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Clear Creek Independent School District 2016-2017 District Improvement Plan

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Clear Creek Independent School District

District Improvement Plan 2016-2017


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Clear Creek I.S.D. Mission Statement The mission of the Clear Creek Independent School District, the leader in visionary education, is to ensure that each student discovers and develops his or her unique talents and interests while realizing personal success and positively impacting their world through a new system distinguished by integrity, meaningful relationships, personalized learning, achievement, and a continuing commitment to Courage, Collaboration, Innovation, and Self-Direction.

Statement of Beliefs

We believe that:

People flourish only in a culture based on integrity

Today’s experiences are as valuable as tomorrow’s opportunities

One’s heartfelt passion creates limitless possibilities

Trust is built on what we do, not just what we say

Shared responsibility is essential to community success

Each person bears the responsibility to create his or her future

Each person possesses unique talents and creative ability

Everyone deserves to be physically and emotionally safe

Relationships are critical to meaningful teaching and learning

Respect for diversity strengthens community

The measure of any community is the success of its children

Each person deserves compassion and respect

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

Trustworthiness

Act with honesty in all that you do Respect

Value yourself and others Responsibility

Own your choices Fairness


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Play by the rules and consider the needs of others Caring

Be kind to others Citizenship

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

We will make all decisions based on the best interest of the student.

We will honor the dignity of each person.

We will operate in a culture of collaboration.

We will make optimal use of transformative technology.

We will protect and defend our local autonomy.

We will accept nothing less than excellence.

We will not compromise integrity in the pursuit of excellence.

Objectives

Each student sustains a fulfilled life actualizing his or her personal talents and interests.

Each student optimizes his or her potential by continuously setting and achieving individual learning Objectives.

Each student actively enriches and advances his or her community and greater society. Strategies

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

II. We will provide support to meet the needs and aspirations of each student.

III. We will ensure safe and nurturing learning environments.

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

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

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

VII. We will build capacity for organizational change.


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IMPROVEMENT STRATEGIES, PERFORMANCE OBJECTIVES, AND OUTCOMES

Strategy I: We will inspire learning through an array of personalized opportunities and experiences. Performance Objective I.1: Curriculum and flexible scheduling that supports student choice and personalized learning. Outcome: By June 2017, a minimum of 90% of teachers will report that they are personalizing learning for their students on the L2L survey instrument. Outcome: By June 2017, develop a standards-based grading and reporting system for students in grades 2-3 including drafts of progress reports and report cards. Strategy II: Support to meet the needs and aspirations of each student. Performance Objective II.1: A systematic approach for instructional and behavioral supports for each student. Outcome: By February 2017, each student’s academic performance data will be reviewed by teacher teams and appropriate plans for support developed, documented, and acted upon. Performance Objective II.2: Student mentorship opportunities at all levels. Outcome: By December 2016, a campus team will develop an implementation plan for a systematic student mentor program utilizing adult community members and staff to positively impact students needing support. Performance Objective II.3: Each student will meet or exceed performance expectations on all STAAR tested areas. Outcome: By June 2017, a minimum of 85% of students will meet performance expectations on each STAAR tested area. Performance Objective II.4: Support so that each student receiving services through Limited English Proficient (LEP), At-Risk, Dyslexia, Special Education or Gifted and Talented Programs will be provided research-based instructional strategies to improve academic achievement. Outcome: By June 2017, students receiving services through Special Education and Bilingual/ESL will show growth in academic achievement on each STAAR tested area or other appropriate measure. Strategy III: We will ensure safe and nurturing learning environments. Performance Objective III.1: CCISD Core Values to support the social and emotional well-being of all students and employees.

Outcome: By September 2016, core value posters will be displayed in 100% of classrooms, offices, and common spaces.

Outcome: By June 2017, at least 80% of teachers report they make connections to the CCISD Core Values. Outcome: By June 2017, at least 80% of students report they demonstrate the CCISD Core Values.


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IMPROVEMENT STRATEGIES, PERFORMANCE OBJECTIVES, AND OUTCOMES Strategy IV: We will ensure each student understands and assumes his or her role as a productive citizen. Performance Objective IV.1: Responsible and effective use of technology while learning at school, home, and in the community.

