Campus Improvement Plan · Bilingual & ESL Special Education Title I % of Students 2012-13 # of Students 2012-13 % of Students 2011-12 # of Students 2011-12 %of Students 2010-11 #

Kingwood Middle School

Campus Improvement Plan2013 - 2014

2407 Pine Terrace

Kingwood, TX 77339

Bob AtteberryPrincipal

Campus #101-913-042

Humble Independent School District, Humble, Texas Campus #101-913-042

MISSION

KMS, in partnership with parents and the community, is committed to helping students achieve their academic potential while providing a positive

environment that promotes self-worth as they strive to become independent, productive members of society.

VISION

We envision KMS to be a school where students and staff are enthusiastically engaged in learning. KMS is collaborative with its teachers,

students, parents and community and we cultivate a sense of belonging. We see learning standards that are rigorous and relevant. We see

learning standards that inspire creativity and problem solving. Ultimately, we strive to prepare students so they are ready for multiple paths with

skills to successfully live in a rapidly changing world.

PRIORITIES

1. Achieve Academic Excellence

2. Maximize our Financial Resources

3. Develop and retain our people

4. Plan for our Future

GOALS and OBJECTIVES

Goal 1: Demonstrate sustained growth in student academic achievement.

1. Improve, sustain, and support academic student performance at or beyond grade level.

2. Improve, sustain, and support student attendance.

3. Improve, sustain, and support the graduation rate and prepare college/career-ready students.

4. Monitor the goals and objectives of the coordinated health program.

Goal 2: Ensure a safe and secure environment for students and staff.

1. Provide a safe and secure environment for students and staff.

2. Provide and monitor district interventions to reduce drug and alcohol incidents.

3. Provide campus interventions that target bullying, sexual abuse, harassment, and dating violence behaviors.

Goal 3: Create a welcoming culture and climate for all stakeholders.

1. Create a welcoming environment for parents and community members to volunteer and participate in school activities.

Page 2 of 26


INTRODUCTION

The Humble Independent School District (HISD) serves the communities of Humble, Kingwood, Atascocita, Summerwood, Eagle Springs, and Fall

Creek. The District’s boundaries encompass approximately 90 square miles in Harris County. Humble ISD is nationally recognized for the

outstanding education it offers to students, and is listed among the 25 fastest growing school districts in Texas. The District provides a

well-rounded program of public education for children from prekindergarten through grade twelve. In addition to basic instructional programs, the

District offers special education, gifted and talented, bilingual /ESL, remedial, college preparatory, career and technical programs, and an

international baccalaureate program. The District is fully accredited by the Texas Education Agency (TEA).

Humble ISD schools are organized by feeder patterns composed of specific elementary, middle, and high schools (Atascocita High School,

Humble High School, Kingwood High School, Kingwood Park High School, and Summer Creek High School). In addition, HISD provides

alternative options for its students through its Quest Early College High School.

A high degree of professionalism exists among our employees, and an ongoing recognition of student and staff excellence contributes to this

environment. The instructional program is geared toward having the student meet or exceed grade level expectations. Emphasis is placed on

college matriculation, and higher level thinking skills, including research methodologies and independent, complex and critical thinking skills, with a

focus on rigor, equity and consistency.

Kingwood Middle School staff members are dedicated to providing each and every student the best education through an intensive and

challenging curriculum and sound research-based instructional practices. Our state accountability rating is Met Standard. We continue to identify

and address the needs of students and staff to be exemplary in all areas. The average daily attendance rate for students is 97.17%. The average

daily attendance rate for staff is 95.10%. Each chart indicates focus areas that need special attention to ensure student success.

Humble ISD’s comprehensive needs assessment shows continued growth is needed in student academic performance to reach and maintain

Exemplary status district-wide. In order to address this need, we must employee, train, and retain highly qualified and motivated staff. To ensure

limited disruption to instruction, it is vital that we provide a safe and secure environment and a welcoming culture and climate for all stakeholders.

The foundation to success at KMS is a well rounded student that is successful in academic as well as in life activities. Our main focus is academics

but we fully understand to be successful in academics, we need a "niche" for every student at KMS. We want all students to be involved in either a

club, extracurricular activity, fine arts, athletics, community service or in any other activity that students would like to participate. We want our

students to be able to choose their club or activity since student "buy in" is critical. We understand that happy, involved students will be those

whose academics have more substance and positive attendance will become a bi -product. Our faculty/staff is one that supports this and we want

our kids to be active in their school community.

Page 3 of 26


Kingwood Middle School

Total

African-American

Hispanic

White

Other

Economically Disadvantaged

Limited English Proficiency

At-Risk

Bilingual & ESL

Special Education

Title I

% of

Students

2012-13

# of

Students

2012-13

% of

Students

2011-12

# of

Students

2011-12

%of

Students

2010-11

# of

Students

2010-11

Demographics

Students and Programs

Gifted & Talented

997 100.00

47 4.71

237 23.77

656 65.80

33 3.31

283 28.39

18 1.81

181 18.15

17 1.71

86 8.63

7.2272

0 0.00

1005 100.00

45 4.48

218 21.69

689 68.56

33 3.29

266 26.47

16 1.59

242 24.08

16 1.59

74 7.36

78 7.76

0 0.00

1012 100.00

59 5.80

198 19.60

720 71.10

35 3.50

236 23.30

12 1.20

227 22.40

12 1.20

86 8.50

88 8.70

0 0.00

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

Page 4 of 26


STAAR 2011-12

% Level 2 InitialAcademic Performance

Trend Data

STAAR 2011-12

% Level 3

STAAR 2012-13

% Level 2 Initial

STAAR 2012-13

% Level 3

Hispanic

Black/African American


Reading (all students)

