Lewisville Independent School District Improvement Plan

Transcription

1 Lewisville Independent School District Improvement Plan Accountability Rating: Met Standard Distinction Designations: Academic Achievement in Mathematics Top 25% Student Progress Top 25% Closing Performance Gaps Postsecondary Readiness 1 of 30

2 Mission Statement Students, staff and community design and implement a learning organization that provides engaging, innovative experiences every day. Vision All of our students enjoy thriving, productive lives in a future they create. 2 of 30

3 Comprehensive Needs Assessment Demographics Demographics Summary We are a diverse group of varied ethnicities. More than 60% of our students are economically disadvantaged. Approximately 30% of our students are English Language Learners. About 12% of our students fall in the Special Education category. Enrollment averages 650 per year with 26.5% mobility and an average attendance rate of approximately 97%. It remains high due to consistent interventions that include student, teacher, parent and admin involvement. Economically Disadvantaged 69% English Language Learners 26.5% Mobility Rate 24.8% Special Education 11.4% Demographics Strengths -Attendance -Highly Qualified staff -Support systems for ELLs or at risk -Serve students K through 5 in a two-way Dual Language program Problem Statements Identifying Demographics Needs Problem Statement 1: With our student mobility rate at approximately 24.8%, our students experience a loss of learning opportunities. Root Cause: Many students with high mobility on our campus are considered homeless living in local hotel/motels. 3 of 30

4 Student Academic Achievement Student Academic Achievement Summary This needs assessment was compiled using a variety of sources, including STAAR, CBAs, istation Data. Results in all areas vary. Math STAAR scores have shown a marked increase, reading and writing scores have shown less growth. In the RtI process, individual needs of struggling students are identified through a universal screening process, and a tiered instruction of increasing intensity with interventions is put into place. Teachers use evidence based instruction and progress monitoring to ensure the students are successful in the RtI process. Additional student help is received in tutoring, Saturday school, Language Science and math intervention with our interventionist. No Excuses Tutoring club targeting specific individualized TEKS for students. Student Academic Achievement Strengths 3rd Grade 82% passed math STAAR, including 80% Economically Disadvantaged, and 86% ELL 4th Grade 91% passed math STAAR, including 88% Economically Disadvantaged, and 100% ELL 5th Grade 89% of 5th graders passed math STAAR on the first administration, including 86% Economically Disadvantaged, and 82% ELL 75% of Special Ed passed the math STAAR due to our SDI (strategically designed instruction) pull out program which targets specific deficits and scaffolds the TEKS Problem Statements Identifying Student Academic Achievement Needs 4 of 30

5 Problem Statement 1: According to Istation data, 43% of students are not reading on grade level. Root Cause: Inconsistent implementation of culturally responsive instructional practices with high efficacy rates. Problem Statement 2: According to STAAR Reading data, 43% of 3rd graders, 34% of 4th graders, and 36% of 5th graders are performing at the meets grade level, with 29% of 3rd graders, 27% of 4th graders, and 36% of 5th graders performing at Did Not Meet. Root Cause: Inconsistent implementation of culturally responsive instructional practices with high efficacy rates. Problem Statement 3: While 4th grade writing scores showed some gains, according to STAAR 4th grade writing data, 24% of students are performing at the Meets grade level, and 56% are performing at the Approaches. Root Cause: Inconsistent implementation of culturally responsive instructional practices with high efficacy rates. 5 of 30

