Lakeland Elementary School Campus Improvement Plan

Lakeland Elementary School 2016-2017 Lucy Anderson, Erica Gruber, 1500 Montgomery Lane Humble, TX 77338, Humble, Texas

MISSION In partnership with the families and community members of Lakeland Elementary School our mission is to promote the development of international mindedness in each learner. Together, we will cultivate an understanding of an intercultural society with an appreciation for differences in and among global communities. Through a rigorous and challenging curriculum all students will become active, compassionate lifelong learners. VISION At Lakeland Elementary, all learners have the right to develop their gifts and talents. All learners benefit from project -based learning that fosters creativity and innovation. All learners deserve enrichment opportunities that stimulate intellectual, physical, and creative growth. All stakeholders (learners, staff, parents, and community members) play a vital role in the success of our school and thrive in a culture of mutual respect. CAMPUS PROFILE Lakeland Elementary School opened its doors in 1960 and serves 744 students in grades PK through 5. The student population is 23% African American, 60% Hispanic, 16% White, 1% Two Or more Races, 52% Male, 48% Female. Lakeland Elementary School serves 8% Special Education students, 91% Economically Disadvantaged students, 42% English Language Learners, 75% At-Risk students, 4% Gifted & Talented students. Comprehensive Needs Assessment Summary The Comprehensive Needs Assessment (CNA) was conducted as part of the planning and decision-making process. Data were analyzed to address areas including: demographics, student achievement, school culture and climate; staff quality, recruitment and retention; curriculum, instruction and assessment; family and community involvement; school organization and technology. The following summary addresses the key findings and needs to be addressed Demographics: Lakeland Elementary is a neighborhood school that serves a diverse population with students from a variety of backgrounds and ethnicities. Given that the school population has remained consistently diverse over the last several years we need to address the lack of background that teachers have in working with students of poverty and diverse backgrounds. In conjunction we will also address the gaps that come with students who move frequently both academically and behaviorally. Student Achievement: Lakeland Elementary made gains in progress on statewide assessments as well as on the district wide reading universal screener throughout the 2015-2016 school year. During the 2016-2017 school year Lakeland will address the need of students who are not meeting grade level reading benchmarks through embedded phonics lessons, guided reading and support for teachers in developing a deeper understanding of the district curriculum. In addition, support will be provided in the areas of DRA, classroom management, math, literacy and science instruction. School Culture and Climate: Parent and student survey data shows that students like the school and feel safe at Lakeland. The school is both clean and organized and has a positive atmosphere for all. There is a need for consistent/common school wide expectations and common classroom management systems. We will encourage all stakeholders to give and receive critical feedback in order to insure academic, social and emotional success of our students. Along with our school wide expectations and systems we are in need of additional opportunities for afterschool activities and cultural celebrations. Page 2

Staff Quality, Recruitment and Retention: All staff at Lakeland meets highly qualified guidelines per TEA and attends a variety of professional developments sessions to maintain this status. As a campus we need to share out information learned in professional development training to support classroom management and instructional delivery. Curriculum, Instruction and Assessment: Lakeland Elementary has a variety of resources available (both English and Spanish) to support our teachers and students toward academic achievement. The campus is in need of readily available examples of quality rigorous lessons. Teachers at Lakeland Elementary also show a need for guidance on implementing lessons aligned to the TEKS with varied instructional methods for reaching the students. Family and Community Involvement: Lakeland provides multiple opportunities for parent and community involvement, but need to create a way to incentivize participation and attendance for those parents who are disengaged in events such as parent/teacher conferences, monthly parent trainings nights, and other similar events. School Organization: Lakeland has a schedule that allows for teachers to meet with peers and leadership team members frequently. The school atmosphere is positive and hosts community programs. A campus need is to consistently communicate academic and social behaviors while holding all stakeholders accountable for these expectations. Technology: Lakeland Elementary is gaining technological equipment that supports academic achievement such as chrome books, streaming media access and update Wi-Fi. The district support personnel is very supportive in making these items readily available to teachers. An ongoing need at Lakeland is to assist teachers in consistently implementing the technology TEKS into the specials rotation and classroom instruction. Page 3

Comprehensive Needs Assessment Page 4

Demographics Strengths Lakeland is a diverse campus, hosting students from a variety of backgrounds and ethnicities. The number of students and ethnic breakdown has remained stable for the last 3 years. Needs A1: Some veteran and most new teachers lack the skill set that is required to address the backgrounds and ethnicities of the students at Lakeland. A2: Given the high mobility rate, teachers need a method to quickly diagnose and address the needs of students who are new to the school - especially those who enter the school mid-year. A3: Given the high number of apartments in the Lakeland zone, there is a high mobility rate. A4: Many students (>10%) come from one-parent households. A5: Lakeland has over 45 students who are on 504 plans for academic and behavioral issues. Data PEIMS records Student Enrollment Data Student Demographic Data Staff Demographic Data Mobility Rates Homeless Students SSI, ARD, LPAC, 504 and other decision-making committees & interventions Student Achievement Strengths According to 2016 5th grade TEA data, more students met or exceeded progress than did not meet or exceed progress Science: All students participated in the 2015-2016 Lakeland Science Fair. Students have grown across all grade levels in IStation. Needs Page 5