Outcome: By June 2017, demonstrate growth in all areas of students’ knowledge and application of good citizenship based on a pre

and post assessment. Performance Objective IV.2: A future-ready culture that fosters college and career exploration and readiness. Outcome: By June 2017, a minimum of 90% of students will agree or strongly agree with the statement, “Following this school year, I will be prepared for the next grade level, college or career” on the student climate survey. Strategy V: We will broaden and strengthen connections within our communities. Performance Objective V.1: Meaningful relationships within PK-12 communities. Outcome: By June 2017, each principal will report enhanced instructional leadership knowledge and a change/improvement in practice through coordinated, instructionally focused campus learning walks. Strategy VI: We will ensure mutual understanding and support through effective communication. Performance Objective VI.1: Mutual understanding and support through effective communication. Outcome: By June 2017, at least 70% of parents will agree or strongly agree with the statement, “My child’s teachers communicate effectively with me” on the school climate survey. Performance Objective VI.2: Resources to increase parent ability to support their children academically. Outcome: By June 2017, at least 85% of parents will agree or strongly agree with the statement, “Most of my child’s teachers provide helpful feedback about my child’s academic performance” on the school climate survey. Strategy VII: We will build capacity for organizational change. Performance Objective VII.1: An instructional coaching model to facilitate the building of teacher capacity. Outcome: By June 2017, at least 80% of core content teachers agree or strongly agree with the statement, “The instructional coach on my campus contributes to helping me improve as a teacher,” on the annual instructional coaching survey. Outcome: By June 2017, 100% of principals will agree or strongly agree with the statement, “The instructional coach on my campus contributes to helping teachers improve,” on the annual instructional coaching survey. Outcome: By January 2017, at least 80% of teachers report they are part of a collaborative team that is focused on improving teaching and learning.


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IMPROVEMENT STRATEGIES, PERFORMANCE OBJECTIVES, AND OUTCOMES Performance Objective VII.2: A professional learning plan that provides varied and flexible opportunities. Performance Objective VII.3: A district-wide system of Communities of Practice. Outcome: By October 2016, the principal will be a part of a community of practice examining a meaningful issue to change/improve practice and increase student achievement. Performance Objective VII.4: All teaching and paraprofessional staff members meet “High Quality” CCISD requirements. Outcome: By June 2017 at least 95% of school employees will agree or strongly agree with the statement “My principal provides helpful feedback about my instruction/performance” on the school survey. Outcome: By June 2017 at least 95% of school employees will agree or strongly agree with the statement “My school does a great job of challenging me to my full potential” on the school survey.


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Texas Public Education Mission Statement

The mission of the public education system of this state is to ensure that all Texas children have access to a quality education that enables them to achieve their potential and fully participate now and the future in the social, economic, and education opportunities of our state and nation. That mission is grounded on the conviction that a general diffusion of knowledge is essential for the welfare of this state and for the preservation of the liberties and rights of citizens. It is further grounded on the conviction that a successful public education system is directly related to a strong, dedicated, and supportive family; and that parental involvement in the school is essential for the maximum educational achievement of a child.

Texas Public Education Objectives

1. The student in the public education system will demonstrate exemplary performance in the reading and writing of the English language.

2. The students in the public education system will demonstrate exemplary performance in the understanding of mathematics. 3. The students in the public education system will demonstrate exemplary performance in the understanding of science. 4. The students in the public education system will demonstrate exemplary performance in the understanding of social studies.

Texas Public Education Objectives

1. Parents will be full partners with educators in the education of their children. 2. Students will be encouraged and challenged to meet their full educational potential. 3. Through enhanced dropout prevention efforts, all students will remain in school until they obtain a high school diploma. 4. A well-balanced and appropriate curriculum will be provided to all students. 5. Qualified and highly effective personnel will be recruited, developed, and retained. 6. The state’s students will demonstrate exemplary performance in the comparison to national and international standards. 7. School campuses will maintain a safe and disciplined environment conducive to student learning. 8. Educators will keep abreast of the Learning of creative and innovative techniques as appropriate to improve student learning. 9. Technology will be implemented and used to increase the effectiveness of student learning, instructional management, staff

development, and administration.


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

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

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

By June 2017, develop a standards-based grading and reporting system for students in grades 2-3 including drafts of progress reports and report cards.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END

RESOURCES NEEDED: HUMAN MATERIAL,

FISCAL

EVIDENCE OF MONITORING/ EVALUATION

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

Walk-through observation data

Principal Local,

August 22, 2016-June 1,

2017

Technology devices; ongoing PL support

Walk-through observation data

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

Usage data related to

technology

Principal, Director of Learning

Technology, LTC Local


2017 PL support

Review of year to year usage data

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

Number of available options

Principal Local August 22,

2016-June 1, 2017

PL Support; Resources; RELAY Blended Learning

Courses

PL Sign-in logs, observations of

use

Form a representative team to develop systems to support the future implementation of standards-based grading and reporting.

Implementation feedback in grades PK-1

Assistant Supt Elem; Exec Dir C&I; Curr

Coor; Teacher Teams

Local August 22,

2016-June 1, 2017

Research materials on standards-based grading

and reporting

Meeting sign-in logs; Work

samples; Drafts

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

2014-2015 student

placements Principal, Teachers Local, IDEA


2017

Teachers to support inclusion

RTI, SST records


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

PERFORMANCE OBJECTIVE II.1: A systematic approach for instructional and behavioral supports for each student.

