Hereford Independent School District District Improvement Plan 2019-2020 - Hereford Independent School District Generated by Plan4Learning.com
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Hereford Independent School District
District Improvement Plan
2019-2020
Hereford Independent School District District #059901
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Generated by Plan4Learning.com September 13, 2019 1:20 pm
Mission Statement
The Mission for Hereford ISD is:
Committed to Children
Dedicated to Excellence
Vision
The VISION for Hereford ISD is to see that ALL children:
C - Communicate Effectively
H - Have Positive Relationships
I - Incorporate Critical Thinking Skills
L - Learn to Respect Differences
D - Develop Into Productive Citizens
ALL Means ALL
Hereford Independent School District District #059901
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Generated by Plan4Learning.com September 13, 2019 1:20 pm
Table of Contents
Comprehensive Needs Assessment 5
Demographics 5
Student Academic Achievement 9
District Processes & Programs 14
Perceptions 18
Priority Problem Statements 21
Comprehensive Needs Assessment Data Documentation 23
Goals 24
Goal 1: Hereford ISD instructional staff will provide instruction that encourages critical thinking, creativity and analysis of instruction that promotes
learning for all students. 24
Goal 2: Hereford ISD will provide supplemental services to support the academic needs of our students. 31
Goal 3: Hereford ISD will ensure that all staff meet high quality standards and are provided opportunities for professional growth 35
Goal 4: Hereford ISD strives for excellence in the area of communication and collaboration with parents and community members to create
partnerships that will enhance learning for all students 40
Goal 5: Hereford ISD will develop and maintain an environment that is attractive and safe for all students of the Hereford community 42
Goal 6: Hereford ISD will provide technology to enhance curriculum, instruction and professional learning. 45
Title I Schoolwide Elements 53
ELEMENT 1. SWP COMPREHENSIVE NEEDS ASSESSMENT (CNA) 53
1.1: Comprehensive Needs Assessment 53
ELEMENT 2. SWP CAMPUS IMPROVEMENT PLAN (CIP) 54
2.1: Campus Improvement Plan developed with appropriate stakeholders 54
2.2: Regular monitoring and revision 55
2.3: Available to parents and community in an understandable format and language 55
2.4: Opportunities for all children to meet State standards 56
2.5: Increased learning time and well-rounded education 56
2.6: Address needs of all students, particularly at-risk 56
ELEMENT 3. PARENT AND FAMILY ENGAGEMENT (PFE) 56
3.1: Develop and distribute Parent and Family Engagement Policy 56
3.2: Offer flexible number of parent involvement meetings 57
Title I Personnel 58
District Leadership Team 59
Campus Funding Summary 62
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Addendums 63
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Generated by Plan4Learning.com September 13, 2019 1:20 pmComprehensive Needs Assessment
Revised/Approved: April 30, 2019
Demographics
Demographics Summary
The 2010 Census reported the Hereford population to be 15,370. Hereford Independent School District serves approximately 4000+ students . As of the
most recent TAPR report, enrollment numbers indicate there is a decrease.
44.92% of Hereford Tx residents speak only English, while 55.08% speak other languages. The non-English language spoken by the largest group is
Spanish, which is spoken by 54.19% of the population.
Ages 5-17: 58.3 Speak Eng. 40.5 Speak Span.; Ages 18-64: 62.4% Speak Eng. 36.9% Speak Span.; Ages Over 65: 57% Speak Eng. 41.7 Speak Span.
• Enrollment numbers in 2017-2018...4,142 students
• As of 5/13/2019 enrollment numbers for 2018-2019....4,069 A decrease of approxiamately 73 students from previous count.
• HISD had 9 campuses: 5 elementary (K-5th); 2 middle schools (one-6th-7th) one(8th); 1 high school (9th-12th); 1 alternative campus. For the 2019-2020
school year the district will reopen TB elementary campus and close Stanton Learning Center to provide Pe-K students a more age appropriate and safe
environment. The name of the campus is Tierra Blanca Early Childhood Center (Headstart/Pre-K).
Student Ethnic Distribution and changes are:
2016-2017 2017-2018
African American 25 0.6% 26 .6%
Hispanic 3705 87.3% 3680 88.1%
White 471 11.1% 435 10.4%
American Indian 9 0.2% 9 .2%
Asian 14 0.3% 13 .3%
Pacific Islander 2 0.0% 2 .0%
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Two or More Races 18 0.4% 11 .3%
Economically Disadvantaged 3500 82.5% 3330 79.7%
Non-Educationally disadvantaged 744 17.5% 846 20.3%
English Language Learners 755 17.8% 721 17.3%
Students w/ Disciplinary Placements 128 2.8
(2016-2017)
At-Risk 2789 65.7% 2687 64.3%
Total Students with disabiliities 340
By Primary disability
Intelectual Disabilities 192 56.5%
Physical disabilites 77 22.6%
Autism 20 5.9%
Behavioral Disabilities 51 15.0%
Non-Categorical Early Childhood 0 0%
At-risk Category -: 1,2,3,4,10 most eligibility criteria identified HISD has a high At-Risk population of 2687/64.3% (TAPR)of student population
HISD has adopted the thirteen criteria delineated in Texas Education Code §29.081 and redefined by Senate Bill 702 as the sole criteria used in
identifying students who are eligible to receive intensive, supplemental services Special Program Information. District has written policies and
procedures to identify the following: ? Students who are at risk of dropping out of school under state criteria ? How students are entered into the SCE
program ? How students are exited from the SCE program?
Professional Staff: 2016-2017 Professional Staff:
-383.8/60.9% 2017-2018-374.6/62.4%
Teachers Teachers
307.3 48.8% 300 50.0%
Professional Support 46.4 7.4% Professional Support 41.5 6.9%
Campus Administration 21 3.3% Campus Administration 22.5 3.7%
Central Administration 9.2 1.5% Central Administration 10.2 1.7%
Educational Aides 98.6 15.6% Educational Aides 94.7 15.8%
Auxiliary Staff 147.7 23.4% Auxiliary Staff 131.3 21.9%
HISD has one private school that participates in Title I and Title II. Identified needs are: Tutor to work with struggling students; professional
development to ensure that all teachers are provided with training that will enhance their knowledge and skills in working with students for academic
success.
