campus improvement plan lakeland elementary school 2019 …...3 we celebrate many different...

Campus Improvement Plan

Humble Independent School District, Humble, Texas

1500 Montgomery Lane * Humble, TX 77338

2019-2020

Lakeland Elementary School

No dude en comunicarse con el personal de la escuela, si usted desea que el Plan de Mejoras sea discutido

Printed: 11/8/2019, 5:26 pmLakeland Elementary School (#101-913-102)

ADMINISTRATORS

Lucy Anderson Principal

Soviet Threatt Assistant Principal

COMMITTEE

Mindy Moreno Para-professional

Candy Todash Community Member

Lura Yudell Community Member

Lucy Anderson Principal

Peggy Bear Teacher

Hillary Crawford Teacher

Jessica Currie Teacher

Leroy Naquin Business Representative

Gloria Parker Teacher

Patricia Perez Teacher

MISSION

In partnership with families and community members, Lakeland Elementary 's mission is to provide a rigorous and challenging curriculum in a

positive environment so that all students will become active, compassionate lifelong learners.

VISION

At Lakeland Elementary, all learners have the opportunity to develop their gifts and talents. All learners benefit from instruction that fosters

creativity and innovation. All learners deserve enrichment opportunities that stimulate intellectual, physical, and creative growth. All

stakeholders (learners, staff, parents, and community members) play a vital role in the success of our school and thrive in a culture of mutual

respect.

Campus Improvement Plan Humble Independent School District


PROFILE

Lakeland Elementary School opened in 1960 and serves 809 students in grades PK through 5. The student population is 34.61% African

American, 55.25% Hispanic, 6.43% White, **% American Indian, **% Asian, **% Pacific Islander, **% Two Or more Races, 46.35% Male,

53.65% Female.

Lakeland Elementary School serves 9.02% Special Education students, 86.28% Economically Disadvantaged students, 35.35% English

Language Learners, 73.79% At-Risk students, 1.61% Gifted & Talented students.

Special Education

Lakeland offers resource, Pre-school Program for children with Disabilities, and Developmental programming.

Late-Exit Bilingual Program

Lakeland offers a late exit bilingual program for Pre k-5 with the goal of creating students comfortable in both English and Spanish.

Gifted and Talented

Gifted and Talented children are instructed by trained teachers and have enrichment opportunities both in and out of their classroom setting.

Demographics: Lakeland Elementary is a neighborhood school that serves and celebrates a diverse population with students from a variety of

backgrounds and ethnicities. Given that the school population has remained consistently diverse over the last several years we need to

address the lack of background knowledge that teachers have in working with students of poverty and diverse backgrounds. In conjunction we

will also address the gaps that come with students who move frequently both academically and behaviorally. Getting to know how to best

serve our student groups would enhance their academic success.

Student Achievement: Students are capable and motivated to do well academically. Teachers have improved their instruction with the

implementation of guided reading and writers’ workshop. Teachers use data to guide instruction and plan collaboratively. Achievement will

improve with systematized interventions to close academic gaps. Teacher planning must include numerous opportunities for critical thinking ,

vocabulary development and a chance to discuss their ideas and learning. Actions by the staff to engage parents and families, hold students

accountable for their academic performance and staff trainings in pedagogy and engagement will continue to increase student achievement .



School Culture and Climate: Parent and student survey data shows that students like the school and feel safe at Lakeland. The school is

both clean and organized and has a positive atmosphere for all; teachers are looking forward to a new building. There is a need for

consistent/common school wide expectations and common classroom management systems. There is a need for long -range team and vertical

planning throughout the year as well as improved on-boarding for new teachers. Students and teachers will benefit from on-going social skills

training and defined and consistent discipline practices.

Along with our school wide expectations and systems we are in need of additional opportunities for after school activities, increased PTA

and/or parent volunteer participation and cultural celebrations. There needs to be an avenue for providing a method for parents to participate in

school and become a partnership.

Staff Quality, Recruitment and Retention: All staff at Lakeland meets highly qualified guidelines per TEA and attends a variety of

professional developments sessions to maintain this status. Strengths in this area include a diverse and caring staff with varied ages and years

of experience. Testing data in lower and upper grades has improved and staff and students have positive attitudes regarding their work. Their

is a need for staff to have opportunities to share out and be recognized for their classroom academics and behavioral successes throughout

the year and have the opportunity to participate in hiring when possible.

Curriculum, Instruction and Assessment: Teachers at Lakeland Elementary show a need for guidance to plan and implement lessons

aligned to the TEKS with varied instructional methods for reaching the students. Teachers need to work towards fidelity that the lessons

planned are taught at the same rigor with students. Lesson planning at Lakeland includes a deep understanding of the TEKS and uses data so

that lessons are geared to students’ specific needs. Teachers take advantage of the opportunity to participate in long and short range planning

during the school day and summer. Lakeland needs to continue to provide consumable resources in English and Spanish that promote

student engagement and further comprehension. There will need to be more support in Spanish for testing students in reading.

Family and Community Involvement: Lakeland provides multiple opportunities for parent and community involvement, but needs to create a

way to incentivize participation and attendance for those parents who are disengaged in events such as parent /teacher conferences, monthly

parent training nights, and other similar events. There needs to be ways where parents come to the school to learn so they can help

themselves and their children. First, working on the language.

School Organization: Lakeland has a schedule that allows for teachers to meet with peers and leadership team members frequently. The

school atmosphere is positive and hosts community programs. A campus need is to consistently communicate academic and social behaviors

while holding all stakeholders accountable for these expectations. Technology needs to be incorporated into academic planning and training

could be done during PLCs.

Technology: The use of the instructional technologist wants to support in the academic areas.

