2016-2017 Campus Improvement Plan Wylie Independent School ... · The campus population is has 3.3% ELL 2.75 and the ESL population is 2.58%. The ... steady growth in the teaching

Wylie Independent School District

Wylie East High School

2016-2017 Campus Improvement Plan

Wylie East High SchoolGenerated by Plan4Learning.com 1 of 55 Campus #043144003

December 8, 2016 5:06 pm

Mission StatementWylie East High School Vision Statement

As members of the Raider Nation we will strive to:

1. Encourage lifelong learning in all students;

2. Prepare all students for college and career readiness;

3. Show compassion through selflessness and empathy;

4. Inspire and model servant leadership to support the community and meet real world challenges.

In achieving this vision all members of the Raider Nation will become informed and concerned citizens.

VisionWylie East High School Mission Statement

The mission of Wylie East High School, in partnership with the community, is to develop the potential of our students to achieve academic successand become responsible leaders.

Value StatementWe believe…

… all people can learn.



… in passionate involvement in the school and community.

… in establishing high expectations and achieving academically.

… in creating a safe environment to promote independent thinking and decision making.

… everyone should be recognized for successes.

… in finding success outside the classroom.

… in open communication.



Comprehensive Needs Assessment

Demographics

Demographics Summary

WEHS student population is made up of 12.64% African American, 24.45% Hispanic, 55.22% White, and other about 6.76%. The same report shows that24.56% of the students at WEHS are Economically Disadvantaged. The campus population is has 3.3% ELL 2.75 and the ESL population is 2.58%. TheSpecial Education population is 9.01%. The campus shows an At Risk population of 36.21%. The student attendance rate for WEHS 95.7% in the mostrecent school year. The number of students which graduated on the Recommended Plan/Distinguished Plan in 2016 stood at 93.54%

Demographics Strengths

The combined attendance rate for all students stood at 95.7% is a strength for the campus as is the combined Recommended and Distinguised graduates.

Demographics Needs

As we review our data from the 2015-2016 school year three areas manifest themselves as areas of intentional focus. One is our ELL, Sped students in allEOC tested areas.



Student Achievement

Student Achievement Summary

WEHS students performed above state averages in in the spring of 2016 on EOC. The information provided below gives the details of how students scored.The End of Course exams for WEHS students showed the following information during the 2015-2016 school year.

End of Course Testing- Spring 2016

Algebra I- 95.97%

English I- 83.37%

English II-87.07%

Biology- 98.64%

Social Studies- 99.47%

WEHS students take both the ACT and SAT test. The numbers below indicate that WEHS students are above the state and national average in all subjectareas.

ACT Scores

English- 19.9

Math- 21.6

Reading- 22.0

Science- 22.0Wylie East High SchoolGenerated by Plan4Learning.com 5 of 55 Campus #043144003


Composite Score- 21.5

Each of the scores are above the state average

One Hundred Eighty-Seven WEHS students took the SAT and had a mean scores of Critical Reading of 493, Mathematics 512, Writing 459. WEHS is aboveall the state averages. WEHS is above the average in Math and one point lower than the average for all test taken by high school students.

WEHS administered 516 which was above the 467 from 2014-2015 Advanced Placement Exams in the spring of 2015-2016. WEHS had 295 studentsenrolled in AP classes. The following are the percentages that WEHS students received on those exams. One hundred sixty- one students score a three orhigher which is 54.6% on at least one exam. The global average which score a three higher is 60.3%. The state of Texas average score in the same area is50%.

During the 2015-2016 academic year three WEHS students were honored by the National Merit Scholarship Corporation with some form of recognition fortheir performance on the exam. ONe WEHS student was selected as a National Merit Semit Finalist.

During the 2015-2016 academic year???? of students graduated on a recommend or distinguished plan, while ??? graduated on the minimum plan.

During the 2015-2016 acameic year ??? of the students graduated from the cohort.

Student Achievement Strengths

WEHS campus earned the Distinction Designations for Top Twenty Five Percenet Closing the Gap Performance. The campus was in the Top Quartile in ourperformance group in Greater Than Expected Growth in Mathematics and EOC Algebra I Performance (Level III),.

Student Achievement Needs



As we review our data from the 2015-2016 school year three areas manifest themselves as areas of intentional focus. One is our LEP and Sped studentsin all areas tested The other area of focus will be writing. As we look at ELA EOC results, SAT and ACT results our numbers are not where we want themin ELA and writing. Also we need to increase the number of students that take the SAT and increase numbers of students in AP classes.



School Culture and Climate

School Culture and Climate Summary

The school culture and climate at WEHS is healthy and robust. Many clubs and organizations can be found on campus that provide students the opportunityto take part in many activities. The campus has a emphasis on the importance of giving back to the community, and as a result, scores of WEHS students areactive in community service projects. We have a wide range of extra curricula groups where students can be involved. Our parents involved in many parentsupport groups from PTSA and booster clubs. Last spring our campus climate survey confirmed previous years surveys that our staff, parents and studentsare happy with the WEHS.

School Culture and Climate Strengths

WEHS has over 20 clubs and organizations that are active. Each year they are required to perform at least one community service project each semester. TheWEHS Student Council has been selected as a recognized council for the work the do on campus. WEHS has a strong academic support clubs with NationalHonor Society with about 100 members. The National Spanish Honor Society is active and contributes to the overall positive nature of the campus. Boosterclubs have formed in athletics, band, drill team, ROTC, FFA and provide parental leadership and support in the form of time, scholarships and money to helpfund the groups.

We recognize our students for academic success, community service, and character at end of each grading period with the Raiders Honor Luncheon. At thisluncheon, we present awards and certificates to all students. The students that make the A Honor Roll are presented with a yard sign to put in their yard athome.

At WEHS, we are blessed to have a growing PTSA. Many of these parents are involved with other groups on campus. They do an outstanding job takingcare of our staff members.

The campus leadership meets with staff, and student representatives to gain input on matters of importance to each group.

