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Lancaster Independent School District

District Improvement Plan

2017-2018

Lancaster Independent School DistrictGenerated by Plan4Learning.com 1 of 55 District #057913

December 1, 2017 11:08 am

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.



understand how all parts of a system influence one another in order to stimulate critical thinking and problem solving.

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 SYSTEMS2. We will provide collaborative, relevant training to all stakeholders that is interfaced with all instructional initiatives, including STEM, PBL, and Teacher Resource System (TRS).

GOAL 1: INSTRUCTION

GOAL 2: TEACHER RETENTION

GOAL 4: STUDENT SUPPORT SYSTEMS

GOAL 6: SAFE ENVIRONMENT3. We will utilize 21st century practices to design a recruitment, retention, and developmentsystem for personnel that capitalizes on strengths and talents.


GOAL 4: STUDENT SUPPORT SYSTEMS4. We will empower, educate, and encourage families to embrace involvement in education. GOAL 3: COMMUNICATION


GOAL 5: CHARACTER DEVELOPMENT5. We will create new experiences that will result in an overall positive perception of the community.

GOAL 3: COMMUNICATION


GOAL 6: SAFE ENVIRONMENT6. We will collaborate with businesses and community leaders to invest in the vision andmission of LISD.

GOAL 3: COMMUNICATION

GOAL 6: SAFE ENVIRONMENT

GOAL 7: FISCAL OPPORTUNITIES




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 byadopting 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 andpreparation 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 andretention 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 thatwill protect the financial stability of Lancaster ISD.

7. We will provide customized learning environments to ensure that all learners reach self-sustaining learning potential.

GOAL 1: INSTRUCTION


GOAL 6: SAFE ENVIRONMENT



LISD Board Goal 5: Community/Parents/Partnerships

The Lancaster ISD TEAM of 8 will provide leadership and serve as an ambassador and advocate for the District and the stakeholders.



Table of Contents

Comprehensive Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Demographics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Student Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10District Culture and Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Staff Quality, Recruitment, and Retention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Curriculum, Instruction, and Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Family and Community Involvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17District Context and Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Comprehensive Needs Assessment Data Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Goal 1: Lancaster ISD will ensure staff is using effective instructional practices that motivate and actively engage students and develop necessaryintervention plans for any student that is not performing well. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Goal 2: We will attract, retain, develop, and evaluate high quality personnel to ensure all staff are held accountable and receive the supportnecessary to achieve our mission and District Aims. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39Goal 3: Enhance LISD's public image by increasing the effectiveness of internal and external communication, and marketing initiatives that willlead to greater understanding and trust among all facets of the district and community. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40Goal 4: In concert with the learner, family, and instructional staff, we will refine and consistently implement throughout the district a system toensure students achieve personally challenging goals related to academics, interest, and career aspirations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44Goal 5: We will identify, integrate and model the principles of character, as well as develop means of assessing student demonstration of theseprinciples. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48Goal 6: Lancaster ISD will develop and/or refine strategies to maintain a safe and disciplined environment conducive to student learning andemployee effectiveness. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51Goal 7: Lancaster ISD will continue to pursue funding and resource options that will provide an equitable and quality education for all studentswhile ensuring fiscal responsibility and accomplishing the mission and goals of the District. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

System Safeguard Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54District Improvement Plan Advisory Committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55



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, ofwhich six are elementary, four are secondary and one is an alternative education program. Lancaster ISD serves over 7,300 students. Our student populationis 77% African American, 19% Hispanic and 2% White. 86.6% 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 ourstudents. For four consecutive years, more than 95% of our students graduated with a diploma and a letter of acceptance to a college, university, trade schoolor the military. LISD is on the forefront for achieving high performance within a high poverty context.



Student Achievement

Student Achievement Summary

The 2016 - 2017 STAAR data shows that there is a need to continue to focus upon providing rigorous curriculum, instructional and assessment practicesaligned to state standards which support student’s attainment of CCRS, 21st century skills and STEM synthesis. The TEKS Resource System (TRS) is ourguaranteed and viable curriculum. The (TRS) curriculum is aligned with the Texas Essential Knowledge and Skills (TEKS) and provides a rigorousinstructional framework that supports student development of higher level thinking skills and preparation for postsecondary success. Elementary EnglishLanguage Arts and Reading uses Texas Treasures. Our data also indicates that supplemental resources to ensure quality instruction at all student tiers oflearning are necessary. An intentional focus on the individual student and his/her needs is necessary to help each student work to their full capacity and togrow at a rate that is both appropriate and meets accountability expectations.

The data also shows that we need to continue to provide our teachers with high quality professional development opportunities. Our professionaldevelopment should focus on strengthening teacher content and pedagogy knowledge so that we develop high quality faculty who will have a direct, positiveimpact on student achievement and growth. In order to accomplish this in a timely manner, we have a developed a professional development model thatimmerses teachers in deep and meaningful conversations around good teaching practices and student learning outcomes. These professional developmentopportunities exist in embedded weekly professional learning clusters at each campus as well has through on-going district horizontal and vertical alignmenttrainings and district professional development days. We are intentionally focused on improving teacher capacity in reading/literacy- to include embeddedwriting instruction- across all content areas to strengthen student performance in that area.

It is also necessary to build the instructional leadership capacity of our campus leaders to support their ability to make data-driven decisions focused uponacademic goals and student achievement. By focusing upon growing leadership capacity we are able to effectively leverage the skills of our campus leadersto support the attainment of district academic goals. We have developed a Principal Learning Community for our current principal leaders and an AspiringPrincipal Leadership Cadre for Assistant Principals to build and sustain our campus leadership capacity. In 2017-2018 we are intentionally focused ondeveloping our principals understanding of how to lead high quality literacy instruction at each academic level. We also intend for principals to developskills i building leadership capacity among their staff members as well as supporting the development of student leadership opportunities at each campus.

Student Achievement Strengths

All LISD Campuses Met Standard under the 2016 - 2017 Texas Accountability SystemLISD Campuses received 37 Academic Distinctions under the 2016 - 2017 Texas Accountability System90% of all LISD campuses receiving 2 or more distinctions3 campuses receive 6 of 6 possible distinctions (West Main Elementary, Lancaster Elementary and Rolling Hills Elementary)LISD has the highest graduation rate in the Best Southwest Region at 98%The 2017 Graduating Class of LHS received $10,974,743.00 in scholarships



UIL Academic / Athletic participationInternational Baccalaureate Diploma ProgrammeOver 95% of LHS students graduated with a letter of acceptance to a college, university, trade school or the militaryPerformance levels above state in all areas of TELPAS testingAll 11th and 12th grade students taking the SAT or ACT tests based upon college admission requirementsOpening early College High School with 60% of students (rising 8th graders) TSI Met to start college courses

Problem Statements Identifying Student Achievement Needs

Problem Statement 1: Students across all grade levels have 65% of students reaching the Approaching grade level standard mark in the area of Reading and63% reaching that standard in the area of Writing. Scores have remained stagnant in contrast to Mathematics scores across the district Root Cause: Teacherand leadership changes over time have made necessary a retrain and recalibration of instructional and leadership staff on all elements of the LISDInstructional Framework; including the Literacy Framework

Problem Statement 2: 37% of of Lancaster ISD students are achieving at the Meets grade level standard in two or more subjects as tested by STAAR incontrast to a 48% of students in the state and 13% of LISD students are achieving at the Masters grade level standard in all subject areas while the stateaverage is 20% Root Cause: Instructional focus and leadership focus must shift from a pass/fail methodology that focuses solely on intervention to a morerobust system that meets the needs of students to push students at all levels of performance to higher levels.



