org/inside/initiatives/strategic_plan/powerofus/ Resource Plans Two major district-level plans are aligned with the Strategic Plan. These “resource plans” include the Budget and Facility Master Plan. A task force version of the Facility Master Plan was received by the Board on March 29, 2011. The administration is currently in the process of formulating next steps in finalizing the plan. The implementation and periodic review of the Facility Master Plan will include consideration of transportation, libraries, technology, and other infrastructure in support of the district’s education mission. Additional information on the Facility Master Plan is available at: http://www.dejongrichter.com/projects/austin-independent-school-district/ Additional information on the Budget is available at: http://archive.austinisd.org/inside/budget/ Ongoing Actions Several ongoing actions are described below, including department plans, employee performance plans, and input from various advisory bodies.

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Departmental Plans Departmental plans will be produced on an ongoing basis to implement the Strategic Plan. The departmental plans will in essence be detailed action plans, identifying responsibilities at various staff levels, deadlines and deliverables, resources needed, and monitoring activities. Some of the departmental plans may be annual in nature, while others may cover different timeframes. Examples of departmental plans include, but are not limited to, English Language Learners, Special Education, Communications, Parent and Community Involvement, Advanced Academics, Coordinated School Health, and Recruiting and Staffing. These plans will either be newly developed or revised to align with the Strategic Plan. Employee Performance Plans The district will work to develop and institutionalize a process for all employee performance plans to demonstrate alignment with the Strategic Plan. Every employee will realize his or her role in implementing the Strategic Plan and the district’s educational mission. Input from Various Advisory Bodies AISD maintains several district-level and campus-level advisory bodies. The memberships of these advisory bodies represent all stakeholder groups – parents, students, teachers, principals, other district staff, community members, and business representatives – and represent the ethnic and geographic diversity and broad interests found in the Austin community. Many of these advisory bodies meet on a limited-time basis (e.g., Calendar Task Force, Performing Arts Center Task Force), but there are a number of standing advisory bodies, including the following (links to websites have been provided):

• District Advisory Council http://www.austinisd.org/inside/dac/

• Campus Advisory Councils http://www.austinisd.org/inside/cac/

• School Health Advisory Council http://www.austinisd.org/schools/shac/

• Facility Use and Boundary Task Force http://www.austinisd.org/inside/2004bond/boundaries/

• Citizens Bond Oversight Committee http://www.austinisd.org/inside/2004bond/cboc/

• Citizens Budget Review Committee http://www.austinisd.org/inside/initiatives/budgetreview/

• Strategic Compensation Steering Committee http://archive.austinisd.org/inside/initiatives/compensation/partners.phtml

• Special Education Citizens Advisory Committee http://www.austinisd.org/inside/secac/

• English Language Learners Citizens Advisory Committee http://archive.austinisd.org/inside/ellcac/

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Strategic Plan Measurable Outcomes Monitoring The district is finalizing an automated system for the ongoing monitoring of progress toward the Measurable Outcomes in the Strategic Plan. The system will generate detailed reports on demand, with dynamic real-time data at the elementary, middle, and high school levels, at the campus level, and at the student level. The reports will cover the entire range of the 122 performance indicators included in the Strategic Plan. Some examples of available data include TAKS, benchmark assessments, attendance, disciplinary removals, students failing two or more courses, postsecondary enrollment, projected and actual graduation rates, and projected and actual dropout rates. Annual Actions A number of annual actions are described below. These annual actions are also depicted in Figure 3 for 2011-2012. Together, these planning, monitoring, and reporting actions are referred to as the annual “rhythm.” Start of School Year and End of School Year Reports The Superintendent delivers the Start of School Year Report in August and outlines the needs and objectives for the new school year. The Superintendent delivers the End of School Year Report in June and provides highlights of the school year just completed. These reports serve to enhance communications with all stakeholders and to increase their awareness. The End of School Year Report is available at: http://archive.austinisd.org/misc/eoyr/index.phtml All-Staff Convocation In August at the beginning of the school year, the Superintendent convenes all staff across the district in a collective meeting. Each year, the venue of the meeting changes. Due to logistical challenges, the meeting is virtual. The convocation not only serves to inform staff of the needs and objectives for the new school year, it also underscores the importance of every single staff member to the success of the district’s educational mission. In addition, the convocation serves to build excitement about the new school year and a climate of success. Strategic Plan Scorecard An annual Strategic Plan Scorecard is produced to monitor the district’s performance in several major areas compared to established targets. The scorecard includes the measurable outcomes in the Strategic Plan (e.g., TAKS performance, graduation rates, college readiness, secondary enrollment). The scorecard coincides with the annual State of the district address and the Annual Report, and the scorecard informs the annual Strategic Plan review process. The Strategic Plan Scorecard is available at: http://archive.austinisd.org/inside/initiatives/strategic_plan/powerofus/ State of the District Address The State of the District Address is delivered by the Superintendent in November of each year. The address not only celebrates the district’s successes, but also takes a candid look at areas for needed improvement. The address focuses on how important “The Power of Us” is to accomplishing the district’s educational mission. The State of the District Address is available at: http://www.austinisd.org/misc/sod/

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Figure 3 AISD Planning, Monitoring, and Reporting Schedule (“Rhythm”) for 2011-2012

ACTIONS 2011 2012

AUG SEP OCT NOV DEC JAN FEB MAR APR MAY JUN JUL 1. All-Staff Convocation 2. Start of School Year Report Delivered 3. Budget and Tax Rate Adopted 4. Six Weeks Performance Monitoring Reports Delivered 5. Federal and State Accountability Reports Issued 6. Monthly Focus School Reports Delivered 7. Strategic Plan Scorecard Delivered 8. Strategic Plan Monitoring Reports Submitted 9. Initial Stakeholder Input on Budget Issues and Priorities

Provided

10. Strategic Plan Review Conducted 11. Parent, Student, and Staff Surveys Conducted 12. State of the District Address Delivered 13. Annual Report Delivered 14. District and Campus TEA Performance Reports: Public

Meetings Conducted and Information Distributed

15. Preliminary Budget Presented to Board 16. Middle of Year Benchmark Performance Monitoring Report

Delivered

17. Proposed Budget Reviewed by Board, Administration, and Stakeholders

18. District Improvement Plan Developed 19. Campus Improvement Plans Developed 20. TAKS Preliminary Data Issued 21. TAKS Final Data Issued 22. End of School Year Report Delivered


Annual Report In conjunction with the State of the District Address, the district produces an Annual Report. The Annual Report is a highly visual and very accessible document for general public and media audiences. The Annual Report combines performance data in selected areas (e.g., TAKS passing rates, SAT performance rates, graduation and completion rates, advanced course and dual credit participation rates) with basic data about the district (e.g., information on tax rate and taxable value, revenues and expenditures, teacher experience and turnover rates, number of community volunteers and hours served). The current Annual Report, as well as back issues of the report, are available at: http://archive.austinisd.org/inside/initiatives/annual_report/ District Performance Monitoring Reports District performance monitoring reports are provide a considerable amount of data and detailed assessment in three forms. The Middle of the Year Benchmark Performance Monitoring Report gives by school, subject area, and grade level the percentage of students who are in low, moderate, and high need in terms of successfully meeting TAKS passing requirements. Six Weeks Performance Monitoring Reports are prepared at the end of each six-week period for the elementary, middle, and high school levels, and include attendance, discipline, and course failure rates by subject area. Monthly Focus School Reports are prepared for particular schools identified for needed improvements, and include the most currently available data on student performance, attendance, discipline, and course failure rates by subject area, as well as a human resources component that includes data on teaching certifications and teachers in need of assistance. Federal and State Accountability Reports Following the release of state and federal accountability reports by TEA each year, according to state law these reports are presented in public meetings at the district and campus levels. The Board of Trustees joins with the District Advisory Council in presenting and discussing the district performance report in a public meeting. In addition, campus administrations join with their Campus Advisory Councils in presenting and discussing their campus performance reports in public meetings. These performance reports also form the foundation of district and campus needs assessments. The campus performance reports are distributed to each household. The district and campus reports are placed online at: http://www.austinisd.org/inside/accountability/reviews/ Campus Improvement Plans Campus Improvement Plans (CIPs) are prepared annually by each campus in compliance with statutory requirements. Campus Advisory Councils work closely with campus principals to analyze performance data, identify needs, and develop detailed action plans for improvement. CIPs are an integral component to the overall district planning system, and serve as the primary conduit for implementing the Strategic Plan at the campus level. Accordingly, CIPs show clear alignments to the Strategic Plan. The template and process description for 2011-2012 CIPs are available at: http://www.austinisd.org/inside/cac/

