Hereford Independent School District District Improvement Plan 2017-2018 - Accountability Rating: Met Standard
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Hereford Independent School District
District Improvement Plan
2017-2018
Accountability Rating: Met Standard
Hereford Independent School District District #059901
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Generated by Plan4Learning.com September 11, 2017 2:21 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
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Generated by Plan4Learning.com September 11, 2017 2:21 pmCore Business & Principles
Core Business & Principles
The focus and responsibility of our school system is to see that every person, student and staff, is successful.
This commitment requires an environment that encourages and rewards innovation through traditional and non-traditional methods.
All involved are to be active co-participants in the educational process.
The principles that will guide the decisions of the school system include:
Success of children will be the priority in all decisions.
High expectations for performance refer to both students and staff.
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Generated by Plan4Learning.com September 11, 2017 2:21 pmThe sanctity of student and teacher instructional time will be emphasized.
Ethical standards will guide all decisions and actions.
Students and staff will experience engaging and relevant work.
Staff members will be informed educational leaders with the requisite knowledge necessary to make appropriate decisions.
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Generated by Plan4Learning.com September 11, 2017 2:21 pmTable of Contents
Comprehensive Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Needs Assessment Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Demographics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Student Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
District Culture and Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Staff Quality, Recruitment, and Retention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Curriculum, Instruction, and Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Family and Community Involvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
District Context and Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Comprehensive Needs Assessment Data Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Goal 1: Hereford ISD instructional staff will provide instruction that encourages critical thinking, creativity and analysis of instruction that
promotes learning for all students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Goal 2: Hereford ISD will provide supplemental services to support the academic needs of our students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Goal 3: Hereford ISD will ensure that all staff meet high quality standards and are provided opportunities for professional growth . . . . . . . . . . . . . . . 32
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 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Goal 5: Hereford ISD will develop and maintain an environment that is attractive and safe for all students of the Hereford community . . . . . . . . . . . 39
Goal 6: Hereford ISD will provide technology to enhance curriculum, instruction and professional learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
System Safeguard Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
State Compensatory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Personnel for District Improvement Plan: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Title I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Schoolwide Program Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Ten Schoolwide Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Title I Personnel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
District Funding Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Addendums . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Hereford Independent School District District #059901
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Generated by Plan4Learning.com September 11, 2017 2:21 pmComprehensive Needs Assessment
Needs Assessment Overview
District Priorities
Based on the Comprehensive Needs Assessment by the District Leadership Team the following priorities were selected for the 2017-2018 District
Improvement Plan:
Goal 1: Hereford ISD instructional staff will provide instruction that encourages critical thinking, creativity and anlysis of instruction that promotes learning
for all students.
Goal 2: Hereford ISD will provide supplemental services to support the academic needs of our students.
Goal 3: Hereford ISD will ensure that all staff meet high quality standards and are provided opportunities for professional growth.
Goal 4: Hereford ISD strives for excellence in the area of communication and collaboration with parents and community memebers to create partnerships
that will enhance learning for all students.
Goal 5: Hereford ISD will develop and maintain an environment that is attractive and safe for all students of the Hereford Community.
Goal 6: Hereford ISD will provide technology to enhance curriculum, instruction and professional learning.
DLT Meeting: April 25, 2017 The Needs Assessment process began with the Superintendent Sheri Blankenship reviewing the current 2016-2017 activities
and completion status. Mrs. Blankenship assigned seven work groups, under the direction of LEA administrators to lead discussions in the following areas:
Demographic; Student Achievement; School Culture and Climate; Staff Quality, Recruitment and Retention; Curriculum, Instruction and Assessment;
Parent Involvement; Technology
The groups led discussion to identify areas of needs as well as:
1. incorporate scientifically based research strategies that stengthen the core academic program in schools served by the LEA;
2. identify actions that have the greatest likelihood of improving the achievement of participating children in meeting the state's student academic
achievement standards;
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Generated by Plan4Learning.com September 11, 2017 2:21 pm3. address the professional development needs of the instructional staff serving the agency;
4. include strategies to promote effective parental involvement in the school;
5. address the needs of the LEA facilities;
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Generated by Plan4Learning.com September 11, 2017 2:21 pmDemographics
Demographics Summary
Demographics Summary
Hereford Independent School District serves approximatley 4207 students. As of the most recent TAPR report, enrollment numbers indicate there is a
decline.
• Enrollment numbers in 2015-2016...4,244 students
• As of 5/22/2017 enrollment numbers for 2016-2017....4,207
• HISD has 10 campuses: 5 elementary; 2 middle schools; 1 high school; 1 alternative campus
Student Ethnic Distribution
African American 25 0.6%
Hispanic 3705 87.3%
White 471 11.1%
American Indian 9 0.2%
Asian 14 0.3%
Pacific Islander 2 0.0%
Two or More Races 18 0.4%
Economically disadvantaged 3500 82.5%
Non-Educationally disadvantaged 744 17.5%
English Language Learners 755 17.8%
At-Risk 2,789 65.7% At-risk Category -: 1,2,3,4,10 most eligibility critiera 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 within the campus tables included, 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. Please refer to the staff development plan located within
the District Improvement Plan. As well, other special state and federal funds support additional initiatives designed to support all students, especially
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Generated by Plan4Learning.com September 11, 2017 2:21 pmthose in greatest need.
