2020 - 2021 Strategic Plan for District Improvement

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2020 - 2021 Strategic Plan for District ImprovementDistrict #220905

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Contents

Mission Statement and Core Beliefs Board of Trustees Demographics District Performance Report Priorities and Initiatives Balanced Scorecard Milestones Student Outcome Goals and Progress Measures (Board Approved) Identification and Recruitment Plan for Migrant Education Program (MEP) Priority for Service (PFS) Action Plan for Migrant Students Student Welfare Freedom From Bullying

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Mission Statement

Preparing all students for success in college, career, and community leadership.Core Beliefs

We Believe . . . Equal access and opportunity to learn is the right of every student; School curricula and instruction must be rigorous, relevant, engaging, and provide students with

multiple options and opportunities for the future; The ultimate measure of what is taught is what is learned; Teachers are our most valuable resource, and the focus of all our efforts is to support teaching

and learning; Public education requires the active participation of parents and the community to obtain and

maintain excellence; The Fort Worth ISD community acknowledges, respects and appreciates diversity; Safe and orderly community and school environments are essential to student health, wellness

and academic success; and The adequate and equitable provision and distribution of resources, a strong infrastructure that is

both effective and efficient, and a system of accountability are essential to ensuring a high-performing educational system.

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Board of Trustees

Jacinto Ramos District 1 Term Expires 2021 PresidentTobi Jackson District 2 Term Expires 2023 First Vice PresidentQuinton “Q” Phillips District 3 Term Expires 2023 Second Vice PresidentAnael Luebanos District 8 Term Expires 2021 SecretaryDaphne Brookins District 4 Term Expires 2021Carin “CJ” Evans District 5 Term Expires 2023Anne Darr District 6 Term Expires 2023Norman Robbins District 7 Term Expires 2021Ashley Paz District 9 Term Expires 2021

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DemographicsWith 82 elementary schools, 24 middle schools and 6th grade centers, 21 high schools and 16 other campuses, Fort Worth ISD enjoys a diverse student population and strong community partnerships. Under the leadership of the superintendent and the Board of Education, the District is undergoing a series of initiatives that will redesign, transform, and revitalize Fort Worth ISD schools.

Total Student Enrollment 2020-21 76,858 Asian 1,332 1.7%

Early Education 180 Black African American 16,230 21.1%

Elementary Schools (Grades Pre-K – 5) 36,815 Hispanic Latino 49,576 64.5%

Middle Schools (Grades 6-8) 17,266 Native Hawaiian Pacific Islander 46 0.1%

High Schools (Grades 9-12) 22,597 White 8,263 10.8%

Two or More 1,325 1.7%

LEP/EL 27,249 American Indian-Alaskan Native 86 0.1%

Special Education 8,031

Economically Disadvantage 65,637 85.4%

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District Performance Report

*All Districts and Schools Were Not Rated in 2020 Due to COVID-19*

Given the impact of COVID-19, all districts and schools received a label of Not Rated: Declared State of Disaster for their 2020 accountability ratings.

Labels and data shown reflect prior year(s) accountability outcomes. Click here to read the official announcement.

https://tea.texas.gov/about-tea/news-and-multimedia/correspondence/taa-letters/every-student-succeeds-act-essa-waiver-approval-2020-state-academic-accountability

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District Performance Report

Fort Worth ISD Priorities and Initiatives

SP/Initiative #

Description 2017-18 2018-19 2019-20 2020-21 2021-22

SP #1: Provide a clear vision of excellence and expectations for literacy and math instruction, and implement aligned and high-quality curricular materials, assessments, training, and support.

2017-18 2018-19 2019-20 2020-21 2021-22

1.1 Literacy: Develop and publish a K-12 literacy framework and vision of excellence with specific grade level descriptions/expectations and develop/curate aligned K-12 scopes and sequences, unit plans, exemplar lessons, interventions and enrichment, and assessments. These must support English Language Learners and be culturally responsive.

1) Develop a curriculum framework using Understanding by Design. 2) Identify lead teachers. 3) Begin revising PK-8 curriculum (redesign Scopes, Unit Guides, Curriculum Maps and Resources for 2018-2019).4) Launch "Curriculum Leadership Corps" (teacher leaders designing curriculum).5) Begin working with the communcations department to share the vision for literacy in FWISD pk-12.6) C&I attends all Culturally Revelant Curriculum Coaching sessions to embed work in curriculum

1) Publish PK-8 curriculum (redesign Scopes, Unit Guides, Curriculum Maps and Resources for 2018-2019).2) Continue"Curriculum Leadership Corps" to receive teacher level support in revising K-8 curriculum documents (KB) and professional learning. 3) Achieve instructional alignment through a student centered learning model (KB). 4)Assessment awareness sessions for teachers and school leaders.5) Exemplar lessons created for every unit to be published 2019-2020.6) C&I continues to attend all Culturally Responsive Curriculum Coaching & CARE team sessions to embed work in curriculum.7) Begin revising 9-12 curriculum (redesign Scopes, Unit Guides, Curriculum Maps and Resources for 2019-2020).

1) Publish 9-12 curriculum (redesign Scopes, Unit Guides, Curriculum Maps and Resources for 2019-2020).2) Implement updated assessment system with enrichment and intervention support through curriulum.3) Revised TEKS require curriculum updates.4) Engage teachers in communication loops for ongoing feedback.5) Increase Open Educational Resources and technology applications.6) C&I continues to attend all Culturally Responsive Curriculum Coaching & CARE team sessions to embed work in curriculum.7) Curriculum templates highlight core and Spanish TEKS Pk-5.

1) Create a platform for teachers to share best practices and lesson ideas that are vetted by curriculum leaders.2) Design intervention resources that align to district goals/data.3) Engage principals in deep curriculum conversations that include curriculum alignment walks.4) Biliteracy supports are formally identified in all unit guides for all learners.5)Fully drafted Exemplars support culturally responsive best practices that are aligned to core content.

1.2 Literacy: Implement realigned and improved literacy PD and classroom-embedded coaching.

1) Provide professional learning to Central C&I staff and lead teachers.2) Create a coaching framework.3) Redesign the role of all FWISD coaches.4) Connect with PLI to ensure a quality standard is met for all district professional learning.

1) Layered professional learning provided for *Directors, *Principals/APs/Deans, *Coaches, *Teachers/TAs *Libriarians *Counselors (done by strategic partners- i.e. Neuahus/Engage2Learn/Dallas Institute).2) Layered professional learning provided for *Directors, *Principals/APs/Deans, *Coaches, *Teachers *Libriarians *Counselors (done internally by directors, teachers, assistant superintendent).3) Saturday sessions for Trainer the Trainers.

1) Layered professional learning provided for *Directors, *Principals/APs/Deans, *Coaches, *Teachers/TAs *Libriarians *Counselors (done by strategic partners- i.e. Neuahus/Engage2Learn/Dallas Institute).2) Layered professional learning provided for *Directors, *Principals/APs/Deans, *Coaches, *Teachers *Libriarians *Counselors (done internally by directors, teachers, assistant superintendent).

1) Curriculum Leadership Corps and district coaches take on the bulk of professional learning.2) Assistant superintendent adjusts and monitors professional learning based on participant feedback.3) Teacher leaders receive formal professional learning to lead PLCs that are content specific.


SP/Initiative #

Description 2017-18 2018-19 2019-20 2020-21 2021-22

1.3 Math: Develop and publish a K-12 math framework and vision of excellence with specific grade level descriptions/expectations and develop/curate aligned K-12 scopes and sequences, unit plans, exemplar lessons, interventions and enrichment, and assessments. These must support English Language Learners and be culturally responsive.

1) Develop a curriculum framework using Understanding by Design. 2) Identify lead teachers. 3) Begin revising curriculum PK-8 (redesign Scopes, Unit Guides, Curriculum Maps and Resources for 2018-2019).4) Launch "Curriculum Leadership Corps" (teacher leaders designing curriculum).5) Begin working with the communcations department to share the vision for literacy in FWISD pk-12.6) C&I attends all Culturally Revelant Curriculum Coaching sessions to embed work in curriculum

1) Continue"Curriculum Leadership Corps" to receive teacher level support in revising K-8 curriculum documents (KB) and professional learning. 2) Achieve instructional alignment through a student centered learning model (KB). 3) Assessment awareness sessions for teachers and school leaders.4) Exemplar lessons created for every unit to be published 2019-2020.5) C&I continues to attend all Culturally Responsive Curriculum Coaching & CARE team sessions to embed work in curriculum.

1) Implement updated assessment system with enrichment and intervention support through curriulum.2) Revised TEKS require curriculum updates.3) Engage teachers in communication loops for ongoing feedback.4) Increase Open Educational Resources and technology applications.5) C&I continues to attend all Culturally Responsive Curriculum Coaching & CARE team sessions to embed work in curriculum.6) Curriculum templates highlight core and Spanish TEKS Pk-5.

1) Create a platform for teachers to share best practices and lesson ideas that are vetted by curriculum leaders.2) Design intervention resources that align to district goals/data.3) Engage principals in deep curriculum conversations that include curriculum alignment walks.4) Biliteracy supports are formally identified in all unit guides for all learners.5)Fully drafted Exemplars support culturally responsive best practices that are aligned to core content.

1.4 Math: Implement realigned and improved math PD and classroom-embedded coaching.

1) Provide professional learning to Central C&I staff and lead teachers.2) Create a coaching framework.3) Redesign the role of all FWISD coaches.4) Connect with PLI to ensure a quality standard is met for all district professional learning.

1) Layered professional learning provided for *Directors, *Principals/APs/Deans, *Coaches, *Teachers/TAs *Libriarians *Counselors (done by strategic partners- i.e. Neuahus/Engage2Learn/Dallas Institute).2) Layered professional learning provided for *Directors, *Principals/APs/Deans, *Coaches, *Teachers *Libriarians *Counselors (done internally by directors, teachers, assistant superintendent).3) Saturday sessions for Trainer the Trainers.

1) Layered professional learning provided for *Directors, *Principals/APs/Deans, *Coaches, *Teachers/TAs *Libriarians *Counselors (done by strategic partners- i.e. Neuahus/Engage2Learn/Dallas Institute).2) Layered professional learning provided for *Directors, *Principals/APs/Deans, *Coaches, *Teachers *Libriarians *Counselors (done internally by directors, teachers, assistant superintendent).

1) Curriculum Leadership Corps and district coaches take on the bulk of professional learning.2) Assistant superintendent adjusts and monitors professional learning based on participant feedback.3) Teacher leaders receive formal professional learning to lead PLCs that are content specific.


SP/Initiative #

Description 2017-18 2018-19 2019-20 2020-21 2021-22

1.5 Implement FWISD Learning Model as a component of classroom instruction at all campuses, with focused support at tiered campuses as needed.

1) Provide a vision for pk-12 instruction (Community developed Learning Model). 2) Create and meet with a cross-divisional Learning Model Steering Committee.3) Executive coaches for "opt-in" school principals.4) Four days of professional learning for implementing teachers.5) Design exemplars and planning tools for teachers.6) Video highlights of student-centered classrooms 7) Offered an "opt-in" approach for pilot year.

1) Awareness sessions at all campuses.2) Establish the "why" for student-centered learning (differentiation/scaffolding/ soft skills/data).3) Continue coaching all year 1 implementing teachers.4) Continue executive coaching all year 1 implementing principals.5) Professional learning for all principals 6) Content building within the Learning Model.7) Focused work with all middle school teachers (PLC/Coaching etc.).8) Expand based on principal/school readiness using identified indicators.9) Summer professional learning.

1) Continue coaching all year 2 implementing teachers.2) Continue executive coaching all year 2 implementing principals.3) Professional learning for all principals.4) Content building within the Learning Model.5) Focused work with all middle school teachers (PLC/Coaching etc).6) Expand based on principal/school readiness using identified indicators.7) Summer professional learning.

1) Student surveys to gauge leadership,


SP/Initiative #

Description 2017-18 2018-19 2019-20 2020-21 2021-22

SP #2: Provide schools with the resources and training needed to meet students’ social-emotional needs and maintain safe and productive learning environments.

2017-18 2018-19 2019-20 2020-21 2021-22

2.1 Student Support Services, in collaboration with School leadership and Curriculum and Instruction, will provide ongoing universal and targeted training and support for campus based personnel to utilize best practices in Positive Behavioral Interventions and Supports (PBIS), Response to Intervention (RTI), Restorative and Trauma Informed Practices, and Social Emotional Leaning (SEL) strategies to identify and address the root causes of students' social, emotional and behavioral challenges.

1) Establish baseline for teacher utilization of Review 360 /PBIS strategies.2) Determine standards for documentation of Tier 1 RTI behavioral interventions.3) Establish baseline expectations for TBRI implementation in ES classrooms. 4) Develop a process for integrating FWISD 's core SEL competencies into core curriculum units.5) Develop annual training calendar with Curriculum and School Leadership (centralized and campus-based) to provide quarterly PBIS, RTI, TBRI, and RP (fundamentals, applications, and advanced integration) offerings.

1) Track teacher utilization of Review 360 /PBIS strategies (target % increase each year TBD).2) Determine standards for documentation of Tier 1 RTI behavioral interventions.3) Track TBRI implementation in ES classrooms (# teachers trained, classroom observation data, # Nurture Groups offered, # students served) 4) Begin process for integrating FWISD 's core SEL competencies into core curriculum units as they are developed.5) Develop annual training calendar with Curriculum and School Leadership (centralized and campus-based) to provide quarterly PBIS, RTI, TBRI, and RP (fundamentals, applications, and advanced integration) offerings.

1) Track teacher utilization of Review 360 /PBIS strategies (target % increase each year TBD).2) Provide e-training module for all staff on standards for documentation of Tier 1 RTI behavioral interventions, monitor untilization.3) Track TBRI implementation in ES classrooms (# teachers trained, classroom observation data, # Nurture Groups offered, # students served) 4) Continue process for integrating FWISD 's core SEL competencies into core curriculum units as they are developed, track core metrics on target campuses where FWISD Learning Model and new curriculum are being implemented with fidelity.5) Develop annual training calendar with Curriculum and School Leadership (centralized and campus-based) to provide quarterly PBIS, RTI, TBRI, and RP (fundamentals, applications,

1) Track teacher utilization of Review 360 /PBIS strategies (target % increase each year TBD).2) Provide monthly utilization reports to campuses on documentation of Tier 1 RTI behavioral interventions.3) Track TBRI implementation in ES classrooms (# teachers trained, classroom observation data, # Nurture Groups offered, # students served) 4) Continue to track core metrics on target campuses where FWISD Learning Model and new curriculum are being implemented with fidelity 5) Develop annual training calendar with Curriculum and School Leadership (centralized and campus-based) to provide quarterly PBIS, RTI, TBRI, and RP (fundamentals, applications, and advanced integration) offerings.

