OUR MISSION OUR VISION - Edl€¦ · Communication Survey and use results to prioritize information most wanted by parents and in what form. Rachel Harris, Claire Bugen, Renita Kennedy

T S D D i s t r i c t I m p r o v e m e n t P l a nRev. November 2016

OUR MISSION

OUR VISION

Texas School for the Deaf ensures students learn,grow and belong in a language- rich environment

while supporting students, families and professionalsthrough statewide outreach services.

leader in bilingual education that challenges eachstudent to reach their full potential.

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Introduction: Texas School for the Deaf District Improvement Plan 2016-2017

TSD District Improvement Plan (DIP) is designed to implement Year One of our school’s Five Year Strategic Plan. The DIP was developed by the Chairs of the Five Year Plan Strategic Goal Teams and was designed to better align the DIP with the Five Year Strategic Plan.

The TSD Five Year Plan for 2016 – 2021 consists of six strategic priorities:

Communication

Academic and Personal Achievement

Staff Support

Data-Driven Decision-Making

Outreach for Maximum Statewide Impact

Campus and Facilities

DIP Monitoring Process

Strategic Goal Team Chairs and the Executive Leadership Team will provide periodic status reports on the DIP during the course of the school year. The status reports, which will be made available on a searchable spreadsheet, will be arranged by strategic priorities and will include status indicators and outcomes as outlined in our DIP action plans.

Regulatory Appendices

Over a period of several years, a number of state and federal regulations have required the addition of certain components to the DIP. An appendix has been added to address these required state and federal components.

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Table of ContentsStrategic Focus Areas ...........................................7Annual Goals at a Glance ....................................8Goal #1- Communication .................................14 Goal 1.1 Family Engagement ............14 Goal 1.2 School Culture .....................16 Goal 1.3 Social Media ........................18 Goal 1.4 Trust & Transparency .........20 Goal 1.5 Bilingual Identity ................22Goal #2- Academic & Personal Achievement ...24 Goal 2.1 MTSS ....................................24 Goal 2.2 SEL ........................................26 Goal 2.3 Support ASL/English ..........28 Goal 2.3a Promote ASL/English .......30 Goal 2.4 Academic Achievement .....32 Goal 2.4a Acad Achievement Reading ..... 34 Goal 2.4b Acad Achievement Math .... 38 Goal 2.5 College Readiness ...............42

Goal #3- Staff Support .......................................44

Goal 3.1 Recruiting ............................44

Goal 3.2 Employee Satisfaction ........46

Goal 3.3 Compensation .....................48

Goal #4- Data Driven Decision Making............. 50

Goal 4.1 Student Data Use ................50

Goal 4.2 District Data Policies ..........52

Goal 4.3 SIS .........................................54

Goal #5- Outreach/Statewide Impact ................. 56

Goal 5.1 Increase Collaborations .....56

Goal 5.2 Deaf/HH Professionals ......58

Goal 5.3 Student/Family Outcomes ...60

Table of ContentsGoal #6- Campus & Facilities ...........................62

Goal 6.1 Engage Stakeholders ...........62

Goal 6.3 Master Plan ..........................64

Goal 6.4 Support TFC .........................66

Goal 6.5 Maintenance Needs ............68

Glossary ...............................................................70

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2016-2021 Strategic Focus Areas

I. CommunicationImplement an integrated approach to communication that represents progressive tech-nologies, a knowledge and appreciation of our audiences and a respectful and trans-parent culture.

Ii. Academic and Personal Achievement

TSD will develop and implement a Multi-Tiered System of Support (MTSS) to address the whole child by developing and re-aligning resources and existing systems in the following areas:• Social Emotional Learning• ASL/English Bilingual• Academics• Career and College Readiness

Iii. Staff SupportEstablish an environment that will attract, build, and retain a highly skilled staff by es-tablishing gold standards and explicit procedures that foster professional development and personal growth.

Iv. Data-Driven Decision-Making

Establish a culture of data-driven decision-making (DDDM) through access to an ar-ray of reliable data while maintaining fidelity, integrity, and compliance at all levels of school operations.

v. Outreach for Maximum

Statewide Impact

Maximize full array of high-quality resources and expertise to provide efficient and effective service delivery for robust positive impact for deaf and hard of hearing stu-dents, families, communities and professionals throughout the state.

vI. Campus and Facilities

Collaborate with the Texas Facilities Commission (TFC) to conduct master planning and deferred maintenance that integrates the school’s educational priorities into a facilities plan that will support the educational programs, support services and facilities.

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2016-2021 annual goals at a glance


Goal 1.1 Engage and involve families in their children’s education to createshared responsibilities for student success.

Goal 1.2 Promote a culture of mutual respect, support, and responsibility toachieve shared goals.

Goal 1.3Mobilize resources to advance our use of technology and social mediato communicate with internal and external stakeholders and toadvance our bilingual mission.

Goal 1.4 Create a workplace culture of trust and transparency.

Goal 1.5 Update our communication policies and procedures to reinforce ourbilingual identity.

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Goal 1.1 Engage and involve families in their children’s education to createshared responsibilities for student success.

Goal 1.2 Promote a culture of mutual respect, support, and responsibility toachieve shared goals.

Goal 1.3Mobilize resources to advance our use of technology and social mediato communicate with internal and external stakeholders and toadvance our bilingual mission.

Goal 1.4 Create a workplace culture of trust and transparency.

Goal 1.5 Update our communication policies and procedures to reinforce ourbilingual identity.


Ii. Academic and Personal Achievement

TSD will develop and implement a Multi-Tiered System of Support (MTSS) to address the whole child by developing and re-aligning resources and existing systems in the following areas:• Social Emotional Learning• ASL/English Bilingual• Academics• Career and College Readiness

Goal 2.1 Reconfigure existing resources and systems at TSD to establish aneffective Multi-tiered Systems of Supports (MTSS).

Goal 2.2 Implement a Social Emotional Learning school-wide initiative overthe next five years.

Goal 2.32.3a Enhance Support for Instructional Staff and Students with ASL andEnglish.2.3b Promoting ASL/English as a school-wide endeavor.

Goal 2.4 Enhance academic achievement for all instructional programs.

Goal 2.5 Refine and strengthen Career and College Readiness at TSD.

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Goal 3.1 Develop a plan to recruit a well-qualified staff that includes focus onskills, diversity, and potential.

Goal 3.2 Increase employee satisfaction by establishing programs and servicesthat support short- and long-term personal and professional goals.

Goal 3.3 Implement standardized policies and procedures; and developstrategies to maximize employee compensation.

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Goal 3.1 Develop a plan to recruit a well-qualified staff that includes focus onskills, diversity, and potential.

Goal 3.2 Increase employee satisfaction by establishing programs and servicesthat support short- and long-term personal and professional goals.

Goal 3.3 Implement standardized policies and procedures; and developstrategies to maximize employee compensation.


Iv. Data-Driven Decision-Making

Establish a culture of data-driven decision-making (DDDM) through access to an ar-ray of reliable data while maintaining fidelity, integrity, and compliance at all levels of school operations.

Goal 4.1 Establish a clear and effective plan for student data use (academic,behavior, residential)

Goal 4.2

Establish, communicate, and regularly monitor clearly defineddistrict/department policies and procedures regarding datacollection, analysis, and use to support district-wide decision makingand implementation

Goal 4.3Design and implement a comprehensive and effective system ofinformation management and database access at TSD based onresearch into best practices and current user data

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2016-2021 annual goals at a glancev. Outreach

for MaximumStatewide Impact


Goal 5.1Increase number of strategic collaborations/partnerships resultingin increased capacity for resource development and service delivery/efficiency.

Goal 5.2 Increase number of Deaf and Hard of Hearing Adults participating atall levels of service delivery for students, families and professionals.

Goal 5.3

Improve students and family outcomes through increase both innumbers of families served and number of services families haveaccess to by restructuring individual programs into coordinated,mutually enhancing efforts that result in expanded and seamlessdelivery of services to families.

