DISTRICT IMPROVEMENT PLANMay 03, 2010 · Anita de la Isla Elda Rojas Amber Watts MacKenzie Casall...

Irving Independent School District

DISTRICT IMPROVEMENT

PLAN

2010-2011

Approved by the Board of Trustees

May 3, 2010

2

Table of Contents

Vision Statement, Mission Statement, Board Goals .................... 3 Introduction .................................................................................. 4 IISD District Improvement Committee Members ......................... 5 District Improvement Planning Sub-Committees ......................... 6 Summary Pages of Board Goals & Performance Objectives ...... 10 Plan for Board Goal #1 ................................................................ 18 Safety & Security Plan for Board Goal #2 ................................................................ 24 Language Arts, Social Studies, Mathematics, Science Attendance and Dropout Prevention Plan for Board Goal #3 ................................................................ 44 Full & Equal Access Plan for Board Goal #4 ................................................................ 50 Integration of Technology Plan for Board Goal #5 ................................................................ 55 Quality Personnel & Staff Development Plan for Board Goal #6 ................................................................ 59 Parent Involvement Plan for Board Goal #7 ................................................................ 65 Fair & Equitable Expectations Plan for Board Goal #8 ................................................................ 68 Proactive Public Relations Region 10 Migrant Coop Plan of Action ..................................... 71 Commonly Used Abbreviations .................................................. 83

3 Adopted November 16, 2009

Vision Statement

The Irving ISD is committed to educational excellence and equity for all students in a multicultural and engaged learning environment.

Mission Statement

The Irving ISD, in partnership with families and the community, shall meet the educational needs of students by producing engaged learners who are critical

thinkers, leaders, and contributors in a technological, diverse, and competitive 21st century world.

Board Goals The District will:

1. Provide a safe, healthy, secure and orderly environment throughout the district for students, staff, parents and patrons of the Irving ISD, while also making emergency preparedness a high priority.

2. Prepare students for education and life beyond high school, strive for an Exemplary district rating in the Texas Accountability System, meet federal and local standards by continuing to strengthen the curricula, implementing research-based best practices, and annually improving student achievement on each campus and district-wide.

3. Increase the percentage of students from all subgroups enrolled in advanced academic programs, elective classes, extra and co-curricular activities to ensure equal access and successful completion of school.

4. Require all professional staff to effectively facilitate teaching and learning by actively participating in high quality staff development and using a variety of technological resources to engage students so that all graduates can succeed in a 21st century environment.

5. Provide salary, benefits, incentives, working conditions and mentoring conducive to recruiting and retaining a highly qualified, effective, ethnically diverse staff.

6. Encourage and assist all parents to be active partners in the education of their children and expand opportunities for parental and community input to decision makers.

7. Ensure all students are treated fairly and equitably in regard to high expectations in Board policies for academic and behavioral successes, especially in terms of consequences when failing to meet the expectations.

8. Improve public perception of the District by engaging in proactive public relations.

4


DISTRICT IMPROVEMENT PLAN for

2010-2011

Introduction

Board Policy BQA (Local) states, “The District Improvement

Committee (DIC) shall be involved in establishing and reviewing

the District’s education plans, goals, performance objectives,

and major classroom instructional programs.” Each year DIC

members contribute many hours to this process. Your various

perspectives are essential to the preparation of a district

improvement plan that will provide direction for the upcoming

school year. Thank you for your ideas, your time, and your

dedication to Irving ISD.


District Improvement Committee 2009-2010

Sanko Prioleau II, Chair

Rhonda Taylor, Vice Chair

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Abigail Alliu High School Teacher

Ashley Atkinson Elementary Teacher

Michael Campbell High School Administrator

Alma Carillo

Student Jorge Chac II

Parent Valerie Coleman

Parent

Carrie Davila Elementary Teacher

Taeler De Haes Student

Maria Duran Student

Lt. Cmdr. Calvin Durst

High School Teacher Ryan Flint

High School Teacher Michael Gallaway

Community

George Gillespie Parent

Dr. Adam Grinage Elementary Administrator

Gloria Hernandez Middle School Teacher

Ana Ibanez

Student Caroline Kelton

Business Todd Ketcham

Middle School Teacher

Barbara Khirallah Business

Rebecca Knowles Parent

Hope Krum Librarian

Rob McCannell

Middle School Teacher Abel Mercado

Parent Don Miller Community

Teresa Phillips

Elementary Teacher Lorry Pippin Community

Esmeralda Polanco Elementary Teacher

Sanko Prioleau II

Parent Dr. James Rambo

District Representative Elizabeth Rogers

Student

Teresa Saab Alternative Education Teacher

Autum Scott Middle School Administrator

José Serrano Business

Jackie Swan

Elementary Teacher Rhonda Taylor

Business Mika Tepfer

High School Teacher

Deborah Thomas

Elementary Teacher Alice Vasquez

Counselor Deborah Waters-Galloway

Community

Lydia Webb Parent

Bridget Wiles Parent

Lisa Wofford Parent

6

District Improvement Planning

Sub-Committee

Membership

7

District Improvement Committee Sub-Committees

2009-2010

(Health) Safety & Security

Teresa Phillips (elem teacher) Todd Ketchum (MS teacher) Calvin Durst (HS teacher) Staff: Erin Yacho Alvin McQuarters Laura Caudill Sandi Cravens Mary Kay Hartley Ralph Diaz Paula Dugger

Co-Facilitators: Pat Lamb/ José Villaseñor Room: Professional Library

Core Academic Performance Committee (Language Arts, Science, Social Studies, Mathematics)

Michael Gallaway (community) Alma Carillo (student) Deborah Thomas (elem teacher) Dr. James Rambo (dist rep) Autum Scott (MS admin) Staff: Peggy Mainord Koby Stringer Sam Farsaii Jennifer Hylemon Connie Kilday Sandy Turner Jennifer Jackson Diane Kreger Penne Dicken Sherry Perkins Karen Lopez Karen Zeske Anita de la Isla Elda Rojas Amber Watts MacKenzie Casall Sonia Smith Lorie Squalls

Co-Facilitators: Dr. Cheryl Jennings/ Randy Cobb/Deborah George Room: Training Rooms 1 and 2

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Completion/Attendance

Teresa Saab (alt educ teacher) Rhonda Taylor (business) Maria Duran (student) Staff: Dora Morón Mollie Lusty Maurice Walker Gayla Lawrence

Co-Facilitators: Lane Ladewig/ Dr. Abby Melton Room: 2201 (Dr. Morris’ Conf. Rm.)

Parent Involvement

Abel Mercado (parent) Valerie Coleman (parent) Ashley Atkinson (elem teacher) Rob McCannell (MS teacher) Caroline Kelton (business) Lorry Pippin (community)

Staff: Renee Davis Christina Chen Bob Harmon Jennifer Burchfiel

Co-Facilitators: Dr. Judy Rudebusch/ Juan Carlos Martinez Room: 2506 (Special Services Conf. Room)

Equal Access to Academics, Electives, Extra-Curricular & Co-Curricular Programs (AP, Recommended & DAP Diplomas, SAT, ACT, etc.)

Jackie Swan (elem teacher) Jorge Chac II (parent) Rebecca Knowles (parent) José Serrano (business) Staff: Shawn Blessing Karl Ronacher Cara Nanez Jeremy Earnhart Joe Barnett Susan Ramos

Co-Facilitators: Dr. Whit Johnstone Paula Barnhouse Room: Training Room 4

Integration of Technology

Elizabeth Rogers (student) George Gillespie (parent) Abigail Alliu (HS teacher) Staff: Ann Mulvihill Beverly Wilson Chris Dazer Audra Rowell Mikie Kindsfather Keith Larson Danielle Keith Paul Sutton

Co-Facilitators: Dr. Alice Owen/ Dr. Lea Bailey Room: Technology Conf. Room

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Quality Personnel Recruitment, Retention, & Staff Development

Taeler De Haes (student) Don Miller (community) Carrie Davila (elem teacher) Hope Krum (librarian) Staff: Jerram Froese Loretto Patterson

Facilitator: Robyn Wolters Co-Facilitator: Freddie Kendrick Room: Main Personnel Conf. Room

Ad Hoc Grading Committee

Michael Campbell (HS admin) Barbara Khirallah (business) Sanko Prioleau II (parent) Esmeralda Polanco (elem teacher) Adam Grinage (elem admin) Ana Ibanez (student) Deborah Gallaway (community) Ryan Flint (HS teacher) Gloria Hernandez (MS teacher) Lisa Wofford (parent) Bridget Wiles (parent) Lydia Webb (parent) Mika Tepfer (HS teacher) Alice Vasquez (counselor)

Data & Organization Facilitator: Randy Cobb Process Facilitator: Outside Consultant-Ann Hoover

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District Improvement Plan

Summary Pages of

Board Goals

and

Performance Objectives

Goals

Goal 1: Provide a safe, healthy, secure and orderly environment throughout the district for students, staff,parents and patrons of the Irving ISD, while also making emergency preparedness a high priority.

Performance Objective 1: All internal and external threats to the safety of students, staff, and patrons in the 2010-2011 school year will be mitigated appropriatelyand according to training so that no one is seriously harmed.

Summative Evaluation: (08-09); NEEDS ASSESSMENT (2010-2011): (A) 2009 Safety Audits: 100% of campuses with acceptable results; (B) 2009 CrisisManagement Training: 100% of campuses trained; (C) 2009 Pride Survey; (D) 2009 District Security Reports (theft and vandalism loss); (E) Fall 2009 PoliceDepartment Criminal Incident Reports; (F) 2009 District Health Assessments; and (G) 2009 District Pandemic Plan.

Performance Objective 2: Assure that all students and employees feel safe at school and that students develop the ability to resist engaging in unsafe behaviors.

Summative Evaluation: (2008-2009); NEEDS ASSESSMENT (2010-2011): 2009 PRIDE Survey Results: middle and high school students. Of the 13,800 6ththrough 11th graders, 11,300 took the PRIDE Survey. 19.1% reported being afraid another student will hurt them at school; 22.6% reported being hurt at school;33.5% reported threatening a student at school; 31.2% reported hurting a student at school. 11,052 students responded to the question about gang involvement. 1,495students reported involvement in gangs (13.5% of total responding).

Goal 2: Prepare students for education and life beyond high school, strive for an Exemplary district rating in theTexas Accountability System, meet federal and local standards by continuing to strengthen the curricula,implementing research-based best practices, and annually improving student achievement on each campus anddistrict-wide.

Performance Objective 1: ATTENDANCE - Improve student attendance to 97% district-wide.

Summative Evaluation: (2008-2009); NEEDS ASSESSMENT (2010-2011): Review past years attendance reports. (2004-05) 95.6%, (2005-2006) 95.3%,(2006-2007) 95.1%, (2007-2008) 95.6%, (2008-2009) 95.7% +0.1% Of the 37 campuses, 5 had more than 97%, 32 had less than 97%. 9570 students had 97%attendance during the 2008-2009 school year, up from 9,096 students in 2007-08. Review incentives used by campuses. Review of attendance in PK revealed needfor improvement. Review various programs available to at-risk and Career & Technical Education (CATE) students.

Performance Objective 2: DROPOUT PREVENTION/HS COMPLETION - Maintain an annual dropout rate of less than 1% for 7th and 8th grade students.Increase the completion rate to 95% for grades 9-12.

Summative Evaluation: (2008-2009); NEEDS ASSESSMENT (2010-2011): Dropout Rates: Annual dropout rate for 7th and 8th grade students 2004-2005 0.2%,2005-2006 0.1%; 2006-2007 0.2%, 2007-2008 0.1% Completion rate: Class of 2006 90.0%, Class of 2007 86.1, Class of 2008 85.9%

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Performance Objective 3: MATH ACADEMIC PERFORMANCE - A. At least 80% mastery of all students and student subgroups (African American, Hispanic,White, and Economically Disadvantaged) and 30% commended on the Texas Assessment of Knowledge and Skills in Math in order to meet state accountabilityrequirements and federal accountability guidelines as defined in No Child Left Behind. B. Increase the number of AP Mathematics tests with a score of 3 or higher to50% for the district and decrease the number of tests with a score of 1 to 10%. C. Increase performance so that the average score for all students on SATMathematics is at or above 500 and at or above 21 on ACT Mathematics; increase the number of National Merit Scholarship commended students, semi-finalists,finalists, and scholars.

Summative Evaluation: (2008-2009); NEEDS ASSESSMENT (2010-2011): Use data from: (1) Irving ISD TAKS Met Standard 2005 to 2009; (2) AP Performancedata; District 2001-2009; (3) AP Performance by Course Content Area 2007-2009; (4) SAT Scores by Year; and (5) ACT Scores by Year. Federal AYP: A total of 3secondary schools missed AYP in 2009. No elementary schools missed AYP. The standards are moving to 80% in reading/ELA and 75% in math for 2011.

Performance Objective 4: READING/ELA ACACEMIC PERFORMANCE - A. At least 91% mastery of all students and student subgroups (African American,Hispanic, White, and Economically Disadvantaged) and 25% commended on the Texas Assessment of Knowledge and Skills in Reading/English Language Arts inorder to meet state accountability requirements and federal accountability guidelines as defined in No Child Left Behind. B. Increase the number of AP English testswith a score of 3 or higher to 40% for the district and decrease the number of tests with a score of 1 to 10%. C. Increase performance so that the average score for allstudents on SAT verbal is at or above 461 or at or above 20 on ACT reading and English sections; increase the number of National Merit Scholarship commendedstudents, semi-finalists, finalists and scholars.


Performance Objective 5: SCIENCE ACADEMIC PERFORMANCE - A. At least 75% of all students and student subgroups (African American, Hispanic, White,and Economically Disadvantaged) will master the Texas Assessment of Knowledge & Skills and at least 20% will score commended. B. At least 25% of AP Scienceexams will have a score of 3 or higher and 50% or fewer AP Science exams will have a score of 1 for the district.


Performance Objective 6: SOCIAL STUDIES ACADEMIC PERFORMANCE: (A) At least 94% mastery of all students and student subgroups (AfricanAmerican, Hispanic, White, and Economically Disadvantaged) and 40% commended on the Texas Assessment of Knowledge and Skills in Social Studies. (B)Increase AP Social Studies scores of 3 or higher to 22% and decrease the scores of 1 to 50%.



Goal 3: Increase the percentage of students from all subgroups enrolled in advanced academic programs, electiveclasses, extra and co-curricular activities to ensure equal access and successful completion of school.

Performance Objective 1: Implement procedures that ensure full and equal access to general education and advanced academic programs, elective classes, extra-and co-curricular activities for 100% of students: (A) Student participation in Advanced Placement should reflect the student population distribution of Irving ISD.(B) Increase participation rate to 70% on the SAT and/or ACT for all students, economically disadvantaged students and each ethnic group. (C) Increase thepercentage of all students, economically disadvantaged students and each ethnic group in advanced academic courses to 25%. (D) Increase the percentage of studentscompleting the Texas Recommended High School or Distinguished Achievement Programs to 85% or higher for all students, economically disadvantaged studentsand each ethnic group. (E) Student participation in Gifted/Talented instruction should reflect the student population distribution of Irving ISD. (F) Increase thepercentage of all students, economically disadvantaged students and minority groups involved in extra- and co-curricular activities at elementary, middle and highschool levels using baseline data to be collected during the 2009-10 school year.

Summative Evaluation: (2008-2009); NEEDS ASSESSMENT (2010-2011): Progress toward Our Goals presentation, Fall 2009 shows improvement toward equalaccess objectives A, C, D. SAT & ACT participation was down in 2009 (objective B). Gifted Talented data indicate that White and Asian students are somewhatoverrepresented; Hispanic, African American and Economically Disadvantaged are somewhat underrepresented (objective E). Data on athletics and secondary finearts participation and informal survey of extra-curricular activities at elementary schools shows disparities in extra curricular programs (objective F). A more formalsurvey has been developed for schools at all levels and will be administered online in late spring 2010.

Goal 4: Require all professional staff to effectively facilitate teaching and learning by actively participating inhigh quality staff development and using a variety of technological resources to engage students so that allgraduates can succeed in a 21st century environment.

Performance Objective 1: Infuse technology into engaging teaching and learning experiences which foster authentic learning that will be relevant to students in the21st century. All professional staff will be required to submit a minimum of two TechFusion submissions per year at a LoTI level of 3 or higher. [TechFusion is theIISD database of lessons infused with technology. LoTI (Levels of Technology Implementation) is a framework used to measure the quality of infusion as it is implemented.]

Summative Evaluation: (2008-2009); NEEDS ASSESSMENT (2010-2011): TechFusion lesson submissions were down from the previous year. In 2008-09 we had2931 lessons submitted. That is about 1.1 per teacher. The average LoTI level is 2.4. We need to encourage teachers to use technology on a regular basis in order forstudents to be prepared to function in a technology based work and college environment.

Performance Objective 2: Provide differentiated professional development that enables teachers to move up the LoTI continuum and increase higher order thinkingin their instruction. At least 75% of district and campus staff development will include technology integrated activities that demonstrate a LoTI level 3 or higher.

Summative Evaluation: (2008-2009); NEEDS ASSESSMENT (2010-2011): In order to get an overall impression of technology use, the STAR Chart is used as aself-report survey for teachers, administrators, campuses and districts that must be submitted to TEA each year to report the use of technology in the state. TEA inturn submits this information to the federal government.On the Texas Star Chart for 2008-09, Educator Preparation (staff development) continues to be the lowest


ranking. The district continues to have a large group of new teachers each year. Many are alternatively certified and have had limited training in technology andlearning theory. We continue to provide LoTI training each year with few people participating. LoTI is the rubric with which we measure effective technologyintegration so all teachers and administrators should have a good working knowledge of this tool in order to facilitate conversations about higher order thinking andeffective technology use. Attendance at summer technology training was down over the previous year with 486 people attending.

Goal 5: Provide salary, benefits, incentives, working conditions and mentoring conducive to recruiting andretaining a highly qualified, effective, ethnically diverse staff.

Performance Objective 1: 100% of all professional and paraprofessional personnel will meet the definition of "highly qualified" according to No Child Left Behindby the end of 2010-2011 school year.

Summative Evaluation: (2008-2009); NEEDS ASSESSMENT (2010-2011): 100% of all classroom teachers and instructional aides must be Highly Qualifiedaccording to No Child Left Behind.

Performance Objective 2: Increase minority professional staff by an average of 3% per year from 2010-2012 toward the goal of reflecting the ethnic diversity ofIISD student population.

Summative Evaluation: (2008-2009); NEEDS ASSESSMENT (2010-2011): The 2009-2010 Minority Hiring Pecentage was at 35.3% for new professionals. This iscompared to 35% for 2008-2009, 40% for 2007-2008, and 34.6% for 2006-2007. The overall minority percentage for IISD professional employee’s shows 31.4% forthe 2009-2010 school year. Our student minority distribution was at 83.4%.

