District Strategic Improvement Plan

2013-2014

Table of Contents

District Mission, Values, Vision and Background………………………………………………...... Pages 3-4

District Performance Objectives………………………………………………………………………..... Pages 5-6

Needs Assessment

Data Considered, Data Analysis, State Comparisons, Causal Factors and Key Improvement Initiatives………………………………………………… Pages 7-8

Analysis of 2012-2013 Data………………………………………………………………………. Pages 9-31

District Strategic Improvement Plan by Goal and Objective……………………………………………... Pages 32-48

Appendix………………………………………………………………………………………………….. Pages 49-56

DISTRICT STRATEGIC IMPROVEMENT PLAN ~ INTRODUCTION ~

District Mission Statement: Our mission at Pflugerville Independent School District is to provide a quality education with a commitment to excellence by facilitating learning in a safe and nurturing environment.

District Values: We believe that…

. The community expects and supports a quality education as the key to student success. . A strong work ethic strengthens our schools and community. . A safe community contributes to the quality of life in Pflugerville ISD. . All individuals have worth. . Education is an important priority that keeps our community productive and healthy. . Our children are afforded equitable educational opportunities to achieve their potential.

District Vision: Our students are...

. Productive citizens committed to the community. . Enthusiastic learners who practice continual self development. . Sensitive to others’ needs and feel safe, both physically and emotionally. . Applying and understanding technology. . Positive role models. . Setting challenging personal goals to achieve their full potential. . Effective problem solvers and decision makers who communicate clearly and work well independently and as team members.

Background: flugerville Independent School District is a fast growing district located in Northeast Travis County. Pflugerville ISD was founded in 1902 and encompasses approximately ninety five square miles and includes all or part of six municipalities P including Pflugerville, Austin, Coupland, Hutto, Manor and Round Rock. More than seven major institutions of higher education surround Pflugerville ISD, including The University of Texas at Austin, Concordia University, Huston-Tillotson University, St. Edward’s University, Southwestern University, Texas State University, and the Austin Community College system. Current enrollment is approximately 22,987 students in twenty-nine schools, which more than doubles the enrollment of 9,689 students in 1996. The Pflugerville ISD is expected to double its enrollment to approximately 40,000 students within the next ten years. The District and all campuses were rated as “Met Standard” for 2013.

he 2013-2014 District Strategic Improvement Plan was developed beginning in April of 2013. During the development of the plan, data for the District and its schools were analyzed to determine district strengths and weaknesses. District performance T was evaluated based on historical performance objectives for each measured criteria. In addition, the Pflugerville and Austin Chamber Progress Report Task Force recommendations were considered. The 2012-2013 District Strategic Improvement Plan was evaluated based on the evaluation criteria for each objective. The goal of the District is for the District Strategic Improvement Plan to be a joint document between the administration and the Board of Trustees. To that end, the Board and the administration meet annually to review Board and District priorities to be included in the District Strategic Improvement Plan

District Performance Objectives

5 District Performance Objectives 2013 – 2014

Performance State Region XII PISD Target Goal Actual Index Difference Targets 2013-14 Performance between Goal 2013 2013-14 and Actual Index 1 50 77 81 81 83 21 – District 34 – All Campuses 35 – All Index 2 17 – High Schools 28 – Comparison Group Campuses 35 37 Index 3 55 71 72 76 Index 4 75 85 85 88 89

For the 2013-14 school year, the District and all PISD campuses will be above the State and Region 13 in each Index of the State Accountability System.

DISTRICT STRATEGIC IMPROVEMENT PLAN ~ needs assessment ~

Data Considered: During the district planning process several pieces of data were used to inform and direct the planning process. Some of the data utilized include: AEIS Report (statistics on TAKS, TAKS-Accommodated, drop-outs, completion rate, enrollment, demographics, staffing, etc.), District CBA data, DAAC subcommittee recommendations, Special program data (bilingual, ESL, Special Education, Advanced Academics), Evaluation of the 2012-2013 District Plan, Professional development survey & evaluations, SSI Primary Reading Assessment Results, the state technology STaR survey, and District financial information and status.

Data Analysis: Through an analysis of statistical performance data the district stakeholders, including the Pflugerville ISD District Academic Advisory Council (DAAC), campus principals, and central office administrators, have identified the following areas targeted for improvement:

With the implementation of a new assessment system, State of Texas Assessments of Academic Readiness (STAAR), all content areas will be monitored closely while baseline data is gathered. Based on 2012 and 2013 STAAR results, math and science will continue to be targeted for improvement along with English I Reading and Writing. It is clear that student performance in math and science continues to be the greatest challenge with our student groups. It is also clear that we need to find effective strategies to meet the need of ELL students, economically disadvantages students and students with disabilities. Interventions for struggling students need to include more standardized intervention protocols, specialized professional development and greater incorporation of instruction assistive technologies.

State Comparisons: In analyzing the accountability tables the following comparisons were made in relation to state data: . For Index I, PISD was equal to Region XII (81) and above the State (77). The Performance Target for Index I is 50. . For Index 2, PISD was equal to Region XIII (35) and above the State (34). The Performance Target for Index II is 21. . For Index 3, PISD was above Region XIII (72) and the State (71). The Performance Target for Index III is 55. . For Index 4, PISD was above Region XIII (85) and the State (85). The Performance Target for Index IV is 75.

Causal Factors: The following causal factors have been identified as underlying reasons for students not performing at the desired level necessary at every performance objective. These causal factors are the basis for the strategies developed in the District Strategic Improvement Plan. The identified causal factors include:

 Inconsistent use of authentic literacy at all grade levels.  Inconsistent training and implementation of effective instructional practices, especially for ELL students.  Inconsistent implementation of classroom instruction that meets the depth and complexity as called for by the student expectation in the area of problem solving, measurement, algebraic reasoning, motion, force and energy, critical thinking, living systems, geography in context, political influence, comprehension and text patterns and connection between texts.  Inconsistent use of data to inform practice at the student level.  Inconsistent use of systematic interventions for all students.  Inconsistent focused training on best practices for inclusion of students with disabilities.

Key Improvement Initiatives/Strategies: The causal factors have been addressed in the Pflugerville ISD District Strategic Improvement Plan. The District Strategic Improvement Plan will be monitored continuously by the Executive Leadership Team. Periodic updates will be provided to the PISD Board of Trustees and the District Academic Advisory Committee and input will be solicited for any significant changes.

 Implement collaborative planning at all campuses through Professional Learning Communities.  Develop and implement common assessments at all campuses and utilize data to inform instruction.  Develop a system of collaborative monitoring and support.  Implement a campus snapshot walk-through protocol.  Focus on learning rather than teaching.  Develop and train District staff in specific teaching techniques for implementation of research based instructional strategies.  Aligned and coordinated local assessment program aligned to the District Curriculum that includes tools to assist in the analysis of student achievement data. Revise the formative assessment calendar to provide more timely data.