6 School Processes & Programs School Processes & Programs Summary Grade level teams utilized the LISD curriculum to plan engaging learning experiences for students that were directly tied to grade level TEKS. Teachers documented lesson plans in Eduphoria and clicked on associated TEKS. District curriculum facilitators periodically met with teachers and modeled lessons. In monthly PLC meetings, grade level teams, in partnership with curriculum specialists, administration, and the Title 1 Coach, analyzed recent assessment data and developed action plans in order to address deficiencies. Students not making sufficient academic or behavioral progress (that are not identified under a special program) were serviced through Response to Intervention. Tier 2 and Tier 3 interventions were provided by classroom teachers, the Title 1 coach, the Title 1 aid, and the Language Science Specialist. Progress toward RtI SMART goals were reviewed by the RtI team every 6-8 weeks, and new goals were written to ensure that RtI students continued to make progress. In April 2017, the campus became a No Excuses University campus committing to holding high expectations for all students. This is includes students taking an active role in the responsibility of their own learning. This also involves a commitment of teachers to specific systems which include: School Processes & Programs Strengths Math Instruction Student Performance in Math Teachers participation in data analysis and data meetings. Teacher commitment and student participation in after-school tutoring and intervention Problem Statements Identifying School Processes & Programs Needs Problem Statement 1: While interventions are occurring on a weekly basis, 43% of students are not reading or writing on grade level. Root Cause: Inconsistent implementation of culturally responsive instructional practices with high efficacy rates. 6 of 30

7 Perceptions Perceptions Summary Our campus educates and engages parents through: Binders (communication tab), ESL classes, Family Nights, Parent orientation (beginning of year), Parent conferences Parents and the Community are involved/partnerships exist: Family Nights, Career Day, Field Day, Community Partnerships Teachers have expectations for Parental involvement: Check planners and/or Rocker Folders, read newsletters, participate in schoolwide activities, check homework, come to conference, send supplies, chaperone field trips if they can, room parent if they can, read with them, bring them on time Communication is translated into Spanish Support systems are in place for students who are new to the campus: Counselor does a new student group. Perceptions Strengths Strengths: Involved, caring teachers who make sure each child s needs are met Strong sense of community, opportunities for involvement, positive community partnerships Good communication Proactive, high expectations with a desire for excellence (NO EXCUSES UNIVERSITY) Opportunities for before/after school clubs, tutoring Rocket Record promotes parent/teacher communication Community in Schools (CIS) serves 100 students on campus specifically and particpates in support and activities. Problem Statements Identifying Perceptions Needs Problem Statement 1: Overall low participation rates in conferences and school events by parents when comparing number of students to parent participation ratio. Root Cause: Lack of motivation strategies to encourage parent engagement. 7 of 30

8 Comprehensive Needs Assessment Data Documentation The following data were used to verify the comprehensive needs assessment analysis: 8 of 30

9 Goals Goal 1: Campus Student Achievement Goal Performance Objective 1: By June 2018, the overall "meets grade level" average on STAAR READING for all students, including economically disadvantaged, Special Ed and ELL sub populations, in 3rd, 4th, and 5th grade, will increase to 50%. Evaluation Data Source(s) 1: Istation in Spanish and English will be used to monitor and measure student Reading K-5. DRA and EDL Assessments will be used to monitor and measure student reading and growth in K-5 for those students in the RtI process. 3-5 STAAR Reading assessment will be used to monitor and measure student growth and mastery. K-5th grade Reading district and campus assessments will be used to monitor and measure student growth and mastery. Summative Evaluation 1: Strategy Description Title I Monitor Strategy's Expected Result/Impact Reviews Formative Summative Nov Jan Mar June 9 of 30

10 System Safeguard Strategy PBMAS Critical Success Factors CSF 1 CSF 2 CSF 4 CSF 7 1) *Teachers will increase guided instruction and intervention time. *Student progress will be monitored with formative and summative assessments, including District and campus assessments. 1, 2, 3, 4, 7, 8, 9 Teachers Administrators Instructional Coaches Campus Based Common Assessments Reading Diagnostics DRA/EDL TELPAS Reading STAAR Scores PLC schedule PLC notes, Professional Learning, Tutoring Learning Plans, Agendas, Lesson Plans *Continuous Cycle of Improvement with formative and summative assessment used to drive instruction. *Staff disaggregates and reviews DRA/EDL, STAAR, CBA data. * PLC Data Meetings every three weeks to review new data and student progress in order to plan instruction. *Development of a PLC time in addition to scheduled planning time dedicated to intentional Instructional Planning. * 504, RtI, Language Science, SPED, and LAS meet regularly to review data. *Linguistic accommodations and strategies used with all LEP students. *Increased instructional/learning time with tutoring both during school hours and outside of regular school hours. = Accomplished = Continue/Modify = Considerable = Some Progress = No Progress = Discontinue 10 of 30

