District Improvement Plan

Humble Independent School District 2020-2021

20200 Eastway Village Drive * Humble, TX 77338 Humble Independent School District, Humble,

No dude en comunicarse con el personal de la escuela, si usted desea que el Plan de Mejoras sea discutido Humble Independent School District (#101-913) Printed: 12/10/2020, 4:00 pm

ADMINISTRATORS

Dr. Elizabeth Fagen Superintendent Dr. Roger Brown Deputy Superintendent Terry Perkins Deputy Superintendent Mike Seale Chief Financial Officer Nolan Correa Associate Superintendent - Operational Support Services Rick Gardner Associate Superintendent - Human Resources Luci Schulz Assistant Superintendent - Elementary Schools Donald Bodron Assistant Superintendent - Middle Schools Trey Kraemer Assistant Superintendent - High Schools Stephanie Maher General Counsel Dr. Ann Johnson Chief Academic Officer Shawn Faciane Chief Internal Officer Henry Phipps Chief Educational Support Services Officer Dustin Hardin Chief Technology Officer Solomon Cook Chief of Police Jamie Mount Chief Communications Officer

HUMBLE ISD BOARD OF TRUSTEES 2020-2021 Robert Sitton Position 1 Robert Scarfo Position 2 Brent Engelage Position 3 Keith Lapeze Position 4 Martina Lemond Dixon Position 5 Lori Twomey Position 6 Nancy Morrison Position 7

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COMMITTEE

Christy Erb Principal Fall Creek Elementary School

Meredith LeBlanc Associate Principal

Kristen Bryan Assistant Principal Summerwood Elementary School Kimberly Esparza Assistant Principal Quest Early College High School Daniel Young Assistant Principal Riverwood Middle School

Abigail Brown Teacher Hidden Hollow Elementary School Kischma Channette Teacher West Lake Middle School Burkett Donna Teacher River Pines Elementary School Mistie Fowlks Teacher Oak Forest Elementary School Lloyd Freeman Teacher Atascocita Middle School Dornita Hardeman Teacher Lakeshore Elementary School Tonya Hinnojosa Teacher Elm Grove Elementary Robin Hornback Teacher Willow Creek Elementary School Eric Matthews Teacher Atascocita High School Tamara Morgan Teacher Lakeland Elementary School Kellianne Olson Teacher Creekwood Middle School Mandi Rogers Teacher North Belt Elementary School Julie Sahmel Teacher Consolacion Schaut Teacher Timberwood Middle School Matthew Smithson Teacher Kingwood Middle School Julie Waschak Teacher Shadow Forest Elementary School Kathrine White Teacher Park Lakes Elementary School

Tasheka Davis Instructional Paraprofessional

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Dora Martinez Instructional Paraprofessional

Donnie Bodron Assistant Superintendent Middle Schools Larkin LeSueur CATE Center Director

Leslie McMurtrey Parent Oaks Elementary April Parrott Parent Atascocita Middle School Joanna Ramos Parent Humble HS Vertical Team Kathrine Rushing Parent West Lake Middle School Tina Russell Parent Quest Early College High School Alun Thomas Parent

John Arthur Business Representative Lisa Ashley Parent Atascocita High School Vertical Team Margo Baines Business Representative Cheryl Brewer Teacher Foster Elementary School Joe Callaghan Teacher Cambridge School Lisa Campbell Teacher Woodcreek Middle School Delena Chatagnier Counselor North Belt Elementary Melissa Christensen Principal Jack Fields Elementary Maria Collazo Parent Summer Creek High School Vertical Team Natosha Dawson Teacher Amy Dowies Teacher Whispering Pines Elementary School Darlene Gallegos-Noble Special Education Interventionist Humble Elementary School Reannon Gentry Parent Kingwood Middle School Blessy George Teacher Ridge Creek Elementary School Anne Gosney Parent Willow Creek Elementary Bethany Harper Assistant Principal Pine Forest Elementary School Christian Jordan Teacher Atascocita Springs

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Christy Keeton Teacher Deerwood Elementary School Crystal Kirby Parent Atascocita High School Vertical Team Noah LaBauve Business Representative Stephanie Lake-Garcia Assistant Principal Greentree Elementary School Maria Lavios Parent Woodland Hills Elementary School Bryant Lee Parent Sterling Middle School Sergio Lopez Assistant Principal Ross Sterling Middle School Tiffany Major Assistant Principal Kingwood Park High School April Maldonado Principal Eagle Springs Elementary School John Martinez Parent Kingwood high School Vertical Team Keri McKinney Teacher Oaks Elementary School Sara Morgenroth Teacher Woodland Hills Elementary School Becky Norris Teacher Groves Elementary School Kelley Norris Teacher Maplebrook Elementary School Janet Orth Community Member Towana Preston Parent Humble High School Vertical Team Tara Rogers Teacher Atascocita Springs Elementary School Tina Russell Business Representative Stacey Seay Teacher Bear Branch Elementary School Phyllis Slack Teacher Humble Middle School Rexene Treadwell Teacher Timbers Elementary Diana VanHorn Community Member Amy Walker Teacher CATE Stacey Ward Teacher Timbers Elementary School Celine Wilson Parent Summer Creek High School Vertical Team

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MISSION

Our purpose, in partnership with families and community, is to develop each child intellectually, artistically, emotionally, physically, and socially so that all students are life-long learners, complex thinkers, responsible global citizens and effective communicators.

VISION

We envision schools where students and staff are enthusiastically engaged in learning within local and virtual environments. We see schools that encourage collaboration and cultivate a sense of belonging. We see learning standards that are rigorous and relevant. We see learning standards that inspire creativity and problem solving. Ultimately, we see schools that prepare students for many paths and that empower them with skills to successfully live in a rapidly changing world.