Items that might be included here include 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
School Improvement- Focus Funding
IMA/State
Local Funding
Carl Perkins
STAAR Demographics by Subject for All Grades for HEREFORD ISD Year: 2017 Language(s): English Test Version(s): STAAR Score
Code(s): S
Calculation Option: Approaching Gr Lvl Std Retests: First Administrations Source: Admin
Reading/ELA Mathematics Social Studies Science Writing
SubpopulationTested ApprAppr%Tested ApprAppr%Tested ApprAppr%Tested ApprAppr%Tested ApprAppr%
At Risk 1745 704 40 1340 779 58 378 161 43 563 328 58 330 141 43
Not At Risk 897 818 91 796 725 91 191 132 69 315 283 90 278 243 87
Bilingual/ESL Education 713 16.8% Migrant Education 474 12%
Career & Technical Education 1293 30.5%
Gifted and Talented Education 144 3.4%
Special Education 311 7.3%
As of the most recent TAPR report, the district employed 355 teachers and 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.
2017 STAAR results: In analyzing STAAR data it was determined that reading continues to be a struggle for students.
STAAR Demographics by Subject for All Grades for HEREFORD ISD Year: 2017 Language(s): English Test Version(s): STAAR Score Code(s):
S
Calculation Option: Approaching Gr Lvl Std Retests: First Administrations Source: Admin
Reading/ELA Mathematics Social Studies Science Writing
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Generated by Plan4Learning.com September 11, 2017 2:21 pmSubpopulationTested ApprAppr%Tested ApprAppr%Tested ApprAppr%Tested ApprAppr%Tested ApprAppr%
All Students 2642 1522 58 2136 1504 70 569 293 51 878 611 70 608 384 63
ECD 2196 1208 55 1802 1241 69 438 208 47 711 481 68 511 302 59
Special
186 34 18 163 39 24 40 5 13 60 16 27 47 7 15
Education
LEP/ELL 388 144 37 331 194 59 51 13 25 103 47 46 75 30 40
Migrant 279 158 57 221 154 70 61 29 48 109 78 72 60 36 60
According to 2016 PBMAS data analysis:
Bilingual/ESL, NCLB 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 and science and social studies
low this year. 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.
Demographics Strengths
Attendance rate: The district's attendance rate has exceeded the 95% standard established by the State of Texas.
CTE participation
Annaul Dropout Rate/Graduation Rate
2017 HJH received 4 out of 5 Academic Distinction Designations
Problem Statements Identifying Demographics Needs
Problem Statement 1: When longitudinal 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.
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Generated by Plan4Learning.com September 11, 2017 2:21 pmStudent Achievement
Student Achievement Summary
In accordance with the Texas state requirements, the DIstrict Leadership Team conducted a comprehensive needs assessment for 2017-2018 school year.
The needs assessment was conducted to identify gaps in student achievement and other aras of improvement as well as identifying areas of strengths to build
on. Various data collection methods were employed to assess needs and identify solutions. These mehtods may include surveys; review of state assessments;
PBMAS; and staff input etc...Based on review of 2017 STAAR data reading continues to be a struggle for all students . Math appears to be our strength.
2017 STAAR Results:
Reading/ All -58% ; Hispanic - 56% ;White-58%; ECD- 55%
Math/ All -70% ; Hispanic - 69% ;White-70% ;ECD- 69%
Social Studies/ All -51% ; Hispanic - 48% ;White-51% ;ECD- 47%
Science/ All -69% ; Hispanic - 67% ;White-69% ;ECD- 68%
Writing/ All -63% ; Hispanic - 61% ;White-62% ;ECD- 59%
According to DLT needs assessment - Strengths: STAAR 2016 White/His/Eco Dis/Ell all above 70% Weaknesses: Numbers are low for exceed;
Close gap between white & Hispanic pops; Sped & ELL
According to 2016 PBMAS data analysis:
Bilingual/ESL, NCLB 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 and science and social studies
low this year. 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, whcih impacts all academic areas.
Other causes:
Need to increase reading levels in order to help with all tests
Lack of targeted interventions
Hereford Independent School District District #059901
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Generated by Plan4Learning.com September 11, 2017 2:21 pmLack of purposeful writing in K-12
Limited resources
Consistency across district and campuses (instructional strategies, vertical conversations)
More teacher training/staff development in a variety of strategies & consistent follow-ups
Student Achievement Strengths
HJH, Aikman,BB,Northwest,Tierra Blanca, earned Academic Distinction Designations for 2016
All campuses and district Met Standard
Improving performance on state assessments, UIL and academic competitive performance and CTE competiton
2017 HJH and BB received Academic Distinction Designations
Problem Statements Identifying Student Achievement Needs
Problem Statement 1: When longitudinal PBMAS data is compared from the past two years it indicates subgroups historically perform lower in all contents
Root Cause: Students do not have strong foundation in literacy skills i.e. reading, writing, vocabulary, which impacts their overall academic areas.
