McKinney Independent School District McKinney High School 2013-2014 Campus Improvement Plan

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Mission Statement McKinney High School, a community of excellence, rich in legacy and focused on the future, pursues genuine relationships that open minds to new opportunities, inspires excitement for learning, cultivates individual responsibility and prepares each student for an ever-changing world by fostering critical thinking skills and providing meaningful learning experiences that develop lifelong success.

Vision Each and every child, regardless of background, creates an individualized learning path that leads to graduation and prepares him/her to successfully face the academic, social, and emotional demands of life.

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Table of Contents Comprehensive Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Demographics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Student Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Family and Community Involvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Comprehensive Needs Assessment Data Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Goal 1: Goal 2: McKinney High School will focus on English Language Learners in order to close the learning gap demonstrated on each state exam. Targeted efforts will include greater rates of family involvement through community outreach and campus participation. Also, all faculty will be trained in instructional strategies designed to specifically aide English Language Learners (SIOP strategies); will be trained in understanding the mandated language goals that are built into each lesson (ELPs); and will be coached in the formulation, posting, and effective use of classroom language goals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Goal 2: MHS teachers will develop a deeper understanding of the content standards for the courses they teach. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Goal 3: Students at MHS will be challenged with engaging work daily. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Goal 4: MHS will provide a positive safe place to learn. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Goal 5: MHS teachers will collaborate in Professional Learning Communities (PLC) to improve student learning and increase student achievement . Goal 6: MHS administrators will consistently monitor classroom instruction and provide timely constructive feedback to teachers. . . . . . . . . . . . . . . Goal 7: To address overrepresentation of students served in special education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Goal 8: MHS will integrate coordinated health initiatives to support student wellness and academic performance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Addendums . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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Comprehensive Needs Assessment Demographics Demographics Summary McKinney High School, a community of excellence, rich in legacy and focused on the future, pursues genuine relationships that open minds to new opportunities, inspires excitement for learning, cultivates responsibility and prepares each student for an ever-changing world by fostering critical thinking skills and providing meaningful learning experiences that develop lifelong success. With a focus on the employment of engaging instructional design, McKinney High School continues to remain a premier institution of innovative educational experiences for all learners. Our objectives are that each student will volunteer his/her attention in learning, demonstrate characteristics of leadership, exhibits respect and empathy for others, and have a positive impact on society. The current enrollment at MHS is 2108. Breakdowns by ethnicity and race show 12.3% African American students, 25.5% Hispanic students and 56.1 % White students. We have 24.5% Economically Disadvantaged students, 7.5% Special Education students, and 4.2% Limited English Proficiency (LEP) students. MHS maintains a student to teacher ratio of 15:1. Demographics Strengths McKinney High School embraces the enriching and innovative qualities of a diverse learning community. Demographics Needs McKinney High School will continue to recruit and retain a diverse staff that reflects the diversity of the student body. Using research-based staff development, we will foster an awareness and build the capacity of our staff to work with students from all socioeconomic and cultural backgrounds.

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Student Achievement Student Achievement Summary McKinney High School embraces the enriching and innovative qualities of a diverse learning community. MHS will continue to recruit and retain a diverse staff that reflects the diversity of the student body. Using research-based staff development, we will foster awareness and build the capacity of our staff to work with students from all socioeconomic and cultural backgrounds. MHS participation and performance in Advanced Placement (AP) courses remains a focus and MHS had four National Merit Scholar Finalists. An analysis of Academic Excellence Indicator System (AEIS) datafor the past six years shows growth for all student groups in science, growth for most groups in math and social studies, and in English Language Arts (ELA). Under the new accountability system for Texas, McKinney High School has been assigned the accountability rating of “Met Standard” and earned Distinction Designations in all three areas: Academic Achievement in Reading/ELA, Academic Achievement in Mathematics and Top 25 Percent Student Progress. Student Achievement Strengths The AP program at MHS produced more than 200 AP Scholars, students who achieved a score of three or higher on multiple AP exams. MHS also produced three National Merit Scholar Finalists. Student Achievement Needs MHS is dedicated to continuing our efforts to recruit and retain a diverse population in the Pre-AP and AP courses. MHS is committed to identifying additional funding to ensure 100% participation rates in the AP exams. MHS will continue support diverse enrollment in Science, Technology, Economics, and Math (STEM) courses. There still remains a need to further inform our students and parents with the graduation testing requirements for STAAR End Of Course exams.