B1: ALTs and campus support personnel need to provide data and resources for effective and efficient planning at every grade level. B2: K - 2 must embed English phonics instruction into every reading block every day. B3: Students must develop further understanding of the scientific method through science fair projects and hands-on classroom experiments. B4: Teachers do not know how to implement guided reading in their classroom as part of a whole language block. B5: Lakeland teachers need access to on-going professional development for DRA, classroom management, guided reading, rigorous math and science instruction. B6: The current math text book adoption does not have resources that are at the required standard of rigor. B7: Teachers need a deep understanding of the curriculum so that they can teach a variety of methods in solving and understanding math problems B8: Lakeland attendance is less than 96%. B9: Teachers need support to provide adequate pacing, differentiation, and evaluation for the different needs of their students, as well as preliteracy and numeracy (PreK & K). B10: Students lack basic necessities for classroom instruction: paper, pencils, etc. B11: Students are not meeting their maximum potential in learning, due to teacher training issues (lack of knowledge and depth of subject matter, and classroom and curriculum management skills). Data Attendance Data Report Card data Parent participation data RtI Data AEIS Reports TELPAS and English language proficiency/progress by domain School Culture and Climate Strengths Students like school and feel safe here Students think the school is clean and organized- especially the classrooms The Positive Behavior and Intervention Support System (PBIS) which includes Wildcat Way and Daily Attendance tracking was a success with teachers. Needs Page 6

C1: Students indicated that they did not feel safe in common or shared school areas. C2: Expectations in classrooms, specials, and common areas need to be consistent throughout the campus. C3: Teachers need support to implement a common and shared effective classroom management in their classes. C4: Campus staff need practice and tools to give and receive critical feedback to students, colleagues and parents. C5: Lakeland has limited afterschool programs and activities for students. C6: Lakeland needs to celebrate the diverse cultures that are on the campus through Hispanic Heritage and Black History programs. C7: Some students need additional academic, emotional and social support when moving from 5th grade to 6th grade Data Community Input Survey Data (Parents) Survey Data (Teachers/Staff) Survey Data (Students) Discipline Referrals Staff Quality, Recruitment and Retention Strengths 100% of the Lakeland staff is highly qualified according to TEA guidelines. Teachers have attended a large variety of professional development through the district, region, and campus. Needs D1: Lakeland needs to share the information that they receive from staff development in a timely and efficient manner. D2: New teachers need an on-boarding program that is tailored to Lakeland and will support their instruction and classroom management. Data Staff Demographic Data Teacher/Staff Retention Data Curriculum, Instruction and Assessment Strengths Page 7

Teachers have a variety of resources available - either through the internet or through additional materials which are purchased by the school. Students have access to Spanish language bilingual education from qualified teachers, grade PK - 5. Needs E1: Teachers need readily available examples of quality lessons in core subject areas. E2: Students need teachers who will deliver quality, rigorous instruction each school day, all school day. E3: Teachers will plan and implement lessons that are aligned to the TEKS, are engaging, and challenge students. E4: Teachers need access to a variety of resources and materials that will engage students in reading, math and science. E5: Teachers need a K-5 writing curriculum with regularly scheduled benchmarks and calibration. E6: Teachers need end-of-unit assessments for lower grades K-2. Data Curriculum Guides Scope and Sequence; Pacing Guides Texas Essential Knowledge and Skills (TEKS) English Language Proficiency Standards (ELPS) Lesson Plans Benchmark data and other curriculum-based assessments (CBAs) Family and Community Involvement Strengths Lakeland provides a number of parent and community involvement opportunities including but not limited to Coffee with the, Come Read with Me, Parent nights, school beautification, and Awards Day. Needs F1: Need a way to incentivize disengaged parents to get involved with various school functions. F2: Need additional opportunity for staff and community to come together for school beautification. F3: Teachers have never met or spoken with a large number of student's parents due to frequently changing phone numbers and emails. F4: Volunteers and Mentors need more resources F5: Parent/Teacher conferences and open houses Data Page 8

Parent participation data Survey Data (Parents) School Organization Strengths The schedule allows time for grade level teachers to meet with administrators and school support personnel to plan. Survey data indicates that most parents have a positive perception of the school. The school hosts a community and school-based mentor program for students. Needs G1: Lakeland staff need to have school-wide policies for academic and social behavior that are consistently communicated and enforced. G2: Lakeland needs a system to hold all staff members accountable for their actions. (ie; being on time, hallway behavior for class) G3: Teachers need the opportunity to meet in vertical teams. G4: Lakeland's attendance is below 96%. G5: Staff need a clear understanding of all of the academic, social, and financial challenges and successes the school faces in moving students forward in their academic progress. Data Behavior Intervention Plans Master/class schedules; time on task Technology Strengths The district and campus have purchased additional technology resources for the campus - there are 90 Chromebooks and two full computer labs. The district and campus technology support personnel are responsive to problems. Each classroom has a standard set of technology which include a phonic, projector and document camera as well as 3 student computers. The campus has streaming media access and updated Wi-Fi available in all classrooms. Needs Page 9

H1: Technology teachers need to teach technology TEKS in specials rotations. H2: Teachers lack necessary skills to embed technology into classroom instruction. Data Maintenance Data Survey Data (Teachers/Staff) Lesson Plans Page 10

