Katy Independent School District Wilson Elementary 2016-2017 Campus Improvement Plan Accountability Rating: Met Standard

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Mission Statement Tom Wilson Elementary as a part of Katy Independent School District, a leader in educational excellence, together with family and community, provides unparalleled learningexperiences designed to prepare and inspire each student to live an honorable, fulfilling life....to create the future.

Vision The future is ours to create.

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Table of Contents Comprehensive Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Demographics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Student Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . School Culture and Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Staff Quality, Recruitment, and Retention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Curriculum, Instruction, and Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Family and Community Involvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . School Context and Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Comprehensive Needs Assessment Data Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Goal 1: Student Growth and Success Each student will be provided engaging, relevant, and meaningful learning experiences which foster the acquisition of the KISD Instructional Cornerstone Skills (collaboration, communication, creative thinking, critical thinking, information literacy, problem solving and social contribution) that lead to student success. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Goal 2: Safe and Orderly Learning and Working Environment A safe, orderly, positive and quality learning and working environment will be provided for students and staff. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Goal 3: Community Engagement Parents and Community members are provided with a variety of opportunities for active, collaborative involvement which supports student success. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Goal 4: Effective and Efficient Operations Resources are allocated in an efficient manner to facilitate quality learning experiences and a positive and effective work environment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Goal 5: Organizational Improvement Strategic data points and shared agreements are utilized to make decisions regarding planning, evaluation, and performance needs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . State Compensatory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Personnel for Wilson Elementary: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Campus Advisory Team . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Campus Funding Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Addendums . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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Comprehensive Needs Assessment Demographics Demographics Summary

Tom Wilson Elementary is beginning its fifth year as a Katy ISD campus. The school is located in the Southwest Cinco Ranch area of Katy and students live in the area. Student enrollment as of December 2016 is 1,129 students. Students served are in grade EE-5. The attendance rate during the 2015-16 school year was 97.6%. Current enrollment of student groups is reported as: 41.54% -White, 24.71% -Hispanic, 25.24% Asian, 6.11%- Black/African American and 1.95% -2 or more races. TWE has a diverse student population of students from around the world. Students who were screened and identified as Limited English Proficiency comprise 18.2 % of the student population. The Gifted and Talented student group continues to grow and currently comprises 10.2% of the student population. TWE has three self-contatined Children with Autism Programs (CAP) and the overall Special Education student group comprises 8.5% of the student population. Additionally, 5.9% of students are identified as economically disadvantaged and 34.8% are identified as at risk. Demographics Strengths Tom Wilson Elementary has many demographic strengths. Our families value education and community spirit. They bond with families from their native countries as well as building community with families from other countries. Students enjoy school and want to be at school promoting a healthy attendance rate. Staff, students and families support building a strong community that values diversity and acceptance in many areas. Demographics Needs Tom Wilson Elementary is located in a fast growth area with students enrolling throughout the year. We continue to seek ways to include all families in the many activities that will allow them to feel welcome in our school community. As we recruit teachers, we continue to increase the diversity of our staff to represent the diversity of our student population.

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Student Achievement Student Achievement Summary Tom Wilson Elementary received a MET STANDARD on the Texas Education 2016 Accountability Summary. For the 2015-16 school year, TWE met all 4 targets on state accountablity areas: 96% (target 60%) on Index 1 Student Achievement, 50% (target 32%) on Index 2 Student Progress, 61% (target 28%) on Index 3 Closing Achievement Gaps, and 72% (target 12%) on Index 4 Postsecondary Readiness. TWE met 100% of System Safeguards. We received no Distinction Designations on the 2016 Accountability Report. On the STAAR, Level II Satisfactory scores or above for all students are: Reading 96%, Math 96%, Writing 95%, and Science 98%. These scores are excellent, but we continue to reach for improving our progress measures for all students. At the primary grade levels, measures other than STAAR are used to assess student progress. Teachers in all grade levels use data provided through formal and informal, formative and summative assessments to look at overall student achievement and individual student achievement. Student Achievement Strengths Teachers in all grade levels know their students and work to move them toward improvement in all areas. Both intervention and enrichment are provided to ensure that all student academic needs are being met. This year, 4th grade writing was a major focus on our campus. Significant progress was made in this area: 2015 Level II Satisfactory or above: 89%, 2016 Level II Satisfactory or above: 95%, 2015 Level III Advanced: 19% , 2016 Level III Advanced: 31%. Science Level II scores for 2016 were 98% for all students. Student Achievement Needs During the Spring/Summer of 2016, adjustments were made in staffing to place teachers in areas that are most appropriate to meet the needs of our students. Teams were rebalanced with student progress in mind. Special Education student scores are below other students in all areas (Reading 76%, Math 73%, Writing 73% and Science 89%). This will be a top priority during the 2016-17 school year. Staff and students are working hard daily to make progress. We will continue to provide support and accomodations to advance students in the Special Education student group while reviewing data and making appropriate adjustments. Training in effective instruction will be a priority for staff members working with Special Education students. Progress measures for all students are a constant area of review on our campus. Data digs will be focused on progress on each standard for every child. We will continue to work to improve in the area of writing - concentrating on Special Education, Economically Disadvantage, African American and Hispanic student groups who were all below a 90% measure on Level 2 Satisfactory. Special Education and ELL teachers will work with Wilson Elementary Generated by Plan4Learning.com