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2016-2021 annual goals at a glancev. Outreach

for MaximumStatewide Impact


Goal 5.1Increase number of strategic collaborations/partnerships resultingin increased capacity for resource development and service delivery/efficiency.

Goal 5.2 Increase number of Deaf and Hard of Hearing Adults participating atall levels of service delivery for students, families and professionals.

Goal 5.3

Improve students and family outcomes through increase both innumbers of families served and number of services families haveaccess to by restructuring individual programs into coordinated,mutually enhancing efforts that result in expanded and seamlessdelivery of services to families.


vi. Campus and Facilities

Collaborate with the Texas Facilities Commission (TFC) to conduct master planning and deferred maintenance that integrates the school’s educational priorities into a facilities plan that will support the educational programs, support services and facilities

Goal 6.1 Engage a variety of stakeholders in multiple public forums in aneffort to identify priorities for improvement in TSD facilities.

Goal 6.2 Conduct enrollment, space utilization and space demand modeling todetermine how to meet the needs of the school in the next ten years.

Goal 6.3Ensure that the master plan includes specialized needs of the schoolrelated to technology, Career Technical Education, classroom andcommon space configurations, and deaf space design principles.

Goal 6.4 Support TFC in their request for funding for design and construction.

Goal 6.5 Continue to address planned and deferred maintenance needs of the campus.

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TSD: 2016-2021 Strategic PlanStrategic Priority #1

Macro Action Plan Worksheet: Objective #1.1

GOAL

SGT Chair/Co-ChairsShelly BergeronSharee DarceClyde EgbertRachel HarrisMark HolcombRenita KennedyTwyla Loftin

OBJECTIVE 1.1

Key Players NamesClaire BugenJohn SerranoRachel HarrisRenita KennedyMary Stribling

Action Item Task Leader Target Date Micro Plan

1.1a Conduct NSPR Parent Communication Survey and use results to prioritize information most wanted by parents and in what form.

Rachel Harris, Claire Bugen, Renita Kennedy and John Serrano

15-Aug

1.1b Advertise, Interview and Fill Position

John Serrano, Rachel Harris, Julie Dodd Philip Darce

30-Sep

1.1c Schedule three parent-training sessions on how to collaborate with teachers and staff, and host the trainings

Rachel Harris, New PL

Schedule (3) by 10/30/16 Training

completed 5/30/17

Yes, needed but not completed

Implement an integrated approach to communication that represents progressive technologies, a knowledge and appreciation of our audiences and a respectful and transparent culture.

Claire Bugen and Mari Liles

Key Players NamesPhillip Darce

Joey VaughnBeth Polo

Peggy Ann Wenger

Keena MillerFernando MunozGabrielle Nocciolino

ACTION STEPS (What are the key action steps required to successfully

complete this strategy?)

KEY PLAYERS(Who should be involved in implementing this objective to

ensure its success?)

SGT Members

Engage and involve families in their children’s educationto create shared responsibilities for student success.

Julie Dodd

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1.1d Identify a process to establish a Parent Mentoring Program using research of evidence based best practices from other established mentoring programs.

Rachel Harris, Renita Kennedy John Serrano

30-Oct

Yes, needed but not completed

Promotion Ideas Task Leader Target Date

1.1a Promote survey in parent mailout John Serrano Aug 15-30

Promote job through PTSO and TSD website, Talent Ed

Julie Dodd, PTSO Officers Aug 15-30

Advertise parent trainings through mailout and website

Rachel Harris, John Serrano

Fall 2016 Spring 2017

People Funding OtherHuman Resources Support NoOffice space No



MEASURES OF SUCCESSHow will this plan's effectiveness be measured? How will

this objective's success be measured?

Parent Liaison is onboarded.

COMPLETION TARGET DATEWhen will this plan be fully implemented?

REQUIRED RESOURCESWhat estimated funding and/or human resources are

needed to complete the plan?

30-Oct

POTENTIAL BARRIERSWhat could get in the way of completion? How will you overcome these obstacles?

Difficulty in recruiting viable candidates/Ask Principals and other key staff for recommendations of candidates.

PROMOTIONIs promotion needed for success? If not, proceed to the

next section. If so, how can we generate awareness, interest and support?

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TSD: 2016-2021 Strategic PlanStrategic Priority #1:Communication

Macro Action Plan Worksheet: Objective # 1.2

GOAL


OBJECTIVE __1.2_

Key Players NamesFernando MunozClaire BugenPLC, ELT, Strategic Goal Team 1

Action Item Task Leader Target Date

1.2a Develop the Ranger to Ranger campaign and introduce the concept at the opening of school and subsequent key TSD events during the year.

Fernando Munoz, Claire Bugen, Mark Holcomb, and key

members from SGT 1.

8/15/16

1.2 b Establish a vehicle for positive news for parents/community/staff to be communicated.

Mari Liles, Joey Vaughan, Fernando Munoz and Sharee

Darce

9/15/16

Peggy Ann Wenger

Promote a culture of mutual respect, support, and responsibility to achieve shared goals.







SGT Members


Key Players Names


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Promotion Ideas Task Leader Target DateDevelop Ranger to Ranger design and theme.

Fernando Munoz and Claire Bugen 7/10/16

Share with Team Claire Bugen July 10-15, 2016Design t-shirts Fernando Munoz 7/23/16Order t-shirts Cynthia Foss 7/25/16

People Funding OtherFernando Munoz $5,000 SponsorsGary CoatsClaire BugenKeena MillerCynthia Foss


PROMOTIONIs promotion needed for success? If not, proceed to the next section. If so, how can we generate awareness, interest and

support?

REQUIRED RESOURCESWhat estimated funding and/or human resources are needed

to complete the plan?

MEASURES OF SUCCESSHow will this plan's effectiveness be measured? How will this

objective's success be measured?

Ranger to Ranger Campaign is introduced at Opening School and continue at The Campaign begins to stimulate shared responsibility.

6/1/17


Lack of sponsorsSummer schedules

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GOAL


OBJECTIVE 1.3

Key Players NamesMari LilesSharee DarceMark HolcombTwyla LoftinKeena Miller

ACTION STEPS


1.3a. Post and fill Communication Specialist position

Claire Bugen, Julie Dodd, Bobbie Beth Scoggins

9/1/16 Yes

1.3b. Add social media to our acceptable use policy

Mari Liles Fernando Munoz Keena Miller Twyla Loftin

10/30/16 Yes

1.3c. Develop a strategy for using official TSD social media accounts with relevant social media tools.

Fernando Munoz Twyla Loftin Mark Holcomb Keena Miller

12/15/16 Yes

Key Players NamesFernando Munoz






SGT Members


ACTION STEPS (What are the key action steps required to

successfully complete this strategy?)

Peggy Ann Wenger

1.3 Mobilize resources to advance our use of technology and social media to communicate with internal and external stakeholders and to advance our bilingual mission.

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Macro Action Plan Worksheet: Objective #1.3Promotion Ideas Task Leader Target Date

1.3a. Talent Ed, websiteJulie Dodd Bobbie Beth Scoggins

9/30/16

1.3b. 1.3c. 1.3d.



People Funding Other1.3a Julie Dodd, Bobbie Beth and Claire Bugen New FTE1.3c Fernando, Munoz, Mark Holcomb, Twyla Loftin, Keena Miller, New Communication Specialist

Initial Advertising Cost


this objective's success be measured?Improved communication and sharing of information through the use of a variety of social media tools.

5/30/17





1.3a. Staff Time for posting and hiring 1.3b. Time and Summer Schedules 1.3c. Time and resources

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GOAL


OBJECTIVE _1.4__

Key Players NamesELT MembersSLC MembersILT MembersSGT 1 RepresentativesHuman Resources

Action Item Task Leader Target Date1.4a Host quarterly town hall meetings on important school topics.

