FAIRFIELD ISD District Improvement Plan 2015/2016 Engaging and Empowering Tomorrow's Leaders

Date Reviewed: 10/13/15 DMAC Solutions ®

Date Approved: 10/13/15 Page 1 of 44

11/10/2015

FAIRFIELD ISD Mission The Mission of Fairfield Independent School District is to educate all children attending our school. All students will develop essential skills and a knowledge base on which to build lifelong learning.

Nondiscrimination Notice FAIRFIELD ISD does not discriminate on the basis of race, color, national origin, sex, or disability in providing education services, activities, and programs, including vocational programs, in accordance with Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Educational Amendments of 1972; and section 504 of the rehabilitation Act of 1973; as amended. DMAC Solutions ®

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Board of Trustees

Board of Trustees 2015-16 Blake Robinson, President Tracie Ezell, Vice President Eric Chavers, Secretary La Charles Bass, Member Kevin Benedict, Member John Fryer, Member Kim Whitaker, Member

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FAIRFIELD ISD Site Base

Name

DMAC Solutions ®

Position

Allen, Katie

FIS Teacher

Awalt, Mary

FJH Teacher

Ballew, Ann

FES Teacher

Chavers, Jennifer

FIS Teacher

Cox, Melissa

Assistant Superintendent

Edwards, Rick

Superintendent

Frazier, Zane

FIS Representative

Haydon, Janie

FES Representative

Heers, Rockie

FHS Teacher

Jobe, Tina

FIS Parent

Jones, Charles

FJH Representative

Kilkenny, Jennifer

FES Parent

Merrick, Jill

Bi County Coop

Neil, Lindy

FHS Representative

Newman, Cindy

FES Teacher

Price, Emily

Alternative Representative

Price, Selah

Community

Reed, Sheri

FJH Parent

Shed, Cynthia

FHS Parent

Shipley, Robert

FJH Teacher

Small, Mary

Business

Welch, Michelle

FHS Teacher

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Comprehensive Needs Assessment  Demographics    Demographics Strength​ s  ● ● ●

Low staff turnover rate.   District administration is committed to focusing on understanding the needs of all sub­populations and providing necessary training to meet  the challenges.   Community Involvement and support  

  Demographics Needs   ●

Eliminate the achievement gap between student groups of different ethnicities and SES status.  

  Demographics Summary   Fairfield Independent School District is a PPCD ­12th grade school district located in Freestone County. The district is comprised of five campuses  in the district consisting of one elementary, one intermediate, one junior high, one high school, and one alternative campus. Three out of the five  campuses are Title 1 campuses: Fairfield Elementary, Fairfield Intermediate,and Fairfield Junior High.     The Fairfield Independent School District has maintained steady enrollment over the past five years. In 2013­14 total enrollment for the school year  was 1762. The total enrollment for 2014­15 the total number of students was 1764.     The student population is ethnically represented as follows: African American 16.2%, Hispanic 21.2%, White 58.6%, Native American .5% Asian  1%, Pacific Islander .2% and 2 or More 2.4%     50.06% of the student population is economically disadvantaged, students qualifying for free or reduced lunch, 6.8% are Limited English  Proficiency, 41.44% are At­Risk, 6.41% are Special Education. The district served .28% migrant students during the school year and 26 homeless  students.  

  Student Achievement    Student Achievement Strengths  2015 STAAR End of Course data indicated FHS consistently performs well above the state average in all areas. Fairfield High School is in the top  2% of all schools in the state. The Texas Education Agency released the 2015 state accountability ratings for more than 8,600 campuses. The  ratings reveal that 86.4 percent of campuses across Texas achieved the rating of Met Standard. In 2015, 4,388 campuses achieved the Met 

Standard rating and earned some type of distinction designation. However, only 153 high schools, middle schools and junior high schools earned all  seven distinction designations. “Earning any type of distinction under the state accountability system is commendable and should be a source of  pride in a community,” said Commissioner of Education Michael Williams. “Achieving all seven distinctions reflects extraordinary work taking place  on a campus while affirming a strong commitment to students.”    The district and all campuses Met Standard.  FHS received 7 out of 7 distinctions including: Academic Achievement in Reading/ELA, Academic  Achievement in Mathematics, Academic Achievement in Science, Academic Achievement in Social Studies, Top 25 Percent Student Progress, Top  25 Percent Closing Performance Gaps, and Postsecondary Readiness. FJH received 3 out of 7 distinctions including: Academic Achievement in  Social Studies, Top 25 Percent Student Progress, and Postsecondary Readiness.      English 1/  Reading 1 

2013 

2014 

2015 

EOC 

Campus 

State 

94% 

71% 

R: 95%  W: 79%  R: 98% 

English 2/  Reading 2 

W: 87% 

92% 

73% 

Algebra 1 

94% 

98% 

94% 

Biology 

98% 

93% 

94% 

­ 

100% 

92% 

2013 

2014 

2015 

Campus 

Campus 

State 

US History   

  6th Reading 

75% 

84% 

76% 

6th Math 

72% 

74%   

7th Reading 

85% 

80% 

7th Math 

82% 

78%   

7th Writing 

78% 

78% 

72% 

8th Reading 

90% 

96% 

78% 

8th Math 

83% 

97%   

8th Science 

80% 

78% 

70% 

8th Social  Studies 

73% 

63% 

64% 

75% 

Alg 1 

100% 

100%   

 

 

2013 

2014 

2015 

Campus 

Campus 

State 

3rd Reading 

77% 

79% 

77% 

3rd Math 

71% 

74%   

4th Reading 

75% 

69% 

4th Math 

83% 

76%   

4th Writing 

77% 

80% 

70% 

5th Reading 

91% 

85% 

78% 

5th Math 

90% 

96%   

5th Science 

62% 

74% 

74% 

72% 

  Student Achievement Needs  2015 STAAR data indicates the need for continued focus on the following:  ● Closing achievement gaps between each ethnicity   ● Vertical alignment of training and strategies for continuity in student expectations and rigor of assessments  ● Professional learning communities to support continued professional development.   ● Provide an effective RtI Program.  ● Monitor and assess student learning with multiple approaches: curriculum based assessments, fluency checks, formative assessments.  ● Provide professional development in all core subjects.   ● Develop a guided book library  ● Targeted support in reading fluency and comprehension  ● Analysis of the process standards    Student Achievement Summary  2015 STAAR data indicates the need for continued focus on the following:  ● Closing achievement gaps between each ethnicity   ● Vertical alignment of training and strategies for continuity in student expectations and rigor of assessments  ● Professional learning communities to support continued professional development.   ● Provide an effective RtI Program.  ● Monitor and assess student learning with multiple approaches: Curriculum based assessments, fluency checks, formative assessments. 

Comprehensive Needs Assessment School Culture and Climate School Culture and Climate Strengths Employees participated in a satisfaction survey in April of 2015. 139 of our 183 employees completed the survey. Over 90 percent reported that the goals are made clear, they enjoyed going to work each day, and their team worked well together. According to the survey, 99 percent of employees are proud to work for Fairfield ISD. Additional strengths: • • • • •

A large population of students in our district are involved in clubs and extracurricular activities. The district has an anonymous avenue to report incidences with clear guidelines and time frames to address the issue. Each campus holds multiple parent conferences and open houses. Red Ribbon Week Activities (District-wide) Supportive community

School Culture and Climate Needs • • • •

Increase the number of minority staff members. Increase the number of collaborative opportunities for teachers to initiate change. Continue to conduct annual surveys for continuous improvement. Continue to offer programs related to internet safety and bullying

School Culture and Climate Summary The culture and climate of the school is directly connected to the quality of the district. The school and community foundation is built on pride and tradition of success. Safety and security are a priority. The district employs two school resource officers to enhance safety and security services to all campuses.

Staff Quality, Recruitment and Retention DMAC Solutions ®

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Comprehensive Needs Assessment Staff Quality, Recruitment and Retention Strengths • • • •

Professional staff and paraprofessionals are 100% Highly Qualified 59% of the staff members have 11 or more years of experience Quality staff development through district summer academies Mentor program for all new teachers to the district

Staff Quality, Recruitment and Retention Needs • • • •

Market driven compensation Alignment of staff diversity with student diversity Continue to provide a variety of staff development opportunities based on identified campus instructional needs. Provide funding for professional development

Staff Quality, Recruitment and Retention Summary 100% of Fairfield ISD teachers and paraprofessionals met Highly Qualified requirements of No Child Left Behind for the 2014-15 school year. Of the staff, 80.06% hold a Bachelor's Degree, and 17.94% hold a Master's Degree District hiring procedures include: posting of position on the district website, email FISD faculty and staff on new postings, on-line application process including a review of certification and Highly Qualified credentials, campus team interviews including reference/background checks and recommendations, fingerprinting, and submission to the Board of Trustees for approval. Staff members are recognized annually for services in the district at an appreciation banquet. The awards are given for services in increments of five years. Staff members from each campus are nominated by their peers and one candidate from each campus is recognized as the Teacher of the Year. One teacher is awarded the recognition of the Teacher of the Year for the district. In addition, one retired employee from each campus is selected to the Hall of Fame for outstanding service.

