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Hereford Independent School District

District Improvement Plan

2019-2020

Hereford Independent School DistrictGenerated by Plan4Learning.com 1 of 63

District #059901September 13, 2019 1:20 pm

Mission StatementThe Mission for Hereford ISD is:

Committed to Children

Dedicated to Excellence

VisionThe VISION for Hereford ISD is to see that ALL children:

C - Communicate EffectivelyH - Have Positive Relationships

I - Incorporate Critical Thinking SkillsL - Learn to Respect Differences

D - Develop Into Productive CitizensALL Means ALL



Table of Contents

Comprehensive Needs Assessment 5Demographics 5Student Academic Achievement 9District Processes & Programs 14Perceptions 18

Priority Problem Statements 21Comprehensive Needs Assessment Data Documentation 23Goals 24

Goal 1: Hereford ISD instructional staff will provide instruction that encourages critical thinking, creativity and analysis of instruction that promoteslearning for all students. 24Goal 2: Hereford ISD will provide supplemental services to support the academic needs of our students. 31Goal 3: Hereford ISD will ensure that all staff meet high quality standards and are provided opportunities for professional growth 35Goal 4: Hereford ISD strives for excellence in the area of communication and collaboration with parents and community members to createpartnerships that will enhance learning for all students 40Goal 5: Hereford ISD will develop and maintain an environment that is attractive and safe for all students of the Hereford community 42Goal 6: Hereford ISD will provide technology to enhance curriculum, instruction and professional learning. 45

Title I Schoolwide Elements 53ELEMENT 1. SWP COMPREHENSIVE NEEDS ASSESSMENT (CNA) 531.1: Comprehensive Needs Assessment 53ELEMENT 2. SWP CAMPUS IMPROVEMENT PLAN (CIP) 542.1: Campus Improvement Plan developed with appropriate stakeholders 542.2: Regular monitoring and revision 552.3: Available to parents and community in an understandable format and language 552.4: Opportunities for all children to meet State standards 562.5: Increased learning time and well-rounded education 562.6: Address needs of all students, particularly at-risk 56ELEMENT 3. PARENT AND FAMILY ENGAGEMENT (PFE) 563.1: Develop and distribute Parent and Family Engagement Policy 563.2: Offer flexible number of parent involvement meetings 57

Title I Personnel 58District Leadership Team 59Campus Funding Summary 62Hereford Independent School DistrictGenerated by Plan4Learning.com 3 of 63


Addendums 63



Comprehensive Needs AssessmentRevised/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 themost 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 isSpanish, 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 2019-2020school year the district will reopen TB elementary campus and close Stanton Learning Center to provide Pe-K students a more age appropriate and safeenvironment. The name of the campus is Tierra Blanca Early Childhood Center (Headstart/Pre-K).

Student Ethnic Distribution and changes are:

2016-2017 2017-2018African 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%



2016-2017 2017-2018Two 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(2016-2017)

128 2.8

At-Risk 2789 65.7% 2687 64.3%Total Students with disabiliities 340By Primary disabilityIntelectual 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 populationHISD has adopted the thirteen criteria delineated in Texas Education Code §29.081 and redefined by Senate Bill 702 as the sole criteria used inidentifying students who are eligible to receive intensive, supplemental services Special Program Information. District has written policies andprocedures to identify the following: ? Students who are at risk of dropping out of school under state criteria ? How students are entered into the SCEprogram ? How students are exited from the SCE program?

Professional Staff: 2016-2017-383.8/60.9%

Professional Staff:2017-2018-374.6/62.4%

Teachers307.3 48.8%

Teachers300 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; professionaldevelopment to ensure that all teachers are provided with training that will enhance their knowledge and skills in working with students for academicsuccess.



Total Minority Staff: 317.3 52.8%

Teachers by Ethnicity: 2016-2017 Teachers by Ethnicity: 2017-2018African 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:2016-2017

Teachers by Highest Degree Held: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:2016-2017

Teachers by Years of Experience: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 YearsExperience

61.2 0% Over 20 Years Experience 61.2 19.9%

Demographics Strengths

Demographic pops consistently steady assists with knowing our students well



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 allacademic areas; need to improve practices through professional development.



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 ontransform ing teachers into accomplished Balanced Literacy teachers using the balance literacy model. We also implemented intervention/enrichmentperiods 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 studentsincluding eco. dis., racial and ethnic groups, children with disabilities, English Learners struggling in reading as well as other content areas as needs areidentified are academically successful. Sustainability will be addressed as well.. e.g.( New Teacher Balance Literacy; Balance Literacy Beginnings:Startingthe 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 willprovide ongoing professional development for campus and district personnel to support core instruction to ensure academic success as well as meeting thechalllenging 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 WritingSubpopulation 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 64ECD 2096 1279 61 1681 1229 73 431 280 65 721 497 69 508 313 62SpecialEducation

212 112 24 85 68 37 46 12 26 86 23 27 44 5 12

LEP/ELL 436 188 43 357 2104 65 73 28 38 137 74 54 109 48 44Migrant 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 WritingSubpopulation 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 56ECD 2131 1247 59 1707 1222 72 411 190 46 654 421 64 510 273 54



Approaching Reading/ELA Mathematics Social Studies Science WritingSpecialEducation

199 42 21 187 57 30 40 7 18 62 25 40 64 7 11

LEP/ELL 389 164 42 313 202 65 56 10 18 80 31 39 111 45 41Migrant 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 WritingSubpopulation 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 34ECD 2096 655 31 1681 676 40 431 132 31 721 237 33 508 166 33SpecialEducation

212 14 7 185 57 11 46 1 2 63 5 6 44 1 2

LEP/ELL 436 79 18 357 120 34 73 10 14 137 18 13 109 14 13Migrant 208 64 31 144 57 40 53 23 43 74 23 37 44 18 41

2018 STAAR

Meets Reading/ELA Mathematics Social Studies Science WritingSubpopulation 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 35ECD 2131 650 31 1707 675 40 411 90 22 654 194 30 510 158 31SpecialEducation

199 10 5 187 18 10 40 3 8 62 7 11 64 0 0

LEP/ELL 389 49 13 313 82 26 56 3 5 80 7 9 111 16 14Migrant 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 WritingSubpopulation Tested Master Mas% Tested Master Mas% Tested Master Mas% Tested Master Mas% Tested Master Mas%Hereford Independent School DistrictGenerated by Plan4Learning.com 10 of 63


Masters Reading/ELA Mathematics Social Studies Science WritingAll Students 2578 307 12 1978 353 18 584 82 14 923 96 10 593 62 10ECD 2096 229 11 1681 276 16 431 45 10 721 66 9 508 44 9SpecialEducation

212 2 1 185 6 3 46 0 0 86 2 2 41 0 0

LEP/ELL 436 35 8 357 47 13 73 2 3 137 4 3 109 2 2Migrant 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 WritingSubpopulation 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 11ECD 2131 262 12 1707 284 17 411 30 7 654 54 8 510 44 9SpecialEducation

199 3 2 187 4 2 40 1 3 62 2 3 64 0 0

LEP/ELL 389 27 7 313 30 10 56 0 0 80 1 1 111 1 1Migrant 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 andState STAAR performance data indicares that Hereford ISD is behind with the exception of migrant.

Reasons:

All students and ECD – struggling readers; literacy gapsMigrant students appear to be performing better than district, region and state it is believed to be due to the hands on support provided by thesupplemental instructional support staff during regular classroom instruction; tutorials; prescriptive planned extended day and continuous/consistenttracking 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 provideBilingual/ESL staff opportunities for professional development that addresses working with ELs population and well as networking with otherprofessionals 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 butit 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 tocontinue 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 DistrictGenerated by Plan4Learning.com 11 of 63


2018 STAAR data indicates students continue to perform at the approaching level but so is the case for region and state. HISD students performed lowerthan 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 districtscored 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 levelthe 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 academicareas; 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 academiclanguage by all students. In an attempt to ensure students perform at the highest level of the statewide assessment standards the district will continue toprovide: 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 tosustain Balance Literacy; focus on scientifically researched-based instructional srategies; sheltered instruction strategies; hire instructional coaches to modeland 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 withfidelity. 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 provideaddtional training on balance literacy with a focus on writing. Professional development will continue to be provided to ensure appropriate implementationand 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 believepossible. "

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 longitudinalPBMAS data is compared from the past two years it indicates subgroups historically perform lower in all contents. In analyzing the data the root cause forlow student performance was determined to be due to students not having a strong foundation in literacy skills i.e. reading; writing and vocabulary, whichimpacts all academic areas. Also, it was determined that there is a need to improve teacher practices and increase student learning outcomes for those at riskof not meeting rigorous local and state standards by providing professional development that is content focused, incorporates active learning, supportscollaboration, uses models of effective practice,and/or provides coaching and expert support. ( Teachers requested math professional developmentspecifically math instructional strategies to enhance students math knowledge and skills.) Report instructional coach would have been beneficial and thegoal 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 ofbalanced literacy foundations and support English I/II teachers in the five domains of literacy. A Bilingual/EL instructional coach has also been hired tosupport shelted instruction in our bilingual/esl classrooms. She will support teachers planning with the ELPs and support the 5 domains of literacy. Ageneral 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 aswell as teachers in need of support. Her focus will be on classroom management, lesson design and implementation, data dissagregation, and assessmentplanning. Also, an Instructional Technology Coach will be hired as well to assist teachers with technology in the classroom. All Instructional Coaches willbe under the direction of the District's Curriculum Team to ensure appropriate and effective services are provided.Hereford Independent School DistrictGenerated by Plan4Learning.com 12 of 63


Student Academic Achievement Strengths

All forms of interventions( Reading Interventions; Reading Specialists; Migrant Interventionists; Paraprofessionals; RTI etc.) have made a "BIG" impact onstudent achievement

Technology accessibility

Considering district demographics such as high At-Risk population students perform well.

CTE participation


On Ramps/Dual Credit opportunity


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 performlower in all contents. Root Cause: Low Student performance was due to students not having a strong foundation in literacy skills i.e. reading; writing andvocabulary, which impacts all academic areas;need to improve practices through professional development.



