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December 2016 Board LIP Summary Report

Legend for LIP Report Data: On target, positive trend, and/or improvement Progress is being made but projections aren’t being met at this time Negative trend, no improvement, plan is not working and we must make a midcourse correction

1. Focus on Student Success

LIP Measure

Status Midcourse Correction

Report Page #

# Data Elements Reported

Green Yellow Red

Locally Developed Assessments Report English Language Arts – 6th Grade 3 43% 49% 8%

Yes 2-3 English Language Arts – 7th Grade 3 14% 68% 18% Math – 3rd Grade 3 48% 29% 23%

Yes 4-5 Math – 4th Grade 3 41% 39% 20% Math – 5th Grade 3 60% 28% 12% Science – 5th Grade 3 18% 61% 21%

Yes 6-7 Science – 8th Grade 3 41% 41% 18% Biology – Grades 9-12 3 44% 37% 19% Yes 8-9

Math on Grade Level K-3 Report 4 75% 25% - Yes 10 AP, Pre-AP, Dual Credit Enrollment Report

AP, Pre-AP Enrollment Report 8 38% 12% 50% No 11

Dual Credit Enrollment Report 1 100% - - Career and Technology Enrollment Report 1 100% - - No 12-15 Student Leaver/Homeschool Report 1 100% - - Yes 16-17 SPED Instructional Setting Report 12 92% 8% - Yes 18 2. Focus on Students, Parents, and Communities.

LIP Measure


Report Page #


Green Yellow Red

Parent Satisfaction Survey 2 100% - - Yes 20-21 Community Satisfaction Survey 2 100% - - No 22 3. Focus on Operational Excellence

LIP Measure


Report Page #


Green Yellow Red

Technology Device Utilization Report 3 100% - - No 24 Your Voice Report 1 100% - - No 25 4. Focus on Employees and Organizational Development

LIP Measure


Report Page #


Green Yellow Red

Staff Turnover Report 4 100% - - No 27-28 5. Focus on Stewardship No Reports Due.

Leading Indicator Process Calendar 2016-2017

WISD Strategic

Goal

Focus on Student Success

Leading Indicator Report Report Description Reporting Months/Quarters

Data Owner

● Locally Developed Assessments Report

A report of Weatherford ISD assessments for core content areas that measure students’ understanding of curriculum taught. Monthly EDEC,

EDSC

● Reading on Grade Level K-3 Report A measure of the percent of students in grades K-3 who read on grade level at the beginning, middle and end of the school year.

November, February, June EDEC

● Math on Grade Level K-3 Report A measure of the percent of students in grades K-3 who are on grade level at the beginning, middle and end of the school year in math.

December, February, June EDEC

● Percent of Students Meeting Final STAAR Index 1 Level

The percent of students who meet the final phase-in standard in 2021-2022 of STAAR Index 1. August EDEC,

EDSC ● Digital Curriculum Measure for

Grades 2-6 Measures student mastery toward the Technology TEKS in grades 2-6 to prepare them for the middle school transition of 1:World. January, June

EDEC

● Student Fine Arts Measure Measures the number of fine arts opportunities for students in K-12. January, June EDEC,

EDSC

● AP, PreAP Enrollment Report Tracks enrollment in AP/PreAP courses. December, February EDSC

● Dual Credit Enrollment Report Tracks enrollment in Dual Credit courses. February, June EDSC ● Career and Technology Enrollment

Report Tracks enrollment and certification opportunities for CTE courses. December, March EDSC

● Extracurricular Activities Report Monitors extracurricular participation in grades 7-12. February EDA ● Student Attendance and Enrollment

Report Tracks attendance and enrollment. Bi-Monthly EDSO

● Student Discipline Report Tracks student discipline. February, July EDSS ● Student Leaver/Homeschool Report Tracks where students are being schooled upon leaving WISD. December, June EDSS

● SPED Instructional Setting Report Details the number of students in specific SPED instructional settings. December, July EDSP

● Disability Report Tracks the number of students receiving special education services by their primary disability. January, July EDSP

● 504 Dyslexia Report Tracks the number of students who are served by the Dyslexia program in WISD. January, July EDSP

Reports follow.