Performance Objective 3: The District will retain 85% of current professional staff each year.

Summative Evaluation: (2008-2009); NEEDS ASSESSMENT (2010-2011): In the last five years, the turnover rate has varied from 15% to 21.8% for professional staff.

Goal 6: Encourage and assist all parents to be active partners in the education of their children and expandopportunities for parental and community input to decision makers.

Performance Objective 1: Continue to enhance and increase parent involvement as it relates to positive academic achievement. Involvement to be measured byannual evaluation of parent involvement opportunities by parents; by active participation in parent trainings; and parent involvement activities offered throughout the year.

Summative Evaluation: (2008-2009); NEEDS ASSESSMENT (2010-2011): 2009 Parent Involvement Survey Results (Below 85% Satisfaction): Summary: Theschool provides parent with grade appropriate information for being involved in the child’s school work,The school’s vision and mission statement are posted andeasy to read, My child’s school has a parent resource center, The school library is available to check materials to parents, The school has contacted parent about howto become involved. Parent Comments: Blackboard used need to be expanded, Parent Connect and Campus Web Pages not updated, Parents need advance notice ofevents, Written and Oral interpretation of events and information in Spanish (Middle School Parents), There was a 26% decrease in overall number of parents taking


the Parent Involvement Survey. Strengths: 2009 Parent Involvement Survey Results (Above 85% Satisfaction)- Knowing how reach child’s teacher, Schoolcontacted parent regarding child’s academic progress, Friendly school environment makes parents feel welcomed, School provides information to parents on how tohelp their children do the best at school, Parent received information regarding curriculum and state testing, How provides a variety of methods to assist incommunicating effectively with parent. Parent Comments: District Website, Teleparent, Development of the Parent and Student Services Website, College CareerResource Handbook for students, Journey Program developed and expanded to include parents, College Goal Sunday, Graduation coaches available in high school,AVID available at Irving High School, Activities to support school transition Pre-K to Elementary, Elementary to Middle School and Middle School into HighSchool, Workshop and Support Services for parents of Migrant students, Increase in parent involvement opportunities (Strong Fathers Strong Families, ParentAcademies, Parent Education Nights, Parent Step Ahead Program, P.A.D.R.E.S Program, Donuts with Dad.

Performance Objective 2: Allow for parental and community input to decision makers by developing and sustaining strong systems that promote parentinvolvement.

Summative Evaluation: (2008-2009); NEEDS ASSESSMENT (2010-2011): Strength: Increase of diversity representation in the Parent Advisory Council,Developed the HIPPY Master Parent Project to support parents helping parents. Needs: The need to increase systemic support for all parents groups, The need toincrease tracking and promoting of former HIPPY parents to strengthen campus parent involvement, Little parent input to campus improvement committee on schoolissues; need to increase systemic support for all parent groups.

Performance Objective 3: Continue to promote parent communication and involvement utilizing the district’s technology platform to facilitate this effort andmeasured by use of technology for outreach to parents.

Summative Evaluation: (2008-2009); NEEDS ASSESSMENT (2010-2011): Strengths: Parent Connect available to view grades (411,938 Hits to website), Gooduse of Teleparent at the campus and district level, Irving School Television and District Website, Access to Internet Safety information on Parent Tab of the districtwebsite, District produced videos on Internet Safety also available to parents through the district website as wells video on the topics of Drug Awareness, AlcoholAwareness, and Topics to Discuss with Your Children (Available in English and Spanish), Over 500 adults participated in the Adult Education Program for theprevious school year, Literacy and Civics Classes, English as a Second Language, Computer Literacy, *Strong partnership with 21st Century campuses for AdultEducation, Increase in Community Outreach activities, Big Brothers Big Sisters PartnershipEducational Summit at BW Baptist Church, Community Outreach -Irving Bible Church, City of Irving - Cinco de Mayo Celebration, Parent Step Ahead Partnership - El Hispano News Bereavement Program, Increase number ofParent Involvement Opportunities for At Risk student populations, Sp. Education Information Night for students with disabilities African American StudentMentoring Program, System Support for students who are pregnant or parents, "I am Present" Truancy Prevention Program, Practical Parent Education Workshops,Parent Academies on "How to Navigate the System", Journeys Parent Meetings, Latino Family Literacy Project Reading is Fundamental Program for Parents ofMigrant students, Monthly HIPPY Parent Meetings, Develop Parent Network Program to provide system support and general parent education. Needs: Parent reportthat grades on Parent Connect are not current, Parents request more positive personalized use of teleparent regarding students, Approximately 1/3 of Teleparent callsare not completed due to wrong or disconnected number, Ten campuses did not conduct required Internet Safety Training for parents, No system in place for parentsto register for listserv or e-mail alerts about college and scholarship application deadlines, Evidence of unmet need as reflected by waiting list of prospective studentsfor Adult Education classes.


Goal 7: Ensure all students are treated fairly and equitably in regard to high expectations in Board policies foracademic and behavioral successes, especially in terms of consequences when failing to meet the expectations.

Performance Objective 1: Reduce disproportionality in assignment of students to on- and off- campus alternative disciplinary settings: 1. Annually reduce thenumber of students from each ethnic group placed in discretionary on- and off-campus alternative disciplinary settings. 2. Eliminate disproportionate assignment ofAfrican American students in discretionary off-campus disciplinary settings by the end of school year 2010-2011.

Summative Evaluation: (2008-2009); NEEDS ASSESSMENT (2010-2011): July 28, 2009 Internal Auditor Report: "Audit of Discretionary Alternative EducationPlacement"; October 9, 2009 Superintendent’s Response to Discipline Audit Report; November 16, 2009 Irving ISD Board of Trustees: RESOLUTION ANDORDER NO. 09-10-08, "A RESOLUTION ADOPTING AN ORDER OF THE BOARD OF TRUSTEES, IRVING INDEPENDENT SCHOOL DISTRICT,ACCEPTING A REPORT CONCERNING STUDENT DISCIPLINE, AUTHORIZING IMPLEMENTATION OF THE REPORT’S RECOMMENDATIONS,PROVIDING FOR OTHER MATTERS RELATED TO THE SUBJECT MATTER AND DECLARING AN EMERGENCY"

Goal 8: Improve public perception of the District by engaging in proactive public relations.

Performance Objective 1: Involve all stakeholders in District issues and decision-making.

Summative Evaluation: Community participation in District events will increase by 50%; and community surveys will show 75% support for Irving ISD.

Performance Objective 2: Develop a comprehensive marketing plan for Irving ISD.

Summative Evaluation: An effective plan will be implemented and perceptions will improve by 50%.


......................... 12010-2011 Performance Objectives

.................................. 3GoalsGoal 1: Provide a safe, healthy, secure and orderly environment throughout the district for students, staff, parents and patrons of the Irving ISD, while also

........................ 3making emergency preparedness a high priority. Goal 2: Prepare students for education and life beyond high school, strive for an Exemplary district rating in the Texas Accountability System, meet federaland local standards by continuing to strengthen the curricula, implementing research-based best practices, and annually improving student achievement on each

............................. 3campus and district-wide. Goal 3: Increase the percentage of students from all subgroups enrolled in advanced academic programs, elective classes, extra and co-curricular activities

..................... 5to ensure equal access and successful completion of school. Goal 4: Require all professional staff to effectively facilitate teaching and learning by actively participating in high quality staff development and using a

......... 5variety of technological resources to engage students so that all graduates can succeed in a 21st century environment. Goal 5: Provide salary, benefits, incentives, working conditions and mentoring conducive to recruiting and retaining a highly qualified, effective, ethnically

................................ 6diverse staff. Goal 6: Encourage and assist all parents to be active partners in the education of their children and expand opportunities for parental and community input

.............................. 6to decision makers. Goal 7: Ensure all students are treated fairly and equitably in regard to high expectations in Board policies for academic and behavioral successes,

.................. 8especially in terms of consequences when failing to meet the expectations.

.............. 8Goal 8: Improve public perception of the District by engaging in proactive public relations.


18

2010-2011

PLAN FOR BOARD GOAL 1:

Safety & Security

Goals

Goal 1: Provide a safe, healthy, secure and orderly environment throughout the district for students, staff,parents and patrons of the Irving ISD, while also making emergency preparedness a high priority.

Performance Objective 1: All internal and external threats to the safety of students, staff, and patrons in the 2010-2011 school year will be mitigated appropriatelyand according to training so that no one is seriously harmed.

Summative Evaluation: (08-09); NEEDS ASSESSMENT (2010-2011): (A) 2009 Safety Audits: 100% of campuses with acceptable results; (B) 2009 CrisisManagement Training: 100% of campuses trained; (C) 2009 Pride Survey; (D) 2009 District Security Reports (theft and vandalism loss); (E) Fall 2009 PoliceDepartment Criminal Incident Reports; (F) 2009 District Health Assessments; and (G) 2009 District Pandemic Plan.

Strategy DescriptionStaff Responsible for

Monitoring

FundingSources &

FTEs

Evidence thatDemonstrates

Success

Formative Reviews

Nov Jan Mar June

(1) Ensure the district is National Incident Management System (NIMS) compliant and rewritethe Crisis Management Handbook to reflect the Multihazard Emergency Operations Planrecommended in Section 37.108 of the Texas Education Code. Ensure the plan is compliantwith the 2003 International Fire Code Section 404.3. Ensure 100 percent compliancethroughout the district.

Director of Security & Operations

Staff time, local funds

CompliantEmergencyOperations Plan;updated as needed

(2) Pursuant to Section 37.108 of the Texas Education Code, audit one-third of the district overthe course of the year, with the intent of conducting a similar audit over the course of threeyears. Report the findings to the school board and state in accordance with the Code. Usefindings to target additional training for staff members and teachers.


Staff time,computer, local funds

Reports and analyses

(3) Require all secondary students to wear and prominently display district-issued student IDbadges; review how this program might interface with other programs designed to ensurestudents wear these badges (such as library services, food services, and the like).

Director of Security &Operations, Director ofLearning Resources;Campus Principal


Audit reportsshowing compliance

(4) For the protection of both students and staff, implement a districtwide mandate wherebyteachers are required to keep classroom doors closed and locked during the school day.

Director of Security &Operations; Campus Principal


Audit reportsshowing compliance


(5) Provide a district security officer at the Administration Building during business hours.Create a security committee within the Administration Building to work with Ralph Diaz onproviding other security measures within the building, such as: securing all exterior doors, withthe exception of the front doors and Tax Office doors; providing keyless entry access at theTax Office door leading into the Administration Building, proper; ensuring staff within thebuilding display ID badges at all times; creating a method by which people can purchasesporting event tickets without entering the building, proper; and, considering the efficacy ofvisitor registry at the main entrance.

Director of Security &Operations, AdministrativeAssistant to theSuperintendent, Staff


Meeting records,assignment ofsecurity personnel

(6) Annually track incidences that threaten campus security using the Pride Survey, the StudentDisciplinary Action Summary PEIMS report, the Gun-Free Schools Report, Irving PoliceDepartment (IPD) and district security reports, relative to criminal activity in and aroundcampus sites. As well, incorporate information relative to building safety gained from thenewly developed "building walk-though inspection" form and protocol developed and managedby Risk Management.

Director of Security &Operations, Director ofRisk Management,Director of P-12 Parent &Student ResponsiveCounseling Services

Staff time,curricula, local funds

Records and analyses

(7) Conduct crisis management tabletop training with 100 percent of campus crisismanagement teams; evaluate and implement plans to enhance student preparedness training,such as lockdown drills.

Director of Security &Operations, Director ofP-12 Parent & StudentResponsive Counseling Services


Training records

(8) Conduct announced and/or unannounced lockdown drills at all campus sites.Director of Security &Operations, Campus Principal


Training records

(9) Conduct "see what we see" safety and security audits at all campus sites by sending trainedindividuals into the schools to determine the effectiveness of physical security measures andsafety and security processes. Use results to target additional training with campus personnel.



Audit records and analyses

(10) Ensure each school has campus personnel trained in compliance with SB 1196, the TexasState Behavior Initiative; the law requires schools to have personnel trained in behavioralinterventions and restraint training relative to all students.

Director of Security &Operations, Director ofSpecial Education

Staff time,curricula, SpecialEducation funds

Training records

(11) Begin using the Youth Risk Behavior Survey (CDC) to assess risky behaviors (includingsexual behavior which is not measured with the Pride Survey) of our secondary students.Survey at least 90% of health/physical education students each semester.

P-12 Physical Education Coordinator

Staff time,curricula, local funds

Records and analyses

(12) Further develop the present Pandemic Plan for Irving ISD into an instructional manualwhich provides guidance in all areas of the district; Business and Payroll, Data Processing,Facilities Services, Food Services, Health Services, Instructional Methodology, PersonnelManagement, Public Information, Parent and Student Services, Teaching & Learning,Technology, Transportation, etc.

Director of RiskManagement, Director ofHealth Services

Stafftime,computer,local funds

Instruction manual developed

(13) Ensure all auxiliary buildings within the district maintain a secure environment by lockingnon-essential external doors and through visitor registry.

Director of Security &Operations, Director ofPublic Information


Audit records and analyses


(14) Consider methods to market the District’s Audio Health Library. Consider use ofTeleParent, campus marquees, and city billboards.

Director of HealthServices, Director ofPublic Information


Meeting reports andmarketing strategies

(15) Assess the effectiveness of the District’s coordinated school health approach using SurveyMonkey to collect data on student knowledge/likes/dislikes, and school personnel (teachers,counselors, and cafeteria) attitudes/strategies/suggestions for the program. Survey a mininumof 80 percent of students/school personnel.

Health/Physical Education Coordinator


Survey reports and analyses

(16) Send Fitnessgram inforamtion flyer home with students and follow-up via TeleParent tonotify parents of the testing. Include information about how they can obtain a copy of theirchild’s fitness report. Identify the date that the flyer and TeleParent message was sent for eachcampus. Automatically send a fitness report home for students with a Body Mass Index of 30(obese) or greater.

Health/Physical EducationCoordinator, Director ofPublic Information,Director of Health Services


Information flyerdeveloped and distributed

(17) Consider how the current telephone system can be used to augment the public addresssystem in aiding teachers and staff in sounding the alarm within the building should there be aneed for emergency lockdown.

Director of Security &Operations, Director of Facilities


Audit report and analyses

(18) Consider the AiPhone technology currently being tested at Austin Middle School for useat all elementary schools and select other campus sites throughout the district.



Audit report and analyses

= Discontinue = No Progress = Some Progress = Considerable = Accomplished


Performance Objective 2: Assure that all students and employees feel safe at school and that students develop the ability to resist engaging in unsafe behaviors.

Summative Evaluation: (2008-2009); NEEDS ASSESSMENT (2010-2011): 2009 PRIDE Survey Results: middle and high school students. Of the 13,800 6ththrough 11th graders, 11,300 took the PRIDE Survey. 19.1% reported being afraid another student will hurt them at school; 22.6% reported being hurt at school;33.5% reported threatening a student at school; 31.2% reported hurting a student at school. 11,052 students responded to the question about gang involvement. 1,495students reported involvement in gangs (13.5% of total responding).

Strategy Description Staff Responsible for MonitoringFunding

Sources & FTEs


Success

Formative Reviews

Nov Jan Mar June

(1) Continue audio health line for parents and students; informationprovided will assist parents and students in learning about health-relatedissues pertaining to alcohol and drug abuse, suicide, and other mentalhealth issues of concern.

Director of P-12 Parent & Student ResponsiveCounseling Services, Director of HealthServices, Health/Physical EducationCoordinator

Staff time,local funds


(2) Conduct the Pride Survey for students in grades 6-11. Informationgarnered will provide data for measuring success in a variety of safety andsecurity strategies, and help shape future strategies.

Director of P-12 Parent & Student ResponsiveCounseling Services



(3) Provide crisis management team training for all counselors; thistraining is to be specifically designed for counselors relative to prevention,intervention, and postvention methodologies.

Director of P-12 Parent & Student ResponsiveCounseling Services, Counselors


Training records

(4) Provide suicide awareness training for all counselors; ensure that eachcounselor receives a minimum of four hours of training per year.

Director of P-12 Parent & Student ResponsiveCounseling Services


Training records

(5) Provide training pursuant to HB 121, the new date violence law, suchthat students, teachers, and counselors receive two hours of training per year.

Director of P-12 Parent & Student ResponsiveCounseling Services, Principals, Counselors


Training records

(6) Continue bullying prevention programs which target both physicalbullying and cyberbullying for all grade levels.




(7) Aggregate data into a Board report on bullying that includes howinformation is communicated to students and how students know to reportoccurences to the counselor.

Director of P-12 Parent & Student ResponsiveCounseling Serivices, Counselors, Principals


Data from campuses

(8) Continue drug and alcohol awareness programs at elementary levelthrough the guidance and counseling departments.




(9) Conduct drug and alcohol awareness programs at select middle schoolgrades through our guidance and counseling departments.




(10) Conduct drug and alcohol awareness training for high school staff;ensure that each staff member receives at least one hour of training per year.



Training records


11) Conduct on a more frequest basis on all secondary campusesunannounced drug dog searches to help prevent drug possession,distribution, and use at school. Also, on a more frequest basis, conductmetal-detector "wanding" to help detect gun possession at all secondary campuses.

Director of Security & Operations, DivisionDirector of Campuse Operations PK-12, Principals





24

2010-2011


Attendance and

Dropout Prevention

Goal 2: Prepare students for education and life beyond high school, strive for an Exemplary district rating in theTexas Accountability System, meet federal and local standards by continuing to strengthen the curricula,implementing research-based best practices, and annually improving student achievement on each campus anddistrict-wide.

Performance Objective 1: ATTENDANCE - Improve student attendance to 97% district-wide.

Summative Evaluation: (2008-2009); NEEDS ASSESSMENT (2010-2011): Review past years attendance reports. (2004-05) 95.6%, (2005-2006) 95.3%,(2006-2007) 95.1%, (2007-2008) 95.6%, (2008-2009) 95.7% +0.1% Of the 37 campuses, 5 had more than 97%, 32 had less than 97%. 9570 students had 97%attendance during the 2008-2009 school year, up from 9,096 students in 2007-08. Review incentives used by campuses. Review of attendance in PK revealed needfor improvement. Review various programs available to at-risk and Career & Technical Education (CATE) students.


MonitoringFunding Sources

& FTEsEvidence that

Demonstrates SuccessFormative Reviews

Nov Jan Mar June

(1) Provide "Best Practices" in-service for improving campus attendanceand continue periodic meetings with data services to review effectivepractices. Develop summary of "Best Practices".