1) Track teacher utilization of Review 360 /PBIS strategies (target % increase each year TBD).2) Provide monthly utilization reports to campuses on documentation of Tier 1 RTI behavioral interventions.3) Track TBRI implementation in ES classrooms (# teachers trained, classroom observation data, # Nurture Groups offered, # students served) 4) Continue to track core metrics on target campuses where FWISD Learning Model and new curriculum are being implemented with fidelity 5) Develop annual training calendar with Curriculum and School Leadership (centralized and campus-based) to provide quarterly PBIS, RTI, TBRI, and RP (fundamentals, applications, and advanced integration) offerings.


SP/Initiative #

Description 2017-18 2018-19 2019-20 2020-21 2021-22

SP #3: Strengthen recruitment, development, and retention of teachers and school leaders, with an explicit focus on cultural competence and racial equity.

2017-18 2018-19 2019-20 2020-21 2021-22

3.1 Leaders: Define leader competencies and research and develop a plan to build our pipeline of APs/principals/principal managers, evaluating current partnerships and determining the best focused solution moving forward (funder willing to fund this work).

1) Establish a cross functional team that includes central office and campus leaders. 2) Review George W Bush Institute diagnostic results and identify three focus areas for the cross functional team3) Develop and pilot a principal and assistant principal candidate eligibility and selection process with input from Bush Institute. 4. Revised the Principal and AP job description to align with T-PESS and district mission.

1) Identify and select a director of Principal Quality. 2) Create a marketing and communications plan and message regarding the School Leadership Talent Management System. 3) Implement a refined principal and assistant principal candidate eligibility and selection process component of the SLTMS. 4) Develop a model for building and sustaining a pipeline of highly effective principals and APs. 5) Develop a cohesive system for existing principal and AP Professional Learning plan development and monitoring. 6) Establish a defined working group of principals to give feedback to all central departments. 7) Identify how central office personnel should support principals with respect to specific standards. 8) Refine the timeline for summative evaluations. 9) Train principal supervisors on T-PESS to ensure alignment and calibration. 10) Develop a plan for improving the principal and AP compensation

1) Develop an internal teacher leader path to build leadership capacity at the campus level. 2) Research and develop an RFP process to design and implement a partnership for highly effective principals. 3) Refine and improve the internal teacher leader path to build leadership capacity at the campus level based on stakeholder feedback. 4) Pilot and evaluate the system for existing principal and assistant principal Professional Learning plan development and monitoring. Revise as needed based on evaluation feedback. 5) Implement a central office personnel support protocol for principals with respect to specific standards. 6) Align T-PESS and District Goals by department. 7) Refine and improve the plan for principal and assistant principal compensation based on stakeholder feedback.

1) Implement a partnership to identify and grow urban leaders as defined by FWISD. 2) Identify a possible pool for aspiring administrators or curriculum directors. 3) Implement a cohesive system for existing principal and assistant principal Professional Learning plan development and monitoring.

1) Implement a School Leadership Talent Management System that includes the following components: Selection, Pipeline Development and Partnerships, Professional Learning, and Evaluation/Feedback.2) Review and monitor system for areas of improvement.3) Develop progress measures for system imapct on school performance and student achievement.


SP/Initiative #

Description 2017-18 2018-19 2019-20 2020-21 2021-22

3.2 Develop a common definition of equity and define and embed the mindsets to create an inclusive, culturally competent work environment at the district and school level through the ongoing training and hiring processes.

1) Expand Equity Training opportunities to campus-level (reaching campus administrators and teachers). 2) Organize and deliver Racial Equity Summit in collaboration w/TCU. 3) Establish a multi-year scope and sequence of Seminars and follow up Professional Learning Opportunities for racial equity.

1) Complete Equity Training for all current campus Principals (Cohort 3 will complete LEADS Seminars)2) Continue Equity Training for campus staff that includes teachers, counselors, campus administration (CARE & E-Teams)3) Launch student-led Equity teams at the high school level (SOAR).4) Launch Girls Leadership Programs to provide support to young women of color. 5) Increase equity walks to assess the use of culturally responsive pedagogy and the Lens of racial equity at campuses. 6) Continue and build upon our MBK program to promote academic success for young men of color. 7) Organize two Racial Equity Summits - one for Community/ Staff, and one for Students. 8) Develop equity audit processes for departments. 9) Working with C&I, develop professional learning to further our understanding of culturally relevant pedagogy. Including sample lessons, co-teaching, on-site coaching and

1) Continue Equity Training for campus staff, Student Equity teams, equity walks, leadership programs for students of color, and C&I work. 2) Begin training auxiliary staff led by PEG-trained FWISD facilitators. 3) Identify and rectify extra-curricular policies and practices that promote inequity.4) Institute annual equity audits for each department. 5) Work with Technology to create an online platform for resources to support equity work throughout the district. 6) FWISD Affiliate Facilitator will develop and begin to conduct professional learning opportunities through book studies and individualized training opportunities.

1) Continue Equity Training for campus staff, Student Equity teams, equity walks, leadership programs for students of color, department equity audits, and C&I work. 2) FWISD Affiliate Facilitator will conduct professional learning opportunities through book studies and individualized training opportunities. 3) Develop plan to include equity training as part of the onboarding process for new staff.

1) Continue Equity Training for campus staff, Student Equity teams, equity walks, leadership programs for students of color, department equity audits, and C&I work. 2) Implement equity training as part of the onboarding process for new staff. 3) Explore opportunities for additional community events that address racial awareness.

3.3 Create or partner with one or more teacher residency programs and/or certification programs, including for hard to fill positions.

1) Develop a relationship with Relay GSE.2) Advertise and recruit for first cohort of teacher residents in 18-19.

1) Launch first group of residents for 10-15 positions.2) Develop Lab School criteria for launch in 19-20.3) Recruit for 2nd cohort of residents.

1) Launch lab school and run second cohort. 2) Begin Principal development process. 3) Recruit third cohort of residents.4) Develop other partnerships to address certification for hard-to-fill positions.

Continue lab school and cohort work.

Continue lab school and cohort work.


SP/Initiative #

Description 2017-18 2018-19 2019-20 2020-21 2021-22

SP #4: Tier schools based on a common definition of excellence, providing opportunities to increase autonomy and launch new school models.

2017-18 2018-19 2019-20 2020-21 2021-22

4.1 Establish and roll out a school performance framework (SPF).

1) Board approval2) Criteria for portfolio planning (SPF, demographic data, leadership quality, etc)

1) Conduct annual low-stakes P convos with baseline SPF data2) Build dashboard for data3) Community engagement for what SPF is and how it will be used 4) Identify site for charter partnership 5) Design portfolio planning process (how will decisions be made with the various information we collect)

1) Run SPF2) Utilize dashboard to tier schools3) Conduct portfolio process to determine locations for interventions/new schools

Revisit SPF with three years of data

4.2 Establish a systematic approach to tiering schools (using SPF), communicate what autonomies and accountability measures are associated with each tier, and design and implement a school portfolio review and planning cycle to place schools in tiers.

1) Launch search for Assistant Supt of Innovation2) Plan annual conversation with principals, including communication/roll-out3) Identify schools for Innovation Zone

1) Define menu of earned autonomy + district support costs2) Evaluate Leadership Academy supports

1) Launch increased autonomies2) Leadership Academy 3 year review3) Decision on whether to do a cohort 2

4.3 Organize the central office to serve a tiered set of schools and develop Service Level Agreements and customer service/school relationship-building expectations for each central team.

1) Development of an Office of Innovation that models an autonomous school staffing structure in FWISD

1) Creation of Service Level Agreements for each major school support function 2) Execution of SLAs with OoI Schools w/ annual review process re: quality of services, to be effective 2019-203) Menu of district services defined and utilized for autonomous schools3) Evaluation of staffing model to support OoI

1) Program evaluation & tweaks to implementation of all 2018-19 milestones2) Scaling plan developed for SLAs and other autonomous school supports to broader district3) Evaluation of staffing model to support OoI, support scaling

1) Execution of SLAs with all FWISD schools2) Scaling plan executed


SP/Initiative #

Description 2017-18 2018-19 2019-20 2020-21 2021-22

4.4 Create and implement systems to identify, select, empower, and support leaders of new schools (district schools, school partnerships, and innovative school models).

1) Hire Director of External Partnerships2) Develop authorization processes3) Get board approval4) Develop RFP and contract process5) Meet with potential charter partners to6) Hire ONS Director 7) Hammer out HR policies8) Develop community engagement plan9) Determine internal management structure for new schools

1) Submit 1882 application to TEA2) Launch RFP in Fall ‘18 for schools opening in 19-203) Matching authorized school(s) with sites4) Lauch RFP in Spring 19 for schools opening in 20-215) Implement community engagement6) R+ S of Cohort 1

1) Launch 1st charter cohort (1 school)2) Launch Spring RFP3) 21-22 matching4) Conduct annual review of open schools5) Train Cohort 16) R&S Cohort 27) Identify sites for Cohort 1 schools

1) Launch 2nd charter cohort2) Launch Spring RFP for 22-233) Matching for 21-224) Launch Cohort 1 schools5) Post-opening support for Cohort 1 schools 6) Train Cohort 2 Leaders7) Identify sites for Cohort 2 schools8) Recruit Cohort 3

1) Launch 3rd cohort2) Spring RFP 23-243) Matching for 22-234) Launch Cohort 2 schools5) Post-opening support for Cohort 2 schools 6) Train Cohort 3 Leaders7) Identify sites for Cohort 3 schools

4.5 Expand opportunities for high school students who are off-track academically to get back on track.

1) Evaluate credit recovery programming and completion practices.2) Conduct a RFP for web-based instructional systems.3) Establish processes to ensure effectiveness of credit recovery programming.4) Made policy adjustments to remove barriers to graduation and scheduling.

1) Begin implementation of new web-based instruction system.2) Ensure communication about and training for web-based instructional practices and requirements.3) Evaluate 1st and 2nd semester to ensure that students are gaining and retaining credits.4) Re-launch over-age acceleration in middle schools.

Evaluate credit-recovery processes to ensure effective monitoring and implementation. Continue to implement latest trends to provide opportunities for students.




SP/Initiative #

Description 2017-18 2018-19 2019-20 2020-21 2021-22

SP #5: Improve customer service and communications between central office, schools, families, and the community.

2017-18 2018-19 2019-20 2020-21 2021-22

5.1 Establish communications expectations and protocols that streamline, coordinate and improve internal communications between departments and between central office and schools. (Look back at the specific issues cited in the challenges survey.)

1) Hire an Internal Communications Coordinator. 2) Establish Inside FWISD blog and weekly newsletter to inform and engage employees.

1) Redesign "Employees" page of FWISD website. 2) Contemplate redesign of Inside FWISD blog based on first-year feedback and design trends. 3) Develop a hub for all internal communications via web analytics, surveys, and focus groups. 4) Enhance strategy based on results. 5) Establish a cross-functional team to address internal communications channels.

Evaluate internal communications via web analytics, surveys, and focus groups. Be prepared to take advantage of new trends and conduits.



5.2 Develop and implement a social media strategy and community engagement plan to build understanding about FWISD's goals and plans.

1) Hire a social media coordinator. 2) Audit FWISD social media accounts. 3) Analyze social media data. 4) Develop social media guidelines. 5) Train District and campus administrators. 6) Utilize social media advertising to market District and its initiatives to target audiences. 7) Stream live events --including all board meetings -- on YouTube.8) Integration of ParentLink 9) Train ALL campus social media contributors in the use of ParentLink to manage Facebook, Twitter, to manage their communications.

1) Distribute social media guidelines and train all social media managers. 2) Train and support administrators and social media managers to ensure alignment. 3) Evaluate social media engagement via web analytics, surveys, and focus groups. 4) Enhance strategy based on results and emerging communications platforms.

Evaluate social media engagment via web analytics, surveys, and focus groups. Enhance strategy based on results and emerging communications platforms.




SP/Initiative #

Description 2017-18 2018-19 2019-20 2020-21 2021-22

SP #6: Ensure fiscal health and sustainability. 2017-18 2018-19 2019-20 2020-21 2021-226.1 Assess effectiveness and efficiency of existing

programs and operations services, align resources to investments that produce the greatest outcomes, and implement sunset plan for less effective practices.

1) Completion of a student based budgeting study2) Decide on student based budgeting roll-out timeline and plan3) Switch to an RFP process for evaluation and deciding talent partners

1) Create first budgeting cycle using student-based budgeting2) Develop cost analysis process to evaluate effectiveness of goods and services in student based budgeting format

1) Switch to student-based budgeting as a district2) Complete cost-benefit analysis of services

6.2 Design and implement a campaign to increase enrollment in the District.

1) Aggressively market Gold Seal, Pre-Kindergarten, 100X25FWTX, and other FWISD initiatives to bring value to the District brand. 2) Evaluate brand reputation via surveys and focus groups. 3) Develop detailed strategy based on results.

1) Prepare communications rollout plan for Gold Seal 2.0 including CTE and expanded Choices for customers (students and their families.)2) Hire a third-party, independent marketing firm to assess our strengths, challenges , and brand reputation. 3) Collaborate with the FW Chamber and Mayor's Office to determine how we can take advantage of their strategic initiatives. 4) Using the brand reputation study, design and implement a FWISD image campaign.

1) Implement a FWISD image campaign based on survey results. 2) Execute region-wide campaign touting FWISD as the District of Choice utilizing advertising components of radio and TV ads, print ads, Internet, billboards, buses and bus benches. 3) New and improved Gold Seal catalog and videos detailing Gold Sea 2.0. 4) New informational campaign for CTE and secondary school academic pathways.

Continue image campaign based on data, feedback, and survey results.