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Generated by Plan4Learning.com September 11, 2017 2:21 pmDistrict Culture and Climate
District Culture and Climate Summary
Data from the past two failed bonds continues to support the need for improvements to our facilities. Discussions on needs were addressed at DLT Such as:
Upgrades to all facilities -lacking things such as heating and air; leaking roofs etc... not conducive to learning. Need to enhance to a pleasant and
comfortable atmosphere. Discussed the importance of the passing of the bond in an attempt to meet these needs.
District Culture and Climate Strengths
Staff and students make the best of what we have an utilize the facilities we have to the best extent possible.
Problem Statements Identifying District Culture and Climate Needs
Problem Statement 1: District has many old facilities that require increased maintenance each year Root Cause: The age of the facilities and non
replacement of facilities on a timely and schedule basis due to limited funds
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Generated by Plan4Learning.com September 11, 2017 2:21 pmStaff Quality, Recruitment, and Retention
Staff Quality, Recruitment, and Retention Summary
The Board of Trustees has prioritized maintaining a 100% highly qualified and certified staff, and that priority, as well as very high performance from the
administrative staff is providing a quality experience for each student in Hereford ISD. Quality instructional and administrative staff members are attracted
to Hereford because they see the employment in the district as an opportunity for them to collaborate and work with other highly qualified and
knowledgeable team members. 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. Our excellence in bringing in and training a quality staff, is
however, intact, though a constant challenge.
HISD provides a FYTA for all new to the profession teachers with a follow up SYTA. Each new teacher is assigned a campus "buddy"/mentor.
The district has increased staff development and technology training aligned to district priorities, one of which is to increase the number.
The ability to differentiate instruction and all teachers have been introduced to the SIOP model for ELL. In order to meet all expectations for instructional
alignment, all staff have been trained in the district's model of instruction based on the TEKS Resource System. Administration and instructional staff are
invited to apply for admission to initiatives like the Leadership Development Academy. Professional development efforts are continuously aligned to the
campus and district needs assessments. The First and Second Year Teacher Academies are strong and provide a supportive additional layer for teachers new
to the profession.
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. The district utilizes job fairs, teacher job networks and partnerships with
alternative certification programs to recruit the most qualified person for all positions in the district.
HISD continues to have challenges in staff attendance and measures substitute usage.
Staff Quality, Recruitment, and Retention Strengths
Quality administrators at each campus.
Strong succession process for campus level administrators.
Opportunities for collaboration and teamwork.
100% Highly Qualified Staff
Increased training aligned to district priorities.
Broad range of teacher experience
Quality 1st year and 2nd year teacher mentoring program.
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Generated by Plan4Learning.com September 11, 2017 2:21 pmProblem Statements Identifying Staff Quality, Recruitment, and Retention Needs
Problem Statement 1: 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 11, 2017 2:21 pmCurriculum, Instruction, and Assessment
Curriculum, Instruction, and Assessment Summary
Our data for reading is 4% above the state and 5th grade reading is above the state by 1%. Our economically disadvantaged students and our ELLs are out
performing the state levels by 3%. 3rd grade reading in the white subgroup is above the state at 15%, 4th grade white students were at 1% above the state,
and 5th grade for the same group was at 13%. Our secondary data also shows that HISD white students are performing above the state level as well. 6th
grade -12%, 7th grade-19%, 8th grade - 5%, English I 7%, and Engish II is 4% above the state. HISD will continue to plan, implement, and establish
consistent foundations for literacy. Planning, implementation, and estabishing foundations will be supported through balanced literacy professional
development including coaching and modeling. Intervention will be provided for strugging readers through Reading Horizons, Lexia Core 5, Istation
Reading, Imagine Learning, and DyNed. New teachers will be provided professional development regarding resources used by the district.
Our performance data shows that in math our white, hispanic, economically disadvantaged, and ELLs are all performing above 70% in math.Our data
continues to show that we have a low number of students at all grade levels not meeting the mastery level performance in math. There are performance gaps
between our white and hispanic sub groups in math. Our SpEd and ELLs in math continue to perform at a lower level than their peers. HISD will provide
interventions for students needing additional support in math. HISD wil provide Think Through Math and IXL. At the campus level content & skill specific
math kits along with Touch Math are used to support struggling math students
Curriculum, Instruction, and Assessment Strengths
HJH, Aikman,BB,Northwest,Tierra Blanca, earned Academic Distinction Designations for 2016
All campuses and district Met Standard
Improving performance on state assessments, UIL and academic competitive performance and CTE competiton
2017 HJH received 4 out of 5 Academic Distinction Designations
Problem Statements Identifying Curriculum, Instruction, and Assessment Needs
Problem Statement 1: When longitudinal PBMAS data is compared from the past two years it indicates subgroups historically perform lower in all contents
Root Cause: Students do not have strong foundation in literacy skills i.e. reading, writing, vocabulary, which impacts their overall academic areas.
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Generated by Plan4Learning.com September 11, 2017 2:21 pmFamily and Community Involvement
Family and Community Involvement Summary
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.
Family and Community Involvement Strengths
1) Great parent involvement with school activities and events.