Accountability Ratings

Under the State Accountability System, there have been at least four campuses each year since 2004 receiving a Recognized or Exemplary rating by the Texas Education Agency. Accountability standards have incrementally increased over the years with some campuses maintaining there Recognized or Exemplary ratings.  In 2008, Timmerman Elementary was Exemplary (1 campus total). Dessau Elementary, Delco Primary, Rowe Lane Elementary, Springhill Elementary, Northwest Elementary, Brookhollow Elementary, and Murchison Elementary were Recognized (7 campuses total).  In 2009, Pflugerville Elementary, Rowe Lane Elementary, and Timmerman Elementary were Exemplary (3 campuses total). Hendrickson High, Pflugerville HIgh, Kelly Lane Middle, Brookhollow Elementary, Highland Park Elementary, Murchison Elementary, Northwest Elementary, River Oaks Elementary, Windermere Elementary, and Windermere Primary were Recognized (10 Campuses total).  The Texas Education Agency rated the District Recognized for 2010. Timmerman Elementary, Rowe Lane Elementary, Murchison Elementary, Pflugerville Elementary, and Kelly Lane Middle received an Exemplary rating while Copperfield Elementary, Hendrickson High, Pflugerville High, Dessau Middle, Park Crest Middle, Pflugerville Middle, Brookhollow Elementary, Caldwell Elementary, Highland Park Elementary, Northwest Elementary, River Oaks Elementary, Spring Hill Elementary, Parmer Lane Elementary, Windermere Elementary, and Windermere Primary received a Recognized rating. All other campuses were Academically Acceptable.  The Texas Education Agency rated the District Academically Acceptable for 2011. Westview Middle and Wieland Elementary were rated Academically Unacceptable. Riojas Elementary and Rowe Lane Elementary received an Exemplary rating while Hendrickson High, Kelly Lane Middle, Park Crest Middle, Caldwell Elementary, Highland Park Elementary, Timmerman Elementary, Murchison Elementary, Pflugerville Elementary, River Oaks Elementary, Spring Hill Elementary, Windermere Elementary, and Windermere Primary received a Recognized rating. Connally High, Pflugerville High, Dessau Middle, Pflugerville Middle, Brookhollow Elementary, Copperfield Elementary, Delco Primary, Dessau Elementary, Northwest Elementary, and Parmer Lane Elementary received an Academically Acceptable rating.  State Ratings were suspended in 2012.  All campuses “Met Standard” in 2013. Under the current Federal Accountability System, school districts are expected to have 100% passing in all seven student groups by 2014.  In 2007, Connally High School did not meet Adequate Yearly Progress (AYP) under the Federal Accountability System.  In 2008, Connally High School, Hendrickson High School, Pflugerville High School, Pflugerville Middle School, Dessau Middle School, Park Crest Middle School, and Westview Middle School did not meet AYP.  In 2009, all campuses and the District did meet AYP.  In 2010, the District and all campuses made AYP except Westview Middle School.  In 2011, Connally High, Pflugerville High, Dessau Middle, Pflugerville Middle, Westview Middle, Windermere Elementary did not make AYP.  In 2012, Connally High, Hendrickson High, Pflugerville High, Park Crest Middle, Pflugerville Middle, Brookhollow Elementary, Caldwell Elementary, Dessau Elementary, Highland Park Elementary, Wieland Elementary, and Windermere Elementary did not make AYP.

Figure 1: Accountability Results for 2013

2013 Accountability Results by Index Distinction Designations by Category Academic Academic Top 25% Index 1 Index 2 Index 3 Index 4 Campus Achievement Achievement Student (50) (21/30/29/17) (55) (75) Reading Math Progress District 81 35 76 88 BES 76 47 65 NR X CWES 74 38 65 NR CES 74 31 71 NR X DES/DPS 74 35 77 NR X HPES 81 45 75 NR X MES 92 53 82 NR X X NES 84 52 78 NR X X X PLES 85 49 84 NR X X PES 84 46 75 NR RES 83 40 76 NR X ROES 80 46 83 NR X X RLES 93 51 84 NR X X RBES 61 33 56 NR SHES 78 48 71 NR X X X TES 89 40 81 NR X WLES 73 53 62 NR X WES/WPS 73 40 67 NR DMS 70 38 67 NR KLMS 90 43 86 NR PCMS 83 43 80 NR X X X PMS 78 41 71 NR X WMS 77 41 73 NR X CHS 75 25 72 86 X HHS 85 29 82 86 PHS 82 29 78 89 X X

Figure 2: Index 1 Results Based on Accountability Standards (Preliminary)

Index 1: 2013 Student Achievement (Students Meeting STAAR Level II ‐ Phase 1) Index Target = 50 Reading Math Writing Social Studies Science All Subjects % ≥ % ≥ # ≥ % ≥ # ≥ % ≥ # ≥ % ≥ % ≥ # ≥ # ≥ # ≥ # Took Level # Took Level Level # Took Level Level # Took Level Level # Took Level # Took Level Level II Level II Level II II II II II II II II II II All Students 12,224 14,629 84% 11,928 14,453 83% 4,577 6,992 65% 5,197 6,434 81% 6,747 7,990 84% 40,673 50,498 81% Af. Amer. 2,298 2,928 78% 2,149 2,900 74% 827 1,461 57% 1,047 1,390 75% 1,310 1,655 79% 7,631 10,334 74% Amer. Indian 48 57 84% 48 55 87% 16 26 62% 20 24 83% 29 33 88% 161 195 83% Asian 913 1,009 90% 930 995 93% 372 446 83% 425 469 91% 553 601 92% 3,193 3,520 91% Hispanic 5,072 6,361 80% 4,987 6,264 80% 1,832 3,101 59% 2,090 2,761 76% 2,757 3,450 80% 16,738 21,937 76% Pacific Isl. 23 26 88% 24 26 92% 8 11 83% 14 469 93% 18 19 95% 87 97 90% White 3,406 3,725 91% 3,346 3,693 91% 1,343 1,707 79% 1,413 1,556 91% 1,834 1,962 93% 11,342 12,643 90% 2 or More 463 522 89% 443 519 85% 179 238 73% 188 218 86% 245 269 91% 1,518 1,766 86%

Eco. Dis. 5,756 7,494 77% 5,606 7,386 76% 2,083 3,726 56% 2,270 3,164 72% 3,065 3,978 77% 18,780 25,748 73% ELL 1,235 1,943 64% 1,334 1,899 70% 466 1,009 46% 275 571 48% 551 918 60% 3,861 6,340 61% SpEd 949 1,532 62% 860 1,490 58% 279 689 40% 338 573 59% 407 711 57% 2,833 4,995 57% Index 1 Score 81 Points

Based on State Accountability results for Index 1, the District will continue to target English Language Learners and Special Education as target groups. Specific activities will be addressed through identified activities starting on page 31.

Assessment Results

Preliminary general results are based on non-accountability standards and include all students who took an assessment. First and second administrations are included for Math and Reading.

Figure 3: Preliminary STAAR Math, Reading and Writing

Mathematics Reading Writing Level II Level III Level II: Level II Level III Level II: Level II Level III Level II: Phase-In Advanced Recommended Phase-In Advanced Recommended Phase-In Advanced Recommended 3rd Grade 76% 21% 40% 85% 24% 46% 4th Grade 75% 21% 40% 78% 25% 44% 75% 9% 39% 5th Grade 82% 27% 48% 82% 23% 44% 6th Grade 79% 20% 43% 77% 22% 45% 7th Grade 63% 1% 15% 78% 18% 40% 72% 4% 28% 8th Grade 83% 8% 43% 88% 28% 53% PISD 77% 17% 40% 81% 24% 45% 73% 7% 33%

Figure 4: Preliminary STAAR Science and Social Studies

Science Social Studies Level II Level II Level II Phase- Level II Level III Level II: Phase-In Phase-In In Phase-In Advanced Recommended 3rd Grade 4th Grade 5th Grade 73% 73% 73% 6th Grade 7th Grade 8th Grade 80% 80% 80% 68% 18% 32% PISD 76% 76% 76% 68% 18% 32%

Figure 5: End of Course Results

Level II - Recommended Level II – Satisfactory Level III - Level (Phase-In Standard) Advanced PISD (Final Standard) Algebra I 85% 20% 43% Geometry 88% 21% 46% Algebra II 99% 69% 78% Biology 92% 18% 60% Chemistry 88% 12% 52% English I Reading 78% 17% 59% English I Writing 59% 3% 39% English II Reading 84% 27% 70% English II Writing 58% 3% 34% World Geography 86% 20% 53% World History 73% 8% 35%

Dropout Rates

Under the former accountability system in 2011, dropout rates for students in grades 7-8 were considered in determining an accountability rating. The most recent information from our Academic Excellence Indicator System (AEIS) 2011-12 is included.

Figure 6: Dropout Rate for Grades 7 - 8

English Region African- Special Economically At- State District Hispanic White Language Education Disadvantaged Risk 13 American Learners 2004-2005 .9 .9 .5 .5 .8 .4 .5 .2 1.2 .1 2005-2006 .4 .3 .4 .1 .9 .2 .3 .5 2.2 .3 2006-2007 .4 .3 .4 .5 .0 .4 .3 .2 0 .1 2007-2008 .3 .2 .0 .0 .0 .0 .0 .0 .0 .0 2008-2009 .3 .1 .1 .1 .2 .0 .0 .1 .0 .0 2009-2010 .2 .1 .2 .0 .3 .3 .3 .1 .3 .1 2010-2011 .2 .1 .0 .0 .0 .0 .0 .0 .0 .0 Source: AEIS Reports.