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Comprehensive Needs Assessment Curriculum, Instruction and Assessment Curriculum, Instruction and Assessment Strengths FISD has a wealth of experienced teachers, staff, and administrators that have a depth of knowledge and skills. Collaboratively, the staff works together to meet the needs of each student.

Curriculum, Instruction and Assessment Needs • • • • • • • • • •

Continue to provide Sheltered Instructional Training. Provide needed science resources for grades K-4. Conduct Data Reviews at the elementary, intermediate and junior high campus Implement Professional Learning Communities. Provide continued professional development, support, planning time, and materials in all core subjects. Continue to monitor reading levels. Implement and monitor progress of researched based practices in the response to intervention. Design enrichment avenues for students who have met grade level expectations. Provide professional development on implementing instructional strategies that allows students to practice without penalty. Provide professional development on the rigor of process standards and how to design engaging lessons using higher level thinking.

Curriculum, Instruction and Assessment Summary Fairfield ISD believes that curriculum, instruction, and assessment must all be in alignment for students to be successful. Data driven decisions are made for improvement through the adopted curriculum, effective instructional methodologies, walk-through data, and assessment data. Continual monitoring and analysis of data will help to ensure curricular needs are being met.

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Comprehensive Needs Assessment Family and Community Involvement Family and Community Involvement Strengths • • • • • • • •

Relationships with Booster Clubs. District and Campus Improvement Committees. District Newsletters School Messenger txConnct Parent Portal access for grades and attendance Translates notes that are sent home. Organized a PTO at Fairfield Intermediate School. The redesign of district and campus websites.

Family and Community Involvement Needs • •

Continue exploring and implementing innovative programs to increase the level of parental involvement. Continue to provide opportunities for stakeholders to be involved in decision making process.

Family and Community Involvement Summary Fairfield ISD is committed to the sustainability and support of family and community at both the district and campus levels. The district strives to achieve family and community partnerships that positively impact the success of all FISD students. A variety of opportunities for parent/community involvement in decision making exists through District Education Improvement Council (DEIC), Campus Education Improvement Council (CEIC), and Student Health Advisory Committee (SHAC). Communication is key to the effectiveness of all family and community involvement. Through the use of the local newspapers, radio, internal printed and electronic communication tools, stakeholders receive information and are given opportunities to provide feedback.

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Comprehensive Needs Assessment School Context and Organization School Context and Organization Strengths •

Small class size a the High School

School Context and Organization Needs • •

Establish campus and district design teams Reduce class size at the Elementary and Intermediate Campuses

School Context and Organization Summary The Fairfield ISD receives state, local and federal funding including Title I, II, III, Carl Perkins, IDEA Formula and Preschool. Fairfield ISD received the state’s highest financial integrity rating. Teachers new to the profession and/or to the district are supported through a mentoring program. The training begins with New Teacher Orientation prior to the start of school at the district and campus level. Campus mentors continue to provide support throughout the school year.

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Comprehensive Needs Assessment Data Sources ACT/SAT Data Community Demographics Community Input Disaggregated STAAR Data Discipline Referrals District Policies Drop-out Rates Expulsion/Suspension Records Failure Lists Growth Projections Highly Qualified Staff Homeless Students Maintenance Records Mobility Rates Multi-Year Trends Parent Participation PBM Risk Levels PEIMS Reports Promotion/Retention Rates Report Card Grades Safe Schools Checklist SCE Policy Special Programs Evaluations Special Student Populations Staff Development Staff/Parents/Community/ Business members involved w/SBDM Standardized Tests Summary of Student Progress (not taking STAAR) Survey and Interviews of Students/Staff/Parents Teacher Turnover Rates

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No Child Left Behind Performance Goals (These goals have not been updated by the U.S. Department of Education as of the 2015/2016 school year.)

Goal 1.

By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.

Goal 2.

All limited English proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.

Goal 3.

By 2005-2006, all students will be taught by highly qualified teachers.

Goal 4.

All students will be educated in learning environments that are safe, drug-free, and conducive to learning.

Goal 5.

All students will graduate from high school.

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FAIRFIELD ISD Goal 1.

Goal 2.

INCREASE INDIVIDUAL STUDENT PERFORMANCE Objective 1.

By being taught to the depth and complexity needed to ensure grade level success, FISD students in all sub-groups will perform above state average on the STAAR assessments.

Objective 2.

By being taught to the depth and complexity needed to ensure grade level success, FISD students in all sub-groups will perform above state average on the STAAR ELAR and Math assessments, and FISD STAAR passing percentages will be at least 85% at all tested grade levels. With the increased performance, FISD's Index 2 score will increase by at least one point.

Objective 3.

Fairfield I.S.D.'s Index 3 score will increase at least one point, and the achievement gap between highest and lowest performing subgroups will lessen.

Objective 4.

Fairfield ISD will provide opportunities for student exposure to experiences that lead to college and career readiness.

Objective 5.

Provide a safe environment where students can effectively communicate, collaborate, and create, in a way that enables them to connect and functioneffectively as a lifelong learner.

Objective 6.

FISD staff will continue to be leaders in the education profession due to their expertise and training in innovative instructional or professional practices.

DEVELOP A COMPREHENSIVE FINANCIAL PLAN REVIEWED QUARTERLY Objective 1.

Goal 3.

Goal 4.

Fairfield ISD will maintain a balanced budget every fiscal year.

UTILIZE APPROPRIATE TECHNOLOGY ON ALL CAMPUSES Objective 1.

Fairfield ISD will develop a timely and economical replacement schedule for equipment and software in order to address short term and long term technology needs.

Objective 2.

Teachers and students will be provided ongoing, interactive technology training at the campus level to stay current with emerging technology and software.

UTILIZE AND IMPROVE DISTRICT RESOURCES TO COMMUNICATE WITH AND INVOLVE PARENTS, STAFF, STUDENTS, AND COMMUNITY Objective 1.

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Promote active parent participation as full partners in the learning and development of their children.

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FAIRFIELD ISD Goals 1.

INCREASE INDIVIDUAL STUDENT PERFORMANCE

2.

DEVELOP A COMPREHENSIVE FINANCIAL PLAN REVIEWED QUARTERLY

3.

UTILIZE APPROPRIATE TECHNOLOGY ON ALL CAMPUSES

4.

UTILIZE AND IMPROVE DISTRICT RESOURCES TO COMMUNICATE WITH AND INVOLVE PARENTS, STAFF, STUDENTS, AND COMMUNITY

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FAIRFIELD ISD Objectives 1.1.

By being taught to the depth and complexity needed to ensure grade level success, FISD students in all sub-groups will perform above state average on the STAAR assessments.

1.2.

By being taught to the depth and complexity needed to ensure grade level success, FISD students in all sub-groups will perform above state average on the STAAR ELAR and Math assessments, and FISD STAAR passing percentages will be at least 85% at all tested grade levels. With the increased performance, FISD's Index 2 score will increase by at least one point.

1.3.

Fairfield I.S.D.'s Index 3 score will increase at least one point, and the achievement gap between highest and lowest performing subgroups will lessen.

1.4.

Fairfield ISD will provide opportunities for student exposure to experiences that lead to college and career readiness.

1.5.

Provide a safe environment where students can effectively communicate, collaborate, and create, in a way that enables them to connect and functioneffectively as a lifelong learner.

1.6.

FISD staff will continue to be leaders in the education profession due to their expertise and training in innovative instructional or professional practices.

2.1.

Fairfield ISD will maintain a balanced budget every fiscal year.

3.1.

Fairfield ISD will develop a timely and economical replacement schedule for equipment and software in order to address short term and long term technology needs.

3.2.

Teachers and students will be provided ongoing, interactive technology training at the campus level to stay current with emerging technology and software.

4.1.

Promote active parent participation as full partners in the learning and development of their children.

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FAIRFIELD ISD Goal 1.

INCREASE INDIVIDUAL STUDENT PERFORMANCE

Objective 1.

By being taught to the depth and complexity needed to ensure grade level success, FISD students in all sub-groups will perform above state average on the STAAR assessments.

Activity/Strategy

Person(s) Responsible

Timeline

Resources

Evaluation

1. Campuses will evaluate prior year STAAR Assistant Principal(s), Assistant results according to data made available by the Superintendent, Principal, state. The DMACsoftware programs will be Teacher(s) utilized in disaggregating data once STAAR results are made available and with curriculum based assessments. Grades PK-2 will use data from Istation, Star assessment, and Running Records for their baseline assessments. (Title I SW: 1,2,3,8,10) (Target Group: All) (NCLB: 1,2,5)

August, 2015 May, 2016

(F)Title I, (S)Local Funds, (S)State Compensatory

Individual student achievement as evidenced by state and local assessments.

2. Implement a district/campus-wide calendar for administering, disaggregating and diagnostically utilizing TEKS Checks. include teacher in assessment decisions and development. (Title I SW: 1,8,9,10) (Target Group: All) (NCLB: 1,5)

Assistant Principal(s), Assistant Superintendent, Principal

August, 2015May, 2016

(S)Local Funds, (S)State Compensatory

Individual student achievement on state and local assessments and improved graduation rates.