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 appropriateinterventions to enhance opportunites for students academic performance. Processes and procedures are in place to recruit, support and retain highlyeffective personnel. The district utilizes job fairs; teacher job networks and partnerships with alternative certification programs to recruit the most qualifiedperson for all positions. HISD focuses on the retention of highly effective staff as well as the necessary staff professional development that enhances theirknowledge 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 behaviorinterventions and homeless students. The federal,state and/or local funded positions support classroom teachers' efforts to build a strong foundation ofacademic 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 toqualifying students.) HISD provides advance placement, dual credit and UIL Academic Activities as well as Career and Technical education, PRS in anattempt 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/localassessment 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 identifiedHISD has adopted the thirteen criteria delineated in Texas Education Code §29.081 and redefined by Senate Bill 702 as the sole criteria used in identifyingstudents who are eligible to receive intensive, supplemental services Special Program Information. District has written policies and procedures to identifythe following: ? Students who are at risk of dropping out of school under state criteria ? How students are entered into the SCE program ? How students areexited 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-risksituations. In particular, local and special grants support our goals to provide our teaching staff with the most current effective staff development, a requiredcomponent 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 accerleratethe acquisition of content knowledge for English language learners; equipment, materials, and training needed to complie and analyze data to monitorprogress, alert the school to struggling students and drive decision mamking; software for students to access digital learning materials and collaborate withpeers as well as related training for educators.Hereford Independent School DistrictGenerated by Plan4Learning.com 14 of 63


Funding Sources that might be included here are the following:

Title I, Part A; Title I Part C Migrant; Title III LEPCredit Retrieval Program – 2 sections of credit recovery Title I/SCETitle VI RuralI-DEA- SPEDPre-K GrantIMA/StateLocal FundingCarl PerkinsHISD elementary students that transition from one campus to another during the school year are subject to differences regarding horizontal alignment withinschools due to administration and staff beliefs. It is the district expectation that campuses utlize the TeksResource Year at Glance. HISD administersCommon 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 inreading. 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 andacceleration. 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 districtruns business. Surveys indicated: Best thing about the program: " It provided a great communication channel to school issues known to the generalcommunity; the information gained as well as seeing the passion of the administration and their heart for the shcool and the facilities; and exposure to thecommunity 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. Needspointed out: technology needs to work to implement devices not just more but newer devices; need an instructor to help train on how to usetechnology/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 academicachievement 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.



Professional Development for PNP: Report that availability of Federal funds for professional development impacted personnel growth and studentperformance. 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



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 betweenHereford Independent School DistrictGenerated by Plan4Learning.com 16 of 63


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 bestapplicants is competition from surrounding districts and the limited ability to increase pay schedules demanded by market driven compensation.



Perceptions

Perceptions Summary

Student Engagement:

Students’ Attendance Rate- has remained the same2016-2017 2015-2016 2014-2015

95.6% 95.6% 95.9%

Drop Out Rate Graduation rate(GR 7-8)2016-2017

0.9% Class of 2017 92.7%

(Gr 7-8)2015-2016

0.3% Class of 2016 91.8%

(Gr 7-8)2014-2015

0.0% Class of 2015 92.5%

Class of 2014 92.7%(Gr 9-12)2016-2017

2.6%

(Gr 9-12)2015-2016

2.4%

(Gr9-12)2014-2015

0.6%

HISD recognizes the importance of partnerships with schools/parents/community. While involvement is prevalent with school events and activites, there isa 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 internaland external electronic and printed communication tools (Facebook, website, School Messenger, Family Access, remin101 etc.) stakeholders receiveinformation and provide critical feedback. With frequent interaction between schools, families, and communities, students are more likely to beacademically successful.

Supplemental Communication Support resources such as School Messenger/calendar/informational literature are purchased to communicate with allstakeholders.Hereford Independent School DistrictGenerated by Plan4Learning.com 18 of 63


Hereford ISD recognizes the importance of a safe environment to ensure student and staff safety so HISD is in the process of implementing securtiy systemsat 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 -lackingthings 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 allowadministration 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 andrepairs 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 runsbusiness. 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 communityabout our needs.

Strategies for implementing effective parent and family engagement include in-person forums and meetings, regular electronic communication, and ongoingsurvey 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



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 involvedacademically, i.e. addressing academic concerns. Root Cause: Although parent training has been provided there is still a lack of knowledge and skills onhow to get involved. Time constraint appears to be an issue as well..



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, whichimpacts 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 performlower 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, whichimpacts 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 betweenschools 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 staffRoot Cause 4: A challenge to our ability to recruit the most qualified and best applicants is competition from surrounding districts and the limited ability toincrease pay schedules demanded by market driven compensation.Problem Statement 4 Areas: School Processes & Programs



Problem Statement 5: The issue continues to be that while parents are involved with students in events and activities they need to be more involvedacademically, 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 tobe an issue as well..Problem Statement 5 Areas: Perceptions



Comprehensive Needs Assessment Data DocumentationThe following data were used to verify the comprehensive needs assessment analysis:

Improvement Planning Data

District goalsCurrent and/or prior year(s) campus and/or district improvement plansCampus and/or district planning and decision making committee(s) meeting dataState and federal planning requirements

Accountability Data

Texas Academic Performance Report (TAPR) dataStudent Achievement DomainStudent Progress DomainClosing the Gaps DomainPBMAS 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 versionsSTAAR End-of-Course current and longitudinal results, including all versionsSSI: 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 feedbackProfessional development needs assessment data

Parent/Community Data

Parent surveys and/or other feedback



GoalsRevised/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 inmiddle 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:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Nov Jan Apr

TEA PrioritiesBuild a foundation of reading and math

Improve low-performing schools1) All new and current K-5 literacy teacherswill be expected to attend summer trainings.

2.4, 2.5, 2.6 AdministrationCurriculumTeamChief AcademicOfficer

This will ensure that the district initiative ofBalanced Literacy is communicated and thatthe expectations are known by all K-5 staff.

Problem Statements: Demographics 1 - Student Academic Achievement 1TEA Priorities

Build a foundation of reading and math2) The expectation will be that K-2 teacherswill be self-contained and grades 3-5 will bedepartmentalized or self contained as percampus administration. All K-5 teacherswill instruct literacy daily using the HISDLiteracy Plan as a guide.

2.4, 2.5, 2.6 Administration

Chief AcademicOfficer

This will ensure that all K-2 students will begiven an opportunity to have a strong literacybackground by focusing on the componentsof Balanced Literacy and will allowflexibility in grades 3-5 for campuses tomake decisions based on campus data.

Problem Statements: Student Academic Achievement 1






Improve low-performing schools3) The Curriculum Team will supportBalanced Literacy through variouswalkthroughs of K-5 ELAR classroomsthroughout the school year. We will supportBalanced Literacy implementation withcoaching, modeling, and feedback.

2.4, 2.5, 2.6 Administrators


CurriculumTeam

In order for meaningful change to occur,Balanced Literacy will need to be used withfidelity and all components will need to betaught effectively.

Problem Statements: Demographics 1 - Student Academic Achievement 1


Improve low-performing schools4) All K-5 administrators will be expectedto continue to support Balanced Literacy byattending trainings, conductingwalkthroughs and providing feedback.

2.4, 2.5, 2.6 CurriculumTeam


To ensure Balanced Literacy is implementedwith fidelity, it is crucial that the campusinstructional leader supports and understandswhat Balanced Literacy is and what it lookslike.


= Accomplished = Continue/Modify = No Progress = Discontinue

Performance Objective 1 Problem Statements:

DemographicsProblem 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 wasdue 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 professionaldevelopment.

Student Academic AchievementProblem 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. RootCause 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 toimprove practices through professional development.



Goal 1: Hereford ISD instructional staff will provide instruction that encourages critical thinking, creativity and analysis of instruction that promoteslearning for all students.

Performance Objective 2: Implement a guaranteed, viable, and aligned curriculum, utilizing strategies and initiatives to strengthen the instructional core sothat 82% of tested students will meet the approaches, 60% will meet grade level passing standards, and 25% will meet the masters performance standardmeasured by STAAR/EOC by June 2020.

Evaluation Data Source(s) 2: STAAR/EOC SCoresCommon Based Assessments





Improve low-performing schools1) Monitor that the TEKS Resource Systemor the approved HISD scope and sequenceis being used by all core content teachers.



CurriculumTeam

t is imperative that we use the HISDapproved TEKS Resource System to ensurethe students are receiving instruction at theappropriate rigor.


Build a foundation of reading and mathImprove low-performing schools

2) Campus Based Assessments will begiven on nine-week cycle.

2.4, 2.5, 2.6 Chief AcademicOfficer

CurriculumTeam

Administrators,

Teachers

The purpose of the CBA is to assess theeffectiveness of district curriculum,instructional strategies, and pacing. Districtsuccess on CBAs demonstrates that aguaranteed and viable curriculum has beendelivered with equity from classroom toclassroom and campus to campus.


Build a foundation of reading and mathImprove low-performing schools

3) Campuses will meet with the CurriculumTeam to collaboratively discuss data,resources, and campus needs.


CurriculumTeam

We will meet and look at campus data toensure that progress is being made and lookfor areas that need additional support.





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 trainingAdministrator feedback during data meetingsCurriculum Team Audits





Connect high school to career and collegeImprove low-performing schools

1) K-12 administrators will support PLCtrainings throughout 2019-20 and developteacher leaders.


CurriculumTeam

To ensure productive PLCs training will needto occur so that we are using our timeeffectively.



Improve low-performing schools2) By the end of the 2019-20 school year wewill improve on grade level or abovereading in K-3 from 81% to 87%.



CurriculumTeam

This supports Balanced Literacy and as anoutcome we want to improve the foundationsof literacy.


Improve low-performing schools3) We will improve the ENG I MeetsStandard of First-Time Tested Studentsfrom 38% to 45% and ENG II MeetsStandard of First-Time Tested Studentsfrom 36% to 45%.



CurriculumTeam

To ensure that all retest students get anopportunity for accelerated instruction beforetaking a retest.





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




TEA PrioritiesRecruit, support, retain teachers and

principals1) Professional development will align tothe Campus Needs Assessment, CampusImprovement Plan and DistrictImprovement Plan.

2.4, 2.5, 2.6 Teachers

Administrators


Using state and federal dollars should bepurposeful and tied to our goals.








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 increasefrom 70% to 75 %. Baseline: 66% Goal: (3-5 years) 85%.

Evaluation Data Source(s) 1: Universal screeners indicating student growth in reading.




1) Continue to provide professionaldevelopment in balanced literacy in K-5grade levels to ensure quality instruction sothat all students including eco. dis., racialand ethnic groups, children with disabilities,English Learners struggling in reading aswell as other content areas as needs areidentified are academically successful.Sustainability will be addressed as well..e.g.( New Teacher Balance Literacy;Balance Literacy Beginnings:Starting theYear Right; Model Lesson for Share/GuidedReading; Fall/Spring-Academic LeadershipTeam Meeting(Campus Administration))

2.4, 2.5, 2.6 CampusAdministratorsDistrict ProgramAdministratorsChief AcademicOfficerLeachLiteracy/MelissaLeach

Budget reports-monies spent oninstruction/professional development

Improved quality instruction

Increase student performance

Problem Statements: Demographics 1







Performance Objective 2: Hire supplemental instructional support staff, Implement a guaranteed, viable, and aligned curriculum, utilizing strategies andinitiatives to strengthen the instructional core so that 82% of tested students will meet the approaches, 60% will meet grade level passing standards, and25% will meet the masters performance standard measured by STAAR/EOC by June 2020.

Evaluation Data Source(s) 2: STAAR/EOC scoresCurriculum-Based Assessments




1) Hire supplemental instructional supportstaff to target all students including eco. dis.,racial and ethnic groups, children withdisabilities, English Learners struggling inreading as well as other content areas as needsare identified to ensure academic success.(Reading Interventionists;Librarian/ReadingSpecialists; MigrantInterventionists/Paraprofessionals; Bil/ESLstaff; SCE staff; SPED staff;InstructionalCoach) PNP - hire tutor

CampusAdministratorsDistrict ProgramAdministratorsChief AcademicOfficerPNP- CampusAdministration

Monthly payrollContact logs/list of students struggling andareas servedAt-Risk monthly reports

Increased student academic performance


2) Purchase instructional resources/softwareto supplement and enhance classroomlearning environment and/or to provideinterventions to increase students academicachievement.

