GOAL 1 PROBLEM STATEMENT: The District is staged at Level 4 in Bilingual/ESL in the 2015 Performance-Based Monitoring Analysis System due to low STAAR scores in grades 3-8 all subjects for BE, ESL and LEP (not served) students. ROOT CAUSE: There is not an urgency to implement the BE/ESL program with fidelity and in a manner that addresses the learning needs of ELLs. ANNUAL GOAL 1: In 2015-2016, the performance of the Bilingual Education/English as a Second Language Program will improve to Stage 2 or better on the annual PBMAS report by improving the performance of Bilingual and English as a Second Language identified and LEP (not served) students on all STAAR 3-8 to system safeguard performance levels of 60% met standard or higher. STRATEGY: Using the Program Effectiveness Review and the System Analysis Report, in addition to STAAR and TELPAS performance data, a corrective action plan to address the inconsistent implementation of the Bilingual/ESL program will be developed, communicated and implemented district-wide in order to improve the performances of BE/ESL students on the STAAR 3-8. Quarterly Goal 1: In the first quarter, the Language Acquisition Department will take steps to improve the beginning of the year LPAC process to ensure that all BE/ESL students receive appropriate services, ensure the current dual language program model is implemented with fidelity, design and implement strategies for addressing the learning needs of English Language Learners and provide training to equip teachers with knowledge and skills to successfully implement the Bilingual and ESL program model. 1
Interventions/Action Steps 1.1.1 The Director of Language Acquisition will train LPAC Facilitators, lead LPAC administrators and lead LPAC teachers in LPAC framework. 1.1.2 The Language Acquisition and Special Services will train LPAC Facilitators, lead LPAC administrators and lead LPAC teachers in addressing the special needs of English Language Learners. 1.1.3 The Federal Programs Specialist will provide esped training to all LPAC lead administrators and teachers. 1.1.4 LPAC Facilitators will provide direct guidance in LPAC meetings to ensure that paperwork and meeting protocols are followed. 1.1.5 The Language Acquisition Department will update and simplify all LPAC forms and the Language Acquisition resource site. 1.1.6 The Language Acquisition Department will ensure the current Dual Language elementary program models are implemented with fidelity to guarantee consistency and effectiveness. 1.1.7 The Language Acquisition Department will design and implement strategies (including ELPS in planning and instruction, English Language Development, and ELL Progress Measure) for addressing the needs of ELLs. 1.1.8 The Language Acquisition Department will create and identify resources to equip teachers with knowledge and skills to successfully implement the Bilingual and ESL program model. 1.1.1.a Sign-in sheets 1.1.1.b Training Materials 1.1.2.a Sign-in sheets 1.1.2.b Training Materials 1.1.3.a Sign-in sheets 1.1.3.b Training Materials 1.1.3.c Calendar documentation of LPAC Facilitator follow-up 1.1.3.d meetings with campuses 1.1.4.a Calendar documentation of pre-lpac meetings 1.1.4.b Calendar documentation of LPAC meetings 1.1.4.c LPAC meetings documentation in esped 1.1.5.a New documents 1.1.5.b Screen Shots on the site showing changes 1.1.6.a 100 % of Dual language teachers trained, increase the # of Dual Language enrichment model Gomez and Gomez walkthroughs, 1.1.6.b # Training documentation 1.1.7.a Online training materials 1.1.7.b Number of BE/ESL and general education teachers trained to address the learning needs of ELLs. 1.1.8.a Evidence of the resources created and identified 2
Quarterly Goal 2: In the second quarter, the Language Acquisition Department will conduct a Program effectiveness Review, System Analysis, continue to monitor the LPAC process, provide resources to all teachers and support campuses as they include Bilingual certified and ESL certified teachers in the Professional Learning Community/RtI processes. Interventions/Action Steps 1.2.1 The Federal Programs Specialist will continue to provide esped training to all LPAC lead administrators and teachers. 1.2.2 The Language Acquisition Department will make available resources to equip teachers with knowledge and skills to successfully implement the Bilingual and ESL program model. 1.2.3 The Bilingual Education/ESL Focus Group will complete a staterequired Program Effectiveness Review and System Analysis as part of the Performance-Based Monitoring Analysis System staging requirements. 1.2.4 The Bilingual Education/ESL Focus Group will conduct a random folder audit of 75 cumulative and LPAC folders, as well as 25 SPED/BE identified student folders to identify areas of noncompliance. 