HEB Campus Improvement Plan Summaries
2014-2015
ELEMENTARY CAMPUS IMPROVEMENT PLAN SUMMARIES
Bedford Heights Elementary School
The Bedford Heights’ Student Achievement Plan has been established through the analysis of 2014 student academic performance on 2014 STAAR testing and the DEEP Analysis Systems Check to establish a comprehensive Needs Assessment. The primary point of emphasis at Bedford Heights Elementary and the 2014-2015 Campus Improvement Plan is the expectation of students achieving the highest levels of academic and assessment success. The strategies and processes that support the completion of the above goals all point to raise Reading 3D scores and Level 3 accomplishments on STAAR testing. Our primary goals this year are to maintain CHAMPS structures for expectations for behaviors in classrooms and common areas around the school and improve Level 3 STAAR percentages in all subject areas to earn additional Levels of Distinction Stars.
Comparison Schools Group Quartiles:
Attendance Rate: Q2; ELA Growth: Q3; Math Growth: Q3; Grade 3 Reading: Q4; Grade 4 Writing: Q2; Grade 5 Math: Q1; Grade 5 Science: Q1; STAAR Postsecondary Readiness: Q2; STAAR Student Progress: Q3; STAAR Closing Performance Gap: Q1
Bell Manor Elementary School
The 2014-2015 Bell Manor Elementary Campus Improvement Plan was developed through collaboration of the staff, students, parents and administration at Bell Manor. The improvement plan was designed based on the areas of academic need identified by the data on our STAAR and Reading 3D results, parent, student and staff surveys, attendance and discipline data. Our focus areas for this school year are identified through this process and the use of our Title I Campus Needs Assessment. Both of these were used to develop the Bell Manor Campus Improvement Plan that will be used to guide our staff as a plan for academic improvement this year.
As a result of not meeting the federal requirements of 79% mastery in all student groups on the STAAR 2013-2014 assessment, we have identified certain academic areas to provide assistance. We have developed specific System Safeguards for these identified areas and will use the safeguards to provide additional support this year.
The student groups and testing area subjects affected by this are: Reading – SPED, English Language Learners
Math – SPED, English Language Learners, Hispanic, Ec. Disadvantaged, African American
Bellaire Elementary School
Bellaire Elementary celebrates our diversity of culture and language each day. 91% of students are provided free or reduced lunch and 54% are English Language Learners. We are proud of our students' accomplishments during the 2013-2014 school year, although we have identified several areas of improvement that are needed. Bellaire Elementary received four of six state distinctions during the 2013-2014 school year for STAAR performance. During the 2014-2015 school year, the primary focus at Bellaire will be reading, as student performance in K-2 Reading 3D and 4-6 STAAR did not meet campus goals. Our focus in grades K-2 will be an emphasis on the Guided Reading Structure, with targeted instruction based on students’ DIBELS and TRC performance. Grades 3-6 will focus on engaging students in text, and emphasizing comprehension.
Over 94% of Bellaire Elementary parents say that their child is safe at school. We will foster that feeling with a focus on safety, but also a purposeful direction on engaging our students, staff, and parents through the environment on campus. We are working to aesthetically engage the stakeholders through the physical environment on campus, and designing a campus-wide discipline and citizenship approach. We revised our mission, vision, and belief statements to better align our own practices to the district plans. The staff at Bellaire is committed to providing educational excellence while also focusing on the whole child. In doing so, we are also committed to engaging our staff members specifically to provide professional learning opportunities to build their instructional capacity. We revised our mission, vision, and belief statements to better align our own practices to the district plans.
Donna Park Elementary School
The Donna Park Elementary Staff developed a NEEDS assessment for the 2014-2015 school year showing our focus for this year will be to:
Increase student engagement in the classrooms by using Tate/Allen/Kagan strategies.
Offer intervention for students K-6 in reading, math, writing and science.
Reinforce strategies for CHAMPS school-wide behavior plan for students with persistent misbehaviors.
90% or more of our students will meet Level II passing standard and 25% or more will meet Level III passing standard on the STAAR assessments for reading, writing, science and math.
For K-2, the Reading 3D testing will show 85% of the students will meet or exceed grade level expectations on TRC and 90% of the students will meet or exceed grade level expectation on DIBELS.
90% or more of the students in PK will master the PK end of year assessment.
Harrison Lane Elementary School
The Harrison Lane Elementary Campus Improvement Plan for 2014-2015 supports our vision of being a school of instructional excellence where all students reach their highest learning potential. The plan is centered on District Goal 1, Student Achievement. We have strategies and processes in place to increase the number of students reading at or above grade level by third grade, as well as reaching Levels II and III on STAAR reading, writing, math, and science and making expected progress in math and reading. In addition, our students who are Limited English Proficient or African American are being monitored closely to ensure they make expected progress as those two student groups did not make the progress our other students made last year.
