Katy Independent School District Woodcreek Junior High Campus Improvement Plan

Katy Independent School District Woodcreek Junior High 2016-2017 Campus Improvement Plan Accountability Rating: Met Standard Woodcreek Junior High Ge...
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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

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