Lewisville Independent School District 2017-2018 Improvement Plan 1 of 23
Comprehensive Needs Assessment Demographics Demographics Summary Indian Creek is a small school surrounded by a wonderful community. The campus was built in 1984 and over the past several years, enrollment has declined. Enrollment has decreased from 624 students in 2015-2016 to 527 students in 2017-2018. Demographic percentages in 2015-2016 include the following:.3% American Indian, 17% Asian, 14% African American, 40% White, 22% Hispanic, 5% multi-racial, and 0% Native Hawaiian or Pacific Islander. Of the 624 students that attended Indian Creek 13% were LEP, 6% were served by special education, 7% were served by the Gifted and Talented program, and 32% were economically disadvantaged. The percentage of economically disadvantaged students increased from 28% in 2014-2015 to 32% in 2015-2016. We currently have 26 classroom teachers in grades pre-kindergarten through fifth grade. Average teacher to student ratio is about 20:1. We have four enrichment teachers including Physical Education, Music, Art, and STEM. In addition, we have four Special Education teachers, one Gifted and Talented teacher, one Language Science teacher, one librarian, and one Language Acquisition Specialist. We have six instructional assistants, two office clerks, one secretary, one nurse, one counselor, one assistant principal and one principal. Demographics Strengths Indian Creek has diverse population of students and families. We consistently have a high parent participation that helps teachers continue to find ways to support student success. Problem Statements Identifying Demographics Needs Problem Statement 1: Third through fifth grade students in special education did not meet the expected 60% passing on STAAR Reading and Math. Root Cause: will need to continue professional learning on meeting the diverse needs of our increasing special education student population. Problem Statement 2: Fourth grade students did not meet the expected 60% passing on STAAR Writing. Root Cause: Continue staff professional learning to increase knowledge of writing standards and writing strategies to improve student achievement in writing. 2 of 23
Student Academic Achievement Student Academic Achievement Summary At the end of 2016-2017, all students were promoted to the next grade level in kindergarten through fifth grade. Conferences were held throughout the year with parents and administrators regarding student progress and how to best meet their needs in order to improve student achievement. istation data was utilized in grades K-2 to monitor student progress in the ares of reading. Grades 3-5 utilized benchmark data, istation data, observations, along with sources of formative and summative assessments to continue to monitor student growth and drive instructional practices. STAAR Scores for 2017 Grade Reading Math Writing Science 3rd 72% 79% 4th 68% 76% 54% 5th 86% 87% 74% Student Academic Achievement Strengths In grades 3-5, Math performance is stronger on STAAR assessments. Over the past four years, Indian Creek has provided intervention lessons in small groups to target specific skills for students struggling, and each year we have seen growth in closing the performance gaps. Tutorials are also available to students in need of additional support to the classroom instructional strategies and interventions. Problem Statements Identifying Student Academic Achievement Needs Problem Statement 1: As a campus, we need to continue to provide students with research base instructional support in reading. Root Cause: All students need to grow at least one year's growth in their reading ability each year. 3 of 23
School Processes & Programs School Processes & Programs Summary continues to be a learning organization that is focused on student growth and achievement in all content areas. There are systems in place to continue to monitor student growth and ensure that the proper interventions are implemented. continues to conduct walkthroughs to monitor the alignment of the district curriculum to instructional practices and provide formal and informal feedback to teachers. District Instructional Facilitators meet monthly with grade level teachers to support teacher's understanding of standards, develop lessons, and model lessons to help the overall growth of teachers. PLC and Data meetings are held by each grade level periodically to analyze data and design learning for students based on their needs. Multiple professional learning opportunities were provided to all staff in order to meet our campus needs. To support a campus culture of positivity, teamwork, and student focused learning, Capturing Kids' Hearts was provided to all staff members prior to the beginning of the year. Parent engagement learning opportunities will be offered to share curriculum information, student progress, and participation in school programs. With continued professional learning, collaboration, parent engagement, and a positive school culture, our goal is to continue to maintain high-quality instruction through staff growth and reflection that leads to higher student achievement. School Processes & Programs Strengths Implementation of learning from Capturing Kids' Hearts to create a positive school culture. Effective PLC meetings that allow staff time to analyze data and design instruction based on student needs. Provide teachers feedback on alignment of curriculum, instruction, and assessment practices. Provide continuous professional learning for staff in the areas of reading, writing, math, and science. Provide parent engagement opportunities through curriculum nights, reading programs, cultural fair, and parent conferences to review student growth. Problem Statements Identifying School Processes & Programs Needs Problem Statement 1: Parent learning opportunities are needed to provide parent engagement for student learning and progress. Root Cause: Students did not meet expectations on STAAR Writing, and students in special education did not meet expectations on STAAR Reading and Math. 4 of 23