Our academic focus for this school year is mathematics. We will implement four strategies to increase our proficiency in using a systems approach to continuous improvement, including developing a tool to measure implementation of district curriculum and creating and documenting a system for monitoring staff individual job performance goals.
In our efforts to focus on the whole child, we are refining our Response to Intervention processes for behavior by incorporating more of the CHAMPS program in all classrooms and working to increase overall student aerobic fitness. Finally, we are implementing strategies to increase the number of active volunteers on our campus, knowing that parent and community support is vital to our students’ success.
Hurst Hills Elementary School
Based on the State Accountability System, Hurst Hills met all four of our target areas, Student Achievement, Student Progress, Closing Performance Gaps, and Postsecondary Readiness, for a rating of Met Standard. Hurst Hills received 3 Gold Star Distinctions in the areas of Academic Achievement in Reading/ELA, Academic Achievement in Science, and Top 25% Closing Performance Gaps. Additionally, Hurst Hills met 100% of the 33 indicators set by the Federal Government as System Safeguards for all schools in the nation.
This year, Hurst Hills plans to provide additional training in formative assessments, increase the use of Personal Learning Systems, and utilize the structure and components of the HEB Teaching and Learning System in order to increase student achievement in all areas, with a focus on student growth, Final Phase-In, and Level 3 performance.
Hurst Hills will promote a positive and supportive culture through continued implementation of CHAMPS strategies and other programs to promote respect amongst our diverse population. The campus will build teacher buy-in by providing opportunities for employees to participate in campus-wide leadership, and incorporate Professional Learning Communities focused on application of new learning from Professional Development opportunities and campus initiatives in order to implement curriculum with instructional best practices.
Lakewood Elementary School
Based on the 2013-2014 campus needs assessment, Lakewood staff and the Campus Level Improvement Committee developed areas for improvement for our 2014-2015 Campus Improvement Plan. While maintaining or exceeding high expectations in the areas of overall STAAR reading, math and science, there is specific focus to improve scores for students receiving special education services in order to meet the passing expectation set forth by federal guidelines in the areas of STAAR math and reading. There has been an identified need to increase STAAR writing scores by 5 or more percentage points and an identified need to increase kindergarten and second grade TRC scores on the reading 3D assessment. We are also focused on increasing Level III performance for all students in all areas of STAAR testing. To support the remaining district goals, Lakewood will provide teachers with opportunities to increase their knowledge of working with students receiving special education services and/or students who are in poverty situations. We want to maintain and even slightly increase our overall attendance for both staff and students as well as increase parental participation in our end of the year survey to better address the needs of our families.
Meadow Creek Elementary School
Meadow Creek’s mission is to promote learning by challenging all to reach their potential in a safe, nurturing environment by communicating, collaborating and congratulating. The focus of this year’s plan is to improve the academic progress of every student. The student growth measure and the impact it has on the accountability rating and the Distinction Designations are of high importance.
Meadow Creek has set high expectations for students to achieve at the highest levels of academic success. Our goals are set toward mastery at the highest level as well as looking toward the Final Phase In mastery levels. Strategies in our plan include a deeper look at data and how to adjust instruction based on the information, a focus on implementation with fidelity strategies such as Math Talks, strong guided reading lessons and a system to increase vocabulary. In addition, a school-wide focus on CHAMPS and engagement strategies is being utilized and looking for ways to go to the next level of incorporating a deeper level of a systematic approach into all classrooms. Our goal is for Meadow Creek to be recognized as a high performing campus by receiving multiple Designation Distinctions from the Texas Education Agency. Using the theme of “We Are going Places,” Meadow Creek is focusing on each child and helping everyone make significant academic gains.
Midway Park Elementary School
Midway Park Elementary will foster excellence by providing quality instruction, a safe environment, and a caring community so that all students can be empowered today to excel tomorrow. We will be striving to increase the overall campus performance levels in reading by 6%, math by 5%, writing by 12%, and science by 6%, and the subgroups of LEP, ED, and SpEd by incremental gains. In addition, we will meet or exceed the performance objective levels set for kindergarten, first, and second grades according to the results of the DIBELS and TRC assessments. As administrators, we will work to motivate the staff to improve their job performance, provide effective campus communication, and lead staff development teaching research based instructional practices in lesson design and evaluating data, as well as working with special education students. CHAMPS will continue to be implemented to support a strong discipline management system, as well as Rachel’s Challenge, to encourage and teach students to make positive decisions in unstructured situations. During the 2014-2015 school year Midway Park will reach out to our stakeholders to build a support system that engages our families in the learning that occurs during the school day and promoting our “Parrot Pride” to the community.
