clear creek independent school district · strategy i: we will inspire learning through an array of...

Clear Creek Independent School District 2016-2017 Campus Instructional Improvement Plan

Review Dates: ____________ Approval CIIC ______ of 36

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Clear Creek Independent School District

Bayside Intermediate

Campus Instructional Improvement Plan 2016-2017



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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

Core Values These six core values apply to each person in CCISD—employees, students, parents and community members.

Trustworthiness

Act with honesty in all that you do Respect

Value yourself and others Responsibility

Own your choices Fairness



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Play by the rules and consider the needs of others Caring

Be kind to others Citizenship

Work to improve your school, community, country, and world. 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.



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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.



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

TACTIC III: We will provide personalized learning for each student. SPECIFIC RESULT STATEMENT/PERFORMANCE OBJECTIVE I.1: Teachers

and staff at Bayside will use Assessment For Learning rather than Assessment OF Learning to ensure high levels of learning for all students.

OUTCOME: By May of 2017 100% of all Bayside teachers will engage students in the formative assessment process as measured by a Critical Issues for Team Consideration of

Formative Assessment Survey.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END

RESOURCES NEEDED: HUMAN

MATERIAL, FISCAL

EVIDENCE OF MONITORING/ EVALUATION

Identify teacher needs for professional learning regarding the formative assessment process through a survey x2 per year.

Student data and Formative Teacher

Feedback

Campus Admin, Instructional

Coaches Local

September 2016-June 1

2017

Planning, Formative Assessment Literature, Professional Learning

of Formative Assessment Process

Survey Data Reviewed

Provide professional learning regarding the formative assessment process to all Bayside Teachers.

Pre-Professional Learning Survey

Campus Admin, Instructional

Coaches Local


2017



Teacher Observation, Professional

Learning Survey

Provide professional learning regarding best strategies and tools for formative assessment.

Pre-Professional Learning Survey

Campus Admin and Instructional

Coaches Local


2017




Learning Survey

Implement protocols to engage teachers in the formative assessment process.

Student Data and Informal Teacher

Feedback

Campus Admin, and Instructional

Coaches Local


2017




Learning Survey



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

TACTIC II: We will strengthen interdependency within the Bayside Community. SPECIFIC RESULT STATEMENT/PERFORMANCE OBJECTIVE: As a result of

utilizing the Backwards Design process, teachers will learn to work interdependently together to ensure high levels of learning for all students.

OUTCOME: By May of 2018 95% of all Bayside Parents will grade Bayside as an A or B as measured by the Parent/Student/Climate Survey.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


Implement a systematic approach to content level planning that incorporates a structured/goal oriented process of continuous improvement.

Student Data/Formative

Assessment Feedback

Instructional Coaches/Admin

Team/Curriculum Director

Local September

2016-May 2017

Planning, Backwards Design Literature/CPL Days, Content Support

Teacher Observation/Survey/

Student

Professional Learning to Support Personalized Learning

Pre-Professional Learning Survey.

Student Data, Teacher

Feedback

Instructional Coaches/Campus

Admin Local

September 2016-May 2017

District PL Day

Teacher Survey, Student Data,

Teacher Observation

Develop working norms to embark Bayside on the journey of becoming a Professional Learning Community.

Student Data, Teacher Survey

Data

Instructional Coaches and

Campus Admin Local


Professional learning on the PLC Process,

Funding for PLC professional learning.

Parent/Teacher/Student Climate Survey

and Student Data

Enhance Vertical Alignment within the Education Village.

Student Data/Teacher

Feedback/Survey

Instructional Coaches and

Campus Admin Local


Professional Learning on Vertical Alignment Protocols, CPL Days, District Professional

Learning Days

Parent/Teacher/Student Climate Survey

and Student Data



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

TACTIC I: We will provide a safe and nurturing learning environment. SPECIFIC RESULT STATEMENT/PERFORMANCE OBJECTIVE: There will be Campus-based leadership and self-esteem opportunities for each student. Each

student feels safe and supported

OUTCOME: By May 2017 95% of all students will feel safe at school as measured by the Parent/Student/Teacher Climate Survey.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


Implement a Campus Wide Anti- Bullying Program in which all students are involved in the learning.

Survey, Student Feedback, Parent

Feedback, Teacher

Feedback

Campus Admin, Counseling Team, Teachers, District Counseling Team

Local October 2016-May 2017

Curriculum for Anti-Bullying Program,

Training, and CPL Day

Student Feedback, Techer Feedback, PEIMS Discipline

Data, Parent/Student/Teacher Climate Survey

Implement a Peer to Peer or Peer to teacher CIRCLE or Character Word Acknowledgement Program or “Knights Notes.” This is based on CCISD’s CORE Values.


Feedback, Teacher

Feedback

Campus Admin, Counseling Team,

Teachers, Local

October2016-May 2017

Materials for “Knights Notes” Program



Implement a Teacher to Student Character Word Acknowledgement Program or “Caught Red Handed” Program in which students are acknowledged for exhibiting campus and district Core Values.


Feedback, Teacher

Feedback


Teachers, Local


Materials for “Caught Red Handed” Program



Implement a Character Education Theme to each student Pep Rally.


Feedback, Teacher

Feedback


Teachers, Local


Materials for Character Theme at each Pep

Rally





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Community Based Mentoring Program provided by Communities in School.


Feedback, Teacher

Feedback


Teachers, CIS Campus

Coordinator

Local October2016-

May 2017 Materials for Mentoring

Program



Character based motivational speakers provided by Communities in Schools.


Feedback, Teacher

Feedback



Coordinator

Local October2016-

May 2017 Volunteer Speakers

for Program



Tutoring and Homework Help provided by Communities in Schools.


Feedback, Teacher

Feedback



Coordinator

Local October2016-

May 2017 Volunteer Tutors for

Program



Career Exploration Provided by Communities in Schools.


Feedback, Teacher

Feedback

Campus Admin, Counseling Team, Teachers, CISD

Campus Coordinator

Local October2016-

May 2017 Speakers for Program



School Wide Service Learning Projects facilitated through Communities in Schools to include clothing and food drives that benefit Bayside students.


Feedback, Teacher

Feedback


Campus Coordinator

Local October2016-

May 2017 Donations



At-Risk services provided by Communities in Schools.


Feedback, Teacher

Feedback


Campus Coordinator

Local October2016-

May 2017 Human





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Bayside Intermediate IMPROVEMENT STRATEGIES, PERFORMANCE OBJECTIVES, AND OUTCOMES

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. Outcome: By June 2017, a minimum of 90% of teachers will report that they are personalizing learning for their students on the L2L survey instrument. 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. Outcome: By February 2017, each student’s academic performance data will be reviewed by teacher teams and appropriate plans for support developed, documented, and acted upon. Performance Objective II.2: Student mentorship opportunities at all levels. Outcome: By December 2016, a campus team will develop an implementation plan for a systematic student mentor program utilizing adult community members and staff to positively impact students needing support. Performance Objective II.3: Each student will meet or exceed performance expectations on all STAAR tested areas. Outcome: By June 2017, a minimum of 85% of students will meet performance expectations on each STAAR tested area. Performance Objective II.4: 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. Outcome: By June 2017, students receiving services through Special Education will show growth in academic achievement on each STAAR tested area or other appropriate measure. Strategy III: We will ensure safe and nurturing learning environments. Performance Objective III.1: CCISD Core Values to support the social and emotional well-being of all students and employees.

Outcome: By September 2016, core value posters will be displayed in 100% of classrooms, offices, and common spaces. Outcome: By June 2017, at least 80% of teachers report that they make connections to core values in their teaching at least once per week on the annual teacher survey. Outcome: By June 2017, at least 80% of students report they know the school core values as measured by the annual student survey. Outcome: By June 2017, at least 80% of parents report the school is welcoming on the annual parent survey.



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Bayside Intermediate IMPROVEMENT STRATEGIES, PERFORMANCE OBJECTIVES, AND OUTCOMES 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.

Outcome: By June 2017, a minimum of 90% of students will report they know the meaning of digital citizenship on the student climate survey.

Outcome: By June 2017, the campus will be designated a Common Sense Media Digitally Certified School. Performance Objective IV.2: A future-ready culture that fosters college and career exploration and readiness. Outcome: By June 2017, a minimum of 90% of students will agree or strongly agree with the statement, “Following this school year, I will be prepared for the next grade level, college or career” on the student climate survey. Strategy V: We will broaden and strengthen connections within our communities. Performance Objective V.1: Meaningful relationships within PK-12 communities. Outcome: By June 2017, the principal will report enhanced instructional leadership knowledge and a change/improvement in practice through coordinated, instructionally focused campus learning walks. Strategy VI: We will ensure mutual understanding and support through effective communication. Performance Objective VI.1: Mutual understanding and support through effective communication. Outcome: By June 2017, at least 70% of parents will agree or strongly agree with the statement, “My child’s teachers communicate effectively with me” on the school climate survey. Performance Objective VI.2: Resources to increase parent ability to support their children academically. Outcome: By June 2017, at least 85% of parents will agree or strongly agree with the statement, “Most of my child’s teachers provide helpful feedback about my child’s academic performance” on the school climate survey. Strategy VII: We will build capacity for organizational change. Performance Objective VII.1: An instructional coaching model to facilitate the building of teacher capacity. Outcome: By October 2016, the campus will create student data driven instructional coaching goals that will be monitored and reported to demonstrate growth over time. Performance Objective VII.2: A professional learning plan that provides varied and flexible opportunities. Outcome: By October 2016, the principal will be a part of a professional learning community examining a meaningful issue to change/improve practice and increase student achievement.



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Bayside Intermediate IMPROVEMENT STRATEGIES, PERFORMANCE OBJECTIVES, AND OUTCOMES Performance Objective VII.3: A district-wide system of Professional Learning Communities (PLC). Outcome: By June 2017 at least 85% of teaching staff will rate their campus highly on each of the seven standards of the Learning Forward Standards of Professional Learning on the Standards Assessment Inventory 2 (SAI2). Performance Objective VII.4: All teaching and paraprofessional staff members meet “High Quality” CCISD requirements. Outcome: By June 2017 at least 95% of school employees will agree or strongly agree with the statement “My principal provides helpful feedback about my instruction/performance” on the school climate survey. Outcome: By June 2017 at least 95% of school employees will agree or strongly agree with the statement “My school does a great job of challenging me to my full potential” on the school climate survey.



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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.



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

OUTCOME(S): By June 2017, a minimum of 90% of teachers will report that they are personalizing learning for their students on the L2L survey instrument.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END

RESOURCES NEEDED: HUMAN MATERIAL,

FISCAL


Deepen 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 22, 2016-June 1,

2017

Technology devices; ongoing PL support


Support teachers in the use of itslearning to deepen learning for each student at school and at home.

Usage data related to

technology

Principal, Director of Learning

Technology, LTC Local


2017 PL support

Review of year to year usage data

Complete professional learning, in a variety of formats, on personalized learning for students focusing on standards-based grading, planning for personalizing, and blended learning.

Number of available options

Principal Local August 22,

2016-June 1, 2017

PL Support; Resources; RELAY Blended Learning

Courses

PL Sign-in logs, observations of

use

Enhance general education supports for students receiving special education, as individually appropriate.

2014-2015 student

placements Principal, Teachers Local, IDEA


2017

Teachers to support inclusion

RTI, SST records



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DISTRICT STRATEGY II: We will provide 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.

OUTCOME(S): By February 2017, each student’s academic performance data will be reviewed by teacher teams and appropriate plans for support developed, documented, and

acted upon.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL


By December 2016 complete initial student support team meetings for students experiencing academic difficulties.

Skyward RtI; student

performance data

Principal, Director of Assessment &

Evaluation, At-Risk Coordinator

Local, State Comp,

Title I

August 22, 2016 – February 2017

Skyward RtI

SST Monitoring by Principal

and Assistant Superintendent

By March 2017 provide academic and behavior support options appropriate for each student based on review of individual student performance data.


performance data


Evaluation, At-Risk Coordinator,

Executive Director of C&I

Local, State Comp,

Title I

August 22, 2016 – December 16,

2016

Template provided by the Department of Assessment and

Evaluation

Data Monitoring by Principal and

Assistant Superintendent



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PERFORMANCE OBJECTIVE II.2: Student mentorship opportunities at all levels.

OUTCOME: By December 2016, a campus team will develop an implementation plan for a systematic student mentor program utilizing adult community members and staff to

positively impact students needing support.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL


Review district guidelines for a community support adult-student mentor program.

Current mentor offerings

Principal, Counselor,

Coordinator of At-Risk

Local, State Comp,

Title I


2016

Community agencies or groups

Lists of students

needing mentor

Develop and implement systems to provide mentors to individual students as appropriate

Student performance data,

Counselor recommendations

Principal, Counselor, Director of Student

Personnel Services, At-Risk Coordinator

Local, State Comp,

Title I


2016


Lists of students

needing mentor



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PERFORMANCE OBJECTIVE II.3: Each student will meet or exceed performance expectations on STAAR

Reading, English/Language Arts, Writing, Mathematics, Science and Social Studies in tested grades. PRINCIPAL: Joey Thomas

OUTCOME: By June 2017 a minimum of 85% of students will meet performance expectations on each STAAR tested area.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL


Improve student passing on STAAR as follows:

6th grade reading from 80% to 95%

6th grade math from 85% to 95%*



7th grade writing from 82% to 85%



8th grade science 70% to 90%

Algebra I EOC from 100% to 100%*

Individual student data reports identifying

strengths and weaknesses

Assistant Superintendents,

Director of Assessment &

Evaluation, Principal, Teachers

Local, State compensatory,

Title I

August 22, 2016 – May 6, 2017

AWARE data, designated, planned time for data review,

time for intervention,

communication methods for students and

parents

Ongoing progress reports for each

student



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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.

OUTCOME: By June 2017, students receiving services through special education will show growth in academic achievement on each STAAR tested area or other appropriate measure.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL


Implement identified instructional approaches, including providing opportunities for hands on and peer interactive or SIOP learning, that will be used to address the needs of students identified as ELL.

Student assessment data

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 targeted advisories based on base line academic performance data-students receive targeted math and ELA support that will be used to address the needs of students identified as At-Risk.


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 those students receiving services through special education (example-all teacher have been trained to provide a clear learning target), 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



Learning


All schools will implement endorsed strategies, including (1) Refer students who are at high risk of dropping out to Communities in Schools (2) Establish individual goal setting/learning plans for all students, especially those who are struggling learners, to address drop-out prevention.

Student assessment

results Principal, Counselor

State compensatory

funds

August 24, 2015 – June 2, 2016

Professional Learning

Student completion rates



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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




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PERFORMANCE OBJECTIVE III.1: CCISD Core Values to support the social and emotional well-being of all students and employees.

OUTCOME(S): By September 2016, CCISD Core Value posters will be displayed in 100% of classrooms, offices, and common spaces.

By June 2017, at least 80% of teachers report that they make connections to core values in their teaching at least once per week.

By June 2017 at least 80% of students report they know the school core values as measured by the annual student survey.

By June 2017 at least 80% of parents report the school is welcoming.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL


Each campus will create a CCISD core value team that meets regularly to develop a plan for implementation.

Student discipline data

Principal, counselor, teacher

Local August 1, 2016 –

June 1, 2017

Character education resources; district

funding

Meeting minutes; final

plan

The core value team address the six core values ensuring that cultural responsiveness is addressed throughout the school.




June 1, 2017


funding


plan

CCISD Core Value posters will be displayed in every classroom, meeting room, and common area.

Number of classroom

spaces Principal Local

August 1, 2016 – September 15,

2016 Posters Site visits

All documents, either paper or electronic, will include the definitions of the CCISD Core Values.

Number of documents

Director, Principal Local August 1, 2016 – September 15,

2016 CCISD Core Values

Audit of documents

Teachers and instructional staff will reference core values in lessons and learning activities consistently

Teacher planning meetings



June 1, 2017 Character education teaching resources

Lesson plans

All campuses will implement District endorsed strategies to address suicide prevention, conflict resolution, and violence prevention.

Counselor referral Counselor Local August 24, 2015 –

June 2, 2016

Professional Learning; counseling plan

Counseling logs;

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.

2015-2016 Campus Bully

Tracking Report Principal, Teacher Local

August 22, 2016-June 2, 2017; Data reviewed every nine

weeks

Bully Tracking System

Monthly review of discipline referrals



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DISTRICT 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

OUTCOME: By June 2017 a minimum of 90% of students will report they know the meaning of digital citizenship on the student climate survey.

By June 2017 the campus will be designated a Common Sense Media Digitally Certified School.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

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, Director of Learning Technology, Learning Technology

Coach

Local August 22, 2016-

June 1, 2017

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 22, 2016-

June 1, 2017 Student disciplinary

system

Semester reports of violations

Complete all requirements and the application to be designated a Common Sense Media Digitally Certified School.

Digital Citizenship

Lessons Taught

Principal, Counselor, Teacher, LTC


June 1, 2017 Digital Citizenship

video lessons

Common Sense Media

Digitally Certification



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

OUTCOME: By June 2017 a minimum of 90% of students will agree or strongly agree with the statement, “Following this school year, I will be prepared for the next grade level,

college or career” on the student climate survey.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL


Each 6th grade student will complete the Learning Styles Inventory in Naviance, improving usage from 85% to 100%.

Prior year usage data

Assistant Superintendent; Director

of Student Personnel Services; Principal


June 1, 2017

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 from100% to 100%.



of Student Personnel Services; Principal,

Counselors


June 1, 2017 Naviance

Campus usage results

Each 8th grade student will complete the Career Cluster Finder in Naviance, improving usage from 99% to 100%.





June 1, 2017 Naviance; scheduled

teaching time


future improvement

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






teaching time


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 22, 2016-

June 1, 2017 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 22, 2016-June 1, 2017

High school planning resources

Web-site



____________________

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

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

OUTCOME: By June 2017, the principal will report enhanced instructional leadership knowledge and a change/improvement in practice through coordinated, instructionally

focused campus learning walks.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL


By December 18, 2016 the principal and designated school staff will participate in at least 2 learning walks at schools within his/her PK-12 community.

Previous year visits

Deputy Superintendent for

C&I, Assistant

Superintendent, Principal


June 1, 2017 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

Current PK-12 Communications


C&I, Assistant



June 1, 2017

Attendance zone and community

information

All PK-12 communities

identified



____________________

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

PERFORMANCE OBJECTIVE VI.1: Mutual understanding and support through effective communication.

OUTCOME: By June 2017 at least 70% of parents will agree or strongly agree with the statement, “My child’s teachers communicate effectively with me” on the school climate

survey.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL


Schools and teachers will regularly communicate with parents about upcoming events, activities, and expectations using all district provided means of communication.

Prior Parent Involvement

Survey Principal, Teacher Local

August 22, 2016-June 1, 2017

Skyalert; Newsletters;

Website Survey results;



____________________


PERFORMANCE OBJECTIVE VI.2: Resources to increase parent ability to support their children academically

OUTCOME: By June 2017 at least 85% of parents will agree or strongly agree with the statement, “Most of my child’s teachers provide helpful feedback about my child’s

academic performance” on the school climate survey.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL


Implement Weekly Agenda’s through It’s Learning to improve communication between teachers, students and parents regarding students’ academic progress. A Weekly reminder for parents to check their teacher’s web page will be sent out as well.


Survey

Principal, Director of Communications


June 1, 2017

District survey; meeting time; plan

to improve

Outreach documentation

Teachers will regularly update information on itslearning to support student’s learning at home.



August 22, 2016-June 1, 2017

itslearning Survey results;



____________________

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

PERFORMANCE OBJECTIVE VII.1 An instructional coaching model to facilitate the building of teacher capacity.

OUTCOME: The campus will create student data driven instructional coaching goals that will be monitored and reported to demonstrate growth over time.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL


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 22, 2016-

June 1, 2017 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

Local, Title II, Title I

August 22, 2016- June 1, 2017

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 22, 2016- June 1, 2017


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 22, 2016- June 1, 2017

PL Plan External Coaching

resources (e.g. Learning Forward)

PL day agendas; coaches’ goal

sheets

The principal will meet with the Superintendent and district leadership to review student data, the campus strategic plan outcomes, supporting instructional coaching goals, and Problem of Practice.

Student data, CIIP, Campus Strategic

Plan Principal Local

January 3, 2017-January 31, 2017

Student data, meeting time, instructional coaches, PLCs

Outcomes, Written

instructional coaching goals



____________________


PERFORMANCE OBJECTIVE VII.2: A professional learning plan that provides varied and flexible opportunities.

PERFORMANCE OBJECTIVE VII.3: A district-wide system of Professional Learning Communities (PLC).

OUTCOME: By October 2016, the principal will be a part of a professional learning community examining a meaningful issue to change/improve practice and increase student

achievement. By June 2017 at least 85% of teaching staff will rate their campus highly on each of the seven standards of the Learning Forward Standards of Professional Learning on the Standards Assessment Inventory 2 (SAI2).

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL


Teachers and principals deeply understand the Standards

of Professional Learning to design professional learning at the school.

SAI2 results Ex Dir of PL; Principal;

Teacher Local, GCLL

Grant August 22, 2016-

November 18, 2016

Learning Forward Standards for


SAI2 results after 2nd administration

Teachers form Professional Learning Communities around a Problem of Practice.

Teacher team assignments;

student performance data

Ex Dir of PL; Principal; Teacher

Local November 28,

2016- April 28, 2017 Meeting time

Meeting minutes; grade/dept meetings

Teachers research and develop learning designs appropriate to the Problem of Practice.

District learning designs for professional

learning


Local

November 28, 2016- April 28, 2017

Research; data Research results

Teachers select and engage in learning designs. Student

performance data Ex Dir of PL; Principal;

Teacher Local

November 28, 2016- April 28, 2017

District learning designs

Research results

Teachers and the principal use change of practice as evidence to monitor and refine implementation.

Peer observation Ex Dir of PL; Principal;

Teacher Local

August 22, 2016- May 1, 2017

Peer observations Observations;

teacher reflection

Teachers and the principal review outcomes and make adjustments for improvement

Ex Dir of PL; Principal;

Teacher Local

May 1, 2017 – June 1, 2017

Data review Data and revised

plans



____________________


PERFORMANCE OBJECTIVE VII.4 All teaching staff members meet CCISD High Quality requirements and are engaged and excited about their work.

Outcome(s): By June 2017 at least 95% of school employees will agree or strongly agree with the statement “My principal provides helpful feedback about my

instruction/performance” on the school climate survey. By June 2017 at least 95% of school employees will agree or strongly agree with the statement “My school does a great job of challenging me to my full potential” on the school climate survey.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL


CCISD core values are shared, highlighted, and reflected on in all aspects of school operations.