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Generated by Plan4Learning.com September 13, 2019 1:20 pmTotal Minority Staff: 317.3 52.8%
Teachers by Ethnicity: 2016-2017 Teachers by Ethnicity: 2017-2018
African American 1.0 0.3% African American 2.0 0.7%
Hispanic 89.5 29.1% Hispanic 90.5 30.1%
White 214.8 69.9% White 204.9 68.2%
American Indian 0 0% American Indian 0 0%
Asian 0 0% Asian 0 0%
Pacific Islander 0 0% Pacific Islander 0 0%
Two or More Races 2.0 0.7% Two or More Races 3.0 1.0%
Teachers by Highest Degree Held: Teachers by Highest Degree Held:
2016-2017 2017-2018
No Degree 7.0 2.3% No Degree 6.0 2.0%
Bachelors 254.7 82.9% Bachelors 251.5 83.7%
Masters 45.6 14.8% Masters 43.0 14.3%
Doctorate 0 0% Doctorate 0 0%
Teachers by Years of Experience: Teachers by Years of Experience:
2016-2017 2017-2018
Beginning Teachers 20.6 0.3% Beginning Teachers 2.0 0.7%
1-5 Years Experience 94.7 29.1% 1-5 Years Experience 94.7 30.8%
6-10 Years Experience 61.6 69.9% 6-10 Years Experience 61.6 20.0%
11-20 Years Experience 69.2 0% 11-20 Years Experience 69.2 22.5%
Over 20 Years 61.2 0% Over 20 Years Experience 61.2 19.9%
Experience
Demographics Strengths
Demographic pops consistently steady assists with knowing our students well
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Generated by Plan4Learning.com September 13, 2019 1:20 pmBilingual Program (but could use more bilingual/ESL teachers- salary not competitive enough to surrounding areas)
Considering district demographics such as high At-Risk population students perform well.
CTE participation
Amarillo College/Dual credit opportunity
Culturally Diverse/Culturally Rich
Problem Statements Identifying Demographics Needs
Problem Statement 1: PBMAS data is compared from the past two years it indicates subgroups historically perform lower in all contents. Root Cause:
Low Student performance was due to students not having a strong foundation in literacy skills i.e. reading; writing and vocabulary, which impacts all
academic areas; need to improve practices through professional development.
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Generated by Plan4Learning.com September 13, 2019 1:20 pmStudent Academic Achievement
Student Academic Achievement Summary
HISD implemented Balanced Literacy in K-2 in 2017-18 and have scheduled band 3-5 for 2018-19. The trainings were throughout the year and focused on
transform ing teachers into accomplished Balanced Literacy teachers using the balance literacy model. We also implemented intervention/enrichment
periods on elementary campuses to support all students enrich their academic knowledge.
For 2019-2020 Continue to provide professional development in balanced literacy in K-5 grade levels to ensure quality instruction so that all students
including eco. dis., racial and ethnic groups, children with disabilities, English Learners struggling in reading as well as other content areas as needs are
identified are academically successful. Sustainability will be addressed as well.. e.g.( New Teacher Balance Literacy; Balance Literacy Beginnings:Starting
the Year Right; Model Lesson for Share/Guided Reading; Fall/Spring-Academic Leadership Team Meeting(Campus Administration))
Also,provide high quality professional development opportunities and ensure that programs and training comply with program objectives. District will
provide ongoing professional development for campus and district personnel to support core instruction to ensure academic success as well as meeting the
challlenging assessment standards; addresses students' socioeconomic status, language, special needs, and individual needs as well as legal requirements.
HISD 2019 STAAR Demographics by subject for all Grades
Approaching Reading/ELA Mathematics Social Studies Science Writing
Subpopulation Tested Appr Appr% Tested Appr Appr% Tested Appr Appr% Tested Appr Appr% Tested Appr Appr%
All Students 2578 1633 63 1978 1471 74 584 408 70 923 665 72 593 379 64
ECD 2096 1279 61 1681 1229 73 431 280 65 721 497 69 508 313 62
Special 212 112 24 85 68 37 46 12 26 86 23 27 44 5 12
Education
LEP/ELL 436 188 43 357 2104 65 73 28 38 137 74 54 109 48 44
Migrant 208 50 54 144 104 72 54 39 74 63 48 76 44 31 70
HISD 2018 STAAR
Approaching Reading/ELA Mathematics Social Studies Science Writing
Subpopulation Tested Appr Appr% Tested Appr Appr% Tested Appr Appr% Tested Appr Appr% Tested Appr Appr%
All Students 2626 1593 61 2072 1505 73 583 303 52 847 575 68 602 335 56
ECD 2131 1247 59 1707 1222 72 411 190 46 654 421 64 510 273 54
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Generated by Plan4Learning.com September 13, 2019 1:20 pmApproaching Reading/ELA Mathematics Social Studies Science Writing
Special 199 42 21 187 57 30 40 7 18 62 25 40 64 7 11
Education
LEP/ELL 389 164 42 313 202 65 56 10 18 80 31 39 111 45 41
Migrant 224 129 58 164 120 73 51 24 47 74 45 61 45 28 62
HISD 2019 STAAR Demographics by subject for all Grades
Meets Reading/ELA Mathematics Social Studies Science Writing
Subpopulation Tested Meet Meet% Tested Meet Meet Tested Meet Meet Tested Meet Meet Tested Meet Meet
% % % %
All Students 2578 882 34 1978 846 43 584 213 36 923 346 37 593 204 34
ECD 2096 655 31 1681 676 40 431 132 31 721 237 33 508 166 33
Special 212 14 7 185 57 11 46 1 2 63 5 6 44 1 2
Education
LEP/ELL 436 79 18 357 120 34 73 10 14 137 18 13 109 14 13
Migrant 208 64 31 144 57 40 53 23 43 74 23 37 44 18 41
2018 STAAR
Meets Reading/ELA Mathematics Social Studies Science Writing
Subpopulation Tested Meet Meet% Tested Meet Meet% Tested Meet Meet% Tested Meet Meet% Tested Meet Meet%
All Students 2626 892 34 2072 861 42 583 160 27 847 288 34 602 209 35
ECD 2131 650 31 1707 675 40 411 90 22 654 194 30 510 158 31
Special 199 10 5 187 18 10 40 3 8 62 7 11 64 0 0
Education
LEP/ELL 389 49 13 313 82 26 56 3 5 80 7 9 111 16 14
Migrant 224 78 35 164 78 48 51 13 25 74 25 34 45 19 42
HISD 2019 STAAR Demographics by subject for all grade level
Masters Reading/ELA Mathematics Social Studies Science Writing
Subpopulation Tested Master Mas% Tested Master Mas% Tested Master Mas% Tested Master Mas% Tested Master Mas%
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Generated by Plan4Learning.com September 13, 2019 1:20 pmMasters Reading/ELA Mathematics Social Studies Science Writing
All Students 2578 307 12 1978 353 18 584 82 14 923 96 10 593 62 10
ECD 2096 229 11 1681 276 16 431 45 10 721 66 9 508 44 9
Special 212 2 1 185 6 3 46 0 0 86 2 2 41 0 0
Education