PROFILE

Humble Independent School District opened in 1919 and serves 43550 students in grades EE through 12. The student population is 21.39% African American, 36.29% Hispanic, 36.25% White, 50.77% Male, 49.23% Female.

Humble Independent School District serves 8.17% Special Education students, 37.91% Economically Disadvantaged students, 9.41% English Language Learners, 48.99% At-Risk students, 7.03% Gifted & Talented students. The average attendance rate for students is 95.8%. The annual dropout rate is .4%. The annual graduation rate is 95.6%.

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Comprehensive Needs Assessment

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Demographics

Strengths 1 Student enrollment continues to grow each year at a 2-3% growth rate.

Needs A1 Students need individualized academic, linguistic, and affective services and supports. A2 Humble ISD has seen a growth in Homeless Students as a result of Hurricane Harvey.

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Student Achievement

Strengths 1 Two of our six high schools met the District of Distinction criteria for Advanced/Dual Credit course completion rates. 2 Humble ISD met 100% of the participation rate requirements for state testing. 3 Humble ISD "Met Standard" on all components of the TEA's Accountability Report (Student Achievement, Student Progress, Closing Performance Gaps, and Post-Secondary Readiness).

Needs B1 Learning needs to be differentiated and personalized in order to increase academic success for every student and decrease learning gaps for diverse student populations. B2 No schools met the District of Distinction level for Index 4 - STAAR Meets Grade Level Standard criteria for Post-Secondary Readiness. B3 Beyond students qualifying for services under special programs (e.g., at-risk, economically disadvantaged, special education, bilingual, etc.), students identified as having a need using the Board approved local at-risk criteria (e.g., pre-kindergarten, discretionary DAEP, struggling academically) can also be served using State Comp Ed funds. Struggling academically may include students with needs such as, failed 1 core course, dyslexic, struggled with district assessment, etc.

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School Culture and Climate

Strengths 1 The Humble ISD community has proven to be very strong through the rebuilding, and continued focus on learning and support for our staff and student families impacted by hurricanes and related flooding, and the pandemic.

Needs C1 Each child needs to be developed intellectually, artistically, emotionally, physically, and socially so all students can be life-long learners, complex thinkers, responsible global citizens, and effective communicators. C2 Many students, staff and families have been displaced by flooding.

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Staff Quality, Recruitment and Retention

Strengths 1 No equity gap exists when comparing the percentage of out-of-field teachers at high-minority and low-minority campuses. 2 No equity gap exists when comparing the percentage of out-of-field teachers at high-poverty and low-poverty campuses. 3 The percentage of inexperienced teachers (0-2 years of experience) at high-poverty campuses is 11.09% and at high-minority is 11.41%, which is well below the state average of 14.4%.

Needs D1 Instructional leaders, teachers, and staff need high quality and targeted professional learning so that every student learns in a quality and effective environment. D2 Highly effective staff need to be recruited, hired, and retained in order to build strong student supports at all levels within the organization. D3 The percentage of inexperienced teachers (0-2 years of experience) is higher at high-poverty campuses ( 11.09%) than at low-poverty campuses (5.15%). D4 The percentage of inexperienced teachers (0-2 years of experience) is higher at high-minority campuses ( 11.41%) than at low-minority campuses (4.32%).

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Curriculum, Instruction and Assessment

Strengths 1 The Power of Possibilities Professional Learning opportunity provided extensive professional learning opportunities for staff in the areas of Personalization, Lesson Design, Instructional Strategies, and Digital Learning.

Needs E1 Staff need additional materials and targeted professional development so that every student will engage in rigorous coursework and well -rounded learning activities. E2 Students need to be prepared for many paths and empowered to be successful in a rapidly changing world. E3 Students need access to aligned, rigorous, and engaging daily instruction through high-quality teaching, learning and equitable access to resources to promote and ensure student achievement/success.

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Family and Community Involvement

Strengths 1 The overall district mean for the Parent Satisfaction Survey was 4.12 (using a scale of 1 to 5), which is an increase over the previous year's mean of 4.09. 2 Based on the 5-point Parent Satisfaction Survey, the three highest means were for the following: (1) The school is clean and well maintained (4.44); (2) My family is treated with respect at this school (4.36); and (3) My child’s learning is a high priority at this school (4.35). 3 Home Access Center allows parents to access and monitor their child(ren)'s grades in a timely way.

Needs F1 Based on the 5-point Parent Satisfaction Survey, the three lowest means were for the following: (1) I receive positive phone calls, notes, or emails about my child from the school (3.59); (2) I regularly receive feedback from school staff on how well my child is learning (3.79); and (3) My child is recognized for good work and behavior at this school (4.09). F2 Teacher webpages sometimes lack timely updates. F3 Families need to be engaged, educated, and equipped to foster a culture of learning.

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School Organization

Strengths 1 Teachers look forward to coming to work each day. They enjoy collaborating and working together with their teams, students, and families. 2 Students and parents feel their teachers are enthusiastic about teaching and learning. 3 Parents feel that their families are treated with respect, that their child has the necessary supplies and equipment for effective learning , and the school provides a safe environment for their child to learn.

Needs G1 Stakeholders need a clear understanding of all of the academic, social, and financial challenges and successes the school faces in moving students forward. G2 Police Department needs supplies and equipment to enhance safe environments and safety operations throughout the district.

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Technology

Strengths 1 Students are provided access to high-quality digital learning experiences that support individual achievement goals, rigorous academic courses, and address readiness shortfalls. 2 Staff members are provided professional learning opportunities regarding how to effectively utilize digital learning.