ELT September, December, February and April

1,4 b. Conduct Supervisor training on building the 13 common trust behaviors as part of Supervisor Training

Staff Development Specialist 1/1/17

1.4 c. Address new hires and staff changes on a monthly basis via email communication from HR

Designated HR Staff Aug 2016

1.4d Assign and define Ombudsman responsibilities and provide training to the TSD community on how to use.

HR staff and ELT 1/1/17

Peggy Ann Wenger

Create a workplace culture of trust and transparency







SGT Members


Key Players Names


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Macro Action Plan Worksheet: Objective # 1.41.4 e, Establish a review process in the ILT that ensures that non-standard or unique procedures are communicated to all in a way that contributes to a sense of transparency, fairness and standardization

John Serrano Aug. 2016

Promotion Ideas Task Leader Target DateTown Hall meetings need to be advertised well in advance ELT

quarterly beginning in September

Need to create a brochure on ombudsman services HR, Ranger Press, ELT 1/1/17Need to have training for ombudsman role HR training staff 2/1/17

People Funding OtherPlanning time for Town Hall speakers. possible training for OmbudsmanA method to seek input from staff on Town Hall topics.










Quarterly town hall meetings are conducted.Supervisors are trained on 13 common trust behaviors.HR communicates new staff changes on a regular basis.

Staff feel that transparency and fairness is improving.Ombudsman is selected and used properly.

June 2017 for the above activities.


Difficulty identifying someone to assume Ombudsman dutiesIdentifying someone to train on the trust behaviors and potential schedule conflictsLook at alternative training vehicles, webinars, etc.

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GOAL


OBJECTIVE 1.5

Key Players NamesWess SmithBeth PoloDivision Directors/ELTDepartment SupervisorsFernando Munoz

Action Item Task Leader Target Date Micro Plan1.5a Review current “Sign At All Times” guidelines and publish updated version. Wess Smith 9/30/16 Yes

1.5b Establish a school administrative regulation on how ASL and English will be used in school wide communications.

Claire Bugen with: ELT, Wess Smith, Beth Polo, Fernando Munoz 12/15/16 Yes


Key Players Names








SGT Members

Peggy Ann Wenger

1.5 Update our current communication policy and procedures to further reinforce our bilingual identity.

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1.5a Posters/Signage Beth Polo 10/15/161.5a Slogan with tie in to Ranger to Ranger campaign at campus events Beth Polo 10/15/161.5b Vlogs John Serrano/SLC 1/15/171.5b Marquee Fernando Munoz 1/15/171.5 HR Newsletter Julie Dodd 1/15/17

People Funding Other

Wess Smith Man hours

Advising implementation of policy

Beth PoloMan hours, printing costs? Design/Promotion

Fernando Munoz Man hours Design/Promotion

Claire Bugen Man hours

Approval of Administrative Regulation

ELT/Supervisors Support/ModelingAccountability of their departments

New employees that are hired for their skills/certifications but do not sign; Longtime employees who may have become complacent

Fully promoted and communicated by Dec 2016 with full goal implementation beginning with the 2017 calendar year


Low buy-in in departments where signed communication is less prevalent

Overcome through clear communication of expectations to supervisors who are then accountable to promote department "buy-in"/compliance



Posters and campaign prominently displayedSign at All Times Guidelines easily located on websiteSupervisors monitoring SCPI compliance of staff and requiring participation from staff who are due for an assessment/Annual evaluations






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TSD: 2016-2021 Strategic PlanStrategic Priority #2: Academic and Personal Achievement

Macro Action Plan Worksheet: Objective #1

GOAL

SGT Chair/Co-ChairsJon Bergeron, SN and HS ParentKrista Brown, ECE-Elem Asst PrincipalChristina Harucki, ECE Parent Connie Potersnak, SN TeacherTara Huber, CounselorMonica Kurtz, Behavior CoordinatorChristina Martinez, HS Parent Daniel Veit, CTE Supervisor Rebecca Mowell, LSSP

OBJECTIVE 2.1

Key Players NamesJohn A. SerranoJohnett ScoginDonna AltunaStella EgbertElizabeth Sterling

Action Item Task Leader Target Date Micro Plan2.1a. Convene the Leadership team and identified stakeholders to partake in a retreat to review the Kansas MTSS Implementation Guide. John A. Serrano 1-Oct-16 YES

2.1b. Using the KSMTSS Guide, Leadership team will develop an action plan and identify recommendation for Year 2.

John A. Serrano & Academic

Affairs Leadership Team 16-Dec-16 YES

2.1c. Leadership team to share action plan to the Instructional Leadership Council for feedback.


Affairs Leadership Team 20-Jan-17 YES

ACTION STEPS (What are the key action steps required to successfully complete this strategy?)

Reconfigure existing resources and systems at TSD to establish an effective Multi-Tiered Systems of Support (MTSS).

KEY PLAYERS(Who should be involved in

implementing this objective to ensure its success?)

Key Players Names

TSD will develop and implement a Multi-Tiered System of Support (MTSS) to address the whole child by developing and re-aligning resources and existing systems in the following areas: Social Emotional Learning, ASL/English Bilingual, Academics, and Career and College Readiness.

John Serrano and Stella Egbert

SGT Members

Gabrielle Nocciolino, MS TeacherJudi Ann Pate, HS Teacher

Rebekah Kasper, SPICE for Residential PgmChristina Sicoli, Curriculum Specialist

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Macro Action Plan Worksheet: Objective #1Promotion Ideas Task Leader Target Date


Academic Affairs Leadership Team

Funds for snacks/food for

retreatMeeting location for retreat

REQUIRED RESOURCESWhat estimated funding and/or human resources are needed to complete the

plan?

MEASURES OF SUCCESSHow will this plan's effectiveness be measured? How will this objective's

success be measured?

Action Plan outlining recommendations for MTSS implementation including a checklist

COMPLETION TARGET DATEWhen will this plan be fully

implemented?

Jun-17

PROMOTIONIs promotion needed for success? If

not, proceed to the next section. If so, how can we generate awareness,

interest and support?

Coming up with an overly-ambitious and vague plan that may be unattainable and unrealistic; set clear expectations & have thorough discussions about how to best implement the recommendations

Share ideas/vision with the Instructional Leadership Council about the retreat & KSMTSS Guide (prior to the retreat)


Affairs Leadership Team End of August 2016

POTENTIAL BARRIERSWhat could get in the way of

completion? How will you overcome these

obstacles?

Competing priorities & time management- set up a coordinated schedule including setting up meetings and developing a clear timetable

Identifying a place/time/date for the retreat. Do a doodle survey to identify the best date/time and explore locations (preferred off-campus); reach out to the leadership team for recommendations

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GOAL


OBJECTIVE 2.2

Key Players NamesAcademic Affairs Team Members Instructional Leadership Council MembersSchool CounselorsBehavior Coordinators, Staff


2.2a. Identify school-wide steering committee for SEL for the next five years. Stella Egbert Dec-16 YES: 2.2a & 2.2b2.2b. Develop and articulate a shared vision of student social, emotional, and academic development and share this school-wide. Stella Egbert Jan-17 YES: 2.2a & 2.2b

2.2c. Conduct a school-wide needs and resources assessment. Stella Egbert Mar-17 YES

2.2d. Develop an Action Plan for SEL Implementation. Stella Egbert May-17 YES: 2.2d & 2.2e

2.2e. Review and select evidence based program(s)/strategies. Stella Egbert May-17 YES: 2.2d & 2.2e

ACTION STEPS (What are the key action steps

required to successfully complete this strategy?)

Implement a Social Emotional Learning school-wide initiative.



Key Players Names



SGT Members



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Macro Action Plan Worksheet: Objective #2Promotion Ideas Task Leader Target Date

What is SEL? Video Stella Egbert Oct-16SEL Updates Stella Egbert BimonthlySEL Kickoff Stella Egbert Jan-17

People Funding OtherREQUIRED RESOURCES

What estimated funding and/or human resources are needed to

complete the plan?



