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Waller Independent School District

District Improvement Plan

2016-2017

Waller Independent School DistrictGenerated by Plan4Learning.com 1 of 65 District #237-904

June 20, 2017 8:13 am

Mission StatementThe district believes that all students can be successful learners and graduate with skills that will allow them to compete in the twenty- first century

workplace. It is therefore the intent of the district to serve all students regardless of their ability, environment, or national origin. Student will be providedopportunities to develop intellectually, physically, and socially through a quality system of teaching and learning. Through these opportunities, students will

become responsible and productive members of a constantly changing society and world.


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Table of Contents

Comprehensive Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Needs Assessment Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Demographics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Student Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8District Culture and Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Staff Quality, Recruitment, and Retention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Curriculum, Instruction, and Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Family and Community Involvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15District Context and Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Comprehensive Needs Assessment Data Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Goal 1: WISD will ensure academic performance and achievement levels reflect excellence in learning and attainment of both high expectations andhigh standards for all students. (Student Achievement) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Goal 2: WISD will continue to develop and support systems, programs, instructional standards, professionals, paraprofessionals and volunteers toenhance students' knowledge, skills, and performance in every adopted curriculum area. (Curriculum) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Goal 3: WISD will provide a safe, secure and respectful learning environment for students and staff. (Safety) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39Goal 4: WISD will recruit, develop, and retain highly qualified and effective personnel to optimize student engagement and learning. (HumanResources) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43Goal 5: WISD will provide a supportive, professional teaching environment that encourages teaching excellence. (Environment) . . . . . . . . . . . . . . . . 46Goal 6: WISD will continue state and national leadership in the use of technology in all phases of the educational process. (Technology) . . . . . . . . . 49Goal 7: WISD will continue to prioritize two-way communication between Waller ISD and all patrons through all sources available and encouragerelationships of trust and mutual support. (Public Relations) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53Goal 8: WISD will provide the necessary financial resources for the support of the instructional program through prudent management and fiscalresponsibility. (Fiscal and Resource Management) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55Goal 9: WISD will provide co-curricular and extracurricular opportunities and programs for students as a means of preparing them for the future.(Enrichment Programs) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56Goal 10: WISD will continue to emphasize the educational advantages for students, staff and community in a diverse environment. (Diversity) . . . . 57

State System Safeguard Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59Federal System Safeguard Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61Title I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

Schoolwide Program Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62Ten Schoolwide Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62


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Comprehensive Needs Assessment

Needs Assessment Overview

Comprehensive Needs Assesment Process

The district comprehensive needs assesment committee met and formed subcommittees to evaluate the previous year's data. The subcommitees were:Demographics, Student Achievement, School Culture and Climate, Staff Quality / Professional Development, Curriculum Instruction and Assessment,Family and Community Involvement, School Context and Organization, and Technology. Committee members reviewed the data listed below to identifyareas of strength, needs, and priorities. Below are the findings of each committee:

Data Sources Reviewed:

WISD Mission StatementWISD Board GoalsWISD Enrollment 15-162015-2016 PEIMS Fall CollectionWISD 2015 Accountability SummaryWISD 2015 System SafeguardsWISD 2014-2015 TAPRWISD 2014-2015 Federal Report Card2015-2016 Federal Funds Effectiveness Evaluation Survey ResultsWISD 2012-2013 High School Graduates Enrollment in Higher EducationWISD Student Demographics 2010-2015Campus MapsElementary Grade Level / Specials StructureElementary Instructional MinutesBell SchedulesWISD and Campus Improvement Plans SummaryFamily Engagement Summary from ACESocial Service Agencies in Northern Waller CountyAdult Education Classes offered in WISDWISD 2015 PBMASWISD 13-14 Retention RatesWISD 2015 TELPAS


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WISD vs. State STAAR 2015WISD 2015 ACT Profile ReportWISD Dual Credit & AP Four Year SummaryWISD 2015-2016 Universal Screener ResultsWISD 2015 SAT Profile ReportWISD Istation Executive Summary Report 2015-2016WISD Think Through the Math ReportWISD Literacy Growth Reports2015 WISD Comprehensive Needs Assessment SummaryWISD STAAR Technology ChartWISD Technology Plan 15-16WISD Technology Inventory 15-16WISD NCLB HQ Report 15-16Instructional Snapshot / Walkthrough FormTEA HQ Documents - Determining StatusWISD Job Description - teacher & aideWISD Report of Violent Criminal Acts 14-15Sample Compact for LearningWISD Parent Involvement Policy 15-16WISD Student Discipline Action Summary 14-15Student Assessment Testing Calendars 15-16WISD Assessment Calendar 15-16WISD Half Day Sample AgendaSchool CompactsWISD DIP and Campus CIPS Summaries 2015-16


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Demographics

Demographics Summary

Waller ISD is a rural, medium-sized, 5A school district that covers 328 square miles with a student population of 6,860 (as of 9/9/16.) Waller ISD experiencesaround a 5% growth yearly. Waller ISD and every Waller campus met the 2016 state accountability standards, plus various campuses earned 22 DistinctionDesginations. Waller ISD serves students in Pre K - 12th grade, and Waller ISD has eight campuses. This includes five elementary schools, two jr. highs,and one high school. Each Waller ISD school is a Title I schoolwide campus.

The student population of Waller ISD is: 10% African American, 33% White, .5% Asian, 53% Hispanic, .5% Native American, 2% Two or More Races, .1% Pacific Islander, 52% Male, 48% Female, 65% economically disadvantaged (As of 9/9/16.) The staff population of Waller ISD is: 9% African American,71% White, 18% Hispanic, <1% Native American, < 1% 2 or more races; 23% Male, 77% Female. The turnover rate for teachers was 17%. Waller ISD isproud that 100% of the instructional staff is highly qualified (teachers and instructional aides.)

Waller ISD has a graduation rate of 98.4% with a dropout rate of .6% yearly. The average daily attendance rate in 2015-2016 for students was 96.2%. Thepercent of studetns with DAEP disciplinary placement is 1.13% (2014-2015 School Year.)

Waller ISD serves a number of students within special programs. The numbers of students served in those programs are as follows: 1,790 Limited EnglishProficient, 402 Section 504, 338 Gifted and Talented, 410 Special Education, and 1,669 Career and Technical Education (2014-2015 School Year.)

Special Programs:

Our Schoolwide Title I program consists of parent involvement activities, computer-based intervention programs, reading and/or math campus basedinterventionists, campus academic tutors for core subject areas, Saturday credit recovery / assessment tutorials, summer programming for identified students,and professional development.

Our State Compensatory Education program (SCE) consists of STAAR Acceleration teachers, the DAEP center, instructional aides to assist at-risk students,the credit recovery program at Waller HS (Hope Academy), pregnancy related services and homebound instruction, and summer programming for identifiedstudents.

Our Title II program consists of subject area curriculum coordinators that provide embedded professional development for our staff, assistance with teachercerftification exams to meet the requirements of NCLB Highly qualified, and professional development outside the district, as well as consultants hiredwithin the district to provide professional development.

Our Title III program consists of bilingual campus academic tutors for core subject areas, bilingual LEP campus based interventionists, Esperanza summerWaller Independent School DistrictGenerated by Plan4Learning.com 6 of 65 District #237-904

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programming for identified students, and parent involvement activities.

Our Carl Perkins Grant purchases consists of instructional supplies, materials, equipment, and professional development for the following career clusters:Agriculture; Architechture and Construction; Manufacturing; Law, Public Safety, Corrections, and Security; Human Services; Education and Training;Hospitatlity and Tourism; Health Science; Marketing; Business, Management, Administration, and Finance; and Information Technology. These grant fundssupplement the state money set aside as the CTE allotment, as well as local funds.

Our Special Education program is directed by a series of laws, all of which stem from the federal statute, the Individuals with Disabilities Education Act(IDEA.) Now, compliance with federal law in the provision of services to students with disabilities is mandated and enfoirced through funding. Funds tosupport the excess costs of special education are generated through block grants to the states, who then disburse these monies to local education agencies(LEA's.) These funds are used for things such as: Salaries for support and related service staff, purchasing specially designed materials for instructionalpurposes, providing training to campuses and support staff, purchasing special supplies and materials for students who are served in special education. Federal funds must be used to supplement and not supplant state and local special education funds.

Demographics Strengths

Waller ISD continues to educate a wide range of students from all race/ethnicity groups and economic backgrounds utilizing a variety of strategies andhighly qualified staff.

Bond election passedTeacher-student ratio vs. state

Demographics Needs

Some of the needs in educating our students are:

Tracking of LEP/SPED ExitersMonitoring of African American/Hispanic subpops in performanceMonitor ELL and Economically Disadvantage student successMonitoring special programs - SpEd, 504, CTE, and GTElementary /Secondary Class SizesNew Arrival Center


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Student Achievement

Student Achievement Summary

Waller ISD Accountability RatingMet Standard

Met Standard On: Did Not Meet Standard

On:Student Achievement

Student Progress

Closing Performance Gaps

Postsecondary Readiness

None

Waller ISD Summary of Performance Indexes

Four performance indexes include a broad set of measures that provide a comprehensive evaluation of Waller ISD.