Continue image campaign based on data, feedback, and survey results

6.3 Design and implement a campaign to increase ADA in the District.

1) Assess effectiveness of "It All Adds Up" pilot campaign for campuses, instituted in the

second semester of the 2017-18 school year.

1) IF "It All Adds Up" pilot campaign is determined to have been effective, roll out a District-wide campaign that includes advertising, social media, and website messaging. 2)

6.4 Conduct a return-on-investment analysis of key district programs/investments.

Fort Worth ISD Milestones

Milestone # Initiative/milestoneOwner(s)

Start date Due date Past milestone fully complete? (Y/N)

1.1Literacy: Develop and publish a K-12 literacy framework and vision of excellence with specific grade level descriptions/expectations and develop/curate aligned K-12 scopes and sequences, unit plans, exemplar lessons, interventions and enrichment, and assessments. These must support English Language Learners and be culturally responsive.

Academics Start date Due date Past milestone fully complete? (Y/N)

1.11 Meet with itsLearning regional staff to plan document migration to itsLearning for core curriculum documents Bradford; Navarre; 12/10/18 12/10/18 Y

1.11 Publish guide and train for curriulum monitoring at campuses in grade levels where new curriculum is in place.Carroll, Bradford, Content

Directors 12/15/18 1/10/18 Y

1.11 Identify key staff support to begin and sustain document migration (Jason Spears) Navarre 1/10/18 1/15/18

1.11 Develop SSI 5th & 8th grade literacy curriculum for remediation between the first and second STAAR administration Charron Ukpaka/ Michelle McCone

4/1/18 4/23/18 Y

1.11 Initiate review processes/feedback conversations for new curriculums. Establish format and develop plan with Leadership to gather feedback from front-line implementors.

Carroll, Bradford4/1/18 5/1/18 Y

1.11 Identify teams of curriculum writers and begin curriculum redesign in grades pk-8. Khechara Bradford 4/10/18 5/1/18 Y

1.11 Place call for curriculum writers in Principal Packet Memo Carroll, Bradford 1/10/18 5/15/18 Y

1.11 Finalize core curriculum components into a curriculum writing protocol Khechara Bradford 4/30/18 5/15/18 Y

1.11 Meet with cross-divisional team to initiate process Bradford 5/9/18 5/17/18 Y

1.11 Begin cross-divisional meetings to determine campus governance aspects the district will hold tightly and loosely. Carroll; Arispe; Davis 5/8/18 5/20/18

1.11 Formalize training/development protocol with Google to include tech integration in core curriculum documents Charles Carroll; Khechara B df d B k N

5/2/18 5/23/18

1.11 Host Frieducation consultant in district to review facitlites and digital capacity for tech integration Carroll 5/16/18 5/23/18

1.11 Collaborate and select teams of writers. Sign writers to flat-fee contracted services contracts. Bradford 5/20/16 5/30/18 Y

1.11 Establish protocol for lesson planning and curriculum development to embed as a template in itsLearning Bradford, Content Di

5/7/18 5/30/18 Y

1.11 Complete the SPF framework Carroll; Arispe; Davis; M li W hi

5/20/18 5/30/18 Y

1.11 Focused biliteracy coordination between elementary literacy and dual language with weekly meetings Elda Rojas; Khechara B df d

8/1/17 6/1/18 Y

1.11 Design tech integration modules for curriculum integration using SAMR model for implementation and monitoring Bradford, Content Di

5/1/18 6/1/18 Y

1.11 Prepare curriculum writing protcol for implementation (branding) Bradford 5/21/18 6/1/18 Y

1.11 Communicate new template and process to curriculum writers, monitor to insure coherence to new template and curriculum model. Bradford, Content Di

6/2/18 6/5/18 Y

1.11 Post curriculum writing protocol into site/itsLearning portal for teacher use in curriculum writing process Bradford 6/5/18 6/5/18 Y

1.11 Sign flat-fee contract with teachers to complete curriculum enhancements with SLAR. Ukpaka; Mixon; Rojas 6/5/18 6/5/18 Y

1.11 Apply SPF guidelines to new campus information available in June and determine tiers for campuses Carroll; Arispe; Davis; B df d M li

6/15/18 6/30/18 Y

1.11 Work with cross-functional SPF team to find intersections in the tightly/loosely list and the data available from TEA concernign students/campus performance.

Carroll; Arispe; Davis6/15/18 6/30/18 Y

1.11 Determine draft listing of tiered flexibilities and restraints. Carroll; Arispe; Bradford 7/1/18 7/6/18

1.11 Work with Communications Division to establish a communication plan for this change to district processes. Carroll; Arispe; Bradford 7/1/18 7/10/18

1.11 Set timelines for unit submissions with curriculum writing teams (fall semester units). Bradford, Content Di

6/5/18 7/15/18 Y

1.11 Senior leaders identify teachers to assist with each grade level. Ukpaka; Mixon; Rojas 6/5/18 7/15/18 Y

1.11 Notify teachers of the project and need and draft a writing protocol to guide efforts in revision. Ukpaka; Mixon; Rojas 6/5/18 7/15/18 Y

1.11 Realignment of literacy scope and sequence to include SLAR K-5th grade Charron Ukpaka; Elda R j Ch l Mi

1/1/18 7/30/18 Y

1.11 Follow fall semester timeline as identified for general education curriculums, above. Ukpaka; Mixon; Rojas 6/5/18 7/30/18 Y

1.11 Begin revision process as guided by joint leadership in C&I and Multilingual Programs. Ukpaka; Mixon; Rojas 6/15/18 7/30/18

1.11 Shift Pre-K - 12 curriculum documents to itsLearning for ease of teacher access Khechara Bradford; Becky N

6/15/18 7/30/18




1.11 Review curriculum submissions for TEKS compliance and scope, checking against scope-and-sequence documents and year-at-a-glance.Bradford, Content

Directors 7/16/18 7/30/18 Y

1.11 Accept feedback in established loops from writing committees to implement the final project effectively. Bradford, Content Di

7?1/18 7/30/18 Y

1.11 Apply tiered flexibilities to campuses. Meet with admin teams to detail expectations and identify parameters Carroll; Molinar; W hi B df d

7/10/18 8/1/18

1.11 Publish new curriculum docs in itsLearning Bradford 8/1/18 8/1/18

1.11 Notify teachers and admin of document availability and begin notification processes for fall seemster training Bradford 8/1/18 8/10/18

1.11 Set timelines for unit submissions with curriculum writing teams (spring semester units). Bradford, Content Di

8/1/18 11/1/18

1.11 Review curriculum submissions for TEKS compliance and scope, checking against scope-and-sequence documents and curriculum-at-a-glance.

Bradford, Content Directors

11/1/18 11/15/18

1.11 Publish guide and train for curriulum monitoring at campuses in grade levels where new curriculum is in place. Carroll, Bradford, Content Di

8/10/18 12/1/18

1.11 Initiate review processes/feedback conversations for new curriculums. Establish format and develop plan with Leadership to gather feedback from front-line implementors.

Carroll, Bradford10/15/18 12/1/18

1.11 Publish new curriculum docs in both Edugence and itsLearning Bradford 12/1/18 12/1/18

1.11 Notify teachers and admin of document availability and begin notification processes for fall seemster training Bradford 12/1/18 12/1/18

1.11 Align resources necessary for teaching and learning with components for effective instruction in literacy through RFP process in all grades associated with the K-8 ELAR proclimation and adoption.

Charles Carroll; Maria Phillips 4/1/18 1/22/19

1.11 Provide Culturally Responsive Professional Learning to all C&I staff Khechara Bradford/Sherry B d

5/1/17 5/1/19

1.11 Monitor tier compliance and successes during 18-19 academic year. Carroll; Washington; Molinar

8/15/18 6/10/19

1.11 Include one tech integration unit per grading period in core curriculum documents as produced during 2018-19. Bradford 6/1/18 7/30/191.11 Include one tech integration unit per grading period in core curriculum documents as produced during 2019-20. Bradford 6/1/19 7/30/201.11 Include one tech integration unit per grading period in core curriculum documents as produced during 2010-21. Bradford 6/1/20 7/30/21

1.11 Create video exemplars of Learning Model lessons to embed in the curriculum as helps for teachers with content and with leasson expectations

Khechara Bradford8/11/18 9/1/18 (and then

ongoing)




1.2 Literacy: Implement realigned and improved literacy PD and classroom-embedded coaching. Academics Start date Due date Past milestone fully complete? (Y/N)

1.21 Design a coaching framework focused on best practices connected to the FWISD Learning Model. Khechara Bradford, Cheryl Mixon, Cherron Ukpaka,

4/30/18 6/1/18 Y

1.21 Establish a Year one PD literacy plan for Eighteen Campuses who participatated in the Year 1 English and Spanish Structured Primary Literacy (SPL)(cohort 1)

Khechara Bradford; Cheryl Mixon; Elda Rojas; Ch Uk k

10/1/17 6/30/18

1.21 Provide professional development for grades K-3 at Leadership Academy Como, Logan, J.T. White, W. Handley, Walton, Mitchell Blvd. in Lone Star Literacy focusing on mini lessons, guided reading, and student centers

Elda Rojas; Cheryl Mixon/Cherron Ukpaka 2/2/18 6/30/18

1.21 Establish a Year two PD plan for Eighteen Campuses who participatated in the Year 1 English and Spanish Structured Primary Literacy (SPL)(cohort 1)

Khechara Bradford; Elda Rojas; Cheryl Mixon;

Ch Uk k5/1/18 6/30/19 Y

1.21 Create a pk-12 vision for literacy that will serve as a way to align all district resources toward our literacy goals. Khechara Bradford; Cheryl Mixon; Cherron Ukpaka;

7/1/18 6/30/19 Y

1.21 Improved focus on implementation of Structured Primary Literacy through coaching site visits for eighteen campuses totaling 72 implementation walks focusing on modeling lessons and debriefing of observations

Khechara Bradford8/1/18 6/30/19

1.21 Provide professional learning for campus instructional coaches, assistant principals and principals at the 48 schools implementing the Structured Primary Reading.

Khechara Bradford ;Elda Rojas & Cherron Ukpaka 10/1/17 7/1/19 Y

1.21Establish a Year two (cohort two)PD literacy plan for Thirty Campuses who participatated in the Year 1 English and Spanish Structured Primary Literacy (SPL) 1. Professional learning plan communicated. 2. Coaching dates confirmed. 3. Materials ordered. 4. Mid year checkpoint scheduled.

Khechara Bradford; Cheryl Mixon; Charron Ukpaka 5/1/18 7/1/19

1.21 Expand Region 11 Lone Star LiteracyTraining and increase number of teacher trainers (TOT) Cherron Ukpaka

11/1/17 7/30/19

1.21 Create a shared course in itsLearning for teachers/school leaders/district leaders to share strategies for content literacy are provided to math, science and social studies teachers.

Khechara Bradford; Cherron Ukpaka; Michelle

M C Eld R j5/10/18 5/10/20

1.21 Provide professional learning in close reading strategies is provided to all secondary literacy teachers and instructional coaches. Student work exemplars are posted as evidence of learning.

Khechara Bradford; Michelle McCone; Elda

R j6/18/18 6/18/20 Y

1.21 Collect data from professional learning surveys to gauge teacher's view of the quality of professional learning.Khechara Bradford;

Cherron Ukpaka; Michelle M C Eld R j

8/20/18 8/25/20 Y

1.21 Continue weekly Learning Walks to observe instruction and provide feedback.Khechara Bradford, Cheryl Mixon, Cherron Ukpaka, Mi h ll M C Eld

10/1/17 10/1/20

1.21 Provide bi-monthly professional learning for all instructional coaches.Khechara Bradford, Cheryl Mixon, Cherron Ukpaka, Mi h ll M C Eld

8/1/17 8/1/22

1.21 Leverage technology for virtual class-embedded coaching.Khechara Bradford, Region 11, Neuhaus,

B k N




1.3Math: Develop and publish a K-12 math framework and vision of excellence with specific grade level descriptions/expectations and develop/curate aligned K-12 scopes and sequences, unit plans, exemplar lessons, interventions and enrichment, and assessments. These must support English Language Learners and be culturally responsive.

Academics Start date Due date Past milestone fully complete? (Y/N)

1.31 Identify teams of curriculum writers and begin curriculum redesign in grades pk-8. Khechara Bradford 4/10/18 5/1/18 Y1.31 Place call for curriculum writers in Principal Packet Memo Carroll, Bradford 1/10/18 5/15/18 Y1.31 Finalize core curriculum components into a curriculum writing protocol Khechara Bradford 4/30/18 5/15/18 Y1.31 Meet with cross-divisional team to initiate process Bradford 5/9/18 5/17/18 Y1.31 Formalize training/development protocol with Google to include tech integration in core curriculum documents Charles Carroll; Khechara

5/2/18 5/23/18 Y

1.31 Host Frieducation consultant in district to review facitlites and digital capacity for tech integration Carroll 5/16/18 5/23/18

1.31 Collaborate and select teams of writers. Sign writers to flat-fee contracted services contracts. Bradford 5/20/16 5/30/18 Y

1.31 Design tech integration modules for curriculum integration using SAMR model for implementation and monitoring Bradford, Content Directors

5/1/18 6/1/18 Y1.31 Prepare curriculum writing protcol for implementation (branding) Bradford 5/21/18 6/1/18 Y1.31 Post curriculum writing protocol into site/itsLearning portal for teacher use in curriculum writing process Bradford 6/5/18 6/5/18 Y

1.31 Implement math screener through NWEA MAP Growth to provide individualized data to drive instruction in grades 1- Algebra 1.Stacy Parker; Shannon

Hernandez 10/22/17 6/15/18 Y

1.31 C&I will offer targeted professional learning to school leaders and teachers at improvement required schools. Focus: Math data review. Content alignment. Curriculum planning. Supports for English Langauge Learners.