North Euless Elementary School
North Euless Elementary maintained the accountability rating of “Met Standards” and received distinction designations in the following areas: Top 25% Student Progress, Top 25% Closing Performance Gaps, Academic Achievement in Reading/ELA, Academic Achievement in Science, and Postsecondary Readiness. At North Euless Elementary you can find students actively engaged in lessons either inside our classrooms or in our North Euless Outdoor Learning Area, better known as NEOLA. Classroom mission statements and strategic goals define the targets for each child to focus on their individual goal for success. The specific academic goals at NEE include: 85% or more of our students in grades 3-6 will achieve Level II Satisfactory Performance on Math, Reading, Science and Writing STAAR assessment. There is a focus for all students to set goals for Level III achievement for all areas tested. In addition, 90% or more of the students in Kindergarten, first and second grades will meet or achieve their goals for the Reading 3D end of the year assessment. We strive to work collaboratively with all stakeholders to create a positive learning environment conducive to academic achievement for all students in order to, “Grow Lifelong Learners Through Educational Excellence.”
Oakwood Terrace Elementary School
While Oakwood Terrace remains a priority campus, we are proud to announce overall gains in many areas, including Reading 3D (most of which was above district average) and STAAR results (double digit increases in Grade 3 math, Grade 4 reading, writing and math, and Grade 5 math and science). The area needing most improvement is reading for the 2014-2015 school year in grades 3-6. The Systems Safeguard federal report indicates that All, ED, AA and ELL are students groups that should be addressed in reading improvement. The Reading Learning Committee has outlined several strategies to improve in this area. Some of the strategies include, but not limited to, 1) Carolyn Wright to meet and plan with 6th grade reading teacher, 2) all 3-6 grade students levelled by Fountas and Pinnell/EDEL to better group students for more targeted intervention, 3) using Bloom's question stems during SAFARI instruction, 4) implement usage of LLI kit for grades 3 and 4 at-risk readers, 5) ESL teacher will target identified beginners and intermediates specifically in 3rd and 6th grades during ELA using REACH materials, 6) IS will conduct PD chunks.
The faculty has analyzed all data, using Ervin Knezek's learning model, to focus on specific student expectations. The faculty will also read and implement learning from Jensen's Engaging Students with Poverty in Mind and Rita Pierson's research by correlating strategies with the HEB Learning System. While reading is the major focus for the year, we are committed to maintaining focus and rigor in all other academic areas.
River Trails Elementary School
River Trails will be addressing goals not met in Reading 3D (DIBELS and TRC) and STAAR (grades 3-6) through continuous improvement during the 2014-2015 school year. Our focus in grades K-2 will be on increasing the number of students meeting passing standards in both DIBELS and TRC on Reading 3D with an emphasis on increasing the percentage of students reading on level through STRIPE, Istation, and tutoring intervention. Our goal is to bring Kindergarten and 2nd grade out of a priority subject position in TRC this year. In grades 3-6 we will be focusing on maintaining all six distinctions on the Accountability Ratings by increasing the number of students meeting Level II and Level III in math, reading, writing, and science. We will continue to focus on the growth progress of students in the Hispanic, African American, and Economically Disadvantaged subgroups in both Math and Reading through Intervention, FASTT Math, Think Through Math, and Istation. River Trails’ teachers will use the best practices our district has adopted through the HEB
Teaching and Learning System as well as the online curriculum with fidelity to allow all students the opportunity to achieve success at the highest level.
Shady Brook Elementary School
Prior to the start of the 2014-2015 school year, the Shady Brook Campus Improvement Plan was developed by campus staff and stakeholders using ERI data, STAAR assessment information, and survey data in order to make a plan for improvement. Through our DEEP analysis, we have identified two areas on which we shall focus:
The delivery of targeted classroom instruction and effective intervention in reading, math, science, and writing in order to increase the number of students meeting Level II and/or Level III performance on state assessments
To increase the number of students meeting goals on ERI.
Targeted training sessions will be provided for staff to address high yield instructional strategies. Timely communication will also be a focus on the campus and will be re-evaluated throughout the 2014-2015 school year. In addition, we will continue to utilize CHAMPS strategies throughout the building to decrease the amount of time lost for instruction. Discipline data will be specifically shared with all staff. Finally, a focus will be placed on working to involve more community adopters with Shady Brook Elementary.
Shady Oaks Elementary School
Shady Oaks met standards for the 2013-2014 school year and is proud of the fact that we received academic distinctions in six out of six categories: Reading/Language Arts, Mathematics, Science, Top 25 Percent Student Progress, Top 25 Percent Closing Performance Gaps, and Postsecondary Readiness. We will continue our focus on student engagement this year as we implement strategies learned from previous workshops led by Marcia Tate and Rich Allen and from our current book study Engaging Students with Poverty in Mind by Eric Jensen. We will offer families opportunities to be involved in their student’s education by offering parenting workshops and grade level family nights focusing on the areas of Reading and Mathematics. We will continue to foster good character in our students by utilizing the CHAMPS approach to positive behavior support. Our mission at Shady Oaks is to develop high achieving, intrinsically motivated, life-long learners through excellent teaching in a safe, nurturing, and supportive environment.