Perceptions Perceptions Summary At we share the same values and beliefs about educating students. Students, staff, and parents partner together to help students find success. Our parents are very supportive of our school and want to help create a family like atmosphere for all students. Student engage in morning meetings daily to build community and ownership of student learning. Social Contracts are built with students to set expectations of behavior. Student safety and development continues to be our priority when campus decisions are made. On a 2017 Parent Survey, 48 parents completed the survey and about 83% reported teachers are approachable and easy to communicate with when there is a need. 77% of parents who completed the survey reported they feel they receive informative communication about their students progress, curriculum topics and behavior. 96% felt their child feels safe at Indian Creek. Parents provided input on what type of learning they would like and included social/emotional student needs and how to be more engaged with their child's education. Perceptions Strengths With the implementation of learning from Capturing Kids' Hearts, Indian Creek's school culture is one of teamwork, kindness, student support, and community building. Morning meetings have had a huge impact on our kids. They frequently comment about how great it starts their day. Communication has been shared with parents about the new strategies and procedures we are using. Parents have shared feelings with staff members that the students feel good about the changes and feel that the school has a positive school culture. Problem Statements Identifying Perceptions Needs Problem Statement 1: In the 2016-2017 school year, discipline referral reports showed 63 disrespect towards teachers. Root Cause: to student relationships should be positive and supportive to lead to higher student achievement. 5 of 23
Comprehensive Needs Assessment Data Documentation The following data were used to verify the comprehensive needs assessment analysis: Improvement Planning Data District goals Campus goals Current and/or prior year(s) campus and/or district improvement plans Campus and/or district planning and decision making committee(s) meeting data Accountability Data Texas Academic Performance Report (TAPR) data Performance Index Framework Data: Index 1 - Student Achievement Performance Index Framework Data: Index 2 - Student Progress Performance Index Framework Data: Index 3 - Closing Performance Gaps System Safeguards and Texas Accountability Intervention System (TAIS) data Federal Report Card Data PBMAS data Community and student engagement rating data Student Data: Assessments State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versions STAAR ELL Progress Measure data SSI: Istation Indicators of Progress (ISIP) accelerated reading assessment data for Grades 3-5 (TEA approved statewide license) Local benchmark or common assessments data Istation Indicators of Progress (ISIP) reading assessment data for Grades PK-2 Student Data: Student Groups Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groups Number of students assigned to each special program, including analysis of academic achievement, race, ethnicity, gender, etc. Economically Disadvantaged / Non-economically disadvantaged performance and participation data Special education population, including performance, discipline, attendance, and mobility At-Risk population, including performance, discipline, attendance, and mobility ELL or LEP data, including academic achievement, support and accommodation needs, race, ethnicity, gender, etc. Student Data: Behavior and Other Indicators Discipline records 6 of 23
Employee Data Professional development needs assessment data 7 of 23
Goals Goal 1: Campus Student Achievement Goal Performance Objective 1: During the 2017-2018 school year, all 4th grade students will show improvement in their writing as based on summative assessments, STAAR, CBA, and student EOY samples. Evaluation Data Source(s) 1: 4th Grade BOY, MOY, and EOY Writing Sample 4th Grade Writing STAAR 4th Grade Writing CBAs Summative Evaluation 1: Strategy Description Monitor Strategy's Expected Result/Impact System Safeguard Strategy PBMAS 1) Teachers will track students' writing progress and performance throughout the year using the district-provided writing rubric on writing samples from BOY, MOY, and EOY (by April) System Safeguard Strategy PBMAS 2) Provide extra TEKS-aligned instruction/intervention in writing for students not meeting grade level expectations through tutoring and small group instruction in grades K-5. System Safeguard Strategy PBMAS 3) Provide professional learning for PK-5 teachers in the area of Writer's Workshop through collaboration with Language Arts Instructional Facilitators and Language Specialists during planning time, PLCs, and district-provided trainings All Language Specialists Language Specialists Data will show continued improvement Data will show continued improvement Increased instructional capacity of teachers will lead to student growth in writing Reviews Formative Summative Nov Jan Mar June 8 of 23
System Safeguard Strategy PBMAS 4) Teachers will use writing strategies in science and math by keeping science and IPS notebooks and implementing CER strategies in science. System Safeguard Strategy PBMAS 5) Utilize Writer's Workshop as a means to increase writing stamina through the writing process including Thinking Maps for pre-writing and ending with at least 1 published writing piece per nine weeks. System Safeguard Strategy PBMAS 6) Strengthen use of Academic Vocabulary through increased use of Academic Vocabulary Program. System Safeguard Strategy PBMAS 7) Vertical Teams will meet quarterly to analyze data and discuss grade level Language Arts TEKS. 8) Students will create at least 1 written reflection to be added in their eportfolio. staff administration Language Specialists staff administration staff administration Increased use of writing in science and math will improve student growth in language arts Assessment data will show continued improvement Increased use of academic vocabulary in student writing Increased awareness of grade level expectations will lead to student growth in Language Arts Use of writing skills in published work. = Accomplished = Continue/Modify = Considerable = Some Progress = No Progress = Discontinue 9 of 23
