Lawson’s School Improvement Plan

Goal 1: Achievement

To decrease the performance gap between white students and African-American students through the systematic design/selection and implementation of intervention programs that provide effective remediation and/or adaptation to individual or group needs.

Data

Description: Data is the driver – Your school’s Current Reality

  • 2018-2019 ACT Aspire Summative Test Data
  • 2018-2019 Star Reading and Math
  • 2018-2019 Lexia and Dreambox (or equivalent) summary data
  • 2019-2020 USA test prep assessments
  • 2019-2020 NWMAP assessments

Interventions:

Description: These are the steps being taken to address the goal.

  • Progressive Scheduling to increase Core instruction time
  • Panther Camp after school tutoring (targeted instruction and project based learning)
  • Clubs to bridge the link of why we are learning to what we can do with what we learn.
  • AVID college and career readiness integration
  • PBIS behavior supports
  • EAST initiative STEM learning targeting at-risk students

Literacy Plan

We will incorporate RISE, Phonics First (K-6) and/or Science of Reading Modules from AR Ideas into our ongoing staff Professional Development.

Currently our  teachers utilize a written curriculum map that aligns with the science of reading. We continue to provide classroom teachers with a strong, systematic and explicit phonemic awareness program purchased by our district.  We screen all K-2 students for reading difficulties (Act 1063 dyslexia requirements)  using STAR, EarlySTAR, Rapid Naming, DSA, DRA and a writing sample where needed.  We screen students 3rd-5th for reading difficulties (Act 1268 dyslexia requirements)  including: Phonological and phonemic awareness, Sound symbol recognition, Alphabet knowledge, Decoding skills, and Encoding skills.

We protect our literacy Block and provide time for small group reading and writing every day to address foundational gaps and support core instruction.  Students identified as at risk for reading difficulties are provided intervention plans that provide evidence-based interventions through a multi-tiered system of support (RTI).

Current staff has completed RISE and Phonics First training.  New staff will receive the same training throughout the school year.

  • Progressive Scheduling to increase Core instruction time
  • Panther Camp after school tutoring (targeted instruction and project-based learning)
  • Clubs to bridge the link of why we are learning what we can do with what we learn.
  • AVID college and career readiness integration
  • PBIS behavior supports
  • EAST initiative STEM learning targeting at-risk students

Evidence

Description: Please list and attach as pertinent.

  • 2019-2020 USA test prep assessments
  • 2019-2020 NWMAP assessments
  • RTI folders
  • Survey's (Staff, Student, Parent)

Evaluation

Description: What is your method of evaluating the effectiveness of these interventions? ( Includes how often and documentation /Intervention data) Were there changes as a result of the evaluation? If so, how did you address it?

Special Education

Goal: To decrease the performance gap between general education students and students receiving special education services through the systematic design/ selection and implementation of intervention programs that provide effective instructional strategies that address individual student needs.

Goal 2: Performance Gap

To improve educational achievement by all students, with special attention to African-American students and others who are at-risk of academic failure due to socioeconomic disadvantages, or other factors.

Data

Description: Data is the driver – Your school’s Current Reality

  • 2018-2019 ACT Aspire Summative Test Data
  • 2018-2019 Star Reading and Math
  • 2018-2019 Lexia and Dreambox (or equivalent) summary data
  • 2019-2020 USA test prep assessments
  • 2019-2020 NWMAP assessments

Interventions:

Description: These are the steps being taken to address the goal.

  • Progressive Scheduling to increase Core instruction time
  • Panther Camp after school tutoring (targeted instruction and project based learning)
  • Clubs to bridge the link of why we are learning to what we can do with what we learn.
  • AVID college and career readiness integration
  • PBIS behavior supports
  • EAST initiative STEM learning targeting at-risk students

Literacy Plan

We will incorporate RISE, Phonics First (K-6) and/or Science of Reading Modules from AR Ideas into our ongoing staff Professional Development.

Currently our  teachers utilize a written curriculum map that aligns with the science of reading. We continue to provide classroom teachers with a strong, systematic and explicit phonemic awareness program purchased by our district.  We screen all K-2 students for reading difficulties (Act 1063 dyslexia requirements)  using STAR, EarlySTAR, Rapid Naming, DSA, DRA and a writing sample where needed.  We screen students 3rd-5th for reading difficulties (Act 1268 dyslexia requirements)  including: Phonological and phonemic awareness, Sound symbol recognition, Alphabet knowledge, Decoding skills, and Encoding skills.

We protect our literacy Block and provide time for small group reading and writing every day to address foundational gaps and support core instruction.  Students identified as at risk for reading difficulties are provided intervention plans that provide evidence-based interventions through a multi-tiered system of support (RTI).

Current staff has completed RISE and Phonics First training.  New staff will receive the same training throughout the school year.

