2017-2018 campus improvement plan killeen …...killeen independent school district audie murphy...

Killeen Independent School District

Audie Murphy Middle School

2017-2018 Campus Improvement Plan

Audie Murphy Middle SchoolGenerated by Plan4Learning.com 1 of 37 Campus #052

October 25, 2017 4:53 pm

Mission StatementManaging our time, resources and expertise, Audie Murphy Middle School faculty and staff will teach so that students learn to their maximum

potential every day.

VisionAudie Murphy Middle School, in partnership with the Fort Hood Community, will cultivate an environment that nurtures the learning of our

diverse population in preparation for their future.


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Table of Contents

Comprehensive Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Demographics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Student Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5School Culture and Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Staff Quality, Recruitment, and Retention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Curriculum, Instruction, and Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Family and Community Involvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13School Context and Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Comprehensive Needs Assessment Data Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Goal 1: Killeen ISD will maintain rigorous standards of achievement to prepare 21st century learners for graduation and post-secondary success. . . . 21Goal 2: Killeen ISD will recruit, employ, develop, and retain a highly effective staff that proactively engages students for success. . . . . . . . . . . . . . . 26Goal 3: All Killeen ISD personnel will promote effective parental and community involvement through communication, participation, andpartnerships in accomplishing the district's goals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Goal 4: Killeen ISD will maintain efficient and effective management of resources and operations to maximize learning for all students and staff. . . 28Goal 5: Killeen ISD will maintain efficient and effective management of resources and operations to maximize learning for all students and staff. . . 32

System Safeguard Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33State Compensatory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Budget for Audie Murphy Middle School: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34Personnel for Audie Murphy Middle School: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Plan Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36Site-Based Decision Making Committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37


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Comprehensive Needs Assessment

Demographics

Demographics Summary

The 2017-2018 school year will be met with a renewed sense of purpose to provide an engaging education for the middle schoolchildren of military personnel living on Fort Hood. The projected enrollment for the 2017-2018 school year will be approximately 704students.

Audie Murphy Middle School is comprised of a culturally diverse student population in grades six through eight that is primarilydominated by active duty dependents. Current available data shows the following breakdown in regards to ethnic and special programsmembership: African-American - 26%; Hispanic - 26%; White - 36%; Other -12%; At-Risk - 37%; Gifted and Talented - 7%; SpecialEducation - 13%; LEP - 7%; Economically Disadvantaged - 56%; Active Military – 92%. The data listed are approximations and tend tofluctuate throughout the year due to a high student mobility rate.

Attendance rates have remained constant for the last several years with a campus attendance rate that averages around 95%.Additionally, the campus mobility rate (approximately 32%) is above the district average and nearly twice the state average. This isdue to the highly mobile military population that our campus serves.

The campus dropout rate is zero percent which is below the district and the state average.

Demographics Strengths

Diverse student populationFt Hood school that serves a similar socio-economic populationAlthough campus has a high mobility rate, many students attend all three yearsEthnicity, gender, and active military status of AMMS personnel reflects that of our student demographics

Problem Statements Identifying Demographics Needs

Problem Statement 1: Attendance rates continue to remain static with a yearly average at 95%.


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Student Achievement

Student Achievement Summary

Disaggregation of the 2016-17 6th, 7th, and 8th grade STAAR data illustrated that AMMS’s scores were higher than the district andstate scores in math, reading and writing.

Data for the second administration of the 8th grade STAAR test illustrated that greater than 50% of the students passed the mathtest and nearly 60% of the students passed the reading test.

The 8th grade STAAR data for science and scocial studies showed that the scores were lower than the 2016-17 school year. TheScience score was at 69% and Social Studies score was 56%. KISD Science score was 75% while Social Studies was 72%. Scores atthe state level were Science 74% Approaches Grade Level and Social Studies 72% Approaches Grade Level. These are strategic areaswe will target for the 2017-18 school year.The 6th grade STAAR scores were 76% in Reading and 86% in Mathematics. The 7th gradeSTAAR scores were 76% in Reading, 70% in Writing, and 78% in Mathematics.

In analyzing the scores in our sub-groups, it was noted that Special Education students scores were below the campus level scores andstill need strategic planning to assit with student improvement. 6th grade STAAR scores for these students were: 39% in Reading,and 58% in Mathematics. 7th grade STAAR scores for these students were: 19% in Reading, 15% in Writing, and 35% Mathematics. 8th grade STAAR scores for this group were: 63% in Reading and 58% in Mathematics.

The outcomes for the 2016-17 data indicated System Safeguards were given in Science, Social Studies, and Special Education in all allsubject areas except Mathematics.

Student Achievement Strengths

8th grade students had an 82% passing rate on the STAAR Reading on the first administration. This improved to 92% after thesecond administration.8th grade students had an 81% passing rate on the STAAR Math on the first administration. This improved to 90% after thesecond administration.

Problem Statements Identifying Student Achievement Needs


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Problem Statement 1: STAAR passing rates for 8th grade Science and Social Studies are below the State and District passing rates and received SystemSafeguards.

Problem Statement 2: The STAAR passing rate for Special Education students is below the initial rate of all AMMS students in Reading, Mathematics andWriting.


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School Culture and Climate

School Culture and Climate Summary

The 2016 – 2017 school year brought a great deal of change to Audie Murphy Middle School. This year we started serving all militarydependents living on the Fort Hood military installation. The blending of the students and staff from Smith Middle School into FalconFamily went extremely well this year. It is a firm belief of many of our staff and students that a successful blending like ours couldonly have happened between Audie Murphy and Smith Middle School. There is a firm understanding of the needs that our studentsbring with them as many of the staff have military ties as well.

