Keene Wanda R. Smith High School
2015-2016
The KHS Charger Family will always strive to
ADVOCATE a warm and supportive atmosphere,
COMMUNICATE relevant knowledge and skills and
CELEBRATE the growth, hopes and dreams of our future citizens.
Keene ISD does not discriminate on the basis of race, religion, color, national origin, sex, age, or disability in providing education services, activities, and programs, including vocational program, in accordance with Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Educational Amendments of 1972; and Section 504 of the Rehabilitation Act of 1973, as amended.
Keene Wanda R. Smith High School Campus Improvement Committee 2015-2016
Michelle Smiley-Connelly Teacher Michelle Beeson Parent Representative
Sarah Elsharif Teacher Jessica Ward Teacher
Michael Goddard Teacher Annie Thomson Teacher
Billy Coffin Career & Tech Karen Durbin Counselor
Kris Connelly Asst. Principal Amy Lingo Business Representative
Sandra Denning Principal Jason Fautheree Community Representative
Keene High School Needs Assessment
The Campus Improvement Plan for the 2015-16 school year was developed by the SBDM, department heads, and campus wide sub-committees. The subcommittees collected data in the following areas: technology, safety and student discipline, faculty and staff, special programs, EOC and other assessments, and CTE programs. Committee members collected information from teachers, PBMAS reports, counselors, administrators, AEIS reports, parents, community members and students. Once the information was culminated the committee concluded the following:
Keene High School
Comprehensive Needs Analysis 2015-16
A. Academic Performance
Campus Strengths
· Met campus standards on Student Achievement, Student Progress, Closing Performance Gaps and Postsecondary Readiness
· Distinction Earned in Academic Achievement in Reading/ELA, Academic Achievement in Mathematic, Academic Achievement in Science s and Top 25 Percent Closing Performance Gaps
· Met all three system safeguards: Performance, Participation and Graduation Rates.
Student Performance Needs
· Teachers continue staff development and data analysis regarding EOC/ TELPAS to help accelerate the instruction of our at-risk population.
· Continue implementation of the three tiered intervention model to accelerate students that are below grade level and to decrease special education referrals.
· Address areas of weakness with Language Arts EOC testing.
· Address areas of weaknesses by group performance through data analysis – LEP, economically disadvantaged, Asian Pacific Islander, African American and special education.
· Address college readiness including recommended diploma rate, dual credit enrollment and ACT/SAT performance for all subgroups.
Funding Strengths
KHS used local, state, and federal funding to reduce class sizes and provide additional supplemental, research-based instruction to raise student achievement campus-wide in math, science, reading/ELA, and writing.
Funding Needs
· Campus committees will plan and document funding uses and sources in campus improvement plans, especially in SCE, Title, ARRA Stabilization/Stimulus and IDEA-B monies.
B. Attendance
Attendance Strengths
· Attendance drives school funding. Our average daily attendance was 96.1%
Attendance Needs
· Continue to evaluate the effectiveness of attendance incentives.
· Continue to engage parents as partners in school attendance.
· Continue to use attendance personnel to enforce state attendance laws.
Curriculum Strengths
KHS uses a wide variety of research-based programs, structures, and strategies to meet the needs of a diverse student population. The campus continues to participate in RtI initiatives. A campus-wide benchmarking system of common assessments will continue using DMAC software to help teachers disaggregate and adjust curriculum to identified student needs and will implement the new STAAR One assessment tool to create authentic assessment aligned with state standards. Due to the success of ZAP (Zeroes Aren’t Permitted) this will continue for the 2015-16 school year.
Curriculum Needs
· Continue horizontal and vertical alignment of campus curriculum.
· Continue vertical alignment meetings district wide
· Address advanced and accelerated curriculum in lesson planning documents to meet the needs of all student groups including at risk, ELL, and gifted and talented.
· Continue full inclusion with special education teachers team teaching in the content
· Consider curriculum resources to accelerate student achievement especially in the areas of math and science.
· Continued implementation and refinement of a campus wide benchmark testing system to identify and address student needs.
· Increase the number of recommended and distinguished diplomas (Current 11th & 12th Graders) Require the Foundation Graduation with and endorsement for all current 9th & 10th graders.
C. Technology
Technology Strengths
Although there is a need to show a consistent increase towards Advanced Technology as a measure on the Texas Campus STaR Chart Summary, KHS has a solid infrastructure for technology. In addition, a variety of media is being utilized district-wide to communicate, interact, and collaborate including email, websites, web-casts, social media and curriculum based interactive programs. SMART boards in classrooms have shown success with teachers reporting increased student engagement.