1.2.5 The Language Acquisition Department will conduct a districtwide LPAC folder audit with all of the bilingual and ESL teachers. 1.2.6 The Bilingual Education/ESL Focus group will develop a corrective action plan that will address all deficiencies in the bilingual program based on the findings of the PER, the SA, the folder audits and feedback from all of the bilingual and ESL teachers. 1.2.7 The Language Acquisition Department will continue to ensure the current Dual Language elementary program models are 1.2.1.a Sign-in sheets 1.2.1.b Training Materials 1.2.1.c Calendar documentation of LPAC Facilitator follow-up meetings with campuses 1.2.2.a Screenshots of the resources made available to teachers 1.2.3.a Agenda 1.2.3.b Sign-in sheets 1.2.3.c Completed PER and SA 1.2.4.a Folder audit results 1.2.4.b Sign-in sheets 1.2.5.a Folder audit results 1.2.5.b Sign-in sheets from the campus audits 1.2.5.c Calendar documentation of audits 1.2.6.a Corrective Action Plan 1.2.6.b Sign-in Sheets 1.2.7.a MOY Star Screener results 1.2.7.b Monitoring walkthrough forms 3
implemented with fidelity to guarantee consistency and effectiveness. 1.2.8 The LPAC Facilitators will monitor and evaluate the LPAC process for fidelity and consistency. 1.2.9 LPAC Facilitators will continue to provide direct guidance in LPAC meetings to ensure that paperwork and meeting protocols are followed. 1.2.10 Bilingual and ESL teachers will engage in PLCs with general education teachers to discuss essential outcomes. Curriculum-Based Assessment results (grade 2) 1.2.8.a esped LPAC reports 1.2.8.b LPAC meetings checklists 1.2.8.c LPAC folder audit reports 1.2.9.a Calendar documentation of LPAC meetings 1.2.9.b Calendar documentation of LPAC meetings 1.2.9.c LPAC meetings documentation in esped 1.2.10.a Meeting agendas and sign-in sheets 1.2.10.b Meeting minutes 1.2.10.c Intervention rosters 1.2.10.d Common unit assessment results 1.2.10.e MOY Star Screener results 1.2.10.f First semester Curriculum-Based Assessment results Quarterly Goal 3: In the third quarter, the Language Acquisition Department will implement a corrective action plan to address areas of non-compliance, continue to monitor the LPAC process, provide training to all teachers and continue to support campuses as they include Bilingual certified and ESL certified teachers in the Professional Learning Community/RtI processes. Interventions/Action Steps 1.3.1 The Federal Programs Specialist will continue to provide esped training to all LPAC lead administrators and teachers. 1.3.2 The Language Acquisition Department will provide training that will equip teachers with knowledge and skills to successfully implement the Bilingual and ESL program model. 1.3.3 The LPAC Facilitators will continue to monitor and evaluate the LPAC process for fidelity and consistency. 1.3.1.a Sign-in sheets 1.3.1.b Training Materials 1.3.1.c Calendar documentation of LPAC Facilitator follow-up meetings with campuses 1.3.2.a Sign-in sheets 1.3.2.b Calendar of scheduled training sessions 1.3.2.c Training materials 1.3.3.a esped LPAC reports 1.3.3.b LPAC meetings checklists 4
1.3.4 LPAC Facilitators will continue to provide direct guidance in LPAC meetings to ensure that paperwork and meeting protocols are followed. 1.3.5 Bilingual and ESL teachers will continue to engage in PLCs with general education teachers to discuss essential outcomes. 1.3.6 The Federal Programs Specialist will continue to provide esped training to all LPAC lead administrators and teachers. 1.3.7 The District will implement the BE/ESL corrective action plan. 1.3.8 The Language Acquisition Department will offer ESL Certification training to secondary English Language Arts teachers. 1.3.3.c LPAC folder audit reports 1.3.4.a Calendar documentation of pre-lpac meetings 1.3.4.b Calendar documentation of LPAC meetings 1.3.4.c LPAC meetings documentation in esped 1.3.5.a Meeting agendas and sign-in sheets 1.3.5.b Meeting minutes 1.3.5.c Intervention rosters 1.3.5.d Common unit assessment results 1.3.6.a Sign-in sheets 1.3.6.b Training Materials 1.3.6.c Calendar documentation of LPAC Facilitator follow-up meetings with campuses 1.3.7.a Corrective Action Plan tracking document 1.3.8.a Training materials 1.3.8.b Training dates 1.3.8.c List of teachers who earn ESL certification Quarterly Goal 4: In the fourth quarter, the Language Acquisition Department will plan and approve a new District BE/ESL Program, complete required corrective actions, conduct an end-of-year analysis of ELL student performance on STAAR, audit LPAC folders and review the effectiveness of the program. Interventions 1.4.1 The Federal Programs Specialist will continue to provide esped training to all LPAC lead administrators and teachers. 1.4.2 The LPAC Facilitators will continue to monitor and evaluate the LPAC process for fidelity and consistency. 1.4.1.a Sign-in sheets 1.4.1.b Training Materials 1.4.1.c Calendar documentation of LPAC Facilitator follow-up meetings with campuses 1.4.2.a esped LPAC reports 1.4.2.b LPAC meetings checklists 5
