Katy Independent School District Woodcreek Junior High 2016-2017 Campus Improvement Plan Accountability Rating: Met Standard
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Mission Statement WoodCreek Junior High, in partnership with the community, parents, and students, will provide a safe, positive, engaging learning environment that is devoted to empowering each student to become a productive, responsible, respectful citizen while achieving academic excellence.
Vision Be the legacy.
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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 Woodcreek Junior High: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Campus Advisory Council . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Campus Funding Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Addendums . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Comprehensive Needs Assessment Demographics Demographics Summary WoodCreek Junior High is an 8 year old, 6th through 8th grade campus in Katy ISD. Student enrollment at WoodCreek Junior High continued to steadily grow during 2015-2016, peaking at 2,400 students. This year we are back down to 1,353 students but are projected to grow the next year to 1,700 students, a pattern which is very common in this area. The campus has the following student groups: 54.10% White, 20.47% Hispanic, 13.75% Asian, 8.87% Black/African American and 2.66% Two or More Races. The campus population is 21.5% at-risk and 9.5% are economically disadvantaged. Demographics Strengths 1. Families move to the area because of the school 2. Every student from all backgrounds are welcome at WoodCreek JH. Demographics Needs 1. Need to make sure that we are correctly serving our ELL and SPED populations
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Student Achievement Student Achievement Summary All schools in Texas must meet standards set in four state accountability areas. For the 2015-2016 school year, WoodCreek Junior High met all 4 targets: Index 1 - Student Achievement. WoodCreek Junior High Score: 90 (state target score = 60) Index 2 - Student Progress. WoodCreek Junior High Score: 48 (state target score = 30) Index 3 - Closing Performance Gaps. WoodCreek Junior High Score: 60 (state target score = 26) Index 4 - Post-Secondary Readiness. WoodCreek Junior High Score 75 (state target score = 13) These scores result in WoodCreek Junior High receiving a 2015 Texas Accountability Met Standard rating. The campus also earned two Distinctions: English Language Arts Closing Performance Gaps On the 2015 STAAR, the following scores for all grades show the percentage at Phase-In Satisfactory Standard or Above for Student Achievement: All Subjects - 94% (District 78%) Reading - 95% (District 84%) Math - 95% (District 86%) Writing - 93% (District 85%) Science - 95% (District 88%) Social Studies - 92% (District 82%) When you look at the various student groups for student achievement there is only a +/-6 points difference between most groups in student achievement. On the 2015 STAAR, the following scores for all grades show the percentage in which Student Progress was made for Index 2. This measures the progress that each student made from the last year. It is only in Reading and Math since those are the only two consistent tests that are given from year to year. Student Group
Overall Progress % on All Subjects All students 74% African American 69% Hispanic 73% Woodcreek Junior High Generated by Plan4Learning.com
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White Asian SPED ELL
71% 86% 62% 73%
While the campus is showing overall growth, there are still areas that can be improved. The discrepancies between student groups are not too large, however, there is a big discrepancy between SPED students and ELL students compared to the other student groups. According to the Texas Education Agency, the evaluation of Index 3 is based on students who meet the Phase-in Satisfactory and Advanced performance standards. The Phase-in Satisfactory standard for Index 3 refers to the combination of Phase-in 1 Level ll performance, and ELL Progress Measure results. Index 3 – Closing Performance Gaps (% met standard) African Hispanic Eco Dis American Reading 88% 92% 89% Math 89% 92% 91% Writing 95% 85% 92% Science 94% 93% 84% Social Studies 83% 88% 86% According to the Texas Education Agency, Index 4 credits campuses and districts for students who meet postsecondary readiness standards on two or more STAAR subject area tests. Students tested in only one subject area are required to meet the postsecondary readiness standard on that test for credit in Index 4. The postsecondary readiness standards are based on the combined results of students achieving the Final Level ll performance or above and students meeting the student equivalency standard on substitute assessments. PostSecondary Readiness
African American
Hispanic
76%
58%
White 78%
Asian 91%
SPED n/a
ELL n/a
There is room to grow even more in Index 4. Student Achievement Strengths There are many strengths to our scores. There is not much discrepancy between different student groups. We also made good gains in SPED and our Woodcreek Junior High Generated by Plan4Learning.com
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economically disadvantaged groups. WCJH made uge gains in ELA earning a distinction designation in the area of ELA. Student Achievement Needs Our scores indicate that overall our students are doing very well but there are still areas that the campus can improve upon when it comes to student achievement. We can raise our post secondary readiness scores with Hispanic students. They are currently at 58% while others are in the 70s and 90s.
