master high school campus strategic plans 2017-2018

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Clear Creek ISD Strategic Plan Clear Brook Strategic Plan 2017-2018

Clear Creek I.S.D. Mission Statement The mission of the Clear Creek Independent School District, the leader in visionary education, is to ensure that each student discovers and develops his or her unique talents and interests while realizing personal success and positively impacting their world through a new system distinguished by integrity, meaningful relationships, personalized learning, achievement, and a continuing commitment to Courage, Collaboration, Innovation, and Self-Direction.

Statement of Beliefs We believe that: • People flourish only in a culture based on integrity• Today’s experiences are as valuable as tomorrow’s opportunities• One’s heartfelt passion creates limitless possibilities• Trust is built on what we do, not just what we say• Shared responsibility is essential to community success• Each person bears the responsibility to create his or her future• Each person possesses unique talents and creative ability• Everyone deserves to be physically and emotionally safe• Relationships are critical to meaningful teaching and learning• Respect for diversity strengthens community• The measure of any community is the success of its children• Each person deserves compassion and respect

Core Values • Trustworthiness: Act with honesty in all that you do• Respect: Value yourself and others• Responsibility: Own your choices• Fairness: Play by the rules and consider the needs of others• Caring: Be kind to others• Citizenship: Work to improve your school, community, and country.

Parameters • We will make all decisions based on the best interest of the student.• We will honor the dignity of each person.• We will operate in a culture of collaboration.• We will make optimal use of transformative technology.• We will protect and defend our local autonomy.• We will accept nothing less than excellence.• We will not compromise integrity in the pursuit of excellence.

Objectives • Each student sustains a fulfilled life actualizing his or her personal talents and interests.• Each student optimizes his or her potential by continuously setting and achieving individual learning

Objectives.• Each student actively enriches and advances his or her community and greater society.

Strategies I. We will inspire learning through an array of personalized opportunities and experiences.II. We will provide support to meet the needs and aspirations of each student.

III. We will ensure safe and nurturing learning environments.IV. We will ensure each student understands and assumes his or her role as a productive citizen.V. We will broaden and strengthen connections within our communities.VI. We will ensure mutual understanding and support through effective communication.

VII. We will build capacity for organizational change.

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Clear Brook Strategic Plan 2017-2018 School Mission Statement: The mission of Clear Brook High School, the innovators of personalized educational exploration, is to ensure the intentional pursuit of individual passions and interests for personal and professional growth distinguished by unique learning experiences, diversity, and meaningful relationships while continuing “on a quest” to serve and enrich the greater community with pride and integrity. Tactics:

1. We will provide and embrace unique learning experiences. 2. We will ensure individual and collective responsibility to create an optimal learning environment. 3. We will empower the community through a deeper understanding of our campus culture.

School Objectives: CBHS goals for 17-18 are:

1. Working in academic teams to design engaging lessons, disaggregate data to drive instruction, and to collaborate to enhance first time instruction and increase student success.

2. To develop lessons to increase student personalized learning options and engage in meaningful personalized professional learning.

3. CBHS Strategic Plan Tactic 1 Plan 3 - a. TACTIC: We will provide and embrace unique learning experiences. b. SPECIFIC RESULT: Teachers will purposefully encourage the use of individual learning

styles in each classroom Tactic Number: I Plan Number: 3 Original Date: May 23, 2016 Review Date: 10/21/16 Review Date: 6/13/17 Review Date 7/19/2017

TACTIC: We will provide and embrace unique learning experiences. SPECIFIC RESULT: Teachers will purposefully encourage the use of individual learning styles in each classroom Focus Action Plan for 2017-2018 DISTRICT STRATEGY: I. We will inspire learning through an array of personalized opportunities and experiences.

I.1. Experiences that support student choice and personalized learning. I.2. A comprehensive system to empower each student to set and achieve goals providing for

varied pathways. VII. We will build capacity for organizational change.

VII.1. A professional learning plan that provides varied and flexible opportunities. VII.3. Leadership opportunities for all employees of CCISD.

SCHOOL TACTIC: CBHS Strategic Plan Tactic 1 Plan 3 Tactic: We will provide and embrace unique learning experiences.

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SPECIFIC RESULT: Teachers will purposefully encourage the use of individual learning styles in each classroom VISION FOR THIS SPECIFIC RESULT: Vision (what teachers and students are doing): Teachers will collaborate to both analyze student work to determine strengths and areas of concern and be innovative in their lesson design and provide choice for students. Teachers will model various learning styles and encourage students to explore individual learning styles and reflect on their learning to enhance student achievement. CRITICAL ATTRIBUTES FOR THIS SPECIFIC RESULT: CRITICAL ATTRIBUTES (Evidence of the Vision):

1. By the end of the first nine weeks, all students will have identified their specific learning style in each classroom.

2. Teachers develop TEKS student expectations aligned instructional resources to support personalized learning and choice.

3. Teachers will collaborate twice a month to review student work samples, student data, and plan instruction for a variety of learning styles

4. Every teacher’s lesson plans will show specific activities that incorporate personalized learning options that address the needs of each learning style.

5. Teachers will be provided observational data from instructional coaches and administration for the reflection on personalized learning

6. Students will reflect on their individual progress as it relates to their mastery of objective or learning outcomes …we are not done with this one yet

ACTION STEPS PERSON RESPONSIBLE TIMELINE

# ACTION STEP (Number each one)

NEW ACTION STEPS Assigned to:

Starting Date:

Due Date:

Completed Date:

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CBHS staff will explore, research, and learn about various learning styles. a. Teachers will have a common definition for how to access, engage and assess learning b. Teachers will identify their own learning style c. Teachers will begin to identify and incorporate the learning styles in their existing lessons d. Teachers will study examples of lessons that address differing learning styles in various genres’

DOI and instructional coaches

August 2017

June 2018

2 Use peer collaboration so that students are helping other students who have unique learning needs on more experiential

LESSON DESIGN: Lessons plans will target specific strategies to include multiple learning styles and varying levels of comprehension

AP’s and DOI

January 2018

June 2020

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learning tasks (e.g. projects). a. Teachers will design lessons that encourage peer collaboration such as discussions, projects, presentations and alternative assessments. b. Teachers will allow choice if student prefers to work alone. c. Teachers will allow choice in style of presentation based on the student’s learning style. d. Lesson plans will include evidence of opportunities for student use of individual learning styles.

a. Lesson plans will illustrate a variety of learning styles: visual, audible, etc. b. Teachers will allow choice in how students access, engage, or assess learning c. Teachers will create lessons that are aligned with the state required TEKS /CCISD curriculum

Responsible: DOI Comprehensive Needs Assessment

Clear Brook High School is one of forty-four campuses in the Clear Creek Independent School District. It is the third comprehensive high school and was originally constructed in 1988. CBHS serves 2211 students in grades 9-12. Twenty-seven percent of our students are economically disadvantaged, and 44 percent of our students meet the criteria for at-risk. Clear Brook serves 62 (2.8%) English Language Learner students, 234 (10.6%) students in the Gifted and Talented program, and 205 (9.3%) students served though special education services. The staff population is 8% African-American, 77.9% Anglo, 2.7% Asian, 8.7% Hispanic, 39.6% male and 60.4% female with an average of 9.5 years of experience. The overall mobility rate for the campus is approximately 10.1%. The average daily attendance rate for students is 95.1%.

Student Population

2017-2018

African-American 11% Hispanic 34% White 32% Asian 18% Multi 4% Other 1%

STAAR 2014 2016 3 yr change ELA I 79% 77% -2% ELA II 83% 80% -3% Algebra I 86% 76% -10% US History 97% 94% -3% Biology 96% 94% -2%

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2015 2016 Index 1 84 85 Index 2 41 30 Index 3 44 49 Index 4 81 86

Between the 2013-14 school year and the 2015-16 school year the passing standard for all five STAAR tested subjects increased. So, while we saw a dip in the overall passing percentages in every area, the reduction was not proportional to the change in the passing standard. It is notable that 83.4 % of CBHS students showed college readiness on the 15-16 TAPR report. 50.2% of senior the senior completed 2 or more Advanced Placement or dual credit courses. The leadership team and CIIC team looked at the following data as we reflected on our year: TAPR report, PEIMS data, Multi-year data from AEIS and TAPR reports, report card grades, promotion rates, attendance rates for students and teachers, parental involvement in school activities, At Risk student information, Benchmark Assessment System data, standardized district benchmark data, discipline referrals, professional development opportunities for staff, input from parents, teachers and community members (results from 2014 survey). Using this data, the team considered our areas of strengths and needs. We found the following: Student: Strengths: Although our ELA I and II scored dipped, the campus has implemented readers writers workshop in all grades to motivate and inspire reading and writing in our students. This initiative has had a dramatic effect on both our lesson design and activities in which the student engages in the classroom. Research shows reading and writing impact success in all areas of instruction and CBHS is looking forward to seeing a broader impact of this practice, especially in our lower performing readers and writers. This model has been expanded to include our ELL sheltered and SPED resource classes as well. Students have a desire to learn and be successful in academic and non-academic activities. Needs: A large portion of our students need extra support – academically, socially and emotionally. Because much of learning builds from life experiences, our students often do not have various home experiences. It is our responsibility to provide these experiences for them. Our students also need interventions to begin earlier in their academic careers. According to our test scores, our students are making progress. However, we attribute much of this progress to our coaches and the support they provide the teachers. There is a need to continue this support for our teachers and students. Additionally, our students need to be exposed to a variety of interventions, which would require additional materials such as literacy library books, library books, and manipulatives. Students also have a need for authentic experiences, which we provide by lab experiences, field trips, guest presenters and more. Students need experiences in the summer to continue their learning. Staff: Strengths: Our staff is committed to helping our students experience personal and academic success. They are willing to design personalized professional learning experiences to enhance their personal pedagogy. They keep in contact with parents in various ways – email, phone calls, in-person conferences. The staff meets regularly to plan and design innovative and personalized lessons as well as focusing on backward design. They create specific plans to address the needs of the students. Needs: Based on information collected from a campus survey in June 2017 and informal discussions, the campus staff identified the following areas of needs: Continue to design personalized instruction for the student, as well as engage in personalized professional learning opportunities and peer observation to learn from the experts in our building and district. We will have an in-depth focus on the work we are expecting for every student and planning authentic lessons. With the diverse needs on our campus, teachers need day to day support from administrators, instructional coaches and other staff members.