NA Principal Local August 22, 2016-

June 1, 2017 Core Values Analysis of documents;

survey results

All schools will engage in targeted, specific activities, team building, and committees to include but not limited the social committee, peer to peer acknowledge program, student to teacher acknowledgement program to enhance a positive school climate for all campus employees.

Previous Climate Survey


June 2, 2016 Meeting time,

improvement plan Survey results, approved plan

Campus and District personnel will utilize strategies to attract and retain High Quality teaching staff that includes providing mentoring, coaching, professional learning opportunities and individual support.

Highly Qualified Report, Manning Report, Highly Qualified Plan

Executive Director of Human Resources,

Principal

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



____________________

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 PBMAS 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 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



____________________

Bayside served a total of 735 students during the 2015-2015 school year with a total staff of 55 teachers and paraprofessionals. The table below shows the student population of Bayside in 2015-16 compared to 2011-12:

Demographic 2014-15 2011-12

African American 7.5% 5.6%

Hispanic 22.4% 26.9%

White 64.6% 62.9%

American Indian 0.1% 0.0%

Asian 2.4% 2.4%

Pacific Islander 1.1%

Two or More Races 2.9% 2.1%

Economically Disadv. 19.5% 24%

Limited English Prof. 3.3% 3.2%

The table below shows the teacher population of Bayside in 2015-16 compared to 2011-12:



Hispanic 10.3% 5.2%

White 80.4% 87.4%


Asian 0.0% 0.9%


Two or More Races 2.3% 1.0%

Male 24.9% 31.1%

Female 75.1% 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%



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



____________________

Intermediate 2015 STAAR Student Results*: State Average Compared to Bayside and CCISD Average

Grade Level

Subject State %

Satisfactory Bayside


6 Reading 77% 87% 88%

7 Reading 76% 91% 86%

8 Reading 88% 94% 94%

7 Writing 73% 88% 81%

6 Mathematics % % %

7 Mathematics % % %

8 Mathematics % % %

8 Science 71% 78% 81%

8 Social Studies 65% 73% 74%

* Based on Phase in Standards


Issues Proposed Actions 3 out of 6 subject areas tested are below the district average

Social studies was not on par with the other subjects tested

Science was not on par with the other subjects tested

Implement high performing team strategies school wide.

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

Work on documented based questioning in Social Studies Department

Need more time with new TEKS to see growth

Implement campus wide focus on formative assessment



____________________

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

Grade Level

Subject Course State %

Satisfactory Bayside


EOC Mathematics A1 81% 100% 92%

EOC Biology 91% 100% 96%

* Based on Phase in Standards and Initial Results Only


Issues Proposed Actions Lack of students who are qualified to take Alg. 1

Retention in Alg. 1 Course

Commended Scores on Alg. 1 Test

Increased focus on Vertical Alignment between grades 6-8

Focus on using Formative Assessment as an instructional practice

Elementary/Secondary collaboration

Deconstruct TEKS and Pre-Asses student learning when building lessons around the scope and sequence



____________________

Bayside serves 17 students in the Bilingual/ESL program, 354 students in the Career and Technical Education program, 40 students in the Gifted and Talented program, and 73 students in the Special Education program. The exhibit below illustrates the percent enrollment in these programs in 2014-2015 compared to 2011-2012.

Bayside Special Program Enrollment

Program State 2011-12

Bayside 2011-12

Bayside 2014-15

Bilingual/ESL 16.6% 3.4% 2.3%

Career Technical Education 22% 43.2% 48.2%

Gifted/Talented^ 7.7% 6% 5.4%

Special Education 8.5% 8.9% 9.9% ^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:

Enrollment decreasing

Increase from 3.4 to 2.3 follows decrease in population

CTE: Students are provided more opportunities for programs

Increased much higher than state average

Enrollment increasing

We have increased offering

GT: Decrease in number of students services for programs

Slight Decrease

Special Education: Percentage has increased by 1 percent

Higher than state average

Identifying students is good, as shown by consistent identifying (%)

No more modified tests

Bilingual/ESL: 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

Make sure identifying students from more diverse background

Special Education: Increased teacher education/assistance in identifying SPED

Increase the amount of professional learning for providing strategies to students receiving services through special education

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:




White 38.9% 27.4%


Asian 65.3% 49.1%


Two or More Races 35.0% N/A

Economically Disadv. 22.5% 12.8%


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

2016-2017 Campus Improvement Plan

36

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.



1


Brookside Intermediate




2



We believe that:














Trustworthiness



Own your choices



3

Fairness











Objectives













4

Brookside Mission Statement

The mission of Brookside Intermediate, the innovative model of a diverse student-centered learning community, is to ensure each student maximizes his or her potential, develops personal ownership and a passion for learning, through a dynamic system distinguished by trust, personalized learning, collaboration, and community service.

Brookside Strategic Objectives

• Each student is empowered to become productive, service oriented citizens and enrich the global community in a

meaningful way.

• Each student discovers and develops his or her unique talents and objectives.

• Each student takes ownership in the identification, design, and implementation of his or her learning goals.

• Each student develops the confidence to pursue continuous learning and personal growth.

Brookside Strategic Tactics

• We will foster a culture that promotes respect for diversity, character development, and self-confidence. • We will collaborate effectively to maximize learning for each student. • We will inspire learning through a variety of student centered experiences. • We will enhance student achievement through service learning opportunities within the community.



5


TACTIC I: We will inspire learning through a variety of student centered experiences.

SPECIFIC RESULT STATEMENT/PERFORMANCE OBJECTIVE I.1: Student-

centered classrooms characterized by authentic engagement

OUTCOME: By October 2016 at least 100% of struggling readers will be assessed using BAS assessment and other pre-assessments.

By February 2017 at least 80% of students will demonstrate increased reading performance on BAS assessments, CBAs, and unit assessments.

Results of Student Climate Survey in June will report that at least 85% of students report being challenged, engaged and inspired in school.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


Physical environment of the classroom promotes

learning and increases student morale. Climate survey,

student data

Principal, Instructional coach,

teacher Local


2017 Planning Data reviewed

Students are actively involved in the process of

creating the classroom learning tools.

TEKS, Learning progressions; climate survey

Instructional coach, Teacher

Local August 22,

2016-June 1, 2017

Small group, individual student conferences

Classroom observation

protocols

Instructional practices are guided by student need and preference

Student data, curriculum


teacher Local


2017 Curriculum resources

List of resources used

Teachers support students with the skills and

scaffolds needed to become independent learners.

Student data Instructional coach,

teacher Local


2017

Planning, pre-assessments

List of flexible student groupings

Classroom instruction is unique to the needs of

each learner.

Student data; progress

monitoring

Instructional coach, teacher

Local August 22,

2016-June 1, 2017

Planning; pre-assessments

Student artifacts



SPECIFIC RESULT STATEMENT/PERFORMANCE OBJECTIVE I.1: Students

and teachers that share in the ownership of multiple forms of data






6

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


Teachers and students identify multiple types of

data that can be used to monitor progress and

growth.

Climate survey, student data


teacher Local



Both teachers and students are provided support

on how to access, read, and analyze data

documents.



Local August 22,

2016-June 1, 2017



protocols

Students set personal goals informed by data they

understand.



teacher Local




Students monitor progress towards personal

goals, and make adjustments as needed.


teacher Local


2017 Planning


Teachers meet regularly with students to discuss

and reflect on academic achievement and

progress towards personal goals, and support

students with making adjustments as needed.


monitoring


Local August 22,

2016-June 1, 2017

Planning Student artifacts



SPECIFIC RESULT STATEMENT/PERFORMANCE OBJECTIVE I.1: Professional

learning and collaboration supports personalized learning




ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL




7

Campus-wide professional learning opportunities

that support building a common understanding of

personalized learning.

Staff and Student Climate survey,

student data


teacher Local



Increased opportunities for learning walks across

a variety of classrooms, content areas, and

campuses.



Local August 22,

2016-June 1, 2017



protocols

Regularly scheduled content area professional

learning opportunities that are focused on

personalized learning.

Student data, curriculum,

Learning Forward PL standards


teacher Local




Decisions about professional learning

opportunities are guided by teacher need and

preference.


teacher Local


2017

Planning, pre-assessments


Student data;

progress monitoring


Local August 22,

2016-June 1, 2017

Planning; pre-assessments

Student artifacts


TACTIC II: SPECIFIC RESULT STATEMENT/PERFORMANCE OBJECTIVE:

OUTCOME: By [Month, Year] XX% of [target group] will [action to be completed] as measured by [form of assessment, survey, action, or assessment instrument].

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL




8



9


TACTIC III: We will foster a culture that promotes respect for diversity, character development,

and self-confidence.

SPECIFIC RESULT STATEMENT/PERFORMANCE OBJECTIVE:

We will promote acceptance of one another’s social, academic, cultural, religious, and economic differences.

OUTCOME: By June 2017, number of student office referrals and student bullying reports will decrease by 25% as measured by discipline referral data and bullying tracking data.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


We will implement advisory lessons that promote respect of self and others.

Discipline referrals; student

climate survey

Counselors. Principals, Teacher

leaders, student leaders

Local Sept 2016-June

207 twice a nine weeks

Planning Discipline referrals;

student climate survey

We will encourage self-guided book studies (self-respect, character lessons, acceptance of others) during advisory.


climate survey




207 twice a nine weeks

Planning Discipline referrals;

student climate survey

We will provide a variety of student clubs/organizations for various interests.


climate survey



Local Aug 2016-June

2017 Planning; Club

sponsors

Discipline referrals; student climate

survey

We will develop mini-courses to implement during advisory that foster personal interests and talents of students.


climate survey



Local January 2017-

June 2017 Planning

Discipline referrals; student climate

survey



10


TACTIC IV: We will enhance student achievement through service learning opportunities

within the community.


Service opportunities for all students to give back to the community.

OUTCOME: By September 2016 100% of students will be provided opportunities to serve their community and campus as measured by feedback from greater and local community

through evidence of new partnerships and student engagement and ownership in their campus as evidenced by results from student climate survey.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


Research and seek out various service learning opportunities and supports

Student campus climate survey

Teacher and student leaders; Bulldog Service

Club


2017 Meeting time

Numbers of students involved;

service hours; student climate

survey

Expose students to various service learning opportunities.

Student campus climate survey

Teacher and student leaders; Bulldog

Service Club Local

Sept 2016-June 2017

Meeting time

Numbers of students involved;

service hours; student climate

survey



11


TACTIC V: We will collaborate effectively to maximize learning for each student.


Campus Wide Professional Learning Communities

OUTCOME: By September 100% of teachers will collaborate in PLCs weekly as measured by increased student learning as a result of staff collaboration.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


Establish a representative committee to define PLCs, establish common understanding of their purpose, and set goals and long range plans.

Student data, staff climate survey

Teachers, Principal, Instructional Coach

Local August 22,

2016-June 1, 2017

Planning

Student data, lesson plans, data talk collaboration, and spring 2017 climate survey

Develop a campus wide organizational system for supporting and connecting PLCs.

Student data, staff climate survey

Principal, Instructional

Coaches, Leadership Team

Local August 22,

2016-June 1, 2017

Planning


Establish methods and resources for training participants and measuring results of PLCs

Student data, climate survey

Department Heads, Instructional

Coaches Local


2017

Planning; PLC protocols and norms


Utilize protected time effectively to meet goals and objectives.

Climate survey Department Heads,

Instructional Coaches

Local August 22,

2016-June 1, 2017

PLC protocols and norms


Develop opportunities for the Brookside community to maximize learning.

Climate survey, student data

Instructional Coaches, Principal,

Admin Team Local


2017 Planning




12

Establish a representative committee to evaluate the effectiveness of the PLCs

Student data, Climate survey

Instructional Coaches, Principal

Local August 22,

2016-June 1, 2017

Planning




13

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

TACTIC VI: SPECIFIC RESULT STATEMENT/PERFORMANCE OBJECTIVE:


ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL




14


TACTIC VII: SPECIFIC RESULT STATEMENT/PERFORMANCE OBJECTIVE:


ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL




15

BROOKSIDE INTERMEDIATE IMPROVEMENT STRATEGIES, PERFORMANCE OBJECTIVES, AND OUTCOMES





16


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.


Outcome: By June 2017, the campus will be designated a Common Sense Media Digitally Certified School. Performance Objective IV.2: A future-ready culture that fosters college and career exploration and readiness. Outcome: By June 2017, a minimum of 90% of students will agree or strongly agree with the statement, “Following this school year, I will be prepared for the next grade level, college or career” on the student climate survey. Strategy V: We will broaden and strengthen connections within our communities. Performance Objective V.1: Meaningful relationships within PK-12 communities. Outcome: By June 2017, the principal will report enhanced instructional leadership knowledge and a change/improvement in practice through coordinated, instructionally focused campus learning walks. Strategy VI: We will ensure mutual understanding and support through effective communication. Performance Objective VI.1: Mutual understanding and support through effective communication. Outcome: By June 2017, at least 70% of parents will agree or strongly agree with the statement, “My child’s teachers communicate effectively with me” on the school climate survey. Performance Objective VI.2: Resources to increase parent ability to support their children academically. Outcome: By June 2017, at least 85% of parents will agree or strongly agree with the statement, “Most of my child’s teachers provide helpful feedback about my child’s academic performance” on the school climate survey. Strategy VII: We will build capacity for organizational change. Performance Objective VII.1: An instructional coaching model to facilitate the building of teacher capacity. Outcome: By October 2016, the campus will create student data driven instructional coaching goals that will be monitored and reported to demonstrate growth over time. Performance Objective VII.2: A professional learning plan that provides varied and flexible opportunities.



17

Outcome: By October 2016, the principal will be a part of a professional learning community examining a meaningful issue to change/improve practice and increase student achievement.



18


Performance Objective VII.3: A district-wide system of Professional Learning Communities (PLC). Outcome: By June 2017 at least 85% of teaching staff will rate their campus highly on each of the seven standards of the Learning Forward Standards of Professional Learning on the Standards Assessment Inventory 2 (SAI2). Performance Objective VII.4: All teaching and paraprofessional staff members meet “High Quality” CCISD requirements. Outcome: By June 2017 at least 95% of school employees will agree or strongly agree with the statement “My principal provides helpful feedback about my instruction/performance” on the school climate survey. Outcome: By June 2017 at least 95% of school employees will agree or strongly agree with the statement “My school does a great job of challenging me to my full potential” on the school climate survey.



19











20




ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


FISCAL




Principal Local,


2017



Support teachers in the use of itslearning to deepen learning for each student at school and at home. -Offer Lunch and Learn opportunities at least twice a month for teachers to gain more training in itslearning -Engage in coaching cycles with LTC to learn how to use itslearning to enhance learning


technology




2017 PL support


Complete professional learning, in a variety of formats, on personalized learning for students focusing on standards-based grading, planning for personalizing, and blended learning. -identify teacher leaders in each content area that are willing to pilot a 6-9 weeks of standards based grading and learning experiences -implement personalized PL plan as a campus -Admin will meet with each teacher by October to set instructional goals. These goals will be used to drive personalized PL plans.


Principal, Instructional

Coaches Local


2017


Courses


use

Enhance general education supports for students receiving special education, as individually appropriate. -Service facilitators will have common planning times with at least one content area that they support to enhance collaboration. -Conduct Learning Walk with District Intermediate SPED Coordinator once each semester provide

2014-2015 student

placements

Principal, Teachers, SPED Team Leader; Intermediate SPED

Coordinator

Local, IDEA August 22,

2016-June 1, 2017


RTI, SST records



21

feedback to teachers on effective inclusion practices. -Implement KiD Talk/Progress Monitoring Meetings each 7 weeks to monitor progress frequently and intentionally



22

DISTRICT STRATEGY II: We will provide support to

meet the needs and aspirations of each student.



acted upon.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL


By December 2016 complete initial student support team meetings for students experiencing academic difficulties. Evaluate the effectiveness of all RtI, intervention, tutoring, and remediation programs. Establish criteria to be used to define the purpose of each of these programs. Identify all below level students and what program/strategy is appropriate for each. Create and use tracking document to measure progress.


performance data



Local, State Comp,

Title I


Skyward RtI

SST Monitoring by Principal and




performance data




Local, State Comp,

Title I


2016


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)

Brookside Learning Walk offered to all incoming families in spring

High School Deans of Instruction lead student panel of high school students to answer 8th graders questions about high school

Student Assessment Data, Parent

Involvement Data

Title I Principal, Teachers

Title I April 2016 –

September 2016 Transition information

ESSA Compliance

Documentation



23

PK-12 Coffee Talks at all elementary feeder schools to support elementary to intermediate transition

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

Student Assessment

Data


Local Title I, State Comp

August 1, 2016 – June 2, 2017

Intervention resources

Student performance

data, SST

Implement data talks with department and all subject area to analyze data from common, nine weeks, CBA, and STAAR data and define next instructional steps for professional learning according student and sub-population needs.

Data from assessments

Teachers, Instructional

Coaches, Principals Local, Title 1

Twice a nine weeks

Data analysis system, teachers and instructional coaches to access data

STAAR data, local data,

progress reports, and report cards

Implement instructional rounds once a nine weeks with district curriculum coordinators, department head, instructional coaches, and principals. Best Practice and “Look Fors” observation protocol will be used to provide feedback to teachers

Best Practices and “Look Fors”

observation protocol

Instructional Coaches,

Department Heads, District Intermediate

Curriculum Coordinators, and

Principals

Local, Title 1 Once a nine

weeks

Staff to conduct instructional rounds, full

time instructional coaches

STAAR data, previous

observation protocol, local

assessment data

Twice monthly staff meetings will be instructional meetings with an opportunity for teacher and instructional leaders to share their strengths.

Climate surveys, walk through and observation data

Principals, Instructional

Coaches, Teachers Local, Title 1 2 x a month

Teacher and Instructional Leaders to share

Climate surveys, walk through and observation data



24





ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL






Local, State Comp,

Title I


2016


Lists of students

needing mentor


Implement Homework Club to support students in completing homework after school with transportation provided and students from Clear Springs HS as mentors





Local, State Comp,

Title I


2016


Lists of students

needing mentor



25



Reading, English/Language Arts, Writing, Mathematics, Science and Social Studies in tested grades. PRINCIPAL: Lauren Ambeau


ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL




6th grade math from 83% to 86%













Title I

August 22, 2016 – May 6, 2017




parents


student



26




OUTCOME: By June 2017, students receiving services through Special Education will show growth in academic achievement on each STAAR tested area or other appropriate measure.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

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.





Learning


Implement identified Communities in Schools (CIS) academic activities and school wide tutoring, BIS Homework Club, 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, monthly SPED Dept. meetings, Kid Talk/Progress Monitoring Meetings each 7 weeks, inclusion of SPED students in LLI pull outs and Target Reading and Math classes, and instructional shift towards small group instruction and station work that addresses deficits in Math and ELA classrooms.



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.





Learning




27

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.





Learning


All schools will implement endorsed strategies, including Communities in Schools (CIS) supports, Stepping Up Anti-bullying program, and Core Values Rallies and Shout Outs 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).


Principal State

compensatory funds

August 24, 2015 – June 2, 2016



Implement Brookside School Wide Tutoring Tuesdays and Thursday mornings from 8:20-8:50 a.m. Implement Homework Club Mondays and Thursdays from 4:00-5:15 p.m.

Student grade reports, RtI and

SST data Teachers, Principals Local

Tuesday and Thursday each week August-

June

Revision of morning schedule and procedures

Progress report and report card grades,

tutoring logs

Implement after school tutoring twice a week for students who need additional help and provide transportation.

Progress report and report cards, RtI and SST data

Teachers, High School NJHS

students Local, Title 1 Twice a week

Space and staff to support, Liaison at

High School

Tutoring logs, progress reports and

report cards

Host a Math and Literacy Night open to all Brookside families and community.

Climate survey data


Coaches, Department Heads, Teacher

Leaders

Local, Title 1 November 2015

May 2016

Staff and Space to support

Climate survey data, sign in sheets



28







ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL






June 1, 2017


funding


plan

The core value team address the six core values ensuring that cultural responsiveness is addressed throughout the school. -Creation of Bulldog Prowl Patrol made up of students, staff, and parents recognizing core values in action by “shouting out” these people. These shout outs are shared on announcements and pictures of these people will be posted on the website and itslearning page.




June 1, 2017


funding


plan


Number of classroom




All documents, either paper or electronic, will include the definitions of the CCISD Core Values. -Open House presentation and grade level class meetings will address core values and definitions, as well as plan for implementation with students. - Weekly Bulldog Bark parent bulletin will cover core value of focus with a quote and parenting tip related to the core value.

Number of documents



Audit of documents

Teachers and instructional staff will reference core values in lessons and learning activities consistently -Each 6 weeks, all students will gather for a character rally to recognize students going above and beyond in the core value of focus. Parents of these students will be invited to the rally.





Lesson plans



29



June 2, 2016 Professional Learning;

counseling plan

Counseling logs;





weeks



Implement Student of the Month and Good Character Rallies each 6 weeks. Parents will be invited to attend to honor their student.

Teacher feedback,

conduct reviews

Principal, Asst. Principal, Counselors,

Teachers Local Once a month

Medals and certificates

Discipline referrals,

student and parent climate

survey

Implement grade level community building for each grade level.

6th grade – Stepping Up and Drum Café anti-bullying program

7th and 8th grades- Drum Café with anti-bullying focus

Discipline referrals, student, staff, and parent climate surveys

Counselors, Teachers, Principals

Title 1, Local September/

October 2016

Staff to support implementation;

funding to support programs


student and parent climate

surveys

Implement advisory digital citizenship lessons twice a nine weeks and character building lessons twice a nine weeks

Climate survey data, discipline

referrals

Learning Technology Coach, Counselors,

Teachers Title 1, Local

4 times a nine weeks

Learning Management

System, teachers to implement lessons;

professional learning materials


climate survey data



30





ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

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 lessons will be implemented in advisory twice a nine weeks.



Coach


June 1, 2017


codes







system



Digital Citizenship

Lessons Taught




video lessons

Common Sense Media




31





ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL







June 1, 2017



future improvement

Each 7th grade student will complete the Career Key Assessment in Naviance, improving usage from 99% to 100%.




Counselors










teaching time


future improvement







teaching time


future improvement







August 22, 2016-June 1, 2017


Web-site



32





ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL





C&I, Assistant




visits Record of

campus visited

Facilitate PK-12 communities; such as coordinating and collaborating activity calendars, shared communication and options for shared events Implement Back to School Bulldog Camps for all students to aid in transition back to school. Open Computer lab times at school for assistance with online registration for families.



