generated by plan4learning.com 1 of 37 october 15, 2020 2

Lewisville Independent School District

Vickery Elementary School

2021-2022 Campus Improvement Plan

Vickery Elementary SchoolGenerated by Plan4Learning.com 1 of 35

Campus #138November 16, 2021 10:05 AM

Table of Contents

Comprehensive Needs Assessment 3Demographics 3Student Learning 3School Processes & Programs 5Perceptions 6

Priority Problem Statements 7Comprehensive Needs Assessment Data Documentation 9Goals 11

Goal 1: Cornerstone 1 / Student Learning Profound learning for students occurs when we provide meaningful and relevant educational opportunities. In LISD, we arepreparing the dreamers to be the doers by developing engaged, collaborative learners who are quipped for success. 12Goal 2: Cornerstone 2/ Student Experience A thriving student experience comes from an environment that engages and connects students to each other and with staff. InLISD, we know that students thrive when they are engaged in their learning and feel a sense of belonging in our schools. When students are provided enriching opportunitiesoutside the classroom, they will find success not only in school but in their lives beyond our hallways. 15Goal 3: Cornerstone 3/ Resource Stewardship In LISD, when we say we want to be good stewards of our resources, we aren't just talking about taxpayer dollars. Resourcestewardship is about three things: our time, talent, and treasure. We will strike a positive work/life balance with our time, nurture our talents as educators through meaningfulprofessional learning, and manage our treasure in a fiscally responsible way while still meeting student needs. 19Goal 4: Cornerstone 4/ Community Engagement We believe education is a shared responsibility between our district and the communities we serve. Community engagementis critical to the success of LISD. Through intentional strategies partnerships at the campus and district level, we can tap into the deep well of community support for LISDto forge stronger bonds with our stakeholders and develop relationships to benefit schools, local businesses and the community. 23Goal 5: Student Achievement/Safeguards THIS GOAL IS REQUIRED. DO NOT CHANGE OR DELETE THIS GOAL. You will update the formative and summativereviews. 27Goal 6: State and Federal Mandates THIS GOAL IS REQUIRED. DO NOT CHANGE OR DELETE THIS GOAL. You will update the formative and summative reviews. 28

State Compensatory 34Budget for Vickery Elementary School 35Personnel for Vickery Elementary School 35



Comprehensive Needs AssessmentRevised/Approved: October 22, 2021

Demographics

Demographics Summary

The committee looks at data in the areas of discipline, attendance, mobility, staff and student diversity and campus resources.

Recommendations -

Increase staff diversity.Monitor attendance rates for students over 1 mile away from school.Make sure all communications go out in English, Spanish, and Chin when possible.Address academic and social/emotional needs for all learners, especially those who were virtual last yearIncrease quantity and diversity of cultural initiatives and events.

Demographics Strengths

The committee identified the following as strengths for our campus in the area of Demographics:

Culturally diverse student populationCulturally diverse staffRange of programs offered to meet the needs of student interestsSchool and community resources and supportInclusive and accepting environmentCulturally diverse celebrations, initiatives, and events

Problem Statements Identifying Demographics Needs

Problem Statement 1 (Prioritized): Need to increase the social emotional support for students so that they feel more valued in the school setting. Root Cause: School is more thanstrictly a setting for learning, also playing a key role in nurturing the whole child. In light of COVID and gaps in in-person schooling, this is only more important.

Problem Statement 2 (Prioritized): Student attendance may be lower and inconsistent. Root Cause: Although the virtual pathway and required quarantines have been eliminated,COVID issues continue and may affect attendance.



Student Learning

Student Learning Summary

This section will be updated once we have 20-21 STAAR results.

This chart shows a summary Istation Reading results from in-person 1st-3rd graders from October 2020 to April 2021. The goal was for students who scored less than the 70thpercentile in October to close that gap by April.

TS = Total Students

+ Score = Positive score change from October to April

%+ Change = Increased in percentile from October to April

%+10 Change = Increased by at least 10% from October to April

Gr/Lang TS + Score + Score (%) %+ Change %+ Change(%)

%+10 Change %+10 Change(%)

1st Gr En 64 62 97% 41 64% 18 28%1st Gr Sp 37 32 86% 27 73% 20 54%2nd Gr En 55 52 95% 39 71% 20 36%2nd Gr Sp 40 36 90% 23 58% 9 23%3rd Gr En 53 47 89% 36 71% 18 34%3rd Gr Sp 31 30 97% 22 71% 11 35%

Takeaways:

As expected, the vast majority improved their ISIP Score from October to April (+ Score), ranging from 86% to 97% depending on the group.

More than 50% of each group closed the gap with their % score (%+ Change%). If they had simply grown as expected, that number would be 0, but anywhere from 58% to 73% ofeach subpop closed their percentile gap.

Between 23% and 54% of each group did improve their percentile ranking by 10% or more.

Student Learning Strengths

Use of Heggerty Curriculum in Kinder and first is showing as a strength during RTI monitoring and Dyslexia Testing.Tapping Out With Tiles was piloted during the year in several 1st grade classrooms and will be used in many more K and 1st grade classes this year. Student phonemicknowledge and spelling



Use of LLI is showing consistent growth for participating students. It is a strength in closing gaps and identifying other needs.Changes to RtI led to better identification of students needing referrals, the accomplishment of a high percentage of RtI goals, and fewer unidentified students in terms of need.Students are engaged in learning. Small group instruction is occurring in all classrooms in Reading and/or Math. Three full-time Title 1 specialists and three part-time Title 1tutors contribute to intervention groups, teacher training, and smaller group sizes.

