2018-2019 Campus Improvement Plan Lomax Elementary La ...€¦ · Values the total educational experience - academic, extra-curricular, and social Stays connected to the LPISD family

La Porte Independent School District

Lomax Elementary

2018-2019 Campus Improvement PlanAccountability Rating: Met Standard

Distinction Designations:Academic Achievement in Science

Top 25 Percent: Comparative Academic GrowthTop 25 Percent: Comparative Closing the Gaps

Postsecondary Readiness

Lomax ElementaryGenerated by Plan4Learning.com 1 of 37

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Mission StatementThe mission of Lomax Elementary is to provide opportunities for students to achieve their personal best, become responsible and productive citizens, and

embrace lifelong learning in a safe and positive environment.

VisionExcellence in character and academics is the Expectation!

A La Porte ISD graduate is:

Bulldog Proud...

Possesses confidence about the futureValues the total educational experience - academic, extra-curricular, and social

Stays connected to the LPISD familyCommits to lifelong support of LPISD programs

Prepared…


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Possesses academic and technological proficienciesTransitions to college and/or career equipped with the skills, goals, and plans for success

Values honesty and integrityDemonstrates effective communication and collaboration skills

A Citizen…

Participates in the democratic processExhibits environmental responsibility

Respects cultural diversityRecognizes and responds to community needs

An Explorer…

Thinks criticallyEmbraces productive membership in the global community

Values lifelong learningWelcomes challenge and innovation

A Producer…

Recognizes the importance of systems thinkingUtilizes data and analysis to pragmatically solve problemsExhibits courage to take risks and make tough decisions

Balances achievement and growth in both personal professional life


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Table of Contents

Comprehensive Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Demographics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Student Academic Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7School Processes & Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Perceptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Comprehensive Needs Assessment Data Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Goal 1: Increase achievement and success for every student through rigorous, broad-based academic programs and expanded opportunities . . . . . . . 20Goal 2: Provide a safe, secure and disciplined learning environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Goal 3: Attract, develop and retain excellent staff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Goal 4: Promote family engagement and active involvement of the community in the education of our students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Goal 5: Ensure and demonstrate efficient and effective use of district resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Title I Schoolwide Elements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32ELEMENT 1. SWP COMPREHENSIVE NEEDS ASSESSMENT (CNA) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32ELEMENT 2. SWP CAMPUS IMPROVEMENT PLAN (CIP) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32ELEMENT 3. PARENT AND FAMILY ENGAGEMENT (PFE) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Title I Schoolwide Element Personnel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35Campus Performance Objective Committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36Campus Funding Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37


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Comprehensive Needs Assessment

Revised/Approved: September 25, 2018

Demographics

Demographics Summary

Lomax Elementary is one of seven elementary campuses in the La Porte Independent School District. Although Lomax Elementary opened its doors in 1978,the current building is a new building built in 2016 and currently serves 465 students in grades Kindergarten to 5th. We have one FOCUS class (formerlyknown as life-skills), one SAIL class, one BSP (Behavior Support Program) class (new this year), four kindergarten classes, three 1st grade classes, three2nd grade classes, four 3rd grade classes, five 4th grade classes, and three 5th grade classes. Our primary classes K-2nd are self-contained and our secondaryclasses 3rd – 5th are departmentalized. Lomax Elementary is located on North L Avenue in a rural-like area of La Porte where acreage and livestock isvisible.

Although Attendance rates are trailing indicators and dropped in the year 2014-2015 to 95.9%, the current attendance have increased steadily to 96.4%.Enrollment has dropped from 510 students in 2017 to 484 students in 2018. Our student groups include: 4% African American, 40% Hispanic, 52% White,3% Two or More Races, less than 1% American Indian, Asian and Pacific Islander, 41% Economically Disadvantaged, 3% ELL and 12% Special Education,35% at-risk, while 13.8% is our mobility rate.

Lomax Elementary has a dedicated and highly-qualified team of about 45 members that include teachers, paraprofessioanls, interventionist (2), counselor (1)and administration staff. As of August 1, 2018, the campus is fully staffed with no vacancies.

Demographics Strengths

Lomax has many strengths. Some that stand out are:

1. New building that is conducive to a safe, respectful and innovative learning environment

2. Low teacher turnover rate

3. Highly-qualified staff, administrators and paraprofessionals


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Problem Statements Identifying Demographics Needs

Problem Statement 1: Attendance is a priority and our goal is to reach 97%. Root Cause: Some parents do not fully understand the detriments of lostinstruction when students are not at school, especially consecutive days. The staff needs to convey the message of lost instruction without taking away theright of the parent to keep students at home.


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Student Academic Achievement

Student Academic Achievement Summary

Lomax Elementary met TEA standards for the 2017-2018 school year. The campus received an “A” in the Texas Education Agency’s 2018 accountabilityratings and received four out of six possible distinctions in the areas of: Science, Comparative Academic Growth, Postsecondary Readiness and ComparativeClosing the Gaps. The overall rating, which was scored 91 out of 100, is based on student achievement, school progress and closing (academic success) gapsamong various racial, ethnic and socioeconomic groups. Distinctions are earned for achievement and are based on performance relative to other campusesacross Texas with similar type, size, grade span and student demographics.