2) Communication--Media Sources
3) Many special programs services offered to students and families to enhance the opportunity for academic success.
Problem Statements Identifying Family and Community Involvement Needs
Problem Statement 1: While parents are involved with students in events and activities they need to be more involved academically,i.e. addressing
academic concerns. Root Cause: Lack of knowledge and skills on how to get involved and time constraints.
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Generated by Plan4Learning.com September 11, 2017 2:21 pmDistrict Context and Organization
District Context and Organization Summary
Hereford ISD has benefited from campus efforts to reorganize themselves and create more efficient campus alignment structures for process development
and efficiency of service delivery. These reorganized administrative and instructional efforts have been helpful in developing the vertical alignment within
the district. The ability of campuses to increase functionalality at all levels within the organization will support HISD to become more responsive and
enhance forward-thinking opportunities, in order to better serve our stakeholders. Elementary campuses have benefited from an increased effort to facilitate
horizontal alignment work to align processes and spread good ideas throughout the district.
The district's focus on quality instruction and student learning through implementation of balanced literacy is reflected in the district's operating budget, and
competitive compensation packages.
The district's organizational chart reflects a vertical and horizontal, diffused responsibility and authority so that decisions can be made and information
shared accordingly.
District Context and Organization Strengths
Implementation of vertical action plans and alignment to campus CIPs.
Continued implementation of campus/district processes and schedules to support common planning time on all campuses.
Efficiency efforts at the campuses so that decision making is not belabored by hierarchy.
Exceptional department and campus leadership that assist and support teachers in their work to improved student learning.
Superior work in the areas of: SpEd Inclusion, SRO program, Alternative Education, implementation of sheltered instruction strategies, and aligned
software and curriculum materials.
Problem Statements Identifying District Context and Organization Needs
Problem Statement 1: When longitudinal PBMAS data is compared from the past two years it indicates subgroups historically perform lower in all contents
Root Cause: Students do not have strong foundation in literacy skills i.e. reading, writing, vocabulary, which impacts their overall academic areas.
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Generated by Plan4Learning.com September 11, 2017 2:21 pmTechnology
Technology Summary
Technology plays an important role in terms of what and how student learning takes place. In the Hereford ISD, teachers are encouraged and supported in the
use of technology to facilitate methods of teaching that are far more engaging, effective, and efficient that past practices and resources allowed. Throughout
the District, students are not only learning with technology, they are learning about technology. All indications point to our students achieving academic
success and becoming skilled digital users in the process. The instructional program is infused with technology in the delivery of curriculum content and
instructional practice. The District Technology plan is aligned to the District Improvement Plan. The plan identifies strategies to meeting local, state, and
national technology standards including 21st Century Skills. The TEKS Resource System supports the curriculum team as they help to identify student
expectations, write curriculum, and assists in the assessment of the curriculum. A major emphasis is placed on increasing the levels of student engagement
using various technology tools and a collaborative learning environment.
The Bright Bytes survey identified the following;
Hereford ISD recently completed a survey of 2,225 students and 344 teachers to determine our technology readiness. We measured each campus to
determine if we have the infrastructure, framework and necessary supports for digital learning. We measured the infrastructure of homes, from the
perspective of the student regarding digital readiness. Finally, we measured our capacity as educators to deliver instruction that is vastly different from the
public school experiences of the 70’s and 80’s.
Here are some data points that we will use as we look to enhance the learning experience for our students.
Hereford ISD could do a better job:
Only 14% of our students are regularly instructed on the appropriate use of technology - legal use of content, establishing a presence online, online
safety, and cyberbullying prevention.
Only 20% of students say that it is easy to perform basic computing skills - sending email and creating spreadsheets.
Only 31% of teachers report high quality Internet speed.
More than 33% of teachers believe that school internet filters get in the way of learning.
Only 17% of students are part of a student technology support team.
Hereford ISD is doing a great job:
51% of students are asked to identify and solve authentic problems using technology at least monthly.
38% of students are asked to collaborate online with classmates at least monthly.
84% of students and teachers say that learning new technologies is easy.
65% of students feel that using technology in learning and daily life enhances both.
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Generated by Plan4Learning.com September 11, 2017 2:21 pm60% of teachers rate the quality of devices at school as excellent or above average.
94% of teachers indicate that they have access to the Internet at home.
81% of students indicate that they have access to the Internet at home.
72% of teachers report a typical student to computer ratio of 2:1 or 1:1 (this is reported higher at HHS and HCAL where all students have access to a
laptop).
Technology Strengths
Hereford ISD has recently upgraded the wireless infrastructure to meet the demands of a one to many program, by increasing the density of our access
points and increasing our bandwidth.
Our current bandwidth meets the needs of our district, and we rarely see slow internet, so access time to information and instructional materials is fast.
Hereford ISD supports many great instructional programs. Some of the programs we support with technology include, but aren’t limited to, G-Suite,
Istation, Imagine Math, Imagine Learning, DynEd, Achieve 3000, Edgenuity, Schoology, Adobe Creative Suite, Microsoft Office Suite, and more.
Hereford ISD staff and students have access to the newest technology available. This helps our staff and students to become ready for the 21st century.