C&I, Assistant


Local

August 15-19 August 18 and 19 August 22, 2016-

June 1, 2017


information


identified



33




survey.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL





August 22, 2016-June 1, 2017



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;

Principal Local

August 22, 2016- June 1, 2017

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 22, 2016-

June 1, 2017


to improve

2014 Parent Involvement

Survey



34





ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL


Implement expectations for positive and proactive parent communication in the BIS Parental Involvement Policy, including “I noticed” postcards, etc. to improve communication between teachers, students and parents regarding students’ academic progress.


Survey



June 1, 2017


to improve





August 22, 2016-June 1, 2017




35




ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL







Teacher goal sheets

Teachers will be provided job embedded professional learning to enhance first time instruction. Teachers will meet with administration and coaches to set instructional goals and collaboratively create a plan of personalized professional learning.





August 22, 2016- June 1, 2017


meetings


Teacher goal sheets



Team meeting notes




August 22, 2016- June 1, 2017


meetings



Instructional coaches will engage in focused professional learning that supports alignment of district goals and campus needs. Teachers will be provided job embedded professional learning to enhance first time instruction, such as instructional rounds/learning walks.






August 22, 2016- June 1, 2017




sheets






Outcomes, Written




36






ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL





Teacher Local, GCLL


November 18, 2016








Local November 28,





learning


Local

November 28, 2016- April 28, 2017




Teacher Local

November 28, 2016- April 28, 2017


Research results



Teacher Local

August 22, 2016- May 1, 2017


teacher reflection



Teacher Local

May 1, 2017 – June 1, 2017


plans



37





ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL





survey results

All schools will engage in targeted, specific activities to enhance a positive school climate for all campus employees, such as Bulldog Prowl Patrol consisting of students, staff, and parents who “shout out” stakeholders who are exhibiting the core value of focus. These students publicly recognized on announcements, website pictures, and Brookside Facebook pictures. We will also bring in the Drum Café to unite our students and staff around the core values. Once a 6 weeks, teachers will nominate 3 students going above and beyond in the core value of focus and recognized them in the front of their peers, staff, and students at a Character Rally.


Principal Local, Title 1 August 24, 2015-

June 2, 2016; once a 6 weeks

Meeting time, improvement plan

Survey results, approved plan




Principal


August 24, 2015-June 2, 2016



coaching

Highly Qualified

report, PBMAS, ICRs



38





39




40

Brookside Intermediate Comprehensive Needs Assessment

The Clear Creek Independent School District was founded in 1948 and, as of 2015-2016 served 39,808

students in grades PK through 12 compared to 35,378 student in 2006-07. Currently, Brookside Intermediate serves

767 students in grades 6th-8th. Total student enrollment in 2015-2016 was 790.

The student population of Brookside Intermediate is 11.6 % African American, 32% Hispanic, 45.6% White,

0.2% American Indian, 8% Asian, 0% Pacific Islander, and 3.6% of two or more races. The staff population is 5.7%

African American, 8.5 % Hispanic, 85.8% White, 0.0% American Indian, 0.0% Asian, 0.0% Pacific Islander, and

0.0% of two or more races with 25% males and 75% females.

The overall mobility rate for the campus is 15%. The average daily attendance rate for students is 96.4%. The

average daily attendance rate for staff is 97%. There were a total of 238 discipline referrals this past year. By grade

level, this breaks down as 73 referrals for 6th graders, 67 for 7th graders, and 98 for 8th graders. Our English Language

Learner population comprises 5% of our total student population in 2014-15, economically disadvantaged population

at 35.7%, Special Education at 12.6%, and Gifted and Talented at 1.7%.



41

Special Programs

Our School Wide Title 1 funds will support more family involvement activities, remediation and

intervention support personnel to assist specifically in reading, writing, math, science, and social studies. In

addition, available funds will be used to support before and after school tutoring and transportation for students

requiring further support. Furthermore, funds will be used for materials to support reading intervention programs,

such as Leveled Literacy Intervention (LLI) and assessment kits to support the establishment of baseline reading

levels on all below level readers. In addition, instructional resources to enhance classroom libraries to promote

student choice in independent text will be purchased, along with leveled text to support students’ progress in

instructional text. These will be used throughout the year to measure and support progress in English Language

Arts. Instructional resources will be purchased to support math TARGET classes. In addition to these resources,

we will hire full time instructional coaches in the areas of humanities, science, and math to support our teachers

with implementation of curriculum and best practices based on consistent data. Title III funding is utilized at

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

develop language proficiency skills. Our State Compensatory Program (SCE) funds will be used to support our pull

out and push in literacy and math intervention staff.



42

The Brookside Intermediate Comprehensive Needs Assessment process is described below.

The site-based decision-making team met to evaluate the previous years’ data. The committee evaluated

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

assessments, STAAR, Attendance (students and staff), Discipline data, Student and Staff surveys, TAPR reports

and demographic 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

Brookside Intermediate’s strengths in this area include 6th-8th grades show significant improvement on

Curriculum Based Assessments in Social Studies than previous years, 6th grade STAAR scores in Math are

significantly higher than comparable schools in the district and have significantly improved as rigor of assessment

has increased, equity across genders in scores on STAAR, CBA, and Benchmark Assessments, and 8th grade

science STAAR scores are steadily improving as rigor of state assessment increases.

The challenges Brookside currently faces are 7th grade Writing STAAR/Benchmark/Curriculum Based

Assessment data are lowest in district, ELL, SPED, and Economically Disadvantaged populations have the lowest



43

cumulative grade averages and curriculum Based Assessment averages in the district, and African American,

Hispanic, and Special Education students have the lowest STAAR scores on 7th grade Writing and Math in the

district. Additionally, the Response to Intervention process (RtI) has been inconsistent and weak, resulting in

unclear criteria for each tier and ineffective progress monitoring. (Results on all spring 2016 STAAR Assessments

can be seen on chart below.

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

Grade Level

Subject 2014 State % Satisfactory

2014 Region 4 %

Satisfactory

2014 CCISD %

Satisfactory

Brookside 2016 %

Satisfactory**

Brookside 2015 %

Satisfactory

6 Reading 78% 79% 88% 76% 82%

7 Reading 76% 78% 88% 71% 84%

8 Reading 90% 90% 97% 86% 87%

7 Writing 72% 74% 84% 67% 74%

6 Mathematics 78% 79% 88% 83% 75%

7 Mathematics 68% 72% 82% 62% 81%

8 Mathematics 86% 87% 97% 87% 87%

8 Science 72% 74% 87% 82% 80%

8 Social Studies 63% 65% 79% 65% 76%

** Note- Data compares 2014 State, District, Region data to 2016 Brookside data and 2015 Brookside STAAR data standard

increased in 2016)

School Culture and Climate/School Context and Organization

Brookside Intermediate School shows strengths in this area. These are diverse and varied offerings of

student clubs, groups, and electives as well as a district carries distinctions of a recognized rating and Top Work



44

Place in Texas making this a sought after place for families who value education as well as highly qualified

employees. According to district climate survey, parents and students report being pleased with the varied

instructional approaches being offered in classrooms this year compared to previous year, as well as parents and

students report feeling campus administration is open to feedback and works to make the campus accessible to

families.

The challenges Brookside currently faces in this area are according to district climate survey, students and

parents give their school a lower grade than do staff. Discipline referral data from 2014-2016 reveals, a significant

number (238) of students receive in school suspension, out of school suspension, and Alternative Educational

Placements as compared to surrounding schools with comparable demographics, according to discipline referral

data and a significant number of reports reference inappropriate use of technology on their school issued tablets

and cellular phones. Parents report in climate survey desiring more support and training in teaching their children

digital citizenship skills. In addition, the master schedule illustrates many intervention and remediation

classes/offerings, however qualifying criteria for these classes and effectiveness is unclear and according to the

master Brookside schedule, the majority of clubs and student groups meet after school, before school, or during

advisory, making it difficult for all students to have access.

Staff Quality, Recruitment, and Retention



45

Brookside Intermediate’s strengths include a district that gathers a pool of qualified candidates and

professional learning that is data driven through data talks and campus and feeder school learning walks. Another

strength is the campus planning and training that routinely takes place in each nine weeks.

Brookside Intermediate faces the challenges of a low staff attendance rate and mentor programs that could

support new teachers more effectively. Another challenge is not enough time built into the school day for teachers

to collaborate and plan quality lessons building on one another’s expertise and insight.

Curriculum, Instruction, and Assessment

In the area of curriculum, instruction, and assessment, strengths to be noted are a curriculum that is clearly

aligned to the Texas Essential Knowledge and Skills and assessments provided through the curriculum and created

by the district are aligned to objectives and “I can” statements. Also, a strength is that the curriculum is revised

often based on campus and teacher/parent feedback.

The challenges Brookside faces in this area include curriculum is lacking specific supports for teachers to

reach special populations and in need of more opportunities for students to apply 21st century learning skills. In

addition, the curriculum could benefit from providing teachers are broader scope of assessments.

Family and Community Involvement



46

Challenges in this area include communication with families of many different languages, communication with

surrounding community, businesses, and community partners is lacking and in many areas non-existent, and our

community desires for support in parent tips for teenagers.

Strengths include support from consistent community partners through Communities in Schools, increasing

community attendance at school events and more opportunities for family and community involvement, and staff

presence and involvement at school events is increasing.

Technology

Brookside Intermediate shows some strengths in the area of technology. These include staff are continuing to

develop their knowledge of the best ways to enhance learning through the use of web based applications, wireless

implementation of initiatives such 1:1 and BYOD (Bring your own Device) have supported increased frequent and

consistent access to enhanced learning opportunities.

Brookside Intermediate faces some challenges in the area of technology. The staff are not provided adequate

time to become proficient at technology integration, maintaining campus and district funding necessary to meet

technological needs, and our community desires to learn more about how technology enhances learning, as well as

digital citizenship. Students are not provided consistent campus instruction to adequately acquire basic technology

skills necessary for efficient use. Additionally, internet access for our community to continue learning at home with

district issued tablet is a concern.



47

Summary of Comprehensive Needs including Next Steps

Student Achievement:

Brookside will utilize full time instructional coaches to support teachers in using data as a guide in planning

quality instruction for our students. They will also play an integral role in job embedded professional learning in

which teachers will have opportunities to learn from and with each other frequently. We will analyze the

effectiveness of all remediation and intervention programs, including but not limited to reading and math Target

classes, RtI advisory classes, teacher tutoring, school wide tutoring, and reading and math push in and pull out

teachers. We will continue to strengthen our Response to Intervention process resulting in focused and targeted

interventions for each of our students who have academic, social, or emotional needs. Additionally, we will work

on building a staff, student, and community of learners in which all voices are valued and respect is afforded at all

times to each member. We will do this through embedding character education lessons into our daily routines,

along with grade level community building through character and team building activities.

School Culture and Climate and Context and Organization



48

The Brookside Master schedule will include common planning times for same grade/same subject teachers

to promote planning collaboratively. Professional learning communities will be established across the campus with

dedicated time monthly to analyze data and share ideas as they relate to campus goals. Instructional staff will

implement personalized professional learning opportunities for all teachers. We will foster a culture of open doors

so all staff can learn from the strengths of their colleagues. We will work on building a staff, student, and

community of learners in which all voices are valued and respect is afforded at all times to each member. We will

do this through embedding character education lessons into our daily routines, along with grade level community

building through character and team building activities. Digital Citizenship lessons will be embedded into

character education lessons. Digital Citizenship tips will be shared with parents monthly through the Bulldog

Bark. We will establish of a Core Behavior Team to help support teachers who struggle with excessive student

behavior. Clear criteria will be established for all intervention/remediation with progress monitoring measures and

supports in place. We will offer after school clubs and tutoring and will provide transportation to promote open

access for all students.

Staff Quality, Recruitment, and Retention

Staff attendance will encouraged and promoted through acknowledging staff with perfect attendance through

monthly recognition and reward. Instructional coaches will collaborate with the Lead Mentor to ensure regular and

consistent support for all new teachers with one to two year experience.



49

Curriculum, Instruction, and Assessment

Teachers will be provided common planning times to promote additional planning and discussion required to

reach our struggling learners. Best Instructional Practices/”Look Fors” for all content areas will be utilized in

planning and reinforced in professional learning, as well as in data talks and observation follow up conversations.

Professional learning in universal design for learning and personalization will be embedded throughout learning

walks, staff meetings, and campus planning to promote 21st century skills, as well as encourage choice in student

products and/or assessments.

Family and Community Involvement

Weekly communication through the Bulldog Bark will be sent in both Spanish and English (two most

prominent languages spoken at Brookside). The new/revised Brookside mission places great emphasis on

increased service learning opportunities which will positively impact our local and greater community. Service

opportunities will be provided through learning options in core content classes, as well as electives, resulting in our

students and staff making more of an impact on our surrounding community. Community will be invited to

campus learning walks and committee meetings. Digital citizenship tips will be shared monthly in the Bulldog



50

Bark, as well as inviting parents in for informational meetings on this topic. Options for supporting students in

need of help in affording extracurricular fees will be explored.

Technology

Job embedded professional learning and allowing teachers planning time to hone their skills at technology

integration to enhance learning will be provided. We will work alongside our district in using the internet at home

survey to provide resources for our families needing internet access at home. We will open up our school after

school for students to stay to complete homework that requires the use of the internet. Transportation home will be

provided. Digital citizenship tips will be shared weekly in the Bulldog Bark, as well as inviting parents in for

informational meetings on this topic. Digital Citizenship will be embedded into our character education programs

and lessons twice a nine weeks in advisory.


Review Dates: ____________ Approval CIIC ______ Page 1 of 36

____________________


Clear Creek Intermediate School




____________________



We believe that:














Trustworthiness



Own your choices



____________________

Fairness



Work to improve your school, community, and country Parameters








Objectives













____________________

Clear Creek Intermediate Mission Statement The mission of Clear Creek Intermediate, a diverse, united, learner-centered community, is to ensure that each student discovers, expands, and achieves his or her potential, while focusing talents on becoming a global contributing citizen by cultivating personalized learning, fostering meaningful relationships, and igniting Courage, Collaboration, and Innovation.

Clear Creek Intermediate Strategic Objectives

1. Each student will achieve his or her personal learning goals and continue learning throughout life. 2. Each student will become a responsible, productive member of society. 3. Each student will discover, expand, and utilize his or her talents to achieve individual potential.

Clear Creek Intermediate Strategic Tactics

1. We will ensure engaging, relevant, personalized learning experiences. 2. We will ensure the highest quality faculty and staff, who are fully committed to strategic intent for student

success. 3. We will foster meaningful relationships within our community that inspire Courage, Collaboration, and

Innovation.



____________________

CLEAR CREEK INTERMEDIATE SCHOOL CAMPUS STRATEGIC PLAN IMPLEMENTATION YEAR: 1

2016-17


TACTIC I: We will ensure engaging, relevant, and personalized learning experiences. SPECIFIC RESULT STATEMENT/PERFORMANCE OBJECTIVE I.1:

Professional learning for the staff will support personalized learning for the students.

OUTCOME:

By March 2017, at least 100% of the faculty will have participated collaboratively in job-embedded professional learning on personalized learning, as reflected in the Instructional Coaching sign-in sheets and agendas.

By May 2017, at least 100% of the faculty and staff on the AVID Exploratory Committee will have attended an AVID Institute or Demonstration Site, as reflected in the Title 1 Travel Requests and Expenditures.

By March 2017, at least 90% of the students identified for the first cohort of AVID will have been enrolled into a least one honors course and the AVID Elective, as reflected on their Course Selection Cards.

By April 2017, at least 100% of the faculty will be routinely providing students with the opportunity to pursue engaging and relevant personalized learning activities, as reflected in their teacher lesson plans.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/

END


MATERIAL, FISCAL


Research available professional learning opportunities to support personalized learning in the classroom.

Student data, AVID data

Principal, Instructional Coaches,

Core Teachers, Counselors

Title 1 Components:

1, 2,and 4

Aug 22, 2016 -

June 1, 2017

AVID Consultation, Travel to AVID

Institutes & Demonstration Sites

Creation of AVID Site Team, Identification and Recruitment of

Students for 1st Cohort at CCI

Provide job-embedded professional learning opportunities to promote personalized learning in the classroom.

Students’ needs, Teachers’

needs, observations, &

feedback


Title 1 Components:

2, 3, and 4

Aug 22, 2016 -

June 1, 2017

PLC, Learning Walks, Curriculum

Days, Early Release Days, OSB, Campus

PL Days

Record of JEPL Coaching

Sessions & Sign-In

Capitalize on full-time Instructional Coaches to foster personalized learning through mentoring teachers, modeling lessons, and co-teaching.

Students’ needs, Teachers’

needs, observations, &

feedback

Instructional Coaches Title 1

Components: 2, 3, and 4

Aug 22, 2016 -

June 1, 2017

Curriculum resources and evidence-based

instructional strategies / pedagogy

Instructional Coaches records & resources



____________________



We will improve student success through personalized learning.

OUTCOME: By April 2017, at least 100% of the students who have been placed in a small group Target Reading class will show demonstrated improvement, as reflected in the pre-

assessment and post-assessment scores on the BAS.

By April 2017, at least 100% of the 6th graders placed in a small group Math Intervention Advisory will show demonstrated improvement, as reflected in the pre-assessment and post-assessment scores in Think Through Math.

By December 2016, at least 85 of the students with At-Risk Indicators will be enrolled in the Texas ACE Program and attending enrichment sessions before or after school on a weekly basis, as evidenced by the ACE sign-in sheets.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/

END


MATERIAL, FISCAL


Provide the faculty with a curriculum planning day during each nine-week grading period to improve the instruction and vertical alignment within each core subject.

TEKS and Learning

Progressions

Principal, Instructional Coaches,

Core Teachers,

Local Aug 22, 2016

- June 1, 2017

Curriculum resources and evidence-based

instructional strategies / pedagogy

Creation of AVID Site Team, Identification and Recruitment of

Students for 1st Cohort at CCI

Create and administer common assessments linked to the TEKS through AWARE. Analyze the students’ results to guide and inform instruction.

Teacher assessments &

Student data

CCISD Assessment & Evaluation Team,

Instructional Coaches, and Core Teachers

Local Aug 22, 2016

- June 1, 2017

Technology training on manipulating

AWARE

Record of A&E Trainings and

JEPL Coaching Sessions, Sign-In

Implement support structures and remediation for struggling students (RTI/SST, Target Reading Program, Math Intervention Advisory, and Texas ACE Program).

STAAR data, Report Cards,

Formative Assessments

ACE Site Coordinator,

Campus RTI Lead, Instructional Coaches,

and Core Teachers

Local, TEA 21st Century Learning Center

Grant

Aug 22, 2016 -

June 1, 2017

Intervention Instructional

Materials and Strategies

Student results



____________________



We will provide flexible scheduling that supports student choice.

OUTCOME:

By September 2016, the Texas ACE Program will provide students with enrichment activities before and after school, at least four days a week, for a total of 12 hours a week, as evidenced by the ACE Activity Matrix and payroll timesheets.

By January 2017, at least 80% of the students who are not in need of remediation during Advisory will be provided with opportunities for student-initiated personalized learning, as evidenced by an end-of-year public showcase of projects.

By February 2017, at least 3 new courses for acceleration will be available to 8th grade students on the CCI Course Selection Sheet for the 2017-18 school year.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/

END


MATERIAL, FISCAL


Design and implement a campus schedule which facilitates student acceleration in the core subjects.

Course Selection Sheets

and Master Schedule

Principal, Master Scheduler

Instructional Coaches, Core Teachers,

Counselors

Title 1 Components:

1, 2, and 4

Aug 22, 2016 -

June 1, 2017

AVID Consultation, Offer new high

school credit classes (Biology & Geometry)

Certified faculty to teach new courses

Creation of AVID Site Team, Promotion of

AVID program, enrollment in new

advanced courses in math and science

Design and implement an Advisory program and a before/after school program that provides students with more choices.

STAAR data, Report Cards,


ACE Site Coordinator, Instructional Coaches, Counselors, Advisors

Local, TEA 21st Century Learning Center

Grant

Aug 22, 2016 -

June 1, 2017

Enrichment materials and strategies

Enrollment in ACE Program, project

showcase of student-initiated work,

Advisory programs and flexibility



____________________


TACTIC 3: We will create internal processes that develop meaningful relationships within our

PK-12 community.

SPECIFIC RESULT STATEMENT/PERFORMANCE OBJECTIVE: 3.2

Engaging members of the PK-12 community will lead to improved student results.

OUTCOME:

By May 2017, at least 90% of the students in the first period classes with a CCHS TET student will show the benefits of the additional one-on-one and small group instructional support, as evidenced by higher grades on their report cards in the spring semester.

By May 2017, at least 80% of the students enrolled in the ACE Program will show the benefits of mentoring with a CCHS PAL, as evidenced by higher grades on their report cards in the spring semester.

By May 2017, at least 85% of the 8th grade students selected for the weekly lunch mentoring program will show the benefits of a 1:1 relationship with a CCHS JROTC Cadet, as evidenced by the elimination of incomplete homework.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


Enlist CCHS students in the Teacher Education Training program to assist selected CCI students with their academics during first period classes.

Student data and teacher referrals

CCI Teachers, TET Coordinator

Local Sept. 19, 2016

- June 1, 2017

Teacher guidance

Sign-in Sheets, Observations,

Student Feedback, & improved grades

Recruit CCHS students in the Peer Assistance Leadership program to help provide enrichment activities after school in the ACE Program.


ACE Site Coordinator, PALS Coordinator

TEA 21st Century Learning

Center Grant

Sept. 19, 2016 -

June 1, 2017

Enrichment materials and activities



Form a weekly student-student mentoring program led by CCHS JROTC Cadets for selected 8th graders during C Lunch and Advisory.


Counselors, JROTC Director

Local Oct. 12, 2016

- June 1, 2017

Library access and meals for Cadets





____________________


TACTIC 2: We will ensure the highest quality faculty and staff, who are fully committed to

strategic intent for promoting student success.


Interdisciplinary teams support students to be successful across the grade level.

OUTCOME: By April 2017, at least 80% of the teachers will be working collaboratively to intentionally design cross-curricular instructional components to enhance and accelerate

student learning, as evidenced by class walkthroughs, teacher observations, and Jaguar Curriculum Days.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


Content will be strategically aligned across each grade level.

Student data, Two-Year System

Safeguards

Instructional Coaches Teachers

Local Aug 22, 2016

- June 1, 2017

Grade level PLC Meetings held on the

4th Wednesday of every month

Minutes from monthly grade level

PLC meetings, Classroom

observations, lesson plan evaluation





The faculty and staff will receive high-quality training.