The three year comparison of STAAR scores shows steady growth in Math with this year gains in Reading and Writing and sience maintaining above 96%after 2016.

Subject 201620172018Math 87% 91% 94%Reading 93% 89% 94%Science 84% 99% 96%Writing 84% 78% 83%

The 2018 STAAR scores include the performance levels of Masters, Meets, Approaches and Did Not Meet Grade Level Performance. The Approaches, Meets and Masters levels are all considered passing. The Approaches category indicates that students are likely to succeed in the next grade or course with targeted academic intervention. The Meets category indicates that students have a high likelihood of success in the next grade or course but may still need some short-term, targeted academic intervention. The Masters category indicates that students mastered grade level expectation.

2018 STAAR

ALL STUDENTS

APPROACHES

Grade Level

Performance

MEETS

Grade

Level

Performance

MASTERS

Grade Level

Performance

3rd Math 90% 59% 31%

4th Math 91% 63% 23%


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5th Math 100% 87% 51%

3rd Reading 90% 54% 31%

4th Reading 92% 68% 33%

5th Reading 99% 70% 29%

5th Science 96% 69% 30%

4th Writing 83% 56% 9%

READING

Looking deeper, STAAR 2017 READING Met Standard scores and 2018 Approaches Grade Level Performance (which also contains Meets and Masters) are as follows:

Reading 201720183rd 88% 90%4th 82% 92%5th 99% 99%

2018 STAAR

ALL STUDENTS

APPROACHES

Grade Level

Performance

MEETS

Grade

Level

Performance

MASTERS

Grade Level

Performance

3rd Reading 90% 54% 31%

4th Reading 92% 68% 33%

5th Reading 99% 70% 29%

An analysis of scores for each student group at each grade level in READING revealed the following:

All subgroups are well above the targets in Academic Achievement and Growth components (Closing the Gaps Domain).


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The Hispanic subgroup and the Economically Disadvantaged (ECD) subgroup show at least 10% lower on the Academic Achievement component (3-5 meets or above) compared to the White subgroup.There is not a significant variance between Economically Disadvantaged (ECD), Hispanic and White scores in the Academic Growth component (4-5).

The MEETS scores need to grow in 3rd grade. There is a discrepancy between ECD and ALL subgroups in 3rd Grade for APPROACH, MEETS andMASTERS. The MASTERS scores need to grow in all grade levels by 10%.

MATH

Looking deeper, STAAR 2017 Math Met Standard scores and 2018 Approaches Grade Level Performance (which also contains Meets and Masters)are as follows:

Math201720183rd 86% 90%4th 90% 91%5th 99% 100%

2018 STAAR

ALL STUDENTS

APPROACHES

Grade Level

Performance

MEETS

Grade

Level

Performance

MASTERS

Grade Level

Performance

3rd Math 90% 59% 31%

4th Math 91% 63% 23%

5th Math 100% 87% 51%

An analysis of scores for each student group at each grade level in MATH revealed the following:

All subgroups are above the targets in Academic Achievement and Growth components (Closing the Gaps Domain) with the exception of the Hispanicsubgroup in the Growth component (4th/5th) not meeting targets (62%, needed 69%)

Math scores continue to grow. 5th Grade sustains high MEETS and MASTERS. There needs to be growth in 3rd and 4th grade MEETS and MASTERS forALL and ECD subgroups.


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The Hispanic subgroup did not meet the indicator in the Growth component of the TEA accountability system. The lower percents in MASTERS in 4thcontributed to this.

Writing

Looking deeper, STAAR 2017 Writing Met Standard scores and 2018 Approaches Grade Level Performance (which also contains Meets andMasters)are as follows:

Writing201720184th 78% 83%

2018 STAAR

ALL STUDENTS

APPROACHES

Grade Level

Performance

MEETS

Grade

Level

Performance

MASTERS

Grade Level

Performance

4th Writing 83% 56% 9%

An analysis of scores for each student group at each grade level in WRITING revealed the following:

There is not significant variance between Hispanic, White and Economically Disadvantaged (ECD) scores.

Writing scores have been inconsistent. 2016 the All group was 84%, 2017 the All group dropped to 75%, but then increased to 83% in 2018.

Science

Looking deeper, STAAR 2017 Science Met Standard scores and 2018 Approaches Grade Level Performance (which also contains Meets andMasters)


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are as follows:

Science 201720185th 99% 96%

2018 STAAR

ALL STUDENTS

APPROACHES

Grade Level

Performance

MEETS

Grade

Level

Performance

MASTERS

Grade Level

Performance

5th Science 99% 69% 30%

An analysis of scores for each student group at each grade level in SCIENCE revealed the following:

There is little to no variance in the subgroups for APPROACH, MEETS and MASTERS.

Science has maintained growth since 2017.