White

American Indian

Asian

Pacific Islander

Two or More

Special Education

Current LEP

Federal LEP

At-Risk

Non At-Risk

Non At-Risk

At-Risk

Federal LEP

Current LEP

Special Education


Two or More

Pacific Islander

Asian

American Indian

White

Hispanic


Math (all students)

87.0

100.0

92.6

76.7

81.3

100.0

88.9

89.2

77.5

33.3

51.5

63.4

63.3

94.3

25.2

33.3

22.2

7.0

19.6

100.0

27.8

28.0

13.7

0.0

3.0

4.2

5.7

31.2

90.5

86.7

86.0

93.2

83.3

77.8

100.0

87.0

84.0

63.8

35.7

58.5

76.3

93.8

28.3

11.1

19.1

32.5

0.0

40.7

100.0

30.4

15.3

7.2

0.0

4.9

9.1

32.8

¨

¨

¨

¨

ý

ý

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ý

ý

ý

ý

ý

¨

84.0

50.0

67.5

80.0

77.3

0.0

85.7

87.6

75.0

46.7

69.7

46.5

59.0

93.5

17.5

0.0

12.4

20.2

0.0

20.0

0.0

21.4

9.2

0.0

6.1

5.6

3.1

22.9

86.2

83.3

81.1

88.7

75.0

80.0

85.7

76.5

58.0

50.0

62.5

70.5

90.5

11.5

4.8

9.4

12.2

0.0

28.0

9.5

4.9

1.4

0.0

2.5

4.4

13.4

¨

ý

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ý

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ý

ý

ý

ý

ý

¨

Academic Performance

Trend Data

STAAR 2011-12

% Level 2 Initial

STAAR 2011-12

% Level 3

STAAR 2012-13

% Level 2 Initial

STAAR 2012-13

% Level 3

Reading

Focus

Math

Focus

- -

Page 5 of 26



Trend Data


Trend Data

Science

Focus

Writing

Focus

STAAR 2011-12

% Level 2 Initial

STAAR 2011-12

% Level 2 Initial

STAAR 2011-12

% Level 3

STAAR 2011-12

% Level 3

STAAR 2012-13

% Level 2 Initial

STAAR 2012-13

% Level 2 Initial

STAAR 2012-13

% Level 3

STAAR 2012-13

% Level 3

Non At-Risk

At-Risk

Federal LEP

Current LEP

Special Education


Two or More

Pacific Islander

Asian

American Indian

White

Hispanic


Writing (all students)

Non At-Risk

At-Risk

Federal LEP

Current LEP

Special Education


Two or More

Pacific Islander

Asian

American Indian

White

Hispanic


Science (all students)

77.4

58.3

71.8

80.9

50.0

71.4

100.0

75.0

63.5

41.2

33.3

44.4

50.0

87.0

76.0

61.5

69.1

78.4

0.0

88.9

0.0

71.4

66.0

48.3

25.0

33.3

45.3

81.9

11.3

0.0

9.9

11.8

0.0

14.3

0.0

50.0

8.1

0.0

0.0

0.0

0.0

15.2

1.5

7.7

1.5

0.9

0.0

11.1

0.0

0.0

1.1

3.4

0.0

0.0

0.0

1.8

86.8

66.7

83.7

89.4

100.0

92.3

100.0

85.7

81.6

52.4

0.0

33.3

60.0

95.2

25.6

4.8

25.6

28.6

100.0

7.7

0.0

14.3

19.4

0.0

0.0

16.7

3.5

32.5

30.2

21.4

20.2

35.4

20.0

25.0

100.0

14.3

19.3

5.6

0.0

0.0

3.4

39.8

ý

¨

¨

¨

¨

¨

¨¨

¨

¨

¨

¨

¨

¨

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ý

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ý

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¨96.7

67.8

50.0

60.0

40.0

81.9

92.5

71.4

100.0

83.3

92.9

62.5

100.0

89.1

Page 6 of 26


Social Studies

Focus

STAAR 2012-13

% Level 3STAAR 2012-13

% Level 2 Initial

STAAR 2011-12

% Level 3

STAAR 2011-12


Trend Data

EOC Algebra I

Focus

STAAR 2012-13

% Level 3STAAR 2012-13

% Level 2 Initial

STAAR 2011-12

% Level 3

STAAR 2011-12


Trend Data

Non At-Risk

Non At-Risk

At-Risk

At-Risk

Federal LEP

Federal LEP

End-of-Course: Algebra I (all students)


Hispanic

White

American Indian

Asian

Pacific Islander

Two or More


Special Education

Current LEP

Social Studies (all students)


Hispanic

White

American Indian

Asian

Pacific Islander

Two or More


Special Education

Current LEP

84.2

100.0

66.7

86.0

84.1

100.0

100.0

85.7

75.7

38.1

33.3

50.0

52.9

94.1

31.0

9.5

32.6

31.9

100.0

15.4

100.0

57.1

0.0

0.0

0.0

5.9

38.9

27.2

84.3

92.9

78.6

87.3

80

62.5

100

71.4

72.3

61.1

20

40

58.6

93.4

33.5

35.7

22.6

38.7

20

12.5

100

28.6

20.5

11.1

0

10

10.3

41.8

100.0

100.0

100.0

100.0

100.0

100.0

100.0

100.0

100.0

.