3. Implement professional development Assistant Principal(s), Assistant focusing on the new mathematics TEKS. Superintendent, Principal Training includes understanding the new TEKS, understanding the rigor of the new TEKS, and the requirement for students to show multiple representations of math concepts learned (Title I SW: 1,2,3,4) (Target Group: All) (NCLB: 1,2,3,5)

August, 2015 June, 2016

(F)Title I, (F)Title IIA Principal and Teacher Improvement, (S)Local Funds, (S)State Compensatory

Disaggregation of walkthrough observation data which will be used diagnostically in improving student achievement.

4. Support the implementation of Writing Assistant Principal(s), Assistant Workshop in grades 3-5 by providing time and Superintendent, Principal resources. (Title I SW: 3,4) (Target Group: All, 3rd, 4th, 5th) (NCLB: 1,2,5)

August, 2015June,2016

(F)Title IIA Principal and Individual student achievement Teacher Improvement, (O)Local as evidenced by state and local Districts assessments.

5. Provide training for PreK-K teacher in assessing student's level of writing development and identify potential goals for early writing. (Title I SW: 4,7) (Target Group: PRE K, K) (NCLB: 1,2)

August, 2015 May, 2016

(F)Title IIA Principal and Teacher Improvement

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Assistant Principal(s), Assistant Superintendent, Principal, Teacher(s)

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Writing samples

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FAIRFIELD ISD Goal 1.

INCREASE INDIVIDUAL STUDENT PERFORMANCE

Objective 1.

By being taught to the depth and complexity needed to ensure grade level success, FISD students in all sub-groups will perform above state average on the STAAR assessments.

Activity/Strategy

Person(s) Responsible

Timeline

Resources

Evaluation

6. Provide training on Figure 19 Reading Assistant Principal(s), Assistant Strategies for grade 6-8 and how to support Superintendent, Principal, reading across all core subjects. (Title I SW: Teacher(s) 3,4) (Target Group: 6th, 7th , 8th) (NCLB: 1,2)

August, 2015 June, 2016

(F)Title IIA Principal and Teacher Improvement

Individual student achievement as evidence by state and local assessment

7. Implement a universal screener for math and reading for K-2. (Title I SW: 8) (Target Group: K, 1st, 2nd) (NCLB: 1,2,5)

August, 2015 May, 2016

(F)Title I, (O)Local Districts

Individual achievement on screeners

August, 2015June, 2016

(F)IDEA Special Education

ARD documentation

Assistant Principal(s), Assistant Superintendent, Principal, Teacher(s)

8. Comply with TEA staff training requirements Director of Special Education including Comprehensive Analysis Process (CAP) issues: Transitional Planning, Initial Testing/Placement, Least Restrictive Environment (LRE), Related Services, Annual Evaluation and Follow-up (Title I SW: 9) (Target Group: SPED)

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FAIRFIELD ISD Goal 1.

INCREASE INDIVIDUAL STUDENT PERFORMANCE

Objective 2.

By being taught to the depth and complexity needed to ensure grade level success, FISD students in all sub-groups will perform above state average on the STAAR ELAR and Math assessments, and FISD STAAR passing percentages will be at least 85% at all tested grade levels. With the increased performance, FISD's Index 2 score will increase by at least one point.

Activity/Strategy

Person(s) Responsible

Timeline

Resources

Evaluation

1. Funds will be allocated to develop a leveled Assistant Superintendent, guided reading library. Principal (Title I SW: 3,9) (Target Group: All, ESL, AtRisk) (NCLB: 1,2,5)

August, 2015May, 2016

(F)Title I, (F)Title III Bilingual / ESL

Summative - Individual student achievement as evidenced by state and local assessments.

2. Provide training and materials to support teacher and administrators to effectively implement guided reading instruction. (Title I SW: 3,4) (Target Group: PRE K, K, 1st, 2nd, 3rd, 4th, 5th, 6th)

August, 2015June, 2016

(F)Title IIA Principal and Teacher Improvement

Summative - Individual student achievement as evidenced by state and local assessments.

July, 2015-June, 2016

(F)Title IIA Principal and Summative - Individual student Teacher Improvement, (O)Local achievement as evidenced by Districts state and local assessments.

Assistant Principal(s), Assistant Superintendent, Principal, Teacher(s)

3. Training and time allocated to promote the Assistant Principal(s), Assistant design of meaningful and authentic learning Superintendent, Core Subject experiences that are aligned to the TEKS. Teachers, Principal Strategies to impact instructional strategies, stimuli, evidence of learning, and incorporating the process standards. (Title I SW: 4) (Target Group: All) (NCLB: 1,2,5)

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FAIRFIELD ISD Goal 1.

INCREASE INDIVIDUAL STUDENT PERFORMANCE

Objective 3.

Fairfield I.S.D.'s Index 3 score will increase at least one point, and the achievement gap between highest and lowest performing subgroups will lessen.

Activity/Strategy

Person(s) Responsible

Timeline

Resources

Evaluation

1. Provide professional development on Assistant Principal(s), Assistant sheltered instruction and research-based ELL Superintendent, Principal strategies. (Title I SW: 1,4,10) (Target Group: ESL, Migrant, LEP, AtRisk) (NCLB: 1,2,5)

August, 2015May, 2016

(F)Title III Bilingual / ESL

Summative - Individual student achievement on state and local assessments. Increased number of Dual Credit Students; Increased number of RHP and/or DAP Graduates; Increased scores on AP Exams; Increased PSAT, SAT, ACT, and TSI scores. Increased student attendance and a decrease in dropouts.

2. Staff will monitor achievement of African Assistant Principal(s), Assistant Americans, ESL, SpEd, Hispanic, and Superintendent, Principal Economically Disadvantaged students on state and local assessments. At risk students will also be monitored. (Title I SW: 1,10) (Target Group: H, ECD, SPED) (NCLB: 1,4,5)

August, 2015May,2016

(S)Local Funds, (S)State Compensatory

Summative - Individual student achievement on state and local assessments

3. Implement a district-wide Response to Intervention Model to serve as a framework for the implementation of research-based instructional strategies for underachieving students. (Title I SW: 1,2,8,9,10) (Target Group: AtRisk) (NCLB: 1,2,5)

August, 2015May, 2016

(F)Title I, (F)Title IIA Principal and Teacher Improvement, (S)Local Funds, (S)State Compensatory

Summative - Individual student achievement as evidenced by state and local assessments. Increased number of Dual Credit Students; Increased number of RHP and/or DAP Graduates; Increased scores on AP Exams; Increased PSAT, SAT, ACT and TSI scores. Increased attendance rates and a decrease in dropouts.

DMAC Solutions ®

Assistant Principal(s), Assistant Superintendent, Counselor(s), Principal, Teacher(s)

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FAIRFIELD ISD Goal 1.

INCREASE INDIVIDUAL STUDENT PERFORMANCE

Objective 3.

Fairfield I.S.D.'s Index 3 score will increase at least one point, and the achievement gap between highest and lowest performing subgroups will lessen.

Activity/Strategy

Person(s) Responsible

Timeline

Resources

Evaluation

4. Implement effective Migrant and Homeless Assistant Superintendent, Education by: Counselor(s) A. Ensuring annual recruitment, verification and identification of Migrant and Homeless students; and B. Providing employee training for identification of Migrant and Homeless students. (Title I SW: 1,2,3,4,5,6,7,8,9,10) (Target Group: Migrant) (NCLB: 1,2,5)

August, 2015May, 2016

(F)Migrant Funds, (S)Local Funds

Individual student achievement on state and local assessments. Increased number of Dual Credit Students; Increased number of RHP and.or DAP Graduates; Increased scores on AP Exams; Increased PSAT, SAT, ACT, and TSI scores.

5. All campuses will provide coordinated Assistant Principal(s), Assistant intervention programs for at-risk students that Superintendent, Principal, will focus on assessed individual needs. (Title Teacher(s) I SW: 3) (Target Group: All) (NCLB: 1,2,5)

August, 2015May, 2016

(F)Title I, (O)Local Districts, (S)Local Funds

Individual student achievement on state and local assessments.

6. Provide multiple Extended Learning opportunities for students not mastering the required curriculum by: A. providing during and after school tutorials; B. providing Extended Day assistant at the High School and Junior High; C. providing summer school programs to address retention and accelerated instruction; D. providing Bilingual/ESL summer school; and E. providing Extended Year Services for Special Education Students. (Title I SW: 2,3,7) (Target Group: H, ECD, LEP, SPED, AtRisk) (NCLB: 1,2,5)

August, 2015July, 2016

(F)IDEA Special Education, (F)Title I, (S)Local Funds, (S)State Compensatory

Individual student achievement onstate and local assessments. Progress of students as evidences by: 1. Credit Recovery Report; 2. ESL Program Evaluation; 3. EYS Program Evaluations; and 4. Students' IEPs

DMAC Solutions ®

Assistant Principal(s), Assistant Superintendent, Director of Special Education, Principal, Teacher(s)

Page 22 of 44

11/10/2015

FAIRFIELD ISD Goal 1.