South Euless Elementary School
South Euless Elementary serves an average of 620 students and their families. As a school-wide Title I campus, we offer several innovative programs that meet the unique and diverse needs of our students in grades pre-kindergarten through sixth grade. In addition to our classroom teachers, our staff includes specialists in these areas: English as a Second Language, Instructional Resource, Speech Therapy, Reading, Writing, Science, Math, Advanced Academics, Music, Suzuki Strings, Art, Physical Education, Library Services, and Counseling. Collaboration and teamwork enable the entire staff to efficiently and effectively serve the South Euless Elementary community.
Over the last three academic years, South Euless Elementary students in 3rd through 6th grade have performed in the top 15% of the state on the State of Texas Assessments of Academic Readiness (STAAR). To address priorities for the 2014-2015 academic year, the South Euless faculty and staff will implement a data-driven campus professional development plan that emphasizes teamwork, team and vertical collaboration, and alignment in Language Arts and Mathematics instruction in a directed effort to decrease instructional gaps. Points of emphasis are writing instruction and Level III performance on the Reading STAAR for 4th and 5th grades. As STAAR remains in Phase I for another year, South Euless Elementary expects 90% or more of all 3rd-6th grade students will meet or exceed the Level II: Satisfactory Academic Performance standard on STAAR Reading, Math, and Science. We expect 80% or more of our students to meet or exceed the Level II: Satisfactory Academic Performance standard on STAAR Writing. Additionally, on the End-Of-Year Reading 3D assessment, K-2nd grade students will meet or exceed: K DIBELS & TRC 90%, 1st grade DIBELS & TRC 90%, and 2nd grade DIBELS & TRC 90%.
Spring Garden Elementary School
Based on the Comprehensive Needs Assessment 2013-2014 conducted by the Spring Garden faculty and staff, a 2014-2015 Campus Improvement Plan (CIP) was developed. The Campus Improvement Plan reflects awareness that Spring Garden Elementary is a Title I school with changing demographics due to high and increasing mobility rates and an increasing at-risk population. Our emphasis for student achievement in K-2 will be on increasing the number of students meeting performance standards for Reading 3D in both DIBELS and TRC with particular emphasis areas in Kindergarten TRC and Second Grade DIBELS. In grades 3-6, the focus will be to increase performance in Level III Advanced Performance and Level II Phase-In I Performance Standard in all subjects with particular emphasis given to Fourth Grade Mathematics and all subject areas in Fifth Grade. System safeguard strategies are in place in the CIP to address these focus areas as well as to ensure attention is given to priority groups including African-American, Economically Disadvantaged, and a large group of diverse Special Education students.
As part of an online Professional Learning Community, teachers, staff, and administration will build consensus and collaboration while participating in a book study with the research-based book, Engaging Students with Poverty in Mind by Eric Jensen to provide
engagement strategies focused on keeping students with low socioeconomic backgrounds and all students actively engaged in learning. During “prescription” action plan meetings, in grade levels, with special areas, and in vertical teams, teachers will collaborate and analyze data to make data-driven decisions regarding student achievement in all groups. Strategies in the CIP are meant to give specific attention to focus areas, student progress, and closing gaps. Other district goal areas addressed in the Campus Improvement Plan reflect a unified approach in utilizing CHAMPS, increasing opportunities for family engagement in school and evening activities, increasing the number of Quality Learning Classrooms, participation in District’s pilot RtI program, and to continuously improve in the HEB Learning System and District examples of best practice high-yield strategies and model of Continuous Improvement.
Stonegate Elementary School
Stonegate will focus on building relationships and promoting a positive campus culture by implementing CHAMPS school-wide and by offering student enrichment clubs as well as parent engagement opportunities to support student learning. Classroom teachers will participate in Content Area Professional Learning Communities, work collaboratively to provide data driven K-6 intervention through the use of heat mapping, looking at curriculum hot spots, and on-going data analysis. We will also utilize engagement strategies to meet the diverse learning needs of our students. Excellence in student achievement will be reached by focusing on rigorous, relevant, highly engaging, and challenging instruction, in all content areas, with the goal of exemplary for all students.
Viridian Elementary School
Viridian‘s Reading K-2 goal is that 90% of students achieve the Reading 3D EOY standard and EOY TRC standard. The STAAR reading goal is that all students in grades 3-6 will meet or exceed the district passing average for each grade level with Level II mastery. The writing goal for Viridian Elementary is that there will be a 5% increase in the number of students meeting level 2 standard based on the performance of last year’s students who were in HEB schools who now attend Viridian Elementary.
The math goal for Viridian Elementary is that 90% of all students in grades 3-6 will achieve a level 2 on Math STAAR and 40% of students in grades 3-6 will achieve level 3 on STAAR. The STAAR science goal for Viridian Elementary is that 90% of all students in grade 5 achieve a level 2. Viridian Elementary has as its goal that 50% of families will participate in campus based activities to promote multi-cultural awareness and foster relationships between home and school. Viridian Elementary would also like to see that 90% of parents indicate satisfaction with the school in the district parent survey.