Director of Data Services,Division Director of CampusOperations PK-12, SelectedCampus Attendance Clerks

Staff time August 2010,local funds. Noadditional personnel

Summary of Best Practices,sign-in sheets, improved attendance

(2) Continue to provide innovative instructional programs and services toaddress needs of students with high absenteeism, (i.e., Career &Technical Education, Night School, TAPPS (Teenage Pregnant andParenting Students), tutoring, summer school, Barbara Cardwell Prep.credit recovery, and PRS (Pregnancy Related Services).

Administration, CampusAttendance Personnel

Staff time, CTE funds,PEP grant funds, StateComp Ed funds, localfunds, Title I-A funds

Increase enrollment in theinstructional programs

(3) Continue to recognize students with perfect attendance usingcertificates and recognitions. Expand recognition to include ExemplaryAttendance (97% and above).

Campus Personnel, DivisionDirector of Campus OperationsPK-12, Director of DataServices and PEIMS

Local funds, campusactivity funds

End-of-year report of PerfectAttendance and ExemplaryAttendance recipients

(4) Survey all campuses and provide list of successful attendanceincentives to all campuses.

Division Director of CampusOperations PK-12

Staff time, local fundsAggregate list shared with all campuses

(5) Continue the process to update the accuracy of the demographicdatabase. Ensure that all campuses review and verify correct dataprovided on the Age, Grade, and Residence (AGR) card submitted byparent at the beginning of the year. Review of TeleParent report ofdisconnected phones.

Campus Personnel Staff time, local funds

Improved communication andaccurate contact data on allstudents. Improvement inattendance percentages


(6) Implement the "I’m Present" program in coordination with Parent andStudent Services to provide counseling in lieu of a court case filed againststudent or parent. Explore the possibility to assign mentors to thosestudents attending the "I’m Present" program.

Attendance Facilitator, ParentInvolvement Coordinator,Compulsory Attendance Office

Staff time, local fundsImproved attendance and thereduction in cases in TruancyCourt.

(7) Campuses with a higher percentage of student enrollments in FineArts courses report lower dropout rates and higher attendance rates. APerforming Art course in the 6th grade is strongly encouraged to fullfilthe middle school requirement of a fine arts credit. This model is a currentsuccess in IISD and assists in meeting the charge of IISD Board Goal 3and Goal 2.

Campus Administration,Counselors, Director of FineArts, Coordinator of Fine Arts

Possible staffing increasing

Increased enrollment inperforming arts and increased attendance



Performance Objective 2: DROPOUT PREVENTION/HS COMPLETION - Maintain an annual dropout rate of less than 1% for 7th and 8th grade students.Increase the completion rate to 95% for grades 9-12.

Summative Evaluation: (2008-2009); NEEDS ASSESSMENT (2010-2011): Dropout Rates: Annual dropout rate for 7th and 8th grade students 2004-2005 0.2%,2005-2006 0.1%; 2006-2007 0.2%, 2007-2008 0.1% Completion rate: Class of 2006 90.0%, Class of 2007 86.1, Class of 2008 85.9%



& FTEsEvidence that Demonstrates Success

Formative Reviews

Nov Jan Mar June(1) Continue to monitor attendance procedures toensure adequate time is allotted for researchingexcessive absences that could lead to student dropouts.

Principals, Attendance Clerks,PEIMS Coordinator


Report submitted to the Division Director ofCampus Operations PK-12 by Oct. 1

(2) Ensure adequate time is provided for the attendanceclerks and data clerks to follow-up on excessiveabsences that lead to dropouts; continue to monitorother duties assigned beyond the job description ofthose clerks responsible for attendance.

Principals, Division Director ofCampus Operations PK-12,Director of Data Services and PEIMS


Each campus shall generate a list of additionalcampus responsibilities beyond the jobdescription and submit to the Division Director ofCampus Operations PK-12 by September 3, 2010.Division Director of Campus Operations PK-12will remind principals to limit other duties at leastthree times during the year, Agendas

(3) Continue exit interview for students contemplatingdropping out of school. Provide alternatives todropping out of school and discussion of alternative programs.

Counselors, Attendance Clerks,Attendance Officers, Principals


Developed exit interview on NCR paper and filedin student cum record

(4) Continue to provide innovative instructionalprograms and services to address needs of students withhigh absenteeism, (i.e., AVID, Career & TechnicalEducation, Night School, TAPPS (Teenage Pregnantand Parenting Students), tutoring, summer school,Barbara Cardwell Prep. credit recovery, and PRS(Pregnancy Related Services).

Administration, CampusAttendance Personnel

Staff time, CTEfunds, SpecialEducation funds, PEPgrant funds, StateComp Ed funds, localfunds, Title I-A funds

Increase enrollment in the instructional programs

(5) Continue to implement the Irving ISD DropoutPrevention/Recovery Plan.

Irving ISD Dropout/Attendance Committee


Lower dropout rate and higher high schoolcompletion rates

(6) Inform students and parents of academic andsupport programs available to students at-risk ofdropping out of school.

Campus personnelStaff time, local funds

Lower dropout rate and higher high schoolcompletion / graduation rates

(7) Develop and monitor plans to increase thegraduation rate of LEP and homeless students andmonitor the Continuous Improvement Plan for thegraduation rate for the homeless students.

Campus Administrators, Directorof Bilingual/ESL/Migrant,Director of P-12 Parent & StudentResponsive Counseling Services


Increase completion rate of LEP and homeless students


(8) Encourage campuses to develop completion ratesfor LEP and homeless students in their CampusImprovement Plans.

Campus Staffs, Director ofBilingual/ESL/Migrant, Directorof P-12 Parent & StudentResponsive Counseling Services


Improved completion rates

(9) Encourage campuses to include a One Tip/TenMinute Activity which emphasizes the importance ofgraduation at school functions (i.e. PTA/PTO, familynights, newsletters, website). At least one meetingmight include the recognition of a community memberwho attended that campus and graduated from Irving ISD.

Principals, Various Campus StaffMembers, Parent Involvement Coordinators


Increase awareness opportunities for studentinvolvement and success and parent involvement

(10) Employee four Cohort Specialists to serve the fivehigh school campuses (combine Jack E. SingleyAcademy and Baraba Cardwell Preparatory Center).The Specialists assist the high school campuses trackcohort groups, analyze the cohort status and data, andrecommend an action plan for individuals at risk ofdropout within that cohort group.

Division Director of CampusOperations PK-12, Director ofData Services and PEIMS

Four addtional staffpositions at teacher salaries

Lower dropout rate, higher high schoolcompletion / graduation rates.



29

2010-2011


Core Academic Performance

Mathematics

Language Arts

Science

Social Studies

Performance Objective 3: MATH ACADEMIC PERFORMANCE - A. At least 80% mastery of all students and student subgroups (African American, Hispanic,White, and Economically Disadvantaged) and 30% commended on the Texas Assessment of Knowledge and Skills in Math in order to meet state accountabilityrequirements and federal accountability guidelines as defined in No Child Left Behind. B. Increase the number of AP Mathematics tests with a score of 3 or higher to50% for the district and decrease the number of tests with a score of 1 to 10%. C. Increase performance so that the average score for all students on SATMathematics is at or above 500 and at or above 21 on ACT Mathematics; increase the number of National Merit Scholarship commended students, semi-finalists,finalists, and scholars.


Strategy Description Staff Responsible for Monitoring Funding Sources & FTEsEvidence thatDemonstrates

Success

Formative Reviews

Nov Jan Mar June

(1) Implement a 3-Tier, comprehensive mathprogram that emphasizes critical thinking andproblem-solving to provide individualizedsupport and additional time for students whoneed it.

Elementary and Secondary MathCoordinators, Special Services Coordinators,Director of Gifted & Talented/AdvancedAcademics, Technology Coordinators

Staff development, supplemental mathprograms, assessment tools, tutors,local funds, Title II-A funds, Title I-Afunds, Title I-A Stimulus funds, StateComp Ed funds

Evaluation of needsassessment, walk-throughevaluations, classroom observations

(2) Conduct vertical alignment of K-12mathematics curriculum, addressing all strandsbut place special emphasis on algebraicreasoning and measurement.

K-12 Teachers, Campus Administrators,District Coordinators, Division Directors ofElementary and Secondary Teaching & Learning

Teacher funding for curriculumalignment/development; dedicated timefor coordinators to conduct curriculumalignment, Title II-A funds, Title I-AStimulus Funds

District and stateassessments utilizingD2SC, curriculum documents

(3) Provide ongoing, comprehensive professionaldevelopment opportunities for all teachers inexemplary instructional practices.

Division Director of Staff Development,Elementary and Secondary Coordinators,Campus Administrators, Division Directorsof Elementary and Secondary Teaching &Learning, Director of Gifted &Talented/Advanced Academics

Training materials and teacher training,local funds, Title II-A funds, Title I-Afunds, Title I-A Stimulus funds,IDEA-B Stimulus funds

PDAS, walk-throughs,classroom observations

(4) Implement research-informed instructionalmethods to improve learning of algebraicreasoning and measurement, including but notlimited to methods used in Algebra 1.

K-12 Teachers, Campus Administrators,Elementary and Secondary Coordinators,Division Directors of Elementary andSecondary Teaching & Learning

Staff time, local funds, State Comp Ed funds

District and stateassessments, classroomobservations, PDAS, walk-throughs

(5) Assess and monitor mathematics learningusing TEKSchecks data and Quickchecks, AMIdata, and common formative standardsassessments. Re-teach students based onproficiency with research-based strategies suchas manipulatives.

K-12 Teachers, Elementary and SecondaryCoordinators, Division Directors ofElementary and Secondary Teaching & Learning

Teaching materials, teacher andadministration compensation, localfunds, Title I-A funds, State Comp Ed funds

TAKS math scores and/ordistrict assessments


(6) Provide Extended Year programs for studentsgrades 5 and 8 who are identified as at risk in mathematics.

Extended Year Teachers and Administrators,Campus Administrators, District Directors,District Coordinators

Teaching materials, teacher andadministration compensation, Title 1-Afunds, local funds, State Comp Ed funds

TAKS math scores and/ordistrict assessments

(7) Develop TEKS-based technology integratedlessons at levels 3 or above on the LoTI (Levelsof Technology Implementation) scale.

PK-12 Teachers, District Coordinators,Campus Administrators, Division Director ofStaff Development

PLCs, Instructional resources, ITSsupport, local funds

STAR chart, lesson plans, walk-throughs

(8) Increase the appropriate use of graphingtechnology for conceptual development in grades 6-12.

Secondary Math Coordinators, SpecialServices Coordinators, Technology Coordinator

Graphing calculators, trainingmaterials, computer software, localfunds, Tech Allotment funds

District and stateassessments, PDAS,walk-throughs classroom observation

(9) Integrate applicable Career & TechnicalEducation (CTE) programs with mathcurriculum to make real world connections.

High School Math Coordinator, Director ofCareer & Technical Education, High SchoolMath Teachers, High School CareerEducation Technology Teachers, Director ofGifted & Talented/Advanced Academics

CTE funds, dedicated planning time forteachers, training on integration,models of successful programs, local funds

TAKS, lesson plans,walk-throughs, PBMAS

(10) Provide just-in-time math content trainingthat meets individual student needs, buildscapacity among teacher leaders, and uses data tomake instructional decisions.

Division Director of Staff Development,Division Directors for Elementary andSecondary Teaching & Learning, DistrictCoordinators, Campus Administrators

Teacher training and materials, localfunds, Title II-A funds, Title I-A funds

Participation in training

(11) Implement accommodations, co-teachinginclusion support and intervention to acceleratespecial education students not demonstratingmastery of grade level mathematics TEKS.

Special Services Coordinators, Elementaryand Secondary Math Coordinators, DivisionDirectors for Elementary and SecondaryTeaching & Learning, Special ServicesDirectors, Division Director of StaffDevelopment

Teacher training and materials, localfunds, IDEA-B Stimulus funds

District and stateassessments, PDAS,walk-throughs, classroom observation

(12) Integrate the English Language ProficiencyStandards to build academic languageproficiency in mathematics.

Elementary and Secondary MathCoordinators, Bilingual/ESL Coordinators

Teacher training and materials, local funds

D2SC, TELPAS

(13) Expand First Steps training to elementaryand middle school teachers of mathematics.

Elementary and Secondary Coordinators Local funds, Title I-A fundsParticipation in staffdevelopment, improvedstudent achievement

(14) Prepare teachers for transition to STAARexams to be given in the 2011-2012 school year,especially in high school.

Elementary and Secondary MathematicsCoordinators, Director of Staff Development

Staff Development, local funds Attendance at training

(15) Implement the Intensive Summer GrantProgram (ISP) to provide support in Algebra Ifor struggling 8th grade students transitioninginto high school.

Director of Grant Services, ISP GrantCoordinator, Division Director of SecondaryTeaching & Learning

Intensive Summer Program Grant fundsAlgebra I scores, failure rates


(16) Assign Campus Mentor Teachers for eachbeginning teacher.

Division Director of Staff Development,Division Directors for Elementary andSecondary Teaching & Learning, DistrictCoordinators, Campus Administrators,Beginning Teacher Induction and MentoringProgram Coordinator (BTIMP)

Contingent upon funding from Mentorand Beginning Teacher TrainingMaterials required in the BeginningTeacher Induction Mentoring Program(BTIMP Grant), local funds

BTIMP Grantdocumentation,administrators observations

(17) Identify priority-for-services migrantstudents who need supplemental interventions.

Director for Bilingual/ESL/Migrant, Migrant Facilitator

Migrant Priority-For-Services report,D2SC report, TAKS scores and otherdata, Title I-C funds

Priority-for-Services NewGeneration System (NGS)Report and interventions report

(18) Review College Readiness Standards anddetermine impact on district math curriculumand instruction.

Director of Gifted & Talented/AdvancedAcademics, Director of P-16 Parent &Student Academic & Career CounselingServices, Secondary Math Coordinators

Staff time, local funds, Title II-A funds Curriculum documents

(19) Clearly communicate expectations of APcourse requirements by a variety of methods toteachers, counselors, parents and students priorto enrollment in the courses. Emphasizeimportance of scoring at least a 3 or higher onthe AP course exam (e.g., possible scholarships,college course credit).

Director of P-16 Parent & Student Academic& Career Counseling Services, Director ofGifted & Talented/Advanced Academics

Staff time, class time, district website,district TV channel, local funds

Meeting agendas, webproducts, TV products, APexam scores

(20) Continue to ensure vertical alignment andestablish consistent standards and expectations inthe Pre-AP and AP curriculum; continue to useresults of AP audit and AP exam to identifycourses that need support.

Director of Gifted & Talented/AdvancedAcademics, Pre-AP & AP Teachers, 3-5 Teachers

Staff time, local fundsCurriculum documents, APaction plan

(21) Continue to emphasize the value ofsuccessful performance on the SAT, ACT andthe PSAT/NMSQT through parent informationworkshops as well as local and District media.

Principals, Counselors, Director of P-16Parent & Student Academic & CareerCounseling Services

Staff time, time/space in local anddistrict media, district website, local funds

Samples of promotional materials

(22) Gather online input from current seniors ondistrict practices that encouraged or discouragedstudent performance on college entrance exams.

Principals, Lead and Senior CounselorsStaff time, technology support, local funds

Online survey results

(23) Counsel individual students with thepotential to qualify in the National MeritScholarship Competition and provideappropriate interventions based on the results ofthe 8th grade Redistep, 9th grade Explore, and10th grade PSAT/NMSQT for students.

Director of P-16 Parent & Student Academic& Career Counseling Services, Director ofGifted & Talented/Advanced Academics

Staff time, local funds, State Comp Ed funds

Improved National MeritScholarship Competitionresults and SAT scores


(24) Make use of data from PSAT in evaluatingthe IISD high school curriculum and strengthenlinks between IISD general/Pre-AP curricula andcollege admissions tests.

Division Director of Secondary Teaching &Learning, Secondary Coordinators

Staff time, curriculum writing, local funds

Curriculum resourcesreflect PSAT and TAKS



Performance Objective 4: READING/ELA ACACEMIC PERFORMANCE - A. At least 91% mastery of all students and student subgroups (African American,Hispanic, White, and Economically Disadvantaged) and 25% commended on the Texas Assessment of Knowledge and Skills in Reading/English Language Arts inorder to meet state accountability requirements and federal accountability guidelines as defined in No Child Left Behind. B. Increase the number of AP English testswith a score of 3 or higher to 40% for the district and decrease the number of tests with a score of 1 to 10%. C. Increase performance so that the average score for allstudents on SAT verbal is at or above 461 or at or above 20 on ACT reading and English sections; increase the number of National Merit Scholarship commendedstudents, semi-finalists, finalists and scholars.


Strategy Description Staff Responsible for Monitoring Funding Sources & FTEsEvidence that Demonstrates

SuccessFormative Reviews

Nov Jan Mar June

(1) Expand differentiated training inBalanced/Content Literacy for teachers toinclude grades PK-12.

Trainers, Elementary Coordinators,Secondary ELA Coordinators

Presentations by literacy experts,state resources, curriculum guides,teachers, principals, local funds,Title II-A funds

Literacy strategies integrated incurriculum, classroom observations,implementation ofrecommendations, administrativewalk-throughs, interim monitoring results

(2) Continue guided reading strategies andtechniques, using fiction and nonfiction textsin all K-12 classrooms.

All teachers, Instructional Coordinators,Campus Administrators

Adopted and supplementarymaterials, local funds, BalancedLiteracy Trainers, DistrictInstructional Coordinators

Classroom observations, improvedstate and district assessments

(3) Continue a 3-Tier, comprehensivereading program that uses balanced literacyand focused interventions to meet student needs.

Trainers, Read Right Tutors, ReadingCoordinator, Appropriate Coordinators

Support fee, local funds, Title I-Afunds, State Comp Ed funds, TitleI-A Stimulus funds

State assessments, Read RightReports, Gates- MacGinite,TPRI/Tejas Lee, WRAP

(4) Update training-of-trainers of ThinkingMaps so new teachers in grades PK-12 learnto use Thinking Maps as a tool to enhancecritical thinking and experienced teachershave campus-based support.

Trainer-of-Trainers, Staff DevelopmentProvide Training-of-Trainers,materials, stipends, consultant fee,Title II-A funds, local funds

Students using thinking maps in allareas, classroom observation,school walk-throughs, feedback tonew teachers

(5) Continue support for Irving teachers togain certifications and learn effectiveteaching strategies for English LanguageLearners (e.g., ESL TExES prep-courses andARISE training).

Bilingual/ESL Department, TrainedTeachers, Principals

Provide training-of-trainers andmaterials, local funds, Title I-Afunds, ARISE ProfessionalDevelopment, ESL Texas Prep

Classroom observations, support byESL teachers and ESL coordinators,number of ESL certified teachers,number of teachers attendingARISE training


(6) Provide continued assessment andmonitoring of students learning in EnglishLanguage Arts.

