2013-14 campus improvement plan for windfern high … · increase the number of college speakers...

Campus Improvement Plan 1 of 46 4/24/14

2013-14

Campus Improvement Plan for

Windfern High School

Cypress-Fairbanks Independent School District


Mission Statement

Cypress-Fairbanks Independent School District’s Mission Statement We maximize every student's potential through rigorous and relevant learning experiences preparing students to be 21st Century global leaders. Windfern High School’s Mission Statement Windfern High School seeks to create a challenging and safe learning community in which all students will achieve academic success, resulting in productive, self-reliant, life-long learners. Faculty and staff members pledge to collaboratively support and mentor each student, exerting "whatever it takes" energy to promote academic, emotional and social confidence in all students.


Windfern High School Campus Improvement Plan

2013-14 Comprehensive Needs Assessment Summary

In accordance with state and federal legislative requirements, the staff at Windfern High School conducted a comprehensive needs assessment for the 2013-14 school year. The needs assessment was conducted to identify gaps in the areas listed below. Data and findings from the comprehensive needs assessment were then used to develop the activities/strategies in the additional sections of the Campus Improvement Plan. Campus Demographics The staff at Windfern High School include 23 teachers, 12 paraprofessionals, and 4 administrators. The student population is 27% White, 21% African American, 48% Hispanic, <2% Asian, and <1% Native American. Additionally, the campus serves 51% economically disadvantaged students, 0% special education students, and <2% Limited English Proficient students. Attendance rates include 89.7% African American, 90.3% Hispanic, 91.6% White, and 90.5% economically disadvantaged. The most current data indicate the campus has a 79% mobility rate. The following data were reviewed in relation to campus demographics: Cognos - Demographic Report TEA 2013 Accountability Summary Upon review of these data, several findings were noted. These findings include: Our student population from 2012-2013 to 2013-2014 has remained consistent. The minority population has increased to 73% versus 27% white. The economically disadvantaged population has remained the same. This is due primarily to students strongly encouraged to self-report, as well as a younger population whose parents have already filed for Free and Reduced lunch for the younger siblings. The attendance rate is consistently near 90%, across all populations, including economically disadvantaged students. This is slightly better than last year. This may be due to the addition of district bus transportation. There seems to be an increase in the number of riders, particularly teen mothers and their children. The addition of the late bus at the home campuses has helped with providing transportation back to the students' home. Mobility rate in 2012-2013 was at 79%. This remains stable. The at-risk population stands at approximately 91%, consistent for the past several years. Areas of need include: The data would indicate that Windfern High School is a diverse population. Mobility and at-risk percentages seem to remain constant across ethnicities. This may be due to the high percentage of economically disadvantaged students who are primary caregivers for themselves, their children, and often their own parents. Support for life choices is extremely important and an emphasis on long-term educational goals is essential. The importance of regular attendance and completing a school term are also areas of concentration. Student Achievement The following data were reviewed in relation to Student achievement:


Due to the small number of first-time Exit Level TAKS testers in the spring, data is less than recordable. Windfern also has not tested for any EOC tests yet. A list of students who tested during 2012-2013, however, was provided to the department of School Improvement and Accountability. As a result, more reliable data is available to project target goals for 2013-2014. State 2013 Accountablity Summary: 2013 System Safeguards data, Federal Graduation rates Upon review of these data, several findings were noted. These findings include: * Across all subjects Exit-Level TAKS testers except math, 90% of students passed the tests. * All Exit-Level TAKS percentage of students passing increased over the previous school year. *In the state accountability system, the campus missed the following system safeguard: graduation rate for African-American students. The following data were reviewed related to the missed system safeguard: 2013 Accountability Summary, 4-year Longitudinal Cohort Graduation Rate: Class of 2012, 5-year Longitudinal Cohort Extended Graduation Rate: Class of 2011. The following trends were noted in the data: graduation rate for African-American students decreased. The data also reveal the following additional insights: Areas of need include: * Strategies to increase success on first time Exit-Level TAKS testers, as well as retesters, are needed across all subject areas. * Intervention with first time Exit-Level TAKS testers needs to occur before taking the test, not as a reaction to failing the test. * Due to the high failure rate across the district in English II Writing, English III and IV classes need to focus more heavily on writing skills. *Upon completion of the Needs Assessment process, the following needs were prioritized as follows: Need 1:Achieve higher levels of student engagement (Improve Academic Performance), Need 2: Provide activities of increased levels of physical movement which appeals to kinesthetic learning styles, common in African American students (Improve Academic Performance), Need 3: Increase the use of competitive activities (Improve Academic Performance), and Need 4: Provide activities that incorporate cooperative learning (Improve Academic Performance). School Culture, Climate, and Organization The following data were reviewed in relation to School Culture, Climate, and Organization: Employee Perception Survey Master Schedule Discipline Reports Upon review of these data, several findings were noted. These findings include: Teachers are astutely aware of student needs Teachers utilize their entire day to teach a variety of courses within their personal certifications Teachers feel empowered to make decisions and understand the mission of Windfern High School Students have difficulty staying in class and arriving on time to class Students were aware of the safe environment within the school setting and did not feel threatened or encouraged to participate in felony level offenses Areas of need include: Increase attendance rate Improve focus of goals by staff and students


Decrease dropouts Staff Quality, Recruitment, and Retention The following data were reviewed in relation to Staff Quality, Recruitment, and Retention: NCLB School Report Card Part IV, Teacher Quality Cognos-AMS Teacher Report Upon review of these data, several findings were noted. These findings include: The data are not reflective of the entire school year's student population. It addresses only one of the two semesters of each course, and thus only one portion of the entire student population assigned to that teacher. As a result of the data, there appears to be a disparity among the teachers' student population, with a significant number of students passing or failing, based solely on the class that is taught. Areas of need include: * More collaborative team planning * Attention to the up-coming implementation of STAAR and the phase-out of TAKS students in the 2013-2014 school year Family and Community Involvement The following data were reviewed in relation to Family and Community Involvement: No numerical data available Observations Sign-in sheets for Open House and Discover Windfern Day Upon review of these data, several findings were noted. These findings include: Parent involvement is minimal due to the majority of students (80-90%) of adult age. Parents of minors are more involved than the parents of adult students, especially in the area of attending Open House and Discover Windfern Day activities. Areas of need include: Increase the number of parents involved in school activities Engage parents in their child's learning progress through the use of Home Access Center Increase the number of college speakers and military recruiters to offer students post-secondary options Increase the number of partnerships with community businesses and their involvement with Windfern High School



Areas to Celebrate

STP Area Indicator Description of Activity Evidence of Success

Students

Subjects

Reading/ELA Students in the English classes have developed more technologically advanced projects through the use of Movie Maker, Photostory and Powerpoint.

Level of difficulty of projects and implementation of technology and software

Writing Windfern High School students have demonstrated better command of the written language in classroom assignments and in graduation speeches.

Teachers' observations, graduation speeches, TAKS ELA passing rate

Math With the implementation of technoolgy into the math curriculum, evidence of real life examples is making math more applicable.

More use of computers in the math classrooms, math lesson plans

Science Students are implementing investigations every day while seamlessly using technology, becoming scientifically and technlogically literate.

Science lesson plans; student assessment and reports

Social Studies With the implementation of technology in the social studies classroom, students are using technology in their research, projects and presentations.

Diverse use of technology used by students to complete assignments

Subgroups

All Windfern High School expanded its TAKS Prep Program to include students who have failed 2 or more sections of TAKS and are TAKS non-mastery out of schoolers. Windfern High School expanded its TAKS/EOC Prep Program to include READ 180. Students who failed the ELA portion of TAKS, as well as 3 or more other sections of TAKS, or who failed multiple levels of the English I and II EOC were selected for READ 180.

Number of students enrolled in TAKS Prep increased Reduced number of students enrolled in READ 180 during spring semester, increased number of students passing the ELA portion of TAKS

Social/ Emotional

Discipline Students have demonstrated an increase in self-discipline and personal responsibility. Staff encourages a sense of family and a sense of belonging with the students. Students are making more positive life choices.

Self-determined graduation plans, 400+ half-credits earned via PLATO, consistently high percentage of certifications earned through CATE classes Fewer failures, higher personal standards, decrease in referrals, increase in students referring unsafe situations



Extracurricular The Teen Leadership class offers opportunities for students to become more involved in school activities, such as school beautification and staff appreciation efforts. The Lighting the Way Luncheon has evolved into a school tradition that brings people together, from the community and district, to share in the successes of Windfern students. Students are actively lobbying to be chosen for the Superintendent’s Student Leadership Committee which offers a variety of students the opportunity to participate in district-wide activities. Staff, students and community participate in a Chili Cook-off to raise money for scholarships to be given to graduates each semester.