Goal 2: Campus Cornerstone Goal - Student Learning Performance Objective 1: During the 2017-2018 school year, using ISIP data, students on Tier 3 will be reduced by 5% from September 2017 to April 2018 and 90% of first through 5th graders show one year's growth. Evaluation Data Source(s) 1: ISIP reports Summative Evaluation 1: Strategy Description Monitor Strategy's Expected Result/Impact 1) Complete istation monthly assessment the first week of each month System Safeguard Strategy PBMAS 2) Analyze istation data monthly at team data meetings to plan for intervention, tutoring, and guided reading System Safeguard Strategy PBMAS 3) DRA will be given if student is on Tier 3 for 2 consecutive istation tests in order to provide the teacher with more indepth knowledge of student reading needs 4) Teacher will use istation assessments to drive guided reading groups. System Safeguard Strategy 5) Teachers will use LLI program for students on istation Tier 3 System Safeguard Strategy PBMAS 6) Teachers will be provided professional learning on Comprehension Toolkit, Guided Reading, and Fountas and Pinnell resources in order to use research based strategies for reading instruction and planning. staff administration staff administration staff administration staff administration LLI Teachers RtI Committee Instructional Facilitators Grade level teachers Utilize istation data to plan reading instruction Design lessons based on student needs and increase student learning. Intervention lessons during class or during tutorials will be designed to promote student progress and increase student reading level Increase student reading levels Move students from a Tier 3 to Tier 2 or higher by the end of the year Increased instructional capacity of teachers will lead to student growth in reading and language arts. Reviews Formative Summative Nov Jan Mar June 10 of 23
7) Teachers will monitor the progress and performance of target groups (ELL, Econ Disadv, Sped, Hisp, and AA) to increase vocabulary development, reading ability and provide intervention as needed. 8) Teachers will use TEKS-aligned strategies and instruction to provide tutoring and/or intervention for students that are failing or below level. Grade level teachers Special Education teachers Language Acquisition Specialist Literacy Dyslexia Interventionist Teachers Increased istation scores by the end of the school year. Data will show continued improvement. = Accomplished = Continue/Modify = Considerable = Some Progress = No Progress = Discontinue 11 of 23
Goal 3: Campus Cornerstone Goal - Student Experience Performance Objective 1: All students at Indian Creek will feel safe and develop social skills to support relationship building with teachers, staff, and other students in order to be successful in the 21st Century world as measured by student/parent surveys and discipline data that shows a reduction in disrespect referrals by 20% from the 2016-2017 school year. Evaluation Data Source(s) 1: Student/Parent Surveys Discipline Data Summative Evaluation 1: Strategy Description Monitor Strategy's Expected Result/Impact 1) Teachers will implement the strategies of Capturing Kids' All Hearts including the use of a social contract and greetings to foster a safe learning environment, decrease behavior problems and help students develop better communication skills with each other and teachers. 2) Teachers will implement the use of Morning Meeting to develop social skills and build positive student relationships with peers and teachers. 3) Teachers will promote students' passions and interests through Clubs and conversations in Morning Meetings. 4) Teachers will implement the use of Kagan Structures to facilitate student collaboration and positive relationship building among students. 5) Counselor will conduct social skills lessons with whole class and small groups to promote citizenship and relationship building. 6) GT students will be challenged through provided services that meet their needs. Grade level teachers Grade level teachers Counselor Decreased discipline referrals for disrespect, documentation of bullying and outcries. Increased student/teacher and student/student communication. Increased student relationship building between their peers and teachers. Social skills continue to grow. Decreased office referrals for disrespect. Students have an increased feeling of security and acceptance by peers and teachers. Relationships continue to grow and develop. Student relationships continue to grow. Students feel safe to collaborate with all students in their class. Discipline data will decrease. Increased use of appropriate social skills and decreased office referrals for inappropriate behavior and disrespect. Reviews Formative Summative Nov Jan Mar June = Accomplished = Continue/Modify = Considerable = Some Progress = No Progress = Discontinue 12 of 23