School Culture and Climate Needs

WEHS is always looking at ways to improve communication and between home and school. WEHS would like to see more two way communication fromparents and students.



Staff Quality, Recruitment, and Retention

Staff Quality, Recruitment, and Retention Summary

The staff at WEHS is made up of over 150 teachers, instructional aides, clerical staff which provide services to 1840 students. The campus has enjoyedsteady growth in the teaching staff since opening in 2007, when we opened with 59 teachers and 800 students. Each professional staff member is consideredto be highly qualified by the state and national government standards. The campus is served by four certified, full time counselors who address academicplanning and individual and group emotional needs. WEHS is served by a full time school nurse and a full time nursing assistant. The campus has twelveclerical positions that work as student service assistants, registrars, and receptionist.Our staff turn over has been very low over the years.

Staff Quality, Recruitment, and Retention Strengths

The strengths of the WEHS staff would be that each teaching staff member is highly qualified in their selected field.

Staff Quality, Recruitment, and Retention Needs

At the present time we see no real needs.



Curriculum, Instruction, and Assessment

Curriculum, Instruction, and Assessment Summary

WEHS has successful been able to provide quality instruction to the students on campus as a result of a combination of factors. The district curriculum hasprovided a tightness to instruction that was needed. WEHS uses the common unit assessments which give us good feedback on instruction in the classroom.The common assessments have allowed WEHS staff the chance to work and examine data from the test to plan common lessons and activities. Another keyelement of WEHS instructional effectiveness is the PLC structure which is used in each core area. The administrative team does an outstanding job inleading and directing PLC's. THis is made possible as a result of the common planning time that is built into the academic schedule for all core courses. Theadministrative leadership is out and in the classrooms weekly monitoring instruction. Lastly, the role of the instructional specialist is a key to instructionaleffectiveness. Each specialist brings experience and leadership that allows them to model effective lessons and guide the conversations about instruction.

Curriculum, Instruction, and Assessment Strengths

The PLC structure is a key element of effective planning and instruction. Teachers are not on an island. They are a learning community with other thatallows them to plan, discuss, and analyze data that impacts instruction. This would not be possible with out the common planning periods which allow theteachers time during the academic day to have serious and meaningful discusses about teaching and learning.

Curriculum, Instruction, and Assessment Needs

Writing integration into the curriculum is a very important need. Another need is to provide teachers training about how to question at the leve of rigor that isrequired by the verb in the SE. Another focus area for WEHS is the implemenation of The Fundamental Five method of instruction. This is an effort that willbe on going through the school year for our staff to focus on five sound methods that should be placed into each lesson taught.



Family and Community Involvement

Family and Community Involvement Summary

WEHS Family and Community Involvement is healthy. A number of groups on campus have parent booster clubs that are very active in the lives of eachgroup. The ROTC, Athletics, Band, Drill team, FFA each have a strong representation of parents which are involved in providing support to he programs.The WEHS PTA is active with a strong core group of parents which are involved in directing and organizing events. The PTA is always seeking additionalparent and teacher support. During the last school year about 70% of all staff belonged to the PTA. The most recent survey shows that over 72% of parentsbelieve the campus is actively involved in the community.

Family and Community Involvement Strengths

One of the greatest strengths is the numerous communication tools that are used to keep parents informed. Weekly messages are sent through emails from thethe principal to parents and students about events and concerns. A weekly newsletter is also include in the message. The campus web site is kept up to datewith the most recent news and events so they can be shared with the public. The campus journalism department produces an on line newspaper, blueprint,which is updated most days of the week with the most recent happenings on campus. The campus will use a phone message system to get our urgent news aswell. The campus submits news and events to the local newspapers to get the community population at large informed about the things happening oncampus.

Family and Community Involvement Needs

WEHS needs to work on getting more involvement with our Hispanic partners to promote the benefits of the campus with in the Hispanic community.



School Context and Organization

School Context and Organization Summary

Students preceptions of the WEHS campus reflect that on the parents. About 70% of the students feel the campus has a postive and good overall climate. Thestudent population feel they are being prepared for the next step on their academic journey. Students report that 75% believe bullying is addressed andhandled appropriately on campus. The academic day is divided into a 7 period day with 50 minutes class periods. Each club or group on campus selects arepresentative to becoming part of the Principal's Advisory Council. This council meets once each grading period to listen to student concerns and to shareinformation. The campus administration takes in the information from the students when looking at the mangagment of the campus.

School Context and Organization Strengths

The student and community perception of case is a strength. The surveys reflect that both stakeholders and students feel welcome and safe on campus. Thestudents and parents indicate in surveys that over 80% believe the students are being prepared for success after high school. The campus has developedspecific tutorials opportunities for students before and after school, as well as during the school day.

The Professional Learning Communities process is well organized and functions effectively. The teams do an outstanding job meeting twice each week toplan and review campus and district data. The data that is reviewed helps to drive the instructional focus and direction for each team. Within the PLC'sspecific plans have been established to address the needs of those students which are struggling with student learning expectations.

We have put into place a one hour lunch in which the campus shuts down. Each day students have a tutorial time built into the lunch hour. Students are ableto have tutorials with their teachers at least three days each week. During this time clubs and organizations meet giving students a chance to become part ofgroups on campus that previously they could not become part of due to practices and transportation.

The campus leadership meets perodically with student and staff leadership council to gain valuable input about student and campus needs.

School Context and Organization Needs

To develeop a better method to gain more parent input from all groups that are represented on campus.



Technology

Technology Summary

WEHS has numerous type of technology that is available and used on campus. Over 700 computers are in use on campus. Each teacher has a computer inthe class room to use. WEHS has six computer labs designed for all classes to use during the school day. Four additional labs are found on campus which areused by specific classrooms for daily instruction of curriculum. All classrooms are equipped with projectors and document cameras. The Media Center has aset of over 25 computers and lab tops can be checked out and used by students. The campus has an open wifi network that students and staff can use daily.WEHS is support by a full time technology tech that addresses all technology issues which arise. Classroom teachers are encouraged to use technology intheir lessons, as well as having student use technology in the classroom. Annually the staff completes a STAR Chart which is a survey the teachers completewhere they are asked self assess their technology use. Most of the teachers rate themselves at the advanced level on my survey questions.