Figure 7: Dropout Rate for Grades 9 - 12

English Region African- Special Economically State District Hispanic White Language At-Risk Education Disadvantaged 13 American Learners 2005-2006 3.7 3.3 2.3 1.8 3.6 1.8 1.7 3.0 3.5 2.4 2006-2007 3.9 3.7 3.5 4.5 4.6 2.5 3.0 3.6 4.2 2.8 2007-2008 3.2 2.8 2.2 2.5 3.1 1.4 1.5 1.8 3.0 2.7 2008-2009 2.9 2.7 4.3 5.5 5.8 2.2 3.8 3.2 8.4 4.9 2009-2010 2.4 2.2 1.8 2.1 2.4 1.1 2.3 2.0 3.8 2.9 2010-2011 2.4 2.1 1.4 1.2 2.2 .8 2.1 1.8 2.2 2.2 Source: AEIS Reports

Graduation Rates

Figure 8: Four Year Graduation Rate

English Region African- Special Economically State District Hispanic White Language At-Risk Education Disadvantaged XIII American Learners Class of 2010 84.3 85.5 85.2 85.0 78.7 89.4 72.1 82.8 57.1 73.9 Class of 2011 85.9 87.1 89.6 90.7 84.0 94.7 71.5 86.4 60.7 80.8 Source: AEIS Reports. Figure 9: Five Year Extended Graduation Rate

English Region African- Special Economically State District Hispanic White Language At-Risk Education Disadvantaged XIII American Learners Class of 2009 85.1 86.1 85.8 82.0 80.1 91.9 78.7 81.0 50.0 73.8 Class of 2010 88.0 89. 90.0 91.4 84.9 92.2 78.3 88.2 64.4 82.4 Source: AEIS Reports

Early College Start

Students took advantage of Early College Start dual credit courses on PISD campuses, as well as, on Austin Community College campuses.

Figure 10: Students Enrolled in Dual Credit

2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 CHS 41 99 95 176 198 79 47 162 HHS 165 133 122 251 335 185 177 330 PHS 93 136 133 134 230 178 225 173 District 299 368 350 561 763 442 449 665 Data Source: Austin Community College report for PISD.

Figure 11: Number of Students Earning College Credit via Dual Credit Courses

2008-2009* 2009-10** 2010-11 2011-12 2012-13 PHS ?/251 221/237 155/178 188/225 136/173 CHS ?/134 274/311 47/79 35/47 135/162 HHS ?/176 200/218 116/185 153/177 249/330 District ?/561 695/766 318/442 376/449 520/665 Notes: Students must give consent to release their grades to their high school or school district. ACC will not release data to PISD without consent. Enrollment figures are available but not actual credit earned. **Figures were hand calculated using fall, spring and summer semester unofficial grade reports.

CTE experienced a large increase in student enrollment in 2011-2012 as a result of the following: 1) Block Schedule provides more credit opportunities; 2) Effective marketing of CTE courses; 3) Improved system for four-year planning/Pathway selection; and 4) Students satisfy speech graduation requirement through Professional Communications (CTE Course).

Figure 12: Career & Technical Education Student Enrollment

2010-2011 2011-2012 2012-2013 4454 7438 8243

Approximately two-thirds of the current CTE students now have a four-year plan to take a coherent sequence of CTE courses. This is a significant increase over previous years and is expected to improve as CTE Pathways continue to develop.

Figure 13: CTE Enrollment by Career Cluster

Figure 14: Certifications

Certification Tested Awarded Career Cluster Phlebotomy Technician 24 TBD Health Science Microsoft Windows OS 4 4 Information Technology Microsoft Office 29 9 Business Administration CompTIA A+ Certification 8 7 Information Technology Education Fundamentals 8 6 Education & Training ServSafe Food Handlers 41 41 Hospitality & Tourism Adobe Photoshop CS5 10 8 Arts, AV & Communication Floral Design 6 0 Agriculture Hunter Safety 15 15 Agriculture McDonald’s Leadership Certificate 6 6 Business Administration Boating Education Certification 8 8 Agriculture ServSafe Certification 9 3 Hospitality & Tourism

Figure 15: ACT/SAT Tested and Results by Class Year

At/Above Tested 2007 2008 2009 2010 2011 2007 2008 2009 2010 2011 Criterion State 68.2 65.0 61.5 62.6 68.9 State 27 27.2 26.9 26.9 25.7 District 76.6 74.3 64.4 71.0 79.4 District 31.5 32.8 36.6 28.1 28.7 African- African- 80.1 86.7 66.7 79.3 85.1 13.4 12.1 14.1 10.5 11.9 American American Hispanic 65.1 54.5 48.1 56.2 69.1 Hispanic 25.4 21.4 16.9 17.9 17.4 White 76.1 77.5 70.6 77.2 81.4 White 41.7 43.6 46.8 46.3 47.5 Data Source: AEIS Reports. Figure 16: Advanced Placement Rates by Year and Campus

2006 2007 2008 2009 2010 2011 2012 2013

Taken/3+ Taken/3+ Taken/3+ Taken/3+ Taken/3+ Taken/3+ Taken/3+ Taken/3+ PHS 768/429 699/407 642/345 852/413 950/540 1087/565 1045/489 TBA CHS 522/231 523/279 631/350 617/302 682/358 672/297 667/238 TBA HHS 223/108 507/291 597/317 669/323 598/296 557/289 789/438 TBA DMS 19/7 23/7 9/4 TBA PMS 36/21 40/20 33/16 TBA WVMS 16/13 34/9 21/14 TBA District 1513/768 1924/1048 2147/1062 2138/1038 2301/1235 2413/1187 TBA TBA Data Source: College Board District Integrated Summary Report and hand calculation of middle school data.

Figure 17: Advanced Placement Rates by Year and Ethnicity

Number of Students Taking One or More Exam % Ethnic Groups 2006 2007 2008 2009 2010 2011 2012 Change 11 to 12 American Indian 1 6 9 8 6 10 5 -50% Asian 130 173 189 212 209 232 232 0% Black 55 100 121 121 117 151 161 6.6% Hispanic 133 184 235 230 256 281 357 27% White 365 411 454 468 450 433 499 15.2% Other 18 30 23 25 24 22 43 95.5% No Response 51 10 40 44 35 40 44 10% Fee Waiver/Reduction 207 261 302 341 615 80% Data Source: College Board District Integrated Summary Report.

Graduation Planning and Programs

Topics of groups will vary from campus to campus and year to year depending on the student needs. Within school counseling groups represent tier two on the Response to Intervention Model (RTI) ~15% of students should be receiving this targeted service. The information below represents a compilation of small group counseling across the levels, but does not represent what was offered at all campuses.

Figure 18: Small Group Counseling Sessions

2012-2013 Small Group Counseling

Level Topics Abuse/trauma, Anger Management, Changing families, Elementary Conflict resolution, Divorce, Friendship, Grief/Loss, Leadership, Lunch bunch, Mediation, School Mentors/Mentees, New Students, Problem-Solving, School Attitude, Self-esteem, Sense of self, Social skills, Study Skills, as well as specific grade level and gender groups that cover broad topics for students needing more school connection or help with personal issues. Anger management, Academically at-risk, Anxiety, Body image, Building up self-esteem, Choices, Middle School Communication, Divorce, Emotions, Grief, Military Deployment, Motivation, No Place for Hate, Self- respect, Sense of Self, as well as specific grade level and gender groups that cover broad topics for students needing more school connection or help with personal issues.

Dropout prevention, Grief, Social Skills, Girl Empowerment, Teen Pregnancy, Sense of Self, Military Deployment, Motivation, No Place for Hate, Self-respect, Sense of Self, as well as specific grade level High School and gender groups that cover broad topics for students needing more school connection or help with personal issues.

The lessons below represent a compilation of topics submitted by elementary, middle and high school counselors. While topics are repeated from grade to grade, the knowledge and skills learned and the degree of sophistication of the lessons change for the appropriateness of students’ emotional understanding and social development. High School and Middle Counselors logged well over 1,000 hours of Group and Guidance Lessons during the 201213 school year and Elementary over 7,000. This discrepancy between Secondary and Elementary counselors can be accounted for by the increased time Secondary Counselors spend with individual planning on course and college support, conflict resolution and scheduling issues. Students also initiate more individual sessions to cope with developmental, family and emotional challenges.

