Clear Creek Independent School District

Clear Creek Independent School District Bayside Intermediate

Campus Instructional Improvement Plan

2015-2016

Clear Creek I.S.D. Mission Statement

The mission of the Clear Creek Independent School District, the leader in visionary education, is to ensure that each student discovers and develops his or her unique talents and interests while realizing personal success and positively impacting their world through a new system distinguished by integrity, meaningful relationships, personalized learning, achievement, and a continuing commitment to Courage, Collaboration, Innovation, and Self-Direction.

Statement of Beliefs

We believe that:

People flourish only in a culture based on integrity Today’s experiences are as valuable as tomorrow’s opportunities One’s heartfelt passion creates limitless possibilities Trust is built on what we do, not just what we say Shared responsibility is essential to community success Each person bears the responsibility to create his or her future Each person possesses unique talents and creative ability Everyone deserves to be physically and emotionally safe Relationships are critical to meaningful teaching and learning Respect for diversity strengthens community The measure of any community is the success of its children Each person deserves compassion and respect

Parameters

We will make all decisions based on the best interest of the student. We will honor the dignity of each person. We will operate in a culture of collaboration. We will make optimal use of transformative technology. We will protect and defend our local autonomy. We will accept nothing less than excellence. We will not compromise integrity in the pursuit of excellence.

Objectives

Each student sustains a fulfilled life actualizing his or her personal talents and interests. Each student optimizes his or her potential by continuously setting and achieving individual learning Objectives. Each student actively enriches and advances his or her community and greater society.

Strategies I. We will inspire learning through an array of personalized opportunities and experiences.

II. We will provide support to meet the needs and aspirations of each student. III. We will ensure safe and nurturing learning environments. IV. We will ensure each student understands and assumes his or her role as a productive citizen. V. We will broaden and strengthen connections within our communities.

VI. We will ensure mutual understanding and support through effective communication. VII. We will build capacity for organizational change.

The mission of Bayside Intermediate School, the center of educational collaboration, is to ensure that each student

creates his or her own future as a lifelong learner and responsible citizen by recognizing-worth and discovering his or her unique talents and abilities through a visionary school distinguished by a culture of innovative learning, risk taking, social responsibility, meaningful relationships and a bold commitment to Courage, Integrity, Respect, Citizenship, Loyalty, and Excellence. Each student recognizes his or her self-worth and realizes his or her responsibility to the community and greater society. Each student uses his or her talents and abilities to develop the capacity for lifelong learning. Each student explores unique opportunities for growth through personal and academic goals. Tactic 1: We will provide a safe and nurturing learning environment. Tactic 2: We will strengthen interdependency within the Bayside Community. Tactic 3: We will ensure personalized learning for each student.

Bayside IMPROVEMENT PLAN STRATEGIES, TACTICS, SPECIFIC RESULT STATEMENTS/PERFORMANCE OBJECTIVES

Strategy I: We will inspire learning through an array of personalized opportunities and experiences. Tactic I.1: We will ensure personalized learning for each student. Specific Result Statement/Performance Objective: Professional learning to promote personalized learning. Strategy II: Support to meet the needs and aspirations of each student. Tactic II.1: We will ensure personalized learning for each student. Specific Result Statement/Performance Objective: Students become self-directed learners. Strategy III: We will ensure safe and nurturing learning environments. Tactic III.1We will provide a safe and nurturing learning environment. Specific Result Statement/Performance Objective: Each student feels safe, supported, and connected to the Bayside Community. Strategy IV: We will ensure each student understands and assumes his or her role as a productive citizen. Tactic IV.1: We will provide a safe and nurturing learning environment. Specific Result Statement/Performance Objective: Bayside will offer campus-based leadership opportunities for each student. Strategy V: We will broaden and strengthen connections within our communities. Tactic V.1: We will strengthen interdependency within the Bayside Community. Specific Result Statement/Performance Objective: Vertical Alignment between campuses. Strategy VI: We will ensure mutual understanding and support through effective communication. Tactic VI.1: Specific Result Statement/Performance Objective: Strategy VII: We will build capacity for organizational change. Tactic VII.1: We will strengthen interdependency within the Bayside Community. Specific Result Statement/Performance Objective: Collaboration to enhance instructional support for each student.

Clear Creek Independent School District 2015-2016 Campus Instructional Improvement Plan

Review Dates: ____________ Approval CIIC ______ Page 5 of 35 ____________________

DISTRICT STRATEGY I: We will inspire learning through an array of personalized opportunities and experiences.

TACTIC I.1: We will ensure personalized learning for each student. SPECIFIC RESULT STATEMENT/PERFORMANCE OBJECTIVE: Professional learning to promote personalized learning. Students become self-directed learners.

ACTION STEPS NEEDS ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END

RESOURCES NEEDED: HUMAN

MATERIAL, FISCAL

EVIDENCE OF MONITORING/ EVALUATION

Define personalized learning, understand and identify learning styles, and understand how to differentiate instruction on student readiness by content.

Campus and District

Professional Learning.

Principal and Department of C

and I. Local Aug 2015-June

2018

Professional Learning Time, Books for Book

Study, Etc

Review Professional Learning

Feedback/Staff Eduphoria

Collaborate with content area peers to create lessons based on specific learning styles and student readiness.

Campus and District

Professional Learning

Principal, Instructional Coaches and

Department of C and I

Local Aug 2015-June 2018

Professional Learning, CPL Days

Student Assessment Data



DISTRICT STRATEGY II: We will provide support to meet the needs and aspirations of each student.

TACTIC II.1: We will ensure personalized learning for each student. SPECIFIC RESULT STATEMENT/PERFORMANCE OBJECTIVE: Students become self-directed learners.


STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


Professional learning to address different learning styles and how students learn.

Professional Learning Survey

Department of C and I Local August 2016-

August 2017

Human, Materials, High Quality


Student assessment data

Research, plan, and implement an intermediate appropriate advisory program (standards based) that includes specific learning style lessons, strategies for applying learning styles, personality inventories, coaching on practicing successful learning habits, et.


Instructional Leadership Team Local August 2016-

August 2017

Human, Materials, High Quality





DISTRICT STRATEGY III: We will ensure safe and nurturing learning environments.

TACTIC III.1: We will provide a safe and nurturing learning environment. SPECIFIC RESULT STATEMENT/PERFORMANCE OBJECTIVE: Each student feels safe, supported, and connected to the Bayside Community.


STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


Strengthen existing programs and develop new ones that promote anti-bullying and reward good citizenship such as the SSA and Caught Red Handed Program.

Review of Current Program Counselors Local August 2015-

August 2017 Funding for program Parent climate survey

Bring in community members to serve as mentors and role models.

Review of Current Program

Counselors, At-Risk Office Local August 2015-

August 2017 Human, Collaboration

Time


and Parent Climate Survey



DISTRICT STRATEGY IV: We will ensure each student understands and assumes his or her role as a productive citizen.

TACTIC IV.1: We will provide a safe and nurturing learning environment. SPECIFIC RESULT STATEMENT/PERFORMANCE OBJECTIVE: Bayside will offer campus-based leadership opportunities for each student.


STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


Develop opportunities for peer-to-peer tutoring within the Bayside Community. Offer additional electives to develop leadership and self-esteem.

Survey of existing programs.

Principal and teacher leader. Local August 2015-

August 2017

Teacher Leader, Meeting Time, ID Badges for Tutors

Parent climate survey.

Form service-learning committee to research service learning project opportunities. Implement grade-level service learning projects.

Survey existing committees and

projects.

Instructional Leadership Team Local August 2017-

August 2018

Meeting Time, Possible Materials, Human Leadership

Parent climate survey



DISTRICT STRATEGY V: We will broaden and strengthen connections within our communities.

TACTIC V.1: We will strengthen interdependency within the Bayside Community. SPECIFIC RESULT STATEMENT/PERFORMANCE OBJECTIVE: Vertical alignment between campuses.


STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


Create a systematic approach to vertical alignment within the Village.


High School Dean of Instruction Local August 2015-

August 2017 Research based

professional learning.

Student assessment data and

professional learning feedback.

Utilize resources to enhance collaboration and professional learning within departments.

Survey and Department

Agenda

Campus Instructional

Leadership Team Local August 2015-

2017 Research based

collaboration training.

Student assessment data and

professional learning feedback



DISTRICT STRATEGY VI: We will ensure mutual understanding and support through effective communication.

TACTIC VI.1: SPECIFIC RESULT STATEMENT/PERFORMANCE OBJECTIVE:


STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL




DISTRICT STRATEGY VII: We will build capacity for organizational change.

TACTIC VII.1: We will strengthen interdependency within the Bayside Community. SPECIFIC RESULT STATEMENT/PERFORMANCE OBJECTIVE: Collaboration to enhance instructional support for each student.


STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


Implement a systematic approach to content level planning that incorporates the Backwards Design process and ensures high levels of learning for all students. Build a cycle of continuous improvement.


Instructional Coaches and


Local August 2015-August 2017

Funding for high quality professional

learning to build teacher leadership

capacity

Student performance data

Implement grade level collaboration through designated times during professional development days to allow all teachers that work with a grade level to share about current/future curriculum.


Instructional Coaches and


Local August 2015-August 2017

District Calendar and Professional Learning

Days as needed

Student Performance Data



Bayside Intermediate IMPROVEMENT STRATEGIES AND PERFORMANCE OBJECTIVES

Strategy I: We will inspire learning through an array of personalized opportunities and experiences. Performance Objective I.1: Curriculum and flexible scheduling that supports student choice and personalized learning.

Strategy II: Support to meet the needs and aspirations of each student. Performance Objective II.1: A systematic approach for instructional and behavioral supports for each student. Performance Objective II.2: Each student will meet or exceed performance expectations on all STAAR tested areas. Performance Objective II.3: Support so that each student receiving services through Limited English Proficient (LEP), At-Risk, Dyslexia, Special Education or Gifted and Talented Programs will be provided research-based instructional strategies to improve academic achievement.

Strategy III: We will ensure safe and nurturing learning environments. Performance Objective III.1: An intentional culture of school safety supported by the CCISD Behavior Framework. Performance Objective III.2: The CCISD behavior framework to support the social and emotional well-being of all students and employees. Strategy IV: We will ensure each student understands and assumes his or her role as a productive citizen. Performance Objective IV.1: Responsible and effective use of technology while learning at school, home, and in the community. Performance Objective IV.2: A future-ready culture that fosters college and career exploration and readiness. Strategy V: We will broaden and strengthen connections within our communities. Performance Objective V.1: Meaningful relationships within PK-12 communities. Strategy VI: We will ensure mutual understanding and support through effective communication. Performance Objective VI.1: Mutual understanding and support through effective communication. Strategy VII: We will build capacity for organizational change. Performance Objective VII.1: An instructional coaching model to facilitate the building of teacher capacity. Performance Objective VII.2: All teaching and paraprofessional staff members meet “Highly Qualified” requirements.



Texas Public Education Mission Statement

The mission of the public education system of this state is to ensure that all Texas children have access to a quality education that enables them to achieve their potential and fully participate now and the future in the social, economic, and education opportunities of our state and nation. That mission is grounded on the conviction that a general diffusion of knowledge is essential for the welfare of this state and for the preservation of the liberties and rights of citizens. It is further grounded on the conviction that a successful public education system is directly related to a strong, dedicated, and supportive family; and that parental involvement in the school is essential for the maximum educational achievement of a child.

Texas Public Education Objectives

1. The student in the public education system will demonstrate exemplary performance in the reading and writing of the English language.

2. The students in the public education system will demonstrate exemplary performance in the understanding of mathematics. 3. The students in the public education system will demonstrate exemplary performance in the understanding of science. 4. The students in the public education system will demonstrate exemplary performance in the understanding of social studies.


1. Parents will be full partners with educators in the education of their children. 2. Students will be encouraged and challenged to meet their full educational potential. 3. Through enhanced dropout prevention efforts, all students will remain in school until they obtain a high school diploma. 4. A well-balanced and appropriate curriculum will be provided to all students. 5. Qualified and highly effective personnel will be recruited, developed, and retained. 6. The state’s students will demonstrate exemplary performance in the comparison to national and international standards. 7. School campuses will maintain a safe and disciplined environment conducive to student learning. 8. Educators will keep abreast of the Learning of creative and innovative techniques as appropriate to improve student learning. 9. Technology will be implemented and used to increase the effectiveness of student learning, instructional management, staff

development, and administration.




PERFORMANCE OBJECTIVE I.1: Curriculum and flexible scheduling that support student choice and personalized learning.

PRINCIPAL: Joey Thomas

GOALS NEEDS ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE FUNDING/ SOURCE

TIMELINE START/END

RESOURCES NEEDED: HUMAN MATERIAL,

FISCAL


Implement the use of technology to support learning so that it is an integral part of all classroom activities.

Walk-through observation data Principal Local,

August 24, 2014-June 2,

2016

Technology devices; ongoing PL support

Walk-through observation data

Support teachers in the use of LinkEd to deepen learning for each student.

Survey data related to

technology

Principal, Director of Learning

Technology, LTC Local


2015 PL support Review of posted

information

By April 29, 2016 all instructional staff will complete professional learning, in a variety of formats, on personalized learning for students focusing on standards-based learning, planning for personalizing, and blended learning.

Number of available options Principal Local

August 24, 2015-April 29,

2016 Technology to track

PL Sign-in logs, observations of

use

By December 18, 2015 enhance general education supports for students receiving special education, as individually appropriate.

2014-2015 student

placements Principal, Teachers Local, IDEA

August 24-December 18,

2015

Teachers to support inclusion RTI, SST records




PERFORMANCE OBJECTIVE II.1: A systematic approach for instructional and behavioral supports for each student.



STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL


By December 18, 2015 provide academic and behavior support options appropriate for each student based on review of individual student performance data.

Laser Focus; student

performance data

Principal, Director of Assessment &

Evaluation, At-Risk Coordinator,

Executive Director of C&I

Local, State Comp,

Title I

August 24, 2015 – December 18,

2015

Template provided by the Department of Assessment and

Evaluation

SST Monitoring by Principal

and Assistant Superintendent

Provide transition opportunities for students to different grade levels (including Pre-K), different schools (including 5th to 6th grade and 8th to 9th grade) and special programs to general education classes.

Student Assessment Data, Parent

Involvement Data

Title I Principal, Teachers Title I April 2016 –

September 2016 Transition

information

NCLB Compliance

Documentation

Coordinate and integrate federal, state and local services and programs to meet individual needs and student achievement goals.

Student Assessment

Data

Title I Principal, Teachers

Local Title I, State Comp

August 1, 2015 – June 2, 2016

Intervention resources

Student performance

data, SST Provide consistent and aligned data review, targeted intervention and monitoring for students not making academic progress.

Student Assessment

Data

Principal, Assistant Principal, Teacher Local August 1, 2015 –

July 31, 2015 Intervention resources

Student performance

data, SST




PERFORMANCE OBJECTIVE II.2: Each student will meet or exceed performance expectations on STAAR Reading, English/Language Arts, Writing, Mathematics, Science and Social Studies in tested grades.


NCLB GOAL 1: By 2014-2015, all students will reach high standards, at a minimum, attaining proficiency or better in reading/language arts and mathematics.NCLB GOAL 5: All students will graduate from high school.


STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL


UPDATE BASED ON CAMPUS 2015 STAAR RESULTS, USING ALL STUDENTS, INCLUDE GRADE LEVELS APPROPRIATE FOR YOUR CAMPUS: Improve student passing on STAAR as follows:

6th grade reading from 86.7% to 95% 6th grade math from 81.57% to 95%* 7th grade reading from 90.79% to 95% 7th grade math from 90% to 95%* 7th grade writing from 88.74% to 95% 8th grade reading from 88% to 95% 8th grade math from 92% to 95%* 8th grade science 81% to 90% Algebra I EOC from 100% to 100%* Biology EOC from 100% to 100%

*Math % passing is from 2014; state has not established 2015 passing standards

Individual student data reports identifying

strengths and weaknesses

Assistant Superintendents,

Director of Assessment &

Evaluation, Principal, Teachers

Local, State compensatory,

Title I

August 24, 2015 – May 6, 2016

AWARE data, designated, planned time for data review,

time for intervention,

communication methods for students and

parents

Ongoing progress reports for each

student




PERFORMANCE OBJECTIVE II.3: Support so that each student receiving services through Limited English Proficient (LEP), At-Risk, Dyslexia, Special Education or Gifted and Talented Programs will be provided research-based instructional strategies to improve academic achievement.


NCLB GOAL 4: All limited English proficient students will become proficient in English and reach high academic standards, at a minimum, attaining proficiency or better in reading and mathematics. NCLB GOAL 5: All students will graduate from high school.


STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL


Implement identified instructional approaches, including providing ample opportunities for hands on and peer interactive or SIOP learning, encourage students to contribute to lessons and discussions from their cultural perspective that will be used to address the needs of students identified as ELL.


Director for ELL; Bilingual Coordinator Local, Title III August 24, 2015

– June 2, 2016

Research-based Professional

Learning

Student assessment results

Implement identified -students are placed in programs and classes in an equitable manner with equal access to the curriculum based on the need, differences, access, etc. , that will be used to address the needs of students identified as At-Risk.

Student assessment data At-Risk Coordinator Local, State

Compensatory August 24, 2015 – June 2, 2016


Learning


Implement identified instructional approaches, including teachers are trained in tier 1 strategies that focus on improving the level of learning for special education students (training by At-Risk Office), that will be used to address the needs of students receiving special education services.


Director of Special Education; Principal

Local, IDEA Funds

August 24, 2015 – June 2, 2016


Learning


Implement identified instructional approaches that will be used to address the needs of students receiving Section 504 services, including those students supported through Dyslexia services.


Section 504 Coordinator Local August 24, 2015

– June 2, 2016


Learning


Implement identified instructional approaches that will be used to address the needs of students identified as Gifted and Talented.


Director of G/T and Advanced Academics Local August 24, 2015

– June 2, 2016


Learning


All schools will implement endorsed strategies, including (1) Place students of high risk of dropping out in Communities in Schools Program (2) Establish individual goal setting/learning plans for low achieving students, to address drop-out prevention.

Student assessment

results Principal, Counselor

State compensatory

funds

August 24, 2015 – June 2, 2016


Student completion rates



All schools will utilize District endorsed strategies for comprehensive, intense, accelerated instruction. (State Compensatory funding).

Student grade reports Principal

State compensatory

funds

August 24, 2015 – June 2, 2016

Supporting curriculum documents





PERFORMANCE OBJECTIVE III.1 An intentional culture of school safety. PRINCIPAL: Joey Thomas


STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL


Train 100% of staff on visitor procedures Current written procedures

Coordinator of Safe Schools, Principal Local August 24, 2015-

June 2, 2016 Written procedures Audit of each campus

Train 100% of staff on student arrival and dismissal procedures

Campus-based procedures review;

development of district procedures


June 2, 2016

Written procedures; Professional Learning

materials

Audit of each campus

Complete a minimum of 9 fire drills and 2 lock-down drills Previous year record of drills


June 2, 2016 Tracking system Drill records

Provide orientation for all staff and students for protect mode and bad weather response.