She is willing to train those available to attend this summer. Lakeland Elementary is gaining technological equipment that supports academic

achievement such as chromebooks, streaming media access and update Wi -Fi. The campus and district personnel are very supportive and

make hardware readily available to teachers. An ongoing need at Lakeland is to assist teachers in consistently implementing the technology

TEKS into the specials rotation and classroom instruction.



Comprehensive Needs Assessment



Demographics

Strengths

1 Lakeland is a diverse campus, hosting students from a variety of backgrounds and ethnicities. Multicultural staff which reflect student demographics.

2 The ethnic breakdown has remained stable for the last 4 years; enrollment has increased. For the year 2018 - 2019 [820 students], 2017 - 2018,

[799 students]; 2016 - 2017 [755 students]; 2015 - 2016 [692 students]

3 We celebrate many different cultures. ( Ex. Hispanic Heritage and Black History Month Celebration.) This allows us to value the different cultures

which is important in an ever changing global society. Multicultural celebrations to increase exposure and awareness of other cultures.

4 Our staff reflects the population of our students. Our staff is trained to work with our student groups and provide support to families.

5 Programs address needs of the student populations: Backpack Buddies, Lunch Program, School Supply, Mentoring, Positive Behavior Interventions

& Supports (PBIS), Preschool Program for Children with Disabilities (PPCD), Resource, Developmental, Response to Intervention (RtI).

Needs

A1 Hire male mentors and variety of ethnicities and positive role models to work with students

A2 Given the high mobility rate, teachers need a method to quickly diagnose and address the needs of students who are new to the school - especially

those who enter the school mid-year.

A3 Need for Professional Development to educate the staff on instructional/emotional strategies that address the needs of students.

A5 Lakeland has over 150 students who are either on tier 2/tier 3 or have 504 plans for academic and behavioral issues.

A6 There is a need to intermix bilingual and monolingual students.

Summary

Lakeland Elementary is a neighborhood school that serves and celebrates a diverse population with students from a variety of backgrounds and ethnicities.

Given that the school population has remained consistently diverse over the last several years we need to address the lack of background knowledge that

teachers have in working with students of poverty and diverse backgrounds. In conjunction we will also address the gaps that come with students who move

frequently both academically and behaviorally. Getting to know how to best serve our student groups would enhance their academic success.

Data

PEIMS records

Student Enrollment Data

Student Demographic Data

Staff Demographic Data

Mobility Rates

Homeless Students

SSI, ARD, LPAC, 504 and other decision-making committees & interventions



Student Achievement

Strengths

1 According to 2019 TEA data, more students met their growth goals or exceeded progress than did not meet or exceed progress

2 Science: all students participated in the 2018-19 Lakeland Science Fair and wrote about their experiences.

3 PK - 3nd grade students are showing growth in letter knowledge, phonemic awareness and math skills. Readers’ and writers’ workshops are

improving primary student work but more training needs to occur for grades 3-5 in reading.

4 Students showed growth and skill attainment during full day Pre K and PPCD and a developmental program for special needs students has been

placed on the campus.

5 Students participated in regularly scheduled awards ceremonies, attendance celebrations as well as other academic and civic clubs.

6 Students generally have appropriate behavior and are able to follow thinking processes. When students are focused on learning and behaviors are

okay they achieve more.

Needs

B1 ALTs and campus support personnel need to provide training on data and resources for effective and efficient planning at every grade level . Student

data needs to be reviewed and used for planning.

B2 Students must develop further understanding of the scientific method through science fair projects, hands on experiences in the real world, and

hands-on classroom experiments.

B3 Lakeland teachers need access to on-going professional development and materials for classroom management, individualized reading

assessments (BAS, EARL), readers/writers workshops, guided reading, rigorous math and science instruction.

B4 The current math and reading/language arts textbook adoptions do not have resources that are at the required standard of rigor.

B5 Lakeland attendance is less than 96%.

B6 Teachers need support to provide adequate pacing, differentiation, and evaluation for the different needs of their students , as well as preliteracy and

numeracy.

B7 Students lack basic necessities for classroom instruction: paper, pencils, etc.

B8 Students need extra support in core subject areas classrooms in K - 5th grade.

Summary

Students are capable and motivated to do well academically. Teachers have improved their instruction with the implementation of guided reading and

writers’ workshop. Teachers use data to guide instruction and plan collaboratively . Achievement will improve with systematized interventions to close

academic gaps. Teacher planning must include numerous opportunities for critical thinking , vocabulary development and a chance to discuss their ideas

and learning. Actions by the staff to engage parents and families, hold students accountable for their academic performance and staff trainings in pedagogy

and engagement will continue to increase student achievement.

Data

Attendance Data

Report Card data



Parent participation data

RtI Data

AEIS Reports

TELPAS and English language proficiency/progress by domain



School Culture and Climate

Strengths

1 Most students like school and feel safe here.

2 Students think the school is clean and organized - especially the classrooms.

3 The Positive Behavior and Intervention Support System (PBIS), which includes Wildcat Way, Daily Attendance tracking, Wildcat bucks rewards, and

student groups were a success with teachers and students.

4 The staff and administrators are supportive and caring to the children, parents, and each other.

Needs

C1 A few students indicated that they did not feel safe in common or shared school areas.

C2 Behavioral and academic expectations in classrooms, specials, and common areas need to be consistent throughout the campus. More behavior

training needs to be provided for teachers regarding students with needs.

C3 Campus staff needs to practice and utilize tools to support students’ social and emotional needs. Teachers need more training in this area.

C4 Lakeland has provided afterschool programs and activities for 40% of 3rd- 5th grade students. Enrichment programs are offered afterschool -

dance, chess, knitting, soccer, choir, pep squad, art, music.