Technology Strengths

The strengths for the campus in the area of technology use would be the availability of computers for staff and students to use on campus. The wifi open wifinetwork is very helpful in allowing students to bring their own personal devices and use while at school. The district has started a technology program calledSpeed 21 which allows teacher leaders with the desire to becoming more proficient using technology to learn and a cohort manner better methods of usingtechnology in the classroom. The goal is for all teachers to go through the program and have this additional training and equipment in the classroom. Otherstrengths would be each classroom has a projection system and document camera for instructional use. The campus has a dedicated Apple lab, engineeringlab, and video lab that uses the most high level technology.

Technology Needs

An area of need would be more mobile devices that can be used in classrooms when labs are in use. There are days when labs are full which forces classeswanting to you computers to delay the use of the devices or not using them at all.



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 data

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 DesignationsFederal Report Card DataPBMAS 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 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 dataSAT and/or ACT assessment dataPSAT and/or ASPIRELocal benchmark or common assessments dataStudent failure and/or retention ratesRunning Records resultsObservation Survey results

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, etcMale / 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 dataResponse to Intervention (RtI) student achievement data

Student Data: Behavior and Other Indicators

Completion rates and/or graduation rates dataAnnual dropout rate dataAttendance dataMobility rate, including longitudinal dataDiscipline recordsViolence and/or violence prevention 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 dataTeacher/Student RatioCampus 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 RateCommunity surveys and/or other feedback



Support Systems and Other Data

Communications dataBudgets/entitlements and expenditures dataStudy of best practices



Goals

Goal 1: Instill community and ethical values in our students

Performance Objective 1: WEHS will recognize and honor students for giving back to the campus and community.

Evaluation Data Source(s) 1: Students honored during assemblies, luncheons, award ceremonies.

Summative Evaluation 1:

Strategy Description Staff Responsible for Monitoring Evidence that Demonstrates SuccessReviews

Formative SummativeNov Feb June Aug

1) Nine week honor luncheons for academic,citizenship, communityservice projects by individuals and clubs.

Administration,Counselors,teachersstudents that will be recognized each nine weeks.Yard signs will be passed out to students thatmake the honor roll.

2) Wylie Way Shining Star students will attend the City of WylieLuncheons and have their picture posted on the Character Ed Wall ofHonor

Principal, Wylie Way teacherleader

Students which attend luncheons and havepictures posted each nine weeks.

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




Performance Objective 2: WEHS will provide opportunities for students to participate in service learning.

Evaluation Data Source(s) 2: Hours earned in Raiders in Service, community service projects completed by clubs and organizations fromWEHS.


Strategy Description Staff Responsiblefor Monitoring Evidence that Demonstrates Success

ReviewsFormative Summative

Nov Feb June Aug1) WEHS students may take part in Raiders In Service, a campus basedcommunity service group in which students can earn community service hoursand be rewarded with a graduation cord for their service.

Administrativeleadership, sponsorsfor Raiders InService

Hours earned by students taking part in Raiders InService. Cords earned each spring by students

Funding Sources: Campus Budget, Campus Budget2) All clubs and campus organizations required to perform at least onecommunity service project each semester.

Administration,cluband organizationstaffulty leadership

List of service projects that each group is part of willbe submitted at the conclusion of each semester





Performance Objective 3: WEHS will provide a safe and welcoming environment for students, staff, and all stakeholders

Evaluation Data Source(s) 3: Students, staff, and stakeholder survey will show a 5% increase in their feelings on safety and a welcomingenvironment at WEHS.




Nov Feb June Aug1) WEHS will implement and follow a bully prevention plan to ensure studentsare protected from such incidents

Administration,Counselors,Teachers,

Bully program specifics posted on the campus website. All staff members are provided bully trainingbefore students arrive in August. All counselors, andcampus administrators use the district adoptedprotocol.

2) WEHS will carry out periodic drills to train the staff and students on how toreact in case of emergencies.

Administration,Counselors,Teachers

log of drills

3) WEHS will implement the Wylie Way as a method to encourage students tolive and work with others in a respectful manner.

Administration,Counselors,Teachers, ESC staff

Events and activities associated with The Wylie Way.Assemblies on character education. HOMEroomactivities that support The Wylie Way

4) WEHS will encourage and support the creation of clubs and organizations forstudents and parental support groups.

Administration,staffulty

number of active clubs and booster groups on campus.The number of students that belong to a club ororganization on campus.

5) WEHS will establish an attendance reward program that will encouragestudents to improve classroom attendance.

Administration,Staffulty

Attendance percentages, drop out rate, passing rateeach nine weeks above 96% is the goal

6) WEHS will create a system that students can identify bullying or other codeof conduct violations secretly.

Administration,Counselors, SRO

Use of TIPS 411 by students.





Performance Objective 4: By the end of the 1st 9 weeks, adults and students will have a common definition and understanding regarding the core values ofWISD

Evaluation Data Source(s) 4: The student development of a common definition of Hope, responsibility, through the activities in September andthe follow up day later in September.




Nov Feb June Aug1) Implement all activities for a Day of Hope Administration,

teachersDefinition of responsibility will be created by the endof the first nine weeks. Artifacts of the day.

2) Unity Day Administration,teachers

Artifacts that support Unity Day





Performance Objective 5: By the end of the 2nd 9 weeks, adults and students will have a common understanding regarding the core values ofCARING/GIVING

Evaluation Data Source(s) 5: During the 2nd nine week period campus groups will take part in the community wide food drive, Veterans Dayactivities, and Relationship Day.




Nov Feb June Aug1) Participate in district food drive Administrative

Leadership team.Teachers, ClubSponsors

Food collected and groups that took part in food drive.