Figure 19: Type of Lessons Offered

Grade Topics nd PK/K 2 Step, Accepting differences, Achieving success, Accountability, Apologizing, Conflict Resolution, Bullying Behavior, Career Awareness, Communication Skills, Compassion, Conflict 1 Resolution, Empathy, Fairness, Recognizing and acknowledging feelings, Germs are not for sharing, 2 Goal-setting, Homework skills, Honesty, I messages, Internet Safety, Kindness, Making choices, 3 Friendship, Manners, Peer Pressure, Perseverance, Playing too roughly, Problem-solving, Relaxation techniques for test taking*, Respect, Responsible behavior, Safety, Self-acceptance, Self-image, 4 Self-esteem, Study skills, Substance use prevention, Tattling vs reporting, Test preparation*, Trustworthiness. 5 *= only grades 3-5 Bullying and Cyber-Bullying, Mix It Up, Career Exploration, College Planning, Course Selection, 6 Goal-Setting, Plan to Succeed, School Expectations, Bridges Career Inventory Bullying and Cyber-Bullying, Mix It Up, Career Exploration, College Planning, Course Selection, 7 Bridges, Plan to Succeed, Responsible Behavior, Teen Dating Violence Bullying and Cyber-Bullying, Mix It UP, Teen Dating Violence, Plan to Succeed, Course Selection, 8 College Planning, Bridges Four-Year Plan and Course Selection, Bridges Interest Inventory, Graduation Requirements, Understanding the Transcript, Bridges Interest Inventory, Bridges Four- 9 Year Planning and Course Selection, Motivational Speakers, Credit By Examination, Positive Behaviors, Intro to College Admissions, Bullying, Summer School, Course Verification PSAT Prep and Score Report, Bridges Four-Year Review and Course Selection, Early College Start, 10 Transcript Evaluation, Bullying, My College Quickstart, Attendance, AP Testing, Course Verification College Admissions and Essay Prep, Compass Testing, AP Testing, ACC Advising, My College 11 Quickstart, PSAT Score Report, Bridges Four-Year Plan Review and Course Selection, Transcript Review, Graduation Plan Declaration, Course Verification Drunk-Driving Prevention, College Connection, College Admissions, Apply Texas, FAFSA, 12 Transcript Reviews, Graduation Plan Declaration, Importance of Voting, Compass Testing, Senior Survey, AP Testing

Data source: Documentation from Counselors 2011-2012.

Figure 20: Bridges Usage

2010-11 2011-12 2012-13 Campus Number of Have Master % Number of Have Master % Number of Have Master % Accounts Course Plan Accounts Course Plan Accounts Course Plan (4 year plan) (4 year plan) (4 year plan) Connally HS 2032 2006 98.7% 2,014 1989 98.8% TBA TBA TBA Hendrickson HS 2154 2127 98.7% 2,258 2,236 99.0% TBA TBA TBA Pflugerville HS 2279 2255 98.9% 2,255 2,238 99.2% TBA TBA TBA Dessau MS 1001 371* 37.1%* 1,026 1,021 99.5% TBA TBA TBA Kelly Lane MS 1116 360* 32.3%* 1,184 1,079 99.6% TBA TBA TBA Park Crest MS 946 269* 28.4%* 1,026 1,017 99.1% TBA TBA TBA Pflugerville MS 1024 394* 38.5%* 1,035 1,035 100% TBA TBA TBA Westview MS 955 338* 35.4%* 857 854 99.6% TBA TBA TBA

College Readiness

The district continues to fund the tenth and eleventh grade PSAT/NMSQT. Each high school hosted a PSAT night for explanation to parents and students of the results and the College Board resources that come with taking the test to increase their skills for college entrance exams. As in previous years, the tenth and eleventh grade counselors, English teachers and math teachers continue to implement lessons to support student efforts for college readiness by using My College Quick Start. Each PSAT/NMSQT tester is taken through three lessons. Usage increased by 5% in the district this year from the 2011-12 rates.

Figure 21: PSAT/NMSQT

My College % of Students who High School Number of PSAT QuickStart have accessed Name takers Users College QuickStart District 3,245 2,421 75% Connally HS 939 690 73% Hendrickson HS 1199 917 76% Pflugerville HS 1107 814 74%

Recommended and Distinguished Graduates

Figure 22: RHSP or DAP Graduates

RHSP/DAP Graduates % of Students 06 07 08 09 10 11 State 75.7 77.9 81.4 82.5 82.7 80.1 District 78.3 81.0 88.0 88.6 86.6 80.6 African-American 65.1 75.6 82.3 85.1 79.5 75.3 Hispanic 70.8 78.4 85.6 85.4 83.6 79.3 White 85.7 82.8 90.0 91.4 91.7 83.6 Special Education 71.2 26.8 30.4 34.4 39.6 35.3 Economically Disadvantaged 65.5 75.8 87.0 81.6 83.4 74.3 English Language Learners 60.0 68.4 75.0 66.7 69.4 68.3 At-Risk 63.5 66.4 80.0 76.0 75.4 61.2 Data Source: AEIS Reports.

College-Ready Graduates

Figure 23: College Ready Graduates by Class Year and Subject

ELA Math Both Subjects % of Students 06 07 08 09 10 11 06 07 08 09 10 11 06 07 08 09 10 11 State 48 49 59 62 66 64 52 56 58 60 64 67 35 37 44 47 52 52 District 51 54 66 58 67 66 51 61 66 64 69 70 37 42 51 47 55 55 African-American 33 39 53 45 60 55 22 34 41 42 51 57 14 21 29 29 41 40 Hispanic 40 51 58 49 60 60 43 62 56 60 61 64 25 39 39 39 47 46 White 61 60 75 72 77 78 63 71 76 77 83 82 47 51 64 62 70 70 Special Education 18 18 31 14 18 19 17 17 25 18 22 26 20 9 20 9 9 9 Economically Disadvantaged 35 37 52 43 57 57 36 46 51 47 61 62 7 24 36 29 46 43 English Language Learners 0 15 <1 7 16 12 29 15 50 27 29 52 0 8 <1 <1 8 6

At-Risk 30 30 46 32 44 43 21 24 31 28 37 42 10 10 16 13 24 24 Data Source: AEIS Reports.

Direct to College Enrollment

Figure 24: Texas Higher Education Coordinating Board Direct to College Enrollment

Fall 2006 Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012 Graduates 964 1049 1162 1271 1298 1389 Four Year Institutions 324 348 411 422 452 523 Two Year Institutions 229 256 269 289 314 299 Data Source: Texas Higher Education Coordinating Board Report High School to College Linkage Reports.

National Merit

Figure 25: Chart of Merit Finalists

Award Type CHS CHS HHS HHS PHS PHS 2011 2012 2011 2012 2011 2012 National Merit Finalists 2 0 0 0 0 0 National Merit Semifinalists 4 0 0 0 2 0 National Merit Commended Scholar * 6 * 4 * 7 National Achievement Finalist 1 0 0 0 0 0 National Achievement Semifinalist 1 0 0 0 0 1 National Achievement Outstanding Participants * 0 * 0 * 2 National Hispanic Recognition Program 0 1 0 2 3 4 Note: *Official data currently unavailable but have requested from National Merit Scholarship Corporation.

Human Resources

Figure 31: New Teachers by Ethnicity

% of % of % of % of % of 08‐09 09‐10 10‐11 11‐12 12‐13 Hired Hired Hired Hired Hired Native‐American 1 0% 0 0% 0 0% 0 0% 0 0% Asian 8 2% 10 6% 12 5% 9 4% 10 3% African‐American 32 10% 7 4% 23 10% 17 7% 24 7% Hispanic 68 21% 31 18% 53 23% 45 18% 79 23% White 221 67% 125 72% 147 63% 173 71% 229 67%

Figure 32: Teachers by Ethnicity

09‐10 10‐11 11‐12 12‐13 Native‐American 4 5 6 5 Asian 28 41 40 38 African‐American 114 117 119 116 Hispanic 230 238 257 271 White 1108 1017 1057 1084

Figure 33: Percentage of Minority Employees

Figure 34: Retention Rates

Figure 35: Master’s Degrees

Figure 36: Turnover Rates by Ethnicity Turnover Rates by Ethnicity

70% 60% Native‐Am 50% Asian 40% African‐Am 30% 20% Hispanic 10% White 0% 08‐09 09‐10 10‐11 11‐12 12‐13

Technology

Pflugerville ISD Three-Year Strategic Plan for Technology was approved by the Board of Trustees in May 201 and by the Texas Education Agency in October 2012. Work is already underway for the second year of the plan’s strategies and objectives.