The students and staff were involved in many activities this year to include Academic UIL team competitions, all district-offeredathletic teams and district fine arts events, Relay for Life, and raised funds for Lupus Research in memory of a staff member.

ISS attendance has continued to be at an all-time low as teachers have worked with support personnel on campus to modify studentbehavior before it exceeds Student Code of Conduct standards. Our campus holds weekly meetings to determine which students are inneed and for those already identified, how they are progressing. Our intervention team includes The Communities in School, MFLC,MSTC, School Behavioral Health personnel, along with our school counselors and administrators.

The Audie Murphy Middle School campus participated in the Gallup Poll this year with 73% of the staff participating (66), 83% of thestudents participating (703), and 110 parents participating. The survey showed that 88% of our parents, 92% of the staff, and 68% ofthe students rated the school as good or excellent.

Further into the poll, several themes emerged and they were student respect for diversity in others and academic support. While theparents and staff rated student respect for diversity in the upper 70s to 90%, our students rated themselves between 50 and 66% inthis area. In academic support, all three groups were similar to each other with the exception of having learning standards andexpectations clearly explained. Our students rated that as 74%, Parents 81%, and Staff 94%.

School Culture and Climate Strengths

Working with the military child and providing the emotional support neededInvolvement of teachers and students in extra-curricular activitiesWeekly meetings to identify and monitor students in need

Problem Statements Identifying School Culture and Climate Needs


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Problem Statement 1: According to a recent Gallup Poll, our students felt that they lacked respect for diversity (50%-66%).

Problem Statement 2: According to the recent Gallup Poll, our students rated "learning standards and expectations clearly explained" significantly lower at74% compared to the Staff rating of 94%.


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Staff Quality, Recruitment, and Retention

Staff Quality, Recruitment, and Retention Summary

The 2016-17 SY saw the employee population at Audie Murphy Middle School more than double in order to facilitate the merger of twocampuses; however, the upcoming school year will see a decline in professional staff numbers due to the opening of a newly created,specialized campus and the continued downsizing of the Ft. Hood dependent population. In the 2017-18 SY, AMMS will be supported bya highly qualified professional staff that will consist of 48 teachers (Regular Ed, RICA, ESL, Special Ed), nine Instructional Aides (At-Risk, Interventionist, PBS, Skills, Resource), Communities in Schools (CIS) Site Coordinators, Military Family Life Counselor (MFLC),School Behavioral Health Specialist and eight Administrators (Principal, Assistant Principals, Counselors, Librarian, CurriculumInstructional Specialist, Campus Technologist). Retention rates have remained high with three or fewer professional staff membersleaving each year. Vacancies are filled through a comprehensive employment search at the district level and an intensive interviewprocess at the campus level - all designed to hire effective, highly-qualified personnel who can meet the needs of our unique studentpopulation.

New teachers begin a 'New Teacher Induction' program which is facilitated at the district level. The campus assigns a mentor teacherto all new teachers and in conjunction with the admin team, works with new teachers on a consistent basis to ensure growth andprogress. Additional district and campus professional development is provided throughout the year for all areas of needed growth.

All teachers will be evaluated through the Texas-Teacher Evaluation and Support System (T-TESS). This system will ensure on-goingmonitoring through classroom walk-throughs, informal observations and formalized observations. T-TESS performance data willbe utilized for growth, feedback and communication. The data will also help drive professional development planning. Additionally, thedistrict and the campus have implemented the Instructional Rounds model to help improve instructional practices.

Relevant professional development opportunities are provided to all professional staff members for the purpose of meeting campusneeds based on data gathered from various sources such as STAAR student performance data, universal screeners (MAP), formativeand summative data, T-TESS data, campus and District initiatives (i.e., Instructional Rounds model), content growth, etc. Whileresearching professional development opportunities for staff members, it has been noted that some subject areas, such as Foreignlanguage, English as a Second language (ESL), Physical Education, have fewer opportunities available than other fields. ProfessionalLearning Communities (PLC's) provide teachers with an avenue for collaboration, planning and data dissemination. Additionally, PLC'sallow for structured dialogue to discuss the impact of professional development on student success. Through collaborative discussions,it has been determined that an increase in the amount of time spent on after-action reporting after attending professionaldevelopment needs addressed in the PLC and the development of a set protocal as to how the information will be presented to staffand PLCs.

Staff Quality, Recruitment, and Retention StrengthsAudie Murphy Middle SchoolGenerated by Plan4Learning.com 9 of 37 Campus #052

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Campus hiring practices have ensured quality teachers are working with student populationStaff retention rates have remained highAverage years of teacher experience is approximately 12 yearsBackgrounds of faculty and staff reflect the population / community they serve

Problem Statements Identifying Staff Quality, Recruitment, and Retention Needs

Problem Statement 1: Quality professional development is difficult to locate for all content areas.

Problem Statement 2: Need to design whole-group presentation protocols for teachers returning from professional development.


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Curriculum, Instruction, and Assessment

Curriculum, Instruction, and Assessment Summary

AMMS teachers are tasked to identify current units being taught from TRS using the Year at a Glance as a guide. Campus and Districtidentified areas of need, and historical data will be evaluated and strategies to address these areas will be incorporated into lessonsas appropriate. Teachers use Webb’s Depth of Knowledge, Bloom’s Taxonomy, Hess’ Cognitive Rigor matrix and other resources to:

• Unpack the standards to determine the learning goals and targets

• Identify the cognitive level of objectives, targets, activities, tasks, and/or assessments

• Develop learning goals and targets which are posted, articulated, and referenced throughout the lesson

• Assess student understanding, at high cognitive levels, through student discourse, justification, and questioning.