Debrief of responses


June 2, 2016 Professional Learning

materials Orientation

records

Ensure all staff meetings begin with a focus on student safety

Faculty meeting agendas

Assistant Superintendent,

Principal Local August 24, 2015-

June 2, 2016 N/A Faculty meeting agendas

Implement campus-based developmentally appropriate safety activities throughout the year Previous year

safety lessons


Counselor, Principal Local August 24, 2015-

June 2, 2016 Teaching resources Lessons taught




PERFORMANCE OBJECTIVE III.2: The CCISD behavior framework to support the social and emotional well-being of all students and employees.


NCLB GOAL 3: All students will be educated in learning environments that are safe, drug-free, and conducive to learning.


STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL


All campuses will implement District endorsed strategies to address suicide prevention. Counselor referral Counselor Local August 24, 2015 –

June 2, 2016Professional Learning;

counseling plan Counseling logs;

All campuses will implement District endorsed strategies to address conflict resolution. Discipline data Counselor Local August 24, 2015 –

June 2, 2016 Sheriff Liaison Officers Lessons taught/campus;;

All campuses will implement District endorsed strategies to address violence prevention. Discipline data Counselor Local August 24, 2015 –

June 2, 2016 Sheriff Liaison Officers Lessons taught/campus;

The district will coordinate training for tracking and addressing student bullying behavior. Data will be reviewed each nine weeks and appropriate actions will be taken to reduce incidents of student bullying behavior.

2014-2015 Campus Bully

Tracking Report Principal, Teachers Local

August 24, 2015-June 2, 2016; Data reviewed every nine

weeks

Bully Tracking System

Monthly review of discipline referrals

Participate in the development of the CCISD Behavior Framework

Review of existing behavior practices;

student records

Executive Director of Curriculum and

Instruction, Director of Student Personnel Services, Assistant

Superintendents

Local, Title I August 24, 2015-December 18, 2016

Funding for consultant support

Completed framework

Determine core set of safety elements to be addressed by each campus


student records


Instruction, Director of Student Personnel

Service

Local August 24, 2015-December 18, 2016 Climate survey data

Completed listing of expectations

Implement campus-based character education programs measuring the outcome and monitoring levels of student participation focusing on the district character traits each month.

Discipline referral rates

disaggregated by ethnicity and

gender


Principals Local August 24, 2015-


materials

Needs assessment

results, listing of activities




PERFORMANCE OBJECTIVE IV.1: Responsible and effective use of technology while learning at school, home, and in the community



STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL


Each student will be thoroughly educated in Digital Citizenship and engage in appropriate use of technology to support learning.

Digital Citizenship Code Principal Local August 24, 2015-

October 23, 2016

Teaching resources; campus digital citizenship

codes

Lesson taught; student

disciplinary records

Ensure students demonstrate good Digital Citizenship.

Previous year violations of RUG Principal Local August 25, 2014-

June 4, 2015 Student disciplinary

system

Semester reports of violations




PERFORMANCE OBJECTIVE IV.2: A future-ready culture that fosters college and career exploration and readiness.

SUPERINTENDENT: Dr. Greg Smith


STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL


Each 6th grade student will complete the Learning Styles Inventory in Naviance, improving usage from 77% to 100%.

Prior year usage data

Assistant Superintendent; Director

of Student Personnel Services; Principal

Local August 24, 2015-June 2, 2016

Naviance; scheduled teaching time

Campus usage results; goals for

future improvement

Each 7th grade student will complete the Career Key Assessment in Naviance, improving usage from 98% to 100%.



of Student Personnel Services; Principal,

Counselors

Local August 24, 2015-June 2, 2016 Naviance Campus usage

results

Each 8th grade student will complete the Career Cluster Finder in Naviance, improving usage from 97% to 100%. Intermediates Only]







future improvement

Each student in grades 8th – 11th will create Course Plans in Naviance, improving usage from 78% to 100%.







future improvement

All instructional staff will post information on the college from which they graduated either inside or outside their classroom.

College information Principal Local August 24, 2015 –

September 15, 2015

Printing materials Walk-through

The district and campus will provide information regarding graduation requirements. Parent survey data

Director of Student Personnel Services;

Principal, Counselors Local August 24, 2015-

June 2, 2016 High school planning

resources Web-site

District curriculum will be revised to allow for student experiential learning to address effective communication and interpersonal skills.

Review of curriculum


Instruction Local August 24, 2015-

June 2, 2016 Curriculum documents

Ongoing status reports; final

report




PERFORMANCE OBJECTIVE V.1: Meaningful relationships within PK-12 communities. PRINCIPAL: Joey Thomas


STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL


By August 7, 2015 each campus will identify the PK-12 community of which they are a part and coordinate major campus-based activities.

Current PK-12 Communications

Director of Communications,

Principal Local

August 7, 2015 – September 30,

2014

Attendance zone and community

information

All PK-12 communities

identified

By December 18, 2015 each principal will tour at least 2 schools within his/her PK-12 community. NA



Principal

Local August 24, 2015 – December 18,

2015

Scheduled campus visits

Record of campus visited

Facilitate PK-12 communities; such as coordinating and collaborating activity calendars, shared communication and options for shared events


Executive Director of Communications,


June 2, 2016


information


identified

Establish an online presence for each PK-12 community

Prior year online presence



Principals

Local August 24, 2015-June 2, 2016 Sharpschool Web page

updates

Ensure consistent PK-12 community communication and information exchange

PK-12 Community

Listing



Principals


Communication modes

Web page updates

Contribute to a community forum for all PK-12 communities through a variety of communication methods

Event calendar Executive Director of

Communications, Principal

Local August 24, 2015-June 2, 2016 Sharpschool Calendar of

events



THIS PAGE IS FOR TITLE I CAMPUSES ONLY, ALL OTHER CAMPUSES MAY DELETE

DISTRICT STRATEGY VI: We will ensure mutual understanding and support through effective communication

PERFORMANCE OBJECTIVE VI.1: Provide opportunities for all parents to participate in activities as a partner in their child’s educational process.


NCLB GOAL 1: By 2014 all students will reach high standards, at a minimum, attaining proficiency or better in reading/language arts and mathematics. NCLB GOAL 4: All limited English proficient students will become proficient in English and reach high academic standards, at a minimum, attaining proficiency or better in reading and mathematics. NCLB GOAL 5: All students will graduate from high school.


STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL


Implement (list one strategy) to improve communication between teachers, students and parents regarding students’ academic progress.

Prior Parent Involvement

Survey

Principal, Director of Communications Local August 24, 2015-

June 2, 2016

District survey; meeting time; plan

to improve

Outreach documentation

Teachers will conference with parents at least once each year to provide a variety of information, including:

what the school will do to help students meet performance standards;

what the parent can do to help the student’s performance;

additional effective and timely assistance available at the school. (Title I) (Title 1 Only Delete if does not apply)

Parent/Teacher Conference

Records

Assistant Superintendents;


June 2, 2016 Meeting time; meeting space

Conference Logs

All campuses receiving Title I effective and timely assistance will implement strategies to increase parental involvement including family literacy and provide parents’ home/school communication and individual student assessment results in a language the parent can understand. (Title I) (Title 1 Only Delete if does not apply)

School correspondence Principal Title I August 24, 2015-

June 2, 2016


to improve

2014 Parent Involvement

Survey




PERFORMANCE OBJECTIVE VII.1 Professional learning to support each teacher. PRINCIPAL: Joey Thomas

NCLB GOAL 2: All students will be taught by highly qualified teachers.


STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL


Administer the Standards Assessment Inventory (SAI2) to determine alignment of campus professional learning practices with Learning Forward Standards for Professional Learning.

SAI2 Principal, Executive

Director of Professional Learning

Galveston County Learning Leaders Grant

September 7, 2015-October 30, 2015 Online access

Assessment results to

principal/district

All schools will engage in targeted, specific activities to enhance a positive school climate for all campus employees.

Climate Survey Principal Local August 24, 2015 – June 2, 2016

Meeting time, improvement plan

Survey results, approved plan

Professional learning plans to support the successful use of technology-based platforms, LinkED. PL records

Principal, Executive Director of Professional

Learning Local, Title II August 24, 2015-

June 2, 2016 Professional learning

materials Agendas, work

products

Teachers will engage in coaching activities, including modeling, observation, and collegial conversations/reflection.

Teacher reflection Teachers, instructional coaches, principal

Local, Title II, Title I

August 24, 2015-June 2, 2016 PL Plan; Teacher goal

sheets

Teachers will be provided job embedded professional learning to enhance first time instruction.

Individual teacher goals

Campus data Campus needs

Teachers, instructional coaches, principal


August 24, 2015-June 2, 2016

PL Plan; Campus Support

meetings

Coaches’ calendars

Teacher goal sheets

Instructional coaches will work directly with teachers and teacher teams to maximize teachers’ abilities to create personalized learning opportunities, varied and aligned assessments and data driven instruction.


Team meeting notes




August 24, 2015-June 2, 2016


meetings

Student data Number of students requiring

intervention Discipline data

Instructional coaches will engage in focused professional learning that supports alignment of district goals and campus needs.

Individual coach goals


Instructional coaches, Instructional Coaching

Coordinator; Principal


August 24, 2015-June 2, 2016

PL Plan External Coaching

resources (e.g. Learning Forward)

PL day agendas; coaches’ goal

sheets



THIS PAGE IS FOR TITLE I CAMPUSES ONLY, ALL OTHER CAMPUSES MAY DELETE DISTRICT STRATEGY VII: We will build capacity for organizational change.

PERFORMANCE OBJECTIVE VII.2 All teaching and paraprofessional staff members meet the “Highly Qualified” requirements as set forth in No Child Left Behind.




STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL


Analyze highly qualified teacher data between high and low poverty campuses.

Highly Qualified Report

Executive Director of Human Resources

Local, Title I, Title II May 2015 Data reports Data analysis

documents All schools will engage in targeted, specific activities, [list 1 approach to be used by the campus here], to enhance a positive school climate for all campus employees.

Previous Climate Survey Principal Local August 24, 2015-

June 2, 2016 Meeting time,

improvement plan Survey results, approved plan

Campus and District personnel will utilize strategies to attract and retain Highly Qualified teachers and paraprofessionals that includes providing mentoring, coaching, professional learning opportunities and individual support.

Highly Qualified Report, Manning Report, Highly Qualified Plan

Executive Director of Human Resources,

Principals

Local, Title I, Title II

August 24, 2015-June 2, 2016

Scientific Research-Based methods

including professional learning and

coaching

Highly Qualified

report, PBMAS, ICRs

Campus will utilize strategies to attract and retain Highly Qualified teachers and paraprofessionals at high need schools by providing Title I funds to purchase supplemental materials, attend Professional Learning opportunities, and deliver student support with additional human resources including tutors, interventionists, and academic coaches.(Title I)


Title I Principals and Teachers, Director of

Federal Programs


August 24, 2015-June 2, 2016

Scientific Research-Based

supplemental materials,

professional learning and

coaching

Highly Qualified

report, PBMAS, ICRs, Title I Compliance

report



The following data were used as part of the comprehensive needs assessment process: Improvement Planning Data Current and/or prior year(s) campus and/or district improvement plans Campus and/or district planning and decision making committee(s) meeting data State and federal planning requirements 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 Performance Index Framework Data: Index 4 - Postsecondary Readiness System Safeguards and Texas Accountability Intervention System (TAIS) data Critical Success Factor(s) data Accountability Distinction Designations AEIS longitudinal data NCLB Report Card data PBMAS data Annual Measurable Achievement Objectives (AMAO) data Student Data: Assessments State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information) State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versions STAAR End-of-Course current and longitudinal results, including all versions Texas Assessment of Knowledge and Skills (TAKS), Exit Level, including all applicable versions STAAR ELL Progress Measure data Texas English Language Proficiency Assessment System (TELPAS) results Benchmark Assessment System (BAS), Sistema de evaluacion de la lectura (SEL), or other alternate early reading assessment results Texas Success Initiative (TSI) data for postsecondary/college-ready graduates data Advanced Placement (AP) assessment data SAT and/or ACT assessment data PSAT and/or PLAN assessment data Student Success Initiative (SSI), Grades 5 and 8, data SSI: Istation Indicators of Progress (ISIP) reading assessment data (Grades 3-8) SSI: Think Through Math assessment data (Grades 3-8) Local benchmark or common assessments data Student failure and/or retention rates



Student Data: Student Groups Number of students assigned to each special program, including analysis of academic achievement, race, ethnicity, gender Economically disadvantaged/Non-economically disadvantaged performance and participation data Male/female performance and participation data Special education population, including performance, discipline, attendance, and mobility Migrant 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 Career and Technical Education (CTE) data, including academic achievement, program growth, race, ethnicity, gender Gifted and talented data Response to Intervention (RtI) student achievement data Student Data: Behavior and Other Indicators Annual dropout rate data Attendance data Discipline records Violence and/or violence prevention records Student surveys and/or other feedback Class size averages by grade and subject Parent/Community Data Parent surveys and/or other feedback Parent involvement rate Support Systems and Other Data Processes and procedures for teaching and learning, including program implementation Budgets/entitlements and expenditures data



The table below shows the student population of Bayside in 2013-14 compared to _2011-2012_____:

Demographic 2013-14 2011-2012

African American 6.3% 5.6% Hispanic 26.4% 26.9% White 63.1% 62.9% American Indian 0.0% 0.0% Asian 2.6% 2.4%% Pacific Islander 0.0% Two or More Races 1.6% 2.1% Economically Disadv. 22.8 24% Limited English Prof. 3.2% 3.2%

The table below shows the teacher population of Bayside in 2013-14 compared to ___2011-2012____:

Demographic 2013-14 2011-2012

African American 4.6% 3.8% Hispanic 9.0% 5.2% White 84.0% 87.4% American Indian 0.0% 0.0% Asian 0.0% 0.9% Pacific Islander 0.0% Two or More Races 2.3.% 1.0 Male 26.6.% 31.1% Female 73.4% 68.9%



Elementary 2014 STAAR Student Results*: State Average Compared to CCISD Average

Grade Level Subject State %

Satisfactory Region 4 % Satisfactory

CCISD %Satisfactory

3 Reading 76% 77% 87% 4 Reading 74% 75% 86% 5 Reading 86% 86% 95% 4 Writing 73% 74% 84% 3 Mathematics 71% 73% 78% 4 Mathematics 71% 74% 80% 5 Mathematics 88% 89% 95% 5 Science 74% 75% 84%

* Based on Phase 1 Standards When you compare these data sets, what three (3) issues do you see? What three (3) actions might you recommend as a result of these issues?

Issues Proposed Actions

Elementary Math: Grade 3, Grade 4, Grade 5, lower scores for CCISD versus Reading and Science

Our CCISD math scores in 3rd and 3th grade are not as high above the state and region 4 as the reading scores

Challenge with 3rd grade math Focus on 3rd grade math curriculum instruction Math standards not achieving mastery Curriculum alignment, both vertically and horizontally have been

done but does everyone know?

Keep doing what we’re doing Review Curriculum for possible changes Possible: progressive changes as students promote Bring back textbooks(print and online) to give parents resource on

background concepts to help More time should be allotted (on computer)for skill and drill Evaluate test to determine Bridge the gap between 2-3 grade math continue manipulatives to

third grade as well as bring word problems to second Are the TEKS matching DNC? Continue to fill the holes that have been created by moving 5th/6th

grade TEKS to 4th grade, time is needed Consistent resources across the district Look at the difference between core content in 4th and 5th grade Make sure curriculum aligned with current standards Professional Learning rigor in 3rd grade math Readiness activities in 2nd grade Change in curriculum. Continue to address gap units between old and

new standards Continue to evaluate readiness and supporting standards Communicate curriculum alignment through cross level training



Bayside 2014 STAAR Student Results*: State Average Compared to Bayside Average



Bayside % Satisfactory

6 Reading 78% 79% 89% 7 Reading 76% 78% 85% 8 Reading 90% 90% 97% 7 Writing 72% 74% 81% 6 Mathematics 78% 79% 86% 7 Mathematics 68% 72% 88% 8 Mathematics 86% 87% 100% 8 Science 72% 74% 91% 8 Social Studies 63% 65% 81%

* Based on Phase in Standards

When you compare these data sets, what three (3) issues do you see? What three (3) actions might you recommend as a result of these issues?

Issues Proposed Actions Writing is previously tested in 4th grade. There’s a 3 year gap. How will our students do under the phase 2 standards? Although our overall scores are well above the state average, how

do our special education, esl, and economically disadvantaged students fare compared to the state and campus average? As our economically disadvantaged population grows, we need to learn how to reach these students.

Continue to work to increase scores and higher passing rate to see growth

Strengthen Social Studies curriculum, address learning gaps, more structured intervention program

Need more time with new TEKS to see growth Professional Learning to address the needs of special education, esl,

and economically disadvantaged students.



High School 2014 STAAR EOC Student Results*: State Average Compared to CCISD Average

Grade Level Subject Course State %


CCISD % Satisfactory

EOC English 1 E1 67% 67% 84% EOC English 2 E2 69% 70% 86% EOC Mathematics A1 80% 81% 93% EOC Science BI 89% 90% 97% EOC Social Studies USH 92% 93%% 97%

* Based on Phase in Standards and Initial Results Only When you compare these data sets, what three (3) issues do you see? What three (3) actions might you recommend as a result of these issues?

Issues Proposed Actions English scores not up to par with other core subjects First time passing rates

Review possible changes in intermediate language arts Move vertical alignment of curriculum Elementary/Secondary collaboration Share ideas/strategies with surrounding districts to improve scores Make sure to make available the data from 1st time administration Carefully choosing STAAR-A



Bayside Special Program Enrollment

Program State 2013-14

Bayside 2013-14

Bayside 2011-2012

Bilingual/ESL 17.1% 1.9% 2.6% Career Technical Education 22.2% 44.6.1% 37.6% Gifted/Talented^ 7.6% 6.5% 4.0% Special Education 8.5% 10.0% 9.1%

^The State of Texas provides funding for a maximum of 5% identified GT students. When you compare these data sets, what four (4) trends do you see? What four (4) actions might you recommend as a result of these trends?