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

acted upon.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END

RESOURCES NEEDED: HUMAN

MATERIAL, FISCAL


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

Skyward RtI; student

performance data

Principal, Director of Assessment &

Evaluation, At-Risk Coordinator

Local, State Comp,

Title I

August 22, 2016 – February 2017

Skyward RtI

SST Monitoring by Principal

and Assistant Superintendent

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

Skyward RtI; student

performance data

Principal, Director of Assessment &

Evaluation, At-Risk Coordinator,

Executive Director of C&I

Local, State Comp,

Title I

August 22, 2016 – December 16,

2016

Template provided by the Department of Assessment and

Evaluation

Data Monitoring by Principal and

Assistant Superintendent

Provide transition opportunities for students to different grade levels (including Pre-K), different schools (including 5th to 6th grade and 8th to 9th grade) and special programs to general education classes. (Title I requirement)

Student Assessment Data, Parent

Involvement Data

Title I Principal, Teachers

Title I April 2016 –

September 2016 Transition information

ESSA Compliance

Documentation

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

Student Assessment

Data

Title I Principal, Teachers

Local Title I, State Comp

August 1, 2016 – June 2, 2017

Intervention resources

Student performance

data, SST


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

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

positively impact students needing support.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL


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

Current mentor offerings

Principal, Counselor,

Coordinator of At-Risk

Local, State Comp,

Title I


2016

Community agencies or groups

Lists of students

needing mentor

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

Student performance data,

Counselor recommendations

Principal, Counselor, Director of Student

Personnel Services, At-Risk Coordinator

Local, State Comp,

Title I


2016

Community agencies or groups

Lists of students

needing mentor


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PERFORMANCE OBJECTIVE II.3: Each student will meet or exceed performance expectations on STAAR Reading, English/Language Arts, Writing, Mathematics, Science and

Social Studies in tested grades.

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

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL


Improve student passing on STAAR as follows:

3rd grade reading from 85% to 90%

3rd grade math from 85% to 90%

4th grade reading from 86% to 90%

4th grade math from 83% to 85%

4th grade writing from 78% to 85%



5th grade science from 84% to 90%





7th grade writing from 79% to 85%



8th grade science 81% to 90%

8th grade social studies 74% to 85%

ELA I EOC from 81% to 85%

ELA II EOC from 83% to 85%

Algebra I EOC from 91% to 95%

Biology EOC from 97% to 100%

US History EOC from 97% to 100%

Individual student data reports identifying

strengths and weaknesses

Assistant Superintendents,

Director of Assessment &

Evaluation, Principal, Teachers

Local, State compensatory,

Title I

August 22, 2016 – May 6, 2017

AWARE data, designated, planned time for data review,

time for intervention,

communication methods for students and

parents

Ongoing progress reports for each

student


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PERFORMANCE OBJECTIVE II.3: Support so that each student receiving services through Limited English Proficient (LEP), At-Risk, Dyslexia, Special Education or Gifted and

Talented Programs will be provided research-based instructional strategies to improve academic achievement.

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

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL


Campuses will implement identified instructional approaches, to be used to address the needs of students identified as ELL.

Student assessment data

Director for ELL; Bilingual Coordinator

Local, Title III August 22, 2016 – June 1, 2017

Research-based Professional

Learning

Student assessment results

Campuses will implement identified approaches to address the needs of students identified as At-Risk.


At-Risk Coordinator Local, State

Compensatory August 22, 2016 – June 1, 2017


Learning


Campuses will implement identified instructional approaches to address the needs of students receiving special education services.


Director of Special Education; Principal

Local, IDEA Funds

August 22, 2016 – June 1, 2017


Learning


Campuses will implement identified instructional approaches that will be used to address the needs of students receiving Section 504 services, including those students supported through Dyslexia services.


Section 504 Coordinator

Local August 22, 2016 – June 1, 2017


Learning


Campuses will implement identified instructional approaches that will be used to address the needs of students identified as Gifted and Talented.


Director of G/T and Advanced Academics

Local August 22, 2016 – June 1, 2017


Learning


All schools will implement endorsed strategies to address drop-out prevention.

Student assessment

results Principal, Counselor

State compensatory

funds

August 22, 2016 – June 1, 2017

Professional Learning

Student completion rates

All schools will utilize District endorsed strategies for comprehensive, intense, accelerated instruction. (State Compensatory funding).

Student grade reports

Principal State

compensatory funds

August 22, 2016 – June 1, 2017

Supporting curriculum documents



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

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

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

By June 2017, at least 80% of teachers report they make connections to the CCISD Core Values.