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Family and Community Involvement Family and Community Involvement Summary Family and Community Involvement Strengths Family and Community Involvement Needs

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Technology Technology Summary Technology Strengths Technology Needs

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Comprehensive Needs Assessment Data Documentation The following data were used to verify the comprehensive needs assessment analysis: District goals Campus goals AEIS data - longitudinal AEIS data - current AYP data Professional learning communities discussions Local benchmark or common assessments results Number of students assigned to special programs, including their academic achievement, race/ethnicity, gender, etc. Attendance data Discipline records Student surveys and/or feedback Community and/or parent surveys and/or feedback Staff surveys and/or feedback Prior year budgets/entitlements and expenditures in relation to current year funding and priorities Campus leadership and/or department meetings Campus faculty meeting discussions Student failure and/or retention rates Student Success Initiative (SSI) results Prior year(s) campus and/or district improvement plans Staff development evaluations, surveys, and/or needs assessment(s) Study of best practices Texas Assessment of Knowledge and Skills (TAKS) results including TAKS (Accommodated), TAKS-M, and TAKS-Alt Linguistically Accommodated Testing (LAT) data Texas English Language Proficiency Assessment System (TELPAS) results Advanced Placement (AP) and/or International Baccalaureate (IB) test results SAT and/or ACT test results Special education population, including performance, discipline, attendance, and mobility At-Risk population, including performance, discipline, attendance and mobility ELL population, including performance, discipline, attendance and mobility Gifted population, including performance, discipline, attendance and mobility Career and Technical Education (CTE) population, including performance, discipline, attendance and mobility College Readiness Data Class size data Campus committee meeting discussions McKinney High School Generated by Plan4Learning.com

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NCLB Report Card data STAAR, STAAR Spanish, STAAR Modified, STAAR Alternate, and STAAR L testing requirements Completion Rates / Graduation Rates RTI Committee Minutes & Intervention Processes STAAR Released Test Questions STAAR Data Released from TEA

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Goals Goal 1: Goal 2: McKinney High School will focus on English Language Learners in order to close the learning gap demonstrated on each state exam. Targeted efforts will include greater rates of family involvement through community outreach and campus participation. Also, all faculty will be trained in instructional strategies designed to specifically aide English Language Learners (SIOP strategies); will be trained in understanding the mandated language goals that are built into each lesson (ELPs); and will be coached in the formulation, posting, and effective use of classroom language goals. Performance Objective 1: Create an instructional specialist position for Language Arts and English Language Learners. Summative Evaluation: Analysis of academic performance of LEP students vs. Peers. 1) Teachers will employ SIOP and ELPS strategies daily in the classroom. 2) Administrative walkthroughs and feedback focused on SIOP and ELPS strategies including posting language and content objectives, print rich environment in the classroom and vocabulary strategies.

Staff Responsible for Monitoring

Strategy Description 1) 1) Instructional Specialist will work with ELA teams and ESL team to model and focus design and planning for effective instruction. 2) Instructional Specialist will assist ELA teams and ESL team to monitor student progress through AWARE, All in Learning and other performance data sources. 3) Instructional Specialist will provide feedback to teachers after walkthroughs. 4) Instructional Specialist will model best instructional practices for ELA and ESL teachers. = Discontinue

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Evidence that Demonstrates Success

Formative Reviews Sept Dec Mar June

Administration, The ELA team will have a stronger view of individual student Instructional Specialist, performance due to stronger design/planning of lessons and better ESL Coordinator, RtI analysis of student performance data. Coordinator and staff

= No Progress

= Some Progress

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= Considerable

= Accomplished

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Goal 1: Goal 2: McKinney High School will focus on English Language Learners in order to close the learning gap demonstrated on each state exam. Targeted efforts will include greater rates of family involvement through community outreach and campus participation. Also, all faculty will be trained in instructional strategies designed to specifically aide English Language Learners (SIOP strategies); will be trained in understanding the mandated language goals that are built into each lesson (ELPs); and will be coached in the formulation, posting, and effective use of classroom language goals. Performance Objective 2: All MHS teachers will receive ELPS training and SIOP training strategies imbedded in their professional learning. Summative Evaluation: Instruction will reflect language objectives being explicitly planned for and taught to students.

