2016-2017 campus improvement plan howard jr. high ...€¦ · waxahachie independent school...

Waxahachie Independent School District

Howard Jr. High

2016-2017 Campus Improvement PlanAccountability Rating: Met Standard

Board Approval Date: October 11, 2016Public Presentation Date: October 11, 2016

Howard Jr. HighGenerated by Plan4Learning.com 1 of 51 Campus #070912-043

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Mission StatementWISD strives to continue our tradition of “excellence in education,” the mission of the Waxahachie Independent School District is to develop through a

cooperative effort with the home and community, well-educated responsible citizens who can excel in a complex world.

Howard Junior High will develop responsible, well-educated students who are capable of achieving their highest potential in a changing world.

VisionWaxahachie ISD and Howard Junior High will support and empower our community of learners for success in the 21st century.


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Comprehensive Needs Assessment

Demographics

Demographics Summary

Howard Junior High is fortunate to have a varied student population that offers many groups in which students can belong. Howard is one of 13 campuses inWaxahachie Independent School District. Howard opened its doors in 2008 and serves student in grades 6-8. The student population totals 857 students. Themake-up of the student body is approximately 15.5% African American, 29.3% Hispanic, 2.8% Two or more races, and 49.5% White. The average dailyattendance rate is 96.8%. There are 41.5% students identified as At-Risk with 37.1% identified as economically disadvantaged. Howard Jr. High has 1.8%students identified as Limited English Proficient and 6% in the Gifted and Talented program. There are 76 staff members at Howard Jr. High supportingstudent learning on a daily basis with and average of 10.4 years of professional teaching experience. The campus desires to increase it's involvement in thecommunity and with all families in the 2016-2017 school year.

Demographics Strengths

Low teacher to student ratios in most content area classes at 22:1 or below, and below 12:1 in intervention classes Annual Student Dropout Rate is below state and district average. Number of students participating in Gifted and Talented Classes is at 4.7% which is above the district percent of 4.5%.Reading and math enrichment/lab teachers increased with Title I funding to better support the needs of at-risk students. Gains were made on6th/8th grade Math STAAR 2016 and 8th grade Reading STAAR 20016 scores due to this increased support.Special education classes continue to strengthen in all areas.

Demographics Needs

Representation of staff members should reflect make-up of student population.African American students are performing below other student groups in all tested areas.Hispanic students are not making progress in social studies and science with needs for increased academic vocabulary in these areas.Campus staff needs training to better meet the needs of all ethnicity types in order to provide core instruction that encompasses needs of all learners. Autism training is needed for all staff members to better serve students with special needs. More Inclusion Model training needs to be put in place for all staff to better understand and deliver the curriculum to our special education students.


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8th grade students need more support in selecting advanced high school level coursework to increase students graduating with advanced credits at thehigh school level in Waxahachie ISD.


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Student Achievement

Student Achievement Summary

Howard Jr. High will provide challenging, active, and engaged learning in the classroom for student success. In the 2014-2015 school, Howard Junior Highsaw gains in many academic areas through the use of varied interventions and the determination put forth by students and teachers to improve.

Data provided in this section are based on 2014-2015 STAAR achievement data, in addition to historical findings over 2011-2015 school years.

Student Achievement Strengths

Grade Level STAAR Math:6th Grade 78% with 19% Advanced High achievement.8th Grade 80% with 13% Advanced High achievement.Algebra I EOC 100% with 86% Advanced High achievement.

6th Grade Advanced level III scores increased between 2013-2014 and 2014-2015.7th Grade Advanced level III Writing scores increased between 2013-2014 and 2014-2015.Special education students made gains in STAAR achievement in the following areas:

6th grade Mathematics scores = 15% increase at 33% reaching Level II Satisfactory7th grade Mathematics scores = 10% increase with 35% of students meeting Level II Satisfactory.7th grade Writing scores = 8% increase with 33% of students meeting Level II Satisfactory.

Between 7th and 8th grade, Economically Disadvantaged students gained 11% on STAAR mathematics and 4% on STAAR readingMathematics scores on state assessment increased in all sub-populations for 8th grade cohort.Teachers offer a wide-range of years of teaching experience with the greatest percentages between 1-5 and 11-20 years.Grades 6-8 Math and Reading scores continue to be above state average.

Student Achievement Needs


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Grade 6Reading STAAR intervention for African American, Economically Disadvantaged and Special Education students.Math STAAR intervention for African American, Hispanic, Economically Disadvantaged and Special Education students.

Grade 7Reading STAAR intervention for African American, Economically Disadvantaged and Special Education students.Math STAAR intervention at grade 7 for African American, Hispanic, Economically Disadvantaged and Special Education students.Writing intervention needed for students performing below Level II on STAAR in grade 5 with a focus on expository writing for all students.

Grade 8Reading STAAR intervention for African American, Economically Disadvantaged and Special Education students.Math STAAR intervention for African American, Hispanic, Economically Disadvantaged and Special Education students

Science STAAR intervention at grade 8 for ALL STUDENTSSocial Studies intervention at grade 8 for ALL STUDENTSGreater understanding of students of poverty and how to meet the needs of all student groupsCampus overall passing percentage in Social Studies at grade 8 is below the state's level on STAAR

Howard Junior High will strive to attain the following goals:

Increased advanced scores for all student groups at or above state STAAR levels.1.Increased passing rates for all student groups at or above the state STAAR level.2.All sub-populations attaining a minimum or 75% passing rate on all areas of STAAR.3.


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School Culture and Climate

School Culture and Climate Summary

Howard Jr. High is has a varied student body with interests in academics, fine arts, athletics and student extracurricular activities. Students are encouraged toadvocate fro their interests and needs through open communication with campus staff. The staff works to provide opportunities that meet the need of allstudents through special interest clubs, such as Spanish, Kindness, and Student Council. Many students enhance their junior high years through participationin band, theater, musical theater, choir, drill team and cheerleading. The athletics program offers many sports for both boys and girls while striving to helpgrow the complete child. Through these programs, teachers and students connect on a level beyond the classroom.

School Culture and Climate Strengths

Purposeful Planning Time for teachers and instructional staff supports collegial relationships throughout campus and across district.Teachers feel supported in the disciplinary process.Staff and students feel the campus is safe.Climate is described as positive by both staff and students.Involved parents find the campus to be welcoming and seek involvement through Parent Teacher Organization and volunteer opportunities.Student groups are on the increase and maintain active participation.

School Culture and Climate Needs

Teachers and students need an opportunity to provide suggestions and input into campus decision making.Students need opportunities that meet personal goals and attain social and academic growth.Involvement of all families in academic and school events is needed to assist staff in meeting the needs of students.Staff needs to review Response to Intervention process for areas of weaknessStudent Success Team (SST) Student Behavior intervention plan needs to be reviewed by Howard Junior High Positive Behavior Intervention SupportcommitteeCampus needs to increase communication of extracurricular activity/student group options to the community through varied outlets.Review of discipline data to determine areas of need on campus in the following areas:

teacher support,student support,


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student counseling needs


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Staff Quality, Recruitment, and Retention

Staff Quality, Recruitment, and Retention Summary

"An empowered organization is one in which individuals have the knowledge, skill, desire, and opportunity to personally succeed in a way that leads tocollective organizational success." - Stephen Covey Howard Jr. High is equipped with a highly qualified staff that is committed to improving the lives of thestudents they teach. With over 27% of staff members having 11-20+ years experience, there is depth in instruction and mentoring of new staffmembers. Howard Junior High will continue to work to retain, hire and recruit a highly-effective staff for effective student learning.

Staff Quality, Recruitment, and Retention Strengths

No Child Left Behind (NCLB) Highly Qualified Report: 100%60% of staff bring 6-20 years of experience which impacts large gains in student achievementMinority staff increased from 16.9*% to roughly 24.7%, moving toward better representation of the student populationTeachers are highly qualified with many holding extra certifications in their content area and in gifted and talented education.