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School Culture and Climate School Culture and Climate Summary One of the core beliefs at Training Elementary is that students learn best in an environment where differences are valued and mistakes are seen as opportunities to learn and grow. Our campus wants students to be challenged in their studies and work through adversity. We teach our students to have resilience and grit when they do face challenges. Students here are high achieving and we want for them to be prepared to be problem solvers and to be creative. Regardless of whether they go to college or work after high school these are the skills that will make them most successful in anything that they do.
School Culture and Climate Strengths Teachers feel empowered and valued at our school. We hold several days of teacher appreciation to make sure that they feel valued. Teachers generally feel that it is a fantastic place to work. School Culture and Climate Needs One of the initiatives that our school will take on is Positive Behavior Intervention Systems to make sure that we provide more structure at school so that students can thrive. PBIS helps leaders at school identify areas of need.
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Staff Quality, Recruitment, and Retention Staff Quality, Recruitment, and Retention Summary While the federal mandate for highly qualified requirements has now expired, WoodCreek JH School continues to place a high priority in employing a highquality, talented staff. We lost several staff members to excess because of a new Junior High openening up near our school. We only gained 2 new teachers this year because many were excessed to help open the new Junior High. There are several staff members have been here since the time the school opened 8 years ago. Staff Quality, Recruitment, and Retention Strengths It is a place where people love to come to work. They are supported by administration and continue to push themselves to be better at their craft. They are willing to try new things that would benefit students. Staff Quality, Recruitment, and Retention Needs Teachers sometimes feel overwhelmed by the number of TEKS that they have to teach in their subject areas so sometimes it is discouraging for them.
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Curriculum, Instruction, and Assessment Curriculum, Instruction, and Assessment Summary WCJH Administrative Team will ensure that all staff members have adequate and timely resources. Finances will be aligned to support campus initiatives/programs, and professional learning/training that is directly tied to our campus and district mission. We will utilize district resources to support and enhance our instructional program. The sub days will be used to give teachers the opportunity to participate in professional learning that coincides with the mission and vision of the campus and will directly impact studentgrowth and success. All WCJH content, grade level teams are expected to provide tutoring daily from Monday-Thursday and have provided a schedule of tutoring for publication on the web site. Curriculum, Instruction, and Assessment Strengths 1. Curriculum is set to the TEKS and the disctrict utilizes committees to make sure that unit plans correspond to the TEKS 2. PLCs are utilized to plan instruction. 3. Student progress is monitored through RTI. Curriculum, Instruction, and Assessment Needs 1. Using data from common assessments to drive instruction. 2. Creating assessments prior to instruction. 3. More discusson surrounding student learning in PLCs and what we do when students don't learn.