Staff Responsible for Monitoring

Strategy Description 1) 1) Weekly administrative walkthroughs focusing on ELPS and SIOP strategies. 2) PLC trainings once per month focused on instructional strategies that support ELPS and SIOP strategies. 3) Learning Walks will be scheduled monthly with specific focus on ELPS and SIOP strategies with teacher feedback. = Discontinue

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Administration, Instructional Specialists, ESL Coordinator, RtI Coordinator and Staff = No Progress

Evidence that Demonstrates Success

Formative Reviews Sept Dec Mar June

Walkthrough observations will evidence consistent use of ELPS and SIOP strategies. Learning Walks will model and reinforce ELPS and SIOP strategies. = Some Progress

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= Considerable

= Accomplished

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Goal 2: MHS teachers will develop a deeper understanding of the content standards for the courses they teach. Performance Objective 1: Build teacher capacity to better understand their standards and assessment strategies that align with EOC. Summative Evaluation: Minutes for PLC meetings will reflect deeper teacher understanding of standards and data analysis of student performance will be more focused on specific standards and the best practice strategies to promote mastery.

Staff Responsible for Monitoring

Strategy Description

Evidence that Demonstrates Success

1) 1) Implement a PLC meeting protocol that creates an effective forum for analyzing data, sharing best instructional strategies, and designing engaging lessons with specific connections to Administration, instructional strategies that best promote mastery learning. 1) Instructional Specialists Administrators will regularly attend PLCs. 2) Utilizing Learning and Staff Walks to model and calibrate best practices that promote engagement. 3) Post assessment data analysis will focus on strategies that best promoted mastery. = Discontinue

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= No Progress

Formative Reviews Sept Dec Mar June

Teachers i PLC's will focus on specific standards and the strategies that drives student performance best. Data analysis will inform teach and re-teach strategies that promote mastery.

= Some Progress

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= Considerable

= Accomplished

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Goal 3: Students at MHS will be challenged with engaging work daily. Performance Objective 1: Develop challenging and engaging lessons with evidence of a complete lesson cycle in Forethought. Summative Evaluation: Walk-through data will reflect use of design qualities, learning objectives posted and referenced, bell-to-bell instruction, checking for understanding and effective student feedback, more than 75% of students are on task, and high-level questioning.

Staff Responsible for Monitoring

Strategy Description

1) 1) Ongoing professional learning using Forethought and Aware. 2) Target four design qualities to emphasize during the school year (protection from adverse consequences for initial failures, affiliation, affirmation and choice). 2) Teachers will Administration, develop engaging lessons during weekly PLC focusing on design Department chairs and qualities. 3) Professional learning on how to write and reference Team Leaders effective learning objectives and higher level essential questions. 4) Weekly feedback provided by administrators to teachers. 5) Professional learning on effective tutorial strategies and other effective interventions. = Discontinue

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= No Progress

Evidence that Demonstrates Success

Formative Reviews Sept Dec Mar June

Teachers are proficient at utilizing the four identified design qualities by demonstrating them in their planning PLC's and in the classroom. Teachers are proficient at utilizing Forethought and Aware demonstrated through PLC's and administrative walkthroughs.

= Some Progress

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= Considerable

= Accomplished

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Goal 3: Students at MHS will be challenged with engaging work daily. Performance Objective 2: Evidence of authentic literacy (reading, writing, speaking and listening). Summative Evaluation: Walk-through data reflects students are reading, writing, speaking and listening during class.

Staff Responsible for Monitoring

Strategy Description 1) 1)Professional learning focuses on SIOP and ELPS strategies in all content areas.3)Create reading/writing intervention course for students who did not meet EOC requirements for reading and/or writing. 4)Develop writing activities in all content areas. Scoring will utilize writing rubrics with specific teacher feedback. = Discontinue

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Evidence that Demonstrates Success

Formative Reviews Sept Dec Mar June

Administration, Department Chairs, Improved writing and content literacy in all core areas due to Team Leaders and writing, socratic seminar and text reading. Instructional Specialists = No Progress

= Some Progress

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= Considerable

= Accomplished

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Goal 4: MHS will provide a positive safe place to learn. Performance Objective 1: Provide consistency in communication and the application of discipline procedures. Summative Evaluation: Analysis of student referral data trends. 1) All teacher referrals are consistently processed and clearly communicated. 2) Student consequences for similar offenses are consistent from all Houses.