Needs H1 The quick rate of "new" technology creates a need for adjusting to the changing world (new skills, new technology, infrastructure, and ongoing professional learning).

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Actions

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ACTIONS

Goal #1: In addition to providing high quality instruction and learning opportunities in core areas (reading, math, writing, science, etc.), provide opportunities for students to develop important skills (POG) through modern, personalized instructional strategies that promote engagement, retention, and transfer of content and skills.

Performance Objective: Increase the academic achievement for all students as measured by state assessment growth score from 69 to 70.

Performance Objective: Increase the achievement of all economically disadvantaged students as measured by state assessments using the current passing standard from 71% to 72%.

Performance Objective: Increase the percentage of students achieving college and career readiness as measured by: - College Credits earned: 20,000 or greater - Increase TEA recognized Industry-Based Certifications in CTE from 248 to 300

Performance Objective: College and Career Military Ready (CCMR) is measured by the state based on a student achieving at least one of the subsequent: Scored at criteria on both English and Math for any of the following--351 on TSI Reading, 480 on SAT Reading, 19 on ACT English, 350 on TSI Math, 530 on SAT Math, 19 on ACT Math; Scored 3 or higher on AP exam; Scored 4 or higher on IB exam; Earned 9 dual credit hours; Earned an industry certification from the state list; Completed an OnRamps course; or Graduated with an IEP workforce readiness. The percentage of graduate that meet the criteria for CCMR will increase from 39% to 42% by August 2025.

Performance Objective: The percentage of juniors successfully completing Pre-AP (or more advanced) courses will increase from 55% to 58% by August 2025.

Performance Objective: The percent of 3rd grade students tested that score meets grade level or above on STAAR Reading will increase from 42% to 45% by June 2025.

Performance Objective: The percent of 1st grade students tested who make meets on the fall local Reading will increase from 38% to 42% by June 2025.

Performance Objective: The percent of 2nd grade students tested who make meets on the fall local Reading will increase from 42% to 46% by June 2025.

Performance Objective: The percent of 3rd grade students tested that score meets grade level or above on STAAR Math will increase from 40% to 43% by June 2025.

Performance Objective: The percent of 1st grade students tested who make meets performance on spring Renaissance math will increase from Baseline Fall 2020 of 40% to 44% by June 2025.

Performance Objective: The percent of 2nd grade students tested who make meets performance on spring Renaissance math will increase from Baseline Fall 2020 of 32% to 36% by June 2025.

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1 Action: Provide professional learning opportunities to support personalization, authenticity, and innovation in classrooms, schools, and departments. Person(s) Responsible: ASOS Evidence of Implementation: - Professional learning sessions Exec. Dir. C&I offered, sign-in sheets, PLC plans Exec. Dir. of Special Educ. Evidence of Impact (Formative): - Classroom observation Evidence of Impact (Summative): - Teacher and student surveys - Differentiate professional learning - Student mastery and/or growth through multiple measures [standardized test data (STAAR, SAT, ACT) - Increase the graduation rate - Increase the number of students pursuing college/career Funding: Local Funds; Timeline: 7/1/2020 - 7/1/2020 (Daily)

2 Action: Provide a system of behavioral interventions at all schools

Person(s) Responsible: ASOS Evidence of Implementation: - Campus PBIS/Schoolwide Evaluation Tool (SET) - Making Connections Professional Development sign-in sheets - Skill Building Lesson Plans Evidence of Impact (Formative): - Reduced discipline Evidence of Impact (Summative): Year-over-year comparison incidents, improved grades, increased attendance rates demonstrates reduced discipline incidents, improved grades, increased attendance rates, and improved retention rates. Funding: Local Funds; Title IV, Part A $51,872.00; 0.50 FTEs; Timeline: 8/1/2020 - 5/1/2021 (9 weeks)

3 Action: Identify students who are at-risk for academic failure and/or dropping out of school or who are economically disadvantaged, and provide them with supplemental instruction/support and timely interventions. Person(s) Responsible: Director of State and Federal Evidence of Implementation: - Staff development to address Programs the needs of at-risk students - At-Risk student identification - SCE staff Job Description forms & SCE program evaluation - High need tutoring records & high need interventions (FTEs: 49 Teachers, .5 At-Risk Counselor, .5 At-Risk Social Worker) Evidence of Impact (Formative): Improved performance by Evidence of Impact (Summative): Gap between at-risk and at-risk and economically disadvantaged students on check-point non-at-risk student performance and drop-outs reduced. assessments Gap between economically disadvantaged and non-economically student performance and drop-outs reduced. Funding: State Comp Ed Funds $3,121,053.00; Timeline: 8/1/2020 - 5/1/2021 (Daily)

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4 Action: Provide instructional support and guidance to students who are at-risk for academic failure and/or dropping out of school or who are economically disadvantaged. Person(s) Responsible: Director of State and Federal Evidence of Implementation: - At-Risk student identification Programs - SCE staff Job Description forms & SCE program evaluation Director of Special Programs - PRS services to address the needs of pregnant/parenting Coordinator of Secondary Counseling and Behavior Services teens (3 CEHI instructors) Pregnancy Related Services Specialist - DAEP/PACE staff (FTE: 51.25) - At-Risk Counselor/At-Risk Social Worker mileage to DAEP - At-Risk Counselor (1 FTE - Cambridge School) Evidence of Impact (Formative): Improved performance by Evidence of Impact (Summative): Gap between at-risk and at-risk and economically disadvantaged students on check-point non-at-risk student performance and drop-outs reduced. assessments Gap between economically disadvantaged and non-economically student performance and drop-outs reduced. Funding: State Comp Ed Funds $2,675,133.00; Timeline: 7/1/2020 - 7/1/2020 (Daily)

5 Action: Infuse effective technology use within the instructional program to expand student engagement and critical thinking opportunities. Person(s) Responsible: Executive Director of Curriculum and Evidence of Implementation: -Technology infused within Instruction curriculum documents and aligned to K-8 Technology Directors of STEM, Humanities, Professional Learning Application TEKS Curriculum Coordinators Digital Learning Assistive Technology Coord. Evidence of Impact (Formative): - Teacher Evidence of Impact (Summative): - Increase in CIR rigor, observations/lessons reflect increased integration of technology relevance, and learner engagement data in summary reports into instruction Funding: Local Funds; Title IV, Part A $89.00; Timeline: 8/1/2020 - 5/1/2021 (Daily)

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6 Action: Build teacher capacity for performance indicators using technology.