2) Plan campus Veteran's Day Celebration on November 11th AdministrativeLeadership team,ROTC leadership

Students attend the program at Wylie Stadium

3) All clubs and groups on campus will be asked to commit to on form ofservice project during the second nine week period.

Principal, AssociatePrincipal, WylieWay Leader,sponsors, directors,and coaches

80% of all groups follow through and perform someproject during second nine week period.





Performance Objective 6: By the end of the 3rd 9 weeks, adults and students will have a common understanding regarding the core values ofGRIT/PREPARATION

Evaluation Data Source(s) 6: We will conduct Grit Day, in January 2016, students will take part in activities that will teach Grit. The campuswill produce videos that tell stories of girt from staff and students.




Nov Feb June Aug1) Implement all activities on the "Day of Grit" Administrative

Team, TeachersVideos of students and staff about how they haveshown grit in their lives. Caring out all districtactivities for the Day of Grit.

2) Develop videos of teachers, staff, and students that are stories of grit andshow them during classroom announcements

Principal, AssociatePrincipal, VideoProductions teacher,staff

develop at least one video for each of the nine weeks toshow to students and staff.





Performance Objective 7: By the end of the 4th 9 weeks, adults and students will have a common understanding regarding the core values ofGRATITUDE/CELEBRATION

Evaluation Data Source(s) 7: During the 4th 9 week grading period we will celebrate the successes of students and staff in awards ceremonies,take part in Ripples of Begins, Day of Celebration, and Teacher Appreciation Week.




Nov Feb June Aug1) Implement Ripples of Hope Month in April Administration,

teachersNumber of reported ripples of Hope forms that are sentto students and staff on campus.

2) Celebrate Teacher Appreciation Week in May Administration,teachers, PTA

events that take place to recognize teachers and staff.





Performance Objective 8: From the results of the campus character survey, we will enhance/remediate the value of relationships.

Evaluation Data Source(s) 8: The campus character survey will show a 5% improve in the area of relationships in the spring 2015 survey.




Nov Feb June Aug1) Create Power Hour for tutorials and clubs to meet during the school day. Principal and

administrative team,teachers

Higher scores on the campus character survey in theareas of trust, caring, safety,




Goal 2: Ensure academic achievement for all students through tight family partnerships, curriculum and programs

Performance Objective 1: WEHS will develop family and community partnerships by improving communication with stakeholders.

Evaluation Data Source(s) 1: WEHS will improve parent and student satisfaction with the campus by 5% points on the climate survey.




Nov Feb June Aug1) Campus principal will use multiple technology tools to improvecommunication and partnerships between home and school

Campus Principal communication records to stakeholders

2) WEHS will post student handbooks, the student code of conduct, and theacademic planning guide

administration, webmaster, counselors

web site links for each item

3) Maintain Principal's Student Advisory Council, Principal's Faculty AdvisoryCouncil

Campus Principal meetings, sign in sheets, notes from meetings

4) Host parent/teacher/staff conferences and informational meetings throughoutthe school year

Administration,Counselors,teachers

meetings that are held throughout the school year.





Performance Objective 2: Ninety Five percent of Algebra I students will pass the Algebra I End of Course exam. Forty percent of Algebra I students willscore at the advanced level on the Algebra I End of Course exam.

Evaluation Data Source(s) 2: State of Texas Assessment of Academic Readiness Report.




Nov Feb June Aug1) Close monitoring of student performance using Aware, CScope assessmentdata, prior test performance.

Teachers, mathlearning specialist.

Passing scores. Growth demonstrated throughout theschool year.

2) Identify low scoring Student Expectations after each unit assessment.Remediation will focus on each student's lowest scoring SEs. Students whofailed an assessment will retest over their identified low scoring SEs.

Teachers, testingcoordinator, mathlearning specialist

Assessment scores will improve.

3) Benchmark assessment administered in January. Tutorials and classroominterventions will be designed based on the benchmark data.

Teachers, testingcoordinator, mathlearning specialist

Lesson plans in Forethought, tutorial plan, number ofstudents attending tutorials.

4) Students who did not meet standard on the Algebra 1 End of Course Examwill be provided remediation by one on one instruction during power hour.

Math LearningSpecialist & outsidetutorial teacher.

Students will met standard on the Algebra 1 section ofSTAAR test. Students are successful on gradeappropriate tests and demonstrate grade appropriatewritten responses.





Performance Objective 3: Eighty-Five percent of English 1 students will pass the English 1 End of Course exam and 25 percent of our students will reachthe advanced level score. Ninety percent of English 2 student will pass the English 2 End of Course exam and 25 percent of our students will reach theadvanced level score

Evaluation Data Source(s) 3: The State of Texas Assessment of Academic Readiness Report.




Nov Feb June Aug1) Students who did not meet standard on the English 1 End of Course Examwere placed in a Practical Writing class to help support skills in reading, writing,revising and editing. Students who did not meet standard on the English 2writing STAAR test were placed in a Research and Technical Writing class tohelp support skills in reading, writing, revising, and editing.

Classroom Teacherand ELA LearningSpecialist

Students will met standard on the writing section ofSTAAR test. Students are successful on gradeappropriate tests and demonstrate grade appropriatewritten responses.

2) Close monitoring of individual students and their ability to understand andanalyze grade appropriate texts.


Students are successful on grade appropriate unit testsand demonstrate a variety of analytical skills used toenhance the understanding of a specific text.

3) Close monitoring of individual students and their ability to write an effectivegrade appropriate essay


Students are able to implement the writing process andproduce an effective grade appropriate essay thatresults in a 6 or better on their STAAR essay.

4) Teachers will re-teach and assess any student expectation that students score60% or below on during class. Small group tutorials will be offered to Radarstudents on student expectations were students scored between 61-85 percent.


Assessment scores will improve as the skills areassessed multiple times during the school year.