In 2016-17 we had the opportunity to host the District Instructional Rounds at our campus. After revisiting the findings, data, andsuggestions, with the staff, it was determined that most lessons and questioning were at Hess' DOK levels 1 and 2. Our next stepwould be continued study and implementation of Hess' Cognitive Rigor Matrix (CRM). Lesson planning will include intentionaldetermination of activities that move through the various levels of the CRM to increase rigor and planning predetermined questionsthroughout the lesson to increase student-teacher, student-student, and student-teacher discourse. Professional developmentopportunities will be identified to allow teachers the opportunity to grow and bring strategies back to the campus and assit withincreased student learning.

Currently, we have a lead teacher in each core subject and Special Education. The lead teachers assist their departmental and PLCteachers by modeling, helping develop instructional targets and common assessments, using data to measure student achievement foridentification in areas of need and success, and identifying what strategies need to be enlisted in lessons to move forward. Theseteachers meet weekly with the Campus Instructional Specialist and other administrators to plan PLC meetings, determine directionsfor departments, and bring information, new ideas or concerns from their departments and District Lead Teacher meetings. Inaddition, these teachers work with their departments to determine needed instructional supplies, including technology, software,online resources, and books that will be used to help students be successful in the classroom and on the STAAR tests.

As a campus, we are working to utilize collaborative teaching and cross-curricular projects to strengthen our alignment. Ongoingtraining and campus coaches will be used to teach and enhance instruction.

Ongoing professional development opportunities occur throughout the year. Teachers in all areas are encouraged to seek outprofessional development that will help them meet the needs of students in their classroom and subject area. Professionaldevelopment learning is shared during PLC and faculty meetings, with a focus on Depth of Knowledge alignment. Subject area training


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meetings are held quarterly to allow teachers to plan for upcoming units as a department. We will also utilize the results of ourInstructional Rounds visit to strengthen our classroom instruction.

Differentiation in classrooms will be used to meet the needs of individual students as identified after studying the data from formaland informal assessments. MAP testing, and the reports it produces, will support instruction and help teachers with differentiatedgrouping to help meet student needs. Many other opportunities are offered to aid students in becoming successful students. Tutoringis held by teachers at least twice a week, Edge Forward tutoring is offered daily for assistance with classwork in a peer tutoring andsmall group setting, Saturday School is available by invitation twice a month to assist students with completion of assignments or formake-up of assignments missed from absences. Falcon Saturdays will be offered monthly by different core departments to enrichstudents and prepare them for STAAR.

Curriculum, Instruction, and Assessment Strengths

Teachers are using the Depth of Knowledge and Cognitive Rigor matrices to align lessons and develop instructional targets in thecore subjectsTargets and student success criteria are listed on the classroom boards daily, and articulated by teacher and studentsTeachers work together to plan and develop lesson plans, find resources, and research dataTeachers continually search out ways to improve their teaching and develop strategies that will support their studentsWe have very strong lead teachers who are respected by their peers both on campus and off campusWalkthroughs are done by the entire administration teamInstructional rounds include lead teachers and two other teachers in addition to the principal, assistant principals and curriculuminstructional specialistTeachers will continue to utilize collaborative instructional techniques to strengthen classroom instruction

Problem Statements Identifying Curriculum, Instruction, and Assessment Needs

Problem Statement 1: As determined in the District Instructional Rounds, student and teacher discourse is primarily at the DOK 1 and 2 levels.

Problem Statement 2: Teachers need professional development opportunities that will enhance classroom instruction and increase rigor.


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Family and Community Involvement

Family and Community Involvement Summary

Parents love our school: roughly 21% of our student body is on our campus on some type of transfer. Our front office staff has a verywelcoming nature; they work very hard to provide the best customer service and really build a rapport with our parents. AMMS usesour website to keep parents up-to-date on upcoming events as well as to make available resources for parents to assist their studentsat home. We also use the ConnectEd calling and mass email system to keep parents informed on upcoming events and emergencies. Theend of the year letter and calendar is another example of our maintenance of parent communication. However, parents indicated in theEnd of Year survey and Gallup Poll that an improved method of communication, beyond the web page and ConnectEd callouts, is neededfor advanced planning and changes so they can attend more events.

This year, Audie Murphy Middle School volunteers contributed about 1,000 hours. Parents and the community are involved with ourschool in meaningful ways, up to but not limited to: Falcon Camp, Meet the Teacher and Readiness Nights, Fall Open House/FalconNight, Freedom Walk, choir and band concerts, Science Fair and GT Showcase, Field Day, Eighth Grade Celebration, and other fieldtrips and activities. The counselors held meetings each semester, in conjunction with AVID, ECHS, and MCEC, to not only promotecollege readiness, but to also assist and involve parents in the transition to high school. A “Coffee with the Counselor” meeting was alsohosted during the school day to give parents the opportunity to present questions or concerns about their middle schooler to theschool counselors, Military Family Life Counselor, MSTC, and School Behavior Health counselor. We have parent and communitymembers who participate in our campus Site Based Decision Making committee, helping to provide us with a committee that equitablyrepresents the ethnic and socio-economic make-up of the community.