Staff Quality, Recruitment, and Retention Needs

Celebrations are needed for staff and student successes through varied methods by campus administration, student groups and PTO.Minority teacher and staff hires need to stay at or above district percentage of 23% or higher to represent student population, specifically to meet theneeds of Hispanic and African American students.Instructional support and resources are needed in areas of low student performance.More extensive training and strategies and strategies are needed for inclusion staff in order for them to best meet the needs of special needs students inthe general education population.Diversity training is needed for all staff members, specifically intervention strategies specific to sub-populations such as African American andHispanic students.Leveled technology training is desired on district technology initiatives with training sessions specific to beginner, intermediate and advanced users.GUIDE mentor will seek and address new staff members needs through communication with new staff and campus administrationTeacher involvement in learning walks through observation, data collection and ownership of reflective conversations and action plans forimprovement.


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Curriculum, Instruction, and Assessment

Curriculum, Instruction, and Assessment Summary

Howard Jr. High staff are knowledgeable for the state standards and research-based methods for implementation of these critical learning standards. TheHoward staff ensures the teaching, learning, and assessment materials and resources are available for a given course of study according to the district scopeand sequence. Courses are aligned with the Texas Essential Knowledge and Skills (TEKS) and will incorporate instruction and assessment processes intovaluable learning opportunities on a daily basis.

Curriculum, Instruction, and Assessment Strengths

Class sizes are smaller than in the past due to added positions.TEKS Resource System curriculum management storehouse for the district's Guaranteed Viable Curriculum (GVC) aligns teachers on the campus andacross the district.New mathematics, science, and social studies resources available through digital and printed versions to support students and parents.Advanced courses are offered through the gifted and talented and honors classes to meet the needs of all students in math, reading, science and socialstudies.A three tiered mathematics courses at grade 8 provides flexibility in students' needs in mathematics and to provide early support in Algebra I at thehigh school level.Advanced electives provide opportunities for students of varied ability to seek interests at higher levels.Purposeful Planning provides opportunities for teachers to review student performance on common assessments and state assessments.

Curriculum, Instruction, and Assessment Needs

Review of PRIDE Advisory time as an embedded tutorial method for the effectiveness and use of time on "non-instructional" practices."Strategic" scheduling of students for PRIDE Advisory to maximize effectiveness of class.Ability to focus on areas of need in data immediately following instruction/assessment is needed in all core classes in grades 6, 7 and 8. Staff needs tocommunicate successful methods for improving student performance through professional dialogue in scheduled department meetings.Shared planning opportunities are needed for general education and special education teachers in inclusion settings, as well as Content Masteryteachers.Co-Teach/Inclusion training needs to be available for both general education and special education personnel at the same time throughout the year.Response to Intervention/Student Success Team (SST) meetings need to be held on a regular/strategic basis to monitor student progress with allinvolved staff members providing input.


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Vertical planning and alignment is needed among elementary campuses and junior highs and junior highs with high school campuses in all courses.Parent training is needed regarding honor's mathematics expectations, instructional practices and assessment requirements. Information needs to beclearly laid out for parents of students entering honor's math programs.


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Family and Community Involvement

Family and Community Involvement Summary

Howard Junior High strives to meet the needs of our students and those of our families and community members. Many of our parents are actively involvedin their student's education both at home and at school. Our campus goal is to provide the support our parents and community needs in order to make an evengreater impact on student learning. Howard Junior High experiences high family participation in all extracurricular programs throughout the school year.

Family and Community Involvement Strengths

Friendly, welcoming environment is evident upon entering the building.English to Spanish translation services are provided through support of campus staff on a daily basis.School safety is evident with high expectations prevalent throughout the campus, in classrooms and through correspondence provided to families andstudentsSchool Messenger, Remind 101, student planners and weekly parent emails provide continuous communication opportunities for families to gainawareness of academic and extra-curricular events occurring at the campus.Skyward Parent Portal (grades, attendance, enrollment information, and health record) are promoted and viewed by many families on a regular basis.Parent Teacher Organization strives to support all students and seeks greater parent involvement.Student extra-curricular events and groups promote a positive school image of the school and positive learning environment to the community andfamilies.

Family and Community Involvement Needs

Howard Jr. High staff needs to develop a relationship with students in a variety of settings through involvement with students outside of school.Website content needs to be updated weekly on Howard Jr. High website. Consistent usage of School Messenger and Remind 101 to provide update in both academic and non-academic areasDevelop social media pages created on Twitter, Facebook and Instagram for Howard Junior High to promote campus events, campus celebrations andreminders for students, parents and community members.Increase enrollment of parents in Skyward Parent Portal continues to maintain or increase.T.R.I.B.E. Parent Academy topics are needed to help parents on topics related to pre-teen development and characteristics.Multi-lingual meetings will be held for parents/guardians to help ensure a clear understanding of WISD and Howard Junior High involvementprograms and needsProfessional Development will be provided on serving a variety of cultures.


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School Context and Organization

School Context and Organization Summary

Howard Jr. High staff will provide leadership and model a collaborative decision making process among staff and students. Use of a collaborative problemsolving model leads to quality teaching, improved campus culture/climate and engaged learning for students.

School Context and Organization Strengths

Strong campus leadership hinges on department chairs and teachers in all subject areas.Campus committees allow voice for the teachers, staff, parents, and community.Purposeful Planning time provides a forum for Howard teachers to share successes and concerns with fellow professional staff through a sharedinterest and common teaching areas.Eduphoria provides teachers an easy method to collect and maintain trainings, certifications and enrollments.Digital collection of student records though Eduphoria platform provides teachers and administrators immediate access to student records, interventionplans, assessment scores and other valuable records to impact instruction. This makes student success teams and Response to Intervention committeesmore efficient.Content area teams provide opportunities for professional communities and shared dialogue among staff members.Consistent classroom management is supported through engaged learning and teaching and with use of the Positive Behavior Intervention Supportsstructure across the campusG.U.I.D.E. Mentoring program supports new Howard staff through trainings and observations.

School Context and Organization Needs

Campus needs to increase student involvement through addition of student groups (e.g., Friends of Rachel, bullying, etc.) and structures that promote a"student-centered" campus.Administrators need to seek parent input for areas of strength and improvement through parent survey, as well as online options and then developcampus parental involvement policy around this feedback.Campus needs to develop a plan for observational walk-throughs, reflective conversations and action plans to increase student achievement andteacher professional growth.Administrators and teachers need to review campus Response to Intervention (RtI) process and develop a cohesive process for data collection,intervention data entered in Eduphoria and methods for monitoring student progress in all content areas.Administrators need to develop a formal system for teacher and student input to be provided throughout school year


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Review administrative duties instructional model and make necessary adjustments to improve effectiveness of leadership team.Review campus arrival and departure times and duty expectations


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Technology

Technology Summary

WISD and Howard Jr. High will use to its fullest extent all available technology for student success. To enhance student learning, Howard is a Bring YourOwn Device environment and students are encouraged to utilize digital resources both in and out of school to support academics. Students are taught digitalcitizenship lessons throughout the school year in an effort to raise healthy digital citizens. Teachers seek out innovative uses for iPads, Google Chromebooksand desktop resources, as well as those that can be supported on students' smart phones.

Technology Strengths

Howard teachers access Eduphoria for online forms and district common assessments to enhance teaching and intervention with data.Google Apps for Education training and online space for professional digital shared content provided training for teachers to develop a shared learningenvironment for students. Students can go digital in a safe, secure, and efficient technological environment using enhanced web filters and firewalls to prevent students fromventuring to inappropriate content while on district guest network.Teachers were taught at their level through the iNation teacher iPad initiative, including self-selected learning at Camp iNation conference.Howard experienced increased availability to technology for students for academic use through BYOD access, mobile device classroom devices andcampus computer access.

Technology Needs

Reliable network and wireless connectivity are unreliable during lessons, making technology a risky task in lessons at times.Howard will continue to analyze the "Bring Your Own Device" (BYOD) program for grades 6-8 to determine how to make learning more effective forstudents.Howard administrators and librarian need a plan to address teacher competency skills as defined by the district and state technology assessments toensure the needs of teachers on campus are being met through monthly technology trainings offered by librarian/media specialist.More mobile devices need to be made available to core content teachers at junior high to accommodate numbers beyond what can be met throughcomputer lab spaces with classroom/content area sets.Multimedia class will use Tricaster use to create recorded student-centered announcements with staff management and overseen by Multimedia teacherto promote campus culture and enhance student life in the school environment.Re-establish live/recorded campus announcements with student-led newscasts through Advanced Multimedia classMore personal digital devices need to be made available to students (Possibly on a one-to-one basis) in order to maximize the use of newly adopted


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textbooks in Math, Science, and Social Studies.