Problem Statements Identifying Student Learning Needs

Problem Statement 1 (Prioritized): Academic gaps will be wider and more difficult to measure. Root Cause: As students have returned from At-Home learning and COVIDrestrictions are lessened, teachers will need to quickly assess and address academic gaps, and provide timely and appropriate support.

Problem Statement 2 (Prioritized): Tutoring time for students continues to be a challenge. Root Cause: Many of Vickery's most at-risk students ride the bus home or are otherwiseunavailable after school. The school day is busy so a tutoring plan for during the day would need to be constructed carefully. This is especially important for 4th and 5th grades inlight of required HB4545 tutoring.

Problem Statement 3 (Prioritized): All students need to be challenged on their academic level in order to see real growth. Root Cause: With such a variety of skill and experiencelevels in each grade level, including linguistic and developmental factors that affect the rate of growth, it is critical that students are challenged and provided with differentiatedinstruction at their level especially in small group and independent work stations.



School Processes & Programs

School Processes & Programs Summary

In this area, the staff looked at schedules, access to PLC opportunities, use of district learning facilitators and PLC structures. Suggestions were made regarding what is working, whatneeds to be changed and the core goal of protecting instructional time.

Staff would like PLC to focus on data that is already being collected, such as Istation.Staff would like to reestablish Dual Language planning times, if scheduling allows for it.Staff would like to minimize time lost during team planning meetings.Staff would like more options for tutoring.Staff would like to consider restarting school clubs.

School Processes & Programs Strengths

The master schedule was reviewed and adjusted with the help of an outside agency over the 2019 summer and is much more streamlined and consistent than in the past. Changesincluded alignment of Dual Language teachers within a grade level and increased departmentalization.

This year's schedule reflects a return to a 3:00pm dismissal time and a lessening of some COVID-19 restrictions and guidelines.

The order of lunches and Specials has been altered to give different grade levels longer periods of academic time and to give 2nd grade more morning learning time.

Problem Statements Identifying School Processes & Programs Needs

Problem Statement 1 (Prioritized): PLCs and RtIs must continually be re-evaluated in order to maximize impact on student learning. Root Cause: With planning time at apremium and many campus needs to address, we need to constantly receive feedback from staff to make sure we are being efficient and effective in our PLCs and RtIs.

Problem Statement 2 (Prioritized): Dual language teachers would benefit from more planning time together if scheduling allows. Root Cause: The increased amount of planningneeded for Dual Language partnerships is not taken into consideration in the district schedule, so Vickery would like to schedule more planning time for partners on a monthly basis.

Problem Statement 3 (Prioritized): Staff would like more collaboration, lesson modeling and interaction with district learning facilitators. Root Cause: This is limited byavailability on PLC protected times and the limited time on campus.



Perceptions

Perceptions Summary

Staff looked at student Gallup survey data, Panorama Staff data, Parent survey data and club information.

The 20-21 Panorama data showed positive gains in both school climate and leadership, despite it being a COVID year. The BLT committee met to review the results and comeup with suggestions for 21-22.The areas most in need of improvement based on the 20-21 survey are staff-to-staff relationships, admin knowledge of what's happening in classrooms, and increasing staffsense of job satisfaction.Restorative Practices were viewed very positively by students and staff according to survey data.Parent survey identified school/home connections as an area for improvement.Based on Panorama data, staff feel prepared and able to meet the needs of children.

Perceptions Strengths

Awards, assemblies and incentive programs celebrate student success, effort and perseverance. Cultural events and initiatives are viewed positively by the community and the staff.Our school represents multiple cultural backgrounds in students and staff.Dual Language programming is a strength and is percieved as a program of choice.Staff recognition is a strength.Campus focus on social emotional skills and growth for students.A "House" system has been created vertically across the campus, giving students and staff a deeper sense of belonging and ownership.The LiveSchool app is being used to award House points and is shared with parents.

Problem Statements Identifying Perceptions Needs

Problem Statement 1 (Prioritized): Parents would like increased communication. Root Cause: Diversity in regards to language and socio-economic status make it hard for amonolithic communication system to be effective.

Problem Statement 2 (Prioritized): Teacher job satisfaction is difficult to keep at an optimal level. Root Cause: While most, if not all, Vickery staff members enjoy being a part ofour campus, there are internal and external pressures that can affect job satisfaction.

Problem Statement 3 (Prioritized): We need more parents to be actively involved in PTA and Vickery. Root Cause: With COVID still a factor and with other barriers in place thatmay be obstacles in school involvement, participation in all types of school events, from teacher conferences to big ticket events, should be improved.



Priority Problem StatementsProblem Statement 1: Need to increase the social emotional support for students so that they feel more valued in the school setting.Root Cause 1: School is more than strictly a setting for learning, also playing a key role in nurturing the whole child. In light of COVID and gaps in in-person schooling, this is onlymore important.Problem Statement 1 Areas: Demographics

Problem Statement 3: Academic gaps will be wider and more difficult to measure.Root Cause 3: As students have returned from At-Home learning and COVID restrictions are lessened, teachers will need to quickly assess and address academic gaps, and providetimely and appropriate support.Problem Statement 3 Areas: Student Learning

Problem Statement 6: PLCs and RtIs must continually be re-evaluated in order to maximize impact on student learning.Root Cause 6: With planning time at a premium and many campus needs to address, we need to constantly receive feedback from staff to make sure we are being efficient andeffective in our PLCs and RtIs.Problem Statement 6 Areas: School Processes & Programs

Problem Statement 9: Parents would like increased communication.Root Cause 9: Diversity in regards to language and socio-economic status make it hard for a monolithic communication system to be effective.Problem Statement 9 Areas: Perceptions

Problem Statement 2: Student attendance may be lower and inconsistent.Root Cause 2: Although the virtual pathway and required quarantines have been eliminated, COVID issues continue and may affect attendance.Problem Statement 2 Areas: Demographics

