Lancaster Independent School District
District Improvement Plan
Mission Statement
The mission of Lancaster ISD, in collaboration with parents and communities, is to ignite
learning that translates into sustainable success for all students in an ever-changing
society.
Vision
All students achieve self-sustaining success and leave a lasting
legacy.
THE LISD GRADUATE will:
transition from one work environment to another seamlessly.
execute every task and action with fidelity and excellence.
know themselves and how they fit into the world at large.
be knowledgeable of STEM and the opportunities available from STEM.
know how to apply what they have learned.
identify and utilize the technological tools to achieve a positive end result.
acquire the foundational skills of literacy and numeracy that are necessary to arrive at an end result without relying on technology.
persevere and achieve success despite barriers in life.
recognize and embrace diversity.
make socially responsible, personal, and professional decisions to support their future goals.
apply the ability and responsibility to positively improve their lives and impact others.
have the autonomy (free will) to channel their passions and strengths.
possess the confidence and curiosity to lead them into becoming responsible researchers.
use their creative thinking skills to generate innovative ideas.
demonstrate effective leadership skills and know when to lead and when to follow.
be able to communicate in multiple languages and will be proficient in all forms of communication.
Core Beliefs
In Lancaster ISD, we believe that:
Equity in education is a human right.
Educators, parents and students share in the responsibility of developing well-rounded individuals.
Engaged, relevant learning experiences provide for a quality education leading to quality of life.
Learning is a life-long process that is enhanced by taking risks.
A person has the capacity to learn from past experiences.
Purposeful planning to meet individual student needs leads to intentional outcomes for student success.
VISION 2020 KEY STRATEGY
CORRESPONDING DISTRICT GOALS
1. We will assimilate the use of technology to produce creative and innovative learners. GOAL 1: INSTRUCTION
GOAL 4: STUDENT SUPPORT SYSTEMS 2. We will provide collaborative, relevant training to all stakeholders that is interfaced with
all instructional initiatives, including STEM, PBL, and CScope. GOAL 1: INSTRUCTION GOAL 2: TEACHER RETENTION GOAL 4: STUDENT SUPPORT SYSTEMS GOAL 6: SAFE ENVIRONMENT
3. We will utilize 21st century practices to design a recruitment, retention, and development
system for personnel that capitalizes on strengths and talents. GOAL 2: TEACHER RETENTION GOAL 4: STUDENT SUPPORT SYSTEMS 4. We will empower, educate, and encourage families to embrace involvement in education. GOAL 3: COMMUNICATION
GOAL 4: STUDENT SUPPORT SYSTEMS GOAL 5: CHARACTER DEVELOPMENT 5. We will create new experiences that will result in an overall positive perception of the
community. GOAL 3: COMMUNICATION
GOAL 5: STUDENT SUPPORT SYSTEMS GOAL 6: SAFE ENVIRONMENT
6. We will collaborate with businesses and community leaders to invest in the vision and
mission of LISD. GOAL 3: COMMUNICATION
GOAL 6: SAFE ENVIRONMENT GOAL 7: FISCAL OPPORTUNITIES GOAL 2: TEACHER RETENTION 7. We will provide customized learning environments to ensure that all learners reach
self-sustaining learning potential. GOAL 1: INSTRUCTION
GOAL 4: STUDENT SUPPORT SYSTEMS GOAL 6: SAFE ENVIRONMENT
LISD Board Goal 1: Accountability/Student Achievement
The Lancaster ISD TEAM of 8 will provide leadership to support continued improvement in academic achievement and accountability by
adopting policies that support academic initiatives that lead to high levels of learning for all students and increased academic ratings for
Lancaster ISD.
LISD Board Goal 2: College and Career Readiness/STEM
The Lancaster ISD TEAM of 8 will provide leadership to support continued improvement in graduates’ college and career readiness and
preparation for STEM fields after graduation.
LISD Board Goal 3: Human Capital Management System
The Lancaster ISD TEAM of 8 will provide leadership and approve personnel policy that will ensure the recruitment, development and
retention of excellent employees and the establishment of a 21st Century Human Capital Management System
.
LISD Board Goal 4: Finance/Fiscal
The Lancaster ISD TEAM of 8 will provide financial and fiscal leadership by setting an appropriate tax rate and approving a budget that
will protect the financial stability of Lancaster ISD.
LISD Board Goal 5: Community/Parents/Partnerships
Table of Contents
Comprehensive Needs Assessment
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8
Demographics
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Student Achievement
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District Culture and Climate
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Staff Quality, Recruitment, and Retention
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Curriculum, Instruction, and Assessment
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Family and Community Involvement
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District Context and Organization
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Technology
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Programs
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22
Comprehensive Needs Assessment Data Documentation
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Goals
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Goal 1: Lancaster ISD will ensure staff is using effective instructional practices that motivate and actively engage students and develop necessary
intervention plans for any student that is not performing well.