Trends Proposed Actions Bilingual/ESL:

How do we make sure our smallest sub-pop has a seat at the table? How do we address the needs of our enrolling students

CTE: Students are provided more opportunities for programs Increased much higher than state average Enrollment increasing We have increased offering

GT: Increase in number of students services for programs Increased 1.9% Enrollment increasing

Special Education: Percentage has stayed the same Higher than state average but remained the same % Enrollment decreased Identifying students is good, as shown by consistent identifying (%) No more modified tests

Bilingual/ESL: More professional learning geared towards sheltered learners Parent involvement increase Prepare for increase need for Bilingual/ESL students

CTE: Continue to provide programs that interest students/ needs based Keep it up Anticipate need for more CTE teachers

GT: Less parent dictation/overrides More community avenues to support advanced students More funding so that GT teacher is able to pull students Possibly hire someone else to test K? Use a district wide test for one grade level (2) Make sure identifying students from more diverse background

Special Education: Look at the requirements for qualifications. Are the requirements too

high for students to qualify for services? Increased teacher education/assistance in identifying SPED Continue identifying

Sources: 2006 AEIS and 2014 TAPR



The student 4-year graduation rate (graduates, not including continuers or GED completers) for the Class of 2013 was 95.9%, compared to the state with 88.0%. In CCISD, 37.2% of students completed an Advanced Course in 2013-14 compared to 27.1% in 2005-06; of the students completing an advanced course, the student demographics are as follows:

Demographic 2012-13 2005-06 African American 21.9% 16.5% Hispanic 27.6% 17.0% White 38.9% 27.4% American Indian 30.4% 25.6% Asian 65.3% 49.1% Pacific Islander 42.9% Two or More Races 35.0% N/A Economically Disadv. 22.5% 12.8% Limited English Prof. 7.0% 11.7%

In CCISD, 75% of students in the Class of 2013 demonstrated College Readiness in both English Language Arts and Mathematics compared to 69% of students in the class of 2006. The corresponding student demographics are as follows:

Demographic Class of 2013* Class of 2006 African American 49% 55% Hispanic 72% 55% White 79% 72% American Indian 80% 50% Asian 79% 76% Pacific Islander * Two or More Races 81% N/A Economically Disadv. 55% 46% *State used different assessments to determine college readiness; STAAR in 2013 and TAKS in 2006

CLEAR CREEK INDEPENDENT SCHOOL DISTRICT 2015-2016 Campus Improvement Plan

35

When you compare these data sets, what three (3) trends do you see? What three (3) actions might you recommend as a result of these issues/trends?

Issues/Trends Proposed Actions How is the college readiness measured? More students completing advanced classes, but fewer demonstrating

college readiness in conflicting More students taking advanced course work

Identify cause of decline in AA performance Continue summer program to help students prepare

The CCISD State Compensatory Program (SCE) consists of funding for direct instruction aimed at closing the achievement gap on state assessments, funding to support summer school programs, funding to support Clear Path Alternative School, and funding to support the Community in Schools (CIS) Program.

Library Services funding is utilized in CCISD to integrate technology and/or library services across the curriculum. Title III funding is utilized in CCISD to provide students identified as second language learners with materials and resources to develop language proficiency

skills.



Clear Creek Independent School District

Brookside Intermediate

Campus Instructional Improvement Plan 2015-2016






We believe that:


Parameters




Objectives









BROOKSIDE IMPROVEMENT STRATEGIES AND PERFORMANCE OBJECTIVES


















PRINCIPAL: Lauren Ambeau


STAFF/OTHER PERSONS


TIMELINE START/END


FISCAL





2016





technology





information






use


2014-2015 student



2015








STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL




performance data




Local, State Comp,

Title I


2015


Evaluation



Provide consistent and aligned data review, targeted intervention and monitoring for students not making academic progress.

Student Assessment

Data



Student performance

data, SST








STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL



6th grade reading from 83% to 88% 6th grade math from 86% to 88% 7th grade reading from 84% to 88% 7th grade math from 77% to 81% 7th grade writing from 73% to 77% 8th grade reading from 87% to 90% 8th grade math from 89% to 90% 8th grade science 80% to 87% 8th grade social studies 76% to 80% Algebra I EOC from 96% to 97%*

*Math % passing is from 2014; state has not established 2015 passing standards (first admin.)







Title I

August 24, 2015 – May 6, 2016




parents


student








STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL


Implement identified instructional approaches, including an ELL “push in” approach with support by new ELL Coach that will be used to address the needs of students identified as ELL.



– June 2, 2016


Learning


Implement identified Communities in Schools (CIS) academic activities and school wide tutoring and RtI process supports that will be used to address the needs of students identified as At-Risk.




Learning


Implement identified instructional approaches, including training on strategies to support students with long term and short term memory deficits and whole campus training on meaning and instructional implications of learning disability areas and campus training in shared responsibility approaches that will be used to address the needs of students receiving special education services.



Local, IDEA Funds

August 24, 2015 – June 2, 2016


Learning


Implement identified instructional approaches, such as training for staff in how to support students who struggle with executive functioning skills (i.e. organization and attention) that will be used to address the needs students receiving Section 504 services, including those students supported through Dyslexia services.



– June 2, 2016


Learning


Implement identified instructional approaches including opportunities for personalized and enriched learning that will be used to address the needs of students identified as Gifted and Talented.



– June 2, 2016


Learning


All schools will implement endorsed strategies, including Communities in Schools (CIS) supports and Safe School Ambassadors (SSA) to address drop-out prevention.

Student assessment


State compensatory

funds

August 24, 2015 – June 2, 2016





All schools will utilize District endorsed strategies for comprehensive, intense, accelerated instruction including Leveled Literacy Intervention and math push in and pull out intervention. (State Compensatory funding).


State compensatory

funds

August 24, 2015 – June 2, 2016






PERFORMANCE OBJECTIVE III.1 An intentional culture of school safety. PRINCIPAL: Lauren Ambeau


STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL









June 2, 2016


materials










records







safety lessons











STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL













weeks





student records



Superintendents



Completed framework



student records



Service






gender




materials

Needs assessment








STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL




October 23, 2016


codes






system








STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL









future improvement





Counselors


results

Each 8th grade student will complete the Career Cluster Finder in Naviance, improving usage from 95% to 100%.







future improvement








future improvement



September 15, 2015






resources Web-site







report




PERFORMANCE OBJECTIVE V.1: Meaningful relationships within PK-12 communities. PRINCIPAL: Lauren Ambeau


STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL





Principal Local


2014


information


identified




Principal


2015







June 2, 2016


information


identified





Principals


updates


PK-12 Community

Listing



Principals


Communication modes

Web page updates





events




PERFORMANCE OBJECTIVE VII.1 Professional learning to support each teacher. PRINCIPAL: Lauren Ambeau



STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL








principal/district










products





sheets






August 24, 2015-June 2, 2016


meetings


Teacher goal sheets



Team meeting notes




August 24, 2015-June 2, 2016


meetings









August 24, 2015-June 2, 2016




sheets









The Clear Creek Independent School District was founded in 1948 and, as of 2013-14, served 39,808 students in grades PK through 12 compared to 35,378 student in 2006-07. Brookside Intermediate serves 782 students in grades 6th-8th. Total student enrollment in 2014-2015 was 802. The table below shows the student population of Brookside in 2013-14 compared to 2006-07:

Demographic 2013-14 2006-07African American 11.6% 16.4% Hispanic 30.9% 19.9% White 45.6% 56.1% American Indian 0.2% 0.3% Asian 8.0% 7.4% Pacific Islander 0.0% Two or More Races 3.6% N/A Economically Disadv. 35.9% 21.9% Limited English Prof. 4.7% 4.9%

The table below shows the teacher population of Brookside in 2013-14 compared to 2006-07:

Demographic 2013-14 2006-07African American 5.7% 5.5% Hispanic 8.5% 6.8% White 85.8% 87.7% American Indian 0.0% 0.0% Asian 0.0% 0.0% Pacific Islander 0.0% Two or More Races 0.0% N/A Male 24.9% 21.5% Female 80.5% 78.5%

The above data is provided as information only.



Intermediate 2014 STAAR Student Results*: State Average Compared to CCISD Average




Brookside %Satisfactory

6 Reading 78% 79% 87% 83% 7 Reading 76% 78% 85% 84% 8 Reading 90% 90% 88% 87% 7 Writing 72% 74% 80% 73% 6 Mathematics 78% 79% 88% 86% 7 Mathematics 68% 72% 82% 77% 8 Mathematics 86% 87% 92% 89% 8 Science 72% 74% 81% 80% 8 Social Studies 63% 65% 74% 76%

* Based on Phase in Standards from 2013-2014 (for math) as 2015 standards have not been set by the state


Issues Proposed Actions 7th grade writing is below the CCISD average 7th grade math is below the CCISD average 6th grade reading is below the CCISD average

Implement writers notebooks and focus on conferring in writing Focus on time for student application in class and at home practice of

material that is review; use of formative assessment to inform instruction; focus on levels of student engagement and rigor

Increase time for independent reading with clear focus and teacher conferring; implementation of readers notebooks/response journals



Brookside Intermediate serves 33 students in the Bilingual/ESL program, 233 students in the Career and Technical Education program, 14 students students in the Gifted and Talented program, and 101 students in the Special Education program. The exhibit below illustrates the percent enrollment in these programs in 2013-14 compared to 2006-07.

CCISD Special Program Enrollment Program State

2013-14 CCISD 2013-14

Brookside2013-14

2006-07

Bilingual/ESL 17.1% 9.1% 4.1% 3.3% Career Technical Education 22.2% 29.1% 29.1% 32.4% Gifted/Talented^ 7.6% 9.0% 1.7% 1.3% Special Education 8.5% 9.4% 12.6% 16.0%



Increase in number of students serviced Special Education:

Percentage has decreased over the years but still higher than the State

State elimination of modified tests Exit and dismissal criteria are clear for students with special education

services

Bilingual/ESL: Prepare for increase need for Bilingual/ESL students Continue to encourage ESL certification and SIOP training

Special Education: Implement uniform and structured RtI process ensuring all

interventions have been tried before referring for SPED Provide training to general education staff and special education staff

on instructional strategies for students with specific learning disabilities

Hold collaborative staffings annually on all SPED students to ensure services are necessary and needed



23

Parent Campus Climate Survey Data from Spring 2014

72% of parents are satisfied with the vision and leadership of the Principal and administrative staff at Brookside

78% of parents gave Brookside an A or B for the kind of support and services provided for English Language Learners

29% of parents gave Brookside an A or B for the kind of support and services provided for Special Education, 71% gave Brookside a F for the kind of support and services provided for Special Education.

79% of parents gave Brookside an A or B on well they think their child is educated at Brookside

Staff Campus Climate Survey Spring 2014

95% of staff feel their principal/supervisor encourages staff involvement in decision making.

92% of staff feel their principal/supervisor provides helpful feedback about instruction/work outcomes.

67% of staff gave Brookside an A or B for the kind of support and services provided for English Language Learners.

95% of staff gave Brookside an A or B for the kind of support and services provided for Special Education, 3% gave Brookside

a F for the kind of support and services provided for Special Education.

95% of staff gave Brookside an A or B on well they think children are educated at Brookside

2014-2015 Discipline Data

6thgrade ISS-42students/67incidents OSS-5students/6incidents AEP-0/0 150daysofmissedinstruction


24

7thgrade ISS-34students/50incidents OSS-9students/14incidents AEP-3students/3incidents 89daysofmissedinstruction

8thgradeISS-50students/84incidentsOSS-9students/10incidents

AEP-4students/4incident 165daysofmissedinstruction

Totaldaysofmissedinstruction6th-8th-404daysRecommendations:-ProvidecampuswidesupportandtrainingonestablishingclassroomcommunitiesandPBIS(positivebehaviorinterventionsupports)-Analyzedisciplinematrixtoensureappropriateconsequencesmatchoffense


Clear Creek Intermediate





We believe that:


Parameters


Objectives

Each student sustains a fulfilled life actualizing his or her personal talents and interests. Each student optimizes his or her potential by continuously setting and achieving individual learning Objectives. Each student actively enriches and advances his or her community and greater society. Strategies

I. We will inspire learning through an array of personalized opportunities and experiences. II. We will provide support to meet the needs and aspirations of each student. III. We will ensure safe and nurturing learning environments. IV. We will ensure each student understands and assumes his or her role as a productive citizen. V. We will broaden and strengthen connections within our communities.


Clear Creek Intermediate IMPROVEMENT STRATEGIES AND PERFORMANCE OBJECTIVES



Strategy III: We will ensure safe and nurturing learning environments. Performance Objective III.1: An intentional culture of school safety supported by the CCISD Behavior Framework. Performance Objective III.2: The CCISD behavior framework to support the social and emotional well-being of all students and employees. Strategy IV: We will ensure each student understands and assumes his or her role as a productive citizen. Performance Objective IV.1: Responsible and effective use of technology while learning at school, home, and in the community.

Performance Objective IV.2: A future-ready culture that fosters college and career exploration and readiness. Strategy V: We will broaden and strengthen connections within our communities. Performance Objective V.1: Meaningful relationships within PK-12 communities. Strategy VI: We will ensure mutual understanding and support through effective communication. Performance Objective VI.1: Mutual understanding and support through effective communication. Strategy VII: We will build capacity for organizational change. Performance Objective VII.1: An instructional coaching model to facilitate the building of teacher capacity. Performance Objective VII.2: All teaching and paraprofessional staff members meet “Highly Qualified” requirements.











PRINCIPAL: Jerry Herd


STAFF/OTHER PERSONS


TIMELINE START/END


FISCAL





2016





technology





information






use


2014-2015 student



2015






STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL




performance data




Local, State Comp,

Title I


2015


Evaluation



Provide transition opportunities for students to different grade levels (including Pre-K), different schools (including 5th to 6th grade and 8th to 9th grade) and special programs to general education classes. (Title I)

Student Assessment Data, Parent

Involvement Data

Title I Principal, Teachers Title I April 2016 –

September 2016 Transition

information

NCLB Compliance

Documentation

Coordinate and integrate federal, state and local services and programs to meet individual needs and student achievement goals.

Student Assessment

Data

Title I Principal, Teachers

Local Title I, State Comp

August 1, 2015 – June 2, 2016

Intervention resources

Student performance

data, SST Provide consistent and aligned data review, targeted intervention and monitoring for students not making academic progress.

Student Assessment

Data



Student performance

data, SST






STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL



6th grade reading from 87% to 95% 6th grade math from 88% to 95%* 7th grade reading from 85% to 95% 7th grade math from 82% to 90%* 7th grade writing from 80% to 85% 8th grade reading from 88% to 95% 8th grade math from 92% to 95%* 8th grade science 81% to 90% Algebra I EOC from 100% to 100%*








Title I

August 24, 2015 – May 6, 2016




parents


student

Improve student attendance rate from 95.5% to 97%.

Previous year student

attendance rate

Principal, Counselor, Teachers


Title I

August 25, 2015-June 3, 2016

Weekly student attendance reports Nine-weeks review

All schools will implement a minimum of three District endorsed, scientifically based instructional methods to be used for student groups to show success/improvement in all core content areas. (Title I)

Formative, summative

assessments results

Principal Local, State

compensatory, Title I

August 25, 2015-April 23, 2016

Professional Learning sessions

Student performance, professional

Learning attendance records

Complete a thorough data analysis of the performance of students receiving special education services and make instructional modifications as a result of this analysis. (Title I)

Student assessment

results

Director of Assessment and

Evaluation Local, Title I August 25, 2015-

April 23, 2016 Student data Meeting agendas; planning documents

Teachers are involved in testing decisions regarding students.

Formative, summative assessment

results

Title I Principals and Teachers Local, Title I August 25, 2015

– July 31, 2016 Student data Student assessment data, Grades

Campus will monitor student progress and provide additional assistance and support to students.

Formative, summative assessment

results

Title I Principals and Teachers Local, Title I August 25, 2015

– July 31, 2016

Research-based Supplemental

Materials, Intervention Support

Student assessment data, Grades






STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL


Implement identified instructional approaches, including

Use of small groups to provide instruction to close gaps using LCP results

Use of after school tutoring, lunch groups, and before school tutoring (Homework Haven)

Use of ESL language arts classes to instruct students in Language Arts

Clustered advisories Sheltered Classes District provided sheltered training (SIOP

Model) Push in support to core classes by

ESL/TWI teachers and 2 paraprofessionals

Two Way Immersion program for English language learners and English speakers

Differentiate and modify instruction Adapt and accommodate assessments to

students needs Tutorials provided by para professionals

during advisory that will be used to address the needs of students identified as ELL.



– June 2, 2016


Learning


Implement identified “All About Me” conferences to educate

student about strengths so weakness can be improved

Organize and conduct an after school tutorial program where all students receive




Learning


tutoring in all four core areas on two days a week. Tutors/Teachers will use effective instructional strategies when providing instruction in an effort to ensure effective, timely assistance to all students who are experiencing difficulties. Students will participate in an engaging physical, team building activity the other two days of the week. Transportation will be provided.

that will be used to address the needs of students identified as At-Risk. Implement identified instructional approaches, including

Stetson Model guideline of <30% Special Education Students in Inclusion Classes.

Training for all faculty on Inclusion/Co-teach Methodology

that will be used to address the needs of students receiving special education services.



Local, IDEA Funds

August 24, 2015 – June 2, 2016


Learning





– June 2, 2016


Learning





– June 2, 2016


Learning


All schools will implement endorsed strategies, including

“All About Me” conferences to educate student about strengths so weakness can be improved

Organize and conduct an after school tutorial program where all students receive tutoring in all four core areas on two days a week. Tutors/Teachers will use effective instructional strategies when providing instruction in an effort to ensure effective, timely assistance to all students who are experiencing difficulties. Students will participate in an engaging physical, team building activity the other two days of the week. Transportation will be provided.

to address drop-out prevention.

Student assessment


State compensatory

funds

August 24, 2015 – June 2, 2016





State compensatory

funds

August 24, 2015 – June 2, 2016




PERFORMANCE OBJECTIVE III.1 An intentional culture of school safety. PRINCIPAL: Jerry Herd


STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL









June 2, 2016


materials










records







safety lessons









STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL













weeks





student records



Superintendents



Completed framework



student records



Service






gender




materials

Needs assessment






STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL



Advisory Lessons and Digital Citizen Contract signed by all students


October 23, 2016


codes






system






STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL









future improvement





Counselors


results








future improvement








future improvement



September 15, 2015






resources Web-site







report


PERFORMANCE OBJECTIVE V.1: Meaningful relationships within PK-12 communities. PRINCIPAL: Jerry Herd


STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL



Campus visits Homecoming activities Athletic Activities



Principal Local


2014


information


identified




Principal


2015







June 2, 2016


information


identified





Principals


updates


PK-12 Community

Listing



Principals


Communication modes

Web page updates





events


DISTRICT STRATEGY VI: We will ensure mutual understanding and support through effective communication

PERFORMANCE OBJECTIVE VI.1: Provide opportunities for all parents to participate in activities as a partner in their child’s educational process.