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Family and Community Involvement Family and Community Involvement Summary We work collaboratively with our PTA to build community support. We provide opportunities for volunteers to be involved in daily school operations through the VIPs program and our PIE liaison was successful in establishing and building relationships with our school business partners. We regularly the eNews system, Canvas, Remind 101, and our campus website to communicate with the community. We have a number of parents that volunteer to assist our student clubs, organizations and athletic teams. In an effort to help our parents understand the importance of meeting the needs of digital learners, we developed information and hands-on sessions to familiarize parents with the technology that the district offers. We continue to receive donations of time and money from community businesses and subdivisions that helps us to supplement our instructional program. We are in our third year of implementation of the WATCHDOG program. Family and Community Involvement Strengths We will continue to provide opportunities for volunteers to be actively involved in daily and extracurricular activities. Our PIE liaison will work to increase business partnerships with members of the community. We will continue to use various modes of communication to keep the community connected to the campus. We also plan to offer parent sessions that will address meeting the needs of digital learners, cyber-bullying and Internet safety, and preparing students for the 21st century through our PTA meetings to encourage participation. We reinstated a face-to-face WOW and Open House format after receiving parent feedback. We will continue to use multiple modes of communication for our community i.e. e-news, Remind 101. Family and Community Involvement Needs 1. Streamline communication to parents about deadlines and events that are going on on the campus. 2. Continue to provide opportunities for parents/community to come in to school to talk to administrators and teachers.
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School Context and Organization School Context and Organization Summary We meet with our Department Chairs, ICs, APs and counselors weekly in order to have both an administrative and an instructional focus, so that we were able to communicate what campus needs are. We also assist these campus leaders to grow into instructional leaders and experts in their fields. DCs do not have assigned advisories so that they are able to assist with new teachers or those who may need assistance on their teams. PLCs have a common planning day on Tuesday or Thursday to plan for student learning which is also attended by the campus principal and curriculum and instruction assistant principal. An RTI collaborative process is in place to ensure that students who are not making satisfactory progress are given interventions. These are held on the last day of the six weeks with the administrators, counselors, interventionists, and content teachers. School Context and Organization Strengths 1. Campus leaders are willing to meet to help solve campus issues or to have discussions for improvement. 2. There are leadership opportunities for those that would live them. School Context and Organization Needs 1. Provide more opportunities for teachers to take part in leadership activities. 2. Carve time out in the schedule the next year for longer leadership meetings.
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Technology Technology Summary Our campus has been fortuante enough to buy more iPads for our campus which our teachers use often. They use it for formative assessments and the synthesizing of learning. We have wireless access points throughout the building and students are encouraged to being their own devices for the purpose of instruction. Each teacher is supposed to be using Canvas as a communication and teaching tool. We have a designated campus technology instructor that comes to help teachers infuse technology in to their classrooms. Technology Strengths 1. We have open wifi for students and teachers. 2. We have several technology tools that teachers use. 3. Teachers are willing to step out and try new technologies. Technology Needs 1. More training is needed in the area of Canvas 2. More training is needed in how to access data from AWARE.
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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 Accountability Distinction Designations 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 STAAR End-of-Course 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 Texas Success Initiative (TSI) data for postsecondary/college-ready graduates data Student Success Initiative (SSI) data for Grades 5 and 8
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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: All student groups will meet the identified CPO targets as indicated in the CPO addendum of the CIP Evaluation Data Source(s) 1: Common Assessments Previous STAAR data DLAs Summative Evaluation 1: Strategy Description 1) PLCs will create their own SMART goals that will address student growth. 2) A three year plan has been developed for transforming PLCs on campus to use data to help pinpoint areas of weakness. 3) Continue to offer engaging professional development to teachers that will directly help with student achievement. 4) Data analysis through PLCs and individual student data analysis and student goal setting. 5) Provide tutorials with all teachers after school and during Advisory. 6) Focus on ESL 8th grade social studies by creating a schedule so that ESL students can get the maximum support. 7) Content areas will have vertical alignment meetings to discuss their content and how they can improve what they teach.
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Staff Responsible for Monitoring
Evidence that Demonstrates Success
Teachers, SMART Goals that are given to Principal. Administrators, UCs teachers, Copy of the 3 year plan. administrators, ICs
Reviews Formative Summative Nov Jan Mar June
Teachers, ICs, Attending conferences, DC meetings and department Administrators meetings. ICs providing PD for their content areas. Funding Sources: 199 - General Fund - 0.00 Teachers, DLA Reports and metrics Administrators, ICs STAAR reports Distinction Designation data PLC discussions Teachers Tutorial schedule displayed for parents and students ESL Teacher, Creating a class of co-teach 8th grade social studies so Counselors, that ESL teacher can join the class. Principal Teachers, Meeting agendas Administrators, ICs
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8) Create intervention strategies for struggling students and purposeful interventions for those who are in danger of failing both state assessments and classes. RTI collaboratives will be used to come up with a plan for struggling students.