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Goal 2: We will attract, retain, develop, and evaluate high quality personnel to ensure all staff are held accountable and receive the support
necessary to achieve our mission and District Aims.
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Goal 3: Enhance LISD's public image by increasing the effectiveness of internal and external communication, and marketing initiatives that will
lead to greater understanding and trust among all facets of the district and community.
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Goal 4: In concert with the learner, family, and instructional staff, we will refine and consistently implement throughout the district a system to
ensure students achieve personally challenging goals related to academics, interest, and career aspirations.
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Goal 5: We will identify, integrate and model the principles of character, as well as develop means of assessing student demonstration of these
principles.
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Goal 6: Lancaster ISD will develop and/or refine strategies to maintain a safe and disciplined environment conducive to student learning and
employee effectiveness.
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Goal 7: Lancaster ISD will continue to pursue funding and resource options that will provide an equitable and quality education for all students
while ensuring fiscal responsibility and accomplishing the mission and goals of the District.
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System Safeguard Strategies
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Comprehensive Needs Assessment
Demographics
Demographics Summary
Lancaster ISD is a suburban public school district located in Lancaster, Texas on the southern border of the Dallas metroplex are. It operates 11 campuses, of
which seven are elementary, three are secondary and one is an alternative education program. Lancaster ISD serves approximately 7,000 students. Our
student population is 78% African American, 18% Hispanic and 3% White. 85% of our students are economically disadvantaged.
Demographics Strengths
Lancaster ISD is one of the largest predominantly African American districts in the state and we are proud of the significant accomplishments of our
students. For three consecutive years, more than 95% of our students graduated with a diploma and a letter of acceptance to a college, university, trade
school or the military.
LISD is on the forefront for achieving high performance within a high poverty context.
Demographics Needs
Due to the diversity of our district, there is a need to ensure that we continue to provide culturally relevant instruction activities that support increased student
learning outcomes. We must continue to provide extra and co-curricular opportunities that draw upon the strengths of our students and equip them to
become well-rounded individuals that are prepared to be contributing members of a global society. By focusing upon the academic and social developmental
needs of our students, we will ensure that every student graduates with knowledge, skills and experiences needed to successfully pursue their postsecondary
goals.
Student Achievement
Student Achievement Summary
The 2013 - 2014 STAAR data shows that there is a need to continue to focus upon providing rigorous curriculum, instruction and assessment practices
aligned to state standards which support student’s attainment of CCRS, 21
stcentury skills and STEM synthesis. The TEKS Resource System (TRS) is our
guaranteed and viable curriculum. The (TRS) curriculum is aligned with the Texas Essential Knowledge and Skills (TEKS) and provides a rigorous
instructional framework that supports student development of higher level thinking skills and preparation for postsecondary success.
The data also shows that we need to continue to provide our teachers with high quality professional development opportunities. Our professional
development should focus uponing strengthening teacher content and pedagogy knowledge so that we develop high quality faculty who will have a direct,
positive impact on student achievement and growth. In order to accomplish this in a timely manner, we have a developed a professional development model
that immerses teachers in deep and meaningful conversations around good teaching practices and student learning outcomes.
It is also necessary to build the instructional leadership capacity of our campus leaders to support their ability to make data-driven decisions focused upon
academic goals and student achievement. By focusing upon growing leadership capacity we are able to effectively leverage the skills of our campus leaders
to support the attainment of district academic goals. We have developed a Principal Learning Community for our current principal leaders and an Aspiring
Principal Leadership Cadre for Assistant Principals to build and sustain our campus leadership capacity.
Student Achievement Strengths
All LISD Campuses Met Standard under the 2013 - 2014 Texas Accountability System
LISD Campuses received 20 Distinctions under the 2013 - 2014 Texas Accountability System
LISD has the highest graduation rate in the Best Southwest Region
The 2014 Graduating Class of LHS received $5, 204, 568 in scholarships
UIL Academic / Athletic participation
International Baccalaureate Diploma Programme and Primary Year Programme
Over 95% of LHS students graduated with a letter of acceptance to a college, university, trade school or the military
Student receiving college scholarships
More students taking the SAT and ACT tests based upon college admission requirements
Increased graduation completion rates over 90%
Student Achievement Needs
LISD student data shows a need to focus upon building student literacy and mathematical proficiency. District data shows the need to focus on strengthening
LISD's Early Childhood program to ensure students are proficient in reading and math by the third grade. There is also a need to focus upon our special
populations, in particular, our economically disadvantaged students and special education students. We must continue to focus upon providing student
interventions and strategies that bridge the gaps in student learning. Our data shows the need for students to learn at deeper cognitive levels and develop 21st
century thinking skills. Students must be able to make use of critical thinking skills to successfully master the state assessments. For our students at risk of
retention, we must continue to provide summer remediation and interventions. There is a need to focus upon growing our early childhood programs so that
we can maximize student learning opportunities and accelerate student's learning.