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Parental Involvement: Strengths: Our Brook parents are committed to doing everything they can to ensure our students have a balanced educational experience. They are active in our Booster clubs and other school activities. In our spring 2017 Climate and Core Value survey our parents noted our strengths: 89% of parents feel welcome at our school. 96% feel they know our core values, and 86% feel their student is well prepared for success at the next level or grade, Needs: Communication continues to be a focus for the parents and the staff as it is something we can always do better. We will continue to utilize the Skylert call out system to reach all of our parents. Messages will be sent by phone and email. Naviance training for parent is important as this helps the parent and student prepare for post-secondary success.

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ADDENDUM: STATE AND FEDERAL COMPLIANCE ACTIVITIES

DISTRICT STRATEGY II: We will provide support to meet the needs and aspirations of each student.

PERFORMANCE OBJECTIVE II.1: A systematic approach for instructional and behavioral supports for each student.

OUTCOME(S): By February 2018, each student’s academic performance data will be reviewed by teacher teams and appropriate plans for support developed, documented, and acted upon.

ACTION STEPS NEEDS ASSESSMENT RESPONSIBLE FUNDING

SOURCE TIMELINE RESOURCES NEEDED

EVIDENCE OF MONITORING EVALUATION

Provide transition opportunities for students to different grade levels (including Pre-K), different schools (including 5th to 6th grade and 8th to 9th grade) and special programs to general education classes. (Title I)

Student Assessment Data, Parent Involvement

Data

Title I Principal, Teachers Title I

April 2017 – September

2017

Transition information

ESSA Compliance

Documentation

Coordinate and integrate federal, state and local services and programs to meet individual needs and student achievement goals.

Student Assessment

Data

Title I Principal, Teachers

Local Title I, State Comp

August 1, 2017 – June

2, 2018

Intervention resources

Student performance

data, SST


PERFORMANCE OBJECTIVE II.3: Each student will meet or exceed performance expectations on STAAR Reading, English/Language Arts, Writing, Mathematics, Science and Social Studies in tested grades.

OUTCOME: By June 2018 a minimum of 85% of students will meet performance expectations on each STAAR tested area.

Use effective instructional strategies to improve student passing on STAAR as follows:

• Alg I EOC from 76% to 85% • Biology EOC from 94% to 98% • US History EOC from 94% to 98% • Eng I EOC from 77% to 85% • Eng II EOC from 80% to 85%

Individual student data

reports identifying

strengths and weaknesses

Assistant Superintendents

, Director of Assessment &

Evaluation, Principal, Teachers

Local, State comp, Title I

August 22, 2017 – May

6, 2018

AWARE data, designated, time for data review,

time for intervention,

communication methods

Ongoing progress reports for each student


PERFORMANCE OBJECTIVE II.3: Support so that each student receiving services through Limited English Proficient (LEP), At-Risk, Dyslexia, Special Education or Gifted and Talented Programs will be provided research-based instructional strategies to improve academic achievement.

OUTCOME: By June 2018, students receiving services through Bilingual/ESL will show growth in academic achievement on each STAAR tested area or other appropriate measure.

Implement effective instructional strategies, including Sheltered Instruction strategies that will be used to address the needs of students identified as ELL.

Student assessment

data

Director for ELL; Bilingual

Coordinator Local, Title III


2, 2018

Research-based Professional

Learning

Student assessment

results

Implement effective instructional strategies, including leveled instructional groups (guided reading, guided math) that will be used to address the needs of students identified as At-Risk.

Student assessment

data

At-Risk Coordinator

Local, State Comp


2, 2018


Learning

Student assessment

results

Implement effective instructional strategies including specialized groups in addition to first instruction that will be used to address the needs of students receiving special education services.

Student assessment

data

Director of Special

Education; Principal

Local, IDEA Funds


2, 2018


Learning

Student assessment

results

Implement effective instructional strategies that will be used to address the needs of students receiving Section 504 services, including those students supported through Dyslexia services.

Student assessment

data

Section 504 Coordinator Local


2, 2018


Learning

Student assessment

results

Implement effective instructional strategies that will be used to address the needs of students identified as Gifted and Talented.

Student assessment

data

Director of G/T and Advanced

Academics Local


2, 2018


Learning

Student assessment

results

DISTRICT STRATEGY VI: We will ensure mutual understanding and support through effective communication

PERFORMANCE OBJECTIVE VI.1: Mutual understanding and support through effective communication.

OUTCOME: By June 2018 at least 70% of parents will agree or strongly agree with the statement, “My child’s teachers communicate effectively with me” on the school climate survey. Teachers will conference with parents at least once each year to provide a variety of information, including: • what the school will do to help students

meet performance standards; • what the parent can do to help the student’s

performance; • additional effective and timely assistance

available at the school. (Title I)

Parent/Teacher Conference

Records


; Principal Local

August 22, 2017- June 1,

2018

Meeting time; meeting space

Conference Logs

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All campuses receiving Title I effective and timely assistance will implement strategies to increase parental involvement including family literacy and provide parents’ home/school communication and individual student assessment results in a language the parent can understand. (Title I)

School correspondence Principal Title I


2018

District survey; meeting time;

plan to improve

2014 Parent Involvement

Survey

DISTRICT STRATEGY VII: We will build capacity for organizational change. PERFORMANCE OBJECTIVE VII.1 An instructional coaching model to facilitate the building of teacher capacity and highly qualified teachers. OUTCOME: The campus will create student data driven instructional coaching goals, aligned to the campus strategic plan, that will be monitored and reported to demonstrate growth over time.

Teachers and aides will be provided quality and ongoing job embedded professional learning to enhance first time instruction.

Individual teacher goals Campus data

Campus needs

Teachers, instructional

coaches, principal

Local, Title II, Title I


2018

PL Plan; Campus Support meetings

Coaches’ calendars

Teacher goal sheets

Instructional coaches will work directly with teachers and teacher teams in making decisions about assessments to maximize teachers’ abilities to create personalized learning opportunities, varied and aligned assessments and data driven instruction.

Individual teacher goals Team meeting

notes Campus data Campus needs


coaches, principal



2018


Student data Number of students requiring

intervention Discipline data

Campus and District personnel will utilize strategies to attract and retain High Quality, Highly Qualified teaching staff that includes providing mentoring, coaching, professional learning opportunities and individual support.

Highly Qualified Report, Manning Report, Highly Qualified Plan

Executive Director of

Human Resources,

Principal

Local, Title I, Title II

August 22, 2017-June 2,

2018

Scientific Research-Based

methods including

professional learning and

coaching

Highly Qualified report, PBMAS,

ICRs

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Clear Creek ISD Strategic Plan Clear Creek High School Strategic Plan 2017-2018

Clear Creek I.S.D. Mission Statement The mission of the Clear Creek Independent School District, the leader in visionary education, is to ensure that each student discovers and develops his or her unique talents and interests while realizing personal success and positively impacting their world through a new system distinguished by integrity, meaningful relationships, personalized learning, achievement, and a continuing commitment to Courage, Collaboration, Innovation, and Self-Direction. Statement of Beliefs

We believe that: • People flourish only in a culture based on integrity • Today’s experiences are as valuable as tomorrow’s opportunities • One’s heartfelt passion creates limitless possibilities • Trust is built on what we do, not just what we say • Shared responsibility is essential to community success • Each person bears the responsibility to create his or her future • Each person possesses unique talents and creative ability • Everyone deserves to be physically and emotionally safe • Relationships are critical to meaningful teaching and learning • Respect for diversity strengthens community • The measure of any community is the success of its children • Each person deserves compassion and respect

Core Values • Trustworthiness: Act with honesty in all that you do • Respect: Value yourself and others • Responsibility: Own your choices • Fairness: Play by the rules and consider the needs of others • Caring: Be kind to others • Citizenship: Work to improve your school, community, and country.

Parameters • We will make all decisions based on the best interest of the student. • We will honor the dignity of each person. • We will operate in a culture of collaboration. • We will make optimal use of transformative technology. • We will protect and defend our local autonomy. • We will accept nothing less than excellence. • We will not compromise integrity in the pursuit of excellence.

Objectives

• Each student sustains a fulfilled life actualizing his or her personal talents and interests. • Each student optimizes his or her potential by continuously setting and achieving individual learning

Objectives. • Each student actively enriches and advances his or her community and greater society.

Strategies

I. We will inspire learning through an array of personalized opportunities and experiences. II. We will provide support to meet the needs and aspirations of each student.

III. We will ensure safe and nurturing learning environments. IV. We will ensure each student understands and assumes his or her role as a productive citizen.

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V. We will broaden and strengthen connections within our communities. VI. We will ensure mutual understanding and support through effective communication.

VII. We will build capacity for organizational change. Clear Creek High School Strategic Plan 2017-2018 School Mission Statement: The mission of Clear Creek High School, a 21st century global learning community, built on a legacy of student success, is to facilitate a personalized student-driven learning environment through an evolving system strengthened by our diversity and distinguished by meaningful peer and collegial relationships, authentic engagement and transformative technology. School Objectives:

1. Each student pursues personalized learning in order to achieve success and to advance his/her community.

2. Each student actualizes his/her personal talents and interests through a range of student opportunities.

3. Each student optimizes his/her potential by attending school to set and achieve learning goals in a safe and secure learning environment.

School Tactics and Action Plan Specific Result Statements:

1. We will ensure learning through an array of personalized opportunities and experiences to allow each student to assume his/her role as a productive citizen.

2. We will create opportunities for students in which they explore their personal passions, talents and interests.

3. We will provide support to meet the needs and aspirations of each student and ensure a safe and nurturing learning environment.

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Focus Action Plan for 2017-2018 DISTRICT STRATEGY: We will provide support to meet the needs and aspirations of each student. SCHOOL TACTIC #: To meet the needs of all learners, CCHS will facilitate a data-driven, inclusive learning environment that focuses on effective first time instruction using personalized learning. SPECIFIC RESULT: Effective first-time instruction for every student. VISION FOR THIS SPECIFIC RESULT: Teachers will utilize data driven decision making to ensure achievement for every student. Identification of performance measures will help teachers adjust instructional strategies to better meet the needs of all students. Teachers will use student performance data to identify at-risk learners and to continually evaluate the effectiveness of their teaching to make more informed instructional decisions. Teachers will facilitate and motivate students to develop skills of self-direction through personalized learning experiences which will improve student outcomes and authentic learning. CRITICAL ATTRIBUTES FOR THIS SPECIFIC RESULT:

· Teachers will meet weekly to review data and to design lessons that incorporate personalized learning experiences.