5) 5) Every three weeks all teachers will assign a content specific open-endedwriting assignment. Each teacher will provide a grade and feedback to thestudent regarding their answer.

ClassroomTeachers, assistantprincipals, learningspecialist.

Students are able to implement the open ended strategy(ASH) to answer a variety of questions. The openended grades will increase on the grade appropriateSTAAR test.

6) Ninth grade students who were not successful on their 7th and 8th gradereading and writing STAAR tests where identified and placed in the sameEnglish 1 class. The class size is small enough for the teacher to provideindividual instruction to these students to improve their writing.

Classroom teacher,Administration,Learning Specialist

Data from unit assessments, benchmarks, and STAARtests.





Performance Objective 4: Fifty percent of our targeted sub groups in both English 1 and English 2 (Special Education, and Limited English Proficient) willmeet Phase-in 1 level 2 standard English 1 and English 2 End of Course exam.

Evaluation Data Source(s) 4: The State of Texas Assessment of Academic Readiness Report




Nov Feb June AugFederal System Safeguard Strategy

1) Students who fall into these sub groups have been identified and givenpreferential seating during English Class.

Classroom Teacher Student performance on unit test, benchmark data, andThe State of Texas Assessment of Academic ReadinessReport.

Federal System Safeguard Strategy2) Students who fall into these sub groups will be closely monitored on unit testand will be assigned individual tutorial times during Thursday Night School.Students areas of weakness will be identified and specific lessons will bedesigned to target the areas of weakness.

Classroom Teacher,ELA LearningSpecialist

Student performance on unit test, benchmark data, andThe State of Texas Assessment of Academic ReadinessReport.

Funding Sources: Compensatory Ed - $7680.00

Federal System Safeguard Strategy3) LEP Students will write every Wednesday during ELL class periods and willwrite a variety of essays in all their core classes to be evaluated by their currentEnglish teacher.

ClassroomTeachers,administration,ELA LearningSpecialist

Student performance on unit test, benchmark data, andthe State of Texas Assessment of Academic ReadinessReport.

Federal System Safeguard Strategy4) Students who fall into these sub groups and qualify have been identified andplaced into a class to bridge the deficits in reading and writing.

Classroom Teacher,ELA LearningSpecialist


Federal System Safeguard Strategy5) LEP students who have not been successful on the EOC in English 1 orEnglish 2 will be targeted by the English teacher and the ESL teacher. Individuallessons and activities will target deficits.

Classroom Teacher,ESL Teacher, ELALearning Specialist


Federal System Safeguard Strategy6) ELL teachers and Special Education teachers will attend English 1 and 2PLC's to provide updates and strategies for working with their group of students.

Classroom Teacher,Special EducationTeacher, ELLTeacher,Adminstration

Student performance on unit tests, benchmark data,and the State of Texas Assessment of AcademicReadiness Report





Performance Objective 5: One Hundred percent of US History students will pass the US History End of Course (EOC) exam. Fifty percent of US Historystudents will score at the advanced level on the US History End of Course (EOC) exam.





Nov Feb June Aug1) Effective instructional planning in PLCs--

The US History team will review student performance on unit assessments forprevious year by specific student expectations to plan for greater studentmastery.The team will review/identify academic vocabulary and key terms in theCSCOPE instructional focus document and unit assessments to plan vocabularyinstruction. The instructional focus document and the unit assessments will bereviewed/compared to plan for instruction at the level of the verb in the SEs andto identify supporting and readiness standards, and social studies skills.The team will plan/design questioning and instructional activities at the level ofthe verb in the identified student expectations in each unit.

Teachers, learningspecialist, andadministrator

Students' passing rates, progress throughout the year;individual student performance on unit assessments,district checkpoint, and US History EOC.

2) Student performance will be monitored utilizing teacher developed formativeassessments, district assessments, and CSCOPE performance indicators (PIs).Student performance will be examined by teacher, student expectations, specificstudents, and sub populations.

Teachers, Learningspecialist, testingcoordinator, andadministrator

Students' scores on unit assessments, teacherdeveloped common assessments, and the districtcheckpoint will illustrate student gains.

3) The team will identify low scoring student expectations (SEs) after eachdistrict unit assessment. Re-teach/remediation will address individual students'lowest scoring SEs. Students who failed an assessment will complete testcorrections or retest over their identified low scoring SEs.

Teachers, Learningspecialist,administrator

Students scores on unit assessments and teacherdeveloped common assessments will improve.

4) A district checkpoint (released US History EOC) will be administered inJanuary. Daily classroom interventions and tutorials (before and after school)will be designed based on student performance on specific SEs.

Teachers (regulareducation, specialeducation, and ESLteachers), LearningSpecialist, andadministrator

Team lesson plans/calendar, team tutorial plan, andstudent attendance at tutoring sessions (EAST,before/after school, and Thursday Night School).



5) Social Studies Learning Specialist will conduct pull out interventions forthose students who are not demonstrating mastery of the unit assessments orwho have not met standard on US HIstory EOC previously.

Learning Specialist,Teachers.Administrator

Increased scores of district assessments and EOCperformance.





Performance Objective 6: Ninety-nine percent of the Biology students will pass the Biology End of Course Exam and thirty five percent will reach theadvanced score.





Nov Feb June Aug1) 1) Effective instructional planning in PLCs-- The Biology team will reviewstudent performance on unit assessments for previous year by specific studentexpectations to plan for a greater student mastery. The team will review/identifyacademic vocabulary and key terms in the instructional focus document and unitassessments to plan vocabulary instruction. The instructional focus documentand the unit assessments will be reviewed/compared to plan for instruction at thelevel of the verb in the SEs and to identify supporting and readiness standards,and science skills. The team will plan/design questioning and instructionalactivities at the level of the verb in the identified student expectations in eachunit.

Team leader, Teammembers, learningspecialist, andadministrator

Students' passing rates, progress throughout the year;individual student performance on unit assessments,district checkpoint, and Biology EOC.