1.4.3 LPAC Facilitators will continue to provide direct guidance in LPAC meetings to ensure that paperwork and meeting protocols are followed. 1.4.4 Bilingual and ESL teachers will continue to engage in PLCs with general education teachers to discuss essential outcomes. 1.4.5 The Federal Programs Specialist will continue to provide esped training to all LPAC lead administrators and teachers. 1.4.6 The District will continue to implement the BE/ESL corrective action plan. 1.4.7 The Bilingual Education/ESL Focus Group will conduct an end-of-year random folder audit of 75 cumulative and LPAC folders, as well as 25 SPED/BE identified student folders to document compliance. 1.4.8 The Bilingual Education/ESL Focus Group will complete an end-of-year Program Effectiveness Review and System Analysis to identify areas of improvement and areas of non-compliance that need to be addressed in 2016-2017. 1.4.9 The Curriculum and Instruction and Compliance and Data Quality Departments will collaborate with the Language Acquisition Department in developing and presenting to the Board of Trustees for approval a new BE/ESL Program that meets all state requirements for BE/ESl programs and ensures that areas of non-compliance are addressed and corrected. 1.4.2.c LPAC folder audit reports 1.4.3.a Calendar documentation of pre-lpac meetings 1.4.3.b Calendar documentation of LPAC meetings 1.4.3.c LPAC meetings documentation in esped 1.4.4.a Meeting agendas and sign-in sheets 1.4.4.b Meeting minutes 1.4.4.c Intervention rosters 1.4.4.d Common unit assessment results 1.4.5.a Sign-in sheets 1.4.5.b Training Materials 1.4.5.c Calendar documentation of LPAC Facilitator follow-up meetings with campuses 1.4.6.a Corrective Action Plan tracking document 1.4.7.a Folder audit results 1.4.8.a Agenda 1.4.8.b Sign-in sheets 1.4.8.c Completed PER and SA 1.4.9.a New BE/ESL Program 1.4.9.b Planning meeting schedules 1.4.9.c Planning meeting agendas 1.4.9.d Planning meeting sign-in sheets 1.4.9.e Planning meeting materials 1.4.9.f Board Cover Sheet 1.4.9.g Board presentation 6
1.4.10 The District Leadership Team will conduct an end-of-year review of 2016 State assessment results to determine the level of accomplishment of the annual goal. 1.4.9.h Board agenda 1.4.9.i Board minutes documenting approval 1.4.10.a STAAR 3-8 results in all subjects for 1.4.10.a.i BE/ESL identified students 1.4.10.a.ii ESL students 1.4.10.a.iii LEP (not served) students GOAL 2 PROBLEM STATEMENT: While Special Education progress has improved from 2014 to 2015 PBMAS ratings within 3-8 and EOC, the special education population is still performing with less than 50% of the population tested meeting standard, resulting in being identified as Stage 3 in PBMAS. ROOT CAUSE: General and special education teachers are not highly knowledgeable of research based support strategies based on students present levels of strengths/weaknesses in relation to their enrolled grade level curriculum. ANNUAL GOAL 2: By June of 2016, the district will increase special education student performance in grade 3-8 Reading, Writing, Math, Science, & Social Studies and Math to 50% and ELA EOCs to 30% of the tested population meeting standard, resulting in an improvement of one staging level in PBMAS. STRATEGY: Campus teachers will be provided resources for and guidance on PLAAFP development for all areas of student strength/weakness in order to develop specifically designed IEP goals to strengthen facilitation of access to the general curriculum, including research based interventions for struggling learners. Quarterly Goal 1: In the first quarter, the Special Services Department will conduct folder audits to identify areas of non-compliance, provide foundational training to teachers that they need to better address the learning needs of special education identified students and audit ISS, OSS and DAEP placements in order to work alongside campuses in reducing the disproportionality gap between the placement of special education and regular education students. 7