By June 2017, at least 80% of students report they demonstrate the CCISD Core Values.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL


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

Student discipline data

Principal, counselor, teacher

Local August 1, 2016 –

June 1, 2017

Character education resources; district

funding

Meeting minutes; final

plan

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

Student discipline data



June 1, 2017

Character education resources; district

funding

Meeting minutes; final

plan

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

Number of classroom

spaces Principal Local

August 1, 2016 – September 15,

2016 Posters Site visits

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

Number of documents

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

2016 CCISD Core Values

Audit of documents

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

Teacher planning meetings



June 1, 2017 Character education teaching resources

Lesson plans

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

Counselor referral Counselor Local August 22, 2016 – June 1, 2017

Professional Learning; counseling plan

Counseling logs

The district will coordinate training for tracking and addressing student bullying behavior. Data will be reviewed each nine weeks and appropriate actions will be taken to reduce incidents of student bullying behavior.

2015-2016 Campus Bully

Tracking Report Principal, Teacher Local

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

weeks

Bully Tracking System

Monthly review of discipline referrals


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

PERFORMANCE OBJECTIVE IV.1: Responsible and effective use of technology while learning at school, home, and in the community.

OUTCOME: By June 2017 demonstrate growth in all areas of students’ knowledge and application of good citizenship based on a pre and post-assessment.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL


Conduct a pre-assessment of students’ knowledge and application of good digital citizenship.

Pre-assessment results

Director of Learning Technology; Principal

Local August 22-

September 30, 2016

Itslearning courses and assessments

Assessment results; log-in

history

Each student will be thoroughly educated in Digital Citizenship and engage in appropriate use of technology to support learning.

Digital Citizenship Code

Principal, Director of Learning Technology, Learning Technology

Coach

Local August 22, 2016-

June 1, 2017

Teaching resources; campus digital citizenship

codes

Lesson taught; student

disciplinary records

Ensure students demonstrate good Digital Citizenship.

Previous year violations of

Responsible Use Guidelines

(RUG)

Principal Local August 22, 2016-

June 1, 2017 Student disciplinary

system

Semester reports of violations

Conduct a post-assessment of students’ knowledge and application of good digital citizenship.

Post-assessment results

Director of Learning Technology; Principal

Local April 3, 2016-June 1, 2017

Itslearning courses and assessments

Assessment results


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

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

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

college or career” on the student climate survey.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL


Each 6th-12th grade student will create, review and update four individual goals (Academic, Career, College/Post-Secondary, and Personal/Social) in Naviance, improving usage to 100%.

Prior year usage data

Assistant Superintendent;

Director of Student Personnel Services;

Principal


June 1, 2017

Naviance; scheduled teaching

time

Campus usage results; goals

for future improvement

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



Director of Student Personnel Services; Principal, Counselors


June 1, 2017 Naviance

Campus usage results

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




Principal


June 1, 2017


time



Each 8th grade student will complete the Strengths Explorer in Naviance, improving usage to 100%.




Principal


June 1, 2017


time



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




Principal


June 1, 2017


time



Each 9th grade student will complete the Learning Style Inventory in Naviance, improving usage to 100%.




Principal


June 1, 2017


time




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Each 10th grade student will complete the Personality Profiler in Naviance, improving usage to 100%.




Principal


June 1, 2017


time



Each 11th grade student will complete the Multiple Intelligence (MI) Assessment in Naviance, improving usage to 100%.




Principal


June 1, 2017


time



All instructional staff will post information on the college from which they graduated either inside or outside their classroom.

College information


June 1, 2017 Printing materials Walk-through

The district and campus will provide information regarding graduation requirements.

Parent survey data

Director of Student Personnel Services; Principal, Counselors


June 1, 2017 High school

planning resources Website


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

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

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

focused campus learning walks.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL


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

Previous year visits

Deputy Superintendent for

C&I, Assistant

Superintendent, Principal


June 1, 2017 Scheduled campus

visits Record of

campus visited

Facilitate PK-12 communities; such as coordinating and collaborating activity calendars, shared communication and options for shared events

Current PK-12 Communications

Deputy Superintendent for

C&I, Assistant

Superintendent, Principal


June 1, 2017

Attendance zone and community

information

All PK-12 communities

identified


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

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

OUTCOME: By June 2017, at least 80% of parents agree or strongly agree with the statement, “Schools provide electronic resources to support student academic performance”

on the school survey.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL


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

Prior Parent Involvement

Survey Principal, Teacher Local

August 22, 2016-June 1, 2017

Skyalert; Newsletters;

Website Survey results;

Teachers will conference/communicate with parents at least once each year to provide a variety of information, including:

what the school will do to help students meet performance standards;

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

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

Parent/Teacher Conference

Records

Assistant Superintendents;

Principal Local

August 22, 2016- June 1, 2017

Meeting time; meeting space

Conference Logs

All campuses receiving Title I effective and timely

assistance will implement strategies to increase parental involvement including family literacy and provide parents’ home/school communication and individual student assessment results in a language the parent can understand. (Title I requirement)

School correspondence

Principal Title I August 22, 2016-

June 1, 2017

District survey; meeting time; plan

to improve

Parent Involvement

Survey


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

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

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

academic performance” on the school survey.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL


All campuses will implement strategies to improve communication between teachers, students and parents regarding students’ academic progress.