Person(s) Responsible: Executive Director of Curriculum and Evidence of Implementation: * Course entry in Eduphoria Instruction * PD sign-in sheets and evaluations for focused 9 week Directors of STEM, Humanities, Professional Learning sessions Curriculum Coordinators Digital Learning Evidence of Impact (Formative): Increased observation of Evidence of Impact (Summative): Improved student performance instructional technology being effectively implemented in and teacher understanding lessons Funding: Local Funds; Timeline: 7/1/2020 - 5/1/2021 (Ongoing)

7 Action: - Integration of vocational and technical education programs - With input of multiple CTE advisory committees, we will address the needs of all students and special populations (i.e., LEP, Special Ed, non-traditional males in female courses, and non-traditional females in male courses) using new and innovative instructional materials and practices (e.g., specialized software and hardware). Person(s) Responsible: Director of CTE Evidence of Implementation: - CTE courses offered - Meeting minutes - Student work samples - Industry certifications - Internships Evidence of Impact (Formative): - CTE Course enrollment Evidence of Impact (Summative): - Improved student (inclusive of special populations) performance of students enrolled in CTE courses - Teacher feedback - PBMAS results - Advisory Committee feedback - Student enrollment in CTE courses (inclusive of special populations) Funding: Career & Technology Funds (199) $1,012,238.00; Timeline: 7/1/2020 - 7/1/2020 (Daily) Career & Technology Funds (Federal) $271,273.00;

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8 Action: Provide administrative supports to district/campus staff, parents/families/community, and participating Private Non-Profit (PNP) schools Person(s) Responsible: Chief Academic Officer Evidence of Implementation: -0.75 FTE = Coordinator of State Director of State and Federal Programs and Federal Programs Coordinator of State and Federal Programs - Parent Involvement DCSI-Luci Schulz - Trainings and Communications (Printing/Translations) - Provide guidance and ensure completion of the: comprehensive needs assessments, comprehensive schoolwide campus plans, and annual schoolwide plan evaluations - PNP Notices, Agendas, Minutes Evidence of Impact (Formative): - Funds spent on allowable Evidence of Impact (Summative): - No citations on ICR report, expenses; funds spent in a timely manner; PNP and parent Compliance Reports, or Audit Reports involvement requirements met - PNP and Parent involvement activities completed; improved parent involvement/participation Funding: Title I, Part A $149,684.00; 0.75 FTEs; Title II, Part A Timeline: 7/1/2020 - 9/1/2020 (Ongoing) $28,726.00; 0.10 FTEs; Title IV, Part A $5,824.00;

9 Action: Provide services to address individual needs of students identified as Foster Care, Homeless, Migrant, and Economically Disadvantaged. Person(s) Responsible: Coordinator of Affective Education = Evidence of Implementation: Transportation for homeless and Foster Care and Homeless foster care students' point of origin Coordinator of Bilingual/ESL Programs = Migrant Migrant student identification and monitoring Director of Advanced Academics & Coordinator of State and Expenditures for Economically Disadvantaged students taking Federal Programs = AP testing fees for Disadvantaged Students AP exams Evidence of Impact (Formative): Increase number of Evidence of Impact (Summative): Increase student academic homeless and foster care students attending classes performance Increase number of Economically Disadvantaged students Increase number of Migrant students course completion taking AP exams Increase number of Economically Disadvantaged students taking AP Addressing individual needs of migrant students exams Funding: Title I, Part A $38,448.00; Title IV, Part A $10,000.00; Timeline: 8/1/2020 - 6/1/2021 (Daily)

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10 Action: Provide supplemental professional development to teachers, administrators, instructional paraprofessionals, parents/families at Title I campuses focused on students of economically diverse backgrounds , instructional effectiveness, and developing leadership capacity. Person(s) Responsible: Dept of Curriculum, Instruction & Evidence of Implementation: - 1.0 FTE = Title I Science Assessment Specialist (Chief Academic Officer, Executive Director Assessment & - 2.0 FTE = Title I Math Specialist Authentic Learning, Curriculum & Professional Learning - 2.0 FTE = Title I ELAR Specialist Directors, State and Federal Programs Director, State and - Attendance sign-in sheets Federal Programs Coordinator) Evidence of Impact (Formative): Evaluations of training Evidence of Impact (Summative): Improved teacher performance sessions and instructional coaches and student understanding Funding: Title I, Part A $444,111.00; 5.00 FTEs; Timeline: 7/1/2020 - 8/31/2020 (Daily)