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General Education teachers more diligently to find the most effective way to instruct students. Our goal each year is to move all students towards Level III advanced on STAAR. We will continue to work toward significant gains in this area by analyzing data and adjusting instruction as appropriate.

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School Culture and Climate School Culture and Climate Summary Tom Wilson Elementary students recite the Wolfpack Way pledge each morning as a part of the campus morning announcement routine "Every student pledges to: Act Responsibly, Work Hard, Be Nice and Expect Success. It is the Wolfpack Way." Each student receives a business card with this pledge to take home at the beginning of the year. This allows parents to understand and reinforce the expectation of each child. Teachers and students categorize classroom expectations into the categories listed in the pledge and talk daily about what each part of the pledge means. Discipline referrals to the office are few, but any conversations and consequences are talked about in terms of the vocabulary in the Wolfpack Way pledge. TWE is using a Positive Behavior Intervention and Support (PBIS) model for schoolwide and classroom management. Incentives are used for staff and students to recognize positive behavior. All staff members are trained in the CHAMPS model and professional development sessions support continued growth for staff in positive reinforcement. Staff members read and participated in training on Carol Dweck's Mindset research during the summer and August professional development. The goal is for each adult in the building to reflect on their own mindset and develop a growth mindset to facilitate the development of growth mindsets in our students. School Culture and Climate Strengths Students at TWE are happy. Based on the Gallup survey administered to 5th graders during the 2014-15 school year, students feel satisfied with their school experience and have a strong self-efficacy about learning. This survey will be administered again during the Fall of 2016 to 5th grade students. A student steering committee was formed during the 2015-16 school year comprised of 10 4th grade students and 10 5th grade students. Students completed a rigorous application process and were chosen by a staff committee. These students met regularly with the principal to advise on PBIS rewards, schoolwide routines and procedures, and relevant topics such as homework, the use of CANVAS, and technology progress on campus. They surveyed schoolmates and reported their findings to the committee. This year returning students in 5th grade will be joined by a group of students chosen through the application process on a steering committee comprised of 15 5th graders and 10 4th graders. Assistant principals for those grade levels will be asked to participate in the advisory process along with the principal. TWE is also designated as a "No Place for Hate School". The counselor leads a student committee who plan activities and facilitate the philosophies of "No Place for Hate" in order to maintain a school climate that is inclusive of our diverse population of students. School Culture and Climate Needs Wilson Elementary Generated by Plan4Learning.com

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We continue to find ways to let student voice be a natural part of what we do daily at Tom Wilson Elementary. Staff members are consistently asked to reflect on their progress in this area. All teachers have been asked to designate time daily to a "community circle" concept where students get to know each other better and discuss issues/concerns freely. All staff are asked to continue to reflect on their support of the Core Essentials Character Education program and continue to incorporate the language of Core Essentials in daily practice with students. This year teachers and paraprofessionals are participating in a campus staff book study on A Mindset for Learning by Kristine Mraz and Christine Hertz to continue the development of a campus climate conducive to a growth mindset for staff and students.

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Staff Quality, Recruitment, and Retention Staff Quality, Recruitment, and Retention Summary This year Tom Wilson Elementary added 23 new staff members due to growth positions, staff moving out of the Katy area and promotions to other district positions. Staff are recruited and hired based on strong training, experience and potential to be productive and contributing members of our high quality staff. Teachers new to the profession have been assigned a campus mentor. All new staff members will participate in campus trainings facilitated by our Lead Mentor, administration and other lead teachers on campus. TWE has a structure of collaborative opportunites built into a Professional Learning Community model that has been successful in communicating the campus routines, procedures and philosophy to all staff members. Team leaders are strong and team outlooks are positive and productive. Staff Quality, Recruitment, and Retention Strengths Each Spring, staff members are provided the opportunity to give feedback via a staff questionaire that is used for planning for the upcoming year. Teachers enjoy finding out about team members via personality tests, etc. They also feel we have a strong foundation of encouragement and positivity. This questionaire also provided us with professional development ideas. Staff are supported by strong collaborative teams and a campus professional development structure that promotes the growth of each individual. Professional development is a high priority on our campus and all staff participate in regular staff development meetings, bi-weekly professional development rotation sessions, and staff development opportunities that are embedded into their daily jobs as well as district and outside professional development opportunities that all support our CIP and goals. Teacher planning teams meet multiple times each week to align instruction, plan forward, develop assessments, analyze data and student work, and reflect on practice. Grade level planning teams are provided a 1/2 day each quarter to plan forward and develop assessments for the upcoming grading period.