11 Goal 1: Campus Student Achievement Goal Performance Objective 2: By June 2018, 50% of our All Student population will meet the "Meets Grade Level" passing standard on the 4th grade STAAR Writing Test; and 60% of the Special Ed and ELL sub populations will meet the "Approaches" passing standard on the 4th grade STAAR Writing Test. Evaluation Data Source(s) 2: Istation in Spanish and English will be used to monitor and measure student Reading K-5. 4th grade STAAR Writing assessment will be used to monitor and measure student growth and mastery. K-5th Writing district and campus assessments will be used to monitor and measure student growth and mastery. Summative Evaluation 2: Strategy Description Title I Monitor Strategy's Expected Result/Impact Reviews Formative Summative Nov Jan Mar June 11 of 30

12 System Safeguard Strategy PBMAS Critical Success Factors CSF 1 CSF 2 CSF 4 CSF 7 1) 1) Continuous Cycle of Improvement with formative and summative assessment used to drive Instruction. *Students will receive instruction in a school wide writing initiative that will target grade level specific Writing TEKS. 1, 2, 3, 4, 8, 9 Teachers Administrators Instructional Coaches Instructional Support Staff Campus Based Common Assessments Reading Diagnostics DRA/EDL TELPAS Reading STAAR Scores PLC schedule PLC notes, Professional Learning, Tutoring Learning Plans, Agendas, Lesson Plans *Staff disaggregates and reviews DRA/EDL, STAAR, CBA data. *PLC Data meetings every three weeks to review new data and student progress in order to plan instruction. *Development of a PLC time in addition to scheduled planning time dedicated to intentional Instructional Planning. * 504, RtI, Language Science, SPED, and LAS meet regularly to review data. *Linguistic accommodations and strategies used with all LEP students. *Increased instructional/learning time with tutoring outside of regular school hours. *Linguistic accommodations and strategies used with all LEP students. = Accomplished = Continue/Modify = Considerable = Some Progress = No Progress = Discontinue 12 of 30

13 Goal 2: Campus Cornerstone Goal - Student Learning Performance Objective 1: By June 2018, 50% of the All Student population will meet the "Meets" passing standard on the 5th grade STAAR Science test; and 60% of the Economically Disadvantaged, SpEd and ELL sub populations will meet the passing standard "Approaches" on the 5th grade STAAR test. Evaluation Data Source(s) 1: Istation in English and Spanish will be used to monitor and measure student Reading in K-5. 5th grade Science assessment will be used to monitor and measure student growth and mastery. 5th grade CBA data will be used to monitor and measure student Science growth and mastery. Summative Evaluation 1: Strategy Description Title I Monitor Strategy's Expected Result/Impact Reviews Formative Summative Nov Jan Mar June 13 of 30