11 Action: Provide high quality and ongoing professional development for teachers, principals, paraprofessionals, and district staff (as determined by the SBDM committee). Person(s) Responsible: Dept of Curriculum, Instruction & Evidence of Implementation: - Professional Learning training Assessment records and expenditures (Chief Academic Officer, Executive Director Assessment & - 0.50 FTE = Coordinator of Affective Education Authentic Learning, Curriculum & Professional Learning - 0.10 FTE = Coordinator of State and Federal Programs Directors, State and Federal Programs Director, State and - 2.00 FTE = Instructional Specialist - Math Federal Programs Coordinator) Evidence of Impact (Formative): Evaluations of training Evidence of Impact (Summative): Improved teacher performance sessions and student understanding Funding: Local Funds; Title II, Part A $590,734.00; 5.00 FTEs; Timeline: 7/1/2020 - 8/31/2020 (Ongoing) Title IV, Part A $61,100.00;

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12 Action: Provide targeted professional learning for instruction and interventions to address Additional Targeted Support areas identified by TEA (by subject and subgroup). Provide professional learning supports at "Comprehensive Schools" identified by TEA. Person(s) Responsible: Chief Academic Officer Evidence of Implementation: Team planning (C&I/Special Chief Educational Support Officer Populations) Exec. Dir. Assessment & Authentic Learning Directors (Accountability, Curriculum, Professional Learning, Project Support, Special Education) Evidence of Impact (Formative): Improved performance Evidence of Impact (Summative): Improved performance and/or and/or growth on check-point assessments and Mock STAAR growth on STAAR/EOC data Benchmarks Funding: Local Funds; Timeline: 9/1/2020 - 6/30/2021 (Daily)

13 Action: Identify SPED students and provide them with supplemental instruction/support and timely interventions

Person(s) Responsible: Executive Director of ESS Evidence of Implementation: - Training for SB1196 (Behavior Support) and SB1727 (support for general education teachers who instruct special education students) completed (documentation) - Documentation of ongoing support and training for all staff providing instruction and support to SPED students # of FTEs assigned; - 144.83 teachers/staff Evidence of Impact (Formative): - Improved growth and/or Evidence of Impact (Summative): - Improved growth and/or performance of special education students through multiple performance of special education students through multiple measures measures (e.g., district benchmark assessments, state (e.g., district benchmark assessments, state assessments, IEP assessments, IEP progress) progress) Funding: Special Education Funds (199) $5,427,543.00; 91.00 Timeline: 8/28/2020 - 6/4/2021 (Daily) FTEs; Special Education Funds (Federal) $2,124,505.00; 53.83 FTEs;

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14 Action: Conduct Child Find activities for timely identification and intervention of students with Dyslexia; implement parent and community engagement activities to increase dyslexia awareness. Person(s) Responsible: Exec. Dir. ESS Evidence of Implementation: - Conduct Child Find activities Assistant Dir. of Responsive Services - Documentation of parent and community engagement activities Evidence of Impact (Formative): - Progress monitoring Evidence of Impact (Summative): - Student growth between through multiple measures Beginning and End of Year Performance through multiple measures (e.g., Istation, DRA, Barton, Fluency, Comprehension, spelling) - Parent activities completed Funding: Local Funds; Timeline: 8/28/2020 - 6/4/2021 (Daily)

15 Action: Provide challenging learning experiences using differentiated instruction and incorporating pacing , depth and complexity to enable gifted and talented students to demonstrate self-directed learning, thinking, research, and communication. Person(s) Responsible: ASOS Evidence of Implementation: - Implementation of G/T 3 yr Exec. Dir. C&I plan Dir. Advanced Acad. - PD records Dir. Prof. Learning - Meeting minutes - Student work samples Evidence of Impact (Formative): Improved performance of Evidence of Impact (Summative): Improved performance of G/T G/T identified students on district assessments identified students on state assessments Funding: Gifted & Talented $84,830.00; Local Funds; Title IV, Timeline: 8/1/2020 - 5/1/2021 (Daily) Part A $141,971.00; 2.00 FTEs;

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16 Action: Provide targeted support for EL students, parents/families, and staff.

Person(s) Responsible: ASOS Evidence of Implementation: - Professional Development Chief Academic Officer records Executive Director of Assessment & Authentic Learning - 0.6 FTE = Title III Curriculum Facilitator Director of Curriculum & Project Support - 0.5 FTE = Title III ESL/LOTE Specialist Language Acquisition Specialists - 9.0 FTE = Title III Instructional Aides Lead ESL teachers - Parent Involvement session documents ELTs at elem. campuses - Usage reports, Sign-in sheets Evidence of Impact (Formative): - Increase in student Evidence of Impact (Summative): Improved PBMAS data; attendance; success in core academics; meeting expectations Standardized test data (STAAR, SAT, ACT, TELPAS); increase on check-point and benchmark assessments graduation rate and the number of students pursuing college and - End of unit tests/quizzes, progress reports, Progress reports Report card grades, District Reading Benchmarks, STAAR Reading/Writing Funding: Bilingual/ESL (199) $607,501.00; Local Funds; Title Timeline: 8/1/2020 - 5/1/2021 (Daily) III, Part A LEP $405,912.00; 2.60 FTEs;

17 Action: Expand capacity and understanding of teachers and leaders to provide expanded learning opportunities inclusive of all students in well-rounded educational areas. Person(s) Responsible: Dept of Curriculum, Instruction & Evidence of Implementation: Meeting agendas, minutes, and Assessment documents produced; (Chief Academic Officer, Executive Director Assessment & AVID, IB and Dual Credit Teacher FTEs Authentic Learning, Curriculum & Professional Learning Directors, Advanced Academics Director, State and Federal Programs Director, State and Federal Programs Coordinator) Evidence of Impact (Formative): Designed units; training for Evidence of Impact (Summative): Response to roll out from staff teachers; training/clearinghouse for teachers and teachers Higher scores and student enrollment in STEM subject areas Funding: High School Allotment $67,208.00; Local Funds; Timeline: 7/1/2020 - 7/1/2020 (Ongoing)