We have a wonderful student to device ratio. At elementary we are one to one with Chromebooks in grades 4th and 5th and we are adding 3rd grade in
September 2017. With the lower grade levels we have about a three to one ratio with our students. At Jr. High we are at at 4 to one ratio and working
on building that program too. Then at HPA, HHS, and HCAL we are one to one with either Chromebooks or Macbook Air laptops.
Problem Statements Identifying Technology Needs
Problem Statement 1: Each campus needs an on-demand technology specialist to help with programs and troubleshooting. Root Cause: With the rapid
growth of technology in the hands of our students at 10 campuses and 1 support center having only 4 technology technicians is spreading our support staff
too thin.
Problem Statement 2: Lack good professional development for our online curriculum programs. Root Cause: As rapid as programs change from year to
year and the amount of staff turnover from year to year, staff that needs to be trained on these programs are not being trained properly.
Problem Statement 3: Classroom technology (ie: Interactive whiteboards, projectors, document cameras) needs to be updated. Root Cause: Classroom
technology was all purchased together and now it is all dying together.
Problem Statement 4: The internet filtering system is the same for students and staff. Root Cause: New system and no one has set it up to separate that yet.
Problem Statement 5: Staff at Hereford ISD are not get at using the electronic communication system (ie: email). Root Cause: Lack of training and
expectations on how important it is to use email.
Problem Statement 6: The current website is out of date and needs to be updated. Root Cause: Websites need an overhaul every 5 or so years, ours has
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Generated by Plan4Learning.com September 11, 2017 2:21 pmbeen this same one for about 7 years now.
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Generated by Plan4Learning.com September 11, 2017 2:21 pmComprehensive Needs Assessment Data Documentation
The following data were used to verify the comprehensive needs assessment analysis:
Accountability Data
Texas Academic Performance Report (TAPR) data
Performance Index Framework Data: Index 1 - Student Achievement
Performance Index Framework Data: Index 2 - Student Progress
Performance Index Framework Data: Index 3 - Closing Performance Gaps
Performance Index Framework Data: Index 4 - Postsecondary Readiness
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
Texas English Language Proficiency Assessment System (TELPAS) results
SSI: Istation Indicators of Progress (ISIP) accelerated reading assessment data for Grades 3-5 (TEA approved statewide license)
SSI: Think Through Math assessment data for Grades 3-8 and Algebra I (TEA approved statewide license)
Local diagnostic reading assessment data
Local benchmark or common assessments data
Student failure and/or retention rates
Istation Indicators of Progress (ISIP) reading assessment data for Grades PK-2
Student Data: Student Groups
Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groups
Number of students assigned to each special program, including analysis of academic achievement, race, ethnicity, gender, etc.
Economically Disadvantaged / Non-economically disadvantaged performance and participation data
Special education population, including performance, discipline, attendance, and mobility
At-Risk population, including performance, discipline, attendance, and mobility
ELL or LEP data, including academic achievement, support and accommodation needs, race, ethnicity, gender, etc.
Section 504 data
Dyslexia Data
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Generated by Plan4Learning.com September 11, 2017 2:21 pmGoals
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: Implement Balanced Literacy in 100% of K-2 classrooms by November 2017 and support the initiative by including grades 3-5
by August 2018. A district literacy plan will be developed to guide implementation and best practice by August 2017.
Evaluation Data Source(s) 1: Professional Development sign in sheets. Administrators walkthroughs.
Summative Evaluation 1:
TEA Priorities: 2. Build a foundation of reading and math. 4. Improve low-performing schools.
Reviews
Strategy Description Title I Monitor Strategy's Expected Result/Impact Formative Summative
Oct Nov Jan Apr
System Safeguard Strategy 1, 3, 4, 9 Chief Academic Sign in Sheets from Campus Meetings
1) Create a HISD Literacy Plan that incorporates Balanced Officer
Literacy by August 2017. Meet with K-2 staff to set the
parameters for a successful implementation by October Curriculum Team
2017. Problem Statements: Student Achievement 1
Funding Sources: 199 - Local - $0.00
System Safeguard Strategy 1, 3, 9 Principals Lesson Plans
2) Set and monitor literacy instruction time limits in grades
K-2. The expectation will be that each K-2 teacher will HISD Curriculum Campus Schedules
instruct for 120-140 minutes of literacy daily. Team
Chief Academic
Officer
Problem Statements: Student Achievement 1
Funding Sources: 199 - Local - $0.00
3) Schedule the next grade level band for Balanced 1, 2, 3, 4 Chief Academic Professional Development Signed Contract
Literacy professional development. All grades 3-5 content Officer
teachers will receive training in the summer of 2018 and Sign in Sheets
continue the training throughout the 2018-19 school year. Curriculum Team
Problem Statements: Student Achievement 1
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Generated by Plan4Learning.com September 11, 2017 2:21 pm= Accomplished = Continue/Modify = Considerable = Some Progress = No Progress = Discontinue
Performance Objective 1 Problem Statements:
Student Achievement
Problem Statement 1: When longitudinal PBMAS data is compared from the past two years it indicates subgroups historically perform lower in all contents Root Cause 1: Students do not
have strong foundation in literacy skills i.e. reading, writing, vocabulary, which impacts their overall academic areas.