2.4, 2.5, 2.6 CampusAdministratorsDistrictAdministratorsDirector OfSpecial EdDirector ofBilingual/ESLExecutiveDirector ofFederalPrograms

Budget reports-monies spent oninstructional resources

Increased student performance





Performance Objective 3: Address identified staff development needs by providing comprehensive, high-quality professional development as measured byend of year satisfaction survey results of at least 80% (to include Title II participating Private Schools).

Evaluation Data Source(s) 3: Certificate of CompletionSTAAR/EOC student scoresWalkthroughs




1) Provide high quality professionaldevelopment opportunities and ensure thatprograms and training comply with programobjectives as well ongoing professionaldevelopment for campus and districtpersonnel to support core instruction;address students' socioeconomic status,language, special needs, and individualneeds as well as legal requirements. (AttendNational, State and local conferences andtrainings) (including PNP.)

2.4, 2.5, 2.6 CampusAdministratorsDistrictAdministratorsDirector OfSpecial EdDirector ofBilingual/ESLExecutiveDirector ofFederal ProgramsPNP - CampusAdministrationPD Reports

AgendasSign -In-Sheets

Certificate of Completion

Staff Increased knowledge and skills,Increased teacher performance, resulting inincreased student performance.







Goal 3: Hereford ISD will ensure that all staff meet high quality standards and are provided opportunitiesfor professional growth

Performance Objective 1: Hereford ISD will improve by June 2020 with internal communication that will lead to greater understanding and trustthroughout the district so that staff surveys will reflect 70% response.

Evaluation Data Source(s) 1: Agendas, emails, sign in sheets, survey results




1) Superintendent will spotlight campus andauxiliary staff members in weekly newsletter tothe district

SuperintendentChief HR Officer

Weekly NewsletterSurvey

2) Directors will initiate an opportunity to meetwith teachers at each campus at least twice ayear. These meetings should be in coordinationwith other campus meetings.

2.4, 2.6 DirectorsCampusPrincipals

Sign in SheetsAgendasSpecial EdInstructional TechnologyCurriculum Team

3) Continue opportunites for wellness programfor HISD staff.

Coordinator ofHealth ServicesSHAC President

SHAC will continue to evaluate and monitorneeds assessment to determine needs and interestamong staff. Monthly newsletter

4) District will continue to honor HISD topsubstitutes.

Chief HR OfficerAdministrativeAssistant to HR CampusAdministratorsSuperintendent

Activity to honor subs.We will accept recommendations from campusadministrators and teachers for excellentsubstitutes. Superintendent will do a shout out ofexcellent substitutes in newsletter.

5) District will continue to recognizeoutstanding volunteers.

Chief HR OfficerCampus AdministrativeAssistant to HRAdministratorsSuperintendent

Appreciation Activity We will accept recommendations fromadministrators and teachers on outstandingvolunteers. Superintendent will do a shout out ofoutstandings volunteer in the newsletter.



Goal 3: Hereford ISD will ensure that all staff meet high quality standards and are provided opportunities for professional growth

Performance Objective 2: Implement in 2019-2020 school year a comprehensive plan for professional growth of all staff in 100% of the Hereford ISDdepartments

Evaluation Data Source(s) 2: Agendas, sign in sheets




1) Hereford ISD Administrators will continue todemonstrate their learning with Capturing KidsHearts - train new staff on campusesparticipating and continue support of thosecampuses.

2.5, 2.6 Superintendent Chief OfficersDirectorsCampusAdministrators

Increase student involvement and participation inactivitiesDecrease discipline referralsIncrease student attendanceNominated for Showcase for CKH - HPA, HHS

2) Hereford ISD substitute training will berevisited and opportunities for improvementsresearched.

Chief HR OfficerCampusAdministrators

New training implementedfill rates of substeacher feedback on subsBlue folders throughout the district for substitutesMore training

3) Hereford ISD will provide learningopportunities for professional staff and supportstaff related to instructional and behavioralstrategies.

2.5 SuperintendentChief OfficersDirectorsPrincipalsAssistantPrincipals

Planning - additional 1/2 day planning timewithin school calendarAttendanceCertificatesHandle with CareCounseling ProgramClassroom meetings each week to discussappropriate behaviors

Problem Statements: Student Academic Achievement 1Funding Sources: 211 - Title I - 0.00, 255 - Title II - 0.00

4) Hereford ISD will continue to sustain andprovide First Year Teacher Academy, Mentorprogram and utilize instructional coaches tosupport Fist Year Teachers as funds allow.

2.5 Chief HR OfficerCurriculum TeamDirector Financeand Accounting

AttendanceSign in Contact Logs from mentors

Problem Statements: School Processes & Programs 2Funding Sources: 211 - Title I - 0.00, 255 - Title II - 0.00





5) The District will provide T-TESS training forall first year teachers in HISD.

2.5 Chief HR Officer Training heldSign in




School Processes & ProgramsProblem Statement 2: Need to grow, support and retain quality staff Root Cause 2: A challenge to our ability to recruit the most qualified and best applicants is competition fromsurrounding districts and the limited ability to increase pay schedules demanded by market driven compensation.



Goal 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 2019-2020 school year staffing formulas, patterns, and hiring processes in 100% campusand district departments.

Evaluation Data Source(s) 3: Meetings, Agendas, sign in sheets, survey results




1) Review salary and staffing needs for all staff. 2.6 Chief FinancialOfficerChief HR OfficerDirector Financeand AccountingDirectorsSuperintendent

Agenda Sign inCNA Meetings

2) Meetings with campus administratorsannually to review staffing.

2.6 Chief OfficersDirectors PrincipalsSuperintendent

Meeting notes, agenda, sign inMet with all principals and directors on staffingWe will discuss needs assessments in the springfor each campus.

3) Attend job fairs for recruiting highly effectiveteachers.

2.6 Chief HR OfficerAdministrativeAssistant HR

AttendanceSign inHiring of teachersAttended several job fairsWill attend job fairs in the spring.

Funding Sources: 255 - Title II - 0.00




Goal 4: Hereford ISD strives for excellence in the area of communication and collaboration with parentsand community members to create partnerships that will enhance learning for all students

Performance Objective 1: By May, 2020, 100% of Hereford ISD campuses will participate in activities designed to communicate and collaborate in anattempt 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




1) HISD provides opportunities for parentand family engagement through meetings;programs; parent-teacher conferencesminimum two times per year at elementarycampuses, 100% sign-up at all campuses toSkyward Family Access, etc.

3.2 Campus/DistrictAdministration andStaff; OrganizationLeaders e.g. KeyClub; TechnologyDepartment

Meeting/Activity Agendas; Sign-in SheetsNumber of Scheduled Events;

Increased number of parents activelyparticipating in school events

School messenger/SchoolCalendar/Literature informed parents,community and staff

Problem Statements: Perceptions 12) Utilize media outlets to communicatedistrict/campus opportunities to studentsand parents for participation in theeducational process e.g. parent academy;helping parents understand the importanceof being involved and how to get involved

3.2 Campus/DistrictAdministration andStaff;

OrganizationLeaders e.g. KeyClub;

TechnologyDepartment

Meeting/Activity Agendas; Sign-in Sheets;Number of Scheduled Events;Increased number of parents activelyparticipating in school events

Informed stakeholders

Problem Statements: Perceptions 1





3) Include parents in the development andreview of the District Parental InvolvementPolicy,

3.1, 3.2 DistrictRepresentative;Campus ParentRepresentative

Agendas and Sign-Ins; ParentalInvolvement Policy(English and SpanishVersion)

Increased parental/community awarenessand involvement

Problem Statements: Perceptions 14) Provide materials and parent training onstudent academic expectations; behaviorexpectations; required assessments;software programs, and district/campuswebsites e.g. Title I Parent and FamilyEngagement Policy; Parent Compact, etc.Campus/District Administration and Staff:

OrganizationLeaders e.g. KeyClub;

TechnologyDepartment

PNP CampusAdministration

Sign-in sheets; Agendas;

list of materials provided

Literature/Brochures

Trained parents on how to be involved intheir students education

Problem Statements: Perceptions 15) 5) Improve customer satisfaction on thepart of the parents/community by ensuringa person is available to welcome and greetvisitors at each campus

Campus/DistrictAdministrationParent Surveys

Sign-in- sheets

Problem Statements: Perceptions 16) ) Provide support for identifiedhomeless/foster students .e.g.transportation;agency referrals etc.

CampusAdministrators/StaffDistrict/CampusLiaison

Services provided as needed to ensureacademic success.



PerceptionsProblem 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. addressingacademic concerns. Root Cause 1: 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 issueas well..



Goal 5: Hereford ISD will develop and maintain an environment that is attractive and safe for all studentsof the Hereford community

Performance Objective 1: By Jun 2019-2020, HISD will develop a preventative and replacement cycle maintenance program schedule/plan in an attemptto maintain a secure and safe learning environment for all.

Evaluation Data Source(s) 1: Presentation of the facility needs assessment to the Superintendent of schools.




1) Develop a strategic facilities needsassessment that will identify issues withcurrent facilities.

ChiefOperationsOfficerDirector ofMaintenanceDirector ofSecurity

Facilities Needs Identified and prioritized

TEA PrioritiesImprove low-performing schools

2) Create a reasonable and achievable plan,timeline and method to fund neededfacilities' repairs, renovations and/orupgrades

Director ofMaintenanceDirector ofSecurityBusiness ChiefOperationsOfficerManager

Provide plan to Superintendent the needsassessment

The overall reduction of complaints to thedistrictregarding sub-standard facilities.


3) Undertake a study of the current state ofthe facilities: provide a list of all districtassets(i.e. buildings; roofs; parking lotsetc..); age of theassets; timeline on preventative andreplacement cycle and/or renovations offacilities; security audits of facilities;timeline/estimated cost for securityupgrades.

ChiefOperationsOfficerDirector ofMaintenanceDirector ofSecurityBusinessManager

Lists of prioritized needs completed/presentedto the Superintendent

Work Orders/Project initiated or completed

Reflected on annual budget

Safety Security Audit plus a more detailedreport onrecommended upgrades to the facilities



Goal 5: Hereford ISD will develop and maintain an environment that is attractive and safe for all students of the Hereford community

Performance Objective 2: In 2019-2020 school year, maintenance department will hire 100% qualified staff and place/move personnel in qualifiedpositions.

Evaluation Data Source(s) 2: Qualified staff hired.Personnel placement adjustments.





1) Undertake a process to hire qualifiedapplicants for both maintenance andcustodial departments. Place personnel inappropriate qualified position.

Chief of HumanResource OfficerChief ofOperationsOfficerDirector ofMaintenance

Qualified staff hired.Personnel placement adjustments.


2) Must establish a system of training,expectations, accountability and oversight toensure that all employees in themaintenance, custodial, and groundsdepartments present themselves in aprofessional manner and effectively do theirjobs

Chief ofOperationsOfficerDirector ofMaintenanceChief of HumanResource Officer

Well trained and highly effective staff inmaintenance, custodial, and groundspositions.




Goal 6: Hereford ISD will provide technology to enhance curriculum, instruction and professionallearning.