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Goal 1: Focus on Student Success English Language Arts Grades 6 and 7 Local District Assessment 1: Analyzing Fiction Text Status: This assessment was aligned with our scope and sequence and resources. It reflects the interweaving of reading and writing instruction. The Locally Developed Assessment (LDA) assessed fiction, which is a readiness genre. With open-ended questioning, teachers were able to gain a deeper understanding of the students’ mastery and/or misunderstandings. Each question assessed specific standards and provided quantitative and qualitative data to help each student grow in their learning. In addition, these open-ended questions prepare students for the short-answer responses required of the End of Course (EOC), an area in need of improvement for the district. The LDA consisted of 4 to 5 open-ended questions. A detailed scoring guide (rubric) was provided. Each question assessed one standard and was scored as follows:

3 Meets standard ● Student demonstrated mastery of the standard at a high-level of rigor.

2 Partially Meets Standard ● Student demonstrated a basic understanding of the standard.

1 Does not meet standard ● Student did not demonstrate an understanding of the standard.

An overall score was provided using the above criteria. The data below reflects the overall score for student performance in fiction.

ELA LDA1: Analyzing Fiction Text

3 Meets Standard

2 Partially Meets

Standard

1 Does Not Meet

Standard

6th Grade 43% 49% 8%

7th Grade 14% 68% 18%

In analyzing the data, 92% of students in grade 6 have demonstrated at least a basic understanding of the standard, while 43% have also demonstrated mastery of the standard at a high level of rigor. Eighty-two percent of students in grade 7 have demonstrated at least a basic understanding of fiction text, while 14% have also demonstrated mastery of the standard at a high level. Midcourse Correction: Since fiction is a readiness genre, students will continue to analyze fiction text throughout the school year. Teachers completed an instructional plan upon scoring

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the LDA to assist in guiding continued instruction in fiction. Future LDAs and classroom assessments will indicate progress toward attaining the Meets Standard STAAR goal for 2016-2017 and the final passing STAAR standard for 2021-2022. Suggested Strategies: In order to move students from Partially Meets Standard (2) to Meets Standard (3), teachers will increase rigor in the process. See strategies below:

● Teachers will use the question stems provided by TEKS Resource System to ask essential questions (Seed Questions).

• Students answer open-ended questions through discussion (FSGPT). • Students answer open-ended questions through written expression (Critical

Write). In order to move students from Does Not Meet Standard (1) to Partially Meets Standard (2), students will receive differentiation in the content and environment. See strategies below:

● Students will use reading strategies to aid in comprehension of fiction text. These could include:

● Graphic Organizer-Story Map ● Get the Gist ● Chunking

Fcrr.org provides many additional resources to assist students in comprehension of fiction text.

Students will have flexible learning opportunities through small groups and individualized instruction:

● Weekly small-group, TEKS targeted instruction ● Weekly individual conferencing through Reader’s and Writer’s Workshop ● Reading Intervention (LLI, Istation, Read 180, Compass Learning Pathblazer, etc.)

In addition, a Google Site is being created for professional development and support in Fiction text.

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http://www.fcrr.org/

Goal 1: Focus on Student Success Elementary Math Local District Assessment (LDA) 1 Status: This assessment was aligned with the district scope and sequence and resources. It reflects the instruction we expect to see in classrooms. With open-ended questioning, teachers were able to gain a deeper understanding of the students’ mastery and/or misunderstandings. Each task assessed specific standards and provided quantitative and qualitative data to help each student grow in their learning. While the standards addressed were grade-level specific, all grade-levels addressed data analysis, numerical representations and relationships, and computations and algebraic relationships. The LDA consisted of three to four tasks. Each task affords students an opportunity to reason about, articulate and justify their understandings of the standards. All tasks were open ended. A detailed scoring guide (rubric) was provided. Using Aware (an online student assessment tool) to analyze and summarize the data, 82% of students in grades 3-5 have demonstrated at least a basic understanding of the standards, with 49% of those have also demonstrated mastery of the standard at a high level of rigor. Data:

Math LDA1 3 Meets the

benchmark

2 Partially meets the

benchmark

1 Does not meet the

benchmark

3rd Grade 48% 29% 23%

4th Grade 41% 39% 20%

5th Grade 60% 28% 12% Midcourse Corrections: Students will continue to work with data analysis, numerical representations and relationships, and computations and algebraic relationships throughout the school year. Teachers completed an instructional plan upon scoring the LDA to assist in guiding continued instruction in these areas. Future LDAs and classroom assessments will indicate progress toward attaining the Meets Standard STAAR goal for 2016-2017 and the final passing STAAR standard for 2021-2022. Suggested Strategies: In order to move students from Partially Meets the Benchmark (2) to Meets the Benchmark (3), teachers will increase rigor in the process and product. See strategies below:

Process Product

● Students answer open-ended questions through discussion (FSGPT)

● Students answer open-ended questions through written expression (Critical Write)

Students will be provided opportunities to transfer their learning through creation. Products could include:

● Digital Presentation ● Creating story problems ● Visual representations of thinking