Demonstration of pride in school, more students volunteering to read in the community or to work outside the building to maintain a pleasant environment High level of district staff, faculty, and student involvement Greater number of students participating Increased number of particpants and auction winners. Increased amount of funds raised resulting in more scholarships being made available to graduates.

Other Superintendent’s Student Leadership Committee continued a “Student of the Week” program. Students are recommended by staff, announced to the entire student body, and awarded recognition rewards. Students are recognized at the end of each grading period for outstanding academic accomplishments. Students are recognized weekly for completing PLATO courses. The Windfern Student Activity Committee was established to provide an opportunity for students to participate in relationship building activities with peers and staff. Delta Kappa Gamma adopted Windfern High School to support students in their efforts to graduate. Cypress Christian Church adopted Windfern High School to support the staff in meeting the needs of their students.

Increased number of nominations GAP (Grade Achievement Party) - Increased number of academic accomplishments Increased awareness of recognition and the desire to complete coursework to receive the recognition. Raised over $1200 through fundraiser activities which was used to help the "Beautify Windfern" project and incentives to increase student attendance. Increased involvement of sorority New relationship, "Basket of Needs" requests filled out by each staff member



Teachers

Professional Development Teachers in all four core academic areas have embraced technology and are exploring varied ways of using it in classroom activities. In-district and out-of-district staff bring new and innovative techniques that rejuvenate content-area colleagues.

Maintenance of quality and increase of quantity of technological opportunities Increased collaboration and strategy-sharing among team members

New Staff

Retention Windfern High School consistently reflects high staff retention. New hires are due to natural attrition (promotions, retirements and growth). Average veterancy is 20+ years in education.

Anecdotal evidence of high morale from staff, 2011-2012 Employee Perception Survey Service Record

Qualifications

Parents

Participation

Parents show appreciation for the extra effort put forth by the staff for their children. Parents have a better awareness of grades and assignments.

Donations (t-shirts for graduating seniors, donut shop donations, day care item donations – wipes, diapers, etc.), letters and emails of appreciation Home Access Center

Communication Teachers have increased communication via email, texting, and other electronic devices.

Increased numbers from previous year as evidenced in their summative conferences


2013-14 Campus Improvement Plan for Windfern High School

Area of Focus: Campus Culture

District Goal: Safe and Healthy Environment: The district will provide a safe, disciplined, and healthy environment conducive to student learning.

Campus Performance Objective: Windfern High School is an educational community dedicated to producing successful, engaged learners who are fully prepared for and committed to the post-secondary educational endeavors needed to succeed in today’s society.

Formative Evaluation: Surveys, College & Career Center data

Students

Strategies Codes Target Group Person(s) Responsible Resources Timeline

Continue to reinforce the concept of WHS as a campus of choice and stress to students the personal responsibility required of them.

Students Administration Staff

Application Admissions Orientation Process

Ongoing

Empower students to achieve their goal of graduation by reinforcing the concept that being a Windfern student simulates holding a real-world job.


Flyers, posters, daily announcements

Ongoing

Continue to reinforce the Windfern High School Creed, emphasizing personal responsibility in all decision-making.


Daily announcements Ongoing

Provide opportunities for students to work with the staff on tracking credits, grades, graduation requirements and career choices.

Students Counselor Administration Teachers Lone Star College Representative

Home Access Center Individual degree plans Individual transcripts

Ongoing

Continue to motivate students to give a "whatever it takes" effort by holding "Whatever It Takes" talks during which students make three "Whatever it Takes" commitments to assist them in reaching their goal of graduation.

Students Adminstration Whatever It Takes powerpoint, Whatever It Takes commitment handout, Whatever It Takes diploma, wearing Whatever It Takes bracelet

Ongoing

Continue to recognize students as the Windfern Student of the Week, who reflect the "whatever it takes" attitude and prove themselves to be leaders.

Students Staff Staff referrals Student of the Week incentives

Ongoing

The Students' Activities Committee will provide activities to create positive morale for students and staff through various activities (kickball game, Christmas tree lighting, ice cream float party, Beautify Windfern, etc.).

Students Staff and Students To be determined by the Students' Activities Committee

Ongoing


Students


Provide opportunities for students to be exposed to real-world experiences through hands-on curriculum delivered by trained classroom volunteers that stress the importance of staying in school and work readiness.

Students CATE Instructor Junior Achievement Ongoing

Teachers


Continue monthly staff recognition: Starfish Throw – “You make a difference, one student at a time” and "Energy Bus" appreciation notes.

Staff Administration Staff

Starfish Ongoing - staff and faculty meetings

Encourage students to have school and/or teacher contact numbers in their cell phones to promote contact with staff when they must miss class or are going to be late to class.

Students Teachers Teacher generated business cards

Ongoing

Continue to provide a sense of belonging by learning each student’s name and drawing him/her into the classroom/school community.


BBR Training Ongoing

Continue to support the accomplishments of students through classroom and school-wide recognition and encouragement.


Announcements BBR Training

Ongoing

Encourage the number of teacher contacts made to parents with a positive message.

Parents Students

Teachers Home Access Center Ongoing

Keep Home Access Center current and encourage students and parents to stay abreast of assignments and upcoming activities.

Parents Students

Teachers Home Access Center Staff Development

Ongoing

Articulate as part of the goal-setting process three "whatever it takes" staff commitments.

Staff Administrative Staff Whatever it takes staff commitment handout

Fall 2013

Through the direction of the Students' Activities Committee, students and staff work together to plan student events to create a sense of pride and belonging to Windfern.

Students

Staff and Students Plants, Landscaping supplies

Ongoing

Increase the number of nominations for Student of the Week. Students Staff na Ongoing

Develop social contracts with each class to develop class expectations.

Students Teachers Social Contracts Beginning of each semester - August, October, January, March


Parents


Keep lines of communication open between parents and staff.

Parents Students

Parents Students

Email Project Share Phone calls Home Access Center

Ongoing

Develop an awareness of the Home Access Center (HAC) to view grades and assignments.

Parents Students

Administrators Parent

Home Access Center Training

Open House - 9/24/2013 Ongoing



Area of Focus: Student Safety and Health


Campus Performance Objective: For 2013-2014, discipline referrals for drugs, alcohol, and tobacco use will be reduced by 10% from the previous year. For 2013-2014, the discipline referrals for drug possession will be reduced by 10% from the previous school year.

Formative Evaluation: District-developed Reports

Students


Provide information to students regarding the use and benefits of the Crime Stoppers Safe School program and the SchoolTipline website.

AR VP

Students Safe & Drug Free Advocate Administrative Intern

Crime Stoppers brochures, stickers, speakers, etc. SchoolTipline website and posters Key Communicator email

Ongoing

Educate students regarding school safety by conducting fire drills, lock-downs, severe weather drills, safety audits, metal detector searches, etc., as part of the emergency management system.

VP

Students, Staff

Administrators, Counselor

Information from Security Dept.

Ongoing

Foster students’ physical and emotional fitness by

• encouraging them to form good habits and adopt healthy practices,

• instilling in students the importance of being drug-free by providing effective and appropriate instruction about the hazards of substance abuse, and

• encouraging them to stop harassment of others and accept the individual differences of others by recognizing that diversity contributes to the strength of Windfern High School.

VP AR T

BP

Students Administrators, Safe and Drug-Free Advocate, Teachers, Staff, Nurse

Safe and Drug-Free Program information and speakers, Health Curriculum, Marketing Dynamics Practicum safety unit Project Safety Curriculum

Ongoing

Provide CPR training for Parenting students. AR Students Nurse, Parenting Ed. Teacher

CPR Curriculum Certification, AED equipment

Ongoing


Students


Continue monitoring school environment by

• locking all exterior doors except the foyer doors at 8:15 a.m., • locking all classroom doors, • assisting students who arrive late to minimize travel time from

reception desk to classroom, • screening all visitors with V-soft software, • raising awareness among staff members and students of the

need to stop and question unidentified visitors, and • providing a code to access the day care area to be used with

the electronic lock to restrict entry. • ensuring students stay with their class during fire drills.

VP T

Students Receptionist, Staff, Custodian, Administration

V-Soft

Ongoing

Provide training for students on issues related to education about and prevention of dating violence and bullying.

VP BP

Students Teen Parenting teacher, CYS worker, Nurse, Teachers

PAPA training and materials Bullying Prevention Curriculum Project Safety Curriculum Teen Leadership classes

Ongoing

Focus on "It Can Wait: No Texting and Driving" campaign. Students and Staff Administration Student Leadership

"It Can Wait" presentation Pledge Banner Announcements

Ongoing

Provide instruction on specific areas of the district Code of Conduct to ensure complete understanding of what is stated.

VP Students and Staff Administration Student Assemblies Beginning of each semester - August, October, January, March

Teachers


Continue to emphasize to faculty and staff the importance of wearing picture/name badges daily for identification purposes.