Performance Objective 1: In School year 2019-2020 the Curriculum team will support professional development opportunities to ensure that staffmembers are exposed and trained on the use 21st century classroom digital technology

Evaluation Data Source(s) 1: Training dates and sign in sheets from training; Collaborate with campus administration to determinetechnology needs. Working with TOT (trainer of trainers) on the implementation of the programs.





principalsBuild a foundation of reading and math


1) Publishing the plan to the district andcampusprincipals, so that it is known what types ofprofessional development is needed andwhen it isneeded. The plan will be spelled out in theseareas:1.) PD for new to profession2.) PD for new to the district3.) PD for returning staff memebers

2.5 Chief AcademicOfficerCurriculumTeamCampusPrincipalsTechnologyLiason

Meeting agendasEmailsTrainingsWorkshopsLearning Management Access

Problem Statements: School Processes & Programs 2





School Processes & ProgramsProblem Statement 2: Need to grow, support and retain quality staff Root Cause 2: A challenge to our ability to recruit the most qualified and best applicants is competition fromsurrounding districts and the limited ability to increase pay schedules demanded by market driven compensation.



Goal 6: Hereford ISD will provide technology to enhance curriculum, instruction and professional learning.

Performance Objective 2: By the end of 2019-2020 school year, campus identified TRAINER OF TRAINERS supported by the Curriculum team willimprove classroom instructional technology usage at each campus by 10%.

Evaluation Data Source(s) 2: Campus TOTCurriculum Team/Designees







1) Instructional Coaches will attend 4-5meetings during theschool year to learn new things that will behelpful implement, support, and executeclassroom technology trends such as thoseof FLIP CLASSROOMS.

2.5 InstructionalCoachesTechnologyLiaison Chief AcademicOfficerChief OperationsOfficerCurriculumTeam

Meeting agendas/minutesBright Bytes SurveyInstruction Coaches





2) Instructional Coaches will train staff atHISD campus atleast twice a semester on instructionaltechnologyneeds. Needs will be discovered by campussurveys or solicitations by Principals orDirectors.

2.5 InstructionalCoachesTechnologyLiaison CampusPrincipalsDirectorsCurriculumTeam

Training agendas/minutesTraining EvaluationsCampus Needs SurveysBrightByte Surveys








3) Instructional Coaches will attendregional, state, and nationallevel training in order to learn about newtechnology to teach the teachers throughoutthe district

2.5 InstructionalCoaches TechnologyLiaisonChief AcademicOfficerChief OperationsOfficerCurriculumTeam

ISTE and/or TCEA certificates Region 16training certificates Meeting agendas/minutesHISD EDTECH DAYHISD Technology Trainings







Performance Objective 3: In School Year 2019-2020, 16% of classroom technology will be replaced with new interactive projectors or whiteboards anddocument cameras.

Evaluation Data Source(s) 3: District wide classroom refresh plan for classroom technology. Each Year 16% will be replaced we began thislast year.

Walk -throughsInventoryTechnology OfficerCurriculum Officer





principalsImprove low-performing schools

1) Starting with 5th grade (completed 2017)we willreplace and update classroom technology(interactive projectors, whiteboards, anddocument

Chief OperationsOfficerChief AcademicOfficerTechnologySupervisorCurriculumTeam

Inventory of new and old classroomtechnology





Performance Objective 4: Throughout the 2019-2020 school year the district and campus websites will be maintained with updated and correctinformation.

Evaluation Data Source(s) 4: Website EvaluationsScheduled Audits






1) Continuously maintain and update thenew website. Create a new websiteprocedure plan andmake sure that it is followed

WebmasterTechnicianChief OperationsOfficerSuperintendentCampusPrincipalsDirectorsBusinessManagerChief HumanResourcesOfficer

Website ChecksWork Order system tickets



2) Maintaining a site that is ADA compliant

3.1 WebmasterTechnicianChief OperationsOfficerSuperintendentCampusPrincipalsDirectorsBusinessManagerChief HumanResourcesOfficer

Using Edlio's website ADA checker




Performance Objective 5: In May 2020 the Curriculum Team will evaluate the effectiveness of instructional technology programs to drive decisionsregarding or dismissal of programs.

Evaluation Data Source(s) 5: HISD SurveysCurriculum Team Campus Principals Input


Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact

ReviewsFormative Summative

Oct Nov Jan AprTEA Priorities

Recruit, support, retain teachers andprincipals

Improve low-performing schools1) We will evaluate each of ourinstructional technology programs (ie:Istation, Imagine Math,Achieve3000, etc.) to check foreffectiveness. We will make decisionsbased on this effectiveness

2.4, 2.5, 2.6 Chief AcademicOfficerCurriculum TeamPrincipalsExecutive Directorof FederalProgramsChiefOperations/TechnologyOfficer

Program data & reportsSTAAR ScoresSurveys




Title I Schoolwide Elements

ELEMENT 1. SWP COMPREHENSIVE NEEDS ASSESSMENT (CNA)

1.1: Comprehensive Needs AssessmentBeginning in spring 2019, a local needs assessment for 2019-2020 school year began in order to consider the strengths and needs of the Title I Program. At this time parent, student and staffsurveys were created and sent out to appropriate stakeholders for completion. Campus Principal meetings were held in March 2019 in an attempt to initiate the process and discuss currentservices, the need to continue or identify new services/resources needed. At that time Campus Administrators completed a needs assessment about current/new staffing assignments needed atall areas; as well as the need for supplemental services/activities/resources and professional development. On April 30, 2019, District Leadership Team met to continue the comprehensiveneeds assessment and to create a collaborative opportunity for campus, district leaders as well as staff, parent and community members to work to develop strategies aligned with the districtgoals, actions plans and evaluative strageties to ensure student academic achievement. The Hereford ISD Needs Assessment for Title I, Part A Schoolwide is based on various District andCampus data collections including :TAPR report; PEIMS; District standardized state assessments- special pops comparison; district and campus surveys; campus principals meetings; anddepartment meetings. The needs assessment helps indentify the needs to be supported within the Title I, Part A Schoolwide application: academic area of need; indentified supplementalinstructional strategies/activities for specific students; methods to provide measurable evidence for monitored student growth; identified supplemental staff assignments ;professional/paraprofessional to to provide services; indentiifed family and parent engagement; and indentified professional development need to support campus needs.

CNAs Campus Principals/Administrators Meetings:

The goal for the CNAs is to gather information to help make good decisions for moving forward the following year. The meetings will provide a discussiontime for all campus/district administrators to understand and ask questions. There are several different sections and each department involved will assistwith their section (if needed) as the principal/administrators walk through the CNA forms provided. For example: Chief Human Officer will help with thestaffing sections, Academic Officer will help with the curriculum sections, Executive Director of Federal Programs will help with the Title I sections....etc.CFO and Director of Finance and Accounting are invited as well. Once all the campuses have been met with then more involved discussions will occuramong the Directors and Superintendent. Any necessary changes if/when decisions are made are communicated to all stakeholders as appropriate.

Scheduled Meeting Times

Monday, March 25th

1:30 – 3:30 HCAL

Tuesday, March 26th



8:15 – 10:15 Aikman

10:30 – 12:30 West Central

1:30 – 3:30 Music

Wednesday, March 27th

8:15 – 10:15 HHS

10:30 – 12:30 CTE

1:30 – 3:30 Northwest

Thursday, March 28th

8:15 – 10:15 Athletics – Don & Brenda

10:30 – 12:30 Bluebonnet

1:30 – 3:30 HJH

Friday, March 29th

10:30 – 12:30 HPA

1:30 – 3:30 Stanton

DLT Meeting April 30,2019 1:30pm Hereford ISD District Leadership Team consists of: • One classroom teacher from each of the elementary schools,and two classroom teachers from each secondary school • One professional employee from each campus • One parent from each school • All principals,associate principals and central office administrators serve

May 14,2019 ,9:00 am Federal Planning Programs meeting scheduled with Director of Federal Programs Title I, II, III,IV and Chief Academic Officerto prioritize needs identified at CNA meetings that will be funded through Title Federal funds.

ELEMENT 2. SWP CAMPUS IMPROVEMENT PLAN (CIP)



2.1: Campus Improvement Plan developed with appropriate stakeholdersHereford ISD develops a district improvement plan that supports the needs of students in the schools as identified through the comprehensive needsassessment. Intent of the plan is to use methods and instructional strategies that strenghten the academic program in the school, increase the amount andquality of learning time as well as provide an enriched and accelerated curriuclum, which may include programs, activites and courses necessary to providea well-rounded education.

The District Leadership Team is a decision-making committee that creates opportunties among campus and district leaders to ensure that all students areacademically successful . This is accomplished through a process of on-going communication and dialogue in which principals, teachers, staff, parents andcommunity members work to develop strategies aligned with district goals, action plans and evaluative strategies to ensure improvement of studentachievement . The process enables the unique neeeds of each camups to be addressed, while maximizing the educational and economic benefits of acoordinated and focused program provided by the district.

2.2: Regular monitoring and revisionHereford ISD Dsitrict Improvement Plan and Campus Imrpovement Plans are developed for a one year implementation with annual evaluations andrevisions. DLT/BLT meetings are held throughout the year to review and/or revise plans in case a need arises in an attempt to provide activities that ensureeffective timely assistance to ensure that all students are provided opportunties to meet the challenging State academic standards.

There are four formative reveiws per year

First Review Month: October

Second Review Month: November

Third Review Month: January

Fourth is a Summative Review Month: April - at this point the plan is reviewed to determine if strategies will be contiinued/modified for following year. Itassist with identifying new needs.

For 2018-2019: Assigned DLT committee members reviewed the plan on set months as well as at scheduled meetings: DLT Meetings: 11/6/2018;1/15/2019;4/30/2019

2.3: Available to parents and community in an understandable format andHereford Independent School DistrictGenerated by Plan4Learning.com 55 of 63


languageDIP is made available to parents and community and the information in the plan is in an understandable format and to the extent practicable, provided in alanguage that parents can understand. (website, campuses etc,) The DIP as well as CIP have all been translated to Spanish being the dominate language.

2.4: Opportunities for all children to meet State standardsThe district's plan addresses the needs of all students in the schools, but particularly the needs of those at-risk of not meeting the challenging state academicstandards. The following supplemental instructional support and/or services are provided: reading intervention to support low performance reading; labsupport staff - to provide supplemental assistance n the area of math; reading; etc..with individual software to meet the support level required for eachstudent; tutorial services; credit recovery; etc..

2.5: Increased learning time and well-rounded educationThe schoolwide reform strategies are based on proven researched methods. Hereford ISD provides methods and instructional strategies that strenghten theacademic program in the school, increase the amount and quality of learning time to assist students in meeting the challenging State academic standards aswell as provide an enriched and accelerated curriuclum, which may include programs, activites and courses necessary to provide a well-rounded education.

2.6: Address needs of all students, particularly at-riskHereford ISD provides effective instrucitonal strategies and opportunties for students to be academically successful, particularly the low achieving studentsand those most at-risk of not meeting state achievement standards. Additonal support is available with tutorials, computer aided instruction, extendedlearning opportunties, and instructional supplemental support staff.

Hereford ISD provides staff with quality professional development on instructional strategies and provides tools necessary to plan/deliver quality instructionfor all students.

