Lipscomb Elementary Campus Improvement Plan

2015-2016

CAMPUS VISION AND MISSION

Vision: William Lipscomb Elementary will develop extraordinary learners through a program of differentiated, rigorous inquiry so that they will innovate and collaborate in a global society. The International Baccalaureate Primary Years Programme provides our framework for the development of internationally-minded learners that embody the ten attributes of the IB learner profile...inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced, and reflective.

Mission: William Lipscomb Elementary is committed to cultivate active and compassionate life long learners with an intercultural understanding as our students become innovative, problem-solving leaders in a global society.

THE STATE OF TEXAS PUBLIC EDUCATION MISSION AND ACADEMIC GOALS

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

THE STATE OF TEXAS PUBLIC EDUCATION GOALS

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

GOAL #2: The students in the public education system will demonstrate exemplary performance in the understanding of mathematics.

GOAL #3: The students in the public education system will demonstrate exemplary performance in the understanding of science.

GOAL #4: The students in the public education system will demonstrate exemplary performance in the understanding of social studies.

THE STATE OF TEXAS PUBLIC EDUCATION OBJECTIVES

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

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

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

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

Objective #5: Qualified and highly effective personnel will be recruited, developed, and retained.

Objective #6: The state’s students will demonstrate exemplary performance in the comparison to national and international standards.

Objective #7: School campuses will maintain a safe and disciplined environment conducive to student learning.

Objective #8: Educators will keep abreast of the development of creative and innovative techniques as appropriate to improve student learning.

Objective #9: Technology will be implemented and used to increase the effectiveness of student learning, instructional management, staff development, and administration.

SIGNATURE PAGE

Presented and approved by faculty on August 20, 2015.

Presented to parents and community on September 10, 2015.

Signatures

PTO/PTA Parent Representative / Date
Teacher Representative / Date
SBDM Community Representative / Date
Principal / Date

COMPREHENSIVE NEEDS ASSESSMENT SUMMARY

DEMOGRAPHICS

Data Sources Reviewed:
· AEIS
· PEIMS
Data / Lipscomb Elementary serves 509 Pre-Kindergarten to 5th Grade students within the Junius Heights, Munger place, and Swiss Avenue neighborhoods located in Old East Dallas. Lipscomb students feed into JL Long Middle and Woodrow Wilson High, which are both International Baccalaureate World Schools.
Lipscomb's student population is a diverse representation of the community. Our student ethnicity breakdown is 83% Hispanic, 9% White, 6% Black/African-American and 1% Asian. Overall, student ethnicity percentages have remained consistent over the past 3 years.
Lipscomb serves many student groups and has experienced more changes over the past year than our student ethnicity. Lipscomb's student enrollment breakdown is 91.2% Economically Disadvantaged which is a 5% increase from 2014. Also, Lipscomb's Gifted and Talented population has increased by 6.1% at 14.5% by the end of 2014-2015. Student Groups populations that have remained more consistent has been our Limited English Proficient (LEP) at 50.9%, Special Education Population at 6.6%, and At-Risk Population continues to hover at 63%.
Attendance at Lipscomb had a small increase over the past couple of years but stalled out at 96.1%. Mobility Rates for Lipscomb have also increased 2.4% at 22.4% from 2013 to 2014.
In the 2014-2015 school year, our teacher population equally represented our student population. Lipscomb's teacher ethnicity breakdown is as follows: 40.6% Hispanic, 37.5% White, 12.5% Black/African-American, and 9.4% Multiple/Mixed Race.
Summary of Strengths
What were the identified strengths? / Summary of Needs
What were the identified needs? / Priorities
What are the priorities for the campus, including how federal and state program funds will be used?
· Lipscomb's Gifted and Talented population has increased by 6.1% at 14.5% by the end of 2014-2015
· Teacher population equally represented our student population. Lipscomb's teacher ethnicity breakdown is as follows: 40.6% Hispanic, 37.5% White, 12.5 Black/African-American, and 9.4% Multiple/Mixed Race / · 91.2% Economically Disadvantaged which is a 5% increase from 2014
· Mobility Rates for Lipscomb have also increased 2.4% at 22.4% from 2013 to 2014 / · QUALITY OF INSTRUCTION: Intentional Collaborative Curriculum Design with a focus on Purposeful Instruction, Student Engagement and College-Going Culture.
· INTERATIONAL BACCALAUREATE PRIMARY YEARS PROGRAMME: Implementation of IB Environment and Programme of Inquiry with a focus on inquiry-based lessons, school-wide IB Learner Profile, Attitudes, Attributes and Approaches to Learning Culture
· CULTURE AND CLIMATE: Create a Positive Culture of Feedback and Support for Students, Parents, Faculty and Staff with a focus on safety, increased parent-school communication, teacher input and school-wide behavior system that aligns with IB philosophy.