Technology Needs
· Continue to increase teacher expertise in website development and campus specific programs to assure consistent implementation of instruction.
· Use of DMAC to disaggregate testing data, complete personal graduation plans, and create assessments.
· Continue to expand campus computer access to enhance supplemental programs and state assessment testing capability.
· Increase staff development opportunities focused on technology in the classroom.
· Continue SchoolReach for communicating with stakeholders.
· Student involvement in planning of technology needs
D. Safe environment
Safe and Healthy Environment Strengths
· Teachers and staff, under the leadership of the special programs director, school nurse, and food services supervisor, will continue implementation of the District Wellness Plan through the District’s School Health Advisory Council (SHAC).
· Activities and curriculum will be established that will increase student, school staff, parental, and community awareness of nutrition and physical activities to promote life-long wellness.
· Continue camera security systems on campus.
· Continue drug, alcohol, and tobacco awareness programs.
· Aim for Success Student/Parent Assemblies (Abstinence, Character Building and Drug Awareness)
· Continue monthly fire drills
· Continue emergency drills
· SchoolReach phone system used to communicate quickly with parent/guardians with any time sensitive information.
E. Parental/community involvement
Parental/ Community Involvement Strengths
KHS encourages strong parental involvement. A parent survey was sent out to help judge parent /school preferences for communication. Most parents preferred conferences or phone calls, but there was indication of increased use of email, social media and the KISD website as a communication source. Keene ISD updates the site regularly with information pertinent to parents. Classroom phone capability with voice mail continues to be a valuable tool for increased communication. SchoolReach phone system continues to be used to help in the communication with parents. KHS continues to use Parent/Student/School Compacts for all students.
Parental/Community Involvement Needs
· Consider ways to increase effective communication to parents/community of state accountability standards.
· Consider additional ways to effectively involve parents in the expectations and learning of their children, especially with non-English speaking parents who are not bilingual.
· Continue researching ways to increase communication to parents concerning higher education applications and financial opportunities.
F. Staff development
Staff Development Strengths
KHS teachers are surveyed yearly for staff development preferences, which indicated a need and emphasis with technology in the classroom and the new state graduation plan. Keene ISD continues to contract with ESC 11 to provide additional staff development for teachers and administrators. In addition, KHS makes every effort to recruit and retain highly qualified teachers.
Staff Development Needs
· Continue efforts to ensure that 100% of all core academic subject areas teachers are highly qualified.
· Continue to assist teachers in maintaining or attaining certification through alternative programs, GT, ESL, and coursework.
· Continue efforts to provide teacher requested professional development as determined by district staff development needs surveys and program evaluations.
· Continue staff development concerning state accountability requirements.
· Increase staff development concerning strategies to effectively accelerate the learning of all at risk students including English language learners (ELL), special education students, and economically disadvantaged students.
G. Post secondary
Post Secondary Strengths
Keene ISD showed improvement in college readiness indicators moving from a indicator score of 49.0 in 2014 to 80 in 2015 accountability standards. More students are taking dual credit courses and all students are encouraged to participate in distinguished graduation programs. KHS continues to offer open enrollment for all honors and AP courses. In addition, KHS continues to pay tuition for dual enrollment, vocational and college courses.
Post-Secondary Needs
· Increase the number of students taking SAT/ACT and earning satisfactory scores.
· Prepare all students entering high school to graduate under recommended, distinguished programs or graduation plan with endorsements, including underrepresented populations.
· Continue to provide college/vocational information and informed curriculum choices to K-12 students and parents including financial information to encourage post-secondary education.
· Continue to expand the number of students taking dual credit courses especially Hispanic and economically disadvantaged.
· Continue Odyssey for credit recovery and accelerated high school graduation.
· Explore methods to help with transportation needs for post-secondary experiences.
H. Retention
Based on needs assessment, current 9th graders who did not meet standards on math state testing will be placed in the college readiness math class. The increased time on weak areas will increase their success on future state assessments.