100% of the first year’s strategies and objectives are currently in progress or completed. Those noted as in progress are ongoing strategies that are being implemented on an annual basis. Of the 31 items slated for first year 8 have been moved back to the following years. The biggest reason for the move of these items is related to the delay of the upcoming Bond referendum to 2014 instead of 2013 as originally intended.

District’s Financial Position

For the fourth year in a row, the Association of School Business Officials (ASBO) awarded us with the Certificate of Excellence in Financial Reporting for 2011-12. This award is given in recognition of excellence in the preparation and issuance of the Comprehensive Annual Financial Report (CAFR). The award is the highest recognition for school district financial operations offered by ASBO and is only conferred to school systems that have met or exceeded the standards of the program. The district was also awarded the Certificate of Achievement for Excellence in Financial Reporting through GFOA for the fourth consecutive year.

For 2012-13, the district hired Greg Gibson Consulting Group to perform an internal audit of the Human Resources department. There were no major findings and Gibson was complimentary of our processes. The internal audit firm recently finished auditing the Technology department, and will share those results with the Board.

District Strategic Improvement Plan Goals and Objectives

26 Pflugerville ISD District Strategic Improvement Plan 2013-2014

District Strategic Goal 1 Each student is on track to be college or career ready by graduation

1. The District will establish systems to measure, monitor and sustain annual individual student growth and the Goal 1: Priority Performance elimination of achievement gaps in the core content areas. Expectations 2. The District will ensure that students demonstrate yearly value-added academic growth that leads to college or career readiness.

Strategic Activity Staff Resources Needed Timeline Evidence of Formative Reviews Responsible Human/Material/Fiscal Start/End Impact October January April July 1. Update and continue to implement Executive Staff Time July 2013 - Tracking of the staggered planning calendar Director of June 2014 Implementation for development, review and Curriculum and revision of curriculum documents Instruction; that includes audits for quality and Director of alignment and the collection of Curriculum and exemplar lessons as resources. Instruction 2. Expand and refine coherent Executive Staff Time July 2013 - Tracking of sequence of courses to include Director of June 2014 Pathways CTE Pathways to better prepare Curriculum and Offered through students for College & Career Instruction; Bridges and Readiness. Director of Course College and Enrollment Career Readiness; Director of CTE 3. Expand job shadowing and Executive Staff Time August Tracking of Job internship opportunities through Director of 2013 – June Shadowing REAL World Pflugerville Curriculum and 2014 Experiences and program. Instruction; Internships Director of CTE 4. Provide opportunities for industry Executive Staff Time August Tracking of certification for students. Director of 2013 – June Certifications = Discontinue =No Progress =Less than Adequate Progress = Adequate Progress =Accomplished

27 Pflugerville ISD District Strategic Improvement Plan 2013-2014

Strategic Activity Staff Resources Needed Timeline Evidence of Formative Reviews Responsible Human/Material/Fiscal Start/End Impact October January April July Curriculum and 2014 Offered and Instruction; Obtained. Director of CTE 5. Implement a technology platform Executive Staff Time July 2013 – Platform to manage job shadowing, Director of June 2014 Product internships and job placements. Curriculum and Instruction; Executive Director of Technology; Director of CTE 6. Develop systems to increase Executive Staff Time July 2013 – Enrollment enrollment in AP and Dual Credit Director of June 2014 Numbers From Courses and increase student Curriculum and MS to HS scores on AP Exams, PSAT, SAT Instruction; and ACT. Director of College and Career Readiness 7. Improve AVID retention rate and Executive Staff Time August Enrollment AVID student acceptance rate to a Director of 2013 – June Numbers From four-year university. . Curriculum and 2014 MS to HS Instruction; Director of College and Career Readiness 8. Implement PISD Five Pillars of Executive Staff Time August Large and Small College and Career Readiness for Director of 2013 – June Group Lesson Year 1. Curriculum and 2014 Plans Instruction;

= Discontinue =No Progress =Less than Adequate Progress = Adequate Progress =Accomplished

28 Pflugerville ISD District Strategic Improvement Plan 2013-2014

Strategic Activity Staff Resources Needed Timeline Evidence of Formative Reviews Responsible Human/Material/Fiscal Start/End Impact October January April July Director of College and Career Readiness 9. Continue to refine and implement Executive Staff Time July 2013- Data Talks systems to monitor the Director of June 2014 implementation of the District Student Success; assessment plan. Director of Accountability and Assessment 10. Establish protocols for RtI Executive Staff Time August SSI and GPC services for all campuses. Director of 2013 - May Summer School Student Success; 2014 Coordinator of Intervention 11. Establish protocols for Executive Staff Time August Completion of intervention services at all levels. Director of 2013 – May Written Student Success; 2014 Protocols Coordinator and Specialist of Intervention 12. Utilize a task force to expand and refine district-wide supports and services (Special Education, DL, College and Career Readiness).

Compliance Activity Staff Resources Needed Timeline Evidence of Formative Reviews Responsible Human/Material/Fiscal Start/End Impact October January April July 13. Identify and serve the academic Executive Coordinated funding to September Documentation and social needs of students Director of include: TXSHEP, 2013 - of Services experiencing homelessness. Student Success; TXHERRA, Title I, August Offered = Discontinue =No Progress =Less than Adequate Progress = Adequate Progress =Accomplished

29 Pflugerville ISD District Strategic Improvement Plan 2013-2014

Compliance Activity Staff Resources Needed Timeline Evidence of Formative Reviews Responsible Human/Material/Fiscal Start/End Impact October January April July Services may include: tutorials, Director of Part A, 21st Century 2014 after school programming, and Student Grant, and local funds counseling. Staff Development Services; provided to campuses on District McKinney-Vento Homeless Homeless Education Assistance Liaison/Lead Improvements Act by Homeless Social Worker Liaison and Project Hope Social Worker. 14. Engage in a shared service Executive Title I, Part C funds September Priority for arrangement with Region XIII to Director of Shared Service 2013 - services provide a variety of instructional Student Success; Arrangement through August documentation services for our migrant students Director of Region XIII 2014 on report card as outlined in the NCLB E-Grants Student Services grades application. Priority for services documentation will be shared with Region XIII and will be used to align student needs with the services provided by the District and Region XIII. 15. Provide high quality after school Executive Funds:21st Century August Participation programming to all elementary Director of Grant, Title I,PISD 2013 – June Rates and Title I campuses to include Student Success; Extended Day 2014 Satisfaction enrichment opportunities. After Director of Program; After the Bell Surveys from school programming will be Student Services Grant funds Parents evaluated through parent/student surveys and participation numbers. 16. Provide supplementary staff, Executive Title I, Part A, Title II, August AMAOs instructional materials and Director of Part A, Title III, Part 2013 - TELPAS supplies, and professional Student Success; A, IDEA –B August STAAR (All

= Discontinue =No Progress =Less than Adequate Progress = Adequate Progress =Accomplished

30 Pflugerville ISD District Strategic Improvement Plan 2013-2014

Compliance Activity Staff Resources Needed Timeline Evidence of Formative Reviews Responsible Human/Material/Fiscal Start/End Impact October January April July development to better meet the Director of 2014 Versions) individual needs of all students Student served through Federal Programs. Services; Inventory of Instructional Director of materials, attendance rosters in Special Cornerstones, and staffing rosters Education; will be audited to monitor Director of compliance. Curriculum and Instruction 17. Monitor, evaluate and refine IEP Executive Staff Time August Audits and State processes from development to Director of 2013 – July Performance implementation to ensure Student Success; 2014 Plan (SPP) compliance with Federal Director of Indicators Regulations. Special Education

= Discontinue =No Progress =Less than Adequate Progress = Adequate Progress =Accomplished

31 Pflugerville ISD District Strategic Improvement Plan 2013-2014

District Strategic Goal 2 PISD Learning Communities will provide students with a safe and nurturing school environment.

1. The District will evaluate and monitor campus culture to ensure a student-centered focus, and positive teacher Goal 2: Priority Performance engagement with students. Expectations 2. The District will develop systems to encourage and support students who require extended time (i.e., more than four years) to complete graduation requirements.