Problem Statement 4: Tutoring time for students continues to be a challenge.Root Cause 4: Many of Vickery's most at-risk students ride the bus home or are otherwise unavailable after school. The school day is busy so a tutoring plan for during the daywould need to be constructed carefully. This is especially important for 4th and 5th grades in light of required HB4545 tutoring.Problem Statement 4 Areas: Student Learning

Problem Statement 7: Dual language teachers would benefit from more planning time together if scheduling allows.Root Cause 7: The increased amount of planning needed for Dual Language partnerships is not taken into consideration in the district schedule, so Vickery would like to schedulemore planning time for partners on a monthly basis.Problem Statement 7 Areas: School Processes & Programs



Problem Statement 10: Teacher job satisfaction is difficult to keep at an optimal level.Root Cause 10: While most, if not all, Vickery staff members enjoy being a part of our campus, there are internal and external pressures that can affect job satisfaction.Problem Statement 10 Areas: Perceptions

Problem Statement 5: All students need to be challenged on their academic level in order to see real growth.Root Cause 5: With such a variety of skill and experience levels in each grade level, including linguistic and developmental factors that affect the rate of growth, it is critical thatstudents are challenged and provided with differentiated instruction at their level especially in small group and independent work stations.Problem Statement 5 Areas: Student Learning

Problem Statement 8: Staff would like more collaboration, lesson modeling and interaction with district learning facilitators.Root Cause 8: This is limited by availability on PLC protected times and the limited time on campus.Problem Statement 8 Areas: School Processes & Programs

Problem Statement 11: We need more parents to be actively involved in PTA and Vickery.Root Cause 11: With COVID still a factor and with other barriers in place that may be obstacles in school involvement, participation in all types of school events, from teacherconferences to big ticket events, should be improved.Problem Statement 11 Areas: Perceptions



Comprehensive Needs Assessment Data DocumentationThe following data were used to verify the comprehensive needs assessment analysis:

Improvement Planning Data

District goalsCampus goalsHB3 Reading and math goals for PreK-3HB3 CCMR goalsPerformance Objectives with summative review (prior year)Campus/District improvement plans (current and prior years)Covid-19 Factors and/or waivers for Assessment, Accountability, ESSA, Missed School Days, Educator Appraisals, etc.Planning and decision making committee(s) meeting dataState and federal planning requirementsCovid-19 Factors and/or waivers

Accountability Data

Student Achievement DomainDomain 1 - Student AchievementStudent Progress DomainDomain 2 - Student ProgressClosing the Gaps DomainDomain 3 - Closing the GapsComprehensive, Targeted, and/or Additional Targeted Support Identification data

Student Data: Assessments

State and federally required assessment informationState and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information)(STAAR) current and longitudinal results, including all versionsState of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versionsTexas English Language Proficiency Assessment System (TELPAS) and TELPAS Alternate resultsTexas Primary Reading Inventory (TPRI), Tejas LEE, or other alternate early reading assessment resultsStudent 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)Student failure and/or retention ratesRunning Records resultsIstation Indicators of Progress (ISIP) reading assessment data for Grades PK-2Texas approved PreK - 2nd grade assessment dataTexas approved Prekindergarten and Kindergarten assessment dataOther PreK - 2nd grade assessment data

Student Data: Student Groups

Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and progress



Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groupsRace and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress for each student groupEconomically Disadvantaged / Non-economically disadvantaged performance, progress, and participation dataEconomically disadvantaged / Non-economically disadvantaged performance and participation dataMale / Female performance, progress, and participation dataSpecial education/non-special education population including discipline, progress and participation dataAt-risk/non-at-risk population including performance, progress, discipline, attendance, and mobility dataEL/non-EL or LEP data, including academic achievement, progress, support and accommodation needs, 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 dataAttendance dataMobility rate, including longitudinal dataDiscipline recordsStudent surveys and/or other feedbackSchool safety dataEnrollment trends

Employee Data

Professional learning communities (PLC) dataStaff surveys and/or other feedbackTeacher/Student RatioState certified and high quality staff dataCampus leadership dataCampus department and/or faculty meeting discussions and dataT-PESS data

Parent/Community Data

Parent surveys and/or other feedbackParent engagement rateCommunity surveys and/or other feedback

Support Systems and Other Data

Organizational structure dataBudgets/entitlements and expenditures dataStudy of best practicesOther additional data



GoalsRevised/Approved: October 22, 2021

Goal 1: Cornerstone 1 / Student LearningProfound learning for students occurs when we provide meaningful and relevant educational opportunities. In LISD, we are preparing the dreamers to be thedoers by developing engaged, collaborative learners who are quipped for success.

Performance Objective 1: Board Goals: * HB 3 Early Childhood Literacy Reading - % of 3rd graders that score meets grade level on IStation's Indicators of Progress will increase* HB 3 Early Childhood Math - % of 3rd graders that perform at Tier 1 on Istation Math will increase* HB 3 College Career Military Readiness - % of graduates that engage in CCMR related indicators will increase* Implement new and expand existing targeted elementary and secondary learning intervention programs based on student need

Superintendent Goals: * Implement a minimum of 2 literacy check-ins (one fall/one spring) for K-5 per ES campus* Identify prioritized TEKS from the BOY MS reading assessment to determine readiness for grade-level work* Determine growth expectations for students using early childhood math BOY 2020 comparisons to EOY 2021* Utilize readiness dashboard to identify and target students for readiness as the campus level * Provide support to campuses in creating intervention programs for summer 2021 and beyond

DIP Goals: * Conduct content alignment walks with campus leadership and Learning & Teaching leaders in a manner that provides data analysis to achieve 80% of contentwalks indicate alignment of curriculum and instruction (virtual and in-person)* Align PLC focus areas with CIP goals and utilize PLCs effectively to make gains on CIP goals and increase graduation rates* Increase graduation rate through the use of early warning systems (dashboard, counselors, etc)* Utilize trend data to understand and monitor elements of the student learning experience, including student engagement, technology usage, & lesson designstrategies. Determine future actions to ensure learning is engaging and relevant to students

CAMPUSES DETERMINE STRATEGIES FOR PERFORMANCE OBJECTIVE 1 THAT WILL HELP MEET GOALS THAT APPLY TO THEIR LEVEL

HB3 Goal

Evaluation Data Sources: BOY and EOY assessments, dashboard data, walk data including TREND and content walks



Strategy 1 Details ReviewsStrategy 1: All reading teachers will have a minimum of two literacy check-ins; All math teachers will have a minimum ofone math check-in.