District Culture and Climate
District Culture and Climate Summary
Lancaster ISD has developed a positive culture and climate where students, parents, community stakeholders are valued and contribute to the success of our
school district. We have instituted a team approach and marketed as a learning institution. We have empowered our students with not only the latest
technology as 21
stcentury learners, but also the strong values that make our society elite, character education, known as “The Tiger Way.” The educators
within the organization are given the responsibility of modeling “The Tiger Way” behaviors, the students are given the responsibility of learning “The Tiger
Way” model, while the community stakeholders are given the responsibility of exhibiting “The Tiger Way” model, while collectively we all are given the
responsibility of living “The Tiger Way” model in real time.
District Culture and Climate Strengths
The Tiger Way Character Education Program
Parent Connect
Satellite Centers
Campus STEM Expos
LISD Annual 21st Century STEM Learning Expo and STEM Rites of Passage
Teacher STEM Surveys
Youth Truth Student Surveys
Review 360 Discipline Program
More Than a Diploma
District Culture and Climate Needs
Ensure lessons are more relevant to the real world students live in today and will live in the future
Continue developing strategies to increase parent and community engagement
Staff Quality, Recruitment, and Retention
Staff Quality, Recruitment, and Retention Summary
Lancaster ISD will attract, retain, develop, and evaluate high quality personnel to ensure all staff are held accountable and receive the support necessary to
achieve our mission and district goals. In order to attain this district goal, we continue to monitor district and campus level data to develop systems of
support that prepare every member of the LISD organization to be a highly productive and value-adding member of the team.
Staff Quality, Recruitment, and Retention Strengths
Lancaster ISD has made a commitment to providing relevant professional development for all teachers that equip them with the knowledge, skills, and
experiences to provide high quality instruction to students. We have developed a tiered professional development model that supports the needs of our
teachers. At the campus level, teachers meet weekly in cluster meetings led by campus instructional specialists. The cluster meetings provide time for
teachers to delve deeply into issues of curriculum, instruction and assessment. In the cluster meetings, teachers work in collaboration, share best practices,
analyze student data and develop instructional strategies that support increased student achievement. The weekly cluster meetings serve to foster deep and
meaningful conversations around good teaching practices and student learning outcomes.
Teachers also meet weekly in professional learning communities (PLCs) focused on content development. During these weekly meetings, content area
teachers work interdependently with campus instructional specialists, and our district STEM coordinators and coaches, in analyzing their content specific
student expectations, sequencing the curriculum, and strengthening their content knowledge. The content-focused PLCs allow teachers to gain the deep
content knowledge needed to be able to determine the best methods of communicating the concepts to students. The weekly PLCs and cluster meetings work
simultaneously to enhance teachers’ content and pedagogical proficiency and prepare them to support the success of all students.
Lancaster ISD’s district level professional development model makes use of student and teacher data to promote continuous learning opportunities that
address prioritized teacher needs. The professional development is structured so that days for training are allotted in summer months, during the regular
school year, during the school day and online. Our district professional development model supports the professional learning, growth and retention of our
teachers by providing them with focused learning opportunities that strengthen their skills and prepares them to positively impact student learning.
Staff Quality, Recruitment, and Retention Needs
Collection and sharing of data between groups, departments, campuses and employees
Continue to survey and share results with stakeholders
Continue to refine website to ensure easy access to hiring information
Expand recruitment strategies to increase pool of quality applicants
Educate district employees on hiring activities and practices
Implement District Leadership Academy to develop future district leaders
Provide training for paraprofessionals and support personnel to enhance their ability to work with students
Provide training for district leaders on hiring practices, interviewing and employee selection
Curriculum, Instruction, and Assessment
Curriculum, Instruction, and Assessment Summary
GOAL 1:
We will ensure staff is using effective instructional practices that motivate and actively engage students and develop necessary intervention plans for any
student that is not performing well.
Performance Objective 1
Establish and refine effective tools and interventions for our teachers to use along with our selected curriculum to motivate and actively engage all students.
PRIORITY
Implement a rapid, responsive, accelerated
intervention system
Use TEKS Resource System as the district’s viable
curriculum in core subjects
Implement a comprehensive assessment
system
Continue to align and select a library of
instructional resources, including
technology, to use in intervention for all
students.
Provide staff development to teachers on
all district resources that are tied to the
TEKS/STAAR.