Steering Committee IdentifiedAssessment Needs CompletedAction Plan is Reflective of Assessment Findings


implemented?

May-17






obstacles?

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GOAL


OBJECTIVE 2.3a

Key Players NamesStella EgbertASL Task Force Members

Action Item Task Leader Target Date Micro Plan2.3a. Provide 4 professional development topics related to ASL/English bilingualism. Stella Egbert May-17 YES

2.3b. Identify core Academic ASL Language Use team to develop a language checklist and feedback form. Stella Egbert May-17 YES

2.3c. Identify a pilot group of teachers for Year 1 and provide tailored PD and clinical supervision in response to the checklist and feedback form. Stella Egbert May-17 YES

2.3d. Establish a side-by-side ELAR project beginning in Kindergarten. Stella Egbert May-17 YES

Promotion Ideas Task Leader Target DateCampus Wide Announcement of Progress Stella Egbert Quarterly



PROMOTIONIs promotion needed for success? If not,

proceed to the next section. If so, how can we generate awareness, interest and

support?

Enhance Support for Instructional Staff and Students with ASL and English.



Key Players Names



SGT Members



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People Funding OtherASL Task Force

ASLPI Training and cost of tests


plan?



ASLPI implemented, pilot group identified.4 PDs have been provided.Side by Side project in progress and spiraled.


implemented?

May-17



obstacles?

ASLPI training and funding.

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Macro Action Plan Worksheet: Objective #2.3a

GOAL


OBJECTIVE 2.3b

Key Players NamesStella EgbertASL Task ForceILC Members

Action Item Task Leader Target Date Micro Plan2.3aa. ASL Task Force to determine events and opportunities to increase ASL/English bilingual focus. ASL Task Force Sep-17 YES

2.3ab. ASL Task Force to provide at least 2 events per semester (school wide assembly, project focuses, showcases, etc.). ASL Task Force Jun-17 YES

Promotion Ideas Task Leader Target DateCampus Wide Announcements ASL Task Force Quarterly



PROMOTIONIs promotion needed for success? If not, proceed

to the next section. If so, how can we generate awareness, interest and support?

Promoting ASL/English as a school-wide endeavor.

KEY PLAYERS(Who should be involved in implementing this

objective to ensure its success?)

Key Players Names



SGT Members



Page 31


Macro Action Plan Worksheet: Objective #2.3a


REQUIRED RESOURCESWhat estimated funding and/or human resources

are needed to complete the plan?

MEASURES OF SUCCESSHow will this plan's effectiveness be measured? How will this objective's success be measured?

Campus awareness is increased and vested.



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GOAL


OBJECTIVE 2.4

Key Players NamesJohnett ScoginJohn A. Serrano

Action Item Task Leader Target Date Micro Plan2.4a. Identify core team for each academic program to write framework of expectations for each grade level and to begin working by January 2017. John A. Serrano Jan-17 YES2.4b. Determine core teams to evaluate the TEKS Resource System and resources corresponding to the TRS. Johnett Scogin End of August 2016 YES2.4c. Identify training and/or goal for evaluation of the TRS and resources for the core team. Johnett Scogin & core team 16-Sep-16 YES

2.4d. Core teams will report to the Instructional Leadership Council their findings by the end of the academic year.

John A. Serrano & Johnett Scogin Jun-17 YES

2.4e. Core teams will recommend action plans if needed for the following year.

John A. Serrano & Johnett Scogin Jun-17 YES


Enhance academic achievement for all instructional programs.



Key Players Names



SGT Members



Page 33



Share vision & main ideas with the instructional staff during the in-service week

John A. Serrano Week of August 15 - 19

Share & review plans with the Instructional Leadership Council & Curriculum team John A. Serrano End of August 2016


Identified core team members for framework development None

time, relevant resources related to skills/levels/

expectations/development


plan?



Establishment of Frameworks committee (list of the committee members)

Completion of Frameworks of Expectations/Skills (master document) (year 2)

Development of action plan for implementation including a checklist (year 2 going into year 3)

Completion of TRS audit/evaluation that includes key findings and recommendations to address training needs & development of additional resources/materials


implemented?Framework committee to be established and implemented by January 2017






obstacles?

Competing priorities & time management- set up a coordinated schedule including setting up meetings and developing a clear timetable

Page 34

GOAL

OBJECTIVE 2.4a

Key Players NamesJohn A. SerranoDonna Altuna

MEASURES OF SUCCESSTSD Action Plan for Academic

Achievement Focus Area: Reading

Objective: Enhance academic achievement for all instructional

programs (SAT 10)

Department 2016-2017AcademicTarget

2016-2017Non-Academic

TargetElementary 82% 90%MiddleSchool 85% 90%HighSchool 80% 90%

TeachersDepartment Principals

Key Players NamesKEY PLAYERS(Who should be involved in


Data Analysis: Although we currently have an agreement with the Texas Education Agency (TEA) to use the SAT 10 as our assessment accountability piece, TSD students in grades 3 – 8 and high school students taking English I and II, Algebra I, Biology and US History, participate in the state of Texas assessment on an annual basis. Currently, that assessment is the STAAR (State of Texas Assessment of Academic Readiness). While it is not an appropriate assessment for all of our students, it is appropriate for some students and unlike the SAT 10, it is based on our state standards. In addition to the STAAR and other in-house diagnostic assessments in reading and math, TSD began giving the MAP (Measures of Academic Progress) reading and math assessments to students in grades 3 – 11 in the fall of this year (2016-2017).

Students will meet the established SAT 10 Performance Indicators in all departments for reading and math in 2016-2017. (SAT 10 MOU Academic Performance Indicators are based on a combination of reading and math scores).

Enhance academic achievement for all instructional programs (STAAR)


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Benchmark: SAT 10 Reading (2016-2017)


programs (STAAR)

Because we have consistently met our proposed indicators for the past 15 years, we believe our best plan of action is to continue following similar instructional and remedial practices using our most current data in the areas of reading. TSD is currently using the TEKS Resource System (TRS) as our curriculum for all academic content areas (including reading), and is providing tutoring, intervention and Accelerated Instruction (AI) in areas of need as determined by STAAR and other in-house data from reading assessments such as: Renaissance STAR and DRA2 (Developmental Reading Assessment 2). See below for departmental instructional curriculum benchmark commitments:Elementary: Meet in grade level meetings every 6 weeks to plan for upcoming TRS units Middle School: Meet in reading CAT (Content Area Teams) every 4 weeks to plan for instructional units, review data, plan for AIHigh School: Meet in reading CAT (Content Area Teams) every 6 weeks to plan for instructional units, review data, plan for and provide AI

Meet 2016-2017 student STAAR Progress Measure Met or Exceeded targets for reading set for all students at:Reading: 45%

and determine highest areas of data driven need for each department in STAAR Reading. [Because STAAR Accommodated (STAAR A) will be offered for the last time in December 2016, all students, including those taking modified courses but without a significant cognitive disability, will take the STAAR assessment. The above target was determined with that information in mind, plus the knowledge that the Performance Standards (cut scores or passing rates) will increase annually through the 2021-2022 academic year. ]

The charts below show 2015-2016 data for both STAAR and STAAR A Progress Measure Met or Exceeded. The 2016-2017 projections were based on these data.

Page 36

Please refer to the STAAR Progress Measure Report at the end of this section for information on how Progress Measures are calculated.

Benchmark (STAAR Reading) 2016-2017 and beyond




Instructional Data Analyst to select, based on data, top 3 areas of instructional need for reading at each department and grade level and share data with principals.

Principals will use these data to plan for and lead ongoing PLC (Professional Learning Communities) designed to support teachers in data analysis and instructional application.

Teachers will use these STAAR Reading data to guide instruction and to provide AI support for grades 3 – 12.

Instructional Data Analyst to review previous year’s STAAR reading data at the Reading grades 3-8 and high school English I and English II EOC TEKS Student Expectation level to gather baseline information for common areas of need by department and grade.