Strategy's Expected Result/Impact: Monitoring of student growth; changes to literacy and math stations;improvement in small and whole group instructionStaff Responsible for Monitoring: Principal, teachers

Title I Schoolwide Elements: 2.4, 2.5, 2.6, 3.1, 3.2 - TEA Priorities: Build a foundation of reading and math,Improve low-performing schools - ESF Levers: Lever 1: Strong School Leadership and Planning, Lever 2:Effective, Well-Supported Teachers, Lever 4: High-Quality CurriculumProblem Statements: Student Learning 1, 3

Formative SummativeNov Jan Mar June

Strategy 2 Details ReviewsStrategy 2: A system of student-based and classroom-based incentives will be given for Istation completion and growth inMath and Reading, including increased support for Title 1 coaches through PLC.

Strategy's Expected Result/Impact: Improved scores; increased engagement from students; 100% monthlycompletion of Istation assessment; increased use of backpack assignmentsStaff Responsible for Monitoring: admin, teachers, T1

Title I Schoolwide Elements: 2.4, 2.5, 2.6, 3.1, 3.2 - TEA Priorities: Build a foundation of reading and math,Improve low-performing schools - ESF Levers: Lever 1: Strong School Leadership and Planning, Lever 2:Effective, Well-Supported Teachers, Lever 3: Positive School Culture, Lever 4: High-Quality Curriculum, Lever5: Effective InstructionProblem Statements: Student Learning 1, 3


Strategy 3 Details ReviewsStrategy 3: Utilize small group instruction, impactful whole group strategies, support from Title 1 Coaches, anddifferentiated work stations and professional development opportunities such as the Foundations of Fractions andFoundations of Numerical Reasoning, to reach HB 3 Reading and Math goals.

Strategy's Expected Result/Impact: Reading and math targets by student group can be found in the AddendumsectionStaff Responsible for Monitoring: all staff

Title I Schoolwide Elements: 2.4, 2.5, 2.6, 3.1, 3.2 - TEA Priorities: Build a foundation of reading and math,Improve low-performing schools - ESF Levers: Lever 1: Strong School Leadership and Planning, Lever 2:Effective, Well-Supported Teachers, Lever 3: Positive School Culture, Lever 4: High-Quality Curriculum, Lever5: Effective InstructionProblem Statements: Student Learning 1, 3 - School Processes & Programs 1Funding Sources: Foundations of Fractions - 211 - Title I, Part A - $891, Foundations of Numerical Reasoning - 211 - Title I, Part A - $891


No Progress Accomplished Continue/Modify Discontinue



Performance Objective 1 Problem Statements:

Student LearningProblem Statement 1: Academic gaps will be wider and more difficult to measure. Root Cause: As students have returned from At-Home learning and COVID restrictions arelessened, teachers will need to quickly assess and address academic gaps, and provide timely and appropriate support.Problem Statement 3: All students need to be challenged on their academic level in order to see real growth. Root Cause: With such a variety of skill and experience levels in eachgrade level, including linguistic and developmental factors that affect the rate of growth, it is critical that students are challenged and provided with differentiated instruction at theirlevel especially in small group and independent work stations.

School Processes & ProgramsProblem Statement 1: PLCs and RtIs must continually be re-evaluated in order to maximize impact on student learning. Root Cause: With planning time at a premium and manycampus needs to address, we need to constantly receive feedback from staff to make sure we are being efficient and effective in our PLCs and RtIs.



Goal 1: Cornerstone 1 / Student LearningProfound learning for students occurs when we provide meaningful and relevant educational opportunities. In LISD, we are preparing the dreamers to be thedoers by developing engaged, collaborative learners who are quipped for success.

Performance Objective 2: Student Learning I Statements: * I ensure learning is based on defined standards. * I model lifelong learning. * I create an environment optimal for learning. ************ I ensure that learners are actively engaged in meaningful and relevant work.

CAMPUSES: SELECT AT LEAST ONE I STATEMENT FROM ABOVE THAT THE CAMPUS WILL FOCUS ON THIS YEAR. THEN ADDSTRATEGIES THAT WILL HELP MEET THE GOALS FOR THAT SPECIFIC I STATEMENT(S)

Evaluation Data Sources: Istation, STAAR, CBAs, Walkthroughs, Lesson Plans

Strategy 1 Details ReviewsStrategy 1: Admin will conduct a minimum of 300 walkthroughs during the school year.

Strategy's Expected Result/Impact: Higher awareness of educational practices and quality of assigned workStaff Responsible for Monitoring: Admin, T1 coaches

Title I Schoolwide Elements: 2.4, 2.5, 2.6, 3.1, 3.2Problem Statements: Student Learning 1




Student LearningProblem Statement 1: Academic gaps will be wider and more difficult to measure. Root Cause: As students have returned from At-Home learning and COVID restrictions arelessened, teachers will need to quickly assess and address academic gaps, and provide timely and appropriate support.