District Culture and Climate

District Culture and Climate Summary

Lancaster ISD is currently experiencing a transition in leadership with the departure of long time Superintendent, Dr. Michael McFarland. The districtleadership team, however, is poised to continue the great work that has begun in Lancaster ISD, a and under the leadership of Interim Superintendent ElijahGranger continue to achieve at a high level.

Lancaster ISD has developed a positive culture and climate where students, parents, community stakeholders are valued and contribute to the success of ourschool district. We have instituted a team approach and marketed as a learning institution. We have empowered our students with, up to date technology as21st century learners; also the strong values that make our society elite, through our character education program, known as “The Tiger Way.” The educatorswithin the organization are given the responsibility of modeling “The Tiger Way” behaviors, the students are given the responsibility of learning “The TigerWay” model, while the community stakeholders are given the responsibility of exhibiting “The Tiger Way” model, while collectively we all are given theresponsibility of living “The Tiger Way” model in real time.

We have also instituted a new Character Education Curriculum through or guidance counseling program, which offers students consistent lesson toproactively impact student and campus culture through building social emotional intelligence among the student body and a shared language andunderstanding of character traits that we would like to maximize and multiply.

District Culture and Climate Strengths

Kids Connection Elementary Guidance CurriculumYouth Connection Secondary Guidance CurriculumThe Tiger Way Character Education ProgramParent ConnectSister to Sister/Act Like a Lady, Think Like a BossMy Brother's Keeper/Society of GentlemanCommunity Pep RallyNational Night OutHispanic History BowlBlack History BowlCommunities in SchoolTeacher STEM SurveysYouth Truth Student SurveysReview 360 Discipline Program



More Than a Diploma Initiative

Problem Statements Identifying District Culture and Climate Needs

Problem Statement 1: We have anticipated and are proactively seeking to avoid the challenges that a change in leadership at any time, but especially duringthe school year may have on operations, staff morale and achievement. Root Cause: Change in leadership at the central level



Staff Quality, Recruitment, and Retention

Staff Quality, Recruitment, and Retention Summary

Lancaster ISD is compliant with the Highly Qualified Teacher Continuous Improvement Plan process with result documented annually. Highly qualifieddesignations are based on criteria regarding proper certification for teaching. Highly effective designations are more challenging to define and measure,however LISD utilizes the Teacher Advancement Program(TAP) evaluation and Performance-based incentive pay system to attract highly qualified staff andto develop theme into highly effective teachers.

Lancaster ISD employed 70 new to district teachers with approximately 70% of those teachers having previous experience.

Lancaster ISD will continue to aggressive pursue, attract, retain, develop, and evaluate high quality personnel to ensure all staff are held accountable andreceive the support necessary to achieve our mission and district goals. In order to attain this district goal, we continue to monitor district and campus leveldata 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, andexperiences to provide high quality instruction to students. We have developed a tiered professional development model that supports the needs of ourteachers. At the campus level, teachers meet weekly in cluster meetings led by campus instructional specialists. The cluster meetings provide time forteachers 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 andmeaningful 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 areateachers work interdependently with campus instructional specialists, and our district STEM coordinators and coaches, in analyzing their content specificstudent expectations, sequencing the curriculum, and strengthening their content knowledge. The content-focused PLCs allow teachers to gain the deepcontent knowledge needed to be able to determine the best methods of communicating the concepts to students. The weekly PLCs and cluster meetings worksimultaneously 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 thataddress prioritized teacher needs. The professional development is structured so that days for training are allotted in summer months, during the regularschool year, during the school day and online. Our district professional development model supports the professional learning, growth and retention of ourteachers by providing them with focused learning opportunities that strengthen their skills and prepares them to positively impact student learning.



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 anystudent that is not performing well.Performance Objective 1Establish and refine effective tools and interventions for our teachers to use along with our selected curriculum to motivate and actively engage all students.

PRIORITY

Review current Response to Intervention model to ensure effective interventions are in place for all student through continuosprogress monitoring and instructional adjustments for bothintervention and acceleration.

Continue to use TEKS Resource System as the district’s viable curriculum in core subjects with addititonal instructional supports embedded in locallydeveloped Instructional Resource Guides to ensure rigor and appropriate teacher understanding of depth and complexity of student learning expectations.

Continue to implement a comprehensive assessment system which includes Common Formative Assessments and Benchmarks to provide data that allowsfor the continuous review of instructional strategies and resources periodic adjustment of instructional practices to better respond to students needs.

Continue to align and select a library ofinstructional resources, including technology, to use in intervention and/or acceleration for all students.

Provide staff development to teachers on all district resources that are tied to theTEKS/STAAR with specific focus on literacy and writing in the contentareas and other intentionally designed for identified student/teacher needs.

Curriculum, Instruction, and Assessment Strengths

STEM EducationProblem Based LearningAdvanced Placement (AP)International Baccalaureate (IB)The Tiger WayCollege & Career ReadinessTEKS Resource SystemD-MAC



Campus Formative AssessmentsTeacher Advancement ProgramInstructional Services Team- Additional team members added to support in the area of ELAR which a priority focusBlended Learning Specialist to support a 21st century instructional model that includes technology and software to differentiated learning for studentsat ALL levels of achievement



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 parentcenters are visible and accessible to our clients. It is our goal in Lancaster ISD to increase our family and community involvement through collaboration andthe establishment of successful partnerships with local businesses.

Lancaster ISD will implement in intentional outreach to parents and community member through both traditional and social media outlets to continue topromote the positive trends in LISD, provide information to parents about happening within the district, and encourage and support a sense of communitypride and ownership of our school system.

Family and Community Involvement Strengths

Lancaster ISD demonstrates a willingness to partner with families and the communities . Currently our district maintains relationships with local agenciesthat provide emergency assistance (food, clothing,shelter), job training for parents and services to assist our students with transitioning to employment andhigher education after high school.

In 2017-18 Each LISD Campus will offer:

2 Evening Parent Conference Events ( 1 each semester) and conference on an as needed basis

A Campus Literacy Night which will focus on highlighting our area of instructional priority for parents, give them tools and methods to support literacy athome and in their community, and to invite them into the partnership that we know supports improve student achievement in this area.

All Pro Dads Monthly events to promote male involvement and connection with our students.

A campus principal face-to face connection offering at least quarterly to provide parents and community members a planned venue to address their questionsand concerns.