VP T

Staff Administrators Lifetouch Ongoing

Provide crisis drill and emergency training, including lock-down drills, severe weather drills, fire drills, and metal detector drills.

VP SD

Staff Administrators Staff Development Ongoing

Provide CPR and AED training for staff members. SD Staff Nurse Staff Development Ongoing

Increase teacher awareness and understanding of the Student Code of Conduct and alternative discipline strategies to improve student behavior through Building Better Relationships and Teachscape.

VP SD T

Students, Staff Administrators BBR Representative and Teachers

Staff Development Ongoing


Teachers


Provide awareness training of the physical signs of drug abuse, gang involvement, and related behaviors, as needed.

VP SD

Students Assistant Principal Nurse

Staff Development Ongoing

Implement district developed anti-bullying and drug awareness lessons (Project Safety) monthly.

AR SD

Students Teachers of Social Studies, PE, and Teen Leadership

Project Safety lessons Ongoing

Parents


Encourage parent involvement to support Windfern High School’s efforts to maintain a safe and disciplined environment. The Student Code of Conduct, the Windfern High School Creed, and conversations during the student admissions interview reinforce expectations for student behavior.

VP T

Parents

Administrators, Counselor

Newsletters, Phone Master, Phone Conferences

Ongoing

Encourage more parent involvement in bringing their student’s graduation plan to fruition by continuing an evening open house in the fall and an all-day open house, "Discover Windfern Day," during the spring.

PI T

Parents

Administrators, Teachers Home Access Center Training Phone Master

Ongoing



Area of Focus: Attendance


Campus Performance Objective: For 2013-2014, the ADA student attendance will be at or above 92%.

Formative Evaluation: District-locally Developed Reports and AEIS

Students


Promote improved student attendance by fine-tuning strategies such as flexible scheduling for chronically tardy students and incentive plans including Windfern Bucks, etc.

AR Students Administrators, Counselors, Teachers

Windfern Buck Incentives

Ongoing

Offer incentives for students to attend class on days of high absenteeism – double Windfern Bucks on Monday and Friday.

AR Students Administrators Windfern Bucks Ongoing

Provide students access at all times on the student server to show students how many Windfern Bucks are in their account.

AR Students Paraprofessional Windfern Bucks Windfern Buck spreadsheet

Ongoing

Emphasize personal responsibility and work ethic by using the concept of “Being a Windfern High School Student is Your Job!”

AR Students Staff Posters, student assemblies, student conferences, announcements and displays

Ongoing

Provide direction for students to regain credit for excessive absences through D-hall with the AP, lunch with the AP or individual teacher to make-up hours.

AR Students Student Teacher

List of places to volunteer; means of recording service time

Ongoing

Students inform their counselor or other campus staff of the fact that they are already a parent or will soon be.

AR Students in need of parenting-related services

Teen Parenting Counselor and campus staff

District PRS intake forms and procedures

Ongoing

When a pregnant student gives birth or has prenatal issues, she will communicate her need for homebound services within 24 hours of becoming homebound.

AR Students in need of pregnancy-related services

Teen Parenting Counselor and campus staff, nurse, attendance secretary, Social Services, CEHI staff

District CEHI forms and procedures

Within 24 hours of becoming homebound due to delivery or pernatal issues.

Implement truancy prevention measures (TIPS) with students who have 3 or more absences.

SD AR

Students Assistant Principal, Attendance Officers, Attendance Secretary

Attendance report Ongoing


Students


To address the missed system safeguard of African-American graduation rate, the following goal has been set: to increase the graduation rate. To address this goal, the following strategy has been identified: provide a more engaging classroom setting so that students will experience more movement and competition.

AR SD

African-American Students Teachers Staff development addressing the use of kinesthetic activities (Quantum Learning) in the classroom.

This strategy will be monitored every semester - October, December, March, June - by using the following data: graduation rate.

Teachers


Increase student attendance by

• exploring new ways of creating an engaging and supportive learning environment, and

• investigating the causes of student absenteeism.

AR Students Administrators, Counselors, Teachers

eSchool+, Excessive Absences Report

Ongoing

Provide incentives and recognition for perfect attendance, including gift cards, drawings, etc.

AR Students Administrators, VIPS Coordinator, Business Partners

PIE Liaison, VIPS Liaison, Community Businesses, GAP "Pick-A-Day"

Ongoing

Explore interventions and problem-solving strategies to encourage students to stay in school. Conference with students and have them sign attendance contracts as necessary.

AR Students Administrators, Counselor, Teachers, Nurse

Student Survey Increased graduation rate, decreased drop-out rate

Continuously discuss/remind students of the attendance component in the exemption policy.

AR Students Administrators, Counselor, Teachers, Nurse

Incentives Ongoing

During every class period, contact students who are absent and encourage them to come to school as soon as possible.

AR Students Teachers Phone Ongoing

Provide contact number for attendance office when a student is reached by a teacher or a student.

AR Students Teachers Students

Phone Ongoing


Teachers


Upon notification of pregnancy—

• A campus procedure is in place to ensure the intake process is completed to notify all parties providing services and initiate funding for those services within 48 hours of identification of need.

• The school nurse inputs a medical alert in eSchoolPLUS that includes an estimated due date.

• Campus and District staff collaborate to ensure pregnancy related services are provided during the prenatal period.

AR Students in need of pregnancy-related services

Teen Parenting Counselor and other campus admin, nurse, attendance secretary, Social Services, CEHI staff, teachers, high school Child Care Director, Coordinator for Special Populations

Section 9, Student Attendance Accounting Handbook District PRS/CEHI forms and procedures

Ongoing

Upon student becoming homebound due to delivery of baby or prenatal issues—

• A campus procedure is in place to ensure CEHI is notified within 24 hours of the student becoming homebound to prevent an interruption of services and accrual of absences.

• Campus and CEHI staff collaborate to ensure pregnancy related services are provided during the allowable postpartum period, including access to textbooks and/or other instructional materials.

• Campus staff and the high school child care director collaborate to ensure the student understands options/requirements for child care that will allow the student to return to classes at the end of the allowable postpartum period.

AR Students in need of pregnancy/parenting-related services

Teen Parenting Counselor and other campus admin, nurse, attendance secretary, Social Services, CEHI staff, teachers, high school Child Care Director, Coordinator for Special Populations

Section 9, Student Attendance Accounting Handbook District PRS/CEHI forms and procedures

Ongoing

Request the services of the Attendance Officer for truancy issues. AR Truant Students Assistant Principal Attendance Officer, eSchool+

Ongoing

Parents


Further develop an awareness of the Home Access Center (HAC) to view attendance records.

PI Students Parents Home Access Center Training

Ongoing

Urge parents to reinforce Windfern High School’s standards of attendance with their students.

AR PI

Parents Administrators, Counselors Newsletters, Phone Conferences Parent Conferences

Ongoing


Parents


Parents will collaborate with CFISD staff to ensure their child takes advantage of available pregnancy-related services to minimize impact of the pregnancy on attendance and high school completion. This includes assisting in the notification of delivery and/or prenatal issues that trigger a need for homebound services and meeting the requirements for instruction to be delivered in the home.

AR Parents of students in need of pregnancy-related services

Teen Parenting Counselor and other campus admin, nurse, attendance secretary, Social Services, CEHI staff, high school Child Care Director

District & Campus PRS/CEHI forms and procedures

From notification of pregnancy through high school graduation



Area of Focus: College and Career Readiness

District Goal: The district will ensure academic performance and achievement levels reflect excellence in learning and attainment of both high expectations and high standards for all students.

Campus Performance Objective: Create a culture that prepares all students for a full-range of post-secondary options (2 or 4-year college, trade or technical school, the military or skilled employment) through structural, motivational, and experiential college and career preparatory opportunities.

Formative Evaluation: Reclassification, College-ready Graduate, and PGP Completion reports, SAT and ACT data

Students


Increase the number of students taking the Microsoft Office Specialist and Adobe certification tests.

T Students CATE Teachers Microsoft Office 2010, InDemand Software Adobe Software

Ongoing

Provide opportunities for students to earn college credit and/or additional certifications.

AR T

Students Administrators, Teachers, Certified Staff

MCAS, Adobe, CPR Ongoing

Increase the number of recruiters to work with students in preparation for enlistment in the military.

AR Students Administration Military Recruiters Ongoing

Increase the number of students taking college entrance exams by providing representatives from Lone Star College to administer the TSI on the Windfern campus.

AR T

Students Counselor, Lone Star College staff

TSI Assessment CollegeBoard.com Announcements

Select testing dates

Provide regular opportunities for students to meet with Lone Star representative and participate in the Mobile-Go van experiences.

AR Students Lone Star College Staff, Mobile-Go staff, Counselor, Librarian, Staff

Lonestar.edu College Connection staff Mobile-Go staff

Ongoing

Increase the number of students attending the CFISD College Night.