LEP/ELL 436 35 8 357 47 13 73 2 3 137 4 3 109 2 2
Migrant 208 22 11 144 23 16 53 6 11 63 6 10 44 6 14
HISD 2018 STAAR
Masters Reading/ELA Mathematics Social Studies Science Writing
Subpopulation Tested Master Mas% Tested Master Mas% Tested Master Mas% Tested Master Mas% Tested Master Mas%
All Students 2626 373 14 2072 392 19 583 60 10 847 86 10 602 67 11
ECD 2131 262 12 1707 284 17 411 30 7 654 54 8 510 44 9
Special 199 3 2 187 4 2 40 1 3 62 2 3 64 0 0
Education
LEP/ELL 389 27 7 313 30 10 56 0 0 80 1 1 111 1 1
Migrant 224 33 15 164 32 20 51 3 6 74 10 14 45 4 9
2019 STAAR data indicates students conitnue to perform at the approaching level but so is the case for region and state. When compared to Region and
State STAAR performance data indicares that Hereford ISD is behind with the exception of migrant.
Reasons:
All students and ECD – struggling readers; literacy gaps
Migrant students appear to be performing better than district, region and state it is believed to be due to the hands on support provided by the
supplemental instructional support staff during regular classroom instruction; tutorials; prescriptive planned extended day and continuous/consistent
tracking and closely monitoring of migrant students performance.
ELs – lack of implementation of ELPs with fidelity; need continuous literacy support in reading and writing; language support; need to provide
Bilingual/ESL staff opportunities for professional development that addresses working with ELs population and well as networking with other
professionals to enhance their knowledge and skills in best practices to ensure ELs academic success.
In summary HISD continues to strive in providing a quality education through appropriate resources; quality staff and quality instruction for all students but
it is evident there is work to be done to ensure students continue to move towards meet and masters grade level standards. The goal of the district is to
continue to analyze all systems in place for effectiveness to ensure academic success in all aspects of their education including required state assessments.
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Generated by Plan4Learning.com September 13, 2019 1:20 pm2018 STAAR data indicates students continue to perform at the approaching level but so is the case for region and state. HISD students performed lower
than the Region at the Masters level in all areas with the exception of 7th grade reading and 7th grade math. (District -64;Region 75; State 71) The district
scored 21 points higher than Region in 7th grade reading and 25 points higher in 7th grade math. While growth is evident in math at the approaches level
the district contues to lag behind regarding Region data in Masters. (District - 15; Region 19; State 21)
Sited possible reasons: a.) students do not have a strong foundation in literacy skills i.e reading, writing, vocabulary, which impacts their overall academic
areas; rigor and/or delivery of instruciton is not at the depth and complexity required for students to achieve at the masters level; lack of cognitive academic
language by all students. In an attempt to ensure students perform at the highest level of the statewide assessment standards the district will continue to
provide: Balance Literacy K-2- coaching and modeling; Roll out to grades 3-5 - foundational training; in the furture in 6-8 investigate what is needed to
sustain Balance Literacy; focus on scientifically researched-based instructional srategies; sheltered instruction strategies; hire instructional coaches to model
and work with teachers.
****HISD will be in year three in K-2 of implementing balance literacy foundations at elementary level and appear to be utilizing the strategies with
fidelity. It will be in year two for grades 3-5. More time is needed regarding implementation to see growth. At DLT meeting it was recommneded to provide
addtional training on balance literacy with a focus on writing. Professional development will continue to be provided to ensure appropriate implementation
and student academic literacy skills growth.
Opportunities for growth: "We are always encouraging our students to be the very best that they can be and to stretch themselves beyond what they believe
possible. "
According to 2018 PBMAS data analysis:
Bilingual/ESL, Title I, Part A or Migrant and SPED programs have student performance indicators identified as an area of concern. When longitudinal
PBMAS data is compared from the past two years it indicates subgroups historically perform lower in all contents. In analyzing the data the root cause for
low student performance was determined to be due to students not having a strong foundation in literacy skills i.e. reading; writing and vocabulary, which
impacts all academic areas. Also, it was determined that there is a need to improve teacher practices and increase student learning outcomes for those at risk
of not meeting rigorous local and state standards by providing professional development that is content focused, incorporates active learning, supports
collaboration, uses models of effective practice,and/or provides coaching and expert support. ( Teachers requested math professional development
specifically math instructional strategies to enhance students math knowledge and skills.) Report instructional coach would have been beneficial and the
goal is to hire more coaches to assist with the training and/or coaaching.
Three instructional coaches have been hired to support instruction in the classroom. The Literacy coach will support grades 4 & 5 with implementation of
balanced literacy foundations and support English I/II teachers in the five domains of literacy. A Bilingual/EL instructional coach has also been hired to
support shelted instruction in our bilingual/esl classrooms. She will support teachers planning with the ELPs and support the 5 domains of literacy. A
general education instructional coach has also been hired to work with grades K-5 in all contents. She will work with first year and second year teachers as
well as teachers in need of support. Her focus will be on classroom management, lesson design and implementation, data dissagregation, and assessment
planning. Also, an Instructional Technology Coach will be hired as well to assist teachers with technology in the classroom. All Instructional Coaches will
be under the direction of the District's Curriculum Team to ensure appropriate and effective services are provided.