C5 Students need more opportunity for physical activities.

C6 Teachers needs training on building relationships with students that may not know how to behave in school.

Summary

Parent and student survey data shows that students like the school and feel safe at Lakeland. The school is both clean and organized and has a positive

atmosphere for all; teachers are looking forward to a new building. There is a need for consistent/common school wide expectations and common

classroom management systems. There is a need for long-range team and vertical planning throughout the year as well as improved on-boarding for new

teachers. Students and teachers will benefit from on-going social skills training and defined and consistent discipline practices.

Along with our school wide expectations and systems we are in need of additional opportunities for after school activities, increased PTA and/or parent

volunteer participation and cultural celebrations. There needs to be an avenue for providing a method for parents to participate in school and become a

partnership.

Data

Community Input

Survey Data (Parents)

Survey Data (Teachers/Staff)

Survey Data (Students)

Discipline Referrals



Staff Quality, Recruitment and Retention

Strengths

1 100% of the Lakeland staff is high quality according to TEA guidelines and all instructional paras are highly qualified . Academic and prek paras

attended some training that teachers attend.

2 Teachers have attended a large variety of professional development through the district , region, and campus. There will be consultants to continue

to work on the campus.

3 The staff at Lakeland has a diverse set of experiences, knowledge, and backgrounds. Teachers and paras provide a wealth of information for our

student groups and celebrate their own heritage.

4 Teachers that remain at LLE want to be there. The collaboration with staff has helped keep teachers here and they worked well as a team.

Needs

D1 Lakeland needs to share the information that they receive from staff development in a timely and efficient manner . Weekly contact with teachers to

update them on what is occurring would be helpful.

D2 Lakeland needs to continue and refine the mentoring process for new teacher to support their instruction and classroom management. Continued

training needs to happen as teachers join the staff .

D3 Retain and support quality teachers. Provide the continued training to support the teacher and work with classroom management and academics.

Support teachers with mentors and training that meets their needs.

D4 Provide a survey for new teachers to use in order give feedback and listen to the recommendations for supporting staff new to LLE.

Summary

All staff at Lakeland meets highly qualified guidelines per TEA and attends a variety of professional developments sessions to maintain this status .

Strengths in this area include a diverse and caring staff with varied ages and years of experience . Testing data in lower and upper grades has improved

and staff and students have positive attitudes regarding their work . Their is a need for staff to have opportunities to share out and be recognized for their

classroom academics and behavioral successes throughout the year and have the opportunity to participate in hiring when possible.

Data

Staff Demographic Data

Teacher/Staff Retention Data



Curriculum, Instruction and Assessment

Strengths

1 Teachers have a variety of resources available - either through the internet or through additional materials, which are purchased by the school. The

district has provided materials for all primary schools for reading and writing. Training for maker-space, robotics, and STEM is on campus.

2 Students have access to Spanish language bilingual education from qualified teachers, grade PK - 5.

3 Teachers have the opportunity for long and short term planning during the school year and summer that are informed by data , aligned to the TEKs,

include interactive lessons, and integrate technology.

4 Assessments are given to provide teachers with data to use for their planning. Ensuring that the data supports the instruction planned and

incorporating TEKS is a strength.

Needs

E1 Teachers need time and support to plan and implement lessons that are aligned to the TEKS, are engaging, and challenge students.

E2 Teachers need a K-5 writing curriculum with regularly scheduled benchmarks and calibration.

E3 Teachers need end-of-unit and benchmark assessments for lower grades K-2.

E4 Teachers need Spanish Resources that mirror English Resources in core subject areas, especially grade K - 3

E5 There are times when there the resources provided by the district are insufficient and additional ones need to be purchased to address all learners.

Summary

Teachers at Lakeland Elementary show a need for guidance to plan and implement lessons aligned to the TEKS with varied instructional methods for

reaching the students. Teachers need to work towards fidelity that the lessons planned are taught at the same rigor with students . Lesson planning at

Lakeland includes a deep understanding of the TEKS and uses data so that lessons are geared to students’ specific needs . Teachers take advantage of

the opportunity to participate in long and short range planning during the school day and summer. Lakeland needs to continue to provide consumable

resources in English and Spanish that promote student engagement and further comprehension. There will need to be more support in Spanish for testing

students in reading.

Data

Curriculum Guides

Scope and Sequence; Pacing Guides

Texas Essential Knowledge and Skills (TEKS)

English Language Proficiency Standards (ELPS)

Lesson Plans

Benchmark data and other curriculum-based assessments (CBAs)



Family and Community Involvement

Strengths

1 Lakeland provides a number of parent and community involvement opportunities including but not limited to Coffee with the Principal , Come Read

with Me, Parent nights, school beautification, and Awards Day.

2 Parents feel welcome to attend to the Fun Day with their children, the movie nights, and assemblies.

3 Lakeland has Parent/Teacher conferences, and open houses, and curriculum nights that are in place and are well attended

Needs

F1 Need a way to incentivize disengaged parents to get involved with various school functions. Parents/families need to be invited to attend and could

be tied with student's performing.

F2 Teachers need support to assist students who are unkind to each other -more training. Mentoring students would be an asset for a new student and

the mentor.

F3 Many parents/families need to learn about reading, available jobs, and computers...parents need the resources from the school.

Summary

Lakeland provides multiple opportunities for parent, family, and community involvement, but needs to create a way to incentivize participation and

attendance for those parents/families who are disengaged in events such as parent/teacher conferences, monthly parent training nights, and other similar

events. There needs to be ways where parents/families come to the school to learn so they can help themselves and their children. First, working on the

language.