.

.

100.0

100.0

68.8

.

62.1

74.1

100.0

83.3

.

25.0

59.3

.

.

.

.

70.4

100.0

100.0

100.0

100.0

100.0

100.0

.

100.0

100.0

.

100.0

.

100.0

100.0

70.9

66.7

63.2

73.7

100.0

0.0

.

50.0

66.7

.

100.0

.

33.3

72.0

ý

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¨

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Page 7 of 26


NEEDS SUMMARY

Our comprehensive needs assessment (CNA) identified the following specific needs:

MULTIPLE ACADEMIC SUBJECT NEEDS

s Increase rigor, consistency and equity across all programs (1.1.1, Line #10)

s Ensure campus instruction and assessment are aligned to state and district curriculum standards. (1.1.1, Line #11)

s Maintain less than a 10% achievement gap between all sub groups. (1.1.1, Line #5)

s Incorporate College and Career Readiness Standards into all RELA and Math classes. (1.1.1, Line #3)

s Provide a systematic approach to writing and vocabulary instruction that focuses on Readiness and Supporting Standards (1.1.3, Line #2)

s Align assessments to the TEKS and ensure all assessments require students to apply critical thinking skills. (1.1.1, Line #4)

s Increase the academic achievement of the special education population (1.1.1, Line #1)

s Ensure alignment of tested and taught curriculum. (1.1.1, Line #12)

s Provide on-going research-based professional development opportunities for staff. (1.1.2, Line #1)

s Monitor student performance with frequent formative assessments and provide students feedback about their performance. (1.1.1, Line #9)

s Provide opportunities for teachers to experience, practice, and implement different instructional strategies to meet the needs of all students in the differentiated

classroom. (1.1.3, Line #3)

s Increase literacy (reading and writing) and math skills for all students. (1.1.1, Line #8)

GENERAL/COMPREHENSIVE NEEDS

s Develop and implement uniform expectations for planning, and creating both formative and summative assessment tools. (1.1.1, Line #7)

s Develop and implement uniform expectations for classroom management. (2.1.1, Line #1)

s Increase and maintain staff morale. (1.2.1, Line #1)

SCIENCE NEEDS

s Use district created curriculum documents to ensure instruction in the classroom is aligned to TEKS and reflects an emphasis on supporting and readiness

standards. (1.1.1, Line #2)

RELA (Reading, English Language Arts) NEEDS

s Align RELA Assessments to the TEKS and ensure the assessments require students to apply critical thinking skills (1.1.2, Line #2)

Page 8 of 26


MATH NEEDS

s Provide opportunities for Math teachers to improve vertical alignment of curriculum and assessment department wide to support increased rigor and Readiness

and Supporting Standards. (1.1.3, Line #1)

s Provide opportunities for teachers to experience, practice, and implement different instructional strategies to meet the needs of all students in the differentiated

classroom. (1.1.2, Line #3)

SOCIAL STUDIES NEEDS

s AP strategies will be routinely and effectively implemented in all social studies classes. (1.1.1, Line #6)

INTERVENTION NEEDS

s Ensure timely adjustments and interventions are made to address students' needs. (1.1.4, Line #1)

s Provide consistent, rigorous measures, which trigger timely and effective interventions. (1.1.2, Line #4)

s Ensure appropriate interventions are provided for at-risk students. (1.1.2, Line #5)

s Reduce gaps in student performance among subgroups through the use of timely, research-based interventions. (1.1.2, Line #6)

s Address indicators identified in the district Performance-Based Monitoring Analysis System. (1.1.2, Line #7)

HIGHLY QUALIFIED STAFF/TRAINING NEEDS

s Provide on-going research-based professional development opportunities for staff. (1.1.3, Line #4)

s Coordination of required training for staff (1.1.3, Line #5)

s Highly Qualified staff members are needed to provide effective instruction to students. (1.1.3, Line #6)

ATTENDANCE NEEDS

s Improve attendance to ≥ 96.6%. (1.2.1, Line #2)

s Ensure student leaver data are accurate. (1.3.1, Line #1)

GRADUATION & COLLEGE/CAREER READINESS NEEDS

s Provide early identification of students to receive credit recovery and test preparation opportunities. (1.3.2, Line #4)

s Provide a high quality college and career awareness program (1.3.2, Line #3)

s Ensure curriculum, instruction, and assessment are aligned with college and career readiness standards. (1.3.2, Line #2)

s Promote, recruit, and implement the AVID program with fidelity in alignment with the college and career readiness standards . (1.3.2, Line #1)

Page 9 of 26


HEALTH & PHYSICAL FITNESS NEEDS

s Based on the state Fitnessgram data, we need to improve the rates of students participating in moderate to vigorous physical activity. (1.4.1, Line #1)

s Ensure students receive appropriate health instruction. (1.4.2, Line #1)