Staff Responsible for Monitoring

Strategy Description 1) Periodically analyze rate and frequency of teacher discipline referrals. Discuss student discipline in weekly house principal meetings = Discontinue

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Administration

= No Progress

Evidence that Demonstrates Success

Formative Reviews Sept Dec Mar June

Decrease in referral rates over time

= Some Progress

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= Considerable

= Accomplished

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Goal 4: MHS will provide a positive safe place to learn. Performance Objective 2: Improve communication with students, staff and parents. Summative Evaluation: Frequent feedback collected through bi-monthly department chair and team leader meetings, monthly Lunch & Learn parent meetings and weekly student Pride Time advisory period activities and surveys.

Staff Responsible for Monitoring

Strategy Description

1) 1) Provide teachers feedback on all discipline referrals. 2) Conference with teachers with excessive referrals. 3) Periodic meetings with building principal and student clubs and organizations to solicit feedback as part of the weekly Pride Time Administration advisory period. 4) Host monthly Lunch & Learn parent meetings and faculty feedback opportunities. 5) Periodic student and parent surveys including the School Quality Survey (SQS) in the spring. = Discontinue

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= No Progress

Evidence that Demonstrates Success

Formative Reviews Sept Dec Mar June

Schedule and conduct communication activities

= Some Progress

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= Considerable

= Accomplished

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Goal 4: MHS will provide a positive safe place to learn. Performance Objective 3: Implement procedures to reduce persistent misbehaviors. Summative Evaluation: Reduce referrals to DAEP based on persistent misbehavior.

Staff Responsible for Monitoring

Strategy Description

1) 1)Implementation of Friday Night Live and daily detention. 2)Prompt communication to parents by teachers and Administration and administrators when students have initial misbehaviors. 3)Utilize MHS Staff Behavioral Response to Intervention (RtI) strategies to redirect persistent misbehaviors and monitor behavioral patterns. = Discontinue

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= No Progress

Evidence that Demonstrates Success

Formative Reviews Sept Dec Mar June

Decrease in students out of classroom for discipline reasons.

= Some Progress

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= Considerable

= Accomplished

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Goal 5: MHS teachers will collaborate in Professional Learning Communities (PLC) to improve student learning and increase student achievement Performance Objective 1: Build teacher capacity to design quality work resulting in increased student engagement. Summative Evaluation: Minutes for PLC meetings will reflect teacher focus on data and designing engaging lessons. Walk-through data will reflect quality lessons and improved student engagement.

Staff Responsible for Monitoring

Strategy Description 1) 1) Professional learning is focused on development of PLCs and lesson-design qualities. 2) Implement a PLC meeting protocol that creates an effective forum for analyzing data, sharing best instructional strategies, and designing engaging lessons. 3) Teachers will bring best practices and student data to discuss with colleagues. 4) Administrators will attend PLCs. 5) Utilizing Learning Walks to model and calibrate best practices that promote engagement. 6) Continued development the MHS Design Team to serve as a think-tank to promote 21st Century learning opportunities, engagement best practices and strategies for improving the academic challenge for every student. 7) Recruit and train additional staff as part of the MHS Design Team. = Discontinue

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Evidence that Demonstrates Success

Formative Reviews Sept Dec Mar June

Administration, Department Chairs, Persistent evidence of design qualities in lesson design and Team Leaders and implemented in nthe classroom. Instructional Specialists

= No Progress

= Some Progress

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= Considerable

= Accomplished

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Goal 5: MHS teachers will collaborate in Professional Learning Communities (PLC) to improve student learning and increase student achievement Performance Objective 2: Increase performance of all student groups with specific focus on Economically Disadvantaged students and Limited English Speaking (LEP) student groups in ELA, math, science and social studies to meet 2014 AYP performance standards. Summative Evaluation: (1) Student groups for each grade level will achieve 83% in mathematics, 87% in ELA, 80% in science, and 95% in social studies. (2) Meet safe-harbor expectations for growth in performance of all student groups in all subject areas

Staff Responsible for Monitoring

Strategy Description 1) 1) Implement a data protocol during PLCs that focuses on performance of African-American, Hispanic and Limited English Proficiency students. 2) Emphasize data within Economically Disadvantaged student group. 3) Increase the implementation of SIOP and ELP strategies within all classrooms. 4) Create reading/writing intervention course to support students who did not meet EOC requirements for reading and/or writing. = Discontinue

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Evidence that Demonstrates Success

Formative Reviews Sept Dec Mar June

Administration, Department Chairs, Improved perfoamance of all student groups. Team Leaders and Instructional Specialists

= No Progress

= Some Progress

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= Considerable

= Accomplished

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Goal 6: MHS administrators will consistently monitor classroom instruction and provide timely constructive feedback to teachers. Performance Objective 1: Increase administrator presence in all classrooms. Summative Evaluation: Increase the number of walk-through evaluations in Eduphoria, targeting a minimum of 15 per week per administrator.