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Comprehensive Needs Assessment Data Documentation

The following data were used to verify the comprehensive needs assessment analysis:

Improvement Planning Data

District goalsCampus goalsCurrent and/or prior year(s) campus and/or district improvement plansCampus and/or district planning and decision making committee(s) meeting dataState and federal planning requirements

Accountability Data

Texas Academic Performance Report (TAPR) dataPerformance Index Framework Data: Index 1 - Student AchievementPerformance Index Framework Data: Index 2 - Student ProgressPerformance Index Framework Data: Index 3 - Closing Performance GapsPerformance Index Framework Data: Index 4 - Postsecondary ReadinessSystem Safeguards and Texas Accountability Intervention System (TAIS) dataAccountability Distinction DesignationsPBMAS dataCommunity and student engagement rating data

Student Data: Assessments

State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information)State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versionsSTAAR End-of-Course current and longitudinal results, including all versionsSTAAR Released Test QuestionsSTAAR ELL Progress Measure dataTexas English Language Proficiency Assessment System (TELPAS) resultsTexas Primary Reading Inventory (TPRI), Tejas LEE, or other alternate early reading assessment resultsTexas Success Initiative (TSI) data for postsecondary/college-ready graduates dataAdvanced Placement (AP) and/or International Baccalaureate (IB) assessment dataStudent Success Initiative (SSI) data for Grades 5 and 8SSI: Istation Indicators of Progress (ISIP) accelerated reading assessment data for Grades 3-5 (TEA approved statewide license)Local diagnostic reading assessment dataLocal diagnostic math assessment dataLocal benchmark or common assessments dataStudent failure and/or retention rates


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Student Data: Student Groups

Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groupsNumber of students assigned to each special program, including analysis of academic achievement, race, ethnicity, gender, etcEconomically Disadvantaged / Non-economically disadvantaged performance and participation dataMale / Female performance and participation dataSpecial education population, including performance, discipline, attendance, and mobilityMigrant population, including performance, discipline, attendance and mobilityAt-Risk population, including performance, discipline, attendance and mobilityELL or LEP data, including academic achievement, support and accommodation needs, race, ethnicity, gender, etcCareer and Technical Education (CTE) data, including academic achievement, program growth, race, ethnicity, gender, etcSection 504 dataHomeless dataGifted and talented dataDyslexia DataResponse to Intervention (RtI) student achievement data

Student Data: Behavior and Other Indicators

Completion rates and/or graduation rates dataAnnual dropout rate dataAttendance dataDiscipline recordsTobacco, alcohol, and other drug-use dataStudent surveys and/or other feedbackClass size averages by grade and subject

Employee Data

Professional Learning Communities (PLC) dataStaff surveys and/or other feedbackHighly qualified staff dataCampus leadership dataCampus department and/or faculty meeting discussions and dataProfessional development needs assessment dataPDAS and/or T-TESS

Parent/Community Data

Parent surveys and/or other feedbackParent Involvement Rate


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Community surveys and/or other feedback

Support Systems and Other Data

Organizational structure dataProcesses and procedures for teaching and learning, including program implementationCommunications dataBudgets/entitlements and expenditures dataStudy of best practices


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Goals

Goal 1: Howard Junior High will implement a rigorous and relevant curriculum and engaging educational experiences toensure equity and eliminate achievement gaps.

Performance Objective 1: By June 2017, 80% of all students and each student group will meet Level II Satisfactory on all sections of the state assessment(STAAR) and the African American, Hispanic, Economically Disadvantaged, and Special Education student groups will show at least 5% growth.

Evaluation Data Source(s) 1: Comparison of previous years' TAPR report card and PEIMS data.

Summative Evaluation 1:

Strategy Description Title I Staff Responsiblefor Monitoring Evidence that Demonstrates Success

ReviewsFormative Summative

Nov Jan Mar June1) Ensure all students are provided a quality viable curriculum to supportmastery of state standards through high quality lessons.

1, 2, 8, 9 Principal, AssistantPrincipals,Teachers

- TTESS observations- Lessons plans in core content areas

State System Safeguard Strategy2) Decrease the percentage of students retained at the Student SuccessInitiative (SSI) at grade 8 through early interventions provided during theschool day based on current data on formative and summative assessments.

1, 2, 4, 8,9

Principal, AssistantPrincipals,Teachers

-Response to Intervention documentation ofprogress monitoring-Academic Intervention Group attendance records-Campus Retention data-Summer Program Enrollment

Funding Sources: Title I (211) - $116,318.00State System Safeguard Strategy

3) Decrease the gap in STAAR achievement between student groups in allsubject areas by using SIOP/Sheltered Instruction, First Steps inMathematics, Title I/STAAR remediation courses in grades 6-8.

1, 2, 4, 7,9

Principal, Teachers - Increase percentage of students meetingexpectations on the Texas Assessment Instruments- Raise Level II passing percent for each studentgroup- Study Findings Report

Funding Sources: Title I (211) - $116,318.004) Complete a study on the culture and learning styles of each student group. Principals,

Teachers,Counselors

Clearer understanding of learning styles andappropriate accommodations made address thedifferent learning styles.

5) Complete a study on the best instructional practices for each studentgroup

Principals,Teachers,Counselors

Clearer understanding of learning styles andappropriate accommodations made address thedifferent learning styles.

6) Conduct and support through active involvement during W-Lab sessionsfor grade level leaders, department heads, and district teams in all contentareas.

2, 3 Principal, AssistantPrincipals

- Sessions held four times during the school year- Common scheduling of units of study and plans


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State System Safeguard Strategy7) Sustain the WISD Framework for Effective Teaching and Learningthrough supporting the online lesson planning system (Eduphoria).

1, 2, 4, 8,9, 10

Principal,AssistantPrincipals,Teachers

- Increase of Advanced levels on Texas Assessmentinstruments- TTESS- Instructional strategies from required programscited in lesson plans

8) Sustain the WISD Framework for Effective Teaching and Learning withStaff development on 5E, Sheltered Instruction, and First Steps inMathematics.

1, 2, 4, 8,9, 10

Principal,AssistantPrincipals,Teachers

- Increase of Advanced levels on Texas Assessmentinstruments- TTESS- Instructional strategies from required programscited in lesson plans

9) Sustain the WISD Framework for Effective Teaching and Learningthrough Supporting the usage of Thinking Maps.

10) Sustain the WISD Framework for Effective Teaching and Learning , byProviding writing training to classroom teachers in Thinking Maps: Writefrom the Beginning and Beyond and Empowering Writers.

11) Continue to support the Response to Intervention (RtI) layered model ofsupport by utilizing First Steps in Mathematics (in Math Enrichment classesand core classes in Grades 6-8).

State System Safeguard Strategy12) Continue to support the Response to Intervention (RtI) layered model ofsupport by utilizing Literacy, Math, Science, and Social StudiesFrameworks.

1, 2, 3, 4,8, 9, 10

Principal, Asst.Principals, SSTCommittees,Region 10

- Progress Monitoring Data (Dyslexia, First Steps- Diagnostic tasks (First Steps)- Increased number of students leaving tiers throughRtI process- Reduced number of students attending summerschool due to performance on state assessments- Reduced number of referrals to special education- Reduced number of student retentions

13) Continue to support the Response to Intervention (RtI) layered model ofsupport by utilizing Implementation of Fountas and Pinnell Leveled LiteracyIntervention (LLI) for use with students reading below grade level in 6thgrade.

14) Continue to support the Response to Intervention (RtI) layered model ofsupport by utilizing Dyslexia programs.