Stacy Parker; Shannon Hernandez; Elda Rojas 10/1/17 6/30/18 Y

1.31 Provide professional learning to all curriculum writers in the Understanding by Design curriculum approach. Khechara Bradford 3/1/18 7/1/18 Y

1.31 Set timelines for unit submissions with curriculum writing teams (fall semester units).Bradford, Content

Directors 6/5/18 7/15/18 Y

1.31 Establish guided math protocols focused around small group math centers and workshops for intervention and enrichmentStacy Parker; Shannon

Hernandez 10/28/17 8/1/18 Y

1.31 Redesign of unit plans to include exemplar lessons and resources that support all learners.Stacy Parker; Shannon

Hernandez 3/29/18 1/29/19 Y

1.31 Provide Culturally Responsive Professional Learning to all C&I staff Khechara Bradford/Sherry B d

5/1/17 5/1/19

1.31 Realignment of elementary and secondary math scope and sequence to support research recommended progression of learning that supports interventions and enrichment

Stacy Parker, Shannon Hernandez 1/11/18 6/30/19 Y

1.31 Assessment plan that includes formative assessments, performance tasks and district benchmarks. Shannon Hernandez 4/11/18 6/30/19 Y1.31 Include one tech integration unit per grading period in core curriculum documents as produced during 2018-19. Bradford 6/1/18 7/30/191.31 Include one tech integration unit per grading period in core curriculum documents as produced during 2019-20. Bradford 6/1/19 7/30/201.31 Include one tech integration unit per grading period in core curriculum documents as produced during 2010-21. Bradford 6/1/20 7/30/21

1.31 Develop SSI 5th & 8th grade literacy curriculum for remediation between the first and second STAAR administration Stacy Parker; Shannon

Hernandez 2/20/18 3/20/22 (revise each year) Y

1.31 Purchase summer school intervention plans materials (5th/8th retest & HS EOC) Khechara Bradford, Stacy Parker Shannon

3/30/18 6/2/22 (each summer) Y

1.31 Develop SSI 5th & 8th grade literacy curriculum for remediation between the first and second STAAR administration Stacy Parker; Shannon Hernandez

2/20/18 annual revisions Y

1.31 Work wih communciations to publish the vision for pk-12 mathematics




1.4 Math: Implement realigned and improved math PD and classroom-embedded coaching. Academics Start date Due date Past milestone fully complete? (Y/N)

1.41 Design a mathematics problem solving process that connects to the "research phase" of the FWISD Learning ModelStacy Parker/Shannon

Hernandez 3/30/18 5/10/18 Y

1.41 Design a coaching framework focused on best practices connected to the FWISD Learning Model.Khechara Bradford, Stacy

Parker, Shannon Hernandez

4/30/18 6/2/18 Y

1.41 Support schools in a variety of support formats such as virtual lessons modeling, professional learning, coaching, and digital resources.Stacy Parker; Shannon

Hernandez 11/1/17 6/30/19 Y

1.41 Offer refresher sessions on data analysis and using that data to drive instruction in the elementary and secondary math classroomStacy Parker; Shannon

Hernandez 11/6/17 6/30/19 Y

1.41 Offer ongoing refresher sessions to teachers on use of district math curriculum for grades K-12Stacy Parker; Shannon

Hernandez 2/16/18 7/1/19 Y

1.41 Provide districtwide content deepening through best practice videos and personalized instructional support for teachersStacy Parker; Shannon

Hernandez 3/29/18 7/1/19 Y

1.41 Focus on literacy in the math classroom through providing professional learning sessions on reading and writing in the math classroomsStacy Parker/Shannon

Hernandez 5/30/18 8/1/19 Y

1.41 Design opportunties for teachers and school leaders to share professional learning feedback.Khechara, Stacy &

Shannon 7/20/18 8/1/19

1.41 Collect data from professional learning surveys to gauge teacher's view of the quality of professional learning.Khechara Bradford, Stacy

Parker, Shannon 8/1/18 ongoing with checkpoints

1.5 Implement FWISD Learning Model as a component of classroom instruction at all campuses, with focused support at tiered campuses as needed. Academics Start date Due date Past milestone fully

complete? (Y/N)

1.51 Align T-TESS to the FWISD Learning Model Khechara Bradford 8/2/17 9/2/17 Y1.51 Align top 12 research based best practices to the FWISD Learning Model Khechara Bradford 8/2/17 10/2/17 Y1.51 Create rubric for all 12 research based best practices aligned to the FWISD Learning Model Khechara Bradford 8/10/17 2/20/18 Y1.51 Redesign the role of the middle school targeted reading teacher into Literacy/Learning Model coaches. Khechara Bradford 4/18/18 4/30/18 Y

1.51 Create pool of qualified, trained Literacy/Learning Model coaches at zero budget impact from existing groups of coaches. Reapplication process through C&I.

Khechara Bradford5/1/18 5/15/18 Y

1.51 Design a coaching framework focused on best practices connected to the FWISD Learning Model. Khechara Bradford 4/30/18 5/30/18 Y

1.51 Identify campus coaches in collaboration with Leadership and campus leaders. Khechara Bradford 5/30/18 6/3/18 Y

1.51 Provide ongoing Awareness Sessions open to all staff and community members (four sessions a month after school hours) Khechara Bradford 1/30/18 6/4/18 Y1.51 Publish Learning Model facilitation posters. Khechara Bradford 5/1/18 6/5/18 Y

1.51 Develop monitoring and coaching protocols with E2L to coach and develop capacity with campus leaders relative to the Learning Model.Charles Carroll; Khechara

Bradford 7/15/18 8/10/18

1.51 Partner with Engage2Learn to provide coaches academy for all new FWISD Literacy/Learning Model coachesCharles Carroll; Khechara

Bradford 7/1/18 5/30/19

1.51 Develop feedback loops from campus to address issues and celebrations during the school year. Khechara Bradford; Becky Navarre

6/30/18 6/1/19

1.51 Interview applicants, identify pool coaches, push notifications to principals with timelines and coaching expectations. Khechara Bradford 5/8/18 6/4/19

1.51 Provide professional learning to all principals to raise awareness of the FWISD Learning Model (Principal's Professional Learning Event, Principal's Meetings, Ongoing).


1.51 Partner with Engage 2 Learn to provide Year 2 coaching support for teachers and principals in their second year of implementation.Charles Carroll; Khechara

Bradford 7/1/18 7/1/19




1.51 Film exemplar lessons and tips for curricular implmentation within the Learning Model for teacher use at all levels. Place in itsLearning for ease of access.

Khechara Bradford; Becky Navarre 8/1/18 7/1/19

1.51 Begin training cycle for pool coaches in Literacy and the Learning Model, to extend through the end of 17-18 and include portion of summer 2018.


1.51 Utilize eStudio to curate engaging lessons designed by other district partner's/Engage2Learn.Khechara Bradford

8/15/17 8/1/20

1.51 Allow Learning Model designers (teachers) to collaborate on lessons, units and best practices throughout the year.Khechara Bradford

8/15/18 5/30/21

1.51 Utilize the professional performance badging system to track and celebrate teacher utilization of best practices and growth.Khechara

Bradford/Vendor Partner 8/1/17 8/1/21




2.1

Student Support Services, in collaboration with School leadership and Curriculum and Instruction, will provide ongoing universal and targeted training and support for campus based personnel to utilize best practices in Positive Behavioral Interventions and Supports (PBIS), Response to Intervention (RTI), Restorative and Trauma Informed Practices, and Social Emotional Leaning (SEL) strategies to identify and address the root causes of students' social, emotional and behavioral challenges.

AcademicsStudent and School

SupportEquity and Excellence


2.11 Develop a standardized rubric of Social Emotional Learning (SEL) competencies and grade level standards for implementation in the 2018-2019 school year

Michael Steinert, Patricia Sutton 11/1/17 4/1/18

2.11 Create an SEL landing page in Its Learning to make SEL competencies, grade level standards, and examples of core content lessons with integrated SEL centrally accessible to teachers.


2.11 Schedule a series of summer training opportunities for teachers, introducing the SEL competencies, grade level standards, and long term plan for integration of SEL into FWISD curriculum. 'SEL 101' and 'SEL for the Teacher'

Michael Steinert, Patricia Sutton, Lezley Lewis 5/1/18 6/12/18

2.11 Create a curriculum development template for integrating SEL competencies in core content lessons and supporting teachers to promote SEL; develop a process map and include this in all FWISD curriculum redevelopment training.

Michael Steinert, Patricia Sutton, Khechara

B df d2/1/18 8/1/18 Y

2.11 Coordinate with Curriculum and Instruction to integrate SEL training modules into the larger training on the FWISD Learning Model for the 2018-2019 school year.

Michael Steinert, Patricia Sutton, Khechara

Bradford5/1/18 8/1/18

2.11 Provide SEL training to Principals and Assistant Principals as part of kick-off eventPatricia Sutton

5/1/18 8/1/18

2.11 Provide centralized, quarterly SEL training opportunity for teachers at the PDCPatricia Sutton

5/1/18 9/1/18

2.11 Schedule a series of summer training opportunities for teachers, introducing the SEL competencies, grade level standards, and long term plan for integration of SEL into FWISD curriculum. 'SEL 101' and 'SEL for the Teacher'

Michael Steinert, Patricia Sutton, Lezley Lewis 1/1/19 3/1/19

2.11 Implement SEL lessons at targeted campuses and monitor implementation fidelity. Michael Steinert, Patricia

Sutton, Khechara Br df rd

8/1/18 Monthly

2.12 Work with School Leadership to identify priority campuses for school-wide Restorative/Relational Practice June 2 day training and expansion based on discipline and teacher referral data; develop priority schedule for Restorative Specialist campus coaching and support.

Michael Steinert, Christopher Riddick 10/1/17 6/18

2.12 Work with School Leadership to identify priority campuses for school-wide Restorative/Relational Practice July 2 day training and expansion based on discipline and teacher referral data; develop priority schedule for Restorative Specialist campus coaching and support.

Michael Steinert, Christopher Riddick 7/1/18 7/23/18

2.12 Provide introductory/review Restorative/Relational Practice Administrator 1 hour training to all campus principals and AP's via August 2018 kick-off events.


2.12 Provide introductory/review 1 hour Restorative/Relational Practice training to all campus Student Support Staff via monthly department meetings


2.12 Work with School Leadership to identify priority campuses for school-wide Restorative/Relational Practice August 2 day training and expansion based on discipline and teacher referral data; develop priority schedule for Restorative Specialist campus coaching and support.

Michael Steinert, Christopher Riddick 7/1/18 8/1/18 Y

2.12 Provide advanced (red circle)1/2 day Restorative/Relational Practice Administrator training to all campus principals and AP's.Michael Steinert,

Christopher Riddick 3/19/18 9/10/18

2.12 Faciliate Restorative/Relational Practice campus 1/2 day walk-through visits with all priority campusesMichael Steinert,


2.12 Provide advanced (red circle)1/2 day Restorative/Relational Practice training to all campus Student Support Staff. Fall date TBD.Michael Steinert,


2.12 Provide school-wide Restorative/Relational Practice 2 day make-up training for priority campuses and designated Student Support StaffMichael Steinert,







2.12 Provide school-wide Restorative/Relational Practice 1 day refresher training for priority campuses Teachers, Administrators, and Student Support Staff




2.12 Facilitate Restorative/Relational Practice Leadership end of year debriefing with priority campus AdministratorsMichael Steinert,

Christopher Riddick 3/19/18 June 14, 2019

2.12 Work with School Leadership to identify priority campuses for school-wide Restorative/Relational Practice June 2 day training and expansion based on discipline and teacher referral data; develop priority schedule for Restorative Specialist campus coaching and support.


2.12 Work with School Leadership to identify priority campuses for school-wide Restorative/Relational Practice July 2 day training and expansion based on discipline and teacher referral data; develop priority schedule for Restorative Specialist campus coaching and support.


2.12 Provide campus coaching visits to assess fidelity of RP practices and to offer support. Christopher Riddick 8/1/18 Monthly

2.12 Facilitate Restorative/Relational Practice Leadership meeting with priority campus AdministratorsMichael Steinert,

Christopher Riddick 9/1/18 Monthly

2.13 Develop annual training and technical assistance calendar for Trauma Informed student support strategies and Trust Based Relational Interventions (TBRI); target priority campuses for additional support from Crisis Prevention and Response Director.

Michael Steinert, Cynthia Bethany 3/19/18 6/1/18

2.13 Provide introductory 1 hour TBRI training to all ES and MS Counselors Cynthia Bethany 4/1/18 8/1/18

2.13 Provide TBRI Nurture Group facilitator training to all ES Counselors. Cynthia Bethany 4/1/18 9/1/18

2.13 Provide monthly report to ES campus Administrators on TBRI Nurture Group student participation Michael Steinert, Cynthia Bethany

4/1/18 10/1/18

2.13 Implement pre and post surveys of all FWISD 3-5th graders about the impact of traumatic experiences on them to help identify those students most in need of TBRI targeted group services (provided by ES Counselors).

Cynthia Bethany8/1/18 10/1/18

2.13 Implement pre and post surveys of all FWISD 3-5th graders about the impact of traumatic experiences on them to help identify those students most in need of TBRI targeted group services (provided by ES Counselors).

Cynthia Bethany4/1/19 5/1/19

2.13 Offer monthly centralized TBRI support trainings for administrators and other personnel who would like refresher information. Cynthia Bethany 8/1/18 Monthly2.13 Provide individual campus support for TBRI upon request. Cynthia Bethany 8/1/18 Monthly

2.14 Develop annual training and technical assistance calendar for PBIS/Review 360 and behavioral RTI campus support; identify tiered priority campuses for increased RTI Specialist support


2.14 Provide 1 hour PBIS/Review 360 training to Principals and Assistant Principals as part of August kick-off event Patricia Sutton 5/1/18 8/1/18

2.14 RTI Specialists provide technical assistance to those campuses with the greatest need as identified by School Leadership (utilization of PBIS/Review 360 resources and strategies can be monitored in Review 360).

Patricia Sutton 6/1/18 8/1/18

2.14 Provide centralized, quarterly PBIS/Review 360 training opportunity for teachers at the PDC Patricia Sutton 5/1/18 9/1/182.14 Provide centralized, quarterly PBIS/Review 360 training opportunity for teachers at the PDC Patricia Sutton 5/1/18 12/1/182.14 Provide centralized, quarterly PBIS/Review 360 training opportunity for teachers at the PDC Patricia Sutton 5/1/18 3/1/192.14 Provide centralized, quarterly PBIS/Review 360 training opportunity for teachers at the PDC Patricia Sutton 5/1/18 5/1/19

2.15 Expand the number of classroom based, experiential activities available to teachers for relationship building in the classroom the first week of school 2018('First 5'- relationship building online portal in Its Learning)

Michael Steinert2/1/18 8/1/18

2.15 Provide 30 minute 'First 5' - relationship building Orientation training to all Principals and Assistant Principals as part of August kick-off event Michael Steinert 2/2/18 8/1/18




3.1Leaders: Define leader competencies and research and develop a plan to build our pipeline of APs/principals/principal managers, evaluating current partnerships and determining the best focused solution moving forward (funder willing to fund this work).