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Budget Development Process and Stakeholder Input The district’s planning system is tied to development of the budget. In large part, the success of the Strategic Plan and the other plans aligned with it rely on the appropriate allocation of resources. In other words, the money must follow the identified needs and priorities. And, there must be a bottom-line connection to the district’s educational mission. Therefore, all budgetary requests and items will demonstrate a specific level of support for the Strategic Plan. Development of the budget is a highly transparent and participatory process. Development of the 2011-2012 budget included several well-attended forums for the community as well as district staff. Also, a considerable amount of stakeholder input was received through surveys and email comments. In all, input was received from almost 7,500 sources. Additional information on the budget development process is available at: http://www.austinisd.org/inside/budget/ Student, Parent, and Staff Surveys The district conducts several surveys on an annual basis, including the Student Climate Survey, High School Exit Survey, Parent Satisfaction Survey, and Staff Climate Survey. These surveys provide a wealth of information from various perspectives. The results of the surveys are used for evaluation of programs, learning and work environment, and customer service. The results of the surveys are invaluable to planning for continuous improvement. The results of current and previous surveys are available at: http://www.austinisd.org/inside/accountability/evaluation/survey_reports.phtml Strategic Plan Review An annual review of the Strategic Plan is conducted, based on the measurable outcomes in the Strategic Plan. With the input of the District Advisory Council and the general public, the Superintendent recommends to the Board of Trustees either to reaffirm the Strategic Plan or to make certain revisions. This process ensures that the Strategic Plan remains a current and vital document to guide decision-making at the district and campus levels, and serves to meet the statutory requirement for the Board to annually approve district and campus “performance objectives.” Strategic Plan Monitoring Detailed action plans for several of the Key Action Steps of the Strategic Plan identified for Year One implementation have been developed, and Year Two action plans will be developed soon. These action plans provide a tool for the monitoring of Strategic Plan progress at three points during the year. The action plans will soon be made available for public review. (Strategic Plan monitoring is explained in more detail in Part Two.) Program Evaluation The Strategic Plan monitoring tool described above will also facilitate the evaluation of program effectiveness. The Chief Performance Officer and Chief Financial Officer will provide an annual assessment of current district programs. The annual assessment will include a presentation of programs scheduled to “sunset” at the end of the current year and a brief summary of available evaluation results for programs including funding, cost, and level of implementation. The purpose of this initiative is to provide a formal process of examining the cost effectiveness of AISD programs and approving or disapproving the continuation of programs (i.e., Performance-Based Budgeting).

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Part Two STRATEGIC ACTION PLAN The Strategic Action Plan details how the district will implement its five-year Strategic Plan for 2011-2012, and is therefore the heart of the 2011-2012 DIP. The Strategic Action Plan includes a Needs Assessment conducted by the District Advisory Council, Key Action Steps of the Strategic Plan designated for Year One and Year Two implementation and monitoring of related work, the metrics of the Strategic Plan, and a School Improvement Plan for the district to meet Annual Yearly Progress (AYP) under federal No Child Left Behind (NCLB). Needs Assessment Throughout the year, the District Advisory Council reviews current and historical district performance data, which informs development of the Needs Assessment for the DIP. The data that are reviewed by the District Advisory council include TAKS results, district and campus accountability ratings under the state and federal systems, attendance rates, dropout rates, graduation rates, various college-readiness indicators, and data related to discipline and Special Education participation. Based on this Needs Assessment, the District Advisory Council has identified the following areas for priority work for 2011-2012 (not presented in any particular order):

• The district currently has several data management systems, the total cost of

which should be analyzed in considering a single, central data warehouse for all stakeholders (i.e., teachers, administrators, parents, students).

• In addressing students with various special needs, at all levels, explore the possibility of additional alternative schools such as Garza.

• To increase parental communications and participation: Provide information in more diverse formats Schedule meeting times to be more inclusive Facilitate access to Parent Support Specialists by providing services at

hours that are best for working parents Provide more computer labs for parents

• Keep the Facility Condition Index in the Facility Master Plan regularly updated. • Regarding student transfers and mobility, if Title I funds must stay at the

assigned campus, ensure that all local dollars follow the child. • Reaching out to all stakeholders, to keep them informed and to gain their

meaningful involvement, should be a performance requirement for all campus administrators.

• The AISD website should include a highly visible and highly accessible feature for stakeholders interested in receiving various types of district and campus information to register their contact information.

• Teacher attendance should be added to the Strategic Plan metrics (scorecard). • Ensure strategic use of the state Instructional Materials Allotment to support

technology and related curriculum. • In seeking alternative sources of funding, include discussions with Austin City

Limits, South by Southwest, the City of Austin, and Formula 1 representatives,


and explore fund-raising activities in conjunction with special events such as 10K runs, the Texas Relays, and festivals and galas.

• Better educate and empower campuses related to seeking alternative sources of funding.

• In considering issues related to facilities: If data indicate it is best to close schools, then close the schools Do not ignore boundary issues and other politically tough issues Look at district transfer policies closely

• Look into providing instant feedback technology to teachers, and explore related grant opportunities.

• Look into expanding the strategic compensation program to additional campuses. • Provide greater stability in the professional development program. • Explore ways to support campus-based professional learning communities, such

as video workshops and greater utilization of teachers who have had success. • Encourage and promote idea-sharing and best practice discussions among

campuses, including the practices of high-performing schools. • Increase collaboration with other entities in such areas as parent resource

centers, hubs for various services, student attendance, mentoring, and food banks, which could also help stakeholders feel more invested in the needs of schools and families.

• Use robo-calling for information related to community meetings and to highlight programs.

• Increasing translation and interpretation services needs to be implemented by principals.

• Launch a public relations campaign to stress the costs of poor student attendance to taxpayers as well as to the society.

• Require campuses to develop and implement individual attendance campaigns, including the education of parents and families.

• Empower schools that perform well, including autonomy to have fewer tests. • Work on vertical team alignments.

Key Action Steps and Monitoring of Related Work In terms of the district’s five-year Strategic Plan, Year One was 2010-2011, and Year Two is 2011-2012. Of the 47 total Key Action Steps in the Strategic Plan, 24 were designated by the administration for Year One implementation, and 13 for Year Two implementation. It is important to note that these are the years in which implementation begins in earnest but, for most of the Key Action Steps, work will continue into other years or become ongoing

• Specific activities (work tasks)

. For each Key Action Step in Year One, detailed action plans were developed for work to be accomplished in 2010-2011, informed by the Needs Assessment of the District Advisory Council. These action plans include:

• Responsible parties • Short-term and long-term outcomes • Target dates • Status


In all, these action plans include 183 individual work tasks. For each Key Action Step, a chief officer of the district is assigned to develop and maintain the detailed action plan, and prepare monitoring reports three times a year. The latest compilation of the monitoring reports is available at: http://archive.austinisd.org/inside/initiatives/strategic_plan/powerofus/ As of June 2011, following is the status for the combined work tasks related to each of the Year One Key Action Steps for 2010-2011. However, this is not the status of the Key Action Step overall – as explained above, for most of the Key Action Steps work will continue into subsequent years or become ongoing so, for each year of the Strategic Plan, revised or new action plans will need to be developed and monitored. The Year One Key Action Steps are numbered as they are in the Strategic Plan for reference. For each Key Action Step, the chief officer of the district with primary responsibility is identified. The following symbols are used to indicate the extent to which the combined work tasks related to each Key Action Step have been completed or have become ongoing as of June 2011 (remaining tasks which are still in progress will be carried over into 2011-2012)

1.1 Adopt policy that articulates the district’s theory of action for teaching and learning, reflecting high expectations and ensuring alignments with all educational plans and initiatives.

