“There are risks and costs to action.
But they are far less than the long
range risks of comfortable inaction.”
John F. Kennedy
The ACHIEVE 180 initiative is a research-based
action plan to support, strengthen, and empower
underserved and underperforming HISD feeder
pattern communities to increase student
achievement.
Best practices from successful school turnaround
initiatives, including effective teachers, strong
principal leadership, and an environment of high
expectations for both students and staff, were
incorporated into the plan’s guiding pillars.
3
4
DISTRICT GOAL 1
Percent of students reading and writing at or above grade level for
grades 3 through English 11 will increase by three percentage points
annually between Spring 2016 and Spring 2020.
DISTRICT GOAL 2
The percent of graduates meeting the Global Graduate standards will
increase three percentage points annually from the class of 2017
baseline up to 85% by 2022.
DISTRICT GOAL 3
Among students who exhibit below satisfactory performance on state
assessments, the percentage who demonstrate at least one year of
academic growth will increase 3 percentage points annually in reading
and in math between Spring 2017 and Spring 2022.
5
THEORY OF ACTION
If HISD provides a centralized package of essential
leadership, instructional, social and emotional,
and community supports for our historically
underserved and underperforming feeder patterns
and school communities, then our schools will be
equipped to accelerate preparation of our students
to fulfill the qualities and characteristics of the
HISD Global Graduate profile.
6
6 PILLARS OF SCHOOL IMPROVEMENT FRAMEWORK
7
6 PILLARS OF SCHOOL IMPROVEMENT FRAMEWORK
8
PILLAR I: LEADERSHIP EXCELLENCE
Definition: Identify and facilitate the assignment of talented leaders who will bring effective instructional leadership skills to each school in order to improve student
proficiency in core academic areas. School leaders will receive additional compensation and supports (staffing, professional development, etc.) to encourage retention.
PERSON/DEPARTMENT
RESPONSIBLE
STRATEGY
Principal profile: experienced
and effective leadership

School Office

Human Resources

Budget Department
STRATEGY DESCRIPTION
Turnaround Principals will be experienced Principals with a track record of successful school
leadership. Each turnaround Principal will be expected to implement, with fidelity, the Principles of the
Turnaround Framework. They will also be responsible for leading and motivating the leadership team
and all teachers and staff toward a common goal. Principal assessments will occur quarterly to identify
school and Principal effectiveness.
Each campus will have essential staffing positions to carry out the 6 principles of HISD’s Turnaround
Framework. Essential positions will include:
Central staffing formula for
leadership and support teams
Staffing incentives for all
contract positions
Collaborative school support
team

School Office

Human Resources

Budget Department

Student Support Office

ES: Counselor/Social Worker, Nurse, Librarian/Information Literacy Specialist, Reading and
Math Instructional Coaches

MS: Counselor/Social Worker, Nurse, Librarian/Information Literacy Specialist, Reading and
Math Instructional Coaches

HS: Counselor/Social Worker, Nurse, Librarian/Information Literacy Specialist, Reading and
Math Coaches
Incentives will be paid to successful leaders who accept the challenge and commit to long-term work.
The incentives will be paid out annually for 3 years based on the positions below:

School Office

Human Resources

Principal: EL ($10,000) MS ($15,000) HS ($20,000)

Budget Department

AP/Dean/Teacher Specialist/Instructional Specialist: $5,000

School Office

Budget Department
SSOs will be assigned based on experience and skills for specific feeder pattern networks. The CSOs
will work collaboratively with a team of Teacher Development Specialists assigned to their SSOs.
9
6 PILLARS OF SCHOOL IMPROVEMENT FRAMEWORK
10
PILLAR II: TEACHER EXCELLENCE
Definition: Selective hiring, development, compensation, and strategic assignment of talented teachers with the appropriate experience, certification, and the right fit of
each campus. Teachers are an integral part of developing Global Graduates and improving student growth and achievement.
PERSON/DEPARTMENT
RESPONSIBLE
STRATEGY
Highly effective teachers on
campuses