AR PI

Students Staff Announcements, Flyers Generation Texas Activities

October 2, 2013 College Night

Increase the number of students taking Tech Prep courses. T Students Tech Prep Teachers, Counselor

Tech Prep courses Ongoing


Students


Increase the number of students taking Marketing Dynamics Practicum.

AR Students CATE Teachers Marketing Dynamics Practicum curriculum

Ongoing

Introduce students to the Career Cruising website to access career information and match with colleges and universities in order to make sound and informed post-graduate educational choices.

T Students Counselor, Librarian, Adminstrators, Lone Star College Staff

Career Cruising Computers, Internet

Ongoing

Encourage students to use the website "Reality Check" to make connections between choices and lifestyles.

AR T

Students Teachers Computers, Internet Ongoing

Conduct "Whatever It Takes" talks and recommitment talks to keep students focused on graduation and beyond.

AR T

VP

Students Staff "Whatever It Takes" diploma, goal setting document, wristbands, powerpoint, presentation sessions

Beginning of each semester - August, October, January, March

Present post-graduate opportunities during Friday morning announcements.

AR Students Staff, Counselor, Student Leadership Committee

Announcement, Research and recommendations

Friday morning

Teachers


Provide guest speakers from technical schools.

AR Students CATE Teachers Guest Speakers

Ongoing

Provide on-site testing for MOS and Adobe certifications. T Students CATE Teachers

Microsoft Office 2010 Adobe Flash

Ongoing

Provide up-to-date scholarship opportunities.

AR Students Teachers Counselor

Scholarship Information Ongoing

Share with students the career fields related to content-area skills being developed in a given course.

AR Students Core Academic teachers Career Cluster Chart Ongoing

Assist students in completing the FAFSA application to offer financial assistance for post-secondary opportunities.

AR Students English teachers, Lone Star representatives

FAFSA.org Mobile-Go Van

Ongoing MGV - twice a year

Assist non-citizen students in pursuing their post-high school educational opportunities through outside organizations.

AR Students Counselor Lone Star representative

TAFSA.org Ongoing


Teachers


Assist students in completing their FAFSA application, applying for scholarships, and college applicatios.

AR Students English and Social Studies teachers Lone Star rpresenatives

College Connection Counselors Mobile-Go Van

Ongoing MGV - twice a year

Parents


Encourage parents to attend the College and Career Fair.

PI Students Counselor Administration

Newsletters, District College Night Program

October 2, 2013

Encourage parents to assist students in completing FAFSA application, scholarship applications, and college applications.

PI Students Counselor Lone Star Counselor Teachers

College Night Announcements Scholarship Drawer

October 2, 2013 Ongoing

Encourage parents to make an appointment with the College Connection Counselor.

PI Students Teachers Counselor

College Connection Counselor

Ongoing



Area of Focus: Science

District Goal: Academic Achievement: The district will ensure academic performance and achievement levels reflect excellence in learning and attainment of both high expectations and high standards for all students.

Campus Performance Objective: By May 2014, 100% of students will meet their graduation testing requirements.

Formative Evaluation: District-developed Test questions, Texas Assessment of Knowledge and Skills and EOC

Students


Students will experience inquiry and problem-based learning through investigations that reinforce science TEKS.

AR Students Science Teacher Staff Development, Share Sessions, Science Coach Curriculum COWs Explore Learning

Ongoing

Students will experience lessons in which effective questioning strategies are incorporated in order to encourage discussion of science content between student and teacher with students discussing questions on their own.

AR SD

Students Science Teacher Staff Development, Share Sessions, Science Coach Curriculum

Ongoing

Students will experience investigations in which they will manipulate variables to collect, analyze, interpret data and/or information, as well as generate and translate between representations (graphs, diagrams, equations, pictures, tables, etc.).

AR Students Science Teacher Lab Equipment, Computers and Explore Learning, COWs

Ongoing

Provide reasonable opportunities and encourage students to redo a failing assignment or test to encourage mastery of skills and concepts.

AR Students Science Teacher Curriculum Ongoing

In order to develop students' academic proficiency, students will use concept maps and scientific language in investigations.

AR SD

Students Science Teacher Staff Development, Share Sessions, Science Coach Lessons and district made concept maps iXplore

Ongoing

Students will engage in partner and small group collaboration during classroom activities to provide peer assistance for students with weaker science skills.

AR SD

Students Science Teacher Staff Development, Share Sessions, Science Coach Curriculum

Ongoing


Students


Students will receive timely feedback upon completion of assignments and/or assessments.

AR Students Science Teacher Individual Progress Reports HAC

Ongoing

Students will stay current with class activities and daily assignments through the use of HAC.

AR T

Students Science Teacher HAC Ongoing

Students will receive individualized instruction for credit recovery through PLATO.

AR T

Students Credit Recovery Teachers PLATO Ongoing

Students will have opportunities to monitor their own academic progress through the use of the Home Access Center (HAC), and progress reports after each test.

AR T

Students Science Teacher HAC Progress Reports

Weekly

Students wll solve compex problems and read long questions in lessons and assessments.

AR Students Science Teacher Teacher and district generated tests and assessments

Ongoing

To address the missed system safeguard of African-American graduation rate, the following goal has been set: to increase the graduation rate. To address this goal, the following strategy has been identified: engage students with hands-on instruction, cooperative learning, socratic questioning, and technology with projects and investigations.

AR T

SD

African-American Students Science Teacher Staff development addressing cooperative learning strategies, the use of technology, the development of socratic questioning


Teachers


Monitor each student’s progress in learning the science TEKS by examining formative and summative assessments, both district-made and teacher-made, to develop future learning and assessments.

AR

Students

Director of Instruction, Teacher

Results from formative and summative assessments, District test questions, Benchmark test banks

Ongoing

Implement investigations that are student-centered where students use technology.

SD T

Teachers, Students

Science Teacher, Director of Instruction

Projectors, COW Computers, Probeware, Explore Learning

August-May

Attend science district professional development to enhance teacher’s understanding of content, policies, trends, and pedagogy.

SD Science Teachers Science Teacher, Science Coordinator

Staff Development As needed


Teachers


Implement lessons to encourage student-centered classrooms that focus on collaborative learning.

AR Students Science Teacher Staff Development, Share Sessions, iXplore Teacher Bank & Equipment Explore Learning COWs

Ongoing

Utilize exploratory investigations to help students make connections to real-world applications, provide opportunities to collect, analyze and interpret data and information where students generat and translate between representations (graphs, diagrams, equations, pictures, and tables).

AR Students Science Teacher Staff Development, Share Sessions, iXplore Teacher bank & Equipment Explore learning COWs

Ongoing

Spiral readiness standards into curriculum to increase the depth of understanding and rigor of these standards as students move through the curriculum.

AR

Students Teacher

Science Teacher Scope and Sequence UBD, lessons, iXplore

Ongoing

Provide individualized assistance with mastery of TAKS Science by focusing only on non-mastered standards and science process skills.

AR T

Students TAKS Prep Teachers Science Teacher

PLATO TAKS Prep

August to October January to March

Provide tutoring tailored to each student’s academic needs before and after school.

AR T

Students Science Teacher na Ongoing

Use concept maps to help pre-assess, review, and make connections to vocabulary and concepts important to each unit.

AR Students Science Teacher iXplore Ongoing

Apply "mastery learning" so that students have the opportunity to improve/redo assignments and assessments.

AR Students Science Teacher na Ongoing

Parents



PI T

Parents, Students

Administrators, Parents

HAC Training

Ongoing

Develop an awareness of class activities and daily assignments through the use of HAC.

PI T

Parents, Students

Teacher

HAC Training Ongoing



Area of Focus: Mathematics

District Priority: Academic Achievement: The district will ensure academic performance and achievement levels reflect excellence in learning and attainment of both high expectations and high standards for all students.


Formative Evaluation: District-developed Tests and Texas Assessment of Knowledge and Skills/EOC

Students


Provide activities that engage students in exploration, discovery, and real-world applications of math concepts.

AR Students Math Teachers District Lessons

Ongoing

Provide opportunities for students to work collaboratively on problems that require the use of problem-solving strategies.

AR Students Math Teachers Share Sessions, Team Planning

Ongoing

Ensure that students have opportunities to communicate mathematics content student-to-student, student-to-teacher, and teacher-to-student.

AR Students Math Teachers Share Sessions, Staff Development

Ongoing

Continue to integrate technology to engage students in mathematics and increase the depth of students’ understanding.

AR T

Students Math Teachers

Graphing Calculators, Smartboard, Projectors, LoTi Training Explore Learning

Ongoing

Build vocabulary to facilitate understanding of word problems by focusing on math terms used in each unit.

AR Students Math Teachers Textbooks, Ancillary Materials

Ongoing

Provide feedback on tests, homework and class assignments. AR Students Math Teachers Home Access Center Ongoing

Use flexible grouping to provide additional time for students who are struggling with concepts.