NCLB GOAL 1: By 2014 all students will reach high standards, at a minimum, attaining proficiency or better in reading/language arts and mathematics. NCLB GOAL 4: All limited English proficient students will become proficient in English and reach high academic standards, at a minimum, attaining proficiency or better in reading and mathematics. NCLB GOAL 5: All students will graduate from high school.


STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL


Implement

Have computer labs open for parents to sign up for ItsLearning at all of our parent events that we host.

Insure that teachers ItsLearning Profiles are updated with current information.

to improve communication between teachers, students and parents regarding students’ academic progress.

Prior Parent Involvement

Survey

Principal, Director of Communications Local August 24, 2015-

June 2, 2016


to improve

Outreach documentation

Teachers will conference with parents at least once each year to provide a variety of information, including:

what the school will do to help students meet performance standards;

what the parent can do to help the student’s performance;

additional effective and timely assistance available at the school. (Title I)

Parent/Teacher Conference

Records

Assistant Superintendents;


June 2, 2016 Meeting time; meeting space

Conference Logs

All campuses receiving Title I effective and timely assistance will implement strategies to increase parental involvement including family literacy and provide parents’ home/school communication and individual student assessment results in a language the parent can understand. (Title I)

School correspondence Principal Title I August 24, 2015-

June 2, 2016


to improve

2014 Parent Involvement

Survey


PERFORMANCE OBJECTIVE VII.1 Professional learning to support each teacher. PRINCIPAL: Jerry Herd



STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL








principal/district










products


Dr. Steve Leinwand Visit (Coaching Model) Dell Visits by Kendall




sheets






August 24, 2015-June 2, 2016


meetings


Teacher goal sheets



Team meeting notes




August 24, 2015-June 2, 2016


meetings









August 24, 2015-June 2, 2016




sheets


PERFORMANCE OBJECTIVE VII.2 All teaching and paraprofessional staff members meet the “Highly Qualified” requirements as set forth in No Child Left Behind.




STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL


Analyze highly qualified teacher data between high and low poverty campuses.

Highly Qualified Report

Executive Director of Human Resources

Local, Title I, Title II May 2015 Data reports Data analysis

documents All schools will engage in targeted, specific activities, to enhance a positive school climate for all campus employees.

Engage in team building activities at Main Event in the beginning of the year, to develop a sense of enthusiasm for the school year and in working together towards a common goal.

Engage in Fabulous Friday celebrations one Friday each month whereas a department members bring a pot luck luncheon to our conference room for all to enjoy.

Engage in Team Building Activities at the beginning of each PL workshop throughout the school year.

Previous Climate Survey Principal Local August 24, 2015-

June 2, 2016 Meeting time,

improvement plan Survey results, approved plan

Campus and District personnel will utilize strategies to attract and retain Highly Qualified teachers and paraprofessionals that includes providing mentoring, coaching, professional learning opportunities and individual support.

Dr. Kimberly McLeod--Cultural Awareness training—August 2015

CCISD Assessment Data Training for all teachers—October 2015

Erik Lepis Writing Workshops Training during the school year to improve writing instruction—October 2015


Executive Director of Human Resources,

Principals


August 24, 2015-June 2, 2016

Scientific Research-Based methods

including professional learning and

coaching

Highly Qualified

report, PBMAS, ICRs

Dr. Steven Leinwand Math PL during the year for teachers and Instructional Coaches—October 2015

Campus will utilize strategies to attract and retain Highly Qualified teachers and paraprofessionals at high need schools by providing Title I funds to purchase supplemental materials, attend Professional Learning opportunities, and deliver student support with additional human resources including tutors, interventionists, and academic coaches.(Title I)


Title I Principals and Teachers, Director of

Federal Programs


August 24, 2015-June 2, 2016

Scientific Research-Based

supplemental materials,

professional learning and

coaching

Highly Qualified

report, PBMAS, ICRs, Title I Compliance

report

The following data were used as part of the comprehensive needs assessment process: Improvement Planning Data Current and/or prior year(s) campus and/or district improvement plans Campus and/or district planning and decision making committee(s) meeting data State and federal planning requirements 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 Performance Index Framework Data: Index 4 - Postsecondary Readiness System Safeguards and Texas Accountability Intervention System (TAIS) data Critical Success Factor(s) data Accountability Distinction Designations AEIS longitudinal data NCLB Report Card data PBMAS data Annual Measurable Achievement Objectives (AMAO) data Student Data: Assessments State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information) State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versions STAAR End-of-Course current and longitudinal results, including all versions Texas Assessment of Knowledge and Skills (TAKS), Exit Level, including all applicable versions STAAR ELL Progress Measure data Texas English Language Proficiency Assessment System (TELPAS) results Benchmark Assessment System (BAS), Sistema de evaluacion de la lectura (SEL), or other alternate early reading assessment results Texas Success Initiative (TSI) data for postsecondary/college-ready graduates data Advanced Placement (AP) assessment data SAT and/or ACT assessment data PSAT and/or PLAN assessment data Student Success Initiative (SSI), Grades 5 and 8, data SSI: Istation Indicators of Progress (ISIP) reading assessment data (Grades 3-8) SSI: Think Through Math assessment data (Grades 3-8) Local benchmark or common assessments data Student failure and/or retention rates Student Data: Student Groups Number of students assigned to each special program, including analysis of academic achievement, race, ethnicity, gender

Economically disadvantaged/Non-economically disadvantaged performance and participation data Male/female performance and participation data Special education population, including performance, discipline, attendance, and mobility Migrant 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 Career and Technical Education (CTE) data, including academic achievement, program growth, race, ethnicity, gender Gifted and talented data Response to Intervention (RtI) student achievement data Student Data: Behavior and Other Indicators Annual dropout rate data Attendance data Discipline records Violence and/or violence prevention records Student surveys and/or other feedback Class size averages by grade and subject Parent/Community Data Parent surveys and/or other feedback Parent involvement rate Support Systems and Other Data Processes and procedures for teaching and learning, including program implementation Budgets/entitlements and expenditures data

Clear Creek Intermediate Comprehensive Needs Assessment

School Profile Clear Creek Intermediate is one of 44 campuses in Clear Creek Independent School District. Clear Creek

Intermediate opened its doors in 2009 and serves a mix of lower and upper class families. Clear Creek Intermediate

serves 794 students in grades six to eight. Five years ago, 658 students were served by the campus, which in an

increase 21%.

The student population is 9 % African-American, 49.7% Anglo, 1.8% Asian, 35.9% Hispanic, 3.7% two or

more races, with a low socioeconomic status of 46%. The staff population is 5.3% African-American, 75.1%

Anglo, 0% Asian, 17.8% Hispanic, 25% male and 75% female with an average of 9.6 years of experience. Clear

Creek Intermediate has 100% of Highly Qualified teachers and 100% of Highly Qualified paraprofessionals.

The overall mobility rate for the campus is approximately 15%. The average daily attendance rate for

students is 95.9% .The average daily attendance rate for staff is 97%. There are a total of 885 discipline referrals

this past year. 194 for 6th grade, 303 for 7th grade and 390 for 8th grade, which is an increase of 3.5% from last year.

Clear Creek Intermediate serves 136 English Language Learner students, 18 students in the Gifted and

Talented program, 55 students identified for 504 services and 113 students are served though special education

services.

Special Programs

Our Target Assisted/School wide Title I program will consist of parent involvement activities, extended

day/afterschool program for the four core areas as well as team building activities. In addition, three Special

Education Inclusion Paraprofessionals were hired to support our SPED student population with Title 1 funds.

Furthermore, Professional Development throughout the year includes Erik Lepis with, a reading intervention

specialist, a math pullout intervention teacher as well as a Science pullout intervention teacher. Our State

Compensatory Program (SCE) consists of an individualized tutoring program for the students that demonstrate an

academic need in one or more of the core academic subjects. Individual and small group tutoring are conducted

each morning of the week in teacher’s classrooms as well as ‘Homework Haven’ and school wide tutorials are

scheduled before school on Tuesday’s and Thursday and during advisory on Wednesday’s and Thursday’s as well.

Pullout Reading tutorials are scheduled five days a week, Science pullouts for 8th grade students is scheduled 4

days a week and Math pullouts is scheduled 4 days a week. Title III funding is utilized at Clear Creek Intermediate

School to provide students as second language learners with materials and resources to develop language

proficiency skills in our Language Lab.

Comprehensive Needs Assessment Process The Clear Creek Intermediate Comprehensive Needs Assessment process is described below.

The site-based decision-making team met on October 15, 2015 to evaluate the previous years’ data. The

committee evaluated program evaluations, survey results, and the following data: Benchmarks, Curriculum Based

assessments, STAAR, Attendance (students and staff) Student and Staff surveys, AEIS reports and student

population reports. Documentation of the process includes meeting minutes, agendas, sign-in sheets, copies of

data reviewed.

Committee members reviewed the data listed above to identify areas of strengths and needs. The data

showed:

Student Achievement: Strengths: CCIS provides all teachers with their students’ assessment data and time for the teachers to review the data and make instructional decisions. (See attached STAAR data at end of Comprehensive Needs Assessment below)

CCIS conducts grade level meetings once a month to help facilitate the coordination of needs of our struggling students.

Core area Instructional Coaches work with core area teachers consistently throughout the year, desegregating assessment data, both formative and summative, to identify areas of student needs and collaborate on strategies in the classroom to meet those needs.

Needs: The teachers need additional time to review the data and determine the best practices based upon the data and research. An evaluation tool needs to be developed to gauge the impact of the current and future remediation programs. CCI needs to develop additional in-school intervention programs that will address the social studies needs of the struggling students. We also will be focused on the areas below which are our campus goals for this year. Campus Goal #1

Increase our overall campus attendance rate by 1%. From 96% to 97%

Campus Goal #2 Every first year recent immigrant student will improve their Oral Language Proficiency Testing score by 1 point. Every 2-3 year recent immigrant student will improve their TELPAS score by one level compared to previous year

Campus Goal #3 Improve SPED Reading STAAR scores

o Increase reading level of students receiving resource ELA SPED services by two grade levels within the 2015-16 school year.

Campus Goal #4 Improve 7th grade STAAR Writing scores to 80% of student achieving Level two satisfactory.

Campus Goal #5 Improve classroom instruction comprised of the Universal Design elements of Access, Engage, and Express as we move

forward with personalized learning at CCI. We will measured this by walkthrough and lesson plan data

Instruction, Curriculum and Assessment: Strengths: The district Curriculum Guides are aligned to the state standards and our teachers utilize the district guides. Teachers use Common Learning Framework strategies and incorporating technology in their lessons to encourage student engagement and establish a common vocabulary of strategies.

Teachers will conduct “learning checkpoints” as a means of assessment throughout the year and will utilize this data to drive planning with their subject/grade level team and Instructional Coach, one day a week minimum. Teachers will also utilize AWARE to get immediate feedback on district and campus assessments and utilize this data to make adjustments to their instructional plans.

An analysis of the Learning Check Point mastery to report card grades to the CBA grades indicates that there is a direct connection between assessments and the final course grade. This emphasizes the validity of the assessments being administered.

Content areas meet together to discuss curriculum and resources. CCIS has provided common planning periods for grade level content areas Needs: Student progress is stagnated by the academic gaps in reading and mathematics. Teachers need additional time and resources to analyze the data and plan for remediation. Teachers also need professional development on how to address the needs of these students. Family and Community Involvement: Strengths: CCIS has an annual Family Science and Literacy nights as well as a Jaguar Parent Academy once every 9 week period. This year the Science night will again be a “district” wide event held at Space Center Houston. This event has grown so much (last year over 2500 family members attended) that we cannot hold it at CCIS. All family events, except for Science Night this year, are

held at the campus with food and transportation provided for students and parents. CCIS also has a STAAR camp to prepare students for state assessments. This camp is intended to close the gaps with our most struggling students prior to the STAAR exam. Needs: CCIS family participation is limited by the lack of parent transportation and parent work schedules. We need to provide a venue for the parents to provide additional input into the content of programs offered. Staff Quality: Strengths: CCIS has 100% HQ faculty and a 96% attendance rate. CCISD offers a mentor program and various professional developments to increase teacher awareness and understanding. The mentor program provides first year teachers with a mentor and the following year with a buddy. CCIS has a very high retention rate for teachers. Through the teacher survey we found that teachers believe that colleagues are a valuable resource and work together to solve problems on the campus. CCIS has established a CHAMPS campus wide discipline management plan which was implemented in August of 2013. In addition, CCIS had a full day of professional learning with Dr. Kimberly McLeod, in the area of Cultural Diversity in August of 2015 which was very well received, and are conducting a co-teach inclusion professional learning activity in November, all of which are a direct result of our teacher survey input we received at the end of the 2014 school year. Needs: The teacher survey details the need for continued professional development in the following areas: working with students of poverty, classroom management, working with at-risk students. School Culture and Climate: Strengths: CCIS has a strong front office staff that provides a positive, welcoming face to the parents and community. As communicated in the parent survey, CCIS staff makes the parents feel welcome and the teachers help the students feel confident that they can learn. Through our student

survey we know that the students feel safe in the classrooms and lunchrooms and also believe that the adults on campus are helpful and treat students with respect. CCIS implemented a campus wide discipline management plan in 2013 to address the need for a campus wide plan and also to insure a feeling safety in the halls and restrooms by our students. The implantation of this plan has brought an expectation of consistent application throughout the campus. Needs: CCIS needs to provide additional team building opportunities for students and staff. School Organization: Strengths: CCIS has common planning periods for each grade level core curriculum course teacher. This allows teachers to collaborate and address the academic needs of our students. During this time the teachers also develop common assessments and plan to meet the goals of district assessments. CCIS also has Reading, Math and Science pull-out programs to meet the needs of struggling students as well as a Homework Haven Program every morning of the week. Through the Principal’s open door policy, the department heads and the staff surveys and committee meetings, teachers have an opportunity to identify needs be a part of the decision making process and influence school policies. CCIS is also able to provide after school activities through our J.U.M.P.S. after school program for our students to meet their academic and social needs, students are exposed to additional cultural and non-academic venues to establish respect understanding and acceptance of our diverse population. Needs: CCIS would like to look at an alternative bell schedule which would allow teachers more planning time during the day while not decreasing the hours of instruction with students during the week.

Summary of Identified Needs and Related Strategies Student Achievement: CCIS will provide teachers the opportunity to collaborate on student schedules, make specific recommendations for Advisory and Target classes. CCIS will also strive to facilitate Kid Talk sessions for the core courses between grade levels at the end of the school year. CCIS will continue to expect the Instructional Coaches and/or coordinators to plan professional development time for the review and application of assessment data. CCIS has hired a Reading and Math interventionist teacher as well as a Science intervention teacher and three SPED paraprofessionals to work with our students to address the needs of our Hispanic, LEP, ED and SPED student populations. CCIS will intensify the current pull-out program for math and science and institute a procedure to track the student progress in all remediation programs. CCIS will continue its afterschool program that will address the academic and social needs of the at-risk, Hispanic, LEP, ED and SPED student population. Instruction, Curriculum and Assessment: CCIS will increase the amount of time and opportunities provided to teachers for collaboration regarding curriculum, technology, remediation methodology and data driven decisions that will address the student's academic gaps and performance. CCIS will also continue to recruit and hire teachers/academic coaches who will meet the needs of our diverse student population.

Family and Community Involvement: Clear Creek Intermediate will strive to provide parent programs in both Spanish and English that engage the parents and community in support of student learning. We have discussed the possibility of having satellite parent programs at local elementary schools, conducted in Spanish, in an effort to meet the needs of our Spanish speaking parent population. The school will solicit parent input and feedback to create and improve these programs. CCIS will have a bilingual teacher/coach that will be able to facilitate the parent meeting and family communications. Clear Creek will continue to provide family outreach programs such as Jaguar Parent Academy, Family Science night, and Family Literacy night. Staff Quality: Clear Creek Intermediate will continue to research effective professional development that will develop presentations/programs to address social, academic and disciplinary needs of our diverse population. CCIS will have Instructional Coaches, Lead Teachers and consultants that can present professional development to the teachers and provide guidance in reading and writing remediation strategies as well as technology integration. Clear Creek Intermediate will continue to utilize the results of the teacher survey to schedule professional development that fits the needs of the staff and students. School Culture and Climate: Clear Creek Intermediate will provide additional team building opportunities for teachers and staff as well as team building opportunities between teachers and students. Clear Creek will address the hall and restroom safety needs of the students by continuing our hallway/restroom monitoring policy.

School Organization: Clear Creek Intermediate will utilize our J.U.M.P.S. afterschool program to include teambuilding activities and mini-courses sponsored by the teachers.An Advisory lesson program during the week will continue in which students are allowed to engage in tutorials, Wednesdays and Thursdays. Tuesdays will be a campus wide Vocabulary Lesson. Fridays will be Drop Everything and Read “DEAR” time and each Monday morning, all students’ campus wide will be involved in a Counselor Character Education lesson or Digital Citizenship lesson.


32

Clear Creek Intermediate STAAR Data Comparison

2013‐2014 Math ‐ 6 Math ‐ 7 Math ‐ 8 EOC ‐ Alg I % Passing % Passing % Passing % Passing Texas 79% 67% 79% 81% CCISD 88% 82% 92% 94% CCI 83% 74% 85% 100% 2014‐2015 Math ‐ 6 Math ‐ 7 Math ‐ 8 EOC ‐ Alg I % Passing % Passing % Passing % Passing Texas NSE NSE NSE NSECCISD NSE NSE NSE NSECCI NSE NSE NSE NSE


33

2013‐2014 Reading ‐ 6 Reading ‐ 7 Reading ‐ 8 Writing % Passing % Passing % Passing % Passing Texas 77% 75% 83% 70% CCISD 87% 87% 93% 83% CCI 78% 82% 91% 73% 2014‐2015 Reading ‐ 6 Reading ‐ 7 Reading ‐ 8 Writing % Passing % Passing % Passing % Passing Texas 65% 75% 75% 72% CCISD 87% 85% 88% 80% CCI 79% 75% 87% 67%

2013‐2014 Science ‐8 Social Studies ‐ 8 % Passing % Passing Texas 71% 62% CCISD 86% 79% CCI 81% 75% 2014‐2015 Science – 8 Social Studies – 8 % Passing % Passing Texas 70% 64% CCISD 81% 74% CCI 69% 67%


34

Clear Creek Intermediate Program Data Program 2009-10 2010-11 2011-12 2012-13 2013-14 Bilingual/ESL 4.5% 7.8% 9.6% 12.2% 12.0 Career Technical Ed 27.1% 33.1% 31.9% 35.4% 37.5 Gifted/Talented 2.3% 2.6% 3.2% 3.2% 3.0 Special Education 13.6% 12.0% 10.7% 11.6% 13.5

Clear Creek Intermediate Demographic Data Demographic 2009-10 2010-11 2011-12 2012-13 2013-14 African American 11.3% 10.4% 11.5% 10.9% 8.8% Hispanic 22.5% 18.8% 30.7% 32.7% 35.9% White 61% 66.9% 53.8% 51.9 49.7% American Indian 0% .7% .5% .2% .1% Asian/Pac. Islander 2.7% 1.7% 1.4% 1.6% 1.8% Two or More Races NA 1.4% 2.1% 2.6% 3.7% Economically Disadv. 30.4% 34% 40.4% 41% 42.1% Limited English Prof. 7.5% 7.0% 7.3% 9.3% 9.5%

Clear Creek Intermediate Discipline Data 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 6th grade 328 177 148 158 198 194

7th grade 334 312 270 259 218 303

8th grade 329 276 215 262 279 390

Clear Creek Independent School District Creekside Intermediate School


2015-2016




We believe that:


Parameters


Objectives Each student sustains a fulfilled life actualizing his or her personal talents and interests. Each student optimizes his or her potential by continuously setting and achieving individual learning Objectives. Each student actively enriches and advances his or her community and greater society.

