Stockdick Junior High - Katy ISDkatyisd.org/CampusImprovementPlans/SJH_CIP.pdfStockdick Junior High ... This program involves the use of a computer to build vocabulary skills,

Katy Independent School District

Stockdick Junior High

2017-2018 Campus Improvement Plan

Stockdick Junior HighGenerated by Plan4Learning.com 1 of 25

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VisionLeaders & Learners, Today & Tomorrow!


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Table of Contents

Comprehensive Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Demographics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Student Academic Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6School Processes & Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Perceptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Comprehensive Needs Assessment Data Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Goal 1: Student Growth and Success: Each student will be provided engaging, relevant, and meaningful learning experiences which foster theacquisition of the Katy ISD Instructional Cornerstone Skills (collaboration, communication, creative thinking, critical thinking, information literacy,problem solving and social contribution) that lead to student success. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Goal 2: Community Engagement: Parents and Community members are provided with a variety of opportunities for active, collaborativeinvolvement which supports student success. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Goal 3: Effective and Efficient Operations: Resources are allocated in an efficient manner to facilitate quality learning experiences and a positiveand effective work environment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

System Safeguard Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22State Compensatory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Personnel for Stockdick Junior High: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Campus Advisory Team . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Addendums . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25


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Comprehensive Needs Assessment

Demographics

Demographics Summary

Stockdick Jr. High is a diverse community. The student demographics, which are also reflective of their parents, can be described by the followingethnicity breakdown:

Asian 5%Black/AA 15%Hispanic 49%White 26%

Our staff ethnicity breaks down as follows:

Black/AA 10%Hispanic 28%White 62%

The following demographic data captures the major program enrollment of our students:

EconomicallyDisadvantaged

48%

ESL 10%Gifted & Talented 4%Special Education 13%

Stockdick Jr. High currently serves 717 students and is projected to grow rapidly, doubling the current number of students in four years.

Demographics Strengths


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The strength of Stockdick Jr. High will be its diversity. With our high degree of variability, comes a diversity of thought. When the climate and culturecelebrate and support an open dialog, synergy occurs. We will be focused on leveraging our diversity by hearing the voice of our stakeholders to create atrue learning community.

Problem Statements Identifying Demographics Needs

Problem Statement 1: The percentage of students as Stockdick Jr. High that are enrolled in the Gifted and Talented program is 4%. This is three percentagepoints less than the district and half the percentage as the state.


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Student Academic Achievement

Student Academic Achievement Summary

The diverse population of students at Stockdick Jr. High receive quality first teach instruction. The focus is to meet the needs of every student and facilitatemastery and growth. That is achieved through the use of the workshop model in reading and math. We provide additional interventions through Math Lab,Strategic Reading, and Read 180 classes. Our ESL students receive support through sheltered classes and our Special Education students receive servicesthrough the co-teach model.

STAAR 2017

SJHApproaches

GLMath Grade 6 85.79% Economic Disadvantage 80% LEP 57.14% Special Ed Indicator 48.48% Reading Grade 6 73.16% Economic Disadvantage 62.35% LEP 7.14% Special Ed Indicator 34.38% Math Grade 7 82.46% Economic Disadvantage 76.42% LEP 66.67% Special Ed Indicator 38.10% Reading Grade 7 76.42% Economic Disadvantage 66.98% LEP 32% Special Ed Indicator 22.73% Math Grade 8 80.84% Economic Disadvantage 75% LEP 39.29% Special Ed Indicator 30%


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Reading Grade 8 79.25% Economic Disadvantage 75.86% LEP 39.29% Special Ed Indicator 30%

Student Academic Achievement Strengths

The students at Stockdick Jr. High come to us from various campuses with an academic achievement strength in math based on the data from STAAR 2017.

Problem Statements Identifying Student Academic Achievement Needs

Problem Statement 1: 2017 STAAR data reveals that Economically Disadvantaged students in 6th, 7th, and 8th grade scored significantly below likecampus scores in math and reading.

Problem Statement 2: 2017 STAAR data reveals that LEP (Limited English Proficiency) students scored significantly below like campus scores in 6th, 7th,and 8th grade math and reading.