We have partnerships with Communities in Schools, Military Family Life Consultant, Military Child Education Coalition, and the Sgt.Audie Murphy Club. These relationships are supported throughout the year, and campus administration utilizes these organizations toassist with varying activities hosted for students and their families. The Sgt. Audie Murphy Club, in conjunction with local businesses,also sponsored gifts for three students recognized in each grade level each quarter as our Sgt. Robert Jones Leadership Award.Additionally, the Killeen Pluckers restaurant provided gift card donations to assist with a monthly employee recognition. Our SpecialEducation and Section 504 programs help to support our population of families with special needs. We also host a School BehaviorHealth Clinic, an extension of Darnell Hospital, on campus to assist with the mental health needs of our students and their families.

Family and Community Involvement Strengths

Big family events designed to bring parents and students on campusIntimate events designed to solicit feedback and participationSchool Behavior Health Clinic providing emphasis on mental healthSchool Health Clinic will serve AMMS students starting in the 17-18 SY


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Sgt. Audie Murphy Club provides continual support to recognize students

Problem Statements Identifying Family and Community Involvement Needs

Problem Statement 1: There is not a consistent method of communicating (monthly/weekly newsletter)with families regarding the need for volunteers,upcoming events on campus, changes to regular schedules, date/time of orientations, etc.


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School Context and Organization

School Context and Organization Summary

Audie Murphy Middle School faculty and staff have worked diligently in an effort to seamlessly transition into a larger organizationwith the unification of AMMS and Smith Middle School for the 2016-2017 school year. We have continued our efforts to be pro-active and forward thinking with a much larger staff and student population. Through meticulous planning, team meetings, andcommittee meetings our organization was able to have a well-coordinated and structured environment for staff and students alike. Wehave continued to utilize both district and campus resources designed to track student success, analyze data, and to adjust ourinstructional plans, as needed, in order to meet growth and needs of our stakeholders.

We have continued our campus protocols of protecting instructional time by limiting announcements and/or other interruptions withthe intent of maximizing the learning process and increasing student success.

We have built relationships with our unified staff members through a conscientious effort to support collaborative team work andteam building throughout the school year. AMMS staff encouraged school wide participation in district initiatives such as registeringand participating in HumanaVitality365, district Bowling Tournament, district Kickball Tournament, Employee Step Challenge (MillionMile Month), and the Superintendent’s Cup/ Fund Run. These initiatives garnered school wide participation and support. We continue tostrengthen relationships with students and parents on a daily basis, with staff members greeting students at a central entry point.This allows for campus procedures to be reinforced and for any concerns to be handled in an expeditious manner. Due to the growth ofour campus we expanded our dismissal procedures to accommodate for increased school bus traffic, ensuring that all students arriveat their assigned bus in a safe and timely manner. Campus daily operations dictate for staff to report to a specific location at thebeginning and end of each day in support of students and parents. The layout of entry points and the location of staff membersensures needs are met in a timely and productive fashion. Parents are encouraged to meet with teachers before/after school andduring the teacher’s assigned conference period to address any issues that may arise concerning their child. Parents are alsoencouraged to track their student’s grades and attendance through the home access portal. The counselor’s office remains a centerfor our parents to use as guidance for academic and behavioral needs. Additionally, all teachers provide tutoring opportunities whichare communicated to the students and parents.

The AMMS administrative team also meets on a regularly scheduled basis to discuss campus concerns and strengths which allows anyadjustments to be made as needed to ensure student success and campus cohesion. These concerns are brought forward to variouscommittees on campus. The committees include: Campus Conduct Committee (CCC), SBDM (Site Based Decision Making), and CampusEmployee Advocacy Committee (CEAC). These committees allow all campus voices to be heard which create dialogue and seek solutionsfor issues that affect all stakeholders.

The Administrative End of Year Review and Staff Survey indicated that although standard procedures are in place, at times there is alack of consisitency and follow through of these procedures. The Staff and Student Handbooks have been revised, reviewed at


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inservice and shared with the staff electronically. The Staff Handbook is in a shared folder and the Student handbook is posted onour website.

School Context and Organization Strengths

Cohesive unit as a school and administrative teamPrincipal’s Administrative Team of key personnel provides weekly input and serves as a liaison to teachers and PLC’s.Principal’s Administrative Team provides instant communication of safety issues and current personnel and staff concerns.Weekly bulletin keeps entire staff informedGlobal emails keep staff and administration aware of issues and concerns.Weekly Special Programs meetings are held to provide information about our special needs students (Special Ed, RtI, SchoolBehavioral Health Triage)

Problem Statements Identifying School Context and Organization Needs

Problem Statement 1: Consistency in practices and procedures is needed across all levels in order to fully address the student and parent needs.


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Technology

Technology Summary

Last school year we went through a campus merger with Smith Middle School. We faced many challenges that arose from thisincluding space for technology, increased numbers of students and staff, and the age of machines. Teachers are assigned a laptop touse for lesson design and implementation with a variety of software applications installed. Attendance, grades, communication, andcollaboration are all employed through the use of their laptops. Several classrooms have additional desktops for student and teacheruse due to our merger. Students have access to eight mobile labs, two iPod labs, and an iPad lab. The library has several computers forstudent use as well. Every math class has access to TI-inspire wireless graphing calculators. Audie Murphy’s staff and studentscontinue to utilize the BYOD initiative by bringing in their own devices such as smart phones, tablet computers, laptops, and eReadersfor more engaging Real-World Lessons. Every classroom has a mounted projector, a Document Camera, and most teachers have accessto a Promethean Smart Board that increases student engagement. Much of our technology is used on a daily basis. Campus technologyhardware is becoming vintage and Lifecycle Replacement is still one year away. Some of our technology is beginning to head towardsend of life and there is no plan for replacement. This will result in less access to reliable technology and interruption in instruction.