Elementary and Secondary Coordinators,K-8 Trainers, Department of Planning,Evaluation and Research, CampusAdministrators, Teachers

Online assessment tool,TEKSchecks and Quickchecks forgrades 2-11, LAP-3 or LAP-E forPK, TPRI, and Tejas Lee, localfunds, Title II-A, Title I-A

State and district assessment

(7) Provide opportunities for at-risk and ELLstudents in grades PK-12 through ExtendedDay and/or Extended Year Programs.

Department of Special Services, All Coordinators

Local funds, Title I-A funds, TitleIII funds, OEYP (OptionalExtended Year) Funds

Pre/Post tests, state and district assessments

(8) Emphasize the inclusion of readingfiction and non-fiction texts, technical andreal-world reading in differentiated readingstrategies training.

ESL, Secondary ELA Coordinators, Library Resources

Contracted consultants, Title II-Afunds, Library Resources, local funds

TELPAS scores, state assessment,lesson plans, curriculum documents,classroom observations

(9) Develop TEKS-based projects at levels 3or above of the LoTI scale for submission toTech Fusion.

Teachers, Technology Coordinators, CampusITSs, Campus Administrators

Local fundsTech Fusion submissions,administrative walk-throughs,coordinator observations

(10) Maintain and monitor Time andTeaching Model in all elementary bilingualclassrooms with an emphasis onReading/English Language Arts instruction.

Campus Administrators, All Elementary Coordinators

Local fundsTELPAS scores, Woodcock Munozscores, Lexile Levels, lesson plans,and walk-throughs

(11) Enhance the effectiveness ofProfessional Learning Communities tofacilitate literacy teaching and learning ingrades PK-12.

Division Director of Staff Development,Division Directors of Elementary andSecondary Teaching & Learning, DistrictCoordinators, Campus Administrators

Training materials, local funds,Title II-A funds

Participation in PLCs, PLCdocuments (meeting agendas, data,lesson plans, parent contacts)

(12) Continue dyslexia program at eachelementary and secondary campus. Continueimplementation of dyslexia services forSpanish speakers.

Coordinator of Dyslexia Program, teachersof students with dyslexia

Materials, teacher training, local funds

State and district assessments

(13) Implement accommodations,co-teaching, inclusion support andinterventions to accelerate special educationstudents not demonstrating mastery ofgrade-level TEKS.

Appropriate Coordinators, DivisionDirectors for Elementary and SecondaryTeaching & Learning, Special ServicesDirectors, Division Director of StaffDevelopment, Campus Administrators

Teacher training and materials,local funds, IDEA-B Stimulusfunds, IDEA-B funds, AIMS Web

State and district assessments,PDAS, classroom observations

(14) Implement English LanguageProficiency Standards into language arts inthe PK-12 curriculum.

All Elementary Coordinators, LanguageArts/Social Studies PK-12 ClassroomTeachers, Gifted & Talented Coordinator

Funds for curriculum writers, local funds

Curriculum documents, classroom observations

(15) Implement Intensive English Instructionfor students in grades 3-12 as part of theEnglish Language Proficiency Standards.

Elementary & Secondary Language ArtsCoordinators, Bilingual/ESL coordinators,Language Arts teachers

Provide training, materials, localfunds, State Comp Ed funds

Curriculum documents, classroomobservations, PDAS, TELPASresults


(16) Continue training on Write Traitsstrategies for grades K-5.

Elementary CoordinatorsProvide training, materials, local funds

TAKS writing scores, writingportfolios, state assessments

(17) Continue training in Write for the Futurefor grades 6-12.

Secondary Language Arts CoordinatorsProvide training, materials, local funds

TAKS writing scores, writingportfolios, state assessments

(18) Continue focus on the writing process inK-12 and bolster writing to include equalemphasis on the four modes of writing toprepare students for college readiness(narrative, expository, persuasive, descriptive).

Elementary and Secondary Coordinators,Campus Administrators

Staff time, local fundsCurriculum documents, studentcomposition folders

(19) Continue progress monitoring of studentwriting in grades K-12.

Elementary and Secondary Coordinators,Campus Administrators

Staff time, local fundsEvaluation of student composition folders

(20) Continue to ensure vertical alignmentand establish consistent standards andexpectations in the Pre-AP and APcurriculum; continue to use results of APaudit and AP exam to identify courses thatneed support.

Director of Gifted & Talented/AdvancedAcademics, Secondary Coordinators,Campus Administrators, Pre-AP & APteachers, 3-5 teachers

Staff time, local fundsCurriculum documents, AP exam scores

(21) Provide ongoing, comprehensive,professional development opportunities forteachers that address the use of effectiveinstructional strategies within the Pre-AP, APand general education curriculum includingAVID(WICR) strategies.

Director of Gifted & Talented/AdvancedAcademics, Division Director of StaffDevelopment, Division Director of Planning,Evaluation and Research, SecondaryCoordinators, Campus Administrator,Campus AVID Coordinator

Funding for Pre-AP professionaldevelopment, local funds

Records of teacher participation inPre-AP and AP professional development

(22) Make use of data from Explore,Readistep, and PSAT in evaluating the IISDhigh school curriculum and strengthen linksbetween IISD general, Pre-AP, and AP curricula.

Division Director of Secondary Teaching &Learning, Director of Gifted andTalented/Advanced Academics, Secondary Coordinators

Staff time, curriculum writing,local funds

Curriculum resources reflectquestion types from theseexaminations as well as TAKS

(23) District will continue to target readinglevel expectations for the end of grades K-2for both English and Spanish students.

Elementary ELA and Bilingual/ESLCoordinators, Reading Coordinator, DivisionDirector of Elementary Teaching & Learning

Staff time, local fundsCurriculum documents, ARI documents

(24) Analyze the four facets of CollegeReadiness Standards and incorporate theminto the K-12 English Language ArtsCurriculum: 1) key congnitive strategies, 2)key content knowledge, 3) academicbehaviors, and 4) contextual skills and awareness.

Director of Gifted & Talented/AdvancedAcademics, Director of P-16 Parent &Student Academic and Career CounselingServices, Secondary ELA Coordinators

Staff time, local funds Curriculum documents


(25) Provide ongoing, comprehensive,professional development opportunities onPSAT/SAT for teachers that address the useof effective instructional strategies within thePre-AP, AP and general classroom.

Director of Gifted & Talented/AdvancedAcademics, Division Director of StaffDevelopment, Division Director of Planning,Evaluation and Research, Secondary Coordinators

Local funds, Title II-A fundsRecords of teacher participation inprofessional development

(26) Identify priority-for-services (PFS)migrant students who need supplementalinterventions and monitor their progress.

Campus Adminsitrators, InstructionalSpecialists, Migrant Facilitators, AppropriateCoordinators, Director of Bilingual/ESL/ Migrant

Migrant PFS report, D2SC report,TAKS scores and other data, TitleI-C funds

Priority-for-Services NGS Report,interventions report

(27) Collaborate cross curricularly toestablish common terminology regardingprocesses such as the reading process,writing process, research process, scientificprocess and mathematical language.

Instructional Coordinators, DivisionDirectors for Elementary and SecondaryTeaching & Learning, Special ServicesDirectors, Division Director of StaffDevelopment, Campus Administrators,Director of Gifted and Talented/ Advanced Academics

Staff time, local fundsVertical teaming, ProfessionalLearning Communities

(28) Prepare teachers for transition toSTAAR and End-of-Course exams to beginin the 2011-2012 school year.

Coordinator of Assessments, Elementary andSecondary Coordinators, Division Directors,Division Director of Staff Development

Staff development Attendance in staff development

(29) Begin to establish a consistentvocabulary program across secondary(middle and high school) English LanguageArts that focuses on Greek and Latin roots,prefixes and suffixes.

Secondary ELA Coordinators, DivisionDirector of Secondary Teaching & Learning

Professional development and local funds

Curriculum documents

(30) Establish consistent communication andsupport for dual credit courses between IISDand North Lake Community College.

Campus Administrators, Division Director ofSecondary Teaching & Learning, Director ofP-16 Parent & Student Academic & CareerCounseling Services

Staff developmentStudent enrollment, studenttranscripts, curriculum documents



Performance Objective 5: SCIENCE ACADEMIC PERFORMANCE - A. At least 75% of all students and student subgroups (African American, Hispanic, White,and Economically Disadvantaged) will master the Texas Assessment of Knowledge & Skills and at least 20% will score commended. B. At least 25% of AP Scienceexams will have a score of 3 or higher and 50% or fewer AP Science exams will have a score of 1 for the district.



MonitoringFunding Sources & FTEs

Evidence thatDemonstrates Success

Formative Reviews

Nov Jan Mar June

(1) Provide training for PK-12 science teachers in orderto integrate literacy into science content with emphasison scientific vocabulary, technical reading, and critical thinking.

Appropriate Coordinators, Principalsand Staff, Director of InstructionalTechnology, Division Director of StaffDevelopment, Instructional Specialists,Coordinators of Gifted & Talented/Advanced Academics

Training, materials required fortraining, local funds, Title II-Afunds, Title I-A Stimulus funds

Staff development schedule,participant evaluation,administrative walk-throughs,coordinator observations

(2) Continue staff development that provides strategiesand tools to ensure hands-on, inquiry-based, high-levellearning for the science program which meets therecommended and/or required percentages ofclassroom/laboratory and field investigations as indicatedin the 2010-2011 science TEKS: 80% in grades K-1, 60%in grades 2-3, 50% in grades 4-5, and 40% in grades6-12.

Appropriate Coordinators, Principals,Lead Teachers, Instructional Specialistsand Coaches, Talented &Gifted/Advanced Academics Coordinators

Hands-On Science Center,Professional Development,College Board Training, localfunds

TEKSchecks in grades 3-12,Science Unit Tests in gradesK-5, state science assessments,administrative walk-throughs,coordinator observations

(3) (A) PK-5: Continue training in and integration ofappropriate 21st century science resources to developlessons integrating technology at a LoTI level 3 (Level ofTechnology Integration) or higher. (B) 6-12: Continuetraining in and integration of appropriate 21st centuryscience resources such as data loggers, probeware,Gizmos, and career and technical educational programsto develop lessons integrating technology at a LoTI level3 (Level of Technology Integration) or higher.

Science Coordinators, Principals, AllTeachers, Instructional Specialists,ITSs, Technology Coordinators

Science and TechnologyEquipment, ProfessionalDevelopment, local funds

Tech Fusion submissions,administrative walk-throughs,coordinator observations

(4) Facilitate the use of Thinking Maps, Interactive WordWalls, interactive notebooking, and metacognitivestrategies (i.e., Marzano’s Nine, Costa’s Habits of Mind )into the science curriculum.

PK-12 Teachers, AppropriateCoordinators, Gifted & TalentedCoordinator, Instructional Specialists

Science kits,notebooks/journals, vocabularylists, software, local funds, TitleII-A funds

Administrative walk-throughs,coordinator observations,curriculum documents


(5) Continue formative and summative assessments toguide and inform reteaching: TEKSchecks in grades3-12, Quickchecks, Science Unit Tests in grades K-5,Semester Exams in grades 6-12, and End-of-Course tests.

K-12 Teachers, Administrators, ScienceCoordinators, Department of Planning,Evaluation and Research

Printing costs of 3-5 ScienceUnit Tests, and 3-12TEKSChecks, 6-12 SemesterExams, and End-of-CourseExams, local funds, Title II-A,Title I-A

Administrative verification ofpost-test scores and reportingof results

(6) Maintain appropriate accommodations, co-teaching,inclusion support, and remediation activities to acceleratespecial needs students not demonstrating mastery.

General Classroom Teachers, ESL andBilingual Teachers, Administrators,Instructional Specialists, SpecialEducation Teachers, AppropriateCoordinators, Special Education Coordinators

Science units, Sciencetextbooks, Blackboard, Hands-On Science Center scienceequipment and lab materials,D2SC, Gizmos (6-12), localfunds, IDEA-B Stimulus funds,tech allotment

Student grades, formativeassessments, TEKSchecks ingrades 3-12, Science Unit Testsin grades K-5, semester examsin grades 6-12, 3D-2D ingrades 3-5

(7) Continue to provide stipends for science teachers whocomplete ARISE training (PK-12 teachers) and forWIISDMS (6-12 teachers) and monitor implementation.ARISE = Academic Resources & Instructional Strategiesfor Educators. WIISDMS = Weaving InnovativeInstructional Strategies Using Data in Math and Science

Bilingual/ESL Department, DistrictCoordinators, Trained Teachers,Principals, Division Director of Staff Development

Provide training and materials,local funds, Title III funds

Classroom observations,PBMAS (Performance BasedMonitoring Analysis System)Plan, training attendancesheets, Staff Development transcripts

(8) Structure Professional Learning Communities at thedistrict level so that PK-8 Science Coordinators,Secondary Science Coordinator, and/or K-12 ScienceCurriculum Writers meet vertically for collaboration each semester.

Division Director of Staff Development,Division Directors for Elementary andSecondary Teaching & Learning, PK-8Science Coordinators, SecondaryScience Coordinator, Director of Gifted& Talented/Advanced Academics

Training materials, local funds,Title II-A funds, Title I-AStimulus funds

Participation in PLCs

(9) Assign Campus Mentor Teachers for each beginningteacher while grant funding is available.

Division Director of Staff Development,Division Directors for Elementary andSecondary Teaching & Learning,Appropriate Coordinators, CampusAdministrators, Beginning TeacherInduction and Mentoring ProgramCoordinator (BTIMP)

If funded: Mentor andBeginning Teacher TrainingMaterials required in theBTIMP Grant, local funds

BTIMP Grant documentation,administrators observations

(10) Clearly communicate expectations of AP Sciencecourse requirements by a variety of methods to teachers,counselors, parents and students prior to enrollment in the courses.

Director of P-16 Parent & StudentAcademic & Career CounselingServices, Director of Gifted & Talented/Advanced Academics

Class time, district website,district TV channel, local funds

Meeting agendas, webproducts, TV products, APexam scores

(11) Facilitate PLCs to ensure vertical alignment andestablish consistent standards and expectations in thePre-AP and AP Science curriculum; continue to useresults of AP audit and AP exam to identify courses thatneed support.

Director of Gifted &Talented/Advanced Academics, 6-12Pre-AP and AP Teachers, 3-5 Teachers,Coordinators of Gifted &Talented/Advanced Academic,Appropriate Coordinators

D2SC, training materials forPLCs, local funds, Title II-A funds

Participation in PLCscurriculum documents, APexam scores


(12) Provide ongoing, comprehensive, professionaldevelopment opportunities for teachers that address theuse of effective instructional strategies within the Pre-AP,AP and general Science curriculum. Identify and work toremove financial and other barriers to teacher attendanceat high quality AP staff development programs.

Director of Gifted &Talented/Advanced Academics,Division Director of Staff Development,Gifted & Talented/AdvancedAcademics Coordinators, Appropriate Coordinators

Funding for Pre-AP professionaldevelopment, local funds

Records of teacherparticipation in Pre-AP and APprofessional development

(13) Analyze the four facets of college readiness andincorporate them into the 6-12 science curriculum: 1) keycognitive strategies, 2) key content knowledge, 3)academic behaviors, and 4) contextual skills and awareness.

Director of Gifted &Talented/Advanced Academics,Director of P-16 Parent & StudentAcademic & Career CounselingServices, PK-8 Science Coordinators,Secondary Science Coordinator

Staff time, local funds, TitleII-A funds, Title I-A Stimulus funds


(14) Identify Priority-For-Services (PFS) migrantstudents who need supplemental interventions andmonitor their progress.

Campus Administrators, InstructionalSpecialists, Migrant Facilitators,Appropriate Coordinators, Director ofBilingual/ESL/Migrant

Migrant PFS report, D2SCreport, TAKS scores and otherdata, Title I-C funds

Priority-For-Services NGSReport and interventions report

(15) Continue to integrate the required English LanguageProficiency Standards (ELPS) as an integral part ofscience curriculum.

Coordinators, Division Directors forElementary and Secondary Teaching &Learning, Special Services Directors,Division Director of Staff Development,Campus Administrators

Funds for curriculum writers,teacher training and trainingmaterials, local funds

Curriculum documents,participation in staff development

(16) Provide training for K-12 science teachers thataddresses the new 2010-2011 Science TEKS and newlyrevised science curriculum.

PK-8 Science Coordinators, SecondaryScience Coordinator, Division Directorof Staff Development, DivisionDirectors of Elementary and SecondaryTeaching and Learning

Local funds Staff development schedule

(17) Facilitate opportunities for authentic learning such asfield trips and virtual field trips (ex. Irving ISDPlanetarium, LLELA-Lake Lewisville EnvironmentalLearning Area, Global Learning).

PK-8 Science Coordinators, 9-12Science Coordinators, DivisionDirectors of Elementary and SecondaryTeaching & Learning, InstructionalTechnology Specialists, PK-12 ScienceTeachers, Campus Administrators

Local fundsAdministrative walk-throughs,coordinator observations,curriculum documents

(18) Prepare teachers for transition to STAAR/EOCexams to be given in the 2011-2012 school year,especially in high school.

PK-8 Science Coordinators, SecondaryScience Coordinators, Director of Staff Development

Staff Development, local funds Attendance at training



Performance Objective 6: SOCIAL STUDIES ACADEMIC PERFORMANCE: (A) At least 94% mastery of all students and student subgroups (AfricanAmerican, Hispanic, White, and Economically Disadvantaged) and 40% commended on the Texas Assessment of Knowledge and Skills in Social Studies. (B)Increase AP Social Studies scores of 3 or higher to 22% and decrease the scores of 1 to 50%.


Strategy Description Staff Responsible for MonitoringFunding Sources &

FTEsEvidence that


Nov Jan Mar June(1) Vertically align PK-12 Social Studies course of studybased on the strands of history, geography, government,economics, citizenship, culture, science, technology,society, and social studies skills to provide continuity andreduce learning gaps.

Social Studies Coordinator, Curriculum Writing Team

Stipends for PK-12curriculum writing team,local funds, Title II-Afunds, Title I-A Stimulus funds

D2SC curriculum

(2) Identify and select effective research-based methods andmaterials of Social Studies instruction and provideprofessional development (such as Thinking Maps,foldables, questioning strategies, flexible grouping, writingand vocabulary for teachers PK-12 methods), usingProfessional Learning Communities and data tocontinuously improve.

Social Studies Coordinator, Grade LevelLeaders and Department Chairs, DivisionDirector of Staff Development

Professional developmenttrainers, local funds, TitleII-A funds

Professional developmentevaluations, administrativewalk-throughs, improvedTAKS scores, TELPAS

(3) Reinforce and promote the use of technology forresearch by utilizing primary sources, video-streaming andcurrent issues to assist students in developing TEKS-basedprojects at the LoTI levels 3 and above.