West Hurst Elementary School
The West Hurst Elementary Campus Improvement Plan was developed using the Continuous Improvement Model for success. The Campus Improvement Plan is our guide to implementing and creating the full academic potential of all students.
Student Achievement: Overall WHE made improvements in STAAR scores in all content areas for grades third through sixth. Reading 3D scores in first grade were consistent with the district; however, there was a decrease in DIBELS for kindergarten and TRC for second grade. Using the Deep Analysis in the following areas will be addressed due to weaknesses or remediation needs: increase use of the Personal PDSA system; Math: sub group of African American; multi-step problem solving issues; percentage of Level III; probability and statistics across all grade levels; problem solving for all grade levels and automaticity of facts; Writing: STAAR categories of editing for mechanics and spelling, complete subjects and predicates; 58% of African American scored Level II and 57% of Special Education scored Level II; Science: African American scored low due to vocabulary; special education students scored low; matter and energy at 76%; Reading: 3rd-6th Main Idea and details, context clues, poetry; kindergarten struggled with predictable text to unpredictable text, blending and decoding; 1st grade struggled with fluency and retelling, and 2nd grade struggled with comprehension and retelling. School Culture and Climate: The overall culture and climate at West Hurst is positive and creates learning success for students. The surveys used were parent, community, students and staff. Each of the surveys conveyed the same satisfaction for each category. Weaknesses include: 30 out of 92 disciplinary offenses were Level II-Persistent Level I Violations, 36 out of 92 offenses were Level II Disorderly/Disruptive, and students do not understand the connection between behavior and character traits, inconsistent use of CHAMPS and focus on a positive climate classroom. The Fitness Gram showed only 57% of the students passed the upper body component. The parent survey showed a need for the following events at WHE "How to Interpret and Understand Assessments and My Child's Academic Performance Workshop", "Tips and Tools for Helping Your Child with Reading/Math/STAAR", "Make and Take Workshops for Materials to Use at Home" and "Parenting Partners".
School Context and Organization Summary: West Hurst Elementary has met the campus and district goal of 25% Demonstration Classrooms. The use of collaborative groups; i.e., vertical teams, grade level teams and school climate teams has moved the campus forward in identifying strengths and weaknesses in order to set goals for enhancing success.
Wilshire Staff has reviewed all data from our 2013-2014 school year and worked together with parents, students and community members to formulate a plan to overall focus on continuing and improving in all 5 goal areas. Each of our goals summarized here are correlated with the HEB District goals.
Goal 1-Student Achievement: Wilshire is working toward meeting District Performance Objectives in both K-2 Literacy and Grades 3-6 STAAR performance. We want to maintain our high performance in Kindergarten literacy and STAAR mathematics in grades 3, 5, and 6. Additionally, we want to increase our performance in developing reading comprehension with an improvement on Reading 3D TRC in both first and second grades and on third grade STAAR Reading. We have had a stagnant performance on Science STAAR for fifth grade over the past two years; therefore, we set a goal to increase our satisfactory rate by 5%. We recognize the need to continue to close our achievement gaps, and will work to meet Federal System Safeguards in both reading and mathematics for our African American students, mathematics for our Economically Disadvantaged students, and reading for our Current and Monitored ELL students.
Goal 2-Efficient and Effective Operations for all Components: Wilshire is committed to providing consistent and repeatable processes for communication. We will set specific procedures for ongoing communication, including weekly newsletters, common area calendars, and meeting agendas tied to campus goals. Additionally, Wilshire maintains its commitment to quality learning and Continuous Improvement, and will work to increase the number of Quality Learning Demonstration Classrooms by 20% in the coming school year.
Goal 3-Quality Teaching, Administrative, and Support Staff: We will implement a mentoring program for our new staff members and increase ongoing communication between administration and staff.
Goal 4-Safe, Healthy and Nurturing Schools: Our goals include specific targets for staff satisfaction as measured by the district Staff Satisfaction Survey, particularly in the areas of communication, effective discipline, and recognition for contributions.
Goal 5-Enduring Relationships: Wilshire values positive connections with our stakeholders and recognizes the vital importance of effective family engagement to student success. Wilshire is committed to increasing community involvement through offering at least two additional family programs in coordination with Wilshire PTA. We will also work to build effective family engagement in student achievement through the facilitation of parent/teacher collaboration teams.