14 Critical Success Factors CSF 1 CSF 2 CSF 4 CSF 7 1) * Teachers will increase guided instruction and intervention time. * K-5 grades will have increased Science TEKS instruction during Science Discovery. 1, 2, 3, 4, 8, 9, 10 Teachers Administrators Instructional Coaches Instructional Support Staff Campus Based Common Assessments Reading Diagnostics DRA/EDL TELPAS Reading STAAR Scores PLC schedule PLC notes, Professional Learning, Tutoring Learning Plans, Agendas, Lesson Plans * Student progress will be monitored with formative and summative assessments, including district and campus assessments. *Continuous Cycle of Improvement with formative and summative assessment used to drive instruction. **Students will receive instruction in a school wide writing initiative that will target grade level specific Writing TEKS. *Staff disaggregates and reviews DRA/EDL, STAAR, CBA data. *PLC Data meetings every three weeks to review new data and student progress in order to plan instruction. *Development of a PLC time in addition to scheduled planning time dedicated to intentional Instructional Planning. * 504, RtI, MTA, SPED, and LPAC meet regularly to review data. *Linguistic accommodations and strategies used with all LEP students. *Increased instructional/learning time with tutoring outside of regular school hours. *Linguistic accommodations and strategies used with all LEP students. 14 of 30

15 = Accomplished = Continue/Modify = Considerable = Some Progress = No Progress = Discontinue 15 of 30

16 Goal 2: Campus Cornerstone Goal - Student Learning Performance Objective 2: By June 2018, the overall "meets grade level" average on STAAR Math for all students, including economically disadvantaged, Special Ed and ELL sub populations, in 3rd, 4th, and 5th grade, will increase to 60%. Evaluation Data Source(s) 2: Istation in English and Spanish will be used to monitor and measure student Reading K STAAR Math assessment will be used to monitor and measure student growth and mastery. K-5th grade Math district and campus assessments will be used to monitor and measure student growth and mastery. Summative Evaluation 2: Strategy Description Title I Monitor Strategy's Expected Result/Impact Reviews Formative Summative Nov Jan Mar June 16 of 30

17 System Safeguard Strategy PBMAS Critical Success Factors CSF 1 CSF 2 CSF 4 CSF 7 1) * Student progress will be monitored with formative and summative assessments, including district and campus assessments. 1, 2, 3, 4, 8, 9, 10 Teachers Administrators Instructional Coaches Instructional Support Staff Campus Based Common Assessments Reading Diagnostics DRA/EDL TELPAS Reading STAAR Scores PLC schedule PLC notes, Professional Learning, Tutoring Learning Plans, Agendas, Lesson Plans *Continuous Cycle of Improvement with formative and summative assessment used to drive instruction. *Staff disaggregates and reviews DRA/EDL, STAAR, CBA data. *PLC Data meetings every three weeks to review new data and student progress in order to plan instruction. *Development of a PLC time in addition to scheduled planning time dedicated to intentional Instructional Planning. * 504, RtI, MTA, SPED, and LPAC meet regularly to review data. *Linguistic accommodations and strategies used with all LEP students. *Increased instructional/learning time with tutoring outside of regular school hours. = Accomplished = Continue/Modify = Considerable = Some Progress = No Progress = Discontinue 17 of 30

18 Goal 3: Campus Cornerstone Goal - Student Experience Performance Objective 1: Campus-wide discipline referrals for student behavior that is disruptive to learning will decrease by 10% for the school year, as all students will be empowered to take ownership of their futures, expand their experiences, and excel as goal-oriented learners by increasing engagement through interactive and meaningful activities in an environment in which all students and adults feel welcomed, respected, trusted, and an important part of learning. Evaluation Data Source(s) 1: Skyward Office Referral Data Summative Evaluation 1: Strategy Description Title I Monitor Strategy's Expected Result/Impact Critical Success Factors CSF 1 CSF 4 CSF 6 1) *Teachers will implement Student Data Folders, and discuss student growth in student / teacher conferences. *The campus will implement the Six Exceptional Systems from the NO Excuses University Philosophy including: Culture of Universal Achievement, Collaboration, Standards Alignment, Assessment, Data Management. *Implementation of CHAMPs strategies with consistency. *Campus-wide Discipline *Training on ABC forms and discipline referrals *Safe and Civil Implementation with consistency 2) 1) *Students will select artifacts that support growth as discussed in student / teacher conferences around goals set forth in student data folders *Student's choice of artifacts will be uploaded into student e-portfolios in grades 4 and 5 *Each artifact will include a reflection where a student engages in critical thinking and has an opportunity to focus on how they grew as a learner 1, 2, 3, 4, 6, 9, 10 1, 2, 3, 4, 6, 9, 10 Teachers Counselors Administrators Instructional Coaches All Staff *Decrease office referrals by 10% *Observe CHAMPs and Safe and Civil Strategies in the classrooms and school through walkthroughs. *Staff will strategically use ABC forms to support RtI and special education referrals. *Observe higher levels of engagement. *Students will own their learning and have self awareness of their data. Teachers *Observe higher levels of engagement Administrators *Observe higher levels of achievement Instructional Coaches *Student's eportfolio will serve as a reflective tool for Media Specialist students to own their own learning and self-awareness of Computer Literacy their data and academic growth Teacher = Accomplished = Continue/Modify = Considerable = Some Progress = No Progress = Discontinue Reviews Formative Summative Nov Jan Mar June 18 of 30