Strategies



Creekside Intermediate School Mission Statement The mission of Creekside Intermediate School is to create a dynamic educational environment that encourages collaboration and improvement through personalized learning, in an ever changing and diverse society, emphasizing Commitment, Innovation, and Success


Review Dates: 10/07/2015_________ Approval CIIC 10/07/2015 Page 4 of 21 ____________________

Creekside Intermediate School IMPROVEMENT STRATEGIES AND PERFORMANCE OBJECTIVES


















PRINCIPAL: Peter A. Caterina


STAFF/OTHER PERSONS


TIMELINE START/END


FISCAL





2016





technology





information






use


2015-2016 student



2015








STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL




performance data




Local, State Comp,

Title I

August 24 – December 18,

2015


Evaluation




Student Assessment

Data



Student performance

data, SST








STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL


Improve student passing on STAAR as follows: 6th grade reading from 82% to 85% 6th grade math from 82% to 84% 7th grade reading from 83% to 85% 7th grade math from 76% to 79% 7th grade writing from 79% to 83% 8th grade reading from 88% to 90% 8th grade math from 82% to 85% 8th grade science 82% to 84% 8th grade social studies 69% to 71% Algebra I EOC maintain 100%








Title I

August 24, 2015 – May 6, 2016




parents


student








STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL


Implement identified instructional approaches, including the hiring of ELL certified teachers that will be used to address the needs of students identified as ELL.



– June 2, 2016


Learning


Implement identified RTI lead administrator to facilitate SST training and staff development that will be used to address the needs of students identified as At-Risk.




Learning


Implement identified instructional approaches, including Compass Learning, Prodigy, and Activity Learn, that will be used to address the needs of students receiving special education services.



Local, IDEA Funds

August 24, 2015 – June 2, 2016


Learning





– June 2, 2016


Learning





– June 2, 2016


Learning


All schools will implement endorsed strategies, including conferencing with students when they reach 3 unexcused absences to address drop-out prevention.

Student assessment


State compensatory

funds

August 24, 2015 – June 2, 2016





State compensatory

funds

August 24, 2015 – June 2, 2016






PERFORMANCE OBJECTIVE III.1 An intentional culture of school safety. PRINCIPAL: Peter A. Caterina


STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL









June 2, 2016


materials










records







safety lessons











STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL













weeks





student records



Superintendents



Completed framework



student records



Service






gender




materials

Needs assessment








STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL




October 23, 2015


codes






system








STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL


Each 6th grade student will complete the Learning Styles Inventory in Naviance, maintaining 100% usage







future improvement

Each 7th grade student will complete the Career Key Assessment in Naviance, maintaining 100% usage




Counselors


results

Each 8th grade student will complete the Career Cluster Finder in Naviance, maintaining 100% usage







future improvement

Each student in grades 8th – 11th will create Course Plans in Naviance, maintaining 100%. completion







future improvement



September 15, 2015






resources Web-site







report




PERFORMANCE OBJECTIVE V.1: Meaningful relationships within PK-12 communities. PRINCIPAL: Peter A. Caterina


STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL





Principal Local


2015


information


identified




Principal


2015







June 2, 2016


information


identified





Principals


updates


PK-12 Community

Listing



Principals


Communication modes

Web page updates





events




PERFORMANCE OBJECTIVE VII.1 Professional learning to support each teacher. PRINCIPAL: Peter A. Caterina



STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL








principal/district










products





sheets






August 24, 2015-June 2, 2016


meetings


Teacher goal sheets



Team meeting notes




August 24, 2015-June 2, 2016


meetings









August 24, 2015-June 2, 2016




sheets









The table below shows the student population of Creekside in 2015-16 compared to 2006-07:

Demographic 2015-16 2006-07African American 8% 9.7% Hispanic 27% 23.8% White 55% 60.4% American Indian 0.1% 0.4% Asian 6.0% 6.1% Pacific Islander 1.1% Two or More Races 4.0% N/A Economically Disadv. 18.92% 18.1% Limited English Prof. 4.0% 6.6%

The table below shows the teacher population of Creekside in 2015-16 compared to 2006-07:

Demographic 2015-16 2006-07African American 2% 2% Hispanic 9% 8.1% White 88% 89.9% American Indian 0% 0% Asian 0% 0% Pacific Islander 0% Two or More Races 0% N/A Male 29% 34% Female 71% 66%



Intermediate 2015 STAAR Student Results*: Campus Average compared to CCISD Average

Grade Level Subject CCISD %

Satisfactory Creekside % Satisfactory

6 Reading 87% 82% 7 Reading 85% 82% 8 Reading 88% 87% 7 Writing 80% 80% 6 Mathematics 7 Mathematics 8 Mathematics 8 Science 81% 83% 8 Social Studies 74% 69%


Issues Proposed Actions Our language scores have fallen below the district average 8th grade Social Studies below the 70th percentile Science 8 continues to be a campus strength

With the assistance of our Humanities coach, structured personalized lessons will be designed and delivered

Humanities coach will provide instructional support for 2nd year teacher Humanities planning days will be scheduled for lesson design,

curriculum alignment and data analysis Science coach/LTC will collaborate with team to design personalized

lessons and increase use of new technology to further strengthen scores



For the 2015-2016 school year, Creekside serves 17 ELL students, 355 Career and Technical Education students, 22 Gifted and Talented students, and 140 Special Programs students.

CCISD Special Program Enrollment Program Creekside

2006-07 Creekside2015-16

Bilingual/ESL 6.6% 4.0% Career Technical Education 27.8% 38% Gifted/Talented^ 7.1% 2% Special Education 11.4% 15%



Decrease in number of students serviced by 2.6% Enrollment increasing

CTE: Increase in overall student population Class enrollments are above staffing recommendations

GT: Decrease in number of students served due to opening of LCIS WAVE

Special Education: Increase of 4% in population Students requiring more modifications Increase in students assigned to inclusion

Bilingual/ESL: Provide additional planning time for ELL lead teacher Provide Language support classes for ELL students Mandate ELPS training for teachers.

CTE: Design master schedule to accommodate increase in CTE population Implement Robotics and Audio/Visual Production classes

GT: Monitor G/T required trainings for all teachers Monitor personalized learning opportunities Increase the number of Pre-AP classes/teachers

Special Education: Increase inclusion classes for students Increase staff development opportunities Monitor inclusion classrooms for best practices.



21




Clear Lake Intermediate







We believe that:


Parameters




Objectives







Clear Lake Intermediate Mission Statement Clear Lake Intermediate is a student-centered community of nurturing, positive, thinking professionals seeking to foster a

safe, collaborative, tolerant environment and provide a variety of learning strategies that include technology, problem solving, and critical thinking, where students live up to their potential.

CLIS: To Connect, Lead, Inspire, and Succeed with every student, every day.



CLEAR LAKE INTERMEDIATE IMPROVEMENT STRATEGIES AND PERFORMANCE OBJECTIVES


















PRINCIPAL: Michael Alvarez


STAFF/OTHER PERSONS


TIMELINE START/END


FISCAL





2016





technology





information






use


2014-2015 student



2015








STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL




performance data




Local, State Comp,

Title I


2015


Evaluation




Student Assessment

Data



Student performance

data, SST








STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL


Improve student passing on STAAR as follows:

6th grade reading from 87% to 95%

6th grade math from 82 to 90%* 7th grade reading 77% to 90% 7th grade math from 78 to 90%* 7th grade writing from 72% to 85% 8th grade reading 90% to 95% 8th grade math from 91% to 95%* 8th grade science 80% to 90% Algebra I EOC from 96% to 97%








Title I

August 24, 2015 – May 6, 2016




parents


student








STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL


Implement identified instructional approaches, including: students are properly grouped to have a chance to interact with native English speakers to review concepts or clarify answers, all teachers completed two days of sheltered instruction.



– June 2, 2016


Learning


Implement identified instructional approaches, including raising student engagement through more personalized learning that will be used to address the needs of students identified as At-Risk.




Learning


Implement identified instructional approaches, including professional learning specialized for inclusion teachers, proper grouping of students, and least restricted environment; these will be used to address the needs of students receiving special education services.



Local, IDEA Funds

August 24, 2015 – June 2, 2016


Learning





– June 2, 2016


Learning





– June 2, 2016


Learning


All schools will implement a minimum of two District endorsed strategies including, instructional coaching in classrooms, pull out/push in tutoring, homework haven to provide additional tutoring time to address drop-out prevention.

Student assessment


State compensatory

funds

August 24, 2015 – June 2, 2016





State compensatory

funds

August 24, 2015 – June 2, 2016






PERFORMANCE OBJECTIVE III.1 An intentional culture of school safety. PRINCIPAL: Michael Alvarez


STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL









June 2, 2016


materials










records







safety lessons











STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL













weeks





student records



Superintendents



Completed framework



student records



Service






gender




materials

Needs assessment








STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL




October 23, 2016


codes






system








STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL









future improvement





Counselors


results








future improvement








future improvement



September 15, 2015






resources Web-site







report




PERFORMANCE OBJECTIVE V.1: Meaningful relationships within PK-12 communities. PRINCIPAL: Michael Alvarez


STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL





Principal Local


2014


information


identified




Principal


2015







June 2, 2016


information


identified





Principals


updates


PK-12 Community

Listing



Principals


Communication modes

Web page updates





events




PERFORMANCE OBJECTIVE VII.1 Professional learning to support each teacher. PRINCIPAL: Michael Alvarez



STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL








principal/district










products





sheets






August 24, 2015-June 2, 2016


meetings


Teacher goal sheets



Team meeting notes




August 24, 2015-June 2, 2016


meetings









August 24, 2015-June 2, 2016




sheets









The Clear Creek Independent School District was founded in 1948 and, as of 2013-14, served 39,808 students in grades PK through 12 compared to 35,378 student in 2006-07. The table below shows the student population of CCISD in 2013-14 compared to 2006-07:


The table below shows the teacher population of CCISD in 2013-14 compared to 2006-07:




Elementary 2014 STAAR Student Results*: State Average Compared to CCISD Average



CCISD %Satisfactory

3 Reading 76% 77% 87% 4 Reading 74% 75% 86% 5 Reading 86% 86% 95% 4 Writing 73% 74% 84% 3 Mathematics 71% 73% 78% 4 Mathematics 71% 74% 80% 5 Mathematics 88% 89% 95% 5 Science 74% 75% 84%

* Based on Phase 1 Standards When you compare these data sets, what three (3) issues do you see? What three (3) actions might you recommend as a result of these issues?


Elementary Math: Grade 3, Grade 4, Grade 5, lower scores for CCISD versus Reading and Science

Our CCISD math scores in 3rd and 3th grade are not as high above the state and region 4 as the reading scores

Challenge with 3rd grade math Focus on 3rd grade math curriculum instruction Math standards not achieving mastery Curriculum alignment, both vertically and horizontally have been

done but does everyone know?

Keep doing what we’re doing Review Curriculum for possible changes Possible: progressive changes as students promote Bring back textbooks(print and online) to give parents resource on

background concepts to help More time should be allotted (on computer)for skill and drill Evaluate test to determine Bridge the gap between 2-3 grade math continue manipulatives to

third grade as well as bring word problems to second Are the TEKS matching DNC? Continue to fill the holes that have been created by moving 5th/6th

grade TEKS to 4th grade, time is needed Consistent resources across the district Look at the difference between core content in 4th and 5th grade Make sure curriculum aligned with current standards Professional Learning rigor in 3rd grade math Readiness activities in 2nd grade Change in curriculum. Continue to address gap units between old and

new standards Continue to evaluate readiness and supporting standards Communicate curriculum alignment through cross level training










Issues Proposed Actions Writing is previously tested in 4th grade. There’s a 3 year gap. 8th grade Social Studies score not on par with other core areas Interesting: Writing 4th and Writing 7th were exactly same passing %

(84%) Is testing in 7th grade best use of time if students aren’t motivated to

test well to “satisfactory”

Lobby the state for better alignment of the test to TEKS. Alternative to evaluate critical thinking higher levels skills except multiple choice questions.


Strengthen Social Studies curriculum, look at time allotted to all core content so that Social Studies

Does decrease in ESL population have an effect? Need more time with new TEKS to see growth



High School 2014 STAAR EOC Student Results*: State Average Compared to CCISD Average

Grade Level Subject Course State %



EOC English 1 E1 67% 67% 84% EOC English 2 E2 69% 70% 86% EOC Mathematics A1 80% 81% 93% EOC Science BI 89% 90% 97% EOC Social Studies USH 92% 93%% 97%

* Based on Phase in Standards and Initial Results Only When you compare these data sets, what three (3) issues do you see? What three (3) actions might you recommend as a result of these issues?

Issues Proposed Actions English scores not up to par with other core subjects First time passing rates

Review possible changes in intermediate language arts Move vertical alignment of curriculum Elementary/Secondary collaboration Share ideas/strategies with surrounding districts to improve scores Make sure to make available the data from 1st time administration Carefully choosing STAAR-A



CCISD serves 3,611 students in the Bilingual/ESL program, 11,598 students in the Career and Technical Education program, 3,570 students in the Gifted and Talented program, and 3,778 students in the Special Education program. The exhibit below illustrates the percent enrollment in these programs in 2013-14 compared to 2006-07.


2013-14 CCISD 2013-14

2006-07

Bilingual/ESL 17.1% 9.1% 6.1% Career Technical Education 22.2% 29.1% 24.6% Gifted/Talented^ 7.6% 9.0% 7.1% Special Education 8.5% 9.4% 9.5%



Increase in number of students serviced Increase 3% Enrollment increasing Increase from 6.1 to 9.1 follows increase in population


GT: Increase in number of students services for programs Increased 1.9% Enrollment increasing

Special Education: Percentage has stayed the same Higher than state average but remained the same % Enrollment decreased Identifying students is good, as shown by consistent identifying (%) No more modified tests

Bilingual/ESL: Although there’s an increase, it seems to be much lower than state Parent involvement increase Prepare for increase need for Bilingual/ESL students

CTE: Continue to provide programs that interest students/ needs based Keep it up Anticipate need for more CTE teachers

GT: Less parent dictation/overrides More community avenues to support advanced students More funding so that GT teacher is able to pull students Possibly hire someone else to test K? Use a district wide test for one grade level (2) Make sure identifying students from more diverse background











25




Identify cause of decline in AA performance Continue summer program to help students prepare We must provide ongoing support for students not meeting college

readiness standards



skills.

Clear Creek Independent School District League City Intermediate


2015-2016




We believe that:


Parameters


Objectives





League City Intermediate Mission Statement The mission of League City Intermediate, the leader in educational excellence, is to inspire and empower all members of the Bobcat Community to succeed and actualize their potential through a dynamic system of shared responsibility, grounded in nurturing relationships and distinguished by individual opportunity, mutual respect, and personal integrity. League City Intermediate Strategic Objectives

1. Each student discovers and develops his/her personal gifts, talents, and academic aspirations. 2. Each student engages in meaningful relationships with a deeper appreciation and respect for diversity. 3. Each student enriches the community with empathy, integrity, and service to others.

League City Intermediate Campus Tactics

1. We will broaden and strengthen communication within our Bobcat Community. 2. We will enhance and extend connections and relationships between faculty, staff, students, parents, and community

partners. 3. We will inspire and facilitate learning through an array of personalized opportunities and experiences.

League City Intermediate IMPROVEMENT PLAN STRATEGIES, TACTICS, SPECIFIC RESULT STATEMENTS/PERFORMANCE OBJECTIVES

Strategy I: We will inspire learning through an array of personalized opportunities and experiences, and Strategy II: Support to meet the needs and aspirations of each student. Tactic I.1: We will inspire and facilitate learning through an array of personalized opportunities and experiences. Specific Result Statement/Performance Objective:

1. Teachers enthusiastically collaborate to create engaging lessons and give students access to a variety of instructors, including experts in the field.

2. Integrate a flexible classroom community that is conducive to personalized learning in an academically safe, engaging and productive environment.

3. Offer personalized projects that reach all ranges of learners through an array of options that support the curriculum. Strategy III: We will ensure safe and nurturing learning environments. Tactic III.1 Each student engages in meaningful relationships with a deeper appreciation and respect for diversity. Specific Result Statement/Performance Objective:

1. Enhance advisory through peer tutoring. 2. Integrate Family Nights once per grading period. 3. Encourage teachers to utilize community expertise through guest speakers in content area classrooms. 4. Incorporate a buddy system to enhance the enjoyment and participation of socially isolated students in school-wide activities (such as lunch,

pep rallies, assemblies, field day, etc. 5. Initiate a campus beautification project to enrich student community service participation and pride in our campus.

: Strategy V: We will broaden and strengthen connections within our communities, and Strategy VI: We will ensure mutual understanding and support through effective communication. Tactic VI.1: We will broaden and strengthen communication within our Bobcat Community. Specific Result Statement/Performance Objective:

1. Provide professional learning, including training for itslearning and One Note, to ensure effective communication for faculty, staff, students, parents and community members.

2. Provide RSS feed of current school events, information and announcements on the school’s website. 3. Access itslearning and One Note to gather all Bobcat information (i.e., handbook, campus forms, etc.) 4. Evaluate the effectiveness of the new standard method of communication and make adjustments as needed.

Clear Creek Independent School District – League City Intermediate 2015-2016 Campus Instructional Improvement Plan


DISTRICT STRATEGY I and II: We will inspire learning through an array of personalized opportunities and experiences, and District Strategy II. Support to meet the needs and aspirations of each student.

TACTIC 1: We will inspire and facilitate learning through an array of personalized opportunities and experiences.