:

= 100%, = 80-99%, = 60-79%, = 40-59%, = 20-39%, = 0-19%.

Primary Responsibility: Chief Academic Officer Status:

1.2 Examine the district’s curriculum to ensure college-ready rigor at each grade level, clear

expectations for teaching and learning, instructional supports to meet the needs of all students, and implementation with fidelity.


1.3 Provide educational program requirements and support for academically under-performing schools, and provide autonomy and empowerment for high-performing schools.


1.5 Determine the purpose, parameters, and effective number of required assessments, and

improve the content, quality, and use of assessments, including more authentic student work. Primary Responsibility: Chief Performance Officer

Status: 1.7 Ensure that the district’s program for English Language Learners (ELLs) is research based,

responsive to the needs of students, designed, implemented, supported, and monitored for impact on student learning, and includes dual language as a program option across the district.


1.8 Examine Special Education programs and delivery to ensure adequate supports to teachers

and students, and clear parameters for allocation of staff and resources. Primary Responsibility: Chief Academic Officer

Status:



1.10 Establish goals at each school to prepare children to be healthy, fit, and ready to learn.


1.11 Provide more opportunities for students to participate in enrichment programs such as career

interest, technology, athletics, and languages other than English. Primary Responsibility: Chief Academic Officer

Status:

1.12 Increase access to and support for high quality fine arts instruction as part of a strong core curriculum for all students.


1.14 Seek innovative public-private partnerships to develop signature programs in neighborhood

schools within each vertical team to enhance rigorous academic opportunities. Primary Responsibility: Chief Schools Officer

Status: 1.16 Improve attendance rates for all students.

Primary Responsibility: Chief Schools Officer Status:

1.22 Develop a plan to effectively serve East Austin schools and their communities.

Primary Responsibility: Chief Schools Officer Status:

1.24 Enhance dropout prevention efforts and create multiple, proven pathways to graduation and

course credit recovery. Primary Responsibility: Chief Schools Officer Status:

2.1 Use multiple and appropriate methods of communication and engagement to reach all

stakeholders and every part of the community to gain meaningful input, participation, partnerships, and shared responsibilities for student success.

Primary Responsibility: Chief of Staff Status:

2.4 Provide all resources necessary for adequate translation and interpretation services at all schools.

Primary Responsibility: Chief of Staff Status:

3.1 Hire high-quality and diverse teachers and principals, and reduce their turnover through

mentoring, compensation, leadership development, and other incentives. Primary Responsibility: Chief Human Capital Officer Status:

3.3 Develop and implement a coherent, content-focused, best-practices plan for professional

development of instructional leaders, support staff, and teachers. Primary Responsibility: Chief Human Capital Officer Status:


3.7 Organize central administration to support schools, and enable campus leadership to focus on the classroom.

Primary Responsibility: Chief Human Capital Officer Status:

3.9 Develop a system for shared accountability for results in teaching and learning.


4.3 Manage taxpayer resources wisely by developing tools and models to regularly monitor program effectiveness, and by identifying and implementing fiscal and operational efficiencies.

Primary Responsibility: Chief Performance Officer Status:

4.4 Explore and support legislation to enhance local district funding, and identify and seek

alternative sources of funding and grants. Primary Responsibility: General Counsel, Chief of Staff Status:

4.5 Develop and implement long-range plans for facilities, transportation, libraries, and technology that align infrastructure with the district’s educational plan.

Primary Responsibility: Chief Operations Officer Status:

4.6 Consider school consolidations, school repurposing, boundary adjustments, and possible

school closures to reduce operational costs, meet the need for new or expanded programs, and respond to changes in student enrollment.

Primary Responsibility: Chief Operations Officer Status:

4.9 Ensure that instructional initiatives, the budget, and other district and campus plans align with

each other and support the Strategic Plan, Board goals, and policies. Primary Responsibility: Chief Performance Officer, Chief of Staff Status:

Following are the Key Action Steps designated for Year Two (2011-2012) implementation. The Year Two Key Action Steps are numbered as they are in the Strategic Plan for reference. For each Key Action Step, the chief officer with primary responsibility is identified. Detailed action plans for 2011-2012 will soon be developed for these Key Action Steps and monitoring reports will be prepared.

1.4 Improve supports to struggling learners by improving interventions, resources, and training, and articulate these interventions in curriculum and instructional tools.

Primary Responsibility: Chief Academic Officer 1.15 Determine advanced academic courses to be offered at every school, create coherent

sequences of course offerings, and expand opportunities for dual credit and advanced placement.

Primary Responsibility: Chief Academic Officer 1.20 Support campuses in developing culturally relevant training and learning experiences to

eliminate achievement gaps, and to decrease over-representation of any student groups in discipline and Special Education programs.

Primary Responsibility: Chief Academic Officer


1.21 Provide responsive, effective, and sustainable support for AISD children and their families living in low-income neighborhoods and in historically under-served neighborhoods, and for students attending low-performing schools.

Primary Responsibility: Chief Schools Officer 1.23 Identify homeless, mobile, pregnant, and other students with special needs and ensure that

they receive consistent access to curriculum and appropriate services. Primary Responsibility: Chief Schools Officer 2.2 Increase collaboration with other entities to support such areas as affordable housing, health

and human services, and community planning. Primary Responsibility: Chief Performance Officer 3.4 Enhance quality and access to professional development in using data and feedback to inform

instruction, and to meet the needs of ELLs and Special Education students in the least restrictive environment.

Primary Responsibility: Chief Human Capital Officer 3.5 Expand and accelerate development of campus-based professional learning communities. Primary Responsibility: Chief Schools Officer 3.6 Provide teachers with relevant data, current technology and ongoing training with scaffolded

implementation, and online access to an array of classroom resources to improve instruction and classroom management.

Primary Responsibility: Chief Human Capital Officer 3.8 Include on all employee appraisals performance measures related to support of schools and

the requirement for job-related professional growth Primary Responsibility: Chief Human Capital Officer 4.1 Examine options in funding methodology that allow federal title dollars to follow the student. Primary Responsibility: Chief Financial Officer 4.2 Evaluate and reallocate necessary funding to schools based on identified needs. Primary Responsibility: Chief Financial Officer 4.7 Ensure efficiency and efficacy of existing facilities before investing in new facilities. Primary Responsibility: Chief Operations Officer

Strategic Plan Metrics The Strategic Plan has four Goals squarely focused on the educational mission of the district, as follows:

1. All students will perform at or above grade level. 2. Achievement gaps among all student groups will be eliminated. 3. All students will graduate ready for college, career, and life in a globally

competitive economy. 4. All schools will meet or exceed state accountability standards, and the district will

meet federal standards and exceed state standards. The Measurable Outcomes of the Strategic Plan are directly related to these four goals. Following are the 11 Measureable Outcomes of the Strategic Plan:

1. TAKS passing rates for students who have been in the district for at least three consecutive years


2. TAKS passing rates for students who have not been in the district for at least three consecutive years

3. Achievement gaps among ethnic groups 4. Achievement gaps between economic groups 5. Graduation rates – the number of students in a 9th grade cohort who graduate

within four years of their enrollment in 9th

6. College readiness – the number of graduates who meet or exceed a combination of TAKS exit level, SAT, and ACT criteria

grade

7. TAKS writing scores – the number of 11th

8. Postsecondary enrollment – the number of seniors who enrolled in a four-year or two-year college or university or in a technical school within the first year after graduating

graders scoring 3 or 4

9. Enrollment in Advanced Placement (AP) courses – the number of students enrolled in AP courses and completing dual enrollment courses

10. Performance in AP courses – the number of students with AP test scores of 3, 4, or 5

11. District and campus accountability ratings – based on the district rating (i.e., Acceptable), the number of schools achieving Adequate Yearly Progress (AYP), and the number of Acceptable, Recognized, and Exemplary schools