BEHAVIOR (Conduct) NEEDS

s Provide administrator training for appropriate identification of incidents (within context). (2.1.1, Line #2)

s Ensure resources are available to enhance affective support. (2.3.3, Line #1)

s Provide appropriate adult monitoring and visibility at schools and school related functions. (2.1.1, Line #3)

s Provide PBIS training and ongoing support for consistent implementation to ensure compliance with state mandates, and ensure consitent execution across all

classrooms. (2.1.1, Line #5)

s Ensure appropriate behavior is exhibited during extra-curricular activities to maintain a safe and productive environment. (2.1.1, Line #4)

BEHAVIOR (Drug/Alcohol) NEEDS

s Ensure students are aware of the dangers of drugs and alcohol. (2.2.1, Line #1)

s Ensure students receive affective support to improve academic performance. (2.2.2, Line #1)

BEHAVIOR (Bullying) NEEDS

s Ensure staff members are prepared to provide affective support to eliminate bullying and improve academic performance. (2.3.1, Line #1)

s Ensure students affected by bullying are supported affectively as well as academically. (2.3.2, Line #2)

s Ensure that students understand the effects of bullying on others as well as the consequences for these actions. (2.3.2, Line #1)

SCHOOL ORGANIZATION/CLIMATE & PARENT INVOLVEMENT NEEDS

s Maintain and increase high-levels of effective communication with parents. (3.1.1, Line #1)

s Address the value and utility of parent involvement. Maintain a welcoming culture and climate for all stakeholders. (3.1.2, Line #1)

Page 10 of 26


GOAL 1: Demonstrate sustained growth in student academic achievement.

OBJECTIVE 1.1: Improve, sustain, and support academic student performance at or beyond grade level.

Measure Target (1 Year) Target (3-5 Years)

% of students meeting passing standard (with no

sub-group scoring less than 90%)

-Reading: >90.00%

-Writing: >90.00%

-Mathematics: >90.00%

-Science: >90.00%

-Social Studies: >90.00%

>90.00% of students passing all tests taken

<10.00% or less difference between student groups

>25.00% of students meeting commended

performance [All students & Economically

Disadvantaged]

>70.00% of ELLs meeting passing standards

% of students meeting passing standard (with no

sub-group scoring less than 90%)

-Reading: >90.00%

-Writing: >90.00%

-Mathematics: >90.00%

-Science: >90.00%

-Social Studies: >90.00%

>90.00% of students passing all tests taken

<5.00% or less difference between student groups

>25.00% of students meeting commended

performance [All students & Economically

Disadvantaged]

>75.00% of ELLs meeting passing standards

STAAR, STAAR-M, STAAR-ALT

EOC

TELPAS

% of multi-year beginner (PBMAS 12)

% of multi-year begin/int (PBMAS 13)

> 90.00% of all students meet standard for

improvement over previous year composite.

> 90.00% of all students meet standard for

improvement over previous year composite.

2.50 2.50

8.00 8.00

<

<

<

<

Growth Measures (AMAO-2) Attainment

Instruction by Highly Qualified Staff

2012-132011-122010-11

% each year % each year 100.00 100.00100.00%100.00%100.00%

ACTION PLAN 1.1.1 - Alignment of Rigorous Instruction/Assessment

Q4Q3Q2Q1

Scheduled forResource

Allocation

Evidence of

Implementation

Responsible

Person(s)Actions/TasksAction #

Utilize effective RELA, Math, Science, and

Social Studies co-teaching strategies, use

district provided resources for differentiated

instruction

1.1.1, Line # 1 Administrators, All

ALTS, teachers and

co-teachers

Classroom walk-through data,

completed collaborative lesson

plan forms, student examples of

modified and accommodated

curriculum, assessments

Local ý ý ý ý

Page 11 of 26



Q4Q3Q2Q1


Allocation

Evidence of

Implementation

Responsible


Grade level planning will be centered around

curriculum maps. All units will be backwards

designed from the summative assessment

and will be centered around the 'enduring

understanding'. The goal is that students will

be able to use what they have learned in class

and apply it to a real world setting; taking their

science learning beyond the classroom and

into their own lives.

1.1.1, Line # 2 ALT lesson plans

student samples

Local

$0ý ý ý ý

Provide opportunities to expose all students to

academic rigor in RELA and Math.1.1.1, Line # 3 ALT

Teachers

DAT

CBA and DBA results

Readistep results

STAAR Performance Data

Student Products

Local ý ý ý ý

Utilize the backward design model in unit

planning process, and structure campus

assessments to mirror the STAAR blueprint

for Science, Math, Social Studies and RELA.

1.1.1, Line # 4 ALTs

Teachers

Planning Checklist

Lesson Plans

Formative/Summative

Assessments

Local ý ý ý ý

Incorporate research based strategies to

differentiate instruction in order to

accommodate all learning styles.

1.1.1, Line # 5 Admin

ALTS

Testing coordinator

formative assessments

summative assessments

DBAs

Local

$0ý ý ý ý

During social studies lesson planning,

strategies will be documented and student

products will be collected for reflection of

sound pedagogical practices.