Data

Parent participation data

Survey Data (Parents)



School Organization

Strengths

1 The schedule allows time for grade level teachers to meet with administrators and school support personnel to plan. There has been planning for the

summer to prepare lessons after receiving STAAR data.

2 Survey data indicates that most parents have a positive perception of the school.

3 The school hosts a community and school-based mentor program for students.

4 Being in planning and looking at the instructional day has occurred to maximize academics.

Needs

G1 LLE needs to review discipline referrals and make a plan for the PD that would support teachers with student behaviors. Lakeland staff needs to

have school-wide policies for academic and social behavior that are consistently communicated and enforced.

G2 Most staff abides by the teacher handbook. However, some staff need a system to hold all staff members accountable for their actions . (i.e., being

on time, hallway behavior for class, safety). Then, an approach where it is consistently monitored.

G3 K-5 core academic (math, reading, science) and grade level teams need to meet regularly to share information and data.

G4 Lakeland's attendance is below 96% and needs to be improved. There needs to be a committee to address student and teacher

attendance...provide encouragement.

G5 In order to teach staff how to embed technology into their daily plans , they must first experience the technology. Trained times with the campus

coordinator would be helpful with an emphasis where teachers utilize the different resources as they plan lessons .

Summary

Lakeland has a schedule that allows for teachers to meet with peers and leadership team members frequently. The school atmosphere is positive and hosts

community programs. A campus need is to consistently communicate academic and social behaviors while holding all stakeholders accountable for these

expectations. Technology needs to be incorporated into academic planning and training could be done during PLCs .

Data

Behavior Intervention Plans

Master/class schedules; time on task



Technology

Strengths

1 The district and campus have purchased additional technology resources for the campus - there are 90 Chromebooks and two full computer labs.

Teachers use these resources with students.

2 The district and campus technology support personnel are responsive to problems.

3 The campus has streaming media access and updated Wi-Fi available in all classrooms.

4 The available technology is engaging and encourages student "voice".

5 We have a variety of technologies that are present on campus for students.

Needs

H1 Teachers need access to updated and fast working computers, including mounted projectors in portables.

H2 Teachers lack training on relevant software and how to incorporate it to the lessons.

H3 Students will benefit from additional opportunities to use technology in the classroom to create products and utilize a variety of programs.

H4 Train the ALTs and the leadership this summer to ensure they know the programs we could use with academics , parents, and have it at a variety of

levels.

Summary

The use of the instructional technologist wants to support in the academic areas.

She is willing to train those available to attend this summer. Lakeland Elementary is gaining technological equipment that supports academic achievement

such as chromebooks, streaming media access and update Wi-Fi. The campus and district personnel are very supportive and make hardware readily

available to teachers. An ongoing need at Lakeland is to assist teachers in consistently implementing the technology TEKS into the specials rotation and

classroom instruction.

Data

Maintenance Data

Survey Data (Teachers/Staff)

Lesson Plans



PRIORITIZED NEEDS

B: Student Achievement

ALTs and campus support personnel need to provide training on data and resources for effective and efficient planning at

every grade level. Student data needs to be reviewed and used for planning.

B1

Students must develop further understanding of the scientific method through science fair projects, hands on experiences in

the real world, and hands-on classroom experiments.

B2

Lakeland teachers need access to on-going professional development and materials for classroom management,

individualized reading assessments (BAS, EARL), readers/writers workshops, guided reading, rigorous math and science

instruction.

B3

Teachers need support to provide adequate pacing, differentiation, and evaluation for the different needs of their students, as

well as preliteracy and numeracy.

B6

Students lack basic necessities for classroom instruction: paper, pencils, etc.B7

C: School Culture and Climate

A few students indicated that they did not feel safe in common or shared school areas.C1

Behavioral and academic expectations in classrooms, specials, and common areas need to be consistent throughout the

campus. More behavior training needs to be provided for teachers regarding students with needs.

C2

Campus staff needs to practice and utilize tools to support students’ social and emotional needs . Teachers need more training

in this area.

C3

Students need more opportunity for physical activities.C5

D: Staff Quality, Recruitment and Retention

Lakeland needs to share the information that they receive from staff development in a timely and efficient manner . Weekly

contact with teachers to update them on what is occurring would be helpful.

D1

Lakeland needs to continue and refine the mentoring process for new teacher to support their instruction and classroom

management. Continued training needs to happen as teachers join the staff .

D2

Retain and support quality teachers. Provide the continued training to support the teacher and work with classroom

management and academics. Support teachers with mentors and training that meets their needs.

D3

F: Family and Community Involvement



Need a way to incentivize disengaged parents to get involved with various school functions. Parents/families need to be

invited to attend and could be tied with student's performing.

F1

G: School Organization

LLE needs to review discipline referrals and make a plan for the PD that would support teachers with student behaviors.

Lakeland staff needs to have school-wide policies for academic and social behavior that are consistently communicated and

enforced.

G1

Most staff abides by the teacher handbook. However, some staff need a system to hold all staff members accountable for

their actions. (i.e., being on time, hallway behavior for class, safety). Then, an approach where it is consistently monitored.

G2

Lakeland's attendance is below 96% and needs to be improved. There needs to be a committee to address student and

teacher attendance...provide encouragement.

G4



Actions



ACTIONS

District Goal #1: In addition to providing high quality instruction and learning opportunities in core areas (reading, math, writing,

science, etc.), provide opportunities for students to develop important skills (POG) through modern, personalized instructional

strategies that promote engagement, retention, and transfer of content and skills.

Campus Goals: During the 2019-2020 school year, all students at Lakeland Elementary will participate in personalized, cross-disciplinary, relevant

learning opportunities through high quality balanced literacy and guided math as evidenced by yearly student growth and increased achievement scores

on district and state assessment.