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Staff Quality, Recruitment, and Retention Needs Teams have requested to continue building our learning walk system to allow them more time to observe and learn from their peers. They also want to have more time to meet with vertical teams for lunch and planning discussions.

As we continue to recruit, we search for teachers who represent the diversity of our campus student population. We seek to balance this need for diversity with finding the most qualified candidates for each position.

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Curriculum, Instruction, and Assessment Curriculum, Instruction, and Assessment Summary Teachers at Tom Wilson Elementary plan collaboratively using the Texas Essential Knowledge and Skills. Each quarter, a 1/2 day is provided for grade level teachers to roadmap for the next quarter using state and district documents. During these planning periods, teams also review and develop assessments and begin lesson plans for upcoming lessons. Finished products are provided to Instructional Coaches for review and shared with administration by coaches. This practice has enhanced conversations with teams and led to improved planning, assessments and delivery of instruction. Instructional Coaches and administrators meet with teams during weekly and quarterly planning times to provide resources, support, and answer questions. We use PLC guiding questions: "What is it we want students to know?", "How we will know if they have learned it?", "What will we do if they don't learn it?" and "What will we do if they already know it?" to guide our planning and reflection processes on campus. Bi-weekly Professional Development Rotations are used to meet with teams every other week to look at student work, resources, areas of instructional concern, and reflection. These sessions are led by Instructional Coaches, campus lead teachers, or administrators. Time to analyze data and student progress are also provided in the form of 1/2 day DATA DIGS. These sessions are led by Instructional Coaches and used to look at specific TEKS, STAAR, DLA, and data provided from measures such as m-Class, Fountas and Pinnell, ISIP and Think Through Math, and set goals for intervention, improvement, and enrichment. Professional development is planned using feedback from teachers on areas of concern they have identified and areas for improvement or need as identified by the administrative teams and Instructional Coaches.

Curriculum, Instruction, and Assessment Strengths TWE has a strong collaborative system with multiple structures to allow teachers to plan, look at student work and reflect on practices. Teachers are reflective practioners who are constantly seeking professional development opportunities and take advantage of the job embedded opportunities to improve instruction and student achievement. We have a rich supply of material resources and a supportive PTA to provide more resources as teachers identify needs. Wilson Elementary Generated by Plan4Learning.com

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Curriculum, Instruction, and Assessment Needs In the last year, a focus of grade level teams has been the alignment and revision of campus assessments. The practice of having teachers turn in assessments has enabled Instructional Coaches and administration to begin to look at areas for improvement as we assess students. This will remain a priority this year. Administrators plan to focus on increased visibility in classrooms and common areas this year with the use of a Walkabout schedule. Another priority this year will be to develop a growth mindset in all students. Staff will participate in multiple professional development opportunities to provide the training necessary to facilitate this development in students.

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Family and Community Involvement Family and Community Involvement Summary The involvement of our parents and community is strong at Tom Wilson Elementary. We strive to communicate proactively and provide opportunities for parents to be engaged in the education of their children. We have worked with our Parent Teacher Association (PTA) since the opening of school to develop a collaborative and positive climate for our families. Through proactive and responsive efforts we have reached out to our community to develop relationships that are friendly and welcoming for all stakeholders. We strive to be culturally sensitive to the needs of families moving in from other parts of the United States and from other countries by providing literature and opportunities for them to learn about our school. We communicate with parents via a weekly campus e-News communication, weekly grade level newsletters, and Twitter @TWEHowl. This year we will use Tweet Beam to broadcast tweets daily on campus. Family and Community Involvement Strengths We have a strong volunteer base at TWE. Parents are on campus daily to support the needs of teachers and the library. The PTA Executive board functions productively to fundraise but also provides a mature and positive foundation for all volunteers. Our Watchdog program is exemplary. The collaborative efforts of PTA and our administration provide a well organized program that allows multiple dads to volunteer on our campus each day. The students look forward to seeing dads on our elementary campus. Our school community is also enhanced by the active participation of our school namesake, Mr. Tom Wilson, and his wife. The students take pride in developing relationships with them. Parents are invited to participate in Lunch and Learn gatherings each year. These gatherings allow the PTA and administration to work together to provide learning sessions for parents that allow them to learn more about programming at the school and relevant parenting topics. Each year we have Meet Your Teacher Night, Back to School Night for parents, parent conferences, Grade Level Learning Celebrations, Grade Level Family Involvement Activities, Community Builders and Curriculum events like STEAM NIGHT or WORLDFEST that allow families to come together and celebrate our community. Family and Community Involvement Needs We continue to work in collaboration with PTA to welcome families who are moving in and provide them with the tools to feel included on campus. We are working to find translators in all languages to help in this area.