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programs (MAP)

Benchmark (MAP Reading) 2016-2017 and beyond


programs (MAP)




Benchmark (MAP Reading) 2017-2018 and beyond Teachers will use MAP Student Progress data to initiate appropriate reading interventions.

After 2016-2017, teachers will use individual Student Progress data in specific areas of reading to guide instruction and support student academic growth for grades 3 – 12.

In the fall, teachers will use the previous spring MAP Reading Student Progress data to support student academic growth through interventions such as tutoring and small flexible groups formed to address identified areas of need.

Administer MAP Reading assessments to students in grades 3 – 12 in the fall and in the spring. Gather Student Progress data after each test administration.

Principals and teachers will review most recent MAP Student Progress Reading data. Principals will plan for and lead ongoing PLC (Professional Learning Communities) designed to support teachers in data analysis and instructional application.

After 2016-2017 fall and spring testing administrations, use MAP RIT Reading data to establish Growth Projection predictions for the 2017-2018 school year for Reading. This pattern of using prior year’s fall/spring comparative data to establish the following year’s Growth Projection will be followed in subsequent years.

Administer MAP Reading assessments to students in grades 3 – 11 in the spring and fall. Gather reading data regarding individual student and department RIT baselines.

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GOAL

OBJECTIVE 2.4b

Key Players NamesJohn A. SerranoDonna Altuna

MEASURES OF SUCCESSTSD Action Plan for Academic

Achievement Focus Area: Math


programs (SAT 10)

Department2016-2017AcademicTarget

2016-2017Non-AcademicTarget

Elementary 82% 90%MiddleSchool 85% 90%HighSchool 80% 90%

Enhance academic achievement for all instructional programs (SAT 10)



Key Players NamesDepartment Principals Teachers


Data Analysis: Although we currently have an agreement with the Texas Education Agency (TEA) to use the SAT 10 as our assessment accountability piece, TSD students in grades 3 – 8 and high school students taking English I and II, Algebra I, Biology and US History, participate in the state of Texas assessment on an annual basis. Currently, that assessment is the STAAR (State of Texas Assessment of Academic Readiness). While it is not an appropriate assessment for all of our students, it is appropriate for some students and unlike the SAT 10, it is based on our state standards. In addition to the STAAR and other in-house diagnostic assessments in reading and math, TSD began giving the MAP (Measures of Academic Progress) reading and math assessments to students in grades 3 – 11 in the fall of this year (2016-2017).

Students will meet the established SAT 10 Performance Indicators in all departments for reading and math in 2016-2017. (SAT 10 MOU Academic Performance Indicators are based on a combination of reading and math scores).

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Benchmark: SAT 10 Math (2016-2017)


programs (STAAR)

Because we have consistently met our proposed indicators for the past 15 years, we believe our best plan of action is to continue following similar instructional and remedial practices using our most current data in the area of math. TSD is currently using the TEKS Resource System (TRS) as our curriculum for all academic content areas (including math), and is providing tutoring, intervention and Accelerated Instruction (AI) in areas of need as determined by STAAR and other in-house data from math assessments such as: Renaissance STAR, Origo, AM (Accelerated Math), and Houghton Mifflin Math.See below for departmental instructional curriculum benchmark commitments:Elementary: Meet in grade level meetings every 6 weeks to plan for upcoming TRS units Middle School: Meet in math CAT (Content Area Teams) every 4 weeks to plan for instructional units, review data, plan for AIHigh School: Meet in math CAT (Content Area Teams) every 6 weeks to plan for instructional units, review data, plan for and provide AI

Meet 2016-2017 student STAAR Progress Measure Met or Exceeded targets for math set for all students at:Math: 45%

and determine highest areas of data driven need in this area for each department in STAAR Math. [Because STAAR Accommodated (STAAR A) will be offered for the last time in December 2016, all students, including those taking modified courses but without a significant cognitive disability, will take the STAAR assessment. The above target was determined with that information in mind, plus the knowledge that the Performance Standards (cut scores or passing rates) will increase annually through the 2021-2022 academic year. ]

The attached charts below show 2015-2016 data for both STAAR and STAAR A Progress Measure Met or Exceeded. The 2016-2017 projections were based on these data.

Page 40

Please refer to the STAAR Progress Measure Report at the end of this section for information on how Progress Measures are calculated.

Benchmark (STAAR Math) 2016-2017 and beyond




Principals will use these data to plan for and lead ongoing PLC (Professional Learning Communities) designed to support teachers in data analysis and instructional application.

Teachers will use these STAAR Math data to guide instruction and to provide AI support for grades 3 – 12.

Instructional Data Analyst to review previous year’s STAAR math data at the Math grades 3-8 and high school Algebra I EOC TEKS Student Expectation level to gather baseline information for common areas of need by department and grade.

Instructional Data Analyst to select, based on data, top 3 areas of instructional need for math at each department and grade level and share data with principals.

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programs (MAP)

Benchmark (MAP Math) 2016-2017 and beyond


programs (MAP)





After 2016-2017, teachers will use individual Student Progress data in specific areas of math to guide instruction and support student academic growth for grades 3 – 12.

In the fall, teachers will use the previous spring MAP Math Student Progress data to support student academic growth through interventions such as tutoring and small flexible groups formed to address identified areas of need.

Administer MAP Math assessments to students in grades 3 – 12 in the fall and in the spring. Gather Student Progress data after each test administration.

Principals and teachers will review most recent MAP Student Progress Math data. Principals will plan for and lead ongoing PLC (Professional Learning Communities) designed to support teachers in data analysis and instructional application.

Teachers will use MAP Student Progress data to initiate appropriate math interventions.

After 2016-2017 fall and spring testing administrations, use MAP RIT Math data to establish Growth Projection predictions for the 2017-2018 school year for Math. This pattern of using prior year’s fall/spring comparative data to establish the following year’s Growth Projection will be followed in subsequent years.

Administer MAP Math assessments to students in grades 3 – 11 in the spring and fall. Gather math data regarding individual student and department RIT baselines.

Page 42


Macro Action Plan Worksheet: Objective 2.5

GOAL


OBJECTIVE 2.5

Key Players NamesCTE Supervisor, Daniel VeitTransition Specialist CCR Committee

Action Item Task Leader Target Date Micro Plan2.5a. Establish a Career and College Readiness (CCR) committee with equal representatives from all departments.

CTE Supervisor and Transition Specialist 11/1/16 Yes

2.5b. Host a retreat for the CCR committee to assess relevant data and research best practices for CCR at TSD.

CTE Supervisor and Transition Specialist Apr-17 Yes

2.5c. Review recommendations with SGT Steering Committee for Year 2 Implementation.

CTE Supervisor and Transition Specialist May-17 Yes






SGT Members

Key Players Names

Refine and strengthen Career and College Readiness at TSD.

PROMOTIONIs promotion needed for

success? If not, proceed to the next section. If so, how can we

generate awareness, interest and support?


John Serrano and Stella Egbert Gabrielle Nocciolino, MS TeacherJudi Ann Pate, HS Teacher


Page 43


Macro Action Plan Worksheet: Objective 2.5

People Funding OtherLunch

MEASURES OF SUCCESSHow will this plan's

effectiveness be measured? How will this objective's success be measured?

Action Plan is in place for Year 2


implemented?

REQUIRED RESOURCESWhat estimated funding and/or

human resources are needed to complete the plan?



obstacles?