The district and campus expectations for the use of technology is to continue giving student access to and practice of 21st CenturySkills so they will be prepared for college and the ever changing world of technology and job markets of the future. Audie Murphy hasa variety of software to support instruction such as: Study Island, iStation, Imagine Learning, Comic Life, Think Through Math,SAFARI Montage, Success Maker and various other applications and websites that are used in conjunction with instruction. One Driveand Schoology are tools that are used to upload, download, and share files seamlessly between home and school. Technology at AudieMurphy is integrated into the staff and students’ lives on a daily basis. Teachers have access to a personalized website to use forlessons, communication, and collaboration which will be replaced by Schoology in the coming months for the same purposes.

The Campus Technology Support Specialist is available at all times to support staff and students in technology use and implementation.The students’ classroom teachers and the Technology Applications Class evaluate the students’ technology proficiencies. All EighthGrade students take an assessment at the end of the Technology Applications class to evaluate their technological knowledge andskills. Each year the overall results show the majority of students are proficient in using technology.

The Summer Technology Conference (this year will be- Innovative Learning Conference) is held every year for all KISD staff to attendfree professional development that is geared towards technology. All Campus Technology Support Specialists, along with variousteachers and other experts, teach the sessions and there are a variety of classes and offerings for everyone to choose from.Attendees not only receive valuable knowledge of technology integration, but they can receive CPE credits as well.

Although Audie Murphy has a variety of technology for staff and student use, we are still limited in regards to the number of devicesversus the number of students. The ideal scenario would be a 1:1 ratio. Additionally, we have several machines that are in vintagestatus that are not repaired or replaced. This creates a challenge in making sure the technology is readily available for all staff and


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students when needed.

Technology Strengths

Campus is saturated with technologyAccess to a variety of resources are availableMost faculty and students are technology literate

Problem Statements Identifying Technology Needs

Problem Statement 1: Student to technology ratio is not 1:1, which means students must share or wait to access technology.

Problem Statement 2: District funded replacement of out-dated technology hardware will not take place until 2018-2019.


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Comprehensive Needs Assessment Data Documentation

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

Improvement Planning Data

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

Accountability Data

Texas Academic Performance Report (TAPR) 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 versionsStudent Success Initiative (SSI) data for Grades 5 and 8Local diagnostic reading assessment dataLocal diagnostic math assessment dataStudent failure and/or retention rates

Student Data: Student Groups

Number of students assigned to each special program, including analysis of academic achievement, race, ethnicity, gender, etc.

Student Data: Behavior and Other Indicators

Completion rates and/or graduation rates dataAnnual dropout rate dataAttendance dataMobility rate, including longitudinal dataDiscipline recordsStudent surveys and/or other feedback

Employee Data

Professional learning communities (PLC) dataStaff surveys and/or other feedbackCampus department and/or faculty meeting discussions and dataPDAS and/or T-TESS


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Parent/Community Data

Parent surveys and/or other feedback

Support Systems and Other Data

Budgets/entitlements and expenditures data


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Goals

Goal 1: Killeen ISD will maintain rigorous standards of achievement to prepare 21st century learners for graduation andpost-secondary success.

Performance Objective 1: AMMS will meet or exceed the State expectations for Meets Standard or Masters Standard in all tested areas.

Evaluation Data Source(s) 1: STAAR results

Summative Evaluation 1:

Strategy Description Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeNov Jan Mar June

System Safeguard StrategyPBMAS

1) During the previous school year at Audie Murphy MiddleSchool most lessons and questioning were at Hess' DOK level1 and 2 as identified through instructional rounds, andadministrative walk-throughs. In order to promote teachergrowth and capitalize on student success, teachers will meet inPLC's to identify and discuss strategies that will: increase rigorby using strategic strategies, including AVID strategies,learned at professional development, disaggregate data fromresearched based program reports and data from commonassessments.

In addition, after comparing 2015-16 with 2016-2017 STAARresults and noting the decrease in student percentage scores,each subject area has developed specific targeted goalsdetermined from campus re-line data from state testing in thatfield.

Science (System Safeguard):The alignment of learning targets and tasks will reflect theexpectation of student learning moving up to the highcognitive levels of Webb's Depth of Knowledge. Lesson planswill include gradual release and 40% lab/activity lessons forstudents. Time will be spent going over the results ofassessments with students.

CurriculumInstructional SpecialistClassroom TeachersAVID CoordinatorRICA TeacherSpecial EducationCoordinatorLead TeachersTTESS Appraiser

For student:Teacher observation and walk-throughs will indicate thatstudents are answering and asking questions and beingsuccessful on activities at higher DOK levels.

Common Assessment Scores will improve.

9 Week Assessment Scores will improve with a lower failurerate.

STAAR Data will show an increase in student percentages.

Researched Based Program Reports will show improvement.

MAP Scores will show an increase in the RIT.

For Teacher:Walk Through documentation will identify that the teacher isusing varying DOK levels and Gradual Release.

PLC Minutes will note the discussion and planning of DOK,Gradual Release and data disaggregation.

Areas of need will be retaught and spiraled through lessons, andre-assessed to check for student mastery.