15) Increase staff understanding for steps to access STAAR and otherassessment data for improvement of instruction and learning by using thefollowing programs: Eduphoria Aware, Skyward Student InformationSystem, iStation ISIP Assessment system

1, 8 Principal, AssistantPrincipals,Librarian

-Staff meeting agendas-Technology training agendas- Documentation of professional developmentsessions on Eduphoria Aware-TAPR Reports from 2014-15 compared to 2015-16scores.-iStation ISIP Reading data


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16) Increase student use of technology to enhance academic achievement byincreasing access to online learning tools that support mastery of the TEKS.

Principal, AssistantPrincipals,Librarian

- Student Technology Assessment (8th grades) data- Increased percentage of students meetingexpectations on the Texas Assessment Instruments- Eduphoria Workshop and Portfolios- TTESS Dimension 1.4 "Activities" applying andusing technology.

17) Increase student use of technology to enhance academic achievement byincreasing student mastery of technology TEKS though the academiccurriculum within core courses.

18) Increase student use of technology to enhance academic achievementwith the implementation and integration of a "Bring your Own Device:(BYOD) junior high program.

19) Increase student use of technology to enhance academic achievement byproviding staff development for teachers to complete the required 6-hours ofcontract technology hours.

20) Develop and implement district standards and expectations for gradelevel courses for all levels: (a). Review and revise the Grades 6-8 CourseCatalogs; including all House Bill 3 implications

Curriculum andInstructionDirector, Principal,Counselors,Teachers

- Junior High Course Catalogs

State System Safeguard Strategy21) Increase the percentage of special education students included in generaleducation classes through co-teach/inclusion model by providing training forall staff members on inclusion and special education needs.

1, 2, 3, 4,5, 10

Director of SpecialEducation,CampusDiagnostician,Principal, SpecialEducationteachers

- Student Information System/Class RosterInformation- PBM data-IEP data to support student performance- Lesson Plans- Master schedule and class rosters- HJH SPED Action Plan

22) Increase the percentage of special education students included in generaleducation classes through co-teach/inclusion model by common planningtime provided for general ed and inclusion teachers.

23) Increase the percentage of special education students included in generaleducation classes through co-teach/inclusion model by creating a HJH SPEDAction Plan for special education students not passing core classes.

24) Increase the percentage of special education students included in generaleducation classes through co-teach/inclusion model by analyzing campusmaster schedule and staffing plan to maximize support for inclusion studentsin general education classrooms.


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25) Increase the percentage of special education students included in generaleducation classes through co-teach/inclusion model by INCREASINGCERTIFIED INCLUSION PERSONNEL NUMBERS.

26) Increase the percentage of LEP students earning the Advanced Highproficiency rating with Continue the use of SIOP/Sheltered Instructionstrategies in the classroom.

1, 2, 3, 4,8, 9, 10

Principal, AssistantPrincipal overTELPAS, GeneralEducation teachersand ESL teacher

- Sheltered Instruction strategies noted in lessonsplans- Content and language objectives posted daily inclassrooms- TELPAS assessment data

27) Increase the percentage of LEP students earning the Advanced Highproficiency rating by reviewing and purchasing appropriate resources.

28) Increase the percentage of LEP students earning the Advanced Highproficiency rating with the training and implementation of reading strategies.

29) Increase the percentage of students who meet exit requirements from thebilingual and ESL program within three years of entry by providing staffdevelopment in Dual Language Framework.

2, 8, 10 Principal, AssistantPrincipal overTELPAS, LPACCommittee,Teachers

- TELPAS assessment data- TAPR Report- Grade reports every 3 weeks

30) Increase the percentage of students who meet exit requirements from thebilingual and ESL program within three years of entry by monitoring studentperformance in core courses.

31) Support the effectiveness of the Gifted and Talented program throughdifferentiated lesson plans for GT courses.

1, 4, 9 Principal, Giftedand Talentedteachers, DistrictGifted andTalentedpersonnel.

-District G/T Guidelines-Lesson Plans in Eduphoria-Attendance records at trainings-Increased scores on classroom performance andstate assessments

32) Support the effectiveness of the Gifted and Talented program throughthe study of methods for obtaining higher achievement by advancedstudents.

33) Support the effectiveness of the Gifted and Talented program throughthe attendance of teachers at district GT training sessions.

34) Support the effectiveness of the Gifted and Talented program throughperiodic grade-level GT meetings with District GT personnel during PRIDEtime.

35) Increase the percent of students who attend a 2 or 4 year career/technicalschool or college/university by using Career and college awareness in coreclasses.

Counselors,Principal, Teachers

-Guidance plans for junior high counselors-Documentation of meetings held with students andparents at grade 8-Lesson plans for CATE Exploring Careers course


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36) Increase the percent of students who attend a 2 or 4 year career/technicalschool or college/university by using Personal Graduation Plans guidancefor high school path and endorsement planning in grade 8.

37) Increase the percent of students who attend a 2 or 4 year career/technicalschool or college/university by promoting a career path throughadministration of Bridges Career Assessment at grade 8.

38) Increase the percent of students who attend a 2 or 4 year career/technicalschool or college/university by exposure to career options through requiredenrollment in CATE Exploring Careers course.

39) Increase the percent of students participating in Pre-AP, AP, and/or DualCredit courses at high school through counseling and assistance to studentsand parents in path/endorsement selection at grade 8.

WNGA/WHSCounselor,Counselors,Principal, Teachers

- % Students enrolled in advanced "honors" coursesyearly in grades 6-8- % Students enrolled in advanced courses in grade9- Notes and agendas from parent and studentmeetings held in February - May 2016

40) Increase the percent of students participating in Pre-AP, AP, and/or DualCredit courses at high school through encouraged enrollment in advanced"honors" core courses and electives.

41) Increase student performance on PSAT to ensure advanced courseworkbeyond junior high by increased exposure to standards assessed on thePSAT through honors courses.

Counselors,Principal, HonorsTeachers

- State Assessment data- TAPR Data- Duke TIP participation numbers- Duke TIP Parent agenda

42) Increase student performance on PSAT to ensure advanced courseworkbeyond junior high by educating parents on the Duke TIP Program.

43) Increase the percent of students meeting the College Readiness standardin English Language Arts and Mathematics through year-long interventionsduring one targeted session weekly, before and after school tutoring,STAAR materials targeting areas of need for individual students.

1, 2, 8, 9,10

Counselors,Principal, MathDepartment Chair,ELA DepartmentChair, ReadingDepartment Chair

- Benchmark scores in February 2016- State Assessment data (STAAR)- TAPR Data

Funding Sources: Professional Salary - Part-Time Reading - $0.00, Professional Extra Duty - $0.00, Supply -$0.00

44) Ensure that all teachers are committed to working collaboratively inongoing processes of collective inquiry and action research to achieve betterresults for the students they serve through bi-weekly departmental meetings.

2, 3, 4, 7,9

Principal, AssistantPrincipals,Departmentalteachers,Department Chairs

- Documentation of minutes and agenda from bi-weekly departmental meetings.- Evidence of implementation of action plans takingplace during classroom walkthroughs- W-Labs Scheduled Visits


January 6, 2017 1:29 pm

45) Decrease the percent of students leaving school (dropout rate) in grades6 through 8 through Reading and math intervention courses.

1, 2, 3, 6,8, 9

Principal, AssistantPrincipals,Counselors,PEIMS Clerk,Teachers,InterventionTeachers

- PEIMS data- Waxahachie High School of Choice Grade 8Program (8 seats)- Student Success Initiative (SSI) summer programparticipation-% increase on grade 8 STAAR retest scores-Data of Monitored Student Groups

Funding Sources: Title I Parental Involvement - $1,101.00

46) Decrease the percent of students leaving school (dropout rate) in grades6 through 8 through targeted instruction for low-performing student groups.

47) Decrease the percent of students leaving school (dropout rate) in grades6 through 8 through focused instruction in Tier I Core Classroom.

48) Decrease the percent of students leaving school (dropout rate) in grades6 through 8 through student support groups for at-risk students.

49) Decrease the percent of students leaving school (dropout rate) in grades6 through 8 through parent training and support sessions on academicresources and instructional strategies for math, reading, writing, science andsocial studies.

