District Improvement Plan - Austin ISD

Austin Independent School District 

District Improvement Plan 

2010-2011 

Board of Trustees 

Mark Williams, President 

Vincent M. Torres, Vice-President 

Lori Moya, Secretary 

Tamala Barksdale 

Cheryl Bradley 

Christine Brister 

Sam Guzman 

Annette LoVoi 

Robert Schneider 

Superintendent 

Dr. Meria J. Carstarphen 

Prepared by the 

Office of Planning and Community Relations 

FINAL REVISED VERSION

INTRODUCTION 

The 2010-2011 District Improvement Plan (DIP) for AISD was developed with input from 

the District Advisory Council, prepared by the Office of Planning and Community 

Relations, reviewed by the Office of Accountability, and approved by the 

Superintendent’s Senior Cabinet. 

On December 14, 2009, the Board of Trustees approved a long-range Strategic Plan for 

the district. Shortly after, a process was initiated to implement the Strategic Plan, 

including development of the DIP and Campus Improvement Plans for 2010-2011. As 

described in more detail on the following pages, the Strategic Plan contains goals for 

student performance, which equate to the district and campus “performance objectives” 

required in state statute to be approved by the Board of Trustees. 

The DIP serves two important purposes, which are addressed in two different parts of 

this document. Part One of the 2010-2011 DIP describes the district’s Comprehensive 

System for Continuous Improvement. Part Two provides an Strategic Action Plan to 

implement the district’s Strategic Plan for the year of report. 

Over the past several years, the district has accumulated a multi-level monitoring and 

reporting system, which is evident in the following pages. While the district wants to 

retain a comprehensive system for continuous improvement, it will be important to 

ensure that the system is efficient and current. Certain monitoring and reporting 

activities will need to be abandoned by the Board – such as Results Policies, Executive 

Limitations Reports, and Level Reports – and replaced with one quality monitoring tool. 

Part One 

COMPREHENSIVE SYSTEM FOR CONTINUOUS IMPROVEMENT 

The district’s comprehensive system for continuous improvement is summarized in 

Figure 1. The system is accomplished at the district, campus, and individual employee 

levels, through establishment of policy, and delivery of a number of long-range, 

ongoing, and annual actions. An integral feature of the system is the alignment of all 

district planning efforts with the Strategic Plan, as depicted in Figure 2. 

Policy 

Several AISD policies are currently in place to address district and campus planning 

and decision-making processes. These policies primarily implement state statutory 

requirements found in Chapter 11, Subchapter F, of the Texas Education Code. Specific 

district policies are: BQ(Legal), BQA(Legal), BQA(Local), BQB(Legal), BQB(Local), and 

BQB(Regulation). 

On April 26, 2010, the Board of Trustees adopted policy AE(Local). This policy 

implements Key Action Step 1.1 of the Strategic Plan, which states “Adopt policy that 

articulates the district’s theory of action for teaching and learning, reflecting high 

expectations and ensuring alignments with all educational plans and initiatives.” 

Austin ISD Office of Planning and Community Relations 

Page 1

Policy 

• District and campus 

policy and decisionmaking 

processes 

• Theory of action for 

teaching and learning 

Figure 1 

AISD Comprehensive System for Continuous Improvement 


Page 2 

Actions 

Long-Range Ongoing Annual 

• Strategic Plan 

• Technology Plan 

• Master Facilities Plan 

• Transportation Plan 

• Libraries Plan 

• Departmental plans 

• Employee performance 

plans and assessments 

• Input from various 

advisory bodies 

• End of year and 

beginning of year 

reports 


Balanced Scorecard 

• State of the District 

Address 

• Annual Report 

• District Performance 

Reports 

• State and Federal 

Accountability Reports 

• District and Campus 

Report Cards 

• Campus Improvement 

Plans 

• Budget process 

• Executive Limitations 

Reports 

• Student, parent, and 

staff surveys 

• Strategic Plan Review 


Monitoring 

• District Improvement 

Plan

Figure 2 

AISD Plans Alignment 

Strategic 

Plan 

District 

Improvement 


� 

Campus 

Improvement 


Departmental 


Employee 

Performance 


� 

Budget 

Master 

Facilities Plan 

Technology 


Transportation 


Libraries Plan 


Page 3 

Key Guidance 


Implementation 


Resource 

Plans

Long-Range Actions 

Long-range actions include the Strategic Plan and several related resources plans, as 

described below. 

� Strategic Plan 

Strategic planning is widely considered, in both the public and private sectors, to be an 

essential tool for continuous improvement. The AISD Strategic Plan for 2010-2015 is 

based on sound research, including identification of best practices in strategic planning, 

and the review of strategic plans of member districts of the Council of Great City 

Schools and several other school districts across the country. 

Stated aspirations of the Board of Trustees were key in development of the Strategic 

Plan. The Board provided input in the following areas: educational philosophy; student 

achievement; fiscal and operational guidance; and performance monitoring architecture. 

In addition, the District Advisory Council and the Expanded Cabinet (which includes 

senior administrators and all campus principals), identified strategic priorities for the 

district that further informed development of the Strategic Plan. The Strategic Plan was 

also developed with the extensive input of the community. In all, input was received 

from over 3,500 sources during a six-month period, including community meetings, 

surveys, focus group discussions, individual interviews, a special task force, and online, 

email, and written comments. 

The Strategic Plan consists of three principal components: (1) the Framework, which 

includes the Vision, Mission, Values, Goals, Measurable Outcomes, and Strategies; (2) 

the Implementation Guide, which includes a number of Key Action Steps; and (3) the 

Scorecard, which includes performance indicators, baseline data, and targets, to 

provide a matrix for monitoring progress. The complete Strategic Plan is available at: 

http://www.austinisd.org/inside/initiatives/strategic_plan/ 

� Resource Plans 

A group of major district-level plans relate to and align with the Strategic Plan. These 

“resource plans” include the Technology Plan, Master Facilities Plan, Transportation 

Plan, and Libraries Plan. The Master Facilities Plan is currently under development, and 

the other resource plans will be developed in the near future. Additional information on 

the Master Facilities Plan process is available at: 

http://www.dejongrichter.com/projects/austin-independent-school-district/ 

Ongoing Actions 

Several ongoing actions are described below, including department plans, employee 

performance plans, and input from various advisory bodies. 