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School Context and Organization School Context and Organization Summary Tom Wilson Elementary provides a safe and orderly atmosphere that allows students and staff to focus on instructional excellence in a nurturing atmosphere. Teachers are hired for instructional excellence but also because they enjoy and care about the developmental needs of elementary students. The range of developmental needs varies greatly in a K-5 environment. The needs of a 5 year old are much different than the needs of a 10 or 11 year old. Our teachers receive training on the developmental needs of students in the age group they serve and campus activities are structured with the developmental needs of students in mind. Structures are in place to ensure that Tom Wilson Elementary remains student centered. Questions and problem solving always start with the needs and safety of students at the forefront. We are aware of the high expectations that parents have for their students' learning, and we strive to go above and beyond in all that we do. We view our vision statement, "The Future is Ours to Create", with great responsibility. School Context and Organization Strengths Priority is given to maximizing teacher planning time and instructional time. Structures, routines and procedures are in place to protect these times. Teachers are dedicated to planning and reflection with individual student need in mind. The tiered RTI system is used to have discussions about student progress. Teachers are given the resources necessary to provide instruction and behavioral interventions at Tier I to allow students to remain in the classroom. When students are not successful at Tier I, resources (both human and material) are provided to meet student need. Safety is emphasized in all daily routines as well as in the drills that prepare for larger scale events. School Context and Organization Needs At this point, the greatest need we have is training new teachers in RTI academic and behavioral systems and making them aware or the supports we have in place for students. This will be done through our new teacher support systems with the Lead Mentor, administrators and Instrucional Coaches. We also continue to fine tune campus assessments to ensure developing rigor to match state standards and assessments. We are in the process of assessing the results of STAAR for our Special Education students. This is a complex subject and we are researching our next steps.

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Technology Technology Summary Students and staff are enthusiastic about the use of technology at Tom Wilson Elementary. Each year we send team representatives, administrative representatives and Instructional Coaches to the Texas Computer Educator Association (TCEA) conference to learn about technology progress and applications. This representative group returns to campus and provides professional development for all staff members in various formats to allow beginner to advanced users relevant training. This professional development has revolutionized the use of technology in our classrooms. Beginning this year, an instructional liaison has been hired for our campus. Her job will be to focus on technology support for teachers and staff to bring technology to the next level at TWE. In grades 2-5, each classroom has 5 i-Pads and in grades K-1 each classroom has 5 i-Pads and the use of 100 Samsung tablets available. Teachers use Apple TV and Mirror 360 to allow students to share work in the classroom. Each classroom has a Smartboard which is used for interactive learning activities. Students also use a variety of applications to make create products and share with their parents via technology apps like SeeSaw. Our campus will be a part of the district retrofit this year which will allow us to update our technology. Technology Strengths The excitement and support of our staff in the growth of technology use is a strength at TWE. Teachers collaborate with each other to provide ways to motivate students as they learn. In grades 2-5, students participate in Bring Your Own Device (BYOD). The majority of our students bring their own devices or use the ones provided in the classroom to participate fully in instruction. In those grade levels, CANVAS is utilized for online learning at school and home. Our PTA has provided funding for teacher professional development each year. This year staff representatives will attend TCEA and ISTE and share their new learning with staff members in varied professional development formats. Our PTA has been supportive in helping us expand our inventory of technology. Technology Needs Student responses to the Bright Bytes survey indicate that students need more foundational skills- word processing, spreadsheets, graphs, etc. Our Instructional Liaison is currently researching instructional options that will allow student skills to be strengthened in this area. While we do teach Digital Citizenship, student responses did not indicate a high level of understanding using the terminology "Digital Citizenship". We are educating teachers to use the words "Good digital citizens....." as they increase student awareness that we are teaching them to be good digital citizens.