Curriculum, Instruction, and Assessment Strengths
STEM Education
Problem Based Learning
Advanced Placement (AP)
International Baccalaureate (IB)
The Tiger Way
College & Career Readiness
TEKS Resource System
D-MAC
Campus Formative Assessments
Teacher Advancement Program
Human Capital Management System
Instructional Services Team
Curriculum, Instruction, and Assessment Needs
Data Sources:
District Surveys: Students, Parents, Staff
TAKS Data/College Readiness/Special Populations: Academic Excellence Indicator System
Discipline Incidents: ESchool data, PEIMS Submission data
Attendance/Dropout/Graduation Rates: PEIMS Submission Data, ESchool reports
Student Demographics: AEIS, District Enrollment by Student Population
Campus/District Technology Needs Assessment
District Strategic Plan
1. Increase math and science instruction, intervention, and instructional resources for all students
2. Address the academic needs of special education and ELL students
3. Implement a guaranteed, viable curriculum that will address the new state assessment
4. Focused and targeted professional development for teachers and staff (district/campus).
5. Provide services for at-risk students (academic, homebound/PRS, attendance, dyslexia services, counseling, and intervention)
through the RTI process and etc.
6. Improve campus and district student/staff attendance rates
7. Decrease the number of discipline student referrals
8. Consistent districtwide character education program
9. Expand/upgrade technology in classrooms
10. Increase technology integration that includes educational, information and communication technology and hardware/ software
to increase student and staff efficiency
11. Increase parental involvement through district and campus activities
12. Improve communication (internally and externally)
14. Maintain and provide additional science/math instructional support staff
15. District/campus safety initiatives
16. Continue to be fiscal responsible
17. Implement a comprehensive assessment plan with data analysis training
18. Use STEM focus to increase college/career readiness
19. Expand CTE courses and career pathways based on student needs
20. College preparation programs/curriculum such as AVID
Family and Community Involvement
Family and Community Involvement Summary
There is a consensus among the campuses to strengthen parental involvement. As a result of these findings, the district is committed to ensuring the parent centers are visible and accessible to our clients. It is our goal in Lancaster ISD to increase our family and community involvement through collaboration and the establishment of successful partnerships with local businesses.
Family and Community Involvement Strengths
Lancaster ISD demonstrates a willingness to partner with families and the communities . Currently our district maintains relationships with local agencies
that provide emergency assistance (food, clothing,shelter), job trainnig for parents and services to assist our students with transitioning to employment and
higher education after high school.
Family and Community Involvement Needs
Family and Community Involvement Needs
Training of staff (how to use volunteers, Spanish)
Training of volunteers (how to volunteer, computer skills, English, parenting)
More business involvement
Consistency across district in use of volunteers
Greater access to technology
District Context and Organization
District Context and Organization Summary
In Lancaster ISD, over 400 LISD teachers are committed to providing our 7,000 students with high quality learning experiences. District leaders, campus
leaders and support staff work in collaboration with teachers to ensure that all students are provided with a safe, student-centered learning environment
conducive to learning. The collaboration between our district and community stakeholders further ensures that our students have the resources and necessary
support to achieve their personal learning goals.
District Context and Organization Strengths
Our District STEM initiative provides all LISD students with opportunities to develop 21st century skills that prepare them for postsecondary and lifelong
learning success.
Through our STEM implementation, students are immersed in PBL's that provide them with authentic learning experiences
for students to design solutions and demonstrate their knowledge of curriculum standards.
Summer bridge programs expose students to additional STEM experiences that increase their critical thinking skills and STEM proficiency.
Our More Than a Diploma program has supported student succes and resulted in LISD recording the highest graduation rate of the Best Southwest Region
and more than 95% of our students graduated with a letter of acceptance to a college, university, or military.
Our Fine Arts department provides students with high quality experiences that increase student moviation, discipline, and develop them to be well-rounded
member of our global society.
District Context and Organization Needs
Implement additional parent outreach strategies that support parent involvement in student learning.
Enhance the use of technology within the learning environment.
Technology
Technology Summary
Develop appropriate policies and procedures for staff and students
Differentiating classroom technology needs to meet 21st Century learning
Develop and implement student device deployment (personal & district)
District hardware standardization-process and application
Instructional support staff to meet campus and teacher needs.
Staff technology competencies defined
Technology funding resources
Technology Strengths
District-wide wireless network environment.
Netrwork infrastructure upgrades.
Virtual Desktop Integration clients for all computer labs.
Implementation of 21st Century learning with technology initiative.
Increased mobile technology availability on each campus.
Professional development management system- SchoolObjects Workshop
Professional development for teaching and learning with technology opportunities
StaffNet and StudentNet-student and teacher online resources.
Technology Needs
Technology competencies program for all stakeholders (administrators, paraprofessionals, support staff, etc.)
Technolgy refresh plan to maintain effective implementation of digital tools to meet 21st Century learning.
Increase student access to technological devices.
Increase interactive technologies to all classrooms (projectors, interactive white boards)
Expand technology professional development to include face-to-face, hands-on, online, web-enabled, video conference training delivery.
Instructional support of technology integration with an Instructional Technology Integration Specialist model.
Programs
Programs Summary
Lancaster ISD has a plethora of academic programming that ensures that the district maintains high standards for academic success and enriches the life-long
learning of professionals, teachers, staff, students, and community stakeholders.