Interventions 2.1.1 Conduct a random purposeful sample folder audit to 2.1.1.a Compliance Review Summary identify any systemic areas of non-compliance 2.1.1.b Compliance Review Protocols 2.1.2 Review implementation of required service logs 2.1.2.a Compliance Review Protocols 2.1.3 Initiate targeted responsive instructional support techniques for reading comprehension; including visual images of information such as sketches and visualizations/movement techniques and vocabulary development (i.e., Frayer model), for struggling learners. 2.1.4 Initiate targeted responsive instructional support techniques for writing; including graphic organizers for planning writing assignments and specific instruction in revising/editing processes such as peer review and purposeful timing between student revisions for struggling learners. 2.1.5 Utilize a targeted response framework that supports small group instruction for the hardest taught concepts, and increases the use of high yield strategies (i.e. graphic organizers for math processes) for struggling learners and extend learning for high achieving students. 2.1.6 Initiate targeted responsive individual and small-group sessions to provide additional intervention on Science vocabulary utilizing visual images and concrete connections to prior knowledge for struggling learners. 2.1.7 Initiate targeted responsive individual and small-group sessions to provide additional intervention focused on Social Studies vocabulary creating visual images and making concrete connections to prior knowledge for struggling learners. 2.1.3.a # Training documentations, 2.1.3.b # of campus intervention and class schedules will reflect, 2.1.3.b % Increased results for all student on district and state 2.1.4.a # of campus intervention and class schedules will reflect 2.1.4.b % Increased results for all students on district and state 2.1.5.a # of Training documentation Master schedules will reflect opportunities for planned intervention and enrichment 2.1.5.b % Increased results for all students on district and state 2.1.5.c # of interventionists attending curriculum workgroups 2.1.6.a # of Trainings 2.1.6.b # of campus intervention and class schedules will reflect 1.1.6.c % Increased results for all students on district and state 2.1.7.a The enrichment schedule and student learning results 8
2.1.8 Begin development of a department handbook and manuals to aid special services, assessment and instructional staff with district practices and procedures for special needs students. 2.1.9 Analyze discipline data to measure the impact of PBIS initiatives on ISS, OSS, and DAEP referrals for special education students. 2.1.8.a Completed Handbooks 2.1.9.a Using SWISS and TEAMS reports, determine the proportion of special education students removed placed in ISS, OSS or DAEP versus the proportion of regular education students. 2.1.9.b Compliance Review Protocol Quarterly Goals 2: In the second quarter, the Special Services Department will continue to conduct folder audits to identify areas of non-compliance, provide foundational training to teachers that they need to better address the learning needs of special education identified students, support campuses as they include Special education teachers in Professional Learning Communities that address the needs of all learners and continue to audit ISS, OSS and DAEP placements in order to work alongside campuses in reducing the disproportionality gap between the placement of special education and regular education students. Interventions 2.2.1 Train all sped teachers in PLAAF and IEP development. 2.2.1.a Certificates of Completion 2.2.2 Monitor the service logs to ensure that they are in line 2.2.2.a Compliance Review Protocols with the goals and objectives, as well as the services the students are receiving. 2.2.3 Special education teachers will engage in PLCs with 2.2.3.a Meeting agendas and sign-in sheets general education teachers to discuss essential outcomes. 2.2.3.b Meeting minutes 2.2.3.c Intervention rosters 2.2.4 In addition to the IEP, consistent targeted interventions and Accelerated Instruction Plans will be implemented across the district to address special education student needs. 2.2.3.d Common unit assessment results 2.2.4.a esped RtI Documentation 2.2.4.b 6 week RtI Monitoring Spreadsheets 2.2.5 Continue targeted responsive instructional support 2.2.5.a # Training documentations, 9
techniques for reading comprehension; including visual images of information such as sketches and visualizations/movement techniques and vocabulary development (i.e., Frayer model), for struggling learners. 2.2.6 Continue targeted responsive instructional support techniques for writing; including graphic organizers for planning writing assignments and specific instruction in revising/editing processes such as peer review and purposeful timing between student revisions for struggling learners. 2.2.7 Continue a targeted response framework that supports small group instruction for the hardest taught concepts, and increases the use of high yield strategies (i.e. graphic organizers for math processes) for struggling learners and extend learning for high achieving students. 