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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 goals Campus goals Current and/or prior year(s) campus and/or district improvement plans Campus and/or district planning and decision making committee(s) meeting data State and federal planning requirements Accountability Data Texas Academic Performance Report (TAPR) data Performance Index Framework Data: Index 1 - Student Achievement Performance Index Framework Data: Index 2 - Student Progress Performance Index Framework Data: Index 3 - Closing Performance Gaps Performance Index Framework Data: Index 4 - Postsecondary Readiness System Safeguards and Texas Accountability Intervention System (TAIS) data Critical Success Factor(s) data Accountability Distinction Designations Federal Report Card Data PBMAS data Community and student engagement rating 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 versions Progress of prior year STAAR failures STAAR Released Test Questions STAAR ELL Progress Measure data Texas English Language Proficiency Assessment System (TELPAS) results Student Success Initiative (SSI) data for Grades 5 and 8 SSI: Istation Indicators of Progress (ISIP) accelerated reading assessment data for Grades 3-5 (TEA approved statewide license) SSI: Think Through Math assessment data for Grades 3-8 and Algebra I (TEA approved statewide license) Local benchmark or common assessments data Student failure and/or retention rates Running Records results Istation Indicators of Progress (ISIP) reading assessment data for Grades PK-2 Wilson Elementary Generated by Plan4Learning.com

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Student Data: Student Groups Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groups Number of students assigned to each special program, including analysis of academic achievement, race, ethnicity, gender, etc Economically Disadvantaged / Non-economically disadvantaged performance and participation data Male / Female performance and participation data Special education population, including performance, discipline, attendance, and mobility Migrant population, including performance, discipline, attendance and mobility At-Risk population, including performance, discipline, attendance and mobility ELL or LEP data, including academic achievement, support and accommodation needs, race, ethnicity, gender, etc Section 504 data Homeless data Gifted and talented data Dyslexia Data Response to Intervention (RtI) student achievement data Student Data: Behavior and Other Indicators Attendance data Mobility rate, including longitudinal data Discipline records Student surveys and/or other feedback Class size averages by grade and subject Employee Data Professional Learning Communities (PLC) data Staff surveys and/or other feedback Teacher/Student Ratio Campus leadership data Campus department and/or faculty meeting discussions and data Professional development needs assessment data Evaluation(s) of professional development implementation and impact PDAS and/or T-TESS Parent/Community Data Parent surveys and/or other feedback Community surveys and/or other feedback Support Systems and Other Data Wilson Elementary Generated by Plan4Learning.com

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Organizational structure data Processes and procedures for teaching and learning, including program implementation Communications data Capacity and resources data Budgets/entitlements and expenditures data Study of best practices Action research results

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Goals Goal 1: Student Growth and Success Each student will be provided engaging, relevant, and meaningful learning experiences which foster the acquisition of the KISD Instructional Cornerstone Skills (collaboration, communication, creative thinking, critical thinking, information literacy, problem solving and social contribution) that lead to student success. Performance Objective 1: 100 % of 4th grade students will score 3 or higher on the writing STAAR and 50% of 4th grade students will score a 5 or higher on the writing STAAR. Evaluation Data Source(s) 1: 2017 STAAR writing scores Summative Evaluation 1: Staff Responsible for Monitoring

Strategy Description Critical Success Factors CSF 1 1) Provide PD for all writing teachers on the scoring rubric for STAAR that correlates the scoring with best practice for writing instruction. Critical Success Factors CSF 1

Evidence that Demonstrates Success

Language Arts Implementation: Agenda, conversations about the Instructional Coach training and implications, scoring practices for teachers. Impact: Data on improved scores. Funding Sources: 199 - General Fund - $0.00 Language Arts Implementation: Agenda, data notes Instructional Coach Impact: Data on improved scores.

Reviews Formative Summative Nov Jan Mar June

2) Data discussions will focus on trends and patterns of students scoring 5 and above and effective writing processes occurring with these students. = Accomplished

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= Considerable

= Some Progress

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= No Progress

= Discontinue

January 17, 2017 1:58 pm

Goal 1: Student Growth and Success Each student will be provided engaging, relevant, and meaningful learning experiences which foster the acquisition of the KISD Instructional Cornerstone Skills (collaboration, communication, creative thinking, critical thinking, information literacy, problem solving and social contribution) that lead to student success. Performance Objective 2: 85% of Special Education students in grades 3-5 will score Level II Satisfactory or above on STAAR Reading and Math. Evaluation Data Source(s) 2: 2017 Reading and Math STAAR scores. Summative Evaluation 2: Strategy Description

Staff Responsible for Monitoring

Evidence that Demonstrates Success

1) Time and structures will be provided for Special Education teachers to meet Special Education Implementation: Schedule of meetings, Rosters of with General Education teachers to plan collaboratively to share data and adjust teachers, General participants, meeting notes Education teachers, Impact: Data on improved scores instruction. Instructional Coordinator = Accomplished