School Office

Human Resources

Budget Department
STRATEGY DESCRIPTION
Schools’ Pre K -12 core teaching staff will be comprised of at least 85% of teachers rated highly
effective or effective based on HISD’s Teacher and Appraisal Development System (TADS) and
current student data. The remaining percentage of teachers may be new or out-of-district teachers
without an HISD rating.
Incentives will be paid to effective teachers and other professional staff who accept the challenge and
commit to long-term work. Incentives will be paid out annually for 3 years.
Staffing incentives for all
contract position
Differentiated job posting and
interview process for turnaround teachers

School Office
Teachers and other professional staff with 3+ years experience: $5,000

Human Resources
Teachers and other professional staff with 0-3 years experience: $2,500

Budget Department
A study by the U.S. Department of Education found that financial incentives successfully attracted high
performing teachers to transfer to low performing schools. A majority of these teachers chose to
remain after the incentives ended. (Turning Around Chronically Low Performing Schools. U.S. Dept.
Of Ed. 2008)

School Office

Human Resources

Budget Department
Specialized job posting/application that clearly denotes additional work hours required as part of
teacher contract (addendum) for Professional Development. Job posting will also include instructional
non-negotiables that must be adhered to.
11
6 PILLARS OF SCHOOL IMPROVEMENT FRAMEWORK
12
PILLAR III: INSTRUCTIONAL EXCELLENCE
Definition: Instructional Excellence will engage, accelerate and optimize learning experiences for students with the highest needs, allowing them to achieve at their
highest potential.
PERSON/DEPARTMENT
RESPONSIBLE
STRATEGY
Consistent curriculum
implementation and
instructional delivery
Adherence to calendar of
aligned formative
assessments
Scheduled, structured data
conversations
Uniform data tracking

Curriculum and
Development

School Office

Teacher and Leadership
Development

Curriculum and
Development

School Office

School Office

Student Assessment

School Office

Teacher Development
Specialists
STRATEGY DESCRIPTION
TEKS-based curriculum will be fully implemented and rigorous lesson plans will be developed using
the backward design planning process and best practices in literacy and math development.
Instructional non-negotiables will include but are not limited to daily posting of lesson TEKS, small
group instruction, and daily evidence of student mastery of lesson objective(s). At the high school
level, PowerUp resources will be leveraged to engage, support and challenge all learners in relation
to their needs, to maximize achievement of common goals. A competency-based approach will be
customized to student needs and monitored by universal screeners (literacy and math).
A schedule of common assessments will be adhered to by all schools. Common assessments will
be administered every 4-6 weeks per core subject. BOY, MOY and EOY universal screeners in
literacy and math will be utilized.
Data analysis conversations will be scheduled immediately following every formative assessment.
Action plans will be developed to identify individual students and student expectations (SE) that
need immediate re-teaching to ensure mastery.
Schools will be responsible for uniformly tracking and displaying data for all students in kindergarten
through 12th grade, disaggregated by teacher, student, ethnicity and gender. Teachers of every
course will show how they have acted on data, including changes in approach, attention to cultural
and relational dynamics, contacts with parents and other caregivers. Students will track their own
data in relation to clearly specified goals that they understand. Student work portfolios will be
maintained.
13
PILLAR III: INSTRUCTIONAL EXCELLENCE
Definition: Instructional Excellence will engage, accelerate and optimize learning experiences for students with the highest needs, allowing them to achieve at
their highest potential.
PERSON/DEPARTMENT
RESPONSIBLE
STRATEGY
STRATEGY DESCRIPTION
Campuses will focus on developing critical thinking skills by:
Cognitive demand
High-quality professional
development

Asking higher order questions;

School Office


Developing strong intellectual relationships with students, valuing them as thinkers and
respecting cultural differences;
Curriculum and
Development

Incorporating Bloom’s higher-level tasks and Webb’s DOK throughout the instructional
lesson design;

Including student discourse (teacher to student and student to student) during at least
50% of the lesson;

Increasing post-secondary readiness strategies through leveraging resources such as
AVID and AP/Pre-AP training; and