� Departmental Plans 

Departmental plans will be produced on an ongoing basis to implement the Strategic 

Plan. The departmental plans will in essence be detailed action plans, identifying 

responsibilities at various staff levels, deadlines and deliverables, resources needed, 

and monitoring activities. Some of the departmental plans may be annual in nature, 

while others may cover different timeframes. Examples of departmental plans include, 


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ut are not limited to, English Language Learners, Special Education, Communications, 

Parent and Community Involvement, Advanced Academics, Coordinated School Health, 

and Recruiting and Staffing. These plans will either be newly developed or revised to 

align with the Strategic Plan. 

� Employee Performance Plans 

The district will work to develop and institutionalize a process for all employee 

performance plans to demonstrate alignment with the Strategic Plan. Every employee 

will realize his or her role in implementing the Strategic Plan and the district’s 

educational mission. 

� Input from Various Advisory Bodies 

AISD maintains several district-level and campus-level advisory bodies. The 

memberships of these advisory bodies represent all stakeholder groups – parents, 

students, teachers, principals, other district staff, community members, and business 

representatives – and represent the ethnic and geographic diversity and broad interests 

found in the Austin community. Many of these advisory bodies meet on a limited-time 

basis (e.g., Calendar Task Force), but there are a number of standing advisory bodies, 

including the following (links to websites have been provided where applicable): 

• District Advisory Council 

http://www.austinisd.org/inside/dac/ 

• Campus Advisory Councils 

http://www.austinisd.org/inside/cac/ 

• School Health Advisory Council 

http://www.austinisd.org/schools/shac/ 

• Facility Use and Boundary Task Force 

http://www.austinisd.org/inside/2004bond/boundaries/ 

• Citizens Bond Oversight Committee 

http://www.austinisd.org/inside/2004bond/cboc/ 

• Citizens Budget Review Committee 

http://www.austinisd.org/inside/initiatives/budgetreview/ 

• Special Education Citizens Advisory Committee 

http://www.austinisd.org/inside/secac/ 

• English Language Learners Citizens Advisory Committee 

• Educational Technology Advisory Committee 

• Professional Development Advisory Committee 

The ongoing input of district advisory bodies provides valuable guidance to the 

administration, Superintendent, and Board of Trustees. These groups also will serve to 

strengthen alignments with the Strategic Plan and alignments between other plans. 

Annual Actions 

A number of annual actions are described below. These annual actions are also 

depicted in Figure 3 for 2010-2011. 


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� End of Year and Beginning of Year Reports 

Beginning in 2010, the Superintendent will present end of year and beginning of year 

reports. The end of year report, to be delivered in June, will provide highlights of the 

school year just completed. The beginning of year report, to be delivered in August, will 

outline the needs and objectives for the new school year. These reports will serve to 

enhance communications with all stakeholders and to increase their awareness. 

� Strategic Plan Balanced Scorecard 

Beginning in 2010, an annual Strategic Plan Balanced Scorecard will be produced to 

monitor the district’s performance in several major areas compared to established 

targets. The scorecard will include the measurable outcomes in the Strategic Plan (e.g., 

TAKS performance, graduation rates, college readiness, secondary enrollment), along 

with other key performance indicators (e.g., attendance, disciplinary actions, Special 

Education participation, pre-kindergarten and primary grade performance). The 

scorecard will identify any achievement gaps among student groups, as well as any 

areas of over-representation by student groups. The scorecard will inform the annual 

State of the District Address and Annual Report. 

� State of the District Address 

The first AISD State of the District Address was delivered by the Superintendent on 

November 17, 2009, and was well received. The address not only celebrated the 

district’s successes, but also took a candid look at areas for needed improvement. The 

address was focused on how important “The Power of Us” is to accomplishing the 

district’s educational mission. The district – and we are confident the community – will 

look forward to making this a much anticipated annual event. The State of the District 

Address is available at: http://www.austinisd.org/misc/sod/ 

� Annual Report 

In conjunction with the State of the District Address, the district produces an Annual 

Report. The Annual Report is a very accessible document for general public and media 

audiences. The Annual Report combines performance data in selected areas (e.g., 

TAKS passing rates, SAT performance rates, graduation and completion rates, 

advanced course and dual credit participation rates) with basic data about the district 

(e.g., information on tax rate and taxable value, revenues and expenditures, teacher 

experience and turnover rates, number of community volunteers and hours served). 

The current Annual Report, as well as back issues of the report, are available at: 

http://www.austinisd.org/inside/initiatives/annual_report_2009/ 

� District Performance Reports 

For the past several years, district performance reports have been presented to the 

Board of Trustees during the fall and early winter in the form of “Level Reports.” These 

reports – at the elementary, middle, and high school levels – include presentations and 

analyses of performance data in several areas, as appropriate to the level. Following 

are examples of the data included in the Level Reports: 


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MILESTONES 

1. Beginning of School Year Report Delivered 

2. Budget Approved 

3. Executive Limitations Reports Evaluated by 

Senior Cabinet 

4. Parent, Student, and Staff Surveys 

Conducted 

5. Strategic Plan Monitoring Reports Submitted 

6. District Performance Reports Presented to 

Board 

7. Strategic Plan Balanced Scorecard Delivered 

8. State of the District Address Delivered 

9. Annual Report Delivered 

10. Initial Stakeholder Input on Budget Issues 

and Priorities Provided 

11. Strategic Plan Review Conducted 

12. District and Campus TEA Performance 

Reports: Public Meetings Conducted and 

Information Distributed 

13. District-Generated District and Campus 

Report Cards Distributed 

14. Preliminary Budget Presented to Board 

15. District Improvement Plan Developed 

16. Campus Improvement Plans Developed 

(Stage 1: Completion of Working Drafts) 

17. TAKS Preliminary Data 

18. TAKS Final Data 

19. Federal and State Accountability Reports 

20. Campus Improvement Plans Developed 

(Stage 2: Integration of TAKS Data and 

Target Setting) 

21. Proposed Budget Reviewed by Board, 

Administration, and Stakeholders 

22. End of School Year Report Delivered 


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Figure 3 

AISD Planning, Monitoring, and Reporting Schedule for 2010-2011 

2010 2011 

MAY JUN JUL AUG SEP OCT NOV DEC JAN FEB MAR APR MAY JUN JUL AUG

• TAKS (Passing and Commended) 

• Annual Yearly Progress (AYP) 

• English language proficiency 

• Graduation and completion rates 

• Dropout rates 

• Postsecondary enrollment 

• Advanced/dual enrollment course enrollment and performance 

• SAT/ACT participation and performance 

• Discipline 

• Attendance 

• Course grades and passing rates 

• Grade level advancement 

• Staff and student climate ratings 

• Teacher experience levels 

• Teacher and principal retention rates 

The data presented in the Level Reports are disaggregated as appropriate by subject 

areas, grade levels, and student groups. Measurements of student growth are also 

provided. Based on the data analyses, needs assessments are provided to inform 

development of “Strategic Responses,” which include detailed action plans for 

improvement as well as processes and measures for monitoring progress. 