Page 44

TSD: 2016-2021 Strategic PlanStrategic Priority #3: Staff Support


GOAL

SGT Chair/Co-ChairsRussell West, DirectorDebbie Andries, Curriculum SpecialistBarbara Hussey, PrincipalWilmonda McDevitt, Director

OBJECTIVE 3.1

Key Players NamesHuman ResourcesSchool Leadership CounselAcademic AffairsSupport Operations

Action Item Task Leader Target Date3.1.a. Develop a standardized agency-wide Recruitment Plan and process. Human Resources 1-Jan-17

3.1.b. Identify best practices for integrating the agency's core values and mission in recruitment activities. Human Resources 1-Jan-17

3.1.c. Develop workgroup to establish policies and procedures for internship program. Human Resources/Academic Affairs 1-Jun-17

3.1.d. Establish a workgroup to define staff incentive initiatives. Human Resources/ELT 1-Jun-17


External promotion of intern opportunities HR/DAA/DSO Jun-17






Funding - paid internshipsLegal constraints on award expenditures

Siloed internship programs, lack of consistency across divisionsLegal constraints in FLSA (paid vs. unpaid internships)

Develop a plan to recruit a well-qualified staff that includes focus on skills, diversity, and potential.



Key Players Names

Establish an environment that will attract, build, and retain a highly skilled staff by establishing gold standards and explicit procedures that foster professional development and personal growth.

Julie Dodd & Justin Wedel

SGT Members

Dirk Albrecht, SupervisorLisa Svenningsen, TeacherValerie Meyer, SupervisorKarl Hummel, Principal

Page 45

TSD: 2016-2021 Strategic PlanStrategic Priority #3: Staff Support


People Funding OtherTBD - Internship Program





Increased number of well-qualified applicantsLower Turnover RatesImproved Employee Satisfaction Results in Surveys


Jun-17

Page 46

TSD: 2016-2021 Strategic PlanStrategic Priority # 3 : Staff Support


GOAL


OBJECTIVE 3.2

Key Players NamesHuman ResourcesSchool Leadership Counsel

Action Item Task Leader Target Date3.2.a. Conduct a school-wide professional development needs assessment. Human Resources 1-Jun-17

3.2.b. Identify best practices for setting up a campus wide Professional Development Program appropriate to TSD.

SGT #3 Workgroup 1-Jun-17

3.2.c. Identify an effective tool for appropriately evaluating workloads. SGT #3 Workgroup 1-Jun-17

3.2.d. Identify appropriate follow-up and next-steps for year two. SGT #3 Workgroups 1-Jun-17


ACTION STEPS (What are the key action steps required to successfully complete this

strategy?)

PROMOTIONIs promotion needed for success? If not, proceed to the next section. If

so, how can we generate awareness, interest and support?


Funding

HR Staffing levels - request additional staff to fully implement training program

Increase employee satisfaction by establishing programs and services that support short- and long-term personal and professional goals.

KEY PLAYERS(Who should be involved in implementing this objective to ensure its

success?)

Key Players Names



SGT Members

Dirk Albrecht, SupervisorLisa Svenningsen, TeacherValerie Meyer, SupervisorKarl Hummel, Principal

Page 47

TSD: 2016-2021 Strategic PlanStrategic Priority # 3 : Staff Support


People Funding OtherTraining StaffLearning Management SystemREQUIRED RESOURCES

What estimated funding and/or human resources are needed to complete the plan?



Improved Employee Satisfaction in SurveysImproved Employee Performance


SY 2018-2019

Page 48

TSD: 2016-2021 Strategic PlanStrategic Priority # 3: Staff Support


GOAL


OBJECTIVE 3.3

Key Players NamesHuman ResourcesAcademic AffairsSchool Leadership CouncilStaff from various departments/classifications

Action Item Task Leader Target Date3.3.a. Establish a committee to research and develop a teacher incentive program. Human Resources 1-Sep-17

3.3.b. Identify potential funding sources. Business Services 1-Jan-17

3.3.c. Identify career advancement opportunities within TSD. Human Resources 1-Jun-17



Key Players NamesBusiness Services

Karl Hummel, Principal


Funding


Dirk Albrecht, SupervisorLisa Svenningsen, TeacherValerie Meyer, Supervisor

ACTION STEPS (What are the key action steps required to successfully complete

this strategy?)

KEY PLAYERS(Who should be involved in implementing this objective to ensure

its success?)

SGT Members


support?

Implement standardized policies and procedures; and develop strategies to maximize employee compensation.

Page 49

TSD: 2016-2021 Strategic PlanStrategic Priority # 3: Staff Support



Identified action items - June 2017



Lower Staff Turnover RatesImproved results in Employee Satisfaction Survey(s)


REQUIRED RESOURCESWhat estimated funding and/or human resources are needed to

complete the plan?

Teacher incentive/compensation program - SY 2020-2021

Page 50

TSD: 2016-2021 Strategic PlanStrategic Priority #4: Data Driven Decision Making


GOAL

SGT Chair/Co-ChairsAmy HolcombBeth PoloFrank HipchenElizabeth SterlingJan Reed-AndersonJustin WedelRebecca Mowell

OBJECTIVE 4.1

Initial Key Players Names - This team will select the School Wide Data Team

Donna AltunaJan Reed-AndersonBarb HusseyTerry RobbinsJohnett ScoginBeth PoloRebecca MowellKarl Hummel

Action Item Task Leader Target Date4.1a Establish a School Wide Data Team to set the standards for ongoing data use Initial Key Players 8/10/16

4.1b Designate a school-based facilitator or facilitators to meet with instructional & residential teams to review and analyze student achievement & behavior data

School Wide Data Team Leader/Co-leader(s) 9/30/16

4.1c Replace SAT 10 with Measures of Academic Progress (MAP)

School Wide Data Team Leader/Co-leader(s) 6/21/17

Establish a culture of data-driven decision making (DDDM) through access to an array of reliable data while maintaining fidelity, integrity, and compliance at all levels of school operations.

Karl Hummel, Johnett Scogin, Donna Altuna

SGT Members

Terry RobbinsRobert FergusonTamara Copeland-SamaripaWilmonda McDevitt

Establish a clear and effective plan for student data use (academic, behavior, residential)

KEY PLAYERS(Who should be involved in implementing

this objective to ensure its success?)

Key Players NamesDaniel Veit

Beth SmileyWilmonda McDevittBehavior Supervisor

Frank Hipchen



TBD: School Wide Data Team

Elizabeth Sterling

Page 51


Macro Action Plan Worksheet: Objective # 4.1Promotion Ideas Task Leader Target Date

People Funding OtherKey Players from Above (initial meeting) and those selected to serve on the School Wide Data Team, and serve as School Wide Facilitator or Facilitators NoneTime, Meeting Place None


6/21/17


proceed to the next section. If so, how can we generate awareness, interest and

support?

REQUIRED RESOURCESWhat estimated funding and/or human

resources are needed to complete the plan?

MEASURES OF SUCCESSHow will this plan's effectiveness be

measured? How will this objective's success be measured?

Selection of School Wide Data Team Designation of School Based Facilitator(s)

MAP accepted by TEA as new MOUMAP implementation specs in placeMAP Reports training for administrators completeStaff trained on how to give MAPMAP testing windows for 16-17 determined3rd -11th grade students tested during designated testing windows


Schedule ConflictsBy 8/31/16 send invitations to Initial Key Players for 9/16 initial meeting to select School Wide Data Team

Page 52



GOAL


OBJECTIVE 4.2

Key Players NamesAcademic Affairs Leadership Team School Wide Data Team - TBD


4.2a Prioritize and initiate the development of district-level policies and procedures regarding data collection, analysis and use

John Serrano and School Wide Data Team Leader

6/21/17

4.2b Solicit feedback from various stakeholders on draft policies and procedures

School Wide Data Team Leader/Co-leader(s)

6/21/17


Key Players Names

Wilmonda McDevitt


Terry RobbinsRobert FergusonTamara Copeland-Samaripa



KEY PLAYERS(Who should be involved in implementing this

objective to ensure its success?)

SGT Members

Establish, communicate, and regularly monitor clearly defined district/department policies and procedures regarding data collection, analysis, and use to support district-wide decision making and implementation

Page 53




4.2b Develop a Survey Monkey

School Wide Data Team Leader/Co-leader(s)

6/21/17


6/21/17


MEASURES OF SUCCESSHow will this plan's effectiveness be measured? How will this objective's success be measured?