Offering opportunities for student-driven, structured sustained inquiry

Consultants

Teacher and Leadership
Development

School Office

Curriculum and
Development

Teacher and Leadership
Development

Consultants
High-quality job embedded professional development will be provided to ensure effective Tier 1
instruction and differentiated instruction to ensure student mastery of TEKS.
14
6 PILLARS OF SCHOOL IMPROVEMENT FRAMEWORK
15
PILLAR IV: SCHOOL DESIGN
Definition: The space and environment where students spend a good deal of their time learning has an effect on how well they learn. Effective school design
enables students to become critical thinkers, problem solvers, and meaning makers in an environment that encourages active, cooperative, and community-based
approaches to teaching and learning.
PERSON/DEPARTMENT
RESPONSIBLE
STRATEGY
Extended school day for
teachers
Structured instructional time
designed for
reading/language arts and
math
Behavioral expectations

School Office

Federal and State
Compliance

Teacher and Leadership
Development

School Office

Curriculum and
Development

Teacher and Leadership
Development

Procurement

School Office

Student Support Office

Teacher and Leadership
Development
STRATEGY DESCRIPTION
The school day will be maximized to provide teacher professional development and
planning/collaboration time for an additional two hours a week.
In both sites studied by Supovitz (2002) and Supovitz and Christman (2003) “there was evidence to
suggest that when teachers engage in structured, sustained and supported instructional discussions
and investigated the relationships between instructional practices and student work significant gains
in student learning was evident.
Instructional minutes will be allocated in both math and reading/language arts to maximize student
learning. Instructional strategies will be based on researched best practices and implementation will
be monitored for effectiveness. Programs to be used will include but not limited to:

Khan Academy

Imagine Learning ( Primary Reading and Language)

Achieve 3000 (Secondary Reading)

DreamBox ( Primary Math)
Schools will implement discipline management plans that reinforce positive behaviors for students
and teachers and improve school climate. Discipline programs will be consistent across feeders.
Short (1988) states that research on well-disciplined schools indicates that a student-centered
environment, incorporating teacher student problem solving activities, as well as activities to promote
student self-esteem and belongingness is more effective in reducing behavior problems than
punishment.
16
PILLAR IV: SCHOOL DESIGN
Definition: The space and environment where students spend a good deal of their time learning has an effect on how well they learn. Effective school design
enables students to become critical thinkers, problem solvers, and meaning makers in an environment that encourage active, cooperative, and community-based
approaches to teaching and learning.
PERSON/DEPARTMENT
RESPONSIBLE
STRATEGY
Cultural competence
Master scheduling with
equity in mind

School Office

Student Support Office

Teacher and Leadership
Development

School Office

Technology
STRATEGY DESCRIPTION
Professional development on cultural competence and culturally relevant instructional
tools/strategies will be provided to school staffs. Training will include sessions emphasizing
understanding cultural nuances and internal biases, building teacher/student relationships through
specific routines, and establishing and implementing school-wide systems and structures appropriate
for the cultures served.
Jim Cummins (2001), suggest that a major reason previous attempts at educational reform have
been unsuccessful is that the relationships between teachers and students and between schools
and communities have remained essentially unchanged. The required changes involve personal
redefinitions of the way classroom teachers interact with the children and communities they serve.
Schools’ master schedules will ensure equitable course offerings for all students. All existing
instructional programs will be reviewed to determine coherence, relevance and effectiveness.
The key to creating a successful master schedule is to be clear about what your highest priorities are
and then to allocate time and expertise to address those priorities. In practice, that means that each
school’s optimal schedule will be unique. The schedule should be crafted to meet the highest priority
needs of the school’s students and faculty. (Miles, K. et al, 2008)
17
PILLAR IV: SCHOOL DESIGN
Definition: The space and environment where students spend a good deal of their time learning has an effect on how well they learn. Effective school design enables
students to become critical thinkers, problem solvers, and meaning makers in an environment that encourage active, cooperative, and community-based approaches
to teaching and learning.
PERSON/DEPARTMENT
RESPONSIBLE
STRATEGY
Special populations
Blended learning