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● Teachers will use the questions provided by the curriculum resource Pearson Investigations to ask essential questions (Seed Questions)

● Diagram comparing two different solution strategies

In order to move students from Does Not Meet the Benchmark (1) to Partially Meets the Benchmark (2), students will receive differentiation in the content and environment. See strategies below:

Content Environment

Students will use learning strategies to aid in development of conceptual understanding. These could include:

● Using incorrect answers as learning opportunities

● Estimation ● Visual representations of solution

strategies ● Language acquisition strategies such

as word walls

Students will have flexible learning opportunities through small groups and individualized instruction:

● Weekly small-group, TEKS targeted instruction

● Periodic individual conferencing through Math Workshop

● Math Intervention (Think Through Math, Symphony Math, etc.)

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Goal 1: Focus on Student Success Science Grades 5 and 8 Local District Assessment 1 Status: This assessment was aligned with our scope and sequence and resources. It reflects the major concepts of matter and energy. With open-ended questioning, teachers were able to gain a deeper understanding of the students’ mastery and/or misunderstandings. Each task assessed specific standards and provided quantitative and qualitative data to help each student grow in their learning. In addition, these tiered, open-ended questions prepare students for the multiple choice responses required of the EOC in which students must process multiple steps in order to answer questions. The LDA consisted of 3 tiered, open-ended questions. A detailed scoring guide (rubric) was provided. In analyzing the data, 79% of students in grade 5 have demonstrated at least a basic understanding of the standards, while 18% have also demonstrated mastery of the standard at a high level of rigor. In grade 8, 82% of students demonstrated at least a basic understanding of the standards, while 41% also demonstrated mastery of the standards at a high level of rigor. Data: Science LDA 1 Matter and Energy

3 Meets Standard

2 Partially Meets

Standard

1 Does Not Meet

Standard

5th Grade 18% 61% 21%

8th Grade 41% 41% 18% Midcourse Correction: Chemistry concepts begin to become prominent in topics of matter and energy at grade 5. Chemistry continues to be a challenging area of science for our students. Teachers completed an instructional plan upon scoring the LDA to assist in guiding continued instruction in chemistry. Future LDAs and classroom assessments will indicate progress toward attaining the Meets Standard STAAR goal for 2016-2017. Suggested Strategies: In order to move students from Partially Meets Standard (2) to Meets Standard (3), teachers will increase rigor in the process and product. See strategies below:

Process Product



● Teachers will use the question stems provided by STEMScopes to ask essential questions (Seed Questions)


● PBLs ● Flow Chart ● Diagram ● Inquiry based lessons ● Digital presentations

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In order to move students from Does Not Meet Standard (1) to Partially Meets Standard (2), students will receive differentiation in the content and environment. See strategies below:

Content Environment

Students will concentrate on strategies pertaining to science vocabulary and application. These could include:

● STEMScopes intervention piece ● Spiraling vocabulary in new content ● Chunking

Students will have flexible learning opportunities through small groups and individualized instruction.

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Goal 1: Focus on Student Success Biology Local District Assessment 1 Status: This assessment was aligned with our District scope and sequence and resources. It reflects the major concepts of levels of organization, biomolecules and enzymes. With open-ended questioning, teachers were able to gain a deeper understanding of the students’ mastery and/or misunderstandings. Each task assessed specific standards and provided quantitative and qualitative data to help each student grow in their learning. In addition, these tiered, open-ended questions prepare students for the multiple choice responses required of the EOC in which students must process multiple steps in order to answer questions. The LDA consisted of 3 tiered, open-ended questions. A detailed scoring guide (rubric) was provided. In analyzing the data, 81% of students have demonstrated at least a basic understanding of the standards, while 44% have also demonstrated mastery of the standard at a high level of rigor. Data: Science LDA 1 Biomolecules, Enzymes, Levels of Organization

3 Meets Standard

2 Partially Meets

Standard

1 Does Not Meet

Standard

Grades 9-12 44% 37% 19% Midcourse Correction: The content of biomolecules and enzymes is first taught at this level. Students have never been introduced to organic chemistry. This content area continues to be a challenging area for our biology students. Teachers completed an instructional plan upon scoring the LDA to assist in guiding continued instruction. Future LDAs and classroom assessments will indicate progress toward attaining the Meets Standard STAAR goal for 2016-2017 in order to be successful on the Biology EOC. Suggested Strategies: In order to move students from Partially Meets Standard (2) to Meets Standard (3), teachers will increase rigor in the process and product. See strategies below:

Process Product



● Teachers will use the question stems provided by STEMScopes to ask essential questions (Seed Questions)


● PBLs ● Flow Chart ● Diagram ● Inquiry based lessons ● Digital presentations

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In order to move students from Does Not Meet Standard (1) to Partially Meets Standard (2), students will receive differentiation in the content and environment. See strategies below:

Content Environment

Students will concentrate on strategies pertaining to science vocabulary and application. These could include:

● STEMScopes intervention piece ● Spiraling vocabulary in new content ● Chunking ● Concentration of Readiness TEKS

Students will have flexible learning opportunities through small groups and individualized instruction.