Index 1 Student Achievement (Target Score = 60) - Waller ISD = 79

Index 2 Student Progress (Target Score = 20) - Waller ISD = 39

Index 3 Closing Performance Gaps (Target Score = 28) - Waller ISD = 44

Index 4 Postsecondary Readiness (Target Score = 57) - Waller ISD = 76

Distinction Designations

Distinction designations recognize outstanding academic achivement in reading / English language arts, mathematics, science, social studies, Top 25%


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Closing Performance Gaps, Top 25% Student Progress, and Postsecondary Readiness. Campuses/Districts that receive an accountability rating of MetStandard are eligible for distinction designations in 2015.

Academic Achievement in Reading / ELA - 4 Waller ISD CampusesAcademic Achievement in Mathematics - 2 Waller ISD Campuses Academic Achivement in Science - 6 Waller ISD CampusesAcademic Achivement in Social Studies - 1 Waller ISD CampusTop 25% Closing Performance Gaps - 3 Waller ISD CampusesPostsecondary Readiness - 4 Waller ISD Campuses

System Safeguards

The disaggregated performance results of the state accountability system serve as the basis of safeguards for the accountability rating system to ensure thatpoor performance in one area or one student group is not masked in the performance index. The disaggregated performance measures and safeguard targetsare calculated for the performance rates, participation rates, and graduation rates of eleven student groups: All Students, Seven Racial / Ethnic groups: African American, American Indian, Asian, Hispanic, Pacific Islander, White, and Two or More Races, Economically Disadvantaged, Students withDisablities, and English Language Learners (ELLs.)

Waller ISD System Safeguards Met

Overview

Continue with current effective Title expenditures: Tutors, Edgenuity Software, Campus Interventionists, Reading Connection, ESSA Certification

Performance Rates 31 out of 36 = 86% Participation Rates 14 out of 14 = 100%Graduation Rates 6 out of 6 = 100% Total 51 out of 56 = 91%


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Test Fees, Istation, HOPE Summer and Saturday School, LLI Materials/Interventions, PD for Reading Readiness/Guided Reading/MetacognitiveSkills, Parent Centers, Content Coordinators, PD for Bilingual Early Exit Program, Esperanza materials & trainingContinue Inclusion Model TrainingNeed resource for K-2 Early Math Support

Student Achievement Strengths

All campuses and district "Met Standard" on State AccountabilityAbove state average in performance on STAAR22 Distinction DesignationsUniversal Screener ProgramDual credit offerings & enrollmentCurrent Title I, II, and III expenditures / effectivenessGraduation rate 10% above state average

Student Achievement Needs

In the state and federal accountability system:

The district missed the following system safeguards at the state target of 60%: Special Education Reading, Math, Writing, and Social Studies; EnglishLanguage Learners (ELL) Writing and Social Studies.Due to the fact that the district's 2016 state accountability rating was "Met Standard" the missed system safeguards only have to be addressed in thedistrict improvement plan.

In the Performance Based Monitoring Analysis System (PBMAS), the district was staged in the following areas in 2014:

Stage 1 - Bilingual / ESL - 8th Grade Social StudiesStage 2 - CTE Nontraditional Course Completion Rate for MalesStage 1 - SPED - STAAR Writing 4th and 7th, STAAR Alternate Participation Rate, Placements in Instructional Settings 40/41, Regular Class< 40%RateA separate Data Analysis, Needs Assesment, and Improvement Plan have been developed to address the areas of staging for PBMAS as required byTEA.

General Areas of Need based on data:


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Academic gaps in ELL & SPED Writing, Reading, Math, and Social StudiesAcademic gaps in African American, Special Education, and ELL ACT/SAT PerformanceContinue with current effective Title expenditures: tutors, Edgenuity Software, Campus Interventionists, HQ Certification, Test Fees, Istation, HOPESaturday and Summer School, LLI Materials/Interventions, Neuhaus PD, Parent Centers, Content Coordinators, Bilingual Early Exit PD, InclusionModel Training, Intervention resources for TTM and Istation, PD for Revised Math TEKS, Content Interventionists


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District Culture and Climate

District Culture and Climate Summary

Monitor and review ISS, OSS, DAEP placements. Number of kids & number of days. Focus on SPED pop.Increase positive school cultureContinue development of camus PBISEffective communication on campuses

District Culture and Climate Strengths

Attendance rates for students and staff increasedViolent/Criminal Incidents lowDecrease in disciplinary offensesPBISStaff feels safe at work

District Culture and Climate Needs

Address class sizes PK-12Discipline placements and discipline optionsLeadership development for administrators and teachersCommunication - include faculty in decision making process on campuses.


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Staff Quality, Recruitment, and Retention

Staff Quality, Recruitment, and Retention Summary

ELL trainingContinue Inclusion trainingContinue Reader's / Writer's Workshop and literacy trainings.New Math TEKS trainingMentoring Program and training mentors

Staff Quality, Recruitment, and Retention Strengths

100% Highly Qualified StaffBenefits FairCompetitive Salaries.Assisting in ESL endorsement - trainings offered by districtQuality of applicants for all positionsSTAAR and academic tutorsWaller ISD Job FairMentorsTeam Hiring

Staff Quality, Recruitment, and Retention Needs

ESL endorsement requirement.Mentoring Program & Training - Need guidelines and framework.Mentor trainingStaff development for inclusion.Recruit super star teachersContinue Inclusion trainingContinue readers/writers workship and literacy trainingsNew math TEKS trainingLeadership for development for administrators and teachers


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Curriculum, Instruction, and Assessment

Curriculum, Instruction, and Assessment Summary

Development of Bilingual Program.SPED Inclusion TrainingBalance between training vs. collaboration of teachers at half days. Spanish ELA Pk-2nd-focus on curriculum of native languageAlgebra I Remediation/Credit RecoveryReaders/Writers WorkshopBiligual Program Development - research-based strategies/instructional materials and training for staffSPED Inclusion Training - SPED and general education teachers

Curriculum, Instruction, and Assessment Strengths

Half Days for Curriculum PlanningCommon Scope and SequencesProfessional Development: Literacy, Kilgo, Edgenuity, RICE, Lead4ward, Esperanza, PK Literacy.Common CBA's and BenchmarksUniversal ScreenersCommon Assessment CalendarELPS Campus Trainings and Student Data Meetings

Curriculum, Instruction, and Assessment Needs

Continue with current effective Title expenditures: Tutors, Edgenuity Software, Campus Interventionists, Reading Connection, HQ Certification TestFees, Istation, HOPE Summer and Saturday School, LLI Materials / Interventions, Neuhaus Trainings, Parent Centers, Content Coordinators, PD forBilingual Early Exit Program, Esperanza materials & training.Development of Bilingual ProgramSummer New Arrival ProgramBilingual Program Development - research based strategies / instructional materials and training for staff.SPED Inclusion Training for both SPED and General Ed. Teachers


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Family and Community Involvement

Family and Community Involvement Summary

Academic/Literacy Workshops for Parents-especially LEPTraining on the use and purpose for parent centersPersonal communicationPromotion of school eventsTraining on use of translation equipment

Family and Community Involvement Strengths

Layered communicaiton with parents: bulletins, paper, Email, twitter, Newsbits, FacebookAdult Ed classesMeet the teachersEmpowering Families SummitWaller ISD BondIncrease in volunteers

Family and Community Involvement Needs

Parent Center for District/CampusesTechnology training for parentsParent liason-translators available at schools and eventsMore family engagment activitesGuides to help with FHSP/Graduation requirments for parentsAcademic workshops for parents (especially LEP parents in PreK & K)


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District Context and Organization

District Context and Organization Summary

Math Framework and Growth ReportsUniversal Screeners and Growth ReportsContent Planning DaysParent surveys by campusesCampus surveys - more specific

District Context and Organization Strengths

ELA Framework K-5ELA Framework and Scope and Sequence 6-12New Arrival Center at WHSBilingual / ESL FrameworksCampus Surveys

District Context and Organization Needs

Math Framework and Growth ReportsUniversal Screeners and Growth ReportsContent Planning DaysParent Surveys by CampusesCampous Surveys - More Specific


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Technology

Technology Summary

Need for a learning management systemIntegration of technology in the curriculumTraining on technology software and hardware

Technology Strengths

Knowledgeable support staffWillingness to embrace technology

Technology Needs

Use current technology resources availableIntegration of technology in the curriculumLMS for curriculum housing and materialsProjection/Planning for needs of students


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Comprehensive Needs Assessment Data Documentation

The following data were used to verify the comprehensive needs assessment analysis:

Improvement Planning Data

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

Accountability Data

Texas Academic Performance Report (TAPR) dataPerformance Index Framework Data: Index 1 - Student AchievementPerformance Index Framework Data: Index 2 - Student ProgressPerformance Index Framework Data: Index 3 - Closing Performance GapsPerformance Index Framework Data: Index 4 - Postsecondary ReadinessSystem Safeguards and Texas Accountability Intervention System (TAIS) dataAccountability Distinction DesignationsFederal Report Card DataPBMAS dataCommunity and student engagement rating dataAnnual Measurable Achievement Objectives (AMAO) data