INCREASE INDIVIDUAL STUDENT PERFORMANCE

Objective 4.

Fairfield ISD will provide opportunities for student exposure to experiences that lead to college and career readiness.

Activity/Strategy

Person(s) Responsible

Timeline

Resources

Evaluation

1. Provide information to students and parents Assistant Superintendent, about the need to make informed curriculum Counselor(s), Principal choices in order to be prepared for success beyond high school (college readiness), as well as, information on higher education admissions and financial aid. Additionally, inform students and parents about opportunities for early graduation through a.) credit by exam; b.) Dual Credit; c.) correspondence courses; d.) curriculum choices beyond high school; e.) information on higher education admissions and financial opportunities; and f.) Teach for Texas Grant. (Title I SW: 1,6,9,10) (Target Group: All) (NCLB: 1,2,5)

August, 2015May, 2016

(S)Local Funds

3. Address identified needs in the Assistant Principal(s), Gifted/Talented program by: Counselor(s), Principal A. Ensuring that G/T students are provided instruction that includes differentiation with depth and complexity; B. Increasing Advanced Placement course opportunities; C. Increasing the number of G/T students taking the state AP exam and scoring 3 or 4; D. Increasing the number of G/T students taking the SAT/ACT and meeting state standards; E. Providing an array of learning opportunities for G/T students to work with the 3 organization patterns during the school day: G/T with G/T, G/T with regular education, and G/T working independently; and F. Provide G/T Training for staf (Title I SW: 1,8,9,10) (Target Group: GT) (NCLB: 1,2,5)

August, 2015May, 2016

(F)Title IIA Principal and Individual student achievement Teacher Improvement, (S)Gifted as evidenced by state and local and Talented Funds assessments. Increased number of Dual Credit Students; Increased number of Dual Credit Students; Increased number of RHP and/or DAP Graduates; Increased scores on AP Exams; Increased PSAT, SAT, ACT, and TSI scores.

DMAC Solutions ®

Page 23 of 44

Summative - Individual student achievement on state and local assessments. Increased number of Dual Credit Students; Increased number of RHP and/or DAP Graduates; Increased scores on AP Exams; Increased PSAT, SAT, ACT, and TSI scores. Increased attendance and a decrease in dropouts.

11/10/2015

FAIRFIELD ISD Goal 1.

INCREASE INDIVIDUAL STUDENT PERFORMANCE

Objective 4.

Fairfield ISD will provide opportunities for student exposure to experiences that lead to college and career readiness.

Activity/Strategy

Person(s) Responsible

Timeline

Resources

Evaluation

4. All students will be provided opportunities for enrichment and growth as evidenced by participation in campus based activities, UIL, and other student organizations. (Title I SW: 1,2,10) (Target Group: All) (NCLB: 1,2,5)

Assistant Principal(s), Counselor(s), Principal, Teacher(s)

August, 2015May, 2016

(S)Local Funds

Summative - Increased student participation in extra-curricular and co-curricular activities. Increased student attendance and achievement, we well as, decreased office referrals and dropouts.

5. Support career exploration for students by working with counselors to provide career guidance materials and to schedule a Career Day using parents and community partners. (Title I SW: 6,10) (Target Group: All) (NCLB: 2,5)

Counselor(s), Principal

August, 2015May, 2016

(O)Local Districts

Individual student achievement on state and local assessment

DMAC Solutions ®

Page 24 of 44

11/10/2015

FAIRFIELD ISD Goal 1.

INCREASE INDIVIDUAL STUDENT PERFORMANCE

Objective 5.

Provide a safe environment where students can effectively communicate, collaborate, and create, in a way that enables them to connect and functioneffectively as a lifelong learner.

Activity/Strategy 1. Counselors and teachers will coordinate efforts for ensuring students are provided information and counseling opportunities related to suicide prevention, violence prevention/intervention, positive conflict resolution, bullying, dealing with death, child abuse, harassment training, and dating violence as appropriate (Title I SW: 1,10) (Target Group: All) (NCLB: 4)

Person(s) Responsible

Resources

Evaluation

August, 2015May, 2016

(S)Local Funds

Early intervention strategies will result in students meeting grade level expectations.

2. Utilize the School Health Advisory Assistant Superintendent, Committee (SHAC)to make recommendations Counselor(s), Nurse, Physical to the district's wellness policy, food allergy Education Teacher, Principal plan, fitnessgram Program, and Child Nutrition wellness education program. SHAC will review any proposed curriculum pertaining to human sexuality, review coordinated health programs designed to prevent obesity, cardiovascular disease and Type 2 diabetes. (Title I SW: 1,2,6,7,9,10) (Target Group: All) (NCLB: 1,2,4,5)

August, 2015May, 2016

(S)Local Funds

Improved student health will result in increased academic performance as seen in improved performances in progress reports, six weeks report cards, common assessments and state mandated assessments.

3. Students will be educated on the signs, consequences and reporting procedures for bullying, sexual harassment, dating violence, and sexual violence (as age appropriate). All personnel will be trained on the specific procedures for response by district personnel to allegations of these activities. (Title I SW: 1,2,9,10) (Target Group: All) (NCLB: 1,2,4,5)

August, 2015May, 2016

(S)Local Funds

Early intervention strategies will result in students meeting grade level expectations as outlined in the individual campus improvement plans.

DMAC Solutions ®

Assistant Principal(s), Counselor(s), Principal, Teacher(s)

Timeline

Assistant Principal(s), Assistant Superintendent, Counselor(s), Nurse, Physical Education Teacher, Principal

Page 25 of 44

11/10/2015

FAIRFIELD ISD Goal 1.

INCREASE INDIVIDUAL STUDENT PERFORMANCE

Objective 5.

Provide a safe environment where students can effectively communicate, collaborate, and create, in a way that enables them to connect and functioneffectively as a lifelong learner.

Activity/Strategy

Person(s) Responsible

Timeline

Resources

Evaluation

4. District personnel will review and update Assistant Principal(s), Principal, August, 2015 the Emergency Operations Plan for the district SRO Officer June, 2016 by: A) Training all instructional faculty and staff on the district approved Emergency Operations Plan (EOP); B) Establishing campus EOP teams to facilitate plan implementation; C) Training campus level teams in CPR and First Aid; D) Training personnel on the legislatively mandated Safety Audit for Schools; E) Utilizing the results of the audit to continue improving security on all campuses; and, F) Providing professional development, as well as exercising prevention and intervention. (Target Group: All)

(S)Local Funds

Evaluation of EOP and results of 3-year School Safety Audit will ensure the safety of all students and personnel.

5. Campus leadership (principals, counselors, Assistant Principal(s), nurses and site-based committees), as well as Counselor(s), Principal, classroom teachers will promote character Teacher(s) education through the delivery of character education curriculum, and common character traits at all levels. (Title I SW: 1,2,6,9,10) (Target Group: All) (NCLB: 1,2,4,5)

August, 2015May, 2016

(S)Local Funds

Improvement in students' character will be seen in increased academic performance and decreased disciplinary issues.

6. Provide crossover activities to facilitate Assistant Principal(s), Assistant smooth transitions for students between Superintendent, Principal schools. (Title I SW: 7) (Target Group: PRE K, K, 9th, 3rd, 6th) (NCLB: 1,2,5)

August, 2015 June, 2016

(O)Local Districts

Increase student achievement

DMAC Solutions ®

Page 26 of 44

11/10/2015

FAIRFIELD ISD Goal 1.

INCREASE INDIVIDUAL STUDENT PERFORMANCE

Objective 6.

FISD staff will continue to be leaders in the education profession due to their expertise and training in innovative instructional or professional practices.

Activity/Strategy

Person(s) Responsible

Timeline

Resources

Evaluation

1. Ensure that 100% of all core academic area Assistant Superintendent, teachers are "highly qualified" by: providing Personnel Director, Principal administrators with information outlining "highly qualified teachers" during the interviewing process; completing "Highly Qualified Status" forms upon employment; reviewing "Highly Qualified" status of current teaching according to classroom schedules/subject area assignments; providing financial assistance for teachers obtaining Bilingual/ESL certifications; completing a systematic review of teachers' certifications and notifying teachers when their certifications are due for renewal; conducting a fall audit of teachers' teaching assignments and certifications and design corrective action plans as needed to ensure maintenance of 100% highly qualified status by year end; providing professional development to new paraprofessionals to improve the quality of the support provided by instructional aides to students served in the classroom; dyslexia program; dropout reduction. (Title I SW: 3,4) (Target Group: ESL, LEP, AtRisk) (NCLB: 3)

August, 2015May, 2016

(F)Title IIA Principal and Improved student achievement Teacher Improvement, (S)Local as a result of 100% of the Funds district's teachers being highly qualified.

2. The district will attract and retain 100% highly qualified teachers by: A) Participating in job recruitment fairs; B) Partnering with alternative education certification programs; and, C) Certification reimbursement as applicable (Title I SW: 2,3,4,5,10) (Target Group: All) (NCLB: 1,2,3,5)

Assistant Superintendent, Personnel Director, Principal

August, 2015May, 2016

(F)Title IIA Principal and Improved student achievement Teacher Improvement, (S)Local as a result of 100% of the Funds district's teachers being highly qualified.