SUMMARY OF PRIORITIZED NEEDS B: Student Achievement B1: B2: B3: B4: B5: B7: B9: B10: B11: ALTs and campus support personnel need to provide data and resources for effective and efficient planning at every grade level. K - 2 must embed English phonics instruction into every reading block every day. Students must develop further understanding of the scientific method through science fair projects and hands-on classroom experiments. Teachers do not know how to implement guided reading in their classroom as part of a whole language block. Lakeland teachers need access to on-going professional development for DRA, classroom management, guided reading, rigorous math and science instruction. Teachers need a deep understanding of the curriculum so that they can teach a variety of methods in solving and understanding math problems Teachers need support to provide adequate pacing, differentiation, and evaluation for the different needs of their students, as well as preliteracy and numeracy (PreK & K). Students lack basic necessities for classroom instruction: paper, pencils, etc. Students are not meeting their maximum potential in learning, due to teacher training issues (lack of knowledge and depth of subject matter, and classroom and curriculum management skills). C: School Culture and Climate C2: C4: C7: Expectations in classrooms, specials, and common areas need to be consistent throughout the campus. Campus staff need practice and tools to give and receive critical feedback to students, colleagues and parents. Some students need additional academic, emotional and social support when moving from 5th grade to 6th grade E: Curriculum, Instruction and Assessment E4: Teachers need access to a variety of resources and materials that will engage students in reading, math and science. F: Family and Community Involvement F1: Need a way to incentivize disengaged parents to get involved with various school functions. G: School Organization G4: Lakeland's attendance is below 96%. Page 11

G5: Staff need a clear understanding of all of the academic, social, and financial challenges and successes the school faces in moving students forward in their academic progress. Page 12

SCORECARD 2016-2017 Student Achievement Service People Finance Prepare students to be college and career ready Provide quality service to internal and external Provide a quality work environment so every employee can perform at the highest levels Create efficiencies at all levels of the organization Measurable Objectives Increase the district percentage of students achieving college and career readiness Increase the district mean for parent satisfaction survey From 4.09 to 4.16 Increase the district mean on the Employee Engagement Survey from 3.97 to 4.02 Increase district student attendance to > 96.3% - The number of students in grades 3-5 who pass at least two or more STAAR tests at Recommended standard will increase by 4% according to data from the 2017 administration. Maintain the district participation in the parent survey (return rate) Maintain 10,000 participants Increase the district retention rate for all employees Maintain 90% Maintain a yearly unassigned general fund balance between 17% (60 days) and 25% (90 days) of total operating expenditures Increase the district percentage of students making adequate or above adequate progress as measured by istation From 71.9% to 73.9% - In the spring of 2017, 73 students in grade K - 2 will move up at least one tier according to istation and/or DRA data. Currently - overall reading scores from BOY data: Kinder - Tier 1:54, Tier 2: 24, Tier 3: 18-1st grade - Tier 1:49, Tier 2: 25, Tier 3: 31-2nd grade - Tier 1: 65, Tier 2: 24, Tier 3: 24 - Total: Tier 1:168, Tier 2: 73, Tier 3: 73 Page 13

Decrease the district achievement gap for economically disadvantaged students. From 60% to 62% Page 14

Student Achievement Service People Finance Prepare students to be college and career ready Provide quality service to internal and external Provide a quality work environment so every employee can perform at the highest levels Create efficiencies at all levels of the organization Strategic Actions ALTs and teachers will plan weekly using data and best practices from the district, ICLE, and Lead4ward. Students in 1st - 5th grade with below level skills in literacy and math will work with an Intervention teacher to increase their grasp of skills in core subject areas including but not limited to reading, math, and science. Lakeland will provide Just-in-time interventions through in class small group instruction with the teacher and/or Response to Intervention teachers.. The GT and ELT Coordinators and Parent Engagement Representative will coordinate plans for parent nights which incorporate parent education around how to help their students at home at least 7 times through the year. The school will incentivize parent nights in order to increase attendance by working with the PTA and other parents to select themes for this night that are of interest to the parents (bullying, cyber safety, college and career readiness, etc.) The principal, assistant principal and parent engagement representative will host monthly Coffee with the Meetings where parents and community members attend and share feedback in order to monitor programs, review the Compact, the PI Policy and the Teacher PI training materials. Ms. Anderson and or Ms Gruber will meet with teachers regularly in committee meetings, grade level team meetings and meetings with teachers one on one to gather feedback and respond to staff ideas and concerns. The registrar will e-mail the staff each day with the attendance. Office personnel will call and email students before 10 AM to come to school. Individual and classroom attendance will be recognized throughout the school on bulletin boards and celebrations. Page 16