OUTCOME: By April 2017, at least 100% of the faculty will be consistently participating in all on-site professional staff development opportunities, resulting in an expanded

instructional repertoire, as measured by teacher attendance and sign-in sheets.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


Training will be provided for implementing innovative instructional strategies.

Students’ needs,

Teachers’ needs,

observations, & feedback

Instructional Coaches Teachers

Local and Title 1:

Components 2 and 3

Aug 22, 2016 -

June 1, 2017

Curriculum Days, Learning Walks,

weekly PLC, Early Release Days, OSB,

Campus PL Days

Record of JEPL Coaching

Sessions & Sign-In



____________________





Provide pathways for students to cultivate purposeful relationships at CCI.

OUTCOME:

By October 2016, at least 100% of the sixth grade students will be trained in the Stepping Up anti-bullying program.

By November 2016, at least 100% of the faculty will be participating in the student recognition program, as evidenced by the teacher nominations of students to be honored for demonstrating the district’s Core Values.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


Establish incentive programs relating to the district Core Values that enhance relationships and encourage students’ success.

Student data, teacher referrals, discipline referrals

Counselors, Social Worker,

Teachers, Staff, PTA,

Administrators

Local Oct. 12, 2016

- June 1, 2017

Strategies for public recognition of

students, social opportunities that

promote school pride and relationships

Decrease in discipline referrals,

improved attendance, and enhanced school

culture



____________________

CLEAR CREEK INTERMEDIATE SCHOOL IMPROVEMENT STRATEGIES, PERFORMANCE OBJECTIVES, AND OUTCOMES

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. Outcome: By June 2017, a minimum of 90% of teachers will report that they are personalizing learning for their students on the L2L survey instrument. 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. Outcome: By February 2017, each student’s academic performance data will be reviewed by teacher teams and appropriate plans for support developed, documented, and acted upon. Performance Objective II.2: Student mentorship opportunities at all levels. Outcome: By December 2016, a campus team will develop an implementation plan for a systematic student mentor program utilizing adult community members and staff to positively impact students needing support. Performance Objective II.3: Each student will meet or exceed performance expectations on all STAAR tested areas. Outcome: By June 2017, a minimum of 85% of students will meet performance expectations on each STAAR tested area. Performance Objective II.4: 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. Outcome: By June 2017, students receiving services through Bilingual/ESL will show growth in academic achievement on each STAAR tested area or other appropriate measure. Strategy III: We will ensure safe and nurturing learning environments. Performance Objective III.1: CCISD Core Values to support the social and emotional well-being of all students and employees.




____________________







____________________




ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


FISCAL




Principal Local,


2017



Support teachers in the use of Its Learning to deepen learning for each student at school and at home.


technology




2017 PL support





2016-June 1, 2017


Courses


use


2014-2015 student



2017


RTI, SST records



____________________




acted upon.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL



Skyward RTI; student

performance data



Local, State Comp,

Title I: Components 2, 8, and 9


Skyward RtI Process




Skyward RTI; student

performance data




Local, State Comp,

Title I: Components

2,8, and 9


2016


Evaluation





Involvement Data


Title I: Component 7

April 2016 – September 2016

Transition information

ESSA Compliance

Documentation

Coordinate and integrate federal, state and local services and programs to meet individual needs and student achievement goals. (Title 1)

Student Assessment

Data


Local, State Comp,

Title 1: Components

2,8, and 9

August 1, 2016 – June 2, 2017


Student performance

data, SST



____________________





ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL






Local, State Comp,



2016


Lists of students

needing mentor






Local, State Comp,



2016


Lists of students

needing mentor



____________________



Reading, English/Language Arts, Writing, Mathematics, Science and Social Studies in tested grades. PRINCIPAL: Marshall Ponce


ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL


Improve CCI student passing rate on STAAR: 6th grade reading from 79% to 85% 6th grade math from 71% to 85%* 7th grade reading from 70% to 85% 7th grade math from 71% to 85%* 7th grade writing from 69% to 85% 8th grade reading from 79% to 85% 8th grade math from 70% to 85%* 8th grade science from 75% to 85% 8th grade social studies from 68% to 85% Algebra I EOC from 100% to 100%*

Individual student data

reports identifying




Evaluation, Principal, Instructional

Coaches, and Teachers

Local, State Comp,


August 22, 2016 – May 6, 2017




parents


student



____________________




OUTCOME: By June 2017, students receiving services through Bilingual/ESL will show growth in academic achievement on each STAAR tested area or other appropriate measure.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL


Implement identified instructional approaches, including SIOP strategies and sheltered instruction, to address the needs of students identified as ELL.





Learning


The Target Reading Program, Math Intervention Program, Texas ACE Program, RTI/SST Program, Counseling Program, and CIS Social Work Program will be used to address the needs of students identified as At-Risk.





Learning


Implement identified instructional approaches, including the Co-Teach Model with inclusion support, to address the needs of students receiving Special Education services.



Local, IDEA Funds

August 24, 2015 – June 2, 2016


Learning







Learning







Learning


All schools will implement endorsed strategies to address drop-out prevention. Clear Creek Intermediate will use the Texas ACE Program and TEA 21st Century Community Learning Center.

Student assessment


State compensatory

funds, TEA 21st Century Grant funds

August 24, 2015 – June 2, 2016





Principal State

compensatory funds

August 24, 2015 – June 2, 2016





____________________







ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL


Each campus will create a CCISD Core Value Team that meets regularly to develop a plan for implementation.




June 1, 2017


funding


plan

The Core Value Team address the six core values, ensuring that cultural responsiveness is addressed throughout the school.




June 1, 2017


funding


plan


Number of classroom





Number of documents



Audit of documents






Lesson plans



June 2, 2016


Counseling logs;





weeks





____________________





ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL





Coach


June 1, 2017


codes







system



Digital Citizenship

Lessons Taught




video lessons

Common Sense Media




____________________





ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL







June 1, 2017



future improvement





Counselors










teaching time


future improvement







teaching time


future improvement







August 22, 2016-June 1, 2017


Web-site



____________________





ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL




Deputy Superintendent - C&I, Asst. Superintendent,

Principal



visits Record of

campus visited



Deputy Superintendent - C&I, Asst. Superintendent,

Principal


June 1, 2017


information


identified



____________________




survey.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL





August 22, 2016-June 1, 2017

Skylert; Newsletters;





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


Records


Principal Local

August 22, 2016- June 1, 2017


Conference Logs

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


Principal Title I:

Components 2, 6, and 9

August 22, 2016- June 1, 2017


to improve


Survey



____________________





ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL


Implement the use of bilingual translators in parent conferences and the creation of bilingual Skylert electronic messages to improve communication between teachers, students and parents regarding students’ academic progress.


Survey



June 1, 2017


to improve


Teachers will regularly update information on Its Learning to support each student’s learning at home.



August 22, 2016-June 1, 2017

Its Learning Survey results



____________________




ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL



Teacher reflection Teachers, Instructional

Coaches, Principal

Local, Title II, Title I:

Components 3 and 4

August 22, 2016- June 1, 2017

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


Components 3 and 4

August 22, 2016- June 1, 2017

PL Plan, Campus Support

meetings


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.

Individual teacher goals,

Team meeting notes,

Campus data, Campus needs

Teachers, Instructional Coaches, Principal



August 22, 2016- June 1, 2017

PL Plan, Campus Support

meetings



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

Coaching goals, Campus data, Campus needs

Instructional Coaches, Instructional Coaching




August 22, 2016- June 1, 2017

PL Plan,

External coaching resources for

professional learning

PL Day agendas; coaches’ goal

sheets

The Principal will meet with the Superintendent and district leadership to review student data, the Campus Strategic Plan outcomes, supporting instructional coaching goals, and Problem of Practice.





Outcomes, Written




____________________




OUTCOMES:

By October 2016, the Principal will be a part of a professional learning community examining a meaningful issue to change/improve practice and increase student achievement. By June 2017 at least 85% of teaching staff will rate their campus highly on each of the seven standards of the Learning Forward Standards of Professional Learning on the Standards Assessment Inventory 2 (SAI2).

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL


Teachers and Principals deeply understand the Standards


SAI2 results Ex Dir of PL;

Principal; Instructional Coaches, Teachers

Local, GCLL Grant

August 22, 2016- Nov. 18, 2016







Ex Dir of PL; Principal; Instructional Coaches, Teachers

Local Nov. 28, 2016 - April 28, 2017

Meeting time Meeting minutes;

grade/dept meetings



learning


Local

Nov. 28, 2016 - April 28, 2017



performance data


Local Nov. 28, 2016 - April 28, 2017


Research results

Teachers and the Principal use change of practice as evidence to monitor and refine implementation.

Peer observation Ex Dir of PL;

Principal; Teacher Local

August 22, 2016 - May 1, 2017


teacher reflection

Teachers and the Principal review outcomes and make adjustments for improvement

Ex Dir of PL;

Principal; Teacher Local

May 1, 2017 – June 1, 2017


plans



____________________



Outcome(s):

By June 2017 at least 95% of school employees will agree or strongly agree with the statement “My Principal provides helpful feedback about my instruction/performance” on the school climate survey. By June 2017 at least 95% of school employees will agree or strongly agree with the statement “My school does a great job of challenging me to my full potential” on the school climate survey.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL


CCISD Core Values are shared, highlighted, and reflected on in all aspects of school operations.



survey results

All schools will engage in targeted, specific activities to enhance a positive school climate for all campus employees. Learning Forward techniques that incorporate intentional team-building activities and create a cycle of continuous adult learning will be included in all campus professional staff development programs.


Principal Instructional Coaches




Campus and District personnel will utilize strategies to attract and retain high quality teaching staff that includes providing mentoring, coaching, professional learning opportunities, and individual support.



Principal



August 24, 2015-June 2, 2016

Scientifically-based methods, including

professional learning and

coaching

Highly Qualified

report, PBMAS, ICRs



____________________


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 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 School, a Dual Language Magnet School, is one of 44 campuses in the Clear Creek Independent School District. The campus opened its doors in 2009 and serves 797 students in grades six, seven, and eight. The enrollment has increased by 20% since the school opened eight years ago. The student population is comprised of 13.2% African-American, 36.7% Hispanic, 43.8% Anglo, 2.3% Asian, and 3.4% a mix of two or more races. The percentage of students who are eligible for free or reduced lunch is 45%. The campus mobility rate is approximately 14%. The average daily attendance rate for the students is 96%. There were 723 discipline referrals for the 2015-16 school year, which is a decline of 164 referrals from the previous year. Sixth grade had 249 discipline referrals, 7th grade had 252 discipline referrals, and 8th grade had 222 discipline referrals. Clear Creek Intermediate serves students with diverse learning needs, including 169 English Language Learners, 22Gifted and Talented students, 113 students served through Special Education, and 41 students identified for Section 504 services. Clear Creek Intermediate is proud that 100% of the teaching faculty and paraprofessional staff are educators who have been designated as highly-qualified. The demographics of the student and faculty population are listed in the table below. The table below shows the student population counts of CCI in 2015-16 compared to 2009-10:

Student Demographics 2009-10 2015-16

African American 86 92

Hispanic 206 287

White 455 373

American Indian 1 0

Asian 17 17 0 Pacific Islander 2

Two or More Races 9 26

Economically Disadv. 236 355

Limited English Prof. 58 94

The table below shows the teacher population counts of CCI in 2015-16, as compared to the opening year.

Teacher Demographics 2009-10 2015-16

African American 3 6

Hispanic 7 15

White 58 55

American Indian 0 0

Asian 0 0 0 Pacific Islander 0

Two or More Races 0 3

Male 16 17

Female 52 62



____________________

Intermediate 2016 STAAR Student Results*: Comparison of State, District, and Campus

Grade Level

Subject State %

Satisfactory CCISD %

Satisfactory CCI%

Satisfactory

6 Reading 71% 82% 79%

7 Reading 72% 82% 70%

8 Reading 82% 89% 79%

7 Writing 70% 79% 69%




8 Science 76% 83% 75%


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

Issues Proposed Actions Writing is previously tested in 4th grade. There is a 3-year gap.

The passing rate increased.

New test writers created the exam.

Diverse population of students

Rigor gap between instruction and assessments

Length of the test vs. structure of the regular school day

(4 hour exam vs. 45 min classes)

Lack of ELL support

Utilize the ACE Program to provide extra instructional support.

Enhance instruction to support the sub-population of students.

Allow teachers the time to extend a concept when needed in their curriculum.

Review the released STAAR exam at the start of the school year. (Faculty)

Spiral 6th and 7th grade science TEKS into the 8th grade curriculum when there is alignment in the content.

Write assessments that mimic the rigor of STAAR.

Provide students with immediate feedback on assessments and allow them time for self-reflection

Bring in college tutors to support instruction and tutorials.



____________________

Anxiety and test pressure placed on the students

No benchmarks given in order to monitor progress of students

Math curriculum changed

Students are given feedback on their assessments too late

8th graders take the assessment for all four core content areas. Are they running out of test stamina in days 3 and 4 (science and social studies)?

Fourth period core courses have a lunch split in the middle of the class.

Create a student forum (focus group) to provide feedback concerning the success of the instructional practices in their classrooms.

High School 2016 STAAR EOC Student Results: State Average Compared to CCISD Average

Grade Level



Satisfactory CCI%

Satisfactory

EOC Mathematics Algebra 1 81% 93% 100%

2015-16

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

Issues Proposed Actions If we have a 100% passing rate, are we doing internal gatekeeping that only allows

the highest performing students to take Algebra 1?

Are there other students who are capable of passing the Algebra 1 high school course

and EOC who are taking Math 8 Pre-AP instead?

Ensure that the Algebra 1 screening tool (or course matrix) is an accurate predictor of

who can be successful in the course.



____________________

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 2015-16 enrollment by percent in special programs at Clear Creek Intermediate, as compared to the district and the state percentages.

Special Program Enrollment


CCISD 2015-16

CCI 2015-16


Career Technical Education 22.2% 29.1% 36.35%

Gifted/Talented^ 7.6% 9.0% 2.3%


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

Trends Proposed Actions Bilingual/ESL:

Increase in number of students serviced

Enrollment trends may start closing in on the state percentage

CTE:

Students have more CTE choices than before

Surprised to see that the state average is not higher

CTE links directly to the HB5 Endorsements for graduation

GT:

Small enrollment is a result of our students attending the GT WAVE Magnet at LCI

Special Education:

Increase in number of students serviced

Enrollment trends have surpassed the state and district percentages

Bilingual/ESL:

Increase the public promotion and external communications of the campus to rebrand

Clear Creek Intermediate as a Dual Language Magnet School.

We have the ability to grow the Two-Way Immersion courses.

Actively recruit students new to the district and students coming from the three

elementary schools for the Dual Language program.

Continue to encourage ESL certification and SIOP training for all teachers.

CTE:

Research to see if other “Elective Wheels” could be utilized to expose students to

additional CTE “mini courses” (EX: 4 classes, one each nine weeks)

Do we have the facilities and certified staff to add any new CTE electives?

Can we add more CTE classes to lower enrollment? These classes reach capacity

fast.

GT:

Ensure that all teachers with GT students know how to differentiate

Ensure that all teachers with GT students understand the social & emotional needs of

the gifted

Utilize AVID to grow the Pre-AP program at CCI.

Special Education:



____________________

Ensure that all SPED teachers are well-trained in writing and implementing goals,

objectives, and transitions for SPED students.



36






____________________


Clear Lake Intermediate




____________________



We believe that:














Trustworthiness






____________________











Objectives













____________________

Mission Statement:

The Mission of Clear Lake Intermediate, the model of innovative, diverse education, is to empower each student

to be academically responsible and a successful, independent, creative thinker, through a personalized system

distinguished by shared responsibility, mutual respect, purposeful decision making, integrity, and perseverance.

Strategic Objectives:

Each student respects diversity and embraces his or her role as a positive contributor to the community.

Each student optimizes his or her potential to be an independent, lifelong learner.

Each student continuously develops, reflects upon, and achieves goals along his or her academic path.

Tactics:

We will broaden and strengthen connections within our communities.

We will provide personalized learning opportunities to meet the diverse needs of each student.

We will conduct intentional campus wide collaboration.

We will provide opportunities for meaningful and personalized professional learning.



____________________

CAMPUS STRATEGY I: Each student respects diversity and embraces his or her role as a positive contributor to the community.

TACTIC I: We will broaden and strengthen connections within our communities.

SPECIFIC RESULT STATEMENT/PERFORMANCE OBJECTIVE I.1:

Continually developing and maintaining a strong school community.

OUTCOME: By May 2017 we will participate in character rallies or programs with all our feeder elementary schools and have held three parent meetings for support in technology,

curriculum and transition to high school. We will measure our programs with parent surveys.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


A future-ready culture that fosters career exploration and exposure for students through community partnerships.



Teachers Local


2019

Planning meetings with community

partners Program review

Processes that establish a sense of pride, and develop and maintain meaningful relationships within our school communities.


Librarian and Teachers

Local September 23, 2016-June 1,

2017

Meetings with K-12 campus partners

Record of meetings

Service opportunities for all students to give back to the community.


monitoring


Teachers Local


2018

Meetings with community partners,

transportation

List of resources used, program

review

Processes that match needs and resources to maximize community partnerships supporting students and the campus.


monitoring Teachers Local

September 23, 2016-June 1,

2017

Planning meetings with community

partners

List of resources used, program

review

Processes that match needs and resources to maximize community partnerships supporting parents and the campus.

Parent surveys, progress

monitoring


teacher Local


2017 Parent meetings Record of meetings



____________________

CAMPUS STRATEGY II: Each student continuously develops, reflects upon, and achieves goals along his or her academic path.

TACTIC II: We will provide personalized learning opportunities to meet the diverse needs of each student. We will conduct intentional campus collaboration.

SPECIFIC RESULT STATEMENT/PERFORMANCE OBJECTIVE: Lesson design that embraces a variety of strategies and methods to personalize learning.

OUTCOME: By November 2017 two common assessments will be in AWARE for teachers to analyze and build heat maps. By November 2016 white board will be complete.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


Teachers and learners actively collect and analyze data.

Student Assessment data,

curriculum

Administrators, Instructional Coaches and

Teachers


2017

AWARE, planning meetings

Record of meetings

Lesson design embracing a variety of meaningful, intentional strategies and methods to personalize learning.


curriculum


Teachers

Local August 24,

2017-June 1, 2018

Department planning and collaboration days

Record of meetings, List of resources used, program

review

Processes and structures that provide multi-layered support from knowledgeable leaders in content and personalized learning strategies.


curriculum


Teachers

Local August 24,

2018-June 1, 2019

Department planning and collaboration days


review

Using a common board to communicate units and cross-curricular ideas, teachers will have access to all core subjects.

Curriculum Review


Teachers


2017

Planning meetings, White board 48 x96,

magnetic tape, and dry erase markers


review

Common board will be technology based, through itslearning. Updated by the core subject teachers and coaches.

Curriculum Review


Teachers

Local August 24,

2017-June 1, 2018

Planning meetings, White board 48 x96,

magnetic tape, and dry erase markers


review

Common board is scrolling on a TV screen, access for all, where all teachers share ideas for core subjects.

Curriculum Review


Teachers

Local August 24,

2018-June 1, 2019

Planning meetings, Two 65” monitors


review



____________________

CAMPUS STRATEGY III: Each student optimizes his or her potential to be an independent lifelong learner.

TACTIC III: We will provide opportunities for meaningful and personalized professional

learning.

SPECIFIC RESULT STATEMENT/PERFORMANCE OBJECTIVE: Foster

professional learning through a variety of experiences.

OUTCOME: By August, 2016 we will create a master schedule that supports embedded professional learning, 100% of core teachers will have common planning with at least one

buddy teacher, as measured by our master schedule, and monitored by our instructional coaches.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


Create and maintain a schedule that allows for collaboration and common planning.

Student Assessment data, curriculum review

Assistant Principals, counselors, and

principal Local


2017 Planning meetings Program review

Allow for flexible and creative job embedded personalized professional learning.



Teachers

Local August 24,

2017-June 1, 2018

Planning meetings Record of meetings

Define parameters for accountability and purposeful feedback for job embedded professional learning.



Teachers

Local August 24,

2018-June 1, 2019

Planning meetings Program review



____________________

CLEAR LAKE INTERMEDIATE IMPROVEMENT STRATEGIES, PERFORMANCE OBJECTIVES, AND OUTCOMES





____________________







____________________




ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


FISCAL




Principal Local,


2017





technology




2017 PL support





2016-June 1, 2017


Courses


use


2014-2015 student



2017


RTI, SST records



____________________




acted upon.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL




performance data



Local, State Comp,

Title I


Skyward RtI





performance data




Local, State Comp,

Title I


2016


Evaluation





Involvement Data


Title I April 2016 –

September 2016 Transition information

ESSA Compliance

Documentation

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

Student Assessment

Data


Local Title I, State Comp

August 1, 2016 – June 2, 2017


Student performance

data, SST



____________________





ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL






Local, State Comp,

Title I


2016


Lists of students

needing mentor






Local, State Comp,

Title I


2016


Lists of students

needing mentor



____________________



Reading, English/Language Arts, Writing, Mathematics, Science and Social Studies in tested grades. PRINCIPAL: Michael Alvarez


ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL











Algebra I EOC from 99% to 100%

Biology EOC from 97% to 100%







Title I

August 22, 2016 – May 6, 2017




parents


student



____________________




OUTCOME: By June 2017, students receiving services through ESL will show growth in academic achievement on each STAAR tested area or other appropriate measure.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL


Implement identified instructional approaches, including pull out one on one instruction to address the needs of students identified as ELL.





Learning


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





Learning


Implement identified instructional approaches, including full inclusion model to address the needs of students receiving special education services.



Local, IDEA Funds

August 24, 2015 – June 2, 2016


Learning







Learning







Learning


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

Student assessment


State compensatory

funds

August 24, 2015 – June 2, 2016





Principal State

compensatory funds

August 24, 2015 – June 2, 2016





____________________







ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL






June 1, 2017


funding


plan





June 1, 2017


funding


plan


Number of classroom





Number of documents



Audit of documents






Lesson plans



June 2, 2016


Counseling logs;





weeks





____________________





ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL





Coach


June 1, 2017


codes







system



Digital Citizenship

Lessons Taught




video lessons

Common Sense Media




____________________





ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL


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





June 1, 2017



future improvement





Counselors










teaching time


future improvement







teaching time


future improvement







August 22, 2016-June 1, 2017


Web-site



____________________





ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL





C&I, Assistant




visits Record of

campus visited




C&I, Assistant



June 1, 2017


information


identified



____________________




survey.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL





August 22, 2016-June 1, 2017






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


Records


Principal Local

August 22, 2016- June 1, 2017


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)


Principal Title I August 22, 2016-

June 1, 2017


to improve


Survey



____________________





ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL


Implement grade checks weekly in advisory to improve communication between teachers, students and parents regarding students’ academic progress.