Teachers, ICs Student Support assistant principal
RTI Collaborative meetings Math Lab Reading Intervention Advisory interventions
Schedule of learning walks 9) Teachers will go on learning walks of other content areas other than their own Teachers, Administrators, ICs to get ideas and learn new strategies. = Accomplished
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= Considerable
= Some Progress
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= No Progress
= Discontinue
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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 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: All student groups will meet the identified CPO targets as indicated in the CPO addendum of the CIP Evaluation Data Source(s) 2: Summative Evaluation 2:
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: WCJH will promote a culture of safety, leadership and citizenship among students through the Core Essentials Character Education Program and direction for the campus Safety Liaison. Evaluation Data Source(s) 1: Summative Evaluation 1: Staff Responsible for Monitoring
Strategy Description
Evidence that Demonstrates Success
1) Teachers will instruct students on responsible use of technology devices and their online presence. School-wide presentations will be made by Rachel's Challenge and a Kindness Matters campaign.
Counselors, Administration, Teachers
Rachel's Challenge Assembly Kindness Wall Kindness jars
2) Utilize voice call outs to communicate emergencies to staff and parents.
Principal
Callouts
3) Campus staff will implement and use components of PBIS in creating a safe and orderly work environment.
Safety Liaison Administrators Teachers Counselors, administrators, teachers
Reduction in discipline referrals
4) Conduct lessons on digital citizenship and celebrate digital citizenship week.
= Accomplished
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= Considerable
Lessons created by the counselors NJHS creates activities for digital citizenship week
= Some Progress
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Reviews Formative Summative Nov Jan Mar June
= No Progress
= Discontinue
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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: The campus will openly communicate and invite parents and the community to participate in school wide activities. Evaluation Data Source(s) 1: Summative Evaluation 1: Strategy Description
Staff Responsible for Monitoring
1) Conduct parent information sessions on technology and other requested topics Principal at at least one PTA meeting throughout the year.
Evidence that Demonstrates Success Campus PTA Meetings - general council
2) Host a coffee with the principal
Principal
Agenda and meeting
3) Continue district JA program as defined by KISD
KISD JA Staff Counselors Teachers
Report of activities and participation Lesson plans
= Accomplished
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= Considerable
= Some Progress
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= No Progress
Reviews Formative Summative Nov Jan Mar June
= Discontinue
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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. Performance Objective 1: WCJH effectively and efficiently allocates resources that support campus initiatives, programs and professional learning opportunities. Evaluation Data Source(s) 1: Summative Evaluation 1: Staff Responsible for Monitoring
Strategy Description
Evidence that Demonstrates Success
1) Staff development budget and school business/staff development sub days will be used for teacher training and planning.
Administration
Attendance at various conferences/PD sessions
2) Staff appreciation days with themes
Principal
staff appreciation days
= Accomplished
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= Considerable
= Some Progress
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= No Progress
Reviews Formative Summative Nov Jan Mar June
= Discontinue
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Goal 5: Organizational Improvement Strategic data points and shared agreements are utilized to make decisions regarding planning, evaluation, and performance needs. Performance Objective 1: WCJH will strive for continuous improvement through strategic planning for goals, program evaluation, hiring and using data. Evaluation Data Source(s) 1: Summative Evaluation 1: Staff Responsible for Monitoring
Strategy Description
Evidence that Demonstrates Success
1) Student leadership forum will be created so that students may voice their suggestions and concerns to the principal.
Principal, Counselors
Meetings every six weeks
2) Support new teachers with ongoing professional development sessions on campus.
