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Katy Independent School District

Woodcreek Elementary

2017-2018 Campus Improvement Plan

Woodcreek ElementaryGenerated by Plan4Learning.com 1 of 50 Campus #129

February 8, 2018 10:57 am

Mission StatementWoodCreek Elementary School’s Mission Statement:

The WoodCreek Elementary family is committed to providing a safe, nurturing and positive communitythat will motivate and enrich life-long learners. All stakeholders will take ownership in every student'ssuccess through ongoing collaboration and communication.

Ranger Code of Honor:I am...

R Respectful of OthersA Actively Engaged in my LearningN Nice to EveryoneG Giving my Best Each DayE Expecting Great Things for Myself and aR Responsible Citizen

I am a Ranger!



VisionStudents will perform at the highest levels

Positive family culture

Everyone collaborates to improve number 1 and 2

In short, be a place where you would love to have your child and be a part of yourself.

Value StatementWoodCreek Elementary Promises:

As a community, parent, staff member and student…

We promise to have high expectations where risk-taking and failure are opportunities to be great.

We promise to provide a loving and respectful environment.

We promise to be life-long learners, creative thinkers and innovators that create the future.

We promise to collaborate with each other to inspire and achieve success.



Comprehensive Needs Assessment

Demographics

Demographics Summary

2016-2017 Student Enrollment

Black or African American 94

American Indian or Alaska Native 7

Asian 247

Hispanic 210

Native Hawaiian/Pacific Islander 0

Two or more Races 33

White 547

2016-2017 Student Program Report

Total Enrollment: 1,138

Gifted/Talented: 78

Career Technology Education: 0

English Language Learners: 206

Bilingual: 0

English as a Second Language: 195



Economically Disadvantaged: 103

Title I: N/A

At Risk: 397

Special Education: 98

Teacher Demographics (2015-2016)

Black or African American: 2

American Indian or Alaska Native: 0

Asian: 3

Hispanic: 6

Native Hawaiian/Pacific Islander: 0

Two or more Races: 0

White: 62

Teachers with a Masters Degree: 16 (21.9%)

Teachers with more than 10 years experience: 29.5 (40.5%)

Average Class Size (2015-2016)

Kindergarten: 22.7

Grade 1: 20.3

Grade 2: 20.7

Grade 3: 19.7



Grade 4: 20.2

Grade 5: 26.8

Attendance Rate (2015-2016)

97.6%

Mobility (2016-2017)

80 (7.1%)

Demographics Strengths

Strengths include a diverse student population.

ELL students are supported by all WCE campus teachers. The classroom teachers at WCE who are directly working with students are required to obtain theirESL certification by their third year at WCE. This leads to higher levels of teaching in the classrooms.

The demographics of the teaching staff also shows a significant percentage of our teachers have more than 10 years of teaching experience and more than20% have advanced degrees.

Problem Statements Identifying Demographics Needs

Problem Statement 1: WCE teachers are required and supported in obtaining ESL and GT certifications by their second year at WCE.

Problem Statement 2: WCE SmartBoards need to be utilized on campus as appropriate for our ESL students.



Student Achievement

Student Achievement Summary



Student Growth and Success:STAAR performance provided by KISD Assessment Department shows:

3rd grade reading 95% of student met passing standard,

4th grade reading 93% of students met passing,

5th reading grade 99% of students of students met passing standard,

4th grade writing 88% of students met satisfactory academic performance,

3rd grade math 97% of students met passing standard,

4th grade math 97% met passing standard,

5th grade math 95% met passing standard,

5th grade Science 94% met passing standard.

96% met student achievement on Index 1, 57% met student progress on Index 2, 64% at closing performance gaps and 77% post-secondaryreadiness Index 4.

Student Achievement Strengths

Campus requirement that 100% of WCE teachers obtain a GT certification by the second year led to implementation of higher levelteaching and learning in WCE classrooms.

WCE "met standard" for the accountability rating in student achievement, student progress, closing performance gaps. Teachers effectivelycollaborated using the PLC model regarding student data, best practices, and differentiation to support student learning.

Problem Statements Identifying Student Achievement Needs

Problem Statement 1: 74% of WCE students are at “meets” or “exceeds” the progress measure as indicated in Index II with only 36% at “exceeds.”



Problem Statement 2: 64% of WCE students have closed performance gaps as indicated in Index III.

Problem Statement 3: 77% of WCE students have achieved Post-Secondary Readiness as indicated in Index IV.

Problem Statement 4: WCE is not currently ranked in the top 25% of comparable schools in all indexes measured.



School Culture and Climate

School Culture and Climate Summary

WCE's culture is steeped in creativity, innovation, critical thinking, collaboration, and communication. Each of these play a critical role in the success of ourschool and its climate with all stakeholders. We view failure as our opportunity to learn and understand.

"Love Never Fails" is built into our fiber of who we are at WoodCreek.

Integrity plays a vital role on our campus with our professionals.

School Culture and Climate Strengths

Creativity-Brainstorming with students and teachers to create new ideas as well as refine, analyze and evaluate those ideas to maximize our creativeefforts. Essentially, we strive to identify our beliefs and then align our actions to those beliefs.

Critical Thinking- We work creatively with others to develop, and implement our ideas effectively. We are brave to question the status quo and question ourown culture.

Collaboration-We are open and responsive to new and diverse perspectives and have built in systems to guide input and feedback. These systems pull fromCritical Friends, Strengths Finders, and pracitices that we have developed through the years. Principal round-table (like an open forum) with students,parents, and staff are ways to collect input. Teachers have campus Curriculum Leaders for each team. Feedback is systemically sought after each meeting. Diverse views are seen as a strength in our school culture.

Communication-We value all stakeholders and have many built in systems where we address communication with our community many times a week. Someof those systems are a weekly principal vlog, faculty bulletin, school newsletter, classroom and school twitter accounts, and facebook school account.

Problem Statements Identifying School Culture and Climate Needs

Problem Statement 1: With constant growth and relief, we constantly hire and then lose staff. With a more consistent enrollment, we want to reduce staffturn-over and establish a more consistent staff.

Problem Statement 2: With a more consistent staff we want to support this staff’s knowledge of our expected campus culture and climate and work toprovide a successful experience.



Staff Quality, Recruitment, and Retention

Staff Quality, Recruitment, and Retention Summary

One of WCE’s most valuable strengths is its human resource. The instructional and support staff members who work on behalf of the students is a large partof our legacy and an essential ingredient in our success. This success is achieved through the purposeful recruitment, support, and retention of individualswho support both our vision and mission.

At WoodCreek Elementary, we focus on hiring staff whom poses a love for children and service to the community. We realize that we can help a staffmember grow in curriculum knowledge and business management skills, but we cannot teach passion, love, and empathy.

Staff Quality, Recruitment, and Retention Strengths

The process of recruitment at WCE is collaborative. Instructional and support staff work to identify and interview individuals who have achieved, or havethe capacity to achieve, success in working with students, parents, and their previous schools. WCE focuses on highlighting the school and its students onthe website and by participating in job fairs. Individuals are initially screened and then selected to be interviewed by committee. Committees havesignificant input in our campus final recommendations ensuring both buy-in and confidence with our new staff. Greatness brings more greatness. In otherwords, the incredible professionals at WCE, draw in other incredible professionals.

Supporting staff members is just as important for us as hiring quality candidates. New teachers grow on campus through professional development sessionsand mentor support. They are also supported by administration, parents, and support staff as they focus on improving their craft. Grade level KidChats,ESOL KidChats, and SPED KidChats allow all teachers to collaborate in both celebration and problem solving issues they may need help with from theclassroom. More intensive student needs are supported through our Counselor, our Intervention Coordinator, and our support teachers. Instructionalplanning is supported on each grade level by our Instructional Coaches and Administration. Our parents, through their efforts with the PTA, providesignificant funding resources that teachers and staff utilize to access timely and relevant professional development opportunities.

Problem Statements Identifying Staff Quality, Recruitment, and Retention Needs

Problem Statement 1: As a campus of continuous growth we recognize the need for continuous improvement through continuous targeted professionaldevelopment.