Actions Page 17

Goal 1: Prepare students to be college and career ready Measurable Objectives (Studer): Decrease the district achievement gap for economically disadvantaged students. Increase the district percentage of students making adequate or above adequate progress as measured by istation # Strategies and Action Steps Person(s) Responsible Evidence of Implementation Evidence of Impact (Formative/Summative) 1 The specials schedule will integrate science into specials rotation for grades 3, 4, and 5. (Title I Component 2) Timeline (Interval): Aug 2016 - Jun 2017 (Daily) This action is linked to the following Prioritized Need(s): B3; 2 Teachers and ALTS grade K - 5 will work with a consultant to improve classroom instruction and management across the curriculum through data ALTs Teachers disaggregation, observation, and planning. (Title I Component 2, 4) Timeline (Interval): Aug 2016 - May 2017 (Monthly) This action is linked to the following Prioritized Need(s): B4; 3 All grade levels/students will participate in the science fair with developmentally appropriate expectations. Science Lab Teacher Teachers PK-5 Timeline (Interval): Apr 2017 (Annually) This action is linked to the following Prioritized Need(s): B3; B5; The specials schedule will reflect that students in 3rd, 4th and 5th grade are attending science in the science lab at least 5 times in a six week period. $0; Title I, Part A $36,312 School schedule will reflect that the consultant has visited at least twice monthly. Resources: Title I, Part A $25,000 All students will have a display board that they have contributed to as part of a class, group, or individual project which follows the scientific method, has a log book, and secondary resources. (F) Students will master the objectives that are tested on science curriculum checkpoints. (S) Students will master at least 70% of the tested objectives on the End of year assessment and at least 78% of the questions on the 5th grade science STAAR test. (F) Classroom walkthroughs will show increased level of rigor, relevance and student engagement. (S) Student scores will increase as the quality of classroom instruction rises. (F) Observation of students in science classes will show that they are excited about science and that they have an understanding of the scientific method. (S) An increased number of students will participate in the campus science fair. Page 18

Goal 1: Prepare students to be college and career ready # Strategies and Action Steps Person(s) Responsible Evidence of Implementation Evidence of Impact (Formative/Summative) 4 The reading, math, and science ALT will work with grade level teams using data, best practices from ICLE and Lead4ward, as well as district and consultant resources to: - Plan instruction that will connect what students are learning in class to real-life application Instructional Support Teachers PK-5 - Plan instruction that transitions students from concrete application to abstract representation - Spiral the curriculum and reteach in different ways until students achieve mastery - Plan instruction that uses STAAR and other high-level questioning stems in order to move students to high level thinking - Plan instruction that gives students the opportunity to show mastery through authentic work products (Title I Component 2, 8) Timeline (Interval): Aug 2016 - Jun 2017 (Ongoing) This action is linked to the following Prioritized Need(s): B1; B4; B5; B9; 5 Students who are not reading on grade level, based on Istation data, will receive additional interventions from classroom teachers and intervention support staff each using specific strategies/programs to increase fluency and comprehension Instructional Support Teachers Pk-5 (Title I Component 2, 9) Timeline (Interval): Aug 2016 - Jun 2017 (Daily) This action is linked to the following Prioritized Need(s): B2; B5; Lesson plans will have TEKS spiraled, opportunity for authentic products, questioning stems, and opportunities for students to move from concrete to abstract representation. $0 RTI logs will reflect increased usage on istation, usage of intervention programs such as LLI and others as designated by intervention team. ; T1 Focus $15,505 (F) Students will show mastery of taught subject area through exit tickets, classroom quizzes, and unit assessments. (S) Students will show mastery on teacher, district and state EOY assessments. (F) Students will showed increased mastery in fluency and comprehension. (S) Students performance will increase on DRA fluency and DRA comprehension as well as show mastery on campus, district and state assessments. Page 19

Goal 1: Prepare students to be college and career ready # Strategies and Action Steps Person(s) Responsible Evidence of Implementation Evidence of Impact (Formative/Summative) 6 Teachers grade K - 5 will work with a reading consultant and the ALT to improve their reading instruction at least 2x/month. (Title I Component 2, 4) ALTs Teachers Timeline (Interval): Sep 2016 - Mar 2017 (Monthly) This action is linked to the following Prioritized Need(s): B4; 7 Early childhood teachers will have instructional support from a paraprofessional in the classroom to support early acquisition of literacy and numeracy skills. Teachers (Title I Component 9) Timeline (Interval): Aug 2016 - May 2017 (Daily) This action is linked to the following Prioritized Need(s): B2; B9; 8 Teachers will have the opportunity to participate in observations of classrooms using the CIR rubric with Instructional Support(ALTs) and Administration. (Title I Component 4) Instructional Support (ALTS) Teachers Pk-5 Timeline (Interval): Sep 2016 - May 2017 (9 weeks) This action is linked to the following Prioritized Need(s): B5; C4; School schedule will reflect that the consultant has worked with teachers each month during the school year. Resources: Title I, Part A $23,055 Staff Roster and paraprofessional schedule will show that there is a paraprofessional supporting Early childhood classrooms. Resources: Title I, Part A $36,396 Meeting minutes and opportunities for teacher reflections ; Title I, Part A $4,000 (F) Formative assessments and lesson plans will reflect that guided reading is being implemented in the classroom instruction. (S) Student literacy will increase as evidence by End of year scores on campus, district and state assessments. (F) Students will show greater achievement of formative assessments - either teacher-made or from Frog Street. (S) More students will leave Pre-K and kinder on grade level. (F) Teachers lesson plans and implementation will include more high yield strategies, quality question stems and increased rigor and relevance. (S) Data will show increased number of observations with quadrant C and D level instruction on the Rigor and Relevance framework. Page 20