Problem Statement 3: 2017 STAAR data reveals that Special Education students scored significantly below like campus scores in 6th, 7th, and 8th grademath and reading.


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School Processes & Programs

School Processes & Programs Summary

SJH provides quality first time instruction to our students across the entire student population. Core content teams are provided with a common planningperiod to support their professional learning community. Additionally, 4 full planning days are provided to each team to do long range planning. Allstudents are provided with after school tutoring opportunities.

ESL students are supported in a variety of ways. Those who have recently be released from direct services are monitored. These students are assignedteachers in Language Arts that hold an ESL certification. For our ELL students who have yet to demonstrate competency, we have sheltered instructionclasses provided by two ESL certified teachers. The program is also supported by an ESL paraprofessional.

Students who qualify for SPED services receive support and access to the on level curriculum to the greatest extent possible. The range of services includeself-contained units, monitored support programs, resource classes, co teach classes and in-class support. Speech services are also provided for our studentswho are speech impaired.

Our Tier II intervention for Math STAAR failures is math lab. This class is in addition to the on-level math class that all students take. The primary functionof the class is to fill gaps in the students learning.

We have two Tier II interventions for Reading STAAR failures. The first is Strategic Reading. Students who are assigned to this intervention class aretypically 3 grade levels behind in reading or less. Our READ180 classes are for our struggling readers who are typically 3 years or more behind grade level. This program involves the use of a computer to build vocabulary skills, choice reading of leveled texts, and a small group time with the teacher.

School Processes & Programs Strengths

The interview process that we developed at SJH has allowed us to select highly effective and engaged staff members. Staff selection begins with theformation of a team of staff members who are in the department that has the vacancy. This team conduct resume reviews. From the resumes, a select groupof candidates interview with the team. The focus of this interview relates to curriculum and instruction in the content area. In effect, this team selects the topcandidate(s) that they feel would add value to their team. Through this process the team "owns" the perspective candidate. At the second level interview, theprincipal and an assistant principal are involved. The questions are focused on our SJH Cultural Declaration. These questions allow us to see if thecandidate(s) are in alignment with our beliefs and values.

Problem Statements Identifying School Processes & Programs Needs


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Problem Statement 1: Over the next 4 years we are projected to double our current student number. This will create the need to hire a staff that isapproximately double our current staff. We need to continue employing an interview process that selects for the qualities our campus desires as well asretaining those highly effective educators currently on staff.


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Perceptions

Perceptions Summary

One of the foundational actions that we embarked upon was to create a declaration of the culture we aspired to create. This declaration includes 5specific areas of culture:

Culture of Humanity - At SJH we support the development of the whole individual. We work purposefully to improve the academic, emotional and socialskills of every learner. Our community is characterized by engagement, mutual respect and the celebration of diversity. Self-awareness of individualstrengths and positive relationships lead us to a strong sense of well-being.

Culture of Learning - SJH is a learning community. We recognize the opportunities and challenges that come with learner variability. We support highlevels of cognitive engagement with a strengths-based approach. We facilitate mastery by connecting with a learner’s current level and pushing beyondproficiency. Mistakes are an important part of the learning process: they are celebrated and recognized as an opportunity for growth. We believe learnersgrow through choice, challenge, and feedback. We learn through engaging, meaningful experiences.

Culture of Leadership - At SJH we believe that everyone is a leader. First and foremost, by acting with integrity, we lead ourselves. We invest in buildingthe capacity of learners through the direct teaching of leadership competencies. We provide everyone with opportunities to lead inside and outside of theclassroom. We recognize that the highest level of leadership is shown when we are in service to others.

Culture of Collaboration - At SJH we believe that we are better together. Our collaborative culture celebrates a diversity of thought and respects everyone'svoice within the learning community. We work purposefully to connect with campuses within our vertical feeder pattern. Trust is built through theestablishment of clear expectations, transparency and collaborative decision making. Within our highly effective, synergistic teams, we own each other'sstrengths and share responsibility for the success of all learners.