Student Academic Achievement Strengths

Lomax Elementary is proud of many different student achievement strengths, including:

Steady sustaining of SCIENCE scores APPROACH, MEETS and MASTERSSteady high scores for 5th grade READING for APPROACH and MEETSSteady high scores for 5th grade MATH for APPROACH, MEETS AND MASTERSIncrease in 4th Grade READING and WRITING for APPROACH and MEETSIncrease in MATH and READING (3-5) for APPROACH

Problem Statements Identifying Student Academic Achievement Needs

Problem Statement 1: Scores for MEETS and MASTERS in 3rd Grade Reading and Math are not growing; specifically the Economically Disadvantaged


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(ECD) group was affected in 2018. Root Cause: Not enough comprehension and critical thinking activities are provided to the students at levels that alignsto the development of the rigor of STAAR expectations.

Problem Statement 2: Scores for MEETS and MASTERS in 4th grade Math are not growing; MASTERS dropped significantly in 2018 and affected theHispanic subgroup in the Closing the Gaps Domain (Academic Growth component). Root Cause: Students are not provided with ongoing opportunities toexperience the problem solving model through whole group and small group opportunties specifically designed to teach, model and monitor specific problemsolving models and strategies.

Problem Statement 3: Scores for MASTERS in 4th and 5th Grades Reading are not growing. Root Cause: A robust literacy program is not fullyimplemented to support primary literacy with a focus on depth in comprehension expectations that can vertically impact the difficult objectives on STAARreading such as inferencing and summarizing.


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School Processes & Programs

School Processes & Programs Summary

The Lomax Leadership Team and CPOC completed a campus needs assessment and found needs in the following areas: consistent expectations andinstruction in primary reading and utilizing the data from campus checkpoints. The campus has implemented the Benchmark Assessment System (BAS) forreading in the primary grades. The BAS system will guide in aligning Reading instruction on the campus and strengthening deeper comprehension skills thatvertically impact upper STAAR grades. The initial implementation allows the campus to become familiar with the system and to assess other areas ofliteracy. In 2018-19 the campus will utilize the BAS to increase the rigor and drive instruction. The campus has also utilized the Fountas and PinnellContinuum to guide Reading instruction. Fountas and Pinnell Word Study, Phonics and Spelling will be used for consistency between the grade levels inreading. The District introduced 3 week assessments in the 2017-18 school year for grades 2-5th. In the initial implementation, the campus used the datafrom the checkpoints for individual teacher review and self-reflection to help drive instruction and spiraling of difficult objectives. In the 2018-19 schoolyear, the campus will continue to review and discuss the checkpoint data during Professional Learning Team (PLT) meetings to address the areas ofinstruction that are the weakest and develop strategic plans to target those areas. Data boards are set up in grade level planning rooms to include attendance,MAP and STAAR data. BAS, MAP and STAAR data is used as criteria that helps determine which students need Response to Intervention. Through ourSST (Student Success Teams) meetings, RTI will be addressed and monitored.

T-TESS goals support the increase of Fundamental Five strategies and Powerwalks are utilized to measure them. As a campus, we want to move from“good” to “great” targets. The Student Learning Objectives (SLO) are written to support number sense, deeper comprehension skills and problem solving.

School Processes & Programs Strengths

Lomax Elementary has several strong processes and programs. A few of these are:

Vertical Collaboration and Meetings: math, reading, science Small group instructionTutoring PlanLibrary books are updated and robustAn Interventionist with ELA Coaching and BAS experience RTI processTier 2 and Tier 3 intervention strategiesInstructional Leadership Team collaborationPLTs (Professional Learning Teams) Meetings on Wednesdays to discuss students’ needs and teachers’ needs


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New Character Education Expectations and Program (to include Restorative Justice)Frequent BSP (Behavior Support Program) and SAIL program meetings throughout the year with district personnel to support program vision andstudent needs

Technology strengths include:

Mimio’sEnvision softwareStem ScopesAR/STARReading EggsStudy Island2 computer labsLaptops in classrooms3D PrinterClever (SS Weekly)

Problem Statements Identifying School Processes & Programs Needs

Problem Statement 1: Kinder-2nd grade literacy skills and reading levels need to improve with deeper comprehension. Root Cause: There needs to bevertical alignment and continuum of literacy foundation skills, comprehension questions (including the within, beyond and about ?’s) and reader’s andwriter’s workshop strategies in kinder-2nd.

Problem Statement 2: The classroom teachers need to focus on increasing instructional rigor. Root Cause: As teachers continue to analyze checkpoint data,they are realizing the necessity to plan rigorous lesson and using high yield strategies to teach and transfer.


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Perceptions

Perceptions Summary

At Lomax Elementary “Excellence in Character and Academic Success is the Expectation.” We believe in creating a safe and orderly climate of highexpectations where all students can learn and where we have a team with skills and talents capable to making success and achievement happen for ourstudents. At our campus, the discipline plan is aligned K-5 and consistently followed. We take pride in making our character count by reinforcing ourCharacter Code of Conduct at the faculty and student level. We teach students that respect, trustworthiness, responsibility, care, fairness, and being a goodcitizen are the traits that will get them far in school and in life. All classrooms create social contracts at the beginning of the year with student input thatreinforces an environment of mutual respect and understanding of expectations. The campus receives new students every year who move in as well asfarewell several great students who move away. Parents are complimentary to the way we handle new student transitions and how quickly we get to knowour students and find ways to accommodate their needs and strengths. Lomax families are supportive of our high expectations and home-school relationshipsare valued.