Policy and PlanningStudent and School

ScupportStart date Due date Past milestone fully

complete? (Y/N)

3.11 Brief the cabinet on the Principal Talent Management System. Karen 6/15/18 6/15/18 Y3.11 PTM Cohort: Create a common definition for highly effective principals in our district and share it broadly PTM Work Group 6/18/18 6/19/18 Y3.11 PTM (Principal Talent Management) Cohort: Create a common vision for PTM in the district and share it broadly PTM Work Group 8/1/18 6/19/18 Y3.11 PTM Cohort: Review George W Bush Institute diagnostic results and identify three focus areas for the cross functional team PTM Work Group 6/1/18 6/30/18 Y

3.11 PTM Cohort: Establish expectations, timeline and working group for PTM cohort under the pillars of Evaluation and CompensationPTM Work Group

2/19/18 7/1/18 Y

3.11 PTM Evaluation: Revisit and refine the timeline for summative evaluations PTM Work Group 5/11/18 8/18/18 Y

3.11 PTM Cohort: Create an internal marketing and communications plan and message the PTM work to key stakeholders (board, cabinet, principals, APs, some directors) in the district

PTM Work Group6/1/18 8/31/18

3.11 PTM Evaluation: Establish a principal and assistant principal candidate eligibility and selection process 1/22/18 9/10/18 Y3.11 PTM Evaluation: Train principal supervisors on T-PESS to ensure alignment and calibration 6/1/18 9/18/18 Y3.11 PTM Evaluation: Implement a partnership to identify and grow urban leaders as defined by FWISD 8/19/19 5/29/19

3.11 PTM Evaluation: Develop an internal teacher leader path to build leadership capacity at the campus level and identify a possible pool for aspiring administrators or curriculum directors 8/19/19 5/29/19

3.11 PTM Evaluation: Begin succession planning (develop a model for building and sustaining a pipeline of highly effective principals and assistant principals) 8/20/18 5/31/19

3.11 PTM Evaluation: Research and develop a RFP process to design and implement a partnership for highly effective principals. 8/20/18 5/31/19

3.11 PTM Evaluation: Develop and implement a cohesive system for existing principal and assistant principal Professional Learning plan development and monitoring 8/20/18 5/31/19

3.11 PTM Evaluation: Establish a plan for improving the principal and assistant principal compensation approach to include non-monetary incentives 8/20/18 5/31/19 Y

3.11 Develop a long-term financial plan for this work. PTM Group 8/20/18 5/31/193.11 PTM Evaluation: Identify how central office personnel should support principals with respect to specific standards PTM Work Group 7/1/18 6/19/193.11 PTM Evaluation: Create FWISD look-fors aligned to T-PESS and District Goals by department PTM Work Group 9/18/18 6/19/19 Y

3.11 PTM Cohort: Develop and pilot a principal and assistant principal candidate eligibility and selection process with input from Bush Institute.PTM Work Group

4/18 9/18/19 Y

3.11 PTM Evaluation: Create feedback loops for alignment changes/updates 6/1/18 5/31/203.11 PTM Evaluation: Align agenda items to standards 8/20/18 5/31/20 Y

3.11 PTM Evaluation: Establish a defined working group of principals to give feedback to all central departments to provide principal voice and increase leadership opportunities for principals 8/20/18 5/31/20 Y

3.11 Implement the principal and assistant principal candidate eligibility and selection process component of the School Leadership Talent Management System.

PTM Group5/18/18 Ongoing Y

3.11 PTM Evaluation: Identify and select a director of Principal Quality 6/1/18 Y3.11 PTM Evaluation: Review the evaluation of principal supervisors 8/18/18 Y




3.2 Develop a common definition of equity and define and embed the mindsets to create an inclusive, culturally competent work environment at the district and school level through the ongoing training and hiring processes. Equity and Excellence Start date Due date Past milestone fully

complete? (Y/N)

3.21 Revisit and discuss the role of the racial equity committee in advocating for racial equity. Sherry 3/1/18 6/30/18 Y

3.21 Establish a multi-year scope and sequence of Seminars and follow up Professional Learning Opportunities for racial equity Sherry

3/1/18 6/30/18 Y

3.21 In concert with the communications team, communicate internally and externally a common definition and set of consistent practice expectations for racial equity.

Sherry4/1/18 8/1/18

3.21 Develop a protocol for principals to use to inform, implement, and evaluate equity work on campus Sherry 6/1/18 8/1/183.21 Work with Communications to develop a campaign to raise awareness of the equity work taking place in FWISD Sherry w/Barbara 6/1/18 9/1/18

3.21 Develop equity audit processes for departments (pilot with Academics). Sherry 9/1/18 6/30/19

3.21 Identify and have Affiliate Facilitators trained to conduct Beyond Diversity Seminars to sustain the equity work.Sherry

9/1/18 7/11/19

3.21 Continue to provide C&I opportunities to be trained to embed culturally relevant and instructional stratigies into curriculum. Discuss w/Charlie 8/1/18

(tentative) 8/1/19 Y

3.21 Study and implement research based strategies learned from high performing peer organizations and Council of Great City Schools.Sherry

5/1/18 9/1/19

3.21 Work with HCM to assess and re-align, as needed, the definition of racial equity into FWISD talent systems (e.g., hiring process, performance management)

Discuss w/Cynthia 7/1/18 9/1/19

3.21 Working with C&I, develop professional learning to further staff's understanding of culturally relevant pedagogy. Including sample lessons, co-teaching, on-site coaching and feedback.

Sherry w/Charlie & Khechara 1/1/19 9/1/19 Y

3.21 Deepen and re-scope the work with DELT. Discuss support for staff as campus and district leaders become more racially aware.Sherry

5/1/18 6/1/20

3.21 Increase equity walks to assess the use of culturally responsive pedagogy and the Lens of racial equity at campuses. Sherry 9/1/18 6/30/22 Y

3.3 Create or partner with one or more teacher residency programs and/or certification programs, including for hard to fill positions. HCMBusiness and Finance Start date Due date Past milestone fully

complete? (Y/N)

3.31 Select teacher residency partner organization Jerry 1/4/18 4/1/18 Y3.31 Evaluate the teacher residency program. Stacy Burrell 10/1/18 4/1/183.31 Create recruitment communication strategies for potential teacher residents Jerry/Communications 3/19/18 4/4/183.31 Conduct teacher residency information sessions Jerry 4/12/18 4/16/183.31 Identify grant funding possibilities Jerry 1/4/18 4/30/183.31 Identify campuses for teacher residency program Jerry 5/4/18 5/11/183.31 Select teacher residents Jerry 5/4/18 5/18/183.31 Submit grant application Jerry/Grants 3/19/18 5/28/183.31 Meet with HCM to align the teacher residency with human capital policies and practices Jerry 5/15/18 6/1/183.31 Begin teacher residency training Jerry 6/1/18 6/1/183.31 Develop expansion plans Jerry 6/11/18 8/1/183.31 Develop process for evaluating the teacher residency program. Jerry/Grants 8/1/18 10/1/183.31 Develop long-term financial plan for teacher residency work Jerry 9/1/18 11/1/18




4.1 Establish and roll out a school performance framework (SPF).Accountability and Data

QualityInnovation


4.11 Establish SPF working group/feedback team Charley 2/23/18 2/23/18 Y4.11 Draft simplified/streamlined SPF options for feedback Margo 2/27/18 2/27/18 Y4.11 SPF working group meeting: Streamlining & simplifying exercise Charley/Margo 2/27/18 2/27/18 Y4.11 LT prep meeting: Initial A-F thoughts/recommendation and feedback Charley 3/1/18 3/1/18 Y4.11 SPF working group meeting: Finalize SPF buckets and metric recommendation Charley/Margo 3/8/18 3/8/18 Y

4.11 Superintendent/Cabinet: Finalize/Agree to SPF design (A-F approach, buckets, and metrics) SPF WG 3/13/18 3/13/18 Y4.11 Model full SPF (all grades, all metrics) - first run Sarah & Chad 3/13/18 3/16/18 Y

4.11 Prepare full suit of modeling results documents (full picture, graphics, sample reports) Sarah & Chad 3/13/18 3/20/18 Y

4.11 SPF working group meeting: Reviewing modeling outcomes, testing assumptions, and tweeks to model out v2; begin discussing high-level messaging

Charley/Margo3/20/18 3/20/18 Y

4.11 Model full SPF (all grades, all metrics) - second run Sarah & Chad 3/20/18 3/27/18 Y4.11 Prepare full suit of modeling results documents (full picture, graphics, sample reports) v2, test against high-level talking points Sarah & Chad 3/20/18 4/3/18 Y

4.11 Create full messaging about the “why” for the framework, guides, and school performance reports, inclusive of Lone Star governance board messaging

SPF WG3/20/18 4/3/18 Y

4.11 SPF working group meeting: Reviewing v2 modeling outcomes, testing assumptions, and finalize high-level talking points; finalize plan to socialize with key stakeholders and receive input

Charley/Margo4/5/18 4/5/18 Y

4.11 Hire Assistant Superintendent of Office of Innovation Scribner 5/1/18 7/1/18 Y4.11 Stakeholder & board prewiring meetings & feedback SPF WG 5/7/18 7/1/18

4.11 SPF working group meeting: Discuss stakeholder meeting outcomes, review feedback, and make minor adjustments to SPF and/or messaging (if needed); confirm near-term SPF plans and use

Charley/Margo7/31/18 7/31/18

4.11 High-level SPF trainings/informational sessions: FWISD definition for quality school SaJade 8/3/18 8/21/184.11 Cabinet: Final board SPF presentation run-through and feedback SPF WG 8/28/18 8/28/184.11 Focus groups and/or other feedback process for tiers and autonomies/actions SPF WG 8/3/18 9/1/184.11 Draft phase 3 biweekly milestones and owners Margo 7/31/18 9/1/184.11 First run of SPF for baseline year Sarah & Chad 7/27/31 7/27/314.11 Board Presentation: SPF proposal and roll-out for approval SPF WG 8/21/18 8/21/18

4.11 Cabinet: Final SPF walk-through & decisions: from high-level communications down to SPF decisions and use w/ proposed roll-out plan for phase 3

SPF WG10/1/18 10/1/18

4.11 SPF working group meeting: Finalize board presentation; finalize phase 3 milestones and owners SaJade 12/31/18 12/31/18

4.2 Establish a systematic approach to tiering schools (using SPF), communicate what autonomies and accountability measures are associated with each tier, and design and implement a school portfolio review and planning cycle to place schools in tiers. Innovation Start date Due date Past milestone fully

complete? (Y/N)

4.21 Post JD for Assistant Supt of Innovation SaJade Miller 5/1/18 6/15/18 Y4.21 Hire ED of Assistant Supt of Innovation SaJade Miller 5/1/18 6/15/18 Y4.21 Research portfolio actions and decide which actions FWISD will employ as a part of their portfolio management SaJade Miller 6/19/18 8/1/18 Y

4.21 Decide how non-academic data (e.g., enrollment data, building conditions and utilization) will be incorporated into school actions SaJade Miller 5/30/18 6/15/18 Y4.21 Develop and define suite of FWISD's portfolio actions, triggers, and supports tied to SPF tiering SaJade Miller 6/19/18 9/4/184.21 Host feedback sessions on portfolio actions work SaJade Miller4.21 Present final portfolio actions work to Board for approval SaJade Miller 10/1/18 10/1/18




4.3 Organize the central office to serve a tiered set of schools and develop Service Level Agreements and customer service/school relationship-building expectations for each central team. Policy and Planning Start date Due date Past milestone fully

complete? (Y/N)

4.31 Select Central Office staff who will directly support schools in the Office of Innovation Sammy 6/1/18 6/30/184.31 Identify structure for Office of Innovation Sammy 4/15/18 6/1/184.31 Identify campuses to be placed in the Innovation Zone as well as the Dept. of Innovation Sammy 5/1/18 6/1/184.31 Organize and deliver communication for Central Office staff regarding schools in the Office of Innovation Sammy 7/15/18 8/15/18

4.4 Create and implement systems to identify, select, empower, and support leaders of new schools (district schools, school partnerships, and innovative school models). Innovation Start date Due date Past milestone fully

complete? (Y/N)

4.41 (EP) External Partnerships: Post JD for Executive Director of External Partnerships Jerry Moore

4/2/18 5/1/18 Y

4.41 (EP) Develop authorization processesSaJade

5/1/18 6/1/18 Y

4.41 (EP) Hire ED of External Partnerships SaJade 5/1/18 6/15/18 Y

4.41 (EP) Board Approval for authorization processes June 2018 June 2018 Y

4.41 (EP) Develop RFP and contract processes SaJade 6/1/18 9/4/184.41 (EP) Meet with potential charter partners to share needs/requirements SaJade 7/1/18 8/31/184.41 (EP) 1882 application to TEA SaJade 10/15/18 10/15/184.41 (EP) Launch RFP for schools opening in SY 19-20 SaJade 9/5/18 12/3/184.42 (DNS) District New Schools: Post JD for Executive Director, Office of New Schools (ONS) SaJade 4/1/18 4/1/184.42 (DNS) Develop internal/external community engagement plan SEN 3/15/18 4/15/184.42 (DNS) Hire ED of ONS SEN/? 4/1/18 5/15/18

4.42 (DNS) Define ED's management role in supervision new, small schools SEN

6/15/18 7/15/18

4.42 (DNS) Identify autonomies for new school principalsSEN/ONS ED

9/1/18 9/15/18

4.42 (DNS) Work with HR to design job description for new school principalsSEN/ONS ED

9/15/18 10/1/18

4.42 (DNS) Finalize new school sites and determine number of leaders needed SEN/ONS ED

9/15/18 10/15/18

4.42 (DNS) Executive community engagement plan, including presentation to BoardONS ED

9/15/18 10/15/18

4.42 (DNS) Launch Recruitment & Selection for Cohort 1 of new school principals SEN 2/1/19 5/1/194.43 (ES) Existing schools: Identify the schools that will be included in the Innovation Zone Priscila? 8/1/18 8/15/184.43 (ES) Define menu of earned autonomy and district support/costs Priscila? 9/1/18 10/1/184.43 (ES) Evaluate Leadership Academy supports Priscila? 9/15/18 10/15/18




4.5 Expand opportunities for high school students who are off-track academically to get back on track.Student and School

SupportInnovation


4.51 Complete RFP of web – based instructional system and make recommendation to the board for approval. David Saenz/ Rian

Townsend 2/1/18 5/22/18 Y

4.51 Complete a web-based learning program audit in order to support the implementation of a new web-based learning platform. David Saenz/ Ben Leos 5/1/18 6/13/18 Y

4.51

Develop implementation plan for web-based 6-12 instructional program with the following components: 1) Teacher training and developmenta. Professional learning for teachers tracked by the earning of micro-credentials developed by Fort Worth ISD CCR and PLI2) Student and teacher handbooks3) Administrator training and developmenta. Program administration and teacher support4) Acceleration (original credit)5) guidelines6) Remediation guidelines7) Technology infrastructure8) Review, revise, or create relevant district administrative regulations and district policies to support the implementation.9) Internal and External Communication plan10) Develop a program framework and evaluation rubric to track the progress of our program. 11) Timelines for progress checks on student program completion12) NCAA Compliance

David Saenz/ Rian Townsend

5/1/18 7/31/18

4.51 Convene an innovation team to develop a long-term implementation plan for the use of blended learning to expand options for students in the areas of distance learning, web-based learning, and blended learning.