Social Studies Coordinator, PK-12 SocialStudies Teachers, Technology Coordinators,Director of Instructional Technology

Technology MediaCenters, local funds,Tech Allotment funds

Administrativewalk-throughs, Tech FusionSubmissions, coordinatorobservations, lesson plans

(4) Administer TEKSchecks and other formative andsummative assessments to drive re-teaching of students whodo not master the material.

Department of Gifted & Talented,Bilingual/ESL Department, DistrictCoordinators, Technology Department, CampusITSs, Department of Evaluation, Planning andResearch, Special Education, Social Studies Coordinator

Combined funding,printing tests, scantronsheets, local funds

D2SC reports

(5) Deliver differentiated professional development forsocial studies teachers based on experience and individualneeds that include ARISE training, LoTI training, 21stCentury resources, History Alive! training, Pre-AP and APtraining, flexible grouping and use of Professional LearningCommunities to continuously improve delivery of instruction.

Division Director of Staff Development,Division Directors for Elementary andSecondary Teaching & Learning, DistrictCoordinator, Campus Administrators,Department Chairpersons

Surveys to accommodatepossible areas of need,local funds, Title II-Afunds, UNT SocialStudies grant funds

Attendance in districtdistributive learning sessions


(6) Implement accommodations inclusion support, coaching,and intervention to accelerate special education students andEnglish Language Learners (ELLs) not demonstratingmastery of grade level TAKS.

Special Services Coordinators, Elementary andSecondary Math Coordinators, DivisionDirectors for Elementary and SecondaryTeaching & Learning, Special ServicesDirectors, Division Director of StaffDevelopment

Teacher training andmaterials, local funds,IDEA-B Stimulus funds

State and districtassessments, PDAs,walk-throughs, classroom observation

(7) Use primary sources in all grade levels for research andproduct development to enchance DBQ preparation.

Social Studies Coordinator, PK-12 Teachers,Advanced Academics Coordinator

Primary sources, local funds

D2SC curriculum

(8) Continue to add historical fiction, nonfiction and leveledreaders to literacy rooms as well as providing model lessonsin D2SC.

Social Studies Coordinator, ElementaryPrincipals, Elementary Coordinators

Funding to purchasereaders, stipends forcurriculum writing team,local funds, Title I-Afunds, Title II-A funds

D2SC curriculum and reports

(9) Connect the history of various ethnic groups’ homecountries to Texas and United States history courses.

Social Studies Coordinator, Curriculum Writing Team

Stipends for curriculumwriting team, Title II-Afunds, Title I-A Stimulus funds

D2SC curriculum

(10) Continue to provide ongoing AP and Pre-AP SocialStudies professional development for secondary teachers asrecommended by AP Social Studies Action Plan.

Social Studies Coordinator, Staff DevelopmentCoordinators, Advanced Academics Coordinator

Presenters and materials,conference registrationsas needed, local funds

D2SC curriculum, increasein 3s, 4s, and 5s for AP scores

(11) Continue to support and implement AVID strategies.Director of Gifted & Talented/AdvancedAcademics and AVID

Presenters and materials,conference registrationsas needed, local funds,Title I-A Stimulus funds

Increase in AP scores anddistrict assessments

(12) Continue vertical alignment Social Studies professionallearning communities for grades 4-9 to include Pre-AP strategies.

Social Studies Coordinator, ElementaryCoordinator, Advanced Academics Coordinator

Supplemental printedresources, local funds,Title II-A funds

Participation in PLCs

(13) Continue cognitive coaching conversations with districtand campus administrators, AP teachers, and AP students.

Director of Gifted & Talanted/AdvancedAcademics, Advanced Academics Coordinator

Staff time, local fundsD2SC curriculum, increasein 3s, 4s, and 5s for AP scores

(14) Expand AP Super Saturdays beyond AP US Historyand AP World History to include AP Government, and AP Economics.

Social Studies Coordinator, AdvancedAcademics Coordinator

Funding for presenters,local funds

Increase in 3s, 4, and 5s forAP scores

(15) Add class sets of historical fiction readers to 8th gradesocial studies and World Geography curriculum.

Social Studies CoordinatorFunding for readers, local funds

D2SC curriculum

(16) Develop Social Studies curriculum for grades K-3 to beseparate from Language Arts curriculum.

Social Studies Coordinator, Elementary Coordinators

Funding for curriculumwriters, local funds, TitleIIA funds, Title I-AStimulus funds

D2SC curriculum


(17) Focus on College and Career Readiness Standards toimpact district Social Studies curriculum and instruction.

Director of Gifted & Talented/AdvancedAcademics, Director of P-16 Parent & StudentAcademic & Career Counseling Services,Secondary Social Studies Coordinator

Staff time, local funds,Title I-A Stimulus funds


(18) Continue to identify priority-for-services migrantstudents who need supplemental interventions.

Director of Bilingual/ESL/Migrant, Migrant Facilitator

Migrant PFS report,D2SC report, TAKSscores and other data,Title I-C funds

Priority for Services NGSReport and interventions report

(19) Continue to implement the required English LanguageProficiency Standards (ELPS) as an integral part of SocialStudies curriculum.

Appropriate Coordinators, Division Directorsfor Elementary and Secondary Teaching &Learning, Special Services Directors, DivisionDirector of Staff Development, CampusAdministrators

Funds for curriculumwriters, teacher trainingand training materials,local funds


(20) Ensure all 6th, 7th, and 8th grade social studiesstudents have access to Pre-AP social studies classes.

Social Studies Coordinator, AdvancedAcademics Coordinator, Division Director forSecondary Teaching & Learning

Funds for Pre AP teachertraining, materials,curriculum writers, local funds


(21) Coordinate vertical collaboration and training twiceeach year between 5th and 6th grade social studies teachersto introduce Pre-AP strategies to 5th grade students.

Social Studies Coordinator, AdvancedAcademics Coordinator, 5th and 6th gradeteachers, Elementary ELA Coordinators

Funding for teachertraining and materials,local funds

Participation in training

(22) Pursue funding to provide Pre-AP preparation to rising6th grade students to attend "summer camp" on the middleschool campus to help close the achievement gap.

Social Studies Coordinator, AdvancedAcademics Coordinator, ElementaryCoordinators, 5th and 6th grade teachers

Contingent on acquired funding

Obtainment of funds toprovide program

(23) Prepare and place students who read on grade level intoPre-AP Social Studies.

Social Studies Coordinator, AdvancedAcademics Coordinator

Teacher training andmaterials, local funds

Increased studentenrollments



44

2010-2011


Full and Equal Access

Goal 3: Increase the percentage of students from all subgroups enrolled in advanced academic programs, electiveclasses, extra and co-curricular activities to ensure equal access and successful completion of school.

Performance Objective 1: Implement procedures that ensure full and equal access to general education and advanced academic programs, elective classes, extra-and co-curricular activities for 100% of students: (A) Student participation in Advanced Placement should reflect the student population distribution of Irving ISD.(B) Increase participation rate to 70% on the SAT and/or ACT for all students, economically disadvantaged students and each ethnic group. (C) Increase thepercentage of all students, economically disadvantaged students and each ethnic group in advanced academic courses to 25%. (D) Increase the percentage of studentscompleting the Texas Recommended High School or Distinguished Achievement Programs to 85% or higher for all students, economically disadvantaged studentsand each ethnic group. (E) Student participation in Gifted/Talented instruction should reflect the student population distribution of Irving ISD. (F) Increase thepercentage of all students, economically disadvantaged students and minority groups involved in extra- and co-curricular activities at elementary, middle and highschool levels using baseline data to be collected during the 2009-10 school year.

Summative Evaluation: (2008-2009); NEEDS ASSESSMENT (2010-2011): Progress toward Our Goals presentation, Fall 2009 shows improvement toward equalaccess objectives A, C, D. SAT & ACT participation was down in 2009 (objective B). Gifted Talented data indicate that White and Asian students are somewhatoverrepresented; Hispanic, African American and Economically Disadvantaged are somewhat underrepresented (objective E). Data on athletics and secondary finearts participation and informal survey of extra-curricular activities at elementary schools shows disparities in extra curricular programs (objective F). A more formalsurvey has been developed for schools at all levels and will be administered online in late spring 2010.


MonitoringFunding Sources &

FTEsEvidence that Demonstrates


Nov Jan Mar June(1) Clearly communicate expectations and benefits ofAdvanced Placement (AP) courses by a variety of methods toteachers, counselors, parents and students prior to enrollmentin the courses. Counsel upper elementary and middle schoolstudents about middle school courses they might take to helpprepare for AP courses in high school.

Director of P-16 Parent & StudentAcademic & Career CounselingServices, Director of Gifted &Talented/Advanced Academics,Parent Involvement Coordinators

Staff time, class time,district website, districtTV channel, local funds

Meeting agendas, web products, TV products

(2) Provide a Pre-AP program in all four "core" areas inmiddle school and the first two years of high school that willprepare students from all student groups to successfullycomplete Advanced Placement courses.

Director of Gifted &Talented/Advanced Academics

Staff time, local fundsMaster schedules show Pre-AP,Pre-AP course enrollments increase

(3) Monitor the number of students enrolled in Pre-AP byethnicity and economically disadvantaged and begin todevelop appropriate targets to support a broadly inclusiveAdvanced Placement program.

Program Director of Gifted &Talented/Advanced Academics,Division Director of Planning,Evaluation & Research

Staff time, reportprogramming, local funds

Cognos report showing studentsenrolled in Pre-AP


(4) Continue to require students in Advanced Placementcourses to take the AP exam at District expense at the end ofthe course.

Director of Gifted &Talented/Advanced Academics,Director of P-16 Parent & StudentAcademic & Career CounselingServices, Division Director ofPlanning, Evaluation & Research

Funding for AP exams,local funds

AP exam results

(5) Continue to offer the Middle School Spanish IV AdvancedPlacement program at all seven middle schools for studentswho are already competent in Spanish. Provide follow-up atthe high school level for students who have completed thisprogram to ensure opportunity to enroll in additional AP courses.

Director of P-16 Parent & StudentAcademic & Career CounselingServices, Director of Gifted &Talented/Advanced Academics

New sections oradditional sections, stafftime for follow-up,district will provide .5FTE for AP Spanish toeach middle school,local funds

AP Spanish Language in seven middleschool campuses and increase instudent enrollment in high school AP

(6) Provide on-going professional development to enableteachers to utilize research-based practices, includinginnovative methods and strategies. Support participation inAdvanced Placement institutes and workshops.

Division Director of Staff Development

Staff time, local funds,Title II-A funds

Professional development offerings,attendance at professionaldevelopment sessions

(7) Continue to establish an expectation that all students willtake the PSAT/NMSQT, SAT and ACT, increase the numberof participants in District PSAT/SAT/ACT preparationcourses, encourage/invite potential Merit Scholars to attend.

Principals, Counselors, Director ofP-16 Parent & Student Academic &Career Counseling Services,Director of Gifted &Talented/Advanced Academics

Staff time, local fundsParticipation rate in ACT and SAT ofstudents from each student group

(8) Continue to emphasize the importance of the SAT, ACTand the PSAT/NMSQT, e.g. through handouts at parentinformation workshops, newspaper articles, the District’swebsite and the District’s cable television station.

Principals, Counselors, Director ofP-16 Parent & Student Academic &Career Counseling Services, ParentInvolvement Coordinators

Staff time, time/space inlocal and district media,District website, local funds

Samples of promotional materials

(9) Realign college readiness testing to administer the CollegeBoard ReadiStep in 8th grade, ACT Explore in 9th grade andthe College Board PSAT/NMSQT in 10th and 11th grade.Continue to pay for these exams if state does not pick up cost.

Division Director of Planning,Evaluation & Research, Director ofStudent Assessment; Director ofP-16 Parent & Student Academic &Career Counseling Services

State funds, local fundsStudent participation in the ReadiStep,Explore, PSAT, SAT & ACT

(10) Work with the College Board to provide in-schooladministration of the SAT for Irving ISD students.

Division Director of SecondaryTeaching & Learning, Director ofP-16 Parent & Student Academic &Career Counseling Services,Division Director of Planning,Evaluation & Research, Director ofStudent Assessment

Staff time, facilities At least one in-school SATadministration open to IISD students


(11) Increase the usage of college readiness testingpreparation resources through better awareness of SAT Onlineand other products available to Irving ISD students.

Director for P-16 Parent & StudentAcademic & Career CounselingServices, High School ELACoordinator, High SchoolMathematics Coordinator, ParentInvolvement Coordinators

Staff time, local fundsIncreased usage of SAT Online andother college readiness resources

(12) Encourage students to register to take SAT/ACT as soonas school begins in the fall; set up an area where students mayregister for SAT/ACT at "College Night."

Principals, Director of P-16 Parent& Student Academic & CareerCounseling Services, College NightCoordinator, Counselors, Graduation Coaches

Staff time, computer atCollege Night, local funds

More students register early and areable to take SAT/ACT at an IISD site

(13) Gather online input from current seniors on districtpractices that encouraged or discouraged student performanceand participation on college entrance exams.

Principals, Director of P-16 Paremt& Student Academic & CareerCounseling Services, Lead andSenior Counselors

Staff time, technologysupport, local funds

Online survey results

(14) Communicate the importance and advantages ofcompleting advanced courses and encourage students to take asequence of advanced courses in preparation forpost-secondary educational opportunities.

Division Directors of Elementaryand Secondary Teaching &Learning, Director of P-16 Parent &Student Academic & CareerCounseling Services, Counselors,Parent Involvement Coordinators


Course descriptions, studenthandbook, master schedule, posters,documentation of advantages,four-year plans, master schedules,increases in advanced course enrollment

(15) Communicate the importance and advantages of theRecommended High School Program (RHSP) andDistinguished Achievement Program (DAP) with parents andstudents beginning in Pre-K using programs such asAdvancement through Individual Determination (AVID),Journeys, Parent Advisory Committee and other parent organizations.

Directors of Elementary andSecondary Teaching & Learning,Director of P-16 Parent & StudentAcademic & Career CounselingServices, Parent Involvement Coordinators


Course descriptions, studenthandbook, master schedule, posters,handouts, sign-in sheets, four-year plans

(16) Monitor the implementation of the Advancement ViaIndividual Determination (AVID) program and evaluate theresults in terms of promoting college aspirations of students inunder-represented groups.

Principals, Director of P-16 Parent& Student Academic & CareerCounseling Services, Director ofGifted & Talented/AdvancedAcademics, Division Director ofPlanning, Evaluation & Research

Staff time, local funds Data sent to AVID, evaluation results

(17) Guide students toward the Distinguished AchievementProgram (DAP) beginning in 6th grade, and place studentsinto the Recommended High School Program (RHSP) uponhigh school entry.

Director of P-16 Parent & StudentAcademic & Career CounselingServices, Middle and High SchoolCounselors, Parent Involvement Coordinators

Staff time, local fundsCounselor logs, Four-Year Plans,Personal Graduation Plans


(18) Provide innovative and varied curricular options to meetthe advanced measures required for the DistinguishedAchievement Program. Research barriers to participation inRecommended High School Program/DistinguishedAchievement Program.

Director of Gifted &Talented/Advanced Academics,Director of P-16 Parent & StudentAcademic & Career Counseling Services

Staff time, local fundsTEA approval of innovative courseofferings, master schedules

(19) Continue to ensure that all populations of the Districthave access to assessment and, if identified, are offered Gifted& Talented services.

Director of Gifted &Talented/Advanced Academics,Division Director of Planning,Evaluation & Research

Local funds,professionaldevelopment,assessment components

Increase in percentages identifiedwithin sub-groups

(20) Deliver quality Fine Arts programs, including elementarymusic, art and theater arts that will provide every student withthe skills and the desire to be a full participant in at least onefine arts program. Target increased representation of Hispanic students.

Director of Fine Arts, Fine Arts Coordinator

Staff time and effort,local funds

Increased fine arts enrollment inmiddle school and high school, ethnicdiversity in fine arts programs

(21) Provide quality athletic programs and physical educationclasses that will encourage participation in athletics, theteaching of fundamental athletic skills, and physical fitnessfor all students. Target increased representation of Hispanic students.

Director of Athletics, Coordinator ofPhysical Education


Enrollment in athletics disaggregatedby sex and ethnic groups

(22) Survey exiting seniors about perceptions of high schooland perceived barriers to participation in advanced programsand extra-curricular activities.

Director of P-16 Parent & StudentAcademic & Career CounselingServices, Division Director ofPlanning, Evaluation & Research


Online "exit" survey of high school seniors

(23) Provide Career and Technical Education programs ofstudy at all secondary campuses that support and encouragestudent participation in coherent sequences of challengingcourses that lead to post-secondary educational opportunities,industry-based certifications and licensure, and which developemployability skills for the 21st Century workforce.Encourage participation of students in non-traditional (bygender and/or ethnicity) Career & Technical Educationprograms of study.

Director of Career & TechnicalEducation, Director of P-16 Parent& Student Academic & CareerCounseling Services, Counselors

CTE funds, staff time

Student enrollment in coherentsequences of courses, participation ofstudents in non-traditional programsof study

(24) Investigate the direct cost to students for participation invarious Career & Technical Education programs of study,including such items as materials fees, cost of tools, cost ofcertification/licensure exams, etc. in order to identify barriersto equal access to all Career & Technical Education programsbased on student ability to pay. As financial barriers toparticipation are identified, investigate possible ways todefray theses costs to students.

Director of Career & Technical Education

CTE funds, other localfunds, donations, staff time

Identification of charges, fees, etc.that students must pay to participate ina Career & Technical Educationcourse and/or obtainlicensure/certification, identificationof funds to pay such charges, feeswhen identified


(25) Develop means to gather and disaggregate data onextra-curricular program participation by gender and ethnicityfor elementary, middle and high school students. Differentiatebetween schools with grant-based after-school programs andthose without.

Division Director of Planning,Evaluation & Research, Director ofData Services, Director of Fine Arts,Director of Athletics, Principals, Coaches

Programmer time, local funds

Cognos reports, campus surveys

(26) Use TeleParent to promote school-home communicationregarding general education and advanced academicprograms, elective classes, extra- and co-curricular activities.

Director of Public Information,Executive Director of Technology,Director of P-16 Parent & StudentAcademic & Career CounselingServices, Division Directors ofElementary and Secondary Teaching& Learning, Principals


Usage statistics from TeleParent



50

2010-2011


Integration of Technology

Goal 4: Require all professional staff to effectively facilitate teaching and learning by actively participating inhigh quality staff development and using a variety of technological resources to engage students so that allgraduates can succeed in a 21st century environment.