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Goal 1: Focus on Student Success Reading and Math Assessments Grades K-3 Math Assessments Grades K-3 Weatherford ISD’s goal is for all students to perform at or above grade level in math by the end of third grade. Our tool to gather data and measure student growth in grades K-3 is AIMSweb®, a web-based program for universal screening, progress monitoring and data management. AIMSweb® provides reliable, predictive data to inform individualized instruction. The data below indicate the percentage of students in grades K-3 who are already performing on grade level in math at the beginning of the school year. These data were captured during the first six weeks of school and represent all K-3 students. Data

Goal - % of Students on Grade Level in Math at the Beginning of the Year

Kindergarten 1st Grade 2nd Grade 3rd Grade 70% or Higher 70% or Higher 65% or Higher 65% or Higher

Beginning of Year

72%71%

66%

71%72%

69%

62%

65%

71%70%

63%

67%

56%

58%

60%

62%

64%

66%

68%

70%

72%

74%

Kindergarten 1st Grade 2nd Grade 3rd Grade

% Math on Grade Level Beginning of Year

2014-15 2015-16 2016-17

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Goal 1: Focus on Student Success Pre-AP, AP, and Dual Credit Enrollment Status: The data provided in this report reflect the number of students enrolled in Pre-AP, AP, and Dual Credit courses. For comparative purposes, data from 2015 are included.

Pre-AP and AP Enrollment Course Fall 2015 Fall 2016 Status

ELA 1,076 1,262 Mathematics 995 992

Science 1,276 1,259 Social Studies 1,420 1,374

Foreign Language 168 128 Computer Science 61 40

Fine Arts 26 17 Total 5,022 5,072

Dual Credit Courses Fall 2015 Fall 2016 Status Student Enrollment 81 158

Status: The overall data for Pre-AP/AP enrollment went up by 50 students even though our numbers decreased in Science, Social Studies, Foreign Language, Computer Science and Fine Arts. In addition, dual credit enrollment increased by 77 students. Midcourse Correction: None required.

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Goal 1: Focus on Student Success Career and Technology Report The goal of the WISD CTE Program is to provide our students with career readiness skills identified by business and industry standards and prepare students for post-secondary opportunities to succeed in the global community. CTE Enrollment Data: There was a slight dip in 2014-2015 in CTE 9-12 enrollment because a technology credit was removed from graduation requirements.

• The overall WHS enrollment increase 9-12 over five years 6.3%. • The overall CTE enrollment increase 9-12 over five years 18%.

Goal: CTE enrollment at ≥ 90% of capacity. CTE Course Capacity

(The maximum number of students who can enroll in a

CTE course)

Current CTE Student Enrollment

(The number of students currently enrolled in a CTE

course)

Enrollment as a Percentage of

Capacity

Status

3,853 3,466 90% We currently serve 3,466 students with a 3,853 student capacity. This reflects serving at a 90% capacity.

2,175

1,739

2,2271,919

2,238

1,842

2,3302,057

2,3112,053

0

500

1,000

1,500

2,000

2,500

Total 9-12 Enrollment CTE 9-12 Enrollment

2012-2013 2013-2014 2014-2015 2015-2016 2016-2017

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Goal 1: Focus on Student Success Career and Technology Report

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Enrollment of Students in Courses That Offer Industry and State Recognized Certification or Licensure

2012-2013 2013-2014 2014-2015 2015-2016 2016-2017CTE Courses Enrollment Enrollment Enrollment Enrollment EnrollmentAg Mechanics & Metal Technologies 22 67 60 45 54Advanced Engineering Design and Presentation n/a n/a 4 22 40Automotive I 38 30 39 39 30Automotive II 10 9 18 17 15Business Information Management I 158 153 63 337 286Business Information Management II 9 7 18 20 44Cosmetology II 21 17 15 27 38Culinary Arts 56 89 158 203 201Disaster Response n/a 87 97 117 78Dollars & Sense n/a n/a n/a 204 69Engineering Design and Presentation n/a 50 93 121 106Equine Science n/a n/a 88 53 84Graphic Design and Illustration 75 73 47 96 100Health Science 48 39 40 50 59Health Science III/Practicum 33 40 39 40 45Power Systems / Facility Design 22 19 20 15 21Practicum in Culinary Arts n/a n/a n/a 16 31Principles and Elements of Floral Design 46 54 87 53 92Principles of Health Science n/a 113 135 161 182Small Engine Technology not offered not offered 58 56 58Veterinary Medical Applications 23 33 22 25 32Welding I n/a n/a 47 59 62Welding II n/a n/a n/a 7 11Wildlife 56 54 61 45 55Total Number of Students 788 1,119 1,257 1,828 1,793