Survey

Principal, Director of Communications


June 1, 2017

District survey; meeting time; plan

to improve

Outreach documentation

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


Survey Principal, Teacher Local

August 22, 2016-June 1, 2017

itslearning Survey results


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

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

OUTCOME(S): By June 2017, at least 80% of core content teachers agree or strongly agree with the statement, “The instructional coach on my campus contributes to helping

me improve as a teacher,” on the annual instructional coaching survey. By June 2017, 100% of principals will agree or strongly agree with the statement, “The instructional coach on my campus contributes to helping teachers improve,” on the annual instructional coaching survey. By January 2017, at least 80% of teachers report they are part of a collaborative team that is focused on improving teaching and learning.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL


Teachers will engage in coaching activities, including modeling, observation, and collegial conversations/reflection.

Teacher reflection Teachers, instructional

coaches, principal Local, Title II,

Title I August 22, 2016-

June 1, 2017 Professional Learning

Plan Teacher goal

sheets

Teachers will be provided job embedded professional learning to enhance first time instruction.

Individual teacher goals

Campus data Campus needs

Teachers, instructional coaches, principal

Local, Title II, Title I

August 22, 2016- June 1, 2017

Professional Learning Plan;

Campus Support meetings

Coaches’ calendars

Teacher goal sheets

Instructional coaches will work directly with teachers and teacher teams to maximize teachers’ abilities to create personalized learning opportunities, varied and aligned assessments and data driven instruction.

Individual teacher goals

Team meeting notes


Teachers, instructional coaches, principal


August 22, 2016- June 1, 2017

Professional Learning Plan;

Campus Support meetings

Student data Number of students requiring

intervention Discipline data

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

Individual coach goals


Instructional coaches, Instructional Coaching

Coordinator; Principal


August 22, 2016- June 1, 2017

Professional Learning Plan

External Coaching resources (e.g.

Learning Forward)

Professional Learning day

agendas; coaches’ goal

sheets

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

Student data, CIIP, Campus Strategic

Plan Principal Local

January 3, 2017-January 31, 2017

Student data, meeting time, instructional

coaches, Communities of Practice

Outcomes, Written

instructional coaching goals


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

PERFORMANCE OBJECTIVE VII.3: A district-wide system of Communities of Practice.

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

achievement.

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL


Teachers and principals deeply understand the Standards of Professional Learning to design professional learning at the school.

SAI2 results Ex Dir of PL; Principal;

Teacher Local, GCLL

Grant August 22, 2016-

November 18, 2016

Learning Forward Standards for

Professional Learning

SAI2 results after 2nd administration

Teachers form Communities of Practice around a Problem of Practice.

Teacher team assignments;

student performance data

Ex Dir of PL; Principal; Teacher

Local November 28,

2016- April 28, 2017 Meeting time

Meeting minutes; grade/dept meetings

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

District learning designs for professional

learning


Local

November 28, 2016- April 28, 2017

Research; data Research results

Teachers select and engage in learning designs. Student

performance data Ex Dir of PL; Principal;

Teacher Local

November 28, 2016- April 28, 2017

District learning designs

Research results

Teachers and the principal use “change in practice” as evidence to monitor and refine implementation.

Peer observation Ex Dir of PL; Principal;

Teacher Local

August 22, 2016- May 1, 2017

Peer observations Observations;

teacher reflection

Teachers and the principal review outcomes and make adjustments for improvement

Student performance data


Local May 1, 2017 – June

1, 2017 Data review

Data and revised plans


22


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

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

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

ACTION STEPS NEEDS

ASSESSMENT

STAFF/OTHER PERSONS

RESPONSIBLE

FUNDING/ SOURCE

TIMELINE START/END


MATERIAL, FISCAL


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

NA Principal Local August 22, 2016-

June 1, 2017 Core Values Analysis of documents;

survey results

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

Previous Climate Survey


June 1, 2017 Meeting time,

improvement plan Survey results, approved plan

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

Manning Report, Staffing Plan

Assistant Superintendent of

Human Resources, Principal

Local, Title I, Title II

August 22, 2016- June 1, 2017

Scientific Research-Based methods

including professional learning and

coaching

High Quality report


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The following data were used as part of the comprehensive needs assessment process: Improvement Planning Data Current and/or prior year(s) campus and/or district improvement plans Campus and/or district planning and decision making committee(s) meeting data State and federal planning requirements Accountability Data Texas Academic Performance Report (TAPR) data Performance Index Framework Data: Index 1 - Student Achievement Performance Index Framework Data: Index 2 - Student Progress Performance Index Framework Data: Index 3 - Closing Performance Gaps Performance Index Framework Data: Index 4 - Postsecondary Readiness System Safeguards and Texas Accountability Intervention System (TAIS) data Critical Success Factor(s) data Accountability Distinction Designations PBMAS data