David Saenz/ Rian Townsend 5/1/18 11/30/18

4.51 Assess the effectiveness of the web-based instructional program. David Saenz 1/1/19 3/1/19 Y

5.1 Establish communications expectations and protocols that streamline, coordinate and improve internal communications between departments and between central office and schools. (Look back at the specific issues cited in the challenges survey.) Communications Start date Due date Past milestone fully

complete? (Y/N)

5.11 Hire an internal communications specialist. Barbara/Clint 11/1/17 11/1/17 Y

5.11Provide video support in communicating new initiatives with the establishment of a new protocol called EdTV In-House Support . We will purchase two functional video cameras with audio kit and lighting kit and give instruction and feedback to departments wishing to craft very specific messaging for targeted group. Initiate this with a pilot project (in April and May) and evaluate effectiveness.

Scott JuVette3/1/18 (pilot) 10/1/18

5.11Develop an internal communications weekly newsletter -- Inside FWISD -- for the Fort Worth ISD internal community and make this part of a blog. Focus on both hard news items, addressing employee concerns about not hearing District news that affects them in a timely fashion, and feature, celebratory type items that acknowledge the hard work and success of the District's 11,000-plus employees. Establish weekly features like Ask Elsie and Blue Zones tips and continually update content and welcome employee input, making this truly a two-way street.

Clint/Britney, John C., Scott JuVette

12/1/17 11/1/18 Y

5.11Evaluate success of weekly newsletter with a rubric measuring audience engagement and interaction: measurement tools could include page views, eyeballs on embedded videos (including % of completion,) increase in number of questions to Ask Elsie, response to an audience directive, etc. Set a goal of 25% readership by 11/1/18.

Clint/Britney/John6/1/18 11/1/18

5.11 Launch actual EdTV In-House Support unit in the fall of 2018. Scott JuVette 9/1/18 11/1/18

5.11 Provide branded design -- as well as editorial support in the way of visuals -- for any departmental electronic newsletters or house organs. Offer the same support to principals and campuses. Provide Associated Press Style Guides and suggested layouts as well as branded templates.

Barbara/Clint/Erica9/1/18 12/1/18

5.11 Convene a Cross-Functional Team to address internal communication channels and how they can be consistent and well-regulated. Barbara

10/1/18 5/1/19




5.2 Develop and implement a social media strategy and community engagement plan to build understanding about FWISD's goals and plans. Communications Start date Due date Past milestone fully

complete? (Y/N)

5.21 Hire a social media coordinator. Barbara/John 11/1/17 11/1/17

5.21Establish rules and guidelines about who maintains these platforms and standards for content, including frequency of posts, quality of work, and measures of accountability. Articulate how each platform will be used to target specific audiences and continually refresh these plans based on data.

John Cope1/1/18 9/1/18

5.21

Complete an audit of all social media accounts bearing the District brand, logo, name, and style. Evaluate which are "rogue" accounts without a committed owner, with irregular posts, and with fewer than 200 followers. Appeal to owner to discontinue accounts that have been determined to be ineffective based on these criteria. Determine which accounts will remain with a commitment to the District brand and which can be absorbed or put "on hold" pending a plan of action and a results-driven protocol. (See below.)

Barbara/John/Kiana

4/1/18 9/1/18

5.21 Develop and grow Social Media Style Guide as a part of the FWISD Brand Book. John Cope/Erica

Weaver/Rebecca Slack 3/1/18 12/1/18

5.21 Audit and align ALL FWISD social media platforms and bring them into alignment with the District message. Barbara/John 3/1/18 12/1/18

5.21 Identify a plan for paid social media in light of changing parameters for Facebook and other platforms. John Cope3/1/18 12/1/18

5.21 Promote social media as a two-way conversation for parents and the District.John Cope/Jennifer Perez

3/1/18 12/1/18

5.21 Integration of ParentLink: train campus social media contributors in the use of ParentLink to manage Facebook, Twitter so they can do a callout, text, AND post on social media.

Clint Bond/Kiana King9/1/18 12/1/18

5.21 Look at NEW ways of using social media -- and add one new platform in the coming year. At the same time, evaluate existing platforms and eliminate any that no longer deliver a return on investment (i.e., the number of resource hours as well as paid media.) 1/1/18 1/1/19

5.21Ensure immediate use of social media platforms at all District events, push hashtags for all events and initiatives, develop regular FWISD "features," an ongoing calendar, and plan both regular and dynamic messaging for the Superintendent, including reacting to local and world events and supplying updates in times of crises.

Barbara/John 11/1/17 ongoing Y

6.1 Assess effectiveness and efficiency of existing programs and operations services, align resources to investments that produce the greatest outcomes, and implement sunset plan for less effective practices. Policy and Planning Start date Due date Past milestone fully

complete? (Y/N)

6.11 Work with Grants, Compliance & Monitoring to develop effectiveness and efficiency assessment of programs and operations servicesSammy

9/15/18 12/1/18

6.11 Identify sunset plans for less effective practices Sammy 1/5/19 1/31/19

6.11 Report findings of effectiveness and efficiency study to Senior Leadership Sammy 3/1/19 4/1/19

6.11 Align funding of 2019 budget to effectiveness and efficiency study results Sammy 3/1/19 4/1/19




6.2 Design and implement a campaign to increase enrollment in the District. Communications Start date Due date Past milestone fully complete? (Y/N)

6.21 Decide if/to what degree to implement a campaign to increase enrollment. Leadership Team 5/1/18 5/15/18

6.21 Implement campaign for Pre-Kindergarten enrollment. Barbara 3/1/18 9/1/18 Y

6.21 Hire outside pollster to do an opinion poll of the Fort Worth ISD; what are perceptions of District by parents who may have other options? Strengths, opportunities, selling points, vulnerabilities.

Barbara8/1/18 9/1/18

6.21 Conduct and analyze opinion poll. Barbara 9/1/18 12/1/18

6.21Formulate image campaign with objective of regaining students lost to charter schools, as well as gaining new students who are currently enrolled in private schools and out-of-district. Utilize, align and blend elements of all other campaigns in this messaging. Test messaging with focus groups before launch.

Barbara9/1/18 12/1/18

6.21 Hard launch of full multi-media campaign begins January 2019 and runs simultaneously with Pre-Kindergarten and Kindergarten campaigns.

Barbara1/1/19 5/1/19 Y

6.21 Implement campaign for KINDERGARTEN enrollment to run simultaneously with Pre-K enrollment. (See below.)

Barbara3/1/19 9/1/19 Y

6.21Design and execute a one-year with components of television ads, radio, social media, outdoor advertising, bus benches, electronic billboards, and live sponsored events, with broad and specific targets and goals. Soft launch of campaign coincides with the Gold Seal and CTE fall marketing campaign.

Barbara10/1/18 9/30/19 Y

6.3 Design and implement a campaign to increase ADA in the District. Business and Finance Start Date Due date Past milestone fully complete? (Y/N)

6.31 Assess the effectiveness of the "It All Adds Up" campus-based pilot program. Elsie 6/1/18 7/1/186.31 If the ADA program is found to be effective, share the results internally and externally and propose a District-wide campaign. Elsie/Barbara 9/1/18 12/1/18

6.4 Conduct a return-on-investment analysis of key district programs/investments. Start Date Due date Past milestone fully complete? (Y/N)

Fort Worth ISDBalanced Scorecard

Mission Mission Outcome Measures (all and sub-groups) 2016-17 Baseline

2017-18 Targets

2017-18 Actuals

2018-19 Targets

2018-19 Actuals

2021-22 Targets

% of graduates who have met the criteria for Post-Secondary Readiness, as measured by a college-ready qualifying score on AP, SAT, ACT, TSI or industry preparation (GPM 3) 60.0% 62.0% 63.0% 66.0% 64.0% TBD

% of graduates meeting TSI standard in Reading and Math (GPM 3.1) 20.0% 21.0% 25.0% 25.0% 32.0% TBD% of graduates who earn 12 or more college credit hours through dual credit courses (GPM 3.2) 9.0% 11.0% TBD 13.0% TBD TBD% of graduates completing a CTE coherent sequence of courses (GPM 3.3) 42.0% 42.0% 46.0% 44.0% 42.0% TBD% of students in Grade 3 reading on or above grade level, as measured by the STAAR on level standard for reading (GPM 1) 34.0% 37.0% 35.0% 43.0% 34.0% TBD

% of students in grades K – 3 reading on or above grade level as measured by FWISD universal screener/progress monitoring tool (GPM 1.1) 27.0% 31.0% 29.0% 37.0% 31.0% TBD

% of grade 2-3 students achieving 75% or higher on FWISD progress monitoring system for reading (GPM 1.2b) 20.0% 21.0% 17.0% 28.0% 14.0% TBD

% of students in grade 3 making progress as measured by FWISD local assessments of key enduring understandings and skills in reading (GPM 1.3) 51.0% 53.0% 54.0% 59.0% 65.0% TBD

% of students who meet or exceed standard on STAAR Algebra I EOC exam by the end of grade 9 (GPM 2) 83.0% 85.0% 83.0% 87.0% 83.0% TBD

% of students in grade 6 – 8 performing on or above grade level standard on their STAAR math assessment (GPM 2.1) 25.0% 27.0% 27.0% 30.0% 27.0% TBD

% of students in grade 6 – 8 who meet or exceed progress expectations on STAAR math assessment (GPM 2.2) 54.0% 56.0% 54.0% 60.0% 46.0% TBD

% of students in grade 3 – 9 making progress as measured by FWISD local assessments of key enduring understandings and skills in mathematics (GPM 2.3) 46.0% 49.0% 56.0% 54.0% 56.0% TBD

District enrollment 87,428 TBD 86,234 TBD 84,510 TBD% of students who re-enroll TBD TBD TBD TBD TBD TBD% of campuses meeting FWISD standard of two weekly lessons of FWISD progress monitoring system for reading (CPM 3.1) 18.6% 23.6% 36.9% 31.6% 44.9% TBD

% of grade 2-3 students completing two weekly lessons on FWISD progress monitoring system for reading (GPM 1.2a) 22.0% 29.0% 46.0% 37.0% 53.0% TBD

% of teachers implementing literacy and math frameworks, curricula, and assessments with fidelity based on walkthroughs N/A N/A N/A TBD TBD TBD

% of teachers who Strongly Agree/Agree that literacy and math "frameworks, curricula, assessments, training, and support are high-quality and aligned" N/A N/A N/A TBD TBD TBD

% of students not chronically absent, as measured by student attendance data (CPM 1.3) 88.4% 88.6% 87.5% 88.8% 90.7% TBD% of campuses with students responding positively to campus survey (CPM 1.4) N/A TBD TBD 80.0% 90.6% TBD# of teacher referrals to the office N/A TBD TBD TBD TBD TBDIn-school suspension rate 7.3% TBD 6.9% TBD 6.8% TBDOut-of-school suspension rate 9.0% TBD 7.3% TBD 7.5% TBD% of teachers implementing PBIS with fidelity based on walkthroughs N/A N/A TBD TBD TBD TBD% of teachers implementing TBRI with fidelity based on walkthroughs N/A N/A TBD TBD TBD TBD% of teachers implementing SEL curricula with fidelity based on walkthroughs N/A N/A TBD TBD TBD TBD

Prepare ALL students for success in college, career, and community leadership.

Provide a clear vision of excellence and expectations for literacy and math instruction, and implement aligned and high-quality curricular materials, assessments, training, and support.

Provide schools with the resources and training needed to meet students’ social-emotional needs and maintain safe and productive learning environments.

Fort Worth ISDBalanced Scorecard

Mission Mission Outcome Measures (all and sub-groups) 2016-17 Baseline

2017-18 Targets

2017-18 Actuals

2018-19 Targets

2018-19 Actuals

2021-22 Targets

% of teachers retained TBD TBD TBD TBD TBD TBD% of teachers rated ________ TBD N/A TBD TBD TBD TBD% of teacher attendance, as measured by employee attendance data (CPM 1.1) 94.6% 95.1% 94.5% 95.6% 95.1% TBD% of campuses with positive staff responses on campus survey about the “Campus Direction” (CPM 1.2) 69.0% 72.0% 76.0% 75.0% 89.6% TBD

% of teaching staff at Improvement Required campuses, who are first year teachers, as measured by HCM Staffing Reports (CPM 2.1) 14.6% 13.5% 8.0% 12.6% 9.9% TBD

% of teachers continuing assignment at FWISD “District Initiative” campuses, as measured by FWISD annual staffing report (CPM 3.2) N/A TBD 69.8% 71.3% 86.2% TBD

Tier schools based on a common definition of excellence, providing opportunities to increase autonomy and launch new school models.