3. Continue to focus training on effective instructional practices, and consistent implementation of classroom instruction that meets the depth and complexity called for by the student expectations. (Title I SW: 4) (Target Group: All) (NCLB: 1,2,5)

Assistant Principal(s), Assistant Superintendent, Principal

July, 2015-June 2016

(F)Title IIA Principal and Teacher Improvement

DMAC Solutions ®

Page 27 of 44

Individual student achievement as evidence by state and local assessment.

11/10/2015

FAIRFIELD ISD Goal 1.

INCREASE INDIVIDUAL STUDENT PERFORMANCE

Objective 6.

FISD staff will continue to be leaders in the education profession due to their expertise and training in innovative instructional or professional practices.

Activity/Strategy

Person(s) Responsible

Timeline

Resources

Evaluation

4. Offer staff surveys to continuously Assistant Superintendent evaluate the professional development offerings within FISD. (Title I SW: 1,4) (Target Group: All) (NCLB: 3)

July, 2015- June 2016

(O)Local Districts

Data collected from surveys.

5. Professional development: Assistant Principal(s), Assistant classroom management; student code of Superintendent, Counselor(s), conduct (including district discipline policies); Principal conflict resolution; TBSI; differentiation of instruction; special population; least restrictive environment; curriculum alignment; Response to Intervention; accommodations; critical thinking skills; parental involvement; STAAR; multicultural diversity training of instructional strategies; PDAS; Bullying; Crisis Intervention; Bloodborne Pathogens; Sexual Harassment; New Child Abuse Requirements; CIPA Requirements; and, integration and enrichment of class instruction provided by personnel in the Technology Department. (Title I SW: 1,2,3,4) (Target Group: All) (NCLB: 1,3,4,5)

August, 2015May, 2016

(F)IDEA Special Education, (F)Title I, (F)Title IIA Principal and Teacher Improvement, (F)Title III Bilingual / ESL, (S)Local Funds, (S)State Compensatory

Individual student achievement on state and local assessments. Increased number of Dual Credit Students; Increased number of RHP and/or DAP Graduates; Increased scores on AP Exams;Increased PSAT, SAT, ACT, and TSI scores

6. Implement a district walkthrough tool for continuous improvement. (Title I SW: 3) (Target Group: All) (NCLB: 4)

Assistant Principal(s), Assistant Superintendent, Principal

August, 2015 May, 2016

(O)Local Districts

Individual student achievement on state and local assessment. Walk through document.

7. Conduct a comprehensive needs assessment including student performance on the student achievement indicators that are disaggregated by all student groups. (Title I SW: 1) (Target Group: All) (NCLB: 1,2,3,4,5)

Assistant Principal(s), Assistant Superintendent, Principal, Teacher(s)

August, 2015 June, 2016

(O)Local Districts

Data collected from the assessment.

August, 2015 June, 2016

(O)Local Districts

Individual student achievement on State and Local assessments.

8. Provide training and support on the levels of Assistant Superintendent student engagement and how to design authentic work that provides meaning and value to students. (Title I SW: 4) (Target Group: All) (NCLB: 1,2,5) DMAC Solutions ®

Page 28 of 44

11/10/2015

FAIRFIELD ISD Goal 2.

DEVELOP A COMPREHENSIVE FINANCIAL PLAN REVIEWED QUARTERLY

Objective 1.

Fairfield ISD will maintain a balanced budget every fiscal year.

Activity/Strategy

Person(s) Responsible

Timeline

Resources

Evaluation

1. Determine available revenue from local Business Manager, taxes, state and federal funds. (Target Group: Superintendent All)

Annually in July

(O)Local Districts

Summative - Budget

2. Develop a balanced budget based on projected revenue. (Target Group: All)

Business Manager, Superintendent

September 1August 31

(O)Local Districts

Summative - Budget

3. Review budget and expenditures throughout Business Manager, the year to maintain a balanced budget (Target Superintendent Group: All)

September 1August 31

(O)Local Districts

Summative - Budget and Monthly Reports

DMAC Solutions ®

Page 29 of 44

11/10/2015

FAIRFIELD ISD Goal 3.

UTILIZE APPROPRIATE TECHNOLOGY ON ALL CAMPUSES

Objective 1.

Fairfield ISD will develop a timely and economical replacement schedule for equipment and software in order to address short term and long term technology needs.

Activity/Strategy

Person(s) Responsible

Timeline

1. Replace all switches in the district with 1Gb Director of Technical Services switches that are POE (Target Group: All)

August 2015 July 2016

(O)Local Districts

An increased speed of the overall network and if it can power network based devices over the network connection

2. Replace all student machines in grade level Director of Technical Services classroom 1st-5th grade (Target Group: 1st, 2nd, 3rd, 4th, 5th)

August 201- July 2016

(O)Local Districts

Inventory of classroom computers

3. Replace all the JH lab computers including Director of Technical Services technology class lab computers (Target Group: 6th, 7th , 8th)

August 2015 July 2016

(O)Local Districts

An inventory of computer in the technology labs

4. Replace all the HS lab computers including Director of Technical Services technology class lab computers (Target Group: 9th, 10th, 11th)

August 2015 July 2016

(O)Local Districts

An inventory of computers in the technology labs

5. Install a Chromebook lab at the JH and HS (Target Group: 9th, 10th, 11th, 12th, 6th, 7th , 8th)

Director of Technical Services

August 2015 July 2016

(O)Local Districts

An inventory of Chromebook at the JH and HS campuses

6. Install new Chromebook carts in the technology classes at FES and FES. (Target Group: All)

Director of Technical Services

August 2015 July 2016

(O)Local Districts

An inventory of Chromebooks at FES and FIS

7. Install interactive whiteboards/projectors in all grade level classroom at FES (Target Group: All)

Director of Technical Services

August 2015 July 2016

(O)Local Districts

Technology inventory

8. Evaluate a new phone system for the entire Director of Technical Services district (Target Group: All)

August 2015 July 2016

(O)Local Districts

Summative - Findings from the evaluation of the phone system

9. Install new AC capable wireless access points throughout the district (Target Group: All)

August 2015 July 2016

(O)Local Districts

The speef of the wireless network access by supporting the latest wireless standards

August 201- July 2016

(O)Local Districts

Inventory of computers in PrekKinder

Director of Technical Services

10. Refurbish aging PreK, K, and media center Director of Technical Services computers installing solid state drives (Target Group: PRE K, K)

DMAC Solutions ®

Page 30 of 44

Resources

Evaluation

11/10/2015

FAIRFIELD ISD Goal 3.

UTILIZE APPROPRIATE TECHNOLOGY ON ALL CAMPUSES

Objective 2.

Teachers and students will be provided ongoing, interactive technology training at the campus level to stay current with emerging technology and software.

Activity/Strategy

Person(s) Responsible

Timeline

Resources

Evaluation

1. Provide on-going staff development that Assistant Superintendent, provides opportunities for instructional staff to Director of Instructional learn how to effectively integrate technology Technology into the classroom. Provide on-going staff development in Google Apps for Education. Basic and Advance course will be offered to faculty and staff. Subjects covered will include: Google Docs, Google Drive, Email, Calendar, lesson collaboration, Google Apps, and Google Classroom (Target Group: All) (NCLB: 1)

July, 2015-June, (O)Local Districts 2016

Professional development hours, teacher professional development feedback, and evidence in classroom walkthroughs

2. Provide DMAC training to promote the Assistant Principal(s), Assistant usage of common assessments and data Superintendent, Principal driven instruction. (Title I SW: 1,8,10) (Target Group: All) (NCLB: 1,2,5)

August, 2015May, 2016

(F)Title I, (S)Local Funds

Summative - Individual student achievement as evidenced by state and local assessments.

3. Provide 1:1 training to teachers on various technology tools in their classroom during conference periods. Examples are: Interactive Boards, textbook digital resources, integrating technology into lesson plans, teacher collaboration using technology. (Target Group: All)

Assistant Superintendent, Director of Instructional Technology

August, 2015May, 2016

(O)Local Districts

Summative - Professional development hours, teacher professional development feedback, and evidence in classroom walkthroughs

4. Provide on-going staff development on lesson planning and website creations using our online software from Gabbart Communications. Teachers will learn to post lessons online and receive feedback from students in a paperless classroom. (Target Group: All)

Assistant Superintendent, Director of Instructional Technology

July, 2015- June, (O)Local Districts 2016

DMAC Solutions ®

Page 31 of 44

Professional development hours, teacher professional development feedback, and evidence in classroom walkthroughs

11/10/2015

FAIRFIELD ISD Goal 4.

UTILIZE AND IMPROVE DISTRICT RESOURCES TO COMMUNICATE WITH AND INVOLVE PARENTS, STAFF, STUDENTS, AND COMMUNITY

Objective 1.

Promote active parent participation as full partners in the learning and development of their children.