Curriculum, Instruction, and Assessment

Curriculum, Instruction, and Assessment Summary

At WCE, data focuses and drives the instruction for curriculum, intervention and PLCs. Teachers meet regularly with the Instructional Coaches (ICs) to understand the TEKS. This understanding of the TEKS allows teachers to meet thedistrict curriculum expectations and plan lessons that engage. Pre-Assessments and Common Assessments (CAs) for each unit in all content areas are developed by the grade level teachers at the beginning of theyear and approved by the ICs to make sure are tightly aligned to the district scope and sequence of the TEKS.Focus TEKS are identified from STAAR test data in the summer before school starts by the leadership team. These Focus TEKS drive the teachers tosee the weakest areas and improve the instruction for these areas.Data from Common Assessments and District Learning Assessments (DLAs) are reviewed by Admin. Team after the are given and shared with thegrade level teams. All data is shared with all teachers. Teachers identify strength and focus areas and identify a plan to work toward their collectivegoal. This feedback allows teachers to reflect on strengths and improvements needed.

Curriculum, Instruction, and Assessment Strengths

ICs attend all weekly planning meetings with teams.They guide TEK Talks and Long Range Planning with all teams. They also are leading in the writing of Performance Scales. Looping in first and second, as well as, third and fourth grades increases vertical alignment, rigor and higher level thinkingIntervention and Review Time allows for intervention for those who need it and performance tasks for the students who understand the TEKS.Assessments used: Pre-assessments/Common Assessments (locally created tests to cover material about to be taught and just taught respectively),District Learning Assessments (assessments that align with the STAAR test that are created by the district), Istation reports for reading, Think ThroughMath for math in grades 3-5, mClass for primary grades in math, progress reports, report cards.Professional Development Strategies at WCE:Students in intermediate grades receive training on goal setting and tracking progress from the ICs andPrincipal. Learning Meetings occur bi-weekly for 60 minutes after school. The leadership team review TEKS in the scope and sequence to see areas where moreinformation is needed. The teaching staff are encouraged to present at these meetings. The scope and sequence of Learning Meetings are designed bygrade level teachers. Professional conferences- Five teachers attended SDE conference on DI. They shared their learning with the staff. All staff create a summer learningplan with their content IC which takes adventage of the many learning sessions inside Katy ISD.All WCE teachers are asked to become GT certified and ESL certified. This allows teachers to use higher level thinking and/ or linguisticaccommodations with fidelity.



Problem Statements Identifying Curriculum, Instruction, and Assessment Needs

Problem Statement 1: Assessment of learning must focus solely on measures of learning and not measures of behavior.

Problem Statement 2: Performance tasks need to be created focusing assessment on measures of learning.

Problem Statement 3: Collaboration, communication, creativity, and critical thinking through performance tasks needs to increase in our WCE instructionand classrooms.

Problem Statement 4: Performance Scales need to be written by content teachers on essential TEKS.



Family and Community Involvement

Family and Community Involvement Summary

Business partnerships were maintained and developed through WCE's campus PIE program.

• Businesses supported WCE in various ways including hosting WCE Spirit Nights and making donations to the campus in various ways.

• Volunteer efforts brought positive and authentic learning experiences to WCE students through programs such as Watch Dog Dads, Ranger Science,Ranger World, Career Day, and Junior Achievement.

• District notifies parents of trainings available to parents of special needs students.

• WCE continues to work on effective communication with our community. The principal sends a weekly community newsletter. He also uses Facebook,YouTube, eNews, Marquee, website, weekly grade level newsletters, open forums, and increased visibility to communicate effectively.

• WCE seeks to provide translators when needed during parents conferences, etc.

• Each grade level has an event paired with a PTA meeting.

Family and Community Involvement Strengths

• Principal’s weekly e-news (Ranger News), PTA embedded information in the Ranger News, Canvas, Facebook, weekly Vlogs on YouTube, teacher weeklynewsletters, WCE campus website, and combined information from the PTA and the school was sent out to all families at WCE in an effort to keep allparents informed of school news.

• The Campus Advisory Team collaborated with administration to review campus goals and budgets in order to support the communities wants and needs.

• 100% of the staff are PTA members.

• WCE VIPS program included hundreds of parents who worked over 31,825 hours to support WCE students and staff.

• Special education staff attend PTA programs to increase special education student participation.

• WCE continues to increase the number of school/business partnerships in order to gain support for WCE students and staff.



• WCE's ESOL teachers communicate regularly with parents through phone calls, conferences and notes/comment sheets sent home.

• WCE's LPAC Committee parent representative has been LPAC trained and routinely attends LPAC meetings.

Problem Statements Identifying Family and Community Involvement Needs

Problem Statement 1: WCE will continue to increase the volunteer base so that all parents will have the opportunity to participate in a way that fits theirstrengths and talents.

Problem Statement 2: The WCE volunteer database will be updated to organize volunteer and allow for frequent recognition.



School Context and Organization

School Context and Organization Summary

Goal 1 Student Growth and Success Each student will be provided engaging, relevant, and meaningful learning experiences which foster the acquisition ofthe KISD Instructional Cornerstone Skills (collaboration, communication, creative thinking, critical thinking, information literacy, problem solving andsocial contribution) that lead to student success.

Performance Objective Achievement 95% of WCE students in grades 3,4, and 5 will meet the student achievement target scores of index 1 on all teststaken and in each sub pop, as it relates to the STAAR testing programs with 100% meeting index 1 expectations on 5th grade Reading and Math STAAR.90% of WCE students will demonstrate student progress with 80% of 4th and 5th grades exceeding student progress in each sub pop. 70% of WCE studentswill achieve index 5 'post-secondary' readiness. WCE will rank in the top 25% of comparable schools with index 3 (closing performance gaps) at 70% and98.5% attendance rate for the school year so that all distinctions are accomplished.

Goal 2 Community Engagement- KISD is regarded as the responsive authority in the education of students by parents and other Katy communitystakeholders.

Employ and aggressive communications plan that articulates the mission, vision values and work of KISDProvide diverse community representation in a collaborative decision-making modelExpand experiences where parents and community stakeholders own a productive personal relationship with KISDEstablish an Education Foundation that serves as a means for expanded community connection and support

Performance Objective To build positive collaboration among all groups that have a vested interest in WoodCreek in order to increase our achievement ongoals 1 and 2.

Parents and community members are provided a variety of opportunities for active, collaborative involvement which support student success. Principal andParent chats are scheduled twice a year for parents to share their concerns and ask questions about the school.

Organizational Improvement- We will recruit and maintain qualified teachers to work at WCE. We will support all our teachers at WCE in order for them toobtain their ESL and GT certification. Strategic data points and shared agreements are utilized to make decisions regarding planning, evaluation, andperformance needs. We will utilize the Retention and Improvement process that Human Resources has developed in order to support all our staff members atWCE.



Goal 3 Safe and Orderly Working and Learning Environment- Students, staff and parents will regard KISD as a safe and qualify environment to learnand work in.

Utilize an effective assessment tool to set a baseline of perceptions in certain key areas of organizational culture, safety, mutually respectful protocolsand internal and external support.Utilize a campus/department collaborative model for decision making and improvementCampuses will provide expanded experiences where students enjoy a strong positive connection to the school and community

Performance Objective Promote a positive school climate that encourages the development of responsible behavior, self-esteem and respect for others.

School Context and Organization Strengths

Intervention and review time was implemented and continues this year to provide students the opportunity to enhance or remediate their learning.

• Pre-assessments and Common assessments were used to track student growth and teacher targeted planning for instruction.

• WCE administration and campus leaders participated in Lead4ward webinars as well as some off campus Lead4ward training.

• 77% of WCE students met post-secondary standard on the state performance report.

• Districts Year at a Glance, Unit Plans, Instructional Coach training, and embedded staff development have been factors in our achievement success.

• The WCE Special Education Department was been practicing the push in model for classroom, as well as attending our campus Curriculum LearningMeetings.