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Common assessments for each unit will be developed toinclude reading passages, charts, graphs, diagrams, andapplication questions, as well as griddable and open responsequestions.

History (System Safeguard):All grade levels will integrate strategies and activities with thepurposeful intent to engage the students in applying critical-thinking skills to organize and use information acquiredthrough established research methodologies from a variety ofvalid sources, including instructional technology.

Common assessments will be developed to provide data that isneeded to identify improved student achievement and areas ofneed.

Mathematics:The goal of the math department is to improve instructionthrough creative integration of manipulative and hands-onactivities to increase achievement in all reporting categories.

Language Arts/Reading:Sixth grade students will demonstrate improvement in makinginferences, drawing conclusions and explaining the structure offigurative language in poetry (6.4)

Seventh and eigth grade students will demonstrateimprovement in the areas of analyzing, making inferences anddrawing conclusions about expository texts providing evidencefrom text to support their understanding.

Seventh grade students will be able to use organizationalpatterns to summarize and form an overview of different kindsof expository texts, so that 8th grade students can make subtleinferences and draw complex conclusions about the ideas intexts and their organizational patterns. (7.10C & 8.10C)

Special Education (System Safeguard)Special Education teachers will collaborate with their regulareducation peers in their respective content areas on an ongoingbasis. This collaborative effort will include working with ourDoDEA consultants/KISD Special Ed Lead teachers in thearea of language arts and reading.

Failure lists and attendance records will be used to identifystudents who need tutoring, attended tutoring and did/did nothave and increase in grades.

Problem Statements: Student Achievement 1, 2 - Curriculum, Instruction, and Assessment 1Funding Sources: 166 - State Comp Ed - 47023.00, 177 - Gifted/Talented - 11904.00, 128 - High School Allotment - 22443.96


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Special Education students will receive increased levels ofsupport beyond their required amounts of collaborativeteaching and inclusion services from special education staffthrough increased interaction time in the classroom.

2) The ESL teacher will implement AVID strategies toincrease rigor and verbal written communication for ELLstudents. The AVID Coordinator and AVID trained teacherswill assist the ELL teacher with implementation andincorporating these strategies into lesson plans. The CIS willdo periodic walk-throughs and offer feedback. PLC teacherswill also assit the ESL teacher with suggestions. In turn theELL teacher will be able to identify and share strategies thatwork wit the ELL students.

The ESL teacher will offer tutoring sessions to assist ELLstudents in language acquisition and with academic gaps andsupport in order to be successful in other classroom subjects.Before and after school tutoring sessions will offered duringthe school year.

The ESL teacher will help ELL students gain improved socialskills by practicing and teaching students the ideology ofCapturing Kids Hearts in order to accept each others culturesand beliefs.

ESL TeacherCurriculumInstructional SpecialistTTESS Appraiser

Students will be more successful outside of the ESL classroomin completing work and passing courses.

An increase in TELPAS and STAAR scores will be reported.

Students will be more accepting of each other in the ESLclassroom and recieve fewer discipline notations/referrals.

Problem Statements: Student Achievement 1 - School Culture and Climate 1 - Curriculum, Instruction, and Assessment 1, 2 -School Context and Organization 1Funding Sources: 165/ES0 - ELL - 4255.00, 263 - ESEA, Title III Part A - 2257.00

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

Performance Objective 1 Problem Statements:

Student AchievementProblem Statement 1: STAAR passing rates for 8th grade Science and Social Studies are below the State and District passing rates and received System Safeguards.Problem Statement 2: The STAAR passing rate for Special Education students is below the initial rate of all AMMS students in Reading, Mathematics and Writing.

School Culture and ClimateProblem Statement 1: According to a recent Gallup Poll, our students felt that they lacked respect for diversity (50%-66%).

Curriculum, Instruction, and AssessmentProblem Statement 1: As determined in the District Instructional Rounds, student and teacher discourse is primarily at the DOK 1 and 2 levels.Problem Statement 2: Teachers need professional development opportunities that will enhance classroom instruction and increase rigor.

School Context and OrganizationProblem Statement 1: Consistency in practices and procedures is needed across all levels in order to fully address the student and parent needs.


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Goal 1: Killeen ISD will maintain rigorous standards of achievement to prepare 21st century learners for graduation and post-secondary success.

Performance Objective 2: Increase the academic performance and preparation for postsecondary education.

Evaluation Data Source(s) 2: STAAR Results / Career Readiness




1) It has been identified through progress reports, failurereports after reporting periods and PLC discussions that manystudents who have failing averages can be attributed toassignments not being completed and/or not turningassignments in and make-up work for absences. Many of thesestudents have attended summer school and are continuing thispattern year after year. Saturday School will be offered onceeach month, as well as daily after-school tutoring, to assistthese students in completing or redoing their assignments withthe assistance of teachers with a smaller teacher to studentratio than the regular classroom.

Classroom TeachersCurriculumInstructional SpecialistAttendance Secretaryand APCounselors

Failure lists and attendance records will be used to identifystudents who need tutoring, attended tutoring and did/did nothave and increase in grades.

Problem Statements: Demographics 1 - Student Achievement 1 - School Context and Organization 1


Performance Objective 2 Problem Statements:

DemographicsProblem Statement 1: Attendance rates continue to remain static with a yearly average at 95%.

Student AchievementProblem Statement 1: STAAR passing rates for 8th grade Science and Social Studies are below the State and District passing rates and received System Safeguards.

School Context and OrganizationProblem Statement 1: Consistency in practices and procedures is needed across all levels in order to fully address the student and parent needs.