AR Students Math Teachers Math Coach

Taking on the TAKS

Ongoing


Students


Pair students during classroom activities to provide peer assistance for students with weaker math skills.

AR T

Students Math Teachers Staff Development, Share Sessions

Ongoing

Provide tutoring tailored to each student’s academic needs. AR Students Math Teachers TAKS Materials Ongoing

Incorporate Alternative Assessments two to three times within a grading period so that students have an opportunity to demonstrate mastery of content in multiple formats.

AR Students Math Teachers Share Sessions, Staff Development

Ongoing

Provide opportunities for students to monitor their own academic progress through the use of the HAC.

AR T

Students Math Teachers HAC

Weekly

Stay current with class activities and daily assignments through the use of Project Share.

AR T

Students Math Teachers Project Share Ongoing

Provide tutorial opportunities for TAKS non-mastery students. AR Students Math Teachers Math Coach

TAKS materials As needed prior to October, MArch and May testing

Provide reasonable opportunities for students to redo a failing assignment or test to encourage mastery of skills and concepts.

AR Students Math Teachers Curriculum Ongoing

To address the missed system safeguard of African-American graduation rate, the following goal has been set: to increase the graduation rate. To address this goal, the following strategy has been identified: provide opportunities for more individualized instruction, peer tutoring and cooperative learning when appropriate.

AR SD

African-American students Math Teachers Staff development addressing cooperative learning techniques and peer tutoring strategies


Teachers


Monitor each student’s progress in learning the critical TEKS in mathematics by examining results of teacher-made tests and district benchmarks.

AR

Students Director of Instruction, Math Teachers

Benchmark Results, Grade Distributions

Ongoing

Use Quantum Learning techniques to solidify skills and attend follow-up implementation sessions.

SD

Students Math Teachers Staff Development

Ongoing


Teachers


Use technology and ancillary materials to supplement curriculum and attend technology modules provided by the district math support team.

SD AR T

Students Math Teachers Staff Development

Ongoing

Meet weekly with course content team to discuss effective teaching strategies, design questions that promote thinking at a high cognitive level, and determine the implementation of these strategies.

SD

Math Teachers Math Teachers Team Meetings

Ongoing

Encourage implementation of technology strategies to supplement instruction.

SD T

Math Teachers, Students

Math Teachers Director of Instruction

Graphing Calculators, Smartboard, Projectors, Technology Training Explore Learning

Ongoing

Analyze unit test data to make adjustments to lessons and/or provide interventions for struggling students.

SD

Math Teachers Math Teachers Team and Department Meetings, Math Coach

Ongoing

Provide class information through the use of the Home Access Center.

AR T

Students, Parents

Math Teachers HAC Ongoing

Parents


Request math tutors as needed.

PI AR

Students

Parents, ISC Staff, Community Members

Tutors

Ongoing


PI T

Parents, Students

Administrators, Counselor, Parent

HAC Training

Ongoing



Area of Focus: Reading/English Language Arts

District Goal: Academic Achievement: The district will ensure academic performance and achievement levels reflect excellence in learning and attainment of both high expectations and high standards for all students.



Students


Provide instructional opportunities for students to support their responses (both verbal and written) to literature with text evidence to strengthen their short-answer skills as well as longer essays.

AR

Students ELA Teachers Team Meetings, Share Sessions

Ongoing

Integrate technology in lessons as a means of improving a higher level of thinking and communication skills, both written and oral.

AR T

Students ELA Teachers Technology Coach

Smartboard, Projectors COWs

Ongoing

Provide opportunities for students to develop better reading and note-taking skills by teaching highlighting and margin annotations.

AR

Students ELA Teachers Team Meetings, Share Sessions

Ongoing

Build students’ vocabulary to facilitate understanding by focusing on vocabulary embedded in literature studied.

AR Students ELA Teachers Team Meetings, Share Sessions

Ongoing

Pair students during classroom activities to provide peer assistance for students with weaker reading and writing skills.

AR Students ELA Teachers, Students

Share Sessions, Staff Development

Ongoing

Provide opportunities for students to differentiate in selection of website validity.

AR T

Students ELA Teachers Library Staff Teachers

Ongoing

Allow “freedom of choice” with selected assignments. AR Students ELA Teachers Staff Development, Tech Coach

Ongoing


Students


Provide opportunities for students to practice paraphrasing and summarizing.

AR Students ELA Teachers Share Sessions, Staff Development, Team Meetings

Ongoing

Provide tutoring tailored to each student’s academic needs before school, during lunch and after school.

AR Students ELA Teachers

na Ongoing

Encourage the use of individualized instruction for credit recovery – PLATO, etc.

AR T

Students Credit Recovery Teachers PLATO

Ongoing

Provide READ 180 for students who failed the ELA Exit-Level TAKS or the English I and/or II Reading and/or Writing STAAR, or need instructional help to succeed in academic classes. Students will complete the Scholastic Reading Inventory (SRI) to measure current Lexile scores. The SRI will be given four times per year to track student progress.

AR T

Students READ 180 teacher, District READ 180 staff

SRI scores

Ongoing

Provide opportunities for students to monitor their own academic progress through the use of the Home Access Center (HAC).

AR T

Students ELA Teachers Home Access Center Ongoing

Stay current with class activities and daily assignments through the use of HAC.

AR T

Students ELA Teachers Home Access Center Ongoing


AR Students ELA Teachers NA Ongoing

Students will write in a "timed environment." Students ELA Teachers NA Ongoing

Students will assess and reflect on their own writing. Students ELA Teachers Personal Journal or Portfolio

Ongoing

Students will prepare for the TSI assessment. AR T

English IV Students English IV Teachers TSI study materials Ongoing

To address the missed system safeguard of African-American graduation rate, the following goal has been set: to increase the graduation rate. To address this goal, the following strategy has been identified: teachers will utilize the kinesthetic learning style typical of African-American students in lesson strategies, ensuring that opportunities for physical movement and competition are provided to students.

AR SD

African-American Students ELA Teachers Staff development in the area of kinesthetic activities, Quantum Learning, etc.



Students


To address the missed system safeguard of African-American student graduation rate, the following goal has been set: to increase the graduation rate. To address this goal, the following strategy has been identified: provide a more engaging classroom setting so the students will experience more competition.

AR SD

African-American Students ELA Teachers Staff development in the area of competitive and team activities, Quantum Learning, etc.


To address the missed system safeguard of African-American student graduation rate, the following goal has been set: to increase the graduation rate. To address this goal, the following strategy has been identified: incorporate the performing arts in classroom activities and lessons.

AR African-American Students ELA Teachers Continued use and development of the Canterbury Tales "Remix Project," reading aloud / performing portions of literary selections


To address the missed system safeguard of African-American student graduation rate, the following goal has been set: to increase the graduation rate. To address this goal, the following strategy has been identified: incorporate ethnic and cultural diversity and sensitivity into classroom activities and lessons.

AR African-American Students ELA Teachers Continued use and development of the "I am From..." poem, the Senior Legacy Project, the Harlem Renaissance Unit, and the reading of literary selections depicting various cultures


Teachers


Monitor each student’s progress in learning the critical English Language Arts TEKS by examining results of teacher-made assessments and Benchmark.

AR

Students Director of Instruction ELA Teachers


Ongoing

Encourage implmentation of strategies using technology. SD T

Students, Teachers

ELA Teachers Tech Coach Director of Instruction

Smartboard, Projectors COWs

Ongoing

Participate in district TAKS/STAAR ELA training.

SD AR

Students ELA Teachers

ELA Coordinator September 2013

In the READ 180 classroom, use the Scholastic Reading Inventory (SRI) data to identify Lexile levels and provide reading opportunities at those levels to increase students’ reading abilities.

AR

Students READ 180 teacher

SRI scores Ongoing

Provide resources through the use of HAC.

AR T

Students, Parents

ELA Teachers

Home Access Center Ongoing


Teachers


Conduct regular writing conferences with students to promote student growth in writing.

Students ELA Teachers Writing strategies Ongoing

Assist students in preparation for TSI. AR T

English IV Students English IV Teachers TSI study guides and strategies

Ongoing

Parents



PI T

Parents, Students

Administrators, Counselors, Parents


Ongoing

Use Scholastic Achievement Monitoring reports to inform parents of students’ and students’ reading progress on SRI tests and READ 180 progress.

AR PI

Parents, Students

READ 180 teacher SRI scores

Ongoing

Develop an awareness of resources through the use of HAC.

PI T

Parents, Students

ELA Teachers




Area of Focus: Social Studies

District Priority: Academic Achievement: The district will ensure academic performance and achievement levels reflect excellence in learning and attainment of both high expectations and high standards for all students.



Students


Provide students opportunities to participate in interactive and cooperative classroom study processes that bring together students of all ability levels.