Programs Strengths
Lancaster ISD has comprised a comprehensive list of programs that enhance the teaching and learning of the educational enterprise. The following program
offerings are considered strengths of the organization:
Teacher Advancement Program (TAP)
Science, Technology, Engineering, & Mathematics (STEM)
College & Career Readiness (More Than A Diploma)
International Baccalaureate Program (IB)
Advanced Placement Program (AP)
UIL Academics
UIL Athletics
Career & Technology Education (CATE)
College Center
Renaissance STAR Math & Reading (K-12
th)
ISTATION Reading (3
rd-8
th)
Think Through Math (3
rd-8
th)
TEKS Resource System (TRS)
Texas Treasures
Voyager Math/Algebra
Pre-K 3 Program
Tiger Time
Student Council (Pk-12)
Student Leadership (Pk-12)
Individual Academic Plan
Special Education Services (SPED)
Response To Intervention (RtI)
504
Parent-Teacher Association (PTA)/Parent-Teacher-Student Organization (PTSO)
Collaborative Environment (Internal/External with City, Business Partners, Community Members/Stakeholders)
LISD Succession Plan
Research & Development of LISD LEAD CENTER
Post-Secondary Partners (Cedar Valley, UNT-Dallas, UT-Dallas, Paul Quinn College, Army, Navy, Air Force, Marines, Public/Private Businesses,
STEM Partners)
*(This is NOT an exhaustive List of Programming provided by Lancaster ISD)
Programs Needs
Lancaster ISD has begun to establish a systematic way of evaluating the quantitative and qualitative value of the programming within the organization.
Continue to perfect this evaluative system and be able to generate BOY, MOY, & EOY reports to the Board of Trustees along with the community would be
the continued need to improve.
Comprehensive Needs Assessment Data Documentation
The following data were used to verify the comprehensive needs assessment analysis:
Improvement Planning Data
District goals
Campus goals
Current and/or prior year(s) campus and/or district improvement plans
Campus and/or district planning and decision making committee(s) meeting data
State and federal planning requirements
Accountability Data
Texas Academic Performance Report (TAPR) data
Performance Index Framework Data: Index 1 - Student Achievement
Performance Index Framework Data: Index 2 - Student Progress
Performance Index Framework Data: Index 3 - Closing Performance Gaps
Performance Index Framework Data: Index 4 - Postsecondary Readiness
Accountability Distinction Designations
Student Data: Assessments
State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information)
State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versions
STAAR End-of-Course current and longitudinal results, including all versions
Student Data: Student Groups
Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groups
At-Risk population, including performance, discipline, attendance and mobility
Student Data: Behavior and Other Indicators
Completion rates and/or graduation rates data
Attendance data
Employee Data
Highly qualified staff data
Goals
Goal 1: Lancaster ISD will ensure staff is using effective instructional practices that
motivate and actively engage students and develop necessary intervention
plans for any student that is not performing well.
Performance Objective 1: Implement effective instructional tools and resources for teachers that support the TRS curriculum, motivate and actively engage
all students, and support increased student achievement.
Summative Evaluation: Evidence of increased student performance will be monitored through implementation of TEKS Resource System (TRS), review of
assessment data, intervention documentation and staff development documentation.
Strategy Description
TITLE IStaff Responsible for
Monitoring
Evidence that Demonstrates Success
Formative Reviews
Nov Jan Mar June
1) Continue to use instructional digital resources to engage and motivate students with 21st Century learning tools such as Ed Modo, Safari Montage, and Web 2.0 tools to support problem-based learning and classroom instruction.
Deputy Superintendent, Executive Directors, Director of Instructional Technology, Instructional Media Specialist, Instructional Services Team, Master Teachers
Lesson Plans, Teacher accounts and usage reports, Student accounts, Staff development sign-in sheets, digital student projects
System Safeguard Strategies
2) Continue to use the TEKS Resource System as the district's viable curriculum in core subjects.
1, 3 Deputy Superintendent, Assistant Superintendents, Executive Directors, Instructional ServicesTeam, Campus Master Teachers and Principals
Common Assessment/Benchmark Data District Dashboard
STAAR Results Lesson Plans
3) Continue to use DMAC to support student data analysis
and data mangament needs. 1 Deputy Superintendent,Assistant Superintendents, Executive Director, Instructional
Services,Team/Campus Master Teachers and Principals
Common
Assessment/Benchmark Data District Dashboard
STAAR Results
4) Continue to align and select a library of instructional resources, including technology, to use in intervention for all students.
1, 3 Deputy Superintendent, Instructional Services Team, Campus Master,Teachers, Director of Instructional Technology,Media Specialists and Principals
Inventory of resources, Campus Intervention Plans, STAAR Results
System Safeguard Strategies
5) Provide staff development to teachers on district resources that are tied to the TEKS/STAAR.