STUDENT ACHIEVEMENT

Data Sources Reviewed:
· Final STAAR scores
· District ACP data
· iStation reports
Data / Reading Data Shows:
Level 2 Satisfactory English Reading STAAR: 3rd Grade: 72% (10% Increase) 4th Grade: 64% (8% Increase) 5th Grade: 75.8% (10% Decrease) 3rd-5th Overall: 71.9% (3.1% Decrease)
Level 2 Satisfactory Spanish Reading STAAR: 3rd Grade: 89.5% (44% Increase) 4th Grade: 52.9% (2.9% Increase) 5th Grade: 73% (13.6% Decrease) 3rd-5th Overall: 68.9% (11% Increase)
Level 3 Advanced English Reading STAAR: 3rd Grade: 9.8% (23.5% Decrease) 4th Grade: 23.4% (9.2% Increase) 5th Grade: 27.3% (9.1% Increase) 3rd-5th Overall: 19.8% (2.2% Decrease)
Level 3 Advanced Spanish Reading STAAR: 3rd Grade: 21.1% (1.1% Increase) 4th Grade: 2.9% (5% Decrease) 5th Grade: 2.7% (11.2% Decrease)
ITBS Reading Scores Overall Kindergarten to 2nd Grade 63.6% scored at the 40th Percentile. Kindergarten: 82.4%, 1st: 53.3%, 2nd: 59.5% and Overall ITBS scores K-2nd Grade: 63.6% performed below the district results.
ACP Reading Scores Kindergarten to 5th Grade had inconsistent results from Fall 2014-Spring 2015. Kindergarten Spanish, 1st Grade Spanish, 2nd Grade, 2nd Grade Spanish, 3rd Grade Spanish, 4th Grade Spanish, 5th Grade and 5th Grade Spanish scores increased from Fall 2014-Spring 2015. While Kindergarten, 1st Grade, and 4th Grade scores decrease from Fall 2014-Spring 2015. 7 out of 12 of Reading ACPs Lipscomb outperformed the district with the exception of Kindergarten, 1st Grade Spanish, 2nd Grade Spanish, 4th Grade Spanish, and 5th Grade Spanish.
ISIP: Kindergarten: Tier 1-50%, Tier 2-19%, Tier 3-31%, 1st Grade: Tier 1-30%, Tier 2-19%, Tier 3-51%, 2nd Grade: Tier 1-29%, Tier 2-12%, Tier 3 -59%
Writing Data Shows:
Level 2 Satisfactory English Writing STAAR: 4th Grade: 64% (8% Increase)
Level 2 Satisfactory Spanish Writing STAAR: 4th Grade: 61.8% (6.8% Increase)
Level 3 Advanced English Writing STAAR: 4th Grade: 10.6% (1.6% Decrease)
Level 3 Advanced Spanish Writing STAAR: 4th Grade: 5.9% (3.4% Increase)
Science Data Shows:
Level 2 Satisfactory English STAAR: 5th Grade: 63.6% (13% Decrease)
Level 2 Satisfactory Spanish STAAR: 5th Grade: 32.4% (16.2 Decrease)
Level 3 Advanced English STAAR: 5th Grade: 15.2% (3.2% Increase)
Level 3 Advanced Spanish STAAR: 5th Grade: 0% (0% 2013-2014)
Math Data Shows:
ACP Math Scores Kindergarten to 5th Grade increased from Fall 2014 to Spring 2015 with the exception of 2nd grade which decreased 6%. 5 out of 7 Spring Math ACP test results exceed district results with the exception of 1st and 5th Grade Math.
ITBS Math Scores Overall Kindergarten to 2nd Grade 58.2% scored at the 40th Percentile. Kindergarten: 70.6%, 1st: 59.2%, 2nd: 46.1% and Overall ITBS scores K-2nd Grade: 58.2% performed below the district results.
Achievement Gaps and Areas of Improvement:
At-Risk, Economically Disadvantage, and Black/African-American are consistently under performing in each assessment, which means an increased need for individualized, targeted instruction and consistent RtI implementation. Overall Advanced Scores must be addressed through more rigorous lesson design and RtI Monitoring.
English and Spanish Reading: Understanding/Analyzing Literary Texts, Understanding Across Genres, Understanding/Analysis of Informational Texts
English and Spanish Science: Matter & Energy, Earth & Space
English and Spanish Writing: Expository and Revising
Summary of Strengths
What were the identified strengths? / Summary of Needs
What were the identified needs? / Priorities
What are the priorities for the campus, including how federal and state program funds will be used?
· Overall Increase in Writing
· Overall Increase in ACP Math Scores / · At-Risk, Economically Disadvantage, and Black/African-American are consistently under performing in each assessment, which means an increased need for individualized, targeted instruction and consistent RtI implementation. Overall Advanced Scores must be addressed through more rigorous lesson design and RtI Monitoring.
· English and Spanish Reading: Understanding/Analyzing Literary Texts, Understanding Across Genres, Understanding/Analysis of Informational Texts / · QUALITY OF INSTRUCTION: Intentional Collaborative Curriculum Design with a focus on Purposeful Instruction, Student Engagement and College-Going Culture.
· INTERATIONAL BACCALAUREATE PRIMARY YEARS PROGRAMME: Implementation of IB Environment and Programme of Inquiry with a focus on inquiry-based lessons, school-wide IB Learner Profile, Attitudes, Attributes and Approaches to Learning Culture
· CULTURE AND CLIMATE: Create a Positive Culture of Feedback and Support for Students, Parents, Faculty and Staff with a focus on safety, increased parent-school communication, teacher input and school-wide behavior system that aligns with IB philosophy.