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Generated by Plan4Learning.com September 13, 2019 1:20 pmStudent Academic Achievement Strengths
All forms of interventions( Reading Interventions; Reading Specialists; Migrant Interventionists; Paraprofessionals; RTI etc.) have made a "BIG" impact on
student achievement
Technology accessibility
Considering district demographics such as high At-Risk population students perform well.
CTE participation
Amarillo College/Dual credit opportunity
On Ramps/Dual Credit opportunity
Culturally Diverse/Culturally Rich
Problem Statements Identifying Student Academic Achievement Needs
Problem Statement 1: Although there has been improvement,PBMAS data is compared from the past two years it indicates subgroups historically perform
lower in all contents. Root Cause: Low Student performance was due to students not having a strong foundation in literacy skills i.e. reading; writing and
vocabulary, which impacts all academic areas;need to improve practices through professional development.
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Generated by Plan4Learning.com September 13, 2019 1:20 pmDistrict Processes & Programs
District Processes & Programs Summary
As of the most recent TAPR report, the district employed 307 teachers and 46.4 instructional support staff, 31 administrators,
HISD recognizes the need to hire quality instructional staff as well as supplemental support staff as needed in an attempt to provided timely and appropriate
interventions to enhance opportunites for students academic performance. Processes and procedures are in place to recruit, support and retain highly
effective personnel. The district utilizes job fairs; teacher job networks and partnerships with alternative certification programs to recruit the most qualified
person for all positions. HISD focuses on the retention of highly effective staff as well as the necessary staff professional development that enhances their
knowledge and skills that assist them in providing quality instruction to ensure students academic success.
Special Programs are provided for students with disabilities, dyslexic students, gifted students, ESL students, students who need academic and behavior
interventions and homeless students. The federal,state and/or local funded positions support classroom teachers' efforts to build a strong foundation of
academic skills for students who are at greatest risk of not meeting rigorous local and state standards as well as attaining academic success. (e.g.
Interventionists on each campus provide targeted, intensive, specialized, accelerated small group instructions in collaboration with the classroom teacher to
qualifying students.) HISD provides advance placement, dual credit and UIL Academic Activities as well as Career and Technical education, PRS in an
attempt to enhance students opportunities for academic success.
Also, the district focuses on retention and staff development.The Curriculum Team and District/Campus Administration analyze data from state/local
assessment and teacher input to identify trends and determine instructional needs to address with all staff for professional development.
At-risk Category -: 1,2,3,4,10 most eligibility criteria identified
HISD has adopted the thirteen criteria delineated in Texas Education Code §29.081 and redefined by Senate Bill 702 as the sole criteria used in identifying
students who are eligible to receive intensive, supplemental services Special Program Information. District has written policies and procedures to identify
the following: ? Students who are at risk of dropping out of school under state criteria ? How students are entered into the SCE program ? How students are
exited from the SCE program
In addition to the strategies listed Hereford ISD draws on other fund sources to support services to address the needs of students identified in at-risk
situations. In particular, local and special grants support our goals to provide our teaching staff with the most current effective staff development, a required
component of State Compensatory Education As well, other special state and federal funds support additional initiatives designed to support all students,
especially those in greatest need. Use of funds might also include High-quality preschool or full day kndergarten; evidence based strategies to accerlerate
the acquisition of content knowledge for English language learners; equipment, materials, and training needed to complie and analyze data to monitor
progress, alert the school to struggling students and drive decision mamking; software for students to access digital learning materials and collaborate with
peers as well as related training for educators.
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Generated by Plan4Learning.com September 13, 2019 1:20 pmFunding Sources that might be included here are the following:
Title I, Part A; Title I Part C Migrant; Title III LEP
Credit Retrieval Program – 2 sections of credit recovery Title I/SCE
Title VI Rural
I-DEA- SPED
Pre-K Grant
IMA/State
Local Funding
Carl Perkins
HISD elementary students that transition from one campus to another during the school year are subject to differences regarding horizontal alignment within
schools due to administration and staff beliefs. It is the district expectation that campuses utlize the TeksResource Year at Glance. HISD administers
Common Based Assessments to monitor alignment of the curriculum in an attempt to ensure timely and appropriate delivery of instruction.
Accomplishments: "Hereford ISD implemented Balanced Literacy Kindergarten through Second grade and our students are showing exponential growth in
reading. It was implemented in grade 3-5 in 2019-2020. Ensure compliance of implementation through walkthroughs in classes.
Elementary, HJH and HPA implementation of Response to Intervention (RTI) with fidelity is allowing our students to grow through remediation and
acceleration. Hereford ISD students experienced many celebrations in UIL Academic and Athletic activities as well as individual growth.
Hereford Proud Ambassdor Program- allowed parents, staff, community and business to come together to learn and understand the way the school district
runs business. Surveys indicated: Best thing about the program: " It provided a great communication channel to school issues known to the general
community; the information gained as well as seeing the passion of the administration and their heart for the shcool and the facilities; and exposure to the
community about our needs.
Instructional Technology: Currently this department has influence over district wide professional development, classroom technology, internet filtering,
district and campus websites, Chromebooks (1:1 program), computer aided programs, and more. We are looking into improving all the way around. Needs
pointed out: technology needs to work to implement devices not just more but newer devices; need an instructor to help train on how to use
technology/maintain.
HISD has one PNP Campus that participates in Title I, parents are informed of the service through letters, teacher/parent contact as well as students'
progress. Principal/Staff surveys indicates students have experienced improvement in their reading and mathematics skills, as well as attained academic
achievement standards; staff is supportive and finds value of the Ttile I tutorial service; features of the tutorial program enjoyed the most by students were:
getting more hlep fro reading and math; learning more easily because there are fewer students in the class; strongest feature of the Title I tutorial progra;
extra support for improving reading , or math.
PNP Parent survey: Most agree that the title I tutorial program helped their child; are doing better in math and reading since attending the tutorial service;
Overall most are satisfied with the tutorial program.
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Generated by Plan4Learning.com September 13, 2019 1:20 pmProfessional Development for PNP: Report that availability of Federal funds for professional development impacted personnel growth and student
performance. District consults with the PNP Adminstrators to ensure timely and appropriate services are provided.