Based on the above Measurable Outcomes, the Strategic Plan includes a total of 122 specific performance indicators, each with intermediate and final targets for the five-year period of the plan. These performance indicators are too numerous to list in the DIP, but the complete Strategic Plan is available at: http://archive.austinisd.org/inside/initiatives/strategic_plan/powerofus/ Annual targets for each of the 122 performance indicators are included in the Strategic Plan Scorecard, which is also available at the above link. In addition to a number of performance indicators directly related to student achievement (i.e., TAKS and benchmark test results), the Strategic Plan underscores the importance of addressing the whole child in a well-rounded educational experience, and includes such performance indicators as:

• Attendance • Dropout rates and completion rates • Measures of self-confidence • Attitudes toward school, work, and success • Language proficiency • Technology proficiency • Scholarship and college applications • College visits • Students enrolled in Career and Technology Education • Attainment of industry certifications or licenses • Participation in fine arts and sports activities • Participation in advanced courses and dual enrollment • Cardiovascular fitness and Body Mass Index



AYP School Improvement Plan In 2010-2011, the district, or Local Education Agency (LEA), failed to meet AYP for the third consecutive year, placing it in Stage 2 needed improvement. In addition to providing written notification to parents, the DIP must address nine specific criteria. These criteria are presented below, with association to related Year One and Year Two Key Action Steps of the district’s Strategic Plan and, as applicable, to other components of the DIP and activities of the district. As explained in previous sections, detailed action plans are developed for each of the Key Action Steps. Several of these action plans include work tasks specific to meeting AYP. As stated previously, these action plans are updated and monitored periodically, and are available at: http://archive.austinisd.org/inside/initiatives/strategic_plan/powerofus/

AYP Criteria

The DIP Shall …

Related Year 1 and Year 2 Strategic Plan Key Action Step(s)*

Other Related DIP Components and Activities of the

District 1. Incorporate scientifically based research strategies that

strengthen the core academic program in schools served by the LEA.

1.1, 1.2, 1.4, 1.5, 1.7, 1.12, 3.3, 3.4, 3.6

• Tiered Academic Plan • Curriculum Road Maps • Policy AE-Local

2. Identify actions that have the greatest likelihood of improving the achievement of participating children in meeting the state’s student academic achievement standards.

1.2, 1.4, 1.5, 1.7, 1.8, 1.16, 1.20, 1.21, 1.22, 1.23, 1.24, 3.3, 3.4

• District Advisory Council (DAC) annual needs assessment

• Strategic Plan annual review process

• District Report Card • Benchmark Reports • Six-Week Reports • Focus School Reports • Grading Period

Snapshots • Performance

Management Dashboards

• Child Study Teams 3. Address the professional development needs of the

instructional staff serving the agency by committing to spend not less than 10 percent of the Title I, Part A funds for each fiscal year in which the agency is identified for improvement for professional development, excluding funds reserved for professional development under Section 1119.

3,3, 3.4, 3.6 • Annual Professional Development Plan (reviewed by DAC)

• Annual budget • Educator Quality staff

development priorities 4. Include specific measurable achievement goals and targets

for each of the groups of students identified in the disaggregated data consistent with Annual Yearly Progress.

1.4, 1.7, 1.8, 1.16, 1.20, 1.21, 1.22, 1.24

• Annual Strategic Plan Scorecard

• Performance Management Dashboards

5. Address the fundamental teaching and learning needs in the school of that agency, and the specific academic problems of low-achieving students, including a determination of why the LEA’s prior plan failed to bring about increased student academic achievement.

1.1, 1.2, 1.3, 1.4, 1.5, 1.7, 1.8, 1.16, 1.20, 1.21, 1.22, 1.23, 1.24

• DAC annual needs assessment

• Strategic Plan annual review process

• District Report Card • Plans for Special

Education, ELLs, Tier 3 Reading, Response to Intervention (RTI), Cultural Proficiency and Inclusiveness

• Us+ Inclusion Model • Dual Language Program



AYP Criteria

The DIP Shall …

Related Year 1 and Year 2 Strategic Plan Key Action Step(s)*

Other Related DIP Components and Activities of the

District • Quality Teaching for

English Learners (QTEL)

• Impact Teams • Coordinated School

Health Program • Eastside Vertical Team

Plans • Social and Emotional

Learning (SEL) • Positive Behavior

Supports (PBS) • Single-gender schools • Attendance Campaign • Transition programs • Full-day Pre-K • School Improvement

Project • CATE/ACC • AVID • ACCESS • Advanced Academics

6. Incorporate, as appropriate, activities before school, after school, during the summer, and during an extension of the school year.

1.21, 1.22, 1.24 • Austin Partners in Education (APIE)

• VICTORY • DELTA • Phoenix • Twilight School Program • Communities in Schools

(CIS) • 21st Century Program

7. Specify the responsibilities of the TEA and the LEA under the plan, including specifying the technical assistance to be provided by the TEA and LEA’s responsibilities under 1120A [Fiscal Requirements].

• DIP Appendix F (to be added by October 2011)

8. Include strategies to promote effective parental involvement in the school.

1.16, 1.21, 1.22, 1.24, 2.1, 2.4

• Annual Parent Survey • AISD Parent Connection • Parent Support

Specialists • Attendance Campaign • AISD UpClose • District and campus

advisory bodies • Budget development

process • Public Relations and

Multicultural Outreach Plan

• La Feria Para Aprender 9. Be implemented (including a revised plan) expeditiously, but

not later than the beginning of the next school year in which the LEA was identified for improvement.

• DIP revised by October 2011 and status monitored in January and May 2012

*See Pages 12-15 for explanation of Key Action Steps.


Appendix A Use of State Compensatory Education (SCE) and External Grant Funding

State Compensatory Education

Reading Specialists Middle School and High School Reading Initiatives Alternative Learning Center Communities In Schools Phoenix Academy Travis County Detention Center Alternative Center for Elementary Students Absent Student Assistance Program (ASAP) Garza Alternative High School Summer Services DELTA (dropout recovery program) Secondary Transition Programs 9th Bilingual Immigrant Support Grade Initiatives Secondary Tutorials Pregnancy Related Service Teachers Account for Learning Coordination of Dropout Intervention School Community Liaisons After School Detention Truancy Master Student Discipline Seton Contract Elementary School Counselors PAL Program Curriculum Specialists Shoal Creek Academy Tutorials Leadership Academy Family Resource Center Child Care Program Guidance and Counseling AVID TAKS Preparation

TOTAL $37.6 M These figures include the salaries (in part or whole) of the equivalent of 566.0 full-time staff members (FTEs), added in order to support the supplemental programs and services funded through State Compensatory Education.


External Grant/Federal Funds Source

Support for Students with Disabilities IDEA B Formula

Support for Students with Disabilities with Extensive Needs IDEA B High Cost Risk Pool

Support for Students with Disabilities, ages 3-5 IDEA B Preschool

Support for Students in the Regional Day School Program for the Deaf

IDEA B Formula Deaf, IDEA B Preschool Deaf, IDEA Discretionary (Deaf), State Deaf.

Support for Students with Visual Impairments State Visually Impaired

School-wide and District Support for Campuses with 51+% or more Students who receive free/reduced lunch priced meals

Title I, Part A

Reduce 9th Title II-A, Teacher and Principal Training and Recruiting, Beg Teacher Induction/Mentor, District Award Teacher Excellence

Grade Class Size, Bilingual Stipends, New Teacher Academy, Highly Qualified teacher support, training and certification, support for focus schools, Mentor stipends

LEP/Immigrant Support Title III, Part A English Language Acquisition

Positive Behavior Support, Tutoring for PreK, School Support, ELEVAR, and Program Evaluation

Title V- Innovative Education

Promotion of Safe, Drug Free, and Healthy Environments Title IV-Safe and Drug Free Schools, TX Tobacco Grant, TX Health and Human Services, Texas Fit Now

Support for Under-achieving Schools Title I, School Improvement Program/SIP, Title II-A & II-D, Title III-A

School to Career Central and Campus Support Career and Technical Basic Grant

Extend ½ Day Pre-K Classes to Full Day State Pre-K Grant

Support for Smaller Learning Communities Federal SLC Grant, Texas HS Completion Grant, CSRD, Texas High School Project, DELL, Gates

Staff Development Title I, Title II A and D, IDEA, Career and Technical Basic


External Grant/Federal Funds Source Grant, SLC

Parental/Community Involvement Title I, SIP, Federal Indian Grant

Promote College Readiness Texas High School Allotment, Texas High School Project/GATE, and DELL

After-school and Saturday Learning Opportunities Prime Time, 21st Century, Victory, ARI , AMI, Community Education , Optional Extended Year

ADVANCE DELL Foundation

Support for Homeless Title III-B, Title I, Part A

Support for Neglected and Delinquent Facilities Title I, Part D and Title I, Part A

Instructional Support Literacy Civics Education, 3M-Austin Public Ed , Powell Foundation , Applied Materials , Texas Regional Science Collaborative.