Student Data: Assessments

State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versionsSTAAR End-of-Course current and longitudinal results, including all versionsSTAAR ELL Progress Measure dataTexas English Language Proficiency Assessment System (TELPAS) resultsAdvanced Placement (AP) and/or International Baccalaureate (IB) assessment dataSAT and/or ACT assessment dataStudent Success Initiative (SSI) data for Grades 5 and 8SSI: Istation Indicators of Progress (ISIP) accelerated reading assessment data for Grades 3-5 (TEA approved statewide license)Local diagnostic reading assessment dataLocal diagnostic math assessment dataStudent failure and/or retention rates

Student Data: Student Groups

Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groupsWaller Independent School DistrictGenerated by Plan4Learning.com 18 of 65 District #237-904

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Number of students assigned to each special program, including analysis of academic achievement, race, ethnicity, gender, etc.Economically Disadvantaged / Non-economically disadvantaged performance and participation dataMale / Female performance and participation dataSpecial education population, including performance, discipline, attendance, and mobilityMigrant population, including performance, discipline, attendance, and mobilityAt-Risk population, including performance, discipline, attendance, and mobilityELL or LEP data, including academic achievement, support and accommodation needs, race, ethnicity, gender, etc.Career and Technical Education (CTE) data, including academic achievement, program growth, race, ethnicity, gender, etc.Section 504 dataHomeless dataGifted and talented dataDyslexia Data

Student Data: Behavior and Other Indicators

Completion rates and/or graduation rates dataAnnual dropout rate dataAttendance dataDiscipline recordsViolence and/or violence prevention recordsClass size averages by grade and subject

Employee Data

Professional Learning Communities (PLC) dataStaff surveys and/or other feedbackHighly qualified staff dataCampus leadership dataPDAS and/or T-TESS

Parent/Community Data

Parent Involvement RateCommunity surveys and/or other feedback

Support Systems and Other Data

Communications dataBudgets/entitlements and expenditures data


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Goals

Goal 1: WISD will ensure academic performance and achievement levels reflect excellence in learning and attainment ofboth high expectations and high standards for all students. (Student Achievement)

Performance Objective 1: Scores in the All Students category will increase in Reading from 75% to 80%, Math from 81% to 85%, Writing from 74% to79%, Science from 86% to 91%, and in Social Studies from 83% to 87% respectively in order to increase student achievement.

Evaluation Data Source(s) 1: 2016 STAAR scores compared with 2017 STAAR scores

Summative Evaluation 1:

Strategy Description Title I Staff Responsible Evidence that Demonstrates SuccessFormativeReviews

Nov Jan Mar1) A solid district scope and sequence for all content areas isestablished and carried out with Tier 1 instruction, and targetedinterventions are in place for students in reading and math basedon universal screener, CBA, Benchmark, and STAAR data.

Assistant Director ofCurriculum andInstruction, campusinstructional staff,content coordinators,and PK-5 Literacy andMath coaches.

Student achievement gains based on assessment data from sourcessuch as: universal screeners, CBA's, benchmarks, DRA, iStation,STAAR, and other in-district assessments.

= Accomplished = Considerable = Some Progress = No Progress = Discontinue


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Goal 1: WISD will ensure academic performance and achievement levels reflect excellence in learning and attainment of both high expectations and highstandards for all students. (Student Achievement)

Performance Objective 2: Scores in the Hispanic sub population will increase from 73% in reading to 78% ; writing from 71% to 76%; math from 81% to85%; science from 85% to 90%; social studies from 81% to 85% to continue to meet state expectations.




Nov Jan MarFederal System Safeguard Strategy

1) A solid district scope and sequence for all content areas isestablished and carried out with Tier 1 instruction, and targetedinterventions are in place for students in reading and math basedon universal screener, CBA, Benchmark, and STAAR data.

District earlyintervention specialist,campus instructionalstaff, and contentcoordinators




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Performance Objective 3: African American will improve inReading from 70% to 75%Writing from 69% to 74%Math from 69% to 74%Science from 78% to 83%Social Studies from 73% to 78%to improve student performance.

Evaluation Data Source(s) 3: 2016 STAAR scores compared with 2017 STAAR scores.



Nov Jan Mar1) A solid district scope and sequence for all content areas isestablished and carried out with Tier 1 instruction, and targetedinterventions are in place for students in reading and math basedon universal screener, CBA, Benchmark, and STAAR data.

Assistant Director ofCurriculum, CampusInstructional staff,Content Coordinators,and PreK-5 Literacy andMath coaches alongwith campusadministration.




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Performance Objective 4: Special education writing, reading, math, and social studies scores will improve from 43%, 41%, 50%, and 52% respectively to60% on STAAR to meet State Accountability standards. With regards to science, scores will increase from 60% to 65% on STAAR in order to increasestudent achievement.




Nov Jan MarState System Safeguard Strategy

1) District Coordinators will provide PD for special educationand regular education classroom teachers regarding effectiveresearch-based writing, reading, math, science and social studiesstrategies.

*Empowering Writers*Neuhaus Training*Istation*Math Curriculum Framework*Differentiated Instruction*Document Based Questioning*Reader's / Writer's Workshop

1, 4, 9 Leaders: ContentCoordinatorsOthers involved:Campus principals, andinstructional facilitators,PK-5 Math and LiteracyCoach

A comparison between last year's district-developed assessmentresults and this year's district-developed assessment result, closingthe gap between special education students and regular educationstudents.

State System Safeguard Strategy2) Stetson and Associates will provide extensive inclusiontraining for campus teams and will visit campuses to monitorimplementation of inclusion strategies. After trainings, Stetsonand Associates will visit campuses and provide walk-throughdocumentation of the implementation of the inclusion training.

1, 4, 9 Leaders: SpecialEducation Director;Reading/ELACoordinatorsOthers involved:Campus principals, andinstructional facilitators,PK-5 Math and LiteracyCoach

Walk-through documentation from principals and Stetson andAssociates.

Specific plans created for individual student.

A comparison between last year's district-developed assessmentresults and this year's district-developed assessment result, closingthe gap between special education students and regular educationstudents.


June 20, 2017 8:13 am

State System Safeguard Strategy3) Provide in-class support for our special education students,including campus staff, STAAR tutors, and instructionalspecialists.

1, 4, 9 Leaders: Principal,SpEd staffOthers involved:Instructional staff, PK-5Math and LiteracyCoach

Inclusion services implemented and student assessment data ismonitored and analyzed for growth. Master schedule documentsuse of personnel for inclusion support.

State System Safeguard Strategy4) Provide supplemental TEKS-specific interventions forwriting, reading, math, science, and social studies.*STAAR Tutors*Campus Interventionists

Campus Admin,Content Coordinators,InstructionalFacilitators, Campusinstructional staff,Assistant Director ofCurriculum andInstruction, PK-5 Mathand Literacy Coach

Student achievement gains on various campus, district, and stateassessments throughout the year.



June 20, 2017 8:13 am


Performance Objective 5: ELL social studies scores will increase from 52% to 60% or above on STAAR social studies to meet state expectations. Also,increase ELL writing from 59% to 64% or above on STAAR writing to meet state expectations.Increase reading from 61% to 66%; math from 78% to 83%; and science from 72% to 77% in order to increase student achievement.





1) Provide in-class support for our ELL students, includingcampus staff and STAAR tutors, and LEP tutors.

1, 4, 9 Leader: Principals andInstructionalCoordinators

Student assessment data is monitored and analyzed for growth.

2) Provided PD to social studies teachers in instructionaldifferentiation.

1, 4, 9 Leader: Principals andSocial StudiesCoordinator, ELLCoordinator and SocialStudies teachers

Student assessment data is monitored and analyzed for growth.

State System Safeguard StrategyFederal System Safeguard Strategy

3) Monitor system for vocabulary development -oral languagedevelopment and listening comprehension. Monitor theimplementation of the language / literacy framework.*WELLS and WOW*SIOP strategies*JELLS

Bilingual Director, ESLDirector, CampusAdministration

Walk-through data and student assessment data growth.

State System Safeguard StrategyFederal System Safeguard Strategy

4) Continue with the implementation of the New Arrivals Centerat Waller High School.

Campus Admin,Content Coordinators,ELL Coordinator,Bilingual Director

Student Assessment Data, TELPAS, STAAR

5) Implement academic vocabulary strategies for social studies,math, and science

Leader: Principal,InstructionalCoordinators andteachers.

Student Assessment Data, TELPAS, and STAAR



June 20, 2017 8:13 am


Performance Objective 6: Scores in the Economically Disadvantaged category will increase in reading from 71% to 76%, math from 78% to 83%, writingfrom 69% to 74%, science from 83% to 88%, and from 79% to 84% in social studies, in order to increase student achievement.