Detailed district performance reports in some format will continue to be provided to the 

Board of Trustees, but as the Board considers the most meaningful and productive 

process for monitoring, it is possible that the Level Reports as previously produced may 

be discontinued. 

� Federal and State Accountability Reports 

Following the release of state and federal accountability reports by TEA each year, 

according to state law these reports are presented in public meetings. The Board of 

Trustees joins with the District Advisory Council in presenting and discussing the district 

performance report in a public meeting. In addition, campus administrations join with 

their Campus Advisory Councils in presenting and discussing their campus performance 

reports in public meetings. These performance reports also form the foundation of 

district and campus needs assessments. The campus performance reports are 

distributed to each household. The district and campus reports are placed online at: 

http://www.austinisd.org/inside/accountability/reviews/ 

� District and Campus Report Cards 

In addition to the state and federal accountability reports issued by TEA each year, the 

district generates “report cards” for each campus and the district. The report cards 

summarize state and federal accountability data in a predominantly graphic and easyto-read 

format. The report cards have been well received by the community. Each year, 

focus group discussions are conducted with stakeholder representatives to continually 

improve the accessibility of the report cards. The district and campus report cards are 

available at: http://www.austinisd.org/inside/accountability/reviews/ 


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� Campus Improvement Plans 

Campus Improvement Plans (CIPs) are prepared annually by each campus in 

compliance with statutory requirements. Campus Advisory Councils work closely with 

campus principals to analyze performance data, identify needs, and develop detailed 

action plans for improvement. CIPs are an integral component to the overall district 

planning system, and serve as the primary conduit for implementing the Strategic Plan 

at the campus level. Accordingly, CIPs will show clear alignments to the Strategic Plan. 

The template and process description for 2010-2011 CIPs is available at: 

http://www.austinisd.org/inside/cac/ 

� Budget Process 

The district’s planning system is intrinsically tied to the annual development of the 

budget. In large part, the success of the Strategic Plan and the other district and 

campus plans aligned with it rely on the appropriate allocation of resources. In simpler 

language, the money must follow the identified needs and priorities. And, there must 

always be a bottom-line connection to the district’s educational mission. Therefore, all 

budgetary requests and items will demonstrate a specific level of support for the 

Strategic Plan. Additional information on the budget process is available at: 

http://www.austinisd.org/inside/budget/ 

� Executive Limitations Reports 

Under the governance policies of the district, Executive Limitations (ELs) are essentially 

expectations of the Superintendent and administration in several areas, including: 

• Treatment of stakeholders and staff 

• Staff compensation and evaluation 

• Budgeting and financial planning 

• Curriculum and instruction 

• Textbook and instructional materials selection 

• District calendar 

• Learning environment and discipline 

• Facilities 

Individual EL reports are prepared at different times during the year, reviewed by the 

Superintendent’s Senior Cabinet, and compliance results reported to the Board of 

Trustees. The EL reports contain current and historic data and provide an assessment 

of performance in very specific areas. 

It is expected that the Board of Trustees will be changing its governance monitoring 

structure and Executive Limitations Reports may no longer exist by the end of the 2010- 

2011 school year. 

� Student, Parent, and Staff Surveys 

The district conducts several surveys on an annual basis, including the Student Climate 

Survey, High School Exit Survey, Parent Satisfaction Survey, and Staff Climate Survey. 

These surveys provide a wealth of information from various perspectives. The results of 

the surveys are used for evaluation of programs, learning and work environment, and 


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customer service. The results of the surveys are invaluable to planning for continuous 

improvement. The results of current and previous surveys are available at: 

http://www.austinisd.org/inside/accountability/evaluation/survey_reports.phtml 

� Monthly Progress Reports to TEA 

In 2009-2010, the Texas Education Agency (TEA) Management Team directed the 

district to focus on the following five areas and to report monthly on the progress in each 

of these areas: 

1. Strategic Plan – The district’s Strategic Plan will enable struggling campuses to 

meet or exceed state accountability standards. 

2. Instructional Leadership – Principals, assistant principals, and other campus 

administrators, particularly those at struggling campuses, will provide effective 

instructional leadership at the campus level with support from highly trained and 

effective central office administrators. 

3. Literacy and Numeracy – Focus on literacy and numeracy will be aligned across 

the district to ensure that students enter middle schools and high schools with 

adequate foundation skills. 

4. Attendance Campaign – Attendance rates across the district will reflect school 

and community efforts to get students in school. 

5. Monitoring – There is a systematic process for selecting, evaluating, and 

continuing or discontinuing district and campus initiatives. 

The TEA Management Team has indicated that they are satisfied that items 1, 2, and 5 

can be removed from the monthly reports, as these targets are being addressed by 

systems that have been established within the district. As of September 2010, the 

number of targets addressed in the monthly progress report will be reduced to items 3 

and 4 in the above list. 

� Strategic Plan Review 

Beginning in 2010, an annual review of the Strategic Plan will be conducted, based on 

the measurable outcomes in the Strategic Plan and other key performance indicators. 

With the input of the District Advisory Council, the Superintendent will recommend to the 

Board of Trustees either to reaffirm the framework of the Strategic Plan or to make 

revisions. This process will serve to meet the statutory requirement for the Board to 

approve district and campus “performance objectives.” 

� Strategic Plan Monitoring 

Detailed action plans for several of the Key Action Steps of the Strategic Plan identified 

in Part Two of the DIP for year-one implementation have recently been completed or 

are currently being developed. These action plans will provide a tool for the periodic 

monitoring of progress, which will be made available for public review. (Strategic Plan 

monitoring is further explained in Part Two under Strategic Priorities.) 


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� Program Evaluation 

The Strategic Plan monitoring tool described above will also facilitate the internal 

evaluation of program effectiveness. The Chief Performance Officer and Chief Financial 

Officer will provide an annual assessment of current district programs. The annual 

assessment will include a presentation of programs scheduled to “sunset” at the end of 

the current year and a brief summary of available evaluation results for programs 

including funding, cost, and level of implementation. The purpose of this initiative is to 

provide a formal process of examining the cost effectiveness of AISD programs and 

approving or disapproving the continuation of programs. 

Part Two 

STRATEGIC ACTION PLAN 

The Strategic Action Plan for 2010-2011 includes a Needs Assessment conducted by 

the District Advisory Council based on evaluation of student performance and related 

data. The Strategic Action Plan also includes several Strategic Priorities for 2010-2011, 

and Strategic Plan Measurable Outcomes and Targets. 