Survey



June 1, 2017


to improve





August 22, 2016-June 1, 2017




____________________




ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL







Teacher goal sheets






August 22, 2016- June 1, 2017


meetings


Teacher goal sheets



Team meeting notes




August 22, 2016- June 1, 2017


meetings









August 22, 2016- June 1, 2017




sheets






Outcomes, Written




____________________






ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL





Teacher Local, GCLL


November 18, 2016








Local November 28,





learning


Local

November 28, 2016- April 28, 2017




Teacher Local

November 28, 2016- April 28, 2017


Research results



Teacher Local

August 22, 2016- May 1, 2017


teacher reflection



Teacher Local

May 1, 2017 – June 1, 2017


plans



____________________





ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL





survey results

All schools will engage in targeted, specific activities; campus wide collaboration guided by our campus strategic plan to enhance a positive school climate for all campus employees.








Principal


August 24, 2015-June 2, 2016



coaching

Highly Qualified

report, PBMAS, ICRs



____________________





____________________

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:




White 50.1% 62.3%


Asian 9.8% 9.8%





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



Hispanic 10.7% 5.9%

White 82.3% 89.5%


Asian 1.4% 0.9%



Male 19.5% 18.3%

Female 80.5% 81.7%



____________________

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

Grade Level

Subject State %



3 Reading 76% 77% 87%

4 Reading 74% 75% 86%

5 Reading 86% 86% 95%

4 Writing 73% 74% 84%




5 Science 74% 75% 84%




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



____________________

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

Grade Level

Subject State %



6 Reading 78% 79% 88%

7 Reading 76% 78% 88%

8 Reading 90% 90% 97%

7 Writing 72% 74% 84%




8 Science 72% 74% 87%




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




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


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.

CCISD Special Program Enrollment


CCISD 2013-14

2006-07


Career Technical Education 22.2% 29.1% 24.6%

Gifted/Talented^ 7.6% 9.0% 7.1%




Bilingual/ESL: Increase in number of students serviced

Increase 3%


Increase from 6.1 to 9.1 follows increase in population





GT: Increase in number of students services for programs

Increased 1.9%


Special Education: Percentage has stayed the same

Higher than state average but remained the same %

Enrollment decreased



Bilingual/ESL: Although there’s an increase, it seems to be much lower than state

Parent involvement increase



Keep it up


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)


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




____________________

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:




White 38.9% 27.4%


Asian 65.3% 49.1%





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


Hispanic 72% 55%

White 79% 72%


Asian 79% 76%

Pacific Islander *


Economically Disadv. 55% 46% *State used different assessments to determine college readiness; STAAR in 2013 and TAKS in 2006



34

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

We must provide ongoing support for students not meeting college readiness standards






____________________


Creekside Intermediate School




____________________



We believe that:














Trustworthiness






____________________











Objectives













____________________

Creekside Intermediate School Mission Statement The mission of Creekside Intermediate School, the innovative model of collaboration, is to ensure that students become confident, compassionate, self-directed learners through a system of limitless possibilities that promote personalized learning, meaningful relationships, and community partnerships. Strategy I: We will inspire learning through an array of personalized opportunities and experiences.

Performance Objective I.1: Student driven, differentiated instruction to maximize learning

Outcome: By June 2017, 95% of students will experience student-driven, personalized learning instruction as measured by academic achievement and student engagement tools.

Strategy II: Support to meet the needs and aspirations of each student. Performance Objective II.1: Professional learning training to support the self-driven learner Outcome: By June, 2016 90% of students will receive instruction that is student-driven and differentiated increasing engagement and achievement as measured by surveys, academic data and other tools created by teachers. Strategy III: We will ensure safe and nurturing learning environments.

Performance Objective III.1: Overall enhanced effort among students and staff

Outcome: By June 2017, 100% of students will have opportunities to develop meaningful relationships as measured by academic achievement, attendance and discipline.

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

Performance Objective: Increased confidence and ownership by empowering students and staff

Outcome: By June 2017, 90% of students will increase individual accountability and ownership of learning, as well as awareness to others around them as measured by academic grades and service project participation.



____________________

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

Performance Objective: A welcoming empathetic community

Outcome: By June 2017, 80% of parents will feel part of the school community and well-informed of school activities as measured by the CCISD Climate Survey.

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

Performance Objective: A synergistic culture of genuine and supportive interactions

Outcome: By June 2017, 90% of teachers will feel appreciated and acknowledged for their work as measured by CCISD Climate Survey.

Strategy VII: We will ensure mutual understanding and support through effective communication.

Performance Objective: We will build capacity for organizational change

Outcome: By June 2017, 90% of teachers will feel supported and are part of the continuous cycle of organizational change as measured by CCISD Climate Survey.



____________________


TACTIC I: We will build an environment that fosters the development of self-directed and

confident learners

SPECIFIC RESULT STATEMENT/PERFORMANCE OBJECTIVE I.1:

Student driven, differentiated learning with instruction

OUTCOME: By June 2017, 95% of students will experience student-driven, personalized learning instruction as measured by academic achievement and student engagement tools.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


Provide student options demonstrating mastery of TEKS through the usage of personalized strategies, such as tic-tad-toe, menu, project based learning, gallery walks, or argument driven inquiry

Student data Instructional

Leadership Team, Teachers

Campus September

2016 – June 2017

Staff Development and Planning

Classroom observations and

student work samples

Core teachers will collaborate through common planning periods and embedded professional learning to develop co-teaching lessons which front load curriculum and utilize research-based and peer-reviewed effective instructional strategies to promote student engagement

CCISD Curricula Student data

Master Schedule Data

Instructional Leadership Team,

Teachers Campus

September 2016 - June

2017

Planning time Research-based, peer-reviewed instructional

strategies

Planning attendance sheets

Professional development introduces and demonstrates effective evaluation tools which can be used to measure student confidence and engagement within the scope of personalized learning.

Student learning styles data Teacher

Collaboration


Teachers Campus January 2016 Planning time Measurement tool

Creekside teachers who have successfully implemented unique instructional tools can provide professional learning through monthly mini-lessons modeling those tools with a focus to increasing the use of instructional technology.

Teacher Interest and Needs

Survey


Teachers Campus


2017 Teachers

Classroom observations and teacher surveys



____________________


TACTIC I: We will develop strategies and create opportunities to support staff and students in

identifying individual student needs and interests.

SPECIFIC RESULT STATEMENT/PERFORMANCE OBJECTIVE: I.1

Professional learning training to support the self-driven learner

OUTCOME: By June, 2016 90% of students will receive instruction that is student-driven and differentiated increasing engagement and achievement as measured by surveys,

academic data and other tools created by teachers.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


We will create a district-level and campus-level instructional team to collaborate on resolutions to our campus’ problem of practice regarding using data to drive instruction. We will use peer-reviewed research to develop a protocol that promotes meaningful discussions and analysis for teachers to address the individual needs of students. We will design an effective measurement tool to be used in the analysis of student data. We will increase the accountability of teachers in collaborating with the instructional coaching team to identify effective instructional practices and instructional areas of need. Through the cycle of continuous improvement protocol, we will maximize the learning opportunities for all students.

Student Data Research-based,

peer-reviewed strategies


Teachers

District Campus


2018

Learning Models Learning Forward

Guide Instructional

Leadership Team Collaborative


Protocol, Measurement Tool, Teacher Surveys

Two ½ days every 9 weeks, teachers are evenly divided to implement data talks and collaborative planning to address instructional needs.

Student Data Instructional


Campus January 2017 -

June 2018

Collaboration time Learning Forward

Strategies

Evaluation Tool created by Inst. Coaches and Admin. Team

Two ½ days every 9 weeks students are encouraged to register for mini-courses that are designed for academic support or enrichment opportunities based on student interests. These courses will be facilitated through staff and community partnerships.

Student/Teacher Surveys


Teachers, Community

Partnerships

Campus/ Community


2018

Collaboration time Student Interest Survey; Logistics

Coordinator

Evaluation Tool created by the Instructional

Leadership Team and the Logistics

Coordinator



____________________



____________________


TACTIC I: We will develop strategies and create opportunities to support staff and students in

identifying individual student needs and interests.


Professional learning training to support the self-driven learner

OUTCOME: By [June, 2016] 90% of [students) will receive instruction that is student-driven and differentiated increasing engagement and achievement as measured by surveys,

academic data and other tools created by teachers.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


The implementation of alternative scheduling and alternative classroom designs to meet the needs of students.

Student Data Research-based,

peer-reviewed strategies


Teachers

District Campus


2018

Learning Models Learning Forward

Guide Instructional

Leadership Team Collaborative


Protocol, Measurement Tool, Teacher Surveys

Design Professional Learning which models self-directed and differentiated strategies including CLF and Learning Forward design.



Campus January 2017 -

June 2018


Strategies


We will schedule classes based on the interests and needs of students.

Student Data


Teachers, Community

Partnerships

Campus/ Community


2018

Collaboration time Student Interest Survey; Logistics

Coordinator

Evaluation Tool created by the Instructional

Leadership Team and the Logistics

Coordinator

We will identify and support the needs of students through the Student Success Plan and KidTalks.



Campus September 2017 - June

2018


Strategies


By December 2016 complete initial student support team meetings for students experiencing academic difficulties and create an academic plan for each student experiencing difficulties.


performance data Administrative Team Campus

September 2016 – June

2017

Skyward RtI

Student Data



____________________


TACTIC I: We will provide opportunities for students and staff to develop meaningful

relationships


Overall enhanced effort among students and staff

OUTCOME: By June 2017, 100% of students will have opportunities to develop meaningful relationships as measured by academic achievement, attendance and discipline.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


We will encourage a culture of nurturing teacher to student interactions by creating a mentorship program.




2017 Staff Development

Classroom observations

We will provide an opportunity for compassion/sensitivity awareness for teachers.

KidTalk Counselor Data


Teachers Campus


2017

Meeting time Affirmation Cards

Success Plan sheets

KidTalk Attendance Success Plan

completion

At least once per week, staff members identify students who show high levels of academic responsibility by analyzing and seeking help from the information obtained from the Student Success Plan. A Cobra Student Success Wall will be designed to acknowledge and encourage student success.

Student Data Teachers Campus October 2016 –

June 2017

Student Success Plan Advisory Period

Student Success Wall

Student Success Plan

Student Report Cards



____________________


TACTIC I: We will increase the awareness, the responsibility and the accountability of students

in their school, community and country.


Increased confidence and ownership by empowering students and staff

OUTCOME: By June 2017, 90% of students will increase individual accountability and ownership of learning, as well as awareness to others around them as measured by academic

grades and service project participation.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


Establish an environment that promotes genuine citizenship among students through focused presentations and programs such as anti-bullying programs such as Stepping Up, and grade level mentorship program such as the Math Tutoring Club and PALS.

Needs Survey Student Data


Teachers

Campus/District/PTA


2017

Administrative Team, PAL Sponsor,

PTA, Students/Teachers

Student Surveys Student Data

On a weekly basis, students will be empowered through their participation in the Student Success Plan which involves accessing their grades through Skyward, identifying missing assignments or low grades, and tracking them on a graphic organizer, as well as attending tutorials to make up missing work and/or improving low grades.




2017 Success Plan sheets

Student Academic Achievement

Teachers will create at least three lesson plans focusing on teaching students problem-solving/study skills within and across content areas. These lessons will be provided to students within the first two weeks of each semester and will enable students to become independent and have more ownership of their academic achievement.

Teacher Data Teachers Campus January 2017 -

June 2017 Focused Lesson Plans Lesson Plans

Raise awareness with students for helping others and the world around them by participating in supporting a cause such as Pennies for Patients, Breast Cancer Awareness, and other service projects.

Climate Survey

Administration Teachers

Organization Sponsors

Campus September

2016 – June 2017

Program Procedures Student Reflection and Participation



____________________


TACTIC I: We will provide opportunities for students, staff and the community to develop

meaningful relationships


A welcoming empathetic community

OUTCOME: By June 2017, 80% of parents will feel part of the school community and well-informed of school activities as measured by the CCISD Climate Survey.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


Increase opportunities to support our PK-12 Community, such as Cobra Camp and grade-level transition activities

Climate Survey Parent Requests


Teachers

Campus PTA


2017 Camp dates Camp attendance

Increase the frequency and quality of communication of weekly events through Snake Bytes, Skylert, Remind101 and other communication tools.

Climate Survey Instructional



2017

Weekly Newsletter Skylert

Communication Tools

CCISD Climate Survey

Create more opportunities for community involvement at school events such as Parent Learning Walks and PTA activity/booster club events.

Climate Survey


Teachers Booster Clubs

PTA

Campus PTA


2017

Event Planning Coordinator

CCISD Climate Survey



____________________


TACTIC I: We will provide opportunities for teachers to develop meaningful relationships SPECIFIC RESULT STATEMENT/PERFORMANCE OBJECTIVE: I.1

A synergistic culture of genuine and supportive interactions

OUTCOME:: By June 2017, 90% of teachers will feel appreciated and acknowledged for their work as measured by CCISD Climate Survey.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


Increase positive interactions between administration and faculty including classroom visits, team building, and accountability reminders

Climate Survey Administration team,

Instructional coaches, teachers


2017 Planning sessions Climate Survey

Teachers model the Cobra Success Plan by randomly selecting a Cobra Colleague, outside of their content area, and writing a positive statement about the work that they do for the Cobra Colleague Wall.

Climate Survey Administration

Teachers Campus


2017 Display Wall Climate Survey



____________________

DISTRICT STRATEGY VII: We will build capacity for organizational change

TACTIC I: We will effectively use our resources of time, staff and materials to support the

continuous cycle of improvement.


Increase in teacher effectiveness, student academic performance and campus culture.

OUTCOME: By June 2017, 90% of teachers will feel supported and are part of the continuous cycle of organizational change as measured by CCISD Climate Survey.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


Researching new strategies such as flexible scheduling to maximize opportunities to increase personalized learning experiences and meeting the needs of each student.

Teacher Survey Student Data


Teachers

Campus District

September 2016 through

June 2017

Strategic Planning Teams, Learning Forward Design

Classroom Observations

Half Day Data Talks embedded within the school day every three weeks to address differentiation and student needs, as well as half day student interest groups through mini-courses facilitated by teachers and community partnerships.

Student Interest Surveys

Student Data


Teachers Community Partners

Campus Community

September 2016 through

June 2017

Campus Logistics Coordinator, Organization

Sponsors, Teachers

Data Talk Protocol Student/Teacher

Surveys

Creating priority lists of objectives to support campus and district initiatives, as well as continually identifying opportunities to abandon less critical objectives.

Teacher Climate Survey

District/Campus Initiatives


Teachers

Campus September

2016 through June 2017

Strategic Planning Team

Initiative Priority and Abandonment Plan



____________________

CREEKSIDE IMPROVEMENT STRATEGIES, PERFORMANCE OBJECTIVES, AND OUTCOMES





____________________

CREEKSIDE IMPROVEMENT STRATEGIES, PERFORMANCE OBJECTIVES, AND OUTCOMES 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.





____________________

CREEKSIDE IMPROVEMENT STRATEGIES, PERFORMANCE OBJECTIVES, AND OUTCOMES Performance Objective VII.3: A district-wide system of Professional Learning Communities (PLC). Outcome: By June 2017 at least 85% of teaching staff will rate their campus highly on each of the seven standards of the Learning Forward Standards of Professional Learning on the Standards Assessment Inventory 2 (SAI2). Performance Objective VII.4: All teaching and paraprofessional staff members meet “High Quality” CCISD requirements. Outcome: By June 2017 at least 95% of school employees will agree or strongly agree with the statement “My principal provides helpful feedback about my instruction/performance” on the school climate survey. Outcome: By June 2017 at least 95% of school employees will agree or strongly agree with the statement “My school does a great job of challenging me to my full potential” on the school climate survey.



____________________











____________________




ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


FISCAL




Principal Local,


2017





technology




2017 PL support





2016-June 1, 2017


Courses


use


2014-2015 student



2017


RTI, SST records



____________________




acted upon.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL




performance data



Local, State Comp,

Title I


Skyward RtI





performance data




Local, State Comp,

Title I


2016


Evaluation





____________________





ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL






Local, State Comp,

Title I


2016


Lists of students

needing mentor






Local, State Comp,

Title I


2016


Lists of students

needing mentor



____________________



Reading, English/Language Arts, Writing, Mathematics, Science and Social Studies in tested grades. PRINCIPAL: Peter Caterina


ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL










8th grade science from 80% to 83%

8th grade social studies from 63% to 70%








Title I

August 22, 2016 – May 6, 2017




parents


student



____________________




OUTCOME: By June 2017, students receiving services through Special Education/ELL will show growth in academic achievement on each STAAR tested area or other appropriate measure.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL


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





Learning


Implement identified Targeted Advisories and Student Success Plans that will be used to address the needs of students identified as At-Risk.





Learning


Implement identified instructional approaches, including Target Reading/Study Skills classes, smaller pupil/teacher ratios in Inclusion classes, which will be used to address the needs of students receiving special education services.



Local, IDEA Funds

August 24, 2016 – June 2, 2017


Learning







Learning







Learning


All schools will implement endorsed strategies, including monthly KID Talks and individual counseling to address drop-out prevention.

Student assessment


State compensatory

funds

August 24, 2016 – June 2, 2017





Principal State

compensatory funds

August 24, 2016 – June 2, 2017





____________________







ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL






June 1, 2017


funding


plan





June 1, 2017


funding


plan


Number of classroom





Number of documents



Audit of documents






Lesson plans



June 2, 2016


Counseling logs;





weeks





____________________





ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL





Coach


June 1, 2017


codes







system



Digital Citizenship

Lessons Taught




video lessons

Common Sense Media




____________________





ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL







June 1, 2017



future improvement





Counselors










teaching time


future improvement







teaching time


future improvement







August 22, 2016-June 1, 2017


Web-site



____________________





ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL





C&I, Assistant




visits Record of

campus visited




C&I, Assistant



June 1, 2017


information


identified



____________________




survey.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL





August 22, 2016-June 1, 2017







Records


Principal Local

August 22, 2016- June 1, 2017


Conference Logs



____________________





ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL


Implement Cobra Bytes weekly newsletter to improve communication between teachers, students and parents regarding students’ academic progress.


Survey



June 1, 2017


to improve





August 22, 2016-June 1, 2017




____________________




ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL







Teacher goal sheets






August 22, 2016- June 1, 2017


meetings


Teacher goal sheets



Team meeting notes




August 22, 2016- June 1, 2017


meetings









August 22, 2016- June 1, 2017




sheets






Outcomes, Written




____________________






ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL





Teacher Local, GCLL


November 18, 2016








Local November 28,


Meeting minutes; grade/dept. meetings



learning


Local

November 28, 2016- April 28, 2017




Teacher Local

November 28, 2016- April 28, 2017


Research results



Teacher Local

August 22, 2016- May 1, 2017


teacher reflection



Teacher Local

May 1, 2017 – June 1, 2017


plans



____________________





ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL





survey results

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








Principal


August 24, 2015-June 2, 2016



coaching

Highly Qualified

report, PBMAS, ICRs



____________________





____________________

The Table below shows the student population of Creekside in 2016-17, compared to 2006-07:


African American 7% 9.7%

Hispanic 29% 23.8%

White 55% 60.4%

American Indian 0% 0.4%

Asian 5.0% 6.1%



Economically Disadv. 24% 18.1%




Hispanic 9% 8.1%

White 87% 89.9%


Asian 0% 0%

Pacific Islander 0%


Male. 30% 34%

Female 70% 66%

The table below shows the teacher population of Creekside In 2016-16, compared to 2006-07:



____________________

Intermediate 2016 STAAR Student Results*: Campus Average Compared to CCISD Average

Grade Level

Subject CCISD %

Satisfactory Creekside % Satisfactory

6 Reading 82% 79%

7 Reading 82% 79%

8 Reading 82% 91%

7 Writing 79% 72%

6 Mathematics 82% 78%



8 Science 83% 80%

8 Social Studies 73% 63%


Issues Proposed Actions Sixth and Seventh grade Reading/Writing scores have fallen below

the district average.

All Math scores have fallen below the district average

Eighth grade Social Studies has fallen well below the district average

Instructional coaches, inclusion teachers, and administrative team will provide strategies in improving the scores of our Inclusion students.

Humanities coach will continue to improve upon instructional strategies of three new Grade 7 language teachers.

Advisories will be created for RTI students



____________________

For the 2016-2017 school year, Creekside Intermediate School services 32 ELL students, 409 Career and Technical Education students, 32 Gifted and Talented students and 144 Special Programs students.

Creekside Special Program Enrollment

Program Creekside 2006-07

Creekside 2016-17

Bilingual/ESL 17.1% 3%

Career Technical Education 22.2% 43%

Gifted/Talented^ 7.6% 3%

Special Education 8.5% 15%


Trends Proposed Actions Bilingual/ESL:

Decrease in number of students serviced

CTE:

Increase in the number of students serviced

Class averages are above recommended standards

GT

Maintenance of 3% gifted students serviced Special Education:

Increase in students serviced

Increase in students taking STAAR

Increase in students assigned to Inclusion

Bilingual/ESL:

Schedule ELL specific class periods

Monitor ELPS implementation in classes

ELL teacher will attend coaching meetings to provide assistance to classroom teachers

CTE:

Design master schedule to accommodate increased number of CTE students

Incorporate Video projects into Advisories

Create a Robotics Club GT:

Insure all teachers are up=t0-date on Pre-AP/GT trainings

Continue implementation of Personalized Learning opportunities

Provide more G/T and Pre-AP staff development

Special Education:

Hire an additional Inclusion aide

Adjust master schedule to accommodate smaller pupil/teacher ratios

Special Programs teachers will attend subject specific coaching meetings



38



____________________


League City Intermediate School


Approved October 13, 2016



____________________



We believe that:














Trustworthiness






____________________











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.



____________________

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 I: 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 learning experiences.

OUTCOME: By May 2017 50% of all teachers will participate in an on-line discussion/thread based on campus topics.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


Identify experts in the field (both professional and skilled) during registration, Open House, etc., who are willing to collaborate with teachers, present in classrooms, present on Career Day and mentor students.