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Generated by Plan4Learning.com September 11, 2017 2:21 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 75% of tested students will meet the approaches, 50% will meet grade level passing standards, and 25% will meet the masters performance standard
measured by STAAR/EOC by June 2018.
Evaluation Data Source(s) 2: STAAR/EOC scores
Curriculum-Based Assessments
Summative Evaluation 2:
TEA Priorities: 2. Build a foundation of reading and math. 4. Improve low-performing schools.
Reviews
Strategy Description Title I Monitor Strategy's Expected Result/Impact Formative Summative
Oct Nov Jan Apr
System Safeguard Strategy 2, 9 Principals Walk Throughs
1) Monitor that the TEKS Resource System or the
approved HISD scope and sequence is being used by all Chief Academic Curriculum Based Assessments
core content teachers and that instruction is being given at Officer
the correct rigor. Lesson Plans
Curriculum Team
Problem Statements: Student Achievement 1
Funding Sources: 199 - Local - $0.00
2) Curriculum Based Assessments will be monitored and 1, 8 Curriculum Team Validation copies returned
adjusted as necessary. Resources will be researched and
added to support student performance. The teachers will Chief Academic HISD CBA Data Sheet
validate the CBAs in August and connect the questions to Officer
the previous STAAR performance. Sign in Sheets
Problem Statements: Student Achievement 1
= Accomplished = Continue/Modify = Considerable = Some Progress = No Progress = Discontinue
Performance Objective 2 Problem Statements:
Student Achievement
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Generated by Plan4Learning.com September 11, 2017 2:21 pmProblem Statement 1: When longitudinal PBMAS data is compared from the past two years it indicates subgroups historically perform lower in all contents Root Cause 1: Students do not
have strong foundation in literacy skills i.e. reading, writing, vocabulary, which impacts their overall academic areas.
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Generated by Plan4Learning.com September 11, 2017 2:21 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 an intervention/RtI K-12 system designed to work with all tiers of students to increase Index 2 by 10% and Index 3
will exceed the 2016-17 accountability rating by June 2018.
Evaluation Data Source(s) 3: STAAR/EOC Scores
Curriculum-Based Assessments
Resource Progress Monitoring
Summative Evaluation 3:
TEA Priorities: 2. Build a foundation of reading and math. 4. Improve low-performing schools.
Reviews
Strategy Description Title I Monitor Strategy's Expected Result/Impact Formative Summative
Oct Nov Jan Apr
1) All campuses will begin using the new RtI forms and 1, 9 Roundtable Completed RtI forms
complete the RtI process before submitting for formal Committee
testing with 100% fidelity. Roundtable Sing in Forms
Chief Academic
Officer
Principals
Problem Statements: Student Achievement 1
Funding Sources: 199 - Local - $0.00
System Safeguard Strategy 1, 9 Chief Academic Campus schedules
2) Campus will begin a 30-45 minute intervention period 3 Officer
to 4 times a week designed to address Tier I, II, and III Campus minutes
students needs. Curriculum Team
Walk Throughs
Principals
Problem Statements: Student Achievement 1
Funding Sources: 199 - Local - $0.00
= Accomplished = Continue/Modify = Considerable = Some Progress = No Progress = Discontinue
Performance Objective 3 Problem Statements:
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Generated by Plan4Learning.com September 11, 2017 2:21 pmStudent Achievement
Problem Statement 1: When longitudinal PBMAS data is compared from the past two years it indicates subgroups historically perform lower in all contents Root Cause 1: Students do not
have strong foundation in literacy skills i.e. reading, writing, vocabulary, which impacts their overall academic areas.
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Generated by Plan4Learning.com September 11, 2017 2:21 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: Increase the capacity of teacher leadership by 95% alignment of professional development with the DIP and CIPs and implement
an in-house training system to support our programs by December 2017.
Evaluation Data Source(s) 4: Professional Development Sign-in sheets
Justification for Funding Forms
Summative Evaluation 4:
TEA Priorities: 1. Recruit, support, retain teachers and principals. 2. Build a foundation of reading and math.
Reviews
Strategy Description Title I Monitor Strategy's Expected Result/Impact Formative Summative
Oct Nov Jan Apr
System Safeguard Strategy 1, 4 Chief Academic Blue forms for Federal Funding
1) All professional development will align to our needs Officer
assessment and DIP. Sign in Sheets
Curriculum Team
Problem Statements: Student Achievement 1
Funding Sources: 199 - Local - $0.00, 263 - Title III LEP(PIC25/35) - $0.00
2) Create a HISD Professional Development Plan that 1, 4 Chief Academic Professional Development Plan
outlines training for new staff, first year teachers, and Officer
existing staff by August 2017
Curriculum Team
Problem Statements: Student Achievement 1
Funding Sources: 199 - Local - $0.00
= Accomplished = Continue/Modify = Considerable = Some Progress = No Progress = Discontinue
Performance Objective 4 Problem Statements:
Student Achievement
Problem Statement 1: When longitudinal PBMAS data is compared from the past two years it indicates subgroups historically perform lower in all contents Root Cause 1: Students do not
have strong foundation in literacy skills i.e. reading, writing, vocabulary, which impacts their overall academic areas.