Problem Statements Identifying Family and Community Involvement Needs

Problem Statement 1: Parental involvement is significantly less that what we'd like to see with parents attending our extra curricular events with greaterregularity than our academic events. Root Cause: Promotion of academic events and failure to provide connections between the two that will motivate



parents to attend.



District Context and Organization

District Context and Organization Summary

In Lancaster ISD, over 400 LISD teachers are committed to providing over 7,000 students with high quality learning experiences. District leaders, campusleaders and support staff work in collaboration with teachers to ensure that all students are provided with a safe, student-centered learning environmentconducive to learning. The collaboration between our district and community stakeholders further ensures that our students have the resources and necessarysupport 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 college and careerreadiness and lifelong success.

Through our STEM implementation, students are immersed in PBL's that provide them with authentic learning experiencesfor 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 success and resulted in LISD recording the highest graduation rate of the Best Southwest Regionand 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 motivation, discipline, and develop them to be well-roundedmember of our global society. We have added an additional Fine Arts choice Academy option at West Main Elementary School in 2017-2018 with oferringsin dance, choir, piano, theater and visual art.



Technology

Technology Summary

Develop and update policies and procedures for staff and students regarding expectations for technology usageContinue differentiating classroom technology needs to meet 21st Century learningContinue to develop, expand, and implement student device deployment (personal & district)Continue to provide instructional support staff to meet campus and teacher needs.Staff technology proficiency defined and professional development offered to support staff growth in effective utilization of available technologySeek additional technology funding resources

Technology Strengths

District-wide wireless network environment.Network 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 WorkshopProfessional development for teaching and learning with technology opportunitiesStaffNet and StudentNet-student and teacher online resources.Conversion to TEAMS Prologic for operational data management in the areas of finance and HR



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-longlearning 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 programofferings 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 AcademicsUIL AthleticsCareer & Technology Education (CATE)College CenterRenaissance STAR Math & Reading (K-12th )ISTATION Reading (3rd-8th )Think Through Math (3rd -8th )TEKS Resource System (TRS)Texas TreasuresVoyager Math/AlgebraPre-K 3 ProgramTiger TimeStudent Council (Pk-12)Student Leadership (Pk-12)Individual Academic PlanSpecial 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 PlanResearch & Development of LISD LEAD CENTERPost-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)



Comprehensive Needs Assessment Data Documentation

The following data were used to verify the comprehensive needs assessment analysis:

Improvement Planning Data

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

Accountability Data

Texas Academic Performance Report (TAPR) dataPerformance Index Framework Data: Index 1 - Student AchievementPerformance Index Framework Data: Index 2 - Student ProgressPerformance Index Framework Data: Index 3 - Closing Performance GapsPerformance Index Framework Data: Index 4 - Postsecondary ReadinessSystem Safeguards and Texas Accountability Intervention System (TAIS) dataAccountability Distinction DesignationsCommunity and student engagement rating data

Student Data: Assessments

State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information)State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versionsSTAAR End-of-Course current and longitudinal results, including all versionsProgress of prior year STAAR failuresSTAAR ELL Progress Measure dataTexas English Language Proficiency Assessment System (TELPAS) resultsTexas Success Initiative (TSI) data for postsecondary/college-ready graduates dataAdvanced Placement (AP) and/or International Baccalaureate (IB) assessment dataSAT and/or ACT assessment dataPSAT and/or ASPIREStudent Success Initiative (SSI) data for Grades 5 and 8SSI: Istation Indicators of Progress (ISIP) accelerated reading assessment data for Grades 3-5 (TEA approved statewide license)Local diagnostic reading assessment dataLocal diagnostic math assessment dataLocal benchmark or common assessments dataStudent failure and/or retention rates



Running Records resultsObservation Survey resultsIstation Indicators of Progress (ISIP) reading assessment data for Grades PK-2

Student Data: Student Groups

Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groupsNumber of students assigned to each special program, including analysis of academic achievement, race, ethnicity, gender, etc.Economically Disadvantaged / Non-economically disadvantaged performance and participation dataMale / Female performance and participation dataSpecial education population, including performance, discipline, attendance, and mobilityAt-Risk population, including performance, discipline, attendance, and mobilityELL or LEP data, including academic achievement, support and accommodation needs, race, ethnicity, gender, etc.Career and Technical Education (CTE) data, including academic achievement, program growth, race, ethnicity, gender, etc.Section 504 dataHomeless dataGifted and talented dataDyslexia DataResponse to Intervention (RtI) student achievement data

Student Data: Behavior and Other Indicators

Completion rates and/or graduation rates dataAnnual dropout rate dataAttendance dataDiscipline recordsViolence and/or violence prevention recordsClass size averages by grade and subject

Employee Data

Professional learning communities (PLC) dataStaff surveys and/or other feedbackHighly qualified staff dataCampus leadership dataProfessional development needs assessment dataEvaluation(s) of professional development implementation and impact

Parent/Community Data

Parent surveys and/or other feedback

Support Systems and Other DataLancaster Independent School DistrictGenerated by Plan4Learning.com 24 of 55 District #057913


Processes and procedures for teaching and learning, including program implementationBudgets/entitlements and expenditures data



Goals

Goal 1: Lancaster ISD will ensure staff is using effective instructional practices thatmotivate and actively engage students and develop necessary interventionplans for any student that is not performing well.

Performance Objective 1: Lancaster ISD will make an intentional effort to partner with parents, community organizations and businesses to promote acommunity culture of literacy and support to attain greater student achievement in this area.

Evaluation Data Source(s) 1: Community Partnership Meeting NotesSTAAR/iStationlocal assessments of student reading levels

Summative Evaluation 1:

TEA Priorities: 2. Build a foundation of reading and math.


Performance Objective 2: Implement effective instructional tools and resources for teachers that support the TRS curriculum, motivate and actively engageall students, and support increased student achievement.

Evaluation Data Source(s) 2: Evidence of increased student performance will be monitored through implementation of TEKS ResourceSystem (TRS), review of assessment data, intervention documentation and staff development documentation.


TEA Priorities: 2. Build a foundation of reading and math.

Strategy Description Title I Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeNov Jan Mar June



System Safeguard Strategy1) Continue to use instructional digital resources toengage and motivate students with 21st Centurylearning tools such as Edmodo, Study Island, iStation,and APEX and Web 2.0 tools to support problem-basedlearning and classroom instruction.

1 Deputy Superintendent, ChiefAcademic Officer, ExecutiveDirectors, Director ofInstructional 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 StrategyCritical Success Factors

CSF 1

2) Continue to use the TEKS Resource System as thedistrict's viable curriculum in core subjects. ElementaryELAR will continue to use Texas Treasures withsupplemental supports to increase rigor and offersupport for differentiation embedded in districtInstructional Resources Guides.

1, 3 Deputy Superintendent, ChiefAcademic Officer, AssistantSuperintendents, ExecutiveDirectors, InstructionalServices Team, CampusMaster Teachers and Principals

Common Assessment/Benchmark DataDistrict DashboardSTAAR ResultsLesson Plans

Critical Success FactorsCSF 2 CSF 7

3) Continue to use DMAC to support student dataanalysis and data management needs. The high schoolwill use Mastery Connect.