ELEMENT 3. PARENT AND FAMILY ENGAGEMENT (PFE)

3.1: Develop and distribute Parent and Family Engagement PolicyHereford ISD schedules an Annual Parent Involvement Policy meeting to meet with a campus selected representation of parents to review and create the



District policy. After the meeting parents are provided with a copy of the district policy and compact. These are uploaded in the Hereford ISD website.Upon completion of the District policy each individual campus will conduct an annual meeting to develop and update their individual campus policy.Family and Parent Engagement is strongly encouraged by the District/Campus and activities are incorporated within the district/campus plans to ensureappropriate participation of all parents. A Parent Involvement Compact is developed outlining the district, campus, parent and student responsibilites andcommitment to their educaitonal setting. This Compact is distributed to each parent. The district provides an automated Messenger Service to provide themost updated information to parents on a regular basis.

Annual Parent Involvement Policy Meeting Scheduled: Flexible times are provided to ensure parents are afforded the opportunity to attendmeetings.

May 21, 2019 at 1:30 pm and 2:00 pm

3.2: Offer flexible number of parent involvement meetingsHereford ISD recognizes the vlaue and utility of contributions of parents, and how to reach out to , communicate with and work with parents as equalpartners so makes every attempt to offer flexible number of meetings, such as meeting in the morning or evening to ensure parents opportunities toparticipate.

Parents are notified by mail and phone calls.

First Meeting: May 21, 2019 at 10:00am

Second Meeting: May 21, 2019 at 2:00pm



Title I Personnel

Name Position Program FTE

Gavina Yolanda Executive Director of Federal Programs Title I, Part A .5Herrera Yasmin Administrative Assistant Title I Pat A .5



District Leadership Team

Committee Role Name Position

Administrator Bena Glasscock Coordinator of Assessment, Counseling & HealthServices

Administrator Christie Volmer Admin.-Chief Human Resource OfficerAdministrator Edward Ingram Admin. - Chief Finance OfficerAdministrator Joe Mendez Admin.-Chief Operations OfficerAdministrator Joy Kilian Admin.-Director of Special EducationAdministrator Mark Stokes Admin.-Chief Academic OfficerAdministrator Michelle Delozier CTE-Career & Technical Education DirectorAdministrator RuthAnn Vessels Admin.-Director of Curriculum & LearningAdministrator Sheri Blankenship Admin.-SuperintendentAdministrator Yolanda Gavina Admin.-Executive Director of Federal ProgramsAdministrator Daniel Bartels Admin.-Assistant Business ManagerAdministrator Adriana Wolf Director of Finance & AccountingAdministrator Don Delozier HS- Boys Athletic DirectorAdministrator Brenda Kitten HJH-Girls Athletic DirectorAdministrator Robert Hinds Band DirectorAdministrator Bryan Hedrick Director of Special ServicesPEIMS Coordinator Kami Aven PEIMS CoordinatorAdministrator Sandra Maldonado Aikman Elementary- PrincipalAdministrator Andrea Brown Bluebonnet Elementary- PrincipalAdministrator Ortencia Mendez WC Elementary-PrincipalAdministrator Nancy Neusch NW Elementary-PrincipalAdministrator Richard Sauceda HHS-PrincipalHereford Independent School DistrictGenerated by Plan4Learning.com 59 of 63


Committee Role Name PositionAdministrator Cuca Salinas HJH- PrincipalAdministrator Tony Barker HCAL- PrincipalAdministrator Brenda Bice Tierra Blanca Early Childhood Center- PrincipalAdministrator Linda Gonzalez HPA-PrincipalClassroom Teacher Donnie ORand HS-Special Education TeacherClassroom Teacher Monica Valdez Spanish TeacherClassroom Teacher Gail George Science TeacherClassroom Teacher Rodney Ferguson CTE-Automotive InstructorClassroom Teacher Richard LaMascus HHS- Social Studies TeacherCommunity Representative Cindy Simons Community Representative

Classroom Teacher Predenia Grantham HJH- 7th Grade Adv. ELAR & Stampede to ReadTeacher

Parent/Community Representative Isabel Ceballos Parent/Community RepresentativeClassroom Teacher Jana Rudd HPA- Career TeacherClassroom Teacher Terry Dodd HPA- Teacher Business & TDEParent/Community Representative Dennis Detten Parent/Community RepresentativeClassroom Teacher Donna Grady Tierra Blanca Early Childhood CenterClassroom Teacher Cherry Laws Tierra Blanca Early Childhood CenterParent/Community Representative Debbie Gonzalez Parent/Community RepresentativeClassroom Teacher Laura Higgins HCAL-TeacherClassroom Teacher Rick Jackson HCAL-HS DAEP TeacherCommunity Representative Becky Williams Parent/Community RepresentativeClassroom Teacher Yvette Gamboa Aikman- TeacherClassroom Teacher Lani Johnston Aikman-1st Grade TeacherClassroom Teacher Trina Biggs Aikman- 2nd Grade TeacherParent/Community Representative Angela Thongngoen Aikman-Parent/Community Representative



Committee Role Name PositionClassroom Teacher Christi Ashley BB-5th Grade TeacherClassroom Teacher Diana Villarreal BB- 2nd Grade TeacherCommunity Representative David Gonzalez BB-Community RepresentativeClassroom Teacher Angie Cave WC-Special Education TeacherLibrarian Marietta Flood Reading Specialist/LbrarianCounselor Gina Rejino WC-CounselorParent/Community Representative Selena Castillo WC-Parent/Community RepresentativeClassroom Teacher Jacob Miller NW-Kindergarten TeacherClassroom Teacher Beth McCracken NW-Speech TherapistParent/Community Representative Holly Mc Neely NW-Parent/Community RepresentativeCommunity Representative Sharon Hodges Admin.- Community Representative



Campus Funding Summary

211 - Title IGoal Objective Strategy Resources Needed Account Code Amount

3 2 3 $0.003 2 4 $0.00

Sub-Total $0.00

255 - Title IIGoal Objective Strategy Resources Needed Account Code Amount

3 2 3 $0.003 2 4 $0.003 3 3 $0.00

Sub-Total $0.00Grand Total $0.00



Addendums



Generated(by(Plan4Learning( ( ( ( ( ( (((((((((((Revised(552017(

APPENDIX(

STATE(MANDATES(IMPLEMENTATION(REFERENCE(

Texas(law(and(Board(Policies(mandate(the(following(be(addressed(with(strategies(for(improving(student(performance.(To(increase(the(campus/district’s(ability(to(focus(on(a(limited(number(of(targeted(initiatives(in(this(improvement(plan,(the(campus/district(will(plan,(implement,(monitor(and(evaluate(the(following(mandates(through(other(procedures(and(practices.(When(requested,(the(Person(Responsible(will(report(progress(to(the(campus/district(site5based(committee.(

MANDATE(

(

REFERENCES( PERSON(RESPONSIBLE( LOCATION(OF(IMPLEMENTATION(AND(EVALUATION(DOCUMENTATION(

1. Bullying(• Prevention,(identification,(response(to(and(reporting(of(

bullying(or(bully5like(behavior((

Board(Policy(FFI(Local)(

TEC(11.252(a)(3)(E)(

Campus(Counselors(

Campus(Administrators(

Campuses(

Olweus(Bullying(Program(

Bullying(policies(&(procedures(posted((&(accessible(to(students(,(parents(and(communities(

2. Coordinated(Health(Program(• Student(fitness(assessment(data(• Student(academic(performance(data(• Student(attendance(rates(• Percentage(of(students(who(are(Economically(

Disadvantaged(• Use(and(success(of(methods(of(physical(activity(• Other(indicators((

TEC(11.253(d)(

Board(Policy(FFA(Local)(

Campus(Counselors(


Athletic(Director(

Skyward:(

• Grades(

• STAAR(

• Demographics(

(

Evidence(that(demonstrates(success(is(performance(on(state(fitness(tests(

TAPR(report(

3. DAEP(Requirements(• Student(groups(served(–(monitoring(over5representation(• Attendance(rates(• Pre5(and(post5(assessment(results(• Dropout(rates(

TEC(37.008(

TAC(19(103.1201(b)(

Board(Policy(FOCA(Legal)(

DAEP(Hearing(Officer(


Reduce(recidivism(rates(

Skyward(

DAEP(Hearing(documentation(


MANDATE(

(


• Graduation(rates(• Recidivism(rates(

TAPR(report(

( (

4. District’s(DecisionLMaking(and(Planning(Policies(• Evaluation(–(every(two(years((5(HISD(will(evaluate(annually(

TEC(11.252(d)( Superintendent(

Campus(BLT(

District(5(DLT(

Sign5in5sheets;(

Agendas;(

Minutes(

5. Dropout(Prevention( TEC(11.252( Campus(Counselors(


Students(identified(&(served(as(At5Risk(

6. Dyslexia(Treatment(Programs(• Treatment(and(accelerated(reading(program(

TEC(11.252(a)(3)(B)( Chief(Academic(Officer(

Reading(Interventionists(

Dyslexia(Plan(

Services(provided(

7. Title(I,(Part(C:(Migrant(• An(identification(and(recruitment(plan(• A(priority(services(action(plan(

P.L.(1075110,(Section(1415(b)(

Executive(Director(of(Federal(Programs(

PEIMS(Coordinator(

COEs(

PFS(reports(used(to(give(these(students(priority(of(MEP(services(

8. Pregnancy(Related(Services((• District5wide(procedures(for(campuses,(as(applicable(

TEC(29.081(

TAC(129.1025(

Student(Attendance(Accounting(Handbook(

CTE(Director(

Campus(Nurse(

Services(explained(and(Provided(

PEIMS(

In5House(Audit(

9. PostLSecondary(Preparedness/Higher(Ed(Information/Career(Education(

• Strategies(for(providing(to(middle(school,(junior(high(and(high(school(students,(teachers,(counselors(and(parents(information(about:(

TEC(11.252(4)(

TEC(11.252(3)(G)(

Campus(Counselors(

CTE(Director(

CTE(Counselor(

(

Classroom(guidance(

Parent(Education(Meetings(


MANDATE(

(


o Higher(education(admissions(and(financial(aid,(including(sources(of(information(

o TEXAS(grant(program(o Teach(for(Texas(grant(programs(o The(need(to(make(informed(curriculum(choices(for(

beyond(high(school(o Sources(of(information(on(higher(education(

admissions(and(financial(aid(• Career(education(to(assist(students(in(developing(the(

knowledge,(skills,(and(competencies(necessary(for(a(broad(range(of(career(opportunities(

(

(

(

(

(

CTE(Courses(grades(8512(

10. Recruiting(Certified(Teachers(and(HighlyLQualified(Paraprofessionals(

• Assisting(teachers(and(paraprofessionals(to(meet(certification(requirements(and/or(highly(qualified(requirements((

• Strategies(and(activities(to(ensuring(the(campus(and(district(is(making(progress(toward(having(all(classes(taught(by(state(certified,(highly(effective(teachers(