We support a student-centered environment in which morning labs, choir clubs, chess clubs, and homework hubs are a place where students can go in themornings. Our student council takes pride in helping with school wide activities that include supporting out Veteran’s Day Program, Winter Wonderland,and fundraising for organizations in needs such as the Texas Children’s Hospital.

We know that communication with our parents is critical and we use different avenues to communicate with then such as Monthly Newsletters, E-Messenger, Remind101, and our Home-School Communicator (the Purple Folder for K-5).

Perceptions Strengths

Lomax Elementary is not only a beautiful, safe and secure building, but with that comes great pride and responsibility to ensuring our students receive theeducation they deserve. Several of our parents are former Lomax students and they pride themselves in their children attending as well. There is a lowturnover rate of teachers that creates an atmosphere of familiarity and trust within our community and families. Our PTO is also a team that believes insupporting our students and values our dedicated staff. Not only do they support our Library Book Fairs and Winter Wonderland, but they are often involvedwith celebrations on campus to include: Accelerated Reading, Lions of the Month and Citizenship Celebrations. We have well attended parent events toinclude: Meet and Greet, Title I Open House, Grandparents‘ Night and Math and Science Night which is greatly supported and sponsored by our partners ineducation, LyondellBassel.

Problem Statements Identifying Perceptions Needs

Problem Statement 1: Student-voice opportunties need to increase to allow for students to create and take ownership of academic goals and to develop


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student-centered activities on campus. Root Cause: Students are not provided with numerous opportunties to voice their interests and offer ways to make theschool more relevant and engaging as it relates to their goals.


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Comprehensive Needs Assessment Data DocumentationThe following data were used to verify the comprehensive needs assessment analysis:

Improvement Planning Data

District goalsCurrent and/or prior year(s) campus and/or district improvement plansCampus and/or district planning and decision making committee(s) meeting dataState and federal planning requirements

Accountability Data

Texas Academic Performance Report (TAPR) dataDomain 1 - Student AchievementPerformance Index Framework Data: Index 1 - Student AchievementDomain 2 - Student ProgressPerformance Index Framework Data: Index 2 - Student ProgressDomain 3 - Closing the GapsPerformance Index Framework Data: Index 3 - Closing Performance GapsPerformance Index Framework Data: Index 4 - Postsecondary ReadinessSystem Safeguards and Texas Accountability Intervention System (TAIS) dataCritical Success Factor(s) dataAccountability Distinction DesignationsFederal Report Card DataPBMAS 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 versionsSTAAR Released Test QuestionsTexas English Language Proficiency Assessment System (TELPAS) resultsTexas Primary Reading Inventory (TPRI), Tejas LEE, or other alternate early reading assessment resultsStudent Success Initiative (SSI) data for Grades 5 and 8Local diagnostic reading assessment dataLocal diagnostic math assessment dataLocal benchmark or common assessments dataStudent failure and/or retention ratesRunning Records results


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Observation Survey results

Student Data: Student Groups

Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress for each groupSpecial Programs data, including number of students, academic achievement, discipline, attendance, and rates of progress for each student groupEconomically Disadvantaged / Non-economically disadvantaged performance, progress, and participation data,Male / Female performance, progress, and participation dataSpecial education population, including performance, discipline, progress, and participation dataAt-Risk population, including performance, progress, discipline, attendance, and mobilityEL or LEP data, including academic achievement, progress, support and accommodation needs, race, ethnicity, gender, etc.Section 504 dataHomeless dataGifted and talented dataResponse to Intervention (RtI) student achievement dataDyslexia Data

Student Data: Behavior and Other Indicators

Attendance dataMobility rate, including longitudinal dataDiscipline recordsClass size averages by grade and subjectSchool safety data

Employee Data

Professional learning communities (PLC) dataStaff surveys and/or other feedbackState certified and high quality staff dataTeacher/Student RatioCampus leadership dataCampus department and/or faculty meeting discussions and dataProfessional development needs assessment dataT-TESS

Parent/Community Data

Parent surveys and/or other feedbackParent Involvement Rate

Support Systems and Other Data


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Organizational structure dataProcesses and procedures for teaching and learning, including program implementationBudgets/entitlements and expenditures dataOther additional data


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Goals

Revised/Approved: September 25, 2018

Goal 1: Increase achievement and success for every student through rigorous, broad-based academic programs andexpanded opportunities

Performance Objective 1: Increase reading and math STAAR scores (3rd-5th) for ALL student groups to above 90% approached, 70% met and 40%advanced performance for the Spring 2019

Evaluation Data Source(s) 1: 2018-2019 STAAR scores

Summative Evaluation 1:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

Critical Success FactorsCSF 1 CSF 2

1) Analyze reading checkpoints as a grade level todetermine need and strategy that will assist students inmeeting standard on highly tested TEKS while ensuringthe strategy is embedded in lesson planning.

2.5, 2.6 2nd-5th grade ELAchair teachers

The checkpoints will reflect growth on highly testedTEKS. STAAR assessment will reflect growth of samelearning objective.