AR Students SS Teachers Staff Development Ongoing

Utilize Marzano’s strategies for summarization, note-taking, direct vocabulary instruction and identification of similarities/differences to increase student achievement in social studies courses.


Emphasize activities that engage students in inquiry and problem-solving about real world issues (i.e. “hands on politics,” political debate, personal financial planning)


Build vocabulary to facilitate understanding of social studies by focusing on terms used in each unit.

AR Students SS Teachers Staff Development, Share Session

Ongoing

Provide tutoring tailored to each student’s academic needs during lunch and after school.

AR Students SS Teachers Snacks, Incentives

Ongoing

Continue to utilize the 1:1 Lap Top project with all US History students.

T Students US History Teachers

Laptops, Moodle

Ongoing

Provide opportunities for students to monitor their own academic progress through the use of the HAC.

AR T

Students SS Teachers HAC Weekly


Students



AR Students SS Teachers Curriculum Ongoing

To address the missed system safeguard of African-American graduation rate, the following goal has been set: to increase the graduation rate. To address this goal, the following strategy has been identified: teachers will utilize the kinesthetic learning style typical of African-American students in lesson strategies, ensuring that opportunities for physical movement and competition are provided to students.

AR SD

African-American Students SS Teachers Staff development addressing the incorporation of movement and competition


To address the missed system safeguard of African-American graduation rate, the following goal has been set: to ensure all students pass the social studies course work and standardized testing. To address this goal, the following strategy has been identified: cooperative learning will be utilized at least 25% of the instructional time.

AR SD

African-American Students SS Teachers Staff development addressing cooperative learning strategies


To address the missed system safeguard of African-American graduation rate, the following goal has been set: to ensure all students pass the social studies course work and standardized testing. To address this goal, the following strategy has been identified: make personal connections to what is being learned and the students' own personal lives. This relevance will be demonstrated through real-life examples at the beginning of each leasson and will be reinforced at the end of each lesson by asking students to give points of relevance.

AR SD

African-American Students SS Teachers Staff development addressing the difference in cultures and the relevance of historical events and policies and real life


Teachers


Monitor each student’s progress in learning the critical Social Studies TEKS by examining results of teacher-made assessments and Benchmarks.

AR

Students Director of Instruction, SS Teachers


Ongoing

Encourage implementation of technology strategies to supplement currciulum.

SD T

SS Teachers, Students

Director of Instruction, SS Teachers

Smartboard, Projectors, Technology Training

Ongoing

Encourage teacher discussions regarding the implementation of differentiated instruction into lessons.

AR Students SS Teachers Lesson Plans Staff Development

Ongoing

Provide a current class calendar and daily assignments through the use of the Home Access Center.

AR T

Students, Parents

SS Teachers Home Access Center Ongoing


Teachers


Encourage the implementation of pre, during and post reading strategies.

AR T

Students SS Teachers Team Meetings Staff Development Share Sessions

Ongoing

Disaggregate data and use different instructional methods and materials to reteach students.

AR

Students SS Teachers

Share Sessions

Ongoing

Continue to send the highest performing government student at WHS to represent WHS at the CFISD School Board Shadowing Event.

AR Students Government teachers Board Meetings Grades

Ongoing

Utilize the Houston Bar Association attorneys in the assistance of teaching the Jurisprudence sections of the government class. Topics will vary and will relate to the TEKS.

AR Students Government teachers Lesson Plans Houston Bar Association participating attorneys

Ongoing

Parents



PI AR T

Parents, Students

Administrators, Counselor, Parents


Ongoing

Develop an awareness of class activities and daily assignments through the use of Home Access Center.

PI T

Parents, Students

SS Teachers Home Access Center

Ongoing



Area of Focus: Completion Rate

District Goal: The district will ensure academic performance and achievement levels reflect excellence in learning and attainment of both high expectations and high standards for all students.

Campus Performance Objective: By May 2014, we will increase the percentage of students demonstrating proficiency on Exit-Level TAKS (Math, LA, SS, S) to 95%, demonstrating mastery of the STAAR EOC assessments to 90% and graduation requirements to 92%.

Formative Evaluation: Locally Developed Reports and AEIS

Students


Teach generic test-taking strategies, including "academic vocabulary," and those specific to each content area to ensure success in content areas.

AR Students Teachers Practice Tests, TAKS Warm-ups, TAKS Prep class

Ongoing

Develop and implement TAKS/STAAR-formatted science and math warm-ups to be used at the beginning of each period.

AR Students Teachers Teacher generated warm-ups

Ongoing

Provide the opportunity for students to recover credits through Credit Recovery Class (CRC) and PLATO.

AR T

Students Administrators, CRC Teachers

PLATO, CRC

Ongoing

Conduct "Whatever It Takes" talks with all students during which they identify three "Whatever It Takes" efforts that will keep them focused on the goal of graduation.

AR Students Administrators, Classroom Teachers

"Whatever It Takes" diploma, goal setting document, wristbands, powerpoint, presentation sessions


Provide opportunity for students to post their personal "Whatever It Takes" diploma as a visual commitment to their goal of graduation.

AR Students Administrators, Classroom Teacher

"Whatever It Takes" diploma Teen Leadership Students


Provide opportunities for students to monitor their own academic progress through the use of the Home Access Center.

AR T

Students Teachers Home Access Center

Weekly


Students


Provide dropouts with information specific to obtaining their high school diploma.

AR Students Project 98 Drop-out Recovery Team Adminstration

Individual graduation plans, Transcripts, TAKS prep

Ongoing

Develop and implement TAKS/STAAR-formatted lessons to have the rigor of the class match the standardized assessments to build critical thinking and problem-solving skills.

AR Students Teachers Teacher-generated lessons Ongoing

Use TAKS/STAAR-type questions on summative assessments so the rigor of the class matches TAKS/STAAR expectations.

AR Students Teachers District test banks Ongoing

Use of Saturday D-Hall and Lunch D-Hall to complete PLATO courses.

AR Students Administration Saturday D-Hall Lunch D-Hall PLATO

Ongoing

To address the missed system safeguard of African-American graduation rate, the following goal has been set: to increase the graduation rate. To address this goal, the following strategy has been identified: provide opportunities for individualized instruction, more one-on-one teacher/student assistance and more peer and cooperative group learning.

AR SD

African-American students Teachers Ongoing staff development Awareness of the difference in learning styles for African-American students


Teachers


Communicate the significance of graduation at every opportunity.

AR Students Staff Announcements, Student Assemblies

Ongoing

Track withdrawals and re-entry dates of each student from school.

AR Students Administrators, Counselor, DI/Counselor's Secretary

Spreadsheet, Campus Improvement and Accountability Department

Ongoing

Give frequent feedback on grades and progress in class as a motivation to improve.

AR PI

Parents, Students

Teachers, Counselor


Encourage and initiate more parent contacts, especially positive ones.

AR PI

Parents, Students

Administrators, Teachers

Home Access Center

Ongoing

Support and encourage the characteristics of a "Student of the Week" and assist in the selection of that student.

AR Students Staff Announcements, Student of the Week Wall

Develop an ongoing commitment to a "Whatever It Takes" attitude. AR Students Staff "Whatever It Takes" Talks Ongoing


Teachers


Recognize students who have completed their PLATO course/s by displaying their accomplishments and announcing their names weekly during announcements.

AR Students PLATO staff, Administration Announcements Displays in the library and classroom Incentives - cookies, cupcakes

Ongoing

Utilize Project 98/drop-out recovery and leaver code audit to recover dropouts throughout the year

AR Students Administrators, Counselor, Registrar, Drop-Out Recovery Team, Attendance Officer

Project 98 drop-out and leaver code audit, Drop-out list, Phone banks

Ongoing

Parents


Encourage more parent involvement in bringing their student’s graduation plan to fruition by continuing an evening Open House in the fall and an all-day Open House, Discover Windfern Day, during the spring.

PI

Parents

Administrators, Teachers HAC Training Ongoing

Develop parental awareness of the Home Access Center (HAC) and encourage parents to log on to view attendance and information on grades and assignments.

PI T

Parents, Students

Administrators, Teachers HAC Training Ongoing

Encourage parents to access the HAC and Project Share pages to review students activities and progress, and receive updated TAKS information and related documents.

PI T

Parents, Students

Teachers Project Share HAC

Ongoing


* Legend

Code Plan Indicates that the strategy addresses…

AR At-risk the needs of students deemed “at-risk” of academic decline.

AYP Adequate Yearly Progress Strategies used to support school improvement efforts in the Adequate Yearly Progress accountability system.

CE Compensatory Education initiatives supported by these funds—math helping teachers; Small-group Reading Improvement and Reading Enrichment; Vietnamese and Chinese itinerant teachers; summer school for LEP students; SOS; bilingual enrichment teachers; at-risk staffing at Title I schools.