· The teacher will serve as facilitator, remediation expert, enricher, collaborator and content creator.

· Reflection will occur through the examination of student work, data and student surveys.

· Data analysis and discussion of student work samples will be the catalyst for remediation and reassessment.

· Teachers will observe other teachers on their team, and be given time to reflect and give/receive feedback.

· Teachers will provide data driven tutorials.

· Students will know their strengths and weaknesses based on their own data.

· Students will use "I can" statements to describe their learning.

· Students will use personalized data to inform and reflect on their progress to master learning objectives and set goals.

· Students will set personalized learning goals and self-reflect.


1. Identify the desired results. What should students know, understand and be able to do with each learning objective anchored in evidence. There should be opportunities for authentic and engaging work framed around essential questions.

DOI, Teachers, Coaches

Weekly

2. Determine acceptable evidence for learning by establishing a continuum of assessments to include checks for understanding, observations and dialogue, quizzes, tests, and performance tasks. Evidence should be valid, reliable and authentic.


Weekly

3. Plan learning experiences and instruction that is engaging and relevant using research based teaching and learning strategies that promote understanding, interest and excellence.


Weekly

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Comprehensive Needs Assessment

Clear Creek High School, established in 1956, is the first and still the best high school in Clear Creek ISD. Clear Creek High School is referred to as “The First and the Best,” as students past and present cover the globe in all occupations after graduation.

Students may choose courses from Pre-Advanced Placement and Advanced Placement as well as new college readiness and enrichment programs. With a plethora of electives to choose from, Wildcats never have to worry about losing an opportunity.

Home to winning athletic, academic and fine arts programs, Creek has always been a school with a taste for competition. We have had various teams and groups advance to state and national championships. Annually teachers and students have added to Creek’s trophy cases.

With an average of 2400 students, diversity abounds on a campus filled with limitless possibilities. Students have an enormous opportunity to succeed at a college or university, technical school or career thanks to the foundation built at Clear Creek High School.

#Wildcats to the Core

Clear Creek High School serves 2360 students in grades nine through twelve. 24.3% percent of our students are economically disadvantaged, and 45.2% percent of our students meet the criteria for at-risk. Clear Creek High School serves 169 or 7.1% English Language Learner students, and 270 or 11.4% students are served through special education services. The staff population is 8.4% African-American, 10.8% Hispanic, 80.8% White, 36.8% male and 63.2% female with an average of 12 years of experience. The overall mobility rate for the campus is approximately 14.4%. The average daily attendance rate for students is 94.2%.

Student Population 2015-2016 2016-2017

African-American 12.0 % 11.1%

Hispanic 31.0% 30.9%

White 49% 48.5%

Asian 5.0% 5.58%

Pacific Islander 0.2% 0.02%

Two or more races 4.0% 3.9%

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Accountability Data

2016 2017 Index 1 82 82 Index 2 26 29 Index 3 47 47 Index 4 81 81

MET STANDARD CCHS 2016-17 STAAR EOC Student Results: State Average compared to CCISD Average Grade Level Subject Course State %

Satisfactory District % Satisfactory

CCHS % Satisfactory

EOC English 1 E1 60% 77.92% 69.66 EOC English 2 E2 62% 80.23% 71.4% EOC Algebra 1 A1 82% 90.63% 86.66% EOC Biology B1 85% 94.56% 92.22% EOC Social Studies USH 92% 97.05% 95.89%

CCHS 2016-17 Special Program Enrollment Program CCHS CCISD State

Bilingual/ESL 7.1% 10.2% 18.3% Career Technical Education 73% 32% 24.3% Gifted/Talented 7.1% 9.9% 7.7% Special Education 11.4% 9.6% 8.6%

CCHS SAT/ACT Score Comparison SAT Average Score ACT Average Score CCHS 1526 22.5 CCISD 1576 23.5 State 1394 20.6

AP Results (Examinees >= Criterion) All Subjects Combined CCHS 68.1% CCISD 76.1% State 49.1%

CTE Coherent Sequence (Annual Graduates) CCHS 57.1% CCISD 56.3% State 46.6%

Texas Success Initiative Assessment English Math CCHS 16.4% 10.7% CCISD 15.9% 11.5% State 10.6% 7.1%

The leadership team and CIIC team looked at the following data as we reflected on our year:

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TAPR report, PEIMS data, Student Progress on Individualized Education Plans, Multi-year data from AEIS and TAPR reports, report card grades, promotion rates, attendance rates for students and teachers, At Risk student information, Benchmark Assessment System data, Developing Number Concepts assessment data, discipline referrals, professional development opportunities for staff, input from parents, teachers and community members (results from 2015 survey). Using this data, the team considered our areas of strengths and needs. We found the following: Student: Strengths: CCHS students are diverse and multi-cultural. The drop-out rate for CCHS is 0.2% as compared to 0.4% for CCISD and 2.1% for the state. CCHS has a 96.9% graduation rate compared to 97.1% for the district and 88.3% for the state. CCHS students are involved in an array of programs promoting both academic excellence and social and emotional skills with continued increasing enrollment in CTE programs, AP programs and athletic programs. CCHS was awarded the Sportsmanship Award from the Houston Touchdown Club for exhibiting the core values embodied by CCISD. 98.9% of CCHS students graduate, get a GED or continue their high school education. CCHS students were recognized for their community service during Hurricane Harvey as they worked at the Red Cross Shelter established at CCHS and assisted their friends and families in demolishing their flood ridden homes. Many of the students were personally affected by the storm yet performed community service exhibiting the core values of respect, responsibility, caring and citizenship. Needs: A large portion of our students require extra support – academically, socially and emotionally. Because much of learning builds from life experiences, our students often do not have various home experiences. It is our responsibility to provide these experiences for them. Our students also need interventions to begin earlier in their academic careers. According to our test scores, our students are making progress. However, we attribute much of this progress to our coaches and the support they provide the teachers. There is a need to continue this support for our teachers and students. Additionally, our students need to be exposed to a variety of interventions, which would require additional materials such as literacy books, classroom library books, and push in tutoring support. The focus will continue to be on providing excellent first-time instruction with continuous professional learning to support the needs of our ELL, SPED and at-risk populations through scaffolding, relevance and experiences parallel to the global market. The school within a school program was established in the 2016-17 school year to meet the needs of immigrant students who have little to no language acquisition and large gaps (three plus years) in their education. These students receive language support through the ESOL class and continued support in their core subject areas. The program was extended for the 2017-18 school year for the inaugural group of students in their sophomore year. A new cohort was established as incoming freshmen in the 1017-18 school year. This population of students continues to increase and both cohorts of classes are now full and additional students who need this support remain in core classes. These students with interrupted formal educations are not literate in their native languages and the process of learning to read and write another language is challenging. These students often experience a high level of post-traumatic stress, struggle with cultural adjustment and identity issues. These students need continued intensive literacy and content instruction. The goal of the school within a school has been to build a supportive environment to respond to these immediate social, cultural and linguistic needs of these students with limited schooling. Staff: Strengths: Our staff is committed to helping our students experience academic success. They are willing to attend professional development sessions on campus and in the district. They keep in contact with parents in various ways – email, phone calls, in-person conferences, home visits. The staff meets regularly to discuss students’ needs. They create specific plans to address the needs of the students. Vertical alignment of curriculum throughout the subject areas continues to be a focus to provide an optimal learning experience. Professional learning continues to be centered on the campus strategic goal through departmental specific group learning lead by our instructional coaches and department chairs combined with individual personalized professional learning choices.

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Needs: Based on information collected from community surveys and informal discussions with our staff, the campus staff identified the following areas of needs: academic intervention support, transitioning through vertical alignment in core subject areas, time to plan lessons (in-depth). We will continue to support the staff by providing campus professional development opportunities and Wildcat Heart Days for team planning with SPED and ELL support staff. We will have an in-depth focus on the work we are expecting for every student and planning authentic lessons. With the diverse needs on our campus, teachers need day to day support from administrators, instructional coaches and other staff members. The school will continue it’s after school professional development, in-school instructional learning observations and summer professional development. For the growth of our bilingual teachers, we will continue our professional learning with Billy Eastman utilizing the readers and writers workshop model. Professional Learning will target curriculum, diversity, and differentiation. Comp Ed funds will provide two bilingual tutors, three Reading tutors, three Math tutors and one Biology tutor to work with individual students as well as to push into classrooms. School within a school teachers, as well as sheltered teachers, need continued professional development opportunities to receive training in cross-cultural communication and instructional methods that are designed to accelerate the achievement of students with limited formal education. Continued review of instructional practices, curriculum and content, resources, and teacher planning schedules should be considered. This collaboration and support will provide opportunities for these teachers to be intentional about the academic language and skills they want students to learn and practice and to make connections across content areas. Special education supports are also needed as classroom teachers face growing numbers of inclusion students. Adequate planning time for general education teachers and special education teachers is necessary for successful inclusion classrooms. Professional learning opportunities for the general education teacher to understand effective teaching strategies to focus on varied instructional strategies as well as appropriate modifications to curriculum and instruction continue to be a need. Parental Involvement: Strengths: A high percentage of parents attend open house and grade level meetings to understand the needs of their children and to partner with the school in the education of their children. The PTSA of Clear Creek High School continues to provide newsletters to parents, scholarships to students and fund special projects for teachers. The various booster clubs on campus continue to support our programs providing scholarships to our students. Needs: Many of our parents work multiple jobs; this can be difficult for them to remain involved in their child’s education during the work day. The parents of our LEP students have not been as active as those of non-LEP students. We believe this can be attributed to the location of their homes. We will continue to utilize the Skylert call out system to reach all our parents. Messages will be sent by phone and email in English and Spanish.

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ADDENDUM: STATE AND FEDERAL COMPLIANCE ACTIVITIES DISTRICT STRATEGY II: We will provide support to meet the needs and aspirations of each student.