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Goal 1: Focus on Student Success Student Leaver/Homeschool Report Status: During a school year, students leave Weatherford ISD for a variety of reasons. For example, the most common reason a student leaves Weatherford ISD is a family relocation, usually due to job opportunities. While we have no influence or control over the family’s decision to leave in this situation, we do have a process to monitor students who leave for private school or homeschool. After the first two six weeks of the 2016-2017 school year, 43 students have left Weatherford ISD for homeschool and 10 students have left for private school. The number of students leaving for homeschool has increased over the same time last year and is mainly attributed to 11th and 12th grade students. Data:

1st and 2nd Six Weeks Code Leaver Reason Elem Sec Total

1 Graduated 10 10 3 Died 1 1

60 Home Schooling 14 29 43 81 Enroll in Texas Private School 2 8 10 82 Enroll in School Outside Texas 20 7 27 L25 Enroll in another Texas public school district 81 45 126

78** Expelled--cannot return to the District 83 Adm.Withdrawal/Not resident at enrollment 1 1 L20 Enter health-care facility 3 1 4 L21 Incarcerated outside district 89 Incarcerated in state or federal facility 16 Return to Home Country 1 1 66 Removed by Child Protective Services 2 2 L22 Out-of-district transfer to another district L13 Reason Unknown or Other (98/13) * 8 8 L01 Completed Coursework/Needs TAKS (98/1) 1 1 88 Court-ordered GED, not earned GED yet 1 1 L23 Completed GED Certificate L02 Working Toward GED (98/2) L04 Pursue Job or Job Training (98/4) L09 Will Start KN 16-17 8-30 BD L24 Graduated, returned, left again (SPED)

Totals 131 104 235

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Goal 2: Focus on Students, Parents, and Communities Student Leaver Report

Homeschool Withdrawals by Campus through the end of the 2nd Six Weeks

Homeschool Withdrawals by Grade through the end of the 2nd Six Weeks

School 2014-2015

2015-2016

2016-2017 Grade

2014-2015

2015-2016

2016-2017

Austin 2 4 KN 1 Crockett 2 1 1 2 1 2 Curtis 3 3 2 1 2 Ikard 2 1 2 3 1 1 2 Martin 1 2 4 1 3 Seguin 2 5 1 3 Wright 1 6 2 1 2 Hall 1 4 4 7 1 2 4 Tison 2 1 8 4 1 NGC 2 1 2 9 2 1 2 WHS 16 7 22 10 4 1 5 Total 26 19 43 11 3 2 9

12 9 4 8 Total 26 19 43

Our goal is less than 1.75% of our students (based on enrollment on snapshot date) will leave for homeschool and/or private school over the course of the school year. For 2016-2017, this calculation is as follows:

1.75% of 8,021 students = 140 students To accomplish our goal of ≤140 of students withdrawing to homeschool or private school, campus administration works closely with families prior to withdrawal throughout the year in hopes of keeping students enrolled. Campus administrators and counselors are also contacting families personally at the end of each six weeks to encourage re-enrollment. After two six weeks, we have had 0 students re-enroll. Trend data, however, shows that some students who have withdrawn to homeschool do re-enroll at some point during the year. We will continue to track the return rate. Midcourse Correction: The Student Services department will send a letter to each of the families that have withdrawn to homeschool or private school inviting them to consider returning to Weatherford ISD. We will continue to follow this data closely and make adjustments to our plan as needed after the 3rd six weeks.

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Goal 1: Focus on Student Success Special Programs Department Instructional Settings Report

Status: The instructional setting report data represent the number of students per instructional plan. Data:

Midcourse Correction: Continue to monitor the instructional day of each student to maximize time spent in the general educational setting. Review and adjustments of the Individual Education Plans (IEP) will continue every six weeks.