Nov Jan MarFederal System Safeguard Strategy

1) Solid Tier 1 instruction based on the district scope andsequence for reading, math, writing, science, and social studies,as well as targeted interventions that are in place based onuniversal screener and other assessment data.

Assistant curriculumdirector, campusadministration, campusinstructional staff,content coordinators,PK-5 literacy and mathcoach

Student assessment data from CBA's, benchmarks, DRA, iStation,and STAAR.



June 20, 2017 8:13 am


Performance Objective 7: ACT/SAT participation rates will improve from 58% to meet the state participation rate of 64%.

Evaluation Data Source(s) 7: 2016-2017 ACT/SAT participation rates will meet or exceed the state ACT/SAT participation rates reported inthe Texas Academic Performance Report.



Nov Jan Mar1) Expand / Provide testing availability at a Waller ISD location. High School principal,

College and CareerCounselor.

Yearly participation rates



June 20, 2017 8:13 am


Performance Objective 8: The average SAT scores will improve from 1377 to meet or exceed the state average of 1393.

Evaluation Data Source(s) 8: 2016-2017 SAT student performance will meet or exceed the state SAT performance reported in the TexasAcademic Performance Report.



Nov Jan Mar1) Work with teachers on better aligning curriculum andinstruction to address student weaknesses on the SAT.

Campus instructionalfacilitator, AP forCurriculum andInstruction, ContentCoordinators, AdvancedAcademic Coordinator

Increase in student scores on campus assessments aligned to theSAT.

2) Implement SAT prep sessions, study sessions, reviewmaterials, as well as practice tests for students.

High School Collegeand Career Counselor,High School Principal

Increase in student scores on SAT



June 20, 2017 8:13 am


Performance Objective 9: The average ACT scores will improve from 18.0 to meet or exceed the state average of 20.6.

Evaluation Data Source(s) 9: 2016-2017 ACT scores will meet or exceed the state ACT scores reported in the Texas Academic PerformanceReport.



Nov Jan Mar1) Work with teachers on better aligning curriculum andinstruction to address student weaknesses on the ACT.

Campus instructionalfacilitator, AP forCurriculum andInstruction, ContentCoordinators

Increase in student scores on campus assessments aligned to theACT.

2) Implement ACT prep sessions, study sessions, reviewmaterials, as well as practice tests for students.

High School Collegeand Career Counselor,High School Principal

Increase in student scores on ACT



June 20, 2017 8:13 am


Performance Objective 10: Communicate and review annual academic performance and state and federal requirements in a public meeting.

Evaluation Data Source(s) 10: Annual Report, HQ Report, Calendar, CIP / DIP Presentations



Nov Jan Mar1) This information will be communicated annually in theDistrict Site-Based Decision Making committee meetings as wellas the presentation to the school board.

District CurriculumDirector, CampusAdministrators

Meeting agenda, presentation, and sign-in sheets



June 20, 2017 8:13 am

Goal 2: WISD will continue to develop and support systems, programs, instructional standards, professionals,paraprofessionals and volunteers to enhance students' knowledge, skills, and performance in every adopted curriculumarea. (Curriculum)

Performance Objective 1: By the beginning of the school year, 100% of PK-12 core area teachers are using the district's scope and sequence to planinstruction.

Evaluation Data Source(s) 1: Lesson plans reveal alignment with scope and sequence documents. Team planning minutes reveals the use ofscope and sequence during planning.




1) Prior to the beginning of the school year, all PK-12 educatorswill create/modify an instructional pacing calendar documentingthe objectives to be taught each 6-weeks period, completing allrequired TEKS by the end of the school year.

3, 4, 7, 8, 9 Lead: CurriculumContent Coordinators,PK-5 Literacy and MathCoachOthers involved:Classroom Teachers,InstructionalFacilitators, CampusAdministrators

1)Implementation will be demonstrated by students receivinghigh-quality instruction over the entire district curriculum in eachcontent area.2) Impact will be measured by the number of teachers using thedistrict scope and sequence to plan instruction.

2) Teacher teams meet weekly to plan collaboratively anddevelop effective, relevant lessons that focus on creatingclassroom experiences that meet students' needs whilemaximizing first-time instruction and learning.

2, 3, 8 Campus InstructionalLeaders, InstructionalFacilitators, ContentCoordinators, PK-5Literacy and MathCoach

Meeting sign-in sheets, increased collaboration

3) Campus leaders use various strategies, processes, and/orprocedures to monitor the standard expectations to ensurefidelity. Such as:*Review lesson plans*Participation in team planning by administrators*Participation in data review / data dig sessions

2, 3, 8 Campus InstructionalLeaders, Principal,Instructional Facilitator,Content Coordinators,PK-5 Literacy and MathCoach

Meeting sign-in sheets, feedback given to teachers



June 20, 2017 8:13 am

Goal 2: WISD will continue to develop and support systems, programs, instructional standards, professionals, paraprofessionals and volunteers to enhancestudents' knowledge, skills, and performance in every adopted curriculum area. (Curriculum)

Performance Objective 2: 100% of all core area content grade levels will give at least 3 common assessments in state tested grade levels.

Evaluation Data Source(s) 2: The measure of impact will be determined by at least an 5% increase in student scores on this year's localassessments as compared with last year's corresponding assessments. In addition, we expect at least a 3% increase on all STAAR assessments.




1) All core teachers will attend district half day curriculumplanning. Teachers will create common assessments targetingspecific TEKS as outlined in the district scope and sequence andpacing calendar.

3, 4, 8, 9 Lead: CurriculumContent Coordinators,Grade-Level ContentFacilitators, CampusInstructional FacilitatorsOthers involved:Classroom Teachers,Campus Administrators

1) Implementation will be demonstrated by a comparison betweenlast year's district-developed assessment results and this year'steacher-developed assessment results shows a tighter alignmentbetween curriculum and instruction as demonstrated by higherstudent achievement on both the assessments and STAAR.2) Impact will be measured by growth on both local and stateassessments.

2) District assessments (CBA's, Benchmarks, Unit Tests,checkpoints) are administered based on the published districtassessment calendar.

8 Content Coordinators,Campus InstructionalFacilitators

Assessment results in Eduphoria AWARE program

3) Teacher teams review student data from multiple sources anddevelop a response that supports and defines methods for re-teaching, interventions, and re-evaluating to ensure all studentslearn the content.

2, 8 Campus InstructionalFacilitators and teacherteams with support fromContent Coordinators.

Improved student data, data-driven decision making / spiralingevidence in lesson plans.

4) Each teacher reviews data at the individual student level in aneffort to adjust instruction and provide support.

2 Campus InstructionalFacilitators and contentteams along withsupport from ContentCoordinators andAssistant Director ofCurriculum.

Monitor results of CBAs, midterms, and/or benchmark data forstudents targeted in intervention groups.



June 20, 2017 8:13 am


Performance Objective 3: During the spring semester, 100% of the parents/guardians of all 8th grade students will provided with the TEA GraduationToolkit to assist in planning for the high school years and beyond.

Evaluation Data Source(s) 3: The measure of impact will be determined by the completion of the PGP and Four-Year Graduation Plan meetingand necessary documentation.




1) All junior high campuses will coordinate with the high schoolcounselors to hold PGP meetings during the spring semester ofthe student's 8th grade year and provide TEA Graduation Toolkitto students / parents.

2, 6, 7, 10 Lead: High School andJunior High CounselorsOthers involved:Campus Administration

1) Implementation will be demonstrating by completion of thePGP for each student and the 4-year graduation plan.Sign-in sheets reflecting attendance of the parent/guardian andcampus counselor.2) Impact will be measured by the percent of 8th graders thatsuccessfully complete the PGP.

2) High School counselors will meet with the parent and studentduring the 9th grade year to review the PGP and provide theTEA Graduation Toolkit.

High School Counselors Meeting documentation



June 20, 2017 8:13 am


Performance Objective 4: 100% of teaching staff and paraprofessionals will receive professional development in instructional strategies and data analysisrelated to core content areas and/or training specific to a targeted sub population.

Evaluation Data Source(s) 4: The measure of impact will be determined by 100% completion of the development of aligned assessments,scope and sequence documents, and implementation in the classroom as observed through walk throughs.