Instructional Staff has access to assessment data at alltimes. Provide DMAC training to new and continuingstaff to ensure understanding of available data reportsand their appropriate uses.

1 Deputy Superintendent, ChiefAcademic Officer, AssistantSuperintendents, ExecutiveDirector, InstructionalServices,Team/Campus MasterTeachers and Principals

CommonAssessment/Benchmark DataDistrict DashboardSTAAR Results

4) Continue to align and select a library of instructionalresources, including technology, to use in interventionfor all students.

1, 3 Deputy Superintendent, ChiefAcademic Officer,Instructional Services Team,Campus Master,Teachers,Director of InstructionalTechnology,Media Specialistsand Principals

Inventory of resources, CampusIntervention Plans, STAAR Results

System Safeguard StrategyCritical Success Factors

CSF 1 CSF 7

5) Provide staff development to teachers on districtresources that are aligned to the TEKS/STAAR anddefine intentional uses of those resources to impactstudent achievement.

1, 3 DeputySuperintendent,InstructionalServices ,Team/CampusMaster,Teachers, Director ofInstructional Technology,Principals

ProfessionalDevelopmentTranscriptsAgendasSign-in sheets



6) Develop and implement program evaluationprocedures and calendar for district programs that aredevelopmentally appropriate and aligned to the depth ofknowledge required to demonstrate proficiency withstandards.

Deputy Superintendent, ChiefAcademic Officer,Instructional Services Team

ProgramEvaluationCommitteeMeeting recordsCalendar ofPrograms forevaluation

7) Using a combination of blended learningopportunities, train staff members in the use andimplementation of STEM, PBDLs, the Tiger Design,and Deeper Learning.

Instructional Service Team,STEM Design Team,Instructional Specialist,Blended Learning Specialist,Campus Administrators,Classroom Teachers

Lesson Plans, Teacher accounts and usage reports

8) Strengthen the core academic program byincorporating scientifically based researched strategiesconcerning instructional delivery as outlined by theTAP/Instructional Rubric.

Executive Directors, AssistantSuperintendents, InstructionalSpecialist, CampusAdministrators, ClassroomTeachers

Data Walk -Throughs


9) Address the teaching and learning needs in theschools, and the specific academic needs of students atALL levels of academic performance.

Curriculum documents include guidelines,accommodations, and modifications and extensions forall learners.

Campus Administrators,Classroom Teachers, DeputySuperintendent InstructionalServices, Director ofCurriculum and Instruction,Director of Special Education

Increased effective parental involvement; use ofLearning Keys strategies in instruction; increasedinclusion and accommodation use.

10) Conduct classroom walkthroughs, usingcampus/district developed templates, to monitor thequality of the instructional program and identify teacherprofessional development opportunities.

Campus Leadership Team,District leadership Team

Walkthrough DataCFAsBenchmarksSTAAR scoresTAP Evaluations/data


11) Promote the development of systems to engagestudents in goal setting for success and motivatingstudents to achieve at higher levels at all LISDcampuses .

1 Executive Directors, CampusAdministrators, ClassroomTeachers

Increased student achievement and understanding of theirinstructional strengths and areas for growth. Increasedstudent ownership of learning.

= Accomplished = Continue/Modify = Considerable = Some Progress = No Progress = Discontinue




Performance Objective 3: Establish effective mathematics, reading and writing practices and interventions for administrators/teachers to use to enhance thedistrict curriculum.

Evaluation Data Source(s) 3: Evidence of increased student achievement in math, reading, and writing will be determined by analysis of datafrom intervention documentation, software reports, assessment reports and related professional development documentation.




1) Increase STEM (science, technology,engineering, math) literacy for all district stakeholders.

Superintendent,STEMDirector,Coordinators,Principals

STEM Projects/ActivitiesParentAwarenessSessionsTeacherTrainingagendas/sign in sheet

System Safeguard Strategy2) Design instruction that utilizes multiple resources,appropriate technology integration, and areas of studentinterest. Such as Think Through Math, iStation, etc

Principals, InstructionalServices Team, MasterTeachers, Teachers

STAAR DataLesson PlansWalkthrough data

System Safeguard Strategy3) Provide instructional resources and technology forteachers to support district curriculum. Such as teacherlaptops, Elmo, chrome books, projectors, etc.

Deputy Superintendent,Chief Academic Officer,Instructional ServicesTeam/Campus MasterTeachers, Principals

Lesson PlansResourceinventoryTeacher Observations

System Safeguard Strategy4) Implement intervention programs - such as ThinkThrough Math for math proficiency and IStation Thinkfor Reading/Writing Proficiency -to assist with differentiated instruction and allow eachstudent to be actively engaged to become successful attheir own pace.

Deputy Superintendent,Chief Academic Officer,Assistant Superintendent,Executive Directors,Director of Literacy,Instructional ServicesTeam, Campus MasterTeachers, Principals,Teachers

Lesson plansSTAAR DataInterventionreports



5) Provide professional development to equip teacherswith the research based instructional practices and areimplemented and monitored with fidelity.

Director of ProfessionalDevelopmentInstructional ServicesTeamCampus Master TeachersPrincipals

Sign-in sheetsAgendasEvaluationsWalkthroughs

6) Evaluate and analyze data bi-weekly or monthly tomake the necessary adjustments to increase studentperformance.

Instructional staff engage in regular discussion (clusterand PLCs) of student learning and expectations withvertical and horizontal alignments. Professional onlinepictures.

Deputy Superintendent,Chief Academic Officer,Instructional ServicesTeam/Campus MasterTeachers, Principals

Sign-in sheetsAgendasData dashboardsCommonAssessmentData

7) Focus on strengthening the Early Childhood Programin order to build student's reading and math proficiency.

Dr. MoselyLynn GlynnMargo SpencerAngie Knight

Universal Screener DataIStation DataThink Through Math DataCFAsBenchmarks

System Safeguard StrategyPBMAS


8) Provide extended day learning opportunities - i.e.tutorials, Saturday School - to strengthen studentsacademic skills and success.

Campus PrincipalTeachers,

CFAsBenchmarksUniversal ScreenersSTAAR





Performance Objective 4: Design and implement the Response to Intervention Mode (RTI) to support increased student achievement .

Evaluation Data Source(s) 4: Implementation of an intervention plan as evidenced by related professional development documentation,process documentation, campus intervention documentation, and assessment data analysis of student performance.




1) Deliver high-quality core classinstruction using the RTI model which consists ofcurriculum alignment, tiered lesson delivery and behaviormanagement.

DeputySuperintendent, ChiefAcademic Officer,Director of SpecialEducation, AssistantSuperintendents,Executive Directors,Director ofProfessionalDevelopment, RTICoordinator,Instructional ServicesTeam, Principals

STAAR Data, RTI Intervention Reports

2) Provide staff development for the intervention needsthroughout the year as topics that support student growthand development, as directed by data.