WCE RTI process is more focused and collaborative using data and effective research for classroom implementation. Intervention and review time wasimplemented and continues to provide students the opportunity to enhance or remediate their learning. Common assessments were used to track studentlearning and teacher targeted planning for instruction. WCE administration and campus instructional leaders participated in Lead4ward webinars as well assome off campus Lead4ward training. 77% of WCE students met postsecondary standard on the state performance report.

WCE’s Texas Behavior Support team consisted of eleven different staff members. The goal of the committee was to create a positive behavior support teamthat enable students with disabilities to receive support systems in the least restrictive environment so that they were successful with the TEKS- basedcurriculum and STAAR assessment.

• The administrative team collaborate weekly to review ways to improve safety of all students and staff.

• Emergency drills are performed regularly and students/staff showed a clear understanding of procedures and importance of drills.



• Teachers and staff used “Go Bags” to help with safety and communication when safety drills were performed.

• The school trained the staff on Champs at the beginning of the year.

• A conduct plan was created and staff members were trained. One goal of the plan was to decrease the amount of office referrals. Administration set a goalof no more than 70 referrals for the school year. We have reduced conduct referrals by 85% in the last five years.

Administrators used the Ranger Code of Honor with students when office reports were written.

• Campus Instructional Leaders reviewed behavior data throughout the school year and made adjustments when needed in the classroom.

• New staff members were encouraged to attend Love and Logic training and WCE parents were offered training in the evening for six weeks.

• Decrease in use of recovery behavior room due to change in location and training for staff.

Principal’s weekly e-news (Ranger News), PTA embedded information in the Ranger News, Canvas, Facebook, YouTube, WCE website,and combinedinformation from the

PTA and the school was sent out to all families at WCE in an effort to keep all parents informed of school news.

• The Campus Advisory Team collaborated with administration to review campus goals and budgets in order to support the communities wants and needs. -Business

partnerships were maintained and developed through WCE's campus PIE program.

• Businesses supported WCE in various ways including hosting WCE Spirit Nights and making donations to the campus in various ways.

• 100% of the staff were PTA members.

PLC plannng schedule continued to provide a block of time during the school day for teams of teachers to collaborate regarding student needs and how torespond to those needs through instruction. A PLC schedule allowed for lengthy periods of time with teachers to discuss student data and school operations.

• Enhanced arrival and dismissal procedures, training for additional crossing guards, and effective communication of procedures to the WCE community ledto safe, effective and efficient arrival and dismissal processes. Efficiency in these processes helped to ensure that students had maximum instruction time inthe classroom.

• Choice Monday Learning Meetings and Learning Walks were established to equip classroom teachers for classroom activities to enhance studentachievement and teacher capacity.



• Monday Learning Meetings were established to equip classroom teachers for classroom activities to enhance student achievement growth.

• Developed norms for team meetings as well as committee meetings. Weekly Bulletin, newsletter, and Monday Learning meetings equip classroom teachersto develop student growth as well as developed whole group norms for large and small meetings.

Campus Instructional Leaders were established two per a grade level as instructional liaisons to their teams as well as curriculum leaders for their teammembers.

• The Principal Round table is conducted for staff members, students, and parents to share their likes and wishes.

• Bridge meetings were held for special education students transitioning from PPCD to kindergarten and 5th to 6th grade. The special education staff workswith other service providers in the school district, such as PT, OT, and LSSPs, to support students, including special education students, in educational andbehavioral needs.

Problem Statements Identifying School Context and Organization Needs

Problem Statement 1: WCE needs to utilize data more effectively to plan for, and deliver, differentiated instruction.

Problem Statement 2: WCE needs to continue to strengthen the RTI process and serve students with targeted interventions.

Problem Statement 3: Staff must utilize campus Kid Chats to discuss and support vulnerable students and student populations.

Problem Statement 4: Intervention and Review Time (IRT) must continue to target academic growth for all students including those with high achievement,but low growth.

Problem Statement 5: WCE must strengthen home-school connections and communication for students with attendance issues.

Problem Statement 6: WCE must deepen the campus knowledge and understanding of the Incident Command System and WCE Emergency Plans.

Problem Statement 7: WCE must strengthen supports for students with repeated and/or frequent behaviors that impede learning through a positive approachto discipline management.



Technology

Technology Summary

At WCE, our students are good Digital Citizens who are immersed in meaningful learning experiences. Our goal is to create an environment in whichstudents can daily use technology in a seamless manner to enhance their learning. We want to meld technology into student work producing an experience inwhich users make connections to the curriculum and world while maintaining a safe and productive learning environment. Our students will impact others inthe world through their quality work in all content areas.

Technology Strengths

Online instructional materials are chosen after ensuring they meet district and campus requirements.

Each classroom teacher receives mobile devices to be used to enhance instruction. We also support a BYOD program in K-5th grades which students maybring devices from home. Each classroom has an Apple TV, projector, wifi, and document camera in order to work with mobile devices.

The library has iPad carts that can be checked out to teachers for in class projects.

The library has iPads and hot spots that students may check out for use at home.

Librarian and KISD Instructional Technologist offers training on as needed basis on campus. Off campus trainings are attended after principal approval.

Teachers have weekly computer lab time.

Problem Statements Identifying Technology Needs

Problem Statement 1: WCE must begin to replace aging Apple devices that no longer support IOS updates.

Problem Statement 2: WCE wants to evolve and increase the frequency of the BYOD participation in Kindergarten.

Problem Statement 3: WCE wants to increase coding instruction and opportunities for all students starting in Kindergarten.



Comprehensive Needs Assessment Data Documentation

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

Improvement Planning Data

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

Accountability Data

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

Student Data: Assessments

State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information)State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versionsProgress of prior year STAAR failuresSTAAR ELL Progress Measure dataTexas English Language Proficiency Assessment System (TELPAS) resultsStudent Success Initiative (SSI) data for Grades 5 and 8SSI: Istation Indicators of Progress (ISIP) accelerated reading assessment data for Grades 3-5 (TEA approved statewide license)SSI: Think Through Math assessment data for Grades 3-8 and Algebra I (TEA approved statewide license)Local diagnostic reading assessment dataLocal diagnostic math assessment dataLocal benchmark or common assessments dataStudent failure and/or retention ratesRunning Records resultsIstation Indicators of Progress (ISIP) reading assessment data for Grades PK-2



Student Data: Student Groups

Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groupsEconomically Disadvantaged / Non-economically disadvantaged performance and participation dataMale / Female performance and participation dataELL or LEP data, including academic achievement, support and accommodation needs, race, ethnicity, gender, etc.Gifted and talented dataDyslexia DataResponse to Intervention (RtI) student achievement data

Student Data: Behavior and Other Indicators

Attendance dataMobility rate, including longitudinal dataDiscipline recordsStudent surveys and/or other feedback

Employee Data

Professional learning communities (PLC) dataStaff surveys and/or other feedbackCampus leadership dataCampus department and/or faculty meeting discussions and dataProfessional development needs assessment dataEvaluation(s) of professional development implementation and impact

Parent/Community Data

Parent surveys and/or other feedbackParent Involvement RateCommunity surveys and/or other feedback

Support Systems and Other Data

Organizational structure dataProcesses and procedures for teaching and learning, including program implementationStudy of best practices



Goals

Goal 1: Student Growth and SuccessEach student will be provided engaging, relevant, and meaningful learning experiences which foster the acquisition of theKISD Instructional Cornerstone Skills (collaboration, communication, creative thinking, critical thinking, informationliteracy, problem solving and social contribution) that lead to student success.

Performance Objective 1: High Student Achievement:*95% of WCE students in grade 3, 4, and 5 will meet the student achievement target score (approaches grade level) as indicated in Index I on all tests taken,and in each sub-population. 45% of WCE students in grade 3, 4, and 5 will exceed the student achievement target score (meets or masters grade level) on alltests taken.*85% of WCE students will meet or exceed the progress measure as indicated in Index II, and 40% will exceed the progress measure.*70% of WCE students will close performance gaps as indicated in Index III.*80% of WCE students will achieve Post-Secondary Readiness as indicated in Index IV.*WCE will rank in the top 25% of comparable schools.

Evaluation Data Source(s) 1:

Summative Evaluation 1:

Strategy Description Title I Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Apr June

1) Fact Fluency program will continue in grades 1-5according to district policy.