19 Goal 4: Campus Cornerstone Goal - Resource Stewardship Performance Objective 1: A master schedule will be implemented and executed so that student learning and staff learning is optimized. Evaluation Data Source(s) 1: STAAR scores. Summative Evaluation 1: Strategy Description Title I Monitor Strategy's Expected Result/Impact Critical Success Factors CSF 1 CSF 2 CSF 3 CSF 4 CSF 6 CSF 7 1) *Master schedule will allow for monthly PLCs, ensure that transitions are limited across grade levels, allow for school-wide clubs, interventions, reading buddies, will maximize instructional time so that the students miss less class. *All administrators and instructional specialists, (Title 1, Dyslexia, LAS, GT), will be trained in critical friends protocols and implement practices from training into PLCs. 1, 2, 3, 4, 5, 8, 9 Administrators Counselors Instructional Specialists *PLC agendas and minutes will show focused learning time. *Teacher feedback will show evidence of positive results. *PLC agendas and minutes will show evidence of focused learning time. Reviews Formative Summative Nov Jan Mar June = Accomplished = Continue/Modify = Considerable = Some Progress = No Progress = Discontinue 19 of 30

20 Goal 5: Campus Cornerstone Goal - Community Engagement Performance Objective 1: By June 2018, we will increase our volunteer roster by 25% with new volunteers. We will provide all parents, community members, and partnerships an opportunity to sign up to volunteer at all of our school-wide events. Evaluation Data Source(s) 1: Volunteer sign-in sheets, parent contact logs, Skyward callouts, PTA minutes and sign-in sheets, purchase orders and agendas for parental involvement activities, calendar of events, parent conference sign-in sheets Summative Evaluation 1: Strategy Description Title I Monitor Strategy's Expected Result/Impact Critical Success Factors CSF 1 CSF 3 CSF 4 CSF 5 CSF 6 1) *Recruit volunteers to assist in the planning and development of schools programs. *Engage parent volunteers in planning *Provide Meet the teacher night *Combine events to value and respect parent and teacher time after work hours 6 All Staff Teachers Counselors Administrators Office Staff Volunteer sign-in sheets Parent contact logs Skyward callouts PTA minutes and sign-in sheets Purchase orders Agendas for parental involvement activities Calendar of events Parent conference sign-in sheets Reviews Formative Summative Nov Jan Mar June = Accomplished = Continue/Modify = Considerable = Some Progress = No Progress = Discontinue 20 of 30