Problem Statements: Student Academic Achievement 1, 2 - School Processes & Programs 2

Critical Success FactorsCSF 1 CSF 2 CSF 3

2) PLTs will be conducted with a focus to monitorstudent growth and progress on student groups(specifically ECD and HISP).

2.4, 2.6 Principal and leadteachers.

Checkpoints will reflect growth over time on thesubgroups monitored.

Problem Statements: Student Academic Achievement 1, 2, 3 - School Processes & Programs 2


3) SST systems will focus on effective interventionstargeting academics and behavior with ongoing progressmonitoring and fidelity. Grade levels will identifyintervention time on daily schedule. Certified tutors willbe used to support interventions.

2.4, 2.5, 2.6 Teachers All students who needed intervention will have receivedit and demonstrate growth on end of year assessments toinclude: MAP, STAAR, BAS

Problem Statements: School Processes & Programs 1Funding Sources: 211 Title I, Part A - 16050.00


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= Accomplished = Continue/Modify = No Progress = Discontinue

Performance Objective 1 Problem Statements:

Student Academic AchievementProblem Statement 1: Scores for MEETS and MASTERS in 3rd Grade Reading and Math are not growing; specifically the Economically Disadvantaged (ECD) group was affected in 2018.Root Cause 1: Not enough comprehension and critical thinking activities are provided to the students at levels that aligns to the development of the rigor of STAAR expectations.Problem Statement 2: Scores for MEETS and MASTERS in 4th grade Math are not growing; MASTERS dropped significantly in 2018 and affected the Hispanic subgroup in the Closing theGaps Domain (Academic Growth component). Root Cause 2: Students are not provided with ongoing opportunities to experience the problem solving model through whole group and smallgroup opportunties specifically designed to teach, model and monitor specific problem solving models and strategies.Problem Statement 3: Scores for MASTERS in 4th and 5th Grades Reading are not growing. Root Cause 3: A robust literacy program is not fully implemented to support primary literacywith a focus on depth in comprehension expectations that can vertically impact the difficult objectives on STAAR reading such as inferencing and summarizing.

School Processes & ProgramsProblem Statement 1: Kinder-2nd grade literacy skills and reading levels need to improve with deeper comprehension. Root Cause 1: There needs to be vertical alignment and continuum ofliteracy foundation skills, comprehension questions (including the within, beyond and about ?’s) and reader’s and writer’s workshop strategies in kinder-2nd.Problem Statement 2: The classroom teachers need to focus on increasing instructional rigor. Root Cause 2: As teachers continue to analyze checkpoint data, they are realizing the necessityto plan rigorous lesson and using high yield strategies to teach and transfer.


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Goal 1: Increase achievement and success for every student through rigorous, broad-based academic programs and expanded opportunities

Performance Objective 2: MAP Student Achievement Status and Growth in reading and math will increase by 10% compared to last year in every gradelevel as measured by MAP (comparing BOY to EOY) in grades K-2.

Evaluation Data Source(s) 2: Achievement Status and Growth Projection Report




Critical Success FactorsCSF 1 CSF 2 CSF 4 CSF 7

1) Support primary readers workshop and effectivereading strategies that increase literacy by providingongoing professional development, planning andvertical alignment opportunities.

2.5, 2.6 Interventionist Increased reading scores at primary levels.

Problem Statements: School Processes & Programs 1Funding Sources: 211 Title I, Part A - 120.00


2) Maximize the use of TEKS resource to increasenumber sense and academic vocabulary in primarylevels utilizing existing resources (MEDC, ENVISION)and vertical alignment.

2.4, 2.5 Teachers MAP results should reflect an increase of students whohave moved from below average to average on thecategory of numerical representations and relationships.

Problem Statements: Student Academic Achievement 1 - School Processes & Programs 2



Student Academic AchievementProblem Statement 1: Scores for MEETS and MASTERS in 3rd Grade Reading and Math are not growing; specifically the Economically Disadvantaged (ECD) group was affected in 2018.Root Cause 1: Not enough comprehension and critical thinking activities are provided to the students at levels that aligns to the development of the rigor of STAAR expectations.



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Performance Objective 3: Increase the Fundamental Five practices to target level "great" on 4 out of all 5 components (must include critical writing) asmeasured by the final campus summary report in May 2019.

Evaluation Data Source(s) 3: PowerWalks reports




Critical Success FactorsCSF 1 CSF 2 CSF 3 CSF 4 CSF 7

1) Conduct and provide continuous feedback utilizingPowerWalks and resources.

2.5 Administration End of year Fundamental Five should demonstrate fourout of five good to great targets.

Problem Statements: School Processes & Programs 2


2) T-TESS goals will include Fundamental Five goalsthat will be measured and monitored througout the yearand summative conference.

2.5 Principal andAssistant Principal.

100% of teachers will correlate Fundamental Five as T-TESS goal.




Student Academic AchievementProblem Statement 1: Scores for MEETS and MASTERS in 3rd Grade Reading and Math are not growing; specifically the Economically Disadvantaged (ECD) group was affected in 2018.Root Cause 1: Not enough comprehension and critical thinking activities are provided to the students at levels that aligns to the development of the rigor of STAAR expectations.Problem Statement 2: Scores for MEETS and MASTERS in 4th grade Math are not growing; MASTERS dropped significantly in 2018 and affected the Hispanic subgroup in the Closing theGaps Domain (Academic Growth component). Root Cause 2: Students are not provided with ongoing opportunities to experience the problem solving model through whole group and smallgroup opportunties specifically designed to teach, model and monitor specific problem solving models and strategies.