SPECIFIC RESULT STATEMENT/PERFORMANCE OBJECTIVE: Teachers enthusiastically collaborate to create engaging lessons and give students access to a variety of instructors, including experts in the field.


STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


1. Identify experts in the field who are willing to collaborate.

Faculty and Staff Input WAVE Liaison N/A August 2015-

Ongoing List of experts

willing to present and collaborate

2. Coordinate teacher conference times to enable group collaboration and planning.

Faculty and Staff Input

Assistant Principal in charge of Master

Schedule N/A March 2016-

Ongoing Master Schedule

with Common Conference

3. Develop an on-line forum where teachers can collaborate and exchange ideas and lessons.

Faculty and Staff Input

Assistant Principal and Technology

Coach Campus Funds August 2016 Software, Teacher

Training On-line Forum



DISTRICT STRATEGY I and II. We will inspire learning through an array of personalized opportunities and experiences, and District Strategy II. Support to meet the needs and aspirations of each student.


SPECIFIC RESULT STATEMENT/PERFORMANCE OBJECTIVE: Offer a flexible classroom community that is conducive to personalized learning in an academically safe, engaging and productive environment.


STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


1. Investigate possible opportunities for programs that provide flexible scheduling within the curriculum and school.

Research alternate

schedules

Principal, Assistant Principals, Teachers Campus Funds March 2016 Staff and Time List of Alternate

Schedules

2. Offer opportunities for students to work in homogenous gendered math/science classrooms in order to facilitate academic risk taking.

Teacher Survey Assistant Principal N/A March 2016 Staff, Survey, Time List of Math/Science Classes and Class

Members

3. Create classrooms where students initiate formative assessments. Student Survey Teachers N/A September

2017 Staff, Survey, Training Student Created

Formative Assessments



DISTRICT STRATEGY I and II: We will inspire learning through an array of personalized opportunities and experiences, and District Strategy II. Support to meet the needs and aspirations of each student.


SPECIFIC RESULT STATEMENT/PERFORMANCE OBJECTIVE: Provide personalized projects that reach all ranges of learners through an array of options that support the curriculum.


STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


1. Develop curriculum based projects that enable students to use a variety of medium.

Research Teachers and Instructional

Coaches N/A August 2015-

Ongoing Staff, Time, Research Teacher Observation

2. Create personalized projects that are content specific and involve student choice.

Research Teachers and Instructional

Coaches N/A August 2015-

Ongoing Staff, Time, Research Teacher Observation

3. Design methods which will allow all students to demonstrate their knowledge of the curriculum through a variety of styles.

Research

Teachers, Instructional

Coaches, Principal, Assistant

Principals

N/A August 2015-Ongoing

Staff, Time, Research, Student Data

Teacher Observation and

Student Data



DISTRICT STRATEGY III. We will ensure safe and nurturing learning environments.

TACTIC 1: Each student engages in meaningful relationships with a deeper appreciation and respect for diversity.

SPECIFIC RESULT STATEMENT/PERFORMANCE OBJECTIVE: Enhance advisory through peer tutoring.


STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


1. Teachers select a group of mentors for every classroom in each content area and in every grade level. The group of mentors will change each 9 weeks.

Teacher Survey Teachers N/A January 2016 Staff, Survey, Time Classroom Observation



DISTRICT STRATEGY III. . We will ensure safe and nurturing learning environments.

TACTIC I: Each student engages in meaningful relationships with a deeper appreciation and respect for diversity.

SPECIFIC RESULT STATEMENT/PERFORMANCE OBJECTIVE: Offer Family Nights once every grading period.


STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


1. Select a current topic (such as:

Technology, STAAR Blitz, etc.), and advertise the event for teachers, parents and students through the campus website, Skylert, announcements and flyers.

Parent Survey Department Heads Campus Funds August 2016 Staff, Time, Survey Family Night Participation

2. Younger children will be supervised by the NJHS and StuCo students.

Number of students and

parents attending and

Number of NJHS and StuCo

needed

Counselors

Campus Funds August 2016

Staff, Attendance Information, Activities

for Young Children

Classroom Observation



DISTRICT STRATEGY III. We will ensure safe and nurturing learning environments.

TACTIC I.: Each student engages in meaningful relationships with a deeper appreciation and respect for diversity.

SPECIFIC RESULT STATEMENT/PERFORMANCE OBJECTIVE: Teachers will utilize community expertise through guest speakers in content area classrooms when appropriate to the lesson.


STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


1. A spreadsheet of available speakers will be available on itslearning. Survey Teachers Department Heads N/A August 2016 Staff, Survey Guest Speaker Sign

In Sheet




TACTIC I.: Each student engages in meaningful relationships with a deeper appreciation and respect for diversity.

SPECIFIC RESULT STATEMENT/PERFORMANCE OBJECTIVE: Incorporate a buddy system to enhance the enjoyment and participation of socially isolated students in school-wide activities (such as lunch, pep rallies, assemblies, field day, etc.)


STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


1. Create a team of students who are interested in being a part of the Buddy System.

Student Survey AA Teachers Campus Funds September 2015 Staff, Time, Survey Observation and

Student Attendance

2. Initiate a campus beautification project to enrich student community service participation and pride in the campus.

Butterfly Garden AA Teachers Campus Funds

and CCEF Grant

September 2015

Staff, Time, Tools, Equipment, and Plants

Observation of Students at Work in the Butterfly Garden

and Plant Growth



DISTRICT STRATEGY V. and VI. We will broaden and strengthen connections within our communities, and Strategy IV We will ensure mutual understanding and support through effective communication.

TACTIC I : We will broaden and strengthen communication within our Bobcat Community.

SPECIFIC RESULT STATEMENT/PERFORMANCE OBJECTIVE: Provide an informed and prepared Bobcat Community which collectively supports and utilizes the standardized methods of communication.


STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


1. Provide professional learning, including training for itslearning, EPortfolio, and One Note to ensure effective communication for faculty, staff, students, parents and community members.

Teacher Requests

Principal, Assistant Principals,

Technology Coach N/A August 2015-

Ongoing Staff, Time, Training Observation and Use of New System

2. Provide RSS feed of current school events, information and announcements on the school website.

Teacher Requests

Principal, Principal’s Secretary and

District Technology Staff

N/A January 2016-Ongoing Staff, Time, Training

Observation of RSS feed on campus

website

3. Access itslearning and One Note to gather all Bobcat information (i.e., handbook, campus forms, etc.)

Teacher Input Principal, Principal’s

Secretary and Technology Coach

N/A August 2015- Ongoing Staff, Training

Observation and Use of Information

on itslearning

4. Evaluate the effectiveness of the new standard method of communication and make adjustments as needed.

Teacher Input Principal, Teachers, Technology Coach N/A May 2016 Staff, Survey

Review Information on Survey and

Make Adjustments



IMPROVEMENT STRATEGIES AND PERFORMANCE OBJECTIVES


















PRINCIPAL: Kimberly Brouillard


STAFF/OTHER PERSONS


TIMELINE START/END


FISCAL


Implement the use of technology when appropriate to support learning, so that it is an integral part of all classroom activities.



2016





technology





information






use


2014-2015 student



2015








STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL




performance data




Local, State Comp,

Title I


2015


Evaluation




Student Assessment

Data



Student performance

data, SST








STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL



6th grade reading from 95% to 98%

6th grade math from 89% to 92% 7th grade reading from 94% to

97% 7th grade math from 89% to 92% 7th grade writing from 90% to 95% 8th grade reading from 98% to

98% 8th grade math from 91% to 94% 8th grade science 92% to 95% 8th grade social studies from 88%

to 90% Algebra I EOC from 100% to

100% Biology EOC from 100% to 100%







Title I

August 24, 2015 – May 6, 2016




parents


student








STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL


Implement identified instructional approaches, including Personal Word Dictionaries, Talking to Learn and Interactive Read-Alouds that will be used to address the needs of students identified as ELL.



– June 2, 2016


Learning


Implement identified the Why Try Small Group Program that will be used to address the needs of students identified as At-Risk.




Learning


Implement identified instructional approaches, including Leveled Literacy Instruction, Benchmark Assessment System, Think Through Math and STAAR A tutorials that will be used to address the needs of students receiving special education services.



Local, IDEA Funds

August 24, 2015 – June 2, 2016


Learning





– June 2, 2016


Learning





– June 2, 2016


Learning


All schools will implement endorsed strategies, including Attendance awards (such as: pizza party, pins and extra lunch time) to address drop-out prevention.

Student assessment


State compensatory

funds

August 24, 2015 – June 2, 2016





State compensatory

funds

August 24, 2015 – June 2, 2016






PERFORMANCE OBJECTIVE III.1 An intentional culture of school safety. PRINCIPAL: Kimberly Brouillard


STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL









June 2, 2016


materials










records







safety lessons











STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL













weeks





student records



Superintendents



Completed framework



student records



Service






gender




materials

Needs assessment








STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL




October 23, 2016


codes






system








STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL


Each 6th grade student will complete the Goal Setting (Academic, Career, Post-Secondary and Personal) in Naviance, improving usage from 88% to 100%. (Counselors have previous year data.) [Intermediates Only]







future improvement

Each 7th grade student will complete the Career Key Assessment in Naviance, improving usage from 88% to 100%. (Counselors have previous year data.) Intermediates Only]




Counselors


results

Each 8th grade student will complete the Career Cluster Finder in Naviance, improving usage from 75% to 100%. (Counselors have previous year data.) Intermediates Only]







future improvement

Each student in grades 8th – 11th will create Course Plans in Naviance, improving usage from 93% to 100%. (Counselors have previous year data.)







future improvement



September 15, 2015






resources Web-site







report




PERFORMANCE OBJECTIVE V.1: Meaningful relationships within PK-12 communities. PRINCIPAL: Kimberly Brouillard


STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL





Principal Local


2014


information


identified




Principal


2015







June 2, 2016


information


identified





Principals


updates


PK-12 Community

Listing



Principals


Communication modes

Web page updates





events







PERFORMANCE OBJECTIVE VII.1 Professional learning to support each teacher. PRINCIPAL: Kimberly Brouillard



STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL








principal/district










products





sheets






August 24, 2015-June 2, 2016


meetings


Teacher goal sheets



Team meeting notes




August 24, 2015-June 2, 2016


meetings









August 24, 2015-June 2, 2016




sheets












LCIS Student Demographic Information LCIS Teacher Demographic Information

6th

Grade 7th Grade

8th Grade

African American 5% 4% 6% 5% Hispanic 22% 20% 18% 20% White 57% 62% 59% 60% American Indian 0% 0% 0% 0% Asian 12% 9% 11% 11% Pacific Islander 0% 0% 0% 0% Two or more races 4% 5% 5% 4% Eco.D 15% 14% 15% 16% SPED 6% 5% 6% 6% LEP 4% 3% 2% 3% CATE 0% 25% 53% 26% GT 51% 52% 51% 51%

African American 4.41% Hispanic 4.41% White 85.29% American Indian 2.94%

Asian 1.47% Two or More Races 1.47%





League City Intermediate 2015 STAAR Student Results*: State Average Compared to CCISD Average

Grade Level Subject

League City Satisfactory % 2014

League City Satisfactory % 2015

League City Satisfactory Phase In 2 -2016

CCISD % Satisfactory State %

Satisfactory

6 Reading 91% 95% (-6%) 89% 88% 78% 7 Reading 94% 94% (-3%) 91% 88% 76% 8 Reading 95% 98% (-2%) 96% 97% 90% 7 Writing 89% 90% (-6%) 84% 84% 72% 6 Mathematics 89% 89% (-5%) 84% 88% 78% 7 Mathematics 82% 89% (-4%) 85% 82% 68% 8 Mathematics 100% 91% (-9%) 82% 97% 86% 8 Science 90% 92% (-8%) 84% 87% 72% 8 Social Studies 80% 88% (-9%) 79% 79% 63%

* Based on Phase in Standards When you compare these data sets, what three (3) issues do you see? What three (3) actions might you recommend as a result of these issues?

Issues Proposed Actions Writing Met Standard - 89%. Math 6th Grade Met Standard - 89%. Math 7th Grade Met Standard - 82%. Social Studies Met Standard - 88%. There is a projected drop in all scores from 2015 to 2016 (Phase in

2) with Reading 6th, Writing, Math 6th, Math 8th, Science and Social Studies taking the biggest hits with a loss of between 5-9%,

Integrate technology into students’ classrooms 2 times a week. Integrate personalized learning instruction into students’ classrooms

on a daily basis including remediating small groups in the classroom. Content area/grade level teachers work closely with the Instructional

Coach to take part in Reflective Data Analysis and Weekly Common Planning. Focus on specific, challenging TEKS and provide additional learning experiences to ensure the success of diverse learners.

Use backward design to create unit tests and ensure all TEKS are appropriately assessed. Use data to inform instruction.

Schedule time for cross-curricular collaboration for dual-coded TEKS (e.g., Social Studies and ELA)

Inculcate and re-teach testing strategies. Train parents on the use of on-line textbooks. Use on-going cumulative review at the beginning of each class and

include on all regular tests. Begin Science Pull-Out 3 months early to address expected gap.



League City Intermediate 2015 STAAR EOC Student Results*: State Average Compared to CCISD Average

Grade Level Subject Course LCIS Sat. % CCISD %

Satisfactory State % Satisfactory

EOC Mathematics A1 100% 93% 80% EOC Science BI 100% 97% 89%

* Based on Phase in Standards and Initial Results Only



League City Intermediate 2015 STAAR Scores for Specific Populations

Grade Level

Subject All Students

EcoD SPED ESL Hispanic African Am.

Asian White 2 or More

6 Reading 95% 82% 50% 73% 90% 93% 97% 97% 93% 7 Reading 94% 78% 70% --- 88% 82% 95% 97% 93% 8 Reading 96% 82% 42% --- 88% 87% 100% 98% 100% 7 Writing 90% 76% 40% --- 78% 73% 95% 93% 100% 6 Math 89% 77% 43% 78% 84% 73% 100% 91% 86% 7 Math 89% 71% 44% --- 82% 57% 98% 93% 87% 8 Math 91% 76% --- --- 85% 73% 100% 94% 100% 8 Science 92% 69% --- --- 90% 62% 100% 94% 100% 8 Social St. 88% 62% --- --- 69% 71% 100% 93% 100%


Issues Proposed Actions Close the achievement gap in

-EcoD -SPED

-ESL -Hispanic -and African American sub-populations.

Provide personalized learning, including small groups, in the regular classroom setting and analyze data to inform instruction.

Gear learning experiences for multiple learning styles. Teachers work with instructional coaches to determine specific TEKS/

plan individualized instruction to meet the needs of diverse learners. Provide STAAR like questions on warm-ups, tests, etc. Provide additional opportunities for all students at risk of failing using

laser focused, individualized and small group instruction in areas such as Pull-out, Target, Specialized Advisories and After School Programs.

General Educ./SPED/ELL teachers meet to identify effective strategies for diverse learners

Identify specific strategies within the Eco.D., SPED, ESL, Hispanic and African American populations and focus on strategies to reach those learners in the classroom and during STAAR remediation.

Incorporate the use of Compass Learning in SPED, math and ELA Target and Regular classrooms to track data, inform instruction and guide the development of student goals and IEP goals (SPED).

Provide Intensive Reading Recovery Advisory using LLI for 4 SPED students.





League City Intermediate 2015 STAAR Scores for Advanced

.

Grade Level

Subject Percent Advanced Commended

6 Reading 51% 7 Reading 46% 8 Reading 61% 7 Writing 34% 6 Math 34% 7 Math 41% 8 Math 6% 8 Science 31% 8 Social St. 32%


Many advanced scores in all subject areas continue to fall under 50%.

All ELA classes will schedule library time to listen to the librarian’s book talk, watch the Prezi loop of the newest books, learn and download the Brytewave Reader App, and take part in other library activities.

All faculty, staff and students will be trained on the itslearning LCI Library Course. The information and videos will assist students in guiding their own learning.

ELA classes will spend additional time on analyzing texts. Provide opportunities for peer tutoring to increase knowledge and

skills.



CCISD Special Program Enrollment

Trends Proposed Actions ESL

CTE

We have increased CTE classes by 1 additional period GT

We support personalized learning through Sandra Kaplan’s depth and complexity strategies in the WAVE curriculum.

We offer personalized learning opportunities through student choice in: curriculum pacing, student products and mini courses in WAVE.

Talent search for GT students of diverse backgrounds will be ongoing in the PreAP and regular classrooms. Teacher, student and parent referrals for GT services are available throughout the year.

Special Education

ESL

Increase parent involvement Give ESL teacher an additional teaching period for targeted

assistance Rely on data analysis to inform instruction and provide additional

learning opportunities when needed CTE

Continue to provide Culinary Arts I and II Ask for additional CTE teacher to provide additional classes/topics

GT Support advanced learners with personalized learning experiences in

and outside the classroom environment Identify students from diverse backgrounds

Special Education Rely on data analysis to inform instruction and provide additional

learning opportunities when needed Continue to use BAS, LLI in Resource Reading coupled with the new

Compass Learning Program Continue to use Think Through Math in Resource Math

Special Program 6th 7th 8th Total SPED 6% 5% 6% 6% LEP 4% 3% 2% 3% CATE 0% 25% 53% 26% GT 51% 52% 51% 51%


37



skills.




Space Center Intermediate







We believe that:


Parameters




Objectives







Space Center Intermediate Mission Statement

The mission of Space Center Intermediate, the leader in educational excellence, is to engage a diverse community of learners to maximize their unique talents and creative abilities through an intentional system of personalized learning distinguished by: Significant Relationships Commitment to Excellence & Integrity Strategic Plan Campus Strategic Objectives:

1. Each student will identify and develop personal talents and abilities. 2. Each student will optimize his or her potential by continuously setting and achieving

Individual learning goals. 3. Each student will strengthen relationships within our community.

Strategic Plan Campus Tactics:

1. We will provide rigorous and relevant experiences to meet student needs which will stimulate ownership of their learning.

2. We will motivate students to explore a wide array of activities to develop and enhance personal talents and abilities.

3. We will equip students with the skills and strategies to set personal goals and be successful.



SPACE CENTER INTERMEDIATE IMPROVEMENT PLAN STRATEGIES, TACTICS, SPECIFIC RESULT STATEMENTS/PERFORMANCE OBJECTIVES

Strategy I: We will inspire learning through an array of personalized opportunities and experiences. Tactic I.1: We will provide rigorous and relevant experiences to meet student needs which will stimulate ownership of their learning. Specific Result Statement/Performance Objective: Establish goals and benchmarks for student personalized learning plans. Implement curriculum and flexible scheduling that supports student choice and personalized learning. Strategy II: Support to meet the needs and aspirations of each student. Tactic II.1: We will motivate students to explore a wide array of activities to develop and enhance personal talents and abilities. Specific Result Statement/Performance Objective: Systematic approaches for instructional and behavioral supports will be implemented for each student. Strategy IV: We will ensure each student understands and assumes his or her role as a productive citizen. Tactic IV.1: We will equip students with the skills and strategies to set personal goals and be successful. Specific Result Statement/Performance Objective: Students will exercise responsible and effective use of technology while learning at school, home, and in the community.