Activity/Strategy

Person(s) Responsible

Timeline

Resources

Evaluation

1. Provide interpreter/translator services at Assistant Principal(s), programs and activities. (Title I SW: 6) (Target Counselor(s), Principal, Group: H, ESL, LEP, SPED) (NCLB: 1,2,5) Teacher(s)

August, 2015May, 2016

(F)IDEA Special Education, (S)Local Funds

Individual student achievement on state and local assessments/ Increased number of Dual Credit Students; Increased number of RHP and/or DAP Graduates; Increased scores on AP Exams; Increased PSAT, SAT, ACT, and TSI scores. Increased student attendance and a decrease in dropouts.

2. Increase parental involvement by: A) Improving parent access to school information through the district website and email groups; B) Increasing the number and frequency of parent and community volunteers on all campuses; and C) Providing parent education classes for parents on an ongoing basis to facilitate parental involvement. (Title I SW: 1,2,6,7,8,9,10) (Target Group: All) (NCLB: 1,2,5)

Assistant Principal(s), Assistant Superintendent, Counselor(s), Principal, Teacher(s)

August, 2015May, 2016

(F)Title I, (S)Local Funds

Increased parental involvement will result in improved student achievement, increased involvement in extra-curricular activities, increased attendance and decreased number of disciplinary referrals

3. Promote parental participation through the district and campus education improvement committees (Title I SW: 2,6) (Target Group: All) (NCLB: 1,2,4,5)

Assistant Superintendent, Principal

August, 2015May, 2016

(F)Title I, (S)Local Funds

Parent participation will increase.

4. Encourage parents to use the txConnect Parent Portal to view grades and attendance. (Title I SW: 6) (Target Group: All) (NCLB: 1,2,5)

Assistant Principal(s), Principal, August, 2015Teacher(s) May, 2016

(O)Local Districts

Summative - Individual student achievement as evidenced by state and local assessments. Increased attendance rates and a decrease in dropouts.

DMAC Solutions ®

Page 32 of 44

11/10/2015

FAIRFIELD ISD Goal 4.

UTILIZE AND IMPROVE DISTRICT RESOURCES TO COMMUNICATE WITH AND INVOLVE PARENTS, STAFF, STUDENTS, AND COMMUNITY

Objective 1.

Promote active parent participation as full partners in the learning and development of their children.

Activity/Strategy 5. Encourage students to register for txConnect in order to have real-time access to their individual academic data. (Title I SW: 6) (Target Group: All) (NCLB: 5)

Person(s) Responsible

Timeline

Assistant Principal(s), Principal, August, 2015Teacher(s) May, 2016

Resources

Evaluation

(O)Local Districts

Summative - Individual student achievement as evidenced by state and local assessments. Increased attendance rates and a decrease in dropouts.

(O)Local Districts

Summative - Website

7. Provide Academic Nights and encourage Assistant Principal(s), Principal, Aug parents to attend to gain homework strategies, Teacher(s) reading with children, and available online resources. (Title I SW: 6) (Target Group: All) (NCLB: 1,5)

(O)Local Districts

Summative - Individual student achievement on state and local assessments. Sign in sheets.

8. ESC 16 Parental Involvement Quarterly Newsletter information will be available on the district web page. (Title I SW: 6) (Target Group: All)

(O)Local Districts

Summative - Increased parent invovlement

9. Title 1 campuses will host at least one Assistant Principal(s), Principal, August, 2015teacher conferences annually where the Teacher(s) May, 2016 teachers will review grade level content standards, student assessments, and progress data with parents. The teachers will also provide parents with support on how to work with their child to improve their child’s academic achievement. (Title I SW: 6) (Target Group: All) (NCLB: 1,2,4,5)

(O)Local Districts

Summative - Sign in sheets from conferences

10. Review and revise the developed campus Assistant Superintendent, school-parent compact with a committee Principal composed of parents, teachers, administrators, and community stakeholders. (Title I SW: 1,6) (Target Group: All) (NCLB: 4)

(O)Local Districts

Summative - Parent Compacts, sign in sheets, agenda, minutes

6. Maintain district website links for parents, Assistant Superintendent, students, and staff that provides information on Director of Technical Services, resources and events. (Target Group: All) Principal

DMAC Solutions ®

Assistant Superintendent, Director of Technical Services

August, 2015May,2016

Quaterly

August, 2015May, 2016

Page 33 of 44

11/10/2015

FAIRFIELD ISD Goal 4.

UTILIZE AND IMPROVE DISTRICT RESOURCES TO COMMUNICATE WITH AND INVOLVE PARENTS, STAFF, STUDENTS, AND COMMUNITY

Objective 1.

Promote active parent participation as full partners in the learning and development of their children.

Activity/Strategy

Person(s) Responsible

Timeline

Resources

Evaluation

11. Review and revise the developed Assistant Superintendent, district/campus parental involvement policy with Principal a committee composed of parents, teachers, administrators, and community stakeholders. (Title I SW: 1,6) (Target Group: All)

November

(O)Local Districts

Summative - Sign in sheets, agenda, and minutes

12. Each title 1 campus will host an annual Assistant Superintendent, Title 1 campus meeting with parents to explain Principal the following: Title 1 Part A participation and requirements, the state curriculum in use, the forms of academic assessments and proficiency levels students are expected to achieve, ways to work with educators to improve children’s achievement. (Title I SW: 6) (Target Group: All)

November

(F)Title I, (O)Local Districts

Summative - Sign in sheet, agenda, minutes of meeting

13. Recruit and encourage parent participation Assistant Principal(s), Principal, October in planning, reviewing and improving of the Teacher(s) Title 1 part A program through service on campus site based decision making committee, (Title I SW: 6) (Target Group: All)

(F)Title I, (O)Local Districts

Summative - Sign in sheet, agenda, minutes of meeting

14. Implement a Family Literacy Program for Assistant Principal(s), Assistant English Language Learners. Provide materials, Superintendent, Principal, instruction, and reading strategies for parents Teacher(s) to read with young learners. (Title I SW: 2,6,9) (Target Group: ESL) (NCLB: 2)

August, 2015May, 2016

(F)Title III Bilingual / ESL

Summative - Individual reading levels

15. Provide written information in both English Assistant Principal(s), Principal and Spanish to the extent possible. (Title I SW: 6) (Target Group: All) (NCLB: 1,2)

August, 2015May, 2016

(O)Local Districts

Summative - Evidence of translated information

16. Provide a community night for Internet Assistant Superintendent, Safety and Social Media based on the grade Director of Instructional level of each campus. Educate the community Technology on the pros and cons the students are facing in the online digital world. (Title I SW: 6) (Target Group: All)

August, 2015May, 2016

(O)Local Districts

Summative - Sign in sheets and power point presentation

DMAC Solutions ®

Page 34 of 44

11/10/2015

Priority for Services Action Plan Region 12 Shared Service Arrangement 2015-2016 Priority for Services (PFS) NCLB P.L. 107-110 §1304 (d) requires that “In providing services with funds received under this part, each recipient of such funds shall give priority to migratory children who are failing, or most at risk of failing, to meet the State’s challenging State academic content standards and challenging State student academic achievement standards, and whose education has been interrupted during the regular school year.” In their NCLB Consolidated Application for Funding, districts are required to target MEP services to “Priority for Services” students. These students must be identified through NGS by running a Priority for Services Report. Information regarding services provided to these students will be monitored through the Texas Education Agency’s monitoring system called the PerformanceBased Monitoring Analysis System (PBMAS).

• Criteria for Priority for Services Students are flagged who: o Have their education interrupted during the previous or current regular school year; AND AT LEAST ONE OF THE FOLLOWING: o o

o

Are in Grades 3-12, Ungraded (UG) or Out of School (OS) and have failed one or more of the state assessments (STAAR) or were Absent, Not Tested or were not enrolled in a Texas school during the state assessment testing period for their grade level. Are in grades K-3 and have been designated as LEP in current or previous school year. Are in grades K-2 and have been retained in the same grade during two subsequent years, or are over-age for their current grade level.

Objective:

Region 12 MEP SSA Districts will identify migrant children and youth who require priority access to MEP services and develop a plan for serving such students.

Goal:

To ensure that identified Priority for Services migrant children in Region 12 Migrant SSA districts receive interventions in order to succeed in school.

Summative Results:

Students advancing to the next grade level, passing state assessments, regular school attendance, passing grades.

6-15/AAF

Priority for Services Action Plan Region 12 Shared Service Arrangement 2015-2016

Activities/Action

Staff Responsible

Timeline

Resources

Documentation

1.Train District Staff and Parents on PFS criteria

MEP Coordinator, MSCs, PFS Instructor

May - August

PFS Action Plan, District Calendars

PAC Minutes, Superintendent Meetings Agendas, MEP Overview Session sign-in, agenda, handout

2. Ensure that Migrant Priority for Service Student Reports are run monthly. Each monthly PFS Report will be mailed and also sent electronically to Superintendents by the second Friday of each month.