• Ensuring(that(teachers(are(receiving(high5quality(professional(development((

• Attracting(and(retaining(certified,(highly(effective(teachers(

ESSA( Chief(Officer(of(Personnel(


Certification(

PAKS(assessment(Region16(training(certificates(

Equity(Plan(

11. Sexual(Abuse(and(Maltreatment(of(Children(

(

TEC(38.0041(c)(

TEC(11.252(9)(

Board(Policy(FFG(Exhibit)(

Campus(Counselors(


Safe(Schools(Training(for(all(Staff(

Completion(of(Certificate(

Increase(awareness/recognition(how(to(report(&(obtain(help(

12. Student(Welfare:(Crisis(Intervention(Programs(&(Training(• District(Program(s)(selected(from(a(list(provided(by(TDSHS(in(

coordination(with(TEA(and(the(ESCs(on(these(topics:(o Early(mental(health(intervention(

Health(and(Safety(Code,(Ch.(161,(Subchapter(O51,(Sec.(161.325(f)(2)(

Campus(Counselors(


Classroom(guidance(i.e.(Red(Ribbon(week(

Safe(Schools(Training(for(all(staff(


MANDATE(

(


o Mental(health(promotion(and(positive(youth(development(

o Substance(abuse(prevention(o Substance(abuse(intervention(o Suicide(prevention(and(suicide(prevention(parent/(

guardian(notification(procedures(• Training(for(teachers,(school(counselors,(principals(and(all(

other(appropriate(personnel.((

TEC(11.252(3)(B)(i)(

Board(Policy(FFB(Legal)(

Board(Policy(DMA(Legal)(

13. Student(Welfare:(Discipline/Conflict/Violence(Management((DIP)(• Methods(for(addressing(

o Suicide(prevention(including(parent/guardian(notification(procedure(

o Conflict(resolution(programs(o Violence(prevention(and(intervention(programs(o Unwanted(physical(or(verbal(aggression(o Sexual(harassment(o Harassment(and(dating(violence(

TEC(11.252(a)(3)(E)(

TEC(11.252(3)(B)(

TEC(11.252(3)(B)(

Board(Policy(FFH(Legal),(FFH(Local)(

TEC(11.253(d)(8)(

(

TEC(37.001(

Family(Code(71.0021(

TEC(37.0831(

Campus(Counselors(


Classroom(guidance(i.e.(guest(speakers;((

District(Suicide(Plan(

Safe(School(Training(for(all(staff(

(

14. Texas(Behavior(Support(Initiative((TBSI)(• Instruction(of(students(with(disabilities(–(designed(for(

educators(who(work(primarily(outside(the(area(of(special(education(

TEC(37.0021(

TAC(89.1053(

SPED(Director(

SPED(Department(

Handle(with(Care(Training(

Positive(Behavioral(Interventions(&(Supports(

15. Technology(Integration(in(Instructional(and(Administrative(Programs(

TEC(11.252(a)(3)(D)(

TEC(28.001(

Chief(Operations(Officer/Tech(

e5Rate(

Technology(Plan(

(

! 1!

Hereford ISD Migrant Education Program Comprehensive Needs Assessment 2019-2020

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! 2!

2017/2018 STAAR Demographics By Subject for Reading/ELA Approaching Grade Levels Standards

Subpopulation Tested Appr Appr All Students 2642/2626 1522/1593 58/61 Hispanic 2352/2338 1317/1387 56/59 ECD 2197/2131 1209/1247 55/58 LEP/ELL 388/389 144/164 37/42 Migrant 279/224 158/129 57/58 Not Migrant 2362/2396 1363/1463 58/61

State Performance Target: In 2019-2020, 54% of students in grades 3-12 will score at grade level or above on STAAR Reading Assessments Data Summary: Based on 2018 results: 58% of MEP students are approaching grade level in Reading/ELA compared to 61% of non-MEP students, 59% of Hispanic or Latino students, 42% LEP students and 59% of Economically Disadvantaged Students. Need Statement: The percentage of migrant students in grades 3-11 meeting approaching grade level standards on the State Reading/ELA assessment needs to increase by 2-3%.

2017/2018 STAAR Demographics By Subject for Reading/ELA Meets Grade Levels Standards Subpopulation Tested Meets Meets

All Students 2642/2626 1522/892 58/34 Hispanic 2352/2338 1317/738 56/32 ECD 2197/2131 1209/650 55/30 LEP/ELL 388/389 144/49 37/13 Migrant 279/224 158/78 57/35 Not Migrant 2362/2396 1363/814 58/34

State Performance Target: In 2019-2020, 54% of students in grades 3-12 will score at grade level or above on STAAR Reading Assessments Data Summary: Based on 2018 results: 35% of MEP students are meets grade level in Reading/ELA compared to 34% of non-MEP students, 32% of Hispanic or Latino students, 13% LEP students and 37% of Economically Disadvantaged Students. Need Statement: The percentage of migrant students in grades 3-11 meeting grade level standards on the State Reading/ELA assessment needs to increase by 0%.

! 3!

2017/2018 STAAR Demographics by Subject for Reading/ELA Masters Grade Level Standards Subpopulation Tested Masters Masters%


State Performance Target: In 2019-2020, 54% of students in grades 3-12 will score at grade level or above on STAAR Reading Assessments Data Summary: Based on 2018 results:15% of MEP students are masters grade level in Reading/ELA compared to 14% of non-MEP students, 13% of Hispanic or Latino students, 7% LEP students and 12% of Economically Disadvantaged Students. Need Statement: The percentage of migrant students in grades 3-11 mastering grade level standards on the State Reading/ELA assessment needs to increase by 1%. Although the percentage of migrant students in grades 3-11 mastering grade level standards on the State Reading/ELA assessment is higher than non-MEP students by 2% there is a need for improvement in foundational literacy skills by all groups which impact all content areas Data Analysis: In Reading/ELA, STAAR data indicates there is a higher percentage of migrant students at the approaching grade level standards than meets or masters but so is the case with the other subgroups. A goal of the migrant program is to provide migrant students with appropriate and timely interventions/services/resources to ensure their academic achievement not only in meeting grade level STAAR standards but success in all academic areas.

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 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. 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 as well as continued training in balance literacy. Report instructional coaches have proven to be beneficial in working with teachers and will be considered to increase the number of instructional coaches for 2019-2020.

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 opportunities for students academic performance. Processes and procedures are in place to recruit, support and retain highly effective personnel such as Migrant Interventionist; migrant paraprofessionals ( full time and temporary). Staff needs assessments report that these services are beneficial to migrant students in enhancing opportunities for them to be academically successful. (e.g., students grades improved; students reading levels improved and students were eager to read on their own.; When student guidance is given/provided by the Migrant Intervention Specialist, it opens the door for student communication. It allows the Migrant students to have the extra “go to person” to help guide their academic necessities as well as their academic success; Supplemental instruction provided by the migrant paraprofessionals has proven to be very effective. They are our eyes and ears on the campuses. They deal with the students on a daily basis, therefore, can let us know if there is a need for any student. They work closely with teachers to ensure they can pull students and work one-on-one with them if they need the extra help. There have been times students are failing, the migrant para’s visit with the student and teachers to see if they need any help with completing assignments. When the end of the 6 weeks comes up we have a minimal

! 4!

amount if not any students failing. Many migrant students that are struggling often seek the migrant paraprofessionals for assistance. By the paraprofessionals providing assistance in the classroom, they are better able to ensure students comprehend the material and aware of what is being taught in the event they have to work individually with students. They have built a rapport with teachers as well, in that teachers are also seeking the migrant Para’s when a migrant student is struggling).

1.1) Migrant students do not have access to reading materials that enhance academic development.

Parent Survey results on what is needed MOST to help their children be more successful in school: • 24% more reading/literacy help; • 33 materials to help them study at home

The Migrant department will investigate the possibility of creating packets with supplies/resources/tools to check out to migrant students that can be used at home.

1.2) Families of migrant students are in need of academic background, language skills, and resources for providing students reading support

in the home. Parent Survey results on suggestions to improve services to migrant children and families:

• want ways to help w/reading 29% & math 24%; • 48% helping my child with homework/assignments. • 33% Educational materials at home

PAC meetings are utilized to provide migrant parents with strategies and ideas on how to help their children at home.

1.3) Migrant students in grades K-8 do not have access to support services (e.g., clothing, vision, dental) Parent Survey results for support services indicates:

• 53% need counseling for students on options after high school; • 68% need books, materials and supplies; • 33 % need health referrals (medical, dental, vision); • 24% counseling on high school credits/graduation; • 24% referrals to community agencies; finding school/community resources • 24%school supplies • 24% support for extra curricular activities • 11% information for out –of-school youth.

Migrant students are provided with supplies and consumable materials to successfully complete their assignments. Migrant specific to individual needs. Request is usually made by staff member, parent, and/or student. Migrant department will ensure that sufficient support services are available to facilitate the participation of all migrant students with priority given to PFS students. Parents are provided with a list of community agencies to ensure resources and services are provided are located and received. Migrant clerks are always available upon request if assistance is needed with transportation; translating and /or health referrals. PAC Meetings are scheduled to bring community agencies to share with migrant parents with services such as dental; Medicaid, Medicare etc.,

! 5!

GOAL AREA 2: MATHEMATICS NEED/CONCERN: 2.1) Migrant students in grades 3-11 generally achieve lower passing rates on Mathematics state assessments compared with non-migrant students, Hispanic, LEP students, and economically disadvantaged students.

2017/2018 STAAR Demographics By Subject for Math Approaching Grade Levels Standards Subpopulation Tested Appr Appr%

All Students 2136/2072 1504/1505 70/73 Hispanic 1918/1843 1324/1326 69/72 ECD 1803/1707 1242/1222 69/72 LEP/ELL 331/331 194/89 59/65 Migrant 221/164 154/120 70/73 Not Migrant 1914/1904 1349/1388 70/73 State Performance Target: In 2019-2020, 56% of students in grades 3-12 will score at grade level or above on STAAR Mathematic Assessments. Data Summary: Based on 2018 results: 73% of MEP students are approaching grade level in Mathematics compared to 73% of non-MEP students, 72% of Hispanic or Latino students, 65% LEP students and 72% of Economically Disadvantaged Students. Need Statement: Although the percentage of migrant students in grades 3-11 meeting approaching grade level standards on the State Mathematics assessment needs to increase by 0% there is a need for improvement to ensure meets or masters grade level standards. 2017 /2018 STAAR Demographics by Subject for Math Meets Grade Level Standards

Subpopulation Tested Meets Meets% All Students 2135/2072 799/861 30/42 Hispanic 1917/1813 642/743 27/40 ECD 1802/1707 584/675 27/40 LEP/ELL 331/313 52/82 13/26 Migrant 221/164 71/78 25/48 Not Migrant 1913/1904 727/782 31/41 State Performance Target In 2019-2020, 56% of students in grades 3-12 will score at grade level or above on STAAR Mathematic Assessments. Data Summary: Based on 2018 results: 48% of MEP students are meeting grade level in Mathematics compared to 48% of non-MEP students, 40% of Hispanic or Latino students, 13% LEP students and 27% of Economically Disadvantaged Students. Need Statement: Although the percentage of migrant students in grades 3-11 meeting grade level standards on the State Mathematics assessment is higher than non-MEP students by 7% there is a need for improvement to ensure meets or masters grade level standards.

! 6!