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Generated by Plan4Learning.com September 11, 2017 2:21 pmGoal 2: Hereford ISD will provide supplemental services to support the academic needs of our students.
Performance Objective 1: By the end of 2017-2018 school year, the percentage of Elementary K-5 students reading at grade level or above will increase
from 58% to 62%. Baseline: 58% Goal:(3-5 years) 68%
Evaluation Data Source(s) 1: Universal screeners indicating student growth in reading
Summative Evaluation 1:
TEA Priorities: 2. Build a foundation of reading and math.
Reviews
Strategy Description Title I Monitor Strategy's Expected Result/Impact Formative Summative
Oct Nov Jan Apr
1) Provide professional development for implementation of 1, 9, 10 Campus Budget reports-monies spent on instruction/professional
balanced literacy in K-2 grade levels. Professional Administrators development
development will roll out in grade bands and sustainability District Program
will be addressed. Administrators
Chief Academic
Officer
Problem Statements: Student Achievement 1
2) Hire Supplemental Instructional support staff to target 1, 7, 9, 10 Campus Monthly payroll
all students struggling in reading as well as other content Administrators Contact logs/list of students struggling students and areas
areas as needs are identified. (Reading Interventionists; District Program served
Librarian/Reading Specialists; Migrant Administrators
Interventionist/Paraprofessionals; Bil/ESL staff; SCE staff; Chief Academic
SPED staff) Officer
Problem Statements: Student Achievement 1
3) Purchase Instructional resources to supplement and 1, 7, 9, 10 Campus Budget reports-monies spent on instructional resources
enhance classroom learning environment and/or to provide Administrators
interventions. District
Administrators
Chief Academic
Officer
Problem Statements: Student Achievement 1
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Generated by Plan4Learning.com September 11, 2017 2:21 pm4) Provide ongoing professional development for campus 1, 4, 10 Campus PD reports
and district personnel to support core instruction; addresses Administration
students' socioeconomic status, language, special needs, District Agendas
and individual needs as well as all legal requirements. Administration
Director of Special Ed Sign-in- sheets
Director of Bilingual
Director of Migrant
Certificate of Completion
Problem Statements: Student Achievement 1
= Accomplished = Continue/Modify = Considerable = Some Progress = No Progress = Discontinue
Performance Objective 1 Problem Statements:
Student Achievement
Problem Statement 1: When longitudinal PBMAS data is compared from the past two years it indicates subgroups historically perform lower in all contents Root Cause 1: Students do not
have strong foundation in literacy skills i.e. reading, writing, vocabulary, which impacts their overall academic areas.
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Generated by Plan4Learning.com September 11, 2017 2:21 pmGoal 3: Hereford ISD will ensure that all staff meet high quality standards and are provided opportunities for professional
growth
Performance Objective 1: Hereford ISD will improve by June 2018 with internal communication that will lead to greater understanding and trust
throughout the district so that staff surveys will reflect 70% response.
Evaluation Data Source(s) 1: Agendas, emails, sign in sheets, survey results
Summative Evaluation 1:
TEA Priorities: 1. Recruit, support, retain teachers and principals.
Reviews
Strategy Description Title I Monitor Strategy's Expected Result/Impact Formative Summative
Oct Nov Jan Apr
1) Superintendent will spotlight a Central Office staff 1 Superintendent Weekly Newsletter
member in the weekly newsletter. Chief HR Officer
2) Directors will initiate an opportunity to meet with 3, 4 Directors Sing in/Agenda/Schedules
teachers at each campus at least twice a year. These Campus Principals
meetings should be in coordination with other campus
meetings.
3) Exploring opportunities for wellness program for HISD 5 Coordinator of Health SHAC will conduct a needs assessment to determine needs
staff. (Health and Financial) Services and interest among staff.
SHAC President Researching funding options.
4) District will develop a way to honor HISD top 3 Chief HR Officer Activity to honor subs.
substitutes. Administrative We will start soliciting recommendations from campus
Assistant - HR administrators and teachers for good substitutes.
Campus Superintendent will do a shout out of the good substitutes in
Administrators the newsletter.
Superintendent
5) District will develop a Volunteer Appreciation 6 Chief HR Officer Appreciation Activity
Campus We will solicit administrators and teachers on good
Administrators volunteers.
Volunteer Committee Superintendent will do a shout out to the good volunteers in
the newsletter.
6) Explore an "Above the Line" recognition. Those 2 Chief HR Officer Planning
employees who go above and beyond. Directors Guidelines and Process
Principals Implementation
Shout outs at meetings and district events
= Accomplished = Continue/Modify = Considerable = Some Progress = No Progress = Discontinue
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Generated by Plan4Learning.com September 11, 2017 2:21 pmGoal 3: Hereford ISD will ensure that all staff meet high quality standards and are provided opportunities for professional growth
Performance Objective 2: Implement in 2017-2018 school year a comprehensive plan for professional growth of all staff in 100% of the Hereford ISD
departments.