Campus Goals: The percentage of 4th grade students who meet or master the writing TEKS (as measured by the STAAR) will increase from 33% -

41%.

Campus Goals: The percentage of 3rd - 5th grade students who meet or master the math TEKS (as measured by the STAAR) will increase from 62% -

65%.

Campus Goals: The percentage of 3rd - 5th grade students who meet or master the science TEKS (as measured by the STAAR) will increase from

62% - 65%.

Campus Goals: The percentage of 3rd - 5th grade students who meet or master the reading TEKS (as measured by the STAAR) will increase from

62% - 65%.

Action: The science lab teacher will host Kinder - 5th grade students in the lab on a regular basis. 1

Person(s) Responsible: Science Lab teacher

Principal

Assistant Principal

Evidence of Implementation: The science lab schedule will

reflect that students in 2nd, 3rd, 4th and 5th grade are attending

science lessons in the science lab on a regular basis, with more

emphasis placed on 4th and 5th grade students.

Evidence of Impact (Formative): Students will master the

objectives that are tested on science curriculum checkpoints.

Evidence of Impact (Summative): Students will master at least

70% of the tested objectives on the End of year assessment end at

least 78% of the questions on the 5th grade Science STAAR test.

Funding: Local Funds; Title I, Part A $69,445.00; 1.00 FTEs; Timeline: 8/1/2019 - 6/1/2020 (Daily)

Needs: B3;



Action: Teachers and ALTS grade K - 5 will work with consultants to improve classroom instruction across the core content

curriculum through data disaggregation, observation, and planning.

2

Person(s) Responsible: Principal

ALTs

Teachers

Evidence of Implementation: School schedule will reflect that

the consultant has visited at least twice a month.

Evidence of Impact (Formative): Classroom walkthroughs will

show increased level of rigor, relevance and student

engagement.

Evidence of Impact (Summative): Student scores will increase as

the quality of classroom instruction rises.

Funding: Title I, Part A $28,000.00; Timeline: 8/1/2019 - 6/1/2020 (Monthly)

Needs: B4;

Action: All grade levels/students will participate in the science fair with developmentally appropriate expectations. Grade 5 students

will participate in STARBASE/NASA (off-site educational field trip).

3


Science Lab Teacher

Teachers PK-5

Evidence of Implementation: All students will have a display

board that they have contributed to as part of a class, group, or

individual project, which follows the scientific method, has a log

book, and secondary resources.

Evidence of Impact (Formative): Observation of students in

science classes will show that they are excited about science

and that they have an understanding of the scientific method.

Evidence of Impact (Summative): An increased number of

students will participate in the campus science fair.

Funding: Title I, Part A $1,660.00; Timeline: 8/1/2019 - 6/1/2020 (Annually)

Needs: B2



Action: The literacy, math, and science ALTs will work with administrators and grade level teams using data , best practices, as well

as district staff and consultants to:

- Plan long-range curriculum and weekly instruction that will connect what students are learning in class to relevant application

- Support implementation of high yield strategies and activities that transition students from concrete application to abstract

representation

- Spiral the curriculum so that teachers will reteach content in different ways until students achieve mastery including those student

subgroups identified by TEA as needing additional support .

- Plan instruction and purchase of instructional materials in order to move students to high-level thinking and mastery through

authentic work products

- Model lessons and strategies in classrooms

- Coach teachers through a full cycle for continuous improvement

4


Assistant Principal

Instructional Support

Teachers PK-5

Evidence of Implementation: Lesson plans will have TEKS

spiraled, opportunity for authentic products, questioning stems,

and opportunities for students to move from concrete to abstract

representation.

Evidence of Impact (Formative): Students will show mastery

of taught subject area through exit tickets, classroom quizzes,

and unit assessments.

Evidence of Impact (Summative): Students will show mastery

and/or growth on teacher, district and state EOY assessments.

Funding: Local Funds; Title I, Part A $9,484.00; Timeline: 8/1/2019 - 6/1/2020 (Ongoing)

Needs: B1; B4; B5; B9;



Action: Students who are working below grade level in reading or math, based on classroom observations, assessments, and class

work data - including those student subgroups identified by TEA as needing additional support - will receive additional interventions

from classroom teachers, paraprofessionals and intervention support staff (including trained guest teachers) using specific

strategies/programs to increase fluency and comprehension

5


Assistant Principal


Teachers Pk-5

Evidence of Implementation: Staff roster, paraprofessional

schedule and RTI logs will reflect increased usage on istation,

usage of intervention programs such as LLI and others as

designated by intervention team.

# of FTEs assigned;

- 2.5 interventionists

- 3.0 PK Para

- 1.5 PK teacher

Evidence of Impact (Formative): Students will show increased

mastery in fluency and comprehension. Students will show

greater achievement of formative assessments - either

teacher-made or from Frog Street.

Evidence of Impact (Summative): Students performance will

increase on BAS/ELAS fluency and BAS/ELAS comprehension as well

as show mastery on campus, district and state assessments. Students

will be on level for the subsequent grade level.

Funding: Local Funds; State Comp Ed Funds $326,933.00;

7.00 FTEs; Title I, Part A $114,817.00; 2.50 FTEs;

Timeline: 8/1/2019 - 6/1/2020 (Daily)

Needs: B2; B5;

Action: Provide supplemental instruction/support and timely interventions for students who are Limited English Proficient by ESL

certified teachers.