SECONDARY CAMPUS IMPROVEMENT PLAN SUMMARIES
Bedford Junior High School
The Bedford Junior High Campus Improvement Plan will focus on the following areas:
Student Achievement
o The BJH staff will increase student success on all state assessments, measured by students scoring a minimum passing score of Level II. Goals were set at Final Phase-In Standard (Target = 90 % by 2019)
o The BJH staff will increase student success on state assessments at the College Readiness level. o Level III Goals were set at Final Phase-In Standard
o Special Education-100% of the Special Education students will demonstrate growth in all subjects as measured by their IEP’s.
o Student Attendance-Bedford Junior High student attendance will meet or exceed 97%
Quality Teaching, Administrative and Support Staff
o Continuous Improvement-100% of BJH classrooms will meet CI criteria and rubric expectations set by the HEB School District. Three additional teachers will qualify for Demonstration Classroom during the 2014-2015 school year.
Safe, Healthy & Nurturing Schools
o 40 Developmental Assets-The BJH staff will work with students in utilizing the 40 Developmental Assets to support great decision making processes. This process and practice will support the campuses anti-bullying practices. o Fitness & Health-80% of BJH Physical Education students will pass the state mandated fitness gram test.
Central Junior High School
The Central Junior High Campus Improvement Plan will focus on the following areas:
The focus of the core content areas will continue to be on raising the rigor of instruction.
The writing process will be a focus for all grade levels.
The entire campus will continue the ICU philosophy to help students be responsible for completing assignments.
Student attendance will be monitored by administration and personal conferences will be held with students and parents concerning excessive absences.
Data folders will be used in every classroom to monitor student progress.
Referrals to ISS will continue to be tracked on a weekly basis and an intervention plan will be implemented for those students sent to ISS more than three times.
The CHAMPS discipline philosophy will be implemented on the campus.
System Safeguards for Writing:
o English co-teachers will be given planning time each six weeks to prepare for the upcoming six weeks. Melissa Mitchell will be invited to facilitate these meetings.
o 7th Grade special education students will be tracked closely and will be placed in a STAAR class according to passage rate on benchmark assessments.
o Special education teachers will monitor students to assure their IEP goals are being met in the Inclusion or Resource Classroom. A "Co-teacher" will be utilized in one inclusion classroom per grade level.
Euless Junior High School
The Euless Junior High Campus Improvement Plan will focus on the following areas:
Increase the level of students toward the final phase in standard for Level II and Level III in all the STAAR/EOC in all tested subject.
Enhance the productivity of Grade Level Goal Teams in planning for quality instructional strategies, analyzing data in order to make instructional decisions/adjustments, coordinating common assessments and planning effective use of student managed data.
Offer specialized targeted instruction and/or additional classroom instruction for low performing students as identified by CBA/DBA/Classroom data.
Increase rigor and relevance by consistently using EJH Best Practices in planning and implementing all assignments and assessments.
Establish a higher level learning environment increasing rigor and relevance in classrooms consistently providing high-yield instructional strategies, brain based learning and modeling problem solving strategies.
Effectively use sheltered instructional strategies for all ELL learners concentrating to meet the system safeguards in 7th and 9th grade writing.
Use Continuous Improvement strategies to motivate and engage students.
Classrooms establishing, posting and maintaining the tools of CI.
Using data folders to contain student’s personal learning goals, collection of data and plan for improvement.
Five additional teachers meeting Demonstration Classroom criteria.
Students setting and monitoring goals. Teachers will promote healthy competitions, recognize student achievement/progress, and class achievement/progress.
Decrease the number of Advance Placement PAP student transfers to other HEB campuses.
Planning a “Stallion Strong” Team event for PAP students at the EJH campus prior to the transfer window to celebrate, encourage and acclimate incoming 7th graders.
Sending a letter to incoming 7th graders and their parents to welcome, encourage and engage them at Euless Junior High.
Planning May field trips for students in PAP classes in 7th, 8th and 9th grades to become a part of the school culture creating anticipation in PAP students to motivate them to stay the course in PAP classes.
Harwood Junior High School
The vision of Harwood Junior High School is to Empower to Excel. The mission of Harwood Junior High School is to partner with parents and the community to create a positive, safe learning environment where all students are empowered to excel. The goals of Harwood Junior High School are as follows:
Based upon the 2013-2014 Phase-In standards, overall STAAR/EOC scores will increase by 10%. o 1.1 Achieve Highest Academic Rating for District
o 1.3 Meet Federal Accountability o 1.4 College Ready Graduates o 1.5 Career Ready Graduate o 1.7 Increase Completion Rate
Increase core content area scores by including cross curricular activities and support with a minimum of 1 activity per month per elective class.
o 1.1 Achieve Highest Academic Rating for District o 1.7 Increase Completion Rate
o 3.2 Increase Employee Engagement and Satisfaction o 4.2 Focus on the Whole Child
100% of core content area teachers will formalize the process for formative and summative assessments by using a variety of common assessments, common vocabulary, and brain based strategies to increase student performance.
o 1.1 Achieve Highest Academic Rating for the District
o 2.1 Continuous Improvement Approach to Performance Excellence o 2.2 Efficient Use of District Resources
o 3.1 Build Cultural Proficiencies to Create and Inclusive Work Environment
Using initial baseline data faculty and staff will increase participation in extracurricular activities by 10% through attending at least one extracurricular activity.