Student Data: Assessments State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information) State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versions STAAR End-of-Course current and longitudinal results, including all versions Texas Assessment of Knowledge and Skills (TAKS), Exit Level, including all applicable versions STAAR ELL Progress Measure data Texas English Language Proficiency Assessment System (TELPAS) results Benchmark Assessment System (BAS), Sistema de evaluacion de la lectura (SEL), or other alternate early reading assessment results Texas Success Initiative (TSI) data for postsecondary/college-ready graduates data Advanced Placement (AP) assessment data SAT and/or ACT assessment data PSAT and/or PLAN assessment data Student Success Initiative (SSI), Grades 5 and 8, data Local benchmark or common assessments data Student failure and/or retention rates


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Student Data: Student Groups Number of students assigned to each special program, including analysis of academic achievement, race, ethnicity, gender Economically disadvantaged/Non-economically disadvantaged performance and participation data Male/female performance and participation data Special education population, including performance, discipline, attendance, and mobility Migrant population, including performance, discipline, attendance and mobility At-Risk population, including performance, discipline, attendance and mobility ELL or LEP data, including academic achievement, support and accommodation needs, race, ethnicity, gender Career and Technical Education (CTE) data, including academic achievement, program growth, race, ethnicity, gender Gifted and talented data Response to Intervention (RtI) student achievement data Student Data: Behavior and Other Indicators Annual dropout rate data Attendance data Discipline records Violence and/or violence prevention records Student surveys and/or other feedback Class size averages by grade and subject Parent/Community Data Parent surveys and/or other feedback Parent involvement rate Support Systems and Other Data Processes and procedures for teaching and learning, including program implementation Budgets/entitlements and expenditures data


25

The Clear Creek Independent School District was founded in 1948 and, as of 2014-15, served 40,640 students in grades PK through 12 compared to 35,378 student in 2006-07. The table below shows the student population of CCISD in 2014-15 compared to 2006-07:

Demographic 2014-15 2013-14 2006-07

African American 8.1% 8.2% 8.9%

Hispanic 28.7% 28.0% 18.6%

White 49.3% 50.1% 62.3%

American Indian 0.2% 0.2% 0.4%

Asian 9.8% 9.8% 9.8%

Pacific Islander 0.1% 1.1%

Two or More Races 3.8% 0.1% N/A

Economically Disadv. 27.0% 27.5% 18.2%

Limited English Prof. 9.8% 9.2% 6.6%

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

Demographic 2014-15 2013-14 2006-07

African American 4.2% 4.2% 3.4%

Hispanic 11.2% 10.7% 5.9%

White 81.6% 82.3% 89.5%

American Indian 0.5% 0.6% 0.3%

Asian 1.5% 1.4% 0.9%


Two or More Races 0.9% 0.8% N/A

Male 18.8% 19.5% 18.3%

Female 81.2% 80.5% 81.7%

The above data is provided as information only.


26

Elementary 2015 STAAR Student Results*: State Average Compared to CCISD Average

Grade Level

Subject State %

Satisfactory Region 4 % Satisfactory

CCISD % Satisfactory

3 Reading 77% 78% 87%

4 Reading 74% 74% 86%

5 Reading 87% 86% 94%

4 Writing 70% 71% 80%

5 Science 72% 73% 83%

* Based on Phase 1 Standards When you compare these data sets, what three (3) issues do you see? What three (3) actions might you recommend as a result of these issues?

Issues Proposed Improvements

Students in disadvantaged groups are lacking behind compared to their peers

Not enough recognition of CCISD’s success compared to its peers

We have areas for growth. Were we lacking understanding in a particular demographic?

What caused Region 4 to be lower than the State in 5th Grade Reading?

What are we doing in Reading that we aren’t doing in Writing and Science?

Low scores for SPED & ELLS

Economic disadvantage for Science 5th Grade test

There is a discrepancy between 4th and 5th Grade Reading

Identify Campuses that are closing the achievement gap and find out what is allowing them to be more successful than the others

More positive reinforcement and recognition of campuses and staff that are helping CCISD lead the way

Extra intervention provided to reach demographic needs

Look at data to be able to provide a basis for needed improvement

Strive to make improvements in Writing and Science

Continue student support for these subgroups

Introduce concepts sooner, they might not be exposed to this before 5th Grade

Perhaps, we need to focus the same amount of time on writing in 5th Grade even though we do not yet have a State test

*The above issues and proposed improvements represent the opinions of one or more members of the District Education Improvement Committee.


27

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

Grade Level

Subject State %



6 Reading 77% 77% 88%

7 Reading 76% 77% 86%

8 Reading 88% 89% 94%

7 Writing 73% 73% 81%

8 Science 71% 74% 81%

8 Social Studies 65% 67% 74%

* Based on Phase in Standards

When you compare these data sets, what three (3) issues do you see? What three (3) what three areas should CCISD target for improvement?