Data



2017


ESSA Compliance

Documentation


Student Assessment

Data




2, 2018


Student performance

data, SST





• Alg I EOC from 87% to 90% • Biology EOC from 92% to 94% • US History EOC from 95.89% to 97% • Eng I EOC from 69% to 78% • Eng II EOC from 71% to 80%


reports identifying







6, 2018









Student assessment

data




2, 2018


Learning

Student assessment

results


Student assessment

data

At-Risk Coordinator

Local, State Comp


2, 2018


Learning

Student assessment

results


Student assessment

data

Director of Special


Local, IDEA Funds


2, 2018


Learning

Student assessment

results


Student assessment

data



2, 2018


Learning

Student assessment

results


Student assessment

data


Academics Local


2, 2018


Learning

Student assessment

results








Records


; Principal Local


2018


Conference Logs




2018


plan to improve


Survey

9




Campus needs


coaches, principal



2018



Teacher goal sheets





coaches, principal



2018







Human Resources,

Principal



2018


methods including


coaching


ICRs

1

Clear Creek ISD Strategic Plan Clear Falls High School Strategic Plan 2017-2018





Objectives



Strategies



2


VII. We will build capacity for organizational change. Clear Falls High School Strategic Plan 2017-2018 School Mission Statement: The mission of Clear Falls High School, the model of innovation and the hub of education village collaboration, is to empower each student to attain individual success through meaningful relationships, unique opportunities, and dynamic learning, while fostering our ongoing commitment to courage, integrity, respect, citizenship, loyalty, and excellence. School Objectives:

• Each student actively and purposefully contributes in a positive way to enrich CFHS, the village, and the greater society.

• Each student performs at levels of excellence in the pursuit of personal and academic goals with continuous improvement.

• Each student optimizes his or her learning through collaborative and innovative K-12 experiences. School Tactics and Action Plan Specific Result Statements:

I. We will provide opportunities in diverse settings to encourage service in our communities. o Service opportunities for all students to give back to the community o Meaningful relationships within the PK-12 communities o Service Minded/Community Minded Graduates

II. We will cultivate relationships to inspire risk-taking and provide avenues for student success. o An interdisciplinary course that will incorporate a co-teaching environment. o Student-led meetings in which the student develops an accountability and responsibility for

grades while reinforcing a positive and encouraging relationship by utilizing student-constructed portfolios.

o Goal-based teacher cohorts committed to the application of chosen research-based instructional practices that deepens their understanding and increases student ownership of learning.

III. We will ensure multiple opportunities for continuous innovative K-12 learning. o A common vision that instills a culture fostering intentional innovation and collaboration o Consistent procedures, processes and a coordinated communication framework to ensure

collaboration o Increased opportunities to cultivate a strategically aligned environment which integrates

infrastructure conducive to collaboration o An engaged classroom climate strategically engineered to maintain authentic connections

within K-12 communities

3

Focus Action Plan for 2017-2018 DISTRICT STRATEGY: We will inspire learning through an array of personalized opportunities and experiences. SCHOOL TACTIC #: Each Student performs at levels of excellence in the pursuit of personal and academic goals with continuous improvement. SPECIFIC RESULT: Goal-based teacher cohorts committed to the application of chosen research-based instructional practices that deepens their understanding and increases student ownership of learning. VISION FOR THIS SPECIFIC RESULT: At Clear Falls High School personalized learning is empowering learners to take ownership and responsibility for their academic and personal success. We consider each learner’s strengths, needs, and aspirations and provide options for choice in how, when, and where they learn. Learners have flexibility in how they access information, process content, and demonstrate their mastery of the highest standards.

ACTION STEPS PERSON RESPONSIBLE TIMELINE 1. Design Professional Learning Plan based on teachers’ areas

of growth. Dean’s Team/

Instructional Leaders August 2017

2. Each teacher completes all six modules of the professional learning plan based on their identified professional goals.

Administrators/ Cohort facilitators/ Teachers

June 2018

3. Instructional leaders meet with teachers to reflect and provide feedback on goal and professional learning progress.

Administrators/ Dean’s Team/ Instructional

Coaches/ Department Leaders

June 2018

4. Instructional leaders participate in learning walks focusing on identifying and providing feedback on teachers’ progressions toward their instructional goals.

Administrators/ Dean’s Team/ Instructional

Coaches/ Department Leaders

June 2018

4


Clear Falls High School is one of forty-four campuses in Clear Creek Independent School District. It is one of the five comprehensive high schools in CCISD. Clear Falls High School is the largest part of the Clear Creek Educational Village. Clear Falls High School serves approximately 2,700 students in ninth through twelfth grades. Sixteen percent of our students are economically disadvantaged, and 32.6% percent of our students meet the criteria for at-risk. The staff population is 2.1% African-American, 80.8% White, 1.4% Asian, 12.9% Hispanic, 1.4% American Indian, 41.7% male and 58.3% female with an average of 10.8 years of experience. The overall mobility rate for the campus is approximately 10.1%. The average daily attendance rate for students is 94.6%. The Annual Dropout Rate is 0.3% which is significantly below the State Dropout Rate. The Average SAT Score is 1562 which is higher than the state average. The Average ACT Score is a 23.4 which is significantly higher than the state ACT average. Both the SAT and ACT Average Scores increased from 2015 to 2016. Fourteen percent of students graduated on the minimum high school plan. Seventy-eight percent graduated on the Recommended High School Program. Four percent graduated on the Foundation high school plan with no endorsement. Almost two percent graduated on the Foundation High School Plan with an Endorsement. Campus class sizes are above the District and State class sizes in almost every content area. (TAPR information).

Student Population 2017-2018

African-American 5.4% Hispanic 23.9% White 61.8% Asian 4.4% MultiRace 4.1% Native American 0.4%

Clear Falls High School met the 2016 Accountability Rating and received a distinction designation for Top 25% Student Progress. 2015-16 Report Card Results:

2015 2016 Index 1 90 (target 60) 89 (target 60) Index 2 34 (target 15) 35 (target 17) Index 3 53 (target 31) 53 (target 30) Index 4 86 (target 57) 87 (target 60)

The leadership team and CIIC team looked at the following data as we reflected on our year: Campus Strategic Plan, TAPR report, PEIMS data, Student Progress on Individualized Education Plans, Multi-year data from AEIS and TAPR reports, report card grades, promotion rates, attendance rates for students and teachers, student and parental involvement in school activities, At Risk student information, Benchmark Assessment System data, standardized district benchmark data, discipline referrals, professional development opportunities for staff, input from parents, teachers and community members (results from 2016 survey).

5

Using this data, the team considered our areas of strengths and needs. We found the following: Student: Strengths: Students participate in many extra-curricular programs such as: choir, band, athletics, cheer, dance, theatre, JROTC, numerous clubs and honor societies. The Chick-Fil-A Leader Academy provides opportunities for students in all grade levels to develop their leader qualities and serve the community. The Litter Bug Club is another opportunity that provides students service experience. The honor societies have students complete service hours and peer tutoring hours. Needs: Due to the destruction of Hurricane Harvey, a larger portion of our students need extra support – academically, socially and emotionally. There is a need to continue this support for our teachers and students. Additionally, some of our students need to be exposed to a variety of character development experiences. . Students need to understand the impact of social media as it pertains to them and society as a whole. The students need to be aware of the different organizations on campus to become involved in and the internship possibilities provided through CTE courses and community partnerships. To support the academic needs of students, the campus provides a math intervention specialist, science intervention specialist and reading/writing intervention specialist to work with students during their academic classes. Staff: Strengths: Our staff is committed to helping our students experience academic success. They are willing to attend professional development sessions on campus and in the district. They keep in contact with parents in various ways – email, phone calls, in-person conferences, Remind 101. Content where there are instructional coaches meet regularly to discuss curriculum and alignment. They create specific plans to address the needs of the students. Some teachers provide Saturday tutorials with classes for additional assistance. Needs: Based on information collected from a campus survey in June 2017 and informal discussions, the campus staff identified the following areas of needs: formative assessment, backward design, student choice, blended learning, intervention strategies, content specific professional learning, content specific instructional strategies and communication with parents. We will continue to support the staff by providing campus professional development opportunities through personalized professional learning (cohorts). We will have an in-depth focus on the work we are expecting for every student and planning authentic lessons. With the diverse needs on our campus, teachers need day to day support from administrators, instructional coaches and other staff members. The school will shift the professional learning to chosen cohorts that will delve deeper into the self-identified growth area. Because of the uniqueness of the Education Village, the staff needs to utilize and have more opportunities for cross grade level/cross curriculum/cross campus experiences. To help prepare students for real world or college experiences, the campus needs to change the dynamics of conferences to promote student-led conferences. This ensures the student’s voice is heard and creates a stronger commitment from the child when he/she is brought into the conference as an active participant. Parental Involvement: Strengths: Clear Falls High School parents are actively involved in Booster Clubs. The PTSA has provided different workshops and speakers for parents. They provide senior scholarships. The PTSA supports our school and encourages family involvement. Needs: Many of our parents work multiple jobs; this can be difficult for them to remain involved in their child’s education during the work day. Additionally, there is a decline in parent involvement from elementary to secondary level. We will focus on increasing our parent communication to highlight the different opportunities students have at Clear Falls High School, both during the day and after school. We will continue to utilize the Skylert call out system to reach all of our parents.

6

ADDENDUM: STATE AND FEDERAL COMPLIANCE ACTIVITIES The only items you need to add are your STAAR goals, all other items remain as listed.









Data



2017


ESSA Compliance

Documentation


Student Assessment

Data




2, 2018


Student performance

data, SST




Use effective instructional strategies to improve student passing on STAAR as follows: Set your campus specific STAAR goals and delete those grade levels that do not apply to your campus



reports identifying







6, 2018









Student assessment

data




2, 2018


Learning

Student assessment

results


Student assessment

data

At-Risk Coordinator

Local, State Comp


2, 2018


Learning

Student assessment

results


Student assessment

data

Director of Special


Local, IDEA Funds


2, 2018


Learning

Student assessment

results


Student assessment

data



2, 2018


Learning

Student assessment

results


Student assessment

data


Academics Local


2, 2018


Learning

Student assessment

results








Records


; Principal Local


2018


Conference Logs

7




2018


plan to improve


Survey




Campus needs


coaches, principal



2018



Teacher goal sheets





coaches, principal



2018







Human Resources,

Principal



2018


methods including


coaching


ICRs

1

Clear Creek ISD Strategic Plan Clear Horizons Early College High School Strategic Plan 2017-2018





Objectives



Strategies



2


VII. We will build capacity for organizational change. Clear Horizons Early College High School Strategic Plan 2017-2018 School Mission Statement: The mission of Clear Horizons, the premier Early College High School in the state of Texas, is to equip all students for post-secondary success with an associate degree and to embolden all students to be contributing members of society by offering an advanced academic environment, individualized instruction, personal accountability, meaningful relationships, and service learning, while celebrating diversity. School Objectives: Objectives

1. We will inspire learning through an array of personalized opportunities and experiences. 2. We will provide support to meet the needs and aspirations of each student. 3. We will ensure safe and nurturing learning environments.