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Goal 1: Killeen ISD will maintain rigorous standards of achievement to prepare 21st century learners for graduation and post-secondary success.

Performance Objective 3: Increase rate of high school graduation, awareness, readiness and participation in postsecondary education.

Evaluation Data Source(s) 3: STAAR Results /Career Readiness




1) 8th grade students will visit the KISD Career Center at leastonce during the school year.

Exploring CareersTeacherCounselorsCIS

Students will have a better understanding of HB-5 and thecareer strands that are offered by KISD.

2) All 8th grade students will create 4-year plans according tothe endorsement set by TEA.

Exploring CareersTeacherCounselorsCIS

Completed 4-Year plans for all 8th grade students



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Goal 2: Killeen ISD will recruit, employ, develop, and retain a highly effective staff that proactively engages students forsuccess.

Performance Objective 1: Campus admin team will take the appropriate measures to ensure that the personal and professional philosophy of all newly hiredpersonnel is in alignment with the campus vision and mission.

Evaluation Data Source(s) 1: STAAR Results




1) New staff members will be welcomed with a gift bag and t-shirt.

CIS All new staff received a gift bag.

2) Regular meetings will be held with the new staff to explorepertinent topics determined by the Admin and new staffmembers.

PrincipalAssistant PrincipalsCurriculumInstructional SpecialistCounselors

Sign-in sheetsCampus calendarFeedback sheets

3) Employee of the month nominations, selections andcelebrations will be promoted and carried out for the schoolyear.

CounselorsPrincipal

Employee of the month bulletin board announcement andpresentation

4) Lead teacher meetings are held twice a week to supportcampus objectives, departmental concerns and determineresources and training needed to support all departments.

CurriculumInstructional SpecialistPrincipalAssistant PrincipalsLead Teachers

Gallop Poll Climate Survey



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Goal 2: Killeen ISD will recruit, employ, develop, and retain a highly effective staff that proactively engages students for success.


Evaluation Data Source(s) 2: STAAR Scores


Goal 3: All Killeen ISD personnel will promote effective parental and community involvement through communication,participation, and partnerships in accomplishing the district's goals.

Performance Objective 1: AMMS will develop and foster a collaborative partnership between the school and the community.

Evaluation Data Source(s) 1: Parent involvement and contact will increase from previous year.




1) Fall and Spring Open Houses will be conducted to showcasecontent-area student generated work.

Admin Team / JanetSutton (Open HouseProgram Coordinator)

Increased parent participation and involvement.

2) Communities in Schools Program will assist at-risk studentswith academics, attendance and behavioral challenges.Additionally, CIS directors will continue to work with familiesin at-risk situations.

Communities inSchools (CIS)Directors

Increased student and parent support

3) Military and Family Life Counselor (MFLC) and BehaviorHealth Counselor will be on campus to assist students and / ortheir families.

Military and FamilyLife Counselor(MFLC)Behavior Healthcounselor

Student / Parent Contacts, campus visibility

4) AMMS Fine Arts and Athletic Departments will host avariety of performances and events for parents and communitymembers that will showcase student accomplishments.

AMMS Faculty Parent & Student Attendance

5) Monthly Parent Nights will be held to allow different schoolgroups to present information to parents about academics andSTAAR , AVID, ELL, GT, Curriculum ideas for At-Riskstudents and Fun Night for students.

Program Teachers(AVID, ELL, GT...)Counselors

Sign in sheet at eventParent surveys


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Goal 4: Killeen ISD will maintain efficient and effective management of resources and operations to maximize learning forall students and staff.




Goal 4: Killeen ISD will maintain efficient and effective management of resources and operations to maximize learning for all students and staff.

Performance Objective 2: Improve health of all Audie Murphy Middle School students.

Evaluation Data Source(s) 2: Decreased number of overweight and obese students. Increased student participation in physical activities.




1) To ensure food sold in fundraisers meets the TexasNutrition Policy Guidelines.

PrincipalSchool NutritionDirector

Food items that are not allowed according to the "foods withminimal nutrition value" and the Texas Nutrition Policy, havenot been sold or provided in the school.

2) Eliminate the use of foods as rewards for accomplishmentand withholding of food as punishment (e.g. Restricting achild's selection of milk at meal time or no a-la-carte items dueto behavioral problems.)

PrincipalAssistant PrincipalSchool NutritionManager

Alternate items and motives for rewards other thanfood/beverages are used in school based on established districtguidelines.

3) Students are to be provided many choices of physicalactivities.

Campus AthleticDirectorPE TeachersPrincipalAssistant PrincipalCurriculumInstructional Specialist

SPARK equipment and lesson plans are used to improve healthand fitness of students.

4) Qualified teachers to teach physical education and supervisephysical activities in the district.

Executive Director forPersonnelPrincipal

Highly qualified teachers, who have the desire to improve allstudents' overall fitness, have been recruited and retained.


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5) To provide an environment that fosters safe and enjoyablefitness activities for all students, including those who are notparticipating in competitive sports.

PrincipalCampus AthleticDirectorPE Teachers

PE classes for all levels offered in addition to competitiveathletics.

6) School cafeteria will serve nutritious food: fresh or cannedfruits, variety of low-fat milk, whole grain products, no oneitem to exceed 23 grams of fat.

School NutritionManager

Menus created by Central Office. Meals consumed periodicallyto ensure that nutritious means are served.

7) Students receive enough time to consume their breakfastand lunch meals.