Nov Jan Mar


June 20, 2017 8:13 am

State System Safeguard Strategy1) All teaching staff and paraprofessionals will attendprofessional development relating to their contentarea/instructional strategies/data analysis/targeted subpopulation:*ELPS*SIOP*Valley Speech*Lead4Ward*Kilgo*State Conferences (TASM, CAST, TCTELA, CREST, CAMT,TSELA, TCSS, TSSSA)*HCDE Trainings*History Alive*Seidlitz Group ELL Trainings - Long Term ELL's*The DBQ Project*Stetson and Associates*Inclusion/Coteach*Guided Reading*Reader's Workshop*Writer's Workshop*Neuhaus*Rice University Elementary Science Lab*Region IV Service Center Training*Region VI Service Center Training*Region X Service Center Training*SDE Math Training*Reader's & Writer's Workshop*STEMscopes* AC Language training for new arrivals and contentinstructional strategies.*Embedded professional development provided by contentcoordinators at district half-days / horizontal meetings.*Raising the Rigor for Social Studies STAAR

2, 3, 4, 5, 7,8, 9

Lead: CurriculumContent Coordinators,Campus Administrators,PK-5 Literacy and MathCoach

Others involved:Consultants, such as:Shonda Guthrie,Elizabeth Martin,Dr. Elsa Cardenas-Hagan, Liz Evans,Linsey McCoun, JohnSeidlitz, NicoleShanahan, PatriciaMorales, RebeccaKoesel, Sharry Whitney,Lisa Contreras, DawnVinas, Rebecca Koesel,Alana Morris

1) Implementation will be demonstrated by completion of theminutes, agendas, and sign-in sheets from professionaldevelopment events.2) Impact can be measured through walk throughs and observationof implemented specific skills and knowledge acquired intrainings.

State System Safeguard Strategy2) All teaching staff and paraprofessionals will have access tonecessary materials in order to effectively implement districtgoals as identified by the pacing calendar and relatedprofessional development.

2, 3, 4, 5, 7,8, 9

Lead: CurriculumContent Coordinators,Campus Administrators,InstructionalFacilitators, PK-5Literacy and MathCoach

Others involved:Curriculum and CampusSecretaries

1) Implementation will be demonstrated by the use of materialsidentified through professional development and pacing calendars.2) Impact will be measured by 100% implementation of thematerials by the classroom teacher.


June 20, 2017 8:13 am



June 20, 2017 8:13 am


Performance Objective 5: Provide post secondary (college and career) awareness activities, higher ed admission, and financial aid information for allstudents.

Evaluation Data Source(s) 5: The measure of impact will be determined by participation in activities will including Generation TX Day,Education Go Get It Week, Career Day, College Nights, TX College and Career, College Visits.



Nov Jan Mar1) *Generation TX Week promoted at each campus with variousactivities. (i.e., College Night, Guest Speakers, College Dress-UpDays, Blinn Mobile Unit.)

Counselors, HighSchool College andCareer Counselor

Participation at each event, weekly agendas from campuses

2) Campus / Parent break-out presentations during College Night(i.e., Grade-level parent presentations, NCAA eligibility,Financial Aid, AP/Dual-Credit.)

High SchoolCounselors, College andCareer Counselor, HighSchool Principal.

Participation at event

3) Utilize Career Cruising Program with grades 7-12 for collegeand career awareness and exploration to better align studentinterests and plans with high school graduation plans.

CTE Coordinator,Junior High and HighSchool Counselors,College and CareerCounselor.

All students entering high school will have taken a career interestinventory and set up a graduation plan within the program.



June 20, 2017 8:13 am


Performance Objective 6: Drop-out Prevention Strategies will be implemented to increase the number of students staying in school and graduating.

Evaluation Data Source(s) 6: Drop-out rates will decrease to 0%.



Nov Jan Mar1) Edgenuity Program for Credit recovery through HOPEAcademy, Saturday school, and Summer program

Administration,Counselors, CreditRecovery Teacher

Successful completion of credits for graduation

2) Home visits and September outreach program Administration Getting students to come back to school and not become a dropout.

3) Year-round monitoring of leaver codes and implementingearly interventions for locating students.

High SchoolAdministration,Registrar, Counselors,Attendance Office

Reduction in leaver code "98" for the school year.



June 20, 2017 8:13 am

Goal 3: WISD will provide a safe, secure and respectful learning environment for students and staff. (Safety)

Performance Objective 1: 100% of staff and students will complete all required compliance trainings.

Evaluation Data Source(s) 1: Staff certificates of completion



Nov Jan Mar1) District will utilize Region 10 on-line compliance trainingsand resources fora.)Bloodborne Pathogensb.)Diabetes Overviewc.)Let's Talk About It: Child Abuse, Sexual Abuse, and otherMaltreatment of Childrend.)Texas Educators' Code of Ethicse.)Legal Issues: FERPA and Copyright Lawf.)Legal Issues: Section 504g.)Legal Issues: Sexual Harassmenth.)Bullying Prevention for School Administrators, Teachers andStaffi.)Suicide Prevention: Don't Keep it a Secretj.)Teen Dating Violencek.) Anapylaxis and severe allergic reactionsl.) Darkness to Light

4, 9 Lead: CampusAdministrationOther: CurriculumDirector

Staff completion certifcates



June 20, 2017 8:13 am


Performance Objective 2: 100% of Waller ISD Campuses will provide for the emotional and physical safety of our students.

Evaluation Data Source(s) 2: Certificates of completion, campus written plan, comparison of discipline from year-to-year



Nov Jan Mar1) Maintain a Core Team trained in TBSI protocol, policy andprocedures

4, 9 Lead:CampusAdministration

Certificates of completion

2) All campuses will maintain a school-wide positive behavioralsupport system.

4, 9 Lead:CampusAdministration

written school plan, matrix

3) Provide campus-wide bully prevention and campus wideaggression and harassment prevention and awareness activities.

Campus Administration,Safety ManagementDirector

Staff development agendas, sign-in sheets, Skyward Disciplinereports, Region 10 Certificate of completion.

4) Monitor and provide support to homeless students identifiedin the district.

District HomelessLiasion and campusadministration teams,counselors

Homeless students are monitored throughout the year with atracking sheet.

5) Provide staff development for what constitutes emotionalsafety for disparate population groups within the campus generalpopulation (suicide prevention, conflict resolution, violenceprevention and intervention.)

District and Campusadministrative team,counselors

All staff are trained in appropriate interactions and mentors are inplace to meet student needs. Region 10 Certificate of completion.

6) Provide campus personnel with the training to equip studentsto recognize the many forms of harassment and abuse, as well asviolence (including dating violence) prevention and intervention.

Curriculum/FederalPrograms Director,SRO's, SafetyManagement Director,Counselors, SpecialEducation Director,Campus Admin, 504Coordinator

A more open atmosphere of student collaboration with staff todecrease any form of harassment. Region 10 Certificate ofCompletion, Staff Development agenda, handouts, sign-in sheets.

7) Ensure a barrier-free physical setting throughout the district,at all campuses, at athletic facilities, and on transportation.

Assistant Superintendentfor Administration, Sp.Ed. Director,Transportation Director,Maintenance Director

District is barrier free for all individuals of all ages. Requiredpostings.


June 20, 2017 8:13 am

8) Train all district and campus personnel as advocates for allstudents with special needs including Sp.Ed., 504, and at-riskgeneral education students.

Sp. Ed. Director, At-Risk Coordinator,Federal ProgramsDirector, 504Coordinator

Observation records, parent, and student feedback indicate anincreased perception and actuality that needs are being met.

9) Provide pregnancy related services to identified students:parenting education classes, PEP daycare, and homeboundservices.

HS Administration, PEPCoordinator, FederalPrograms Director

Class enrollment, PEIMS coding of children of students,timesheets

10) Transitional activities planned by counselors betweencampuses for students moving from one campus to another.*Fish Camp at WHS*Meet the Teacher Night at each campus*5th Grade campus tours of Junior High Campuses*5th/8th Grade parent orientation meetings with JH principalsand counselors and HS principals and counselors.

Principals, Counselors Agenda for transitional activities and parent/student attendance atevents.

11) Provide professional development in the area of disciplinemanagement at the beginning of each school year: disciplinestrategies, student code of conduct, classroom management,Mandt training, etc.

Campus administration,Assistant Superintendentfor Administration, andSpecial EducationDirector

Sign-in sheets and agendas, student attendance report for day ofpresentation



June 20, 2017 8:13 am


Performance Objective 3: Waller ISD will achieve 100% compliance with emergency drills and security audits

Evaluation Data Source(s) 3: emergency drill logs and security audit report



Nov Jan Mar1) Campus drills are completed monthly and security audits arecompleted as required by state guidelines.

Leader: CampusAdministrationOthers: EmergencyManagement Officer

Logs and audit report



June 20, 2017 8:13 am

Goal 4: WISD will recruit, develop, and retain highly qualified and effective personnel to optimize student engagement andlearning. (Human Resources)

Performance Objective 1: The Human Resource Department will recruit the most qualified personnel by attending university and local job fairs andadvertising district vacancies in relevant resources as applicable to the needs of the district to fill 100% of district vacancies each school year.

Evaluation Data Source(s) 1: Highly Qualified Annual Compliance Report



Nov Jan Mar1) Create a hiring calendar that permits principals and HRDirector to recruit the best candidates and provide letters ofintent early in hiring period.

5 Leader: HumanResource Director

Others: Superintendent,AssistantSuperintendents,Campus Principals

Highest qualified candidates hired early to prevent them frombeing hired by other districts.

2) Utilize a three step process in the recommendation ofemployees to validate ESSA qualified status prior to hiring.

5 Leader: TestingCoordinator

Others: HumanResource Director,Superintendent,AssistantSuperintendents, SpecialEducation Director,Bilingual Direcor andCampus Principals

Documents of ESSA qualified status; recommendation forms onfile for all WISD employees documenting ESSA qualified status.