Grades 1-5 teachers Increase in CA's scores

Funding Sources: 199 - General Fund - $0.00

2) K-5th Grade students will utilize daily writing andemphasize writing in math, science and social studies.

Grades K-5 Writing scores and applied editing skills will increase onSTAAR, common assessments and DLA's.


3) Provide additional instruction for identified studentsat-risk for reading in K-5.

Academic Supportteachers and grades K-5teachers.

Increase STAAR scores, increase student progress onISIP, Fountas & Pinnell, common assessments andDLA's, IPT, TELPAS

Funding Sources: 199 - State Comp Ed - $0.00

4) Kindergarten through fifth grade teachers will presentphonemic awareness through word study.

K- 5th grade teachers ISIP Testing, Word work writing STAAR commonassessments and DLA's ISIP




5) Teachers will use a science interactive studentnotebook in grades K-5 emphasizing vocabulary.

Science teachers,Administrators

Use of the science warm-up program and/or vocabularyinteractive notebook, increased scientific knowledge,improved test performances by students.


6) Grades K-5 will utilize the Science Lab. Science Teachers Use of the Science Lab for hands-on activities, increasedscientific knowledge, improved test performance bystudents.


7) Provide a minimum of 2 authors/ illustrators as wellas book clubs to enrich knowledge of literature.

Librarian Author/ Illustrator visits and book clubs

Funding Sources: 199 - General Fund PTA Donation - $0.00, 199 - General Fund - $0.00

8) Grades K-5 will incorporate vocabulary buildingstrategies to enhance reading skills.

K-5 Teachers Common assessments, DLA's ISTP


9) Provide a classroom rich in mathematical speakingand vocabulary. Math vocabulary displayed in everyclassroom(Math wall) and spoken daily.

K-5 Math Teachers Increased understanding of word problems by students.


10) The Literacy library will provide leveled books andteacher resources for use in reading instruction.

Grades K-5 Teachers,Academic SupportTeachers, InstructionalCoach ELA

ISIP and STAAR reading scores, Fountas & Pinnell

Funding Sources: 199 - General Fund PTA Donation - $0.00, 199 - General Fund - $0.00

11) Incorporate state and KISD safety standards andutilize grade specific safety equipment.

Administrators,Teachers, ScienceCommittee

Lesson Plans, Observations

Funding Sources: 199 - General Fund PTA Donation - $0.00, 199 - General Fund - $0.00, 199 - General Fund Other Donation - $0.00

12) Utilize science wiki and district Canvas Sciencecourses for science curriculum.

District Curriculum resources

13) Incorporate daily science lesson plans and lessons inall classrooms, Grades K-5.

Teachers, AdministrationForethought lesson plans, quality science lessons in eachclassroom, improved student achievement, list ofwebsites on the public drive in teacher web.

Funding Sources: 199 - General Fund - $0.00, 199 - General Fund PTA Donation - $0.00

14) Continue to use the 1-5 Grade Science Enrichmenttextbook entitled "Sciencesaurus".

Science Teachers,Administrators, WCEScience VerticalAlignment Committee

Student work from the textbook, Teacher forethoughtlesson plans, improved science scores on the statemandated testing's.


15) Continue book club reading program. Admin., Teachers, Par.Vol., PTA TREKCommittee, Librarian

Discontinued. Repeated strategy.




16) Web 2.0 and BYOD are used daily in 1-5 and onscheduled dates for Kindergarten. iPads are used daily ingrade K-5. Technology will be used seamlessly toenhance instruction.

K-5 Teachers, SpecialsTeachers

17) Utilize Title III immigrant funds to supplementinstruction provided to Immigrant students.

K-5 Teachers, ESLTeachers, AcademicSupport Teachers

Student assessment data, student engagement subjective:walk throughs, observations, grades, IPT, TELPAS

Funding Sources: 263 - Title III-A Immigrant - $0.00

18) Grades K-5 will utilize Writer's Workshop throughthe Lucy Calkins Writing Units of Study. OtherResources will be used to supplement the units asneeded.

IC, Teachers, Admin. Increased STAAR writing scores as well as increasewriting ability in grades K, 1 &2

19) Literacy help for parents of students throughconferences

Teachers, IC, Admin Increased parental awareness


20) Dyslexia help for parents online in district dyslexiaparent course

Dyslexia Instructor Increase awareness

21) Provide additional instruction for identified studentsat-risk in Math for grades K-5

Academic SupportTeachers and gradeteachers.

Increase STAAR scores, increase student progress onSMI, common assessments and DLA.


22) Houghton ,Mifflin, Harcourt (HMH), formerlyScholastic Math Inventory (SMI) will be implementedin Grade 2 according to district policy to makeinstructional decisions for identified students.

Grades 2 teachers Increase math awareness in classroom and assessments.

23) I -Station for grades K-5 ELA IC and teachers Increase phoenimic awareness/fluency on ISIP reports

24) Provide teacher/student support to increase TEAperformance rates for designated distinctions anperformance index summary.

Classroom teachers, IC,support staff, admin

Increase STAAR academic achievement and increasestudent progress on STAAR reading and math


25) Continue Read, Deed and Run Teachers

26) TEA systems safeguards will be met with 100% ineach student group for math and science

Teachers in grades 3-5

27) Imagine Math (formerly Think Through Math) willbe implemented in grades 3-5, according to districtpolicy, to make instructional decisions for identifiedstudents).

Classroom teacher increase fact fluency and math scores on STAAR, DLAsand CAs

28) All Social Studies teachers will integrate the campusdeveloped STAAR strategies when reading SocialStudies materials.

IC and grade 1-5teachers

STAAR reading results



29) Social Studies teachers will incorporate all steps ofthe writing process when using Social Studies prompts

IC and grade 1-5teachers

STAAR expository writing results

30) Utilize STEAM Scopes online resources in gradesK-5 to support science vocabulary instruction and theClaim-Evidence-Reasoning (C-E-R) Model.

Science teachers,Administrators, WCEScience VerticalAlignment Committee

Use of the vocabulary interactive notebook, increasedscientific knowledge, improved test performances bystudents.


31) Reflex Math will be used to help students in grades1-5 with fact fluency (Addition/Subtraction andMultiplication/Division).

1-5th grade teachers Increase fact fluency

Funding Sources: 199 - General Fund - $3,000.00

32) Mclass program will be implemented in grades K-1according to district policy in order to makeinstructional decisions for identified students. RunningRecords in grades 2 and 4.

Classroom teachers K-1 Increase math awareness in classroom and assessments


33) WCE will continue to implement math strategiesfrom Developing Mathematical Idea's (DMI) training,such as "Building a System of Tens" and "ReasoningAlgebraically About Operations."

Teachers Increase in student achievement on CA's of STAAR


34) FASST math will be implemented in grades 1-5 foridentified students

Teachers Increased math awareness


35) WCE will increase student attendance to 98.5%

36) WCE teachers will monitor and follow up withparents regarding student absences to increaseattendance

Teachers and attendancereview committee

98.5% attendance rate by May 2018


37) WCE will create incentive plan/charts for studentswith excessive absences through the Attendance ReviewCommittee.

Teachers and attendancereview committee

98.5% attendance rate by May 2018


38) WCE will implement class wide and individualstudent reward systems to encourage students to be atschool each day.

Teachers and Admin 98.5% attendance rate by May 2018


39) WCE will communicate with parents throughnewsletters and Ranger news to inform them of districtattendance policies.

Teachers 98.5% attendance rate by May 2018


40) WCE will communicate with parents throughnewsletters and Ranger news to inform them of districtattendance policies

Teachers and admin Goal discontinued - repeat of previous strategy.




41) The registrar will run attendance reports and providedata to teachers.

Attendance clerk,teachers, attendancereview committee

98.5% attendance rate by 2018


42) The WCE Intervention Coach will hold conferenceswith parents of students with excessive absences.

Teachers, counselor 98.5% attendance rate by May 2018


43) Before school academy for grades 3-5 Teachers and supportstaff

Increased STAAR scores in Index 1 and Index 2


44) Early Risers (I-Station or Imagine Math) will beavailable for students in grades K-5 who need additionalinterventions.