District Processes & Programs Strengths
Site Based committees in an attempt to ensure input from all stakeholders
Bilingual Program (but could use more bilingual/ESL teachers- salary not competitive enough to surrounding areas)
Migrant Program ensures migrant students are provided with timely and appropriate interventions; out of classroom experiences/leadership experiences
CTE participation
Amarillo College/Dual credit opportunity
Culturally Diverse/Culturally Rich
Gifted & Talented Program
Center for Accelerated Leraning
2nd-5th Grade 1 to 1 Chromebooks
9th-12th Grades 1 to 1 Chromebooks and Macbooks
All teachers have classroom projectors (about 46% interactive), most have document cameras, and each has a laptop
Instructional paraprofessionals all have Chromebooks
Google Apps for Education
Computer aided programs (Istation, Imagine Math, IXL, Achieve3000, G-Suite, Edgunity, etc.)
Problem Statements Identifying District Processes & Programs Needs
Problem Statement 1: The quality of a student's learning path through HISD depends largely on the number and quality of their transitions between
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Generated by Plan4Learning.com September 13, 2019 1:20 pmschools in K-12. Root Cause: The processes and programs our schools use varies depending on administration/teacher beliefs.
Problem Statement 2: Need to grow, support and retain quality staff Root Cause: A challenge to our ability to recruit the most qualified and best
applicants is competition from surrounding districts and the limited ability to increase pay schedules demanded by market driven compensation.
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Generated by Plan4Learning.com September 13, 2019 1:20 pmPerceptions
Perceptions Summary
Student Engagement:
Students’ Attendance Rate- has remained the same
2016-2017 2015-2016 2014-2015
95.6% 95.6% 95.9%
Drop Out Rate Graduation rate
(GR 7-8) 0.9% Class of 2017 92.7%
2016-2017
(Gr 7-8) 0.3% Class of 2016 91.8%
2015-2016
(Gr 7-8) 0.0% Class of 2015 92.5%
2014-2015
Class of 2014 92.7%
(Gr 9-12) 2.6%
2016-2017
(Gr 9-12) 2.4%
2015-2016
(Gr9-12) 0.6%
2014-2015
HISD recognizes the importance of partnerships with schools/parents/community. While involvement is prevalent with school events and activites, there is
a lack of parent involvement with academic concerns.
HISD DLT determined that communication and guidance is key to the effectiveness of all family and community involvement. Through the use of internal
and external electronic and printed communication tools (Facebook, website, School Messenger, Family Access, remin101 etc.) stakeholders receive
information and provide critical feedback. With frequent interaction between schools, families, and communities, students are more likely to be
academically successful.
Supplemental Communication Support resources such as School Messenger/calendar/informational literature are purchased to communicate with all
stakeholders.
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Generated by Plan4Learning.com September 13, 2019 1:20 pmHereford ISD recognizes the importance of a safe environment to ensure student and staff safety so HISD is in the process of implementing securtiy systems
at all campuses to provide a safe learning environment for all in an attempt to ensure students academic success.
Facilities:
The passing of the bond will assist to support the need for improvements to our facilities. The following are areas of need: Upgrades to all facilities -lacking
things such as heating and air; leaking roofs; remodeling of the atheletic facilities; safe and secure learning enviroment etc... not conducive to learning.
Need to enhance to a pleasant and comfortable atmosphere. Still an ongoing operation but quite a bit of data has been complied that will allow
administration to work on future efforts to upgrade all facilities. Maintenance schedules and long range facility plans are inn place for future improvements.
Maintenance has advanced in creating various schedules that touch on Maintenance, Grounds and Custodial duties in an attempt to ensure upgrades and
repairs on a set timelines.
Hereford Proud Ambassadors allowed parents, staff, community and business to come together to learn and understand the way the school district runs
business. Surveys indicated: Best thing about the program: " It provided a great communication channel to school issues known to the general community;
the information gained as well as seeing the passion of the administration and their heart for the shcool and the facilities; and exposure to the community
about our needs.
Strategies for implementing effective parent and family engagement include in-person forums and meetings, regular electronic communication, and ongoing
survey research with all levels of stakeholders.
Perceptions Strengths
Administration fosters business/community support and sponsors
School Messenger/Calendar to inform parents of all school events/activites/meetings etc...
Skyward- Family Access to student Profile-grades; attendance etc..
Bullying reporting system in place to ensure students safety/Incident Reporter
Parents trust staff of campuses to educate students
Safe environment/Raptor Security System
Celebration of post secondary signings ( academic, athletic and technical)
Hereford Proud Ambassadors
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Generated by Plan4Learning.com September 13, 2019 1:20 pmProblem Statements Identifying Perceptions Needs
Problem Statement 1: The issue continues to be that while parents are involved with students in events and activities they need to be more involved
academically, i.e. addressing academic concerns. Root Cause: Although parent training has been provided there is still a lack of knowledge and skills on
how to get involved. Time constraint appears to be an issue as well..
Hereford Independent School District District #059901
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Generated by Plan4Learning.com September 13, 2019 1:20 pmPriority Problem Statements
Problem Statement 1: PBMAS data is compared from the past two years it indicates subgroups historically perform lower in all contents.
Root Cause 1: Low Student performance was due to students not having a strong foundation in literacy skills i.e. reading; writing and vocabulary, which
impacts all academic areas; need to improve practices through professional development.
Problem Statement 1 Areas: Demographics
Problem Statement 2: Although there has been improvement,PBMAS data is compared from the past two years it indicates subgroups historically perform
lower in all contents.
Root Cause 2: Low Student performance was due to students not having a strong foundation in literacy skills i.e. reading; writing and vocabulary, which
impacts all academic areas;need to improve practices through professional development.
Problem Statement 2 Areas: Student Academic Achievement
Problem Statement 3: The quality of a student's learning path through HISD depends largely on the number and quality of their transitions between
schools in K-12.
Root Cause 3: The processes and programs our schools use varies depending on administration/teacher beliefs.
Problem Statement 3 Areas: School Processes & Programs
Problem Statement 4: Need to grow, support and retain quality staff
Root Cause 4: A challenge to our ability to recruit the most qualified and best applicants is competition from surrounding districts and the limited ability to
increase pay schedules demanded by market driven compensation.