Goal 2: Cornerstone 2/ Student ExperienceA thriving student experience comes from an environment that engages and connects students to each other and with staff. In LISD, we know that studentsthrive when they are engaged in their learning and feel a sense of belonging in our schools. When students are provided enriching opportunities outside theclassroom, they will find success not only in school but in their lives beyond our hallways.

Performance Objective 1: Board Goals: * Ensure students are college and career-ready based on LISD readiness indicators* Continue to develop the whole child, fostering the social and emotional skills needed to thrive in a diverse and dynamic world

Superintendent Goals: * Expand readiness indicators and complete early warning indicators on the dashboard for campus usage* Ensure all students have contact with a counselor through a minimum of two touch points as part of delivering a comprehensive school counselingcurriculum/program as outlined by the Texas Model for School Counseling* Ensure counselor continue to track various meeting types with students, increase the percentage of students meeting with counselors

DIP Goals:* Complete all campus emergency drills and scheduled safety and security audits* Decrease disproportionate out-of-placement disciplinary actions - utilize proactive measures to establish relationships with student groups to provide aninclusive and positive learning environment connected to the work of cultural proficiency, Restorative practices, Second Steps, and CHAMPS* Implement Second Steps Curriculum at the elementary level in order to increase student social and emotional learning with 18 campuses implementing asteacher-led. Monitor and analyze data* Ensure all students receive support and guidance from a counselor through a minimum of two touch points* Utilize early warning dashboard to continue to develop the whole child and decrease the % of under-participation of secondary students engaged in extra-curricular activities, clubs, and/or organizations* Identify and utilize performance tasks at specific grade levels and content areas* All HS will complete Common Sense School requirements with support of the Digital Learning Department. Provide guidance to campuses for renewal ofrecognition every 2 years.


Evaluation Data Sources: Readiness dashboard, counselor data, student survey, discipline data



Strategy 1 Details ReviewsStrategy 1: Staff will incorporate a variety of social-emotional learning and college/career readiness strategies within andoutside of the school day: - Daily Restorative Practices- 2nd Step- Career day- Rhithm App - Guidance lessons and small groups with the counselors- CIS mentoring and support- Kindness week (February 14 - 18)- Special summer welcome sessions for students new to in-person learning at Vickery- Multicultural Night (Everybody Cooks Rice)- Building Leadership Team- PTA meetings- Open House and Orientations- House Meetings and Rocket Rallies- Red Ribbon Week

Strategy's Expected Result/Impact: Increased student Gallup scores; high participation in events and themedweeks; more feedback from counselors/CIS to staff regarding student socio-emotional healthStaff Responsible for Monitoring: All staff

Title I Schoolwide Elements: 2.4, 2.5, 2.6, 3.1, 3.2 - TEA Priorities: Connect high school to career and college - ESF Levers: Lever 2: Effective, Well-Supported Teachers, Lever 3: Positive School Culture, Lever 4: High-Quality CurriculumProblem Statements: Demographics 1 - Perceptions 1




DemographicsProblem Statement 1: Need to increase the social emotional support for students so that they feel more valued in the school setting. Root Cause: School is more than strictly asetting for learning, also playing a key role in nurturing the whole child. In light of COVID and gaps in in-person schooling, this is only more important.

PerceptionsProblem Statement 1: Parents would like increased communication. Root Cause: Diversity in regards to language and socio-economic status make it hard for a monolithiccommunication system to be effective.



Goal 2: Cornerstone 2/ Student ExperienceA thriving student experience comes from an environment that engages and connects students to each other and with staff. In LISD, we know that studentsthrive when they are engaged in their learning and feel a sense of belonging in our schools. When students are provided enriching opportunities outside theclassroom, they will find success not only in school but in their lives beyond our hallways.

Performance Objective 2: Student Experience I Statements: * I create safe and inclusive opportunities.*************** I nurture each learner as an individual and as a citizen of the community. * I seek and encourage talent development. * I collaborate, communication, and persevere.* I engage in work that directly and indirectly creates positive experiences for learners.


Evaluation Data Sources: Gallup results; feedback from counselors; teacher feedback; student participation

Strategy 1 Details ReviewsStrategy 1: Teachers will craft differentiated work stations and independent work for their students, meeting the needs ofstudents at their level.

Strategy's Expected Result/Impact: Higher reading assessment scores, higher scores on district assessments,increased progress for RtI, 504, and SPED students.Staff Responsible for Monitoring: Classroom teachers, Title 1 coaches, Instructional Specialists

Title I Schoolwide Elements: 2.4, 2.5, 2.6, 3.1, 3.2 - TEA Priorities: Build a foundation of reading and math - ESF Levers: Lever 1: Strong School Leadership and Planning, Lever 2: Effective, Well-Supported TeachersProblem Statements: Student Learning 3 - School Processes & Programs 1




Student LearningProblem Statement 3: All students need to be challenged on their academic level in order to see real growth. Root Cause: With such a variety of skill and experience levels in eachgrade level, including linguistic and developmental factors that affect the rate of growth, it is critical that students are challenged and provided with differentiated instruction at theirlevel especially in small group and independent work stations.



Goal 3: Cornerstone 3/ Resource StewardshipIn LISD, when we say we want to be good stewards of our resources, we aren't just talking about taxpayer dollars. Resource stewardship is about three things:our time, talent, and treasure. We will strike a positive work/life balance with our time, nurture our talents as educators through meaningful professionallearning, and manage our treasure in a fiscally responsible way while still meeting student needs.