Support staff Increased phonic awareness, fluency and math skills

45) Utilize collaborative teamwork for instructionalplanning to include:*Data analysis by grade, subject, student group, andprogress measure*Data analysis through reflective questions using theLead4Ward processes*Grade-level, vertical and/or interdisciplinary teammeetings for data analysis and dialogue*Development of an instructional plan/Action planbased on data analysis to be included in the campusimprovement plans*individual student data analysis and student goalsetting sessions

Principal, Asst.Principal, IC, CIL's

DLA reports and metric, End of Year STAAR reports,System Safeguard Data, Distinction Designation data,PBMAS indicators for ELL, SPED, and NCLB


46) (Technology) Provide opportunities inclusive ofprofessional development, to build capacity of teachers,principals, and other staff to integrate multipletechnology tools relevant to the digital learner. Expandimplementation of use of mobile learning devices andWiFi.

Principals, IC's, Testingcoordinator as applicable

End of the year, Identified curricular changes made inForethought to facilitate technology integration, definedinstructional strategies in Forethought facilitatingtechnology integration, Specific lesson plans inForethought utilizing technology integration aligned toTEKS and STAAR.


47) Gifted and Talented/Advanced Academic Studies :Program options enable G/T/AAS students to worktogether as a group, work with other students and workindependently during the school day/entire year. Provideout-of-school options relevant to students' areas ofstrength, such as Destination Imagination. Provideopportunities to accelerate in areas of student strengths.Recruit and retain students in advanced courses.

Admin team,Counselors, GT teacher

Participation in Destination imagination, Pentathlon,Academic Decathlon, Other academic competitions.Student enrollment in courses advanced for grade, MSIdata, Comparison of class rosters-beginning and end ofsemesters



48) SSI-Monitor progress of students failing to meet SSIpromotion requirements in the previous academic yearand provide remediation via supplemental materials andservices. Progress will be recorded on the acceleratedinstruction plan; interim reports and opportunities toconference will be provided to parents of identifiedstudents.

Principal, Interventionsupport staff,Compensatory/Federalprograms staff,Counselor, Admin Team

Spring district/state assessment data, promotion/retentiondata, report cards

49) (Gifted and Talented) Every teacher assigned toteach a GT course has attained required 30 hours of GTtraining in: nature and needs of G/T students, Assessingand identifying G/T students needs, Curriculum andInstruction for G/T students, Assessing social andemotional needs of G/T students, Creativity andinstructional strategies for G/T students.

Admin team, CIL'sCounselor, GTfacilitatator

Year end GT professional dev records for each GTteacher, Evidence of implementation, teacher appraisalsend of year, observation records, 30 hour awarenesscertificates

50) Gifted and Talented-in collaboration with specialistin content areas, implement and evaluate developmentof differentiated curriculum for meeting needs of giftedstudents using effective instructional techniques thatmeet the needs of gifted learners.

Admin team, CIL's,Counselor, teachers, GTfacilitator

End of year report cards, district or campus evaluationsurveys, student products

51) GT-Conduct annual GT screening by following thedistrict-wide procedures for referrals, screening, andidentification of students. Emphasize on finding andidentifying underrepresented groups.

Admin team, Counselor,GT teachers

Student referrals per district GT calendar, GT Peims dataper semester, ethnicity reports per semester, screeningresults per district calendar

52) Conduct annual program evaluation per program(CTE, SCE, GT, ELLs) under the direction of respectiveprogram areas utilizing student performance dataderived from special populations for the purpose ofprogram review and revision.

Per programapplicability- GT Dept,Compensatory/Federalprograms dept., Dept. ofother languages

End of year state assessment data (STAAR, TELPAS),promotion/retention data, parent/student surveys

53) Special Ed-monitor LRE ratio. Develop campuscapacity to support inclusive programming for studentswith disabilities. Evaluate campus LRE ratio

Principal, SP Edteachers, Sp Ed. admin

Campus LRE ratio annual report, ESP instructionalarrangement code reports

54) SpEd STAAR-Examine all STAAR results forpercentage of students meeting state standards. STAAR,STAAR ALt

Principal, Diagnostician,Sped Team, CampusSped administrator

STAAR Report Cards (SRC)

55) SPED-train all special education staff, buildingadministrators and counselors on Sped programcompliance

Speech Path, Diag,Counselor, Admin team

End of year timeline referral data, TEA complaints,PBMAS report



56) Monitor ELLS' academic progress and linguisticsupport by ensuring that the ELPs are implemented inall content areas. Utilize TELPAS and STAAR results tomonitor progress of ELL students. Train all ELL staffadministrator and counselors on timeline requirementsand state compliance, including LPAC initialtraining(verification and oaths) IPT SAT-10, STAAR,STAAR L and TELPAS

Central Admin,Language proficiencyassessment committee,LPAC decision makingprocess

As appropriate, end of year analysis of TELPAS andSTAAR L and LPAC summary reports

57) Provide professional development that increasesknowledge and skills related to vertical alignment ofcurriculum, scientifically-based research programs,instructional strategies to meet the needs of diversestudent populations, integration of technology intocurricula and instruction for improving teaching,learning and technology literacy, STAAR testing andthe state curriculum standards (TEKS) in content areasof English/Language arts, social studies and science, andmath. Include opportunities for teachers to be coached,attend sustained trainings, inservice sessions andprofessional development workshops and conferencestogether with structured follow up.

Admin team Implementation survey, teacher survey, teacherappraisals, student survey, end of year applicable testingresults, LPAC summary, admin survey

Funding Sources: 255 - Title II Part A TPTR - $0.00, 263 - Title III LEP - $0.00, 263 - Title III-A Immigrant - $0.00

58) The CAT teachers and administrators will completeprofessional development in clearly defined focus areasto meet district and campus goals and participate inapplicable campus and district professional developmentsurvey accountability training.

Content area specialists Summative appraisals, results of surveys, staff survey

Funding Sources: 255 - Title II Part A TPTR - $0.00

59) Utilize intervention instructional officers, ESL andBilingual facilitators, Title I facilitators, if assigned, andother district instructional staff to support teachersproviding services to at-risk students.

Principal, CIL'sInstructional supportstaff, interventionspecialists,compensatory/federalprograms staff,deparment of otherlanguages

ISIP reports, IPT, STAAR, Dyslexia interventionprogress measure, TELPAS

Funding Sources: 263 - Title III-A Immigrant - $0.00

60) Identify at risk, eligible Title I and ELL students,provide them with supplemental services; and monitorprogress. Materials/services include supplementalinstructional resources, small group intervention andtutorials

Principal, Admin team,Instructional supportstaff, interventionspecialists,compensatory/federalprograms staff, dept. ofother languages

ISIP reports, annual IPT, STAAR results, dropoutdata,TELPAS

Funding Sources: 263 - Title III LEP - $0.00



61) Utilize the EduSmart resource in Kindergartenclasses to support science vocabulary instruction.

Kindergarten Teachers,Administrators, WCEScience VerticalAlignment Committee

Use of Vocabulary interactive notebook, increasedscientific knowledge, improved test performances bystudents.


62) Incorporate a student-centered, student-createdinteractive science word wall in all science classrooms,grades K-5.

Science teachers,Administrators, WCEScience VerticalAlignment Committee

Student-centered, student-created interactive scienceword wall in each classroom, use of vocabularyinteractive notebook, increased scientific knowledge,improved test performance by students.


= Accomplished = Continue/Modify = Considerable = Some Progress = No Progress = Discontinue



Goal 2: Safe and Orderly Learning and Working EnvironmentA safe, orderly, positive and quality learning and working environment will be provided for students and staff.

Performance Objective 1: Positive School Climate: WCE will promote a positive school climate that encourages the development of responsible behavior,self-esteem, and respect for others.*All WCE students will learn and recite the Ranger Code of Honor each day as a reminder of responsible behavior and respect for others.*All WCE students will receive guidance and/or character lessons from their teacher or school counselor at least 4 times per year that focus on responsiblebehavior, self-esteem, and respect for others.*All WCE students will participate in the school-wide positive reinforcement of Ranger Rah Rahs (a custom ticket) and Rah Rah Rallies (a pep-rally tocelebrate positive behaviors and the point system) to highlight great choices.