DeputySuperintendent, ChiefAcademic Officer,Executive Directors,Instructional ServicesTeam, CampusMaster Teachers,Principals

Sign-in sheets and agendasData

3) Train and use DMAC system and Mastery Connect forall student data that is readily available to teachers tosupport increased student learning outcomes.

DeputySuperintendent,Executive Directors,Director ofInstructionalTechnology, MasterTeachers, Principal

DMAC database, Wireless Generation ReportsTeacher Surveys



4) Identify and implement allowable accommodations toimprove individual student outcomes. Use space,scheduling, procedures. to ensure maximum time is spenton instruction.

Director of SpecialEducation, DeputySuperintendent,Principal, ClassroomTeachers

STAAR Results, Increased student performance

5) Strengthen the core academic program by incorporatingscientifically based researched strategies concerninginstructional delivery as outlined by Best Practices Rubricdata walks.

Principal, CampusAdministrators,Classroom Teachers,Superintendents,DeputySuperintendents,Instructional Services,Director ofCurriculum andInstruction, Directorof Special Education,Executive Director,AssistantSuperintendents,

Classroom visits will reflect these practices being in place.

6) School and classroom behavioral expectations arecommunicated to staff, students and families and areenforced consistently to support student success.

Executive DirectorsAdministratorsCampus TeamsMaster Teachers

Classroom visitsCFASTAAR DataWalkthrough dataStudent Handbook





Performance Objective 5: At-risk students will perform comparably to their peers on the STAAR assessment.

Evaluation Data Source(s) 5: Evidence of increased student performance for identified at-risk students as determined by interventiondocumentation, developed academic improvement plans and data analysis of student assessment performance.




1) The district will comply with TEAdocumentation requirements andprovide intervention for identifiedat-risk students based on TEAguidelines.

Principals,Teachers/StaffCounselors, Directorof Accountability,PEIMS Clerk

STAAR Results, Common andBenchmark assessment, Results, Student Files

2) Campuses can utilize an AcademicImprovement Plan to monitor andevaluate services and interventionfor identified at-risk students. Add appropriate necessaryresources and tools to facilitate the intervention process.

PrincipalsTeachers/Staff

STAAR Results,Common andBenchmark assessmentResults, StudentAcademic Performance, Report Cards

3) Provide Sheltered Instruction Observation Protocol(SIOP) training to increase the academic performance ofLEP students on STAAR/STAAR M/ TELPAS with atargeted focus on reading, science, and mathematics.

Principal, ClassroomTeachers,Instructional Service,Region 10 Specialists,Coordinator ofBilingual Education

STAAR, TELPAS scores, Reduced time as LEP





Performance Objective 6: At-risk students will be provided with academic and learning supports appropriate to their particular need.

Evaluation Data Source(s) 6: Evidence of support for identified at-risk student will be determined by RTI meeting documentation, counselingand guidance documentation, counselor logs, homebound documentation, Head Start program documentation and Pre-Kindergarten servicesdocumentation.




1) Campuses will have regularlyscheduled RTI meetings and aprocess that meets the needs of the campus.

Principal/designee,RTI Coordinator

RTI meeting minutes/agenda

2) Students will participate in acomprehensive Counseling andGuidance curriculum.

Students are taught to self assess and plan for their ownimprovement.

Counselors,Counselor Supervisor

Counselor's schedule/lesson plans

3) Campuses will have systems(processes and programs) to addressanger management, conflict, andother identified issues and linked to appropriate support ina timely manner.

Principals, CounselorsCounselor's Log

4) Campuses will identify students, notifyparents/guardians, and create support structures forstudents in at risk situations such as dropping out ofschool, homeless services, nursing and counseling services.feedback from students is solicited and reflected upon toimprove support structures to support student success.

Principals, Teachers,Counselors, Directorof SchoolImprovement,Director ofAccountability,Director of SpecialEducation

Parent notification, number of at risk students, student files

5) Identify students in need of pregnancy related servicesand other homebound services to ensure improvement.

Principals andHomeboundCoordinator

Homebound logs, documentation of services



6) Continue partnership with Greater Dallas Head Start toidentify Pre-Kindergarten classrooms to provide Head Startservices.

Executive Director ofElementary Schools,Elementary Principals

Head Start student data, local developed report

7) Continue to extend Pre- Kindergarten services fromhalf-day to full day program.

Principals, ExecutiveDirector ofElementary Schools,Pre-KindergartenTeachers.

Teacher schedule, lesson plans, attendance records

8) High expectations for students are associated withrigorous academic curriculum, social and emotionalsupport structures, and safe environment to encouragecritical thinking, risk taking, and a challenge to advancebeyond familiarity.

PrincipalsCounselorsSchool PsychologistSocial Services

Counselors LogSocial Services Log





Performance Objective 7: LISD students will participate in STEM related activities that support their attainment of the learning standards, mastery of 21stcentury skills and prepare them for post-secondary success.

Evaluation Data Source(s) 7: Student proficiency will be determined by analysis of data from benchmarks in identified grades, lesson plandocumentation of incorporated technology standards in lesson plans and NCLB annual technology reporting.




1) Provide parents with opportunities to learn about STEMthrough information tables at school programs andcommunity events.

DeputySuperintendent,Executive Directors,Instructional Coaches,Master Teachers,Principal, Teachers

PBDLs, STEM showcases, STAAR

2) Provide parents with hands-on introductory learningmodels that incorporate technology and 21st century skills.

Campuses, Principals,Teachers

Parent Surveys, Parent engagement measures

3)Instructional staff will incorporate technology applicationTEKS in their subject areas and regular instructionincorporate 21st century learning skills.

Director ofInstructionalTechnology,Teachers, TechnologySupport personnel

Lesson Plans, Walkthroughs

4) Create tiered teacher training that allows teachers toparticipate in collaborative opportunities that equip themwith the knowledge and skills to successfully implementour STEM initiative.

DeputySuperintendent, ChiefAcademic Officer,Executive Director ofTeaching andLearning, STEMdepartment,

Lesson Plans, Walkthroughs, STAAR

5) Provide staff development opportunities to increaseinformation and communication literacy resulting intechnology integration in instruction.

Director ofInstructionalTechnology

Sign-in sheets, Classevaluations and reflections

6) Ensure that each teacher is sufficiently proficient in theuse of technology hardware

Director ofInstructionalTechnology

Sign-in sheetsSurveysPD Sessions



7) Implement TSI intervention strategies that preparestudents for success on the TSI exams and participation inDual Credit Courses

Advanced AcademicDirectorLHS LeadershipTeam

TSI Ready StudentsDual Credit Course Offerings

8) Strengthen AP and IB programs by focusing onincreasing teacher quality and student interventions

Advanced AcademicDirectorLHS Leadership

Teacher Professional DevelopmentAP/IB participationAP/IB test scores





Performance Objective 8: Expand information and communication technology opportunities and delivery options.

Evaluation Data Source(s) 8: Evidence of increased implementation of information and communication technology will be determined throughsoftware inventories and usage reports, professional development for tools and resources documentation, and technology inventories.