I. State Accountability
2014 Accountability Summary
Index 1 Student Achievement 81 (Target 55)
Index 2 Student Progress NA
Index 3 Closing Performance Gap 42 (Target 31)
Index 4 Postsecondary Readiness 67 (Target 57)
Distinction Designation
Academic Achievement in Mathematics
Academic Achievement in Science
Top 25 Percent Closing Performance Gaps
Campus Demographics
Campus Size 253
Economic Disadvantaged 71.1%
English Language Learners 8.7%
Mobility Rate 20.8%
System Safeguards
Performance Rates 13 out of 14 = 93%
Participation Rates 5 out of 10 = 50%
Graduation Rates 2 out of 2 = 100%
Total 20 out of 26 = 77%
2015 Accountability Summary
Index 1 Student Achievement 78 (Target 60)
Index 2 Student Progress 23 (Target 15)
Index 3 Closing Performance Gap 46 (Target 31)
Index 4 Postsecondary Readiness 77 (Target 57)
Distinction Designation
Academic Achievement in ELA/Reading
Academic Achievement in Mathematics
Academic Achievement in Science
Top 25 Percent Closing Performance Gaps
Campus Demographics
Campus Size 274
Economic Disadvantaged 69.7%
English Language Learners 9.9%
Mobility Rate 18.5%
System Safeguards
Performance Rates 14 out of 16 = 88%
Participation Rates 9 out of 10 = 90%
Graduation Rates 2 out of 2 = 100%
Total 26 out of 29 = 90%
State Accountability Areas of Need:
· Continued focus on increasing EOC English I & II scores for all student groups with an emphasis on Pacific Islanders (43%), Economic Disadvantaged (64%) and ELL (27%).
· Increase performance for ELL (63%) and white (70%) for EOC Algebra I.
· Increase the number of students that fall into the “Exceed Progress” category versus “Met or Exceeded Progress” for Index 2 in all subject areas.
· Closing Performance Gaps was focused solely on our Economic Disadvantaged Population for the 2015 accountability measurement. A focus moving this population from met standard to Level III in all subject areas becomes a primary goal for all subject areas.
· Increase Level III Performances in all tested areas.
· Increase SAT/ACT Participation for Index 4 (60% - Q2)
· Distinction Designation Needs
o AP Participation
§ Science (0% - Q4)
§ Social Studies (0% - Q4)
o SAT Performance
§ ELA (819 – Q4)
§ Math (464 – Q2)
o Advanced/DC Enrollment:
§ Math (31.4% - Q3)
§ Science (0% - Q4)
§ Social Studies (14.2% - Q3)
o Postsecondary Readiness
§ Increase 4 year Longitudinal Graduation Rate (90% - Q4)
§ Increase 4 year longitudinal RHSP/DAP Rate (80% - Q3)
§ College Ready Graduates (43% - Q3)
§ Advanced/Dual Enrollment Course Completion Rate: Any Subject (41.4% - Q3)
§ SAT/ACT Participation (60% - Q2)
§ SAT/ACT Performance (13% - Q2)
§ CTE-Coherent Sequence Graduates (64% - Q3)
Keene Wanda R. Smith High School
2014-2015 Improvement Plan Needs Assessment
Data Sources
Student Performance Analysis:
· Accountability Reports
· EOC and TELPAS Data
· PEIMS Reports
· PSMAS Report
· Program Data (Special Ed., LEP, GT, At Risk)
· Retest Data (EOC and Exit Level)
· Longitudinal/Cohort Data
· STAAR Data
· Local Benchmarks/Assessments
Attendance Rate
· Attendance Records
· State Accountability Reports
Completion Rate/Dropout Rate/Retention Rate
· State Accountability Reports
· PEIMS Reports
· PBMAS Report
Program Effectiveness
· PBMAS Report
· Percent of AP/Dual Enrollment Classes
· Scores on AP/Dual Enrollment Exams
· SAT/ACT Scores
· Program Evaluations
· Tutorial/Remediation Data
· Communications to Parents
· Teacher Conference Records
· Tutorial Logs
· Master Schedules
· Special Ed Referrals
· LEP Referrals
· SBDM Minutes
Discipline/Classroom Management
· Discipline Referrals
· PEIMS 425 Record
· Counselor Records
Staff Development Needs
· PDAS Teacher Self Reports
· District Staff Development Records
· Teacher Needs Survey
Surveys
· Professional Needs Staff Survey
· Parent Communication Survey
· Student Surveys
Additional Areas
· Staff Retention & Turnover Data
· Safety & Fire Inspection Reports
· Personnel Records
Equitable Access and Participation
Special Populations/Programs
In the campus improvement plan, the number notations under “Pops” will refer to the following populations/programs:
1 - Title I Program
2 - English Language Learners (ELL)
3 - Migrant – Emergency Immigrants
4 - Special Education
5 - Gifted and Talented (Advanced Academic Services)
6 - At-risk (*SCE)
7 - Pregnancy or Parenting Support