Needs Assessment 

The District Advisory Council annually reviews current and historical district 

performance data to provide the Needs Assessment for the DIP. The data that are 

reviewed include TAKS results, district and campus accountability ratings under the 

state and federal systems, attendance rates, dropout rates, graduation rates, various 

college-readiness indicators, and data related to discipline and Special Education 

participation. In addition, the District Advisory Council reviewed data specifically related 

to the district failing to meet Annual Yearly Progress (AYP). 

Based on this Needs Assessment, the District Advisory Council identified the following 

areas for improvement for 2010-2011: 

1. Tighten the alignment process (TEKS, instruction, curriculum), and concentrate 

resources on early interventions (PreK-Grade 3) that result in every child exiting 

the third grade at or above grade level in reading and writing. 

2. Enhance principal training and oversight to increase accountability. 

3. Increase minority recruitment and strategic support in all advanced opportunities 

(Gifted and Talented, advanced courses, SAT/ACT). 

4. Increase enrollment of all students in Recommended or Distinguished graduation 

plans. 

5. Identify students who are chronically absent or otherwise at risk of dropping out, 

and focus on prevention rather than recovery. 

6. Require Positive Behavior Supports (PBS) at all schools and ensure through 

monitoring that the program is fully implemented with fidelity. 


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Strategic Priorities 

The administration carefully considered the Needs Assessment and areas for 

improvement recommended by the District Advisory Council. Following are several Key 

Action Steps of the district’s Strategic Plan for 2010-2015 that have been identified by 

the administration for implementation in 2010-2011. These implementation measures 

are supportive of the District Advisory Council’s input, as well as the most critical areas 

for continued and/or additional funding support identified by stakeholders during the 

2010-2011 budget development process. In addition, these implementation measures 

address the district’s improvement status in meeting AYP. 

The following Key Action Steps are numbered as in the Strategic Plan for reference. For 

each step, primary and secondary district-level responsibilities are identified. The 

Strategic Plan monitoring process, as described in Part One of the DIP, will ensure that 

more detailed action plans are prepared for each of these Key Action Steps, including 

specific tasks and activities, relationships and assignments, timeframes for completion, 

required resources, and formative and summative performance indicators. As also 

described in Part One of the DIP, the annual Strategic Plan Balanced Scorecard will 

report progress on a number of key performance indicators. 

The implementation status to date for each of the following Key Action Steps is also 

indicated, using the following symbols: � = Key Action Step Completed, � = Work 

Underway, � = Key Action Step Not Yet Completed. 

1.1 Adopt policy that articulates the district’s theory of action for teaching and learning, reflecting 

high expectations and ensuring alignments with all educational plans and initiatives. 

Primary Responsibility: Chief Academic Officer 

Secondary Responsibility: Executive Director of Curriculum; Curriculum Supervisors 

Status: � Policy adopted, and action plan completed 

1.2 Examine the district’s curriculum to ensure college-ready rigor at each grade level, clear 

expectations for teaching and learning, instructional supports to meet the needs of all students, 

and implementation with fidelity. 


Secondary Responsibility: Chief Schools Officer; Associate Superintendents; Executive 

Director of Curriculum; Curriculum Supervisors 

Status: � Work underway, and action plan completed 

1.3 Provide educational program requirements and support for academically under-performing 

schools, and provide autonomy and empowerment for high-performing schools. 


Secondary Responsibility: Chief Schools Officer; Chief Performance Officer; 

Associate Superintendents; Executive Director of Curriculum; Director of Program 

Evaluation 


1.5 Determine the purpose, parameters, and effective number of required assessments, and 

improve the content, quality, and use of assessments, including more authentic student work. 

Primary Responsibility: Chief Performance Officer 

Secondary Responsibility: Chief Academic Officer; Chief Schools Officer; Associate 

Superintendents; Director of Program Evaluation 



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1.7 Ensure that the district’s program for English Language Learners (ELLs) is research based, 

responsive to the needs of students, designed, implemented, supported, and monitored for 

impact on student learning, and includes dual language as a program option across the district. 



Director of Special Programs 


1.8 Examine Special Education programs and delivery to ensure adequate supports to teachers 

and students, and clear parameters for allocation of staff and resources. 

Primary Responsibility: Chief Academic Officer; Chief Schools Officer 

Secondary Responsibility: Associate Superintendents; Director of Special Education 

Status: � Wok underway, and action plan completed 

1.10 Establish goals at each school to prepare children to be healthy, fit, and ready to learn. 

Primary Responsibility: Chief Academic Officer; Chief Schools Officer 

Secondary Responsibility: Associate Superintendents; Executive Director of Curriculum; 

Administrative Supervisor of Health; Administrative Supervisor of Planning 

Status: � Goals included in all Campus Improvement Plans, and action plan completed 

1.11 Provide more opportunities for students to participate in enrichment programs such as career 

interest, technology, athletics, and languages other than English. 



Director of Curriculum; Director of Fine Arts; Director of Athletics; Director of Career 

and Technology Education 


1.12 Increase access to and support for high quality fine arts instruction as part of a strong core 

curriculum for all students. 



Director of Curriculum; Director of Fine Arts 


1.14 Seek innovative public-private partnerships to develop signature programs in neighborhood 

schools within each vertical team to enhance rigorous academic opportunities. 

Primary Responsibility: Chief Schools Officer 

Secondary Responsibility: Chief Academic Officer; Associate Superintendents; Executive 

Director of Planning and Community Relations; Executive Director of Innovation and 

Development 


1.16 Improve attendance rates for all students. 


Secondary Responsibility: Associate Superintendents; Director of Learning Support 

Services 


1.22 Develop a plan to effectively serve East Austin schools and their communities. 


Secondary Responsibility: Chief Academic Officer; Associate Superintendents; Director of 

Learning Support Services; Director of School, Family, and Community Education 

Status: � East Austin Schools Plan completed, and action plan completed 


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1.24 Enhance dropout prevention efforts and create multiple, proven pathways to graduation and 

course credit recovery. 


Secondary Responsibility: Chief Academic Officer; Associate Superintendents; Director of 

Learning Support Services 


2.1 Use multiple and appropriate methods of communication and engagement to reach all 

stakeholders and every part of the community to gain meaningful input, participation, 

partnerships, and shared responsibilities for student success. 

Primary Responsibility: Chief of Staff 


Director of Planning and Community Relations; Director of School, Family, and 

Community Education 


2.4 Provide all resources necessary for adequate translation and interpretation services at all 

schools. 