2) 2) Student performance will be monitored utilizing teacher-developedformative assessments and district assessments. Student performance will beexamined by teacher, student expectations, specific students, and subpopulations.


Students' scores on unit assessments, teacherdeveloped common assessments, and the districtcheckpoint will illustrate student gains.

3) 3) Teachers will conduct a post-test analysis by teacher and student to identifySE areas of needed improvement. Tutorials and resources will be provided toreaddress areas of need before and after school, as well as during Power Hourlunch during the day. Additional EOC remediation and small group tutorials willbe offered to radar students to address areas of need individualized by low-scoring SEs. Students who failed an assessment will have the option to retest.


Students' scores on unit assessments and teacher-developed common assessments will improve.

4) 4) A district checkpoint (released Biology EOC) will be administered inJanuary. Daily classroom interventions and tutorials (before and after school andPower Hour) will be designed based on student performance on specific SEs.


Team lesson plans/calendar, PLC agendas, teamtutorial plan, and student attendance at tutoringsessions (Power Hour, and before/after school).





Performance Objective 7: WEHS will establish programs that will help prevent students from dropping out of school.

Evaluation Data Source(s) 7: The campus will reduce the drop out rate by .5% in 2016-2017




Nov Feb June Aug1) WEHS will create program that will target potential first generation collegestudents.

Administration,Staffutly

Establishment of program, number of students thatbecome involved in program.

2) WEHS will offer non traditional instructional methods to students that are atrisk of not graduating in the traditional manner.

Administration,Staffulty,

number of online courses completed each semester,number of students that successful complete ChoiceHigh School from WEHS.





Performance Objective 8: Performance of At Risk Students will increase on End of Course Exams

Evaluation Data Source(s) 8: At Risk Students performance will increase by 5%




Nov Feb June Aug1) After school tutoring teachers reduction in At-Risk students failing

Funding Sources: Compensatory Ed2) Classes designed to give additional academic support administration,

teachers, counselorsmaster schedule

3) General Ed Homebound services for identified students and pregnantstudents.

administration,teachers, counselors

students that successful complete courses.

4) Provide homeless students with additional services and support administration,counselors, teachers

homeless students that successful complete academicclasses and stay in school.

5) Provide students with academic challenges with an alternative learningenvironment.

administration,counselors

Number of students that successful graduate fromChoice High School and underclassmen that earncredit and get back on academic track.

6) Provide additional tutorials after school and during the school day for studentsthat have not been successful on EOC's.

administration,counselors

50% of students that failed EOC's retest and passduring the December test date.

Funding Sources: Compensatory Ed - $8880.007) Identified at-risk students will be placed in a mentor program in ourHOMEroom class period. Senior students will meet with our at-risk students oneday a week to tutor, offer advice, and build a relationship with the students.

Assistant PrincipalsCounselorsTeachers

an increase in End of Course passing rates for At-Riskstudents

Higher passing rate in core academic classes





Performance Objective 9: Eighty-five percent of our targeted sub groups in US History (African American, Special Ed, and ELL) will meet Phase-in 1level 2 standard on the U.S History End of Course exam.





Nov Feb June Aug1) 1) The targeted students' progress will be monitored by campus benchmarks,unit assessments, teacher developed tests, and through classroom activities.Remediation and tutoring will be provided during AM Tutorials and PowerHour. Students will be assigned to tutoring before school and Power Hour.Thursday night school tutoring will be provided as well.

Classroom teachers,Special Educationcase managers, ESLteacher, SocialStudies LearningSpecialist

Student performance on unit assessments, checkpointor benchmark data, and the State of Texas Assessmentof Academic Readiness Report.

2) 2) LEP students are scheduled into specific Algebra I co-teach classes. TheESL teacher and para serve as the co-teacher. The ESL staff supports the teacherwith identifying ESL/ SIOP strategies for teaching math.The teachers ensure thatvocabulary is pre-taught at the beginning of each unit or lesson. The ESL teachersupports the instruction through small group and individualremediation/tutoring. Every ESL student is required to attend power hour once aweek for additional support.

Classroom teachers,ESL teacher, SocialStudies LearningSpecialist


3) 3) Special Education students are scheduled into specific Algebra I co-teachclasses. The SPED teacher and para serve as the co-teacher. The SPED staffsupport the teacher with identifying appropriate accommodations /modificationsas needed. The SPED staff supports the instruction through small group andindividual remediation/tutoring as well. The SPED staff also supports thestudents by being a case manager. The SPED staff is assigned 1 to 2 days a weekduring power hour to meet with their students. In addition, the SPED staff opensthe CAVE each day during Power Hour.

Classroom teachers,ESL teacher, SocialStudies LearningSpecialist






Performance Objective 10: Seventy percent of our targeted sub groups in Algebra I (Special Ed) will meet Phase 1 level 2 standard on the Algebra I End ofCourse exam





Nov Feb June AugState System Safeguard Strategy

Federal System Safeguard Strategy1) 1) Students who fall into these sub groups have been identified and givenpreferential seating during Algebra.


State System Safeguard StrategyFederal System Safeguard Strategy

2) Students who fall into these sub groups will be closely monitored on unit testand will be assigned individual tutorial times during Thursday Night School.Students areas of weakness will be identified and specific lessons will bedesigned to target the areas of weakness.

Classroom teachers,Special Educationteachers, MathLearning Specialist



3) Special Education teachers will attend Algebra 1 PLC's to provide updatesand strategies for working with their group of students.

Classroom Teacher,Special EducationTeacher,Administration






Performance Objective 11: Eighty percent of our targeted sub groups in Algebra I (LEP) will meet Phase 1 level 2 standard on the Algebra I End of Courseexam





Nov Feb June Aug1) Students who fall into these sub groups have been identified and givenpreferential seating during Algebra 1 Class.



2) Students who fall into these sub groups will be closely monitored on unit testand will be assigned individual tutorial times during Thursday Night School.Students areas of weakness will be identified and specific lessons will bedesigned to target the areas of weakness.