SCHOOL CULTURE AND CLIMATE

Data Sources Reviewed:
· Culture and Climate Survey Data
· Student Survey Data
Data / Culture and Climate Survey Data Shows:
Morale at my school has improved this year. 43.4%
Unruly students are not permitted to disrupt the learning environment. 49.1% Discipline is enforced consistently and effectively at my campus. 60.4%
Student Survey Data Shows:
How much does this teacher want to learn about what you do when you are not in school? 59%
How often do students behave well in this class? 61%
How interested is this teacher in what you want to be when you grow up? 61%
When your teacher asks, "How are you?”, how often do you feel that your teacher really wants to know your answer? 74%
Summary of Strengths
What were the identified strengths? / Summary of Needs
What were the identified needs? / Priorities
What are the priorities for the campus, including how federal and state program funds will be used?
Student referrals decreased overall through systematic discipline consequences.
School wide processes, procedures and expectations in all common areas were established through Lions’ Transition. / School Wide Behavior Management Plan-This system incorporates attitudes and attributes from the IB Learner Profile, where students are taking ownership of their behavior.
Students are asked to reflect on behavior in order to take responsibility for their choices and actions. / · QUALITY OF INSTRUCTION: Intentional Collaborative Curriculum Design with a focus on Purposeful Instruction, Student Engagement and College-Going Culture.
· INTERATIONAL BACCALAUREATE PRIMARY YEARS PROGRAMME: Implementation of IB Environment and Programme of Inquiry with a focus on inquiry-based lessons, school-wide IB Learner Profile, Attitudes, Attributes and Approaches to Learning Culture
· CULTURE AND CLIMATE: Create a Positive Culture of Feedback and Support for Students, Parents, Faculty and Staff with a focus on safety, increased parent-school communication, teacher input and school-wide behavior system that aligns with IB philosophy.

STAFF QUALITY/PROFESSIONAL DEVELOPMENT

Data Sources Reviewed:
· Culture and Climate Survey Results
· IB Needs Assessment Survey
Data / Deep content knowledge and curriculum planning is our main focus. Lipscomb's focus for the past two years has been implementing data driven instructional practices to pinpoint areas of improvement. We are now intentionally focusing on content delivery and curriculum design aspect as we begin to integrate the IB Framework of Inquiry-Based Learning and transition to an all grade-level self-contained classroom with a focus on trans-disciplinary learning. Quality of Instruction focus will be on 2 Day Lesson Design that focuses on TEKS Content Study, Professional Development that focuses on deep content knowledge, Back-mapping TEKS to create Instructional Calendars in order to increase rigor within each lesson. Also, Guided Reading and monitoring reading fluency will be implemented in order to address instructional gaps for students who are performing below grade-level.
Culture and Climate Survey Data Shows:
My campus leadership helps me improve the quality of my instruction. 54.8%
The instructional feedback I get helps me improve the quality of my instruction. 54.8%
I have sufficient opportunities and encouragement to develop my leadership potential. 54.8%
The PD sessions at my school this year helped me improve instruction. 54.8%
My school has an effective instructional leadership team. 61.3%
Summary of Strengths
What were the identified strengths? / Summary of Needs
What were the identified needs? / Priorities
What are the priorities for the campus, including how federal and state program funds will be used?
· Team Collaboration improved instruction 61%
· My instructional leadership team is effective 64% / · IB Component Training: Making It Happen in the Classroom and Written Curriculum
· TEKS Content Study through Backwards Lesson Design / · QUALITY OF INSTRUCTION: Intentional Collaborative Curriculum Design with a focus on Purposeful Instruction, Student Engagement and College-Going Culture.
· INTERATIONAL BACCALAUREATE PRIMARY YEARS PROGRAMME: Implementation of IB Environment and Programme of Inquiry with a focus on inquiry-based lessons, school-wide IB Learner Profile, Attitudes, Attributes and Approaches to Learning Culture
CULTURE AND CLIMATE: Create a Positive Culture of Feedback and Support for Students, Parents, Faculty and Staff with a focus on safety, increased parent-school communication, teacher input and school-wide behavior system that aligns with IB philosophy.

CURRICULUM, INSTRUCTION, ASSESSMENT