o 1.6 Increase student attendance o 2.2 Efficient use of District Resources o 4.1 Focus on the Whole Child o 5.2 Increase Stakeholder Engagement o 5.3 Increase Customer Service Satisfaction
Hurst Junior High School
The Hurst Junior High Campus Improvement Plan will focus on the following areas:
Math Achievement-By May, 2015, 56% of the 7th graders, 47% of the 8th graders, and 59% of the 9th graders will achieve Level II or better (Final Phase) on the STAAR exam.
o Math labs during advisory o Math lessons during advisory o Technology in the math classrooms o Targeted tutorials for students
Reading Achievement-By May, 2015, 62% of the 7th graders, 56% of the 8th graders, and 69% of the 9th graders will achieve Level II or better (Final Phase) on the STAAR exam.
o All-school book read project o iStation for targeted students o Reading advisory lessons
Writing Achievement-By May, 2015, 49% of the 7th graders and 69% of the 9th graders will achieve Level II or better (Final Phase) on the STAAR exam.
o Super Saturday Writing Workshops o Writing advisory lessons
Science Achievement-By May, 2015, 64% of the 8th graders and 76% of the 9th graders will achieve Level II or better (FP) on the STAAR exam.
o Science advisory lessons o Interactive technology lessons
o Constructed response lessons each six weeks o Targeted tutorials
Social Studies Achievement-By May, 2015, 50% of the 8th graders will achieve Level II or better (FP) on the STAAR exam. o Social Studies advisory lessons
o Targeted tutorial rounds o S3strategies once a week
Continuous Improvement-By May 2015, 100% of HJH classrooms will demonstrate evidence of effective CI use. o Walk-throughs
o Focused professional development
Outside Participation-By January 31, 2015, HJH will increase intramural soccer participation to 40 students. o Recruiting strategies
o Identify community resources
L.D. Bell High School
Once again, the 2014-2015 BHS CIP will look somewhat like the past versions. This is by design. Though the format is different, the goals for the past years have been such that they are long-term, thus the efforts to attain them are long-term as well. There are, however, immediate actions and plans regarding the EOC in English II, addressing the needs of EOC “failers”, and the addressing of special populations (ELL, Special Ed. and ED).
The areas of emphasis for our improvement plan are: preparing students for the EOC exams (English II and US History), addressing the needs of the students who have failed the EOC (a number that grows through accumulation), maintaining a high achievement
and participation rate in advanced academics, college readiness, and a campus-wide commitment to systematic processes focused on organizational improvement.
The BHS faculty and staff have embraced a systematic approach to improvement, and we are intentional in our efforts to expand the process to all areas of the teaching and learning system. Teachers are encouraged to consistently communicate expectations and progress indicators to all students, and they are expanding these efforts beyond the four walls of the classroom through exercises such as class-to-class data comparisons. A few highlights of our plan:
Focused scheduling, by hand, for students in need of additional accelerated instruction. These students have failed an EOC exam, and their instruction will integrate review and re-teach foci with an emphasis on test success.
Special Education classes relating to English II EOC continue to evolve in an effort to address the on-level curriculum and the delivery of that curriculum with fidelity. Lack of guidance regarding final assessment standards are a hindrance.
Communication, including data folders, postings and consistent teacher-student interaction, are clear expectations. Data folders continue to be non-negotiable. Comparison of data between classes, teachers and students will continue to be analyzed to best assess progress.
Advanced Academic recruitment continues.
AP teachers will continue to refine the APQT process, and they will form PLCs (modeled after the IB teachers). The on-going debate regarding “numbers of testers versus performance” will continue. (Same as 2013 – 14)
Advanced Academic teachers who are not meeting district-defined standards trends will be identified and supported.
SAT and ACT prep-classes will be added to the schedule.
Student safety is a top priority, and all will complete district-prescribed training to ensure preparedness.
Aligned acts of change are the standard expectation, and these acts should address efforts to increase student achievement. Student achievement at all levels, and in all arenas, is the focus of this plan. Each year should not be a complete re-write of the plan from the previous year. The goals and plans should be strategic in nature, as they align with the district’s strategic plan. We will continue to monitor and adjust, always with an eye towards student success.
Trinity High School
The Trinity High School Campus Improvement Committee has submitted a campus improvement plan for 2014-2015. This plan was created based on the creation and study of our comprehensive needs assessment. The plan contains goals and strategies related to each of the five district goals and are summarized below.
Student Achievement
o Increase student achievement on EOC English I and II by 10% for English Language Learners and for Pacific Islanders.
o Increase the Algebra 1 EOC passing rate by 10%. o Increase the Biology EOC passing rate by 10%
o Increase the number of students scoring a 3 or higher on each AP test to at least the national average. o Increase the number of students scoring a 4 or higher on each IB exam to at least the world average. o Increase the performance on the SAT and ACT exams.