NGS Data Specialist

September - May

Texas MEP NGS Implementation Guidelines

Copies of e-mails with PFS Reports attached and sent to Superintendents

3. On a monthly basis, the ESC MEP Staff will review the PFS reports to determine possible academic intervention(s) needed. In consultation with principals, counselors, and teachers a Migrant Individualized Education Plan (MIEP) will be developed for each PFS student. (narrative –explanation for priority placement for PFS students)

MEP Coordinator, MSCs, PFS Instructor, MEP Counselor, MEP Staff, principals, teachers, counselors

September – May

Texas Migrant Education Program Guidance – Section D

Progress Reports, State Assessment Results, Benchmark data, teacher observations

Monthly

6-15/AAF

Priority for Services Action Plan Region 12 Shared Service Arrangement 2015-2016 Activities/Action

Staff Responsible

Timeline

4. The academic status of each PFS student will be reviewed after each six week grade reporting period. In consultation with campus administrator(s), counselor(s), and teacher(s) the MIEP will be revised to address the needs of each student at risk of or not meeting all academic standards.

Migrant Program Coordinator, Migrant Counselor, PFS Instructor, MSCs, Campus Staff

September – May

5. Include services, strategies, and interventions by non-migrant funded programs in the MIEP of each PFS student. This will allow ESC Region 12 to know that all services offered to migrant and PFS students are supplemental. (narrative related to describing federal, state, and local programs also serve PFS students)

MEP Coordinator, MEP Counselor, PFS Instructor, Campus principal, counselor, teachers

September – May

6. Focus services on PFS students according to MIEPs and ensure coordination of services to facilitate access of services to community entities/agencies. (narrative addresses that PFS students receive priority access to instructional services as well as social workers and community agencies)

MEP Coordinator, MEP Counselor, PFS Instructor, Campus principal, counselor, teachers

September – May

During the first week following the next six week reporting period.

During the first week following the next six week reporting period.

During the first week following the next six week reporting period.

Resources

Documentation

Texas Migrant Education Program Guidance – Section D

Report Cards, Teacher Observations

Texas Migrant Education Program Guidance – Section D

Migrant Individualized Education Plan – Note other Fed. Programs: Title 1, A, Title III, A, State: State Comp Ed., OEY Local: Mentoring, Tutorials

Texas Migrant Education Program Guidance – Section D

MSC and MEP Staff Logs, Time and Effort reflecting services/time spent with students.

6-15/AAF

ESC Region 12 ID&R PLAN 2015-2016 REQUIRED ACTIVITIES FOR BALANCED RECRUITMENT I. TRAINING FOR RECRUITERS AND DESIGNATED SEA REVIEWERS A. Attend Identification & Recruitment (ID&R) training offered by ESC – Recruiters. Attend ID&R and NGS training offered by ESC – Designated SEA Reviewers. COEs for new school year cannot be completed until training has occurred. B. Other II. IDENTIFICATION & RECRUITMENT A. Meet with all ID&R Staff. Meet with Designated SEA Reviewers, recruiters and clerks to brainstorm and plan recruitment strategies to include in ID&R Plan. B. Finalize all forms, documents, logs. Disseminate and train on all forms, logs, etc. that will be used by MEP ID&R staff. C. Make recruiter assignments. Assign recruiters, making sure to account for year-round, ongoing recruitment efforts regarding recruiting in school/campus, community, growers, out of school youth including pre-school-aged children and other state and federal agencies that serve migrant families. D. Conduct ID&R. Potentially Eligible Migrant Children: Contact potentially eligible migrant families using door-to-door recruitment efforts, by conducting family surveys, during school registration, etc. targeting both enrollees and non-enrollees (ages 0-21). Complete COEs as needed. Currently Eligible Migrant Children: Contact families of currently eligible migrant students to determine if new qualifying moves have occurred. Complete new COEs as needed. Note: Share copies of COEs with appropriate entities as listed on COE. E. Complete COEs. Recruiter completes COE and accompanying COE Supplemental Documentation Form for all families with new QADs. Submit completed COE and COE SDF to Designated SEA Reviewer for review. F. Review of COEs. Designated SEA Reviewer reviews COE and accompanying COE Supplemental Documentation Form for all families with new QADs. Return COE and COE Supplemental Documentation Form to recruiter if additional information is needed. Submit to NGS Terminal Site after eligibility review is completed. G. Conduct residency verification. Verify continued residency for all currently eligible migrant children who have not made a new qualifying move (QAD) during the current reporting period. H. Other

AFFECTED INDIVIDUALS

TIMELINE

Staff: All recruiters and Designated SEA Reviewers for the Migrant Education Program (MEP)

By September 1 or before recruitment efforts begin for new school year. Before October 1 for NGS training.

Staff: All recruiters and Designated SEA Reviewers for the MEP

By August 31

Staff: MEP administrators, recruiters and Designated SEA Reviewers for the MEP Staff: All recruiters and Designated SEA Reviewers for the MEP

By August 31

Staff: MEP recruiters

By August 31 – currently eligible children; continue recruitment efforts throughout year – potentially eligible children Make initial outreach efforts by September 30. Within 3 days of parent signature

Staff: MEP recruiters

By August 31

Staff: Designated SEA Reviewers

Within 5 days of parent signature.

Staff: MEP recruiters

Between Sept. 1 and Nov. 1. For 2 yrs old turning 3 – on or after 3rd birthday. 6-15/AAF

III. MAPS AND INTRAREGIONAL NETWORKING A. Make contact with potential growers. Make recruiter assignments for contacting growers within district’s boundaries regarding hiring practices, crops and growing seasons. B. Develop calendar and maps. Develop profiles/calendar reflecting major crops, seasons, hiring practices by growers, etc. Develop maps for recruiters highlighting all areas/neighborhoods where migrant families reside. C. Other IV. INTERAGENCY COORDINATION A. Network with agencies that serve migrant families. Coordinate/network with local/regional organizations that provide services to migrant workers and their families by meeting with staff and sharing information with entities listed on the back of the COE. B. Other V. QUALITY CONTROL A. Written quality control procedures. Develop written procedures that outline ID&R quality control within the LEA/ESC. B. Eligibility review. Forward COEs with more than one comment to ESC for review. Follow protocol for COEs that warrant further review by the ESC and/or State MEP as outlined in the ID&R Manual. C. Monitor and address ongoing training needs for ID&R. Work with regional ESC to provide training support to MEP recruiters, Designated SEA Reviewers and other MEP staff as specific needs are observed throughout the year. D. Maintain up-to-date records on file. Maintain updated active and inactive records. File COEs in alphabetical order by current mother’s last name [Heading Section of COE, number (5)] and retain records for seven (7) years from the date eligibility ends. E. Coordinate with ESC for annual eligibility validation. Validate eligibility through re-interview process according to instructions set forth by TEA. F. Other VI. EVALUATION A. Evaluate ID&R efforts for subsequent planning. Gather and analyze data and input from various MEP stakeholders to incorporate appropriate changes into subsequent ID&R plan for continuous improvement. B. Other

Staff: All recruiters and Designated SEA Reviewers for the MEP Staff: MEP administrators and recruiters

Contact all growers within the district boundaries by November 1. By December 1 and update on on-going basis throughout the year

Staff: MEP administrators and recruiters

Make initial outreach efforts by September 30 and continue on-going efforts throughout the year

Staff: MEP administrators, recruiters, Designated SEA Reviewers and other MEP staff. Staff: Designated SEA Reviewers; MEP administrators; and ESC MEP contact, when appropriate Staff: All MEP staff

By August 31

Staff: All MEP staff

Ongoing throughout the year

Staff: ESC, MEP staff Children: Previously-identified children selected by State MEP

January – June

Staff: All MEP staff Others: Local Migrant Parent Advisory Council (PAC), etc.

By June 30

Ongoing throughout the year As needed throughout the year

6-15/AAF

Title I Schoolwide Program Plan Fairfield ISD has created a schoolwide program that is comprehensive in nature to ensure that we are serving all students, improving all structures that support student learning, and combining all resources, as allowed, to achieve our goals and maximize the impact of Title 1. The five steps that our district follows include: 1. Establishing our district's improvement committee/campus improvement committees; 2. Clarifying our district's/campus objectives and goals; 3. Identifying data sources and gathering the data; 4. Analyzing the data; 5. Reporting data findings to the administrative planning team and collecting reflections and feedback; sharing information with improvement team Throughout the schoolwide planning process, administrators and teachers identify student strengths, needs and the interventions that are currently in place. They assess the effectiveness of those interventions and make recommendations for revisions as needed. The improvement planning process is used as one district/campus organizational strategy to guide program development, implementation, and evaluation. This systemic planning provides structure and a common language for school improvement. It also provides logical ways for school staff to think about current progress and the adjustments or changes that need to be made in our district or campuses to continually improve the effectiveness of our schoolwide program. Ten Schoolwide Components 1: Comprehensive Needs Assessment Fairfield ISD is data-driven, using a comprehensive needs assessment to reveal the priority areas on which the Title I program will focus. The needs assessment guides the development of the comprehensive schoolwide plan and suggests benchmarks for its evaluationDistrict/campus will review data and conduct a Comprehensive Needs Assessment (CNA) each year, including all programs and funds on the campus. The CNA will be used to create a Campus Improvement Plan (CIP) each year, involving representatives of all stakeholders, including parents. THE CNA & CIP will be used to ensure budget alignment. 1. Campuses will evaluate prior year STAAR results according to data made available by the state. The DMAC software programs will be utilized in disaggregating data once STAAR results are made available and with curriculum based assessments. Grades PK-2 will use data from Istation, Star assessment, and Running Records for their baseline assessments. G:1 O:1 S:1 2. Implement a district/campus-wide calendar for administering, disaggregating and diagnostically utilizing TEKS Checks. G:1 O:1 S:2 3. Staff will monitor achievement of African Americans, ESL, SpEd, Hispanic, and Economically Disadvantaged students on state and local assessments. At risk students will also be monitored. G:1 O:3 S:2 4. Conduct a comprehensive needs assessment including student performance on the student achievement indicators that are disaggregated by all student groups. G:1 O:6 S:7