Goal 1: Prepare students to be college and career ready # Strategies and Action Steps Person(s) Responsible Evidence of Implementation Evidence of Impact (Formative/Summative) 9 Lakeland will provide Just-in-time interventions through in class small group instruction with the teacher and/or Response to Intervention teachers.. (Title I Component 9) Intervention teacher Academic Lead Teacher Timeline (Interval): Aug 2016 - May 2017 (Daily) This action is linked to the following Prioritized Need(s): B3; Classroom walk through and Lesson plans will show that differentiation on core subject areas is being planned for and are being implemented in the classroom. Intervention teacher and academic lead teachers' schedules will show that students are receiving targeted instruction to address gaps in learning. ; Title I, Part A $44,055 (F) Student performance on formative assessments including but not limited to DRA, running records, checkpoints, and IStation will show that students are mastering TEKS (S) Students achievement data will show growth on the STAAR as well as district created End-of-year tests 10 Literacy Team will create a writing plan for students in grades K through 5 by developmentally appropriate benchmarks. (Title I Component 4) Alts Samples of student work will be displayed throughout the school. (F) Student benchmarks in writing will show increased achievement level, (S) Students will show mastery on campus, district and state created assessments. Timeline (Interval): Oct 2016 - May 2017 (9 weeks) This action is linked to the following Prioritized Need(s): B1; ; Title I, Part A $6,000 11 ALTs and teachers will plan weekly using data and best practices from the district, ICLE, and ALTs, teachers, Administrators Lead4ward. (Title I Component 2, 4, 8) Timeline (Interval): Aug 2016 - Jun 2017 (Monthly) This action is linked to the following Prioritized Need(s): B1; Lesson plans and Grade Level Binders will reflect that weekly planning occurred to support rigorous, relevant, and engaging instruction in core subject areas. (F) Student scores in IStation, classroom tests including but not limited to quizzes and exit tickets, and benchmark data will increase. (S) Students achievement data will show growth on the STAAR as well as district created End-of-year tests. Page 21

Goal 1: Prepare students to be college and career ready # Strategies and Action Steps Person(s) Responsible Evidence of Implementation Evidence of Impact (Formative/Summative) 12 Students in 1st - 5th grade with below level skills in literacy and math will work with an Intervention teacher to increase their grasp of skills in core subject areas including but not limited to reading, math, and science. Intervention Teachers (Title I Component 8, 9) Timeline (Interval): Aug 2016 - May 2017 (Daily) This action is linked to the following Prioritized Need(s): B2; 13 Provide students in K - 5 a variety of high quality reading and math materials in classes during independent reading and math instruction. Librarian Classroom teachers (Title I Component 9) Timeline (Interval): Aug 2016 - Jun 2017 (Daily) This action is linked to the following Prioritized Need(s): E4; The schedule of services will show that Intervention teachers are working with small groups and/or individual students to address their needs. ; Title I, Part A $49,940 Students will take AR tests on line, students will check books out of the library Resources: Title I, Part A $4,470 (F) Student performance on formative assessments including but not limited to DRA, running records, checkpoints, and IStation will show that students are mastering TEKS. (S) Students achievement data will show growth on the STAAR as well as district created End-of-year tests. (F) Students will be able to answer high level critical questions. (S) Students will read on level as evidenced by the STAAR test and Istation. 14 Students have smaller class size for more opportunity to interact one on one with their teacher. (Title I Component 2, 9) Lucy Anderson Number of students per teacher (F) Informal parent feedback, IStation and Classworks data (S) EOY math and reading testing. Timeline (Interval): Aug 2016 - Jun 2017 (Daily) This action is linked to the following Prioritized Need(s): B9; Resources: Title I, Part A $56,000 Page 22

Goal 2: Provide quality service to internal and external customers Measurable Objectives (Studer): Increase the district mean for parent satisfaction survey Maintain district participation in the parent survey (return rate) # Strategies and Action Steps Person(s) Responsible Evidence of Implementation Evidence of Impact (Formative/Summative) 1 The administration, parent engagement rep, IT, and PTO will maintain and/or establish a website, Facebook, Twitter, and School Messenger to communicate and encourage participation in school events (Title I Component 6) Parent Engagement Coordinator Office Support Staff Social media and website is accurate and contains up to date information. (F) Increase awareness of important information and participation in school events. (S) Increased parent participation in school events as well as increased attendance and satisfaction on the parent survey. Timeline (Interval): Aug 2016 - May 2017 (Monthly) This action is linked to the following Prioritized Need(s): F1; 3 Homeroom teachers will implement check in at least once a week and practice/role play social skills using the Great 8 Counselor Behavior Support Classroom Teachers Daily or weekly schedule will reflect a block of time for check in/role play. (F) Increased awareness among faculty, students and parents of polite behavior as evidenced through observation, exit tickets and behavior. (S) Decrease number of behavior incidents throughout the year. Timeline (Interval): Aug 2016 - May 2017 (Daily) This action is linked to the following Prioritized Need(s): C4; Page 23