Instructional Setting PEIMS Code October 2013 October 2014 October 2015 October 2016

Instructional Setting

PEIMS Code Number of Students by Instructional Setting by Year Speech only 00 79 81 71 80 Homebound 01 7 3 3 2 Hospital Class 02 2 0 0 0 VAC (Vocational Academic Class) 08 0 0 37 20 Mainstream 40 235 219 256 330 Resource Room < 21% 41 133 151 166 161 Resource Room 21% to < 50% 42 70 71 58 24 Self-Contained 50% to 60% 43 29 26 10 10 Self-Contained >60% 44 126 147 129 113 Full Time (FT) Early Childhood (3-5 years old) 45 0 1 0 2 Residential Mainstream 81 0 0 0 0 Residential Resource <21% 82 0 1 1 0 Residential Resource 21% to <50% 83 2 0 0 0 Residential Self-Contained 50% to 60% 84 0 0 0 0 Residential Self-Contained >60% 85 1 0 0 0

Total SPED Students 684 700 731 742

PEIMS Code Instructional Settings Goal 00 No instructional setting (speech only students) No goal required 01, 02 Instructional settings No goal required 08 Vocational Classes Goal is greater than 10 40, 41, 42 Inclusion Goal is to be greater than previous year 43 Semi-inclusion Goal is to be equal to or greater than previous year 44, 45 Self-contained setting Goal is to be less than previous year 81- 85 Special Residential Placement settings No goal is required

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WISD Strategic Goal

Focus on Students,

Parents, and Communities

Leading Indicator Report Report Description Reporting Months Data Owner

● Weatherford ISD Education Foundation Contribution Report

An annual report that details the income and expenditures of the WISD Education Foundation along with the annual audit report. January, June EDCO

● Parent Satisfaction Survey A measure of the overall satisfaction of WISD Parents. December, March, June EDCO

● Community Satisfaction Survey A measure of the overall satisfaction of the WISD Community. December, April EDCO

● Social Media Report A measure of the growth, reach, and engagement of social media communications. Monthly EDCO

● Internal Communication Survey A survey of WISD staff to determine how effectively the District is communicating internally. January, June EDCO

● Community WiFi Report A measure of the community participation in hosting WISD WiFi “Hop Spots”. January, June EDCO,

EDT ● Community Support Measure A measure of community sponsorships of WISD events. January, June EDCO

● Student Satisfaction Survey A measure of the overall satisfaction of WISD students at all grade levels. February, July EDSS

● Community Use of Facilities Report A report detailing the community use of WISD facilities. January, June EDF

Reports follow.

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Goal 2: Focus on Students, Parents, and Communities Parent Satisfaction Survey Status: Weatherford ISD has traditionally conducted a District-wide parent survey annually. This year, we are implementing a new strategy designed to provide feedback in a timely manner thru brief surveys. The first survey conducted in October/November 2016 asked questions about campus and district communications. A total of 690 parents participated in this survey that was emailed to all families and promoted on the District website and Facebook page.

Parent Survey Question Response Goal Status Weatherford ISD and my child’s school provided me with Back to School information such as school supply lists, bell schedules, class schedules, teacher assignments, etc., in a timely manner.

Agree = 89% Disagree = 11%

Agree = 90% or higher

What are some areas where we are doing well?

The top 4 responses were: • Welcoming students and families • Campus communication • Student safety • School cleanliness

Information only N/A

What are some areas where we could improve?

The top 3 responses were: • Drop Off/Pick Up • Campus communications • Campus website information


As an elementary parent, how do you prefer to receive information from your child’s teacher, campus, and District?

Teacher = Remind 101 or similar app Campus = Electronic campus/classroom newsletters or the campus website District = Facebook


As a middle school parent, how do you prefer to receive information from your child’s teacher, campus, and District?

Teacher = Remind 101 or similar app Campus = Electronic campus/classroom newsletters or the campus website District = Facebook


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Goal 2: Focus on Students, Parents, and Communities Parent Satisfaction Survey

Parent Survey Question Response Goal Status As a high school parent, how do you prefer to receive information from your child’s teacher, campus, and District?

Teacher = Remind 101 or similar app Campus = Paper campus/classroom newsletters or the campus website District = Facebook


The best time for me to receive an automated phone call from WISD or my child’s campus is:

5-6 pm = 43% 6-7 pm = 36% 7-8 pm = 17% 8-9 pm = 4%


Considering information you have received from your child’s teacher, school, and Weatherford ISD, please indicate your level of satisfaction with our communication efforts for the first six weeks of school.