State System Safeguard StrategyFederal System Safeguard Strategy

50) Gather feedback from teachers regarding the implementation of localbenchmarks; Data must be reviewed via Eduphoria: Teachers review datafrom district common assessments (Unit Tests) during Data meetings withdistrict curriculum staff. and at W Lab trainings to improve student mastery

1, 2Principal,Department heads,Teachers,Curriculum Staff

- Survey- Service on a committee- Grade level or department meetings- District Common Assessment data- Department Meeting Notes and Action Plans- Targeted tutoring plans for students notperforming successfully on common assessments

51) Review the district Framework for Response to Intervention (RtI) planbased on feedback from campus staff.

1, 8 Superintendent,Curriculum andInstructionDepartment,Principal, Teachers

- Documentation of RtI plans in Eduphoria- Develop RtI committee to improve campusRtI/SST process for junior high- Feedback from campus staff on current process- Improvement in students on a tier the WISD RtIprocess

52) Review the district Framework for Response to Intervention (RtI) byidentifying a universal screener for math and reading for all students, 6-8 toaid in placement in intervention classes,

53) Review the district Framework for Response to Intervention (RtI) byreevaluating Tier I and II campus initiatives and programs to the RtI plan.

54) Review the district Framework for Response to Intervention (RtI)reassessing roles of the RtI committee members.


January 6, 2017 1:29 pm

State System Safeguard Strategy55) Train reading intervention teachers and special education teachers andparaprofessionals in Leveled Literacy Intervention (LLI) for readers belowgrade 6 and struggling readers in grades 6-8.

1, 2, 4, 8,9

Principal - Sign in sheets from LLI training with Districtinstructional coaches- Feedback from trained teachers

State System Safeguard StrategyFederal System Safeguard Strategy

56) Increase student performance on STAAR Science and Social Studies bymaking students aware of the importance of the subjects and their impact onsuccess.

Principal, teachers,counselors,assistantprincipals,Technologydepartment,Curriculum andInstructiondepartment.

- increase in student success (scores) on STAARSocial Studies and Science.- increase in student engagement in classes- increase in understanding based on DCA results

57) Increase student performance on STAAR Science and Social Studies byinitiating 1 day/week focus on these students.

58) Increase student performance on STAAR Science and Social Studies byconducting Science Saturdays and Social Studies Bootcamp.

59) Increase student performance on STAAR Science and Social Studies byincreasing intervention time and focus for Science and Social Studiescampus-wide

60) Increase student performance on STAAR Science and Social Studies byproviding more in-class technology support with the addition of technologyfor the campus

61) Increase student performance on STAAR Science and Social Studies byutilizing Curriculum specialists in development of appropriate vocabularyand lessons for 6-8th grades.

62) Decrease the percentage of students retained at the Student SuccessInitiative (SSI) at grade 8 through early interventions provided before,during and after the school day based on current data on formative andsummative assessments by providing tutoring sessions by hiring outsideinstructors or current staff for the sessions.

1 Principal, teachers,counselors,assistantprincipals.

- Increase scores on DCA tests given in the tutoredsubjects.- Increased scores on STAAR Reading and Math(results determined at later date)

Funding Sources: Title I (211) - $0.00

= Accomplished = Considerable = Some Progress = No Progress = Discontinue


January 6, 2017 1:29 pm

Goal 1: Howard Junior High will implement a rigorous and relevant curriculum and engaging educational experiences to ensure equity and eliminateachievement gaps.

Performance Objective 2: Howard teachers will provide a challenging curriculum, assess individual student achievement, and support efforts to ensurestudent success.

Evaluation Data Source(s) 2:




Nov Jan Mar JuneState System Safeguard Strategy

1) Provide an intensive intervention for students through day-embeddedtutorials with an average fifteen or less students per class throughenrichment/lab classes.In addition, Special Education teachers monitor and target Special Educationstudents for PRIDE help.

1, 2, 3, 8,9, 10

Principal, AssistantPrincipal, All StaffMembers, Parents,and Students

- Increased Grades- Increase number of students meeting STAARPhase-in 1 Level II

State System Safeguard Strategy2) Special Education students will receive instruction through inclusionprocess in core classes while receiving instruction from the generaleducation and special education teacher.

1, 2, 3, 8,9, 10

Principal, SpecialEducationDirector, SpecialEducation Staff,Teachers

-Phase-in Level 1 or Level II will increase to 55% inall core areas on state assessment- Increased student performance on localassessments.

State System Safeguard Strategy3) Students not demonstrating mastery on STAAR receive support throughdouble-block course offering in mathematics. Special Education and ELLstudents are double-blocked in an enrichment class or a resource class.

1, 2, 3, 8,9, 10

Principal,Department Chair,Teachers, Parents,Counselors,Students

-STAAR level II scores will increase to 87% to meetstate and federal requirements for yearly progress.- Increased student performance on localassessments.

State System Safeguard Strategy4) Students not demonstrating mastery on STAAR receive support throughdouble-block course offering in reading. Special Education and ELLstudents are double-blocked in an enrichment class, or a resource class forthis purpose.

1, 2, 3, 8,9, 10

Principal,Department Chair,Teachers, Parents,Counselors,Students



January 6, 2017 1:29 pm

State System Safeguard Strategy5) Increase percentage of students meeting Satisfactory or above on STAARSocial Studies by looking at Staffing changes to target teachers' strengths.

1, 2, 3, 8,9, 10

Principal,Department Chair,Teachers, Parents,Counselors,Students,CurriculumContentCoordinator


6) Increase percentage of students meeting Satisfactory or above on STAARSocial Studies by studying available resources for instructional purposes.

7) Increase percentage of students meeting Satisfactory or above on STAARSocial Studies by utilizing close coordination with district social studiescurriculum personnel.

State System Safeguard Strategy8) Inclusion staff will support the math classes and assure the studentsunderstand the TEKS. Special Education and ELL students that meet criteriaare double-blocked in an enrichment class or placed in a resource class forthis purpose.

1, 2, 8, 9,10

Administration,Department Chair,Teachers,Diagnostician,Parents,Counselors andStudents.

-STAAR level II scores will increase 87% to meetstate and federal requirements for yearly progress..



January 6, 2017 1:29 pm

Goal 1: Howard Junior High will implement a rigorous and relevant curriculum and engaging educational experiences to ensure equity and eliminateachievement gaps.

Performance Objective 3: Howard staff and parents will provide tutoring before school, after school, during the school hours, and Saturdays to increasestudent performance on state assessment. This will be based upon grades, testing data, and student needs.

Evaluation Data Source(s) 3: Individual STAAR Scores of students served through supplemental support.





1) Conduct a campus study of students' attendance at before school and afterschool. Collect data on student groups attending, frequency of attendance,subject areas and academic performance following tutoring attendance.

1, 3, 8, 9 Principal, AssistantPrincipals,Counselors,Teachers

- Attendance records of tutoring sessions offered-Review committee notes-Tutoring logs-Destination logs

State System Safeguard Strategy2) Provide targeted intervention to students not making progress in corecontent area classes using assessment data from all assessments to informareas of need through the use of all campus staff members, parents andvolunteers.

1, 3, 6, 8,9

Principal, AssistantPrincipals,Counselors,Teachers

- Attendance records of tutoring sessions offered- Lesson plans for PRIDE Time showing targetedareas of needs for students or groups- Parent log of volunteer hours for tutoringassistance- Increased grades for students attending tutoringsessions



January 6, 2017 1:29 pm

Goal 2: Howard Junior High will allocate resources to ensure that students, parents, and the community receive optimaleducational services.

Performance Objective 1: By June 2017, 100% of the financial management strategies will be completed.





Nov Jan Mar June1) Ensure all policies, guidelines, and laws are being followed when anyfederal or state funds are being used to service students or implement newprograms

1, 10 Principal andSecretary overCampuses finances

- District Guidelines for Federal and State Funds- Audit Findings- Campus accounting records

2) Develop staffing priorities and plans based on proposed fundingprojections to meet student needs

1 Principal - Staffing Plans- Staffing Requests- Student Performance on grades and state and localassessments

3) Evaluate existing programs for all departments based on effectivenessrelating to students achievement vs. costs, and then ask Campus AdvisoryTeam to review costs and use of funds related to campus studentperformance

1, 2 Principal - Campus Advisory Team notes- Campus Needs Assessment findings- Campus Improvement Plan

4) Seek funding options for technology needs by content area and students'need to support state and district technology standards through: (a.) donatedresources, (b.) local, state and national grant sources, (c.) campus funding ifavailable.