1.1.1, Line # 6 Social Studies ALT

and Teachers,

Administrator,

Co-teachers

Lesson plans, student product,

formative and summative

assessments, classroom

walk-through data, DBA results,

state-mandated test results

Local ý ý ý ý

Utilize a checklist of negotiable and

non-negotiable expectations before, during,

and after planning.


Lead Teachers

Administrators

Planning/Data Checklists

collected by ALTs

Lesson Plans

Student Products

Data from Eduphoria

Local ý ý ý ý

Incorporate literacy (reading and writing) and

math into all classes at least once per week.1.1.1, Line # 8 ALTs

Lead Teachers

Teachers

Planning Checklist

Lesson Plans

Products from Grade Level

Team Meetings

Local ý ý ý ý

Page 12 of 26



Q4Q3Q2Q1


Allocation

Evidence of

Implementation

Responsible


Teachers will plan to use high-level

questioning strategies to monitor retention of

concepts. Existing technologies such as iPads

and eInstruction Student Response Systems

will be used to increase student engagement

and also provide formative assessment data.

1.1.1, Line # 9 Teachers

ALTs

Technology Specialist

Planning Checklist

Classroom Walkthrough data

Lesson Plans - Evidence of

common formative/summative

assessments

Data from Einstruction will be

analyzed during designated Data

Planning Sessions

Local ý ý ý ý

Monitor and improve horizontal and vertical

alignment and consistency of rigorous

instruction and assessment to the articulated

curriculum in science, social studies, math,

reading and writing.

- Include teachers in assessment decisions

and development

1.1.1, Line # 10 -Principal

-AP's

-ALT's

-Teachers

Increase student scores:

Benchmark Assessments,

TELPAS, STAAR, STAAR-M,

STAAR-ALT, EOC, ReadiStep,

PSAT, ACT, SAT, Advanced

Placement - meeting agendas,

sign-in sheets and minutes

Local ý ý ý ý

Include teachers in assessment decisions and

development1.1.1, Line # 11 -Principal -meeting agendas, sign-in forms,

minutes

Local ý ý ý ý

-Implement updated PK-12 curriculum

documents in core area

-Implement unit plans and aligned Benchmark

Assessments that specify rigorous student

outcomes using the scientifically research

based Understanding By Design (UBD) Model

aligned with readiness and supporting

standards.

1.1.1, Line # 12 -Principal -Assessment Development

Committee rosters

-Year at a Glance (YAG), Bundle

at a Glance (BAG), and Week at

a Glance (WAG) documents

-Walk-through documentation

-Systemized and disseminated

through Eduphoria Curriculum

Management Software

Local ý ý ý ý

ACTION PLAN 1.1.2 - Instructional Support/Interventions/Ensuring Equity

Q4Q3Q2Q1


Allocation

Evidence of

Implementation

Responsible


Implement an ongoing professional

development course of study based on

identified staff and student needs to ensure all

teachers are highly qualified.

1.1.2, Line # 1 ALTs Classroom walkthroughs

Lesson Plans

Student products

Local

$0ý ý ý ý

Page 13 of 26


ACTION PLAN 1.1.2 - Instructional Support/Interventions/Ensuring Equity

Q4Q3Q2Q1


Allocation

Evidence of

Implementation

Responsible


All grade-level assessments

have 60% readiness standards

and 40% supporting standards,

grades on formative

assessments will be an accurate

prediction of success on

summative assessments

1.1.2, Line # 2 RELA ALT Student products/samples

Lesson Plans

Eduphoria data

Local

$0ý ý ý ý

during campus level PLC, Math teachers will

participate in staff development that will focus

on different strategies that teachers will

themselves participate in first before

implementing in the classroom.

1.1.2, Line # 3 MATH ALT Lesson Plans

Eduphoria

Student samples

Local

$0ý ý ý ý

Provide additional instructional support and

reform strategies to ensure equity and

effective and timely interventions; strategies to

address the needs of at-risk and low-achieving

students and historically underserved

populations.

-Address RtI needs

1.1.2, Line # 4 -Principal -RtI Training attended by all staff

-Monitor RtI framework

implementation and adjust as

needed

Local

$0ý ý ý ý

Supplemental instruction and support and

timely interventions to address the needs of

at-risk students.

1.1.2, Line # 5 -Principal Improved achievement of

students participating in

intervention classes.

-# of FTE's assigned to campus

= 2.68

SCE

$147,400ý ý ý ý

Provide ongoing instructional monitoring to

ensure the needs of special targeted

populations (e. g., GT, At-Risk, Special Ed,

LEP and dyslexia) are being met.

1.1.2, Line # 6 -Principal -Student results aligned to

District & Campus goals and

objectives

-Identify student and teacher

behaviors exhibited in classes

where students are successful.

Local ý ý ý ý

Address Performance-Based Monitoring

System concerns.1.1.2, Line # 7 -Principal -Improved achievement of

students participating in

intervention classes

Local ý ý ý ý

ACTION PLAN 1.1.3 - Ongoing Professional Development

Q4Q3Q2Q1


Allocation

Evidence of

Implementation

Responsible


Page 14 of 26



Q4Q3Q2Q1


Allocation

Evidence of

Implementation

Responsible


During district and campus level PLCs, Math

teachers will participate in staff development

that focuses on improving instructional

strategies and increasing rigor for Readiness

and Supporting Standards.