Director of Planning and Community Relations; Director of Special Education 


3.1 Hire high-quality and diverse teachers and principals, and reduce their turnover through 

mentoring, compensation, leadership development, and other incentives. 

Primary Responsibility: Chief Human Capital Officer 

Secondary Responsibility: Executive Director of Educator Quality; Executive Director of 

Human Resources 


3.3 Develop and implement a coherent, content-focused, best-practices plan for professional 

development of instructional leaders, support staff, and teachers. 


Secondary Responsibility: Chief Academic Officer; Executive Director of Educator Quality; 

Executive Director of Curriculum; Director of Professional Development 


3.7 Organize central administration to support schools, and enable campus leadership to focus on 

the classroom. 


Secondary Responsibility: Chief of Staff; Chief Schools Officer; Associate Superintendents 


3.9 Develop a system for shared accountability for results in teaching and learning. 


Secondary Responsibility: Chief Performance Officer, Chief Schools Officer; Associate 

Superintendents 


4.3 Manage taxpayer resources wisely by developing tools and models to regularly monitor 

program effectiveness, and by identifying and implementing fiscal and operational efficiencies. 

Primary Responsibility: Chief Performance Officer, Chief Financial Officer 

Secondary Responsibility: Chief Schools Officer; Chief Academic Officer; Associate 

Superintendents; Executive Director of Curriculum; Director of Program Evaluation 



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4.4 Explore and support legislation to enhance local district funding, and identify and seek 

alternative sources of funding and grants. 

Primary Responsibility: General Counsel, Chief of Staff 

Secondary Responsibility: Chief Performance Officer; Executive Director of Innovation and 

Development; Director of Intergovernmental Relations 

Status: � Work underway, and action plan nearing completion 

4.5 Develop and implement long-range plans for facilities, transportation, libraries, and technology 

that align infrastructure with the district’s educational plan. 

Primary Responsibility: Chief Operations Officer 

Secondary Responsibility: Chief of Staff; Executive Director of Facilities; Executive Director 

of Planning and Community Relations; Director of Transportation; Assistant Director of 

Libraries; Administrative Supervisor of Planning 


4.6 Consider school consolidations, school repurposing, boundary adjustments, and possible 

school closures to reduce operational costs, meet the need for new or expanded programs, 

and respond to changes in student enrollment. 

Primary Responsibility: Chief Operations Officer 

Secondary Responsibility: Chief Schools Officer; Chief Financial Officer; Chief Academic 

Officer; Chief of Staff; Associate Superintendents 

Status: � Work underway, and action plan embedded in 4.5 

4.9 Ensure that instructional initiatives, the budget, and other district and campus plans align with 

each other and support the Strategic Plan, Board goals, and policies. 


Secondary Responsibility: Chief Academic Officer; Chief Financial Officer; Chief 

Performance Officer; Chief Schools Officer; Chief Operations Officer; Associate 

Superintendents; Executive Director of Planning and Community Relations; 

Administrative Supervisor of Planning 


Strategic Plan Measurable Outcomes and Targets 

On the following pages are a number of Measurable Outcomes and Targets from the 

AISD Strategic Plan. These Measurable Outcomes and Targets are directly linked to 

the four Goals of the Strategic Plan, which are: 

1. All students will perform at or above grade level. 

2. Achievement gaps among all student groups will be eliminated. 

3. All students will graduate ready for college, career, and life in a globally 

competitive economy. 

4. All schools will meet or exceed state accountability standards, and the district will 

meet federal standards and exceed state standards. 

At the campus level, all Campus Improvement Plans (CIPs) align with the four Strategic 

Plan Goals. Each CIP includes its own campus-based needs assessment, strategies for 

improvement, and performance targets. CIPs are reviewed by district administration to 

ensure that campus plans will support accomplishment of district goals and 

performance targets. 


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AISD Strategic Plan 

Measurable Outcomes and Targets 

AISD will monitor progress toward the goals of the Strategic Plan using measureable outcomes and 

associated performance targets as described below. 

Goal 1: All students will perform at or above grade level. 

• Measurable Outcome 1: TAKS passing rates for students who have been in the district for at least 

three consecutive years 

• Measurable Outcome 2: TAKS passing rates for students who have not been in the district for at 

least three consecutive years 

Performance at grade level will be defined as passing TAKS. The passing rates will be disaggregated to 

for two cohorts of students: 

• Students that have been in the district for at least three consecutive years 

• Students that have not been in the district for at least three consecutive years 

Within each cohort, the data will be summed across grades for each state and federal accountability 

student group (e.g. African American, Hispanic, and Economically Disadvantaged, Special Education). 

Higher targets are set for those students who have been in AISD for at least three consecutive years 

than for those who have not. In addition, higher targets are set for reading, writing and social studies 

than for mathematics and science based on the clearly different current levels of performance. 

The reading, mathematics, writing, science, and social studies targets for each student group in the 

three-year cohort are shown in Tables 1 through 5. The non-three-year cohort targets are shown in 

Tables 6 through 10. The targets presented for both cohorts are consistent with the district 

accountability targets described below for Goal 4. 

Table 1: TAKS Reading Passing Rates for Students In AISD for at 

Least Three Consecutive Years 

2010-2011 Target 

Student Group 

Between These Percentages 

All Students 90% 95% 

African American 85% 95% 

Hispanic 85% 95% 

White 98% 98% 

Limited English Proficiency 68% 90% 

Economically Disadvantaged 84% 95% 

Not Economically Disadvantaged 97% 98% 

Special Education 82% 95% 


Page 16

Table 2: TAKS Math Passing Rates for Students In AISD for at Least 

Three Consecutive Years 

Student Group 


Page 17 

2010-2011 Target 





White 94% 96% 





Table 3: TAKS Writing (7 th Grade Only) Passing Rates for Students 

In AISD for at Least Three Consecutive Years 

2010-2011 Target 

Student Group 





White 98% 98% 




Special Education 84% 95%

Table 4: TAKS Science (Grades 5, 8, 10, 11) Passing Rates for 

Students In AISD for at Least Three Consecutive Years 

Student Group 


Page 18 

2010-2011 Target 





White 95% 96% 





Table 5: TAKS Social Studies (Grades 8, 10, 11) Passing Rates for 

Students In AISD for at Least Three Consecutive Years 

2010-2011 Target 

Student Group 





White 99% 99% 





Table 6: TAKS Reading Passing Rates for Students Not In AISD for 

at Least Three Consecutive Years 

Student Group 


Page 19 

2010-2011 Target 





White 91% 95% 





Table 7: TAKS Math Passing Rates for Students Not In AISD for at 

Least Three Consecutive Years 

2010-2011 Target 

Student Group 





White 85% 90% 





Table 8: TAKS Writing (7 th Grade Only) Passing Rates for Students 

Not In AISD for at Least Three Consecutive Years 

Student Group 


Page 20 

2010-2011 Target 





White 92% 95% 





Table 9: TAKS Science (Grades 5, 8, 10, 11) Passing Rates for 

Students Not In AISD for at Least Three Consecutive Years 

2010-2011 Target 

Student Group 





White 85% 90% 





Table 10: TAKS Social Studies (Grades 8, 10, 11) Passing Rates for 

Students Not In AISD for at Least Three Consecutive Years 

Student Group 


Page 21 

2010-2011 Target 





White 94% 95% 




Goal 2: Achievement gaps among all groups of students will be eliminated. 