1, 3 Deputy Superintendent,Instructional Services ,Team/Campus Master,Teachers, Director of Instructional Technology, Principals Professional Development Transcripts Agendas Sign-in sheets 6) Develop and implement program evaluation procedures
and calendar for district programs. Deputy Superintendent,Instructional Services Team ProgramEvaluation Committee Meeting records Calendar of Programs for evaluation 7) Using a combination of blended learning opportunities,
train staff members in the use and implementation of STEM, PBLs and the Tiger Design
Instructional Service Team, STEM Design Team, PBL Coaches, Campus
Administrators, Classroom Teachers
Lesson Plans, Teacher accounts and usage reports
8) Strengthen the core academic program by incorporating scientifically based researched strategies concerning instructional delivery as outlined by the TAP/McCrel Rubric.
Executive Directors, Assistant Superintendents, PBL Coaches, STEM Design Team, Campus Administrators, Classroom Teachers
Data Walk -Throughs
9) Address the teaching and learning needs in the schools, and the specific academic needs of underperforming students.
Campus Administrators, Classroom Teachers, Deputy Superintendent Instructional Services, Director of Curriculum and Instruction, Director of Special Education
Increased effective parental involvement; use of Learning Keys strategies in instruction; increased inclusion and accommodation use.
10) Conduct classroom walkthroughs, using campus/district developed templates, to monitor the quality of the instructional program and identify teacher professional development opportunities.
Campus Leadership Team,
District leadership Team Walkthrough DataCFAs Benchmarks STAAR scores
Goal 1: Lancaster ISD will ensure staff is using effective instructional practices that
motivate and actively engage students and develop necessary intervention
plans for any student that is not performing well.
Performance Objective 2: Establish effective mathematics, reading and writing practices and interventions for teachers to use to enhance the district
curriculum.
Summative Evaluation: Evidence of increased student achievement in math, reading, and writing will be determined by analysis of data from intervention
documentation, software reports, assessment reports and related professional development documentation.
Strategy Description
TITLE IStaff Responsible for
Monitoring
Evidence that Demonstrates Success
Nov Jan Mar June
Formative Reviews
1) Increase STEM (science, technology, engineering, math) literacy for teachers, students, and parents.
Superintendent,STEM
Coordinators,Principals STEM Projects/Activities Parent Awareness Sessions Teacher Training agendas/sign in sheet
System Safeguard Strategies
2) Create an environment in which students are actively engaged in learning math, reading and writing.
Principals, Instructional Services Team, Master Teachers, Teachers
STAAR Data Lesson Plans Walkthrough data
System Safeguard Strategies
3) Provideinstructional resources and technology for teachers to support district curriculum.
Deputy Superintendent, Instructional Services Team/Campus Master Teachers, Principals Lesson Plans Resource inventory Teacher Observations
System Safeguard Strategies
4) Implement intervention programs - such as Think Through Math for math proficiency and IStation Think for Reading/Writing Proficiency
-to assist with differentiated instruction and allow each student to be actively engaged to become successful at their own pace.
Deputy Superintendent, Assistant Superintendent, Executive Directors, Director of Literacy, Instructional Services Team, Campus Master Teachers, Principals, Teachers
Lesson plans STAAR Data Intervention reports
5) Provide professional development to equip teachers
with the tools to facilitate the intervention program. Director of ProfessionalDevelopment Instructional Services Team Campus Master Teachers Principals
Sign-in sheets Agendas
6) Evaluate and analyze data bi-weekly or monthly to make the necessary adjustments to increase student performance.
Deputy
Superintendent,Instructional Services Team/Campus Master Teachers, Principals Sign-in sheets Agendas Data dashboards Common Assessment Data 7) Focus on strengthening the Early Childhood Program in
order to build student's reading and math proficiency. Dr. MoselyLynn Glynn Margo Spencer Angie Knight
Universal Screener Data IStation Data
Think Through Math Data CFAs
Benchmarks
System Safeguard Strategies
8) Provide extended day learning opportunities - i.e. tutorials, Saturday School - to strengthen students academic skills and success.
Campus Principal
Teachers, CFAsBenchmarks Universal Screeners STAAR
Goal 1: Lancaster ISD will ensure staff is using effective instructional practices that
motivate and actively engage students and develop necessary intervention
plans for any student that is not performing well.
Performance Objective 3: Design and implement the Response to Intervention Mode (RTI) to support increased student achievement .
Summative Evaluation: Implementation of an intervention plan as evidenced by related professional development documentation, process documentation,
campus intervention documentation, and assessment data analysis of student performance.
Strategy Description
TITLE IResponsible for
Staff
Monitoring
Evidence that Demonstrates Success
Formative Reviews
Nov Jan Mar June
1) Deliver high-quality core class
instruction using the RTI model which consists of curriculum alignment, tiered lesson delivery and behavior management.
Deputy Superintendent, Director of Special Education, Assistant Superintendents, Executive Directors, Director of Professional Development, RTI Coordinator, Instructional Services Team, Principals
STAAR Data, RTI Intervention Reports
2) Provide staff development for the intervention needs throughout the year as topics that support student growth and development.