Reading Interventions Reading First , Optional Ext Year

Teen Parent Support Community Development – Child Care, PEP

Math Interventions Future Problem Solving

Training and Support for Instructional Technology Title II -D

Advanced Placement Initiatives AP Incentive Program, AP/IB

Support for Ann Richards School Education for Young Women

Title I, II ARRA Special Education ARRA TOTAL $107 M


Appendix B Integrated PBMAS Continuous Improvement Plan

As stated by the TEA, the purpose of the Integrated PBMAS-CIP is to target and address student performance, program effectiveness, systemic issues, and data quality concerns related to substantial, continuing, or imminent risk(s), as reflected by Performance Based Monitoring Analysis System (PBMAS) data. The focus students are students receiving special education services, and students who are English Language Learners (ELLs). The areas of concern are: assessment and performance (passing and participation rates); completion (drop-out and graduation rates); least-restrictive environment (LRE); discipline placements; and representation (special education and African Americans in special education). In addition to district-level planning, appropriate sections of the Integrated PBMAS-CIP are also being incorporated into the Campus Improvement Plan template for 2012-2013.

LEA Name: Austin Independent School

District CDN: 227901 Date: 1/20/12 LEA Contact Name/Phone Number:

Nancy Phillips, 512-414-3280

Performance Area Targeted

Indicator Description

Major Systems Targeted

Components Strategies, Initiatives, and Activities Start Date

Projected Completion

Date

Resources Required and Person(s) Responsible

Evidence of Implementation Evidence of Impact

Completion Annual Dropout Rate

Academic Support

Personalized Graduation Plan

Middle School and High School counselors meet individually with each student to discuss course options for the following school year to ensure on track to graduate

Spring 2012 Ongoing Guidance and counseling; Learning Support Services

TEAMS data, AAR, Course Schedule

Decreased dropout rate for ELLs, SPED and Title I Part A students


Academic Support

TAKS Remediation

Offer: 1) Saturday TAKS remediation classes 2) TAKS classes for students failing TAKS for Science, Reading/LA, and Math 3) LEP SSI summer school 4) In-district charter high schools for students who have already dropped out 5) Credit recovery through DELTA for students with reading levels at or above 8th grade 6) Credit recovery for special education students with reading levels below 8th grade through Odyssey

Fall 2011, Spring 2012

Ongoing Middle and High School Campus Administrator, Support Staff, instructional staff

Rosters, enrollment forms

Decreased dropout rate for ELLs, SPED and Title I Part A students

Completion RHSP/DAP Diploma Rate

Academic Support

Other For ELLs, LUCHA (Language Learners at University of Texas Center for Hispanic Achievement) will obtain and/or analyze transcript to grant credits


Ongoing Director of ELLs; High School instructional staff

Logs of transcripts obtained and analyzed

Increase RHSP Diploma Rate

Completion RHSP/DAP Parents Parent 1) Conduct Middle School and August Ongoing Campus principals and Attendance sign-in Increase RHSP Diploma


LEA Name: Austin Independent School District CDN: 227901 Date: 1/20/12 LEA Contact

Name/Phone Number: Nancy Phillips, 512-414-3280






Date



Diploma Rate

Community Involvement High School Parent meetings for all students as part of development and review of Graduation Plans 2) Offer to provide College Attendance Parents' Workshop for ELLs in Spanish and English

2011 support staff; Guidance and Counseling Department; Department of Parents and Community Involvement

sheets, agendas Rate

Completion Graduation Rate

Academic Support

Credit Recovery Offer: 1) Saturday School for recovery of missing classroom hours 2) Summer School credit recovery 3) Evening - Twilight School 4) Credit recovery through DELTA for students with reading levels at or above 8th grade 5) Credit recovery for special education students with reading levels below 8th grade through Odyssey 6) For ELLs, LUCHA (Language Learners at University of Texas Center for Hispanic Achievement) obtain and/or analyze transcript to grant credits 7) In-district charter high schools for students who have already dropped out

August 2011

Ongoing Assistant principals and counselors at each campus

Attendance sign-in sheets, TEAMS Academic Achievement Record

Increase in graduation rate for ELLs, SWD, and Title I, Part A

Assessment Performance

TAKS Passing Rate

Curriculum Assessment

Monitoring / Evaluation of Curriculum Implementation

1) Develop and provide standard-based district curriculum that address content and language to promote high levels of academic success for ELLs through the integration of ELPS. 2) Analyze and monitor District benchmarks and short cycle assessments for performance in SchoolNet for ELLs

Summer 2011

Ongoing Director of ELLs and Administrative Supervisor for Assessments, SchoolNet and LPAS

Reports generated by SchoolNet (by ELLs Coordinators: MOY Curriculum Road Maps and Local District Assessments including Spanish Translated CRMs and Assessments)

An improvement from local assessments to STAAR


TAKS Passing Rate

Instruction Targeted Professional Development (PD) with Support

1) ELPS Academy 2) Sheltered Instruction 3) Dual Language Instruction 4) ESL Academy for ESL Certification

July 2011 Ongoing Director of ELLs, Educator Quality Department, eCampus Registration, ESC Region XIII, Dual Language Institute

Professional Development Schedules, Campus visit reportsPD attendance logs

ELL STAAR performance in Reading/LA and Science, TELPAS Advancement


TAKS Passing Rate

Instruction Differentiation to Meet Needs

Provide: 1) Curriculum Road Maps (CRMs) 2) ELPS embedded into CRMs

July 2011 Ongoing Executive Director of Curriculum, Director of Special Education in

Schools Office monitors implementation on the campus with the

Improvement of academic performance









Date



3) Differentiated Instruction and district modified local assessments according to the needs of Special Ed ELLs

collaboration with the ELLs Department, Child Study team (RTI), LPAC Chairs, campus IEP teams

assistance of the Academic Office via school visit reports; Child Study system


TAKS Passing Rate

Instruction Data Driven Instructional Decisions

Utilize data outcomes (i.e. TELPAS, local assessments, TAKS, IEP progress data, etc.) in SchoolNet to make informed instructional decisions

July 2011 Ongoing Associate Superintendents, Administrative Supervisor for Assessments, Child Study team, LPAC Chairs, IEP teams

Schools Office monitors implementation on the campus with the assistance of the Academic Office via school visit reports, Teachers' Logs for SchoolNet



TAKS Passing Rate

Instruction Collaborative Planning

1) Develop PD Master Plan to ensure quality of instruction 2) Classroom visits by DELL and SPED staff 3) Dual Language classroom monitoring 4) Summer Curriculum writing with teachers

July 2011 Ongoing Executive Director of Special Programs, Director of English Language Learners, Director of Special Education, Dual Language Institute

Classroom observation forms, Weekly campus visit reports, PD Master Plan

Campus provided strategies to improve instruction


TAKS Passing Rate

Instruction Ongoing Monitoring of Instruction by Administrators

1) Co-facilitating Professional Learning Communities (PLCs) meetings and PD 2) Modeling instruction as needed 3) Collaboration between central DELL office and campuses on intervention lessons based on data analysis 4) Continued PD for special ed teachers for teaching in the areas of Reading/LA and Math

July 2011 Ongoing CRMs, short cycle assessments, MOY data results Associate Superintendents, campus principals, PD curriculum office, DELL Office, Special Education Department, Educator Quality

CRMs, PLC attendance Logs, PD sign-in sheets, PD agendas



TAKS Passing Rate

Culture Climate

Targeted Professional Development (PD) with Support

Provide PD to teachers of newcomers (Immigrants/Refugees)