Performance Objective 1: Board Goals: * Review and implement agreed upon findings from current and future internal audit reports when completed* Create and evaluate various fiscal options for future debt, future financial ramifications, and future facility and technology needs

Superintendent Goals: * Increase the retention rates of first year teachers to 90% by developing skilled teachers who feel supported and a sense of belonging so they stay in LISD. * Develop short-term and long-term calendar of various efforts

DIP Goals:* Maximize the use of technology investment and resources to enhance student learning and experience* Facilitators will focus on district priority learning for teachers depending on grade level/content area and CIP goals* Respond to new 87th legislative session requirements


Evaluation Data Sources: survey data, views on resources, leadership opportunities

Strategy 1 Details ReviewsStrategy 1: In light of this year's very high employee retention rate (only three new classroom teacher), this year providesan opportunity to further support and develop our teachers through targeted leadership opportunities, PLCs, evaluationfeedback, and training.

Strategy's Expected Result/Impact: Improved Panorama scores; teacher feedback; higher student performance;a continued high teacher retention rateStaff Responsible for Monitoring: All staff (especially admin, T1 coaches)

Title I Schoolwide Elements: 2.4, 2.5, 2.6, 3.1, 3.2 - TEA Priorities: Recruit, support, retain teachers andprincipals - ESF Levers: Lever 1: Strong School Leadership and Planning, Lever 2: Effective, Well-SupportedTeachers, Lever 3: Positive School Culture, Lever 5: Effective InstructionProblem Statements: Student Learning 2 - School Processes & Programs 1 - Perceptions 2, 3






Student LearningProblem Statement 2: Tutoring time for students continues to be a challenge. Root Cause: Many of Vickery's most at-risk students ride the bus home or are otherwise unavailableafter school. The school day is busy so a tutoring plan for during the day would need to be constructed carefully. This is especially important for 4th and 5th grades in light ofrequired HB4545 tutoring.


PerceptionsProblem Statement 2: Teacher job satisfaction is difficult to keep at an optimal level. Root Cause: While most, if not all, Vickery staff members enjoy being a part of our campus,there are internal and external pressures that can affect job satisfaction.Problem Statement 3: We need more parents to be actively involved in PTA and Vickery. Root Cause: With COVID still a factor and with other barriers in place that may beobstacles in school involvement, participation in all types of school events, from teacher conferences to big ticket events, should be improved.



Goal 3: Cornerstone 3/ Resource StewardshipIn LISD, when we say we want to be good stewards of our resources, we aren't just talking about taxpayer dollars. Resource stewardship is about three things:our time, talent, and treasure. We will strike a positive work/life balance with our time, nurture our talents as educators through meaningful professionallearning, and manage our treasure in a fiscally responsible way while still meeting student needs.

Performance Objective 2: Resource Stewardship I Statements: * I embrace innovation with a flexible, relevant, and solution-oriented mindset* I have a mind for practicing efficient use of resources************** I use resources in an effective and efficient way that serves others


Evaluation Data Sources: Istation data; STAAR and CBA performance; walkthroughs; lesson plans

Strategy 1 Details ReviewsStrategy 1: Vickery will utilize three Title 1 coaches, a Title 1 translator, and 1-2 Title 1 tutors in order to provide teachermentoring, PLC and RtI support, better communication with our Chin-speaking families, and more student support.

Strategy's Expected Result/Impact: improved student scores; interconnected learning between subject areas;more effective use of district and technological resourcesStaff Responsible for Monitoring: Title 1 coaches, translators, and tutors; admin

Title I Schoolwide Elements: 2.4, 2.5, 2.6, 3.1, 3.2 - TEA Priorities: Build a foundation of reading and math,Improve low-performing schools - ESF Levers: Lever 1: Strong School Leadership and Planning, Lever 2:Effective, Well-Supported Teachers, Lever 3: Positive School Culture, Lever 4: High-Quality Curriculum, Lever5: Effective InstructionProblem Statements: Student Learning 1, 2, 3 - School Processes & Programs 1




Student LearningProblem Statement 1: Academic gaps will be wider and more difficult to measure. Root Cause: As students have returned from At-Home learning and COVID restrictions arelessened, teachers will need to quickly assess and address academic gaps, and provide timely and appropriate support.Problem Statement 2: Tutoring time for students continues to be a challenge. Root Cause: Many of Vickery's most at-risk students ride the bus home or are otherwise unavailableafter school. The school day is busy so a tutoring plan for during the day would need to be constructed carefully. This is especially important for 4th and 5th grades in light ofrequired HB4545 tutoring.



Student LearningProblem Statement 3: All students need to be challenged on their academic level in order to see real growth. Root Cause: With such a variety of skill and experience levels in eachgrade level, including linguistic and developmental factors that affect the rate of growth, it is critical that students are challenged and provided with differentiated instruction at theirlevel especially in small group and independent work stations.




Goal 4: Cornerstone 4/ Community EngagementWe believe education is a shared responsibility between our district and the communities we serve. Community engagement is critical to the success of LISD.Through intentional strategies partnerships at the campus and district level, we can tap into the deep well of community support for LISD to forge strongerbonds with our stakeholders and develop relationships to benefit schools, local businesses and the community.