Administration
Meetings every month
= Accomplished
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= Considerable
= Some Progress
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= No Progress
Reviews Formative Summative Nov Jan Mar June
= Discontinue
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State Compensatory Personnel for Woodcreek Junior High: Name
Position Teacher
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Program Academic Support
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FTE 2
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Campus Advisory Council Committee Role
Name
Position
Administrator
Melinda Stone
Principal
Business Representative
Heather Thompson
Business Representative
Classroom Teacher
Rachel Althaus
Teacher
Classroom Teacher
Ashley Henson
Teacher
Classroom Teacher
Chesse McDaris
Teacher
Classroom Teacher
Alicia Montes
Teacher
Classroom Teacher
Layla Richter
Teacher
Classroom Teacher
Scott Thoen
Teacher
Non-classroom Professional
Tara Haworth
Instructional Coach
Non-classroom Professional
Kodi Holmes
Testing Coordinator
Parent
Melissa Colihan
Parent
Parent
Gina DeCesare
Parent
Parent
Michelle Voorn
Parent
Parent
Humaira Waqar
Parent
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Campus Funding Summary 199 - General Fund Goal
Objective
Strategy
1
1
3
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Resources Needed
Account Code
Amount
Registration, accommodations
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$0.00 Sub-Total
$0.00
Grand Total
$0.00
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Addendums
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WoodCreek Junior High Student Profile
Student Statistics_ Total Enrollment
2,136
At-Risk
18.2%
Low Income
6.6%
Limited English Proficient
3.1%
Special Education
7.9%
Career Technology Education
18.3%
Bil/English as a Second Language
2.9%
Gifted/Talented
12.2%
Title I
*
Attendance Rate (2013-14)
97.3%
' * ' 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
#
%
1,050
49.2%
Hispanic
492
23.0%
Asian
372
17.4%
Black or African American
150
7.0%
69
3.2%
3
0.1%
White
Two or More Races Other
WOODCREEK J H
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 WOODCREEK J H (101914052) - KATY ISD
Accountability Rating
Distinction Designation
Met Standard Met Standards on
Did Not Meet Standards on
- Student Achievement
- NONE
Academic Achievement in ELA/Reading 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
NO DISTINCTION EARNED Top 25 Percent Student Progress
100
NO DISTINCTION EARNED Top 25 Percent Closing Performance Gaps
75
DISTINCTION EARNED 50
Postsecondary Readiness NO DISTINCTION EARNED
25
94
48
60
Campus Demographics
75
0 Index 1
Index 2
Index 3
Index 4
Student Achievement (Target Score=60)
Student Progress (Target Score=30)
Closing Performance Gaps (Target Score=26)
Postsecondary Readiness (Target Score=13)
Campus Type
Middle School
Campus Size
2,136 Students
Grade Span
Performance Index Summary Index
Points Earned
Maximum Points
Index Score
5,852 766 1,796
6,199 1,600 3,000
94 48 60
1 - Student Achievement 2 - Student Progress 3 - Closing Performance Gaps 4 - Postsecondary Readiness STAAR Score Graduation Rate Score Graduation Plan Score Postsecondary Component Score
06 - 08
Percent Economically Disadvantaged
6.6
Percent English Language Learners
3.1
Mobility Rate
6.0
System Safeguards Number and Percentage of Indicators Met
75.0 N/A N/A N/A
75
Performance Rates
39 out of 41 = 95%
Participation Rates
18 out of 18 = 100%
Graduation Rates