July 2011 Ongoing Director of ELLs, Guidance and Counseling, Refugees' Family Support Office

Power Point, Informational Packet

ELLs' Improvement of academic performance improvement


TAKS Passing Rate

Culture Climate

Student / Staff Attendance

Continue implementation of district initiative - "Every Day Counts"

July 2011 Ongoing Associate Superintendents, Public Relations, Multicultural Outreach

Attend-o-Meter Increased attendance


TAKS Passing Rate

Academic Support

Tutorials Provide tutorials based on content needs of students

July 2011 Ongoing Associate Superintendents, Outside contracted tutorial services, Student Support Office, LEP SSI External Funding, Child

Tutorial attendance sign-in sheets










Date



Study team Discipline OSS

Placements Behavior Social Skills

Behavioral Interventions

Implement professional development to promote integration of executive functioning and social skills into instruction

Ongoing Ongoing Director of Social Emotional Learning; Teaching staff; research based practices in social emotional learning and executive function; Administrative Supervisor for Social Behavior and Communication

Professional development schedule; Observation walk-throughs; Lesson plans

Reduced disciplinary removals

Discipline OSS Placements

Behavior Social Skills


Monitor campus response to PBMAS benchmark reports regarding discipline referrals, special education referral and identification patterns. Follow up on corrective actions implemented at the campus level in response to PBMAS Benchmark reports.

December 2010

ongoing Administrative Supervisor for Discipline; Director of Special Programs; Director of Special Education; Special Education Supervisor for SEEDS/Data/SEMS; Special Education Electronic Document System (SEEDS); DEEDS; Special Education 6-weeks campus benchmark reports; Campus "IEP" reports

Reports delivered every six weeks

Reduced OSS placements for students with disabilities




Incorporate coaching model in AISD support system to build campus capacity.

Ongoing Ongoing Administrative Supervisor for Social Behavior and Communication, Behavior Specialists.

PBS review reports Reduced disciplinary removals

Discipline ISS Placements



Monitor campus response to PBMAS benchmark reports regarding discipline referrals, special education referral and identification patterns. Follow up on corrective actions implemented at the campus level in response to PBMAS Benchmark reports.

December 2010

ongoing Administrative Supervisor for Discipline; Director of Special Programs; Director of Special Education; Special Education Supervisor for SEEDS/Data/SEMS; Special Education Electronic Document System (SEEDS); DEEDS; Special Education 6-weeks campus benchmark reports; Campus "IEP"


Reduced ISS placements for students with disabilities









Date



reports Discipline ISS

Placements Behavior Social Skills



Ongoing Ongoing Director of Social Emotional Learning; Teaching staff; research based practices in social emotional learning and executive function; Administrative Supervisor for Social Behavior and Communication


Reduced ISS removals






PBS review reports Reduced ISS removals


Student Support

Data Driven / Timely / Targeted Support

Communicate clear information and expectations to campus principals regarding positive behavior supports and disciplinary outcomes for students in special education

October 2010

May 2011 Chief Performance Officer, Executive Director of Special Programs, Communication Department; presentation materials; student discipline data; Associate Superintendents

Meeting agendas; campus communications

Broader implementation of positive behavior supports reflected on lower rates of incidents requiring disciplinary action involving students in special education

Discipline DAEP Placements



Monitor campus response to PBMAS benchmark reports esp. regarding discipline referrals, special education referral and identification patterns. Follow up on corrective actions implemented at the campus level in response to PBMAS Benchmark reports.

December 2010

Ongoing Administrative Supervisor for Discipline; Director of Special Programs; Director of Special Education; Special Education Supervisor for SEEDS/Data/SEMS; Special Education Electronic Document System (SEEDS); DEEDS; Special Education 6-weeks campus benchmark reports; Campus "IEP" reports


Reduced DAEP placements for students with disabilities





Ongoing Ongoing Director of Social Emotional Learning; Teaching staff; research based practices in social emotional learning and


Reduced DAEP placements for students with disabilities









Date



executive function; Administrative Supervisor for Social Behavior and Communication






PBS review reports Reduced DAEP placements for students with disabilities

Representation African-American

Other Access to Rigorous Curriculum, Effective Instruction, and Timely Formative Assessment

Provide PD by field experts in assessment and receive recommendations that will be implemented to address over identification of African American students with disabilities. Tools and systems will be developed to ensure evaluations are accurate and account for cultural differences.

January 2012

May 2012 SEES Supervisor, Expert, funds to contract expert, training resources

Tools and systems developed to ensure evaluations are accurate and account for cultural differences PD attendance log

Reports will reflect and account for cultural differences when discussing eligibility, competencies and needs



Identify clear exit criteria for ED and OHI. Review ED and OHI eligibility of African American students using criteria.

January 2012

May 2012 SEES Supervisor, Elementary & Secondary Supervisors and Coordinators, Diagnosticians/LSSPs

Increased number of meetings to address student needs, dismissal criteria guidance tool

Changes in placement or dismissals for African American students with an ED or OHI eligibility.



Reevaluate all African American students with LD at the 3 year reevaluation or at the 2 year mark whichever comes first.

January 2012

May 2012 SEES Supervisor, Diagnosticians/LSSPs

Increase in number of full evaluations

Changes in placement or dismissals for students with an LD eligibility.


Academic Support

Specialized Reading and Mathematics Programs

Design, train and implement strategic Tier 2 interventions, including effective progress monitoring tools using research based AISD model

December 2010

Ongoing RtI Supervisor; RtI online and print materials; demonstration classes

Strategic Tier II interventions incorporated to Austin ISD Curriculum Roadmap; RtI Manual; Professional Development Schedule; professional development session agendas, sign-in sheets, presentation materials

Improved response to Tier II intervention resulting in fewer referrals for special education evaluation









Date




TAKS-M Participation

Student Support

Monitoring of Implementation

Audit ARD decisions for students projected to take modified assessments to ensure they are aligned to students' disabilities, IEP, and TEA standards.

Spring 2012 Ongoing Special Education Administrative Supervisors, Special Education Instructional Coordinators, Contracted specialists, Schools Office

Audit reports delivered to campus administrators and associates Corrective ARDs are held as indicated by audit

Documented decisions for modified assessment takers are aligned to students' disabilities, IEP and TEA standards.


Personalized Environment

Change in School Structure

Provide specialized campuses for dropouts and potential dropouts: International HS, Garza Independence HS, and Responsive Education Solutions (Graduation Pathways Education Charter Program)

Fall 2012 Ongoing Responsive Education Solutions; Associate Superintendent of High Schools

Completion of contract; recruitment of students; attendance data of re-engaged students

Decrease in annual dropout rates; Increase in students re-engaged in high school


Culture Climate


Provide PD to campus administrators and teachers that develops the teacher's personal awareness of their own culture, values, beliefs and the impact on the classroom environment.

Spring 2012, Summer 2012

August 2012

Educator Quality, State and Fed. Accountability, Dept. of ELLs

Professional Development schedule, attendance rosters

Decrease number of AA referred to Special Education and in disciplinary removals




Austin ISD has posted a Request for Proposals (RFP) for the operation of the district's elementary and secondary DAEPs.

Posted January 2012

Decision will be made in March 2012 (decision may be to NOT select a vendor)

Learning Support Services

Selection of a vendor or decision to continue to provide services in-district

Review of discipline data each 12-weeks




Creation and implementation of Learning Support Centers on each campus to support students who would otherwise be removed for discretionary reasons.

January 2012

Approval June 2012; Implementation August 2012

Learning Support Services

Implementation of campus-based Learning Support Centers in August 2012

Review of discipline data each 12=weeks


Culture Climate



Summer 2012

Ongoing Educator Quality, Associate Superintendents of MS and HS, State and Fed., DEEDS, eCST, Department of Special Education

PD schedule, attendance roster, eCST, DEEDS

Decrease in DAEP placements; decrease in discipline referrals


Culture Climate



Summer 2012

Ongoing Educator Quality, Associate Superintendents of MS and HS, State and Fed., DEEDS, eCST, Department of Special Education

PD schedule, attendance roster, eCST, DEEDS

Decrease in ISS; decrease in discipline referrals

Discipline OSS Culture Targeted Provide PD to campus Summer Ongoing Educator Quality, PD schedule, attendance Decrease in OSS;









Date



Placements Climate Professional Development (PD) with Support

administrators and teachers that develops the teacher's personal awareness of their own culture, values, beliefs and the impact on the classroom environment.