School Tactics and Action Plan Specific Result Statements: Tactics

1. We will inspire learning and meet the needs of each learner by providing opportunities for personalized learning experiences and student goal setting.

2. We will prepare our students for Post-secondary opportunities by developing personal accountability.

3. We will ensure safe and nurturing learning environments. Action Statements Tactic 1: We will inspire learning and meet the needs of each learner by providing opportunities for personalized learning experiences and student goal setting. # ACTION STEP (Number

each one) Assigned to: Starting

Date: Due Date: Completed Date:

1 Teachers will monitor assignments and confer with any student who does not turn in an assignment.

Teachers 8/2017 ongoing 6/2018

2 Teachers will work with the instructional coach to develop optional learning opportunities.

Teachers/Coach

8/2017 ongoing 6/2018

3 Administrators will monitor teacher lesson plans to ensure optional learning opportunities are being offered at least twice per nine weeks.

Administrators

8/2017

ongoing 6/2018

3

4 Teachers will monitor student participation in optional learning opportunities and report the participation numbers at the end of each nine weeks.

Teachers/Administrators

8/2017

ongoing 6/2018

5 Administrators will monitor lesson plans to ensure low-stakes learning opportunities are being offered throughout the learning process.

Administrators

8/2017

ongoing 6/2018

6 Teachers will create alternative assessments for use at least once per nine weeks. Teachers who need training on alternative assessments will work with the instructional coach.

Teachers/Coach

8/2017

ongoing 6/2018

7 Teachers will provide opportunities for student-designed demonstration of mastery.

Teachers 8/2017 ongoing 6/2018

8 Administrators will monitor the level and frequency of student-designed mastery opportunities through classroom walkthroughs, observations, lesson plans, and teacher self-reports.

Administrators

8/2017

ongoing 6/2018

Tactic 2: We will prepare our students for Post-secondary opportunities by developing personal accountability. # ACTION STEP (Number



1 The campus will develop online analysis tool, viewable by student’s teachers.

TLC/Administrators

By December 2017 ongoing 5/2018

2 Students will utilize an online analysis tool to analyze progress in college and high school classes every three weeks.

Students Ongoing

ongoing 6/2018

3 Teachers will utilize student reported data on personal academic standing to engage in conversations with students who are struggling academically or struggling to meet their personal goals.

Teachers Ongoing

ongoing Beginning each semester

4 Advisory teachers will present a lesson on reading, understanding, and utilizing college syllabi

Teachers Beginning of each semester

ongoing 6/2018

4

5 Advisory teachers will model/roll play techniques for communicating with college professors, both electronically and in person.

Teachers Beginning of each semester ongoing 6/2018

6 Teachers will be trained on the TCCNS and university degree plans to help facilitate conversations with students.

Administrators/Coach

By December 2017 ongoing 6/2018

7 Teachers will present advisory lessons on how to utilize the common course numbering system in addition to how to research university degree plans.

Teachers/Counselors

By December 2017

ongoing 6/2018

8 Students will research college requirements prior to meeting with the counselor about college course selection.

Students By December 2017 ongoing 6/2018

Tactic 3: We will ensure safe and nurturing learning environments. # ACTION STEP (Number



1 The campus will develop a comprehensive safety plan.

Administrators

2017/2018

9/2017 6/2018

2 Teachers will receive comprehensive safety training in order to train students and implement aspects of the plan.

Administrators

2017/2018

ongoing 6/2018

3 The campus will participate in regular safety drills, including faculty & staff debriefings after each.

Administrators

2017/2018

ongoing Beginning of each semester

4 Advisory teachers will present periodic lessons on school safety and appropriate actions in emergency situations.

Teachers 2017/2018

ongoing 6/2018

5 Teachers will receive training on student emotional care throughout the school year.

Administrators/ Counselors/Coach

2017/2018

1/2018 6/2018

5

Focus Action Plan for 2017-2018

DISTRICT STRATEGY: Strategy I: We will inspire learning through an array of personalized opportunities and experiences. Strategy II: We will provide support to meet the needs and aspirations of each student. SCHOOL TACTIC #: We will inspire learning and meet the needs of each learner by providing opportunities for personalized learning experiences and student goal setting. SPECIFIC RESULT: Increased student engagement VISION FOR THIS SPECIFIC RESULT: Teachers will facilitate learning environments which inspire increased levels of student engagement. Teachers will provide opportunities for choice and an increased level of participation in the learning process. Students will be inspired to pursue their own enrichment opportunities for demonstration of mastery. CRITICAL ATTRIBUTES FOR THIS SPECIFIC RESULT:

• Student completion of all work / no zeroes • Teachers will provide optional learning opportunities twice per 9 weeks • Student participation in optional learning opportunities • Teachers will regularly provide low-stakes learning opportunities • Teachers will provide opportunities for alternative assessments • Teachers will be open to student-designed opportunities for demonstration of mastery


Teachers will monitor assignments and confer with any student who does not turn in an assignment.

Teachers Each class day

Teachers will work with the instructional coach to develop optional learning opportunities.

Teachers/Coach Ongoing

Administrators will monitor teacher lesson plans to ensure optional learning opportunities are being offered at least twice per nine weeks.

Administrators Each week

Teachers will monitor student participation in optional learning opportunities and report the participation numbers at the end of each nine weeks.

Teachers/Administrators Each nine weeks

Administrators will monitor lesson plans to ensure low-stakes learning opportunities are being offered throughout the learning process.

Administrators Each week

Teachers will create alternative assessments for use at least once per nine weeks. Teachers who need training on alternative assessments will work with the instructional coach.

Teachers/Coach Ongoing

Teachers will provide opportunities for student-designed demonstration of mastery.

Teachers Ongoing

Administrators will monitor the level and frequency of student-designed mastery opportunities through classroom walkthroughs, observations, lesson plans, and teacher self-reports.

Administrators Ongoing

6

Required Initiatives/Activities: � Maintain a safe and nurturing learning environment, adhering to all District safety initiatives. � Implement the CCISD RtI/SST Procedures with fidelity, utilizing Skyward RtI to document and progress monitor. � Personalize learning and provide students choice in accessing, engaging, and interacting with learning activities. � Utilize itslearning and update posted information at least once each week. � Provide transition opportunities for students to different grade levels (including Pre-K), different schools (including 5th

to 6th grade and 8th to 9th grade) and special programs to general education classes. (Title I) � Ensure that each student meets or exceeds performance expectations on STAAR Reading, English/Language Arts,

Writing, Mathematics, Science and Social Studies in tested grades. � Use effective instructional strategies to improve student passing on STAAR and other assessments. � Integrate Core Values in all aspects of school and district operations. � Ensure the Core Values team meets regularly to plan and implement Core Values in daily teaching and learning. � Model Core Values through your words and your actions. � Post Core Values in all classrooms, common areas, and offices. � Reference Core Values in teaching and classroom discussions daily. � Teach good Digital Citizenship and engage in appropriate use of technology to support learning. � Post information on the college from which teachers graduated either inside or outside their classroom. � Facilitate PK-12 communities; such as coordinating and collaborating activity calendars, shared communication and

options for shared events. � Provide opportunities for students in need of additional support to be mentored by either staff or an approved

community mentoring program, such as Big Brothers, Big Sisters or Kids Hope USA. � Implement strategies to increase parental involvement including family literacy and provide parents’ home/school

communication and individual student assessment results in a language the parent can understand. (Title I) � Provide high quality and ongoing professional learning to teachers and all employees in a cycle of continuous

improvement. � Provide instructional coaching directly to teachers and teacher teams in making decisions about assessments to

maximize teachers’ abilities to create personalized learning opportunities, varied and aligned assessments and data driven instruction.

� Utilize strategies to attract and retain high quality, highly qualified teaching staff that includes providing mentoring, coaching, professional learning opportunities and individual support.

7

Comprehensive Needs Assessment Clear Horizons ECHS is one of forty-four campuses in Clear Creek Independent School District. Clear Horizons ECHS was Clear Horizons Early College High School was established in 2007 on the campus of San Jacinto College South on Beamer Road and has continually earned TEA’s highest rating. Students graduate each year with an Associate’s Degree from San Jacinto College three weeks before walking across the stage and receiving a high school diploma from CCISD. Early college high school is a bold approach based on the principle that academic rigor, combined with the opportunity to save time and money, is a powerful motivator for students to work hard and meet serious intellectual challenges. Early College High Schools are designed so that low-income youth, first-generation college goers, English language learners, students of color, and other young people who are traditionally underrepresented in higher education can simultaneously earn a high school diploma and an associate degree or up to two years of credit toward a bachelor’s degree—tuition free. The majority of the students at Clear Horizons meet one of the four target population criterion defined for Early College High Schools (ECHS) by the Texas Education Agency (TEA): 1) students are first generation college goers, 2) students are from minority groups traditionally underrepresented on college campuses, 3) students are economically disadvantaged, and/or 4) students meet one of the thirteen Texas at-risk indicators. Clear Horizons Early College High School is a CCISD open enrollment charter school serving approximately 400 students, 100 per grade level. As defined by TEA, an ECHS may only service about 100 students per grade level. Clear Horizons ECHS serves 448 students in grades 9 -12. Approximately 36.6 percent of our students are economically disadvantaged, and 17.4 percent of our students meet the criteria for at-risk. Clear Horizons ECHS serves 8 (1.8% %) English Language Learner students, 71 (15.8%) students in the Gifted and Talented program, and 7 (1.6%) students served though special education services. The staff population is 6.6% African-American, 80.1% Anglo, 0% Asian, 13.3% Hispanic, 18.8% male and 81.2% female with an average of 9.1 years of experience. The overall mobility rate for the campus is approximately 14.3%. The average daily attendance rate for students is 96.9%.