School Office

Multilingual

Special Education

Curriculum and
Development
STRATEGY DESCRIPTION
Strategies to teach all students including those with disabilities, English Language Learners and
gifted and talented students will be implemented and monitored to maximize learning and inclusion for
all students.
The teacher’s role becomes one of purposeful instruction, a mediator of activities and substantial
experiences allowing the learner to attain his or her zone of proximal development (Blanton, 1998;
Rueda et al., 1992).
School’s current technology and literary resources will be assessed to ensure that the level and
quality of the resources meet district standards. Schools requiring upgrades will be prioritized based
on needs. Power Up implementation will be assessed using a specific rubric to assess baseline gaps
in order to move toward more rigorous instruction. Blended Learning will include:

School Office

Technology

Curriculum and Instruction

expository instruction (direct presentation of material through lecture, text, visuals, animation);

active learning (the individual student researches information, solves problems, takes quizzes,
manipulates digital artifacts, engages in drills, simulations, or games); and

Interactive learning (students collaborate with other students).
18
6 PILLARS OF SCHOOL IMPROVEMENT FRAMEWORK
19
PILLAR V: SOCIAL AND EMOTIONAL LEARNING SUPPORT
Definition: The focus on social and emotional learning will be strategic, systematic and completely inclusive of teachers, school leaders and community partners in
supporting the social emotional needs of the whole child. Graduates will meet all of the characteristics of the Graduate Profile.
PERSON/DEPARTMENT
RESPONSIBLE
STRATEGY
Teaching to the whole child to
identify personal strengths
Global Graduate Profile
Feeder pattern connections
Wrap around services
Addressing the needs of the
overage students

School Office

Student Support Office

Advanced Academics (AAI)

Grants Department

School Office

College and Career
Readiness

School Office

Student Support Office

Career and Technology
Education

Student Support

School Office


Student Support
School Office
STRATEGY DESCRIPTION
Campuses will work with community partners to identify and foster the specific needs of students at all
levels and develop partnerships to provide enriching experiences in

Fine arts

Clubs (i.e. Chess)

Sports

Academic UIL opportunities
At the secondary level, scheduled grade cycle meetings will occur to plan, adjust and address courses
and postsecondary sequences and pathways. Apex credit recovery will be used to help students
especially overage students who need to recover credits from classes they have been failed.
Khan Academy informational meetings for parents regarding college and careers will be held once a
semester.
Choice options will be aligned throughout feeder patterns to ensure programmatic consistency for
elementary, middle and high school students. For example, programs offered at elementary will
complement secondary program options.
Campuses will work with the Student Support Office to maximize wrap-around services and use the
Community Schools’ model to address student, parents and community needs.
Overage students will be identified and supports will be provided that will address their academic
needs. Outside programs such as AVA, Middle Colleges (Fraga and Gulfton), High School Ahead and
E-Stem programs will be explored as options.
20
6 PILLARS OF SCHOOL IMPROVEMENT FRAMEWORK
21
PILLAR VI: FAMILY AND COMMUNITY EMPOWERMENT
Definition: Building Family/School Partnerships (DCBF) includes components in capacity building for faculty and staff, school leadership, as well as empowerment
strategies for family and community.
PERSON/DEPARTMENT
RESPONSIBLE
STRATEGY
Family friendly schools
Two-Way communication