2012 Associate Superintendents of MS and HS, State and Fed., DEEDS, eCST, Department of Special Education

roster, eCST, DEEDS decrease in discipline referrals


TELPAS Reading Multi-Yr Beg Prof. Level Rate

Instruction Instructional Processes / Pedagogy

1) Implement One-Way dual language model as the main bilingual program to serve ELLs. 2) Expand Two-Way dual language model to provide more choices for ELLs participation in bilingual program.


Ongoing Director of ELLs, Associate Superintendents of Elementary.

Students program placement through TEAMS (SIS) and PEIMS

Increase levels of English proficiency in TELPAS


TAKS/ TAKS-A Participation Rate

Student Support


1) Campus Administrators annually report length of Instructional Day. 2) Continue to have campus counselors and special education department chairs use forms developed in SY 10-11 which verify that student schedules are based on the IEP schedules of services. 3) A report will be provided to the chief academic officer and the director of special education each semester indicating the number of schedules reviewed and the results.

Fall 2011 Ongoing SPED Coordinator - Data and Compliance, Campus SPED Case Managers and/or SPED Department Chairs Schools Office

Report of Instructional Day in Minutes Daily developed from Campus Administrator submissions; RF Forms by campus case managers and/or SPED department chairs; Data entered into TEASE reflecting both school schedule and IEP schedule of services

Decrease in mismatches between student school schedule and IEP schedule of services



Student Support


1) Campus Administrators annually report length of Instructional Day. 2) Continue to have campus counselors and special education department chairs use forms developed in SY 10-11 which verify that student schedules are based on the IEP schedules of services. 3) A report will be provided to the chief academic officer and the director of special education each semester indicating the number of schedules reviewed and the results.

Fall 2011 Ongoing SPED Coordinator - Data and Compliance, Campus SPED Case Managers and/or SPED Department Chairs

Report of Instructional Day in Minutes Daily developed from Campus Administrator submissions; RF Forms by campus case managers and/or SPED department chairs; Data entered into TEASE reflecting both school schedule and IEP schedule of services

Decrease in mismatches between student school schedule and IEP schedule of services


TAKS/ TAKS-A

Student Support


1) SPED case managers will distribute relevant portions of the

August 2011

Ongoing SPED Coordinator - Data and Compliance,

Email receipts collected per ARD; Progress

Instructional and Support Staff informed about their









Date



Participation Rate

IEPs electronically to instructional and support providers by the first day of each semester or within one day after the finalization of annual ARD meeting or other ARD meetings where changes are made. 2) The case manager will obtain electronic receipts of recipients of this distribution within one week of this distribution. 3) The email provided to each instructional or support provider will contain offers to review those relevant portions as that student's case manager. 4) Survey Campus Administrators for examples of campus specific systems in place to ensure IEP distribution in addition to or in place of email distribution.

Campus SPED Case Managers and/or SPED Department Chairs, Campus Administrators

Monitoring data reflecting the implementation of IEP by all staff members identified as IEP providers

responsibilities and roles in the implementation of IEPs



Student Support


1) Special education case managers will electronically distribute relevant portions of the IEPs to instructional providers by the first day of each semester or within one day of annual ARD meetings or other ARD meetings, if changes are made. Case managers will obtain the providers’ signatures to document their receipts of the portions of the IEPs. 2) Monitor campus documentation of IEP distributions

August 2011

Ongoing 1) Special Education Case Managers 2) RF Coordinator

Campus documentation of IEP distributions; Progress Monitoring data reflecting the implementation of IEP by all staff members identified as IEP providers

Instructional and Support Staff informed about their responsibilities and roles in the implementation of IEPs



Student Support


1) Reinforce training to ARD committee members on: *rules and regulations regarding a commensurate school day for all RF students *making individualized student-based decisions concerning the length of day; and *the development of benchmarks that address the student's return to a commensurate school day, if an individualized justification

Fall 2011 Ongoing SPED Administrative Team, SPED Coordinator - Data and Compliance, AEP and Hospital Campus Administrators, Teachers, Campus ARD Committees, Schools Office

Legal documents mandating placements in detention centers; Physician document prescribing shortened instructional days; IEPs reflect the consideration of and/or plans for reviewing student progress and increased capacity to have an extension to the

Increased participation rate for STAAR, EOC, TAKS, TAKS-A









Date



exists to shorten the RF student's school day. 2) Each grading period, review the progress of RF students who do not have a commensurate school day to consider increasing the student's length of school day and schedule ARD committee meetings, as appropriate.

instructional day



Student Support


1) Reinforce training to ARD committee members on:*rules and regulations regarding a commensurate school day for all RF students*making individualized student-based decisions concerning the length of day; and*the development of benchmarks that address the student's return to a commensurate school day, if an individualized justification exists to shorten the RF student's school day. 2) When case managers receive documentation recommending shortened instructional day, ARDs will be held 3) Each grading period, review the progress of RF students who do not have a commensurate school day to consider increasing the student's length of school day and schedule ARD committee meetings, as appropriate.

Fall 2011 Ongoing SPED Administrative Team, SPED Coordinator - Data and Compliance, AEP and Hospital Campus Administrators, Teachers, Campus ARD Committees

Legal documents mandating DAEP placements or /Physician document prescribing shortened instructional days; IEPs that reflect the consideration of and/or plans for reviewing student progress and increased capacity to have an extension to the instructional day

Decreased participation rate for STAAR-M, EOC-M, TAKS-M



Student Support


In the provision of Related Services: 1) The district will continue to review RF students receiving related services to verify that those services have been provided as written in the IEP documents. 2) If the review finds that students are receiving more/less time for a service than specified in their IEPs, ARD committee meetings will be convened to determine if

Fall 2011 Ongoing Electronic version related service provider logs, Related Services Supervisors, SPED Coordinator - Data and Compliance

Related Service Logs that matching IEP schedule of services










Date



more or less time is needed, and to determine if FAPE was impacted, and consider compensatory services, if needed.



Student Support


In the provision of Related Services: 1) The district will continue to review RF students receiving related services to verify that those services have been provided as written in the IEP documents. 2) If the review finds that students are receiving more/less time for a service than specified in their IEPs, ARD committee meetings will be convened to determine if more or less time is needed, and to determine if FAPE was impacted, and consider compensatory services, if needed.

Fall 2011 Ongoing Electronic version related service provider logs, Related Services Supervisors, SPED Coordinator - Data and Compliance

Related Service Logs that matching IEP schedule of services




Student Support


At the end of each grading period, supervisors for related services will monitor IEPs of RF students to verify recommended services are aligned with evaluations or if justification has been documented

Fall 2011 Ongoing Related Services Supervisors, SPED Coordinator - Data and Compliance





Student Support


At the end of each grading period, supervisors for related services will monitor IEPs of RF students to verify recommended services are aligned with evaluations or if justification has been documented

Fall 2011 Ongoing Related Services Supervisors, SPED Coordinator - Data and Compliance





Parents Community

Parent Involvement

1) Continue to recruit and train new applicants for Surrogate Parents 2) Monitor and document surrogate parent activities, including: regular visits with the child and the child's school; consulting with persons involved in the child's education; reviewing the child's educational records; attending meetings about the child, e.g., ARDs; and exercising independent judgment and due process rights in the child's

Fall 2011 Ongoing SPED Coordinator - Data and Compliance

Surrogate Parent database, Documentation of Surrogate Parent involvement

Increased pool of active surrogate parents









Date



interests. 3) Develop and maintain an electronic database of trained surrogate parents for tracking activity and student assignments



Parents Community

Parent Involvement

1) Annually review procedures for determining the need for assigning surrogate parents with non-home campus administrators, special education department chairs and case managers. 2) Monitor required RF related trainings for campus administrators and all special education teachers. 3) Embed required RF documentation into SEEDS.