Possible gaps in emphasis on Social Studies, leading up to the 8th Grade

8th Grade Social Studies

Why are 8th Grade Reading scores higher than 6th and 7th Grades?

Social Studies test in 8th Grade

Low scores for SPED

Low scores for ELLS

Social Studies is way lower than the high school equivalent or any other testing area in Intermediate

Try and make Social Studies teaching/learning more interdisciplinary, perhaps modeled after the WAVE program

Elementary instruction in Social Studies needs more rigor

Expose the students to these concepts before 8th Grade

Continue student support

Perhaps, we need to add more historical fiction and non-fiction in Reading since those scores are incredibly high



28

High School 2014 STAAR EOC Student Results*: State Average Compared to CCISD Average, page 1-2 TAPR

Grade Level

Subject Course State %



EOC English 1 E1 71% 70% 84%

EOC English 2 E2 72% 71% 85%

EOC Mathematics A1 81% 81% 92%

EOC Science BI 91% 91% 96%

EOC Social Studies USH 91% 91%% 96%

* Based on Phase in Standards and Initial Results Only When you compare these data sets, what three (3) issues do you see? What three (3) what three areas should CCISD target for improvement?


We need more information-Is it because of demographics that Region 4 scores are lower?

Are we lacking in certain demographics?

Low scores for SPED

Low scores for ELLS

Low scores in High School

Across the board, we are doing extremely well

Continue student support, even though there may be a language issue

Propose a period for targeted content support

Find the best practices and continue to make those available to teachers



29

CCISD serves 3,934 students in the Bilingual/ESL program, 12,448 students in the Career and Technical Education program, 3,570 students in the Gifted and Talented program, and 3,844 students in the Special Education program. The exhibit below illustrates the percent enrollment in these programs in 2014-15, 2013-14 compared to 2006-07.

CCISD Special Program Enrollment

Program State 2014-15

CCISD 2014-15

State 2013-14

CCISD 2013-14

CCISD 2006-07

Bilingual/ESL 17.8 9.7 17.1% 9.1% 6.1%

Career Technical Education 23.2 30.6 22.2% 29.1% 24.6%

Gifted/Talented^ 7.6 9.5 7.6% 9.0% 7.1%

Special Education 8.5 9.6 8.5% 9.4% 9.5%

^The State of Texas provides funding for a maximum of 5% identified GT students. What specific improvement actions do you recommend as a result of these trends?

Proposed Improvement

Bilingual/ESL:

Use the 9th Grade center to house (reinstate) recent immigrant to English program

As enrollment increases in each of the categories, staffing also needs to increase

Monitor Population

More support for learners with no education background

Revamp “International Academy”

Proper planning for Intermediate Bilingual program

Recruit highly qualified Bilingual teachers to meet student needs CTE:

Continue targeting kids in 8th Grade, so that they know what they want to do (career wise)

Increase transportation opportunities for students who want to participate, but cannot because of transportation issues

Targeted professional development in each of the categories

Look at filtering programs to Intermediate/Elementary

Expand program

Inclusive of diverse learners

Continue to build programs that are innovative, more inclusive

Find a way to encourage more girls to participate in the STEM program. Broaden the student population (demographically) for STEM GT:

With the increase in GT enrollment, it is important that CCISD implements a GT education continuation differentiation in teaching at the High School level, especially as a continuation of the great work that is done at the WAVE program

Continue screening every student with the COGAT


30

Additional support and funding in GT at the Elementary level since all 2nd Graders are now tested. District may need to provide/meet 5% maximum funding from the State.

What’s going to be done with COGAT Data?

GT programs at multi-campuses with more than academics (fine arts, etc.)

Don’t focus on state average

Improve GT programs at the non-WAVE campuses

Continue to find ways to increase diversity within the GT program

More funding at the district level to accommodate our numbers, since state funding Is limited at 5% Special Education:

Continue to support a broad range of abilities in SPED.

More personnel

Look at more “resource like” setting

Quality of para (possible pay upgrade)

District wide communication (accountability)

Support/education for para

Continue to provide training to general education teachers that have inclusion students

Go back to paper D-10’s

Re-evaluate the “push-in” vs. “pull-out” instruction to better benefit SPED students

Inflated class numbers at the Elementary level are impeding the learning of SPED students

There is a disconnect between the IEP creation and application

Sources: TAPR, page 18 *The above proposed improvements represent the opinions of one or more members of the District Education Improvement Committee.