Very Satisfied = 53% Somewhat Satisfied = 35% Uncertain = 5% Somewhat Dissatisfied = 5% Very Dissatisfied = 2%

Very Satisfied and Somewhat Satisfied

at 90%

Midcourse Correction: The Communications Department will work with campus administration to address the issues identified by parents as areas where we might improve: • Drop Off/Pick Up • Campus communications • Campus website information

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Goal 2: Focus on Students, Parents, and Communities Community Satisfaction Survey Status: Weatherford ISD has traditionally conducted a community survey every 2-3 years. This year, we will be launching several brief community surveys. The first survey conducted in November 2016 was designed to gather input on measures of student success, beyond the STAAR test, that are important to our community. Data: Community members were asked to select from a variety of measures that are important indicators of student success. The survey also provided an opportunity for those surveyed to suggest additional measures.

Community Survey Question

Response Goal Status

The following are important measures of student success in a quality education system:

College Acceptance = 85% Graduation Rate = 83% College Credit Earned = 78% High SAT/ACT Scores = 68% CTE Certifications Earned = 66% Participation in Advanced Academic Courses = 61% Participation in Athletics = 49% Participation in Fine Arts = 49% Community Service Hours = 46% High Scores on STAAR test = 34% Suggested Measures: Grade Point Average National Merit Scholarship Corporation Designation Student Leadership Opportunities

Information only

n/a

Which of the following best describes how satisfied you are with the job Weatherford ISD is doing at educating children?

• Very Satisfied = 27% • Satisfied = 63% • Unsure = 7% • Dissatisfied = 3% • Very Dissatisfied = 0%

Very Satisfied and Satisfied

= 90%

Would you give Weatherford ISD a grade of A, B, C, D, or F in the area of providing a variety of educational opportunities that meet the needs and interests of all students?

• A = 51% • B = 49% • C = 0% • D = 0% • F = 0%

A and B = 90%

Survey responders also suggested grade point average, National Merit Scholarship Corporation designation, and leadership opportunities as additional measures of student success. Midcourse Correction: None required.

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WISD Strategic Goal

Focus on

Operational Excellence

Indicator Report Description Reporting Months Data Owner

● Network Utilization Report A measure of the average use of the network capacity. January, June EDT

● Technology Device Utilization Report A measure of classroom use of technology devices. December, March,

June EDT

● Your Voice Report Tracks the types of questions, comments, and suggestions received through the Your Voice link on the home page of the WISD website December, July EDCO

● Community Education Participation Report

Tracks the types of courses requested by the community along with class participation rates. January, June DCE

● CI Measure Measures the number of staff who have used a continuous improvement tool or strategy. January, June EDCO

● Bus Transportation On-Time Report

Tracks bus arrival data for the beginning of the school day and for daily shuttles. January, June EDSO

Reports follow.

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Goal 3: Focus on Operational Excellence Technology Device Utilization Report Status: We are monitoring Chromebook logins to provide feedback to Technology and Curriculum about the usage patterns of devices purchased. Data: Baseline Data for December 2016:

Active Percentage Goal Target Previous Two Weeks 947 95% 98% Previous Month 980 98% 100% Previous Three Months 999 100% 100% Total Devices Deployed 999

Midcourse Corrections: No midcourse corrections required.

920

930

940

950

960

970

980

990

1000

1010

Active Previous Two Weeks Active Previous Month Active Previous Three Months

Active Devices

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Goal 3: Focus on Operational Excellence Your Voice Report Status: Weatherford ISD provides multiple ways to listen to the voice of our customers to identify areas where we are doing well and areas where improvement is needed. There are two links, Your Voice and Contact Us, located on the home page of the Weatherford ISD website to allow students, family members, and our community to ask questions or voice concerns. Our goal is to respond to and provide assistance or answers to 100% of these emails. A summation of the emails received from August 1, 2016 – November 21, 2016 is presented below. No midcourse corrections are needed at this time.

Total Emails Received Reply/Resolve Rate Status 63 100%

Category Comment/Question Frequency InfoSnap Online Enrollment Questions about Snap Codes or updating information 7 Human Resources Job inquiries, pay rate questions, contact information 6 Schedule Changes How to request a schedule change 6 Transcript Requests Process to request a transcript 5 Skyward Family Access Questions about password or editing information 4 Community Questions about Girl Scouts, Homecoming, and advertising for jobs 3 Prospective Parent Question about WISD schools, enrollment, etc. 3 Transfers Process to request a transfer to another WISD campus 3 Media Inquiry Media requests 2 Schedule Pickup Question about requirements to pick up schedule at middle school 2 Special Programs Parent question about special needs for their children 2 Weather Question about picking students up during rain dismissal 2 Campus Traffic Back to school traffic 1 College Process to apply for college 1 Fundraising Student request to fundraise 1

Hall MS Request for fan stands be placed on the opposite side of the field because of the sunset 1