Culture of Digital Competence - The SJH learning community recognizes technology as an essential tool to accomplish our goals. We leverage digital toolsto create for a global audience. We teach and model digital citizenship. Individually, and as a community, we hold ourselves accountable for creatingpositive digital footprints. Through technology, we open access and ensure equity for our varied learners. In this environment, we are no longer limited tolearning within the constraints of a school day or the walls of our building.

Perceptions Strengths

With a clear cultural declaration, we were able to craft specific interview questions that allowed us to discern which applicants were well aligned to thebeliefs and values expressed in the document. The declaration gives us firm guidance for the learning community that we hope to build.


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Problem Statements Identifying Perceptions Needs

Problem Statement 1: We are a new campus. Currently we do not have specific data that would represent the perceptions of our staff, students and parents.Ideally we would have data from a well-aligned survey to evaluate how we are doing with regards to the culture of our learning community.


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Comprehensive Needs Assessment Data Documentation

The following data were used to verify the comprehensive needs assessment analysis:

Improvement Planning Data

District goalsCampus goalsCurrent and/or prior year(s) campus and/or district improvement plansCampus and/or district planning and decision making committee(s) meeting dataState and federal planning requirements

Accountability Data

PBMAS data

Student Data: Assessments

State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information)State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versionsTexas English Language Proficiency Assessment System (TELPAS) resultsStudent Success Initiative (SSI) data for Grades 5 and 8Local benchmark or common assessments dataStudent failure and/or retention rates

Student Data: Student Groups

Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groupsNumber of students assigned to each special program, including analysis of academic achievement, race, ethnicity, gender, etc.Economically Disadvantaged / Non-economically disadvantaged performance and participation dataSpecial education population, including performance, discipline, attendance, and mobilityMigrant population, including performance, discipline, attendance, and mobilityAt-Risk population, including performance, discipline, attendance, and mobilityELL or LEP data, including academic achievement, 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


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Completion rates and/or graduation rates dataAttendance data

Employee Data

Professional learning communities (PLC) dataStaff surveys and/or other feedbackTeacher/Student RatioCampus department and/or faculty meeting discussions and data

Parent/Community Data

Community surveys and/or other feedback

Support Systems and Other Data

Processes and procedures for teaching and learning, including program implementationBudgets/entitlements and expenditures dataStudy of best practices


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Goals

Goal 1: Student Growth and Success: Each student will be provided engaging, relevant, and meaningful learningexperiences which foster the acquisition of the Katy ISD Instructional Cornerstone Skills (collaboration, communication,creative thinking, critical thinking, information literacy, problem solving and social contribution) that lead to studentsuccess.

Performance Objective 1: By May 2018 STAAR Approaches Grade Level scores for the Economically Disadvantaged student group will increase by atleast 3 percentage points in math and reading in all grade levels.

Evaluation Data Source(s) 1: STAAR 2018

Summative Evaluation 1:

Strategy Description Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Apr June

System Safeguard StrategyPBMAS

1) PLC meetings will focus on individual student growth bydiscussing work samples and rigor for all students. Teammembers will utilize formative and summative assessment datato make decisions for individual student growth.

Teachers, InstructionalCoaches,Administrators

STAAR 2018 data

Problem Statements: Student Academic Achievement 1

= Accomplished = Continue/Modify = Considerable = Some Progress = No Progress = Discontinue

Performance Objective 1 Problem Statements:

Student Academic AchievementProblem Statement 1: 2017 STAAR data reveals that Economically Disadvantaged students in 6th, 7th, and 8th grade scored significantly below like campus scores in math and reading.


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Goal 1: Student Growth and Success: Each student will be provided engaging, relevant, and meaningful learning experiences which foster the acquisition ofthe Katy ISD Instructional Cornerstone Skills (collaboration, communication, creative thinking, critical thinking, information literacy, problem solving andsocial contribution) that lead to student success.

Performance Objective 2: By May 2018 STAAR Approaches Grade Level Scores for the LEP student group will increase by at least 5 percentage points inmath for 6th, 7th, and 8th graders.