1, 10 Principal, AssistantPrincipal, CampusAdvisory Team,Teachers

- Campus Needs Assessment Findings- District Technology Plan- Campus Budget Report- Grant documentation

5) Transportation will be followed for foster care (if needed) according todistrict policy.

AssistantSuperintendent ofLeadership andFinanceAssistantSuperintendent ofLeadership andAcademicsFoster CareLiaison

- Transportation Records- Budget documents



January 6, 2017 1:29 pm

Goal 2: Howard Junior High will allocate resources to ensure that students, parents, and the community receive optimal educational services.

Performance Objective 2: Goal 2: Campus administrators will efficiently and effectively manage and further develop financial resources and allocate thoseresources to areas of greatest need.






1) Make data-driven decisions for spending the allocated funding to ensurethe students curricular needs are met.

1, 2, 6, 8,9

Principal,Secretary,AssistantSuperintendent ofFinance,Department Heads

- Campus Needs Assessment Findings- Campus Advisory Team- Minutes from department meetings- Increased student performance in STAAR scores inareas where additional funding is provided

2) Continue to provide Musical Theater to students at Howard Junior Highto support involvement in fine arts electives.

8 Principal,Secretary, ChoirTeacher, TheaterArts Teacher

- Student enrollment will continue to increase- Production is provided both during school hoursand outside of school to stakeholders- Feedback from students involved

State System Safeguard Strategy3) Materials and trainings needed for ELAR, Social Studies, Math, andScience are collected and prioritized to support instructional needs throughdocumentation including state standards being met.

1, 4, 8, 9,10

Principal,Secretary,AssistantSuperintendent ofFinance,Department Heads,CurriculumDirector

- Needs are established by department based onhistorical student performance on local and stateassessments.- Campus budget reports- Campus Needs Assessment Findings

State System Safeguard Strategy4) Title 1 funds will be allocated for curricular needs in Math and ELARbased on students' academic needs following performance on yearly stateassessments. Special Education and ELL students needs will be addressed,ensuring federal guidelines are followed.

Principal,Secretary, FederalProgramsCoordinatorAssistantSuperintendent ofFinance,Department Heads,CurriculumDirector

- Needs are established by department based onhistorical student performance on local and stateassessments. - Campus budget reportsTitle I funding reports - Campus Needs AssessmentFindings


January 6, 2017 1:29 pm



January 6, 2017 1:29 pm

Goal 3: Howard Junior High will recruit, develop, retain, and recognize an exceptional, highly effective and motivated staffto optimize student engagement and learning.

Performance Objective 1: By November 2016, 100% of the teachers and paraprofessionals will be highly qualified.





Nov Jan Mar June1) Analyze all teacher data in the areas of: (a). certification, (b). testing, and(c). staff development to ensure that teachers are placed in an area that bestmeets students' needs based on strengths.

1, 2, 3, 8 Campus Principal - HR Certification Records- Master Schedule- STAAR Scores

2) Support Beginning Teacher in-service and mentoring program(G.U.I.D.E. Program) through regular meetings with beginning teachers,department heads and establishment of clear expectations with designatedcampus GUIDE mentor.

3, 4, 5 MentoringCoordinator,CampusG.U.I.D.E.(s)

- Teacher Retention data- Meeting agendas and/or documentation and sign-insheets- Feedback from beginning teachers and departmentheads

3) Support and/or provide professional development on needed componentsidentified through teacher input and campus 2015-2016 STAAR data.

1, 2, 3, 4 Principal, AssistantPrincipals

- Professional Development enrollment information(Eduphoria/Workshop)- Eduphoria Catalog Body report- Learning Walk documentation- Teacher Professional Development Portfolios-Region 10 sign-in sheets

4) Provide 21st century technology tools and training for teachers andadministrators in the following areas: (A) Required staff development hours(Board Policy), (B) Tricaster, (C) iPad integration, and (E) "Bring YourOwn Device" (BYOD) strategies

1, 2, 3, 4,5

Principal, AssistantPrincipals, DistrictTrainers,InstructionalTechnologist,TechnologyDepartment,Teachers

- Professional Development enrollment information(Eduphoria/Workshop)- Teacher Professional Development Portfolios- Teacher feedback- Teacher Needs Survey

5) Improve the positive work culture supportive of collegial andcollaborative teamwork through Professional Learning Teams providingtraining on meeting norms and protocols.

1, 2, 3, 4,5

Principal, AssistantPrincipals

- Tribal Council feedback- Campus Annual Survey-Departmental Meeting Minutes- Master Schedule- W-Lab meeting agendas- Campus emails


January 6, 2017 1:29 pm

6) Improve the positive work culture supportive of collegial andcollaborative teamwork through Professional Learning Teams by promotingcollaboration on campus/team decisions to improve campus climate.

7) Improve the positive work culture supportive of collegial andcollaborative teamwork through Professional Learning Teams providingcommon planning periods on each campus master schedule.

8) Improve the positive work culture supportive of collegial andcollaborative teamwork through Professional Learning Teams supportingW-Lab opportunities between junior highs with sacred blocks of time.

9) Improve the positive work culture supportive of collegial andcollaborative teamwork through Professional Learning Teams by sustainingan open-door welcoming environment for all staff members seeking supportof campus administrators.

10) Howard Junior High will strive to promote a positive and respectfulwork environment through the implementation and adoption of RestorativePractices.- Implementation of Respect Contract for Howard staff.

All Staff. - More Positive Work environment.- Annual principal survey.- Group correspondence at staff meetings.



January 6, 2017 1:29 pm

Goal 3: Howard Junior High will recruit, develop, retain, and recognize an exceptional, highly effective and motivated staff to optimize student engagementand learning.

Performance Objective 2: Goal 3: Howard Junior High will continuously provide support and relevant, quality staff development.





Nov Jan Mar June1) Foster a process for support, suggestions and concerns to provideopportunities for feedback and input on campus components.

CampusAdministrators,AdministrativeStaff, InstructionalStaff

- Suggestions will be taken and used to createmeaningful support and opportunities for campusneeds.

2) Address curricular needs on an individual classroom/department basisdependent upon walk-throughs and TTESS.

1 Principal,Secretary,Department Heads,

- Learning Walk data in Teachscape- Department meeting notes- Feedback on district survey by Howard staffmembers

3) Provide campus-wide professional development on areas cited inComprehensive Needs Assessment and in areas of need determined bySTAAR scores: (a.) Inclusion/co-teaching model for special educationstudents, (b.) Intervention strategies/plans for all content areas, (c.)Technology addressing needs of all levels of teachers, (d.) Meeting theneeds of all student groups by addressing instructional strategies,intervention plans and opportunities to build relationships with all cultures.

3, 4 Principal, SpecialEducationDirector, Teachers,Curriculum andInstructionDirector

- Sign-in sheets from trainings provided- Incorporation of learned strategies in lesson plansin Eduphoria- Observation of instructional strategies duringLearning Walks- Region 10 Survey Sheets



January 6, 2017 1:29 pm

Goal 4: Howard Junior High will monitor growth and plan for an orderly, systematic process to ensure quality programsand facilities.

Performance Objective 1: Trends in staffing, facility and program needs will be gathered during 2015-2016 to be prepared for the 2016-2017 school year.





Nov Jan Mar June1) Utilize student enrollment projections for Howard Jr. High in 2017-2018to provide appropriate plan for master schedule and instructional spaces withtraveling instructors minimized.

1, 5 Principal, CFO,district hireddemographer.

-Campus room arrangement-Master schedule with shared teaching spacesminimized

2) Review building floor plan and use of instructional space for optimizationon learning and planning.

Principal, AssistantPrincipal,Counselor,Department Heads,Teachers

- Increased planning time cited by teachers withcommon subjects.- Feedback from staff in May 2017- Input from students

3) Partner with district Support Services team director and members toensure campus' needs are met that have interrupted student learning in thepast (ceiling leaks, water leaks, tile floor, heating and AC needs).