Staff Responsible for Monitoring

Strategy Description 1) 1)Administrators have set a weekly goals of being in classrooms. = Discontinue

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Administration = No Progress

Evidence that Demonstrates Success

Formative Reviews Sept Dec Mar June

Weekly goals for walkthroughs are met with appropriate feedback. = Some Progress

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= Considerable

= Accomplished

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Goal 6: MHS administrators will consistently monitor classroom instruction and provide timely constructive feedback to teachers. Performance Objective 2: To provide teachers with quality feedback about instruction. Summative Evaluation: All walk-through reports will include reflective questions designed to help teachers improve instructional delivery.

Staff Responsible for Monitoring

Strategy Description

1) 1)Design and utilize a common walk-through form. 2)Analyze trends from walk-through data during administrative meetings and teacher meetings. 3)Administrators will collaboratively administration conduct classroom observations to calibrate instructional expectations and documentation thereof. = Discontinue

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= No Progress

Evidence that Demonstrates Success

Formative Reviews Sept Dec Mar June

Quality feedback with each walkthrough

= Some Progress

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= Considerable

= Accomplished

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Goal 6: MHS administrators will consistently monitor classroom instruction and provide timely constructive feedback to teachers. Performance Objective 3: Teacher behavior changes in response to evaluative feedback from administration. Summative Evaluation: Walk-through data and PDAS observation data will reflect increased focus and utilization of design qualities, SIOP strategies, and daily learning objectives (content, skill, language).

Staff Responsible for Monitoring

Strategy Description

1) 1)Administrators will evaluate walk-through data and identify areas of need. 2)Lion Look2Learn Walks will be utilized to allow teachers to share collaborative feedback from colleagues and Administration students to improve best practices. 3)Professional learning will address areas of need as identified by walkthroughs. = Discontinue

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= No Progress

Evidence that Demonstrates Success

Formative Reviews Sept Dec Mar June

Increase in walkthrough frequency and quality of feedback. Learning walks (Lion Look2Learn Walks) scheduled for teachers to see how other teachers design their classes.

= Some Progress

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= Considerable

= Accomplished

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Goal 7: To address overrepresentation of students served in special education. Performance Objective 1: In an effort to address any overrepresentation of special education students at MHS, a team made up of a campus administrators, SPED team leader, general education teachers, and special education teachers will analyze data related to the existing special education population and explore the appropriateness of dismissing any special education students whose accommodations may be served through general education. Summative Evaluation: MHS administration and special education team leader will dismiss any special education students whose IEP accommodations may be served through general education and they are eligible for graduating under the recommended graduation plan.

Staff Responsible for Monitoring

Strategy Description 1) Analyze student accommodations in preparation for annual ARDs and discuss with parents the opportunities for appropriate dismissal of students eligible for graduation under the recommended graduation plan. = Discontinue

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Evidence that Demonstrates Success

Formative Reviews Sept Dec Mar June

Administration and The dismissal of any special education student whose special education team accommodations can be supported under general education and lead are eligible for graduation under the recommended plan. = No Progress

= Some Progress

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= Considerable

= Accomplished

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Goal 8: MHS will integrate coordinated health initiatives to support student wellness and academic performance. Performance Objective 1: Implement regular communication strategies to engage the student, staff and community. Summative Evaluation: Implement regular communication strategies to engage the student, staff and community.

Staff Responsible for Monitoring

Strategy Description

Evidence that Demonstrates Success

Formative Reviews Sept Dec Mar June

1) 1) The committee will meet at least six times over the course of the year. 2) We will continue with the monthly coordinated health newsletter and themed bulletin board. 3) We will utilize survey Coordinated Health instruments to assess the awareness of various stakeholders. 4) Committee Incorporate the Coordinated Health brand/logo into our publications and activities. 5) Seek student and community involvement in both committee meetings and activities. = Discontinue

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= No Progress

= Some Progress

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= Considerable

= Accomplished

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Addendums

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