Goal 2: Provide quality service to internal and external customers # Strategies and Action Steps Person(s) Responsible Evidence of Implementation Evidence of Impact (Formative/Summative) 5 The administration and teachers will post expectations in key areas of the building and will review these expectations especially when new students enter the school. Meeting where teachers and administration determine what expectations should be posted, expectations will be posted, and students will follow the posted expectations. (F) Increased awareness among faculty, students and parents of polite behavior as evidenced through observation, exit tickets and behavior. (S) Decrease number of behavior incidents throughout the year. Timeline (Interval): Aug 2016 - May 2017 (Daily) This action is linked to the following Prioritized Need(s): C2; 6 The counselor and behavior support personnel will work with teachers to improve classroom management as well as students who are in need of support. Counselor Behavior Support Behavior support staff and counselor will work with teachers to assist in creation of behavior support plans and classroom behavior systems to improve student behavior. (F) Increased awareness among faculty, students and parents of polite behavior as evidenced through observation, exit tickets and behavior. (S) Decrease number of behavior incidents throughout the year. Timeline (Interval): Aug 2016 - May 2017 (Daily) This action is linked to the following Prioritized Need(s): B5; Page 24

Goal 2: Provide quality service to internal and external customers # Strategies and Action Steps Person(s) Responsible Evidence of Implementation Evidence of Impact (Formative/Summative) 7 Grade level teams will discuss discipline issues during PLCs as well as ways to resolve problems. Counselor Behavior Support PK-5 Teachers Discipline Committee and PLC meeting agendas and minutes (F) Increased awareness among faculty, students and parents of polite behavior as evidenced through observation, exit tickets and behavior. (S) Decrease number of behavior incidents throughout the year. Timeline (Interval): Aug 2016 - May 2017 (Monthly) This action is linked to the following Prioritized Need(s): C2; 8 The principal, assistant principal and parent engagement representative will host monthly Coffee with the Meetings where parents and community members attend and share feedback in order to monitor programs, review Parent Liaison Representative the Compact, the PI Policy and the Teacher PI training materials. (Title I Component 6) Sign in Sheets Meeting Minutes Schedule of Coffee with the Meetings Timeline (Interval): Aug 2016 - May 2017 (Monthly) $400; Title I, Part A $1,200 This action is linked to the following Prioritized Need(s): F1; (F) Increase awareness of school events. (S) Increased parent participation in monthly meetings and parent satisfaction surveys. 9 The GT and ELT Coordinators and Parent Engagement Representative will coordinate plans for parent nights which incorporate parent education around how to help their students at home at least 7 times through the year. The school will incentivize parent nights in order to increase attendance by working with the PTA and IB Coordinator Parent Engagement Coordinator other parents to select themes for this night that are of interest to the parents (bullying, cyber safety, college and career readiness, etc.) (Title I Component 6) Timeline (Interval): Sep 2016 - May 2017 (Monthly) This action is linked to the following Prioritized Need(s): F1; Schedule Sign in Sheets (F) Students will have opportunities to perform and share their learning with parents. (S) Parent surveys will reflect an increased awareness of opportunities for student involvement at school. Page 25

Goal 2: Provide quality service to internal and external customers # Strategies and Action Steps Person(s) Responsible Evidence of Implementation Evidence of Impact (Formative/Summative) 10 The Parent Engagement Representative will implement Practical Parent Education Curriculum (Title I Component 6) Parent Engagement Coordinator Sign in Sheets Schedule of Calendar of Events (F) Parents will have opportunity to participate in classes and activities geared to improve the success of their child. (S) Parent surveys will indicate an increased satisfaction the school. Timeline (Interval): Aug 2016 - May 2017 (Monthly) Resources: Title I, Part A $37,856 This action is linked to the following Prioritized Need(s): F1; Page 26

Goal 3: Provide a quality work environment so every employee can perform at the highest levels Measurable Objectives (Studer): Increase the district mean on the Employee Engagement Survey Increase the district retention rate for all employees # Strategies and Action Steps Person(s) Responsible Evidence of Implementation Evidence of Impact (Formative/Summative) 1 Address deficiencies in assessment and practice across core curriculum subjects by purchasing additional instructional materials: -All Subjects (Kamico, all grades and subject and Measuring Up, all grades and subjects) (Title I Component 2, 9) Teachers are using materials throughout their daily instruction. (F) Students will master the objectives that are tested on core subject curriculum checkpoints. (S) Student performance will improve on teacher, district, and state-created assessments. Students will have work samples/products in math, science, reading and writing core subject areas. Timeline (Interval): Aug 2016 - May 2017 (Daily) This action is linked to the following Prioritized Need(s): B2; B5; B9; 2 Provide additional books for the literacy library which can be checked out and returned throughout the year by teachers to augment their classroom libraries. Literacy ALTS ; T1 Focus Checkout Log (F) Students will show mastery of taught subject area through exit tickets, classroom quizzes, and unit assessments. (S) Student performance will increase on campus, district and state assessments. Timeline (Interval): Aug 2016 - Jun 2017 (As needed) This action is linked to the following Prioritized Need(s): E4; Page 27