PI Parent Involvement students’ need for support from home and/or the school’s use of volunteers.

SD Staff Development training needs of teachers and other staff.

T Technology tools used to enhance instruction or to facilitate managerial tasks.

T1 Title I federal mandates for school-wide Title I programs.

VP Violence Prevention prevention and intervention plans for improving student behavior.

BP Bullying Prevention prevention of bullying behavior on the campus.


CIP PART II: ASSURANCE ADDENDUM


Martha Strother, Principal 2013-14 Campus Improvement Plan

Cypress-Fairbanks Independent School District

Section A Please indicate whether your campus has met each of the below legal requirements for your campus improvement plan by placing an “X” in the box next to the corresponding requirement.

[X] Windfern High School has met the legal requirements for campus improvement planning, including institution of a campus-level committee to assist the principal in developing, reviewing, and revising the CIP for the purpose of improving student performance for all student populations. (Education Code 11.252 [b])

[X] Completed a needs assessment which serves as the basis for the CIP.

[X] Reviewed or set measurable campus performance objectives for all academic excellence indicators for all student populations, including African American, Hispanic, White, Economically Disadvantaged, Special Education, Limited English Proficient and has identified and will continue to identify, through lesson plans, unit plans, and teacher goal- setting, strategies to address and support these objectives, including accelerated instruction.

[X] Identified and included within the CIP instructional methods for student groups whose performance lags significantly behind other groups’ performance.

[X] Included in the CIP these elements: Resources allocated Staff responsible for activities and strategies formative and summative evaluation criteria.

[X] Addressed students’ needs for special programs – e.g., suicide prevention, conflict resolution, violence prevention/intervention, and dyslexia treatment programs.

[X] Included strategies for dropout prevention and reduction. (middle school and high school)

[X] Included strategies for improving student attendance.

[X] Included strategies for improving the campus’s completion rate. (high school)

[X] Provided for a program to encourage parental and community involvement at the campus.

[X] Included goals and methods for violence prevention and intervention on campus.

[X] Included strategies for addressing issues related to education about and prevention of dating violence. (high school)

[X] Reported, coordinated, and integrated all funding sources, for example, Title I and II, and State Compensatory Education (Supported by the district’s Financial Services Team).

[X] Teachers will focus instruction on the TEKS deemed as “critical” and will follow the district’s scope and sequence for the course and/or grade level.

[X] Counselors will provide students and parents with information about higher education admissions, financial aid opportunities, the TEXAS and Teach of Texas grant program, and the need for making informed curriculum choices to be prepared for success beyond high school. (middle school and high school)

[ ] Provided use of the i-Station reading program with students identified based on ISIP scores, or who are identified for special education services, or who are at-risk of reading failure, Pre-K through 3.

[ ] Assist preschool students in the successful transition from early childhood programs or home to Kindergarten or Pre-Kindergarten.

[X] IDEA Part B Stimulus – Funds are utilized to provide technology, professional development, instructional resources, and innovative programs to support teacher in services to student with disabilities.

[X] The use and implementation of Stimulus money will be monitored monthly.



Section B

Membership Composition of the Campus Performance Objectives Council

Name of CPOC Member Position

Martha Strother Principal: Windfern High School

Jessica Nance Teacher 1: Career and Technology Education

Jill Johnson Teacher 2: English Language Arts

Glen Hartsoch Teacher 3: Social Studies

Marla Meehan Teacher 4: Math

Christopher Garside Teacher 5: Science

Toni Seegar Teacher 6: Special Programs

Sea Ocker Teacher 7: Fine Arts

Dave Schrandt Non-teaching professional 1: District Representative

Rosanne Sontag Non-teaching professional 2: Librarian

LeiLani Natale Non-teaching professional 3: Technology

Diane Garland Non-teaching professional 4: Director of Instruction

Kris Schrandt Non-teaching professional 5: Assistant Principal

Jesse Hammond Community resident 1: Westway Baptist Church

Tom Strother Community resident 2: Langham Creek

Debbie Gregory Business representative 1: Alumascreen Custom Structures

Kendra Sterling Business representative 2: Little Saints Academy

Ericka Howard Parent 1: Windfern High School

Jennier Greenhill Parent 2: Windfern High School

CPOC Meetings* for 2013-14

# Date Time Location

1 September 23, 2013 3:15 pm - 5:15 pm WHS, Room 104

2 September 30, 2013 3:15 pm - 5:15 pm - virtual WHS, Room 104

3 October 28, 2013 3:15 pm - 5:15 pm WHS, Room 104

4 February 5, 2014 3:15 pm - 5:15 pm WHS, Room 104

5 May 21, 2014 3:15 pm - 5:15 pm WHS, Room 104 * Policy requires a minimum of five meetings, one of which is dedicated to conducting a public hearing in late fall to publicize the school’s newly-

released AEIS statistics.



Section C

Please indicate whether your campus has met each of the below legal requirements for your campus improvement plan by placing an “X” in the box next to the corresponding requirement.

Goal Description Formative Summative Strategy

[X] 1) STAAR Student Achievement

For 2013-14, the percent of students reaching satisfactory or advanced levels will increase by the percent shown in CIP Part I. (This objective is for all student groups not specifically identified in Part II.)

After each Benchmark, the staff will review the results to determine progress in meeting established performance levels.

State Assessment results will be reviewed to determine if targets were met.

Teachers will use strategies that challenge and engage students in their learning, and they will build in periodic review of the content and concepts. Teachers will use research-proven strategies to promote students’ deep understanding of content and concepts.

[X] 2) Parent and Community Involvement

For 2013-14, the percent of parents and community members attending VIPS meetings will increase by 5%.

At the end of the first semester, the percent of parents and community members attending VIPS meetings will be reviewed to determine progress.

At the end of the school year, the percent of parents and community members attending VIPS meetings will be reviewed to determine if the objective was met.

Provide a variety of methods and in appropriate languages to communicate opportunities for parent and community involvement throughout the year to attend school events.

[X] 3) Violence Prevention and Intervention

For 2013-14, discipline referrals for drugs, alcohol, and tobacco will be maintained at 2%.

Each grading period, the discipline referrals will be reviewed to determine the percent of referrals for tobacco, alcohol, and other drug use or possession.

At the end of the school year, the discipline referrals will be reviewed to determine the percent of referrals for tobacco, alcohol, and other drug use or possession.

Implement and monitor the school wide safety and security plan.

[X] 4) Violence Prevention For 2013-14, the discipline referrals for offenses will be reduced by 10% from the previous school year.

Each grading period the discipline referrals will be reviewed to determine the percent of referrals.

At the end of the school year, the discipline referrals will be reviewed.

Implement and monitor the school-wide safety and security plan.

[ ] 5) Special Education For 2013-14, the percent of students meeting ARD expectations will be at or above 90%.

Each grading period, students’ progress on TEKS will be monitored and reviewed.

Results of the State Assessment tests will be reviewed to determine if the ARD objectives were met.

Provide differentiated instruction to address learning needs of identified special needs students.

[X] 6) Highly Qualified Teacher For 2013-14, the percent of highly qualified teachers in the core academic areas will be at 100%.

At the end of the first semester, the percent of teachers in the core academic areas who are highly qualified will be reviewed to determine progress.

At the end of the school year, the percent of teachers in the core academic areas who are highly qualified will be reviewed to see if the objective was met.

Confer with teachers to implement a plan to ensure that they meet highly qualified standards.


Goal Description Formative Summative Strategy

[X] 7) Secondary Drop–out Prevention

For 2013-14, the dropout rate will be 0.7% or less with no student group exceeding 0.7%.

Each grading period, the documentation will be reviewed for students who have checked out of school.

The 2013-14 drop-out data will be reviewed as information becomes available.

Monitor school leavers bi-weekly, contact parents, and implement intervention plans, including credit-recovery opportunities like the PLATO Learning Solution.

[ ] 8) High School AEIS – Ninth Graders

The percent of 2013-14 first-time ninth-grade students who advance to the tenth grade (fall to fall) will be at least 95%.

After each grading period, the number of ninth-grade students who are at-risk for failing one or more classes will be reviewed.

At the end of the school year (August), the percent of ninth graders who advanced to the tenth grade will be reviewed to see if the objective was met.

Provide students with models of completed assignments so that they understand academic expectations. Guide students to appropriate testing, classes, and programs.

[X] 9) Recommended High School Program

For 2013-14, the percent of students who graduate with RHSP will be at or above 80%.

Each semester, prepare a list of students who have opted out of the RHSP program by grade level.

At the end of the school year, calculate the percent of students who graduated with the RHSP.

Inform parents and students about graduation requirements and college/career readiness skills and programs. Guide students to appropriate testing, classes, and programs.

[ ] 10) High School AEIS – Advanced Courses and Dual Credit

For 2013-14, the percent of students who have completed at least one advanced course will be at or above 50%.