2017/2012 STAAR Demographics by Subject for Math Masters Grade Level Standards Subpopulation Tested Masters Masters%


State Performance Target: In 2019-2020, 56% of students in grades 3-12 will score at grade level or above on STAAR Mathematic Assessments. Data Summary: Based on 2018 results: 20% of MEP students are masters grade level in Mathematics compared to 19% of non-MEP students, 18% of Hispanic or Latino students, 10% LEP students and 17% of Economically Disadvantaged Students. Need Statement: The percentage of migrant students in grades 3-11 meeting grade level standards on the State Mathematics assessment needs to increase by 0%. Data Analysis: In Math, STAAR data indicates there is a higher percentage of migrant students at the approaching grade level standards than meets or masters but so is the case with the other subgroups. A goal of the migrant program is to provide migrant students with appropriate and timely interventions/services/resources to ensure their academic achievement not only in meeting grade level STAAR standards but success in all academic areas. 2.2) Migrant students in grades K-12 do not have access to academic resources/tools needed to support their mathematics learning in school and at home. Parent Survey results on what is needed MOST to help their children be more successful in school;

• 24% more mathematics help; • 33% materials to study at home

The Migrant department will investigate the possibility of creating packets with supplies/resources/tools to check out to migrant students that can be used at home. In the Program and Evaluation Parent Survey parents were asked if services/activities were effective for 2017-2018 and recommendations for 2018-2019 were sought out as well. Parents state continued support is appreciated; would like to see ESL classes for parents; believe any activity for students or parents is awesome. The college tours and the WTAMU Camp are great and beneficial; Recommend everything we can do in our power with these young ones. LNA Family Needs Assessment Parent Survey Results: Supplemental Instruction Needs –Prioritized top 5 1. 52% Mathematics Instruction

2. 48% Options after High School 3. 38% Reading Instruction 4. 33% English Language Instruction 5. 29% STAAR test preparation

! 7!

Supplemental Instructional Services Needs – Prioritized)top)5)

1. 43%!Tutoring!during!the!school!day!2. 38% Support to stay in school 3. 33% Before and after school tutoring 4. 19% High School diploma equivalency programs/support for completing high school classes 5. 14% Pre school services

Support Service Needs – Prioritized top 5 1. 53% Counseling on options after high school 2. 33% Health Care (medical, dental , vision) 3. 24% Counseling on High School credits/graduation; school supplies; support for extra curricular activities; finding school/ community

resources 4. 19% Transportation 5. 14% Nutrition

Parent /Family Needs 1. 48% Helping my child with homework/assignments 2. 33% Educational materials at home 3. Helping my child with reading at home 4. 24% Meeting with teachers or tutors; helping my child with mathematics at Home; Family literacy/English language instruction; 5. 19% Parent activities such as reading nights; preparing young children for school;

Other needs: “Books to use at home” Migrant department has initiated a check out system so parent/students may check out books. It has not been as successful as anticipated. The goal for 2019-2020 is to encourage more migrant students and families to take advantage of this opportunity. “Continue supervising the students during classes as the parents do at home so that they can concentrate in their classes and maintain good grades.” LNA Staff Needs Assessment Survey Results: Supplemental Instruction Needs Prioritized top 5

1. 95% Reading Instruction 2. 82% Writing Instruction 3. 79% Mathematics Instruction 4. 63% STAAR test Preparation 5. 47% English Language Instruction/Science Instruction

Supplemental Instructional Needs Prioritized top 5 1. 68% In-School tutoring 2. 53% Career/technical education programs 3. 47% Preschool programs/ school readiness; extended- day tutoring 4. 42% Support for transitioning to a new school 5. 37% Migrant Summer School – will investigate the possibility for 2019-2020

Support Services Needs Prioritized top 5 1. 63% Books/materials/ supplies 2. 47% Health Care ( medical. Dental vision);Translation and Interpretation; 3. 37% Counseling on options after high school; transportation 4. 32%Secondary counseling ( credits/graduation) 5. 21% Nutrition/meals; locating school/community resources

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Professional Development Needs Prioritized top 5 1. 74% Reading/literacy strategies; Mathematics strategies 2. 53% Involving parents in their children education 3. 42% Identification and recruitment 4. 37% ESL/diverse learner strategies; curriculum and instruction; accessing school/ community resources 5. 32% Program planning/evaluation

Parent training needs Prioritized top 5 1. 84% Strategies to support education in the home 2. 74% How to help children with homework 3. 68% Communicating with the school/teachers; Family literacy/English language development; educational resources in the home; 4. 53% Helping children with reading /mathematics; parenting education; parent involvement; 5. 47% Early literacy skills

Other needs observed by staff: “English classes for parents after work hours” “Parents need to know all the help and scholarships available to students” “Continue college assistance” “It would be helpful to have funds available at the beginning of the year. We had one migrant aide at the beginning of the year and then added 3 after 1st semester. That left us short handed first semester.” LNA Student (Grades9-12) Out of School Youth Survey Results Supplemental Instruction Needs Prioritized top 5

1. 38% Learning about paying for college/enrolling for college; math instruction 2. 36% High School Classes needed to graduate 3. 35% College Preparation (AP classes, ACT/SAT) Migrant Interventionist will offer after school opportunities for this type of college

preparation. 4. 31% Reading Instruction 5. 29% Writing Instruction; learning about options after high school

Supplemental Instructional Needs Prioritized top 5 1. 24% Support for completing High School Classes 2. 21% Before or after school tutoring 3. 18% Tutors visiting your home 4. 14% High School Equivalency programs 5. 10% Support for transitioning to a new school

Support Services Needs Prioritized top 5 1. 40% None of the above 2. 31% Transportation 3. 29% Clothing 4. 18% Counseling (high school credits/graduation);counseling about options after high school 5. 8% Support for extracurricular activities; access to computers/internet; water safety/swimming lessons

How well do you understand graduation requirements? Student comments: 4% not at all; somewhat -49%; very well- 44% Comments/Follow Up: Better prepare students to have a stronger understanding of these requirements. How sure are you that you will graduate from high school? Student comments: 3% not at all; somewhat – 21%; very sure – 72%; N/A- 1%

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Comments/Follow Up: Help students have a better understanding of the importance of graduating so they will be100% sure! Other needs: “Guidance what I can do after High School” “More College Prep” “More Help in some of my classes” “With English” GOAL AREA 3: SCHOOL READINESS NEED/CONCERN: 3.1) Young migrant children are not being served by early childhood programs. Hereford ISD provides the following programs: 54 total migrant students out of those were:

• Headstart – 17 • Bright Beginnings- 20 Not enrolled= 17 migrant students

State Performance Target: There is no State Performance Target for school readiness Data Summary: 68% of MEP children ages 3-5(not in Kindergarten) were served by the MEP during the 2018-2019 school year and . Some of MEP children ages 3-5 (not Kindergarten) received support services during the reporting period. (transportation; health services) The Migrant recruiters ensure timely and appropriate home visits; phone calls; contacts at registration are carried out in an attempt to encourage migrant parents with these age children to enroll in the programs but there are some parents that refuse the services. The goal is to continue to pursue opportunities to identify and enroll all eligible migrant students to enroll in these services. 3.2) Preschool children are not receiving sufficient proactive or preventative health care services. Migrant recruiters provide migrant families with a list of agencies for children to receive these services if needed. At times they have taken them for appointments as well. 3.3) Migrant parents lack the tools (i.e., school supplies, strategies for learning at home, etc.) to assist their children with early childhood development and social/developmental and age appropriate behavior. Migrant Program has a P3 Home Based program to provide such services for these students. A P 3 Home Educator schedules home visits to assist and train these parents. Monthly PAC Meetings are also provided to ensure families are given opportunities to enhance their skills in these areas. GOAL AREA 4: HIGH SCHOOL GRADUATION/OSY NEED/CONCERN: 4.1) Secondary migrant students and OSY need counseling on appropriate course placement, credit accrual, graduation planning, goal setting, career exploration, etc. HHS/Out-of School Youth needs assessment survey indicates: I would like help with:

• 18% Counseling ( high school credits/graduation) • 18% Counseling about options after high school • 38% Mathematic Instruction • 31% Reading Instruction • 38% Learning about paying for /enrolling in college • 29% Learning about options after high school • 35% College preparation (AP classes, ACT/SAT) • 24% Support for completing high school classes

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• 21% School day tutoring • 14% Career/technical educational programs • 44% understand graduation requirements – need to better prepare students to have a stronger understanding of these requirements. • 72% are very sure will graduate from high school- help students have a better understanding of the importance of graduating from High school

– Goal: 100% sure! HJH/HPA Middle School needs assessment survey indicates: I would like help with: Based on 2018-2019 data – renew 2019-2020

• 55% learning about preparing for college; • 52% learning about career options; • 41% improving my academic skills; • 32% improving my English skills; • 27% enrolling in career/technical education programs; • 26% taking a course to make up for credits I am missing; • 23% preparing for my end of course assessments; • 22% learning about social health; issues; • 22% understanding the importance of staying in school; • 21% receiving support services (such as dual credit etc.) • 61% need more help to earn the high school credits I need to graduate; • 75% need more information about options after graduation ( such as career or college).

The Migrant department hires Migrant Intervention Specialists to assist with appropriate course placement, credit accrual, graduation planning, goal setting, career exploration, etc. of migrant students. They are always available for parents, students and staff. They keep up with grades, schedules and any needs that may arise as well as the latest information for universities, colleges and programs that benefit the students to ensure their immediate and future success. Migrant students are provided opportunities to attend leadership educational experiences outside the classroom to give them a “road map to the future” as well as giving them a sense of knowing the possibilities that are out there with hopes of gaining a mindset of not having to “settle” for the “just” things in life and pursuing a career or college after high school. (e.g., Step Up to Success, Close Up, College tours). Close Up Washington DC June 2019 HHS MIGRANT STUDENT Participant Survey Place a mark in the box to indicate if you Strongly Agree, Agree, Disagree or Strongly Disagree

Program Ratings Strongly Agree

Agree Disagree Strongly Disagree

The Close Up Program was interesting. 73% 27% Close Up taught me something I did not know. 73% 27% I was provided with information I can use to be more successful with my future.

67% 33%

The Close Up Washington DC Program expanded my knowledge to further enhance my educational growth.

60% 40%

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Close Up Washington DC June 2019 Teacher Participation Survey

Place a mark in the box to indicate if you Strongly Agree, Agree, Disagree or Strongly Disagree Program Ratings Strongly

Agree Agree Disagree Strongly

Disagree The Close Up Program was interesting. 100% Close Up taught me something I did not know. 100% I was provided with information I can use to be more successful with my future.

100%

The Close Up Washington DC Program expanded my knowledge to further enhance my educational growth.

100%

Close Up Austin Academy June 2019 Migrant Student Survey Place a mark in the box to indicate if you Strongly Agree, Agree, Disagree or Strongly Disagree

Program Ratings Strongly Agree

Agree Disagree Strongly Disagree

The Close Up Program was interesting. 56% 44% Close Up taught me something I did not know. 63% 31% I was provided with information I can use to be more successful with my future.

50% 50%

The Close Up Austin Academy expanded my knowledge to further enhance my educational growth.

44% 56%

Close Up Austin Academy June 2019 Teacher Participation Survey

Place a mark in the box to indicate if you Strongly Agree, Agree, Disagree or Strongly Disagree Program Ratings Strongly

Agree Agree Disagree Strongly

Disagree The Close Up Program was interesting. 100% Close Up taught me something I did not know. 33% 67% I was provided with information I can use to be more successful with my future.