1) Grades 3-5 students will participate to the Fitness Gramto improve their physical fitness and abilities.

PE Coaches Individual test scores, increased participation in FundRunners and Field Day.


2) Continue CATCH curriculum in grades K-5 PE Coaches, CATCH Development through committee


3) Enhancement of the school wide "Ranger" theme topromote school pride a visible focal point for the schoolcommunity.

Administrative team,teachers, PTA

Displays, assembly and spirit days. Spirit Night andparticipation by staff members.


4) Improve ways to acknowledge positive staffperformance.

Administrative team,teachers, SunshineCommittee

Positive school climate; Admin team delivering drinks andfood on a decorated cart in order to praise and thank staff,celebrations of staff member(s) on specific days of the year.The staff will wear particular shirt color and jeans. Some ofthe days we celebrate are: end of summer, bosses, nurse,counselor & LSSP, coaches, secretaries, custodians andPara's, teacher appreciation lunch, winter party with cateredfood, prizes pats praises during meetings, exit the forestcards, notes of appreciation given to teachers and para'sduring observations, off campus PLC's for teams whichincludes para support.

Funding Sources: 461 - Campus Activity Fund - $0.00



5) Provide opportunities for staff to feel connected as aWCE family and team by creating team buildingopportunities.

Admin team,teachers, Sunshinecommittee, specialsteachers

Staff participates in games during Rah Rah Rally's, CILagendas and monthly open forum support feedback/voice ofteam "caring campers" established a system foracknowledging personal and family tragic situations, winterstaff luncheon with prizes donated from the community,Teacher of the week parking, lollipop Fridays with staffkids.


6) Provide a WCE buddy to all staff members who are"new to Katy." If a First Year teacher is hired, providehim/her with a mentor.

Mentor teachers,teachers, admin team

Buddy and Mentors assigned


7) Submit articles and photographs of positive happeningsto the local media and social networking.

Admin team,teachers, PTA,parents, Ms. Chisumwill be the reserver ofinformation and willtransfer celebrationsto the appropriatemedia source.

Variety of media sources reflect positive informationregarding WCE. Some examples may include, KISD AppNews, Katy Times, Katy Magazine and other localmagazines, KISD PIE Facebook page and WCE Facebookpage.


8) Reach out to connect with people, tell our story,Publish special accomplishments on WCE Youtube andFacebook page to engage our local and worldwidecommunity.

Admin team, WCEWebmaster,Committee, TeamLeaders, PTA. Ms.Chisum will serve asthe lead/contact forall media celebrationsand events.

Display on WCE website/Facebook page, WCE YouTubeand other KISD media sources.


9) Attendance at KISD Service Awards Banquet KISD and WCEAdmin team, teachers

Banquet attendance and media uploads to Facebook orother media sources.




10) Annual selection of WCE "Teacher of the Year" andWCE "1st year Teacher of the Year and WCE Paraprofessional of the year. The community hears about thesecelebrations by reading it on the WCE marquee. WCEfacebook page posts accomplishments and celebrations.Ranger News updates the community of results.

Admin Team,teachers, PTA. Ms.Chisum ordersTeacher of the Yearengraved apple.Flowers are given toTOY runner ups.TOY is provided aparking spot at frontof the school for oneyear. Flowers aregiven to runner upsand winners of FirstYear TOY and Paraof the year.

Election process and eventual teacher selection.


11) Continuation of WCE's 2-way "Communication Card"related to work habits and social development with addedclarifies.

Admin team,teachers, staff

Minimal office referrals along with few N's and U's on thereport card. Minimal amount of 3rd-5th grade students inafter school detention each nine weeks.


12) Implementation of the WCE Safety Patrol with current4th and 5th grade students.

PE teachers, AdminTeam

Selection of the safety patron each nine weeks. Handbookstates that students must have excellent behavior and nomore than one office referral in order to be a part of theteam


13) Continuation of the 5th grade WCE student council 5th gr. teachers andadmin, PTA andoutside vendorsand/or locations

Student council activities and fundraising for specialprojects like Penny's for Patients. Sister school collaboratewith student council to join the two schools as one.Participation and community awareness of Sister Schoolinitiative.


14) Identify students for WCE Principal's Academic andAchievement awards.

Admin team, teachers High academic achievement is rewarded with certificate inReport Card envelope.

Funding Sources: 199 - General Fund PTA Donation - $0.00

15) Identify grade level classrooms that exemplifyexcellent hallway behavior by awarding "Happy Hiker"certificate

Watch dog Dads "Happy Hiker" certificates are given to homeroom classesfor positive hallway behavior. They are given by WatchDog Dads. Teachers add 500 points to the Rah Rah Rallytotals for this achievement.




16) Identify students for Principal's ExpectationCertificates for good conduct.

Admin team, teachers Students receive certificates and chances to win prizes fromPTA and WCE due to excellent behavior. Names will bedrawn during Rah Rah rally for specific prizes for thisreward.


17) Promote ecological awareness and physical fitnessthrough nature and participation of the WCE fishingprogram.

Specials team Fishing trip in the spring and fall.


18) 4th and 5th grade Safety Patrols and staff assist inmonitoring arrival and dismissal on a daily basis.

Safety patrol andWCE staff

Effective safety patrol in the assigned locations Efficientpace of moving cars at drop off and pick up areas.


19) WCE grades K-5 will participate in the guidance andcounseling curriculum. Students will be celebratedthroughout the year for following the Chick- fil- acharacter counts program.

Counselors, teachers,staff and admin

Lesson plans, lessons taught, improved student behavior.Chick- fil -a cards passed to students all year long.Character traits reviewed each month on morningannouncements. Students understand and can explainRanger Code of Honor. Reduction in bullying at school andincrease of communication of concerns from student tostudent via the counselor.


20) Students will celebrate Constitution Day Social studiesteachers

Constitution day activities guided by Librarian

21) Students will sing the school song throughout theyear.

Music teachers Singing songs in music and at PTA events and Rah Rahrally's.


22) Students will recite the "Ranger Code of Honor", theUnited States pledge and the Texas pledge each day.

Librarian, teachers,admin team, studentson announcements.

Students memorize Ranger Code of honor onannouncements each morning.


23) Continue to use Ranger Rah Rahs and Rah Rah Rallysto promote exellent behavior and safety.

Teachers, staff andadmin team

Ranger Rah Rahs are given throughout the week andwinners are drawn at the Rah Rah rally.


24) Continue to carry "Go Bags" to and from destinationson and off campus to promote student safety.

Teachers and staff Safety activities completed. Fire drill form completed withsuccess.

25) Continue to monitor students in designated areas onthe playground.

Teachers and staff Grade level playground monitoring plan to promote studentsafety.


26) Red Ribbon week parade involving students andcommunity

Staff, Katy HighSchool band andcheerleaders

Drug awareness and prevention




27) Use of CHAMPS to teach classroom and schoolexpectations.

Teachers and staff Appropriate behavior and following directions in all areasof the building. School wide attentions signal will beimplemented during all large scale events.

28) Promote a positive relationship with the communityby leading the Singing Rangers in choir field trips.promote a positive relationship with the community byleading the k-5 students in evening performances thatcelebrate a theme. Promote a positive relationship with thecommunity by participating in art shows each year.

Specials team, staff,PTA, admin

Winter choir performances at various locations aroundKaty. Sister school performance together.


29) Students will use Buddy System as needed in order topromote safety when traveling to other areas of thebuilding. Staff will practice the Ranger Alert system whena student is lost and/or can't be located.

Teachers and staff Safety activities and plan set in place for missing rangers.

30) Teach expectations for behavior throughout thebuilding using posters, power-point, class discussions,affirmations and assemblies. Monitor goal of no morethan five office reports a week in the office Provide theCIL's data each nine weeks to review progress.

Teachers and staff Conduct behavior data collected, analyzed and shared withfaculty and community.

31) WCE school nurse will notify teachers of contagiousillnesses.

Nurse 98.5% attendance rate.

