Hereford Independent School District District Improvement Plan 2019-2020 - Hereford Independent School District Generated by Plan4Learning.com

 
Hereford Independent School District District Improvement Plan 2019-2020 - Hereford Independent School District Generated by Plan4Learning.com
Hereford Independent School District
                                            District Improvement Plan
                                                   2019-2020

Hereford Independent School District                                                     District #059901
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Hereford Independent School District District Improvement Plan 2019-2020 - Hereford Independent School District Generated by Plan4Learning.com
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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Hereford Independent School District District Improvement Plan 2019-2020 - Hereford Independent School District Generated by Plan4Learning.com
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
Hereford Independent School District                                                                                                             District #059901
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Hereford Independent School District District Improvement Plan 2019-2020 - Hereford Independent School District Generated by Plan4Learning.com
Addendums                                                                63

Hereford Independent School District                        District #059901
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Comprehensive 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%

Hereford Independent School District                                                                                                      District #059901
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2016-2017                                            2017-2018
       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.

Hereford Independent School District                                                                                                           District #059901
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Total 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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Bilingual 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.

Hereford Independent School District                                                                                                       District #059901
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Student 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

Hereford Independent School District                                                                                                           District #059901
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Approaching              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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Masters                  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.
Hereford Independent School District                                                                                                           District #059901
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2018 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.
Hereford Independent School District                                                                                                              District #059901
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Student 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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District 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.
Hereford Independent School District                                                                                                              District #059901
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Funding 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.
Hereford Independent School District                                                                                                              District #059901
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Professional 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
Hereford Independent School District                                                                                                       District #059901
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schools 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.

Hereford Independent School District                                                                                                        District #059901
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Perceptions
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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Hereford 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
Hereford Independent School District                                                                                                             District #059901
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Problem 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..

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Priority 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

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Problem 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

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Comprehensive 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

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Goals
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

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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 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.

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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 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

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Reviews
         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.

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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 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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Reviews
         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.

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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 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.

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Goal 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.

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Goal 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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Reviews
          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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Goal 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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