1) PLC meetings will focus on individual student growth bydiscussing work samples, ELL strategies and rigor for allstudents. Team members will utilize formative and summativeassessment data to make decisions for individual studentgrowth.


STAAR 2018 data




Student Academic AchievementProblem Statement 2: 2017 STAAR data reveals that LEP (Limited English Proficiency) students scored significantly below like campus scores in 6th, 7th, and 8th grade math and reading.


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Performance Objective 3: By May 2018 STAAR Approaches Grade Level Scores for LEP student group will increase by at least 3 percentage points inreading for 6th, 7th, and 8th graders.






1) PLC meetings will focus on individual student growth bydiscussing work samples, ELL strategies and rigor for allstudents. Team members will utilize formative and summativeassessment data to make decisions for individual studentgrowth.


STAAR 2018 data




Student Academic AchievementProblem Statement 2: 2017 STAAR data reveals that LEP (Limited English Proficiency) students scored significantly below like campus scores in 6th, 7th, and 8th grade math and reading.


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Performance Objective 4: By May 2018 STAAR Approaches Grade Level Scores for Special Education student group will increase by at least 3 percentagepoints in reading for 6th, 7th, and 8th graders.






1) PLC meetings will focus on individual student growth bydiscussing work samples, scaffolding strategies and rigor forall students. Team members will utilize formative andsummative assessment data to make decisions for individualstudent growth.


STAAR 2018




Student Academic AchievementProblem Statement 3: 2017 STAAR data reveals that Special Education students scored significantly below like campus scores in 6th, 7th, and 8th grade math and reading.


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Performance Objective 5: By May 2018 STAAR Approaches Grade Level Scores for Special Education student group will increase by at least 4 percentagepoints in math for 6th, 7th, and 8th graders.






1) PLC meetings will focus on individual student growth bydiscussing work samples, scaffolding strategies and rigor forall students. Team members will utilize formative andsummative assessment data to make decisions for individualstudent growth.


STAAR 2018




Student Academic AchievementProblem Statement 3: 2017 STAAR data reveals that Special Education students scored significantly below like campus scores in 6th, 7th, and 8th grade math and reading.


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Performance Objective 6: By May 2018 the percentage of students included in the GT program will increase over the current 3.91%.

Evaluation Data Source(s) 6: Program data




1) Job-embedded staff development will be delivered toteachers to support the identification and referral process forGT services.

GT Facilitator and theprincipal

An increase in the percentage of students in the GT programwill be evident by identifying those who qualify for GT buthave yet to be identified.

Problem Statements: Demographics 1



DemographicsProblem Statement 1: The percentage of students as Stockdick Jr. High that are enrolled in the Gifted and Talented program is 4%. This is three percentage points less than the district and halfthe percentage as the state.


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Goal 2: Community Engagement: Parents and Community members are provided with a variety of opportunities for active,collaborative involvement which supports student success.

Performance Objective 1: By May of 2018, a survey will be developed that will involve gathering the voice of our parents related to how well the school isdeveloping the cultural elements described in our SJH Cultural Declaration.

Evaluation Data Source(s) 1: Evidence of the survey and the aggregation of the data from the instrument post administration.




1) The Cultural Development Strategic Design Teams willcreate a Likert Scale type question to inform our Key Resultsdesigned by each team. The Instructional Leadership Teamwill compile the questions and finalize the parent survey. Thesurvey will be distributed to parents in early May.

Cultural DevelopmentTeams, InstructionalLeadership Team,Principal, AssistantPrincipals, Counselors.

A baseline will be established from which to set future goal forthe establishment of a positive culture as described in the SJHCultural Declaration.

Problem Statements: Perceptions 1



PerceptionsProblem Statement 1: We are a new campus. Currently we do not have specific data that would represent the perceptions of our staff, students and parents. Ideally we would have data from awell-aligned survey to evaluate how we are doing with regards to the culture of our learning community.


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Goal 3: Effective and Efficient Operations: Resources are allocated in an efficient manner to facilitate quality learningexperiences and a positive and effective work environment.