32) Technology: Cyber Safety-Apply strategies forfostering online safety, privacy, and security in support ofstudent learning by routine meeting/training focus onCyber Safety and Acceptable Use in such areas aspassword protection, identity theft/;privacy and personalsafety and external devices capturing private info.

Campusadministrators,Testing coordinators

End of year campus/district reports indicate nounauthorized access to Katy ISD accounts.


33) Emergency Operation/Management Plan: Reviewupdate and communicate plans to all staff. Identify acampus safety liaison. Institute NIMS certification forincident command team alternates.

Principal, AdminAsst. Team, IncidentCommand Team

End of year documentation confirms emergency planpracticed and followed. NIMS training completed.


34) Safe & Drug free schools: Promote parent andcommunity involvement in Tobacco Alcohol and otherDrugs (TAOD) and violence/dating violenceprevention/weapon free programs/activities.

Counselors, Principal Participant rosters, program calendars, parent evaluation,surveys as applicable.


35) Utilize the EduSmart resources in Kindergartenclasses to support science vocabulary instruction.

KindergartenTeachers,Administrators, WCEScience VerticalAlignmentCommittee

Discontinued. Repeated strategy.




36) Incorporate a student-centered Discontinued. Repeated Strategy.




Goal 3: Community EngagementParents and Community members are provided with a variety of opportunities for active, collaborative involvement whichsupports student success.

Performance Objective 1: Collaboration: WCE faculty/staff will build positive collaboration among all groups that have a vested interest in WoodCreekElementary, in order to increase our achievement on goals 1 and 2.*Parent roundtables will voice their input four times a year in open forums with the principal and administrative team. Their feedback is shared with theWCE staff.*Teacher leaders will voice their input in once a month open forums with the principal and administrative team.*PTA will meet with the principal at least once a month throughout the school year.*The Campus Advisory Team will voice their input four times per year with the principal.*WCE will maintain visibility in the community through at least one social media platform (Facebook, Twitter, YouTube) per week.





1) To initiate the professional learning community groupsby doing choice team book studies with CILS.

Admin team, PLCfacilitator, WCEteachers, CILS

PLC agenda and minutes


2) Maintain the TREK reading incentive program Admin team, teachers,parent volunteers,librarian

Total participation projects and distribution of spirit sticks


3) Gifted and talented will implement the D.I. program atWCE for grades 2-5

Challenge teacher,parent team managers,parent volunteers

Participation in the D.I. competition


4) Utilize the automated phone system, enews, canvas,and other web based communications to improve parentalcommunication.

Teachers, admin team Improved communication with parents as seen through theparent survey


5) Maintain PTA involvement within the educationalcommunity

Admin team, teachers,PTA membership

100% PTA membership




6) Enhance communication to parents through weeklygrade level newsletters Ranger News and canvas

PTA parent volunteers,Admin Team, Secretary,teachers

Communication sent home weekly


7) Maintain curriculum videos for parents Teachers, admin team Viewing of the curriculum video

8) A kindergarten and 1st grade parent reader program Teachers, admin team,volunteers

Parent volunteer participation within the reading program

9) Present 1st and 3rd grade student musical programsduring PTA meeting for parent viewing.

Music teachers, adminteam, parent volunteers

Actual 3rd grade and 1st grade student musicalperformances at WCE PTA meetings


10) Present Physical Education student program in 2ndgrade to give parents an effective overview of the PEcurriculum

PE teachers, admin Students demonstrate PE skills for parents


11) Read,Deed Run program for 4th and 5th grade topromote physical fitness, reading and giving back to ourcommunity

Staff and students twice a month meetings after school

12) Campus assembly "Rah Rah Rally" to promoteexpected behavior on campus

Staff/students Once a nine weeks


13) K-5 teachers will participate in grade level kid chats,ESL kid chats and SpEd kid chats.

K-5 teachers,intervention coach,Academic supportteachers, Sped teachers,ESL teachers

Academic growth and progress is increased

14) Maintain Art night at WCE that will include 4th gradestudents and their families.

Art teachers, Admin,parent volunteers

Art night will be held as the same night the monthly PTAmeeting will occur


15) Maintain career day for WCE students in 3rd-5thgrade.

Counselor andvolunteers

List of participating parents and partners


16) Identify grade level classrooms that utilize CHAMPS LSSP, Admin team CHAMP award tickets given to teachers


17) Continue district wide JA program as defined byKISD/JA agreement

Principal, JA Liasion,C&I staff, communityprofessionals

Following lesson plans as scheduled in "Eduphoria"

18) Promote business for partners in education byacknowledging their support

Public relationscommittee

Thank you notes, Wilderness newsletter, marquee,parent/community awareness




19) Promote parental language instruction educationalprograms for the parents of ELL students at the DistrictParent centers.

3 Principal, AssistantPrincipal, ELL teachers,Dept. of other langages

# of parents attending, Parent evaluation and survey

Funding Sources: 263 - Title III LEP - $0.00

20) The CAT, teachers, administrators, other staffmembers and parents will collaborate and coordinateplanning efforts and implementation of staff developmentto build ties between parents and school

Principal,compensatory/federalprograms, Asst.Principal, CAT,Instructional leadershipteam

Training evaluation, Parent evaluation or survey

Funding Sources: 255 - Title II Part A TPTR - $0.00

21) Enhance student support through the KEYS MentorsProgram

Counselor, Teacher Students are motivated to reach their full potential.


22) Support community involvement through theFather/daughter dance and Mother/ son night

PTA, Administration,Teachers, Parents

These events support positive relationships and parentinvolvement, including forming relationships with otherfamilies in the community.


23) Reinforce the Science and social studies curriculumthrough Ranger Science and Ranger World

Parent volunteers,community members ,teachers

Students get excited about learning by doing practical realworld experiments and experiencing different cultures.





Goal 4: Effective and Efficient OperationsResources are allocated in an efficient manner to facilitate quality learning experiences and a positive and effective workenvironment.

Performance Objective 1: Resources are allocated in an efficient manner to facilitate quality learning experiences and a positive and effective workenvironment.*All K-5 ELA teachers will receive a readers and writers workshop teacher resource kit.*All math teachers will have daily access to the math resource lab to increase student engagement.*All teachers in every content will have daily access to the Literacy Library which houses teacher resources, student leveled readers, and professional books.*All teachers in every content will have daily access to the intervention lab to increase learning for all students.*All K-5 students and science teachers will have access to the science lab and science materials to engage in hands-on science lessons.





1) (Technology: PEIMS Data) Submit error-free PEIMSdata to TEA by monitoring and validating accuracy ofPIEMS data reporting through designating a campusPIEMS Administrator to coordinate PEIMS datasubmission/input/verification and preform other relatedduties: edits, reports, verification checks, PIEMS AuditBox

PrincipalAssistant PrincipalCampus PEIMSAdministrator

Submission error-free data to TEA appointed intervals peryear

2) (Technology: Printing) Increase use of Katy ISD PrintShop resources for printing and copying by reducing useof campus printing to minimize waste/use of paper andresources through designating staff responsible forcoordinating, approving, and submitting printing orders ina timely manner.

Designated/Selectedstaff printingcoordinators

Staff members

End- of- year reduction in number of copies made onconvenience copiers.

3) (Technology : Cyber-Safety) Apply strategies forfostering online safety, privacy, and security in support ofstudent learning by routine meeting/training focus onCyber/Safety/and Acceptable Use in such areas aspassword protection, identity theft/ privacy and personalsafety and external devices capturing private info.

CampusAdministrators

Testing Coordinatorsas applicable

End- of- year campus/district reports indicate nounauthorized access to Katy ISD accounts



4) (Emergency Operation/ Management Plan)

Review, update, and communicate plans to all staff.Identify a campus safety liaison.Institute NIMS certification for incident command teamand alternates

PrincipalAdministrative ASST.Administrative TeamIncident CommandTeam

End-of-Year documentation confirms emergency planpracticed and followedNIMS Training completed

5) (Safe & Drug Free Schools) Promote parent andcommunity involvement in Tobacco Alcohol and OtherDrugs (TAOD) and violence/dating violenceprevention/weapon free programs/activities.