Goal 3: Provide a quality work environment so every employee can perform at the highest levels # Strategies and Action Steps Person(s) Responsible Evidence of Implementation Evidence of Impact (Formative/Summative) 3 Teachers will provide students with basic classroom necessities so that they can implement quality classroom instruction. (Title I Component 2, 9) Bookkeeper Teachers The budget will reflect that classroom supplies have been ordered and received to the school/ (F) Students will have sufficient classroom supplies to implement instruction. (S) Students will complete required tasks and perform better in school. Timeline (Interval): Aug 2016 - May 2017 (Ongoing) Resources: Title I, Part A $5,000 This action is linked to the following Prioritized Need(s): B10; 4 The Lakeland Leadership Team will attend an educational conference to improve their knowledge and skills around quality instruction and technology. AP Instructional Support Team (Title I Component 4) The school calendar and budget will reflect that the leadership team has registered for and attended a conference. (F) The leadership team will have new ideas to implement (S) The quality of coaching will improve Timeline (Interval): Spring 2017 (Annually) Resources: Title I, Part A $8,203 This action is linked to the following Prioritized Need(s): B1; 5 All faculty will participate in instructional rounds using the CIR rubric from ICLE during the year in order to improve instruction, rigor, relevance, and relationships in each other's classrooms. (Title I Component 2, 4) Instructional Support (ALTS) Teachers Pk-5 Meeting minutes and opportunities for teacher reflections (F) Teachers lesson plans and implementation will include more high yield strategies, quality question stems and increased rigor and relevance. (S) Data in Eduphoria will show increased number of observations with quadrant C and D level instruction on the Rigor and Relevance framework. Timeline (Interval): Sep 2016 (Annually) This action is linked to the following Prioritized Need(s): B5; B7; Page 28

Goal 3: Provide a quality work environment so every employee can perform at the highest levels # Strategies and Action Steps Person(s) Responsible Evidence of Implementation Evidence of Impact (Formative/Summative) 6 District and/or campus specialists will model lessons in the classroom (Title I Component 4) Instructional Support (ALTS) Teachers Pk-5 Lesson Plan/Activity Plan Teacher Reflections (F) Teacher instructional delivery will include more high yield strategies, quality question stems and increased rigor and relevance. (S) Increased quantity of observations that include quadrant C and D instruction based on Rigor and Relevance framework. Timeline (Interval): Aug 2016 - May 2017 (Monthly) This action is linked to the following Prioritized Need(s): B5; B7; 7 Ms. Anderson and or Ms Gruber will meet with teachers regularly in committee meetings, grade Anderson Gruber level team meetings and meetings with teachers one on one to gather feedback and respond to staff ideas and concerns. (Title I Component 5) PLC Meeting minutes and sign in sheets reflect that the administrative team met with grade levels at least monthly to listen to and address concerns. (F) Teacher input will be used to monitor and adjust school expectations. (S) Teacher survey data will indicate that they have the opportunity to provide input into school decisions. Timeline (Interval): Aug 2016 - Jun 2017 (Monthly) This action is linked to the following Prioritized Need(s): C4; 8 All teachers will meet Highly Qualified status by holding certifications for classes they are teaching; all instructional paraprofessionals will Human Resources meet the district's highly-qualified requirements. (Title I Component 3) Personnel Records (F) 100% of staff meet NCLB highly qualified standards. (S) 100% of staff meet NCLB highly qualified standards. Timeline (Interval): Aug 2016 - Jun 2017 (As needed) This action is linked to the following Prioritized Need(s): B11; Page 29

Goal 4: Create efficiencies at all levels of the organization Objective (SMART Goal): Increase student attendance to > 96.3% Maintain a yearly unassigned general fund balance between 17% (60 days) and 25% (90 days) of total operating expenditures # Strategies and Action Steps Person(s) Responsible Evidence of Implementation Evidence of Impact (Formative/Summative) 1 Teachers and administrators will host Meet the Teacher event at the beginning of the year in order to ease the transition to a new school/grade. (Title I Component 6) Instructional Support Teachers Pk-5 Parent Engagement Coordinator Timeline (Interval): Jun 2017 (Annually) This action is linked to the following Prioritized Need(s): C2; 2 Students and parents will sign an attendance contract Instructional Support Teachers Pk-5 Parent Engagement Coordinator Timeline (Interval): Aug 2016 (Annually) This action is linked to the following Prioritized Need(s): G4; 3 Individual and classroom attendance will be recognized throughout the school on bulletin boards and celebrations. Teachers Attendance clerk Sign in Sheets Meeting Minutes Meeting Agenda Signed attendance contracts School calendar and bulletin boards will show that there are celebrations of attendance. (F) Increased attendance by students on a daily basis, weekly and monthly basis. (S) Increase annual attendance rate by at least 1.5% as reflected in PEIMS data. (F) Increased attendance by students on a daily basis, weekly and monthly basis. (S) Increase annual attendance rate as reflected in PEIMS data. (F) Daily attendance will go up (S) Yearly attendance rate will increase. Timeline (Interval): Aug 2016 - May 2017 (Monthly) This action is linked to the following Prioritized Need(s): G4; Page 30