3) Establish and maintain working relationships with universityeducation staff and leaders.

5 Leader: HumanResource Director

Student teacher/applicant rosters; assistance and obtainprobationary certifications; verification letters; invitation to speakwith student teachers


June 20, 2017 8:13 am

4) Provide mentoring groups for first year teachers 3, 4, 5 Leader: HumanResource Director

Others: Curriculum andInstruction Director,Content Coordinators,Campus Principals,Content DepartmentChairs, VeteranTeachers

The retention rate for first year teachers is greater than 85%

5) Capture and provide absence data by campus. Collaboratewith principals and school administration to determine bestpractices related to the reduction of absences.

Leader: CampusPrincipals

Others: AssistantSuperintendent, HumanResource Director

Campuses will have a decrease in their teacher absence rate.

6) Capture and provide teacher demographic and performancedata by campus related to why teachers are leaving. Researchteacher retention best practices. Collaborate with principals andschool administration on the implementation of next steps.

Leader: Superintendent

Others: CampusPrincipals, AssistantSuperintendent, HumanResource Director

Decrease in turnover of high performing teachers.

7) Review current hiring and recruitment process for substituteteachers, STAAR/LEP tutors. Review pay in comparison tosurrounding districts. Review surrounding districts' best practicesfor hiring.

Leader: HumanResource Director

Others: Curriculum andInstruction Director,Campus Principals



June 20, 2017 8:13 am

Goal 4: WISD will recruit, develop, and retain highly qualified and effective personnel to optimize student engagement and learning. (Human Resources)

Performance Objective 2: 100% of academic core subjects will continue to be taught by highly qualified teachers and paraprofessionals in compliance withfederal and state law.

Evaluation Data Source(s) 2: Highly Qualified Annual Compliance Report



Nov Jan Mar1) Administer locally developed assessment exam, as needed, toensure appropriate credentials for non-certified staff

Leader: TestingCoordinator

Others: HumanResource Director

100% of paraprofessionals meet ESSA qualified requirements

2) Conduct timely implementation of the elements of the T-TESS

3 Leader: CampusPrincipals

Others: CampusAdministrative Teams,District LevelAdministrators

Data from classroom walk-throughs and T-TESS systemprocedures

3) Assist teachers not currently ESSA certified with professionaldevelopment and test fees to meet ESSA requirements in atimely manner.

District Curriculum,Sp.Ed. and BilingualDirectors, Principals.

100% of instructional staff ESSA certified

4) Provide training for teachers seeking an ESL certification toincrease their success rate on the teacher certification exam

Bilingual / ESL Directorand Coordinator

Teacher certificates



June 20, 2017 8:13 am

Goal 5: WISD will provide a supportive, professional teaching environment that encourages teaching excellence.(Environment)

Performance Objective 1: 100% of Waller ISD teachers will perform at Proficient overall on the T-TESS Evaluation Instrument.

Evaluation Data Source(s) 1: Proficiency on the T-TESS Evaluation Instrument



Nov Jan Mar1) Campus administrators will conduct walk-throughs andobservations based on TEA guidelines and board approved T-TESS calendar.

4 Leader: CampusAdministrationOthers: CurriculumDirector, HR Director

Walk-Throughs, goal setting, observations, pre and postconferences, end of year conferences, summatives compared year-to-year



June 20, 2017 8:13 am

Goal 5: WISD will provide a supportive, professional teaching environment that encourages teaching excellence. (Environment)

Performance Objective 2: 100% of WISD teachers will be provided with high-quality, ongoing, professional development.

Evaluation Data Source(s) 2: Teacher effectiveness




1) Provide staff development to the areas of social studies,writing, reading, math, science, SpEd, and ELL to addressidentified and targeted students.

Campus Admin,Content Coordinators,Directors, InstructionalFacilitators, PreK-5Literacy and MathCoaches

Sign-in sheets, agendas, certificates

State System Safeguard Strategy2) Maintain vertical teams for writing, math, reading, science,and social studies utilizing WISD Half Days for curriculumplanning.

Campus admin, ContentCoordinators,Instructional facilitators,PreK-5 Literacy andMath Coaches

Sign-in sheets, agendas

3) Provide professional development in academic vocabularydevelopment for ELL students, Esperanza, WOW and WELLSProgram

Bilingual Director, ELLCoordinator, Principals

Agendas, sign-in sheets

4) Provide professional development in the area of GT throughZombie Teacher training or the Houston Area GT Co-op.

Campus Admin, GTCoordinator, TechDirector

Agenda Sign-In Sheets, Certfiicates



June 20, 2017 8:13 am

Goal 5: WISD will provide a supportive, professional teaching environment that encourages teaching excellence. (Environment)

Performance Objective 3: Evaluate the GT program annually

Evaluation Data Source(s) 3: Staff and Parent Surveys



Nov Jan Mar1) Students, Teachers, and Parents will evaluate the effectivenessof the GT Program utilizing a district-created survey throughSurvey Monkey.

Advanced AcademicCoordinator

Survey results

2) Provide feedback of survey results to campuses in order toimprove programs each year.

Advanced AcademicCoordinator, GTCoordinators oncampuses

Implementation of program improvement suggestions.



June 20, 2017 8:13 am

Goal 6: WISD will continue state and national leadership in the use of technology in all phases of the educational process.(Technology)

Performance Objective 1: 90% of Waller ISD teachers will be marked as Target on the State Teacher Star Chart Assessment.

Evaluation Data Source(s) 1: Teacher submission of Star Chart



Nov Jan Mar1) Campus Instructional Technology Teams will assist teacherswith new adoption of online resources that will be incorporatingTechnology Applications TEKs into day-to-day classroominstruction

4 Principal, InstructionalFacilitators, TechnologyDirector, CampusTechnologist

Teacher Lesson Plans. Utilization reports for online resources.Smart Exchange lessons created and shared

2) Implement the K-12 Technology Applications TEKS usingstate providedon-line learning materials. This will include dedicated class timeinstruction at the K-5 grades, using online resources to bring 6-8grade though the required TEKS, and a minimum of the fourrequired Technology Applications Courses at the 9-12 gradelevel.

Campus InstructionalTeam, CurriculumDirector Principal,Campus Technologist,TechnologyApplications Instructors

Teacher Lesson PlansStudent Benchmarks8th Grade Technology Apps performance testStudent Schedules

3) Examine methods to use distance learning capability forprofessional development, meeting collaboration, virtual fieldtrips and testing for college credit.

District Trainer,Teachers, Principals,Counselors, TechnologyDirector

Certificate of CompletionProfessional development certificatesLesson plansMeeting Attendance records

4) Campus administrators, technologists and teachers will attendannual conferences to examine methods for improved andincreased use of technology for student learning.

Campus technologist,Teachers, CurriculumDirector, TechnologyDirector

Attendance certificateCPE Hourstechnology integration in lesson plansPDAS expectation met

5) Campuses will develop an expanded technology assistance toassist in campus level technology integration efforts. Thetechnologist and the district trainer will form a plan to assistteachers in technology integration.

Campus Administrators,Campus Technologists,District Trainer,Principals

Improvement of the Campus Teacher Star Chart ratings intechnology support for instruction. Change of lesson plans toinclude Integration of technology

6) Hands on training will be provided to the teachers to assist inthe integration of technology into the classroom.

Principals, Teachers,InstructionalFacilitators, DistrictTrainer

Training will be offered at the technology building in a modelclassroom.District Trainer will participate in planning meetings on thecampus. Training for departments will be offered to show how toconvert traditional lessons to interactive ones.


June 20, 2017 8:13 am

7) Waller ISD will maintain High bandwidth access between allcampuses and the highest access affordable for the locationswhere Waller ISD does not own the fiber. Increasing wheredemands require.

Technology Director,Network Manager

10G link maintained where fiber owned by district.bandwidth monitored and increased as required for campuses notconnected through owned fiber.

8) District will expand wireless into all areas of the district wherestudent access is required for academic performance

TechnologyDirector

Increased wireless infrastructure



June 20, 2017 8:13 am

Goal 6: WISD will continue state and national leadership in the use of technology in all phases of the educational process. (Technology)

Performance Objective 2: 100% of Waller ISD 8th grade students will be marked Proficient or Advanced on the 8th grade technology assessment.

Evaluation Data Source(s) 2: State adopted measuring tool learning.com assessment



Nov Jan Mar1) Campus Instructional Technology Teams will assist teacherswith new adoption of online resources that will be incorporatingTechnology Applications TEKs into day-to-day classroominstruction

Principals, InstructionalFacilitators, TechnologyDirector, CampusTechnologist

Teacher Lesson Plans. Utilization reports for online resourcesSmart Exchange lessons created and shared

2) Technology integration into the core content areas. Teacherswill start engaging students with engaging tools and resources.