Performance Objective 1: Board Goals: * Increase opportunities for authentic stakeholder engagement (staff, parents, community members, and business partners)* Continue to enhance cultural proficiency within the organization through authentic engagement

Superintendent Goals: * Administer surveys to various groups to gain feedback* Hire a consultant for a new Strategic Planning process* Increase opportunities for authentic stakeholder engagement and measure engagement levels* Continue implementation of Restorative Practices and utilize survey data to determine ongoing student and campus needs* Implement common learning expectation in every summer professional learning opportunity about student health and well-being

DIP Goals:* Increase student participation in job-embedded learning opportunities and engage with local businesses* Conduct student survey to obtain feedback on schoolwide experience and campus culture* Implement ongoing customer service training to enhance customer experience through lens of cultural proficiency. Utilize raptor survey results for additionalcampus supports* Continue to foster culture champions through authentic engagement and learning (quarterly information and support for campus and district leaders incontinuous learning) * Continue to implement Restorative Practices with fidelity to impact discipline and culture


Evaluation Data Sources: attendance records, views, and shares surveys, discipline data



Strategy 1 Details ReviewsStrategy 1: Pending the easing of COVID restrictions, we will host more in-person and virtual events in order to increasecommunity involvement and buy in. These include but are not limited to:- Everybody Cooks Rice Night- Space Race (Fun Run)- Coffee Talk with the principal- Musical performances per grade- LAS-led reading nights- Movie Nights- Football Night- PTA-led events

Strategy's Expected Result/Impact: Increased attendance at events; stronger sense of communityStaff Responsible for Monitoring: All staff

Title I Schoolwide Elements: 2.4, 2.5, 2.6, 3.1, 3.2 - TEA Priorities: Connect high school to career and college - ESF Levers: Lever 1: Strong School Leadership and Planning, Lever 3: Positive School CultureProblem Statements: Demographics 1 - Perceptions 1, 3





PerceptionsProblem Statement 1: Parents would like increased communication. Root Cause: Diversity in regards to language and socio-economic status make it hard for a monolithiccommunication system to be effective.Problem Statement 3: We need more parents to be actively involved in PTA and Vickery. Root Cause: With COVID still a factor and with other barriers in place that may beobstacles in school involvement, participation in all types of school events, from teacher conferences to big ticket events, should be improved.



Goal 4: Cornerstone 4/ Community EngagementWe believe education is a shared responsibility between our district and the communities we serve. Community engagement is critical to the success of LISD.Through intentional strategies partnerships at the campus and district level, we can tap into the deep well of community support for LISD to forge strongerbonds with our stakeholders and develop relationships to benefit schools, local businesses and the community.

Performance Objective 2: Community Engagement I Statements:* I go above and beyond to serve* I seek out accurate information to represent my classroom**************** I communicate with all stakeholders to understand diverse perspectives* I actively involve community partners in campus and district initiatives


Evaluation Data Sources: Parent survey; feedback from stakeholders; participation in events and meetings; increased PTA enrollment

Strategy 1 Details ReviewsStrategy 1: We will provide several virtual and in-person opportunities for parents and community members to givefeedback, including but not limited to:- Parent surveys- Invitations to PTA and BLT meetings- Coffee Talk - A weekly email communication

Strategy's Expected Result/Impact: A larger number of stakeholders, representing our diverse community,providing their input.Staff Responsible for Monitoring: Admin

Title I Schoolwide Elements: 2.4, 2.5, 2.6, 3.1, 3.2 - TEA Priorities: Connect high school to career and college - ESF Levers: Lever 1: Strong School Leadership and Planning, Lever 3: Positive School CultureProblem Statements: Demographics 1 - Perceptions 1, 3







PerceptionsProblem Statement 1: Parents would like increased communication. Root Cause: Diversity in regards to language and socio-economic status make it hard for a monolithiccommunication system to be effective.Problem Statement 3: We need more parents to be actively involved in PTA and Vickery. Root Cause: With COVID still a factor and with other barriers in place that may beobstacles in school involvement, participation in all types of school events, from teacher conferences to big ticket events, should be improved.



Goal 5: Student Achievement/Safeguards

THIS GOAL IS REQUIRED. DO NOT CHANGE OR DELETE THIS GOAL. You will update the formative and summative reviews.

Performance Objective 1: Achievement of all students, as measured by standardized tests and classroom performance, shall continually improve. Particularemphasis shall be placed on reading, writing, mathematics, science, and social studies.

Evaluation Data Sources: STAAR scores; local grades and assessments; campus staff observations and reflections; family and community involvement records

Strategy 1 Details ReviewsStrategy 1: Student test data will be disaggregated by faculty and staff to identify student needs, including an assessment ofthe academic achievement for each student in the school, by (1) the "student achievement" domain, (2) the "schoolprogress" domain, and (3) the "closing the gaps" domain.

Intensive accelerated instruction will be provided to students not meeting minimum expectations; examples includetutorials, summer school, mentor programs, response to intervention, etc.

Parent/guardian will be notified about academic progress through teacher/parent conferences, information on what theschool will do and what parents can do, progress reports, report cards, etc. The campus will provide opportunities for theparticipation of all parents in a format and, to the extent practicable, in a language that the parents understand.

Failure rates will be used to identify students' needs, and students at risk.

Campus will provide strategies to attract highly qualified teachers to high need students, provide instruction by highlyqualified teachers, provide professional development for campus staff in assisting all students to meet the state's challengingcontent and performance standards, assist teachers to meet certification requirements and paraprofessionals to meet highlyqualified requirements (if applicable), ensure smooth transition for students from early childhood programs and fromelementary to middle school and middle school to high school, coordinate funds to increase student achievement, and utilizeteachers regarding the use of academic assessments for providing information and improving the achievement of individualstudents. Specific methods noted in campus goals above.

Strategy's Expected Result/Impact: Increased STAAR scores, local grades and assessments; campus staffobservation and reflection indicating strategy success; increased family and community involvementStaff Responsible for Monitoring: All staff

Title I Schoolwide Elements: 2.4, 2.5, 2.6, 3.1, 3.2





Goal 6: State and Federal Mandates


Performance Objective 1: All students shall attend school regularly.

Evaluation Data Sources: Student attendance records; STAAR scores, local grades and assessments; campus staff observations and reflections; family and communityinvolvement records

Strategy 1 Details ReviewsStrategy 1: Parents, the staff, and the student body are informed of student attendance procedures.