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18 Action: Implement strategies to facilitate effective transitions for students from middle grades to high school and from high school to postsecondary education including, if applicable through coordination with institutions of higher education, employers, and other local partners and through increased student access to early college high school or dual or concurrent enrollment opportunities, or career counseling to identify student interests and skills. Person(s) Responsible: Exec. Dir. C&I/Director Advanced Evidence of Implementation: - Campus visits for transition Academics readiness; staff meetings regarding transition preparation for Exec. Dir. ESS/SPED Transition Coord. students ASOS/Principals/Counselors Evidence of Impact (Formative): - Students gaining familiarity Evidence of Impact (Summative): - Students gaining familiarity with transition campuses; staff preparing for student transitions with transition campuses; staff preparing for student transitions Funding: Local Funds; Timeline: 7/1/2020 - 7/1/2020 (Daily)

19 Action: Promote healthy students by expanding Physical Education offerings and incorporate areas of student interest

Person(s) Responsible: Coordinator of Physical Evidence of Implementation: FitnessGram data analysis used Education/Wellness to design PE lessons PE Teachers Evidence of Impact (Formative): Check-point fitness Evidence of Impact (Summative): Increasing percentage of assessments students meeting all six standards on the FitnessGram Assessment Funding: Timeline: 8/1/2020 - 5/1/2021 (Daily)

20 Action: Implement recommendations made by the local School Health Advisory Council (SHAC).

Person(s) Responsible: PE/Health Coord. Evidence of Implementation: Health and PE lessons aligned Teachers with SHAC recommendations PE Teachers Evidence of Impact (Formative): Increased awareness of Evidence of Impact (Summative): Coordinated school health healthy and safe environments. programming supporting healthy and safe environments implemented Funding: Local Funds; Timeline: 8/1/2020 - 5/1/2021 (Daily)

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21 Action: We will provide district newsletters, which will be distributed throughout the school year across all grade spans to address college admissions and financial aid opportunities. Person(s) Responsible: Counseling and Behavioral Services Evidence of Implementation: Newsletters Coordinators Evidence of Impact (Formative): Parents and student will be Evidence of Impact (Summative): Increased number of students better informed about college opportunities seeking college opportunities Funding: Local Funds; Timeline: 7/1/2020 - 7/1/2021 (Daily)

22 Action: Implement Asynchronous Plan to address the needs of students, and staff for Face to Face and Virtual Instruction during the pandemic. Person(s) Responsible: District and Campus Leadership Evidence of Implementation: Asynchronous Plan Schedules Communications Budget/staffing adjustments Evidence of Impact (Formative): Individual needs and Evidence of Impact (Summative): Survey data preferences addressed. Funding: Local Funds; Timeline: 7/1/2020 - 7/1/2021 (Daily)

23 Action: Identify students meeting the Board approved "Local At-Risk" criteria, to ensure all students' academic needs are addressed. The Board approved local at-risk criteria include: pre-kindergarten, discretionary DAEP, and struggling academically (e.g., failed 1 core course, dyslexic, struggled with district assessment). Person(s) Responsible: Director of State and Federal Evidence of Implementation: Local at-risk students identified Programs and assigned to receive State Compensatory Education (SCE) Campus Administrators and Counselors services. Evidence of Impact (Formative): SCE teachers' monitoring of Evidence of Impact (Summative): SCE teachers' evaluation students report Funding: State Comp Ed Funds Timeline: 7/1/2020 - 7/1/2021 (Daily)

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Goal #2: Study, plan and implement best practices in school safety to provide the most safe and secure schools possible.

Performance Objective: The District Safety and Security Committee will meet at least once each semester to review and plan for the district's safety.

Performance Objective: All campuses will complete designated drills and at least two tabletop exercises annually.

1 Action: Ensure a safe environment for all students and staff by providing proactive safety trainings and reunification for all buildings . - iHelp - Mental Health - Safety Training Table Tops - Safety addressed in monthly administrative meetings - Develop Emergency Plans for all student groups - Train reunification site staff in Psychological First Aid Person(s) Responsible: Chief of Police Evidence of Implementation: - Emergency Plans developed Assist. Dir. of Emergency Management and disseminated to staff as appropriate Coordinators of Counseling & Behavioral Services - Training documents and sign-in sheets - iHelp usage documentation - Reunification Plan developed Evidence of Impact (Formative): Monthly drills Evidence of Impact (Summative): - Emergency preparedness

Funding: Local Funds; Timeline: 7/1/2020 - 7/1/2021 (Daily)

2 Action: Continue to harden the buildings, improve district safety operations, and increase officer presence to enhance a safe and secure environment. Person(s) Responsible: Chief of Police Evidence of Implementation: - Entry to buildings are secure with vestibules. - Police officer staffing - Police AFIS purchase Evidence of Impact (Formative): - Increase awareness and Evidence of Impact (Summative): - Decreased safety issues safety Funding: Local Funds; Local Bond Funds; Title IV, Part A Timeline: 7/1/2020 - 7/1/2021 (Daily) $10,000.00;

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3 Action: Implement strategies for conflict resolution.