31

The student 4-year graduation rate (graduates, not including continuers or GED completers) for the Class of 2014 was 96.9%, compared to the state with 88.3%. In CCISD, 57.6% of students completed an Advanced Course; of the students completing an advanced course, the student demographics are as follows:

Demographic 2013-14 2012-13

African American 38.9% 21.9%

Hispanic 46.8% 27.6%

White 60.7% 38.9%

American Indian 72.7% 30.4%

Asian 82.3% 65.3%


Two or More Races 56.0% 35.0%

Economically Disadv. 37.3% 22.5%

Limited English Prof. 22.6% 7.0%

In CCISD, 73% of students in the Class of 2014 demonstrated College Readiness in both English Language Arts and Mathematics compared to 69% of students in the class of 2006. The corresponding student demographics are as follows:

Demographic Class of 2014

Class of 2013*

Class of 2006

African American 51% 49% 55%

Hispanic 64% 72% 55%

White 77% 79% 72%

American Indian 75% 80% 50%

Asian 82% 79% 76%

Pacific Islander 83% *

Two or More Races 74% 81% N/A

Economically Disadv. 51% 55% 46%

*State used different assessments to determine college readiness; STAAR in 203, 2014 and TAKS in 2006

CLEAR CREEK INDEPENDENT SCHOOL DISTRICT

2016-2017 Campus Improvement Plan

32

What three (3) what three areas should CCISD target for improvement?

1. Encourage students to take the AP test. Perhaps schools can have set aside funding to help pay the $80 per test. Continue more diverse backgrounds taking advanced courses. Misrepresentation. Focus on students that do not take advanced courses for academic readiness.

2. Lobby for more consistent expectations in testing. Advanced courses will be watered down with Pre-AP going away.

3. Educate more students to be aware and know what to expect in advanced courses. Getting in the right course the first time where they can be academically successful.

*The above improvements represent the opinions of one or more members of the District Education Improvement Committee. The following data/information is taken from the 2014-2015 CCISD Community Based Accountability System. Page 11, Latitude to Learn (L2L) feedback from students, teachers, and parents. Students, teachers, and parents were surveyed to determine their perception of many of the aspects of the L2L learning technology initiative.

Students know what digital citizenship means.

Staff level of agreement: 78.9%

Parent level of agreement: 86.7%

Student level of agreement: 84.3%

Teachers allow students to learn and show work in a variety of ways

Staff level of agreement: 86.9%



Students are allowed to access the internet during their classes



Teachers give students clear expectations about when they can use a tablet, computer, etc.





33

Based on the survey responses above, what three areas should CCISD target for improvement of L2L?

1. Wi-fi reception. Network needs to be reliable and up to date. Get rid of Dell. Parent agreement: for showing work by increasing communication. At the Elementary level, offer a technology class (or specials) with support from a technology teacher, to show students different applications and teach keyboarding.

2. Laptops at Intermediate and High School levels only, not tablets. Need professional development in various programs/applications. Teachers need same devices as students. Continue to increase expectations for digital citizenship. Professional learning needed for teachers to learn new technology.

3. Need more consistency with applications. Continue to improve network. Parental communication for internet in class and clear expectations for tablet use. District definition of personalized learning and what it looks like. Teachers need to see a model.

The following data/information is taken from the 2014-2015 CCISD Community Based Accountability System, Communication and Learning at Home, page 28 For each of the results listed below parents and community members were administered a variety of survey instruments including the 2009 Baselice community phone survey, 2011 K12 Insights Parent Survey, 2012 K12 Insights Parent Survey, and 2014 CCISD Assessment and Evaluation Parent Climate Survey. The following data represents responses from these surveys:

Level of Satisfaction 2014 2012 2011 2009

District Communications 89% 85% 83% 81%

Teacher feedback to help child at school 63% 58% 57%

Feel welcome at school 91% 89%

Kept informed about grades at school 89% 86%



34

Based on the data above, what areas should CCISD target for improvement?

1. If students are taking home laptops/tablets, parents should be able to view lessons

2. Student/Parent view at ItsLearning

3. With ItsLearning, Parents will be able to see lesson plans

4. Professional development for ItsLearning to be used correctly

5. Parents need to be trained on how to use Skyward and ItsLearning

6. Blank response on progress/report cards for teacher generated comment

7. How do the kids feel?

8. Teacher feedback to help child at school

9. Skyward text announcements/information on all campuses

10. PTA/Community involvement

*The above proposed improvements represent the opinions of one or more members of the District Education Improvement Committee. DEIC Members completing this CNA:

Dawn Coryat-Hon Marina Collier

Debra Carr Joan Peeples

Dalena Ryskoski Tomas Cosenza

Melissa Garrison Sanjukta Ghose-Payra

Mark Smith Geri Spratlin

Samuel Veenstra Lauren Davis

Linley Palmer Carole Counts

Ruth Cooper Ashley Singleton

Charles Armstrong Taylor Flores

Susan Silva Sharon Lopez

Shane Zelenski Ann Thornton

Belinda Garcia Melissa Higgins

Rebekah James Jenna Smith

Jamie Brownson Gwen French

Heather Zapp Ashley Bedell

Susan Smyer Helen Martella

Amanda Hughes Julie Mills

Emily DeShazo Nolan DeShazo

Sarah Bennett Devan Livesay

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