1) Provide access to electronic resources on the districtintranet for staff anytime/anywhere.

Executive Director ofTechnology

External access to intranet, Usage logs

2) Provide access for staff and students toonline learning with rich media such as streaming video,podcasts, applets, animation, etc.

Executive Director ofTechnology, Directorof InstructionalTechnology

Access to online learningresource, lesson plans

3) Utilize information tools and systems in the district forcommunication, management of schedules, resources,performance assessment, and professionaldevelopment.(i.e.Eduphoria/DMAC, Review360,TEAMS)

Director ofInstructionalTechnology,Executive Director ofTechnology, DeputySuperintendent

Schedules available in TEAMS Eduphoria Workshop usedforprofessional developmentdocumentation. DMAC utilizedfor data warehouse.

4) Expand and upgrade technology to support studentdevelopment of 21st century learning skills.

Executive Director ofTechnology, DeputySuperintendent,Director ofInstructionalTechnology

Technology inventory, Needs Survey

5) Provide every core academic classroom withpresentation devices that support student engagement inlearning.

1 Executive Director ofTechnology, Directorof InstructionalTechnology

Inventory of classrooms with presentation devices




Goal 2: We will attract, retain, develop, and evaluate high quality personnel to ensure all staff are held accountable andreceive the support necessary to achieve our mission and District Aims.

Performance Objective 1: Provide a variety of professional development opportunities for teachers at all levels of effectiveness to support identified teacherand student needs and a promote a culture that models life-long learning and growth for all for our students.

Evaluation Data Source(s) 1: Professional development transcripts in Eduphoria


TEA Priorities: 1. Recruit, support, retain teachers and 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 toachieve our mission and District Aims.

Performance Objective 2: Offer innovative educational opportunities and incentives to attract quality staff and stipends for critical need areas.

Evaluation Data Source(s) 2: Evidenced by incentive programs available to staff, stipend documentation for critical needs areas, anddocumentation of activities related to the establishment of an employee childcare center.




1) Identify critical need areas as approved by Board ofTrustees.

Director of HumanResources

List of identified critical areas

Critical Success FactorsCSF 7

2) Attend job fairs, recruit from teacher certificationprograms, and advertise to maintain competitive avenuesfor attracting highly qualified teachers.

Director of HumanResources

Teacher Recruitment in high needs areas




Goal 3: Enhance LISD's public image by increasing the effectiveness of internal and external communication, andmarketing initiatives that will lead to greater understanding and trust among all facets of the district and community.

Performance Objective 1: Enable LISD facilities to effectively utilize electronic media and displays for district communications to all stakeholders.

Evaluation Data Source(s) 1: Evidenced by key communicator responsibility and completion documentation, billboard displays in thecommunity, key communicator professional development documentation, installation and utilization of campus display monitors.




1) Continue to use key communicatorsat all facilities to assist with electronic media outlets inrespective departments and on campuses.

CommunicationTeam, MediaSpecialist, Principals,Directors

Staff identified

2) Continue to use communication template format forusage with media displays.

CommunicationTeam,Executive Director ofTechnology

Template created ,Messagescreated & displayed

3) Utilize billboards and otherresources to display positiveaccomplishments/news about thedistrict

Superintendent,Communication Team

4) Utilize media display monitors for each campus. Executive Director ofTechnology

Display monitors purchased

5) Create a district wide interview process that includescomprehensive standards that ensure hiring of high qualitystaff members.

HRCampus Principals




Goal 3: Enhance LISD's public image by increasing the effectiveness of internal and external communication, and marketing initiatives that will lead togreater understanding and trust among all facets of the district and community.

Performance Objective 2: Enhance the district website to be a more effective tool for external communication with all stakeholders.

Evaluation Data Source(s) 2: Evidenced by key communicator team established, website professional development documentation, andwebsite information current and updated weekly.




1) Allocate staff to support the district website and updateweekly.

Executive Director ofTechnology ,CommunicationTeam, MediaSpecialist

Role defined, Website supportprovided

2) Utilize key communicators to provide currentcommunication to the campus and department websitesmonthly.

CommunicationTeam, MediaSpecialist, CampusKey Communicators

Website information provided

3) Utilize key communicators to createand maintain campus/departmentwebsites weekly.

CommunicationTeam, KeyCommunicators,Department Directors

Site pages created, Site pagesmaintained




Goal 3: Enhance LISD's public image by increasing the effectiveness of internal and external communication, and marketing initiatives that will lead togreater understanding and trust among all facets of the district and community.

Performance Objective 3: Utilize all forms of digital and print media to communicate district information to students, parents, and community members.

Evaluation Data Source(s) 3: Evidenced by district information communicated via media outlets, high school media/journalism studentphotographs, videos and audio productions published on the website, Superintendent Tiger Vision, and School Messenger automated phonecontacts log.




1) Explore the possibility of broadcasting LISD Board ofTrustee meetings via cable and internet.

CommunicationTeam, ExecutiveDirector ofTechnology

Meetings broadcast

2) Create public service announcements to air on the cablechannel, local radio, or podcast on district website.

Communication TeamDistrict announcementsaired on media outletsor posted to the website.

3) Utilize LHS media and journalismstudents to produce and maintain items for newsletters,public serviceannouncements, and audio/videorecording of special events.

CommunicationTeam,High SchoolPrincipal, HighSchool MediaTeacher, High SchoolJournalismTeacher

Articles produced bystudents. Service announcementsproduced by students.

4) Streamline the use of school messenger for theautomated phone communication. Continue to stream keydistrict events such as LHS graduation.

5) Continue to partner with the City of Lancaster todistribute district information to reducing mailing costs.

CommunicationsTeam

District information included in city newsletters

6) Continue to use established posting protocol andschedules for selected digital technology.

CommunicationTeam, ExecutiveDirector ofTechnology,Webmaster

Protocols defined



7) Expand the use of digital communication technology byteachers and students.

Executive Director ofTechnology, Directorof InstructionalTechnology

Digital CommunicationOutlets use reports, access loss

8) Expand and evaluate the effective use of digitalcommunication technology by teachers and students.




Goal 4: In concert with the learner, family, and instructional staff, we will refine and consistently implement throughout thedistrict a system to ensurestudents achieve personally challenging goals related to academics, interest, and career aspirations.

Performance Objective 1: Create and refine the process that will enable all students to master high quality rigorous learning standard while accomplishingpersonally challenging academic and career goals.

Evaluation Data Source(s) 1: Evaluation indicators will include documentation of print and media parent communication, campus/district signin sheets and communication logs, campus/classroom site visit feedback, acceleration and tutorial schedules, college and career surveys andactivities, completed choice sheets and pathway selection, College Go Get It Week activities, and AVID implementation.




1) Continue to use a communicationsystem between parents, campuses and districts (i.e.,newsletters, email). Such as Parent Connect and SchoolMessenger

Communication Team,Principals

2) Connect with parents throughout the school year using avariety of communication tools. Such as Marquee, DigitalNewsletters, Website

ExecutiveDirectors,PrincipalsTeachers

Written documentation toparents, Contact logs

3) Establish classroom visitation daysthroughout the school year.