Problem Statement 4 Areas: School Processes & Programs
Hereford Independent School District District #059901
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Generated by Plan4Learning.com September 13, 2019 1:20 pmProblem Statement 5: The issue continues to be that while parents are involved with students in events and activities they need to be more involved
academically, i.e. addressing academic concerns.
Root Cause 5: Although parent training has been provided there is still a lack of knowledge and skills on how to get involved. Time constraint appears to
be an issue as well..
Problem Statement 5 Areas: Perceptions
Hereford Independent School District District #059901
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Generated by Plan4Learning.com September 13, 2019 1:20 pmComprehensive Needs Assessment Data Documentation
The following data were used to verify the comprehensive needs assessment analysis:
Improvement Planning Data
District goals
Current and/or prior year(s) campus and/or district improvement plans
Campus and/or district planning and decision making committee(s) meeting data
State and federal planning requirements
Accountability Data
Texas Academic Performance Report (TAPR) data
Student Achievement Domain
Student Progress Domain
Closing the Gaps Domain
PBMAS data
Student Data: Assessments
State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information)
State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versions
STAAR End-of-Course current and longitudinal results, including all versions
SSI: Istation Indicators of Progress (ISIP) accelerated reading assessment data for Grades 3-5 (TEA approved statewide license)
Student Data: Student Groups
Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groups
Employee Data
Staff surveys and/or other feedback
Professional development needs assessment data
Parent/Community Data
Parent surveys and/or other feedback
Hereford Independent School District District #059901
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Generated by Plan4Learning.com September 13, 2019 1:20 pmGoals
Revised/Approved: June 17, 2019
Goal 1: Hereford ISD instructional staff will provide instruction that encourages critical thinking,
creativity and analysis of instruction that promotes learning for all students.
Performance Objective 1: Continue Balanced Literacy in 100% of K-5 ELAR classrooms and support the initiative by strengthening literacy support in
middle school. The district literacy plan will guide implementation and best practice.
Evaluation Data Source(s) 1: Professional Development sign-in sheets, administrator walkthroughs, and Curriculum Team walkthroughs.
Summative Evaluation 1:
Reviews
Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative
Oct Nov Jan Apr
TEA Priorities 2.4, 2.5, 2.6 Administration This will ensure that the district initiative of
Build a foundation of reading and math Curriculum Balanced Literacy is communicated and that
Improve low-performing schools Team the expectations are known by all K-5 staff.
1) All new and current K-5 literacy teachers Chief Academic
will be expected to attend summer trainings. Officer
Problem Statements: Demographics 1 - Student Academic Achievement 1
TEA Priorities 2.4, 2.5, 2.6 Administration This will ensure that all K-2 students will be
Build a foundation of reading and math given an opportunity to have a strong literacy
2) The expectation will be that K-2 teachers Chief Academic background by focusing on the components
will be self-contained and grades 3-5 will be Officer of Balanced Literacy and will allow
departmentalized or self contained as per flexibility in grades 3-5 for campuses to
campus administration. All K-5 teachers make decisions based on campus data.
will instruct literacy daily using the HISD
Literacy Plan as a guide. Problem Statements: Student Academic Achievement 1
Hereford Independent School District District #059901
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Generated by Plan4Learning.com September 13, 2019 1:20 pmReviews
Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative
Oct Nov Jan Apr
TEA Priorities 2.4, 2.5, 2.6 Administrators In order for meaningful change to occur,
Build a foundation of reading and math Balanced Literacy will need to be used with
Improve low-performing schools Chief Academic fidelity and all components will need to be
3) The Curriculum Team will support Officer taught effectively.
Balanced Literacy through various
walkthroughs of K-5 ELAR classrooms Curriculum
throughout the school year. We will support Team
Balanced Literacy implementation with
coaching, modeling, and feedback. Problem Statements: Demographics 1 - Student Academic Achievement 1
TEA Priorities 2.4, 2.5, 2.6 Curriculum To ensure Balanced Literacy is implemented
Build a foundation of reading and math Team with fidelity, it is crucial that the campus
Improve low-performing schools instructional leader supports and understands
4) All K-5 administrators will be expected Chief Academic what Balanced Literacy is and what it looks
to continue to support Balanced Literacy by Officer like.
attending trainings, conducting
walkthroughs and providing feedback. Problem Statements: Student Academic Achievement 1
= Accomplished = Continue/Modify = No Progress = Discontinue
Performance Objective 1 Problem Statements:
Demographics
Problem Statement 1: PBMAS data is compared from the past two years it indicates subgroups historically perform lower in all contents. Root Cause 1: Low Student performance was
due to students not having a strong foundation in literacy skills i.e. reading; writing and vocabulary, which impacts all academic areas; need to improve practices through professional
development.
Student Academic Achievement
Problem Statement 1: Although there has been improvement,PBMAS data is compared from the past two years it indicates subgroups historically perform lower in all contents. Root
Cause 1: Low Student performance was due to students not having a strong foundation in literacy skills i.e. reading; writing and vocabulary, which impacts all academic areas;need to
improve practices through professional development.
Hereford Independent School District District #059901
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Generated by Plan4Learning.com September 13, 2019 1:20 pmGoal 1: Hereford ISD instructional staff will provide instruction that encourages critical thinking, creativity and analysis of instruction that promotes
learning for all students.
Performance Objective 2: Implement a guaranteed, viable, and aligned curriculum, utilizing strategies and initiatives to strengthen the instructional core so
that 82% of tested students will meet the approaches, 60% will meet grade level passing standards, and 25% will meet the masters performance standard
measured by STAAR/EOC by June 2020.
Evaluation Data Source(s) 2: STAAR/EOC SCores
Common Based Assessments
Summative Evaluation 2:
Reviews
Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative
Oct Nov Jan Apr
TEA Priorities 2.4, 2.5, 2.6 Administrators t is imperative that we use the HISD
Build a foundation of reading and math approved TEKS Resource System to ensure
Improve low-performing schools Chief Academic the students are receiving instruction at the
1) Monitor that the TEKS Resource System Officer appropriate rigor.
or the approved HISD scope and sequence
is being used by all core content teachers. Curriculum
Team
Problem Statements: Demographics 1 - Student Academic Achievement 1
TEA Priorities 2.4, 2.5, 2.6 Chief Academic The purpose of the CBA is to assess the
Build a foundation of reading and math Officer effectiveness of district curriculum,
Improve low-performing schools instructional strategies, and pacing. District
2) Campus Based Assessments will be Curriculum success on CBAs demonstrates that a
given on nine-week cycle. Team guaranteed and viable curriculum has been
delivered with equity from classroom to
Administrators, classroom and campus to campus.