Strategic Activity Staff Resources Needed Timeline Evidence of Formative Reviews Responsible Human/Material/Fiscal Start/End Impact October January April July 1. Promote Health and Wellness Executive Staff Time across the campuses and Director of community to include the Health Curriculum & Fair. The Health Fair will be a Instruction; collaborative community event Executive that promotes healthy lifestyles. Director of Teen Date Night will be offered Student Success; to provide training for teen Department parents on healthy eating and Directors early literacy development. Social workers will provide training to parents and staff on dealing with bullying and suicidal outcries. 2. Strengthen and monitor Executive Staff Time Guidance procedures for preventing and Director of lessons offered responding to personal and social Curriculum & by campuses for needs at both District and campus Instruction; bullying and levels (to include suicidal Executive social skills. outcries, bullying, and compliance Director of with IEPs). Student Success; Director of College and Career

= Discontinue =No Progress =Less than Adequate Progress = Adequate Progress =Accomplished

32 Pflugerville ISD District Strategic Improvement Plan 2013-2014

Strategic Activity Staff Resources Needed Timeline Evidence of Formative Reviews Responsible Human/Material/Fiscal Start/End Impact October January April July Readiness; Director of Special Education 3. Implement a student-centered, Executive technology-based reporting and Director of response system to address Curriculum & bullying and suicidal outcries and Instruction; ideation. Director of College and Career Readiness 4. Deliver social skills training Executive (Second STEP, Guidance Director of Lessons, Capturing Kids Hearts, Curriculum & PBIS, etc.) essential to College Instruction; and Career Readiness (Personal Director of Pillar). College and Career Readiness

Compliance Activity Staff Resources Needed Timeline Evidence of Formative Reviews Responsible Human/Material/Fiscal Start/End Impact October January April July 5. Create a team of personnel who Executive Bi-annually SAMA August are trained in TBSI and current in Director of refresher trainings 2013 - June SAMA training that are prepared Student Success; Ongoing TBSI 2014 to respond to campuses crises as Director of trainings provided by they arise. Special the district Education 6. Document campus training of all Executive Coordinator of Safety August Forms submitted staff on Emergency Management Director of and Emergency 2013 - June to Coordinator

= Discontinue =No Progress =Less than Adequate Progress = Adequate Progress =Accomplished

33 Pflugerville ISD District Strategic Improvement Plan 2013-2014

Compliance Activity Staff Resources Needed Timeline Evidence of Formative Reviews Responsible Human/Material/Fiscal Start/End Impact October January April July & Safety Procedures. Facilities; Management 2014 Coordinator of Safety and Crisis Management 7. Monitor campus drills and ensure Executive Coordinator of Safety August that the Emergency Management Director of and Emergency 2013 - June Plan is updated annually and on Facilities; Management 2014 file for each campus. Coordinator of Safety and Crisis Management 8. Conduct at least two safety audits Executive Staff Time August Audit Logs on each campus annually. Director of 2013 - June Facilities; 2014 Coordinator of Safety and Crisis Management 9. Complete the District’s Executive Coordinator of Safety August Monitor Date mandatory School Safety Audit Director of and Emergency 2013 - June Completed due every three years to the Texas Facilities; Management 2014 School Safety Center. Coordinator of Safety and Crisis Management 10. Maintain continuity of operation Executive Coordinator of Safety August Monitor Contact contact lists for all campuses and Director of and Emergency 2013 - June List facilities. Facilities; Management 2014 Coordinator of Safety and

= Discontinue =No Progress =Less than Adequate Progress = Adequate Progress =Accomplished

34 Pflugerville ISD District Strategic Improvement Plan 2013-2014

Compliance Activity Staff Resources Needed Timeline Evidence of Formative Reviews Responsible Human/Material/Fiscal Start/End Impact October January April July Crisis Management

= Discontinue =No Progress =Less than Adequate Progress = Adequate Progress =Accomplished

35 Pflugerville ISD District Strategic Improvement Plan 2013-2014

District Strategic Goal 3 PISD will attract, develop, and retain world class educators committed to serving each student.

Goal 3: Priority Performance The District will demonstrate the use of practices that support the development of PISD as a model learning organization. Expectations

Strategic Activity Staff Resources Needed Timeline Evidence of Formative Reviews Responsible Human/Material/Fiscal Start/End Impact October January April July 1. Implement research-supported Executive HR Team members July 2013 - hiring processes to ensure the Director of will develop district June 2014 selection of the best candidates Human hiring guidelines and available. Resources; will provide initial Director of screening for Human applicants in certain Resources roles. 2. Develop an on-line HR Handbook Executive Staff Time July 2013 - for administrators to assist staff Director of June 2014 and orient them to all legal and Human necessary HR procedures and Resources processes. 3. Develop and deliver content Executive Staff Time July 2013 - specific professional learning that Director of June 2014 is aligned to district-wide Curriculum and professional development plan, Instruction; district curriculum and Director of professional learning Professional communities. Learning

Compliance Activity Staff Resources Needed Timeline Evidence of Formative Reviews Responsible Human/Material/Fiscal Start/End Impact October January April July 4. Provide campus instructional staff Executive PowerPoint from August Percentage of with annual training of dyslexia Director of Central Office 2013 - Campuses and Section 504. Student Success; October Trained = Discontinue =No Progress =Less than Adequate Progress = Adequate Progress =Accomplished

36 Pflugerville ISD District Strategic Improvement Plan 2013-2014

Compliance Activity Staff Resources Needed Timeline Evidence of Formative Reviews Responsible Human/Material/Fiscal Start/End Impact October January April July Coordinator of 2013 504

= Discontinue =No Progress =Less than Adequate Progress = Adequate Progress =Accomplished

37 Pflugerville ISD District Strategic Improvement Plan 2013-2014

PISD will develop and promote positive community relations through effective communication, the involvement of District Strategic Goal 4 stakeholders, and the establishment of business and community partnerships.

1. The District will demonstrate effective engagement with PISD faith based and school based community partners Goal 4: Priority Performance (including Pflugerville Education Foundation, staff, parents, students, etc.). Expectations 2. The District will lead efforts to actively engage parent and community members at academically at-risk campuses.

Strategic Activity Staff Resources Needed Timeline Evidence of Formative Reviews Responsible Human/Material/Fiscal Start/End Impact October January April July 1. Expand opportunities for Communications Staff Time July 2013 - Track parent involvement and Officer; June 2014 Department engagement at campuses and Department Information District level to include college Directors Parent Sign-In night. Sheets

2. Evaluate and expand campus Communications Staff Time July 2013 - Number of volunteer and partnership Officer; June 2014 Mentors and programs through the Health Department Volunteers, Fair. Pilot the parent Resource Directors Number of Center at DPS. Trainings Offered, Department Information 3. Support and promote parent Executive awareness of College and Director of Career Readiness (College Curriculum & Fair, Path to Success Course Instruction; Fair, Financial Aid Night, Director of College 101 Parent Night, College and Early College Start Parent Career Readiness Night).

= Discontinue =No Progress =Less than Adequate Progress = Adequate Progress =Accomplished

38 Pflugerville ISD District Strategic Improvement Plan 2013-2014

Compliance Activity Staff Resources Needed Timeline Evidence of Formative Reviews Responsible Human/Material/Fiscal Start/End Impact October January April July 3. Ensure staff members are Communications Staff Time July 2013 - Sign-in Sheet trained and understand Officer June 2014 Cornerstones expectations for all crisis Coordinator of PD Offerings communications. Health Services 4. Maintain District memberships Communications Staff Time July 2013 - Memberships in area Chamber of Commerce. Officer June 2014 5. Title 1 Specialist will work Executive Director July 2013 - Meeting with with Title I campuses to of Student June 2014 Principals and facilitate parent involvement Success; Email activities. Director of Communication Student Services 6. Title 1 Campuses will include Executive Director July 2013 - Parent Sign-In parents in the development of of Student June 2014 Sheets campus level parent Success; Meeting involvement policy and parent Director of Agendas compacts. Student Services

= Discontinue =No Progress =Less than Adequate Progress = Adequate Progress =Accomplished

39 Pflugerville ISD District Strategic Improvement Plan 2013-2014

District Strategic Goal 5 PISD will support the District’s vision and mission by supporting operations that are effective, efficient, and accountable.