Person(s) Responsible: ASOS Evidence of Implementation: - Social skill instructional plans Coordinators for Elementary and Secondary Counseling - Conflict Resolution professional development records Evidence of Impact (Formative): Reduced discipline referrals, Evidence of Impact (Summative): Year-over-year comparison improved grades, increased attendance rates demonstrates reduced discipline referrals, improved grades, increased attendance rates and improved retention rates Funding: Local Funds; Timeline: 8/1/2020 - 6/1/2021 (Daily)

4 Action: Implement positive behavior interventions and support, including interventions and support that integrate best practices on grief-informed and trauma-informed care. Person(s) Responsible: ASOS Evidence of Implementation: - Training documents and sign-in Exec. Director ESS sheets Principals - Making Connections professional development records Sr. Director of Personalized Student Success - Behavior intervention plans for 504 and SPED students Counseling & Behavioral Services Coordinators - CPI training documentation, and maintenance of certifications - Restorative Practices training - PAWS Program Evidence of Impact (Formative): Reduced discipline referrals, Evidence of Impact (Summative): Year-over-year comparison improved grades, increased attendance rates demonstrates reduced discipline referrals, improved grades, increased attendance rates, and improved retention rates Funding: Local Funds; Timeline: 8/1/2020 - 5/1/2021 (Daily)

5 Action: Implement strategies for drug awareness and prevention.

Person(s) Responsible: Coordinator of PE/Health Evidence of Implementation: - Red Ribbon Week activities Coordinators of Counseling - Individual and group counseling logs Evidence of Impact (Formative): Reduced discipline referrals, Evidence of Impact (Summative): Year-over-year comparison improved grades, increased attendance rates demonstrates reduced discipline referrals, improved grades, increased attendance rates, and improved retention rates Funding: Local Funds; Timeline: 8/1/2020 - 5/1/2021 (Daily)

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6 Action: Implement strategies for proactive safety systems and mental health activities supporting violence/suicide prevention and psychological first-aid. Person(s) Responsible: Coordinators of Counseling & Evidence of Implementation: - CTA Team Evaluations, Logs Behavioral Services - ihelp Assist. Dir. Emergency Management - Core Threat Assessment Police Officers - Positive Behavior Interventions & Supports/Culture & Climate Development - Social & Emotional Learning Guidance Counseling Curriculum - No Place for Hate activities/curriculum - Individual and group counseling logs - CPI training documentation, and maintenance of certifications - Provide annual professional development for all staff - Contracts and PDEV attendance logs Evidence of Impact (Formative): Reduced discipline referrals, Evidence of Impact (Summative): Recognize and support mental increased awareness of threats, increased attendance rates health interventions to reduce risk Funding: Timeline: 8/1/2020 - 8/1/2021 (Daily)

7 Action: Implement strategies for harassment and dating violence prevention

Person(s) Responsible: Coordinators of Counseling Evidence of Implementation: - No Place for Hate activities/curriculum - Individual and group counseling logs Evidence of Impact (Formative): Reduced discipline referrals, Evidence of Impact (Summative): Year-over-year comparison improved grades, increased attendance rates demonstrates reduced discipline referrals, improved grades, increased attendance rates, and improved retention rates Funding: Local Funds; Timeline: 8/1/2020 - 5/1/2021 (Daily)

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8 Action: Implementation of a comprehensive school counseling program that includes a trauma-informed care program. The trauma-informed care program shall provide for the integration of trauma-informed care practices in the school environment, including increasing staff and parent awareness of trauma-informed care, implementation of trauma-informed practices and care by District and campus staff, and providing information about available counseling options for students affected by trauma or grief . The District shall provide training in trauma-informed care to District educators as required by law. Person(s) Responsible: Sr. Director of Personalized Student Evidence of Implementation: List of training offered/completed Success ~ Social Emotional Learning Guidance Lessons Curriculum Counseling & Behavioral Services Coordinators ~ Positive Behavior Interventions & Support/Culture & Climate ~Trauma Informed Care District Trainers (training was provided by Megan Mooney) ~ Psychological First Aid District Trainers (training was provided by Megan Mooney) ~ Restorative Practices District Trainers (training was provided by Region 4) Evidence of Impact (Formative): Tracking of the number of Evidence of Impact (Summative): The District shall provide an employees who have participated in trauma-informed care annual report to the Texas Education Agency on the number of training. employees who have participated in trauma-informed care training. Funding: Local Funds; Timeline: 7/1/2020 - 7/1/2021 (Daily)

9 Action: District law enforcement officers' duties comply with TEC 37.081 by protecting: (1) the safety and welfare of any person in the jurisdiction of the peace officer , resource officer, or security personnel; and (2) the property of the school district. Person(s) Responsible: Chief of Police Evidence of Implementation: Personnel records, Description Police Commander of Duty Evidence of Impact (Formative): Incident Reports Evidence of Impact (Summative): Reduced incidents

Funding: Local Funds; Timeline: 7/1/2020 - 7/1/2021 (Daily)

10 Action: Provide clear communication and protocols regarding safe instruction and work environments in relation to the COVID pandemic. Person(s) Responsible: District and Campus Administrators Evidence of Implementation: Asynchronous Plan Protocols and notifications posted on the website. Evidence of Impact (Formative): Clear, timely communication Evidence of Impact (Summative): Clear, timely communication

Funding: Local Funds; Timeline: 7/1/2020 - 7/1/2021 (Daily)

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Goal #3: Attract and retain the most talented staff available for our students.

Performance Objective: Maintain a 90% or greater retention rate for all employees.