Superintendent,DeputySuperintendent,Executive Directors,Principals

Site VisitSchedule/Feedback



4) Each campus will design a Family Literacy Nightthroughout the school year to keep parents informed ofstrategies for supporting promoting literacy developmentat home.

Executive Directors,Principals

Sign-in sheets, Agendas




5) Establish flexible tutoring times forstudents that are convenient for parents(early morning as well as evening).

PrincipalsTeachers

Tutoring Schedule, STAAR

6) Design instructional units thatintroduce elementary students to avariety of careers to include innovative opportunities suchas campus visits, field trips, online field trips, Collegevisits, and other technology mediums such as Skype,Oovoo, Edmodo etc.

PrincipalsCounselorsTeachersSTEM Team

Lesson plans

7) Administer career and academic surveyto all middle school students.

Principals, Teachers,Counselor

Survey results

8) Utilize College & Career coordinator to provide highereducation and career opportunities for all students.

Counselors, PrincipalsCollege/CareerCoordinator

Documentation ofservicesCollege/careernightsTexas Scholarsagenda/ schedule

9) Establish criteria for portfolios in conjunction with thePersonal Graduation Plan (PGP). Starting in Elementary.

Executive DirectorsPrincipalsTeachers

Portfolio criteria

10) Establish yearly meetings with each grade levelcounselor to ensure students are on the right academictrack.

Principal,Teachers,Counselors

Counselors sign-in sheetsChoice sheets

11) Establish STEM career pathwayopportunities that meet the needs of students to includebridging opportunities.

Director ofCollege/CareerReadiness, STEMDesign Team

Course outline of career pathways

12) Continue the "More Than a Diploma" Initiative. Executive DirectorDirector ofCollege/CareerReadinessPrincipal

Programs/activities, Surveys

13) Continue "College Go Get It Week" activities. Director ofCollege/CareerReadinessAVID TeachersSTEM TeachersCounselors

Feedback/evaluationPosters/agenda/list



14) Continue to offer AVID programfor teachers and students in secondary schools that alignwith the STEM pathways.

Executive Director ofSecondary Schools,Director ofCollege/CareerReadiness, Director ofSchoolImprovement,Counselors, STEMTeam

Teacher traininglogs/agendas, List of AVIDteachers

15) Evaluate student results on state assessments andcollege entrance exams for continued improvement onCollege and Career Readiness standards for all students.

Principal, DeputySuperintendent,Instructional ServicesTeam, Director ofTeam College andCareer Readiness.

Students results on CCRS.

16) 3rd - 12th grade students will complete the YouthTruth Survey to share perceptions of the quality of theinstructional programs, campus culture, and STEM. Usingthe data to improve student-driven instruction.

STEM EvaluationDirectorCampus PrincipalsCampus STEM SurveyLeads

Youth Truth Data


17) Continue to build the an Early College High School forthe 2017-2018 school year. targeted Recruitment of 8thgrade students from both inside and outside the districtstarting in the Fall of 2017 and continuing to increaseenrollment numbers in the program.

Director of CTE atEarly College HighSchool, ECHSPrincipal,Communication Team

Enrollment of students Early College High Schooldesignation




Goal 4: In concert with the learner, family, and instructional staff, we will refine and consistently implement throughout the district a system to ensurestudents achieve personally challenging goals related to academics, interest, and career aspirations.

Performance Objective 2: Consistently implement instructional processes throughout the district that support increased student achievement.

Evaluation Data Source(s) 2: Evaluation indicators will include professional development agendas and sign-in sheets, professionaldevelopment catalog, and data meeting documentation.




Critical Success FactorsCSF 1 CSF 2 CSF 7

1) Provide additional training and resources to teachers thatsupport student attainment of higher levels of performanceon SAT/ACT, IB Examinations, Ap Examinations, andcompletion of CTE Certifications

1 DeputySuperintendent,Executive Directors,High SchoolAdministrators,Classroom teachers

Improved performance for students currently enrolled inAdvanced Academics offerings.

2) Continue to train teachers on the connection betweenstate accountability and STAAR exams.

DeputySuperintendent

Sign-in sheets, Agendas

3) Require teachers to attend reflective data meetingsutilizing information from common assessments andbenchmarks.

DeputySuperintendent,Executive Directors,Master Teachers,Principals

Sign-in sheets, CommonAssessments,BenchmarkReports




Goal 5: We will identify, integrate and model the principles of character, as well as develop means of assessing studentdemonstration of these principles.

Performance Objective 1: Implement an effective education program on each campus that focuses on the principles of character, leadership and personaldevelopment for students, staff and parents.

Evaluation Data Source(s) 1: Evaluation indicators will include character program selection, documentation of student leadershipdevelopment, documentation of character program activities on each campus in lesson plans, scheduled events and programs.





Critical Success FactorsCSF 1 CSF 3 CSF 4 CSF 6

1) Provide training an curricular resources to allLancaster ISD Counselors to support the developmentof common expectations for character development ansshared language to support student and staffimplementation of the expectations.

Executive Director of SchoolImprovement, CampusPrincipals, Counselors,Classroom Teachers

Improved student behavior and reduction of school dayinfractions that interfere with academic achievement

2) Implement character attributesidentified in the Belief statements of the Vision 2020.

Executive DirectorsPrincipalsCounselors

Counselor lessonplans

3) Provide students with opportunities to developmeasurable goals in their academic, physical and socialareas of life through the TIGER WAY and CharacterEducation.

Executive Directors, DeputySuperintendent, PBL CoachesCampus Administrators,Counselors

Monthly Counseling Reports

4) Character Education Programs-My Brother's Keeper-Sister to Sister

CampusPrincipal/Designee/Sponsor

Student InterviewsReview 360 (check discipline reports)Counseling Reports




Goal 5: We will identify, integrate and model the principles of character, as well as develop means of assessing student demonstration of these principles.

Performance Objective 2: Promote parent involvement and develop partnerships with businesses and local agencies and organizations as part of the districtCharacter Education initiative.

Evaluation Data Source(s) 2: Evaluation indicators will include agendas and sign-in sheets from community information and training sessions,documentation of increased partnerships to support STEM implementation and character education activities, and documentation of studentservice activities and learning projects.




1) Continue to recruit knowledgeable and motivationalspeakers to introduce the program to our partners.


Meetingagendas

2) Conduct regular ongoing information and trainingsessions for community members.


Agendas/sign-insheets

3) Use a variety of forums to promote the CharacterEducation initiative.

Executive DirectorsPrincipalsCounselorsStudent/ParentSupportCoordinator

Agendas/sign-insheets

4) Continue to develop and implementopportunities for students to work with communitypartners to promote and demonstrate character traitsthroughactivities and service learning projects.

Executive DirectorsPrincipalsCounselorCommunication TeamCollege/CareerReadinessDirector

Evidence ofcommunityprojects

5) Expand partnerships with community groups andorganizations to serve asmentors for the Character Education initiative.