TACTIC I.1: We will provide rigorous and relevant experiences to meet student needs which will stimulate ownership of their learning.

SPECIFIC RESULT STATEMENT/PERFORMANCE OBJECTIVE: Establish goals and benchmarks for student personalized learning plans. Implement curriculum and flexible scheduling that supports student choice and personalized learning.


STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


Departments will utilize common planning time to design rigorous, enriching instruction which shifts learning from being teacher centered to student centered.


Principal, Assistant Principals, Teachers Local


2016 Teaching resources Walk-through

observation data

The Universal Design for Learning elements of Access, Engage, and Express will be exercised by SCIS teachers on a weekly basis.




2016 Teaching resources Walk-through

observation data




TACTIC II.1: We will motivate students to explore a wide array of activities to develop and enhance personal talents and abilities.

SPECIFIC RESULT STATEMENT/PERFORMANCE OBJECTIVE: Systematic approaches for instructional and behavioral supports will be implemented for each student.


STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


Teachers will receive Personalized Learning PL opportunities. JEPL (Job Embedded Professional Learning) will then ensue on campus.



November 9, 2015-June 2,

2016

Personalized Learning PL, Naviance,

scheduled teaching time

Campus usage reports, goals for

improvement

Personalized learning profiles will be created to guide and propel students as they explore varied activities.



November 9, 2015-June 2,

2016

Personalized Learning PL, Naviance,

scheduled teaching time

Campus usage reports, goals for

improvement




TACTIC IV.1: We will equip students with the skills and strategies to set personal goals and be successful.

SPECIFIC RESULT STATEMENT/PERFORMANCE OBJECTIVE: Student goals will be drafted and refined (as necessary) each 9 weeks. Students will exercise responsible and effective use of technology while learning at school, home, and in the community.


STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


Digital Citizenship tenets will be spiraled into advisory lessons each nine weeks.




2016

Technology devices, scheduled teaching time, SCIS digital citizenship code

Walk-through observation data, Advisory lesson

plans Goal setting strategies are being discussed and executed by students in advisory classes. Each student completing this process is being recognized in an assembly for their goal-setting practices.




2016

Scheduled Advisory teaching time

Advisory lesson plans



SPACE CENTER INTERMEDIATE IMPROVEMENT STRATEGIES AND PERFORMANCE OBJECTIVES


















PRINCIPAL: Lonnie Leal


STAFF/OTHER PERSONS


TIMELINE START/END


FISCAL





2016





technology





information






use


2014-2015 student



2015








STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL




performance data




Local, State Comp,

Title I


2015


Evaluation




Student Assessment

Data



Student performance

data, SST








STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL


UPDATE BASED ON CAMPUS 2015 STAAR RESULTS, USING ALL STUDENTS. Improve student passing on STAAR as follows:

6th grade reading from 87% to 95% 6th grade math from 88% to 95%* 7th grade reading from 85% to 95% 7th grade math from 82% to 90%* 7th grade writing from 80% to 85% 8th grade reading from 88% to 95% 8th grade math from 92% to 95%* 8th grade science 81% to 90% ELA I EOC from 81% to 90% Algebra I EOC from 96% to 97%* Biology EOC from 97% to 100% US History EOC from 96% to 100%








Title I

August 24, 2015 – May 6, 2016




parents


student








STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL


Instructional push-in support will be provided to our ELL students. Sheltered Instruction Observation Strategies (SIOP) such as comprehensible input, sentence stems, sentence frames, academic vocabulary, etc.) will be utilized to improve Reading/ELA achievement. Every SCIS teacher has now received the two day SIOP training.



– June 2, 2016


Learning


The identified At-Risk students will receive push-in & pull out intervention through our C2 (Cardinal Crew) Program. The students will receive differentiated instruction and content acceleration to not only close achievement gaps, but also to elevate achievement levels.




Learning


Special Education students will receive inclusion support (Building Inclusive Schools model) within the general education setting to close academic deficits. Leveled Literacy Intervention (LLI) resources will also be utilized to support students with large academic gaps.



Local, IDEA Funds

August 24, 2015 – June 2, 2016


Learning





– June 2, 2016


Learning





– June 2, 2016


Learning


SCIS will implement the District endorsed strategies Kid Talk visits, Lunch Bunch, as well as Family Night, collaborative mentoring with Bay Area Turning Point (BATP) to address drop-out prevention.

Student assessment


State compensatory

funds

August 24, 2015 – June 2, 2016







State compensatory

funds

August 24, 2015 – June 2, 2016






PERFORMANCE OBJECTIVE III.1 An intentional culture of school safety. PRINCIPAL: Lonnie Leal


STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL


Train 100% of staff on visitor procedures. Current written procedures



Train 100% of staff on student arrival and dismissal procedures.




June 2, 2016


materials


Complete a minimum of 9 fire drills and 2 lock-down drills. Previous year record of drills








records

Ensure all staff meetings begin with a focus on student safety.





Implement campus-based developmentally appropriate safety activities throughout the year. Previous year

safety lessons











STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL













weeks





student records



Superintendents



Completed framework



student records



Service






gender




materials

Needs assessment








STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL




October 23, 2016


codes






system








STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL


Each 6th grade student will complete the Learning Styles Inventory in Naviance, improving usage from 92% to 100%...







future improvement

Each 7th grade student will complete the Career Key Assessment in Naviance maintaining the 100% usage attained in 2014-15.




Counselors


results

Each 8th grade student will complete the Career Cluster Finder in Naviance, maintaining the 100% usage attained in 2014-15.







future improvement








future improvement



September 15, 2015






resources Web-site







report




PERFORMANCE OBJECTIVE V.1: Meaningful relationships within PK-12 communities. PRINCIPAL: Lonnie Leal


STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL





Principal Local


2014


information


identified




Principal


2015







June 2, 2016


information


identified





Principals


updates


PK-12 Community

Listing



Principals


Communication modes

Web page updates





events




PERFORMANCE OBJECTIVE VII.1 Professional learning to support each teacher. PRINCIPAL: Lonnie Leal



STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL








principal/district










products





sheets






August 24, 2015-June 2, 2016


meetings


Teacher goal sheets



Team meeting notes




August 24, 2015-June 2, 2016


meetings









August 24, 2015-June 2, 2016




sheets









The table below shows the student population of Space Center Intermediate in 2013-14 compared to 2006-07:


The table below shows the teacher population of Space Center Intermediate in 2013-14 compared to 2006-07:

Demographic 2013-14 2006-07African American 8.2% 2.9% Hispanic 4.2% 3.5% White 84.9% 92.4% American Indian 1.4% 0.4% Asian 0.0% 0.8% Pacific Islander 0.0% Two or More Races 1.4% N/A Male 27.0% 20.9% Female 73% 79.1%

The above data is provided as information only.



Intermediate 2014 STAAR Student Results*: Space Center Intermediate compared to State Average Compared to CCISD

Average


Satisfactory Space

Center Int. CCISD %

Satisfactory 6 Reading 78% 83% 88% 7 Reading 76% 85% 88% 8 Reading 90% 96% 97% 7 Writing 72% 79% 84% 6 Mathematics 78% 85% 88% 7 Mathematics 68% 77% 82% 8 Mathematics 86% 93% 97% 8 Science 72% 84% 87% 8 Social Studies 63% 82% 79%




(84%)



Need more time with new TEKS to see growth





2013-14 CCISD 2013-14

SCIS 2013-2014

2006-07


^The State of Texas provides funding for a maximum of 5% identified GT students. Space Center Intermediate serves 118 students in the ESL program (33 yr. 1 and yr. 2 monitor students), 433 students in the Career and Technical Education program, 61 students in the Gifted and Talented program, and 119 students in the Special Education Program. The exhibit below illustrates the percent enrollment in these programs in 2013-2014 compared to 2006-2007. When you compare these data sets, what four (4) trends do you see? What four (4) actions might you recommend as a result of these trends?


Increase in number of students serviced CTE:

Enrollment increasing GT:

Increase in number of students services for programs

Special Education: Decreased from 9.5% to 9.4%

Bilingual/ESL: Prepare for increase need for Bilingual/ESL students

CTE: Continue to provide programs that interest students/ needs based

GT: Make sure identifying students from more diverse background

Special Education: Increased teacher education/assistance in identifying SPED





Seabrook Intermediate Campus Instructional Improvement Plan

2015-2016






We believe that:


Parameters




Objectives









SEABROOK INTERMEDIATE’S IMPROVEMENT STRATEGIES AND PERFORMANCE OBJECTIVES


















PRINCIPAL: David Williams


STAFF/OTHER PERSONS


TIMELINE START/END


FISCAL





2016





technology





information






use


2014-2015 student



2015








STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL




performance data




Local, State Comp,

Title I


2015


Evaluation




Student Assessment

Data



Student performance

data, SST








STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL



6th grade reading from 87% to 95% 6th grade math from 88% to 95%* 7th grade reading from 90% to 95% 7th grade math from 89% to 90%* 7th grade writing from 86% to 90% 8th grade reading from 93% to 95% 8th grade math from 91% to 95%* 8th grade science 81% to 90% Algebra I EOC maintain 100% Biology EOC maintain 100%








Title I

August 24, 2015 – May 6, 2016




parents


student








STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL


Implement identified instructional approaches, including sheltered classes and SIOP, which will be used to address the needs of students identified as ELL.



– June 2, 2016


Learning


Kids Talk will be used to address the needs of students identified as At-Risk.




Learning


Inclusion classes and co-teaching will be used to address the needs of students receiving special education services.



Local, IDEA Funds

August 24, 2015 – June 2, 2016


Learning





– June 2, 2016


Learning





– June 2, 2016


Learning


All schools will implement endorsed strategies, including Rachel’s Challenge and Capturing Kid’s Hearts to address drop-out prevention.

Student assessment


State compensatory

funds

August 24, 2015 – June 2, 2016





State compensatory

funds

August 24, 2015 – June 2, 2016






PERFORMANCE OBJECTIVE III.1 An intentional culture of school safety. PRINCIPAL: David Williams


STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL









June 2, 2016


materials










records







safety lessons











STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL













weeks





student records



Superintendents



Completed framework



student records



Service






gender




materials

Needs assessment








STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL




October 23, 2016


codes






system








STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL


Each 6th grade student will complete the Goal Setting in Naviance, improving usage from 97%to 100%.







future improvement





Counselors


results








future improvement

Each student in grades 8th – 11th will create Course Plans in Naviance, improving usage from 99.7% to 100%.







future improvement



September 15, 2015






resources Web-site







report




PERFORMANCE OBJECTIVE V.1: Meaningful relationships within PK-12 communities. PRINCIPAL: David Williams


STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL





Principal Local


2014


information


identified




Principal


2015







June 2, 2016


information


identified





Principals


updates


PK-12 Community

Listing



Principals


Communication modes

Web page updates





events






PERFORMANCE OBJECTIVE VII.1 Professional learning to support each teacher. PRINCIPAL: David Williams



STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL








principal/district










products





sheets






August 24, 2015-June 2, 2016


meetings


Teacher goal sheets



Team meeting notes




August 24, 2015-June 2, 2016


meetings









August 24, 2015-June 2, 2016




sheets











Seabrook Intermediate School was founded in 1966 and, as of 2013-14, served 1000 students in grades 6 through 8 compared to 1022 students in 2006-07. The table below shows the student population of SIS in 2013-14 compared to 2006-07:


The table below shows the teacher population of SIS in 2013-14 compared to 2006-07:











(84%)



Need more time with new TEKS to see growth





2013-14 CCISD 2013-14

SIS 2013-14

CCISD 2006-07


^The State of Texas provides funding for a maximum of 5% identified GT students.


Increase in number of students serviced CTE:

Students are provided more opportunities for programs GT:

Enrollment increasing Special Education:

No more modified tests


CTE: Continue to provide programs that interest students/ needs based

GT: Make sure identifying students from more diverse background

Special Education: Increased teacher education/assistance in identifying SPED









25







skills.

Review Dates: 9/15/15 10/13/15 ______ Approval CIIC 10/13/15 Page 1 of 32 ____________________


Victory Lakes






We believe that:


Parameters



Objectives


Strategies



The mission of Victory Lakes Intermediate, the leader in innovative personalized learning, is to inspire students to create and achieve individual goals while becoming global learners by providing a safe learning environment that embraces diversity, passion, and commitment to Vision, Leadership and Integrity. Each student creates self-directed goals to be achieved through personalized learning experiences. Each student will continue to strengthen their character, connections within their community, and global awareness. Each student will contribute to a safe social and learning environment. We will provide personalized learning opportunities for all students. We will encourage students in developing and achieving their goals. We will ensure safety in social and learning environments.


Victory Lakes Intermediate IMPROVEMENT PLAN STRATEGIES, TACTICS, SPECIFIC RESULT STATEMENTS/PERFORMANCE

Strategy I: Each student creates self-directed goals to be achieved through personalized learning experiences. Tactic I.1: We will provide personalized learning opportunities for all students. Specific Result Statement/Performance Objective:

1. Establish goals and benchmarks for a personalized learning plan. 2. Demonstrate accountability for learning. 3. Develop skills to select and use appropriate technology and resources to support and enhance the learning. 4. Evaluate mastery of knowledge and skills

Strategy II: Each student will continue to strengthen their character, connections within their community, and global awareness. Tactic II.1: We will encourage students in developing and achieving their goals. Specific Result Statement/Performance Objective: Campus, staff, and students will join in a collaborative effort in order to create a positive atmosphere and learning environment by maintaining effective communication, organization, and accountability for their own actions. Strategy III: Each student will contribute to a safe social and learning environment. Tactic III.1: We will ensure safety in social and learning environments Specific Result Statement/Performance Objective: Develop processes that maintain safety measures across our campus.


TACTIC I.1: We will inspire learning through an array of personalized opportunities and experiences.

SPECIFIC RESULT STATEMENT/PERFORMANCE OBJECTIVE: Establish goals and benchmarks for a personalized learning plan.


STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


Design and implement a classroom teacher (PLP) knowledge survey. Survey Classroom Teachers Local January 2016 -

June 2016 Technology Evaluate the results of the survey

Provide professional learning for teachers in the implementation of Personalized Learning Strategies

Analyze student learning needs,

training

Personalized learning tactic team Local January 2016 -

June 2016 Technology Teacher Feedback

Establish an organizational culture that promotes and supports personalized learning

Destination Innovation Staff Local August 2016 –

June 2017 Training Community Partners

Implement Personalized Learning to improve student engagement Training Staff Local August 2016 –

June 2017 Training School Climate



SPECIFIC RESULT STATEMENT/PERFORMANCE OBJECTIVE: Demonstrate accountability for learning.


STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


Adopt a personal learner profile (PLP) to initiate at the campus level

Personal Learner Profile

Conducted by the Personalized Learning

Tactic Team Local March 2016 –

December 2016 Research On-line Course Approval of PLP

Students identify individual learning preferences using the campus approved personal learner profile.

Personal Learner Profile

Campus Tech LTC Advisory Teachers Local October 2016 –

March 2017 Students Tablets/Laptops Individual Learner Survey Data



SPECIFIC RESULT STATEMENT/PERFORMANCE OBJECTIVE: Develop skills to select and use appropriate technology and resources to support and enhance learning.


STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


Ensure a one-to-one ratio for all learners and instructional staff

Technology Enrollment

Technology Administration District September 2016

– November 2016 Technology Staff Deployment

Learners will create and maintain an electronic portfolio in it’slearning. Training Classroom Teachers

Instructional Coaches Local October 2016 – June 2017 Technology Teacher Observation

Learners will actively monitor grades on a weekly basis during advisory Advisory Routine Advisory Teacher Local October 2016 –

June 2017 Technology Teacher Observation and Skyward Access

Learners will analyze grades on a weekly basis during advisory Advisory Routine Classroom Teachers

Students and Parents Local September 2016 – June 2017 Technology Goal Evaluation



SPECIFIC RESULT STATEMENT/PERFORMANCE OBJECTIVE: Evaluate mastery of knowledge and skills


STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


Implement a personalized learning plan to increase student achievement and performance

Walk-Through data classroom

observation data

Administrators, Department Heads,

Instructional Coaches Local August 2016 –

June 2017 Personalized Learning

Tactic Team Observation Data

Clarify common values about alternative assessments and grading practices Training Personalized Learning

Tactic Team Local August 2016 – June 2017 Research Assessment Data

Implement TEKS Project Based Learning Opportunities Training Personalized Learning

Tactic Team, Instructional Coaches

Local September 2016 – June 2017

Personalized Learning Tactic Team and

Research

Student Assessment Grades


TACTIC II.1: We will encourage students in developing and achieving their goals. SPECIFIC RESULT STATEMENT/PERFORMANCE OBJECTIVE: Campus, staff, and students will join in a collaborative effort in order to create a positive atmosphere and learning environment by maintaining effective communication, organization, and accountability for their own actions.


STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


All stakeholders will have self-driven communication and take the initiative to keep abreast of all imperative information.

Communication Staff, Students, and Parents Local January 2016 –

June 2016

Technology (E-mail, it’slearning, voicemail,

skyward, website) Reports

Necessary organization will be fulfilled by students and staff in order to function more efficiently Organization Students Local August 2016 –

June 2017 Digital Assignment

Planner Reports

Students will be accountable for their own learning by taking ownership and responsibility for their own actions. Accountability Students Local August 2016 –

June 2017 Character Program,

Guest Speakers Reports

Students will be accountable for their own behavior by taking ownership and responsibility for their own actions Accountability Students Local August 2016 –

June 2017 Character Program,

Guest Speakers Discipline Reports


TACTIC III.1: We will ensure safe and nurturing learning environments. SPECIFIC RESULT STATEMENT/PERFORMANCE OBJECTIVE: Develop processes that maintain safety measures across our campus.


STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


Develop a standard procedure for student arrival.

Campus-based procedures review

Principal, Assistant Principals, SLO, Safety

Committee Local August 2016 –

June 2017


materials Self Audit

Develop a standard procedure for student dismissal. Campus-based procedures review


Committee Local August 2016 –

June 2017



Develop a standard procedure for all magnet schools that arrive on campus prior to the end of the school day.



Committee, Partner Campus Administration

Local August 2016 – June 2017



Reexamine faculty and staff duty assignments to be more focused for our school’s specific needs.



Committee, Department Heads




Provide time for the Emergency Response Team to debrief after each drill to confirm that each safety concern at the school is addressed as soon as possible.