Principal, CurriculumDirector, InstructionalFacilitator, CampusTechnologist,Technology Director,Teachers

Student level of engagement reports from extreme collaborationutilization reports from online resources

3) Student use complies with all policies regarding acceptabletechnology use and targets the relevant issues.

Campus Technologist,Curriculum Director,Technology Director

Lesson Plan include technology integration



June 20, 2017 8:13 am


Performance Objective 3: 100% of Waller ISD teachers will receive proficient on his/her T-TESS evaluation within Domain 2: Instruction, Planning: 1.1Standards & Alignment, and Planning: 1.4 Activities.

Evaluation Data Source(s) 3: T-TESS goal setting, preconference, post conference, end of year conference, walk through and evaluation



Nov Jan Mar1) Teachers integrate technology into the K-12 curriculum usingthe technology resources in the classroom.

Curriculum Directors,InstructionalFacilitators, Principals,Campus technologist

Lesson plans, PDAS will have a technology integrationcomponent, use of School Objects and other online teachingmaterials.

2) District will utilize technology tools to monitor and educateprincipals and staff on the importance of student engagementwith the use of extreme collaboration

Principals, CurriculumDirector, InstructionalFacilitator, TechnologyDirector

Reports from the monitoring tools utilization reportsstaff and student request forms sent to System Administratorsrequests

3) Campuses will develop an expanded technology assistance toassist in campus level technology integration efforts. Thetechnologist and the district trainer will form a plan to assistteacher in technology integration.

Campus Administrators, Campus Technologists,District Trainer,Principals

Improvement of the Campus Teacher Star Chart ratings intechnology support for instruction. Change of lesson plans toinclude Integration of technology

4) Hands on training will be provided to the teachers to assist inthe integration of technology into the classroom.

Principals, Teachers,InstructionalFacilitators, DistrictTrainer

Training will be offered at the technology building in a modelclassroom.District Trainer will participate in planning meetings on thecampus. Training for departments will be offered to show how toconvert traditional lessons to interactive ones.



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Performance Objective 4: Technology integration into the core content areas. Teachers will start engaging students with engaging tools and resources.

Evaluation Data Source(s) 4:


Goal 7: WISD will continue to prioritize two-way communication between Waller ISD and all patrons through all sourcesavailable and encourage relationships of trust and mutual support. (Public Relations)

Performance Objective 1: Waller ISD and campuses will meet the performance objectives and targets outlined in the campus improvement plans. PublicRelations will support this attainment via the strategies outlined in the District Improvement Plan.

Evaluation Data Source(s) 1: Student Attendance, Academic Achievement, Graduation Rate



Nov Jan Mar1) Provide real time information regarding district and campusprograms and news

Public RelationsDirector and BilingualCommunicationsCoord., CampusAdministration

WISD website analytics, School Messenger reports,WISD NewsBits Email subscribers, measure the number of social media andYouTube followers, shares and comments made by members ofthe community, general feedback, review communication toolsanalytic reports

2) Increase marketing of school and district programs to parentsand other members of the WISD community, in a language theycan understand, (for ex. providing brochures, utilize promotionalposters and disperse key messages in general offices and throughcommunication tools such as campus and e-mail blasts, districtnewsletters, Skylert call out, social media, websites, schoolparent centers.

Public RelationsDirector and BilingualCommunicationsCoord., CampusAdministration

Participation numbers at events. WISD website analytics, SchoolMessenger reports, WISD News Bits Email subscribers, measurethe number of social media and YouTube followers, shares andcomments made by members of the community, general feedback,review communication tools analytic reports


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3) Increase parent and community involvement with thedistrict/schools, and emphasize the value of parent contributionsand ways to reach out to parents.(i.e., Expand and facilitate campus and district wideevents/activities. Provide opportunities to volunteer. Title 1Parent Involvement funds will be used to purchase 101 Ways toCreate Real Family Engagement for each campus and designateddistrict employees to provide additional options for familyengagement activities throughout the school year.)

Public RelationsDirector, BilingualCommunicationsCoordinator, CampusAdministration

Feedback from community, sign in sheets, participation, bilingualparent survey feedback, increase in VIPS.



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Goal 8: WISD will provide the necessary financial resources for the support of the instructional program through prudentmanagement and fiscal responsibility. (Fiscal and Resource Management)

Performance Objective 1: 60% of the general operating fund will be spent on classroom instruction.




Nov Jan Mar1) All expenditures for the district and campuses will complywith all legal, local, and financial policies, procedures, andguidelines required by the funding source.

AssistantSuperintendent forFinance and BusinessManager

Outside annual audit



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Goal 9: WISD will provide co-curricular and extracurricular opportunities and programs for students as a means ofpreparing them for the future. (Enrichment Programs)

Performance Objective 1: 85% of the students will be connected to the school through a co-curricular or extracurricular activities.

Evaluation Data Source(s) 1: Class rosters, Club rosters, Extracurricular rosters



Nov Jan Mar1) Various clubs and organizations will be offered to studentpopulations.

Leader: CampusPrincipal.Others involved: Cluband organizationsponsor

Class rosters, club rosters, extracurricular rosters

2) Ensure a barrier-free physical setting throughout the district, atall campuses, at athletic facilities, and on transportation.

Leader: AssistantSuperintendent forAdministration.Others involved: Sp. Ed.Director, TransportationDirector, MaintenanceDirector

Required postings, physical buildings are in compliance withstandards.



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Goal 10: WISD will continue to emphasize the educational advantages for students, staff and community in a diverseenvironment. (Diversity)

Performance Objective 1: All parents of PK-12 grade students and school staff will receive communication in all district aspects in both English andSpanish.




Nov Jan Mar1) Compile a list of communication tools that are used by thedistrict and campuses to relay information.

Leader: Public RelationsStaffOthers: Parent Liaison,Family EngagementSpecialist, CampusAdministrative Team,Bilingual/ESL Director

(1) Implementation will be to check off that all forms of mediahave translated; copies of all communication on file in bothEnglish and Spanish(2) Impact will be measured with the parent attendances andthrough a parent survey

2) Involve all parents in district site base committee and decisionmaking-provide translations through translator head phones.

Leader: Bilingual/ESLDirectorOthers: Translators,Parent Liasion

(1) Implementation can be measured sign-in sheets and agendas;sign-out of head phones(2)Impact will be measured with parent attendance and through aparent survey.

3) Administer a yearly "Campus Culture Survey". Leader: Director ofCurriculumOthers: CampusAdministration

(1) Implementation will be analyzed through the results of campusand district level surveys; create a district range for every questionand analyze during district CNA -School Culture and Climatemeeting.(2) Impactwill be demonstrated through the following year's survey.

4) Provide parking and building access for walk-in communitymembers and parents.

Leader: MaintenanceDepartment

(1) Implementation will be visible through parking spaces andsignage maintained and cleared for parents and visitors.(2) Impact will be

5) Attend state Title I Parent Involvement Conference. Leader: FamilyEngagement SpecialistOthers: CampusAdministration

(1) Implementation will be noted with a certificate of attendance.(2) Impact will be demonstrated with with presenting informationto campuses.

6) Monitor and provide support to the homeless studentsidentified in the district.

Leader: CounselorsOthers: Campus/DistrictAdministrators

(1) Implementation will be monitored throughout the year with atracking sheet.(2) Impact would be to use the data to share with counselors forreach out programs.


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State System Safeguard Strategies

Goal Objective Strategy Description

1 4 1District Coordinators will provide PD for special education and regular education classroom teachers regarding effectiveresearch-based writing, reading, math, science and social studies strategies. *Empowering Writers *Neuhaus Training *Istation*Math Curriculum Framework *Differentiated Instruction *Document Based Questioning *Reader's / Writer's Workshop

1 4 2Stetson and Associates will provide extensive inclusion training for campus teams and will visit campuses to monitorimplementation of inclusion strategies. After trainings, Stetson and Associates will visit campuses and provide walk-throughdocumentation of the implementation of the inclusion training.

1 4 3 Provide in-class support for our special education students, including campus staff, STAAR tutors, and instructional specialists.

1 4 4 Provide supplemental TEKS-specific interventions for writing, reading, math, science, and social studies. *STAAR Tutors*Campus Interventionists

1 5 1 Provide in-class support for our ELL students, including campus staff and STAAR tutors, and LEP tutors.

1 5 3 Monitor system for vocabulary development -oral language development and listening comprehension. Monitor theimplementation of the language / literacy framework. *WELLS and WOW *SIOP strategies *JELLS

1 5 4 Continue with the implementation of the New Arrivals Center at Waller High School.

2 1 1 Prior to the beginning of the school year, all PK-12 educators will create/modify an instructional pacing calendar documentingthe objectives to be taught each 6-weeks period, completing all required TEKS by the end of the school year.

2 2 1 All core teachers will attend district half day curriculum planning. Teachers will create common assessments targeting specificTEKS as outlined in the district scope and sequence and pacing calendar.

2 3 1 All junior high campuses will coordinate with the high school counselors to hold PGP meetings during the spring semester ofthe student's 8th grade year and provide TEA Graduation Toolkit to students / parents.