School Processes & ProgramsProblem Statement 2: The classroom teachers need to focus on increasing instructional rigor. Root Cause 2: As teachers continue to analyze checkpoint data, they are realizing the necessityto plan rigorous lesson and using high yield strategies to teach and transfer.


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Performance Objective 4: Increase masters level of STAAR in 4th and 5th Grade reading and math by 10%.

Evaluation Data Source(s) 4: STAAR data Spring 2019





1) PLTs will be conducted with a focus to monitor andanalyze checkpoints and benchmarks to determinestudent growth and masters levels.

2.4, 2.5 Administration The checkpoints and benchmarks will demonstrate that4th and 5th math and reading students are scoring mastersperformance as a predictor of STAAR scores.




Student Academic AchievementProblem Statement 2: Scores for MEETS and MASTERS in 4th grade Math are not growing; MASTERS dropped significantly in 2018 and affected the Hispanic subgroup in the Closing theGaps Domain (Academic Growth component). Root Cause 2: Students are not provided with ongoing opportunities to experience the problem solving model through whole group and smallgroup opportunties specifically designed to teach, model and monitor specific problem solving models and strategies.Problem Statement 3: Scores for MASTERS in 4th and 5th Grades Reading are not growing. Root Cause 3: A robust literacy program is not fully implemented to support primary literacywith a focus on depth in comprehension expectations that can vertically impact the difficult objectives on STAAR reading such as inferencing and summarizing.



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Goal 2: Provide a safe, secure and disciplined learning environment

Performance Objective 1: Teachers will appropriately apply campus discipline plan and crisis management procedures in order to facilitate anenvironmentally safe and violence free school that is conducive to student success.

Evaluation Data Source(s) 1:




Critical Success FactorsCSF 6

1) Train staff on the Campus Crisis ManagementProcedures and SRP (Safety Response Protocol).

2.5 Administrators 100% of staff will be SRP trained.

Problem Statements: Demographics 1



DemographicsProblem Statement 1: Attendance is a priority and our goal is to reach 97%. Root Cause 1: Some parents do not fully understand the detriments of lost instruction when students are not atschool, especially consecutive days. The staff needs to convey the message of lost instruction without taking away the right of the parent to keep students at home.


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Goal 2: Provide a safe, secure and disciplined learning environment

Performance Objective 2: Teach and model to students about respectful communication to resolve conflict and minimize discipline within the classroomand the campus.

Evaluation Data Source(s) 2: Discipline records; end of year student survey





1) Schedule time for frequent restorative practicesgroups and counseling character sessions on the mastercounselor calendar for K-5.

2.5, 2.6 Counselor End of year discipline records will reflect less frequencyof referrals for disrespectful behaviors on studentsserviced through restorative practices.

Problem Statements: Demographics 1 - Perceptions 1




PerceptionsProblem Statement 1: Student-voice opportunties need to increase to allow for students to create and take ownership of academic goals and to develop student-centered activities on campus.Root Cause 1: Students are not provided with numerous opportunties to voice their interests and offer ways to make the school more relevant and engaging as it relates to their goals.


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Goal 3: Attract, develop and retain excellent staff

Performance Objective 1: At least 90% of our staff will meet their T-TESS goals pertaining to Fundamental Five.

Evaluation Data Source(s) 1: Fundamental Five Report and T-TESS Summative





1) Provide staff continuous feedback on theirpowerwalks as it relates to Fundamental Five prior totheir summative conference.

2.4, 2.6 Administration andTeachers

End of Year Summatives will reflect that 90% of ourteachers met their Fundamental Five Goal on T-TESS.

Problem Statements: Student Academic Achievement 2 - School Processes & Programs 2



Student Academic AchievementProblem Statement 2: Scores for MEETS and MASTERS in 4th grade Math are not growing; MASTERS dropped significantly in 2018 and affected the Hispanic subgroup in the Closing theGaps Domain (Academic Growth component). Root Cause 2: Students are not provided with ongoing opportunities to experience the problem solving model through whole group and smallgroup opportunties specifically designed to teach, model and monitor specific problem solving models and strategies.



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Goal 3: Attract, develop and retain excellent staff

Performance Objective 2: Professional development provided or offered will be purposeful in supporting teachers in meeting their T-TESS goals,refinement areas and campus goals.

Evaluation Data Source(s) 2: Professional development agendas, notes, certificates




Critical Success FactorsCSF 1 CSF 2 CSF 3 CSF 4 CSF 7

1) BAS and early literacy training will be provided oncampus by the literacy interventionist after school andduring PD calendar days.

2.5, 2.6 Interventionist andAdministration

Teachers should be prepared to give the BAS by the EOYand scores should reflect growth in early readingcomprehension.