Wilson Elementary Generated by Plan4Learning.com

= Considerable

= Some Progress

20 of 28

= No Progress

Reviews Formative Summative Nov Jan Mar June

= Discontinue

January 17, 2017 1:58 pm

Goal 1: Student Growth and Success Each student will be provided engaging, relevant, and meaningful learning experiences which foster the acquisition of the KISD Instructional Cornerstone Skills (collaboration, communication, creative thinking, critical thinking, information literacy, problem solving and social contribution) that lead to student success. Performance Objective 3: Level III scores on all STAAR tested areas at all tested grade levels will increase a minimum of 10%. Evaluation Data Source(s) 3: 2017 STAAR Level III scores Summative Evaluation 3: Staff Responsible for Monitoring

Strategy Description Critical Success Factors CSF 1 CSF 2 1) Increase level of rigor and alignment to STAAR blueprint on Campus Based assessments. = Accomplished

Wilson Elementary Generated by Plan4Learning.com

Grade level planning teams, Instructional Coaches.

= Considerable

Evidence that Demonstrates Success Implementation: Planning agendas, improved assessments Impact: Data on improved scores

= Some Progress

21 of 28

= No Progress

Reviews Formative Summative Nov Jan Mar June

= Discontinue

January 17, 2017 1:58 pm

Goal 2: Safe and Orderly Learning and Working Environment A safe, orderly, positive and quality learning and working environment will be provided for students and staff. Performance Objective 1: Student and staff steering committees will be used to increase the effectiveness of the use of Positive Behavior Intervention Supports at TWE. Evaluation Data Source(s) 1: Teachers and students in grades 3-5 will complete a beginning of year and end of year survey to measure increase in effectives of PBIS system. Summative Evaluation 1: Staff Responsible for Monitoring

Strategy Description Critical Success Factors CSF 1 CSF 3 CSF 4 CSF 6 1) Teacher and student Wolfpack Way steering committees will meet monthly to review practices, discuss needs for improvements and monitor the implementation of reward and school wide management practices. Critical Success Factors CSF 1 CSF 4 CSF 6

Evidence that Demonstrates Success

Instructional Coordinator and administrators

Implementation: Meeting agendas, minutes, and reward menus Impact: Data from beginning and end of year surveys.

Teachers, Administrators

Implementation: Dojo reports, student motivation Impact: Improved climate and motivation for students.

Reviews Formative Summative Nov Jan Mar June

2) Class dojo and special event tickets will be used to reward positive behavior for students and teachers. = Accomplished

Wilson Elementary Generated by Plan4Learning.com

= Considerable

= Some Progress

22 of 28

= No Progress

= Discontinue

January 17, 2017 1:58 pm

Goal 3: Community Engagement Parents and Community members are provided with a variety of opportunities for active, collaborative involvement which supports student success. Performance Objective 1: Tom Wilson Elementary will increase support of student motivation and behavior by providing parent training in the area of positive behavior reinforcement and developing a growth mindset in children. Evaluation Data Source(s) 1: Parent evaluations of trainings. Summative Evaluation 1: Staff Responsible for Monitoring

Strategy Description Critical Success Factors CSF 5 CSF 6

Administration, counselor

1) Three Lunch and Learn events on positive behavior reinforcement and growth mindset and a parent book study on developing a growth mindset in children will be provided during the 2016-17 school year. = Accomplished

Wilson Elementary Generated by Plan4Learning.com

= Considerable

Evidence that Demonstrates Success Implementation: Agendas and rosters from each event and book study. Impact: Parent evaluation at the end of each event.

= Some Progress

23 of 28

= No Progress

Reviews Formative Summative Nov Jan Mar June

= Discontinue

January 17, 2017 1:58 pm

Goal 4: Effective and Efficient Operations Resources are allocated in an efficient manner to facilitate quality learning experiences and a positive and effective work environment. Goal 5: Organizational Improvement Strategic data points and shared agreements are utilized to make decisions regarding planning, evaluation, and performance needs.