Student Population 2017-2018

African-American 5.6% Hispanic 25.0% White 33.7% Asian 29.7% Pacific Islander 0.2% Native American 0.2% 2 or More 5.4%

Clear Horizons ECHS has received TEA’s highest rating each year we have been eligible to receive a rating. Additionally, since the adjustment to TEA’s reporting framework, Clear Horizons ECHS has met expectations and received the maximum distinctions from TEA for which we have been eligible each year.

STAAR Passing 2013 2017 4 yr change

Algebra I 99% 99% 0 Biology 100% 99% -1 English I 95% / 89% 93% 1 English II 99% / 97% 97% -1 US History * 100% N/A

8

The leadership team and CIIC team looked at the following data as we reflected on our year: TAPR report, PEIMS data, Student Progress on Individualized Education Plans, Multi-year data from AEIS and TAPR reports, report card grades, promotion rates, attendance rates for students and teachers, parental involvement in school activities, At Risk student information, Benchmark Assessment System data, assessment data, standardized district benchmark data, discipline referrals, professional development opportunities for staff, input from parents, teachers and community members (results from 2016 survey). Using this data, the team considered our areas of strengths and needs. We found the following: Student: Strengths: Tenacity. Clear Horizons students begin their day waiting for neighborhood buses alongside their high school peers, ride shuttle buses to and from Clear Horizons, and end the day riding home with intermediate school students. Their school days are longer than any other students in CCISD. They carry their belongings with them all day, every day because we have no lockers or common storage areas. They must walk outside on the way to college classes every day, regardless of temperature or weather. They are students in two worlds, SJC and Clear Horizons, following two different handbooks, two sets of instructors with two sets of grading policies, from two independent institutions. In addition to the above, every student at Clear Horizons takes every class at the PreAP or AP level, with the exception of Physics and Dollars and Sense. Clear Horizons students participate in the most rigorous academic program and the longest school day in CCISD, yet they reach extraordinary heights. Needs: Technology support. Each fall we spend the first few weeks adjusting to new constrictions from CCISD Technology or new roadblocks from SJC internet services. Increased awareness of the special technological requirements and the nuances of existing outside CreekIslands should be the first item on the punch list when technology changes. A team of experts should be making visits to SJC well before the first day of school to ensure our students’ technology will work properly with the SJC infrastructure. Typically, our students struggle with technology needs throughout the first month or two of school while we try to solve the newest problem. For 2018-2019 we would like to have a team visit Clear Horizons to ensure any changes made over the summer will not affect our students’ connectivity upon return in August. Many of our students struggle with transportation and could use help. The shuttle buses work for us, but it would be nice to have designated bus service for our students since they are from all parts of our district.

Subj # Tested

% Approaching

AVG # Questions

Away from

Meeting

% Meeting

AVG # Questions

Away from Mastering

%Mastering

Alg I 76 99% 4.6 80% 4.1 42% Bio 108 99% 4.6 88% 5.6 46% Eng I 121 93% 3.3 86% 6.3 22% Eng II 109 97% 2.5 95% 6.0 33% US Hist 97 100% 2.3 97% 5.2 66%

9

Staff: Strengths: Our staff operates as a close-knit family. Several have commented they love the atmosphere and are buoyed by their peers. If someone is feeling down the group will lift them up. High standards are the norm. Faculty and staff pressure one another to be the best each day, supporting one another in order to keep the standards at the desired level. This two-way support system is part of why we are so successful and why attention to the standards stays relevant. Our culture is such that all faculty and staff members feel their voice is heard and therefore all contribute the solving any problems that arise. Needs: Our faculty is small, and therefore all have multiple roles to play. Additionally, they are all singleton teachers, with the exception of Geometry. As the population has increased, class sizes have grown, the amount of discipline issues have increased, textbook requirements have become more complicated, student support needs have increased, the onus on the testing coordinator has broadened, and the responsibilities of club sponsors have grown. Quite simply, more students equals more needs. Technology needs remain for Clear Horizons. Teachers and office staff have outdated computers and we have no long distance service. We have been sharing two district cell phones, one of which has recently stopped working, to dial long distance numbers since last fall. Parental Involvement: Strengths: Our parents have great buy in to our school. They are supportive and try to ensure their students are as prepared as possible for the rigors of life at Clear Horizons. Our communication is mostly done through our website, emails, and callouts. Parents seem to read and stay current with our news. Needs: Many of our parents work multiple jobs and have limited transportation, therefore participation at parent night and other events are limited. Many of our parents speak a language other than English and do not want to come to school to speak with anyone. We need a better way of reaching our parents from all across the district, many of whom struggle economically.

10










Data



2017


ESSA Compliance

Documentation


Student Assessment

Data




2, 2018


Student performance

data, SST





• 3rd grade reading from 81.4% to 85% • 3rd grade math from 83% to 88%* • 4th grade reading from 82% to 87% • 4th grade math from 86% to 91%* • 4th grade writing from 76% to 81% • 5th grade reading from 88% to 93% • 5th grade math from 88% to 93%* • 5th grade science from 71% to 80%


reports identifying







6, 2018









Student assessment

data




2, 2018


Learning

Student assessment

results


Student assessment

data

At-Risk Coordinator

Local, State Comp


2, 2018


Learning

Student assessment

results


Student assessment

data

Director of Special


Local, IDEA Funds


2, 2018


Learning

Student assessment

results


Student assessment

data



2, 2018


Learning

Student assessment

results


Student assessment

data


Academics Local


2, 2018


Learning

Student assessment

results








Records


; Principal Local


2018


Conference Logs

11




2018


plan to improve


Survey




Campus needs


coaches, principal



2018



Teacher goal sheets





coaches, principal



2018







Human Resources,

Principal



2018


methods including


coaching


ICRs

1

Clear Creek ISD Strategic Plan Clear Lake High School Strategic Plan 2017-2018





Objectives



Strategies



2


VII. We will build capacity for organizational change. Clear Lake High School Strategic Plan 2017-2018 School Mission Statement: The mission of Clear Lake High School, the launching platform to infinite possibilities, is to ensure each student becomes a confident and contributing citizen who leads and serves with integrity, self-awareness, and passion, cultivated in a school community distinguished by meaningful relationships, inspirational learning experiences, and freedom for innovation. School Objectives:

1. Each student will design and achieve personalized learning goals. 2. Each student will lead and serve others with integrity and compassion. 3. Each student will develop confidence and resilience in pursuit of self-actualization.

School Tactics and Action Plan Specific Result Statements: 1. We will facilitate inspirational learning experiences and develop meaningful relationships in a safe and innovative culture with an emphasis on fostering students’ intrinsic motivation.

1. Promote collective teacher efficacy; Professional Learning Communities research, implement, and refine innovative strategies to include effective use of formative assessment. - CLHS Tactic Focus

2. Provide and promote learning opportunities to meet the dynamic academic and social needs of adult and assessment capable student learners. These will include study and implementation of the Seven Habits of Highly Effective Teens, goal setting and tracking of progress.

3. Enhance the new teacher personalized professional learning to meet the unique needs of teachers new to CLHS.

4. Increase participation in student clubs and organizations and evaluate their effectiveness. 5. Increase opportunities for students and staff to build relationships and responsibly utilize time during

Falcon Lunch. 6. Provide platforms to facilitate parent and community involvement (e.g. offer daycare at Open House,

multi-lingual notices sent home). 7. Encourage vertical integration of the PK-12 community (feeder schools) and post-secondary

community (San Jacinto and UHCL). 8. Encourage students and staff to actively seek leadership opportunities on campus and in the

community. 9. Take action steps toward becoming a State and National School of Character.

10. Monitor progress and refine practices to determine the effectiveness of fostering a culturally responsive school community.

3

Focus Action Plan for 2017-2018

DISTRICT STRATEGY: We will inspire learning through an array of personalized opportunities and experiences. SCHOOL TACTIC #3.1: We will foster a safe and innovative school culture.

SPECIFIC RESULT: Teacher will regularly step outside their comfort zone to teach and evaluate using a variety of methods. VISION FOR THIS SPECIFIC RESULT: Teachers collaboratively participating in professional communities will develop learning goals to apply and utilize strategies and best practices to promote an innovative campus culture.

CRITICAL ATTRIBUTES FOR THIS SPECIFIC RESULT: • Teachers meet once a week in PLC’s. • Backwards design of lessons and assessments. • Analyze data and student engagement to plan lessons. • Redefine failure and promote/celebrate risk taking and innovation. • Try something new/innovative at least 2x a semester. • Evidence of student learning evident or posted in classroom. • Student driven classrooms/lessons. • Students track progress through “I can” statements. • Focus on “I can” statements across curriculum.


1. Schedule weekly job-embedded PLC opportunities during common conferences, Falcon Lunch, and afterschool.

Associate Principal Assistant Principal

July 2017 – August 2017

2. Teachers participate in weekly team meetings with instructional coaches to research and examine effective instructional strategies and design student-centered lessons.

Dean of Instruction Instructional Coaches Administrators

August 2017 – June 2018

3. Schedule HEART days with instructional coaches every nine weeks to plan data-informed instruction and assessments incorporating the backward design model.

Dean of Instruction Instructional Coaches

July 2017 - August 2017

4. Provide PL opportunities on Learning at Lake Wednesdays to promote and increase the use of formative assessments for monitoring and assessing student learning and to adjust and enhance instructional practices.



5. Showcase teachers using innovative strategies at faculty meetings, Learning at Lake Wednesdays, and via schoolwide campus communication to promote and celebrate risk-taking and innovation.



6. Teachers participate book studies on growth mindset and ownership of learning to facilitate collaborative reflection on campus practices.



7. Instructional coaches lead professional learning through co-teaching, instructional coaching cycles, and learning walks.



8. Instructional coaches design and implement job-embedded professional learning through coaching, mentoring, and relevant peer support.



9. Instructional coaches provide Build-Your-Own professional learning opportunities to incorporate choice and personalized learning needs of the teachers to promote use of new strategies at least twice a semester.



10. Continuous progress-monitoring of implementation of the Focus Action Plan.

Administrators Dean of Instruction Instructional Coaches


4


Clear Lake High School is one of forty-four campuses in Clear Creek Independent School District. Clear Lake High School opened in 1972 with the first class graduating in 1973. Clear Lake High School is consistently one of the top rated schools in Texas and in the United States. In 2017, the campus earned six out of seven distinctions from the Texas Education Agency: Reading/ELA, Math, Science, Social Studies, Top 25% in Student Progress, and Post-Secondary Readiness.