Fall 2011, Fall 2012 for SEEDS changes

Ongoing SPED Coordinator for Data and Compliance, Administrative Supervisor for Data and Compliance, SEEDS, case managers

Required training matrix, RF information in SEEDS

Trained surrogate parents are assigned within timelines



Parents Community

Parent / Community Organizations

Amend ARD forms to better inform parents of the ramifications of taking a modified assessment.

2/1/12 August 2016

SEEDS; Administrative Supervisor for Special Education Data and Compliance

Statement in SEEDS Fewer students taking modified assessments.

Representation SPED Student Support

Effective Intervention Strategies

Continue developing and implementing new Child Study System.

2011-2012 SY

Ongoing eCST, Child Study Team Facilitators, Campus Level Child Study Team Coordinators, Campus and Support Staff

Use of eCST Fewer referrals for special education evaluation. Decreased SPED Representation



1) Contract with specialist to review and make recommendations for evaluation reports of students identified with ED, OHI, ID and AU 2) Expand evaluation staff peer review using above recommendations

Spring 2012 Ongoing Special Education Evaluation Services Staff Contracted Specialist

Peer reviews completed, Contract with specialist

Decreased SPED Representation



Train special ed staff to use exit criteria for ARD and/or LPAC/ARD collaboration review and post dismissal framework.

January 2012

February 2012

Criteria developed by Administrative Supervisor of Special Education Evaluation Services, Framework developed by Assistant Director of Special Education and DELL, Campus special education staff, LPAC Chairs

Attendance rosters Training matrix

Decreased SPED Representation









Date



LRE 12-21 Year-Olds

Student Support


Provide focused technical assistance to select campus administrators on master schedules for maximum LRE

February 2012

March 2012 Stetson and Associates US+ Tools, Department of Special Education, Campus Administrators

Attendance rosters Training matrix

Improved LRE





Provide student and campus level data on projected participation rates for STAAR, EOC, TAKS, TAKS-A along with previous year participation rates and scores

Ongoing Ongoing Special Education 6-weeks campus benchmark reports Campus "IEP" reports SEEDS reports


Increased rate of participation in STAAR, EOC, TAKS, TAKS-A





Provide student and campus level data on projected participation rates for STAAR-M, EOC-M, TAKS-M along with previous year participation rates and scores

Ongoing Ongoing Special Education 6-weeks campus benchmark reports Campus "IEP" reports


Decreased rate of participation in STAAR-M, EOC-M, TAKS-M

LRE 12-21 Year-Olds

Instruction Targeted Professional Development (PD) with Support

Provide follow-up professional development on differentiation of instruction and IEP best practices to targeted campuses with the significant LRE issues

Ongoing Summer 2012

Department of Special Education

Attendance rostersTraining matrix

Improved LRE



Provide campus level data on SPED representation



Reduced SPED representation


Student Support


Provide campus level data on AA representation



Reduced AA representation

LRE 12-21 Year-Olds

Instruction Data Driven Instructional Decisions

Provide campus administrators with student and campus level data on LRE for targeting reviews of individual placement decisions and staffing decisions

Ongoing Ongoing Administrative Supervisor for Data and Compliance, Special Education 6-weeks campus benchmark reports, Campus "IEP" reports


Improved LRE

Completion Graduation Rate

Instruction Student Centered / Empowered

SPP 13: Design and implement a system of training, monitoring, feedback, correction, and recognition that ensures that students aged 16 and above have an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the student to meet post secondary goals.

Ongoing Ongoing 1) Administrative Supervisor for Transition 2) Administrative Supervisor for Secondary Education 3) Campus Administrators 4) Special Ed Case managers

Student IEPs include coordinated, measurable, annual IEP goals and transition services

Students will meet post secondary goals


TAKS/ TAKS-A

Student Support


Audit ARD decisions for students projected to take modified

Spring 2012 Ongoing Special Education Administrative

Audit reports delivered to campus administrators

Documented decisions for regular assessment takers









Date



Participation Rate

assessments to ensure they are aligned to students' disabilities, IEP, and TEA standards.

Supervisors, Special Education Instructional Coordinators, Contracted specialists, Schools Office

and associates Corrective ARDs are held as indicated by audit

are aligned to students' disabilities, IEP and TEA standards.


Appendix C Highly Qualified (HQ) Teacher Criteria

% Classes Taught by HQ

Teachers

% Classes Taught by HQ Teachers in High Poverty

Schools % of HQ Teachers % Teachers Receiving HQ

Professional Development

2007-08 2008-09 2009-10 2007-08 2008-09 2009-10 2007-08 2008-09 2009-10 2007-08 2008-09 2009-10 AISD Actual 99.6% 100% 100% 99.7% 100% 100% 99.9% 100% 100% 100% 100% 100%

AISD Target 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100%

State Target* 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100%

Source: AISD Highly Qualified Teachers Compliance Report (as of the last day of school year).

Highly Qualified (HQ) teachers are defined as: 1) Holding at least a bachelor’s degree, AND; 2) Having full state certification, AND; 3) Demonstrating competency through

a) Passing ExCET or TExES in subject taught, OR; b) Holding a college major or coursework equivalent to a major in subject, OR; c) Meeting High, Objective, Uniform Standard of Evaluation (HOUSE).

* SBEC data do not include information related to classes.


Appendix D District Policy on Sexual Harassment and Dating Violence

As required by state law, the district has adopted policy regarding sexual harassment and dating violence, and this policy is included in the DIP. Specifically, district policies FFH(Local) and FFH(Exhibit) address sexual harassment and dating violence under the broader category of Student Welfare.

The preamble to district policy FFH(Local) states:

“The District prohibits discrimination, including harassment, against any student on the basis of race, color, religion, gender, sexual orientation, national origin, disability, or any other basis prohibited by law. The District prohibits dating violence, as defined by this policy. Retaliation against anyone involved in the complaint process is a violation of District policy.”


Appendix E Pregnancy Related Services

Pregnancy Related Services (PRS) are a combination of Support Services and Compensatory Education Home Instruction (CEHI). These services are available to a pregnant student during pregnancy prenatal and postpartum periods to help her adjust academically, mentally and physically and to remain in school. Support Services are provided during the prenatal period of pregnancy and while the student is still attending school, as well as during the prenatal or postpartum period while the student is at home or hospital for a valid medical necessity or recovering from delivery and being served with PRS CEHI. Examples of Support Services the student may access are counseling, health services provided by school nurse, case management and service coordination. Compensatory Education Home Instruction (CEHI) is academic instruction offered to the student in the home or hospital. The number of hours per week of instruction by a certified teacher varies according to student needs and attendance is reported according to TEA formula. This service is provided under different circumstances: 1) Prenatal Confinement

. If the student cannot attend school on campus due to a valid medical necessity documented by a nurse practitioner or licensed physician licensed to practice in the United States. A medical release must be obtained by the medical or nurse practitioner to return to campus for any reason, including to take standardized tests. There is no limit to the number of events or the length of each event.

2) Postpartum Confinement

. A student who has delivered a live, aborted, or stillborn baby, suffered a miscarriage or death of a newborn, or placed a baby up for adoption can be served, beginning the day of or the day after delivery for up to six consecutive weeks at home or hospital.

3) Extended Postpartum Confinement

. Four additional weeks of CEHI may be provided a student when a valid medical necessity of the mother or child exists as documented by a licensed physician licensed to practice in the United States.

4) Break-In-Service Confinement

At the district level, compensatory education funds are used to fund 2.5 teacher units for the Pregnancy Related Services program.

. This service is for a maximum of ten weeks in length, divided into two periods in instances when the infant remains hospitalized after delivery. The student may return to school while the infant is hospitalized, then return to CEHI when the infant is home. When the student returns to school between the two CEHI periods, the student will not be coded PRS. A medical release will be required for the student to return to campus.

Documents

Austin Independent School Districtarchive.austinisd.org/inside/docs/DIP_2011_2012v2.pdf · On December 14, 2009, the Board of Trustees approved a five-year Strategic Plan for the