Principal, Directorof SupportServices

- Lesson plan documentation- Decreased work orders



January 6, 2017 1:29 pm

Goal 5: Howard Junior High will ensure and promote a healthy, safe, secure and welcoming learning environment for allstudents, parents, staff, and the community.

Performance Objective 1: During the 2016-2017 school year, there will be zero breeches of security measures in order to provide a safe environment.





Nov Jan Mar June1) Analyze campus safety needs, effectiveness of secured entrances andduring student safety during transitions.

1, 5 Principal, CampusBehaviorCoordinator,Campus SecurityOfficer

- Campus records- Staff feedback

2) Revise campus Emergency Operations Procedures (EOP) guidelines toinclude the new controlled entrances

-Campusleadership team,-Office staff-Campus securityguard-District Directorof Security

- EOP Guidelines- Campus procedures- Training materials

3) 1) Complete newly updated WISD Crisis Management Plan and have oncampus.

Principal, AssistantPrincipals

- Fluid safety procedures- WISD Crisis Management Plan



January 6, 2017 1:29 pm

Goal 5: Howard Junior High will ensure and promote a healthy, safe, secure and welcoming learning environment for all students, parents, staff, and thecommunity.

Performance Objective 2: There will be a 10% decrease in discipline incidents and a 2% increase in attendance this year.

Evaluation Data Source(s) 2: Comparison of data from previous TAPR reports and PEIMS Data compared over the past 3 years




Nov Jan Mar June1) Student safety and emotional strength will be monitored by the HowardStaff through Safety Warnings and staff observation with parental input.

1, 2, 4, 6 AdministrativeStaff, Teachers,Parents andStudents.

-Student and parental input-Discipline data-Teacher feedback

2) A bullying support team will will be reinstated this school year. 1, 6, 9 Principal, CampusBehaviorCoordinator,Counselors,Teachers, andStudents

- Number of Bullying Reports submitted- Feedback from support team members

3) Implement district policy, awareness education program, and training forstaff members in the following areas: (a). Bullying and Cyber-bullying, (i).Implement Bullying Policy as required under TEC 37.0832, (ii). Providetraining for students on the Bullying Policy, (iii). Schedule campus anti-bullying activities, and (iv). Support Safety Alert bully Reporting plan, (b).Child Abuse, (c). Sexting, (d). Childhood Obesity, (e). Suicide Prevention.

Principal, AssistantPrincipals, Healthand PE teachers,Counselors,Teachers

- Curriculum and lesson activities- Campus discipline reports

4) 4) Implementation of Restorative Practices to build meaningfulrelationships with students to promote healthy and productive decisions thatsupport: (a) discipline in the classroom, (b) campus climate and culture, (c)the overall development of our students.

Principal, AssistantPrincipals,Counselors, OfficeStaff, Teachers,Paraprofessionals

- Refer to the number of referrals and disciplineplacements for the year.- Decline in student discipline issues.

5) 5) Implementation of Mediation practices on campus through a"Mediation Team" of trained staff and students will lower the number ofstudent conflict incidents and issues.

Principal,Counselors,Mediation Staff.

- Reduced number of conflict incidents betweenstudents compared to previous year.



January 6, 2017 1:29 pm

Goal 5: Howard Junior High will ensure and promote a healthy, safe, secure and welcoming learning environment for all students, parents, staff, and thecommunity.

Performance Objective 3: 100% of students will participate in campus health and wellness programs.





Nov Jan Mar June1) Review and implement the district's Abstinence Program curriculumgrades 6-8. Program to be delivered through Science classes by thecounseling staff.

10 - Science Teachers- Counselors

- Lesson plans- Workbooks- District Adopted Curriculum



January 6, 2017 1:29 pm

Goal 6: Howard Junior High will provide timely, open communication and positive parental and community partnershipopportunities in our schools.

Performance Objective 1: By June 2017, 100% of the parental engagement goals will be completed by encouraging and promoting a climate that fostersfamily engagement in the education of all students.



Strategy Description Title I Staff Responsible forMonitoring Evidence that Demonstrates Success


Nov Jan Mar June1) Ensure positive relationships are formed with all parents in order topromote greater personal involvement in the education of their childrenby providing parents the opportunity to receive information about extra-curricular activity opportunities (specifically UIL and DestinationImagiNation).

1, 4, 5, 6 Principal, AssistantPrincipal, Teachers,Extracurricular EventCoordinators/Coaches/Staff

- Parent/Teacher Conference- Campus Websites- Extra-curricular Activity Brochure- Campus Orientations- WISD Showcase participation- Parent volunteer log- Agendas from Parent trainings

Funding Sources: Supply - Parental Involvement - $0.002) Ensure positive relationships are formed with all parents in order topromote greater personal involvement in the education of their childrenby providing parents with information regarding campus report cardfindings.

3) Ensure positive relationships are formed with all parents in order topromote greater personal involvement in the education of their childrenby providing online resources available to support children at home withcontent area coursework.

4) Ensure positive relationships are formed with all parents in order topromote greater personal involvement in the education of their childrenby providing opportunities to support student and parent learning atHoward Junior High through Open House, Parents with a PurposeLearning Event, LIFE UNIVERSITY, and individual parent meetings.

5) Revise and update district, campus, and teacher websites to ensureparents have access to pertinent information and news: Provide staffdevelopment in Remind 101.

6 Technology Department,Principal, Librarian

- Eduphoria Workshop report- Review of the websites- Annual District Survey Howard data

6) Increase student/parent awareness of and access to career and collegeplanning information through HB 5 meetings in preparation for highschool scheduling.

1, 2, 6,9, 10

Principal, Counselors,Teachers

- Meeting Sign-in Sheets- Student Survey- Parent Survey


January 6, 2017 1:29 pm

7) Organize and promote an HJH Parent Academy based on needssubmitted by parents. Provide parents the opportunity to attend (a.)Parenting sessions focused on raising pre-teen children, (b.) SocialMedia and What Parents Need to Know, (c.) Content Area ResourcesAvailable to Support Homework and STAAR Preparation: Math,Reading, Writing, Science

1, 4, 6,9, 10

Principal, Counselors - Comprehensive Needs Assessment Findings- Parent Academy Agendas/Flyers- Parent Academy Attendance Report (Sign-inSheets)- Feedback from Parent Survey

8) Develop and implement a Parent Compact to engage parents in theirchild's educational experience

2, 6, 9,10

Principal, AssistantPrincipals, Counselors,Teachers, CampusAdvisory Team

- Copies of the Parent Compact- Title I Parent Information Meeting agenda, sign-in sheet, and minutes

9) Develop and implement a plan to assist students and parents whotransition between campuses or grade levels to have academicacceleration needs met for students in grades 6, 7, and 8 through parentinformational meetings regarding advanced courses offered.

6, 8 HJH Principal, WHSPrincipal and GlobalPrincipal, Counselors, HJHStaff

- Campus Orientation guidelines- Parental Involvement Policy and Compact- Grade reports- Honors course enrollment numbers-Agendas of Parent Orientation meetings

10) Develop and implement a plan to assist students and parents whotransition between campuses or grade levels to have academicacceleration needs met for students in grades 6, 7, and 8 through HouseBill 5 Graduation requirements.

11) Develop and implement a plan to assist students and parents whotransition between campuses or grade levels to have academicacceleration needs met for students in grades 6, 7, and 8 through OpenHouse at HJH in March with sessions offered by Global High and WHSadministrators.

12) Develop and implement a plan to assist students and parents whotransition between campuses or grade levels to have academicacceleration needs met for students in grades 6, 7, and 8 throughtargeting students demonstrating advanced skills in math, reading,science and social studies to register for advanced courses in grades 6-8and in grade 9 during spring of grade 8.



January 6, 2017 1:29 pm

State System Safeguard Strategies

Goal Objective Strategy Description

1 1 2 Decrease the percentage of students retained at the Student Success Initiative (SSI) at grade 8 through early interventionsprovided during the school day based on current data on formative and summative assessments.

1 1 3 Decrease the gap in STAAR achievement between student groups in all subject areas by using SIOP/Sheltered Instruction, FirstSteps in Mathematics, Title I/STAAR remediation courses in grades 6-8.