33% 67%

The Close Up Austin Academy expanded my knowledge to further enhance my educational growth.

100%

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• Texas Tech University Student Evaluation

Campus Tour Ratings Strongly agree Agree Disagree Strongly Disagree The campus tour was interesting. 73% 27% The tour provided information I did not know. 64% 36% Touring Texas Tech provided information I can use for postsecondary preparation.

64%

36%

The campus tour helped me understand a bit more about myself and what I want to do in the future.

50%

45%

5%

The campus tour to Texas Tech University provided a unique university experience.

68%

27%

The Texas Tech University campus tour should be provided again.

82%

18%

WTAMU University Student Evaluation

Campus Tour Ratings YES NO Did you gain valuable information about college life and admissions?

93% 0%

Do you feel more knowledgeable about the university you visited?

93% 0%

Did the campus visit influence you to attend college?

93%

0%

Was this your first visit to the Panhandle Plains Museum?

71%

22%

Did y0u enjoy our three tours? 93%

0%

4.2) Secondary migrant students are not graduating at the same rate as non-migrant students. State Performance Target: Based on the Texas waiver, the long –term statewide goal for the four-year graduation rate is 90%. Primary Concern Statement: Concerned that as a result of migrancy, secondary migrant students are not graduating at the same rate as non-migrant students. Data Summary: 92.6 % of migrant students graduated from high school compared to 95% of non-migrant students. Need Statement: The percentage of migrant students graduating needs to increase by 2.4 % 4.3) Highly mobile secondary migrant students do not have adequate and sufficient instruction to be proficient on state assessments.

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According to NGS Highly Mobile report : 27/69 or 42% of highly mobile secondary migrant students did not meet standards on state assessments indicating lack of adequate and sufficient instruction appears to be impacting their level of academic success.

Although the graduating rate for migrant students is good there is always room for improvement. The Migrant Department hires migrant paraprofessionals. They are a part of every day instruction, therefore, they work along side with teachers in preparing our students for the state assessments. They are a part of the PLC therefore they are aware of what intervention students are receiving and can check in occasionally to see if they need assistance. Extended day is also a service that assists before testing. It is reported that Stats show an increase in performance. For 2018-2020, High School Migrant interventionist started to utilize extended day as a means of improving academic achievement as well as providing opportunities for academic enhancement. Focus areas were in college preparation, including applications, ACT/SAT preparation, and career /life planning. 4.4) Highly mobile secondary migrant students and OSY lack education and knowledge about support services. HHS/Out-of School Youth needs assessment survey indicates: I would like help with:

• 38% learning about preparing for college; • 18% receiving support services (such as dual credit etc.) • 18% need more information about options after graduation (such as career or college)

The Migrant Interventionist work in close collaboration with counselors to ensure migrant students receive the appropriate information to assist with such services. The Migrant department usually schedules a university to come and speak to migrant students as well as parents to educate them on these types of services. Other needs identified: HISD recognizes the need to hire quality instructional staff as well as supplemental instructional/ support staff as needed in an attempt to provided timely and appropriate interventions to enhance opportunities for students academic performance.

• Migrant student guidance through Migrant Intervention; Specialists work in collaboration with teachers/paras provide services after school for students struggling in certain subject areas as well as prepare for assessments.

• Home based instruction provided by the P3 Home Educators work with parents enhance their knowledge and skills on working with their children to help them be prepared for school.

• Migrant Paraprofessionals to work with elementary/secondary migrant students in collaboration with a teacher in assisting those who are struggling in their academics, and/or struggling with assessments. Surveys indicate these positions are of great benefit in impacting student achievement/success.

• Services/resources for migrant personnel such as; leadership training; professional development and trainings specific to job responsibilities (e.g. state/national conference, Region16 etc.); supplies and equipment (e.g. laptops; iPads; office space, etc.) are provided to help meet their job duties and are reported to be of great benefit to all stakeholders.

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HISD Migrant Department Personnel for 2018-2019 (Continued for 2019-2020)

Title Name Campus Executive Director Yolanda Gavina Administration

Administrative Secretary Yasmin Ramirez Administration NGS Specialist Mace Saenz Administration

Migrant Recruiter Anastacia Pena Administration Migrant Recruiter Eva Villegas /Vacant Position- retired Administration

Migrant Intervention Specialist Lori Coronado Administration/HHS Migrant Intervention Specialist Nora Pesina Administration/HJH

Migrant Instructional Aide Priscilla Chavez West Central Elementary Paraprofessional Migrant Instructional Aide Chastity Trevino HHS Paraprofessional Migrant Instructional Aide Melanie Maes Stanton/P3 Home Educator Migrant Instructional Aide Aikman Migrant Instructional Aide Bluebonnet Migrant Instructional Aide Northwest Migrant Instructional Aide HJH/HPA

Texas Education Agency, Special Populations Division, 2018-2019 1

Priority for Service (PFS) Action Plan for Migrant Students

As part of the Every Student Succeeds Act (ESSA), the Priority for Service (PFS) Action Plan is a required program activity for the Migrant Education Program. In providing services with funds received under this part, each recipient of such funds shall give priority to migratory children who have made a qualifying move within the previous 1-year period and who are failing, or most at risk of failing, to meet the challenging State academic standards; or have dropped out of school. [§1304 [20 U.S.C. 6394](d)]. The Priority for Service Report on NGS must be used to determine who to serve first and foremost with MEP funds. Students are identified as PFS if they meet the following criteria:

Priority for Service Criteria Grades 3-12, Ungraded (UG) or Out of School (OS)

• Who have made a qualifying move within the previous 1-year period; AND

• Have failed one or more of the state assessments (TAKS/STAAR), or were granted a TAKS LEP Postponement, were Absent, Not Tested or were not enrolled in a Texas school during the state assessment testing period for their grade level.

Grades K-3 • Who have made a qualifying move within the previous 1-year period; AND

• Have been designated LEP in the Student Designation section of the New Generation System (NGS) Supplemental Program Component; or

• For students in grades K-2, who have been retained, or are overage for their current grade level. The following document is provided by TEA for districts to help document efforts that are being conducted on behalf of Priority for Service students. It contains all of the required components as described in Part 4 of the ESSA Application in the Provisions and Assurances, but also allows room for districts to add additional activities. Each district’s plan must clearly articulate criteria for defining student success, including timelines for achieving stated goals and objectives.

NOTE: This document can be obtained electronically in MS Word format from the regional ESC MEP Coordinator.


School District: Hereford ISD Priority for Service (PFS) Action Plan Filled Out By: Yolanda Gavina

Region: 16 School Year: 2019-2020

Date: 5/21/2019

Note: Title I, Part C Coordinator or MEP staff will include the PFS Action Plan in the district improvement plan as a separate section appropriately labeled or identified (e.g., “Migrant PFS Action Pan Section”), rather than integrating the action plan elements with other DIP sections that focus on other student population groups (e.g., Bilingual, ESL, economically disadvantage). Goal(s): Hereford ISD’s goal is to ensure that identified Priority for Service (PFS) migrant children in the district receive interventions and appropriate services/resources in order to succeed in school.

Objective(s): Hereford ISD will identify migrant children and youth who require priority access to MEP and develop a plan for serving such students. Evidence of Success: Increase student achievement in academic areas as well as assessments. (passing coursework, earning credits ,advancing grade levels, passing state standardized tests, attending school regularly.

Required Strategies Timeline

Person(s) Responsible

Documentation

Monitor the progress of MEP students who are on PFS. ! Monthly, run NGS Priority for Service (PFS) reports to

identify migrant children and youth who require priority access to MEP services.

First of the Month

NGS Data Specialist Monthly Migrant PFS Student Reports

! Before the first day of school, develop a PFS Action Plan for serving PFS students. The plan must clearly articulate criteria for defining student success, including timelines for achieving stated goals and objectives.

May 21, 2019

Executive Director Migrant Interventionists NGS Data Specialist Recruiters

Completed PFS Action Plan


Additional Activities ! Review the academic status of each PFS student after

each six week grade reporting period. In consultation with campus administrator(s), counselor(s) and classroom teacher(s) a migrant individualized education plan (MIEP) will be developed for each PFS student not meeting or at risk of not meeting all academic standards.

Executive Director Migrant Interventionists Campus Administrators Campus Counselors/ Teachers

Every six weeks immediately following the posting of grades

Three week progress reports, six week report cards, IEP with date of consultation and signatures of participants

Required Strategies Timeline

Person(s) Responsible

Documentation

Communicate the progress and determine needs of PFS migrant students. ! During the academic calendar, the Title I, Part C Migrant

Coordinator or MEP staff will provide campus principals and appropriate campus staff information on the Priority for Service criteria and updated NGS Priority for Service reports.

During the first week of each month throughout the academic calendar year

NGS Data Specialist Executive Director Migrant Paras Migrant Interventionists Administrative Secretary

Monthly migrant PFS student reports on file in Executive Director’s Office and each campus office in order to target services appropriately to migrant PFS students for improved academic success.

! During the academic calendar, the Title I, Part C Migrant Coordinator or MEP staff will provide parents of PFS information on the Priority for Service criteria.

Scheduled PAC Meetings

NGS Data Specialist Executive Director Migrant Recruiters Migrant Intervention Specialists

Agenda Sign-in Sheet Minutes

! During the academic calendar, the district’s Title I, Part C Migrant Coordinator or MEP staff will make individualized home and /or community visits to update parents on the academic progress of their children.

Annual Home visits/phone calls

Migrant Recruiters Contact logs-phone and travel logs Home visit form signed by parents; copies of documents shared on home visits/meetings(PFS criteria, student academic information, MIEP, etc.)


Additional Activities ! Monitor all PFS migrant student academic achievement.

Disaggregate data to determine and target achievement gaps. Utilize data to target services and develop student MIEPs.

Campus administrators, Executive Director Counselors Teachers Intervention Specialists Administrative Secretary

Ongoing throughout the year

Data disaggregation and comparison, MIEPs, 3 weeks progress reports & 6 week failure reports & six week failure lists, Improved student achievement in al subjects

Provide services to PFS migrant students. ! The district’s Title I, Part C migrant coordinator or MEP

staff will use the PFS reports to give priority placement to these students in migrant education program activities.

First of the Month

NGS Data Specialist Migrant

Interventionists

Monthly Migrant PFS Student Reports

! The district’s Title I, Part C migrant coordinator or MEP staff will ensure that PFS students receive priority access to instructional services as well as social workers and community social services/agencies.

Ongoing throughout the year as requested or needed

Migrant Recruiters Migrant interventionists Administrative Secretary

Contact logs documenting phone calls, home visits, etc..

! The district’s Title I, Part C migrant coordinator or MEP staff will determine what federal, state, or local programs serve PFS students.

Ongoing throughout the school year as services are needed

Executive Director of Federal Programs

Schedules Skyward

Additional Activities !

Migrant Priority for Service (PFS) students will be given first consideration for all supplementary MEP funded services provided.

Executive Director, Administrative Secretary, Migrant Interventionists

Ongoing throughout the school year as services or activities are conducted

MIEP

_______________________________ _________________ _______________________________ _________________

LEA Signature Date Completed ESC Signature Date Received

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