Our curriculum consists of 436 courses for students to choose to prepare themselves for college, university, technical school or a career.

Clear Lake High School serves 2379 students in grades ninth through twelfth. 23 percent of our students are economically disadvantaged, and 34.7 percent of our students meet the criteria for at-risk. Clear Lake High School serves 121 (5.1% English Language Learner students, 353 (14.8%) students in the Gifted and Talented program, and 169 (7.1%) students served though special education services. The staff population is 3.8% African-American, 78.2% White, 2.2% Asian, 15.5% Hispanic, 37.4% male and 62.6% female with an average of 12.1 years of experience. The overall mobility rate for the campus is approximately 11.2%. The average daily attendance rate for students is 94.4%.

Student Population 2017 - 2018

African-American 7.3% Hispanic 29.0% White 46.7% Asian 15.1% Pacific Islander 0.4% Two or more races 4.3%

At CLHS, Compensatory Program Comp Ed Budget pays for:

• Teaching Assistants • Tutors for re testers • After school tutoring

At CLHS, Title IV funding is utilized for:

• Teachers assistant salary • After School programs • Student incentives • Resource materials for at-risk classes

In 2010, Clear Lake High School was named an Exemplary school. Our TEA rating for 2011 was recognized.

2016 2017

Index 1 88 86 Index 2 33 37 Index 3 50 50 Index 4 85 88

TAKS 2003 2011 8 yr change Reading 84% 98% 14%

Mathematics 85% 95% 10% Social Studies 94% 99% 5%

Science 83% 97% 14%

5

The leadership team and CIIC team looked at the following data as we reflected on our year: TAPR report, PEIMS data, Student Progress on Individualized Education Plans, Multi-year data from AEIS and TAPR reports, report card grades, promotion rates, attendance rates for students and teachers, Title I guidelines, parental involvement in school activities, At Risk student information, discipline referrals, professional learning opportunities for staff, input from parents, teachers and community members (results from 2016 survey). Using this data, the team considered our areas of strengths and needs. We found the following: Student: Strengths: Although 23% of our students come from an economically disadvantaged home, they are successful in many areas. Nearly forty-one percent of our student body takes Advanced Placement exams. Of these student, 75.6% score a 3 or higher on an AP exam. Our average SAT score for the class of 2015-16 was 1680. Our average ACT score was a 25.7. Our graduation rate for the class of 2016 was 96.5% compared to 89.1% at the state level. In 2016, our campus dropout rate was 0.7%. Our students participates in plethora of co-curricular and extra-curricular activities such as: orchestra, band, drill team, color guard, theatre, football, basketball, baseball, softball, soccer, tennis, swimming, Academic decathlon, and numerous student-led clubs. Needs: A large portion of our ESL students need extra support – academically, socially and emotionally. Our students need interventions to begin earlier in their academic careers. According to our test scores, our students are making progress. However, we attribute much of this progress to our coaches and the support they provide the teachers. There is a need to continue this support for our teachers and students. Additionally, our students need to be exposed to a variety of interventions, which would require additional materials such as literacy library books and manipulatives. Students also have a need for authentic experiences, which we provide by lab experiences, field trips, guest presenters and more. Students need experiences in the summer to continue their learning. Students also need to be assigned peer mentors. Because of the changing needs of our dynamic student population, our school would benefit from offering Communities in Schools services. Staff: Strengths: Our staff is committed to helping our students experience academic success. They are involved in personalized professional development sessions on campus and in the district. They keep in contact with parents in various ways – email, phone calls, in-person conferences, the staff meets in professional learning communities every Tuesday after school regularly to discuss students’ needs. They create specific plans to address the needs of the students. Needs: Staff needs ongoing professional learning in the Readers Writers Workshop model. They also need training in meeting the academic needs of the ESL population. Parental Involvement: Strengths: Clear Lake High School parents are committed to doing everything they can to ensure our students have a balanced educational experience. They are active in our OPEN HOUSE, booster clubs and after school activities. The CLHS PTA has been an integral part of the involvement of our parents and families. They publish a monthly newsletter in English. The PTA supports our school and encourages family involvement. Needs: Many of our parents work multiple jobs; this can be difficult for them to remain involved in their child’s education during the work day. The parents of our LEP students have not been as active as those of non-LEP students. We will continue to utilize the Skylert call out system to reach all of our parents. Messages will be sent by phone and email in English and Spanish. We need to publish a monthly newsletter in Spanish.

6










Data



2017


ESSA Compliance

Documentation


Student Assessment

Data




2, 2018


Student performance

data, SST







reports identifying







6, 2018









Student assessment

data




2, 2018


Learning

Student assessment

results


Student assessment

data

At-Risk Coordinator

Local, State Comp


2, 2018


Learning

Student assessment

results


Student assessment

data

Director of Special


Local, IDEA Funds


2, 2018


Learning

Student assessment

results


Student assessment

data



2, 2018


Learning

Student assessment

results


Student assessment

data


Academics Local


2, 2018


Learning

Student assessment

results








Records


; Principal Local


2018


Conference Logs

7




2018


plan to improve


Survey




Campus needs


coaches, principal



2018



Teacher goal sheets





coaches, principal



2018







Human Resources,

Principal



2018


methods including


coaching


ICRs

Clear Creek ISD Strategic Plan Clear Path DAEP Strategic Plan 2017-2018




Parameters • We will make all decisions based on the best interest of the student. • We will honor the dignity of each person.

• We will operate in a culture of collaboration. • We will make optimal use of transformative technology. • We will protect and defend our local autonomy. • We will accept nothing less than excellence. • We will not compromise integrity in the pursuit of excellence.

Objectives

• Each student sustains a fulfilled life actualizing his or her personal talents and interests. • Each student optimizes his or her potential by continuously setting and achieving individual learning Objectives. • Each student actively enriches and advances his or her community and greater society.

Strategies


III. We will ensure safe and nurturing learning environments. IV. We will ensure each student understands and assumes his or her role as a productive citizen. V. We will broaden and strengthen connections within our communities. VI. We will ensure mutual understanding and support through effective communication.

VII. We will build capacity for organizational change. Clear Path DAEP Strategic Plan 2017-2018 Mission Statement The mission of Clear Path Disciplinary Alternative Education Program, the model for transformative education, is to equip each student with decision-making skills through positive relationships, empowering them to develop individual integrity, self-esteem, and citizenship through a system distinguished by a highly-structured, predictable, and safe learning environment.

Objectives

• Each student embraces a new found confidence in visualizing positive aspirations. • Each student actively pursues and advances a healthy lifestyle ensuring a positive future. • Each student understands and accepts responsibility for choices and the impact on self and others.

Tactics and Action Plan Specific Result Statements

I. We will model a lifestyle of integrity and honor through positive relationships with each person. a. Daily positive interactions among staff and students b. A plan to support character development c. Appropriate social skills

II. We will ensure a safe, nurturing, and healthy learning environment. a. Positive reinforcement by staff b. Compliant student behavior c. Consistent enforcement of expectations by staff d. Drug Free campus

III. We will equip each student with tools and opportunities to engage in positive decision-making. a. Academically engaged students b. Successful classroom behaviors c. Active collaboration with counselors a d. About ownership of life choices e. Tools for setting academic goals for future success

IV. We will provide each student opportunities to discover productive skills, talents, and interests. a. A systemic approach for instructional and behavioral supports for each student. b. Reduction in discipline referrals c. Increase student attendance.

Focus Action Plan for 2017-2018 DISTRICT STRATEGY #2: We will provide support to meet the needs and aspirations of each student. SCHOOL TACTIC # 3: We will equip each student with tools and opportunities to engage in positive decision-making. SPECIFIC RESULT: Active collaboration to achieve student ownership of life choices. VISION FOR THIS SPECIFIC RESULT:

• Reflection • Set goals

o Supported through a variety of resources • Develop plan to achieve goal • Adults model Positive Behavior that supports goal

CRITICAL ATTRIBUTES FOR THIS SPECIFIC RESULT: • Self-reflection “worksheet” that helps set and follow through with goals • Worksheet completed 1-2 days a week during electives or at the beginning of the day.


1. Develop Goal setting activities to use with students Counseling Staff August 2017-December 2017

2. Determine time during the day to deliver to students Admin Staff August 2017-December 2017

3. Train Staff regarding Goal setting presentations w/students Admin Staff August 2017-December 2017

4. Implement goal setting time for students as part of the processes conducted with students of CPAS.

Admin/Counselors/Teachers December 2017-June 2018

The following data were used as part of the comprehensive needs assessment process:

Clear Creek ISD began to offer a disciplinary alternative educational placement (DAEP) to its campuses during the 1995-96 school year. The Texas Legislature passed SB 1, which re-wrote the Texas Education Code that year. Chapter 37 of the Texas Education Code mandates school districts have access to this type of placement. Originally, the District had one campus with two staff members providing services. In the 1997-98 school year, the District received a grant from the Texas Governor’s Office to provide counseling services to its DAEP students. The District provided two locations for students assigned to DAEP. The behavioral campus was located on the Devereux Texas campus in League City. Devereux provided counseling services, and CCISD provided the instructional program. Students assigned to DAEP for drug or alcohol violations were assigned to DAEP located in the United Way building on Bay Area Boulevard. BACODA (Bay Area Council on Drugs and Alcohol) provided counseling services at that location while CCISD provided the instructional program. In 2001, the two programs combined together at Devereux. Due to limited space, each classroom had a Devereux and BACODA teacher who taught their own students. By combining, the two programs it allowed the district to increase the numbers causing the program to outgrow the Devereux facility. It was then moved to Falcon Pass Elementary during its construction for a semester until moving into portable buildings at what was then the Clear Creek 9th grade center. It was at this time that the combined alternative schools were finally named Clear Path AEP with PATH meaning “Parents & Teachers Helping”. Students, were now combined in classes together, but seen by counselors based on their offense. The counselors were employees of CCISD, BACODA, and a CIS staff member. In 2005, Clear Path was moved to its own building in the original League City Elementary building on Kansas in League City. Clear Path remained in that building until the fall of 2017, when it moved to its current location at 1001 Magnolia Ave.