1. The District will define and document key processes and metrics to evaluate the productivity, effectiveness, and efficiency Goal 5: Priority Performance of District operations. Expectations 2. The District will implement technological solutions to ensure the effectiveness and efficiency of district operations.

Strategic Activity Staff Resources Needed Timeline Evidence of Formative Reviews Responsible Human/Material/Fiscal Start/End Impact October January April July 1. Continue to pursue and refine Executive Staff Time July 2013 - PBMAS accountability systems for all Director of June 2014 State and areas impacting state and federal Student Success; Federal reporting. Director of Accountability Accountability and Assessment 2. Monitor and Refine Child Find Executive Staff Time July 2013 - Special procedures. Director of June 2014 Education Student Success; referrals and Director of qualification Special data; Pre-K Education; registration Department Directors 3. Update operational guidelines Executive Staff Time July 2013 - Checklist of and link to district policies and Directors June 2014 Documents procedures. Department Directors

Compliance Activity Staff Resources Needed Timeline Evidence of Formative Reviews Responsible Human/Material/Fiscal Start/End Impact October January April July 4. Develop 2-3 year staffing needs Chief Financial 2-3 year revenue and This is an Financial Rating and revenue projections. Officer budget projections will annual be completed. These project that = Discontinue =No Progress =Less than Adequate Progress = Adequate Progress =Accomplished

40 Pflugerville ISD District Strategic Improvement Plan 2013-2014

Compliance Activity Staff Resources Needed Timeline Evidence of Formative Reviews Responsible Human/Material/Fiscal Start/End Impact October January April July projections will include is updated capital projects. on a regular Templates from the basis. state are available to assist with revenue projections. Input from staff responsible for all areas of student instruction will be needed for projections of at-risk, special education, bilingual and career and technical student counts. Demographic projections will be required. 5. Monthly forecast of annual Chief Financial Review of staffing in Fiscal Year payroll compared annual budget. Officer; all departmental areas 2013-14 Budget Analyst and develop of ratios to guide staffing allocations to be completed jointly by Hr & Staff Time Cost – Staff Time 6. Develop long range facilities Executive Staff time, August Number of master plan. Director of Demographer and 2013 - Construction Facilities Community/District January Projects and Committee 2014 Budget Costs 7. Update status and completion of Executive Staff Time August Number of bond projects to facilitate the Director of 2013- Construction

= Discontinue =No Progress =Less than Adequate Progress = Adequate Progress =Accomplished

41 Pflugerville ISD District Strategic Improvement Plan 2013-2014

Compliance Activity Staff Resources Needed Timeline Evidence of Formative Reviews Responsible Human/Material/Fiscal Start/End Impact October January April July maximum efficiency and redeploy Facilities January Projects and savings. 2014 projects at or below projected costs. 8. Monitor and reduce KwH per Executive Coordinator of Energy August KwH square foot. Director of Management and 2013 – July Consumption Facilities Custodial Services 2014 12. Progress monitor activities Executive Staff Time August Progress Report outlined in Technology Plan Director of 2013 – July Presented at Technology 2014 Annual Report

= Discontinue =No Progress =Less than Adequate Progress = Adequate Progress =Accomplished

appendix

PISD 2012-2013 STaR Chart Summary

Teaching and TL1 TL2 TL3 TL4 TL5 TL6 TL District TL Learning Total Level 2 3 3 2 2 2 14 Developing Tech Educator Preparation EP1 EP2 EP3 EP4 EP5 EP6 EP District EP and Development Total Level 2 2 2 2 2 2 12 Developing Tech Leadership, L1 L2 L3 L4 L5 L6 L District L Administration and Total Level Instructional Support 2 2 2 3 2 2 13 Developing Tech Infrastructure for INF1 INF2 INF3 INF4 INF5 INF6 INF District INF Technology Total Level 2 4 2 2 3 2 15 Advanced Tech

Overall District Level 13.5 Developing Tech

Developing Tech Indicators: Technology-based tools supplement the existing instructional program (e.g., tutorials, educational games, basic skill applications) or complement selected multimedia and/or web-based projects (e.g., internet-based research papers, informational multimedia presentations) at the knowledge/comprehension level. The electronic technology is employed wither as extension activities, enrichment exercises, or technology-based tools and generally reinforces the content under investigation.

Advanced Tech Indicators: Technology-based tools including spreadsheet and graphing packages; multimedia and desktop publishing applications; and the internet complement selected instructional events or multimedia/ web-based projects at the analysis, synthesis, and evaluation levels. Though the learning activity may or may not be perceived as authentic by students, emphasis is placed on using a variety of thinking skill strategies (e.g., problem-solving, decision-making, experimentation, scientific inquiry) to address the content under investigation.

Target Tech Indicators: Technology-based tools are integrated in a routine manner whereby teachers can readily design and implement learning experiences that empower students to identify and solve authentic problems relating to an overall theme/concept using the available technology with little or no outside assistance. Emphasis is placed on student action and/or on issues resolution that requires higher levels of student cognitive processing and in-depth examination of the content. Technology access is extended beyond the classroom. Teachers actively elicit technology applications and networking from outside sources to expand student experiences directed at problem- solving, issues resolution, and student activism. The complexity and sophistication of the technology-based tools used are now commensurate with (1) the diversity, inventiveness, and spontaneity of the teacher's experiential-based approach and (2) the students' level of complex thinking and in-depth understanding of the content at hand

State Accountability Ratings Under STAAR

Campus 2013 2014 2015 2016 Pflugerville ISD Met Standard Connally High Met Standard Hendrickson High Met Standard Pflugerville High Met Standard Cele Middle Dessau Middle Met Standard Kelly Lane Middle Met Standard Park Crest Middle Met Standard Pflugerville Middle Met Standard Westview Middle Met Standard Brookhollow Elementary Met Standard Caldwell Elementary Met Standard Copperfield Elementary Met Standard Delco Primary Met Standard Dessau Elementary Met Standard Highland Park Met Standard Elementary Murchison Elementary Met Standard Northwest Elementary Met Standard Parmer Lane Met Standard Elementary Pflugerville Elementary Met Standard Riojas Elementary Met Standard School Ruth Barron Elementary Met Standard River Oaks Elementary Met Standard Rowe Lane Elementary Met Standard Spring Hill Elementary Met Standard Timmerman Elementary Met Standard Wieland Elementary Met Standard Windermere Elementary Met Standard Windermere Primary Met Standard

Federal Accountability Ratings Under STAAR

Campus 2013 2014 2015 2016 Pflugerville ISD Connally High Hendrickson High Pflugerville High Cele Middle Dessau Middle Kelly Lane Middle Park Crest Middle Pflugerville Middle Westview Middle Brookhollow Elementary Caldwell Elementary Copperfield Elementary Delco Primary Dessau Elementary Highland Park Elementary Murchison Elementary Northwest Elementary Parmer Lane Elementary Pflugerville Elementary Riojas Elementary School Ruth Barron Elementary River Oaks Elementary Rowe Lane Elementary Spring Hill Elementary Timmerman Elementary Wieland Elementary Windermere Elementary Windermere Primary