Effective and Efficient Operations for All Components
o Develop communication strategies to share relevant information in order to achieve a 95% satisfaction rating on the HEB Student Survey regarding communications.
o Provide a variety of technology training for staff.
Quality Teaching, Administrative, and Support Staff
o Increase staff satisfaction with professional recognition by 5%. o Increase the effective use of technology in classrooms by 5%.
Safe, Healthy, and Nurturing Schools
o Increase the reported respect among students, teachers, and cultures to an average of 80% on the HEB surveys. o Increase parent satisfaction for addressing their student’s learning style by 10% on the HEB Parent survey.
Enduring Relationships
o 80% of students will take advantage of the involvement opportunities afforded at THS.
o Each student survey item that addresses student-teacher interactions will increase 5% by raising awareness that teachers are available and concerned about the well-being of each student.
KEYS Learning Center
The mission of the KEYS Learning Center is to provide our students with opportunities for accelerated learning, strength of character, effective 21st Century problem solving and communication skills as they achieve a high school diploma. (KEYS is rated on the Alternative Education Accountability system-AEA).
GOAL #I: Student Achievement (District Goal #1)
o Mathematics: The percentage of all Algebra I students who pass the 2014-2015 EOCs will be 62% or greater on Level II and 3% on Level III. Our strategy processes include: Administer a pre-test (released assessment) to incoming students to get a baseline of knowledge and skills. 95% of our students have completed the course and failed. Many have also failed the EOC in Algebra I. Each student will monitor their progress using Benchmark assessments.
o U.S. History: The percentage of U.S. History students who meet the standard on the 2014-2015 in EOC is 85% for Level II and 10% for Level III. Our strategy processes include: Utilize EOC review questions as daily activities. These will reinforce social studies specific vocabulary skills and EOC test taking strategies. Each student will monitor their EDL status through benchmark tests to set goals for improvement. Each student shall be issued an Individual EOC plan.
o English Language Arts: The percent of 9th grade students who meet standards on the 2014-2015 EOC ELA I will be 60% Level 2 and 2% for Level 3. The percentage of 10th grade students who meet standard on the 2014-2015 EOC ELA II will be 78% for Level II and 2% for Level 3. Our strategy processes include: track student performance on benchmarks and provide intervention strategies for those scoring less than 60%. Focus on ELL students who are in English I, II or needing to take EOC ELA I, II. This is a Priority Curriculum Area.
o Science: The percentage of EOC Biology testers meeting level II will be 75% and Level III will be 5%. Our strategy processes include: students will track, compare and analyze individual performance on benchmarks including benchmarks and Continuous Improvement strategies. Teacher will have warm-up activities, demonstrations and laboratory experiments for 40% of class time.
GOAL #2: Efficient and Effective Operations for All Components (District Goal #2)
o Attendance rate: The campus will achieve a student attendance rate of at least 88% for 2014-2015 for the year. Our strategy processes include: forming an Attendance Committee which will meet every six weeks to refer attendance concerns to the KIT committee and to recognize students each 6 weeks for perfect attendance by providing gas cards donated by community supporters.
GOAL #3: Safe, Healthy and Nurturing Schools (District Goal #4)
o Response to Intervention (RtI): The KEYS Learning Center will provide and maintain safe, healthy and nurturing environments conducive to learning, which will enable students to think critically and act responsibility. Our strategy processes include: Forming a KIT committee (KEYS Intervention Team) to provide interventions to students on verge of dropping out of school and who exhibit severe emotional, academic and personal crises; and providing more teacher/student social activities through advisory time as noted on the 2013-2014 Student Survey.
GOAL #4: Enduring Relationships (District goal #5)
o Continue Communities in School partnership (CIS).
o Host a career fair in February 2015 for all KEYS students with at least 10 guest members from the community.
Gene A. Buinger Career & Technical Education Academy
The Gene A. Buinger Career & Technical Education Academy will provide students opportunities to explore and develop personal and professional goals in order to achieve college & career readiness. Campus goals include:
100% of Career & Technical Education PBMAS Performance Indicators will receive a rating of '0', '1', 'N/A', 'No Data', or 'Report Only'.
At least 90% success rate on certification and licensing exams taken by CTE students.
The Buinger CTE Academy will utilize the CI campus rubric to establish baseline data during the 2014-2015 school year.
25% or more of the classrooms at the Buinger CTE Academy will earn the distinction of Demonstration Classroom.
100% of the Buinger CTE Academy Staff will utilize applicable Professional Development Frameworks to improve performance.
95% or more of parents feel their children are safe while attending the Buinger CTE Academy.
80% or more of students that attend the Buinger CTE Academy will participate in clubs, organizations or activities.
100% of Career & Technical Education program areas will contact each advisory committee member to encourage increased participation on the CTE Program Evaluation Survey.