Deputy Superintendent, Executive Directors, Instructional Services Team, Campus Master Teachers, Principals
Sign-in sheets and agendas
3) Train and use DMAC system for all student data that is readily available to teachers to support increased student learning outcomes. Deputy Superintendent, Executive Directors, Director of Instructional Technology, Master Teachers, Principal
DMAC database, Wireless Generation Reports Teacher Surveys
4) Identify and implement allowable accommodations to
improve individual student outcomes. Director of SpecialEducation, Deputy Superintendent, Principal, Classroom Teachers
STAAR Results, Increased student performance
5) Strengthen the core academic program by incorporating scientifically based researched strategies concerning instructional delivery as outlined by the Human Capital Management System (HCMS) and Teacher Advancement Program (TAP) rubrics and data walks.
Principal, Campus Administrators, Classroom Teachers, Superintendents, Deputy Superintendents, Instructional Services, Director of Curriculum and Instruction, Director of Special Education, Executive Director, Assistant Superintendents, PBL Coaches
Classroom visits will reflect these practices being in place.
Goal 1: Lancaster ISD will ensure staff is using effective instructional practices that
motivate and actively engage students and develop necessary intervention
plans for any student that is not performing well.
Performance Objective 4: At-risk students will perform comparably to their peers on the STAAR assessment.
Summative Evaluation: Evidence of increased student performance for identified at-risk students as determined by intervention documentation, developed
academic improvement plans and data analysis of student assessment performance.
Strategy Description
TITLE IResponsible for
Staff
Monitoring
Evidence that Demonstrates Success
Formative Reviews
Nov Jan Mar June
1) The district will comply with TEA documentation requirements and provide intervention for identified at-risk students based on TEA guidelines. Principals, Teachers/Staff Counselors, Director of Accountability, PEIMS Clerk
STAAR Results, Common and
Benchmark assessment, Results, Student Files
2) Campuses can utilize an Academic Improvement Plan to monitor and evaluate services and intervention for identified at-risk students.
Principals
Teachers/Staff STAAR Results,Common andBenchmark assessment Results, Student
Academic Performance, Report Cards 3) Provide Sheltered Instruction Observation Protocol (SIOP)
training to increase the academic performance of LEP students on STAAR/STAAR M/ TELPAS with a targeted focus on reading, science, and mathematics.
Principal, Classroom Teachers, Instructional Service, Region 10 Specialists, Coordinator of Bilingual Education
STAAR, TELPAS scores, Reduced time as LEP
Goal 1: Lancaster ISD will ensure staff is using effective instructional practices that
motivate and actively engage students and develop necessary intervention
plans for any student that is not performing well.
Performance Objective 5: At-risk students will be provided with academic and learning supports appropriate to their particular need.
Summative Evaluation: Evidence of support for identified at-risk student will be determined by RTI meeting documentation, counseling and guidance
documentation, counselor logs, homebound documentation, Head Start program documentation and Pre-Kindergarten services documentation.
Strategy Description
TITLE IStaff Responsible
for Monitoring
Evidence that Demonstrates Success
Nov Jan Mar June
Formative Reviews
1) Campuses will have regularly scheduled RTI meetings and a
process that meets the needs of the campus.
Principal/designee,
RTI Coordinator RTI meeting minutes/agenda 2) Students will participate in a
comprehensive Counseling and Guidance curriculum.
Counselors, Counselor
Supervisor Counselor's schedule/lesson plans 3) Campuses will have systems
(processes and programs) to address anger management, conflict, and other identified issues.
Principals, Counselors Counselor's Log
4) Campuses will identify students, notify parents/guardians, and create support structures for students in at risk situations such as dropping out of school, homeless services, nursing and counseling services.
Principals, Teachers, Counselors, Director of School Improvement, Director of Accountability, Director of Special Education
Parent notification, number of at risk students, student files
5) Identify students in need of pregnancy related services and
other homebound services to ensure improvement. Principals andHomebound Coordinator
Homebound logs, documentation of services
6) Continue partnership with Greater Dallas Head Start to identify Pre-Kindergarten classrooms to provide Head Start services.
Executive Director of Elementary Schools, Elementary Principals
Head Start student data, local developed report
7) Continue to extend Pre- Kindergarten services from
half-day to full half-day program. Principals, ExecutiveDirector of Elementary Schools,
Pre-Kindergarten Teachers.
Goal 1: Lancaster ISD will ensure staff is using effective instructional practices that
motivate and actively engage students and develop necessary intervention
plans for any student that is not performing well.
Performance Objective 6: LISD students will participate in STEM related activities that support their attainment of the learning standards, mastery of 21st
century skills and prepare them for post-secondary success.
Summative Evaluation: Student proficiency will be determined by analysis of data from benchmarks in identified grades, lesson plan documentation of
incorporated technology standards in lesson plans and NCLB annual technology reporting.