6

Person(s) Responsible: Principal Evidence of Implementation: - Professional development

records

- Certification records

- FTEs assigned;

- 1.00 teacher

Evidence of Impact (Formative): Increase in student

attendance; success in core academics; meeting expectations

on check-point and benchmark assessments

Evidence of Impact (Summative): Improved standardized test

data

Funding: Local Funds; Bilingual/ESL (199) $22,141.00; 1.00

FTEs; Title I, Part A $2,932.00

Timeline: 8/1/2019 - 6/1/2020 (Daily)

Needs: B14;



Action: Provide a smaller class size so that Students have more opportunity to interact one on one with their teacher. 7

Person(s) Responsible: Principal Evidence of Implementation: Number of students per teacher

Evidence of Impact (Formative): Informal parent feedback,

IStation and Classworks data

Evidence of Impact (Summative): EOY math and reading testing.

Funding: Timeline: 8/1/2019 - 6/1/2020 (Daily)

Needs: B9;

Action: Ensure students participate in moderate to vigorous physical activity 8

Person(s) Responsible: Health Coord.

PE Teacher

Evidence of Implementation: FitnessGram data analysis used

to design PE lessons

Evidence of Impact (Formative): Check-point fitness

assessments

Evidence of Impact (Summative): Increasing percentage of

students meeting all six standards on the FitnessGram Assessment


Needs: C6;

Action: Teachers will provide students with basic classroom necessities so that they can implement quality classroom instruction 9


Assistant Principal

Bookkeeper

Teachers

Evidence of Implementation: The budget will reflect that the

classroom supplies have been ordered and received to the

school

Evidence of Impact (Formative): Student will have sufficient

classroom supplies to implement instruction

Evidence of Impact (Summative): Students will complete required

tasks and perform better in school.

Funding: Title I, Part A $77,589.00; Timeline: 7/1/2019 - 7/1/2020 (Daily)

Needs: 10



District Goal #2: Study, plan and implement best practices in school safety to provide the most safe and secure schools possible.

Campus Goals: By January 15, 2020, Lakeland Elementary administration will host two table top drills - one with the district with the campus

Leadership (Threat Assessment) team and one with the entire campus staff.

Action: Include safety items on weekly agenda, monthly calendar, and at all faculty meetings. 1

Person(s) Responsible: Principal, Assistant Principal, Safety

Committee.

Evidence of Implementation: Weekly Calendar, Faculty

Meeting Agendas, staff emails.

Evidence of Impact (Formative): Increased awareness of

safety among students, parents, and staff.

Evidence of Impact (Summative): Increased awareness of safety

among students, parents, and staff. All stakeholders feel safe as

evidenced by increased ranking on our parent, student, and staff

survey results as it pertains to safety.

Funding: Local Funds; Timeline: 8/20/2019 - 5/29/2020 (Weekly)

Needs: C1; D1

Action: Lakeland Staff will participate in training in person and with a book about the emotional needs of students in poverty and

implement relevant strategies during the school day.

2

Person(s) Responsible: Administration

Teachers

Evidence of Implementation: Sign in sheets and budget will

show that books were purchased and that teachers attended the

training.

Evidence of Impact (Formative): Formal and Informal

feedback from the training and the book will show that teachers

found the training useful to better understand the needs of the

students.

Evidence of Impact (Summative): Discipline incidences will go

down.


Needs: C4; D2; G1



Action: Implement strategies for violence prevention and intervention 3

Person(s) Responsible: Principal, Assistant Principal,

Counselor

Evidence of Implementation: - No Place for Hate

activities/curriculum

- Individual and group counseling logs

Evidence of Impact (Formative): Reduced discipline referrals,

improved grades, increased attendance rates

Evidence of Impact (Summative): Year-over-year comparison

demonstrates reduced discipline referrals, improved grades, increased

attendance rates, and improved retention rates


Needs: C1;

Action: The LLE safety committee will meet monthly and review data and feedback from drills, observations, and community in order

to refine and adjust safety practices

4

Person(s) Responsible: Assistant Principal Evidence of Implementation: Meeting minutes, sign in sheets

Evidence of Impact (Formative): Items f concern are

addressed, fire and other drills are implemented with decreasing

time

Evidence of Impact (Summative): The team will examine the

feedback and data over the year and assess whether safety systems

improved.

Funding: Timeline: 9/1/2019 - 5/1/2020 (Monthly)

Needs: C1; G2



District Goal #3: Attract and retain the most talented staff available for our students.

Campus Goals: During the 2019-2020 school year, Lakeland Elementary will provide job embedded coaching and feedback to teachers and staff to

support quality instruction in every classroom.

Campus Goals: Increase the mean on the Employee Engagement Survey from 4.06 to 4.1

Action: The Lakeland Leadership Team and key teachers will attend an educational conference to improve their knowledge and

skills around quality instruction and technology.

1


AP

Instructional Support Team

Evidence of Implementation: The school calendar and budget

will reflect that the leadership team has registered for and

attended conferences. Certificates of attendance will be on file.

Evidence of Impact (Formative): The leadership team will

have new ideas to implement.

Evidence of Impact (Summative): The quality of coaching will

improve.

Funding: Title I, Part A $17,500.00 Timeline: 1/1/2019 - 7/1/2020 (Annually)

Needs: B1;

Action: All faculty will participate in instructional rounds using a common rubric from during the year in order to improve instruction,

rigor, relevance, and relationships in each other's classrooms.

2


Assistant Principal

Instructional Support (ALTS)

Teachers Pk-5

Evidence of Implementation: Meeting minutes and

opportunities for teacher reflections

Evidence of Impact (Formative): Teachers lesson plans and

implementation will include more high yield strategies, quality

question stems and increased rigor and relevance.

Evidence of Impact (Summative): Data in Eduphoria will show

increased number of observations with quadrant C and D level

instruction on the Rigor and Relevance framework.