Committee Local August 24, 2015-

June 2, 2016



Provide support for teachers to promote the use of purposeful and innovative technology teaching strategies that follow district and state standards.


Principal, Assistant Principals, Instructional

Coaches Local August 2016 –

June 2017



Create up to date lessons on digital citizenship to students


Principal, Assistant Principals, Instructional Coaches, Technology

Committee

Local August 2016 – June 2017




Victory Lakes Intermediate IMPROVEMENT STRATEGIES AND PERFORMANCE OBJECTIVES
















PRINCIPAL: Adam Douglas


STAFF/OTHER PERSONS


TIMELINE START/END


FISCAL





2016





technology





information






use


2014-2015 student



2015







STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL




performance data




Local, State Comp,

Title I


2015


Evaluation




Student Assessment

Data



Student performance

data, SST







STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL



6th grade reading from 86% to 88% 6th grade math from 85% to 87% 7th grade reading from 88% to 90% 7th grade math from 88% to 89% 7th grade writing from 83% to 87% 8th grade reading from 92% to 93% 8th grade math from 87% to 88% 8th grade science 78% to 83% 8th grade social studies 77% to 82% Algebra I EOC from 100% to 100%* Biology EOC from 100% to 100%








Title I

August 24, 2015 – May 6, 2016




parents


student







STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL


Implement identified instructional approaches, including that will be used to address the needs of students identified as ELL.

Faculty Professional Learning on ELPS Faculty Professional Learning on Building

Background Sheltered instruction in all core classes Work on getting all teachers trained with

sheltered instruction. Work on getting all ELA teacher the ESL

certification.



– June 2, 2016


Learning


Implement identified that will be used to address the needs of students identified as At-Risk.

Talk with kids and parents about any needs that they have.

Remediate with STAAR failures in advisory.

Fail 2 or more classes Assistant Principals and Counselor meet with kids.

Summer school if needed. STAAR academy




Learning


Implement identified instructional approaches, including that will be used to address the needs of students receiving special education services.

Co-Teaching and Inclusion teachers collaborating with General education teachers.

Stetson training on co-teaching Co-teaching learning walks Professional learning on LLI for resource

reading teachers



Local, IDEA Funds

August 24, 2015 – June 2, 2016


Learning



Special Education Data Reviews with Team lead

Implement identified instructional approaches including that will be used to address the needs of students receiving Section 504 services, including those students supported through Dyslexia services.

Utilize small group reading interventions Analyze check points, classroom

assessments and progress monitoring Parents and teachers will receive

assistance on the use of appropriate classroom accommodations during Student Success meetings and/or 504 meetings.



– June 2, 2016


Learning


Implement identified instructional approaches: That will be used to address the needs of students identified as Gifted and Talented.

Gifted Students are allowed to freely choose how they want to research and create cooperatively in small group settings, or independently, with outcomes, productivity, and presentation of product chosen by the student or students on given concepts in a Personalized Learning Environment.

Gifted students are given the opportunity self and peer assess in a safe, supportive, and nonthreatening environment.

Gifted students are encouraged to safely and comfortably express feelings, theories and hypotheses, or make inquiries openly in class, or through their chosen medium.

Gifted students are encouraged to use technology to enhance their own learning and the learning of others in unique ways.

Gifted students are encouraged to use their gifts and skills for the betterment of the school and society.



– June 2, 2016


Learning



All schools will implement endorsed strategies, including to address drop-out prevention.

Monitor attendance with Attendance officer and Assistant Principals

Texas Generation Week

Student assessment


State compensatory

funds

August 24, 2015 – June 2, 2016





State compensatory

funds

August 24, 2015 – June 2, 2016





PERFORMANCE OBJECTIVE III.1 An intentional culture of school safety. PRINCIPAL: Adam Douglas


STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL









June 2, 2016


materials










records







safety lessons










STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL










Campus Bully Tracking Report Principal, Teachers Local


weeks





student records



Superintendents



Completed framework



student records



Service






gender




materials

Needs assessment







STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL




October 23, 2016


codes






system







STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL









future improvement





Counselors


results








future improvement








future improvement



September 15, 2015






resources Web-site







report



PERFORMANCE OBJECTIVE V.1: Meaningful relationships within PK-12 communities. PRINCIPAL: Adam Douglas


STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL





Principal Local


2014


information


identified




Principal


2015







June 2, 2016


information


identified





Principals


updates


PK-12 Community

Listing



Principals


Communication modes

Web page updates





events

Panther Paws for the Community Panther Paws VLI Staff Local November 3, 2015 Community Visits Pictures of

Delivery



PERFORMANCE OBJECTIVE VII.1 Professional learning to support each teacher. PRINCIPAL: Adam Douglas



STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL








principal/district










products





sheets






August 24, 2015-June 2, 2016


meetings


Teacher goal sheets



Team meeting notes




August 24, 2015-June 2, 2016


meetings









August 24, 2015-June 2, 2016




sheets




Student Data: Student Groups Number of students assigned to each special program, including analysis of academic achievement, race, ethnicity, gender Economically disadvantaged/Non-economically disadvantaged performance and participation data Male/female performance and participation data Special education population, including performance, discipline, attendance, and mobility Migrant 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 Career and Technical Education (CTE) data, including academic achievement, program growth, race, ethnicity, gender Gifted and talented data Response to Intervention (RTI) student achievement data Student Data: Behavior and Other Indicators Annual dropout rate data Attendance data Discipline records Violence and/or violence prevention records Student surveys and/or other feedback Class size averages by grade and subject Parent/Community Data Parent surveys and/or other feedback Parent involvement rate Support Systems and Other Data Processes and procedures for teaching and learning, including program implementation Budgets/entitlements and expenditures data


Clear Creek Independent School District, Victory Lakes Intermediate 2015-2016 Campus Improvement Plan

The table below shows the student population of VLI in 2013-14 compared to 2006-07:

Demographic 2013-2014 VL

2006-07 VL

African American 8.8% 10.8% Hispanic 26.5% 27.9% White 54.3% 56.8% American Indian 0.1% 0.5% Asian 5.9% 4.0% Pacific Islander 0.3% 4.0% Two or More Races 4.1% * Economically Disadv. 18.2% 23.3% Limited English Prof. 2.5% 3.9%

The table below shows the teacher population of VLI in 2013-14 compared to 2006-07:

Demographic 2013-2014 VL

2006-07 VL

African American 7.8% 4.8% Hispanic 7.8% 5.0% White 74.8% 88.5%American Indian 1.9% 1.0% Asian 3.9% 0.7% Pacific Islander 0.0% 0.7% Two or More Races 3.9% * Male 28.2% 22.1%Female 71.8% 77.9%

Comments from sub-committee members:

Student population has remained relatively the same. There is an increase of minority staff since 2006. In an ideal world these differences should not matter. Our staff could benefit from professional learning in cultural awareness. Can we adequately equip our staff members to be aware of the needs of our students?




Satisfactory Region 4 %

*SatisfactoryCCISD %

Satisfactory VLI %

Satisfactory 6 Reading 76% 79% 87% 86% 7 Reading 75% 78% 85% 88% 8 Reading 78% 90% 88% 92% 7 Writing 72% 74% 80% 83% 6 Mathematics 75% 79% 83% 85% 7 Mathematics 72% 72% 85% 88% 8 Mathematics 75% 87% 81% 87% 8 Science 70% 74% 81% 78% 8 Social Studies 64% 65% 74% 77%

Based on Phase in Standards

*Region 4 percentages are from the 13-14 school year, and were not used in this comparison. When you compare these data sets, what three (3) issues do you see? What three (3) actions might you recommend as a result of these issues?

Issues Proposed Actions 6th grade reading is our lowest reading score and also 1% below the

district’s average. 6th grade math is our lowest math score and only 2% higher than

the district’s average. 8th grade science is 3% below the district’s average.

Collaborative planning days with CIS focusing on backwards design. Individual coaching cycles focusing data to improve instruction. Collaborate with coaching team members and teachers to implement

more technology in lessons Follow up with individuals to support full implementation of team

planned lessons based upon new curriculum documents. Particular support for 6th grade ELA teachers in implementing

workshop design to prevent learning gap for students between 5th to 6th grade.

Support inclusion teachers implementing LLI program and collaboration with regular ELA.

Collaborate with 6th grade math teachers on lesson planning and classroom instruction focusing on authentic and engaging activities to enhance the learning.

Support teachers in their use of effective questioning with the intention of spiraling prior learning.


Build teacher capacity for understanding of the TEKS/mathematics concepts.

Build teacher capacity to understand student performance that demonstrates mastery of the TEK (what does it look and sound like, what should the students be able to do).

Follow up with individual teachers to support lesson delivery with emphasis on 6th grade mathematics.

Facilitate the backward design process during district and campus planning days.

Support teachers in their creation of campus common assessments. Build teacher understanding of the intentional alignment of labs and

activities to district and state curriculum. Build teacher capacity using AWARE for data analysis to develop

strategies for student interventions and remediation. Follow up with individual teachers to support lesson delivery with

emphasis on 8th grade.


Victory Lakes has 1040 total students on campus. Victory Lakes serves 60 students who receive ELL or ESL services, 447 students in the Career and Technical Education program, 31 students in the Gifted and Talented program, and 123 students in the Special Education program. The exhibit below illustrates the percent enrollment in these programs in 2014-15 compared to the 2006-07

Victory Lakes Special Program Enrollment Program VL 2015-16 VL 2006-07 ELL/ESL 5.8% 3.6% Career Technical Education 43.0% 36.8% Gifted/Talented 3.0% 2.6% Special Education 11.8% 10.4%

When you compare these data sets, what trends do you see? What actions might you recommend as a result of these trends?

Trends Proposed Actions Continue to see growth in our students who are English

Language Learners Our students receiving special education services are above

the percentage of the state

Provide professional learning support for teachers to meet the needs of students

Continue to emphasize the importance of students needing access to the general education curriculum

Sources: 2006 AEIS, 2013 Texas Academic Performance Report, and 2015 Current Campus Data







32







skills.


Westbrook Intermediate School





We believe that:


Parameters


Objectives





Campus Mission Statement The mission of Westbrook Intermediate School, the innovative learning community Where Individual Success is actualized, is to advance all students toward a lifetime of learning as valuable members of society with options for their futures, distinguished by a foundation that embraces diversity and empowers students through authentic learning experiences. Strategic Objectives Each student maximizes his or her options by actively participating in a robust variety of authentic learning experiences. Each student impacts his or her community and society through engagement in experiences that generate positive change. Each student demonstrates a commitment to continuous personal growth. Tactics: We will use community resources to foster academic progress and to engage students in real-world experiences that create positive change. We will ensure that learning experiences provide students with opportunities to engage in authentic, meaningful, and purposeful work. We will celebrate and honor the individual success and diversity of all students.

WESTBROOK INTERMEDIATE SCHOOL IMPROVEMENT PLAN STRATEGIES, TACTICS, SPECIFIC RESULT STATEMENTS/PERFORMANCE OBJECTIVES

Strategy I: We will inspire learning through an array of personalized opportunities and experiences. Tactic I.1: Specific Result Statement/Performance Objective: Strategy II: Support to meet the needs and aspirations of each student. Tactic II.1: Specific Result Statement/Performance Objective: Strategy III: We will ensure safe and nurturing learning environments. Tactic III.1 Specific Result Statement/Performance Objective: Strategy IV: We will ensure each student understands and assumes his or her role as a productive citizen. Tactic IV.1: Specific Result Statement/Performance Objective: Strategy V: We will broaden and strengthen connections within our communities. Tactic V.1: Specific Result Statement/Performance Objective: Strategy VI: We will ensure mutual understanding and support through effective communication. Tactic VI.1: Specific Result Statement/Performance Objective: Strategy VII: We will build capacity for organizational change. Tactic VII.1: Specific Result Statement/Performance Objective:


Review Dates 10/5/15; 10/12/15 Approved by CIIC: 10/15/15 Page 5 of 27


TACTIC I. We will ensure that learning experiences provide students with opportunities to engage in authentic, meaningful, and purposeful work.

SPECIFIC RESULT STATEMENT/PERFORMANCE OBJECTIVE:


STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


Action Teams meeting fall of 2015




TACTIC II: We will use community resources to foster academic progress and to engage students in real-world experiences that create positive change. We will ensure that learning experiences provide students with opportunities to engage in authentic, meaningful, and purposeful work. We will celebrate and honor the individual success and diversity of all students.



STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL






TACTIC III: We will celebrate and honor the individual success and diversity of all students.



STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL






TACTIC IV: We will ensure that learning experiences provide students with opportunities to engage in authentic, meaningful, and purposeful work.



STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL






TACTIC V: We will use community resources to foster academic progress and to engage students in real-world experiences that create positive change. We will celebrate and honor the individual success and diversity of students.



STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL





WESTBROOK INTERMEDIATE SCHOOL IMPROVEMENT STRATEGIES AND PERFORMANCE OBJECTIVES


















PRINCIPAL: Stephanie McBride


STAFF/OTHER PERSONS


TIMELINE START/END


FISCAL





2016





technology





information






use


2014-2015 student



2015








STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL




performance data




Local, State Comp,

Title I


2015


Evaluation




Student Assessment

Data



Student performance

data, SST








STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL



6th grade reading from 92% to 95% 6th grade math from 93% to 96%* 7th grade reading from 87% to 90% 7th grade math from 90% to 93%* 7th grade writing from 87% to 90% 8th grade reading from 88% to 91% 8th grade math from 79% to 85%* 8th grade science 84% to 90% 8th grade social studies 77% to 85% Algebra I EOC maintain 100% Biology EOC maintain 100%







Title I

August 24, 2015 – May 6, 2016




parents


student








STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL


Implement identified instructional approaches, including sheltered instruction training and implementation that will be used to address the needs of students identified as ELL.



– June 2, 2016


Learning


Implement identified tutorials and target classes that will be used to address the needs of students identified as At-Risk.




Learning


Implement identified instructional approaches, including academic vocabulary development that will be used to address the needs of students receiving special education services.



Local, IDEA Funds

August 24, 2015 – June 2, 2016


Learning





– June 2, 2016


Learning





– June 2, 2016


Learning


All schools will implement endorsed strategies, including, “ZAP”-zeroes aren’t permitted, to address drop-out prevention.

Student assessment


State compensatory

funds

August 24, 2015 – June 2, 2016





State compensatory

funds

August 24, 2015 – June 2, 2016






PERFORMANCE OBJECTIVE III.1 An intentional culture of school safety. PRINCIPAL: Stephanie McBride


STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL









June 2, 2016


materials










records







safety lessons











STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL













weeks





student records



Superintendents



Completed framework



student records



Service






gender




materials

Needs assessment








STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL




October 23, 2016


codes






system








STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL


Each 6th grade student will complete the Learning Styles Inventory in Naviance, improving usage to 100%.







future improvement





Counselors


results








future improvement








future improvement



September 15, 2015






resources Web-site







report




PERFORMANCE OBJECTIVE V.1: Meaningful relationships within PK-12 communities. PRINCIPAL: Stephanie McBride


STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL





Principal Local


2014


information


identified




Principal


2015







June 2, 2016


information


identified

Establish an online presence for each PK-12 community.




Principals


updates


PK-12 Community

Listing



Principals


Communication modes

Web page updates





events




PERFORMANCE OBJECTIVE VII.1 Professional learning to support each teacher. PRINCIPAL: Stephanie McBride



STAFF/OTHER PERSONS


TIMELINE START/END


MATERIAL, FISCAL








principal/district










products





sheets






August 24, 2015-June 2, 2016


meetings


Teacher goal sheets



Team meeting notes




August 24, 2015-June 2, 2016


meetings









August 24, 2015-June 2, 2016




sheets









Westbrook Intermediate School was founded in 2005 and currently serves

STUDENT Population 2013 – 2014 2014-2015 2015-2016 African-American 9.81% 8.68% 8.0%

Hispanic 26.20% 28.20% 27.92% White 31.39% 31.56% 31.33% Asian 28.15% 27.92% 29.1%

Pacific Islander 0.09% 0.09% 0.9% Native American 0.28% 0.19% 0.19%

Two or More races 4.07% 3.36% 3.37% Economically

Disadvantaged 22.44% 21% 25.70%

Mobility 0.1% 0.3% 0.4%

STAFF Population

2013 - 2014 2014 - 2015 2015-2016

African American 12 12 8 White 78 72 74 Asian 1 1 2

Hispanic 3 4 6 Male 14 16 18

Female 80 74 73







Campus % Satisfactory

6 Reading 76% 76% 88% 92% 7 Reading 75% 75% 88% 87% 8 Reading 76% 79% (1st ad) 97% 88% 7 Writing 72% 72% 84% 87% 6 Mathematics Not reported 77% 88% 93% 7 Mathematics Not reported 74% 82% 90% 8 Mathematics Not reported Not reported 81% 79% 8 Science 70% 73% 87% 84% 8 Social Studies 64% 67% 79% 77%



Issues Proposed Actions Writing instructional strategies have not been grounded in best

practices in which students write every day, develop multiple drafts, and select ones to revise/edit.

Writing teachers have misconceptions about how writing should be taught.

Student performance drops significantly from 6th to 7th grade in the area of reading.

8th grade Social Studies STAAR test is written at above 8th grade reading level.

Vocabulary and concepts in science are not being mastered consistently among our ESL population.

Implement district curriculum in writing with support from an instructional coach to help teachers understand effective writing practices.

Redesign instruction in 7th grade ELA classrooms to mirror that of 6th and 5th grade ELA classrooms.

Strengthen Social Studies teachers’ repertoire of questions they ask students about the content to promote thinking about connections.

8th grade ELA classes need to be double blocked; this is our last chance to get them on track before high school.

Does decrease in ESL population have an effect? Need more time with new TEKS to see growth





2013-14 CCISD 2013-14

2006-07 Westbrook2013-4

Westbrook2014-15

Westbrook2015-16

Bilingual/ESL 17.1% 9.1% 6.1% 1.39% 3.36% 5.16% Career Technical Education 22.2% 29.1% 24.6% 26.69% 30.9% 28.6% Gifted/Talented 7.6% 9.0% 7.1% 43.1% 42.80% 41.9% Special Education 8.5% 9.4% 9.5% 8.77% 7.75% 6.1%

When you compare these data sets, what four (4) trends do you see? What four (4) actions might you recommend as a result of these trends?


Increase in number of students serviced Increase 2% Enrollment increasing


GT: Increase in number of students services for programs Decreased 1%

Special Education: Enrollment decreased No more modified tests


CTE: Continue to provide programs that interest students/ needs based Anticipate need for more CTE teachers

GT: More community avenues to support advanced students More funding so that GT teacher is able to pull students Possibly hire someone else to test K? Use a district wide test for one grade level (2) Make sure identifying students from more diverse background





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