Wilson Elementary Generated by Plan4Learning.com

24 of 28

January 17, 2017 1:58 pm

State Compensatory Personnel for Wilson Elementary: Position

Name

Program

FTE

Julie Bevrotte

Teacher

Academic Support

1

Laurie Haseltine

Teacher

Academic Support

1

Wilson Elementary Generated by Plan4Learning.com

25 of 28

January 17, 2017 1:58 pm

Campus Advisory Team Committee Role

Name

Position

Administrator

Rhonda Henderson

Principal

Administrator

Tiffany Nipp

Assistant Principal

Business Representative

David Atencio

Classroom Teacher

Abby Artley

5th grade teacher

Classroom Teacher

Mary Lamb

1st grade teacher

Classroom Teacher

Kathi Lawson

3rd grade teacher

Classroom Teacher

Nicole Murphy

Art teacher

District-level Professional

Lisa Wells

Curriculum Instructional Officer

Non-classroom Professional

Renee Spath

Instructional Liaison

Parent

Dawn Ambrose

Parent

Susan Garcia-Garza

Parent

Ginger McClendon

Parent

Rabia Nagda

Parent

Tim Noonan

Wilson Elementary Generated by Plan4Learning.com

26 of 28

January 17, 2017 1:58 pm

Campus Funding Summary 199 - General Fund Goal

Objective

Strategy

1

1

1

Wilson Elementary Generated by Plan4Learning.com

Resources Needed

Account Code

Amount $0.00

27 of 28

Sub-Total

$0.00

Grand Total

$0.00

January 17, 2017 1:58 pm

Addendums

Wilson Elementary Generated by Plan4Learning.com

28 of 28

January 17, 2017 1:58 pm

CIP Timeline and Meeting Dates

August/Sept. 2016

Develop Needs Assessment/Campus Goals

October 6, 2016

Campus Advisory Team Meeting

October 14, 2016

Team Leader Council CIP Review

November 17, 2016

Campus Advisory Team Meeting

January 3, 2016

Faculty Review of CIP Progress

February 16, 2016

Campus Advisory Team Meeting

April 20, 2016

Campus Advisory Team Meeting

April 21, 2016

Team Leader Council CIP Review

May 18, 2016

Assess Implementation of CIP @ Team Leader Council Retreat

Wilson Elementary Student Profile

Student Statistics_ Total Enrollment

1,057

At-Risk

36.3%

Low Income

3.4%

Limited English Proficient

17.4%

Special Education

7.3%

Career Technology Education

-

Bil/English as a Second Language

16.9%

Gifted/Talented

9.6%

Title I

*

Attendance Rate (2013-14)

97.6%

' * ' indicates the number was masked by TEA. ' - ' indicates zero students. Source: PEIMS snapshot demographic data for 2015-16. Attendance from 2014-15 TAPR. Race/Ethnicity

#

%

White

473

44.7%

Asian

256

24.2%

Hispanic

239

22.6%

Black or African American

59

5.6%

Two or More Races

28

2.6%

2

0.2%

Other

TOM WILSON EL

Other includes student groups whose counts were masked by TEA, where applicable. Prepared by the Department of Research, Assessment and Accountability

TEXAS EDUCATION AGENCY 2016 Accountability Summary TOM WILSON EL (101914133) - KATY ISD

Accountability Rating

Distinction Designation

Met Standard Met Standards on

Did Not Meet Standards on

- Student Achievement

- NONE

Academic Achievement in ELA/Reading NO DISTINCTION EARNED

- Student Progress

Academic Achievement in Mathematics

- Closing Performance Gaps

NO DISTINCTION EARNED

- Postsecondary Readiness

Academic Achievement in Science

In 2016, to receive a Met Standard or Met Alternative Standard rating, districts and campuses must meet targets on three indexes: Index 1 or Index 2 and Index 3 and Index 4.

NO DISTINCTION EARNED Academic Achievement in Social Studies

Performance Index Report

NOT ELIGIBLE Top 25 Percent Student Progress

100

NO DISTINCTION EARNED Top 25 Percent Closing Performance Gaps

75

NO DISTINCTION EARNED 50

Postsecondary Readiness NO DISTINCTION EARNED

25

96

50

61

Campus Demographics

72

0 Index 1

Index 2

Index 3

Index 4

Student Achievement (Target Score=60)

Student Progress (Target Score=32)

Closing Performance Gaps (Target Score=28)

Postsecondary Readiness (Target Score=12)

Campus Type

Elementary

Campus Size

1,051 Students

Grade Span Percent Economically Disadvantaged

Performance Index Summary Index

Points Earned

Maximum Points

Index Score

1,294 700 1,463

1,346 1,400 2,400

96 50 61

1 - Student Achievement 2 - Student Progress 3 - Closing Performance Gaps 4 - Postsecondary Readiness STAAR Score Graduation Rate Score Graduation Plan Score Postsecondary Component Score

EE - 05 3.4

Percent English Language Learners

17.5

Mobility Rate

8.2

System Safeguards Number and Percentage of Indicators Met

72.2 N/A N/A N/A

72

Performance Rates

22 out of 22 = 100%

Participation Rates

14 out of 14 = 100%

Graduation Rates

Total

N/A

36 out of 36 = 100%

For further information about this report, please see the Performance Reporting Division website at https://rptsvr1.tea.texas.gov/perfreport/account/2016/index.html