Each semester, the number and percent of students enrolled in at least one advanced course will be reviewed.

At the end of the school year, the percent of students completing at least one advanced course in high school will be reviewed to see if the objective was met.


[ ] 11) High School AEIS – Advanced Placement Exams

For 2013-14, the percent of students who take an AP exam will be at or above 20%.

At the beginning of the spring semester, review a list of students in AP classes who have not indicated their intention to take an AP exam.

At the end of the school year, the number and percent of students who took at least one Advanced Placement exam will be reviewed to see if the objective was met.


[X] 12) High School AEIS – SAT/ACT Exams

For 2013-14, the percent of graduates who take SAT/ACT exams will be at or above 75%.

After the first semester, the number of students taking the SAT-1 at least once will be reviewed.

At the end of the school year, review the number of students taking the SAT-1 at least once to determine if the objective was met.


[X] 13) High School CTE For 2013-14, the percent of LEP CTE students passing the state assessment will be at or above (percent of LEP passing the state assessment) 80%.

After each BENCHMARK, the staff will review the results to determine progress in meeting established performance level.

State Assessment results will be reviewed to determine if targets were met.

Core content – area and CTE teachers will coordinate the courses/programs to ensure that these students have extended learning time in the state assessment -tested areas.



Section D

[X] 1. Comprehensive needs assessment – Conducted systematic and thorough comprehensive needs assessment for all areas of the school and review data with all stakeholders. All data were reviewed for all students and student groups including State Academic Content Standards and Achievement Data: achievement data disaggregated by student populations, student discipline data, student mobility data, student retention data, and teacher and student attendance data. The results and conclusions of this review are reflected in the SMART goals for the next school year and are evidenced in the Campus Improvement Plan.

[X] 2. School-wide reform strategies – These strategies include ones that upgrade entire school programs and opportunities for all children to meet proficient and advanced levels on State Assessments. Effective methods and instructional strategies that strengthen the core academic program; meet the educational needs of historically under-served populations; increase the amount and quality of learning time; and address needs of all, but particularly low-achieving students. Strategies address how the school will determine if needs of special targeted populations have been meet and are based on Scientifically Based Research to increase achievement for each sub-group on state tests. Each campus will address school-wide reform strategies in the CIP.

[X] 3. Instruction by highly qualified teachers – 100% of our teachers are certified for the position they hold even though they have varying levels of experience. The district’s Human Resources administrators ensure all teachers and paraprofessionals meet highly qualified standards and communicate with principals about highly qualified status and any teacher and/or paraprofessional who are not highly qualified. Principals assist teachers with training and mentoring to improve teachers’ knowledge of subject taught to meet certification requirements. Each campus will ensure that classes with highest numbers of economically and/or educationally disadvantages students have highly qualified teachers. Parents are notified if a teacher is not certified, and the teacher must either be working toward certification or efforts continue to hire someone who is certified.

[X] 4. High-quality and ongoing professional development –Teachers will participate in ongoing professional development with campus personnel, district coaches, and hired consultants to increase knowledge of content area and increase skills for effective and engaging teaching and help students meet the state standards. Curriculum Coaches provide on-the-job training and monitoring to promote teachers’ professional development. Professional development may also be conducted on site by in-house instructional leaders and also by district instructional support staff. Each campus will address professional development strategies in the CIP.

[X] 5. Strategies to attract high-quality, highly-qualified teachers – Recruiting and retaining highly-qualified teachers is a continuous process. We closely work with our district’s Human Resources administrators and network with other principals to help in this effort. Our own teachers also serve as recruiters. The result has been that 100% of our classroom teachers are appropriately certified for the position they hold.


[X] 6. Strategies to increase parental involvement – Schools engage in numerous activities to increase parent involvement in the campus’s programs. An Annual Title I Parent meeting is held at each Title I campus to inform parents about the Title I Program and their rights to be involved. Each campus will develop and/or refine the Written Parental Involvement Policy and Home-School Agreement with parent input annually. Title I campuses will ensure information is in a format and language that parents can understand including communication translated in Spanish and opportunities for face to face communication with parents. Annually staff development sessions will be held at each Title I campus to educate all school personnel regarding the value of parental involvement, increasing home school communication and the importance of the contribution of parents. Campuses will provide reasonable support requested by parents, provide parents timely information about Title I programs, descriptions of curriculum, academic assessment and proficiency levels students are expected to achieve, state academic achievement standards, ways to monitor a child’s progress and ways to work with the school to improve children’s achievement. Curriculum Nights, telephone calls, and newsletters are just a few methods of recognizing parents as partners. In addition, parents are offered classes to meet their needs, for example, ESL classes or STAAR information programs. Parents will be given the opportunity to provide feedback through the Title I Parent Survey and participation in the district Title I Parent Advisory Council. Each campus will address parental involvement strategies in the CIP.

[ ] 7. Transition from early childhood programs – Elementary schools collaborate with early childhood centers to coordinate parent and student visits to kindergarten programs. Elementary schools conduct community awareness campaigns and registration days. For example, campuses may provide transition support through “Kindergarten/PreK Roundup” meetings and/or provide students and parents information, activities, and instructional materials to assist preschool children in their transitions from early childhood program to the public school during registration for school and at the Meet-The-Teacher event. (Not applicable to secondary schools)

[X] 8. Measures to include teachers in the decisions regarding the uses of academic assessments – Teachers will be involved in assessment decisions to improve academic achievement of individual students and the overall instructional program. Numerous teacher reports are available for the teachers to access throughout the year. These reports are based on locally-developed and summative assessments. Ongoing staff development is available on site to analyze assessment data. Grade-level, content-area, team, or departmental meetings and the CPOC provide forums to discuss assessment issues. Each campus will address teacher inclusion in academic assessment decisions strategies in the CIP.

[X] 9. Effective, timely additional assistance – Campuses will provide effective, timely additional assistance, to insure student’s difficulties are identified on a timely basis, and to provide sufficient information upon which to base effective assistance to students who experience difficulties in mastering standards. Formative and summative assessments provide the data for teachers and administrators to monitor individual student progress so that interventions and assistance will be timely. Various live reports are available via infoservweb and are accessible to teachers and administrators. Each campus will address effective, timely additional assistance strategies in the CIP.

[X] 10. Coordination and integration of federal, state, and local services and programs – At the building level, federal, state and local services and programs are coordinated to address student needs best; this coordination of services and programs is reflected in the activities listed in the campus goals and strategies.



Windfern High School Cypress-Fairbanks Independent School District

Staff Development Plans 2013-14

DATE AUDIENCE RESPONSIBLE FOR PLANNING

July 23 and 25 Elementary and Secondary Campus Days (ISC will not offer any staff development/meetings in order to allow campuses to have all staff available for campus staff development.)

Campus Administrative Staff

July 29 and 31 Elementary and Secondary Curriculum Days (Campuses will not offer any staff development.)

Curriculum Staff

August 5 Non-meeting date (ISC will not offer any staff development/meetings in order to allow campus administrative teams a day.)

Campus Administrative Staff

August 6 & 8 Leadership Conference (Day 1 = ½ day; Day 2 = full day)

District Administrative Staff

August 12 Elementary Curriculum Update Elementary Curriculum Staff

August 13 Teacher Leadership Conference District Curriculum Staff

August 14 & 15 New Staff Orientation District & Campus Administrative Staff

August 16 Elementary District Time Equivalency Elementary Curriculum Staff

August 16 ** Secondary Campus Campus Administrative Staff

August 19 Elementary District (see attached schedule) Elementary Curriculum Staff

August 19 **Elementary Campus (see attached schedule) Campus Administrative Staff

August 19 **Secondary Campus Campus Administrative Staff

August 20 Elementary District (see attached schedule) Elementary Curriculum Staff

August 20 **Elementary Campus (see attached schedule) Campus Administrative Staff

August 20 Secondary District Secondary Curriculum Staff


August 21 District Convocation (details to follow) District Administrative Staff

August 22 **Elementary and Secondary Campus Campus Administrative Staff

August 23 **Elementary and Secondary Campus Campus Administrative Staff

October 14 Elementary Parent Conferences Campus Administrative Staff

October 14 Secondary District Secondary Curriculum Staff

January 6 **Elementary & Secondary Campus Campus Administrative Staff

*February 17 Elementary and Secondary Campus Campus Administrative Staff

*June 6 Elementary and Secondary Campus Campus Administrative Staff

*The following dates have been identified as inclement weather days: February 17, 2014, and June 6, 2014. These dates MAY NOT BE USED AS CAMPUS TIME EQUIVALENCY. **A campus may choose a maximum of two Campus Time Equivalency Days. Please notify the Office of Staff Development at [email protected] with the date(s) of your planned CTE day(s), if any.

2013-14 campus improvement plan for windfern high … · increase the number of college speakers...

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