AdministratorsFacultyStaffCafeteria Staff

Monitoring of serving times to ensure time commitment.



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Goal 4: Killeen ISD will maintain efficient and effective management of resources and operations to maximize learning for all students and staff.

Performance Objective 3: AMMS will provide a safe, healthy, secure and orderly environment for students, staff, families, and community.

Evaluation Data Source(s) 3: Reduce incidents of bullying, peer pressure, and drug abuse. Fewer recorded incidents than last year.




1) Small Group Character Education:Passport to ManhoodSmart GirlsQuiet GroupMaking Friends

Communities inSchoolsComanche YouthCenter PersonnelMFLC (Counselor)

Reduction in discipline referrals

2) Suicide Prevention Campus CounselorsAdministratorsCommunities inSchools SiteCoordinator

Parent/Student Contacts

3) Drug Awareness during Red Ribbon Week Campus CounselorsCommunities inSchools SiteCoordinator

Speakers present about drug awarenessParent/Student Contacts

4) National Safety Week/Red Ribbon Week Campus CounselorsCampus SafetyAdministratorPrincipalCommunities inSchools SiteCoordinator

All Safety Drills conducted in a timely mannerUse of radio communication during drillsDrug Substance Specialist Presentation6th Grade Safety Fair participation

5) Safety Presentations will be delivered on the followingtopics:

Bullying AwarenessBullying PreventionConflict ResolutionViolence PreventionFamily Deployment Awareness

MFLC (Counselor)Safety ResourceOfficerCommunities inSchools SiteCoordinatorsSchool Counselors

Decrease in discipline referralsConflict Resolution sessionsParent/Student Contacts



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Goal 5: Killeen ISD will maintain efficient and effective management of resources and operations to maximize learning forall students and staff.






1) AMMS will meet the needs of At-Risk students throughassistance in the classroom with an instructional aide andassistance from Communities in Schools.

PrincipalCurriculumInstructional SpecialistCommunities inSchools SiteCoordinator

STAAR Scores

Funding Sources: 166 - State Comp Ed - 22147.43



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System Safeguard Strategies

Goal Objective Strategy Description

1 1 1

During the previous school year at Audie Murphy Middle School most lessons and questioning were at Hess' DOK level 1 and 2as identified through instructional rounds, and administrative walk-throughs. In order to promote teacher growth and capitalizeon student success, teachers will meet in PLC's to identify and discuss strategies that will: increase rigor by using strategicstrategies, including AVID strategies, learned at professional development, disaggregate data from researched based programreports and data from common assessments. In addition, after comparing 2015-16 with 2016-2017 STAAR results and notingthe decrease in student percentage scores, each subject area has developed specific targeted goals determined from campus re-line data from state testing in that field. Science (System Safeguard): The alignment of learning targets and tasks will reflect theexpectation of student learning moving up to the high cognitive levels of Webb's Depth of Knowledge. Lesson plans willinclude gradual release and 40% lab/activity lessons for students. Time will be spent going over the results of assessments withstudents. Common assessments for each unit will be developed to include reading passages, charts, graphs, diagrams, andapplication questions, as well as griddable and open response questions. History (System Safeguard): All grade levels willintegrate strategies and activities with the purposeful intent to engage the students in applying critical-thinking skills to organizeand use information acquired through established research methodologies from a variety of valid sources, includinginstructional technology. Common assessments will be developed to provide data that is needed to identify improved studentachievement and areas of need. Mathematics: The goal of the math department is to improve instruction through creativeintegration of manipulative and hands-on activities to increase achievement in all reporting categories. Language Arts/Reading:Sixth grade students will demonstrate improvement in making inferences, drawing conclusions and explaining the structure offigurative language in poetry (6.4) Seventh and eigth grade students will demonstrate improvement in the areas of analyzing,making inferences and drawing conclusions about expository texts providing evidence from text to support their understanding.Seventh grade students will be able to use organizational patterns to summarize and form an overview of different kinds ofexpository texts, so that 8th grade students can make subtle inferences and draw complex conclusions about the ideas in textsand their organizational patterns. (7.10C & 8.10C) Special Education (System Safeguard) Special Education teachers willcollaborate with their regular education peers in their respective content areas on an ongoing basis. This collaborative effort willinclude working with our DoDEA consultants/KISD Special Ed Lead teachers in the area of language arts and reading. SpecialEducation students will receive increased levels of support beyond their required amounts of collaborative teaching andinclusion services from special education staff through increased interaction time in the classroom.


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Site-Based Decision Making Committee

Committee Role Name PositionCampus Adminstrator Mike Quinn PrincipalCampus Adminstrator LaBecca Thompson Assistant PrincipalCampus Adminstrator Jackie Pilkey Assistant PrincipalClassroom Teacher Sandra Angell-Moyer Classroom TeacherClassroom Teacher Cioni Williams Classroom TeacherClassroom Teacher Lydia Smith Classroom TeacherClassroom Teacher Janet Sutton Classroom TeacherClassroom Teacher Marla Elkins Classroom TeacherClassroom Teacher Holly Adams Classroom TeacherClassroom Teacher Kathleen White Classroom TeacherClassroom Teacher Denise Berg Classroom TeacherNon-classroom Professional Elizabeth Maldonado LibrarianDistrict-level Professional Paula Lawrason Director for Special EducationParent Emily Fortune ParentBusiness Representative San Juanita Trevino Business RepCommunity Representative Karen Jackson Community Rep


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2017-2018 campus improvement plan killeen …...killeen independent school district audie murphy...

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