  • Progressive Scheduling to increase Core instruction time
  • Panther Camp after school tutoring (targeted instruction and project-based learning)
  • Clubs to bridge the link of why we are learning what we can do with what we learn.
  • AVID college and career readiness integration
  • PBIS behavior supports
  • EAST initiative STEM learning targeting at-risk students

Evidence

Description: Please list and attach as pertinent.

  • 2019-2020 USA test prep assessments
  • 2019-2020 NWMAP assessments
  • RTI folders
  • Survey's (Staff, Student, Parent)

Evaluation

Description: What is your method of evaluating the effectiveness of these interventions? ( Includes how often and documentation /Intervention data) Were there changes as a result of the evaluation? If so, how did you address it?

Our proof of evidence is seen by the documentation of multiple weekly intervention groups (lists, schedule, lesson plan) as well as targeted lessons for individual students and growth by grade level based on the collected data.  Our interventions are proactive based on the positive student growth percentile (SGP) with these interventions.  Overall, the intervention groups were effective.  

Our next steps include, looking at data monthly (2nd Thursday of each month) and adjusting the interventions that are not working.  Student performance with targeted standards is talked about weekly at PLCs.  Students who are not making adequate improvements are brought to RTI monthly to review intervention needed.  If students are already in RTI, adjustments are made to their intervention plan.  Professional development will be provided on RTI, PBIS, and intervention groups.   We will utilize AVID training to better equip teachers and learners with goal setting and goal achievement.

Goal 3: Participation

To increase the number and proportion of African-American and disadvantaged students participating in extracurricular activities, gifted and honors programs, and enriched or advanced placement courses.

Data

Description: Data is the driver – Your school’s Current Reality

Interventions:

Description: List all interventions that you are doing, with fidelity, to specifically address this goal.

  • Honor's Assembly
  • Panther Camp (Afterschool, tutoring/intervention)
  • Robotics participation
  • EAST projects
  • Clubs
  • Character Kids

Evidence

Description: Please list and attach as pertinent.

  • Honor's Assembly
  • Panther Camp (Afterschool, tutoring/intervention)
  • Robotics participation
  • EAST projects
  • Clubs
  • Character Kids

Evaluation

Description: What is your method of evaluating the effectiveness of these interventions? ( Includes how often and documentation /Intervention data) Were there changes as a result of the evaluation? If so, how did you address it?

Our proof of evidence is seen by the documentation of Honors awards, Clubs and Character Kids.  Our interventions are proactive based on intervention reports that show a positive student growth percentile (SGP) with these interventions.  Overall, the intervention groups were effective.  

Our next steps include, Club rotations so that more activities/programs are experienced by our African-American and disadvantaged students.   Students are re-evaluated for correct placement in our after school enrichment program, Panther Camp.  AVID training will help students develop goal setting and achievement practices for college and career readiness.

Goal 4: Discipline

To reduce the number of discipline problems and classroom disruptions caused by all students, regardless of race or background.

Data

Description: Data is the driver – Your school’s Current Reality

  • Discipline Referrals
  • Student Behavior Forms
  • Bus referrals
  • Surveys (Teacher, Parent, Student)

Interventions:

Description: List all interventions that you are doing, with fidelity, to specifically address this goal.

  • Clubs
  • Counseling
  • PBIS (Inventory)
  • PBIS Staff training
  • AVID

Evidence

Description: Please list and attach as pertinent.

  • Discipline Referrals
  • Student Behavior Forms
  • Bus referrals
  • Surveys (Teacher, Parent, Student)

Evaluation

Description: What is your method of evaluating the effectiveness of these interventions? ( Includes how often and documentation /Intervention data) Were there changes as a result of the evaluation? If so, how did you address it?

Our next steps include, looking at data from our discipline reports and PBIS surveys and discussing additional ways to reward good behavior from our students at Lawson.

Goal 5: Attendance

To increase student attendance and reduce suspensions and grade retention for all students, regardless of race or background.

Data

Description: Data is the driver – Your school’s Current Reality

  • Attendance
  • Discipline

Interventions:

Description: List all interventions that you are doing, with fidelity, to specifically address this goal.

  • Classroom Economy
  • Attendance Reward (A cookie each month for perfect attendance)
  • Awards Assembly
  • AVID
  • PBIS

Evidence

Description: Please list and attach as pertinent.

  • Classroom Economy Reports
  • Attendance Reports
  • Awards Assembly
  • AVID
  • PBIS

Evaluation

Description: What is your method of evaluating the effectiveness of these interventions? ( Includes how often and documentation /Intervention data) Were there changes as a result of the evaluation? If so, how did you address it?

Our proof of evidence is seen by the documentation of attendance reports, AVID and PBIS surveys.  Overall, the interventions were effective.  Perhaps most significantly the increased number of cookies we are giving out each month for perfect attendance.

Our next steps include looking at data from our discipline reports and PBIS surveys and discussing additional ways to reward good attendance and good behavior from our students at Lawson.