Performance Objective 1: By June of 2018, 90% of the existing staff will be retained for the 2018-2019 school year. This percentage will not include staffmembers lost to promotion.

Evaluation Data Source(s) 1: Calculation of the percentage of retained, non-promoted staff.




1) A mentor program will be developed that provides ongoingsupport for our teachers that are new to Katy ISD.

Lead Mentor, Principal A high level of retention that will support a continuity ofinstruction for students.

Problem Statements: School Processes & Programs 1

2) Core content Instructional Coaches will provide jobembedded professional development for our new staff. Majorforms of support will come from planning assistance andfeedback related to instruction.

Instructional Coaches,Principal

A high level of retention that will support a continuity ofinstruction for students.

Problem Statements: School Processes & Programs 1



School Processes & ProgramsProblem Statement 1: Over the next 4 years we are projected to double our current student number. This will create the need to hire a staff that is approximately double our current staff. Weneed to continue employing an interview process that selects for the qualities our campus desires as well as retaining those highly effective educators currently on staff.


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System Safeguard Strategies

Goal Objective Strategy Description

1 1 1 PLC meetings will focus on individual student growth by discussing work samples and rigor for all students. Team memberswill utilize formative and summative assessment data to make decisions for individual student growth.

1 2 1 PLC meetings will focus on individual student growth by discussing work samples, ELL strategies and rigor for all students.Team members will utilize formative and summative assessment data to make decisions for individual student growth.

1 3 1 PLC meetings will focus on individual student growth by discussing work samples, ELL strategies and rigor for all students.Team members will utilize formative and summative assessment data to make decisions for individual student growth.

1 4 1 PLC meetings will focus on individual student growth by discussing work samples, scaffolding strategies and rigor for allstudents. Team members will utilize formative and summative assessment data to make decisions for individual student growth.

1 5 1 PLC meetings will focus on individual student growth by discussing work samples, scaffolding strategies and rigor for allstudents. Team members will utilize formative and summative assessment data to make decisions for individual student growth.


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State Compensatory

Personnel for Stockdick Junior High:

Name Position Program FTE

Hillary Brown Reading Interventionist Read 180 1Sarah Bauguss Math Interventionist Math Lab 1


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Campus Advisory Team

Committee Role Name PositionAdministrator Mark McCord PrincipalNon-classroom Professional Barb Miller LArts Instructional CoachNon-classroom Professional Leslie Dulock Math Instructional CoachNon-classroom Professional Melissa Gonzalez Science Instructional CoachNon-classroom Professional Nakesha Smith Social Studies Instructional CoachClassroom Teacher Wendy Faith 7th grade LArts TeacherClassroom Teacher Erin Freeland 8th Math TeacherClassroom Teacher Patricia Cuellar 8th US History TeacherClassroom Teacher Alisha Krcek 7th Science TeacherClassroom Teacher Randy Woodring CoachClassroom Teacher Sara Proodian Choir TeacherNon-classroom Professional Sean Heller LibrarianClassroom Teacher Bethany Cobb ESL TeacherClassroom Teacher Amanda Faubion Special Education TeacherParaprofessional Gay Jones Campus SecretaryParent Leigh Jordan ParentParent Ruben Jimenez PTSA PresidentParent Danielle Nicoletti ParentParent Wendy Stanley ParentParent Erica Thompson ParentDistrict-level Professional Natalie Bass KISD InterventionistCommunity Representative Rosanne Lopez NamesakeNon-classroom Professional Taylor Brunet Testing FacilitatorNon-classroom Professional Diana Sarao Assistant Principal


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Addendums


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TEXAS EDUCATION AGENCY 2017 Accountability Summary

This page intentionally left blankNo TEA performance report accountability

summary data available - new campus

Stockdick Junior High

Student Profile

Student Statistics

55 - Stockdick Junior High

This page intentionally left blank - No PEIMS Snapshot demographic or attendance data available - new campus

Documents

Stockdick Junior High - Katy ISDkatyisd.org/CampusImprovementPlans/SJH_CIP.pdfStockdick Junior High ... This program involves the use of a computer to build vocabulary skills,