Executive DirectorsPrincipalsCounselorCommunication Team

Contact log, List of mentorsand partners




Goal 5: We will identify, integrate and model the principles of character, as well as develop means of assessing student demonstration of these principles.

Performance Objective 3: Provide effective and appropriate programs and strategies to address behavior, discipline and other barriers.

Evaluation Data Source(s) 3: Evaluation indicators will include meeting agendas, sign-in sheets, and lesson plan documentation of programsand activities for teacher, parent, and student awareness of disciplinary procedures, prevention of sexual abuse, dating violence, school healthprograms, and issues related to dropout rate, attendance, and graduation rate.




1) The district will continue toimplement/monitor the DisciplineHandbook to consistently implementdisciplinary procedures that willprovide due process for all students.

Principals,AssistantPrincipals,Executive Directors

Discipline Handbook, Decrease innumber of referrals/removals

2) Implement Review 360 Behavior Management Systemto implement and track students.

PrincipalsBehavioral Specialist

Individual Student andcampus Behaviorreports

3) Continue to provide staff, student, and parentawareness of issues regarding sexualabuse of children.

PrincipalsCounselors

Campus dataPTA agendasHandouts

4) Address issues related to educationabout and prevention of dating violence.

CounselorsPrincipalsNurses/NurseAssistantLISD PoliceDepartment

Campus reports/Handouts/agendas

5) Provide a Coordinated School HealthProgram

PE/Health Teachers,Director of Nurses

Meetingminutes/agendasLesson plans

6) Address issues related to dropout rate,attendance, and graduation rate.

Executive DirectorsPrincipals

State/locallydeveloped reports




Goal 6: Lancaster ISD will develop and/or refine strategies to maintain a safe and disciplined environment conducive tostudent learning and employee effectiveness.

Performance Objective 1: Establish and refine safety plans across the district to ensure students and staff are safe in the event of a crisis.

Evaluation Data Source(s) 1: Evaluation indicators for safety will include documentation of the anti-bullying campaign program and schedule,the district/campus crisis plans, activities and lesson related to online safety and appropriate behavior and discipline data analysis.





1) Continue anti-bullying awareness and campaign andsupport campuses in providing an anonymous bullyingreporting system.

PrincipalsAssistant PrincipalsExecutive DirectorsChief of PoliceDirector ofInstructionalTechnology

Survey ResultsDiscipline referralsCounseling LogsAttendance Records

2) Ensure the implementation ofcomprehensive district and campuscrisis plans

PrincipalsChief of PoliceCounselors

District/CampusCrisis PlansUniform active shooter plan(lockdown, inclement weather, etc.)

3) Provide instruction in appropriateonline behavior, including interactingwith other individuals on socialnetworking websites and in chat rooms and cyber-bullyingawareness andresponse.

Executive Director ofTechnologyTechnology TeachersMedia SpecialistsCounselor

Lesson Plandocumentation, CurriculumInstructional PlanningGuides

4) Review district discipline data toensure that a safe and orderlyenvironment is maintained.

PEIMS ClerkDirector ofAccountabilityExecutive DirectorsPrincipals

State/Locallydevelopedreports


5) Track discipline placement assignments for variousoffenses for each campus by each grading periodthroughout the 2017-18 school year.

Principal, Staff,CampusAdministrators,DeputySuperintendent,Director of SpecialPopulation

Review 360 will provide campuses with data that willdemonstrate fewer discipline incidents compared to priorschool year data for a specific period. Uniform reports forteachers and administrators through TEAMS.



6) Continue to monitor campus entry protocols to ensurethey support the safety of students and staff.

Police DepartmentAsst. SuperintendentsCampus Principals

Sign-In SheetsCampus Incident ReportsAlarm for doors that are open for long periodsRoutine check of doors




Goal 7: Lancaster ISD will continue to pursue funding and resource options that will provide an equitable and qualityeducation for all students while ensuring fiscal responsibility and accomplishing the mission and goals of the District.

Performance Objective 1: Ensure fiscal responsibility, financial transparency and proper allocation of resources to improve student achievement.

Evaluation Data Source(s) 1: Evaluation indicators for fiscal responsibility will include documentation of internal controls, quarterly reporting,and professional development agendas and sign-in sheets.




1) Conduct annual review of the internalcontrols

CFODirectorsPrincipals

Annual reports

2) Quarterly financial reports showingactual budget compared to adoptedbudget

CFOBusiness Office Staff

Monthly and/orQuarterly reports


3) Provide updated training for all necessary districtpersonnel on the district financial procedures.

CFODirectorsPrincipals

Trainingagendas/minutes/sign-in sheets




System Safeguard Strategies

Goal Objective Strategy Description

1 2 1 Continue to use instructional digital resources to engage and motivate students with 21st Century learning tools such asEdmodo, Study Island, iStation, and APEX and Web 2.0 tools to support problem-based learning and classroom instruction.

1 2 2Continue to use the TEKS Resource System as the district's viable curriculum in core subjects. Elementary ELAR will continueto use Texas Treasures with supplemental supports to increase rigor and offer support for differentiation embedded in districtInstructional Resources Guides.

1 2 5 Provide staff development to teachers on district resources that are aligned to the TEKS/STAAR and define intentional uses ofthose resources to impact student achievement.

1 3 2 Design instruction that utilizes multiple resources, appropriate technology integration, and areas of student interest. Such asThink Through Math, iStation, etc

1 3 3 Provide instructional resources and technology for teachers to support district curriculum. Such as teacher laptops, Elmo,chrome books, projectors, etc.

1 3 4Implement intervention programs - such as Think Through Math for math proficiency and IStation Think for Reading/WritingProficiency - to assist with differentiated instruction and allow each student to be actively engaged to become successful at theirown pace.

1 3 8 Provide extended day learning opportunities - i.e. tutorials, Saturday School - to strengthen students academic skills andsuccess.

4 1 4 Each campus will design a Family Literacy Night throughout the school year to keep parents informed of strategies forsupporting promoting literacy development at home.

5 1 1 Provide training an curricular resources to all Lancaster ISD Counselors to support the development of common expectationsfor character development ans shared language to support student and staff implementation of the expectations.



District Improvement Plan Advisory Committee

Committee Role Name PositionAdministrator Shemeka Millner-Williams Ex. Director PK-12 AchievementNon-classroom Professional Bettye GoodenAdministrator Pamela NealyClassroom Teacher Shavette HollandAdministrator Gail AdamsNon-classroom Professional Omar KelleyCommunity Representative Earnest GreerParaprofessional Carmen WilderAdministrator Cartney SlaughterClassroom Teacher Ashley TippettAdministrator Darnell Jean-LouisClassroom Teacher Tracy TerrellClassroom Teacher Lakeisha PruittAdministrator Yvonne ThorntonAdministrator Marquita FosterClassroom Teacher Dashonda PerkinsParent Tarralyn McGriff-MitchellParent Cameisha Bonner



District Improvement Plan Lancaster Independent School ... · make socially responsible, personal,...

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