1.1.3, Line # 1 ALTs, Teachers Increase in overall student

achievement as evidence in

CBA and DBA Data, Readistep

Data, and STAAR Performance

Data

Local ý ý ý ý

At both the district and campus level, RELA

teachers will participate in staff development

that focuses on writing and vocabulary

instruction.

1.1.3, Line # 2 ALT lesson plans

student samples

Local

$0ý ý ý ý

During campus level PLC, all teachers will

participate in staff development that will focus

on different strategies that teachers will

themselves participate in first before

implementing in the classroom.


Departmental

Administrators

Agendas

Lesson Plans

Students Products

Formative Assessments

Local ý ý ý ý

Implement an ongoing professional

development course of study based on

identified staff and student needs to ensure all

teachers are highly qualified.

1.1.3, Line # 4 Administration,

Counseling, ALT's

Training aligned to the identified

professional development needs

Local ý ý ý ý

- All teachers delivering services to

gifted/talented students receive training in

nature and needs identification and

assessment of G/T students

- Ensure teachers have completed the proper

levels of training for the courses they are

teaching.

- Provide training to address needs of Limited

English Proficient students

- Provide all teachers with opportunities for

continuous growth and understanding of:

*formative assessment

*classroom community

*instructional strategies

*content planning

1.1.3, Line # 5 Leadership Team -All G/T teachers trained

-Job embedded staff

development forms

-Agendas and sign-in sheets

-Eduphoria Transcripts/reports

-Professional Development

Steering Committee agendas,

sign-in sheets and minutes

-Professional Development

Record for staff teaching

courses with training

requirements

-Observable increase in overall

student achievement and

engagement as a result of full

implementation of skills and

strategies learned in training

-Professional development

evaluations/surveys measuring

the quality and effectiveness of

attended training.

Local ý ý ý ý

Page 15 of 26



Q4Q3Q2Q1


Allocation

Evidence of

Implementation

Responsible


Work in coordination with Human Resources

department to attract and hire Highly Qualified

staff.

1.1.3, Line # 6 Principal

Human Resources

-100% of staff meet NCLB highly

qualified standards

Local ¨ ¨ ¨ ¨

ACTION PLAN 1.1.4 - Progress Monitoring/Needs Assessment

Q4Q3Q2Q1


Allocation

Evidence of

ImplementationResponsible


Review Progress Monitoring Report data and

complete annual comprehensive needs

assessment

1.1.4, Line # 1 -Principal -Data collected, analyzed, and

reviewed.

Local ý ý ý ý

Page 16 of 26



OBJECTIVE 1.2: Improve, sustain, and support student attendance.

Target (3-5 Years)Target (1 Year)Measure

Student Attendance Rates

2012-132011-122010-11

96.60%96.55% 96.30 96.30% %>>96.72%

Staff Attendance Rates

2012-132011-122010-11

93.55%94.65% 96.30 96.30 %% >>94.33%

ACTION PLAN 1.2.1 - Improving Attendance

Q4Q3Q2Q1


Allocation

Evidence of

Implementation

Responsible


Recognize staff accomplishments on a regular

and consistent basis.1.2.1, Line # 1 Leadership Team Yearly staff attendance rates Local ý ý ý ý

Monitor and refine methods to improve

attendance.

-utilize the EasyCom to notify parents and

guardians via text and email


-Assistant Principals

-Attendance Clerk

-AP secretaries

-teachers

Importance of regular

attendance communicated

- Attendance incentives provided

- Increased attendance rates

Local ý ý ý ý

Page 17 of 26



OBJECTIVE 1.3: Improve, sustain, and support the graduation rate and prepare college/career-ready students.

Measure Target (1 Year) Target (3-5 Years)

Promotion Rate (Grades K-8)

2012-132011-122010-112009-10

99.90%99.80%99.89%99.51% 98.00 100.00 %% >>

Annual Dropout Rate (Gr. 7-8)

2012-132011-122010-112009-10

%% >>0.00%0.00%0.00%0.00% 0.00 0.00

Provide college and career awareness programs 1 1

Readistep - % of students meeting the benchmark

(Fall Administration)

2012-13

Reading

Writing

Math

All Tests

49.7%

49.4%

55.5%

34.0%

65.00 75.00

75.00 65.00

65.00 75.00

65.00 55.00

%

%

%

%

%

%

%

%

>

>

>

>

>

>

>

>

Reading

Writing

Math

All Tests

Reading

Writing

Math

All Tests

# of students participating in AVID

2012-132011-122010-112009-10

69505352

38.00%-5.66%1.92%% changed: 10 10% %> >

ACTION PLAN 1.3.1 - Monitoring Enrollment/Withdrawal

Q4Q3Q2Q1


Allocation

Evidence of

Implementation

Responsible


Monitor systemic processes for student

enrollment/withdrawal for all students.

-Provide timely intervention for credit recovery

1.3.1, Line # 1 -Administration

-Registrar

-Attendance clerk

-AP secretaries

-Process implemented

-Yearly dropout report

-# of credits earned (reducing

dropouts)

Local ý ý ý ý

Page 18 of 26


ACTION PLAN 1.3.2 - College-Bound/Career-Ready Culture

Q4Q3Q2Q1


Allocation

Evidence of

Implementation

Responsible


Include information regarding AVID in bridging

meetings with parents and feeder campuses.