Survey all parents

Principal, Asst. Principals,

Counselors and WAVE Liaison

N/A August 2016-

On-going Google survey form

List of experts willing to present, collaborate and

mentor

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- On-going

Training Master Schedule

with Common Conference

Develop an on-line forum/discussion thread in itslearning where teachers can collaborate and exchange ideas and lessons.

Faculty and Staff input

Assistant Principal and Technology

Coach N/A

October 2016-On-going

Identify software and teacher training

On-line Forum/Discussion

Thread



____________________

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 I: We will inspire and facilitate learning through an array of personalized opportunities

and experiences.

SPECIFIC RESULT STATEMENT/PERFORMANCE OBJECTIVE: Offer a flexible

classroom that is conducive to personalized learning in an academically safe, engaging and productive environment.

OUTCOME: By December 2016 75% of all teachers will implement personalized learning experiences at least 2 times per week as evidenced in lesson plans and weekly walk-throughs.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


Investigate possible opportunities for programs that provide flexible scheduling within the curriculum and school. (Such as: Humanities Block and Early Release)

Research alternative schedules

Principal, Asst. Principals, Teacher

Leaders Campus Funds

March 2016- On-going

Staff and Time List of Alternative

Schedules

Students will identify their individual learning styles and use this knowledge to make choices regarding how they learn content/TEKS.

Learning Styles Assessment

Principal, Assistant Principals,

Counselors, Teachers

Campus Funds October 2016-On-Going

Learning Styles Assessment

Google Spreadsheet of

Individual Student Learning Styles

Identify individual students’ needs through collecting and analyzing student data, monitor and measure student performance and make adjustments for improvement.

Student data

Principal, Asst. Principals, Teachers,


N/A September 2016-On-going

Student Tracking Form Student Results

In the classroom setting Implement flexible small groups based on student needs.

Student Data Teachers and Instructional

Coaches N/A October 2016

Small Groups and individual

student/teacher conferences

Observation and Record of Mtgs.

Provide opportunities for extension or review of learning based on student needs.

Student Data and Progress

Monitoring

Teachers and Instructional

Coaches N/A October 2016 Lesson Plans Student Work

Provide students instruction on how to interpret their individual data and create opportunities for students to make personalized decisions to drive their learning.

Learning Reports Teachers and Instructional

Coaches Campus Funds

January 2017-On-going

Learning Reports Student Survey



____________________

Foster the development of classroom environments that promote student centered instruction that work towards mastery of the content.

Student Data Teachers and Instructional

Coaches N/A January 2017 Staff, Survey, Time

Student Designed Activities and Assessment



____________________

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 I: We will inspire and facilitate learning through an array of personalized opportunities

and experiences.

SPECIFIC RESULT STATEMENT/PERFORMANCE OBJECTIVE: Provide

opportunities for all students to create personalized projects through an array of options that support the curriculum.

OUTCOME: By May 2017 100% of teachers will offer opportunities for students to create personalized learning projects.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


Students develop curriculum based projects using all types of media and center on student choice.

Research Teachers and Instructional

Coaches N/A

August 2016-On-going

Staff, Time, Research Teacher

Observation and Project Display

Create formative assessments which allow students to demonstrate their knowledge of the curriculum through a variety of learning styles.

Research Teachers and Instructional

Coaches N/A

October 2016- On-going

Staff, Time, Research, Student Data




____________________

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.


Offer peer tutoring for homework, review and remediation programs.

OUTCOME:

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


NJHS members will tutor teacher identified 6th/7th/8th grade WAVE students in an after school program.

Student Grade Reports

WAVE Liaison, Asst. Principals, Counselors

Campus Funds October 2016-

On-going Student mentors

Sign in Sheets Grade Reports

8th grade Social Studies teachers will identify students and provide support in the Blitz after school program.

Released STAAR SST Test

Social Studies Teachers

Campus Funds January 2016-

On-going Teachers

Released STAAR Test and 2017

STAAR Results

Provide peer tutoring during Advisory. Teacher Input and Grading Reports

Principal, Asst. Principals, NJHS

Sponsor Campus Funds

January 2017-On-going

NJHS Students Identified students’ progress reports and report cards.



____________________


TACTIC 1: Each student engages in meaningful relationships with a deeper appreciation and

respect for diversity.

SPECIFIC RESULT STATEMENT/PERFORMANCE OBJECTIVE: Offer

opportunities for the student and family to learn together.

OUTCOME: By May 2017 parents will be offered 3 opportunities to observe personalized learning in action.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


Select a current topic (such as: itslearning, digital citizenship, Writing Information, etc.) and advertise the event for teachers, parents and students through Skylert and itslearning.

District Survey



Campus Funds August 2017 Survey, Staff, Time Participation in the

event

Invite parents to school (during the school day) to observe student-centered instruction and personalized learning


Counselors, Teachers,


N/A January 2017 Teacher Lesson Plans Participation in the

event



____________________


TACTIC 1: Each student engages in meaningful relationships with a deeper appreciation and

respect for diversity.

SPECIFIC RESULT STATEMENT/PERFORMANCE OBJECTIVE: Offer

opportunities for the students to know, understand and model CCISD’s Core Values.

OUTCOME:

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


Offer weekly advisory lessons to address CCISD’s Core Values.

CCISD Survey Principal,


Campus Funds September

2016-On-going Core Values Lessons,

Time

Classroom Observations,

Campus Survey

Identify “Kids with Character” to address CCISD Core Values.

CCISD Survey Counselors,

Teachers Campus Funds

September 2016- On-going

Student Nomination Form

Nomination Forms

Distribute “I Noticed” Postcards to students exemplifying CCISD Core Values.

CCISD Survey Administrators,



2016-On-going “I Noticed” Postcards

Completed and Distributed Postcards

Catch a Core Value CCISD Survey Administrators,



2016-On-going Catch a Core Value,

Time

Completed Catch a Core Value Information

6th Grade Students take part in Mulit-Cultural Day CCISD Survey 6th Grade Social

Studies Teachers, Parent Volunteers

Campus Funds December

2016

Teachers, Time, Multi-Cultural Activity Planning

Observation

All 6th, 7th, and 8th grade students take part in Mix it Up Day

CCISD Survey

Technology Teacher,

Counselors and PTA Volunteers

Campus Funds November

2016 Teachers, Time,

Volunteers, Activities Observation



____________________


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 all students.

OUTCOME: By September 2016 a Buddy System will be incorporated into the school culture.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


Identify and train a team of students who are interested in being a part of the Buddy System.

Student Survey AA Teacher and

SPED Staff Campus Funds

October 2016-On-going

Staff, Students, Training materials

Observation and Student Attendance

Administrators, Counselors and Teachers identify students in need of a buddy.

Admn., Counselor,

Teacher Input

Administrators, Counselors,

Teachers Campus Funds

September 2016-On-going

Staff, Students, Training

Observation and Student Attendance

Log

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

Butterfly Garden AA Teacher and

SPED Staff

Campus Funds and CCEF

Grant

September 2016-

On-going

Staff, Time, Tools, Equipment, Plants

Observation of students at work in

the Butterfly Garden and Plant Growth

Create a Coffee Cart Bistro with School Buddies for faculty, staff and students

SPED Curriculum AA Teacher and

SPED Staff

Campus Funds and CCEF

Grant

September 2015- On-going

Staff, Time, Tools, Equipment, Food,

Drink, Training

Observation of students at work in

the Bistro

Student leaders (from organizations such as: NJHS, StuCo, etc.,) model acceptance by sitting with socially isolated students during lunch and model responsibility by cleaning up the Commons area at the end of the lunch period.

Counselor and Teacher

Recommendation

Teacher Leaders from School

Organizations N/A


Students Observation of students in the

Commons



____________________

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

OUTCOME: By September 2016 100% of all teachers will utilize the standardized methods of communication.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


Train faculty, staff, students and parents to access itslearning and/or the website to ensure effective communication to all members of the Bobcat Community.

Teacher Request

Principal, Asst. Principals, Technology

Instructional Coach

N/A August 2016-

On-going Staff, Time, Training

materials

Observation and Use of the New

System

Consistently provide all relevant and needed information on itslearning and the school website.

District Survey

Principal, Asst. Principals and

Secretary to the Principal

N/A August 2016-

On-going Staff, Time, Training

materials Observation of School Website

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

Teacher Input Principal, Teachers N/A December

2016 and May 2017

Staff, Time, Survey Survey Results

Twitter Handle District Survey

Technology Coach, Administrators,


N/A September

2016- On-going Staff, Time

Observation of Twitter

All teachers will provide class information on itslearning including: Class Announcements, Anchor charts, WAAG, Activities/Homework with due dates, and upcoming projects and tests with dates.

District Survey Principal, Asst.

Principal, Teachers N/A


Training in itslearning, Staff, Time

Teachers’ Individual itlearning Courses



____________________

League City Intermediate IMPROVEMENT STRATEGIES, PERFORMANCE OBJECTIVES, AND OUTCOMES





____________________







____________________




ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


FISCAL




Principal Local,


2017





technology




2017 PL support





2016-June 1, 2017


Courses


use


2014-2015 student



2017


RTI, SST records



____________________




acted upon.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL




performance data



Local, State Comp,

Title I


Skyward RtI





performance data




Local, State Comp,

Title I


2016


Evaluation





____________________





ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL






Local, State Comp,

Title I


2016


Lists of students

needing mentor






Local, State Comp,

Title I


2016


Lists of students

needing mentor



____________________



Reading, English/Language Arts, Writing, Mathematics, Science and Social Studies in tested grades. PRINCIPAL: Kimberly Brouillard


ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL


UPDATE BASED ON CAMPUS 2016 STAAR RESULTS, USING ALL STUDENTS. Improve student passing on STAAR as follows:









8th grade social studies 86% to 90%









Title I

August 22, 2016 – May 6, 2017




parents


student



____________________





ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL


Implement identified instructional approaches, including organizing reading in meaningful chunks of text, and providing practice with high frequency, concrete terms, that will be used to

address the needs of students identified as ELL.



Local, Title III September 2016-

On-going


Learning


Implement SST Process, Individual conferences, Small group and individual counseling and PALS to address the needs of students identified as At-Risk.


Administrators, Counselors, Teachers

Local, State Compensatory



Learning


Implement identified instructional approaches, including administering checkpoints through the Unique Learning System curriculum in the AA classroom and utilizing the LLI program in the Resource classroom that will be used to address the needs of students receiving special education services.



Local, IDEA Funds



Learning





Local September 2016-

On-going


Learning





Local September 2016-

On-going


Learning


All schools will implement endorsed strategies, including Small group and individual counseling, PALS and a voluntary teacher mentor program to address drop-out prevention.

Student assessment

results

Principal, Counselors, Teachers

State compensatory

funds






Principal State

compensatory funds






____________________







ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL






June 1, 2017


funding


plan





June 1, 2017


funding


plan


Number of classroom





Number of documents



Audit of documents






Lesson plans



June 2, 2016


Counseling logs;





weeks





____________________





ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL





Coach


June 1, 2017


codes







system



Digital Citizenship

Lessons Taught




video lessons

Common Sense Media




____________________





ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL







June 1, 2017



future improvement





Counselors










teaching time


future improvement







teaching time


future improvement







August 22, 2016-June 1, 2017


Web-site



____________________





ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL





C&I, Assistant




visits Record of

campus visited




C&I, Assistant



June 1, 2017


information


identified



____________________




survey.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL





August 22, 2016-June 1, 2017







Records


Principal Local

August 22, 2016- June 1, 2017


Conference Logs



____________________





ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL


All teachers will use phone calls, emails, itslearning and the Student Failure Log to improve communication between teachers, students and parents regarding students’ academic progress.


Survey



June 1, 2017


to improve





August 22, 2016-June 1, 2017




____________________




ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL







Teacher goal sheets






August 22, 2016- June 1, 2017


meetings


Teacher goal sheets



Team meeting notes




August 22, 2016- June 1, 2017


meetings









August 22, 2016- June 1, 2017




sheets






Outcomes, Written




____________________






ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL





Teacher Local, GCLL


November 18, 2016








Local November 28,





learning


Local

November 28, 2016- April 28, 2017




Teacher Local

November 28, 2016- April 28, 2017


Research results



Teacher Local

August 22, 2016- May 1, 2017


teacher reflection



Teacher Local

May 1, 2017 – June 1, 2017


plans



____________________





ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL





survey results

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








Principal


August 24, 2015-June 2, 2016



coaching

Highly Qualified

report, PBMAS, ICRs



____________________





____________________

League City Intermediate opened its doors in 1999 to 6th, 7th, and 8th grade students. In 2012 League City Intermediate became a Gifted and Talented Magnet School. Currently, LCIS serves 1,118 students. League City Intermediate Student Demographic Information

Demographic 2015 2016


Hispanic 20% 23%

White 60% 59%


Asian 11% 9%

Pacific Islander 0% 0%

Two or More Races 4% 5%

Economically Dis. 16% 17%

Limited English Prof. 3% 4%

Gifted and Talented 51% 54%

League City Intermediate Teacher Demographic Information

Demographic 2015 2016

African American 4.41% 3%

Hispanic 4.41% 3%

White 85.29% 85%

American Indian 2.94% 3%

Asian 1.47% 2%

Pacific Islander 0% 0%

Two or More Races 1.47% 3%

Male 18%

Female 82%



____________________

League City Intermediate 2016 STAAR Results and State Average Compared to CCISD Average

Grade Level

Subject 2015 LCIS% Satisfactory

2016 LCIS% Satisfactory

2016 CCISD % Satisfactory

2016 State % Satisfactory

6 Reading 95% 88% 82% 71%

7 Reading 94% 93% 82% 72%

8 Reading 98% 95% 89% 82%

7 Writing 90% 91% 79% 70%

6 Mathematics 89% 86% 82% 74%

7 Mathematics 89% 90% 81% 71%

8 Mathematics 91% 85% 81% 73%

8 Science 92% 90% 83% 76%

8 Social Studies

88% 86%

72% 65%




6th grade reading scores decreased by 7%. 7th grade reading scores decreased by 1%. 8th grade reading scores decreased by 3%.

6th grade math scores decreased by 3%. 8th grade math scores decreased by 6%.

Math learning gaps in individual TEKS need to be addressed for individual students.

Science STAAR scores decreased by 2%.

Data for 2015 is based on Phase 1 Standards while data for 2016 is based on Phase 2 Standards.

Social Studies STAAR scores decreased by 2%.

All teachers will use personalized learning strategies in their classroom to address individual student needs and increase student achievement.

Review and analyze reading data for all grade levels to identify individual student needs.

Focus on moving more students to advanced level.

Develop a Target Math Lab that offers personalized learning stations.

Review individual student data analysis to target students’ individual math needs in order to increase student performance.



____________________

8th grade science students will take a diagnostic test to determine individual areas of need and work on those identified areas for growth and success.

8th grade science teachers develop a Science Blitz to ensure student growth and achievement.

Targeted and remediation structure allowing options to meet a wider variety of student needs and circumstance.

Use individual student data to inform Social Studies instruction and review and offer personalized learning options for students to increase student achievement.

Analyze Checkpoint data, CBA data and formative assessment data to pinpoint re-teaching opportunities.

Use aggregate data to inform instruction for pull-outs, STAAR Blitz, etc.



____________________

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

Grade Level

Subject Course LCIS %


Satisfactory State %

Satisfactory

8th EOC Mathematics

A1 100% 91%

81%

8th EOC Science

BI 100% 97%

91%



Review state released EOC math exam data for individual students to target areas for increased performance.

Pull small groups during advisory to work on low scoring Algebra 1 TEKS to increase the percentage of students scoring at the advanced level.

Pull small groups during advisory to work on low scoring Biology TEKS to increase the percentage of students scoring at the advanced level.



38

League City Intermediate Special Program Enrollment

Special Program 2015 LCIS

2016 LCIS

Bilingual/ESL 3% 4%

Special Education 6% 6%

Career Technical Education 26% 25%

Gifted/Talented 51% 54%

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 issues/trends?

Issues/Trends Proposed Actions

The ELL population at LCIS is growing.

Special Education enrollment is projected to increase at LCIS.

There is a decrease in students taking CTE courses in favor of Elective Fine Arts courses and high school credit courses.

Ensure all teachers are properly trained in ESL and personalized learning strategies and ensure this training is transferred to classroom lessons and activities.

Use individual student data to drive and inform instruction for all students.

Ensure all teachers are properly trained to support students with special needs.

Consider allotting additional faculty/staff units to meet the needs of all students with a variety of special needs.

Offer information and advertise CTE classes during advisory/lunch, so students have a thorough understanding of the courses being offered.



39

Invite the high school Career Specialist to visit and talk about the CTE courses/programs/clubs offered at the high school level.






____________________


Space Center Intermediate




____________________



We believe that:














Trustworthiness






____________________











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. 4. Each student will responsibly and effectively utilize technology while learning at school,

home, and in the community. 5. We will strengthen connections within our communities. 6. We will ensure mutual understanding and support through effective communication. 7. We will build capacity for organizational change.



____________________

Strategic Plan Campus Tactics:

1. We will continue to increase 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 provide students and staff a safe and nurturing learning environment through the consistent reinforcement and living out of the CCISD Belief Statements and CCISD Core Values. This will support the social and emotional well-being of all SCIS students and employees.

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

5. We will participate in PK-12 activities to unify and build upon the established connections within the Clear Lake PK-12 Community.

6. We will expand the breadth of communication with students, parents, and colleagues through maximized utilization of Skyward, itslearning, and other communication tools.

7. As Space Center Intermediate shifts from teacher driven learning environments to student centered, learner driven environments, we will provide support and individualized learning experiences to meet the needs and aspirations of each student.



____________________



____________________


TACTIC I.1: We will continue to increase 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.

OUTCOME: By January 2017 every teacher will have developed a selection of extension learning activities that increases educator effectiveness for all students and elevates the

level of rigor. By June 2017, a minimum of 90% of teachers will report that they are personalizing learning for their students on the L2L survey instrument.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


Identify students’ needs through collecting and analyzing student data Departments will utilize common planning time to design rigorous, enriching instruction which shifts learning from being teacher centered to student centered.


Student data

Principals, Instructional coach,

teacher Local


2017

Planning; Teaching resources

Data reviewed; Walk-through

observation data

Provide students multiple ways to access information, engage with information, and express their mastery of information.

Walk-through observation data; TEKS, Learning

progressions


Teacher Local


2017

Small group, individual student conferences; Teaching resources

Walk-through observation data; Record of student

meetings

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


Principal Local,


2017

Complete campus-based professional learning, in breakout sessions, on personalized learning for students, planning for personalizing, and blended learning.



2016-June 1, 2017

PL Support; Resources

PL Sign-in logs, observations of use




____________________

TACTIC II: 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.

OUTCOME: By February 2017, each student’s academic performance data will be reviewed by SCIS administrators and teacher teams. Appropriate plans for support will be

developed, documented, and acted upon.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


Teachers will receive Personalized Learning PL aligned with the Learning Forward Standards for Professional Learning. JEPL (Job Embedded Professional Learning) will then ensue on campus.


Principals, Teachers Local August 22,

2016-June 1, 2017

Personalized Learning PL; Naviance;

scheduled teaching time; Planning

Campus usage reports; goals for

improvement; Data reviewed

Personalized learning profiles will be refined to

guide and propel students as they explore varied activities.



2016-June 1, 2017

Personalized Learning PL; Naviance;

scheduled teaching time; Planning

Campus usage reports, goals for

improvement; Data reviewed



____________________


TACTIC III: We will provide students and staff a safe and nurturing learning environment

through the consistent reinforcement and living out of the CCISD Belief Statements and CCISD Core Values. This will support the social and emotional well-being of all SCIS students and employees.


Enhanced campus climate where students and staff feel safe and supported.

OUTCOME: By September 2016, CCISD Core Value posters will be displayed in 100% of classrooms, offices, and common spaces. By June 2017, at least 80% of SCIS teachers report that they make connections to core values in their teaching at least once per week. By June 2017 at least 80% of SCIS students report they know the school core values as measured by the annual student survey. By June 2017 at least 80% of SCIS parents report the school is welcoming.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


SCIS will create a CCISD core value team that meets regularly to develop a plan for implementation.


Principals, counselor, teacher



funding

Meeting minutes; final plan

SCIS Teachers will reference core values in lessons and learning activities consistently




Character education teaching resources

Lesson plans

SCIS will implement CCISD endorsed strategies to address suicide prevention, conflict resolution, and violence prevention.

Counselor referral Counselor Local August 24, 2015 – June 2, 2016


Counseling logs

SCIS will track and address student bullying behavior. Data will be reviewed each nine weeks and appropriate actions will be taken to reduce incidents of student bullying behavior.

2015-2016 Campus Bully Tracking

Report Principal, Teacher Local

August 22, 2016-June 2, 2017; Data reviewed

every nine weeks



Safety Committee Meetings SCIS Safety

Survey

Principals; Safety Committee

Members; SLO Local


2017

Emergency Management Protocol

Manual

Fire drill feedback; lockdown drill

feedback

Safety “Tips of the Month” will be disseminated to students/staff.

SCIS Safety Survey


Members; SLO Local


2017


Manual

Safety Committee Survey



____________________

Conduct a minimum of two lockdown drills; Conduct a minimum of 9 fire drills

SCIS Safety Survey


Members; SLO Local


2017


Manual

Fire drill feedback; lockdown drill

feedback



____________________


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

SPECIFIC RESULT STATEMENT/PERFORMANCE OBJECTIVE: Beginning the second 9 weeks, student goals will be drafted and refined (as necessary) for the three remaining 9 week periods. Students will exercise responsible and effective use of technology while learning at school, home, and in the community.

OUTCOME: By June 2017 a minimum of 90% of SCIS students will set specific, measurable goals.

By June 2017 90% of SCIS students will report they know the meaning of digital citizenship on the student climate survey.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


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



2016-June 1, 2017

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-June 1, 2017

Scheduled Advisory; teaching time

Advisory lesson plans



____________________


TACTIC V: We will participate in PK-12 activities to unify and build upon the established connections within the Clear Lake PK-12 Community.


Expanded instructional leadership knowledge; Mentoring support to PK-12 elementary campuses; PALS mentoring SCIS students

OUTCOME: By June 2017, the principal will report enhanced instructional leadership knowledge and a change/improvement in practice through coordinated, instructionally focused

campus learning walks.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


Identify students’ needs through counselor student survey sheets. Also analyze At-Risk list to determine students in need.

Student data Principals, Counselors

Local August 22,

2016-June 1, 2017

Planning Data reviewed

Collaborate/Plan with administrative/counseling teams of PK-12 campuses and begin scheduling visitation dates.