Performance Objective 1: Infuse technology into engaging teaching and learning experiences which foster authentic learning that will be relevant to students in the21st century. All professional staff will be required to submit a minimum of two TechFusion submissions per year at a LoTI level of 3 or higher. [TechFusion is theIISD database of lessons infused with technology. LoTI (Levels of Technology Implementation) is a framework used to measure the quality of infusion as it is implemented.]

Summative Evaluation: (2008-2009); NEEDS ASSESSMENT (2010-2011): TechFusion lesson submissions were down from the previous year. In 2008-09 we had2931 lessons submitted. That is about 1.1 per teacher. The average LoTI level is 2.4. We need to encourage teachers to use technology on a regular basis in order forstudents to be prepared to function in a technology based work and college environment.





Nov Jan Mar June(1) Use various technologies (i.e. video conferencing, blogs,wikis, podcasting, handheld probes, email, etc.) to participatein and teach relevance pertaining to the global community.

Teachers, InstructionalTechnology Specialists, Librarians

Access to the varioustechnologies, Tech Allotment

Evidence in teacher lesson plans andstudent products (blogs, wikis, podcasts,etc.) and log connections

(2) Connect older students with younger students (mentoring)in a teaching setting using technology to increase authenticlearning (i.e. WIMBA, online chatting, podcasting, Epals,video conferencing, distance learning, etc.).

Teachers, InstructionalTechnology Specialists, Principals

Access to the varioustechnologies, Tech Allotment

Mentoring program started at half of the campuses

(3) Organize students in flexible instructional groups (i.e.Inspired Classrooms, groupings for Balanced Literacy, math,science, etc.) to provide meaningful tasks and infusetechnology into learning.

Teachers, Principals

Maintain availabletechnology for studentgroup work such ascomputers, probeware, etc.,No cost

Evidence in teacher and student productsand through classroom observations and walk-throughs

(4) Coordinate technology applications and career andtechnical education courses to bring 21st centuryenvironments into the teaching setting; provide access to realworld experts in the field to correlateinstruction/technology/real world applications.

Teachers, AppropriateCoordinators, Principals,"Real World"experts

Access to the varioustechnologies and "RealWorld" experts, Career &Technical Education funds,local funds

Teachers participate in these real worldexpert situations and participation will beevidenced in lesson plans

(5) Encourage all students to take technology elective coursesin middle school and/or high school. (No state or local creditfor graduation).

Counselors, Campus Administrators

Local Funds, Career &Technical Education Funds

Track the number of students that taketechnology courses in 8th-12th grade.Create annual report for the Board.


(6) Use the TechFusion database to develop dialogue abouteffective instruction among professional staff.

Teachers, Principals,Instructional TechnologySpecialists, Librarians,Appropriate Coordinators

Maintain access toTechFusion database for theteachers, local funds

Conversations in Professional LearningCommunities (PLCs) and Teaching &Learning, Administrators using LoTi intheir conversations w/ teachers fromthree-minute walk-throughs

(7) Teach best practices in regards to ethical and intellectualproperty rights as they pertain to wikis, websites, databases,and other electronic content (i.e. Fair Use vs. public performance).

Librarians, InstructionalTechnology Specialists,Principals, Technology staff

Local funds for training andadditional licenses when necessary

Copyright violations will be minimized.Reported violations from Dallas CountySchools will be minimized.

(8) Continue to integrate technology ideas into the district curriculum.

Teachers, ContentCoordinators, InstructionalTechnology Specialists, Librarians

Local funds, TechAllotment funds

All curriculum units in online system willshow evidence of technology integration

(9) Provide for increased collaboration time for teachers withITSs and librarians to explore ways to infuse technology intothe existing curriculum.

PrincipalsFunds for subs or stipendsto provide time to meet,local funds

ITS and librarians are invited to PLCs,ITSs and librarians are allowed to presentin faculty meetings



Performance Objective 2: Provide differentiated professional development that enables teachers to move up the LoTI continuum and increase higher order thinkingin their instruction. At least 75% of district and campus staff development will include technology integrated activities that demonstrate a LoTI level 3 or higher.

Summative Evaluation: (2008-2009); NEEDS ASSESSMENT (2010-2011): In order to get an overall impression of technology use, the STAR Chart is used as aself-report survey for teachers, administrators, campuses and districts that must be submitted to TEA each year to report the use of technology in the state. TEA inturn submits this information to the federal government.On the Texas Star Chart for 2008-09, Educator Preparation (staff development) continues to be the lowestranking. The district continues to have a large group of new teachers each year. Many are alternatively certified and have had limited training in technology andlearning theory. We continue to provide LoTI training each year with few people participating. LoTI is the rubric with which we measure effective technologyintegration so all teachers and administrators should have a good working knowledge of this tool in order to facilitate conversations about higher order thinking andeffective technology use. Attendance at summer technology training was down over the previous year with 486 people attending.



FTEsEvidence that Demonstrates Success

Formative Reviews

Nov Jan Mar June

(1) Complete Teacher, Administrator and CampusSTAR Charts in the fall. Share Campus STARChart results with staff.

Teachers, Principals, InstructionalTechnology Specialists,Executive Director of Technology

Access to online system, No Cost

STAR Charts are completed at 100%participation. Results used to determine staffdevelopment needs and goals/objectives forcampus improvment plans.

(2) Teachers use STAR Chart and/or LoTIperformance results to develop a technology-relatedprofessional goal for which they seek training.

PrincipalAccess to STAR Chart data,No Cost

Teachers write goal in their Teacher SelfReport at the beginning of the school year.Attend training to meet that goal. Discussionwith supervisor during summative conferences.

(3) Provide training for all campus administrators(PDAS, D2SC, etc.) so they understand howtechnology supports data-driven decision making.

Principals, InstructionalTechnology, Division Directorsfor Teaching & Learning

Funds for consultants, TechAllotment funds

Participation in training sessions,administrators use tools

(4) Require training for all teachers andadministrators so they have a basic understandingof the LoTI rubric.

Instructional TechnologySpecialists, Librarians,Instructional Technology

Funds for consultants andlocal training, TechAllotment funds

Participation in training sessions either at thecampus or summer training; participation inonline refresher

(5) Continue to provide technology training (D2SC,online testing/assessment, Blackboard, Web 2.0,online databases, etc.) so that teachers can usetechnology as a tool to support the curriculum.

Instructional Technology,Instructional TechnologySpecialists, Librarians, Content Coordinators

Funds for consultants andlocal training, TechAllotment funds, Title II-Dfunds, T3 grant

Participation in training sessions, feedback onevaluations, observation of teachers usingtechnology during walk-throughs, technologyuse noted in lesson plans

(6) Extend PLCs to support teachers’ use oftechnology in instruction at LoTI level 3 or higher.

Teachers, Administrators,Content Coordinators,Instructional TechnologySpecialists, Librarians

Funds for subs or stipends toprovide time to meet, localfunds, Tech Allotment funds,T3 Grant

Evidence of technology discussions inprofessional learning communities,higher-order thinking evident in instruction.


(7) Provide technology training and support for newteachers in the necessary technology applications.

Instructional Technology,Instructional TechnologySpecialists, Content Coordinators,Instructional Coaches, Mentors

Funds for consultants andlocal training, mentorprogram, Tech Allotment funds

Participation in training sessions; feedback onevaluations, evidence of use in the classroomthrough principal walk-throughs

(8) Require LoTI training for Mentors, InstructionalSpecialists, Liaisons, Instructional Coaches,Instructional Technology Specialists andLibrarians.

Instructional Technology StaffTech Allotment funds, local funds

Participation in training sessions; feedback onevaluations, evidence of use in PLC, gradelevel and content area discussions

(9) Provide training in ethical uses of technologywhich includes Internet safety, cyber-bullying,acceptable use and copyright issues.

Instructional TechnologySpecialists, Librarians, Teachers, Administrators

Access to training materialonline, local funds

100% of campuses will offer Internet safetytraining, including cyber-bullying.Participation in training sessions andattendance documented.

(10) Provide increased opportunities for relevantonline staff development.

Division Director of StaffDevelopment, Director ofInstructional Technology,Appropriate Coordinators

Funds to purchase or developcourses, local funds

Number of training sessions offered; numberof online sessions attended

(11) Technology and Curriculum staff will plantogether and model different technology strategiesin staff development sessions that show teachershow to engage students in learning with technology.

Content Coordinators,Technology Coordinators,Instructional Technology Specialists

Collaboration time amongCurriculum and Technologystaff to develop trainingmaterials; local funds

At least 75% of district and campus staffdevelopment will include technologyintegrated activities that demonstrate a LoTIlevel 3 or higher.

(12) Provide more training on using technology inspecial program classes (GT, AP, SpEd, Bilingual, ESL).

Instructional Technology, SpecialServices Staff

Collaboration time amongCurriculum and Technologystaff to develop trainingmaterials, local funds

Number of training sessions offered; evidenceof use in classroom through principal walk-throughs



55

2010-2011


Quality Personnel, Recruitment, Retention &

Staff Development

Goal 5: Provide salary, benefits, incentives, working conditions and mentoring conducive to recruiting andretaining a highly qualified, effective, ethnically diverse staff.

Performance Objective 1: 100% of all professional and paraprofessional personnel will meet the definition of "highly qualified" according to No Child Left Behindby the end of 2010-2011 school year.

Summative Evaluation: (2008-2009); NEEDS ASSESSMENT (2010-2011): 100% of all classroom teachers and instructional aides must be Highly Qualifiedaccording to No Child Left Behind.



FTEsEvidence that


Nov Jan Mar June(1) Continue awareness training for district and campus administratorsso they remain knowledgeable of NCLB Highly Qualified standards.Conference with middle school principals regarding the January 2010USDE re-interpretation of the rules.

Director of Personnel, DivisionDirector of Special Services,Certification Officer

Staff time, local funding,federal funding

Certification data, compliancereport, campus data

(2) Continue to recruit and select only new teachers andparaprofessionals that meet the definition of Highly Qualified.

Director of Personnel, Principals,Personnel Coordinators,Certification Officer

Staff time, district budget,Munis Work Flow, localfunding, Title II-A funding

Employment data,compliance report

(3) Assist current professional and paraprofessional staff to meet thedefinition of Highly Qualified in current positions, if needed.

Director of Personnel, Principals,Certification Officer

Staff time, local funding,Title II-A funding

Certification data, compliance report

(4) Focus recruiting efforts on Highly Qualified professionals incritical needs areas: math, science, bilingual, special education,foreign language and Speech Language Pathologists.

Director of Personnel, RecruitingCoordinators, Program Directors

Staff time, local funding,Title II-A funding

Hiring data

(5) Continue to hone employee selection skills and techniques of allsupervisors with hiring responsibilities, looking for experience andtalent as well as Highly Qualified candidates.

Director of Personnel, DivisionDirector of Staff Development, Supervisors

Staff time, trainingmaterials, local funding

Retention data, GallupTeacher-Insight scores andresearch, Hiring data

(6) Maintain elementary class sizes at 22:1 for Kindergarten throughFourth Grade at each campus. Staff the campuses at a rate thateliminates a need for waivers for the 2010-2011 school year.

Personnel Department, ElementaryPrincipals, Division Director ofElementary Teaching & Learning

Local fundingClass size waiver requestsfrom TEA

(7) Assist teachers considered Elementary in content areas for 5th and6th grades as well as Special Education to take the needed Generaliststest as identiifed in the re-interpretation of their HQ status in January,2010.

Director of Personnel, Certification Officer

Title IIA, local funding100% HQ teachers at the endof the 2010-2011 school year



Performance Objective 2: Increase minority professional staff by an average of 3% per year from 2010-2012 toward the goal of reflecting the ethnic diversity ofIISD student population.

Summative Evaluation: (2008-2009); NEEDS ASSESSMENT (2010-2011): The 2009-2010 Minority Hiring Pecentage was at 35.3% for new professionals. This iscompared to 35% for 2008-2009, 40% for 2007-2008, and 34.6% for 2006-2007. The overall minority percentage for IISD professional employee’s shows 31.4% forthe 2009-2010 school year. Our student minority distribution was at 83.4%.



& FTEs


Success

Formative Reviews

Nov Jan Mar June

(1) Continue to recruit in colleges and communities with high minoritypopulations as identified by data and noted on the recruitment schedule.Evaluate recruiting efforts each season to determine the effectiveness inmeeting our district needs. Recruit in colleges with preparation programs inthe areas of high needs.

Director of Personnel,Coordinators for Staffing and Recruiting

Staff time, localfunding, Title II-A funding

Teacher demographic data,Teacher Recruiting Survey

(2) Assist IISD students interested in teaching with obtaining scholarship andcollege information. Encourage them to ultimately return to IISD to teach ina critical needs area. Begin career discussions at the Junior level and focuscourse credit towards a career in education and Career & TechnicalEducation programs: Ready Set Teach, Texas Association of Future Educators.

Personnel, Teaching & LearningCoordinators, High SchoolPrincipals, Counselors, Teachers,Career & Technical Education

Staff time, localfunding, Title II-Afunding, Career &Technical Educationgrant funding

Teacher DemographicData, Teacher RecruitingSurvey, New hire data

(3) Recruit teachers from all cultures and geographic areas with skills thatmeet the needs of IISD students.

Personnel Staff, Campus Administrators


Teacher demographic data,Teacher Recruiting Survey,New Hire data

(4) Cooperate with local universities to encourage minority student teachersin all programs, with an emphasis on Bilingual, ESL, Special Education, etc.

Director of Personnel,Coordinators for Recruiting


Teacher demographic data,Teacher Recruiting Survey

(5) Cooperate with area alternative certification programs (ACP) toencourage minority candidates to apply with Irving ISD.

Director of Personnel,Coordinators for Recruiting,Certification Officer

Staff time, local funding

Teacher demographic data,Teacher Recruiting Survey,New Hires from ACP’s

(6) Encourage the use of student and teacher climate surveys to assess thecultures of campuses where there is a double digit turnover rate for two ormore consecutive years. Explore TASB’s Climate surveys.

Department of Planning,Evaluation & Research,Personnel Department


Campus and classroomclimate surveys

(7) Maintain 100% of all Irving ISD classrooms K-4 at 22:1 or fewer students.

Elemenatry Principals, Personnel Department

Local fundingMonitor class sizes andadjust students and teachersaccordingly

(8) Expand the use of technology to effectively recruit prospective IISDprofessional and paraprofressional staff.

Personnel Department Local fundsIncreased percentage ofminority hiring


Performance Objective 3: The District will retain 85% of current professional staff each year.

Summative Evaluation: (2008-2009); NEEDS ASSESSMENT (2010-2011): In the last five years, the turnover rate has varied from 15% to 21.8% for professional staff.


Sources & FTEsEvidence that


Nov Jan Mar June

(1) Continue Teacher Liaison Program to mentor first andsecond year teachers. Expand beginning teacher inductionand mentoring to all new teachers through campus mentors.

Staff Development, Personnel Department, LiaisonsStaff time, localfunding, grant funding

Retention data, NewTeacher Survey, Liaison Reports

(2) Encourage enrollment and participation in the ARISEprogram for teachers of second language learner students.Evaluate the current program to consider the expansion toteachers other than the core content areas.

Director of Bilingual/ESL/Migrant, DivisionDirectors of Elementary and Secondary Teaching &Learning, Principals, Division Director of Special Services

Staff time, localfunding for stipends

Retention data, PDAS,teacher products, staffdevelopment records

(3) Provide competitive salary and benefit package for allstaff. Continue to evaluate the stipends and incentives inthe high needs areas to compete with surrounding districtsand a competitive market.

Assistant Superintendent of Personnel andAdministration, Personnel Department, Coordinatorof Benefits, Risk Manager


Retention data, salarysurveys, benefit survey

(4) Improve campus support for teachers in their first fiveyears, i.e., scheduling, mentoring, preparation. Continuethe tiered staff development plan based on teacherknowledge and experience.

Division Directors of Elementary and SecondaryTeaching & Learning, Staff Development,Principals, Personnel


Retention data, surveys

(5) Continue to administer a survey to teachers with five ormore years in Irving ISD to learn reasons they stay in thedistrict and why they may encourage others to work in IISD.

Personnel Staff, Campus Staff

Staff time, SurveyMonkey,technology, local funds

Retention data from survey,retention rate forexperienced teachers

(6) Continue the communication campaigns with currentstaff regarding the continuing benefits and advantages ofteaching in IISD.

Personnel, Public Information, Staff DevelopmentStaff time, materials,local funding, TitleII-A funding

Retention data, number ofreferrals from currentemployees each year

(7) Continue WIISDMS Incentive Program for Math andScience 6 -12 grades providing longevity and increasedstudent achievement.

Staff Development, Campus Staff, Instructional Coordinators


Retention data, StudentAchievement Data



59

2010-2011


Parent Involvement

Goal 6: Encourage and assist all parents to be active partners in the education of their children and expandopportunities for parental and community input to decision makers.

Performance Objective 1: Continue to enhance and increase parent involvement as it relates to positive academic achievement. Involvement to be measured byannual evaluation of parent involvement opportunities by parents; by active participation in parent trainings; and parent involvement activities offered throughout the year.

Summative Evaluation: (2008-2009); NEEDS ASSESSMENT (2010-2011): 2009 Parent Involvement Survey Results (Below 85% Satisfaction): Summary: Theschool provides parent with grade appropriate information for being involved in the child’s school work,The school’s vision and mission statement are posted andeasy to read, My child’s school has a parent resource center, The school library is available to check materials to parents, The school has contacted parent about howto become involved. Parent Comments: Blackboard used need to be expanded, Parent Connect and Campus Web Pages not updated, Parents need advance notice ofevents, Written and Oral interpretation of events and information in Spanish (Middle School Parents), There was a 26% decrease in overall number of parents takingthe Parent Involvement Survey. Strengths: 2009 Parent Involvement Survey Results (Above 85% Satisfaction)- Knowing how reach child’s teacher, Schoolcontacted parent regarding child’s academic progress, Friendly school environment makes parents feel welcomed, School provides information to parents on how tohelp their children do the best at school, Parent received information regarding curriculum and state testing, How provides a variety of methods to assist incommunicating effectively with parent. Parent Comments: District Website, Teleparent, Development of the Parent and Student Services Website, College CareerResource Handbook for students, Journey Program developed and expanded to include parents, College Goal Sunday, Graduation coaches available in high school,AVID available at Irving High School, Activities to support school transition Pre-K to Elementary, Elementary to Middle School and Middle School into HighSchool, Workshop and Support Services for parents of Migrant students, Increase in parent involvement opportunities (Strong Fathers Strong Families, ParentAcademies, Parent Education Nights, Parent Step Ahead Program, P.A.D.R.E.S Program, Donuts with Dad.





Nov Jan Mar June(1) Develop a systemic framework in the district forsmall-group information sharing and counselingregarding college and other post high school optionsfor middle school parents and parents of high schooljuniors and seniors.