2.2.8 Continue targeted responsive individual and small-group sessions to provide additional intervention on Science vocabulary utilizing visual images and concrete connections to prior knowledge for struggling learners. 2.2.9 Continue targeted responsive individual and small-group sessions to provide additional intervention focused on Social Studies vocabulary creating visual images and making concrete connections to prior knowledge for struggling learners. 2.2.10 Conduct a second analysis of discipline data to measure the impact of PBIS initiatives on ISS, OSS, and DAEP referrals for special education students. 2.2.5.b # of campus intervention and class schedules will reflect, 2.2.5.c % Increased results for all student on district and state 2.2.6.a # of campus intervention and class schedules will reflect 2.2.6.b % Increased results for all students on district and state 2.2.7.a # of Training documentation Master schedules will reflect opportunities for planned intervention and enrichment 2.2.7.b % Increased results for all students on district and state 2.2.7.c # of interventionists attending curriculum workgroups 2.2.8.a # of Trainings 2.2.8.b # of campus intervention and class schedules will reflect 2.2.8.c % Increased results for all students on district and state 2.2.9.a The enrichment schedule and student learning results 2.2.10.a Using SWISS and TEAMS reports, determine the proportion of special education students removed placed in ISS, OSS or DAEP versus the proportion of regular education students 2.2.10.b Compliance Review Protocol 10
Quarterly Goal 3: In the third quarter, the Special Services Department will continue to conduct folder audits to identify areas of non-compliance, provide foundational training to teachers that they need to better address the learning needs of special education identified students, support campuses as they include Special education teachers in Professional Learning Communities that address the needs of all learners and continue to audit ISS, OSS and DAEP placements in order to work alongside campuses in reducing the disproportionality gap between the placement of special education and regular education students. Interventions 2.3.1 Continue to conduct ongoing purposeful sample folder audits to monitor development and implementation of specifically designed instructional supports 2.3.2 Rate implementation of appropriate PLAAF and IEP development. 2.3.3 Continue to monitor the service logs to ensure that they are in line with the goals and objectives, as well as the services the students are receiving. 2.3.4 Special education teachers will engage in PLCs with general education teachers to discuss essential outcomes. 2.3.5 In addition to the IEP, consistent targeted interventions and Accelerated Instruction Plans will be implemented across the district to address special education student needs. 2.3.6 Continue targeted responsive instructional support techniques for reading comprehension; including visual images of information such as sketches and visualizations/movement techniques and vocabulary development (i.e., Frayer model), for struggling learners. 2.3.7 Continue targeted responsive instructional support techniques for writing; including graphic organizers for planning writing assignments and specific instruction in revising/editing processes such as peer review and purposeful timing between 2.3.1.a Compliance Review Protocols 2.3.2.a Compliance Review Protocols 2.3.3.a Compliance Review Protocols 2.3.4.a esped RtI Documentation 2.3.4.b 6 week RtI Monitoring Spreadsheets 2.3.5.a esped RtI Documentation 2.3.5.b 6 week RtI Monitoring Spreadsheets 2.3.6.a # Training documentations, 2.3.6.b # of campus intervention and class schedules will reflect, 2.3.6.c % Increased results for all student on district and state 2.3.7.a # of campus intervention and class schedules will reflect 2.3.7.b % Increased results for all students on district and state 11
student revisions for struggling learners. 2.3.8 Continue a targeted response framework that supports small group instruction for the hardest taught concepts, and increases the use of high yield strategies (i.e. graphic organizers for math processes) for struggling learners and extend learning for high achieving students. 2.3.9 Continue targeted responsive individual and small-group sessions to provide additional intervention on Science vocabulary utilizing visual images and concrete connections to prior knowledge for struggling learners. 2.3.10 Continue targeted responsive individual and small-group sessions to provide additional intervention focused on Social Studies vocabulary creating visual images and making concrete connections to prior knowledge for struggling learners. 