% of schools in highest quality tiers

N/A N/A TBD 30.1% TBD TBD

% of principals who Strongly Agree/Agree that "communications from the central office are clear and timely" N/A N/A TBD TBD TBD TBD

% of families who Strongly Agree/Agree that "communications from the central office are clear and timely" N/A N/A TBD TBD TBD TBD

# of hits on FWISD websites and social media platforms N/A N/A TBD TBD TBD TBD% variance from budget N/A N/A TBD TBD TBD TBD# of months of operating cash reserves N/A N/A TBD TBD TBD TBD

Ensure fiscal health and sustainability.

Improve customer service and communications between central office, schools, families, and the community.

Strengthen recruitment, development, and retention of teachers and school leaders, with an explicit focus on cultural competence and racial equity.

of 7 Revised – 10/21/2020

BOARD OF EDUCATON Constraints and Student Outcome Goals Board Approved – 9/22/2020

Board’s Constraints for the Superintendent Constraint 1: (Emergency/Short-Term)

The Superintendent shall not make operational decisions that prevent access of all students to learning.

CPM 1.1 The percentage of online learning Elementary students that receive daily instruction, including Special Education, 504 and Dyslexia services, will increase from 90.13% to Y% by DATE. (New Baseline – week of October 5th begin in-person and virtual) Average Daily Attendance (ADA) Focus SIS Report

CPM 1.2 The percentage of online learning Secondary students that receive daily instruction, including Special Education 504 and Dyslexia services, will increase from 92.78% to Y% by DATE. (New Baseline – week of October 5th begin in-person and virtual) Average Daily Attendance (ADA) Focus SIS Report

Average Daily Attendance (ADA): indicates the average number of students who attend school during the designated time period for the school year.

Constraint 2: (Emergency/Short-Term)

The Superintendent shall not make decisions without prioritizing Physical Health, Safety, and Mental well-being of students and their families and staff.

CPM 2.1 The percentage of staff trained on district adopted COVID-19 protocols and practices will increase from 50% on June 16, 2020 to 100% on October 5, 2020 (in-person phase-in date).

CPM 2.2 The percentage of district allotted personal protective equipment (from the State) made available to campuses will increase from 0% to 100% by October 5, 2020 (in-person phase-in date).

CPM 2.3 Family and student participation in weekly Social Emotional Learning lessons will increase from X on DATE to Y on DATE. (Baseline – Begin October 5, 2020 in-person and virtual)

of 7 Revised – 10/21/2020


Constraint 3: (Short-Term or Long-Term)

The Superintendent shall not reduce transparency and communication regarding the impact of strategic initiatives on student learning.

CPM 3.1 The number of House Bill 3/Lone Star Governance recommended progress monitoring reports (4 times per year per goal) will increase from 0 to 4 by July 27, 2021.

CPM 3.2 Parent Portal: The percentage of parent portal accounts based on enrollment will increase from 47.8% to Y% by June 18, 2021.

37,085 Parent Portal Accounts as of 10/21/2020 77,545 Fall PEIMS Enrollment as of 10/21/2020

The Parent Portal is available to all FWISD parents with students enrolled in PK-12. This tool provides two-way communication and involvement. It allows parents to access grades (in real time), schedules, report cards, attendance and teacher contact information.

CPM 3.3 Let’s Talk: The stakeholder engagement average feedback score will increase from 7.1 to Y by DATE.

In the Let’s Talk platform, the feedback score is a measure of customer satisfaction or overall experience that is collected using a feedback form that is automatically generated in the system. The feedback form includes a 10-point Likert scale on which customers can rate their satisfaction or overall experience.

of 7 Revised – 10/21/2020


Constraint 4: (Equity Policy AE)

The Superintendent shall not operate without actively monitoring and working to eliminate the loss of instructional time.

CPM 4.1 The African American female student out-of-school suspensions and enrollment percentage gap will decrease from 6.98% to Y% by June 18, 2021.

8,928 AA Female / 82,981 Fall Enrollment – 10.75% 853 AA Female OSS / 4,812 All OSS – 17.73%

CPM 4.2 The African American student out-of-school suspensions and enrollment percentage gap will decrease from 27.73% to Y% by June 18, 2021.

AA Student Fall Enrollment – 21.85% 2,386 AA Student OSS / 4,812 All OSS – 49.58%

CPM 4.3 The Hispanic student percentage of total district out-of-school suspensions will decrease from 43% in 2019-2020 to Y% by June 18, 2021.

2,070 Hispanic Student OSS / 4,812 All OSS – 43%

of 7 Revised – 10/21/2020


Constraint 5: (Equity Policy AE)

The Superintendent shall not operate without examining the enrollment process and data annually to ensure no inequitable impact on students of color.

CPM 5.1 The student retention rate for students of color will decrease from 2.4% to Y% on June 18, 2021. Not promoted to next grade level.

1,677 AA/Hispanic Students Retained / 70,774 Total – 2.4%

CPM 5.2 The percentage of students of color enrolled in Early College High School and Pathways in Technology Early College High School programs will increase from 86.7% for the 2019-2020 school year to Y% for the 2020-2021 school year.

892 AA/Hispanic Students / 1,029 Total – 86.7% (Fall PEIMS)

CPM 5.3 The percentage of students of color enrolled in Schools of Choice and Programs of Choice will increase from 85.2% for the 2019-2020 school year to Y% for the 2020-2021 school year.

5,796 AA/Hispanic Students / 6,800 Total – 85.2%

of 7 Revised – 10/21/2020


Board Student Outcome Goals Board Outcome Goal 1: Early Literacy Increase the percentage of 3rd grade students who score at meets grade level or above on STAAR Reading from 34% to 47% by August 2024.

Closing the Gaps Student Groups Yearly Targets

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2018-19 34% 22% 33% 58% -- 53% -- 32% 26% 29% 33% 32% 32% 34% 34%

2019-20 36% 24% 35% 60% -- 55% -- 34% 28% 31% 35% 34% 34% 36% 36% 2020-21 38% 26% 37% 62% -- 57% -- 36% 30% 33% 37% 36% 36% 38% 38% 2021-22 40% 28% 39% 64% -- 59% -- 38% 32% 35% 39% 38% 38% 40% 40% 2022-23 43% 31% 42% 67% -- 62% -- 41% 35% 38% 42% 41% 41% 43% 43% 2023-24 47% 35% 46% 71% -- 66% -- 45% 39% 42% 46% 45% 45% 47% 47%

Goal Progress Measure 1.1 - Pre-K Increase the percentage of PK students who score On Track on Circle Phonological Awareness from 80% to 85% by June 2024.

Goal Progress Measure 1.2 - MAP Reading Fluency Increase the percentage of Kindergarten - Grade 3 students who Meet or Exceed grade level expectations on key MAP Fluency indicators from 39% to 49% by June 2024.

Goal Progress Measure 1.3 - MAP Growth Reading Increase the percentage of Kindergarten through Grade 3 students who meet or exceed projected growth on MAP Growth Reading from X% to Y% by June 2024. (Baseline year in 2020-2021)

of 7 Revised – 10/21/2020


Board Outcome Goal 2: Early Math Increase the percentage of 3rd grade students who score at meets grade level or above on STAAR Mathematics from 34% to 45% by August 2024.


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2018-19 34% 21% 33% 57% -- 63% -- 39% 28% 29% 37% 33% 33% 35% 30%

2019-20 35% 22% 34% 58% -- 64% -- 40% 29% 30% 38% 34% 34% 36% 31% 2020-21 36% 23% 35% 59% -- 65% -- 41% 30% 31% 39% 35% 35% 37% 32% 2021-22 38% 25% 37% 61% -- 67% -- 43% 32% 33% 41% 37% 37% 39% 34% 2022-23 41% 28% 40% 64% -- 70% -- 46% 35% 36% 44% 40% 40% 42% 37% 2023-24 45% 32% 44% 68% -- 74% -- 50% 39% 40% 48% 44% 44% 46% 41%

Goal Progress Measure 2.1 - Circle and TX-KEA Increase the percent of PK and KG students that score On Track on Circle Math from 83% to 88% by June 2024.

Goal Progress Measure 2.2 - MAP Growth Grades 1-3 Increase the percent of Grade 1 – Grade 3 students meet or exceed projected growth on MAP Growth from 61% to 71% by June 2024.

Goal Progress Measure 2.3 - MAP Growth Kindergarten Increase the percent of Kindergarten students who meet or exceed projected growth on MAP Growth from X% to Y% by June 2024. (Baseline year in 2020-2021)

of 7 Revised – 10/21/2020


Board Outcome Goal 3: College, Career and Military Readiness Increase the percentage of students graduating with a CCMR indicator from 43% to 48% by August 2024.


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2018 43% 27% 43% 66% 49% 54% 41% 39%

2019 44% 28% 44% 67% 50% 55% 42% 40%

2020 45% 29% 45% 68% 51% 56% 43% 41%

2021 46% 30% 46% 69% 52% 57% 44% 42%

2022 47% 31% 47% 70% 53% 58% 45% 43%

2023 48% 32% 48% 71% 54% 59% 46% 44%

Goal Progress Measure 3.1 - Grade 12 CCMR Increase the percentage of Grade 12 students who meet the criteria for CCMR from 33% to 38% by August 2024.

Goal Progress Measure 3.2 - Grade 9 On-Track Increase the percentage of first-time 9th graders on-track towards graduation from 75% to 80% by June 2024.

Goal Progress Measure 3.3 Middle Grades Math/Algebra I EOC by end of 9th Grade Increase the percentage of students successfully completing Algebra I EOC at Approaches level or above by the end of 9th grade from 83% to 85% by June 2024.

Goal Progress Measure 3.4 – SAT/ACT Increase the percentage of graduates who meet the SAT or ACT criteria for CCMR from 22% to 27% by August 2024.

ESC REGION 11 IDENTIFICATION AND RECRUITMENT PLAN for Migrant Education Program (MEP)REQUIRED ACTIVITIES FOR BALANCED RECRUITMENT: FOR DISTRICTS/CHARTERS

INDIVIDUALS RESPONSIBLE TIMELINE

I. TRAINING FOR REGION 11 DISTRICTS/CHARTERS

A. (Optional) Register and complete online training: Hidden Figures: Understanding the Process for Identification and Recruitment (ID&R) training offered by ESC Region 11-No cost to your district/charter: Front office personnel, counselors, Anyone assisting with the enrollment process.

Staff: Principal, Migrant Designee, Superintendent

By October 1

I. IDENTIFICATION & RECRUITMENTA. Conduct ID&R: Potentially Eligible Migrant Children: Contact potentially eligible

migrant families using by using the family surveys, during school registration, etc. targeting both enrollees and non-enrollees (ages 0-21)

Staff: Principal, Migrant Designee, Superintendent

By September 9

B. Other: Family Surveys: Federal law requires that the state identify and recruit every eligible migratory student residing in Texas. The Texas Education Agency has assured the U.S. Department of Education that migratory students would be actively recruited year-round in every district in the state, including out of school youth (OSY). Call 817-740-7598 for Family Survey pick up. If no surveys have been sent to the ESC Region 11 by said date, we will deliver paper copies to be filled out by your students. We will then pick up 1 week after delivery of Family Surveys.

Staff: Superintendent, Migrant Designee, Principal, ESC Region 11 Migrant Staff

By September 9

REQUIRED ACTIVITIES FOR BALANCED RECRUITMENT: FOR ESC REGION 11

INDIVIDUALS RESPONSIBLE TIMELINE

I. TRAINING FOR RECRUITERS AND DESIGNATED SEA REVIEWERSA. Attend Identification & Recruitment (ID&R) training offered by ESC

Recruiters attend ID&R and NGS training offered by ESC – Designated SEA Reviewers. COEs/ECOEs for new school year cannot be completed until training has occurred or as determined by TEA

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

By July 1 and March30 for ID&R training or as determined by TEA. NGS training to be determined

B. OtherII. 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.

Staff: All recruiters and Designated SEA Reviewers for the MEP

By August 29

B. Finalize all forms, documents, logs. Disseminate and train on all forms, logs, etc. that will be used by MEP ID&R staff.

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

By August 29

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.

Staff: All recruiters andDesignated SEA Reviewers for the MEP

By August 29

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 if new qualifying moves have occurred. Complete new COEs/ECOEs as needed.Note: Share copies of COEs with appropriate entities as listed on COE.

Staff: MEP recruiters By August 29 – currently eligible children; continuerecruitment efforts throughoutyear – potentially eligible childrenMake initial outreach efforts bySeptember 30.

E. Complete COEs/ECOEs. Recruiter completes COE and accompanying COE Supplemental Documentation Form for all families with new QADs. Submit completed

Staff: MEP recruiters Within 5 working days ofparent signature

COE and COE SDF to Designated SEA Reviewer for review.

F. Review of COEs/ECOEs. 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.

i NGS Data Specialist is to enter data from each child’s COE into the New Generation System (NGS) per the timeline. Copy of COE will be provided to PEIMS for coding – only after a child is encoded on NGS.

Staff: Designated SEA Reviewers, NGS staff

Within 7 working days ofparent signature.

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.

Staff: MEP recruiters Between Sept. 1 and Nov. 1. For 2 yrs. old turning 3 – on orafter 3rd birthday.

REQUIRED ACTIVITIES FOR BALANCED RECRUITMENT INDIVIDUALS RESPONSIBLE TIMELINEH. Other

III. MAPS AND INTRAREGIONAL NETWORKINGA. Make contact with potential growers. Make recruiter assignments for contacting

growers within district’s boundaries regarding hiring practices, crops, and growing seasons.

Staff: All recruiters andDesignated SEA Reviewers for the MEP

Contact all growers within the district boundaries by November 1.

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.

Staff: MEP administrators andrecruiters

By December 1 and update on ongoing basis throughout the year

C. OtherIV. 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.

Staff: MEP administrators andrecruiters

Make initial outreach efforts bySeptember 30 and continue ongoing efforts throughout the year

B. OtherV. QUALITY CONTROL

A. Written quality control procedures. Develop written procedures that outline ID&R quality control within the LEA/ESC.

Staff: MEP administrators,recruiters, Designated SEA Reviewers and other MEP staff.