Teachers
Problem Statements: Demographics 1 - Student Academic Achievement 1
TEA Priorities 2.4, 2.5, 2.6 Chief Academic We will meet and look at campus data to
Build a foundation of reading and math Officer ensure that progress is being made and look
Improve low-performing schools for areas that need additional support.
3) Campuses will meet with the Curriculum Curriculum
Team to collaboratively discuss data, Team
resources, and campus needs. Problem Statements: Demographics 1 - Student Academic Achievement 1
Hereford Independent School District District #059901
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Generated by Plan4Learning.com September 13, 2019 1:20 pmReviews
Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative
Oct Nov Jan Apr
= Accomplished = Continue/Modify = No Progress = Discontinue
Performance Objective 2 Problem Statements:
Demographics
Problem Statement 1: PBMAS data is compared from the past two years it indicates subgroups historically perform lower in all contents. Root Cause 1: Low Student performance was
due to students not having a strong foundation in literacy skills i.e. reading; writing and vocabulary, which impacts all academic areas; need to improve practices through professional
development.
Student Academic Achievement
Problem Statement 1: Although there has been improvement,PBMAS data is compared from the past two years it indicates subgroups historically perform lower in all contents. Root
Cause 1: Low Student performance was due to students not having a strong foundation in literacy skills i.e. reading; writing and vocabulary, which impacts all academic areas;need to
improve practices through professional development.
Hereford Independent School District District #059901
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Generated by Plan4Learning.com September 13, 2019 1:20 pmGoal 1: Hereford ISD instructional staff will provide instruction that encourages critical thinking, creativity and analysis of instruction that promotes
learning for all students.
Performance Objective 3: Implement Professional Learning Communities in all content areas K-12 to improve instruction and student outcomes.
Evaluation Data Source(s) 3: Sign-in Sheets from PLC training
Administrator feedback during data meetings
Curriculum Team Audits
Summative Evaluation 3:
Reviews
Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative
Oct Nov Jan Apr
TEA Priorities 2.4, 2.5, 2.6 Chief Academic To ensure productive PLCs training will need
Build a foundation of reading and math Officer to occur so that we are using our time
Connect high school to career and college effectively.
Improve low-performing schools Curriculum
1) K-12 administrators will support PLC Team
trainings throughout 2019-20 and develop
teacher leaders. Problem Statements: Demographics 1 - Student Academic Achievement 1
TEA Priorities 2.4, 2.5, 2.6 Administrators This supports Balanced Literacy and as an
Build a foundation of reading and math outcome we want to improve the foundations
Improve low-performing schools Chief Academic of literacy.
2) By the end of the 2019-20 school year we Officer
will improve on grade level or above
reading in K-3 from 81% to 87%. Curriculum
Team
Problem Statements: Demographics 1 - Student Academic Achievement 1
TEA Priorities 2.4, 2.5, 2.6 Administrators To ensure that all retest students get an
Improve low-performing schools opportunity for accelerated instruction before
3) We will improve the ENG I Meets Chief Academic taking a retest.
Standard of First-Time Tested Students Officer
from 38% to 45% and ENG II Meets
Standard of First-Time Tested Students Curriculum
from 36% to 45%. Team
Problem Statements: Student Academic Achievement 1
Hereford Independent School District District #059901
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Generated by Plan4Learning.com September 13, 2019 1:20 pmReviews
Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative
Oct Nov Jan Apr
= Accomplished = Continue/Modify = No Progress = Discontinue
Performance Objective 3 Problem Statements:
Demographics
Problem Statement 1: PBMAS data is compared from the past two years it indicates subgroups historically perform lower in all contents. Root Cause 1: Low Student performance was
due to students not having a strong foundation in literacy skills i.e. reading; writing and vocabulary, which impacts all academic areas; need to improve practices through professional
development.
Student Academic Achievement
Problem Statement 1: Although there has been improvement,PBMAS data is compared from the past two years it indicates subgroups historically perform lower in all contents. Root
Cause 1: Low Student performance was due to students not having a strong foundation in literacy skills i.e. reading; writing and vocabulary, which impacts all academic areas;need to
improve practices through professional development.
Hereford Independent School District District #059901
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Generated by Plan4Learning.com September 13, 2019 1:20 pmGoal 1: Hereford ISD instructional staff will provide instruction that encourages critical thinking, creativity and analysis of instruction that promotes
learning for all students.
Performance Objective 4: Develop and enhance the capacity of teacher leaders by 95% through establishing school-wide supports, teacher team supports,
individual supports and alignment of professional development activities to guide continuous teacher development.
Evaluation Data Source(s) 4: Sign-in sheets
Justification Forms for Funding
Summative Evaluation 4:
Reviews
Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative
Oct Nov Jan Apr
TEA Priorities 2.4, 2.5, 2.6 Teachers Using state and federal dollars should be
Recruit, support, retain teachers and purposeful and tied to our goals.
principals Administrators
1) Professional development will align to
the Campus Needs Assessment, Campus Chief Academic
Improvement Plan and District Officer
Improvement Plan. Problem Statements: Demographics 1 - Student Academic Achievement 1
= Accomplished = Continue/Modify = No Progress = Discontinue
Performance Objective 4 Problem Statements:
Demographics
Problem Statement 1: PBMAS data is compared from the past two years it indicates subgroups historically perform lower in all contents. Root Cause 1: Low Student performance was
due to students not having a strong foundation in literacy skills i.e. reading; writing and vocabulary, which impacts all academic areas; need to improve practices through professional
development.
Student Academic Achievement
Problem Statement 1: Although there has been improvement,PBMAS data is compared from the past two years it indicates subgroups historically perform lower in all contents. Root
Cause 1: Low Student performance was due to students not having a strong foundation in literacy skills i.e. reading; writing and vocabulary, which impacts all academic areas;need to
improve practices through professional development.