21 Goal 6: State/District Goal - Student Achievement Performance Objective 1: Achievement of all students, as measured by standardized tests and classroom performance, shall continually improve. Particular emphasis shall be placed on reading, writing, mathematics, science, and social studies. Evaluation Data Source(s) 1: Summative Evaluation 1: Strategy Description Title I Monitor Strategy's Expected Result/Impact 1) Student test data will be disaggregated by faculty and staff to identify student needs. Intensive accelerated instruction will be provided to students not meeting minimum expectations; examples include tutorials, summer school, mentor programs, response to intervention, etc. All staff STAAR scores, local grades and assessments, campus staff observation and reflection, family and community involvement and reflection. Reviews Formative Summative Nov Jan Mar June Parent will be notified about academic progress through teacher/parent conferences, what school will do, what parents can do, progress reports, report cards, etc. School will provide full opportunities for the participation of all parents in a format and, to the extent practicable, in a language that the parents understand. Failure rates will be used to identify students' needs, and students at risk. Campus will provide strategies to attract highly qualified teachers to high need students, provide instruction by highly qualified teachers, provide professional development for campus staff in assisting all students to meet the state's challenging content and performance standards, ensure smooth transition for students from early childhood programs and from elementary to middle school and middle school to high school, coordinate funds to increase student achievement, and utilize teachers regarding the use of academic assessments for providing information and improving the achievement of individual students. Specific methods noted in campus goals above. 21 of 30

22 = Accomplished = Continue/Modify = Considerable = Some Progress = No Progress = Discontinue 22 of 30

23 Goal 7: State/District Goal - Attendance Performance Objective 1: All students shall attend school regularly. Evaluation Data Source(s) 1: Summative Evaluation 1: Strategy Description Title I Monitor Strategy's Expected Result/Impact 1) Parents, the staff, and the student body are informed of student attendance procedures. All staff Student attendance records. Reviews Formative Summative Nov Jan Mar June A process is used to refer students with excessive absences to the counseling and/or health services departments. Truancy charges are regularly filed when appropriate. Parent notification is given when students are absent. Student residency is verified. Strategies are implemented to increase parental involvement. Training is provided for parents regarding how to utilize technology to monitor student progress and achievement. = Accomplished = Continue/Modify = Considerable = Some Progress = No Progress = Discontinue 23 of 30

24 Goal 8: State/District Goal - Completion Performance Objective 1: All students shall complete high school. The dropout rate for all the students including sub-populations will be maintained at <0.2% for middle schools, and high schools will have a 95% completion rate. All schools will implement and maintain strategies that support these goals. Evaluation Data Source(s) 1: Summative Evaluation 1: Strategy Description Title I Monitor Strategy's Expected Result/Impact 1) At-risk students will be identified using available data. Students will be provided opportunities to explore career options. All staff STAAR scores, local grades and assessments, campus staff observation and reflection, family and community involvement and reflection. Reviews Formative Summative Nov Jan Mar June Procedures will be used to ensure accurate coding/tracking of withdrawls. The RtI process is utilized to provide early intervention for struggling students. Students will be engaged in college and career readiness activities to promote the goal of high school completion and workforce readiness. = Accomplished = Continue/Modify = Considerable = Some Progress = No Progress = Discontinue 24 of 30

25 Goal 9: State/District Goal - Learning Environment Performance Objective 1: Students shall feel safe and positive about their learning environment. Evaluation Data Source(s) 1: Summative Evaluation 1: Strategy Description Title I Monitor Strategy's Expected Result/Impact Reviews Formative Summative Nov Jan Mar June 25 of 30

26 1) The school safety plan is developed and monitored for effectiveness throughout the school year. A proactive plan identifies and helps troubled youth. All staff STAAR scores, local grades and assessments, campus staff observation and reflection, family and community involvement and reflection. Students receive public acknowledgement for nonacademic achievement Students participate in activities that foster positive teacher/student relationships. The student code of conduct is available online and copies are available to students and reviewed with students by teachers. Orientation is held. Civic responsibility and community service and community involvement are encouraged. Counselors work with students to make appropriate curricular choices or program choices. Students will expand their involvement in extracurricular and co-curricular activities. Staff development opportunities are offered to appropriate personnel in order to help facilitate achievement of this goal. Students are aided in their transition from elementary school to middle school, and middle school to high school through vertical conversations, teacher collaboration and professional learning. = Accomplished = Continue/Modify = Considerable = Some Progress = No Progress = Discontinue 26 of 30