Counselorsprincipals

Discontinued goal. Repeated strategy.




Goal 5: Organizational ImprovementStrategic data points and shared agreements are utilized to make decisions regarding planning, evaluation, and performanceneeds.

Performance Objective 1: Strategic data points and shared agreements are utilized to make decisions regarding planning, evaluation, and performanceneeds.*All WCE teachers will be ESL certified within two years of their hire date.*All WCE teachers will be GT certified within one year of their hire date. They will also maintain 6 hours of GT credit each year in order to maintain theirGT certification.*All teachers will attend bi-monthly “Learning Meetings” to increase their learning in areas where they choose to learn.





1) (New Teachers) Support new teachers to Katy ISD tobecome ESL certified within 2 years of employment

PrincipalASST. PrincipalInstructional LeadershipTeamOffice of OtherLanguages

End-of-year Human Resources reports/rosters


2) (New Teachers) Support new teachers and noncertified teachers including alternative certificationteachers with ongoing training/staff development sessionsfocusing on the 5 C's (Communication, Culture,Comparisons, Connections and Communities,differentiated instruction, alternative assessments forlanguages Other than English.

PrincipalAsst. PrincipalInstructional LeadershipTeamIntervention SpecialistMentorsTeam/Leaders/CampusDepartment ChairsCurriculum Specialist forLOTEInstructional Coaches

End-of-Year Mentor/Mentee Survey and /or Reflections

Teacher Survey



3) Recruit and retain highly qualified staff, definedthrough state, No child Left Behind (NCLB) and localcriteria, by highlighting the school and its students on theWebsite and by participating in job fairs

PrincipalAsst. PrincipalInstructional LeadershipTeam/InstructionalCoachesTeamLeaders/DepartmentChairsTechnology TeamClassroom teachers

Applications submittedPersonnel Roster




State Compensatory

Personnel for Woodcreek Elementary:

Name Position Program FTE

Amy Laxton Teacher Academic Support 1Leslie Starcke Teacher Academic Support 1



Campus Funding Summary

199 - State Comp EdGoal Objective Strategy Resources Needed Account Code Amount

1 1 3 $0.00Sub-Total $0.00

199 - General FundGoal Objective Strategy Resources Needed Account Code Amount

1 1 1 $0.001 1 2 $0.001 1 4 $0.001 1 5 $0.001 1 6 $0.001 1 7 $0.001 1 8 $0.001 1 9 $0.001 1 10 $0.001 1 11 $0.001 1 13 $0.001 1 14 $0.001 1 15 $0.001 1 19 $0.001 1 21 $0.001 1 24 $0.001 1 30 $0.001 1 31 $3,000.001 1 32 $0.001 1 33 $0.00



1 1 34 $0.001 1 36 $0.001 1 37 $0.001 1 38 $0.001 1 39 $0.001 1 40 $0.001 1 41 $0.001 1 42 $0.001 1 43 $0.001 1 45 $0.001 1 46 $0.001 1 61 $0.001 1 62 $0.002 1 1 $0.002 1 2 $0.002 1 3 $0.002 1 5 $0.002 1 6 $0.002 1 7 $0.002 1 8 $0.002 1 9 $0.002 1 10 $0.002 1 11 $0.002 1 12 $0.002 1 13 $0.002 1 15 $0.002 1 16 $0.002 1 17 $0.00



2 1 18 $0.002 1 19 $0.002 1 21 $0.002 1 22 $0.002 1 23 $0.002 1 25 $0.002 1 26 $0.002 1 32 $0.002 1 33 $0.002 1 34 $0.002 1 35 $0.003 1 1 $0.003 1 2 $0.003 1 3 $0.003 1 4 $0.003 1 6 $0.003 1 9 $0.003 1 10 $0.003 1 14 $0.003 1 15 $0.003 1 16 $0.003 1 18 $0.003 1 21 $0.003 1 23 $0.005 1 1 $0.00

Sub-Total $3,000.00199 - General Fund PTA Donation

Goal Objective Strategy Resources Needed Account Code Amount



1 1 7 $0.001 1 10 $0.001 1 11 $0.001 1 13 $0.001 1 15 $0.001 1 33 $0.002 1 14 $0.002 1 28 $0.003 1 5 $0.003 1 12 $0.003 1 22 $0.00

Sub-Total $0.00199 - General Fund Other Donation

Goal Objective Strategy Resources Needed Account Code Amount1 1 11 $0.00

Sub-Total $0.00263 - Title III-A Immigrant

Goal Objective Strategy Resources Needed Account Code Amount1 1 17 $0.001 1 57 $0.001 1 59 $0.00

Sub-Total $0.00263 - Title III LEP

Goal Objective Strategy Resources Needed Account Code Amount1 1 57 $0.001 1 60 $0.003 1 19 $0.00

Sub-Total $0.00



255 - Title II Part A TPTRGoal Objective Strategy Resources Needed Account Code Amount

1 1 57 $0.001 1 58 $0.003 1 20 $0.00

Sub-Total $0.00461 - Campus Activity Fund

Goal Objective Strategy Resources Needed Account Code Amount2 1 4 $0.00

Sub-Total $0.00Grand Total $3,000.00



Addendums



TEXAS EDUCATION AGENCY2017 Accountability SummaryWOODCREEK EL (101914129) - KATY ISD

Accountability Rating

Met Standard

Met Standards on Did Not Meet Standards on

- Student Achievement - NONE

- Student Progress

- Closing Performance Gaps

- Postsecondary Readiness

In 2017, to receive a Met Standard or Met Alternative Standard rating, districts and campusesmust meet targets on three indexes: Index 1 or Index 2 and Index 3 and Index 4.

Performance Index Report

0

25

50

75

100

Index 1

StudentAchievement

(Target Score=60)

Index 2

StudentProgress

(Target Score=32)

Index 3

ClosingPerformance Gaps(Target Score=28)

Index 4

PostsecondaryReadiness

(Target Score=12)

96 57 64 77

Performance Index Summary

IndexPoints

EarnedMaximum

PointsIndexScore

1 - Student Achievement 1,402 1,461 96

2 - Student Progress 791 1,400 57

3 - Closing Performance Gaps 1,270 2,000 64

4 - Postsecondary Readiness

STAAR Score 77.0

Graduation Rate Score N/A

Graduation Plan Score N/A

Postsecondary Component Score N/A 77

Distinction Designation

Academic Achievement in ELA/Reading

NO DISTINCTION EARNED

Academic Achievement in Mathematics


Academic Achievement in Science


Academic Achievement in Social Studies

NOT ELIGIBLE

Top 25 Percent Student Progress


Top 25 Percent Closing Performance Gaps

DISTINCTION EARNED

Postsecondary Readiness


Campus Demographics

Campus Type Elementary

Campus Size 1,133 Students

Grade Span EE - 05

Percent EconomicallyDisadvantaged 9.1

Percent English Language Learners 18.2

Mobility Rate 7.1

Percent Served by SpecialEducation 8.2

Percent Enrolled in an Early CollegeHigh School Program 0.0

System Safeguards

Number and Percentage of Indicators Met

Performance Rates 24 out of 24 = 100%

Participation Rates 16 out of 16 = 100%

Graduation Rates N/A

Total 40 out of 40 = 100%

For further information about this report, please see the Performance Reporting website at https://rptsvr1.tea.texas.gov/perfreport/account/2017/index.html

TEA | Academics | Performance Reporting Page 53 August 15, 2017

129 - WoodCreek Elementary

Student Profile

Race/Ethnicity # %

White

Hispanic

Asian

Black/African American

Two or More Races

Am Indian/Alaskan Native 0.62%

2.90%

8.26%

21.70%

18.45%

48.07%

7

33

94

247

210

547

Total Enrollment

At-Risk

Low Income

Limited English Proficient

Special Education

Career Technology Educat..

Bilingual

ESL

Gifted/Talented

Title I

Attendance Rate 97.13%

0.18%

6.85%

17.14%

0.00%

0.00%

8.61%

18.10%

9.05%

34.89%

1,138

Student Statistics

Source: PEIMS Snapshot demographic data for 2016-2017. Attendance from2016-2017.

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