By August 29

B. Eligibility review. Forward COEs with more than one required eligibility 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.

Staff: Designated SEAReviewers; MEP administrators; and ESC MEP contact, when appropriate

Ongoing throughout the year

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.

Staff: All MEP staff As needed 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 (4)] and retain records for seven (7) years from the date eligibility ends.

Staff: All MEP staff Ongoing throughout the year

E. Coordinate with ESC for annual eligibility validation. Eligibility of previously-identified children are randomly selected for validation through a re- interview process per instructions set forth by TEA.

Staff: ESC, MEP staff January – June

F. Other

VI. EVALUATIONA. Evaluate ID&R efforts for subsequent planning. Gather and analyze data and input Staff: All MEP staff By June 30

from various MEP stakeholders to incorporate appropriate changes into subsequent ID&R plan for continuous improvement.

Others: Local Migrant ParentAdvisory Council (PAC), etc.

B. Other

2016-2017 TEXAS MANUAL FOR IDENTIFICATION AND RECRUITMENT OF MIGRANT CHILDREN

Fort Worth ISD 220905 STUDENT WELFARE FFI FREEDOM FROM BULLYING (LOCAL)

DATE ISSUED: 7/19/2019 1 of 3 LDU 2019.05 FFI(LOCAL)-X

Note: This policy addresses bullying of District students. For

purposes of this policy, the term bullying includes cyber-

bullying.

For provisions regarding discrimination and harassment

involving District students, see FFH. Note that FFI shall

be used in conjunction with FFH for certain prohibited

conduct. For reporting requirements related to child

abuse and neglect, see FFG.

The District prohibits bullying, including cyberbullying, as defined

by state law. Retaliation against anyone involved in the complaint

process is a violation of District policy and is prohibited.

Bullying of a student could occur by physical contact or through

electronic means and may include hazing, threats, taunting, teas-

ing, confinement, assault, demands for money, destruction of prop-

erty, theft of valued possessions, name calling, rumor spreading, or

ostracism.

Bullying is sufficiently severe, persistent, and pervasive enough

that the action or threat creates an intimidating, threatening, or

abusive educational environment for a student.

The District prohibits retaliation by a student or District employee

against any person who in good faith makes a report of bullying,

serves as a witness, or participates in an investigation.

Examples of retaliation may include threats, rumor spreading, os-

tracism, assault, destruction of property, unjustified punishments,

or unwarranted grade reductions. Unlawful retaliation does not in-

clude petty slights or annoyances.

A student who intentionally makes a false claim, offers false state-

ments, or refuses to cooperate with a District investigation regard-

ing bullying shall be subject to appropriate disciplinary action.

Reports of bullying shall be made as soon as possible after the al-

leged act or knowledge of the alleged act. A failure to immediately

report may impair the District’s ability to investigate and address

the prohibited conduct.

To obtain assistance and intervention, any student who believes

that he or she has experienced bullying or believes that another

student has experienced bullying should immediately report the al-

leged acts to a teacher, school counselor, principal, or other District

employee. The Superintendent shall develop procedures allowing a

student to anonymously report an alleged incident of bullying.

Bullying Prohibited

Examples

Retaliation

Examples

False Claim

Timely Reporting

Reporting Procedures

Student Report


DATE ISSUED: 7/19/2019 2 of 3 LDU 2019.05 FFI(LOCAL)-X

Any District employee who suspects or receives notice that a stu-

dent or group of students has or may have experienced bullying

shall immediately notify the principal or designee.

A report may be made orally or in writing. The principal or designee

shall reduce any oral reports to written form.

When an allegation of bullying is reported, the principal or de-

signee shall notify a parent of the alleged victim on or before the

third business day after the incident is reported. The principal or

designee shall also notify a parent of the student alleged to have

engaged in the conduct within a reasonable amount of time after

the incident is reported.

The principal or designee shall determine whether the allegations

in the report, if proven, would constitute prohibited conduct as de-

fined by policy FFH, including dating violence and harassment or

discrimination on the basis of race, color, religion, sex, gender, sex-

ual orientation, gender identity and expression, national origin, or

disability. If so, the District shall proceed under policy FFH. If the al-

legations could constitute both prohibited conduct and bullying, the

investigation under FFH shall include a determination on each type

of conduct.

The principal or designee shall conduct an appropriate investiga-

tion based on the allegations in the report. The principal or de-

signee shall promptly take interim action calculated to prevent bul-

lying during the course of an investigation, if appropriate.

Absent extenuating circumstances, the investigation should be

completed within ten District business days from the date of the ini-

tial report alleging bullying; however, the principal or designee shall

take additional time if necessary to complete a thorough investiga-

tion.

The principal or designee shall prepare a final, written report of the

investigation. The report shall include a determination of whether

bullying occurred, and if so, whether the victim used reasonable

self-defense. A copy of the report shall be sent to the Superinten-

dent or designee.

If an incident of bullying is confirmed, the principal or designee

shall promptly notify the parents of the victim and of the student

who engaged in bullying.

If the results of an investigation indicate that bullying occurred, the

District shall promptly respond by taking appropriate disciplinary

action in accordance with the District’s Student Code of Conduct

and may take corrective action reasonably calculated to address

Employee Report

Report Format

Notice of Report

Prohibited Conduct

Investigation of Report

Concluding the Investigation

Notice to Parents

District Action

Bullying


DATE ISSUED: 7/19/2019 ADOPTED: 3 of 3 LDU 2019.05 FFI(LOCAL)-X

the conduct. The District may notify law enforcement in certain cir-

cumstances.

A student who is a victim of bullying and who used reasonable self-

defense in response to the bullying shall not be subject to discipli-

nary action.

The discipline of a student with a disability is subject to applicable

state and federal law in addition to the Student Code of Conduct.

Examples of corrective action may include a training program for

the individuals involved in the complaint, a comprehensive educa-

tion program for the school community, follow-up inquiries to deter-

mine whether any new incidents or any instances of retaliation

have occurred, involving parents and students in efforts to identify

problems and improve the school climate, increasing staff monitor-

ing of areas where bullying has occurred, and reaffirming the Dis-

trict’s policy against bullying.

The principal or designee shall refer to FDB for transfer provisions.

The principal or designee shall notify the victim, the student who

engaged in bullying, and any students who witnessed the bullying

of available counseling options.

If the investigation reveals improper conduct that did not rise to the

level of prohibited conduct or bullying, the District may take action

in accordance with the Student Code of Conduct or any other ap-

propriate corrective action.

To the greatest extent possible, the District shall respect the pri-

vacy of the complainant, persons against whom a report is filed,

and witnesses. Limited disclosures may be necessary in order to

conduct a thorough investigation.

A student who is dissatisfied with the outcome of the investigation

may appeal through FNG(LOCAL), beginning at the appropriate

level.

Retention of records shall be in accordance with CPC(LOCAL).

This policy and any accompanying procedures shall be distributed

annually in the employee and student handbooks. Copies of the

policy and procedures shall be posted on the District’s website, to

the extent practicable, and shall be readily available at each cam-

pus and the District’s administrative offices.

Discipline

Corrective Action

Transfers

Counseling

Improper Conduct

Confidentiality

Appeal

Records Retention

Access to Policy and Procedures

Fort Worth ISD 220905 STUDENT WELFARE FFI FREEDOM FROM BULLYING (REGULATION)

DATE ISSUED: 11/5/2021 1 of 4 LDU 2021.17 FFI(REGULATION)-X

Note: This regulation addresses procedures for reporting a bul-

lying, including cyberbullying, incident and investigation

of reports of bullying of District students. For procedures

regarding transfer of a student who is a victim of bullying

or who engaged in bullying, see FDB. For provisions re-

garding discrimination and harassment involving District

students, including sex-based discrimination such as

sexual harassment, see FFH. Note that FFI should be

used in conjunction with FFH for certain prohibited con-

duct.

Bullying, including cyberbullying, is defined in FFI(LEGAL). A stu-

dent who believes that he or she has experienced bullying, includ-

ing cyberbullying, or that another student has, or that other stu-

dents have, experienced bullying is encouraged to report the

incident, in accordance with District policy. A student may report an

incident of bullying anonymously.

The method(s) for a student to report bullying anonymously will be

the following:

Access the Friends for Life website1; or

Call (817) 469-8477

One can also download the Campus Crime Stoppers and Life

(CCS FFL) of Tarrant County app.

An employee will adhere to the requirements of District policy in re-

porting an alleged bullying incident.

The report may be made orally or in writing by completing the Inci-

dent Report form. If the report is made orally, the principal or de-

signee will document the allegations in writing and record the date

and circumstances of the interview on a form designated by the

District, as applicable.

The parent of the alleged victim will be notified of the incident of

bullying on or before the third business day after the incident is re-

ported. The alleged bully’s parent will be notified within a reasona-

ble amount of time after the incident.

The principal or designee must determine whether the allegations,

if proven, would constitute prohibited conduct under FFH. If so, the

principal or designee must refer the report for processing under the

policies and procedures at FFH. If not, the principal or designee,

herein referred to as the investigator, will proceed under this policy

following the guidelines below, as appropriate.

Reporting a Bullying Incident

Student Report

Employee Report

Report Format

Investigative Procedures

https://www.p3campus.com/tipform.aspx?ID=510



The investigator must maintain confidentiality to the extent possible

and as required by law and should advise the complainant that lim-

ited disclosure may be necessary to complete a thorough investi-

gation.

If a student desires to be accompanied by a parent or friend during

his or her interview, the District will consider the request and deter-

mine whether the presence of a parent or friend in the interview will

help or hinder the investigation process. If the student’s request is

granted, the District will adhere to all applicable laws, policies, and

associated procedures to protect the privacy of all students in-

volved.

In conducting the investigation, the investigator will:

1. If appropriate, take action to protect the student and to

prevent bullying during the investigation. If the District

determines that a serious risk to the student’s physical safety

exists, the principal or designee may contact law enforcement

directly. [See GRAA for classes of offenses for which the

District is required to contact law enforcement]

2. Secure any evidence.

3. If the investigator did not receive the initial complaint, inter-

view the complainant first, proceeding chronologically through

the allegations and advise the complainant that the District

does not tolerate bullying. If the complainant is a student, help

the student feel secure about presenting allegations of wrong-

doing. Ask the names of any witnesses who might confirm the

complainant’s version of the events. Also ask if the complain-

ant is aware of or able to provide evidence that supports his

or her version of the events. Assure the complainant of pro-

tection from retaliation.

4. Interview the alleged victim if that person is not also the com-

plainant and explain how the investigation process will work.

Advise the alleged victim that the District does not tolerate

bullying and help the student feel secure about presenting al-

legations of wrongdoing. Ask the names of any witnesses who

might confirm the alleged victim’s version of the events. Also

ask if the alleged victim is aware of or able to provide evi-

dence that supports his or her version of the events. Assure

the alleged victim of protection from retaliation.

5. Interview the alleged bully and explain how the investigation

process will work. The alleged bully will be presented with

each allegation and provided an opportunity to respond. Ask

the names of any witnesses who might confirm the alleged

General Considerations

Guidelines



bully’s version of the events. Also ask if the alleged bully is

aware of or able to provide evidence that supports his or her

version of the events. Advise the alleged bully that retaliation

against the victim, the complainant, or any witnesses is strictly

prohibited by District policy.

6. Interview any witnesses. Help a student witness feel secure

and assure him or her of protection from retaliation. Ask the

names of any additional witnesses who might have infor-

mation about the alleged incident(s).

7. Do not divulge information regarding the identity of the al-

leged victim, alleged bully, complainant, or witnesses unnec-

essarily when interviewing other witnesses.

8. If necessary, interview the alleged bully, alleged victim, and

any witnesses again to address any new information discov-

ered during the course of the investigation.

9. Maintain detailed notes of all interviews. Notes will be read to

the person being interviewed to verify details and to ensure

accuracy. In addition, the interviewer may audio record the in-

terview with permission of the person being interviewed.

10. Document all efforts made to investigate the alleged bullying.

Gather all relevant evidence.

The investigator will prepare a written report of the investigation,

which will include a determination of whether bullying occurred,

and, if so, whether the victim used reasonable self-defense. The in-

vestigator will notify the parties to the complaint of the resolution.

If upon completion of the investigation the investigator determines

that disciplinary action against a student is warranted, the investi-

gator will proceed with the appropriate course of action, in accord-

ance with the District’s Student Code of Conduct.

After an investigation is complete, the principal or designee may

report to law enforcement if the principal has reasonable grounds

to believe that a student has engaged in harassment using elec-

tronic communication or assault.

In accordance with law, a school counselor may not be designated

as the person to report to law enforcement because a counselor’s

duties include serving as an impartial, nonreporting conciliator.

If the students involved have not yet been notified, the District will

notify the victim, the student who engaged in bullying, and any stu-

dents who witnessed the bullying of available counseling options.

Resolution of the Complaint

Disciplinary Action

Counseling Options


DATE ISSUED: 11/5/2021 REVIEWED: 4 of 4 LDU 2021.17 FFI(REGULATION)-X

If upon completion of the investigation the investigator determines

that the alleged incident does not rise to the level of bullying, the

District will proceed in accordance with the Student Code of Con-

duct or any other appropriate corrective action.

Within ten District business days of the completion of an investiga-

tion, the principal will submit the Investigation Report and any ap-

propriate materials associated with the investigation to the Superin-

tendent or designee.

If an incident of bullying is confirmed, the investigator will promptly

notify the parents of the victim and of the student who engaged in

bullying. The investigator must document that notice was provided

to parents on the Investigation Report.

A student who is dissatisfied with the outcome of the investigation

may appeal through FNG(LOCAL), beginning at the appropriate

level.

In accordance with law, if the District has reason to believe that a

child has been or may be abused or neglected, the District must

contact a local or state law enforcement agency or Child Protective

Services (CPS). [See FFG]

After concluding the investigation, the District should periodically

follow up with the complainant or other persons involved in the inci-

dent(s), as appropriate.

1 Friends for Life website: https://www.p3cam-pus.com/tipform.aspx?ID=510

Improper Conduct

Notice to Superintendent

Notice to Parents

Notice of Right to Appeal

Reporting Child Abuse

Follow-Up



2020 - 2021 Strategic Plan for District Improvement

Documents

Transcript of 2020 - 2021 Strategic Plan for District Improvement