27 Goal 10: State/District Goal - Diverse Students Meet Real World Demands Performance Objective 1: Diverse students shall be prepared to meet the demands of the real world when they exit the Lewisville Independent School District. Evaluation Data Source(s) 1: Summative Evaluation 1: Strategy Description Title I Monitor Strategy's Expected Result/Impact Reviews Formative Summative Nov Jan Mar June 27 of 30

28 1) Special program students are accurately identified and appropriately served. Language acquisition services are provided for language learners through differentiating for their stage of language acquisition through models aligned with state requirements. All staff STAAR scores, local grades and assessments, campus staff observation and reflection, family and community involvement and reflection. Special education services are provided to students as determined by the ARD committee. Professional learning is provided to all staff regarding the needs of learners from special populations (at-risk, special education, 504, dyslexia, G/T, ELL, Economically Disadvantaged, etc.). G/T services are provided in alignment with the Texas State Plan for Gifted/Talented students. A plan is in place to accurately identify students for special programs. (Programs serving diverse students include, but are not limited to the following: Gifted and Talented, At- Risk, Bilingual/ESL, Dyslexia, Special Education, Counseling, other special funded programs.) Campus personnel utilize appropriate interventions for students with special needs. The RtI team is in place and appropriately trained to serve students. Teachers receive training and support to differentiate instruction to meet the needs of all students. The following resources are used to meet the needs of special students: 504, Inclusion, Contact Teachers, G/T services, Advanced Placement (secondary only) and Literacy Intervention/Dyslexia. = Accomplished = Continue/Modify = Considerable = Some Progress = No Progress = Discontinue 28 of 30

29 Goal Objective Strategy System Safeguard Strategies Description *Teachers will increase guided instruction and intervention time. *Student progress will be monitored with formative and summative assessments, including District and campus assessments. *Continuous Cycle of Improvement with formative and summative assessment used to drive instruction. *Staff disaggregates and reviews DRA/EDL, STAAR, CBA data. * PLC Data Meetings every three weeks to review new data and student progress in order to plan instruction. *Development of a PLC time in addition to scheduled planning time dedicated to intentional Instructional Planning. * 504, RtI, Language Science, SPED, and LAS meet regularly to review data. *Linguistic accommodations and strategies used with all LEP students. *Increased instructional/learning time with tutoring both during school hours and outside of regular school hours. 1) Continuous Cycle of Improvement with formative and summative assessment used to drive Instruction. *Students will receive instruction in a school wide writing initiative that will target grade level specific Writing TEKS. *Staff disaggregates and reviews DRA/EDL, STAAR, CBA data. *PLC Data meetings every three weeks to review new data and student progress in order to plan instruction. *Development of a PLC time in addition to scheduled planning time dedicated to intentional Instructional Planning. * 504, RtI, Language Science, SPED, and LAS meet regularly to review data. *Linguistic accommodations and strategies used with all LEP students. *Increased instructional/learning time with tutoring outside of regular school hours. *Linguistic accommodations and strategies used with all LEP students. * Student progress will be monitored with formative and summative assessments, including district and campus assessments. *Continuous Cycle of Improvement with formative and summative assessment used to drive instruction. *Staff disaggregates and reviews DRA/EDL, STAAR, CBA data. *PLC Data meetings every three weeks to review new data and student progress in order to plan instruction. *Development of a PLC time in addition to scheduled planning time dedicated to intentional Instructional Planning. * 504, RtI, MTA, SPED, and LPAC meet regularly to review data. *Linguistic accommodations and strategies used with all LEP students. *Increased instructional/learning time with tutoring outside of regular school hours. 29 of 30

30 Title I Personnel Name Position Program FTE Isela Russell Title 1 Instructional Coach 1 30 of 30