2 4 1

All teaching staff and paraprofessionals will attend professional development relating to their content area/instructionalstrategies/data analysis/targeted sub population: *ELPS *SIOP *Valley Speech *Lead4Ward *Kilgo *State Conferences(TASM, CAST, TCTELA, CREST, CAMT, TSELA, TCSS, TSSSA) *HCDE Trainings *History Alive *Seidlitz Group ELLTrainings - Long Term ELL's *The DBQ Project *Stetson and Associates *Inclusion/Coteach *Guided Reading *Reader'sWorkshop *Writer's Workshop *Neuhaus *Rice University Elementary Science Lab *Region IV Service Center Training*Region VI Service Center Training *Region X Service Center Training *SDE Math Training *Reader's & Writer's Workshop*STEMscopes * AC Language training for new arrivals and content instructional strategies. *Embedded professionaldevelopment provided by content coordinators at district half-days / horizontal meetings. *Raising the Rigor for Social StudiesSTAAR

2 4 2 All teaching staff and paraprofessionals will have access to necessary materials in order to effectively implement district goalsas identified by the pacing calendar and related professional development.


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5 2 1 Provide staff development to the areas of social studies, writing, reading, math, science, SpEd, and ELL to address identifiedand targeted students.

5 2 2 Maintain vertical teams for writing, math, reading, science, and social studies utilizing WISD Half Days for curriculumplanning.


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Federal System Safeguard Strategies


1 2 1 A solid district scope and sequence for all content areas is established and carried out with Tier 1 instruction, and targetedinterventions are in place for students in reading and math based on universal screener, CBA, Benchmark, and STAAR data.

1 5 3 Monitor system for vocabulary development -oral language development and listening comprehension. Monitor theimplementation of the language / literacy framework. *WELLS and WOW *SIOP strategies *JELLS

1 5 4 Continue with the implementation of the New Arrivals Center at Waller High School.

1 6 1 Solid Tier 1 instruction based on the district scope and sequence for reading, math, writing, science, and social studies, as wellas targeted interventions that are in place based on universal screener and other assessment data.


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Title I

Schoolwide Program Plan

Our District's Title 1 Program is developed through a systemic planning process that begins with a Comprehensive Needs Assessment (CNA). The DistrictCNA reveals the priority areas for required focus, suggests benchmarks for the plan's evaluation and links all aspects of the schoolwide program'simplementation. The academic performance information for all students in the District is analyzed in detail by student groups, including economicallydisadvanted students; major ethnic and racial groups; students with disabilities and special needs; limited English proficient students; homeless; and migrantstudents. Campuses analyze results by these same groups and by each individual student. This analysis helps personnel identify where needs are changingwithin our District and where efforts should be concentrated for the new school year.

The five steps that the District undertakes throughout this process include:

Establishing and training the District Site-Based Decision Making Committee (DSBMC);1.Clarifying the vision for school reform;2.Creating the District profile;3.Identifying data sources and gathering the data;4.Analyzing the data5.Reporting data findings to the entire DSMBC and collecting reflections and feedback.6.

Throughout the planning process, district administrators and teachers identify student strengths, needs and the interventions that are currently in place. Theyassess the effectiveness of those interventions and make recommendations for revisions as needed. The DSMBC's planning process is used to guide programdevelopment, implementation, and evaluation. Campuses also follow this same process resulting in systemic planning that provides structure and a commonlanguage for school improvement. It also provides logical ways for school staff to think about current progress and the adjustments or changes that need tobe made in the District to continually improve the effectiveness of our Title 1 program

Ten Schoolwide Components

1: Comprehensive Needs Assessment

This year's District's Comprehensive Needs Assessment (CNA) identified specific gaps between the current performance of our students and the vision ofwhere we want to be, relative to key indicators and focus areas within the assessment. Data obtained from the CNA provided the foundation for the goals ofthe Comprehensive Schoolwide Plan. The Title 1 program evaluation measured how successful the District has been in addressing identified needs and inmeeting the goals of the plan.

The schoolwide planning process contains several important steps. At the end of last year, administrators and teachers began collecting and analyzing dataand then identifying needs. After the needs were identified, they were prioritized and reported to the District Site-Based Decision Making Committee


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(DSBDMC). The DSBDMC was given time to reflect on the data and ask clarifying questions. When the DSBDMC felt comfortable that all appropriate datahad been disaggregated and analyzed, goals, performance objectives and strategies were used to develop a comprehensive plan to address the needs.Annually writing the CNA with a focus on the requirements of Title 1 is always an extremely important step in the overall school improvement process. Italso serves as an essential component to consider during all other campus and district planning processes. The CNA brings focus and coherence to studentachievement strategies and has helped to ensure unity of purpose, alignment, and clear accountability for the District.

The District Improvement Plan addresses all of the Title 1 components defined in the ESEA [Section 1114(b) of Title I of ESEA]. Below is a description ofhow each of the remaining nine components contribute to the creation of a successful schoolwide program.

2: Schoolwide Reform Strategies

The initiatives described in this improvement plan are in place in order to significantly impact student achievement and are based on scientifically-basedresearch. Data indicates that they are strengthening the core academic program, increasing the quality and quantity of learning time, and are addressing thelearning needs of all students in the District. Examples of the research used to verify that the strategies within this plan are scientifically sound include:

Reading Reform Strategies

Universal Screening 3 times per year to identify students who may be at risk for reading difficulties. Rapid automatic letter naming is used for Kinder,reading fluency in 1st – 2nd, and the daze (comprehension and fluency) is used 3rd grade – 5th grade. I-Station ISIP completed monthly and on demand as needed in the areas of letter knowledge, phonemic awareness, alphabetic decoding, readingcomprehension, vocabulary and text fluency Pre-K – 5th grade. Diagnostic Reading Assessment (DRA) used 3 times per year to determine students reading levels and monitor their progress. It is used in grades K –2nd Grade. Daily small group reading interventions for students who are reading below grade level. Leveled Literacy Interventions (LLI) for targeted students reading below grade level K – 5.Neuhaus researched based reading materials: Reading Concepts, Developing Metacognitive Skills, Structure of the English Language and DevelopingAccuracy and Fluency used for targeted students reading below grade level. Fountas and Pinnell Benchmarking Assessment System to identify instructional reading levels, to monitor students’ reading progress, and targetappropriate interventions for students struggling in reading. Fast Forword computer based program for students identified as most at-risk in reading.Voyager Passaporte, Wells and Wow curriculum serves as supplemental instruction for our ELL learners struggling in reading.

3: Instruction by highly qualified professional teachers

Waller ISD understands the importance of hiring and retaining Highly Qualified, professional staff and instructional aides. Waller ISD is 100% HighlyQualified.


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4: High-quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, student servicespersonnel, parents, and other staff

Each need identified in the Comprehensive Needs Assessment has been carefully analyzed and appropriate professional development is planned whereneeded. The plans for professional development are located in the body of this improvement plan under the appropriate goal and performance objective. Thetotal budgeted for professional development can be viewed at the end of the plan under the Funding Summary.

5: Strategies to attract highly qualified teachers

Waller ISD offers a very competitive salary and benefits package as well as extensive training and in-district professional development program for thevarious subject areas. Waller ISD also provides a mentor/buddy program for all new staff members.

6: Strategies to increase parental involvement

We know that parental involvement is a major key to students' success. In addition to the regular procedures for parental involvement and in an attempt toincrease our parental involvement, Waller ISD has a Family Engagement Specialist through the 21st Century Grant Program. She helps campuses bettersupport parents and creates a higher level of participation of parents on each campus.

7: Plans for assisting preschool children in the transition from early childhood programs to elementary school programs

The District recognizes and emphasizes the value of creating a coherent and seamless educational program for at-risk students. Each schoolwide campus hasan early childhood program and the academic achievement of every student is closely monitored. Because the early childhood programs provide afoundation for later academic success, high attendance is encouraged. Principals and teachers make it a priority to work closely with parents, helping themunderstand the value and importance of the early childhood programs and experiences.

8: Measures to include teachers in the decisions regarding the use of academic assessments in order to improve the achievement of individualstudents and the overall instructional program

In addition to STAAR results, teachers receive current and ongoing assessment data that describe student achievement. The data often comes from lessformal assessments, such as observations or locally-created assessments such as CBA's and Benchmarks. The schoolwide program provides teachers withprofessional development that increases their understanding of the appropriate uses of multiple assessment measures and how to use assessment results toimprove instruction.

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

Each schoolwide Title 1 campus identifies students who need additional learning time to meet standards and provide them with timely, additional assistancethat is tailored to their needs. The assistance and support looks different on each campus; however it is always available to all students in the school who


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need it.

10: Coordination and integration of federal, state and local services and programsThe schoolwide campuses in our district use the flexibility available to them to integrate services and programs with the aim of upgrading the entireeducational program and helping all students reach proficient and advanced levels of achievement. In addition, through careful planning, the campusescombine most Federal, State and local funds in order to maximize the impact of the resources available to carry out the schoolwide program for the purposeof increasing student achievement.


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