Problem Statements: Student Academic Achievement 1, 3 - School Processes & Programs 1, 2Funding Sources: 211 Title I, Part A - 30290.00



Student Academic AchievementProblem Statement 1: Scores for MEETS and MASTERS in 3rd Grade Reading and Math are not growing; specifically the Economically Disadvantaged (ECD) group was affected in 2018.Root Cause 1: Not enough comprehension and critical thinking activities are provided to the students at levels that aligns to the development of the rigor of STAAR expectations.Problem Statement 3: Scores for MASTERS in 4th and 5th Grades Reading are not growing. Root Cause 3: A robust literacy program is not fully implemented to support primary literacywith a focus on depth in comprehension expectations that can vertically impact the difficult objectives on STAAR reading such as inferencing and summarizing.



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Goal 4: Promote family engagement and active involvement of the community in the education of our students

Performance Objective 1: Increase parent participation at parent conferences and family nights.

Evaluation Data Source(s) 1: Parent logs and sign-in sheets





1) Conduct and complete 85% of parent conference bythe spring semester that focus on student academic goalsand attendance.

3.1, 3.2 Administration Review parent conferences logs for 85% participation forall opportunities presented to parents on individualconferences.

Problem Statements: Demographics 1 - Perceptions 1


2) Increase face to face parent participation in the EIT(SST) process by communicating expectations to attendand be present.

2.6, 3.2 Counselor EIT (SST) paperwork will reflect parents in attendanceand reflect ongoing communication.

Problem Statements: Demographics 1 - Student Academic Achievement 1, 2


3) Create purposeful, easy to use, hands on activities atparent nights in which parents can experience and learnhow to help their children at home.

2.5, 2.6, 3.1, 3.2 Administration Survey parents on the helpfulness of the activities offeredand allow them to provide feedback.

Problem Statements: Perceptions 1Funding Sources: 211 Title I, Part A - 606.00




Student Academic AchievementProblem Statement 1: Scores for MEETS and MASTERS in 3rd Grade Reading and Math are not growing; specifically the Economically Disadvantaged (ECD) group was affected in 2018.Root Cause 1: Not enough comprehension and critical thinking activities are provided to the students at levels that aligns to the development of the rigor of STAAR expectations.


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Problem Statement 2: Scores for MEETS and MASTERS in 4th grade Math are not growing; MASTERS dropped significantly in 2018 and affected the Hispanic subgroup in the Closing theGaps Domain (Academic Growth component). Root Cause 2: Students are not provided with ongoing opportunities to experience the problem solving model through whole group and smallgroup opportunties specifically designed to teach, model and monitor specific problem solving models and strategies.



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Goal 5: Ensure and demonstrate efficient and effective use of district resources

Performance Objective 1: Increase the use of technology on campus for innovation and student-centered learning.

Evaluation Data Source(s) 1: Walkthroughs





1) Utilize and support IPADS and make them 100%functional in the classrooms for all students to includeELLs.

2.4, 2.5, 2.6 LibraryParaprofessional andTeachers

More teachers will start to request IPADS to support theirinstruction in class.

Problem Statements: Student Academic Achievement 2 - School Processes & Programs 1 - Perceptions 1Funding Sources: 263 Title III, LEP - 942.00


2) Utilize technology department to provide at least 3presentations of instructional technology tools to use inclassrooms.

2.4, 2.5, 2.6 LibraryParaprofessioanl andadministration

Teachers will become more diverse in their expectationsof how students demonstrate their learning.

Problem Statements: Student Academic Achievement 2 - Perceptions 1



Student Academic AchievementProblem Statement 2: Scores for MEETS and MASTERS in 4th grade Math are not growing; MASTERS dropped significantly in 2018 and affected the Hispanic subgroup in the Closing theGaps Domain (Academic Growth component). Root Cause 2: Students are not provided with ongoing opportunities to experience the problem solving model through whole group and smallgroup opportunties specifically designed to teach, model and monitor specific problem solving models and strategies.

School Processes & ProgramsProblem Statement 1: Kinder-2nd grade literacy skills and reading levels need to improve with deeper comprehension. Root Cause 1: There needs to be vertical alignment and continuum ofliteracy foundation skills, comprehension questions (including the within, beyond and about ?’s) and reader’s and writer’s workshop strategies in kinder-2nd.



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Title I Schoolwide Elements

ELEMENT 1. SWP COMPREHENSIVE NEEDS ASSESSMENT (CNA)

1.1: Comprehensive Needs Assessment

Please see the 2018-2019 Lomax Elementary Campus Improvement Plan.

ELEMENT 2. SWP CAMPUS IMPROVEMENT PLAN (CIP)

2.1: Campus Improvement Plan developed with appropriate stakeholders

Please see the 2018-2019 Lomax Elementary Campus Improvement Plan.

2.2: Regular monitoring and revision

The Campus Performance Objective Commitee will meet 4 times a year to monitor and revise the CIP.

2.3: Available to parents and community in an understandable format and language

The CIP will be posted on the LPISD website and available at the Lomax Elementary Office.