Secondary Counselors, Director of P-16Parent & Student Academic & CareerCounseling Services, Director of P-12Parent & Student ResponsiveCounseling Services

Staff time planning,workbooks/materials, local funds

Calendar of events, agendas,sign-in sheets, documentation ofcollege entrance applications andtranscript requests

(2) Continue to expand the parent component ofJourney’s College Readiness Program and LEADSfor LEP students and migrant students.

Director of P-16 Parent & StudentAcademic & Career CounselingServices, Director ofESL/Bilingual/Migrant, ParentInvolvement Coordinator

Staff time, local funds, Title III funds

Number of LEP and Migrantstudents who are accepted tocollege and receive scholarships


(3) Expand the Parent Student Services Webpage onIISD’s Website to include college entranceprocedures; timeline for college and scholarshipapplications; list of post graduate options; list ofevents related to planning next steps after highschool; calendar of parent activities, resources, andinformation about planning next steps.

Director of P-12 Parent & StudentResponsive Counseling Services, ParentInvolvement Coordinators, Webmaster

Staff time, local fundsSurvey students and parents aboutfamiliarity with and usefulness ofwebsite for college planning

(4) Develop and implement a network of parentsupport for school transitions (prekindergarten tokindergarten; elementary to middle; middle to highschool). Focus on a "College Going Culture!"

Campus Counselors, Principals, Directorof P-12 Parent & Student ResponsiveCounseling Services, ParentInvolvement Coordinators

Staff time, local funds, TitleI-A funds

Agendas and sign-in sheets, parentteams established at each campus tomentor new parents, agendas fromParent Network that reflect themesof a "College Going Culture"

(5) Increase regular two-way communication betweenhome and school for the purpose of supportingstudents with academic achievement. Develop andpromote a variety of communication systems forcampuses to inform parents about parent involvement.

Principals, Teachers, Parents, DivisionDirector of Staff Development

Training for teachers andparents about communicationand parent involvement, localfunds, Title I-A funds

Increase in parents reportingpositive or productivecommunication with teachers aboutstudent success

(6) Provide workshops and support services forparents of migrant students, (e.g., Family LiteracyNights, Technology Nights, Parent Advisory Council).

Director of Bilingual/ESL/Migrant Local funds, Title I-C funds

Agendas and sign-in sheets, listingof support services available tomigrant parents, extra literacysupport in the summer

(7) Offer the diversity training modules for IISDpersonnel: Module 1-Getting to know yourself;Module 2-Getting to know your community; Module3-Getting to know the student.

Division Director of Staff Development,Principals, Diversity Round-Table,Diversity Campus Trainers

Local funds Documentation of training events

(8) Develop a districtwide framework for offeringparent involvement incentives.

Principals, Parent Involvement Coordinators

Staff time, volunteer time, local funds

Report and recommendations forincentive program completed

(9) Provide Parent Academies throughout the districtto support parents in helping their children to besuccessful in school.

Parent Involvement Coordinators Title 1-Part A, Local fundsSchedules, agendas, staffdevelopment records



Performance Objective 2: Allow for parental and community input to decision makers by developing and sustaining strong systems that promote parentinvolvement.

Summative Evaluation: (2008-2009); NEEDS ASSESSMENT (2010-2011): Strength: Increase of diversity representation in the Parent Advisory Council,Developed the HIPPY Master Parent Project to support parents helping parents. Needs: The need to increase systemic support for all parents groups, The need toincrease tracking and promoting of former HIPPY parents to strengthen campus parent involvement, Little parent input to campus improvement committee on schoolissues; need to increase systemic support for all parent groups.



& FTEsEvidence that Demonstrates


Nov Jan Mar June(1) Continue coordinated communication between and amongIISD parent groups to allow for systematic input to decisionmakers on emergent critical issues. IISD Parent AdvisoryCouncil; Migrant Parent Advisory Council; Parents in theHome Instruction for Parents of Preschool Youngsters(HIPPY) program; GT parents; IAGT; ESL PAC; Council of PTA.

Administrative Assistant toSuperintendent, Parent InvolvementCoordinators, Director for P-12 Parent& Student Responsive Counseling Services


Membership of IISD PAC, agendasand sign-in sheets from various parentadvisory group meetings that reflectdiscussion of issues of importance inIISD and in public education

(2) Develop a comprehensive parent involvement and parentinformation system for parents of preschoolers and youngchildren in IISD.

Parent Involvement Coordinators,Pre-K and Elementary Counselors,HIPPY Coordinator

Staff time, localfunds, Title I-AParent Involvementfunds, Title I-AStimulus funds

Preschool Parents Network establishedand events scheduled to encouragemeaningful parent involvement atchild’s school and in the district

(3) Develop a parent-to-parent mentoring network at eachelementary school that encourages communication betweenformer HIPPY parents and other parents to foster parentalinput into campus decisions.

HIPPY Coordinator, Division Directorfor Elementary Teaching & Learning,Principals, Director of Bilingual/ESL/Migrant

Title I-A ParentInvolvement funds,local funds

Parent-to-Parent Network establishedat every elementary campus

(4) Support all schools in developing a mechanism for parentsto provide input to the Campus Improvement Committee onissues of importance to the campus and the district.

Principals, Director of P-12 Parent &Student Responsive CounselingServices, Division Director for Staff Development


Every campus has a mechanism forobtaining broad-based parental inputon key issues. Principals reportsatisfactions with system and with thelevel of input from parents.

(5) Develop a framework for parent involvement systems andstrategies for parents of middle and high school students thatsupport high school graduation. (Let high school studentshelp design framework.)

Principals, Director of P-12 Parent &Student Responsive CounselingServices, Parent Involvement Coordinators

Staff time, local fundsAgendas, sign-in sheets, events



Performance Objective 3: Continue to promote parent communication and involvement utilizing the district’s technology platform to facilitate this effort andmeasured by use of technology for outreach to parents.

Summative Evaluation: (2008-2009); NEEDS ASSESSMENT (2010-2011): Strengths: Parent Connect available to view grades (411,938 Hits to website), Gooduse of Teleparent at the campus and district level, Irving School Television and District Website, Access to Internet Safety information on Parent Tab of the districtwebsite, District produced videos on Internet Safety also available to parents through the district website as wells video on the topics of Drug Awareness, AlcoholAwareness, and Topics to Discuss with Your Children (Available in English and Spanish), Over 500 adults participated in the Adult Education Program for theprevious school year, Literacy and Civics Classes, English as a Second Language, Computer Literacy, *Strong partnership with 21st Century campuses for AdultEducation, Increase in Community Outreach activities, Big Brothers Big Sisters PartnershipEducational Summit at BW Baptist Church, Community Outreach -Irving Bible Church, City of Irving - Cinco de Mayo Celebration, Parent Step Ahead Partnership - El Hispano News Bereavement Program, Increase number ofParent Involvement Opportunities for At Risk student populations, Sp. Education Information Night for students with disabilities African American StudentMentoring Program, System Support for students who are pregnant or parents, "I am Present" Truancy Prevention Program, Practical Parent Education Workshops,Parent Academies on "How to Navigate the System", Journeys Parent Meetings, Latino Family Literacy Project Reading is Fundamental Program for Parents ofMigrant students, Monthly HIPPY Parent Meetings, Develop Parent Network Program to provide system support and general parent education. Needs: Parent reportthat grades on Parent Connect are not current, Parents request more positive personalized use of teleparent regarding students, Approximately 1/3 of Teleparent callsare not completed due to wrong or disconnected number, Ten campuses did not conduct required Internet Safety Training for parents, No system in place for parentsto register for listserv or e-mail alerts about college and scholarship application deadlines, Evidence of unmet need as reflected by waiting list of prospective studentsfor Adult Education classes.

Strategy DescriptionStaff Responsiblefor Monitoring

Funding Sources & FTEs

Evidence that Demonstrates SuccessFormative Reviews

Nov Jan Mar June(1) Increase parents’ access and use of onlineaccess to their children’s grades at allcampuses 2nd to 12th grade.

Public RelationsDepartment, Webmaster

Staff time, local funds Increase in video programming

(2) Continue to promote communication ofdistrict events on Irving Schools TV, districtwebsite, and Teleparent. Promote access toonline grades with a variety of training tools:"how to video" on website, ITS at each campusprovide training classes at Parent Academies.

Public RelationsDepartment, Webmaster

Staff time, local funds Increase in video programming

(3) Continue to provide adult education classesthrough 21st Century Grants, Irving.Net, AdultBasic Education, and EL Civics Grant.

Coordinator for AdultEducation, 21st Century Managers

Grant funding, local effortto maintain Irving.Net, ElCivics grant, Adult BasicEducation Agreement,21st Century Grant

Number of sessions provided; number of participantscompleting adult courses


(4) Support campuses in conducting orientationto Internet Safety for Parents at least once per year.

Principals, InstructionalTechnology Specialists

Time on agenda at parentmeetings, staff time topost to campus websites,local funds

Each campus will document providing at least one parenttraining on internet safety per year

(5) Promote and maintain system for parents toregister for listserv or email alerts and freewebminars about college and scholarshipapplication deadlines.

Technology Services,Director of P-16 Parent& Student Academic &Career Counseling Services

Staff time, local funds System set up

(6) Continue to promote parent awareness anduse of technology in schools’ libraries, ParentResource Centers, Parent and CommunityService Centers, or other district locations.

Parent InvolvementCoordinators, Principals

Staff time, Irving.Net,funds for adult education,grant funds for adulteducation, local funds, ElCivics Grant, 21stCentury Grant

Increase use of school library by parents for computer andinternet use

(7) Require each campus to include strategiesin its Campus Improvement Plan to increasecommunication to parents via Teleparent.

Staff Development,Parent InvolvementCoordinators, Principals

Staff time, No Cost Campus Improvement Plans

(8) Use all the district media technology tocommunicate Parent Involvement successstories througout the community.

Public InformationDepartment, Parent &Student Services, ParentInvolvement Coordinators

Staff time, Local funds

Number of Parent Involvement events broadcasted andpublicized by Public Information, Number of printed newsarticles publicized in the District Weekly Newsletter, Numberof e-news and printed media evidence distributed at districtand city sponsored events related to parental involvement,Number of hits on district website related to parentinvolvement items and materials.



65

2010-2011


Fair & Equitable Expectations

for Academic and Behavioral Success

Goal 7: Ensure all students are treated fairly and equitably in regard to high expectations in Board policies foracademic and behavioral successes, especially in terms of consequences when failing to meet the expectations.

Performance Objective 1: Reduce disproportionality in assignment of students to on- and off- campus alternative disciplinary settings: 1. Annually reduce thenumber of students from each ethnic group placed in discretionary on- and off-campus alternative disciplinary settings. 2. Eliminate disproportionate assignment ofAfrican American students in discretionary off-campus disciplinary settings by the end of school year 2010-2011.

Summative Evaluation: (2008-2009); NEEDS ASSESSMENT (2010-2011): July 28, 2009 Internal Auditor Report: "Audit of Discretionary Alternative EducationPlacement"; October 9, 2009 Superintendent’s Response to Discipline Audit Report; November 16, 2009 Irving ISD Board of Trustees: RESOLUTION ANDORDER NO. 09-10-08, "A RESOLUTION ADOPTING AN ORDER OF THE BOARD OF TRUSTEES, IRVING INDEPENDENT SCHOOL DISTRICT,ACCEPTING A REPORT CONCERNING STUDENT DISCIPLINE, AUTHORIZING IMPLEMENTATION OF THE REPORT’S RECOMMENDATIONS,PROVIDING FOR OTHER MATTERS RELATED TO THE SUBJECT MATTER AND DECLARING AN EMERGENCY"


Sources & FTEs


Formative Reviews

Nov Jan Mar June

(1) Design and institutionalize a 3-Tier discipline program with emphasison Tier 1 to keep students in the classroom.

Director of Special Services, Director ofPlanning, Evaluation and Research andDirector of Campus Operations.

Local funds,staff time

Reduced assignments toDAEP settings.

(2) Revise the IISD Student Code of Conduct to either eliminate orredistrict "persistent misbehavior" as a reason to assign students to theDiscipline Alternative Education Program (DAEP) as a Phase II Consequence.

Director of Campus OperationsLocal funds,staff time.

Revised Code of Conductand reduced assignments toDAEP settings.

(3) Design and implement a Positive Proactive Discipline program in theDistrict and revise the Student Code of Conduct, which is currently areactive discipline document to a document that supports the PositiveDiscipline program to the extent allowed by Chapter 37 of the TexasEducation Code.

Director of Special Services, Director ofPlanning, Evaluation and Research andDirector of Campus Operations.

Local funds,staff time.

Revised Code of Conduct.

(4) Provide systemic staff development and professional discussionopportunities for staff to reflect on HB 171 which requires a shift awayfrom "zero tolerance" in our practices and our beliefs.

Director of of Staff DevelopmentLocal funds,staff time.

Session agenda and sign in sheets.

(5) Plan with principals to define campus support needed to handle morediscipline on campus.

Director of Elementary Teaching andLearning, Director of Secondary Teachingand Learning and Assistant Superindentof Teaching and Learning.


Recommendations for support.

(6) Conduct a study to determine the feasibility of developing Irving’s ownjuvenile justice program for discretionary removals from the DAEP.

Assistant Superindent of Teaching and Learning


Feasibility study


(7) If financially feasible, do a reading assessment on each student assignedto elementary or secondary DAEP and provide READ RIGHT in the DAEPto all students who are reading more than one year below level.

Director of Elementary Teaching and Learning


DAEP students in READ RIGHT.

(8) Add a character education program that is designed primarily forAfrican American students to the counseling services at the ReassignmentCenter (RAC).

Director of Campus OperationsLocal funds,staff time.

Character education in RACcounseling curriculum.

(9) Add a mentoring program at the RAC, and/or provide transition servicesthat follow the students back to the home campus until they re-integrate andare succeeding.

Director of Secondary Teaching and Learning


Repeat DAEP assignments.

(10) Search for or develop a software program that provides reports forteachers, principals and counselors to better target students or groups ofstudents for improved intervention and/or counseling.

Director of TechnologyLocal funds,staff time

Documentation of search

(11) Provide opportunities to study the research and discuss instructionalpractices that are more engaging for African American/Black students.

Director of Staff DevelopmentLocal funds,staff time

Staff development sessions offered.

(12) Analyze the disproportionate gender data for all subgroups and seekbest practices for addressing the issues.

Administrative Assistant to theSuperintendent and Director of Planning,Evaulation and Research.


Analysis and report.

(13) Consider hiring an outside consultant to study and make recommendations.

Director of Staff DevelopmentLocal funds,staff time

Consultant contract

(14) Study the appropriateness of a district-wide classroom disciplinemanagement program including packaged programs from outside vendors.

Director of Planning, Evaluation andReserach, Director of Campus Operationsand Director of Special Services.


Documentatioin and report.

(15) Review appropriate Board policies to strengthen policies related tonon-renewal or termination actions for personnel who exhibitdiscriminatory behaviors.

Administrative Assistant to the Superintendent


Revised policies as needed.

(16) Hold administrators, teachers, and all staff members accountable forfair and equitable treatment for all students.

Director of Elementary Teaching andLearning and Director of SecondaryTeaching and Learning.


Reduce disproportionately inDAEP assignments.

(17) Each campus will develop an action plan within their campusimprovement plan to address disproportionately in discipline.

Director of Elementary Teaching andLearning and Director of SecondaryTeaching and Learning.

Local fundsand staff time

Campus action plans.



68

2010-2011


Proactive Public Relations

Goal 8: Improve public perception of the District by engaging in proactive public relations.

Performance Objective 1: Involve all stakeholders in District issues and decision-making.

Summative Evaluation: Community participation in District events will increase by 50%; and community surveys will show 75% support for Irving ISD.


Sources & FTEsEvidence that


Nov Jan Mar June(1) The Superintendent’s Advisory Council on Diversity willcontinue to meet quarterly.

Superintendent, Director of Public InformationStaff time, local funds

Agendas, attendance records, surveys

(2) The Superintendent’s Business Advisory Council willcontinue to meet quarterly.



(3) The District will continue to actively work with theGreater Irving-Las Colinas Chamber of Commerce.

Superintendent, Director of Public Information,Coordinator of Partners in Education



(4) The District will continue to meet quarterly with the Cityof Irving staff to discuss common issues.



(5) The District will continue to host Employee AdvisoryCommittee and Parent Advisory Committee meetings.

Superintendent, Administrative Assistant to the Superintendent


Agendas, attendance records, minutes



Performance Objective 2: Develop a comprehensive marketing plan for Irving ISD.

Summative Evaluation: An effective plan will be implemented and perceptions will improve by 50%.

Strategy DescriptionStaff Responsiblefor Monitoring

FundingSources &

FTEs


Formative Reviews

Nov Jan Mar June

(1) The Department of Public Information will continue to provide effective informationto the community through print, web, and video technologies.

Director of Public Information


District produced documents,distribution lists, surveys

(2) All District Board Meetings and Other Major IISD events will be broadcast live overthe internet, as well as ISTV video feed.



Live feed on website,distribution lists, surveys

(3) The District will partner with the Greater Irving-Las Colinas Chamber of Commerceto create a marketing strategy to more effectively reach the business community.



Marketing document,distribution lists, surveys

(4) IISD will advertise in selected publications, such as D Magazine’s Super Bowl issue,Destination DFW, Chamber of Commerce Business Directory with Community &Relocation Guide, Neighbors Go, and Irving Rambler.



Magazines, surveys



71

2010-2011

Region 10 Migrant Coop

Education Program

Plan of Action

Region 10 ESC Migrant Education Program

Priority for Service (PFS) Plan of Action 2010-2011

Initial Approval: PROGRAM AREA: Migrant Education Program

Planning Committee Members

Data Sources (Reporting

Instruments or Tools, etc.)

Data Findings

Expected Results/Goals

(Performance Indicators)

Activities and Person Responsible

Timeline Resources Needed (Funds, Materials, Time, Personnel, etc.)

Evaluation (Formative and Summative or Performance Indicators)

ESC 10 Migrant Education Program (MEP) Coordinator and Consultants

Texas Statewide Service Delivery Plan Federal Office of Migrant Education (OME) Seven Areas of Concern New Generation System (NGS) Drop Out Report Attendance Reports Grades NGS Graduation Plan Report

Educational Continuity: As migrant students move outside school district or state during the school year, they often experience differences in curriculum, academic standards, policies or expectations. This lack of continuity presents barriers to academic achievement.

Maintain and improve resources that are adaptable to the highly mobile lifestyle of PFS students

Education Service Center (ESC) 10 NGS Specialist will identify PFS students by generating monthly NGS PFS reports. ESC 10 Migrant Consultants and District MEP Coordinators will review the NGS PFS report on a monthly basis, reported via email. ESC 10 MEP Consultants in collaboration with District MEP coordinators will develop a Priority for Service Action Plan for identified Priority for Service students.