Classroom Teacher,ELL Teacher

Student performance on unit test, benchmark data, andThe State of Texas Assessment of Academic ReadinessReport.

Funding Sources: Compensatory Ed - $7680.00


3) LEP Students will write every Wednesday during ELL class periods and willwrite a variety of essays in all their core classes to be evaluated by their currentMath teacher.

ClassroomTeachers,administration,Math LearningSpecialist



4) ELL teachers will attend Algebra 1 PLC's to provide updates and strategiesfor working with their group of students.

Classroom Teacher,Special EducationTeacher, ELLTeacher,Administration





Goal 3: Hire, retain, value quality staff and honor students

Performance Objective 1: WEHS will recognize and honor staff

Evaluation Data Source(s) 1: Each month the administrative team will honor staff in at least one formal way.




Nov Feb June Aug1) Honor staff for accomplishments by informing stakeholders. Administration,

staffarticles in media that promote WEHS staff membersand their work.

2) WEHS will host or take part in activities and events that recognize WEHSstaff.

Administration Events where WEHS staff are honored for doing anoutstanding job.

3) WEHS will present awards to staff for a job well done Administration,staff, communityleaders

Staffulty members which are recognized and receiveawards.





Performance Objective 2: WEHS will recognize and honor students

Evaluation Data Source(s) 2: At the end of the school year we will show that students were honor and recognized through awards ceremonies,banquets, luncheons, announcements, and reports to the media.




Nov Feb June Aug1) Honor students in the media when they are recognized with honors Administration,

staffutlynewspaper articles, Bluei post,

2) WEHS will recognize students at award ceremonies. Administration,staffutly, clubsponsors

award ceremonies that recognize and present awards tostudents.

3) WEHS will place pictures of students that receive honors i at the all districtlevel and above on the Raider Wall of Honor( all areas of student life)


Pictures added to the wall of honor

4) WEHS will honor students at honors luncheons for academics, attendance,and character.


students honored at luncheons

5) WEHS will present honor roll yard signs to all students that meet therequirement each nine week grading period.

Administration Yard signs presented to students

6) WEHS will recognize students that achieve perfect attendance with awardsand gifts each nine week grading period.

Administration,Staffutly

Students recognized each nine week grading period.





Performance Objective 3: WEHS will provide staff development opportunities that allow the WEHS staff to grow professionally.

Evaluation Data Source(s) 3: Teachers will have completed the required number of staff learning hours to meet contract requirements.




Nov Feb June Aug1) WEHS will survey staff and review test data to help determine staff learningneeds.

Administration,ESC staff

staff surveys, staff development offerings,

2) WEHS will provide common planning time for all core subject teachers. Administration Master schedule

3) Teachers will develop goals in T-TESS that will address professionaldevelopment needs.

Teachers andadministration

Goal Conference and staff development record




Goal 4: Prepare students for a successful life beyond high school

Performance Objective 1: Wylie East High School will increase students taking Advanced Academic Classes.

Evaluation Data Source(s) 1: WEHS will show an increased number of students taking Advanced Academic Classes during the 2016-2017school year




Nov Feb June Aug1) WEHS will identify under served students and encourage them to take at leastone Advanced Academic Class.

Administration,Counselors, andTeachers

Increase number of students from under served groupsin Advanced Academic Classes.

2) WEHS will establish student safety nets that will keep students in advancedacademic classes.

Administration,Counselors, andTeachers

90% of all students that start in Advanced AcademicClasses will finish and be successful in those classes.





Performance Objective 2: WEHS will increase the number of students that are taking AP test and increase the number of test taken.

Evaluation Data Source(s) 2: That we will see an increase 10% increase in the total number of exams taken and the total number of studentstaking exams will increase by 10%.




Nov Feb June Aug1) WEHS will create a teacher incentive program to encourage staff to have 85%of their students take the exams.

Administration,counselors, teachers

90% of all WEHS AP teachers have 85% of studentstaking the AP test in their course.

2) WEHS will create a early prepayment program for students taking AP test. Administration,Teachers,Counselors

85% of students take AP test in their courses.

3) WEHS will create an incentive program for students that make a 3 or aboveon AP Exams.

Administration,Teachers,Counselors

WEHS will see 60% of the students score a 3 or higheron AP Exams.





Performance Objective 3: Wylie East High School will increase student participation on the SAT/ACT test

Evaluation Data Source(s) 3: The number of students taking the SAT/ACT will increase by 10% over the number in 2015-2016.




Nov Feb June Aug1) WEHS will have all students in the 9th-10-11th grades take the PSAT test atno cost

Administration,Counselors,Teachers

The score report show increase participation.

2) WEHS will create an "in day" SAT/ACT test prep program for WEHSstudents.

Administration,teachers, counselors

Increase number of students taking SAT/ACT duringthe 2016-2017 school year by 10%.





Performance Objective 4: Wylie East High School will increase the number of National Merit Scholars

Evaluation Data Source(s) 4: The number of students at WEHS that will be honored with some form of National Merit recognition.




Nov Feb June Aug1) WEHS will have PSAT test prep workshops during Power Hour. Administration,

Teachers,Counselors

Each session has 20 students that attend.

2) WEHS will pay for all 9th-10th- 11th grade students to take the PSAT Administration,Teachers,Counselors

Rosters of students that take the PSAT .





Performance Objective 5: Wylie East High will support students that choose to follow a military pathway after high school

Evaluation Data Source(s) 5: WEHS graduates that enroll in the US Armed Services.




Nov Feb June Aug1) WEHS will provide students with a Junior ROTC program Administration,

Teachers,Counselors

Unit enrollment.

2) WEHS will provide students at least one opportunity to take the ASVAB Testduring tbe school year.


The number of students that that take the test on theWEHS campus.

3) WEHS will support the AFJROTC program. Administration,Teachers,Counselors

Contest attended, Community Service Activities,Contest Attended, Facilities





Performance Objective 6: Wylie East High will provide students an opportunity to gain knowledge about different careers.