State Accountability Ratings Under TAKS Campus 2004 2005 2006 2007 2008 2009 2010 2011 Pflugerville ISD Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Recognized Acceptable Connally High Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Hendrickson High Acceptable Acceptable Acceptable Acceptable Acceptable Recognized Recognized Recognized Pflugerville High Acceptable Acceptable Acceptable Acceptable Acceptable Recognized Recognized Acceptable Dessau Middle Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Recognized Acceptable Kelly Lane Middle NA NA NA Acceptable Acceptable Recognized Exemplary Recognized Park Crest Middle Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Recognized Recognized Pflugerville Middle Acceptable Acceptable Recognized Acceptable Acceptable Acceptable Recognized Acceptable Westview Middle Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Unacceptable Brookhollow Elementary Recognized Recognized Recognized Acceptable Recognized Recognized Recognized Acceptable Caldwell Elementary Recognized Acceptable Acceptable Acceptable Acceptable Acceptable Recognized Recognized Copperfield Elementary Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Recognized Acceptable Delco Primary Acceptable Acceptable Recognized Acceptable Recognized Acceptable Acceptable Acceptable Dessau Elementary Acceptable Acceptable Recognized Acceptable Recognized Acceptable Acceptable Acceptable Highland Park Elementary NA NA NA Acceptable Acceptable Recognized Recognized Recognized Murchison Elementary Acceptable Recognized Recognized Recognized Recognized Recognized Exemplary Recognized Northwest Elementary Recognized Acceptable Acceptable Recognized Recognized Recognized Recognized Acceptable Parmer Lane Elementary Acceptable Acceptable Acceptable Recognized Acceptable Acceptable Recognized Acceptable Pflugerville Elementary Recognized Recognized Recognized Recognized Acceptable Exemplary Exemplary Recognized Riojas Elementary School NA NA NA NA NA NA Exemplary Exemplary River Oaks Elementary Acceptable Acceptable Acceptable Unacceptable Acceptable Recognized Recognized Recognized Rowe Lane Elementary NA NA Recognized Recognized Recognized Exemplary Exemplary Exemplary Spring Hill Elementary Recognized Acceptable Recognized Acceptable Recognized Acceptable Recognized Recognized Timmerman Elementary Exemplary Recognized Exemplary Recognized Exemplary Exemplary Exemplary Recognized Wieland Elementary NA Acceptable Acceptable Acceptable Unacceptable Windermere Elementary Acceptable Acceptable Acceptable Acceptable Acceptable Recognized Recognized Recognized Windermere Primary Acceptable Acceptable Acceptable Acceptable Acceptable Recognized Recognized Recognized Reading/ELA, Writing and Social Studies 50/70/90 50/70/90 60/70/90 65/75/90 70/75/90 70/75/90 70/80/90 Writing and Social Studies 65/75/90 70/75/90 70/80/90 Math 35/70/90 35/70/90 40/70/90 45/75/90 50/75/90 55/75/90 60/80/90 Science 25/70/90 25/70/90 35/70/90 40/75/90 45/75/90 50/75/90 55/80/90

*Note: TAKS was given for the first time in 2002-2003. Campuses retained 2002 ratings in 2003. State issued new ratings in 2004. 47

Federal Accountability Ratings Under TAKS

Campus 2007 2008 2009 2010 2011 2012 Pflugerville ISD Met AYP Met AYP Met AYP Met AYP Met AYP Did Not Met AYP Connally High Did Not Met AYP Did Not Met AYP Met AYP Met AYP Did Not Met AYP Did Not Met AYP Hendrickson High Met AYP Did Not Met AYP Met AYP Met AYP Did Not Met AYP Did Not Met AYP Pflugerville High Met AYP Did Not Met AYP Met AYP Met AYP Did Not Met AYP Did Not Met AYP Dessau Middle Met AYP Did Not Met AYP Met AYP Met AYP Did Not Met AYP Did Not Met AYP Kelly Lane Middle Met AYP Met AYP Met AYP Met AYP Met AYP Met AYP Park Crest Middle Met AYP Did Not Met AYP Met AYP Met AYP Met AYP Did Not Met AYP Pflugerville Middle Met AYP Did Not Met AYP Met AYP Met AYP Did Not Met AYP Did Not Met AYP Westview Middle Met AYP Did Not Met AYP Met AYP Did Not Met AYP Did Not Met AYP Met AYP Brookhollow Elementary Met AYP Met AYP Met AYP Met AYP Met AYP Did Not Met AYP Caldwell Elementary Met AYP Met AYP Met AYP Met AYP Met AYP Did Not Met AYP Copperfield Elementary Met AYP Met AYP Met AYP Met AYP Met AYP Met AYP Delco Primary Met AYP Met AYP Met AYP Met AYP Met AYP Met AYP* Dessau Elementary Met AYP Met AYP Met AYP Met AYP Met AYP Did Not Met AYP Highland Park Elementary Met AYP Met AYP Met AYP Met AYP Met AYP Did Not Met AYP Murchison Elementary Met AYP Met AYP Met AYP Met AYP Met AYP Met AYP Northwest Elementary Met AYP Met AYP Met AYP Met AYP Met AYP Met AYP Parmer Lane Elementary Met AYP Met AYP Met AYP Met AYP Met AYP Met AYP Pflugerville Elementary Met AYP Met AYP Met AYP Met AYP Met AYP Met AYP River Oaks Elementary Met AYP Met AYP Met AYP Met AYP Met AYP Met AYP Rowe Lane Elementary Met AYP Met AYP Met AYP Met AYP Met AYP Met AYP Spring Hill Elementary Met AYP Met AYP Met AYP Met AYP Met AYP Met AYP Timmerman Elementary Met AYP Met AYP Met AYP Met AYP Met AYP Met AYP Wieland Elementary Met AYP Met AYP Met AYP Met AYP Met AYP Did Not Met AYP Windermere Elementary Met AYP Met AYP Met AYP Met AYP Did Not Met AYP Did Not Met AYP Windermere Primary Met AYP Met AYP Met AYP Met AYP Met AYP* Met AYP*

Reading 60 60 67 73 80 87 Math 50 50 58 67 75 83 *These campuses were paired with their sister-campus and district to meet AYP.

State Compensatory Services State Compensatory Education services are designed to supplement the regular education program for students identified as “at-risk” of dropping out of school. The purpose of the program is to increase the academic achievement of the students and to reduce the drop out rate of the identified students.  SCE campus allocations are based on the number of identified at-risk students on each campus.  State Compensatory Funds are used to provide supplemental teaching staff on all campuses:  Intervention teachers and teaching assistants deliver individual or small group instruction in reading or math to students identified as “at-risk” on all elementary campuses. The additional staffing ranges from .5 teaching units to 2.5 units based on the number of students identified as “at-risk.”  All middle schools utilize Intervention Teachers to teach sections of additional math or reading for students who were not successful on TAKS reading or math.  The Instructional Coach model for staff development will be implemented on all PISD campuses. These campuses will utilize a personnel unit funded by SCE for this position. The instructional coaches will provide training by modeling lessons, observing teachers and giving feedback, helping teachers to analyze and use student data, and by assisting the principal in providing teacher training.  Credit Recovery computer labs are located on all high school campuses as well as the secondary alternative campus. The E2020 software program provides students the opportunity for self-paced instruction. Students needing to recover credit are scheduled into the lab during the school day, after school, and during summer school. These labs are staffed with SCE teachers and/or educational assistants.  Campuses use SCE allocations to fund special tutorial sessions for students who have not mastered STAAR.  An extensive summer school program is offered to elementary and secondary students who have been retained, who have failed STAAR, who need to recover credits, or who are functioning below level in reading or math.  Pflugerville ISD coordinates state, local and federal funding sources to support our “at-risk” students including, but not limited to: Title I, 21st Century Grant, and the TXSHEP Homeless Grant funds

Title I, Part A Services

Program 2010-2011 2011-2012 2012-2013 2013-2014 Title I, Part A $2,205,060 $2,612,342 $3,009,963 $2,776,308 Title II, Part A $392,216 $276,853 $285,809 $231,203 Title III, Part A $501,066 $493,911 $455,830 $460,703

Title I, Part A provides supplemental funding to PISD. This funding is provided to purchase resources to support schools with high concentrations of students who come from low-income families in order to provide a high-quality education that will enable all children to meet the state's student performance standards. Title I, Part A programming supports schools in PISD through the implementation of school-wide programming on 18 campuses. Brookhollow Elementary and Park Crest Middle School will be added to the Title I, Part A, Targeted Assistance campuses in the 2013-2014 school year. These programs must use effective teaching methods and instructional strategies that are grounded in scientifically based research.

Title I, Part A-Instructional Resources include:  Salaries for campus level staff and district level support staff  Supplemental researched based instructional materials  High quality, researched based professional development-primary and intermediate writing instruction utilizing best practices  Prek partnership with Workforce Solutions/Child, Inc.-to provide full day prekindergarten for students qualifying for Child Care Systems and Head Start  Supplemental Lucy Caulkin’s Writing Kits for 2nd teachers  Summer school expenses-payroll, materials, and transportation  After school tutorials  Technology equipment  Bilingual stipends  Parental involvement activities  “School Choice” Transportation Option (depending on AYP status)  Private school participation Title II, Part A – Teacher/Principal Training and Recruitment:  Bilingual stipends  Private school participation Title III, Part A– Bilingual/ESL:  Salaries for district level bilingual support staff  Evening ESL/GED classes for parents/homework help for children  Professional development for teachers and administrators  Bilingual instructional materials