1 1 7 Sustain the WISD Framework for Effective Teaching and Learning through supporting the online lesson planning system(Eduphoria).

1 1 12 Continue to support the Response to Intervention (RtI) layered model of support by utilizing Literacy, Math, Science, andSocial Studies Frameworks.

1 1 21 Increase the percentage of special education students included in general education classes through co-teach/inclusion model byproviding training for all staff members on inclusion and special education needs.

1 1 50Gather feedback from teachers regarding the implementation of local benchmarks; Data must be reviewed via Eduphoria:Teachers review data from district common assessments (Unit Tests) during Data meetings with district curriculum staff. and atW Lab trainings to improve student mastery

1 1 55 Train reading intervention teachers and special education teachers and paraprofessionals in Leveled Literacy Intervention (LLI)for readers below grade 6 and struggling readers in grades 6-8.

1 1 56 Increase student performance on STAAR Science and Social Studies by making students aware of the importance of thesubjects and their impact on success.

1 2 1Provide an intensive intervention for students through day-embedded tutorials with an average fifteen or less students per classthrough enrichment/lab classes. In addition, Special Education teachers monitor and target Special Education students forPRIDE help.

1 2 2 Special Education students will receive instruction through inclusion process in core classes while receiving instruction from thegeneral education and special education teacher.

1 2 3 Students not demonstrating mastery on STAAR receive support through double-block course offering in mathematics. SpecialEducation and ELL students are double-blocked in an enrichment class or a resource class.

1 2 4 Students not demonstrating mastery on STAAR receive support through double-block course offering in reading. SpecialEducation and ELL students are double-blocked in an enrichment class, or a resource class for this purpose.

1 2 5 Increase percentage of students meeting Satisfactory or above on STAAR Social Studies by looking at Staffing changes totarget teachers' strengths.


January 6, 2017 1:29 pm


1 2 8 Inclusion staff will support the math classes and assure the students understand the TEKS. Special Education and ELL studentsthat meet criteria are double-blocked in an enrichment class or placed in a resource class for this purpose.

1 3 1 Conduct a campus study of students' attendance at before school and after school. Collect data on student groups attending,frequency of attendance, subject areas and academic performance following tutoring attendance.

1 3 2 Provide targeted intervention to students not making progress in core content area classes using assessment data from allassessments to inform areas of need through the use of all campus staff members, parents and volunteers.

2 2 1 Make data-driven decisions for spending the allocated funding to ensure the students curricular needs are met.

2 2 3 Materials and trainings needed for ELAR, Social Studies, Math, and Science are collected and prioritized to supportinstructional needs through documentation including state standards being met.

2 2 4Title 1 funds will be allocated for curricular needs in Math and ELAR based on students' academic needs followingperformance on yearly state assessments. Special Education and ELL students needs will be addressed, ensuring federalguidelines are followed.


January 6, 2017 1:29 pm

Federal System Safeguard Strategies


1 1 50Gather feedback from teachers regarding the implementation of local benchmarks; Data must be reviewed via Eduphoria:Teachers review data from district common assessments (Unit Tests) during Data meetings with district curriculum staff. and atW Lab trainings to improve student mastery

1 1 56 Increase student performance on STAAR Science and Social Studies by making students aware of the importance of thesubjects and their impact on success.


January 6, 2017 1:29 pm

Title I

1: Comprehensive Needs Assessment

A comprehensive needs assessment of the entire school (including taking into account the needs of migratory children as defined in section 1309(2) that isbased on information which includes the achievement of children in relation to the State academic content standards and the State student academicachievement standards described in section 1111(b)(1).

2: Schoolwide Reform Strategies

Schoolwide reform strategies that provide opportunities for all children to meet the State's proficient and advanced levels of student academic achievement,use effective methods and instructional strategies that are based on scientifically based research, and that include strategies to address the needs of allchildren in the school, but particularly the needs of low-achieving children and those at risk of not meeting the State student academic achievement standardswho are members of the target population of any program that is included in the schoolwide program.

3: Instruction by highly qualified professional teachers

Instruction by highly qualified teachers.

4: High-quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, student servicespersonnel, parents, and other staff

In accordance with section 1119 and subsection (a)(4), high-quality and ongoing professional development for teachers, principals, and paraprofessionalsand, if appropriate, pupil services personnel, parents, and other staff to enable all children in the schools to meet the State's student academic achievementstandards.

5: Strategies to attract highly qualified teachers

Strategies to attract high-quality teachers to high-need schools.

6: Strategies to increase parental involvement

Strategies to increase parental involvement in accordance with section 1118, such as family literacy services, social media awareness courses, supportresources offering home support and tips for ways to strengthen relationships with pre-teen children through Love and Logic presentations.

7: Plans for assisting preschool children in the transition from early childhood programs to elementary school programs


January 6, 2017 1:29 pm

Secondary Campus - Does Not Apply

8: Measures to include teachers in the decisions regarding the use of academic assessments in order to improve the achievement of individualstudents and the overall instructional program

Measures to include teachers in the decisions regarding the use of academic assessments described in section 1111(b)(3) in order to provide information on,and to improve, the achievement of individual students and the overall instructional program.

9: Activities to ensure effective timely assistance for students who experience difficulty mastering the proficient or advanced levels of academicachievement standards

Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement standards required bysection 1111(b)(1) shall be provided with effective, timely additional assistance which shall include measures to ensure that student difficulties are identifiedon a timely basis and to provide sufficient information on which to base effective assistance.

10: Coordination and integration of federal, state and local services and programs

Coordination and integration of Federal, State, and local services and programs, including programs supported under this Act, violence prevention programs,nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training.


January 6, 2017 1:29 pm

Title I Personnel

Name Position Program FTE

Andrea Bone Math Intervention Teacher Title I/Math 1.0Rakel Brandt Reading Intervention Teacher Title I/Reading 1.0


January 6, 2017 1:29 pm

2016-2017 Campus Advisory Team

Committee Role Name PositionAdministrator Jacob Perry PrincipalAdministrator Katrina Lemons Assistant PrincipalClassroom Teacher Andria Bone Math InterventionClassroom Teacher Jessica Chambliss Math/Dance Team CoachClassroom Teacher Elaine Clem Reading Dept HeadClassroom Teacher Donna Freeman Science Dept HeadClassroom Teacher Julian Garza Social Studies Dept. HeadClassroom Teacher Pamela Olson Math InterventionClassroom Teacher Nicholas Tanner Social Studies/CoachClassroom Teacher Nyadia Thorpe Choir/Fine Arts Dept HeadDistrict-level Professional Theresa Smithey Science Curriculum CoordinatorParent Emily Pickett ParentParent Jennifer Pope ParentSchool Counselor Vicki Lockhart CounselorSchool Counselor Kristi Slate Counselor


January 6, 2017 1:29 pm

Campus Funding Summary

Professional Extra DutyGoal Objective Strategy Resources Needed Account Code Amount

1 1 43 After hours tutoring sessions with targeted student groups $0.00Sub-Total $0.00

Professional Salary - Part-Time ReadingGoal Objective Strategy Resources Needed Account Code Amount

1 1 43 Title 1 Position for Reading Enrichment $0.00Sub-Total $0.00

SupplyGoal Objective Strategy Resources Needed Account Code Amount

1 1 43 Intervention Resources $0.00Sub-Total $0.00

Supply - Parental InvolvementGoal Objective Strategy Resources Needed Account Code Amount

6 1 1 Parent resources for study habits, online resources, snacks $0.00Sub-Total $0.00

Title I (211)Goal Objective Strategy Resources Needed Account Code Amount

1 1 2 Reading and Math Intervention Classes $116,318.001 1 3 Reading and Math Intervention Personnel $116,318.001 1 62 Approximately $10,000 $0.00

Sub-Total $232,636.00Title I Parental Involvement

Goal Objective Strategy Resources Needed Account Code Amount1 1 45 Misc. Supplies and Duty Pay for Parent Night events at Howard JH $1,101.00

Sub-Total $1,101.00


January 6, 2017 1:29 pm

Grand Total $233,737.00


January 6, 2017 1:29 pm

2016-2017 campus improvement plan howard jr. high ...€¦ · waxahachie independent school...

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