2.3.11 Conduct a third analysis of discipline data to measure the impact of PBIS initiatives on ISS, OSS, and DAEP referrals for special education students. 2.3.8.a # of Training documentation Master schedules will reflect opportunities for planned intervention and enrichment 2.3.8.b % Increased results for all students on district and state 2.3.8.c # of interventionists attending curriculum workgroups 2.3.9.a # of Trainings 2.3.9.b # of campus intervention and class schedules will reflect 2.3.9.c % Increased results for all students on district and state 2.3.10.a The enrichment schedule and student learning results 2.3.11.a Using SWISS and TEAMS reports, determine the proportion of special education students removed placed in ISS, OSS or DAEP versus the proportion of regular education students 2.3.11.b Compliance Review Protocol Quarterly Goal 4: In the fourth quarter, the Special Services Department will continue to conduct folder audits to identify areas of non-compliance, provide foundational training to teachers that they need to better address the learning needs of special education identified students, support campuses as they include Special education teachers in Professional Learning Communities that address the needs of all learners and continue to audit ISS, OSS and DAEP placements in order to work alongside campuses in reducing the disproportionality gap between the placement of special education and regular education students. 12
Interventions 2.4.1 Continue to conduct ongoing purposeful sample folder audits to monitor development and implementation of specifically designed instructional supports 2.4.2 Rate implementation of appropriate PLAAF and IEP development. 2.4.3 Continue to monitor the service logs to ensure that they are in line with the goals and objectives, as well as the services the students are receiving. 2.4.4 Special education teachers will engage in PLCs with general education teachers to discuss essential outcomes. 2.4.5 In addition to the IEP, consistent targeted interventions and Accelerated Instruction Plans will be implemented across the district to address special education student needs. 2.4.6 Continue targeted responsive instructional support techniques for reading comprehension; including visual images of information such as sketches and visualizations/movement techniques and vocabulary development (i.e., Frayer model), for struggling learners. 2.4.7 Continue targeted responsive instructional support techniques for writing; including graphic organizers for planning writing assignments and specific instruction in revising/editing processes such as peer review and purposeful timing between student revisions for struggling learners. 2.4.8 Continue a targeted response framework that supports small group instruction for the hardest taught concepts, and increases the use of high yield strategies (i.e. graphic organizers for math processes) for struggling learners and extend learning for high achieving students. 2.4.1.a Compliance Review Protocols 2.4.2.a Compliance Review Protocols 2.4.3.a Compliance Review Protocols 2.4.4.a esped RtI Documentation 2.4.4.b 6 week RtI Monitoring Spreadsheets 2.4.5.a esped RtI Documentation 2.4.5.b 6 week RtI Monitoring Spreadsheets 2.4.6.a # Training documentations, 2.4.6.b # of campus intervention and class schedules will reflect, 2.4.6.c % Increased results for all student on district and state 2.4.7.a # of campus intervention and class schedules will reflect 2.4.7.b % Increased results for all students on district and state 2.4.8.a # of Training documentation Master schedules will reflect opportunities for planned intervention and enrichment 2.4.8.b % Increased results for all students on district and state 13
2.4.9 Continue targeted responsive individual and small-group sessions to provide additional intervention on Science vocabulary utilizing visual images and concrete connections to prior knowledge for struggling learners. 2.4.10 Continue targeted responsive individual and small-group sessions to provide additional intervention focused on Social Studies vocabulary creating visual images and making concrete connections to prior knowledge for struggling learners. 2.4.11 Conduct a fourth analysis of discipline data to measure the impact of PBIS initiatives on ISS, OSS, and DAEP referrals for special education students. 2.4.8.c # of interventionists attending curriculum workgroups 2.4.9.a # of Trainings 2.4.9.b # of campus intervention and class schedules will reflect 2.4.9.c % Increased results for all students on district and state 2.4.10.a The enrichment schedule and student learning results 2.4.11.a Using SWISS and TEAMS reports, determine the proportion of special education students removed placed in ISS, OSS or DAEP versus the proportion of regular education students 2.4.11.b Compliance Review Protocol 14