Create rigorous lessons that promote college

and career readiness in the AVID classroom.

1.3.2, Line # 1 AVID Campus

Coordinator

AVID Teacher

Lesson Plans

Agenda/Minutes from Meetings

Students Products

Local ý ý ý ý

Create a college-bound/career readiness

culture where parents, students, and teachers

are well equipped and prepared for their future

through systematic communication for college

and career-readiness assessments and

processes. -Develop and implement a

vertically aligned PreAP/AP program (gr.

8-12).

1.3.2, Line # 2 -Principal - Increase number of students

meeting college readiness

standards on STAAR - Attend

PreAP & AP aligned curric.

training (PreAP and AP

teachers) - Monitor

implementation and training of

programs & adjust as needed

Local ý ý ý ý

-Bridges program implemented.

-Provide workshops for students and parents

on the importance of higher education.

-Provide college night for parents and students

(including higher education admissions and

financial aid opportunities).

1.3.2, Line # 3 -Principal -Schedule of workshops and

parent nights

-Scholarship information posted

on school website

-Increasing # of students

entering college

-Agendas/Minutes

Local ý ý ý ý

- Monitor and expand implementation of AVID

and IB programs.

- Provide college readiness assessments

(Duke, ReadiStep and PSAT).

1.3.2, Line # 4 -Principal - # of AVID students increased

-IB info. provided to students at

least once a year

Local ý ý ý ý

Page 19 of 26



OBJECTIVE 1.4: Monitor the goals and objectives of the coordinated health program.

Measure Target (3-5 Years)Target (1 Year)

Coordinated Health Program

Aerobic Capacity

Grade 6

Grade 7

Grade 8

Body Mass Index

Grade 6

Grade 7

Grade 8

Abdominal Strength

Grade 6

Grade 7

Grade 8

Trunk Strength

Grade 6

Grade 7

Grade 8

Upper Body Strength

Grade 6

Grade 7

Grade 8

Flexibility

Grade 6

Grade 7

Grade 8

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

Boys Girls

2010-11 2011-12

Boys Girls

71.4381.82

55.30

89.39

84.09

79.55

65.15 69.28

74.51

95.42

86.27

61.44

75.16 90.48

58.50

87.67

84.93

79.45

58.90

61.22

69.39

74.83

70.75

71.43

69.3986.7267.0785.96

56.4658.5958.6854.97

72.7982.8182.46 86.23

89.1278.1393.57 95.78

74.1578.9170.76 71.26

76.1953.1373.6565.50

67.4781.7675.1778.88

46.1157.4365.7765.22

80.8487.1691.9593.79

83.1390.3499.3393.17

84.3479.0581.8870.19

77.1175.6884.5662.11

90.00 %>

70.00

90.00

90.00

90.00

%

%

%

%

>

>

>

>

95.00%>

85.00

95.00

95.00

95.00

%

%

%

%

>

>

>

>

90.00%> 95.00%>

ACTION PLAN 1.4.1 - Student Fitness Assessment

Q4Q3Q2Q1


Allocation

Evidence of

Implementation

Responsible


Utilize the student fitness assessment data,

and school health index assessment and

planning tool.

1.4.1, Line # 1 -PE Teacher -Improved rates in students

participation in moderate to

vigorous physical activity.

Local ý ý ý ý

Page 20 of 26


ACTION PLAN 1.4.2 - School Health Recommendations

Q4Q3Q2Q1


Allocation

Evidence of

Implementation

Responsible


Implement strategies recommended by the

local school health advisory council as

documented in the district Health curriculum.

1.4.2, Line # 1 -Admin

-Health Teacher

- Strategies communicated and

implemented.

Local ý ý ý ý

Page 21 of 26


GOAL 2: Ensure a safe and secure environment for students and staff

OBJECTIVE 2.1: Provide a safe and secure environment for students and staff.


Decrease Student Code of Conduct Violations (e.g., assault

weapons)

2012-132011-122010-112009-10

161652Major

% Changed

5 10

Decrease total incidents by Decrease total incidents by

> >% %25

56.25%0.00%6.67%

Decrease Incidents of Out-of-School Suspension

2012-132011-122010-112009-10

861749

% Changed 405.88%-65.31%

Decrease by Decrease by

> >% % 15 3050

-41.86%

Decrease Incidents of In-School Suspension

2012-132011-122010-112009-10325246326

% Changed 32.11%-24.54%

Decrease by Decrease by

> >% % 15 30664

104.31%

# of workshops for staff and administration targeting student

management skills, interventions and strategies in working

with diverse student populations. 1 1each year each year

Page 22 of 26


ACTION PLAN 2.1.1 - Discipline Management/Sexual Harassment

Q4Q3Q2Q1


Allocation

Evidence of

Implementation

Responsible


Provide ongoing staff development focusing

on a variety of research based strategies.

Grade Level Teams implement common

routines and procedures.

2.1.1, Line # 1 Grade Level Teams

Counselors

Administrators

Teachers

ALTs

PLC Agendas

Common Lesson Plans for the

first week of school

On-going monitoring of students'

ability to follow common

procedures and routines.

Local ý ý ý ý

Maintain consistent discipline management

and sexual harassment policies that align with

the district policies for discipline management.