1 Action: Conduct employee engagement survey and communicate results

Person(s) Responsible: District and Campus Leaders Evidence of Implementation: - Employee Engagement Survey instrument and results reported - Action plan for improvement Evidence of Impact (Formative): Interval results Evidence of Impact (Summative): Year-over-year comparison demonstrates improvement Funding: Local Funds; Timeline: 8/1/2020 - 5/1/2021 (Biannually)

2 Action: - Recruit, attract ,and ensure instruction is provided by High Quality teachers and instructional aides (paraprofessionals) - Provide stipends to secure staff in "high need" positions, including stipends for Bilingual Teachers - Provide supplemental recruiting expenses - Implement Equity support plan (includes personnel working with new teachers w/ 0-1 yr exp to build capacity) Person(s) Responsible: Associate Superintendent of Human Evidence of Implementation: - Stipends expenditure records Resources - HR supplemental recruiting activities/expenditures Director of State & Federal Programs - HQ Teacher Compliance Report Coordinator of State & Federal Programs Evidence of Impact (Formative): - Reduced vacancies Evidence of Impact (Summative): - Reduced vacancies - HQ staffing reports - HQ staffing reports Funding: Title II, Part A $227,071.00; Timeline: 7/1/2020 - 9/1/2020 (Daily)

3 Action: Staff members are knowledgeable of how to integrate the use of technology in administrative programs

Person(s) Responsible: Exec. Dir. Technology Evidence of Implementation: - Professional development Dir. Prof. Learning records Coordinator of Digital Learning Evidence of Impact (Formative): Evaluations of training Evidence of Impact (Summative): Improved administrator sessions performance Funding: Local Funds; Timeline: 8/1/2020 - 6/1/2021 (Daily)

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Goal #4: Humble ISD is family - maintain and grow the family-like culture of Humble ISD in the best interest of the students, staff, and community.

Performance Objective: Increase parent and staff satisfaction by >2% over the prior year, as measured by annual surveys.

1 Action: Conduct a parent satisfaction survey and communicate the results

Person(s) Responsible: ASOS Evidence of Implementation: - Parent Survey instrument and results reported - Action plan for improvement Evidence of Impact (Formative): Annual Results Evidence of Impact (Summative): Year-over-year comparison demonstrates improvement Funding: Local Funds; Timeline: 1/1/2018 - 6/1/2021 (Annually)

2 Action: Provide effective programs to encourage parental and family engagement and use results of survey to lower barriers to participation by parents in school planning, review, and improvement. Person(s) Responsible: ASOS Evidence of Implementation: Advertising to parents, Director of Community Development attendance logs Director of State and Federal Programs Coordinator of State and Federal Programs Evidence of Impact (Formative): - Number of parents Evidence of Impact (Summative): Increased parental involvement attending different events - Usage data of engagement tools Funding: Timeline: 8/29/2020 - 6/1/2021 (Ongoing)

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Goal #5: Align all resources (time, money, and talent) with the highest priorities of Humble ISD - safety, talent, instruction, and culture.

Performance Objective: Maintain a yearly unassigned general fund balance between 17% (60 days) and 25% (90 days) of total operating expenditures.

Performance Objective: Maintain well defined debt management practices for issuing and managing outstanding debt to sustain a strong debt.

1 Action: Budget Development Process * Work with cabinet to develop budget priorities aligned to annual goals Person(s) Responsible: CFO Evidence of Implementation: Budget Development Process Cabinet communicated with stakeholders Evidence of Impact (Formative): Stakeholders aware of Evidence of Impact (Summative): Budget Developed based on Budget Development Process; Priorities identified priorities Funding: Local Funds; Timeline: 7/1/2020 - 6/1/2021 (Ongoing)

2 Action: Analysis & Evaluation of Debt Capacity

Person(s) Responsible: CFO Evidence of Implementation: Debt Capacity Report

Evidence of Impact (Formative): Well defined debt Evidence of Impact (Summative): Audit/CAFR management practices utilized Funding: Local Funds; Timeline: 7/1/2020 - 6/1/2021 (Ongoing)

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TEXAS EDUCATION AGENCY STRATEGIC PRIORITIES #1: Recruit, support, and retain teachers and principals #2: Build a foundation of reading and math #3: Connect high school to career and college #4: Improve low-performing schools

THE STATE OF TEXAS PUBLIC EDUCATION MISSION AND ACADEMIC GOALS The mission of the public education system of this state is to ensure that all Texas children have access to a quality education that enables them to achieve their potential and fully participate now and the future in the social, economic, and education opportunities of our state and nation. That mission is grounded on the conviction that a general diffusion of knowledge is essential for the welfare of this state and for the preservation of the liberties and rights of citizens . It is further grounded on the conviction that a successful public education system is directly related to a strong, dedicated, and supportive family; and that parental involvement in the school is essential for the maximum educational achievement of a child.

THE STATE OF TEXAS PUBLIC EDUCATION MISSION AND ACADEMIC GOALS #1: The student in the public education system will demonstrate exemplary performance in the reading and writing of the English language. #2: The students in the public education system will demonstrate exemplary performance in the understanding of mathematics. #3: The students in the public education system will demonstrate exemplary performance in the understanding of science. #4: The students in the public education system will demonstrate exemplary performance in the understanding of social studies.

THE STATE OF TEXAS PUBLIC EDUCATION OBJECTIVES Objective #1: Parents will be full partners with educators in the education of their children. Objective #2: Students will be encouraged and challenged to meet their full educational potential. Objective #3: Through enhanced dropout prevention efforts, all students will remain in school until they obtain a high school diploma. Objective #4: A well-balanced and appropriate curriculum will be provided to all students. Objective #5: Educators will prepare students to be thoughtful, active citizens who have an appreciation for the basic values of our state and national heritage and who can understand and productively function in a free enterprise society. Objective #6: Qualified and highly effective personnel will be recruited, developed, and retained. Objective #7: The state’s students will demonstrate exemplary performance in the comparison to national and international standards . Objective #8: School campuses will maintain a safe and disciplined environment conducive to student learning. Objective #9: Educators will keep abreast of the development of creative and innovative techniques as appropriate to improve student learning. Objective #10: Technology will be implemented and used to increase the effectiveness of student learning , instructional management, staff development, and administration

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