Student data Principals, Counselors

Local August 22,

2016-June 1, 2017


Record of student meetings

By December 18, 2016 the SCIS principal and designated school staff will participate in at least 2 learning walks at schools within his PK-12 community.



2016-June 1, 2017

Scheduled campus visits

Record of campus visited

SCIS Principal will ollaborate closely with PK-12 community administrators in the facilitation and planning of student support activities and other events.



2016-June 1, 2017

Attendance zone and community information


identified



____________________


TACTIC VI: We will expand the breadth of communication with students, parents, and colleagues through maximized utilization of Skyward, itslearning, and other communication tools.


Efficient communication of vital information in a timely manner.

OUTCOME: By October 2016, every teacher and administrator will be actively utilizing Skyward and itslearning in our quest to continually improve communication. By June 2017 at

least 85% of parents will agree or strongly agree with the statement, “Most of my child’s teachers provide helpful feedback about my child’s academic performance” on the school climate survey.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


SCIS administrators and teachers will regularly communicate with parents about upcoming events, activities, and expectations using all district provided means of communication.


Survey

Principals; teachers; Learning

Technology Coach Local


2017

Skylert; Newsletters; Website

Survey results;

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




Records Principals; teachers Local

August 22, 2016- June 1,

2017


Conference Logs



____________________


TACTIC VII: As Space Center Intermediate shifts from teacher driven learning environments to

student centered, learner driven environments, we will provide support and individualized learning experiences to meet the needs and aspirations of each student.


Differentiated learning opportunities for students.

OUTCOME: By October 2016 every teacher will have received campus-based professional learning over the differences between teacher driven environments and student driven

learning environments. As a result, students will be the beneficiaries of new personalized learning opportunities (student choice). By February 2017 at least 80% of students will demonstrate increased academic performance on formative assessments.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


Identify students’ needs through collecting and analyzing student data

Student data Principals,


Local August 22,

2016-June 1, 2017

Planning Data reviewed

Support students in the understanding of learning objectives and taking ownership for their learning.

TEKS, Learning progressions


Teacher Local


2017


Record of student meetings



____________________

SPACE CENTER INTERMEDIATE IMPROVEMENT STRATEGIES, PERFORMANCE OBJECTIVES, AND OUTCOMES





____________________







____________________




ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


FISCAL




Principal Local,


2017





technology




2017 PL support





2016-June 1, 2017


Courses


use


2014-2015 student



2017


RTI, SST records



____________________




acted upon.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL




performance data



Local, State Comp,

Title I


Skyward RtI





performance data




Local, State Comp,

Title I


2016


Evaluation





____________________





ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL






Local, State Comp,

Title I


2016


Lists of students

needing mentor






Local, State Comp,

Title I


2016


Lists of students

needing mentor



____________________



Reading, English/Language Arts, Writing, Mathematics, Science and Social Studies in tested grades. PRINCIPAL: Lonnie Leal


ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL











ELA I EOC from 81% to 90%









Title I

August 22, 2016 – May 6, 2017




parents


student



____________________




OUTCOME: By June 2017, students receiving services through ELL students will show growth in academic achievement on each STAAR tested area or other appropriate measure.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL


The 8 Components of the SIOP (Sheltered Instruction Observation Protocol) will continue to be used to address the needs of students identified as ELL.



Local, Title III August 22, 2016-

June 1, 2017


Learning


The “Cardinal Crew (C2)” intervention support program will be used to address the needs of students identified as At-Risk.



Compensatory

August 22, 2016-June 1, 2017


Learning


Components of the “Building Inclusive Schools Model” will be used to address the needs of students receiving special education services.



Local, IDEA Funds

August 22, 2016-June 1, 2017


Learning





Local

August 22, 2016-June 1, 2017 Research-based






Local August 22, 2016-June 1, 2017


Learning


SCIS will continue to implement endorsed strategies, including Kid Talk visits, Lunch Bunch, One-on-One Table Talks with SCIS Administrators, Family Night, to address drop-out prevention. Big Brothers Big Sisters is being implemented this Fall.

Student assessment


State compensatory

funds

August 22, 2016-June 1, 2017





Principal State

compensatory funds

August 22, 2016-June 1, 2017





____________________







ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL






June 1, 2017


funding


plan





June 1, 2017


funding


plan


Number of classroom





Number of documents



Audit of documents






Lesson plans



June 2, 2016


Counseling logs;





weeks





____________________





ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL





Coach


June 1, 2017


codes







system



Digital Citizenship

Lessons Taught




video lessons

Common Sense Media




____________________





ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL


Each 6th grade student will complete four goals in Naviance, improving usage from 100% to 100%.





June 1, 2017



future improvement

Each 7th grade student will complete the Career Key Assessment in Naviance, improving usage from 99.07% to 100%.




Counselors










teaching time


future improvement

Each student in grades 8th – 11th will create Course Plans in Naviance, improving usage from 99.71 to 100%.






teaching time


future improvement







August 22, 2016-June 1, 2017


Web-site



____________________





ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL





C&I, Assistant




visits Record of

campus visited




C&I, Assistant



June 1, 2017


information


identified



____________________




survey.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL





August 22, 2016-June 1, 2017







Records


Principal Local

August 22, 2016- June 1, 2017


Conference Logs



____________________





ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL


In addition to parent conference, phone conferences, and emails, SCIS will more effectively utilize Naviance, Skyward and itslearning to improve communication between teachers, students and parents regarding students’ academic progress.


Survey



June 1, 2017


to improve





August 22, 2016-June 1, 2017




____________________




ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL







Teacher goal sheets






August 22, 2016- June 1, 2017


meetings


Teacher goal sheets



Team meeting notes




August 22, 2016- June 1, 2017


meetings









August 22, 2016- June 1, 2017




sheets






Outcomes, Written




____________________






ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL





Teacher Local, GCLL


November 18, 2016








Local November 28,





learning


Local

November 28, 2016- April 28, 2017




Teacher Local

November 28, 2016- April 28, 2017


Research results



Teacher Local

August 22, 2016- May 1, 2017


teacher reflection



Teacher Local

May 1, 2017 – June 1, 2017


plans



____________________





ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL





survey results

SCIS will engage in the following targeted, specific activities, to enhance a positive school climate for all campus employees:Space Center Superlatives (faculty meeting recognitions), Surprise Snack Visits, Core Value Luncheons, Faculty Favorites Folder, Welcoming Activities/Gifts, Nachos for Naviance (recognize completion), Survival Kits.








Principal


August 22, 2016-June 1, 2017



coaching

Highly Qualified

report, PBMAS, ICRs



____________________





____________________

Space Center Intermediate was founded in 1992 and, as of 2014-15, served 1,051 students in grades 6 through 8. The table below shows the student population of Space Center Intermediate in 2014-15 compared to 2006-07:




White 45.9% 62.3%


Asian 14.1% 9.8%





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



Hispanic 4.4% 5.9%

White 84.0% 89.5%


Asian 1.5% 0.9%



Male 27.2% 18.3%

Female 72.8% 81.7%



____________________

Intermediate 2015 STAAR Student Results: State Average Compared to CCISD Average

Grade Level

Subject State %

Satisfactory Space

Center Int. CCISD %

Satisfactory

6 Reading 78% 78.1% 88%

7 Reading 76% 78% 88%

8 Reading 90% 89.3% 97%

7 Writing 72% 72.8% 84%

6 Mathematics 78% 80.07% 88%

7 Mathematics 68% 77.26% 82%

8 Mathematics 86% 91.38% 97%

8 Science 72% 74.04% 87%

8 Social Studies 63% 65.74% 79%


Issues Proposed Actions The 3 year gap between State Writing assessments (4th to 7th)

Although the 8th grade Social Studies score (65.74%) is above the State Satisfactory %, it is the lowest core content area score.

8th grade Science Score (74.04%) is a targeted area of concern

Lobby the state for improved alignment of the test to TEKS.

Analyze tight alignment of CIA (Curriculum to Instruction to Assessment)

Ensure that students are stimulated to think critically through higher order questioning at the application, analysis, synthesis, and evaluation levels and through personalized learning approaches.

Continue to work to increase scores and higher passing rate to see growth in Science, Social Studies, and Writing.

Strengthen Social Studies curriculum, look at time allotted to all core content so that Social Studies needs are fulfilled.

Ensure that ELL population is receiving additional intervention/support.



____________________

*Data below is from the 2014-15 Texas Academic Performance Report (TAPR) Campus Profile *SCIS serves 94 students in the Bilingual/ESL program, 447 students in the Career and Technical Education program, 41 students in the Gifted and Talented program, and 111 students in the Special Education program. The exhibit below illustrates the percent enrollment in these programs in 2014-15 compared to 2006-07.



CCISD 2014-15

SCIS 2014-2015

2006-07

Bilingual/ESL 17.8% 9.7% 8.9% 6.1%

Career Technical Education 23.2% 30.6% 42.5% 24.6%

Gifted/Talented^ 7.6% 9.5% 3.9% 7.1%

Special Education 8.5% 9.6% 10.6% 9.5% ^The State of Texas provides funding for a maximum of 5% identified GT students.





Although there’s an increase, it appears to be much lower than state.

1st year ELL’s increasing

CTE:

Students are provided more opportunities for programs

Increased significantly higher than district and state average


We have increased opportunities

GT: Percentage/number of students remained the same

SCIS & State % remained the same, whereas CCISD increased

Special Education: Percentage/number of SCIS students remained the same

Higher than state average



Bilingual/ESL: Increase SCIS Parent involvement through Learning Walks/Family

Nights


Incorporate “School Within a School Model.”

CTE: Continue to provide programs that heighten student interest and

meets the needs and aspirations of each learner.

Provide programming that prepares students for the workforce.

Anticipate need for more CTE teachers.

GT: Fewer parent overrides

More community avenues to support advanced students.

Ensure that identifying students from more diverse backgrounds is taking place.






____________________



40



____________________


Seabrook Intermediate School




____________________



We believe that:














Trustworthiness






____________________











Objectives













____________________

The mission of Seabrook Intermediate, the leader in innovative education, is to ensure that each individual explores and discovers unique talents, passions, and abilities through a dynamic system distinguished by limitless opportunities (including the Science Magnet Program) that foster collaboration, creativity, intrinsic motivation, respect for diversity, and citizenship to develop a productive role in society. Objectives:

1. Each student explores a broad range of interests to optimize his/her potential. 2. Each student values and actively contributes to the community and society.

Tactics:

1.We will prepare students to contribute positively in their education and assume responsibilities for their own pathway to success. 2. We will provide support and opportunities for students to explore their interests and aspirations. 3. We will ensure that all stakeholders are informed through effective communication.



____________________


TACTIC I: We will prepare students to contribute positively in their education and assume responsibilities for their own pathway to success.

SPECIFIC RESULT STATEMENT/PERFORMANCE OBJECTIVE I.1: Establish definition and best practices that supports student choice and personalized learning

OUTCOME: By December 2016 at least 100% of teachers will have a good understanding of what personalized is and what it looks like.

By May 2017 at least 100% of students will have experienced class lessons which give them opportunities for personalized lessons.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


Research Personalized Learning thru article research, observing teachers on SIS campus utilizing personalized learning, and visiting classes on other campuses.

Observation and Classroom walk-

thru


Coaches, teachers Local


2017

Small group studies and learning walks

Observations and class walk-thru

Develop a list of best practices in personalized learning and share with campus, share strategies previously implemented by adding folder to the SIS class on its learning.

Observation and Classroom walk-

thru


Coaches, teachers Local


2017 Learning walks

Observations and class walk-thru



____________________


TACTIC I: We will provide support and opportunities for students to explore their interests and aspirations.

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

OUTCOME: By May, 2017, 95% of the students of SIS will know the extra and co-curricular activities available to each student as measured by an end of the year campus survey.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


Establish a Seabrook Spirit Club to provide opportunities for students to practice leadership skills, promote school spirit, and become involved and engaged with the school.

Prior student survey

Teachers Local August 22,

2016 - June 1, 2017

Sponsor Campus Survey

Create a comprehensive list of all opportunities on our campus that will be shared and publicized.

Prior student survey

Teachers Local August 22.

2016 - June 1, 2017

Student Needs Committee

Campus Survey



____________________


TACTIC I: We will ensure that all stakeholders are informed through effective communication.


Frequent and effective communication with parents

OUTCOME: By June 2017, 90% of the SIS parents will agree or strongly agree with the statement, “My child’s school communicates effectively with me” on the school climate survey.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


Provide weekly communication via email to staff, parents, and students informing them of upcoming events and campus activities.

Survey Principal Local August 22,

2016 – June 1, 2017

Skylert Website

Survey Results

Update and maintain our current events we page, create a new page with streamlined access to information, and maintain the marque.

Survey School Webmaster.

AP Secretary Local

August 22, 2016 – June 1,

2017

Website Marquee

Survey results



____________________

SEABROOK INTERMEDIATE IMPROVEMENT STRATEGIES, PERFORMANCE OBJECTIVES, AND OUTCOMES





____________________

SEABROOK INTERMEDIATE IMPROVEMENT STRATEGIES, PERFORMANCE OBJECTIVES, AND OUTCOMES Performance Objective VII.3: A district-wide system of Professional Learning Communities (PLC). Outcome: By June 2017 at least 85% of teaching staff will rate their campus highly on each of the seven standards of the Learning Forward Standards of Professional Learning on the Standards Assessment Inventory 2 (SAI2). Performance Objective VII.4: All teaching and paraprofessional staff members meet “High Quality” CCISD requirements. Outcome: By June 2017 at least 95% of school employees will agree or strongly agree with the statement “My principal provides helpful feedback about my instruction/performance” on the school climate survey. Outcome: By June 2017 at least 95% of school employees will agree or strongly agree with the statement “My school does a great job of challenging me to my full potential” on the school climate survey.



____________________











____________________




ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


FISCAL




Principal Local,


2017





technology




2017 PL support





2016-June 1, 2017


Courses


use


2014-2015 student



2017


RTI, SST records



____________________




acted upon.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL




performance data



Local, State Comp,

Title I


Skyward RtI





performance data




Local, State Comp,

Title I


2016


Evaluation





____________________





ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL






Local, State Comp,

Title I


2016


Lists of students

needing mentor






Local, State Comp,

Title I


2016


Lists of students

needing mentor



____________________



Reading, English/Language Arts, Writing, Mathematics, Science and Social Studies in tested grades. PRINCIPAL: David Williams


ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL











8th grade social studies from 77% to 85%

Algebra I EOC maintain at 100%

Biology EOC maintain at 100%







Title I

August 22, 2016 – May 6, 2017




parents


student



____________________





ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL


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





Learning


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





Learning


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



Local, IDEA Funds

August 22 2016 – June 1, 2017


Learning







Learning





Local August 22, 2016 – June 1 2017


Learning


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

Student assessment


State compensatory

funds

August 22, 2016 – June 1, 2017





Principal State

compensatory funds

August 22, 2016 – June 1, 2017





____________________







ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL







funding


plan






funding


plan


Number of classroom





Number of documents



Audit of documents






Lesson plans



June 1, 2017


Counseling logs;





weeks





____________________





ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL





Coach


June 1, 2017


codes







system



Digital Citizenship

Lessons Taught




video lessons

Common Sense Media




____________________





ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL


Each 6th grade student will complete the Learning Styles Inventory in Naviance, improving usage from 61% to 100%. (





June 1, 2017



future improvement

Each 7th grade student will complete the Career Key Assessment in Naviance, improving usage from 90% to 100




Counselors










teaching time


future improvement







teaching time


future improvement







August 22, 2016-June 1, 2017


Web-site



____________________





ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL





C&I, Assistant




visits Record of

campus visited




C&I, Assistant



June 1, 2017


information


identified



____________________




survey.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL





August 22, 2016-June 1, 2017





____________________





ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL


Implement Communication thru Skyward to improve communication between teachers, students and parents regarding students’ academic progress.


Survey



June 1, 2017


to improve





August 22, 2016-June 1, 2017




____________________




ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL







Teacher goal sheets






August 22, 2016- June 1, 2017


meetings


Teacher goal sheets



Team meeting notes




August 22, 2016- June 1, 2017


meetings









August 22, 2016- June 1, 2017




sheets






Outcomes, Written




____________________






ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL





Teacher Local, GCLL


November 18, 2016








Local November 28,


Meeting minutes; grade/dept. meetings



learning


Local

November 28, 2016- April 28, 2017




Teacher Local

November 28, 2016- April 28, 2017


Research results



Teacher Local

August 22, 2016- May 1, 2017


teacher reflection



Teacher Local

May 1, 2017 – June 1, 2017


plans



____________________





ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL





survey results

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








Principal


August 24, 2015-June 2, 2016



coaching

Highly Qualified

report, PBMAS, ICRs



____________________





____________________

Seabrook Intermediate School was opened in 1966 and, as of 2016-17, serves 1,021 students in grades 6 through 8 compared to 1,022 students in 2006-07. The table below shows the student population of Seabrook Intermediate in 2015-16 compared to 2006-07:




White 62.8% 79.5%


Asian 6.0% 5.7%


Two or More Races 3.1%. N/A



The table below shows the teacher population of Seabrook Intermediate in 2014-15 compared to 2006-07:



Hispanic 6.8% 2.8%

White 85.6% 95.7%


Asian 1.7 % 0.3%



Male 28% 21.2%

Female 72% 78.8%

The above data is provided as information only.



____________________


Grade Level

Subject State %

Satisfactory District%

Satisfactory Campus%

Satisfactory

6 Reading 77% 88% 88%

7 Reading 76% 86% 90%

8 Reading 88% 94% 98%

7 Writing 73% 81% 86%

6 Mathematics N/A N/A 88%

7 Mathematics N/A N/A 82%


8 Science 71% 81% 85%


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 almost same passing % (80-81%)

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



____________________

Seabrook Intermediate serves 19 students in the Bilingual/ESL program, 305 students in the Career and Technical Education program, 76 students in the Gifted and Talented program, and 83 students in the Special Education program. The exhibit below illustrates the percent enrollment in these programs in 2014-15 compared to 2006-07.



CCISD 2014-15

CCISD 2006-07

Campus 2014-15

Bilingual/ESL 17.8% 9.7% 6.1% 1.9

Career Technical Education 23.2% 30.6% 24.6% 30.0

Gifted/Talented^ 7.6% 9.5% 7.1% 7.5

Special Education 8.5% 9.6% 9.5% 8.2 ^The State of Texas provides funding for a maximum of 5% identified GT students.




GT: Enrollment increasing

Special Education: No more modified tests

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


GT: Make sure identifying students from more diverse background

Special Education: Increased teacher education/assistance in identifying SPED



Review Dates: 9/21/16 10/5/16 Approval CIIC 10/5/16 Page 1 of 37

9/28/16


Victory Lakes Intermediate




9/28/16



We believe that:














Trustworthiness






9/28/16











Objectives













9/28/16

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.



9/28/16

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

TACTIC I.1: We will provide personalized learning opportunities for all students.

SPECIFIC RESULT STATEMENT/PERFORMANCE OBJECTIVE: Establish goals

and benchmarks for a personalized learning plan.

Outcome: By June of 2017, a minimum of 80% of students will report that their learning is personalized by most of their teachers on the L2L survey instrument.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


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

Analyze student learning needs,

training

Personalized learning tactic team

Local August 2016 -

June 2017 Technology Teacher Feedback

Implement Personalized Learning to improve student engagement

Training Staff Local August 2016 –

June 2017 Training School Climate

Establish an organizational culture that promotes and supports personalized learning

Destination Innovation

Staff Local August 2016 –

June 2017 Training Community Partners

Design and implement a classroom teacher (PLP) knowledge survey.

Survey Classroom Teachers

Local January 2017 -

June 2017 Technology

Evaluate the results of the survey



9/28/16


TACTIC I.2: We will inspire learning through an array of personalized opportunities and

experiences.

SPECIFIC RESULT STATEMENT/PERFORMANCE OBJECTIVE: Demonstrate

accountability for learning.

Outcome: By June of 2017, a minimum of 80% of teachers will report that personalized learning is enhanced with the L2L program.

ACTION STEPS NEEDS

ASSESSMENT

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 2017 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 September 2017 – October 2017

Students Tablets/Laptops Individual Learner

Survey Data



9/28/16



experiences.

SPECIFIC RESULT STATEMENT/PERFORMANCE OBJECTIVE: Develop skills to

select and use appropriate technology and resources to support and enhance learning.

Outcome: By June of 2017, a minimum of 80% of students will report that their learning is enhanced because of the L2L program.

ACTION STEPS NEEDS

ASSESSMENT

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 Technology Staff Deployment

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

Training Classroom Teachers Instructional Coaches

Local January 2017 –

June 2017 Technology Teacher Observation

Learners will actively monitor grades on a weekly basis during advisory

Advisory Routine Advisory Teacher Local January 2017 –

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 January 2017 –

June 2017 Technology Goal Evaluation



9/28/16



experiences.

SPECIFIC RESULT STATEMENT/PERFORMANCE OBJECTIVE: Evaluate

mastery of knowledge and skills

Outcome: By June of 2017, a minimum of 90% of teacher will report that they are personalizing learning for their students on the L2L survey instrument.

ACTION STEPS NEEDS

ASSESSMENT

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,


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



9/28/16

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

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.

OUTCOME: By June of 2017, a minimum of 90% of teachers, students, and parents will report that students are setting goals and developing a plan of action to achieve them.

ACTION STEPS NEEDS

ASSESSMENT

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


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



9/28/16

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

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.

OUTCOME: By June of 2017, a minimum of 90% of teachers, students, and parents will report that students feel safe at school.

ACTION STEPS NEEDS

ASSESSMENT

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


Written procedures; Professional Learning

materials Self Audit

Develop a standard procedure for student dismissal. Campus-based

procedures review


Committee Local




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



Committee, Partner Campus Administration


June 2017



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



Committee, Department Heads

Local August 2016-

June 2017



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 2016-

June 2017





9/28/16

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


June 2017



Create up to date lessons on digital citizenship to students


Principal, Assistant Principals, Instructional Coaches, Technology

Committee


June 2017



Victory Lakes Intermediate IMPROVEMENT STRATEGIES, PERFORMANCE OBJECTIVES, AND OUTCOMES

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. Outcome: By June 2017, a minimum of 90% of teachers will report that they are personalizing learning for their students on the L2L survey instrument. 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. Outcome: By February 2017, each student’s academic performance data will be reviewed by teacher teams and appropriate plans for support developed, documented, and acted upon. Performance Objective II.2: Student mentorship opportunities at all levels. Outcome: By December 2016, a campus team will develop an implementation plan for a systematic student mentor program utilizing adult community members and staff to positively impact students needing support. Performance Objective II.3: Each student will meet or exceed performance expectations on all STAAR tested areas. Outcome: By June 2017, a minimum of 85% of students will meet performance expectations on each STAAR tested area. Performance Objective II.4: 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.