List (in order of priority) of district policies and procedures that either need to be tweaked or developed regarding academic, behavior or residential data (training, collection, use, how it is shared, etc.)

Documentation of/Data from various stakeholders on any drafted procedures


PROMOTIONIs promotion needed for success? If not, proceed

to the next section. If so, how can we generate awareness, interest and support?

REQUIRED RESOURCESWhat estimated funding and/or human resources

are needed to complete the plan?

Page 54



GOAL


OBJECTIVE 4.3

Key Players NamesAcademic Affairs Leadership Team School Wide Data Team - TBD


Identify and recommend a student information system based on research and identified TSD needs

School Wide Data Team Leader/Co-Leader(s)

12/16/16

Secure resources and purchase SIS Donna Altuna 1/31/17

Develop a plan for transition and implementation

Academic Affairs Leadership Team and School Wide Data Team Leader/Co-Leader(s)

6/21/17



Design and implement a comprehensive and effective system of information management and database access, based on research into best practices and current user data



Key Players Names



SGT Members

Terry RobbinsRobert FergusonTamara Copeland-SamaripaWilmonda McDevitt

Page 55



Explanation of SIS and plans of roll out to Instructional Staff during district wide staff meeting (John) and department meetings (principals)

John Serrano and Department Principals

6/9/17


Academic Affairs Leadership Team and School Wide Data Team

2 SIS currently being researched are priced between About $14,000 and $40,000.





Selection of new SIS and procurement of funds for purchase


6/21/17




Funding - Inform Superintendent and CFO of cost as soon cost as new replacement SIS is determined

Page 56

TSD: 2016-2021 Strategic PlanStrategic Priority #5: Outreach for Maximum Statewide Impact


GOAL

SGT Chair/Co-ChairsRachel BakerJack BusenbarkSha Cowan

OBJECTIVE 5.1

Key Players NamesTheresa JohnsonDavid CocoClaire BugenDiana Poeppelmeyer


5.1a Cultivate at least one partnership with higher education for mutually beneficial research re statewide effectiveness of a particular outreach or group of outreach programs

David Coco 12/15/16

5.1b Build capacity through at least one new interagency collaboration to combine efforts and pool funds for resource development.

Theresa Johnson 12/15/16


Maximize full array of high-quality resources and expertise to provide efficient and effective service delivery for robust positive impact for deaf and hard of hearing students, families, communities and professionals throughout the state.

Robert FergusonHeidi MacGlaughlin




SGT Members


proceed to the next section. If so, how can we generate awareness, interest

and support?

Bobbie Beth Scoggins and Diana Poeppelmeyer

Key Players NamesLisa Crawford

Shelly BergeronMari Hubig

Increase number of strategic collaborations/partnerships resulting in increased capacity for resource development and service delivery/efficiency.

Avonne Brooker-Rutowoski

Page 57



People Funding OtherSusie Tiggs, ESC 11/DHH Services 25,000Brent Pitt, TEABobbie Beth Scoggins, TSD/ERCOD


implemented?


plan?

Collaborative efforts with higher ed will result in data that can be used to either show program effectiveness and gain further support for programming or to make programmatic changes for greater effectiveness. Success will be measured by either by accumulation of data and resulting in a) greater support for programming or b) change in programming leading to greater participation and positive outcomes.

Collaborative interagency efforts will result in increased capacity for outreach by matching funding with manpower/expertise. Success will be measured by increase in programming and resulting positive outcomes.

All partnerships/collaborations formalized by 8/1/17 and ready to implement beginning Fall 2017

MEASURES OF SUCCESS How will this plan's effectiveness be measured? How will this objective's

success be measured


Staff are already fully engaged with other outreach projects that take priority and require their time and effort.

Give reasonable and ample time to make contacts, build relationships, discuss potential collaborations, and set a plan in motion to have a fully fleshed out and agreed upon plan by spring semester 2017 with flexibility for full initiation of plan for fall semester 2017.

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GOAL


OBJECTIVE 5.2

Key Players NamesBobbie Beth ScogginsDiana PoeppelmeyerClaire BugenAvonne Brooker-Rutowski


5.2a Distribute a survey to identify Deaf and HH adults employed within Early Childhood Intervention, Texas Early Hearing Detection and Intervention, Regional Day School Programs, Educational Service Centers, School Districts, Private Schools, and Higher Education

Diana Poeppelmeyer 1/15/17

5.2b Secure funding to recruit Deaf Mentors, provide training using the SKI HI curriculum, and prepare to pilot at least one Deaf Mentor to be available for FALL 2017 in one or more of the following services areas: general or special education, Regional Day School Program for the Deaf, Early Childhood Intervention Agency, TEHDI system, Educational Service Centers, private schools, parent groups, higher education.

Bobbie Beth Scoggins 7/15/17



SGT MembersRobert FergusonHeidi MacGlaughlin

Increase number of Deaf and Hard of Hearing Adults participating at all levels of service delivery for students, families and professionals.



Key Players NamesLisa CrawfordShelly BergeronMari HubigLisa Cochran


Page 59





and support?

Develop a marketing package for Deaf Mentor Program including, logo, graphics, flyers, website info, social media, short videos, and face to face presentations.

Avonne Brooker Rutowski Ready for distribution 8/15/17


Susie Tiggs, ESC 11 DHH Services Statewide Deaf Ed Funds

Karen Clark SKI HI Trainer Funds set aside for SKI HI training

David Coco promotionTwyla Loftin promotionTheresa Johnson promotionFernando Munoz promotion materials


completion? How will you overcome these obstacles?

Other outreach projects take priorityBy giving one full year to survey, then simultaneously start marketing and recruiting/training mentor(s) to be ready to begin Fall of 2017.


implemented?

By 8/1/17 have full plan in effect, mentors trained, locations determined and implementation begins Fall 2017


plan?



Effectiveness measured through number of participants engaged, customer satisfaction surveys and SKI HI evaluations.

Page 60



GOAL


OBJECTIVE 5.3

Key Players NamesLisa CrawfordShelly BergeronMari HubigDiana PoeppelmeyerMaria MunizSonia Bridges Rachel Baker


5.3a Reorganize ERCOD family services to increase efficiency, effectiveness and impact

Lisa Crawford 1/15/17

5.3b Develop recommendations to the Executive Leadership Team to build capacity for TSD families to select ERCOD family services/programs through interdepartmental staff collaborations and increased funding streams.

Shelly Bergeron & Rachel Harris 1/15/17

Samara Jansen


Increase both numbers of families served and number of services families have access to by restructuring individual programs into coordinated, mutually enhancing efforts that result in expanded and seamless delivery of services to families.



Key Players NamesAvonne Brooker-RutowoskiLynn ReichetMichaela HamakerRachel Harris



SGT MembersRobert FergusonHeidi MacGlaughlin

Page 61



People Funding OtherSusie Tiggs, ESC 11 DHHS Grant application PromotionKelly Berger, TX H&V PromotionDoug Dittfurth, TEHDI PromotionTXP2P PromotionFernando Munoz Promotion materialsOutsourced Grant request Combined Registration Process

ELT @ TSD Allocated or Reallocated Funds



Increase in number of families enrolling in multiple family programsIncrease in number of TSD families with access to family programs traditionally reserved for statewide audienceDecrease in paperwork with combined, streamlined onboarding and referrals


plan?


completion? How will you overcome these obstacles?

Other outreach projects take priority

By reducing tasks/workloads with a more efficient, streamlined organizational structure for family services


implemented?

8/1/17Ready for rollout August 2017



and support?

Will need to "rebrand" individual family programs as part of a

greater whole and create marketing materials (brand, logo flyers, web,

social media, etc.)