• Measurable Outcome 3: Achievement gaps among ethnic groups 

• Measurable Outcome 4: Achievement gaps between economic groups 

For each of the cohorts, the gaps in TAKS passing rates among subgroups will be measured using the 

same annual targets presented for Goal 1. Consistent with the targets set for Goal 1, progress toward 

eliminating achievement gaps will be monitored separately for the cohort of students who have been in 

AISD for at least three consecutive years and the cohort of students who have not. 

The targets for closing the achievement gaps are as follows: 

• Eliminate the reading, writing, and social studies achievement gaps for students in the 

three-year cohort 

• Dramatically reduce the mathematics and science achievement gaps for students in the 

three-year cohort to no more than ten points 

• Dramatically reduce the reading, writing, and social studies achievement gaps for 

students in the non-three-year cohort to no more than eight points 

• Dramatically reduce the mathematics and science achievement gaps for the non-three- 

year cohort to no more than ten points 

The gap projections among groups for all content areas can be seen by reviewing Tables 1 through 10 

under Goal 1. 

Goal 3: All students will graduate ready for college, career, and life in a globally competitive economy. 

Six measures will be monitored to assess progress toward this goal: 

• Measurable Outcome 5: Graduation rates – defined by the state Academic Excellence Indicator 

System (AEIS) as the number of students in a 9 th grade cohort who graduate within four years of 

their enrollment in 9 th grade

• Measurable Outcome 6: College Readiness – defined by AEIS as the number of graduates who 

meet or exceed a combination of TAKS exit level, SAT, and ACT criteria 

• Measurable Outcome 7: TAKS writing scores – defined as the number of 11 th graders scoring 3 

or 4 

• Measurable Outcome 8: Postsecondary enrollment – defined as the number of seniors who 

enrolled in a four-year or two-year college or university or in a technical school within the first 

year after graduating 

• Measurable Outcome 9: Enrollment in Advanced Placement (AP) courses – defined as the 

number of students enrolled in AP courses and completing dual credit courses 

• Measurable Outcome 10: Performance in AP courses – defined as the number of students with 

AP test scores of 3, 4, or 5 

The proposed targets for college readiness and postsecondary enrollment are included in Table 11. The 

postsecondary data do not account for students who go straight to work after graduating from high 

school. 

Table 11: College Readiness – Graduation, College 

Readiness, and Postsecondary Enrollment Rates 

Indicator 

Target for 

Class of 2011 

Graduation Rate 82% 

English Language Arts College 

Readiness 

67% 

Mathematics College Readiness 

Postsecondary Enrollment 

71% 

(Including Four-year, Two-year, 

Technical Schools) 

70% 

Advanced Course/Dual 

Enrollment Completion 

29% 

Advanced Placement Test Scores 

at or Above Criterion (3, 4, or 5) 

61.6% 

The targets presented in Table 11 are available from data currently collected and reported from official 

sources (e.g. TEA and the National Student Clearinghouse). 

Proposed Additional Measures 

To assess if students graduate ready for college, career, and life in a globally competitive economy, a 

broader approach to accountability may be needed – an approach that moves beyond simply counting 

the numbers of students who pass tests, take selected courses, and apply to college. AISD graduates 

must have a plan for their future, the resilience and perseverance to succeed, and the skills required to 

achieve their goals. 


Page 22

Data related to these additional performance measures are currently being gathered and analyzed. 

Many of these measures will require the preparation of multiple presentation tables. It is expected that 

this work will be completed by the beginning of the 2010-2011 school year, and will be incorporated 

into the District Improvement Plan at that time. Following are the additional measures of readiness for 

career and life in a globally competitive economy: 

• Completion of three years of the same language or language proficiency test scores 

• Participation in extracurricular activities (e.g., band, orchestra, and choir; art and drama; 

athletics) 

• Completion of a graduation portfolio (e.g., sample performances, products and projects, 

internships, volunteer work) 

• Measures of self-confidence and attitudes toward school, work, and success 

• Scholarships, financial aid, awards, and recognition 

• Completion of a career plan with specific goals, strategies, and action steps 

• Public speaking and presentation experience 

• Completion of programs (e.g., business education, career and vocational, health and medical) 

• Number of students applying to college, college visits, and measures of career advisory 

successes 

• District results for National Assessment of Educational Progress (NAEP) and Trends in 

International Mathematics and Science Study (TIMSS) indicators 

• Number of dual language programs 

• Computer proficiency, technical skills, and programs 

Goal 4: All schools will meet or exceed state accountability standards, and the district will meet 

federal standards and exceed the state standards. 

• Measurable Outcome 11: District and campus accountability ratings 

It is important to note that although the targets listed above for Goals 2 and 3 do not show actual 

passing rates that meet Adequate Yearly Progress (AYP) standards for all student groups, the increases 

targeted are large enough for the district to meet AYP using the Safe Harbor and Texas Projection 

Measure provisions. 

1. District-level targets are as follows: 

• By 2011: 

� No AU schools 

� The district will achieve an Acceptable rating 

� The district will meet AYP 

2. At the campus level, the number of campuses reaching Recognized or Exemplary standards will 

increase annually, as outlined in Table 13. 


Page 23

Table 13: Number of AISD Campuses Targeted for 

Each State Accountability Rating 

Accountability Ratings by 

Campus Level 

Exemplary 


Page 24 

2011 Target 

High School 1 

Middle School 1 

Elementary School 40 

Recognized 

High School 3 



Academically Acceptable 

High School 9 



Academically Unacceptable 

High School 0 


Elementary School 0

APPENDICES 

The following pages include appendices required by statute, including: 

• Appendix A: Use of State Compensatory Education (SCE) Funds 

• Appendix B: Highly Qualified (HQ) Teacher Criteria 

• Appendix C: Performance Based Monitoring Analysis System (PBMAS) 

• Appendix D: District Policy on Sexual Harassment and Dating Violence 

• Appendix E: Pregnancy Related Services (PRS) 

Note: Appendices A-C are based on the most current data available at this time. These 

appendices will be updated as more current data becomes available. 