Hereford Independent School District District #059901
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Generated by Plan4Learning.com September 13, 2019 1:20 pmGoal 2: Hereford ISD will provide supplemental services to support the academic needs of our students.
Performance Objective 1: By the end of 2019-2020 school year, the percentage of Elementary K-5 students reading at grade level or above will increase
from 70% to 75 %. Baseline: 66% Goal: (3-5 years) 85%.
Evaluation Data Source(s) 1: Universal screeners indicating student growth in reading.
Summative Evaluation 1:
Reviews
Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative
Oct Nov Jan Apr
1) Continue to provide professional 2.4, 2.5, 2.6 Campus Budget reports-monies spent on
development in balanced literacy in K-5 Administrators instruction/professional development
grade levels to ensure quality instruction so District Program
that all students including eco. dis., racial Administrators Improved quality instruction
and ethnic groups, children with disabilities, Chief Academic
English Learners struggling in reading as Officer Increase student performance
well as other content areas as needs are Leach
identified are academically successful. Literacy/Melissa
Sustainability will be addressed as well.. Leach
e.g.( New Teacher Balance Literacy;
Balance Literacy Beginnings:Starting the
Year Right; Model Lesson for Share/Guided
Reading; Fall/Spring-Academic Leadership Problem Statements: Demographics 1
Team Meeting(Campus Administration))
= Accomplished = Continue/Modify = No Progress = Discontinue
Performance Objective 1 Problem Statements:
Demographics
Problem Statement 1: PBMAS data is compared from the past two years it indicates subgroups historically perform lower in all contents. Root Cause 1: Low Student performance was
due to students not having a strong foundation in literacy skills i.e. reading; writing and vocabulary, which impacts all academic areas; need to improve practices through professional
development.
Hereford Independent School District District #059901
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Generated by Plan4Learning.com September 13, 2019 1:20 pmGoal 2: Hereford ISD will provide supplemental services to support the academic needs of our students.
Performance Objective 2: Hire supplemental instructional support staff, Implement a guaranteed, viable, and aligned curriculum, utilizing strategies and
initiatives to strengthen the instructional core so that 82% of tested students will meet the approaches, 60% will meet grade level passing standards, and
25% will meet the masters performance standard measured by STAAR/EOC by June 2020.
Evaluation Data Source(s) 2: STAAR/EOC scores
Curriculum-Based Assessments
Summative Evaluation 2:
Reviews
Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative
Oct Nov Jan Apr
1) Hire supplemental instructional support Campus Monthly payroll
staff to target all students including eco. dis., Administrators Contact logs/list of students struggling and
racial and ethnic groups, children with District Program areas served
disabilities, English Learners struggling in Administrators At-Risk monthly reports
reading as well as other content areas as needs Chief Academic
are identified to ensure academic success. Officer Increased student academic performance
(Reading Interventionists;Librarian/Reading PNP- Campus
Specialists; Migrant Administration
Interventionists/Paraprofessionals; Bil/ESL
staff; SCE staff; SPED staff;
InstructionalCoach) PNP - hire tutor Problem Statements: Student Academic Achievement 1
2) Purchase instructional resources/software 2.4, 2.5, 2.6 Campus Budget reports-monies spent on
to supplement and enhance classroom Administrators instructional resources
learning environment and/or to provide District
interventions to increase students academic Administrators Increased student performance
achievement. Director Of
Special Ed
Director of
Bilingual/ESL
Executive
Director of
Federal
Programs
Problem Statements: Demographics 1 - Student Academic Achievement 1
Hereford Independent School District District #059901
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Generated by Plan4Learning.com September 13, 2019 1:20 pmReviews
Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative
Oct Nov Jan Apr
= Accomplished = Continue/Modify = No Progress = Discontinue
Performance Objective 2 Problem Statements:
Demographics
Problem Statement 1: PBMAS data is compared from the past two years it indicates subgroups historically perform lower in all contents. Root Cause 1: Low Student performance was
due to students not having a strong foundation in literacy skills i.e. reading; writing and vocabulary, which impacts all academic areas; need to improve practices through professional
development.
Student Academic Achievement
Problem Statement 1: Although there has been improvement,PBMAS data is compared from the past two years it indicates subgroups historically perform lower in all contents. Root
Cause 1: Low Student performance was due to students not having a strong foundation in literacy skills i.e. reading; writing and vocabulary, which impacts all academic areas;need to
improve practices through professional development.
Hereford Independent School District District #059901
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Generated by Plan4Learning.com September 13, 2019 1:20 pmGoal 2: Hereford ISD will provide supplemental services to support the academic needs of our students.
Performance Objective 3: Address identified staff development needs by providing comprehensive, high-quality professional development as measured by
end of year satisfaction survey results of at least 80% (to include Title II participating Private Schools).
Evaluation Data Source(s) 3: Certificate of Completion
STAAR/EOC student scores
Walkthroughs
Summative Evaluation 3:
Reviews
Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative
Oct Nov Jan Apr
1) Provide high quality professional 2.4, 2.5, 2.6 Campus Agendas
development opportunities and ensure that Administrators Sign -In-Sheets
programs and training comply with program District
objectives as well ongoing professional Administrators Certificate of Completion
development for campus and district Director Of
personnel to support core instruction; Special Ed Staff Increased knowledge and skills,
address students' socioeconomic status, Director of Increased teacher performance, resulting in
language, special needs, and individual Bilingual/ESL increased student performance.
needs as well as legal requirements. (Attend Executive
National, State and local conferences and Director of
trainings) (including PNP.) Federal Programs
PNP - Campus
Administration
PD Reports
Problem Statements: Student Academic Achievement 1
= Accomplished = Continue/Modify = No Progress = Discontinue
Performance Objective 3 Problem Statements:
Student Academic Achievement
Problem Statement 1: Although there has been improvement,PBMAS data is compared from the past two years it indicates subgroups historically perform lower in all contents. Root
Cause 1: Low Student performance was due to students not having a strong foundation in literacy skills i.e. reading; writing and vocabulary, which impacts all academic areas;need to
improve practices through professional development.
Hereford Independent School District District #059901
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