Evaluation Data Source(s) 6:




Nov Feb June Aug1) WEHS will have a video presentation each Monday to inform students aboutcareers.


Classes watch and discuss the videos.





Performance Objective 7: WEHS will provide students knowledge about colleges and universities.

Evaluation Data Source(s) 7: Campus events that will support students and parents gaining knowledge about colleges and universities.




Nov Feb June Aug1) WEHS provide students opportunities to learn about colleges and careers Administration,

Teachers,Counselors

The college fair in WISD. Colleges which provideinformation during lunches.

2) WEHS will provide students with information and assistance to learn aboutscholarships and financial aide.


FASFA night for parents and students. One on onemeetings with students with counselors.





Performance Objective 8: Students will be provided the opportunity for real world experiences in different career fields.

Evaluation Data Source(s) 8: Have intern opportunities for students in multiple career pathways for learning experiences and competitions.




Nov Feb June Aug1) WEHS will provide students with real world experiences in different careerareas.


Have career experiences in technology, culinary arts,business, and medical fields.

2) WEHS will have student organizations on campus that will provideopportunities for competitions in different skill areas.


Students will have clubs and/ or students organizationson campus that promote leadership and competition inCTE pathways.




Goal 5: Manage growth in a way that ensures functional equity

Performance Objective 1: WEHS will provide "staffulty" access to equitable resources across classrooms.

Evaluation Data Source(s) 1: Teacher job climate survey will increase 5% points.




Nov Feb June Aug1) WEHS will ensure that all classrooms have a equitable technology in eachclassroom.

Administration,Teachers,

Technology in the class rooms.

2) WEHS will budget based on the needs of the department with teacher input. Administration,Teachers

campus budget





Performance Objective 2: WEHS will maintain reasonable class sizes that ensures effective instruction and monitoring.

Evaluation Data Source(s) 2: Teacher job climate survey will increase 5% points.




Nov Feb June Aug1) WEHS will schedule classes and hire personnel to keep class sizes below 30in all core classes.

Administration,Counselors

class rosters





Performance Objective 3: WEHS will provide equitable access to resources and technology for students in all classrooms.

Evaluation Data Source(s) 3:




Nov Feb June Aug1) WEHS will ensure that all classroom will have access to computers,projectors, and document cameras for instruction.

Administration,teachers

each classroom has the items listed in working order tobe used by staff.




State System Safeguard Strategies

Goal Objective Strategy Description2 10 1 1) Students who fall into these sub groups have been identified and given preferential seating during Algebra.

2 10 2Students who fall into these sub groups will be closely monitored on unit test and will be assigned individual tutorial timesduring Thursday Night School. Students areas of weakness will be identified and specific lessons will be designed to target theareas of weakness.

2 10 3 Special Education teachers will attend Algebra 1 PLC's to provide updates and strategies for working with their group ofstudents.


2 11 3 LEP Students will write every Wednesday during ELL class periods and will write a variety of essays in all their core classes tobe evaluated by their current Math teacher.

2 11 4 ELL teachers will attend Algebra 1 PLC's to provide updates and strategies for working with their group of students.



Federal System Safeguard Strategies

Goal Objective Strategy Description2 4 1 Students who fall into these sub groups have been identified and given preferential seating during English Class.


2 4 3 LEP Students will write every Wednesday during ELL class periods and will write a variety of essays in all their core classes tobe evaluated by their current English teacher.

2 4 4 Students who fall into these sub groups and qualify have been identified and placed into a class to bridge the deficits in readingand writing.

2 4 5 LEP students who have not been successful on the EOC in English 1 or English 2 will be targeted by the English teacher and theESL teacher. Individual lessons and activities will target deficits.

2 4 6 ELL teachers and Special Education teachers will attend English 1 and 2 PLC's to provide updates and strategies for workingwith their group of students.

2 10 1 1) Students who fall into these sub groups have been identified and given preferential seating during Algebra.


2 10 3 Special Education teachers will attend Algebra 1 PLC's to provide updates and strategies for working with their group ofstudents.


2 11 3 LEP Students will write every Wednesday during ELL class periods and will write a variety of essays in all their core classes tobe evaluated by their current Math teacher.

2 11 4 ELL teachers will attend Algebra 1 PLC's to provide updates and strategies for working with their group of students.



State Compensatory

Budget for Wylie East High School:

Account Code Account Title Budget

6100 Payroll Costs19911611600003024000 6116 Extra Duty Stipend - Locally Defined $8,880.0019911611600003030000 6116 Extra Duty Stipend - Locally Defined $7,680.00

6100 Subtotal: $16,560.00



2016-2017

Committee Role Name PositionAdministrator Mike Williams PrincipalAdministrator Angela Arp Asst. PrincipalAdministrator Cody Plake Asst. PrincipalAdministrator LeeAnn Stephenson Asst. PrincipalAdministrator Janet Wyatt Associate PrincipalClassroom Teacher Glennda Bayron English teacherClassroom Teacher Courtney Castelman Math TeacherClassroom Teacher Shari Halpin English TeacherClassroom Teacher Debbie McCain Biology teacherClassroom Teacher Matt Tietjen US History teacher



Campus Funding Summary

Campus BudgetGoal Objective Strategy Resources Needed Account Code Amount

1 2 1 Parent Access, Blue Print, Blue I News $0.001 2 1 $0.00

Sub-Total $0.00Compensatory Ed

Goal Objective Strategy Resources Needed Account Code Amount2 4 2 $7,680.002 8 1 7680 $0.002 8 6 $8,880.002 11 2 Funding Sources: Compensatory Ed - $7,680.00

Sub-Total $24,240.00Grand Total $24,240.00



Documents

2016-2017 Campus Improvement Plan Wylie Independent School ... · The campus population is has 3.3% ELL 2.75 and the ESL population is 2.58%. The ... steady growth in the teaching