Kangaroo Logo Permission to use 1 Miscellaneous Found an old diploma 1 Parent Complaint Wants to walk child to kindergarten class 1 Parent Conferences Non-custodial parent request for parent teacher conference 1 Rise Program Question about applying 1 SAT Private school parent inquiring about SAT testing 1 SchoolMessenger Request to remove phone number 1 Solicitations Education/Web/Advertising 1

Sportsmanship Does not like negative cheers at freshman basketball games (“Miss it, Miss it”) 1

Student Tutoring request 1 Student Email Student email address needed 1 Vendor Needs WISD Tax-Exemption form 1 Volunteer Needs the volunteer application 1 WHS Question about open lunch 1

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WISD Strategic Goal

Focus on

Employees and Organizational Development


● Staff Turnover Report Details staff turnover by employee group. Monthly CHRO

● Staff Satisfaction Survey Report A measure of the overall satisfaction of WISD staff. July CHRO ● Employee Attendance Report Tracks employee attendance rates. January, June CHRO

● Staff Development Report Tracks the number of staff development opportunities offered by WISD and the implementation of training. January, June EDEC/

EDSC ● Efficient Use of Resources Evaluation of staff placements to be serve the needs of students. July CHRO

Report follows.

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Goal 4: Focus on Employees and Organizational Development Staff Turnover Report Status: The Staff Turnover Leading Indicator data represent the number of staff who have left the district during the current school year. Weatherford ISD employs 983 staff. In order to observe and evaluate job retention for all district employees, the 2016-2017 Staff Turnover Leading Indicator data will reflect the 4 job classifications represented in the Weatherford ISD salary schedule. The goal of the district is to demonstrate retention in the categories of Teacher/Nurse/Librarian, Administrative/Professional, and Clerical/Paraprofessional so as to reflect a yearly turnover rate of less than 14%. The goal for Auxiliary retention is a 10% decrease from the 2015-2016 benchmark turnover data of that category. The data below show a slight increase in turnover for November 2016 in comparison to 2015. Turnover data prior to 2015-2016 reported two categories, Teacher and Non-Teaching Staff. The categories of Administrative/Professional, Clerical/Paraprofessional, and Auxiliary were collected as benchmark data for the 2015-16 school year. Data: November 2016 Staff Turnover

Teacher, Nurse, Librarian Campus Reason Month Total Cumulative Previous 2

Hickey, Erlene Ikard Retirement 1 Kechnie, Kathleen Ikard Retirement 1 Mitchell, Jacqueline Martin Resigned 1 Thomas, Amberlie Martin Resigned 1 4 Current 6

Teacher, Nurse, Librarian Staff Count - 543 Current Turnover Rate: 1.1% Yearly Goal: < 14%

Administrative/Professional Campus/Dept. Reason Month Total Cumulative Previous 3

None to Report 0 Current 3

Administrative/Professional Staff Count - 118 Current Turnover Rate: 2.5% Yearly Goal: < 14%

Clerical/Paraprofessional Campus/Dept. Reason Month Total Cumulative Previous 7

Roever, Ryndi Tison Resigned 1 1 Current 8

Clerical/Paraprofessional Staff Count - 178 Current Turnover Rate: 4.5% Yearly Goal: < 14%

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Goal 4: Focus on Employees and Organizational Development Staff Turnover Report

Auxiliary Campus/Dept. Reason Month Total Cumulative

Previous 9 Delarosa, Becky WHS Other 1 Alamilla, Adaena Hall Resigned 1 2 Current 11

Auxiliary Staff Count - 144 Current Turnover Rate: 7.6% Yearly Goal: < 22%

Staff Turnover – District Cumulative

Staff Count - 983 Turnover 28

Turnover Rate 2.8%

Staff Turnover by Reason – 2016-2017 Cumulative

Employee Classification A B C D Teacher, Nurse, Librarian 1 1 2 2 Administrative/Professional 1 2 Clerical/Paraprofessional 2 5 1 Auxiliary 2 2 7

A: Resignation – seeking position outside the District B: Resignation – accepted position in another district C: Resignation – other – relocating with spouse, leaving education, etc. D: Retirement

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WISD Strategic Goal

Focus on

Stewardship


● State Funding Report Tracks revenue from state funding. August ASBO

● Tax Collections Report Tracks the percentage of property tax collections. Monthly as a

Separate Report to Board of Trustees

ASBO

● Audit Report Report disclosing the annual Weatherford ISD audit. January ASBO ● Fund Balance Report Report on the WISD Fund Balance total. January ASBO ● School FIRST Rating The Financial Integrity Rating System of Texas Report for WISD. November ASBO

No reports due.

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