Sept. 1, 2010- Aug. 31, 2011 Prior to 8/24/10

NGS PFS report Region 10 ESC Priority for Service Plan of Action

100% of PFS students will be identified and 100% of District Migrant Coordinators will receive the report. Priority for Service Action Plan completed ICS reports




Data Findings






NGS Retention Report NGS Partial Credit Report PEIMS Reports Home Visits School Visits Needs Assessments

ESC 10 MEP Consultants will provide information to District MEP Coordinators regarding PFS criteria and discuss the utilization of PFS reports in order to accurately serve PFS students during Quarterly Meetings. ESC 10 MEP Consultants, District MEP Coordinator, and /or District Counselors will review NGS reports to determine PFS students who are entering late and withdrawing early and communicate with counselors to provide students an opportunity to continue classes from previous schools

Sept. 1, 2010-Aug. 31, 2011 Sept. 1, 2010-Aug. 31, 2011

NGS Priority for Service Report NGS report, student transcripts

Annual Identification & Recruitment (IDR) meeting agenda, Quarterly meeting agenda Program evaluation NGS Grade/credits reports NGS Graduation Plan reports




Data Findings






ESC 10 MEP Consultants, District MEP Coordinators, and /or District Counselors will facilitate access for migrant students to TMIP-Texas Migrant Interstate Program, a special project of the Texas Education Agency (TEA) Division of No Child Left Behind (NCLB) program that coordinates out of state TAKS testing and provides assistance with credit accrual issues ESC 10 MEP Consultants will complete a PFS Intervention plan for PFS student to determine specific academic needs

Sept. 1, 2010-Aug. 31, 2011 Sept. 1, 2010-Aug. 31, 2011

TMIP Program contact information PFS Intervention Plan

Student grade reports and /or and testing results PFS Intervention Plan implemented services documented by ESC 10 MEP Consultants




Data Findings






Texas Statewide Service Delivery Plan Federal Office of Migrant Education (OME) Seven Areas of Concern NGS Drop Out Report Attendance Reports Grades NGS Graduation Plan Report NGS Retention Report NGS Partial Credit Report PEIMS Reports Home Visits School Visits Needs Assessment

Instructional Time: Migrant children's mobility impacts the amount of time they spend receiving instruction and their attendance patterns.

Maintain and improve resources that are adaptable to the mobile lifestyle and resulting attendance patterns of PFS students

ESC 10 MEP Consultants and District MEP Coordinators will facilitate access to appropriate programs specifically designed for PFS students not meeting the state content standards and mastering TEKS objectives such as:

Additional software and/or hardware to be used only by PFS students

Private tutoring On line tutorials Individual Tutoring English Language

Learners (ELL) Bridge program

ESC 10 MEP Consultants will make school, community, and /or home visits to update parents of PFS students on academic progress of their children and to identify specific needs.

Sept. 1, 2010-Aug. 31, 2011 Sept. 1, 2010-Aug. 31, 2011

Software and/or hardware and/or tutor based on individual needs assessment Calendar of school and/or community meetings for parents, PFS Intervention Plan, NGS reports, academic reports

PFS Intervention Plan implemented services documented by ESC 10 MEP Consultants NGS State Assessment History with Scores PFS Intervention Plan implemented services documented by ESC 10 MEP Consultants




Data Findings






Texas Statewide Service Delivery Plan Federal Office of Migrant Education (OME) Seven Areas of Concern NGS Drop Out Report Attendance Reports Grades NGS Graduation Plan Report NGS Retention Report NGS Partial Credit Report PEIMS reports Home Visits School Visits Needs Assessment

School Engagement: With frequent adjustments to new school settings, migrant students often face difficulty making new friends and gaining social acceptance, which can inhibit their ability to do well in school. A student's school engagement can be affected by three types of factors, which can be grouped according to behavioral, emotional and cognitive engagement.

Maintain and improve resources that meet the behavioral, emotional and/or cognitive needs of PFS students that result from their highly mobile lifestyle.

ESC 10 MEP Consultants, District MEP Coordinators, and Counselors will provide families of all MEP students with information regarding school-based services or social agencies available to them when a need for those services has been identified.

ESC 10 MEP Consultants in cooperation with District MEP Coordinators and Counselors will complete a PFS Intervention plan for PFS student to determine specific behavioral, emotional and cognitive engagement needs in order to meet those needs with additional software, hardware, and or tutoring and or other services

Sept. 1, 2010-Aug. 31, 2011 Sept. 1, 2010-Aug. 31, 2011

Area lists of Social agencies Area lists of Social agencies, PFS Intervention plan

Graduation and promotion rates NGS reports PFS Intervention Plan implemented services documented by ESC 10 MEP Consultants




Data Findings






ESC 10 MEP Consultants will coordinate with District MEP Coordinators to facilitate the Migrant Education Student Alliance (MESA) program for Middle/High School students to promote leadership skills and sponsor leadership activities for MEP youth.

Sept. 1, 2010-Aug. 31, 2011

NGS PFS report PFS Intervention Plan

Attendance rosters

Texas Statewide Service Delivery Plan Federal Office of Migrant Education (OME) Seven Areas of Concern PEIMS LEP Indicator NGS Drop Out Report Attendance Reports

English Language Development: English language development is critical for academic success. English language development focuses on the literacy skills needed for successful content area learning.

Maintain and improve resources that address the English language literacy needs of PFS students

ESC 10 MEP and Bilingual/ESL Consultants, and District Coordinators will provide opportunities for teachers to attend staff development in the area of English language acquisition and strategies for teaching English language learners so that teachers can enhance their skills for improving PFS migrant student achievement.

Sept. 1, 2010- Aug. 31, 2011

BE/ESL/Migrant Professional Development sessions at Region 10 ESC and District/campus staff development sessions

Registration in staff development offerings




Data Findings






Grades NGS Graduation Plan Report NGS Retention Report Home Visits School Visits Needs Assessment

ESC 10 MEP Consultants will coordinate additional services specifically to PFS students in the area of ESL language development as needed such as:

Additional ESL software and/or hardware to be used only by PFS students

Edunet: Aula 24 On line tutorials Individual Tutoring ELL Bridge

program

Software and/or hardware and/or tutor based on individual needs assessment

Graduation and promotion rates PFS Intervention Plan implemented services documented by ESC 10 MEP Consultants

Texas Statewide Service Delivery Plan Federal Office of Migrant Education (OME) Seven Areas of Concern NGS Drop Out Report

Education Support in the Home: While many migrant parents value education for their children, they may not be able to support their children as the school expects or may not have the means to offer an educationally rich home environment.

Improve communication with parents of PFS students so that parents will be informed of resources available to them to support the academic needs of their children

ESC 10 MEP Consultants and District MEP Coordinators will provide opportunities for parents to learn about expectations and how to help their students at home during Migrant Parent Advisory Council (PAC) meetings.

Sept. 1, 2010- Aug. 31, 2011

Migrant Parent Advisory Council meetings

Meeting attendance records and agendas




Data Findings






Attendance Reports Grades Home Visits School Visits Needs Assessment

ESC 10 MEP Consultants, District MEP Coordinators, and/or and District Counselors will provide information to parents of all migrant students about local and state requirements for promotion and graduation during parent meetings throughout the year ESC 10 MEP Consultants will facilitate communication of academic progress of students as needed between school and parents of PFS migrant students. ESC 10 will offer sessions to parents of migrant students giving parents opportunities to share concerns and problem-solve ways to become involved in the education of their child, such as:

Sept.1, 2010- Aug. 31, 2011 Sept.1, 2010- Aug. 31, 2011 Sept. 1, 2010- Aug. 31, 2011

Local and state graduation and promotion requirements Parent/teacher conference dates ESC 10 offerings for parents

Meeting attendance records and agendas Conference attendance records Agendas and Enrollment sheets




Data Findings






Path to Scholarships series of 9 sessions to be offered for parents of migrant students to be held at ESC 10 Migrant Parent Resource Center/sessions held at ESC 10.

Sept. 2010-May 2011 Sept. 2010- August 2011

Attendance rosters Attendance rosters

Texas Statewide Service Delivery Plan Federal Office of Migrant Education (OME) Seven Areas of Concern Attendance Reports Grades Home Visits School Visits Needs Assessment

Health: Migrant students have higher proportions of acute and chronic health problems. They are at greater risk due to pesticide poisoning, farm injuries, heat-related illness and poverty. Migrant families are less likely to have health insurance and more likely to have difficulty accessing services to address health-related needs.

Maintain and improve access to heath services by parents of PFS students to address the health related needs of their children.

District MEP Coordinators, District Counselors, and/or District nurses will provide parents of PFS students with list of supplemental health services and assistance with acquiring those services as needed.

Sept.1, 2010- Aug. 31, 2011

List of area providers

Attendance records NGS Referred Services Reports NGS Medical Alert and Immunization data received from districts




Data Findings






Texas Statewide Service Delivery Plan Federal Office of Migrant Education (OME) Seven Areas of Concern Attendance Reports Grades Home Visits School Visits Needs Assessment

Access to Services: Migrant families often have a newcomer status and a home language other than English. These factors often limit their access to educational and educationally-related services available in the school and community

Maintain and improve access to educationally-related services available for PFS students in school and in the community.

ESC 10 MEP Consultants will facilitate communication of educationally-related services available to PFS students as needed between school and parents of PFS migrant students. ESC 10 MEP Consultants, District MEP Coordinators, and/or District Counselors will provide parents will a list of educationally-related services available to PFS migrant students as needed such as: NGS-School districts in coordination with consortium states use this internet-based program to maintain migrant student health and academic data TMIP-Texas Migrant Interstate Program, a special project of the TEA Division of NCLB program that coordinates out of state TAKS testing and provides assistance with credit accrual issues

Sept.1, 2010- Aug. 31, 2011

Calendar of conference times between school and PFS students’ parents List of area providers NGS PFS report NGS Grade report NGS On time for Graduation Report NGS health records PFS Intervention Plan

PFS Intervention Plan documentation by ESC 10 MEP Consultants Graduation and promotion reports Enrollment sheets NGS records Record of enrollment in program




Data Findings






UT Migrant Student Graduation Enhancement Program assists Texas migrant students graduate from high school by providing opportunities to earn credit with distance learning

Record of enrollment in program

83

Commonly Used

Abbreviations

84

COMMONLY USED ABBREVIATIONS

A AA African American ACA Academy ACE Alternative Education Campuses ACR Assessment Consortium Repository ACT American College Testing ACT PLAN American College Testing Career Assessment ADA Average Daily Attendance ADM Administrative Data Management AEIS Academic Excellence Indicator System AEP Alternative Education Campuses AIM Accelerated Instruction in Math AIP Accelerated Instruction Plan ALP Alternative Learning Teacher AMAO Annual Measurable Achievement Objectives AMI Accelerated Math Instruction AP Advanced Placement AP Assistant Principal AR Accelerated Reader ARD Admission, Review and Dismissal Committee ARI Accelerated Reading Instruction ARISE Academic Resources & Instructional Strategies for Educators AMS Association of Marketing Students AsPI Asian Pacific Islander ATH Athletics AtR At-Risk ATT Attendance AVID Advancement Via Individual Determination AYP Adequate Yearly Progress B BIL Bilingual BTIMP Beginning Teacher Induction and Mentoring Program C CADD Computer Aided Drafting and Design CAMT Conference for Advancement of Math Teachers CAP Comprehensive Analysis Process CAPS Conquering Academics with Parent Support CAST Conference for Advancement of Science Teachers CAS H Cashier CTE Career & Technical Education CBE Credit by Exam

85

CCTV Closed Circuit Television CEHI Compensatory Education Home Instruction CHAMPS Conversation, Help, Activity, Movement, Participation CI Comparable Improvement CIC Campus Improvement Committee CIP Campus Improvement Plan CLASS Comprehensive Learner Adapted Scope and Sequence CLEP College-Level Examination Program CLRK Clerk COORD Coordinator COUN Counselor CREST Coalition of Reading & English Supervisors of Texas CRESST Center for Research on Evaluation, Standards & Student Teaching CT Campus Technician D D2SC Data Driven Software Corporation DAP Distinguished Achievement Program DAEP Disciplinary Alternative Education Program DECA Distributive Education Clubs of America DIAG Diagnostician DIC District Improvement Committee DIP District Improvement Plan DLL Descrebriendo La Lectura DP Data Processing DP CLERK Data Processing Clerk E EAC Employee Advisory Council ECE Early Childhood Education ED Economically Disadvantaged EDC Elementary Development Center (discipline) ELA English Language Arts ELL English Language Learners ELPOP English Proficiency Observation Protocol EOC End-of-Course ES Elementary School ESL English as a Second Language ExCET Examination for the Certification of Educators in Texas F F Female FCCLA Family Career & Community Leaders of America FERPA Family Educational Rights and Privacy Act FFA Future Farmers of America FTE Full-Time Equivalent

86

G G Gridable GAW Geography Awareness Week GE Grade Equivalent GEAR Gaining Early Awareness and Readiness for Under- Graduate Programs GED General Equivalency Diploma GEN General Gen Y Generation Yes Program GPC Grade Placement Committee GT Gifted & Talented H H Hispa nic HESP High School Equivalency Program (formerly referred to as GED-Graduate Equivalency Diploma) HIPAA Health Insurance Portability and Accountability Act HIPPY Home Instruction for Parents of Pre-School Youngsters HOSA Health Occupational Students of America HS High School I IAGT Irving Association for the Gifted & Talented IB International Baccalaureate IC Instructional Center IEP Individual Education Plan IHS Irving High School IISD Irving Independent School District IPD Irving Police Department IPT Idea Proficiency Test IRA International Reading Association ISS In-School Suspension ITBS Iowa Test of Basic Skills ITS Instructional Technology Specialist J JHS Junior High School JJAEP Juvenile Justice Alternative Education Program K K Kindergarten L LAP Learning Assistant Program LAT Linguistically Accommodated Testing LDAA Locally Developed Alternative Assessment LDC Language Development Center LEP Limited English Proficient LIB Librarian LOTE Languages Other Than English

87

LoTI Levels of Technology Implementation LPAC Language Proficiency Assessment Committee LRE Least Restrictive Environment M M Male M&O Maintenance & Operation MC Multiple Choice MEGA Motivation, Education, Guidance Achievement MHS MacArthur High School MNGR Manager MS Middle School N NAEP National Assessment of Education Proficiency NAEYC National Association for Education of Young Children NCE National Cure Equivalent NCLB No Child Left Behind NCR No Carbon Required (carbonless paper) NEA National Education Association NHS Nimitz High School NMSQT National Merit Scholarship Qualifying Test NUR Nurse O OAS Office Administrative Service ORCH Orchestra P PAC Parent Advisory Council PAL Peer Assistance & Leadership PBMAS Performance Based Monitoring Analysis System PDAS Professional Development Appraisal System PDD Autistic PDI Program for Developmental Instruction PE Physical Education PEG Public Education Grant PEIMS Public Education Information Management System PEP Parenting Education Program PER Personnel PGP Personal Graduation Plans PID Person Identification Database PK Pre-Kindergarten (4 year old) PLAN Career Plan (PreACT) PLCs Professional Learning Communities PPCD Early Childhood Special Education (3 & 4 year olds) PR Public Relations PRE Pre-kindergarten

88

Pre-AP Pre-Advanced Placement PRIDE Positive Role Models in Drug Education PRIN Principal PASS Program for Assisting Students in School PRS Pregnancy Related Services PSA Personal and Social Adjustment (Emotionally Disturbed) PSAT Preliminary Scholastic Aptitude Test PSP Personal Success Plan PSSS PreSAT Scoring Service P/SS Parent/Student Services PTA Parent Teacher Association PTO Parent Teacher Organization P1st Pre-First R RECPT Receptio nist RES Resource RHSP Recommended High School Program RPTE Reading Proficiency Test in English S SA Short Answer SA COUN Student Assistant Counselor SAS Student Assistance Services SAT Scholastic Aptitude Test SCE State Compensatory Education SD Standard Deviation SDAA II State-Developed Alternative Assessment II SEC Secretary SEM Standard Error of Measurement SIOP Sheltered Instruction Observation Protocol SLC Smaller Learning Communities SLP Speech Language Pathologist SOAR Soar to Success (Reading Program) SPH Severe and Profoundly Handicapped SPCH THR Speech Therapist SpEd Special Education SpECS Special Education Compliance Status SRC Secondary Reassignment Center (discipline) SRO School Resource Officer SSI Student Success Initiative STAR Students At Risk STAR Chart School Technology and Readiness Chart STEPS Skills to Empower People T T & L Teaching & Learning

89

TAALC Texas Association of Adult Literacy Councils TAAS Texas Assessment of Academic Skills TAC Texas Administrative Code TAFE Texas Association of Future Educators TAG TLI Average Growth TAGT Texas Associated for the Gifted & Talented TAIR Texas Association of Reading Instructors TAKS Texas Assessment of Knowledge and Skills TAKS-ALT Texas Assessment of Knowledge and Skills – Alternative TAKS - M Texas Assessment of Knowledge and Skills – Modified TAP Texas Assessment Program TAPPS Teenage Pregnant and Parenting Students TASA Texas Association of School Administrators TASB Texas Association of School Boards TASC Texas Associate of Student Councils TASP Texas Academic Schools Program TASSP Texas Association for Secondary School Principals TCEA Texas Computer Education Association TCH Teacher TEA Texas Education Agency TEEG Texas Educator Excellence Grant TEKS Texas Essential Knowledge and Skills TELPAS Texas English Language Proficiency Assessment System TEPSA Texas Elementary Principals and Supervisors Association TExES Texas Examinations of Educator Standards THEA Texas Higher Education Assessment (previous TASP) THR Therapist TITL I Title One TLI Texas Learning Index TMDS Texas Mathematics Diagnostic System TMT3 Teaching Mathematics TEKS Through Technology TOP Texas Observation Protocol TPII Texas Prevention Impact Index TPRI Teachers Primary Reading Inventory TPSA Texas Public Service Association TR Trainer TSAP Texas Student Assessment Program TTAS Texas Teacher Appraisal System TV Television TWU Texas Women’s University U UBCL Union Bower Center for Learning UIL University Interscholastic League UTA University of Texas at Arlington

90

V V Vocation al VASE Visual Arts Scholastic Event V COUN Vocational Counselor VP Vice Principal W W White WADA Weighted Average Daily Attendance WC Written Composition WFTF Write For The Future WICR Writing Inquiry Collaborative Reading WIISDMS Weaving Innovative Instructional Strategies Using Data

in Mathematics and Science 504 At-Risk

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