School Support

School Office

School Support

School Office

Teacher and Leadership
Development

Communications
Department
Stakeholder climate surveys

STRATEGY DESCRIPTION
The goal is to make the school more ‘family friendly,” welcoming parents as equal partners, and will
serve to affirm parental/community involvement as a critical lever in achieving student academic
success.
Schools will engage in professional development sessions, either online or in-person, to enhance
effective two-way communication with parents, guardians, and community members. This will serve
to further develop their capacity as equal partners with parents/guardians and will affirm
parental/community involvement as a critical level in achieving academic student success.
Schools will conduct annual surveys of parents, community members, teachers, and students to
gauge culture and climate at each campus.
School Office
22
PRIMARY GROUP
STRATEGIES
PRIMARY (IR 4-7)
8 schools
Experienced and effective leadership
Essential Positions
Staffing Incentives for Principal and Leadership Team
Priority Teacher Staffing
Staffing incentives for all contract positions
Curriculum implementation, assessment and instructional delivery
Data conversations and data tracking
Cognitive demand
Professional development
Extended staff work day
Instructional Programs
X
X
X
X
X
X
X
X
X
X
X
Pillar 5
Wrap Around Services and Global Graduate Profile
X
Pillar 6
Family Friendly Schools
X
Pillar 1
Pillar 2
Pillar 3
Pillar 4
23
SECONDARY GROUP
STRATEGIES
SECONDARY (IR 2 & 3)
16 Schools
Experienced and effective leadership
Essential Positions
Staffing Incentives for Principal and Leadership Team
Priority Teacher Staffing
Staffing incentives for all contract positions
Curriculum implementation, assessment and instructional delivery
Data conversations and data tracking
Cognitive demand
Professional development
Extended staff work day
Instructional Programs
X
X
X
X
X
X
X
Pillar 5
Wrap Around Services and Global Graduate Profile
X
Pillar 6
Family Friendly Schools
X
Pillar 1
Pillar 2
Pillar 3
Pillar 4
X
X
X
24
TERTIARY GROUP
STRATEGIES
TERTIARY (IR 1)
8 Schools
Experienced and effective leadership
Essential Positions
Staffing Incentives for Principal and Leadership Team
Priority Teacher Staffing
Staffing incentives for all contract positions
Curriculum implementation, assessment and instructional delivery
Data conversations and data tracking
Cognitive demand
Professional development
Extended staff work day
Instructional Programs
X
Pillar 5
Wrap Around Services and Global Graduate Profile
X
Pillar 6
Family Friendly Schools
X
Pillar 1
Pillar 2
Pillar 3
Pillar 4
X
X
X
X
X
25
INVESTMENT
$18.5 Million Investment
5% $925 K
25%
$4.6 M
Pillar I
Pillar II
Pillar III
Pillar 4
15%
$2.7 M
55%
$10.1 M
Pillar 5 & 6 – Central office resources redistributed to support ACHIEVE 180.
26
SCHOOLS
TERTIARY GROUP
SECONDARY GROUP
PRIMARY GROUP
SCHOOL
FEEDER
SCHOOL
FEEDER
SCHOOL
FEEDER
Kashmere HS
Kashmere
Henry MS
Sam Houston
Bonham EL
Sharpstown
Worthing HS
Worthing
Cook EL
Kashmere
Foerster EL
Westbury
Wheatley HS
Wheatley
Lewis EL
Chavez
Gallegos EL
Milby
Blackshear EL
Yates
Mading EL
Worthing
GregoryLincoln
Heights
Highland Heights EL
Washington
Wesley EL
Washington
North Forest HS
North Forest
Madison HS
Madison
Forest Brook MS
North Forest
Milby HS
Milby
Hilliard EL
North Forest
Washington HS
Washington
Bruce EL
Wheatley
Westbury HS
Westbury
Cullen MS
Yates
Edison MS
Austin
Key MS
Kashmere
Lawson MS
Madison
CMartinez EL
Northside
Young EL
Worthing
Yates HS
Yates
Woodson K-8
Worthing
Kashmere Gardens EL
Kashmere
Dogan
Wheatley
27
CHANGE MANAGEMENT FOR SUCCESSFUL INNOVATION
LEADERSHIP
SHARED
VISION
SKILLS
RESOURCES
INCENTIVES
STRATEGY
Action Plan
SUCCESS
Sustainable Change
MISSING
SHARED
VISION
SKILLS
RESOURCES
INCENTIVES
STRATEGY
Action Plan
FAILURE TO LAUNCH
LEADERSHIP
MISSING
SKILLS
RESOURCES
INCENTIVES
STRATEGY
Action Plan
CONFUSION
LEADERSHIP
SHARED
VISION
MISSING
RESOURCES
INCENTIVES
STRATEGY
Action Plan
ANXIETY
LEADERSHIP
SHARED
VISION
SKILLS
MISSING
LEADERSHIP
SHARED
VISION
SKILLS
RESOURCES
MISSING
STRATEGY
Action Plan
RESISTANCE
LEADERSHIP
SHARED
VISION
SKILLS
RESOURCES
INCENTIVES
MISSING
FALSE START
INCENTIVES
STRATEGY
Action Plan
FRUSTRATION
28
“If you want to go fast, go alone.
If you want to go far, go together.”
African Proverb