Page 25

Appendix A 

Use of State Compensatory Education (CSE) and External Grant Funding 


Page 26 

State Compensatory Education 

Reading Specialists Middle School and High School Reading Initiatives 

Alternative Learning Center Communities In Schools 

Phoenix Academy Travis County Detention Center 

Alternative Center for Elementary Students Absent Student Assistance Program (ASAP) 

Garza Alternative High School Summer Services 

DELTA (dropout recovery program) Secondary Transition Programs 

9 th Grade Initiatives Bilingual Immigrant Support 

Secondary Tutorials Pregnancy Related Service Teachers 

Account for Learning Coordination of Dropout Intervention 

School Community Liaisons After School Detention 

Truancy Master Student Discipline 

Seton Contract Elementary School Counselors 

PAL Program Curriculum Specialists 

Shoal Creek Academy Tutorials 

Leadership Academy Family Resource Center 

Child Care Program Guidance and Counseling 

AVID TAKS Preparation 

TOTAL $37.6 M 

These figures include the salaries (in part or whole) of the equivalent of 566.0 full-time staff members (FTEs), added in order 

to support the supplemental programs and services funded through State Compensatory Education.

External Grant/Federal Funds Source 

Support for Students with Disabilities IDEA B Formula 

Support for Students with Disabilities with Extensive Needs IDEA B High Cost Risk Pool 

Support for Students with Disabilities, ages 3-5 IDEA B Preschool 

Support for Students in the Regional Day School Program for the 

Deaf 

Support for Students with Visual Impairments State Visually Impaired 

School-wide and District Support for Campuses with 51+% or 

more Students who receive free/reduced lunch priced meals 

Reduce 9 th Grade Class Size, Bilingual Stipends, New Teacher 

Academy, Highly Qualified teacher support, training and 

certification, support for focus schools, Mentor stipends 


Page 27 

IDEA B Formula Deaf, IDEA B Preschool Deaf, IDEA 

Discretionary (Deaf), State Deaf. 

Title I, Part A 

Title II-A, Teacher and Principal Training and 

Recruiting, Beg Teacher Induction/Mentor, District 

Award Teacher Excellence 

LEP/Immigrant Support Title III, Part A English Language Acquisition 

Positive Behavior Support, Tutoring for PreK, School Support, 

ELEVAR, and Program Evaluation 

Title V- Innovative Education 

Promotion of Safe, Drug Free, and Healthy Environments Title IV-Safe and Drug Free Schools, TX Tobacco Grant, 

TX Health and Human Services, Texas Fit Now 

Support for Under-achieving Schools Title I, School Improvement Program/SIP, Title II-A & 

II-D, Title III-A 

School to Career Central and Campus Support Career and Technical Basic Grant 

Extend ½ Day Pre-K Classes to Full Day State Pre-K Grant 

Support for Smaller Learning Communities Federal SLC Grant, Texas HS Completion Grant, CSRD, 

Texas High School Project, DELL, Gates 

Staff Development Title I, Title II A and D, IDEA, Career and Technical Basic 

Grant, SLC

External Grant/Federal Funds Source 

Parental/Community Involvement Title I, SIP, Federal Indian Grant 

Promote College Readiness Texas High School Allotment, Texas High School 

Project/GATE, and DELL 

After-school and Saturday Learning Opportunities Prime Time, 21 st Century, Victory, ARI , AMI, 

Community Education , Optional Extended Year 

ADVANCE DELL Foundation 

Support for Homeless Title III-B, Title I, Part A 

Support for Neglected and Delinquent Facilities Title I, Part D and Title I, Part A 

Instructional Support Literacy Civics Education, 3M-Austin Public Ed , Powell 

Foundation , Applied Materials , Texas Regional Science 

Collaborative. 

Reading Interventions Reading First , Optional Ext Year 

Teen Parent Support Community Development – Child Care, PEP 

Math Interventions Future Problem Solving 

Training and Support for Instructional Technology Title II -D 

Advanced Placement Initiatives AP Incentive Program, AP/IB 

Support for Ann Richards School Education for Young Women 

Title I, II ARRA Special Education ARRA 


Page 28 

TOTAL $107 M


Page 29 

Appendix B 

Performance Based Monitoring Analysis System (PBMAS) 

ESC Region #: 13 No Child Left Behind (NCLB) Monitoring System 

2009-2010 

Continuous Improvement Plan 

Stage of Intervention: 2 

LEA: Austin ISD Submittal Date: 12/10/2009 

Co/District #: 227901 

Desired results/goals identified in the NCLB continuous improvement plan should be integrated, as appropriate, into LEA and campus improvement 

planning processes. The LEA must ensure that staff members on each campus have a clear understanding of the LEA’s CIP activities. Campus 

principals must disseminate the CIP to all faculty members and conduct training regarding implementation of CIP activities, including individual staff 

responsibilities for implementation and evaluation. The LEA must also conduct monitoring to determine the progress of implementation of CIP 

activities and evaluate completed activities to determine results related to student performance. The LEA must provide the TEA with updates regarding 

implementation, monitoring, and evaluation activities upon request. 

DESIRED 

RESULT 

Goal(s) that 

address each 

identified area of 

improvement, 

including necessary 

correction of 

noncompliance 

Improve graduation 

rate for cohorts on 

Title I Campuses 

MEASURABLE 

EVIDENCE OF 

CHANGE 

Qualitative and/or 

quantitative measures 

of student 

performance/ program 

improvement 

Increased number of 

students graduating 

within four years of 

enrolling in the 9 th 

grade for the first 

time. 

ACTIVITIES 

Describe the new strategies, initiatives, 

and/or redesign activities that will be 

implemented to improve key program 

components and systems to attain the 

desired result. 

Create a Credit Recovery Dropout Prevention 

(CRDP) Program that will serve at-risk students, 

assisting them in earning enough credits to 

remain with their cohort and graduate high 

school in four years. 

Provide Algebra 1 and English 1 recovery 

classes in the afternoon for those students that 

have failed all or portions of the semester. 

RESOURCES 

Materials/supplies, fiscal, and 

personnel needed to implement 

activities 

Title I ARRA funds, School 

Improvement ARRA funds, 

teachers to teach after regular 

school hours, on line courses 

for those classes not taught by 

HQ teachers. 