Funding: Local Funds; Title I, Part A $8,645.00; Timeline: 8/1/2019 - 6/1/2020 (Annually)

Needs: B5; B7;



Action: Administration will meet with teachers regularly in committee meetings, grade level team meetings and meetings with

teachers one on one to gather feedback and respond to staff ideas and concerns .

3


AP

Evidence of Implementation: PLC meeting minutes and sign

in sheets reflect that the administrative team met with grade

levels at least monthly to listen to and address concerns.

Evidence of Impact (Formative): Teacher input will be used to

monitor and adjust school expectations.

Evidence of Impact (Summative): Teacher survey data will

indicate that they have the opportunity to provide input into school

decisions.

Funding: Local Funds; Timeline: 8/1/2019 - 6/1/2020 (Monthly)

Needs: C4;

Action: All teachers will meet district and state certification requirements for classes they are teaching; all instructional

paraprofessionals will meet ESSA "Highly-Qualified" requirements.

4


Human Resources

Evidence of Implementation: Human Resource - Personnel

Records

Evidence of Impact (Formative): 100% of teachers meet state

certification requirements. 100% of all instructional

paraprofessionals meet ESSA Highly Qualified requirements.

Evidence of Impact (Summative): 100% of teachers meet state

certification requirements. 100% of all instructional paraprofessionals

meet ESSA Highly Qualified requirements.

Funding: Local Funds; Timeline: 8/1/2019 - 6/1/2020 (As needed)

Needs: B11;

Action: Teachers in content areas will have the opportunity to attend training at the campus level as well as away from the campus .

Subs will be provided to cover classes when needed.

5


AP

Evidence of Implementation: Registrations for PD

Documentation of attendance

AESOP sub documentation for days at professional learning.

Evidence of Impact (Formative): Improved instruction through

benchmarks

Evidence of Impact (Summative): Improved scoring on STAAR

assessments

Increased teacher retention

Funding: Title I, Part A $3,382.00; Timeline: 8/1/2019 - 6/1/2020 (Ongoing)

Needs: D3;



District Goal #4: Humble ISD is family - maintain and grow the family-like culture of Humble ISD in the best interest of the

students, staff, and community.

Campus Goals: During the 2019 - 2020 school year, Lakeland Elementary students will have weekly and quarterly opportunities to celebrate

attendance, citizenship, and achievement/growth as evidenced by emails, fliers, calendar items, and Blackboard messages.

Campus Goals: Increase mean for parent satisfaction survey from 4.48 - 4.50

Action: The administration, parent engagement rep, IT, and PTA will maintain and/or establish a website, Twitter, and School

Messenger to communicate and encourage participation in school events

1


Assistant Principal

Parent Engagement Coordinator

Office Support Staff

Evidence of Implementation: Social media and website is

accurate and contains up to date information.

Evidence of Impact (Formative): Increase awareness of

important information and participation in school events.

Evidence of Impact (Summative): Increased parent participation

in school events as well as increased attendance and satisfaction on

the parent survey.


Needs: F1;

Action: The GT Coordinator, ELT Coordinator, and Parent Engagement Representative will coordinate parent events which

incorporate parent education to help their students at home at least 5 times throughout the year. The school will incentivize these

events in order to increase attendance by selecting topics that are of interest to parents (bullying, cyber safety, college and career

readiness, etc.)

2


Assistant Principal

GT Coordinator


Evidence of Implementation: Schedule

Sign in Sheets

Evidence of Impact (Formative): Students will have

opportunities to perform and share their learning with parents.

Evidence of Impact (Summative): Parent surveys will reflect an

increased awareness of opportunities for student involvement at

school. Increased parent engagement.

Funding: Local Funds; Title I, Part A $27,392.00; 1.00 FTEs; Timeline: 8/1/2019 - 6/1/2020 (Monthly)

Needs: F1;



Action: The principal, assistant principal and parent engagement representative will host monthly Coffee with the Principal Meetings

to share feedback, monitor programs, and review the Title I Compact, the PI Policy and the Teacher PI training materials.

3


Assistant Principal

Parent Liaison Representative

Evidence of Implementation: Sign in Sheets

Meeting Minutes

Schedule of Coffee with the Principal Meetings

Evidence of Impact (Formative): Increase awareness of

school events.

Evidence of Impact (Summative): Increased parent participation

in monthly meetings and parent satisfaction surveys.

Funding: Local Funds $400.00 Timeline: 8/1/2019 - 6/1/2020 (Monthly)

Needs: F1;



District Goal #5: Align all resources (time, money, and talent) with the highest priorities of Humble ISD - safety, talent,

instruction, and culture.

Campus Goals: By the close of the 2019-2020 fiscal budgetary year, Lakeland Elementary will spend at least 75% of Title I funds as evidenced by the

Title budget document.

Campus Goals: Increase student attendance to > 96.3%

Action: Teachers and administrators will host Meet the Teacher event at the beginning of the year to ease the transition to a new

school/grade and highlight the importance of attendance, give input on and receive the Title I compact, which includes the

responsibilities of the parents, students and staff.

1


Assistant Principal


Teachers Pk-5


Evidence of Implementation: Sign in Sheets

Meeting Minutes

Meeting Agenda

Evidence of Impact (Formative): Increased attendance by

students on a daily basis, weekly and monthly basis.

Evidence of Impact (Summative): Increase annual attendance

rate by at least 1.5% as reflected in PEIMS data.

Funding: Local Funds; Timeline: 8/1/2019 - 6/1/2020 (Annually)

Needs: C2;

Action: Lakeland staff will coordinate Title I, State Comp Ed funds, and general funds to maximize instruction and reduce duplication

of effort among these programs.