Goal 4: Campus Cornerstone Goal - Resource Stewardship Performance Objective 1: During the 2017-2018 school year, Indian Creek will provide staff training for Capturing Kids Hearts in order to support building relationships with students that lead to higher student engagement as evidenced by trend data, student Gallop Poll data, and student survey data. Evaluation Data Source(s) 1: Trend Data, Student Gallop Poll, Student Survey Summative Evaluation 1: Strategy Description Monitor Strategy's Expected Result/Impact 1) Teachers will implement the strategies of Capturing Kids' Hearts, includes building relationships that celebrate community, student, and the staff of Indian Creek. 2) Teachers will implement morning meetings which include greeting, menage, sharing, and activity. 3) Celebrating campus success that honor students, classes, and teachers with regular cadence. 4) will provide opportunities to build community by organizing grade-level play-dates or socials. Positive relationships will create a safe and welcoming environment which will promote student engagement and success. Practice building positive relationship throughout campus. Decreases in campus discipline referrals. Foster positive relationships within Indian Creek community between staff and parents. Reviews Formative Summative Nov Jan Mar June = Accomplished = Continue/Modify = Considerable = Some Progress = No Progress = Discontinue 13 of 23
Goal 5: Campus Cornerstone Goal - Community Engagement Performance Objective 1: During the 2017-2018 school year, at least 80% of parents will attend at least one meaningful parent engagement opportunity. Evaluation Data Source(s) 1: Parent Surveys Summative Evaluation 1: Strategy Description Monitor Strategy's Expected Result/Impact 1) Indian Creek will host curriculum nights for Reading/Writing and Math/Science to engage parents in learning opportunities. 2) Indian Creek will host community events; such as Read Across Indian Creek, career day, and have a Cultural Fair to engage parents as participants in student learning. System Safeguard Strategy PBMAS 3) Teachers will offer conferences at least twice a year to share with parents their child's growth and needs. 4) and teachers will create and send out weekly newsletters to inform parents about school events and classroom objectives and activities. 5) will provide opportunities to build community by organizing grade-level play-dates or socials. 6) Provide grade level orientations on the first week of school to inform parents about procedures for the classes and school. Inform parents about district curriculum, instruction, and assessment. Parents will support student learning by sharing about their career, culture, or reading to students. Improve relationships, while building trust with parents and provide information about their child's academic growth. Build trusting relationships with parents through consistent weekly communication regarding classroom activities and curriculum, as well as school events. The parents will feel more connected to the school, and it will give them a chance to build relationships within the community and with the child's teacher. The parents will have the opportunity to ask questions and give input about learning activities, curriculum, and student resources. Reviews Formative Summative Nov Jan Mar June = Accomplished = Continue/Modify = Considerable = Some Progress = No Progress = Discontinue 14 of 23
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 Monitor Strategy's Expected Result/Impact Reviews Formative Summative Nov Jan Mar June 15 of 23
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. 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. = Accomplished = Continue/Modify = Considerable = Some Progress = No Progress = Discontinue 16 of 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 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 17 of 23
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 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 18 of 23
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 Monitor Strategy's Expected Result/Impact Reviews Formative Summative Nov Jan Mar June 19 of 23
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 non-academic 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. 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 20 of 23
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 Monitor Strategy's Expected Result/Impact Reviews Formative Summative Nov Jan Mar June 21 of 23
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 22 of 23
Goal Objective Strategy 1 1 1 1 1 2 1 1 3 1 1 4 1 1 5 System Safeguard Strategies Description Teachers will track students' writing progress and performance throughout the year using the district-provided writing rubric on writing samples from BOY, MOY, and EOY (by April) Provide extra TEKS-aligned instruction/intervention in writing for students not meeting grade level expectations through tutoring and small group instruction in grades K-5. Provide professional learning for PK-5 teachers in the area of Writer's Workshop through collaboration with Language Arts Instructional Facilitators and Language Specialists during planning time, PLCs, and district-provided trainings Teachers will use writing strategies in science and math by keeping science and IPS notebooks and implementing CER strategies in science. Utilize Writer's Workshop as a means to increase writing stamina through the writing process including Thinking Maps for prewriting and ending with at least 1 published writing piece per nine weeks. 1 1 6 Strengthen use of Academic Vocabulary through increased use of Academic Vocabulary Program. 1 1 7 Vertical Teams will meet quarterly to analyze data and discuss grade level Language Arts TEKS. 2 1 2 Analyze istation data monthly at team data meetings to plan for intervention, tutoring, and guided reading 2 1 3 DRA will be given if student is on Tier 3 for 2 consecutive istation tests in order to provide the teacher with more in-depth knowledge of student reading needs 2 1 5 Teachers will use LLI program for students on istation Tier 3 2 1 6 Teachers will be provided professional learning on Comprehension Toolkit, Guided Reading, and Fountas and Pinnell resources in order to use research based strategies for reading instruction and planning. 5 1 3 Teachers will offer conferences at least twice a year to share with parents their child's growth and needs. 23 of 23