9/28/16

Outcome: By June 2017, students receiving services through Special Education will show growth in academic achievement on each STAAR tested area or other appropriate measure. Strategy III: We will ensure safe and nurturing learning environments. Performance Objective III.1: CCISD Core Values to support the social and emotional well-being of all students and employees.

Outcome: By September 2016, core value posters will be displayed in 100% of classrooms, offices, and common spaces. Outcome: By June 2017, at least 80% of teachers report that they make connections to core values in their teaching at least once per week on the annual teacher survey. Outcome: By June 2017, at least 80% of students report they know the school core values as measured by the annual student survey. Outcome: By June 2017, at least 80% of parents report the school is welcoming on the annual parent survey. 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.


Outcome: By June 2017, the campus will be designated a Common Sense Media Digitally Certified School. Performance Objective IV.2: A future-ready culture that fosters college and career exploration and readiness. Outcome: By June 2017, a minimum of 90% of students will agree or strongly agree with the statement, “Following this school year, I will be prepared for the next grade level, college or career” on the student climate survey. Strategy V: We will broaden and strengthen connections within our communities. Performance Objective V.1: Meaningful relationships within PK-12 communities. Outcome: By June 2017, the principal will report enhanced instructional leadership knowledge and a change/improvement in practice through coordinated, instructionally focused campus learning walks. Strategy VI: We will ensure mutual understanding and support through effective communication. Performance Objective VI.1: Mutual understanding and support through effective communication. Outcome: By June 2017, at least 70% of parents will agree or strongly agree with the statement, “My child’s teachers communicate effectively with me” on the school climate survey. Performance Objective VI.2: Resources to increase parent ability to support their children academically. Outcome: By June 2017, at least 85% of parents will agree or strongly agree with the statement, “Most of my child’s teachers provide helpful feedback about my child’s academic performance” on the school climate survey.



9/28/16

Strategy VII: We will build capacity for organizational change. Performance Objective VII.1: An instructional coaching model to facilitate the building of teacher capacity. Outcome: By October 2016, the campus will create student data driven instructional coaching goals that will be monitored and reported to demonstrate growth over time. Performance Objective VII.2: A professional learning plan that provides varied and flexible opportunities. Outcome: By October 2016, the principal will be a part of a professional learning community examining a meaningful issue to change/improve practice and increase student achievement.



9/28/16

Victory Lakes Intermediate IMPROVEMENT STRATEGIES, PERFORMANCE OBJECTIVES, AND OUTCOMES




9/28/16











9/28/16




ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


FISCAL




Principal Local,


2017





technology




2017 PL support





2016-June 1, 2017


Courses


use


2014-2015 student



2017


RTI, SST records



9/28/16




acted upon.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL




performance data



Local, State Comp,

Title I


Skyward RtI





performance data




Local, State Comp,

Title I


2016


Evaluation





9/28/16





ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL






Local, State Comp,

Title I


2016


Lists of students

needing mentor






Local, State Comp,

Title I


2016


Lists of students

needing mentor



9/28/16



Reading, English/Language Arts, Writing, Mathematics, Science and Social Studies in tested grades. PRINCIPAL: Adam Douglas


ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL


UPDATE BASED ON CAMPUS 2016 STAAR RESULTS, USING ALL STUDENTS, INCLUDE GRADE LEVELS APPROPRIATE FOR YOUR CAMPUS: Improve student passing on STAAR as follows:


















Title I

August 22, 2016 – May 6, 2017




parents


student



9/28/16





ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL


Implement identified instructional approaches, including, faculty professional learning on ELPS and building background, sheltered instruction in all core classes, work on getting all teachers trained with sheltered instruction, and that will be used to address the needs of students identified as ELL.





Learning


Implement identified student led conferences, STAAR Interventions for 6-8 ELA and 6th grade math in target advisories, fail 2 or more classes during a grading period assistant principal and counselor conference with student that will be used to address the needs of students identified as At-Risk.





Learning


Implement identified instructional approaches, including collaboration with general education teacher and special education teacher for inclusion classes, PK12 learning walks, special education data reviews with Team lead,that will be used to address the needs of students receiving special education services.



Local, IDEA Funds

August 24, 2016 – June 2, 2017


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, small group interventions, all stakeholders will receive assistance on the use of appropriate classroom accommodations.





Learning


Implement identified instructional approaches that will be used to address the needs of students identified as Gifted and Talented. They are given the opportunity to self and peer assess in a safe and supportive environment. They are encouraged





Learning




9/28/16

to safely and comfortably express feelings, theories, and hypotheses, or make inquires openly in class. They are encouraged to use their gifts and skills for the betterment of the school and society.

All schools will implement endorsed strategies, including monitor attendance with attendance officer and assistant principals, and Texas Generation Week to address drop-out prevention.

Student assessment


State compensatory

funds

August 24, 2016 – June 2, 2017





Principal State

compensatory funds

August 24, 2016 – June 2, 2017





9/28/16







ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL






June 1, 2017


funding


plan





June 1, 2017


funding


plan


Number of classroom





Number of documents



Audit of documents






Lesson plans



June 2, 2016


Counseling logs;





weeks





9/28/16





ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL





Coach


June 1, 2017


codes







system



Digital Citizenship

Lessons Taught




video lessons

Common Sense Media




9/28/16





ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL







June 1, 2017



future improvement





Counselors










teaching time


future improvement







teaching time


future improvement







August 22, 2016-June 1, 2017


Web-site



9/28/16





ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL





C&I, Assistant




visits Record of

campus visited




C&I, Assistant



June 1, 2017


information


identified



9/28/16




survey.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL





August 22, 2016-June 1, 2017





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


Records


Principal Local

August 22, 2016- June 1, 2017


Conference Logs



9/28/16





ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL


Implement the skyward app to improve communication between teachers, students and parents regarding students’ academic progress.


Survey



June 1, 2017


to improve





August 22, 2016-June 1, 2017




9/28/16




ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL







Teacher goal sheets






August 22, 2016- June 1, 2017


meetings


Teacher goal sheets



Team meeting notes




August 22, 2016- June 1, 2017


meetings









August 22, 2016- June 1, 2017




sheets






Outcomes, Written




9/28/16






ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL





Teacher Local, GCLL


November 18, 2016








Local November 28,





learning


Local

November 28, 2016- April 28, 2017




Teacher Local

November 28, 2016- April 28, 2017


Research results



Teacher Local

August 22, 2016- May 1, 2017


teacher reflection



Teacher Local

May 1, 2017 – June 1, 2017


plans



9/28/16





ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL





survey results

All schools will engage in targeted, specific activities, team building day off campus, elective department team building activities, character paws for staff and students, teacher appreciation Fridays educator of the week, educator of the month, students of the month, monthly office and department luncheons/breakfasts, employee exercise clubs, social events outside of school, employee appreciation days in spring and fall, to enhance a positive school climate for all campus employees.








Principal


August 24, 2015-June 2, 2016



coaching

Highly Qualified

report, PBMAS, ICRs



9/28/16





9/28/16

In the 2014-15 school year, Victory Lakes Intermediate served 991 students in grades 6 through 8 compared to 1001 student in 2006-07. Currently, Victory Lakes Intermediate serves 1075 students. The table below shows the student population of Victory Lakes Intermediate in 2014-15 compared to 2006-07:




White 52.8% 56.8%

American Indian 0.% 0.5%

Asian 5.7% 4.0%





The table below shows the teacher population of Victory Lakes Intermediate in 2014-2015 compared to 2006-07:



Hispanic 9.8% 5.0%

White 72.4% 88.5%


Asian 2.0% 0.7%



Male 28.3% 22.1%

Female 71.7% 77.9%



9/28/16

Victory Lakes Intermediate 2015 STAAR Student Results*: State Average Compared to CCISD Average

2015-16 Subject State Region 4 %

Satisfactory

CCISD VLIS

%Satisfactory % Satisfactory % Satisfactory

6 Reading 71% NA 82% 81%

7 Reading 72% NA 82% 82%

8 Reading 82% NA 89% 93%

7 Writing 70% NA 79% 79%

6 Mathematics 74% NA 82% 84%



8 Science 76% NA 83% 84%

8 Social Studies 65% NA 72% 77%

Region for data not released at this time.



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

district’s average.

7th grade reading is at the district average.

7th grade writing is at the district average.

6th and 7th grade target reading advisory

Personalized learning for ELA by providing reading and writing workshop

6th grade is focusing on providing self-reflected reading in each genre unit.

Creating new ELL resources to support all teachers with the listening, speaking, reading, and writing skills in all grades.

Teachers are implementing writing strategies to all 7th grade students that they learned from the summer Rice institute.

Resource ELA teachers utilize LLI instruction along with specially designed compass learning lessons to support their students.



9/28/16

New collaborative spaces are being designed to help teachers design lessons that focus on TEKS where students are struggling based upon Learning Checkpoints, STAAR history, and conferencing records.

Collaborative planning days with CIS focusing on personalized learning and first time instruction.



9/28/16

Victory Lakes has 1075 total students on campus. Victory Lakes serves 63 students who receive ELL or ESL services, 439 students in the Career and Technical Education program, 30 students in the Gifted and Talented program, and 126 students in the Special Education program. The exhibit below illustrates the percent enrollment in these programs in 2014-15 compared to the 2006-07. .



CCISD 2013-14

VLI 2016-2017

VL 2006-07

Bilingual/ESL 17.1% 9.1% 5.9% 3.6%

Career Technical Education 22.2% 29.1% 40.8% 36.8%

Gifted/Talented^ 7.6% 9.0% 2.8% 2.6%

Special Education 8.5% 9.4% 11.7% 10.4% ^The State of Texas provides funding for a maximum of 5% identified GT students.




Increase 2.3% over the last 10 years.

Lower number of students serviced compared to district and state

CTE: Students are increasingly interested in CTE

Increased much higher than state and district average


GT: Identified students have stayed roughly the same at the campus.

Students are receiving GT instruction at our magnet schools

Special Education: Percentage is higher than district and state

Multiple specialty programs on campus


Bilingual/ESL: Although there’s an increase, it seems to be much lower than state

Parental involvement increase




GT: Gifted students are given the opportunity self and peer assess in a

safe, supportive, and nonthreatening environment.

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.

Gifted students are encouraged to participate in Destination Innovation to pursue areas of interest.

Special Education: Increase collaboration with special education and core subjects.

Increase collaboration on inclusion to enhance co-teaching practices.

Streamline inclusion teachers, so they are comfortable with one core subject.

Sources: 2006 AEIS, 2014 TAPR, and 2016 Current VLI Data



37


Review Dates 10/10/16 Approved by CIIC:

Page 1 of 32


Westbrook Intermediate




Page 2 of 32



We believe that:














Trustworthiness






Page 3 of 32



Work to improve your school, community, and country Parameters








Objectives













Page 4 of 32

Westbrook Mission Statement: The mission of Westbrook Intermediate, 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. Westbrook 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. Westbrook Tactics

I. We will use community resources to foster academic progress and to engage students in real-world experiences that create positive change.

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

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



Page 5 of 32


TACTIC I: We will use community resources to foster academic progress and to engage

students in real-world experiences that create positive change. SPECIFIC RESULT STATEMENT/PERFORMANCE OBJECTIVE I.1: Student

engagement in lessons or activities with community or global connections in all subject areas.

OUTCOME: By March 2017 at least 80% of students will participate in lessons or activities with community or global connections based upon the results of a running record.

By June 2017, 90% of students will participate in lessons or activities with community or global connections based upon the results of a running record.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


Develop a campus understanding of community and global connections.

Teacher reflection, survey

Instructional Coaches; Teachers;

Principal Local


2017 Planning time/space

Record of professional

learning

Establish collaborative planning time to design lessons that enrich and incorporate global connections.

TEKS, available resources


2016-June 1, 2017

Planning time/space


learning, minutes, lessons designed

Provide resources that enhance lessons. Student data,

curriculum Instructional

Coaches Local


2017

Curriculum resources; community resources


Dedicate time for teacher training to better understand the integration of community and global connections in all subject areas.

Options for professional

learning Teachers Local


2017 Planning


learning, minutes

Implement lessons and activities with community connections.

Observation Data Teachers Local August 22,

2016-June 1, 2017

Planning, curriculum resources

Student artifacts

Implement a “Day of Service” based on student interest for all students.

Available service opportunities;

observation data

Principal, Teachers

Local August 22,

2016-June 1, 2017

Planning, community resources

Student results

Develop a plan for student reflection. Student reflection

template Teachers Local


2017 Planning

Reflection template/document; student reflections



Page 6 of 32


DISTRICT STRATEGY II: We will provide support to meet the needs and aspirations of each student. TACTIC II: We will ensure that learning experiences provide students with opportunities to

engage in authentic, meaningful, and purposeful work. SPECIFIC RESULT STATEMENT/PERFORMANCE OBJECTIVE II.1: Authentic

experiences that inspire and support students in developing unique talents.

OUTCOME: By June 2017 75% of students will participate in authentic experiences that inspire and support students in developing unique talents as measured by student survey

results, learning environment observations, and volunteer logs.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


Identify student talents through interest surveys. Student survey

data Principal, Teachers

Local August 22,

2016-June 1, 2017

Student surveys Survey results

Collaboratively develop a plan to support and extend the talents and goals of each student.


Principal, Teachers

Local August 22,

2016-June 1, 2017

Teacher planning meetings; agendas; meeting time/space

Meeting minutes and artifacts; final

plan

Provide learning opportunities that include a variety of ways for students to access, engage, and express knowledge and skills.


Teachers, Instructional

Coaches, Principal Local


2017 Planning time/space Lesson plans

Provide learning opportunities in a variety of settings.

Walk-thru observations


2016-June 1, 2017

Access to a variety of learning

environments/spaces

Lesson plans; observations

Create relevant opportunities for community involvement.


Survey Teachers, Principal Local


2017

Parent/Community volunteers

Survey results; logs of

volunteers/service dates, and events



Page 7 of 32


DISTRICT STRATEGY II: We will provide support to meet the needs and aspirations of each student. TACTIC II: We will ensure that learning experiences provide students with opportunities to

engage in authentic, meaningful, and purposeful work.

SPECIFIC RESULT STATEMENT/PERFORMANCE OBJECTIVE II.2: Student-

driven opportunities for input in curriculum design to create products that reflect ownership of genuine personalized learning.

OUTCOME: By June 2017, 40% of students will have the opportunity for input in curriculum design to create products that reflect ownership of genuine personalized learning as

measured by lesson plans, student performance data, and student product display(s).

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


Evaluate and determine student learning modalities.

Student learning surveys


2016-June 1, 2017

Time to evaluate surveys

Survey results

Inform parents/guardians of student-driven collaborative learning opportunities.


Principal, teachers Local August 22,

2016-June 1, 2017

Time to develop targeted

correspondence

Documentation of correspondence

Create teacher/student focus groups for collaboration in learning.

Teacher/student planning

Principal, teacher, identified students

Local August 22,

2016-June 1, 2017

Time/space to meet in focus groups

Meeting agendas, minutes

Facilitate meaningful student input in lesson design.

Student reflections


2016-June 1, 2017

Teacher/student planning time

Lesson plans

Collaboratively develop guidelines for student-created products.

Teacher planning Teachers, Principal Local August 22,

2016-June 1, 2017

Teacher planning time Meeting minutes,

artifacts, guidelines for student products

Create a timeline for reaching student-developed goals.

Student goals, academic or other

calendar Teachers Local


2017 Teacher planning time Student timelines

Present a variety of products which reflect personalized learning.

Sample product list


2016-June 1, 2017

Time/space to showcase products

Product showcase

Evaluate the effectiveness of the process. Teacher

reflection, student reflection


2016-June 1, 2017

Meeting/evaluation time

Teacher/student reflections; student performance data



Page 8 of 32



TACTIC III: We will celebrate and honor the individual success and diversity of all students. SPECIFIC RESULT STATEMENT/PERFORMANCE OBJECTIVE III.1:

Opportunities designed to showcase student growth, diversity, and accomplishments.

OUTCOME: By June 2017, 90% of students/student groups will be provided opportunities to showcase growth, diversity, and accomplishments as measured by

participation/recognition logs from programs, events, ceremonies, showcases and other campus events.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING SOURCE

TIMELINE START/ END


MATERIAL, FISCAL


Investigate and define the meaning/types of diversity on campus.

Student and campus data


2016-June 1, 2017

Meeting time/space; campus/student data

Meeting minutes; data results

Create new and/or modify existing student organization formats that promote student interests and diversity.

Current club and organization

membership/participation criteria


2016-June 1, 2017

Meeting time/space New club and organization

participation criteria

Organize and implement whole school events that celebrate individual student success.

List of past school events and impact on celebration of

students


2016-June 1, 2017

Meeting time/space to plan events

Event schedule/program,

event artifacts/photos

Organize and implement whole school events that recognize group talents and accomplishments

List of past school events and impact on celebration of

students

Principal, teachers

Local


2017

Meeting time/space to plan events

Event schedule/program,

event artifacts/photos

Investigate ways for students to showcase growth, diversity, and accomplishments.

Ideas from PK-12 Community,

community PoP, community/global


2016-June 1, 2017

Meeting time/space List of methods,

activities to showcase students

Provide avenues for students to showcase individual growth, diversity, and accomplishments.

Campus leadership and

teacher planning Principal, teachers Local


2017 Meeting time/space

Log of activities, events, and artifacts



Page 9 of 32

WESTBROOK INTERMEDIATE IMPROVEMENT STRATEGIES, PERFORMANCE OBJECTIVES, AND OUTCOMES





Page 10 of 32







Page 11 of 32





Page 12 of 32











Page 13 of 32




ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


FISCAL




Principal Local,


2017





technology




2017 PL support





2016-June 1, 2017


Courses


use


2014-2015 student



2017


RTI, SST records



Page 14 of 32




acted upon.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL




performance data



Local, State Comp,

Title I


Skyward RtI





performance data




Local, State Comp,

Title I


2016


Evaluation





Page 15 of 32





ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL






Local, State Comp,

Title I


2016


Lists of students

needing mentor






Local, State Comp,

Title I


2016


Lists of students

needing mentor



Page 16 of 32



Reading, English/Language Arts, Writing, Mathematics, Science and Social Studies in tested grades. PRINCIPAL: Stephanie Cooper


ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL












Algebra I EOC maintain 100%

Biology EOC maintain 100%







Title I

August 22, 2016 – May 6, 2017




parents


student



Page 17 of 32




OUTCOME: By June 2017, students receiving services through Bilingual/ESL will show growth in academic achievement on each STAAR tested area or other appropriate measure.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

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.





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



Local, IDEA Funds

August 24, 2015 – June 2, 2016


Learning







Learning







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





Principal State

compensatory funds

August 24, 2015 – June 2, 2016





Page 18 of 32







ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL






June 1, 2017


funding


plan





June 1, 2017


funding


plan


Number of classroom





Number of documents



Audit of documents






Lesson plans



June 2, 2016


Counseling logs;





weeks





Page 19 of 32





ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL





Coach


June 1, 2017


codes







system



Digital Citizenship

Lessons Taught




video lessons

Common Sense Media




Page 20 of 32





ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL


Each 6th grade student will complete Goal Setting in Naviance, improving usage from 98% to 100%.





June 1, 2017



future improvement





Counselors










teaching time


future improvement

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






teaching time


future improvement







August 22, 2016-June 1, 2017


Web-site



Page 21 of 32





ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL





C&I, Assistant




visits Record of

campus visited




C&I, Assistant



June 1, 2017


information


identified



Page 22 of 32




survey.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL





August 22, 2016-June 1, 2017





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


Records


Principal Local

August 22, 2016-June 1, 2017


Conference Logs



Page 23 of 32





ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL


Implement regular communication from classroom teacher to parents of students with unsatisfactory performance to improve communication between teachers, students and parents regarding students’ academic progress.


Survey



June 1, 2017


to improve





August 22, 2016-June 1, 2017




Page 24 of 32




ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL







Teacher goal sheets






August 22, 2016- June 1, 2017


meetings


Teacher goal sheets



Team meeting notes




August 22, 2016- June 1, 2017


meetings









August 22, 2016- June 1, 2017




sheets






Outcomes, Written




Page 25 of 32






ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL





Teacher Local, GCLL


November 18, 2016








Local November 28,





learning


Local

November 28, 2016- April 28, 2017




Teacher Local

November 28, 2016- April 28, 2017


Research results



Teacher Local

August 22, 2016- May 1, 2017


teacher reflection



Teacher Local

May 1, 2017 – June 1, 2017


plans



Page 26 of 32





ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL





survey results

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








Principal


August 24, 2015-June 2, 2016



coaching

Highly Qualified

report, PBMAS, ICRs



Page 27 of 32





Page 28 of 32




Page 29 of 32

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



Page 30 of 32


Grade Level

Subject State %



Campus % Satisfactory

6 Reading 71% 71% 82% 89%

7 Reading 72% 73% 82% 92%

8 Reading 82% 82% (1st ad) 90% 92%

7 Writing 70% 70% 79% 91%

6 Mathematics 74% 76% 83% 95%

7 Mathematics 71% 74% 82% 90%

8 Mathematics 73% 76% 82% 90%

8 Science 76% 79% 83% 89%

8 Social Studies 65% 66% 73% 79%



Issues Proposed Actions 6th grade reading scores lag behind 7th and 8th grade scores.

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 target reading with support from an instructional coach to help teachers understand effective reading practices and improve student performance in 6th grade reading.

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

Does increase in ESL population have an effect? Utilize ESL teacher to push in classrooms to scaffold effective instructional strategies for ELLs with content area teachers.



Page 31 of 32

CCISD serves 3,934 students in the Bilingual/ESL program, 12,448 students in the Career and Technical Education program, 3,844 students in the Gifted and Talented program, and 3,890 students in the Special Education program. The exhibit below illustrates the percent enrollment in these programs in 2014-15 compared to 2008-09.



CCISD 2014-15

CCISD 2008-09

Westbrook 2013-14

Westbrook 2014-15

Westbrook 2015-16

Bilingual/ESL 17.8% 9.7% 7.0% 1.4% 3.1% 5.16%

Career Technical Education 23.2% 30.61% 28.4% 26.7% 30.7% 28.6%

Gifted/Talented 7.6% 9.5% 7.1% 43.1% 42.9% 41.9%

Special Education 8.5% 9.6% 9.7% 8.8% 7.7% 6.1%




Increase almost 3%






GT: Increase in number of students serviced for programs district-wide

Decreased 1% on campus

Special Education: Enrollment decreased


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



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)





Continue identifying



32

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