Goal 4: Create efficiencies at all levels of the organization # Strategies and Action Steps Person(s) Responsible Evidence of Implementation Evidence of Impact (Formative/Summative) 4 The administration/attendance committee will make home visits to chronically truant students Attendance Committee Home visit log (F) Increased attendance by students on a daily basis, weekly and monthly basis. (S) Increase in annual attendance rate as reflected in PEIMS data. Timeline (Interval): Aug 2016 - May 2017 (As needed) This action is linked to the following Prioritized Need(s): G4; 5 Each year, Lakeland staff, parents, and students in conjunction with the SDMC will participate in a comprehensive needs assessment. Completed Needs Assessment which contains the feedback of all stakeholder groups. (Title I Component 1) (F) Stakeholders will have input into the Campus improvement plan and will have the opportunity to voice their opinions. (S) Survey responses will increase as far as satisfaction about the school environment, Timeline (Interval): Apr 2017 (Annually) $0 This action is linked to the following Prioritized Need(s): G5; 6 Lakeland support staff will assist with PK registration to ensure students have bus transportation set-up before the first day of school. PK students will have all information in the system before the beginning of school and will be placed in the correct class according to their needs, (F) Students and parents will be comfortable with the beginning of the year and have fewer issues. (S) Parent survey will increase, Timeline (Interval): Aug 2016 - Sep 2016 (As needed) This action is linked to the following Prioritized Need(s): B9; Page 31

Goal 4: Create efficiencies at all levels of the organization # Strategies and Action Steps Person(s) Responsible Evidence of Implementation Evidence of Impact (Formative/Summative) 7 The registrar will e-mail the staff each day with the attendance. Attendance Clerk E-mails with daily attendance (F) Increased awareness of attendance by the faculty and staff. (S) The attendance rate will increase Timeline (Interval): Aug 2016 - Jun 2017 (Monthly) This action is linked to the following Prioritized Need(s): G4; 8 Office personnel will call and email students before 10 AM to come to school. Office personnel Phone logs will show that students have been contacted who are missing school. (F) Daily attendance rate will go up (S) Yearly attendance rate will go up. Timeline (Interval): Aug 2016 - Jun 2017 (Monthly) This action is linked to the following Prioritized Need(s): G4; 9 RtI teachers will participate in dyslexia training to, RtI address students needs in all subjects staff (Parker and Benton) RtI professional staff will be trained in strategies to address dyslexia with bilingual and regular teachers - as reflected by registration and budget; students will be scheduled for and will receive Barton dyslexia system. (F) Students will be able to access subject area curriculum in regular teachers' classes. (S) Scores on State, district and campus tests will increase for dyslexic students. Timeline (Interval): Jul 2016 - Dec 2016 (As needed) This action is linked to the following Prioritized Need(s): B9; Page 32

Goal 4: Create efficiencies at all levels of the organization # Strategies and Action Steps Person(s) Responsible Evidence of Implementation Evidence of Impact (Formative/Summative) 10 Lakeland Staff will work with staff at Ross Sterling Middle School to ensure a smooth transition for 5th grades students going to 6th grade., counselor, (Title I Component 7) E-mails will reflect that staff at LLE and Sterling are communicating in person or over the telephone regarding the needs of specific students and are involved in the course selection process. (F) Students will be aware of various programs at Sterling and will have a more seamless transition to middle school. (S) Discipline data and data in the counselor's office will reflect fewer incidences. Timeline (Interval): Mar 2017 (Annually) This action is linked to the following Prioritized Need(s): C7; 11 Lakeland staff will coordinate Title I, State Comp Ed funds, and general funds to maximize instruction and reduce duplication of effort among these programs. (Title I Component 10),, Academic Lead teachers All budgets will be spent by year end - there will be no duplication of services between the three budgets. (F) Teachers' feedback reflects that they have required supplies to effectively instruct the students in the class. (S) Student achievement will increase. Timeline (Interval): Aug 2016 - Jun 2017 (Daily) This action is linked to the following Prioritized Need(s): G5; 12 Ensure that pre-kindergarten and kindergarten teachers work together to align their curricula and goals. (Title I Component 7) Teachers ALTs Meeting Sign in sheets, Agendas, and minutes (F) Procedures and curriculum alignment documents produced during alignment meetings. (S) Academic Readiness for Kindergarten based on Frog Street Press end of year assessment Timeline (Interval): Aug 2016 - Jun 2017 (Ongoing) This action is linked to the following Prioritized Need(s): B9; C2; Page 33

STATE REQUIRED ACTIONS Goal 1: Prepare students to be college and career ready # Strategies and Action Steps Person(s) Responsible Evidence of Implementation Evidence of Impact (Formative/Summative) 1 Build teacher awareness of and build capacity for Course entry in Eduphoria (F) Increase in CIR rigor, relevance, performance indicators and technology PD sign-in sheets and evaluations for and learner engagement data in integration. focused 9 week sessions summary reports (S) Improved student performance and teacher understanding Timeline (Interval): Jul 2016 - May 2017 (9 weeks) 2 Provide targeted instruction and interventions to address Federal System Safeguards (by subject ALTs and subgroup). Timeline (Interval): Nov 2016 - May 2017 (Daily) Team planning (F) Improved performance on check-point assessments. DBAs, and Mock STAAR Benchmarks (S) Improved STAAR/EOC data Goal 1 (Special Populations): Provide meaningful support for students of special populations to ensure they meet and exceed the state student academic achievement standards. # Strategies and Action Steps Person(s) Responsible Evidence of Implementation Evidence of Impact (Formative/Summative) 1 Provide supplemental instruction/support and timely interventions for students who are at-risk of dropping out of school. # of FTEs assigned; - 3.0 interventionists - 2.0 PK Para (F) Improved at-risk performance on check-point assessments (S) Gap between at-risk and non-at-risk student performance and drop-outs reduced Timeline (Interval): Aug 2016 - May 2017 (Daily) ; SCE $223,407 Page 34