Evaluation Data Source(s) 2: Agendas, sign in sheets
Summative Evaluation 2:
TEA Priorities: 1. Recruit, support, retain teachers and principals.
Reviews
Strategy Description Title I Monitor Strategy's Expected Result/Impact Formative Summative
Oct Nov Jan Apr
1) Hereford ISD Administrators will continue to 2, 4 Superintendent Increase student involvement and participation in activities
demonstrate their learning with Capturing Kids Hearts - Chief Officers Decrease discipline referrals
train new staff on campuses participating and continue Directors Increase student attendance
support of those campuses. Campus
Administrators
Funding Sources: 211 - Title I - $0.00
2) Hereford ISD substitute training will be revisited and 4 Chief HR Officer New training implemented
opportunities for improvements researched. Campus fill rates of subs
Administrators teacher feedback on subs
3) Hereford ISD will provide learning opportunities for 4, 5, 10 Superintendent Planning - additional 2 hr planning time within school
professional staff and support staff related to instructional Chief Officers calendar
and behavioral strategies. Directors Attendance
Principals Certificates
Assistant Principals Handle with Care
Capturing Kids Heart
Olweus
Classroom meetings each week to discuss appropriate
behaviors
Funding Sources: 211 - Title I - $0.00, 270 - Title VI Rural - $0.00, 255 - Title II - $0.00
4) Hereford ISD will continue to sustain and provide First 3, 4, 5 Chief HR Officer Attendance
Year Teacher Academy and Mentor program for Fist Year Curriculum Team Sign in
Teachers as funds allow. Director Federal Contact Logs from mentors
Finance
Problem Statements: Staff Quality, Recruitment, and Retention 1
5) The District will provide T-TESS training for all first 3, 4 Chief HR Officer Training held
year teachers in HISD. Chief Academic Sign in
Officer
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Generated by Plan4Learning.com September 11, 2017 2:21 pm= Accomplished = Continue/Modify = Considerable = Some Progress = No Progress = Discontinue
Performance Objective 2 Problem Statements:
Staff Quality, Recruitment, and Retention
Problem Statement 1: Need to grow, support and retain quality staff Root Cause 1: 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 11, 2017 2:21 pmGoal 3: Hereford ISD will ensure that all staff meet high quality standards and are provided opportunities for professional growth
Performance Objective 3: Hereford ISD will evaluate during the 2017-2018 school year staffing formulas, patterns, and hiring processes in 100% campus
and district departments.
Evaluation Data Source(s) 3: Meetings, Agendas, sign in sheets, survey results
Summative Evaluation 3:
TEA Priorities: 1. Recruit, support, retain teachers and principals.
Reviews
Strategy Description Title I Monitor Strategy's Expected Result/Impact Formative Summative
Oct Nov Jan Apr
1) Review hourly wages for all support staff 1 Chief Financial Agenda
Officer Sign in
Chief HR Officer
2) Meetings with campus administrators annually to review 3, 5 Chief Officers Meeting notes, agenda, sign in
staffing. Directors Met with all principals and directors on staffing
Principals
Superintendent
3) Attend job fairs for recruiting highly qualified teachers 5 Chief HR Officer Attendance
Administrative Sign in
Assistant HR Hiring of teachers
Attended several job fairs
Problem Statements: Staff Quality, Recruitment, and Retention 1
Funding Sources: 255 - Title II - $0.00
= Accomplished = Continue/Modify = Considerable = Some Progress = No Progress = Discontinue
Performance Objective 3 Problem Statements:
Staff Quality, Recruitment, and Retention
Problem Statement 1: Need to grow, support and retain quality staff Root Cause 1: 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 11, 2017 2:21 pmGoal 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
Performance Objective 1: By May, 2018, 100% of Hereford ISD campuses will participate in activities designed to communicate and collaborate in an
attempt to increase parent and family engagement.
Evaluation Data Source(s) 1: Agendas, sign-in sheets, and number of scheduled events, volunteer contact logs,
survey results
Summative Evaluation 1:
TEA Priorities: 2. Build a foundation of reading and math.
Reviews
Strategy Description Title I Monitor Strategy's Expected Result/Impact Formative Summative
Oct Nov Jan Apr
1) HISD will provide opportunities for parent and family 1, 6 Campus/District Meeting/Activity Agendas; Sign-in Sheets;
engagement through meetings; programs; parent-teacher Administration and
conferences minimum two times per year at elementary Staff; Organization Number of Scheduled Events;
campuses, 100% sign-up at all campuses to Skyward Leaders e.g. Key
Family Access, etc. Club; Technology Increased number of parents actively participating in school
Department events
Problem Statements: Family and Community Involvement 1
2) Utilize media outlets to communicate district/campus 1, 6 Campus/District Meeting/Activity Agendas; Sign-in Sheets;
opportunities to students and parents for participation in the Administration and Number of Scheduled Events;
educational process e.g. parent academy; helping parents Staff;
understand the importance of being involved and how to Increased number of parents actively participating in school
get involved. Organization Leaders events
e.g. Key Club;
Technology
Department
Problem Statements: Family and Community Involvement 1
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Generated by Plan4Learning.com September 11, 2017 2:21 pmYou can also read