2.4: Opportunities for all children to meet State standards

PLTs will be conducted with a focus to monitor student growth and progress on student groups (specifically ECD and HISP).SST systems will focus on effective interventions targeting academics and behavior with ongoing progress monitoring and fidelity. Grade levels willidentify intervention time on daily schedule.Maximize the use of TEKS resource to increase number sense and academic vocabulary in primary levels utilizing existing resources (MEDC,ENVISION) and vertical alignment.PLTs will be conducted with a focus to monitor and analyze checkpoints and benchmarks to determine student growth and masters levels.Provide staff continuous feedback on their powerwalks as it relates to Fundamental Five prior to their summative conference.Utilize and support IPADS and make them 100% functional in the classrooms for all students to include ELLs.


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2.5: Increased learning time and well-rounded education

Analyze reading checkpoints as a grade level to determine need and strategy that will assist students in meeting standard on highly tested TEKS whileensuring the strategy is embedded in lesson planning.SST systems will focus on effective interventions targeting academics and behavior with ongoing progress monitoring and fidelity. Grade levels willidentify intervention time on daily schedule. Certified tutors will be used to support interventions.Support primary readers workshop and effective reading strategies that increase literacy by providing ongoing professional development, planning andvertical alignment opportunities.Maximize the use of TEKS resource to increase number sense and academic vocabulary in primary levels utilizing existing resources (MEDC,ENVISION) and vertical alignment.Conduct and provide continuous feedback utilizing PowerWalks and resources.Schedule time for frequent restorative practices groups and counseling character sessions on the master counselor calendar for K-5.

2.6: Address needs of all students, particularly at-risk

Analyze reading checkpoints as a grade level to determine need and strategy that will assist students in meeting standard on highly tested TEKS whileensuring the strategy is embedded in lesson planning.PLTs will be conducted with a focus to monitor student growth and progress on student groups (specifically ECD and HISP).SST systems will focus on effective interventions targeting academics and behavior with ongoing progress monitoring and fidelity. Grade levels willidentify intervention time on daily schedule.Support primary readers workshop and effective reading strategies that increase literacy by providing ongoing planning and vertical alignmentopportunities.Schedule time for frequent restorative practices groups and counseling character sessions on the master counselor calendar for K-5.BAS and early literacy training will be provided on campus by the literacy interventionist after school and during PD calendar days.Create purposeful, easy to use, hands on activities at parent nights in which parents can experience and learn how to help their children at home.Increase face to face parent participation in the EIT (SST) process by communicating expectations to attend and be present.Utilize and support IPADS and make them 100% functional in the classrooms for all students to include ELLs.

ELEMENT 3. PARENT AND FAMILY ENGAGEMENT (PFE)

3.1: Develop and distribute Parent and Family Engagement Policy

Conduct and complete 85% of parent conference by the spring semester that focus on student academic goals and attendance.Create purposeful, easy to use, hands on activities at parent nights in which parents can experience and learn how to help their children at home.


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Increase face to face parent participation in the EIT (SST) process by communicating expectations to attend and be present.

3.2: Offer flexible number of parent involvement meetingsConduct and complete 85% of parent conference by the spring semester that focus on student academic goals and attendance.Create purposeful, easy to use, hands on activities at parent nights in which parents can experience and learn how to help their children at home.Increase face to face parent participation in the EIT (SST) process by communicating expectations to attend and be present.


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Title I Schoolwide Element Personnel

Name Position Program FTE

Laura Haug Interventionist Title I .5


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Campus Performance Objective Committee

Committee Role Name PositionAdministrator Patty Herrera-Johnson PrincipalAdministrator Tami King Assistant PrincipalSecretary Maria Arizpe School SecretarySupport Amber Zigler CounselorSupport Laura Haug InterventionistNon-classroom Professional Kelsey Grider Library ParaprofessionalClassroom Teacher Amanda Couch KinderClassroom Teacher Lisa Martin First GradeClassroom Teacher Emily Sanders Second GradeClassroom Teacher Desi Witherwax Third GradeClassroom Teacher Catherine Gaither Fourth GradeClassroom Teacher Jill Miller Fifth GradeParent Sheena Hill Parent


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Campus Funding Summary

211 Title I, Part AGoal Objective Strategy Resources Needed Account Code Amount

1 1 3 Certified tutors for small group interventions 2119-11-00-106-30-019-6112- $15,050.001 1 3 Before school tutoring by certified teachers 2119-11-00-106-30-019-6118 $1,000.001 2 1 Professional Development to support campus needs 2119-13-00-106-30-019-6411.IS $120.001 2 1 Interventionist 2119-11-00-106-30-019-6119 $0.003 2 1 Interventionist 2119-11-00-106-30-019-6119 $30,290.003 2 1 Professional development to support campus needs 2119-13-00-106-30-019-6411.IS $0.004 1 3 Supplies for parent nights 2119-61-00-106-30-019-6399 $200.004 1 3 snacks for parent nights 2119-61-00-106-30-019-6499 $406.00

Sub-Total $47,066.00263 Title III, LEPGoal Objective Strategy Resources Needed Account Code Amount

5 1 1 Purchasing IPADS for classroom instruction 2639-11-00-106-25-015-6396 $942.00Sub-Total $942.00

Grand Total $48,008.00


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Documents

2018-2019 Campus Improvement Plan Lomax Elementary La ...€¦ · Values the total educational experience - academic, extra-curricular, and social Stays connected to the LPISD family