2

Person(s) Responsible: Principal, Assistant Principal,

Academic Lead teachers

Evidence of Implementation: All budgets will be spent by year

end - there will be no duplication of services between the three

budgets.

Evidence of Impact (Formative): Teachers' feedback reflects

that they have required supplies to effectively instruct the

students in the class.

Evidence of Impact (Summative): Student achievement will

increase.

Funding: Local Funds; Timeline: 8/1/2019 - 6/1/2020 (Daily)

Needs: G5;



Action: Office personnel will call and/or email parents of absent children before 10 AM to come to school. 3


Office personnel

Evidence of Implementation: Phone logs will show that

students have been contacted who are missing school.

Evidence of Impact (Formative): Daily attendance rate will go

up

Evidence of Impact (Summative): Yearly attendance rate will go

up.


Needs: G4;

Action: Lakeland support staff will assist with PK registration to ensure students have bus transportation set -up before the first day

of school.

4

Person(s) Responsible: Principal Evidence of Implementation: PK students will have all

information in the system before the beginning of school and will

be placed in the correct class according to their needs,

Evidence of Impact (Formative): Students and parents will be

comfortable with the beginning of the year and have fewer

issues.

Evidence of Impact (Summative): Parent survey will increase,

Funding: Local Funds; Title I, Part A $2,255.00; Timeline: 8/1/2019 - 9/1/2019 (As needed)

Needs: B9;

Action: Each year in the spring, Lakeland staff, parents, and students in conjunction with the SDMC will evaluate the prior year's

plan, participate in a comprehensive needs assessment and write the campus improvement plan.

5

Person(s) Responsible: Principal Evidence of Implementation: Completed Needs Assessment,

which contains the feedback of all stakeholder groups.

Evidence of Impact (Formative): Stakeholders will have input

into the Campus improvement plan and will have the opportunity

to voice their opinions.

Evidence of Impact (Summative): Survey responses will increase

as far as satisfaction about the school environment,

Funding: Local Funds Timeline: 4/1/2019 - 6/1/2020 (Annually)

Needs: G5;



FUNDING

$22,141.00 1.00Bilingual/ESL (199) FTEs

$400.00Local Funds

$326,933.00 7.00State Comp Ed Funds FTEs

$364,601.00 4.50Title I, Part A FTEs



Title I

This campus is consolidating Title I, Part A funds only.

Title I Element #1: Conduct a Comprehensive Needs Assessment

Each year in the spring, Lakeland staff, parents, and students in conjunction with the SDMC will evaluate the prior year's plan,

participate in a comprehensive needs assessment and write the campus improvement plan.

* Goal #5, Action #5

Title I Element #2: Prepare a Comprehensive Schoolwide Plan

Lakeland staff will coordinate Title I, State Comp Ed funds, and general funds to maximize instruction and reduce duplication

of effort among these programs.


Each year in the spring, Lakeland staff, parents, and students in conjunction with the SDMC will evaluate the prior year's plan,

participate in a comprehensive needs assessment and write the campus improvement plan.




Title I Element #3: Implement programs, activities, and procedures for the involvement of parents and family members

The administration, parent engagement rep, IT, and PTA will maintain and/or establish a website, Twitter, and School

Messenger to communicate and encourage participation in school events


The GT Coordinator, ELT Coordinator, and Parent Engagement Representative will coordinate parent events which

incorporate parent education to help their students at home at least 5 times throughout the year. The school will

incentivize these events in order to increase attendance by selecting topics that are of interest to parents (bullying, cyber

safety, college and career readiness, etc.)


The principal, assistant principal and parent engagement representative will host monthly Coffee with the Principal

Meetings to share feedback, monitor programs, and review the Title I Compact, the PI Policy and the Teacher PI training

materials.


Teachers and administrators will host Meet the Teacher event at the beginning of the year to ease the transition to a new

school/grade and highlight the importance of attendance, give input on and receive the Title I compact, which includes

the responsibilities of the parents, students and staff.


Each year in the spring, Lakeland staff, parents, and students in conjunction with the SDMC will evaluate the prior year's

plan, participate in a comprehensive needs assessment and write the campus improvement plan.




TEXAS EDUCATION AGENCY STRATEGIC PRIORITIES

#1: Recruit, support, and retain teachers and principals

#2: Build a foundation of reading and math

#3: Connect high school to career and college

#4: Improve low-performing schools

THE STATE OF TEXAS PUBLIC EDUCATION MISSION AND ACADEMIC GOALS

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.

THE STATE OF TEXAS PUBLIC EDUCATION MISSION AND ACADEMIC GOALS

#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.

THE STATE OF TEXAS PUBLIC EDUCATION OBJECTIVES

Objective #1: Parents will be full partners with educators in the education of their children.

Objective #2: Students will be encouraged and challenged to meet their full educational potential.

Objective #3: Through enhanced dropout prevention efforts, all students will remain in school until they obtain a high school diploma.

Objective #4: A well-balanced and appropriate curriculum will be provided to all students.

Objective #5: Educators will prepare students to be thoughtful, active citizens who have an appreciation for the basic values of our state and national heritage and

who can understand and productively function in a free enterprise society.

Objective #6: Qualified and highly effective personnel will be recruited , developed, and retained.

Objective #7: The state’s students will demonstrate exemplary performance in the comparison to national and international standards .

Objective #8: School campuses will maintain a safe and disciplined environment conducive to student learning.

Objective #9: Educators will keep abreast of the development of creative and innovative techniques as appropriate to improve student learning.

Objective #10: Technology will be implemented and used to increase the effectiveness of student learning , instructional management, staff development, and

administration


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