Total
N/A
57 out of 59 = 97%
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 23
September 2016
WoodCreek Junior High - Algebra 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
256
256
100%
256
100%
244
95%
97%
Black/African American
12
12
100%
12
100%
12
100%
100%
Am Indian/Alaskan Native
0
*
*
*
*
*
*
*
Asian
83
83
100%
83
100%
81
98%
100%
Hispanic
54
54
100%
54
100%
51
94%
97%
Native Hawaiian Pacific Islander
0
*
*
*
*
*
*
*
White
98
98
100%
98
100%
92
94%
97%
Two or More Races
9
9
100%
9
100%
8
89%
95%
Economically Disadvantaged
10
10
100%
10
100%
10
100%
100%
Special Education
2
*
*
*
*
*
*
*
English Language Learner
4
*
*
*
*
*
*
*
WoodCreek Junior High - 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
1,870
1,762
94%
1,365
73%
727
39%
43%
144
126
88%
80
56%
35
24%
92%
2
*
*
*
*
*
*
*
Asian
294
292
99%
271
92%
218
74%
95%
Hispanic
448
404
90%
288
64%
128
29%
68%
3
*
*
*
*
*
*
*
White
926
885
96%
684
74%
325
35%
40%
Two or More Races
53
50
94%
39
74%
20
38%
43%
Economically Disadvantaged
145
130
90%
81
56%
34
23%
60%
Special Education
144
94
65%
47
33%
18
13%
70%
English Language Learner
71
56
79%
28
39%
11
15%
60%
All Black/African American Am Indian/Alaskan Native
Native Hawaiian Pacific Islander
WoodCreek Junior High - Reading
All Black/African American Am Indian/Alaskan Native Asian Hispanic Native Hawaiian Pacific Islander White Two or More Races Economically Disadvantaged Special Education English Language Learner
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
2,126
2,010
95%
1,598
75%
981
46%
50%
156
136
87%
91
58%
44
28%
40%
2
*
*
*
*
*
*
*
377
370
98%
331
88%
240
64%
64%
501
457
91%
329
66%
189
38%
40%
3
*
*
*
*
*
*
*
1,025
984
96%
794
77%
476
46%
98%
62
58
94%
49
79%
31
50%
50%
156
138
88%
92
59%
37
24%
40%
146
84
58%
36
25%
17
12%
15%
74
54
73%
22
30%
7
9%
10%
WoodCreek Junior High - 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
All
690
657
95%
552
80%
326
47%
52%
Black/African American
50
46
92%
31
62%
20
40%
45%
Am Indian/Alaskan Native
1
*
*
*
*
*
*
*
Asian
116
115
99%
103
89%
80
69%
75%
Hispanic
173
161
93%
128
74%
67
39%
44%
2
*
*
*
*
*
*
*
White
326
310
95%
266
82%
145
44%
49%
Two or More Races
22
22
100%
21
95%
13
59%
64%
Economically Disadvantaged
48
40
83%
28
58%
13
27%
32%
Special Education
36
25
69%
9
25%
5
14%
75%
English Language Learner
19
14
74%
6
32%
1
5%
78%
Native Hawaiian Pacific Islander
WoodCreek Junior High - Social Studies 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
686
630
92%
450
66%
280
41%
52%
Black/African American
50
42
84%
26
52%
15
30%
35%
Am Indian/Alaskan Native
1
*
*
*
*
*
*
*
Asian
117
109
93%
96
82%
68
58%
63%
Hispanic
169
146
86%
96
57%
55
33%
38%
2
*
*
*
*
*
*
*
White
325
308
95%
212
65%
127
39%
44%
Two or More Races
22
22
100%
18
82%
13
59%
64%
Economically Disadvantaged
47
39
83%
20
43%
8
17%
92%
Special Education
36
24
67%
8
22%
4
11%
80%
English Language Learner
19
7
37%
3
16%
1
5%
60%
Native Hawaiian Pacific Islander
WoodCreek Junior High - 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
688
635
92%
539
78%
244
35%
83%
Black/African American
55
51
93%
33
60%
15
27%
70%
Am Indian/Alaskan Native
1
*
*
*
*
*
*
*
Asian
122
118
97%
110
90%
65
53%
95%
Hispanic
152
128
84%
105
69%
42
28%
80%
0
*
*
*
*
*
*
*
White
340
321
94%
277
81%
119
35%
85%
Two or More Races
18
16
89%
13
72%
3
17%
80%
Economically Disadvantaged
57
51
89%
35
61%
11
19%
75%
Special Education
51
24
47%
10
20%
2
4%
60%
English Language Learner
17
10
59%
8
47%
4
24%
65%
Native Hawaiian Pacific Islander