Strategy Description
TITLE IResponsible for
Staff
Monitoring
Evidence that Demonstrates Success
Formative Reviews
Nov Jan Mar June
1) Provide parents with opportunities to learn about STEM through information tables at school programs, athletic events and community events.
Deputy Superintendent, Executive Directors, Instructional Coachers, Master Teachers, Principal, Teachers
PBLs, STEM showcases, STAAR
2) Provide parents with hands-on introductory learning
models that incorporate technology and 21st century skills. Campuses, Principals,Teachers Parent Surveys, Parent engagement measures 3)
Instructional staff will incorporate technology application TEKS in their subject areas and regular instruction incorporate 21st century learning skills.
Director of Instructional Technology,
Teachers, Technology Support personell
Lesson Plans, Walk-thrus
4) Create tiered teacher training that allows teachers to participate in collaborative opportunities that equip them with the knowledge and skills to successfully implement our STEM initiative. Deputy Superintendent, Executive Director of Teaching and Learning, STEM department,
Lesson Plans, Walk thrus, STAAR
5) Provide staff development opportunities to increase information and communication literacy resulting in technology integration in instruction.
Director of Instructional Technology
Sign-in sheets, Class evaluations and reflections 6) Ensure that each teacher is sufficiently proficient in the use
of technology hardware Director ofInstructional Technology
7) Implement TSI intervention strategies that prepare students for success on the TSI exams and participation in Dual Credit Courses
Advanced Academic Director
LHS Leadership Team
TSI Ready Students
Dual Credit Course Offerings 8) Strengthen AP and IB programs by focusing on increasing
teacher quality and student interventions Advanced AcademicDirector LHS Leadership
Teacher Professional Development AP/IB participation
AP/IB test scores
Goal 1: Lancaster ISD will ensure staff is using effective instructional practices that
motivate and actively engage students and develop necessary intervention
plans for any student that is not performing well.
Performance Objective 7: Expand information and communication technology opportunities and delivery options.
Summative Evaluation: Evidence of increased implementation of information and communication technology will be determined through software
inventories and usage reports, professional development for tools and resources documentation, and technology inventories.
Strategy Description
TITLE IResponsible for
Staff
Monitoring
Evidence that Demonstrates Success
Formative Reviews
Nov Jan Mar June
1) Provide access to electronic resources on the district
intranet for staff anytime/anywhere. Executive Director ofTechnology External access to intranet, Usage logs 2) Provide access for staff and students to
online learning with rich media such as streaming video, podcasts, applets, animation, etc.
Executive Director of Technology, Director of Instructional Technology
Access to online learning resource, lesson plans
3) Utilize information tools and systems in the district for communication, management of schedules, resources, performance assessment, and professional
development.(i.e.Eduphoria/DMAC, Review 360,TEAMS) Director of Instructional Technology, Executive Director of Technology, Deputy Superintendent
Schedules available in TEAMS Eduphoria Workshop used for professional development
documentation. DMAC utilized for data warehouse.
4) Expand and upgrade technology to support student
development of 21st century learning skills. Executive Director ofTechnology, Deputy Superintendent, Director of Instructional Technology
Technology inventory, Needs Survey
5) Provide every core academic classroom with presentation
devices that support student engagement in learning. 1 Executive Director ofTechnology, Director of Instructional Technology
Inventory of classrooms with presentation devices
6) Make use of satellite campuses to provide students with additional opportunities to use technology to support their learning outcomes.
Executive Director of Accountability, Community partners, Principals
Goal 2: We will attract, retain, develop, and evaluate high quality personnel to ensure all staff are held accountable and
receive the support necessary to achieve our mission and District Aims.
Performance Objective 1: Offer innovative educational opportunities and incentives to attract quality staff and stipends for critical need areas.
Summative Evaluation: Evidenced by incentive programs available to staff, stipend documentation for critical needs areas, and documentation of activities
related to the establishment of an employee childcare center.
Strategy Description
TITLE IResponsible for
Staff
Monitoring
Evidence that Demonstrates Success
Formative Reviews
Nov Jan Mar June
1) Identify critical need areas as approved by Board of
Trustees. Director of HumanResources List of identified critical areas 2) Provide opportunties for teachers to complete a STEM
Masters Degree or 18-hour STEM content update to develop and retain high quality teachers.
Director of Human Resources, Director of STEM District Leadership Team
Completion of Degree Programs Retention of Teachers
3) Provide stipends to teachers who complete the STEM Master Degree or 18-hour Content update to retain high quality teachers. Director of STEM District Leadership Team District Leadership Team
Completion of Degree Programs Retention of Teachers
4) Attend job fairs, recruit from teacher certification programs, and advertise to maintain competitive avenues for attracting highly qualified teachers.
Director of Human
Resources Teacher Recruitment in high needs areas