TEA Division of Performance Reporting

Page 57

September 2016

Tom Wilson Elementary - Math 2015-2016

2015-2016

2015-2016

2015-2016

2015-2016

2015-2016

2015-2016

2016-2017

Total Students Tested

Level II Satisfactory Academic Student Standard #

Level II Satisfactory Academic Student Standard %

Level II Satisfactory Academic Performance (Final) #

Level II Satisfactory Academic Performance (Final) %

Level III Advanced Academic Performance #

Level III Advanced Academic Performance %

Target

All

520

497

96%

376

72%

234

45%

85%

Black/African American

33

30

91%

21

64%

7

21%

75%

Am Indian/Alaskan Native

1

*

*

*

*

*

*

Asian

124

123

99%

102

82%

79

64%

92%

Hispanic

118

108

92%

77

65%

33

28%

75%

0

*

*

*

*

*

*

White

233

224

96%

167

72%

108

46%

82%

Two or More Races

11

11

100%

8

73%

7

64%

83%

Economically Disadvantaged

17

15

88%

8

47%

3

18%

95%

Special Education

30

21

70%

11

37%

6

20%

85%

English Language Learner

62

56

90%

35

56%

19

31%

75%

Native Hawaiian Pacific Islander

Tom Wilson Elementary - Reading 2015-2016

2015-2016

2015-2016

2015-2016

2015-2016

2015-2016

2015-2016

2016-2017

Total Students Tested

Level II Satisfactory Academic Student Standard #

Level II Satisfactory Academic Student Standard %

Level II Satisfactory Academic Performance (Final) #

Level II Satisfactory Academic Performance (Final) %

Level III Advanced Academic Performance #

Level III Advanced Academic Performance %

Target

All

520

498

96%

394

76%

245

47%

85%

Black/African American

33

30

91%

22

67%

12

36%

77%

Am Indian/Alaskan Native

1

*

*

*

*

*

*

Asian

124

121

98%

101

81%

72

58%

91%

Hispanic

118

108

92%

80

68%

53

45%

78%

0

*

*

*

*

*

*

White

233

227

97%

180

77%

98

42%

87%

Two or More Races

11

11

100%

10

91%

9

82%

95%

Economically Disadvantaged

17

15

88%

6

35%

4

24%

95%

Special Education

30

21

70%

16

53%

5

17%

80%

English Language Learner

62

55

89%

38

61%

21

34%

95%

Native Hawaiian Pacific Islander

Tom Wilson Elementary - Science 2015-2016

2015-2016

2015-2016

2015-2016

2015-2016

2015-2016

2015-2016

2016-2017

Total Students Tested

Level II Satisfactory Academic Student Standard #

Level II Satisfactory Academic Student Standard %

Level II Satisfactory Academic Performance (Final) #

Level II Satisfactory Academic Performance (Final) %

Level III Advanced Academic Performance #

Level III Advanced Academic Performance %

Target

156

153

98%

113

72%

49

31%

85%

Black/African American

8

8

100%

6

75%

2

25%

85%

Am Indian/Alaskan Native

1

*

*

*

*

*

*

Asian

41

41

100%

33

80%

23

56%

90%

Hispanic

35

33

94%

22

63%

5

14%

75%

Native Hawaiian Pacific Islander

0

*

*

*

*

*

*

White

66

65

98%

48

73%

18

27%

Two or More Races

5

*

*

*

*

*

*

Economically Disadvantaged

1

*

*

*

*

*

*

Special Education

8

7

88%

2

25%

2

25%

95%

English Language Learner

9

8

89%

4

44%

2

22%

95%

All

83%

Tom Wilson Elementary - Writing 2015-2016

2015-2016

2015-2016

2015-2016

2015-2016

2015-2016

2015-2016

2016-2017

Total Students Tested

Level II Satisfactory Academic Student Standard #

Level II Satisfactory Academic Student Standard %

Level II Satisfactory Academic Performance (Final) #

Level II Satisfactory Academic Performance (Final) %

Level III Advanced Academic Performance #

Level III Advanced Academic Performance %

Target

All

193

179

93%

128

66%

59

31%

96%

Black/African American

14

12

86%

10

71%

4

29%

95%

Am Indian/Alaskan Native

0

*

*

*

*

*

*

Asian

40

40

100%

30

75%

13

33%

85%

Hispanic

45

39

87%

26

58%

11

24%

95%

Native Hawaiian Pacific Islander

0

*

*

*

*

*

*

White

91

85

93%

59

65%

29

32%

Two or More Races

3

*

*

*

*

*

*

Economically Disadvantaged

5

*

*

*

*

*

*

Special Education

11

8

73%

3

27%

2

18%

83%

English Language Learner

19

15

79%

6

32%

1

5%

90%

75%