Mari Hubig 1/15/17

Page 62



GOAL

SGT Chair/Co-ChairsClaire BugenJustin WedelMonte HunterJamie ZavodnyTSD StakeholdersPeter MaassLissi Riedel

OBJECTIVE 6.1

Key Players NamesJamie ZavodnyRussell WestMonte Hunter


6.1a Facilitate the meetings for stakeholders to provide input and review of design elements in the Master Plan.

Russell West and Jamie Zavodny 1-Aug No


Strategic Priority 6 will be presented and the Opening of School Welcome Back

Russell West 15-Aug


Russell West

Key Players Names

Nick SultemeierDavid RoesMatthew Woerndell

SGT Members


support?





Engage a variety of stakeholders in multiple public forums in aneffort to identify priorities for improvement in TSD facilities.

TFC ContractorsTFC Staff

Page 63



People Funding OtherStaff time



All stakeholders in the community feel they have had input.




June, 2023


Challenges in engaging community participation.Too many ideas.

Open communication with TSD community.

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GOAL


OBJECTIVE 6.3

Key Players NamesRussell WestDaniel VeitJohn SerranoTSD staff


6.3a Work with Parkhill, Smith, &Cooper (PSC) on specifications forthe building designs targeted for the first phase of Master Planning.

Russell West Aug. 2016


CTE Advisory Committees Daniel Veit Jan. 2017

TSD Leadership Team Russell West Fall, 2016







Ensure that the master plan includes specialized needs of the school related to technology, Career Technical Education, classroom and common space configurations, and deaf space design principles.

Monte HunterGallaudet Deaf Space expertsCulinary Consultants


Russell West

Key Players NamesJamie Zavodny

SGT Members

TSD Foundation

Nick SultemeierDavid RoesMatthew WoerndellTFC ContractorsTFC Staff

Page 65



People Funding OtherTSD stakeholders Funding of Master Plan


Insufficient information to complete design



Master Plan design and timelines are completed




1-Jan

Lack of funding

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GOAL


OBJECTIVE 6.4

Key Players NamesClaire BugenJustin WedelRussell West


6.4a Review proposals made by PSC to accommodate program and student needs in the Master Plan.

Russell West 2016-17 school year

6.4b Support TFC in strategy planning and in legislative testimony as needed to secure funds for the master plan.

Justin Wedel Claire Bugen January-May 2017





Support TFC in their request for legislative funding for design and construction.


Russell West

Key Players Names

SGT Members


Page 67



Visits with committees and key legislative leadership Peter Maass Fall 2016-May 2017



Current economic climate





Funding is secured for phase one of the master plan.




May, 2017

(Phase One FY17 - FY18)

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GOAL


OBJECTIVE 6.5

Key Players NamesRussell WestLissi RiedelNick Sultemeier KiewitFlintco


6.5a Collaborate with TFC staff on mass communications including emergency notification systems.(Visual PA)

6.5b Serve as TSD Operations Liaison for TFC on deferred maintenance work, e.g. roofs, Kleberg improvement, and security upgrades.Emergency Generator, “life safety”


Russell West

Key Players Names

SGT Members





Continue to address planned and deferred maintenance needs of the campus.


Page 69



6.5c Produce facilities compliance information necessary for CEASD Accreditation

6.5d Work with TFC Grounds on landscape plans to improve and maintain campus environment.











Page 70

GLOSSARY ACCESS- Adult Curriculum for Community Living, Employment and Social Skills provides instruction and community-based learning opportunities designed to help post-high school Deaf students (18-22 years old) develop practical real-world skills in the areas of employment and independent living. Accelerated Instruction (AI) is an intensive supplemental program designed to address the needs of an individual student in acquiring the knowledge and skills required at his or her grade level and/or as a result of a student not meeting the passing standard on a state-mandated assessment. AALT- Academic Affairs Leadership Team which includes the Director of Academic Affairs, Supervisor of Instructional Support, Curriculum and Assessment, Supervisor of Student Support Services, Instructional Data Analyst and Supervisor of Professional Development/ASL Services. ARD is the admission, review, and dismissal committee convened for each student who is identified as needing a full and individual evaluation for special education services. The eligible student and his or her parents are members of the committee. BIP is the Behavior Intervention Plan which is tailored to meet the behavior needs of students. CAT stands for Content Area Team. DRA is Developing Readers’s Assessment that serves as a testing instrument for students which is designed to provide information on the student’s reading skills. DWA- Developing Writers’ assessment which is a testing instrument designed to provide information on a student’s functional writing skills. EOC assessments are end-of-course tests, which are state mandated, and are part of the STAAR program. Successful performance on EOC assessments are required. These exams will be given in English I, English II, Algebra I, Biology, and United States History. ESC- Educational Service Center, a component of the Texas Education Agency which serves as a resource for schools including Texas School for the Deaf. IEP is the written record of the Individualized Education Program prepared by the ARD committee for a student with disabilities who is eligible for special education services. The IEP contains several parts such as a statement of the student’s present educational performance; a statement of measurable annual goals, with short-term objectives; the special education and related services and supplemental aids and services, and program modifications or support for school personnel; a statement regarding how the student’s progress will be measured and how the parents will be kept informed; accommodations for state or school wide tests, whether successful completion of state-mandated assessments is required for graduation, etc. LSSP- Licensed Specialist in School Psychology MOU stands for Memorandum of Understanding which serves as a written agreement between two entities. OT- Occupational Therapist PD- Professional Development which is another term for staff training. PT- Physical Therapist.

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PBIS stands for Positive Behavior Intervention & Supports, which is an application of a behaviorally-based systems approach to enhance the capacity of schools, families, and communities to sign effective environments that improve the link between research based practices and the environments in which teaching and learning occurs. RtI stands for Response to Intervention, which is a multi-tier approach to the early identification and support of student with learning and behavior needs. RtI process begins with high-quality instruction and universal screening of all children in the classroom. SAT-10 stands for Stanford Achievement Test which is a required assessment given annually for our Memorandum of Understanding with Texas Education Agency. SLP- Speech-Language Pathologist SHAC stands for School Health Advisory Council, a group of at least five members, a majority of whom must be parents, appointed by the school board to assist the district in ensuring that local community values and health issues are reflected in the district’s health education instruction, along with providing assistance with other student and employee wellness issues. STAAR is the State of Texas Assessments of Academic Readiness, the state’s system of standardized academic achievement assessments, effective beginning with certain students for the 2011-2012 school year. STAAR-A is an accommodated version of the STAAR that is available for eligible students who regularly use accommodations in the classroom. STAAR Alternate 2 is an alternative state-mandated assessment designed for students with severe cognitive disabilities receiving special education services who meet the participation requirements, as determined by the student’s ARD committee. SEL refers to the Social Emotional Learning which is a process for helping students an adult develop fundamental skills for life effectiveness by teaching the skills and tools they need to handle themselves, relationships and their work effectively and ethically. State-mandated assessments are required of students at certain grade levels and in specified subjects. Successful performance sometimes is a condition of promotion, and passing the STAAR EOC assessments is a condition of graduation. Students have multiple opportunities to take the test if necessary for promotion or graduation. TASB- Texas Association of School Boards TEA is the Texas Educational Agency, a state agency that oversees primary and secondary public school education in the state of Texas. TRS is the Texas Resource System formerly known as CSCOPE which is an online curriculum management system designed as resource for teachers, schools and districts across the state. VCSL- Visual Communication and Sign Language checklist. Developed by Visual Language and Visual Learning Center at Gallaudet University, it serves as a standardized comprehensive checklist used to assist in tracking young children’s sign language development from birth to age 5. YAG- Year At A Glance, a component of the Texas Resource System (TRS), is designed to present a snapshot of the entire year’s instructional plan. The YAG is a map and pacing guide for units of study and it makes the curriculum viable by ensuring that the teacher has adequate instructional time to present the required content.

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OUR MISSION OUR VISION - Edl€¦ · Communication Survey and use results to prioritize information most wanted by parents and in what form. Rachel Harris, Claire Bugen, Renita Kennedy