TIMELINES 

Initial (beginning) 

Interim (formative) 

and Final (summative) 

for evaluation purposes 

January 11, 2010 Initial 

September 30, 2010 

interim 

December 1, 2010 

Final

DESIRED 

RESULT 

Goal(s) that 

address each 


improvement, 


correction of 

noncompliance 

MEASURABLE 

EVIDENCE OF 

CHANGE 



of student 


improvement 

Increased number of 

students regaining 

credits. 


Page 30 

ACTIVITIES 






Implement a district’s CRDP Program that will 

offer expanded opportunities for accelerated 

credit recovery. 

Provide credit recovery based on 

course content mastery to students retained at 

grade level 

Provide credit recovery courses to students who 

are at risk of not progressing to next grade level 

(Recovery courses will begin with Math and 

ELA and expand to other core content areas) 

Provide TAKS test prep. 

Provide instructional support services in 

afternoon, three times per week. 

Support Advocacy meetings between 

teacher and student in reviewing grades, 

graduation requirements. 

Establish a district-wide system for 

monitoring and reporting students’ 

academic improvement and progress 

towards the state standard. 

RESOURCES 



activities 

Title I ARRA funds, School 

Improvement ARRA funds, 

teachers to teach after regular 

school hours, on line courses 

for those classes not taught by 

HQ teachers. 

Principals, Assistant Principals, 

teachers, parent support 

specialists, counselors, dropout 

specialist, district staff 

District staff, campus staff, 

TIMELINES 







interim 


Final

DESIRED 

RESULT 

Goal(s) that 

address each 


improvement, 


correction of 

noncompliance 

MEASURABLE 

EVIDENCE OF 

CHANGE 



of student 


improvement 

Improved student 

attendance and 

participation 


Page 31 

ACTIVITIES 






Provide wrap-around services that monitor 

student attendance, grades, a goals 

Improve communication regarding drop 

outs between faculty, Drop Out Prevention 

Specialist, and parents 

Increase home visits by dropout specialist 

related to unexcused absences 

Improve the use of parent contact methods 

in order to better build relationships with 

families and improve student resiliency 

Create district wide support system that 

includes district staff, community support, 

county support, and parental support 

RESOURCES 



activities 

Counselors, Teachers, 

Community in Schools, school 

nurses, parent support 

specialists, dropout specialist, 

district support staff 

District staff, campus staff, 

community and county support 

staff, parent groups 

TIMELINES 







interim 


Final

Follow-Up Activities 

After the interim benchmark for evaluation, what will we do if the initial plan isn’t working? 

Committee will reconvene and review progress and will make changes to improve the activities and programs if necessary. 


Page 32

AISD 

Actual 

AISD 

Target 

State 

Target* 

% Classes Taught by HQ 

Teachers 


Page 33 

Appendix C 

Highly Qualified (HQ) Teacher Criteria 

% Classes Taught by HQ 

Teachers in High Poverty 

Schools 

% of HQ Teachers 

% Teachers Receiving HQ 

Professional Development 

2006-07 2007-08 2008-09 2006-07 2007-08 2008-09 2006-07 2007-08 2008-09 2006-07 2007-08 2008-09 

99.6% 99.6% 100% 100% 99.7% 100% 99.8% 99.9% 100% 100% 100% 100% 

100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 

100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 

Source: AISD Highly Qualified Teachers Compliance Report (as of the last day of school year). 

Highly Qualified (HQ) teachers are defined as: 

1) Holding at least a bachelor’s degree, AND; 

2) Having full state certification, AND; 

3) Demonstrating competency through 

a) Passing ExCET or TExES in subject taught, OR; 

b) Holding a college major or coursework equivalent to a major in subject, OR; 

c) Meeting High, Objective, Uniform Standard of Evaluation (HOUSE). 

* SBEC data do not include information related to classes.

Appendix D 

District Policy on Sexual Harassment and Dating Violence 

As required by state law, the district has adopted policy regarding sexual harassment 

and dating violence, and this policy is included in the DIP. Specifically, district policies 

FFH(Local) and FFH(Exhibit) address sexual harassment and dating violence under the 

broader category of Student Welfare. 

The preamble to district policy FFH(Local) states: 

“The District prohibits discrimination, including harassment, against any student on 

the basis of race, color, religion, gender, sexual orientation, national origin, disability, 

or any other basis prohibited by law. The District prohibits dating violence, as defined 

by this policy. Retaliation against anyone involved in the complaint process is a 

violation of District policy.” 


Page 34

Appendix E 

Pregnancy Related Services 

Pregnancy Related Services (PRS) are a combination of Support Services and 

Compensatory Education Home Instruction (CEHI). These services are available to a 

pregnant student during pregnancy prenatal and postpartum periods to help her adjust 

academically, mentally and physically and to remain in school. 

Support Services are provided during the prenatal period of pregnancy and while the 

student is still attending school, as well as during the prenatal or postpartum period 

while the student is at home or hospital for a valid medical necessity or recovering from 

delivery and being served with PRS CEHI. Examples of Support Services the student 

may access are counseling, health services provided by school nurse, case 

management and service coordination. 

Compensatory Education Home Instruction (CEHI) is academic instruction offered to 

the student in the home or hospital. The number of hours per week of instruction by a 

certified teacher varies according to student needs and attendance is reported 

according to TEA formula. This service is provided under different circumstances: 

1) Prenatal Confinement. If the student cannot attend school on campus due to a valid 

medical necessity documented by a nurse practitioner or licensed physician licensed 

to practice in the United States. A medical release must be obtained by the medical 

or nurse practitioner to return to campus for any reason, including to take 

standardized tests. There is no limit to the number of events or the length of each 

event. 

2) Postpartum Confinement. A student who has delivered a live, aborted, or stillborn 

baby, suffered a miscarriage or death of a newborn, or placed a baby up for 

adoption can be served, beginning the day of or the day after delivery for up to six 

consecutive weeks at home or hospital. 

3) Extended Postpartum Confinement. Four additional weeks of CEHI may be provided 

a student when a valid medical necessity of the mother or child exists as 

documented by a licensed physician licensed to practice in the United States. 

4) Break-In-Service Confinement. This service is for a maximum of ten weeks in length, 

divided into two periods in instances when the infant remains hospitalized after 

delivery. The student may return to school while the infant is hospitalized, then 

return to CEHI when the infant is home. When the student returns to school between 

the two CEHI periods, the student will not be coded PRS. A medical release will be 

required for the student to return to campus. 

Compensatory education funds are used to fund 2.5 teacher units for the Pregnancy 

Related Services program. 


Page 35

District Improvement Plan - Austin ISD

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