2: Schoolwide Reform Strategies Instructional strategies and initiatives in the comprehensive plan must be based on scientifically-based research, strengthen the core academic program, increase the quality and quantity of learning time, and address the learning needs of all students in the school. (Reform) The following are activities we utilized in this plan: 1. All campuses will provide coordinated intervention programs for at-risk students that will focus on assessed individual needs. G:1 O:3 S:5 2. Provide multiple Extended Learning opportunities for students not mastering the required curriculum by: A. providing during and after school tutorials; B. providing Extended Day assistant at the High School and Junior High; C. providing summer school programs to address retention and accelerated instruction; D. providing Bilingual/ESL summer school; and E. providing Extended Year Services for Special Education Students. G:1 O:3 S:6 3. Provide information to students and parents about the need to make informed curriculum choices in order to be prepared for success beyond high school (college readiness), as well as, information on higher education admissions and financial aid. Additionally, inform students and parents about opportunities for early graduation through a.) credit by exam; b.) Dual Credit; c.) correspondence courses; d.) curriculum choices beyond high school; e.) information on higher education admissions and financial opportunities; and f.) Teach for Texas Grant. G:1 O:4 S:1 4. Students will be educated on the signs, consequences and reporting procedures for bullying, sexual harassment, dating violence, and sexual violence (as age appropriate). All personnel will be trained on the specific procedures for response by district personnel to allegations of these activities. G:1 O:5 S:3 3: Instruction by highly qualified professional teachers All teachers of core academic subjects and instructional para-professionals in a schoolwide program must meet the ESEA highly qualified requirements. Procedures in use in Fairfield ISD to ensure that instruction is provided by highly qualified teachers include: 1. Ensure that 100% of all core academic area teachers are "highly qualified" by: providing administrators with information outlining "highly qualified teachers" during the interviewing process; completing "Highly Qualified Status" forms upon employment; reviewing "Highly Qualified" status of current teaching according to classroom schedules/subject area assignments; providing financial assistance for teachers obtaining Bilingual/ESL certifications; completing a systematic review of teachers' certifications and notifying teachers when their certifications are due for renewal; conducting a fall audit of teachers' teaching assignments and certifications and design corrective action plans as needed to ensure maintenance of 100% highly qualified status by year end; providing professional development to new paraprofessionals to improve the quality of the support provided by instructional aides to students served in the classroom. G:1 O:6 S:1 4: High-quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, student services personnel, parents, and other staff Teachers and other staff must be familiar with the goals and objectives of the schoolwide plan, and receive the sustained, high-quality professional development required to implement them. Procedures include:

1. Provide training and materials to support teacher and administrators to effectively implement guided reading instruction. G:1 O:2 S:2 2. Implement professional development focusing on the new mathematics TEKS. Training includes understanding the new TEKS, understanding the rigor of the new TEKS, and the requirement for students to show multiple representations of math concepts learned. G:1 O:1 S:3 3. Support the implementation of Writing Workshop in grades 3-5 by providing time and resources. G:1 O:1 S:4 4. Provide training for PreK-K teacher in assessing student's level of writing development and identify potential goals for early writing. G:1 O:1 S:5 5. Provide training on Figure 19 Reading Strategies for grade 6-8 and how to support reading across all core subjects. G:1 O:1 S:6 6. Provide training and materials to support teacher and administrators to effectively implement guided reading instruction. G:1 O:2 S:2 7. Continue to focus training on effective instructional practices, and consistent implementation of classroom instruction that meets the depth and complexity called for by the student expectations. G:1 O:6 S:3 8. Provide professional development opportunities for all personnel to meet the identified needs of all student populations to increase student performance. 9. Allow teachers to attend professional developments throughout the year on content areas specific to teacher's assignment. 10. Provide blocks of time during and after school for collaborative meetings or planning time across grade levels and content areas. 5: Strategies to attract highly qualified teachers The schoolwide plan must describe strategies the campus and district will use to attract and retain highly qualified teachers. Work in coordination with Human Resources department to attract and hire Highly Qualified staff. 1. The district will attract and retain 100% highly qualified teachers by: A) Participating in job recruitment fairs; B) Partnering with alternative education certification programs; and, C) Certification reimbursement as applicable. G:1 O:6 S:2 6: Strategies to increase parental involvement Schoolwide plans must contain strategies to involve parents, especially in helping their children do well in school. In addition, parents must be involved in the planning, implementation and evaluation of the schoolwide program. 1. Increase parental involvement by: A) Improving parent access to school information through the district website and email groups; B) Increasing the number and frequency of parent and community volunteers on all campuses; and C) Providing parent education classes for parents on an ongoing basis to facilitate parental involvement. G:4 O:1 S:2 2. Promote parental participation through the district and campus education improvement committees. G:4 O:1 S:3 3. Encourage parents to use the txConnect Parent Portal to view grades and attendance. G:4 O:1 S:4 4. Encourage students to register for txConnect in order to have real-time access to their individual academic data. G:4 O:1 S:5

5. Provide Academic Nights and encourage parents to attend to gain homework strategies, reading with children, and available online resources. G:4 O:1 S:7 6. ESC 16 Parental Involvement Quarterly Newsletter information will be available on the district web page. G:4 O:1 S:8 7. Title 1 campuses will host at least one teacher conferences annually where the teachers will review grade level content standards, student assessments, and progress data with parents. The teachers will also provide parents with support on how to work with their child to improve their child’s academic achievement. G:4 O:1 S:9 8. Review and revise the developed campus school-parent compact with a committee composed of parents, teachers, administrators, and community stakeholders. G:4 O:1 S:10 9. Review and revise the developed district/campus parental involvement policy with a committee composed of parents, teachers, administrators, and community stakeholders. G:4 O:1 S:11 10. Each title 1 campus will host an annual Title 1 campus meeting with parents to explain the following: Title 1 Part A participation and requirements, the state curriculum in use, the forms of academic assessments and proficiency levels students are expected to achieve, ways to work with educators to improve children’s achievement. G:4 O:1 S:12 11. Recruit and encourage parent participation in planning, reviewing and improving of the Title 1 part A program through service on campus site based decision making committee. G:4 O:1 S:13 12. Implement a Family Literacy Program for English Language Learners. Provide materials, instruction, and reading strategies for parents to read with young learners.G:4 O:1 S:14

7: Plans for assisting preschool children in the transition from early childhood programs to elementary school programs Plans must be devised to assist students in the successful transition from early childhood programs to instructional programs offered at the schoolwide campus. Additional strategies should be in place to assist students as they transition from grade-level to grade-level. 1. Provide crossover activities to facilitate smooth transitions for students between schools. G:1 O:5 S:6 8: Measures to include teachers in the decisions regarding the use of academic assessments in order to improve the achievement of individual students and the overall instructional program 1. Implement a district/campus-wide calendar for administering, disaggregating and diagnostically utilizing TEKS Checks. include teacher in assessment decisions and development. G:1 O:1 S:2

9: Activities to ensure effective timely assistance for students who experience difficulty mastering the proficient or advanced levels of academic achievement standards

The schoolwide plan must include activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement levels shall be provided with effective, timely, and additional assistance which shall include measures to ensure that students' difficulties are identified in a timely basis and to provide sufficient information on which to base effective assistance. 1. Implement a universal screener for math and reading for K-2. G:1 O:1 S:7 2. Implement a district-wide Response to Intervention Model to serve as a framework for the implementation of research-based instructional strategies for underachieving students. G:1 O:3 S:3 3. All campuses will provide coordinated intervention programs for at-risk students that will focus on assessed individual needs. G:1 O:3 S:5

10: Coordination and integration of federal, state and local services and programs Schoolwide program schools are expected to use the flexibility available to them to integrate services and programs with the aim of upgrading the entire educational program and helping all students reach proficient and advanced levels of achievement. Because we are a schoolwide Title 1 campus, we have flexibility to integrate services and programs with the aim of upgrading our entire educational program and helping all students reach proficient and advanced levels of achievement. In addition, through our improvement planning and budgeting process, we are able to combine most Federal, State and local funds in order to maximize the impact of the resources available to carry out the schoolwide Title 1 program for the purpose of increasing student achievement. Coordinate the use of State Comp. Ed. and Title I funds to hire instructional aides to work with students during the school day