A process is used to refer students with excessive absences to the counseling and/or health services departments.

Truancy charges are regularly filed when appropriate.

Parent notification is given when students are absent.

Student residency is verified.

Strategies are implemented to increase parental involvement.

Training is provided for parents regarding how to utilize technology to monitor student progress and achievement.Strategy's Expected Result/Impact: Student attendance records demonstrating appropriately high levelsStaff Responsible for Monitoring: All staff








Performance Objective 2: All students shall complete high school. The dropout rate for all the students including sub-populations will be maintained at <0.2% for middle schools, and high schools will have a 95% completion rate. All schools will implement and maintain strategies that support these goals.

Evaluation Data Sources: Student attendance and withdrawal records; program records; STAAR scores; local grades and assessments; campus staff observations andreflections; family and community involvement records

Strategy 1 Details ReviewsStrategy 1: At-risk students will be identified using available data.

Students will be provided opportunities to explore career options.

Procedures will be used to ensure accurate coding/tracking of withdrawals.

The RtI process is utilized to provide early intervention for struggling students.

Students will be engaged in college and career readiness activities to promote the goal of high school completion andworkforce readiness.

Strategy's Expected Result/Impact: Increased STAAR scores, local grades and assessments; campus staffobservation and reflection indicating strategy success; increased family and community involvement; successfuldropout prevention as seen from one or more of the following items: (a) results of audit of dropout records, (b)campus info related to graduation rates, dropout rates, high school equivalency certification rates, and thepercentage of students who remain in high school more than four years after entering 9th grade, (c) the number ofstudents who enter a high school equivalency program and do not complete the program or complete but do nottake the exam or complete and take the exam but do not obtain a high school equivalency certificate, (d) forstudents enrolled in 9th and 10th grades, information related to academic credit hours earned, retention rates, andplacements in alternative education programs and expulsions, and (e) results of an evaluation of each school-based dropout prevention programStaff Responsible for Monitoring: All staff








Performance Objective 3: Students shall feel safe and positive about their learning environment.




Strategy 1 Details ReviewsStrategy 1: A proactive plan identifies and helps troubled youth.

Students receive public acknowledgement for non-academic achievement.

Students participate in activities that foster positive teacher/student relationships.

The student code of conduct is available online and copies are available to students and reviewed with students by teachers.

Orientation is held.

Civic responsibility and community service and community involvement are encouraged.

Students will expand their involvement in extracurricular and co-curricular activities, and ensure that all students participatein the school's required physical activities.

Students will participate in fitness assessments and engage in physical activities which are evaluated annually. Campusfollows the recommendation of the SHAC team, as provided quarterly.

Staff development opportunities are offered to appropriate personnel in order to help facilitate achievement of this goal.

Students are aided in their transition from elementary school to middle school, and middle school to high school throughvertical conversations, teacher collaboration and professional learning.

The school safety plan is developed and monitored for effectiveness throughout the school year. Peace officers and/orschool resource officers and security officers work with the LISD safety and security department to develop appropriateguidelines which are updated annually.

Counselors work with students to make appropriate curricular choices or program choices, and support students as neededin programs including but not limited to suicide prevention, conflict resolution, positive behavior interventions, careereducation, dating violence, sexual abuse, sex trafficking, dating violence, discipline management including unwantedphysical or verbal aggression and sexual harassment, strategies for providing students and their parents with informationabout higher education admissions and financial aid opportunities, the need for students to make informed curriculumchoices to be prepared for success beyond high school, career education to assist students in preparing for a broad range ofcareer opportunities, accelerated education, the Teach for Texas program, etc.

Strategy's Expected Result/Impact: Increased STAAR scores, local grades and assessments; campus staffobservation and reflection indicating strategy success; increased family and community involvement, studentattendance records demonstrating appropriately high levels








Performance Objective 4: Diverse students shall be prepared to meet the demands of the real world when they exit the Lewisville Independent SchoolDistrict. Instructional strategies and programs will be implemented to support all students.




Strategy 1 Details ReviewsStrategy 1: Special program students are accurately identified and appropriately served.

Language acquisition services are provided for language learners through differentiating for their stage of languageacquisition through models aligned with state requirements.

Special education services are provided to students as determined by the ARD committee.

G/T services are provided in alignment with the Texas State Plan for Gifted/Talented students.

A plan is in place to accurately identify students for special programs. (Programs serving diverse students include, but arenot limited to the following: Gifted and Talented, At-Risk, Bilingual/ESL, Dyslexia, Special Education, Counseling, otherspecial funded programs.)

Campus personnel utilize appropriate interventions for students with special needs.

The RtI team is in place and appropriately trained to serve students.

Campus personnel will be trained in violence prevention and intervention.

Professional learning is provided to all staff regarding the needs of learners from special populations (at-risk, specialeducation, 504, dyslexia, G/T, ELL, Economically Disadvantaged, etc.).

Teachers receive training and support to differentiate instruction to meet the needs of all students.

The campus will demonstrate integration of technology in instructional and administrative programs to support studentlearning.

Strategies will be implemented for recruiting highly effective teachers

The following resources are used to meet the needs of special students: 504, Inclusion, Contact Teachers, G/T services,Advanced Placement (secondary only) and Literacy Intervention/Dyslexia.

Strategy's Expected Result/Impact: Increased STAAR scores, local grades and assessments; campus staffobservation and reflection indicating strategy success; increased family and community involvement.






State CompensatoryBudget for Vickery Elementary School

Total SCE Funds:Total FTEs Funded by SCE: 3Brief Description of SCE Services and/or Programs

Personnel for Vickery Elementary School

Name Position FTE

Linda Stokes Instructional Coach 1

Maria Yesenia Allier Instructional Coach 1

Maribel Cantu Instructional Coach 1



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