2.1.1, Line # 2 -Principal - Accuracy rates for discipline

coding

- Monitor campus framework for

consistent campus & vertical

policies

Local ý ý ý ý

Monitor student behavior2.1.1, Line # 3 -Principal

-Assistant Principals

- Improved student

behavior/conduct grades

Local ý ý ý ý

Implement extra-curricular protocol for

behavior management2.1.1, Line # 4 -Administrators

-Fine Arts directors

-Coaches

-Protocol for extra-curricular

behavior management

implemented

Local ý ý ý ý

Disseminate, train and monitor implementation

for Positive Behavior Intervention System

-CHAMPS

2.1.1, Line # 5 -Leadership team

-ALTs

-Campus

Administrators

-Counselors

-PBIS and classroom

management training documents

-Reduce the rate of Alternative

Education

-Classroom Walkthrough Data

-Discipline Referrals

-Kudos

-Guided lessons provided by

counselors

Local ý ý ý ý

Page 23 of 26



OBJECTIVE 2.2: Provide and monitor district interventions to reduce drug and alcohol incidents.


# of students in violation of the district drug/alcohol policy.

2012-132011-122010-112009-10

215

0> > 0

2

# of campus drug and alcohol awareness programs

presented 1 1each year each year

ACTION PLAN 2.2.1 - Drug/Alcohol Awareness

Q4Q3Q2Q1


Allocation

Evidence of

Implementation

Responsible


Conduct campus-based drug and alcohol

awareness programs2.2.1, Line # 1 -Principal

-Counselor

-# of drug policy violations Local ¨ ý ý ¨

ACTION PLAN 2.2.2 - Drug/Alcohol Counseling

Q4Q3Q2Q1


Allocation

Evidence of

Implementation

Responsible


Provide campus based counseling sessions

for students who violated the district drug

policy.


-Counselor

-Recidivism rate of drug policy

offenders

Local ý ý ý ý

Page 24 of 26



OBJECTIVE 2.3: Provide campus interventions that target bullying, sexual abuse, harassment, and dating violence behaviors.


# of campus (teacher/staff) awareness programs presented

# of campus (student) awareness programs presented

# of campus (parent) awareness programs presented

2 2

2 2

2 2

each year each year

each year

each year

each year

each year

ACTION PLAN 2.3.1 - Bullying Prevention Training

Q4Q3Q2Q1


Allocation

Evidence of

Implementation

Responsible


Provide staff development in research based

bullying, discrimination, and harassment

prevention.


-Counselor

-Reduced number of bullying

incidents on campus

Local ý ý ý ý

ACTION PLAN 2.3.2 - Bullying/Sexual Abuse/Harassment Counseling

Q4Q3Q2Q1


Allocation

Evidence of

Implementation

Responsible


Clearly state the definition of bullying and

consequences. Provide counseling and

strategies to develop interpersonal social and

communication skills.

2.3.2, Line # 1 Administrators

Counselors

A to Z Presentations

Signed A to Z Student Contracts

Guidance Lessons

Discipline Referrals

Local ý ý ý ý

Provide counseling for students affected by

bullying, sexual abuse, discrimination and

harassment

2.3.2, Line # 2 Counselor

Administrators

Teachers

Documentation of referrals

Documentation of reports

Local

$0ý ý ý ý

ACTION PLAN 2.3.3 - Prevention of Suicide/Dating Violence/Conflict

Actions/TasksResponsible

Person(s)

Evidence of

Implementation

Resource

AllocationAction #

Q4Q3Q2Q1

Scheduled for

-Provide materials to students for dating

violence prevention, suicide prevention, and

conflict resolution.


-Counselor

-Materials provided Local ý ý ý ý

Page 25 of 26


GOAL 3: Create a welcoming culture and climate for all stakeholders.

OBJECTIVE 3.1: Create a welcoming environment for parents and community members to volunteer and participate in school activities.


Frequent, timely communications with parents to keep them

informed through a variety of sources.

Responses to parent surveys addressing school climate and

timely, effective communication.

100 100

95 90

% communicated in a timely manner. % communicated in a timely manner.

% positive responses. % positive responses.> >

ACTION PLAN 3.1.1 - Involving Parent in Campus Decision-Making

Q4Q3Q2Q1


Allocation

Evidence of

Implementation

Responsible


Seek parent input, involve in decision making,

post information and share knowledge

regarding policies and progress (e.g., student

attendance, test data) in a timely way.

-utilize EasyCom to text and email parents

weekly

3.1.1, Line # 1 -Principal -Information shared regularly

-Home Access grades posted in

a timely manner

-Parent Survey

Local ý ý ý ý

ACTION PLAN 3.1.2 - Importance of Parent Involvement

Q4Q3Q2Q1


Allocation

Evidence of

Implementation

Responsible


Provide customer service training for staff and

address the importance of the value and utility

of parental involvement.

- Encourage parent involvement

3.1.2, Line # 1 -Principal -Training agenda

-Parent involvement increased

Local ¨ ý ý ¨

Page 26 of 26

Documents

Campus Improvement Plan · Bilingual & ESL Special Education Title I % of Students 2012-13 # of Students 2012-13 % of Students 2011-12 # of Students 2011-12 %of Students 2010-11 #