The leadership team at Clear Path continues to collect and look at discipline data in an effort to grow and improve, and to insure student success, both academically and behaviorally. Being a pilot PBIS campus this year, we are excited to continue to collect usable data to help us make decisions that will best meet the needs of our students, as well as all of the secondary campuses in CCISD. Students:

Strengths: Most students who enroll here at Clear Path DAEP are good students who are doing well academically and for the most part have made good choices in their school careers. Unfortunately, in many cases one poor choice has landed them here. Most CPAS students truly want to do well and want to have success. They want to engage in meeting our expectations so that they can be released after serving their assigned days here. Our student population is very diverse in many ways. This allows students to interact with students that they might not normally interact with back on their home campus thus broadening their knowledge and understanding of those around them. Needs: There is still a need for our students to receive more support when they leave our campus and report back to their home campuses. We made significant strides last year in putting into place procedures to support our students when they return, but work still needs to be done. Approximately 5% of our students who are enrolled here do not have the support at home they need to be successful. When they come here, due to our small class sizes and counseling program, they thrive and are successful because of the adult support they receive. As a campus and district, we need to continue to work to provide authentic adult support on the home campuses when they return.

Staff:

Strengths: Our faculty and staff are committed to working with at-risk students and doing whatever is needed to meet their needs behaviorally and academically. Divided into three “Pods” (intermediate, 9th-10th grade and 11th -12th grade) they work closely together as an intermediate team and as two high school teams to insure that students are meeting the requirements to change behavior, succeed academically, and ultimately be released back to their home campus. Needs: Based upon informal discussions regarding CPAS processes and procedures, the administrative team feels that there is a need for increased academic support for the students enrolled in our AEC program. Support that won’t detract from our teacher’s conference period time during the school day. Support that will allow adequate time for our teachers to actually “teach” our AEC students without conflicting with their conference time. In addition, discussions have been had referencing the need for an on campus ISS program which would allow administrators to place students who are in regular DAEP, who misbehave during the school day, to be placed in an ISS setting for the rest of the day up to 3 days. Currently we place student who fall into this category into our AEC room.

The table below shows the yearly student population of CPAS in previous years as compared to the Current population:

Demographic 2014-15 2015-16 2016-17 Current 2017-18

African American 8.2% 8.1% 17 % 14% Hispanic 28.0% 10.5% 31% 31 % White 50.1% 60.5% 47 % 53% American Indian 0.2% 0.5% NA NA Asian 9.8% 3.2% NA 2% Pacific Islander 1.1% NA NA Two or More Races 0.1% N/A 4 % NA Economically Disadv. 40.3% 39.6 % 37.7% Limited English Prof. 9.2% 6.0% 4.6% 5.3%

The table below shows the teacher population of CPAS in previous years as compared to Current Population:

Demographic 2014-15 2015-16 2016-17 2017-18 African American 0.0% 3.4% NA 2.5 % Hispanic 10.7% 5.9% 5.5% 2.5% White 82.3% 89.5% 94.4% 94.4% American Indian 0.6% 0.3% NA NA Asian 1.4% 0.9% NA NA Pacific Islander 0.0% NA NA Two or More Races 0.8% 0.0% NA NA Male 19.5% 18.3% 33.3% 28% Female 80.5% 81.7% 66.6% 72%

10

Number of students repeating at CPAS in the same school year Year Number of Students 2014-15 28 2015-16 35 2016-17 30

Total number of student carrying over at CPAS from one year to the next Year Number of Students 2014-15 thru 2015-16 28 2015-16 thru 2016-17 44 2016-17 thru 2017-18 39










Data



2017


ESSA Compliance

Documentation


Student Assessment

Data




2, 2018


Student performance

data, SST





• 6th grade reading from--NA • 6th grade math from --NA • 7th grade reading from--NA • 7th grade math from--NA • 7th grade writing from --NA • 8th grade reading from --NA • 8th grade math from--NA • 8th grade science from--NA • Alg I EOC from --NA • Biology EOC from--NA • US History EOC from--NA • Eng I EOC from--NA • Eng II EOC from --NA


reports identifying







6, 2018








11


Student assessment

data




2, 2018


Learning

Student assessment

results


Student assessment

data

At-Risk Coordinator

Local, State Comp


2, 2018


Learning

Student assessment

results


Student assessment

data

Director of Special


Local, IDEA Funds


2, 2018


Learning

Student assessment

results


Student assessment

data



2, 2018


Learning

Student assessment

results


Student assessment

data


Academics Local


2, 2018


Learning

Student assessment

results








Records


; Principal Local


2018


Conference Logs




2018


plan to improve


Survey




Campus needs


coaches, principal



2018



Teacher goal sheets





coaches, principal



2018







Human Resources,

Principal



2018


methods including


coaching


ICRs

1

Clear Creek ISD Strategic Plan Clear Springs High School Strategic Plan 2017-2018





Objectives



Strategies



2


VII. We will build capacity for organizational change. Clear Springs High School Strategic Plan 2017-2018 School Mission Statement: The mission of Clear Springs High School, the beacon of innovative learning, is to cultivate self-direction, confidence, and commitment to excellence by instilling uncompromising character, a strong work ethic, and meaningful relationships.

CSHS: Character, Strength, Honor, Success School Objectives:

1. Each student will value and exhibit life-long learning. 2. Each student will fearlessly develop character, strength, honor and success while actively advancing

his or her community and greater society. School Tactics and Action Plan Specific Result Statements:

1. We will ensure an environment that fosters strength of character. • Clear expectation that positively reinforces strength of character. • A focus on CCISD Core Values.

2. We will promote self–direction and innovative learning. • Personalized professional learning for staff. • An expectation where innovative learning is the focus of the classroom, department meetings,

faculty meetings, and common planning. • Reflection skills focused on continuous improvement.

3. We will operate in a culture of collaboration. • Opportunities to collaborate in Professional Learning Communities. • Opportunities to collaborate with the local and global community.

3

Focus Action Plan for 2017-2018 DISTRICT STRATEGY: I. We will inspire learning through an array of personalized opportunities and experiences. SCHOOL TACTIC #2: We will promote self-direction and innovative learning. SPECIFIC RESULT: An environment that fosters a growth mindset through reflection and continuous improvement. VISION FOR THIS SPECIFIC RESULT: Teachers will incorporate varied formative assessment strategies, use data to guide instruction, and use varied levels of questioning. Based on this work, students will reflect and internalize their own learning and be able to verbalize strengths and weaknesses. To us, a growth mindset is defined as students developing/improving abilities through dedication, hard work, enjoying challenges and seeing the potential to personally develop. They will say, " I can't do this...YET!" CRITICAL ATTRIBUTES FOR THIS SPECIFIC RESULT:

• Lesson plans will incorporate varied formative assessment strategies • Teachers will vary levels of questioning. • Students will answer open-ended questions. • Students will create multiple answers to questions. • Students will complete surveys. • Completion of pre-assessment and post-assessment activities. • Lessons will demonstrate an intentionality of eliciting data. • Teachers will analyze data. • Students will analyze data. • Students will complete tracking forms. • Students will be able to identify their own areas of needed growth. • There will be evidence of ownership. • Higher passing rates. • There will be less documented cases of plagiarism, Honor Code Violations, and cheating.

ACTION STEPS PERSON

RESPONSIBLE TIMELINE 1. Create a master schedule that includes time during the school

day to provide structured time to facilitate content/instructional common planning.

Associate Principal and Dean of Instruction

August 2017

2. Use Instructional Coaches to strengthen instructional practices. Instructional Coaches Aug 2017-

June 2018 3. Incorporation of OWL Strategy into World Language

classrooms. Incorporation of Formative Assessment and Questioning Strategies into Classrooms.

Teachers Aug 2017 – June 2018

4. Teach students to monitor their own progress. Student Growth Sheets will be incorporated into developmental feedback to assist students when they are analyzing progress of their own learning.

Teachers Aug 2017-June 2018

5. Reflective Filter – Reflective questions (for both teacher and student) will be posted in the classroom to support student’s taking an active role in the educational process.

Teachers September 2018

6. Host a student/parent information night regarding academic risk-taking.

Dean of Instruction and Counselors

Feb/March 2018

7. Data analysis in team meetings. (Connection between test items and tested objectives) Common Assessment Data reflection and analysis for teacher/course/student growth.

Teachers Aug 2017 – June 2018

8. Extend learning for students who demonstrate early mastery. (Long term: recruitment into advanced/AP Courses; short term: differentiation and extension activities)

Campus Administration, Counselors, and Teacher

Aug 2017- June 2018

4

Required Initiatives/Activities:

☒ Maintain a safe and nurturing learning environment, adhering to all District safety initiatives. ☒ Implement the CCISD RtI/SST Procedures with fidelity, utilizing Skyward RtI to document and progress monitor. ☒ Personalize learning and provide students choice in accessing, engaging, and interacting with learning activities. ☒ Utilize itslearning and update posted information at least once each week. ☒ Provide transition opportunities for students to different grade levels (including Pre-K), different schools (including 5th to 6th grade and 8th to 9th grade) and special programs to general education classes. (Title I) ☒ Ensure that each student meets or exceeds performance expectations on STAAR Reading, English/Language Arts, Writing, Mathematics, Science and Social Studies in tested grades. ☒ Use effective instructional strategies to improve student passing on STAAR and other assessments. ☒ Integrate Core Values in all aspects of school and district operations. ☒ Ensure the Core Values team meets regularly to plan and implement Core Values in daily teaching and learning. ☒ Model Core Values through your words and your actions. ☒ Post Core Values in all classrooms, common areas, and offices. ☒ Reference Core Values in teaching and classroom discussions daily. ☒ Teach good Digital Citizenship and engage in appropriate use of technology to support learning. ☒ Post information on the college from which teachers graduated either inside or outside their classroom. ☒ Facilitate PK-12 communities; such as coordinating and collaborating activity calendars, shared communication and options for shared events. ☒ Provide opportunities for students in need of additional support to be mentored by either staff or an approved community mentoring program, such as Big Brothers, Big Sisters or Kids Hope USA. ☒ Implement strategies to increase parental involvement including family literacy and provide parents’ home/school communication and individual student assessment results in a language the parent can understand. (Title I) ☒ Provide high quality and ongoing professional learning to teachers and all employees in a cycle of continuous improvement. ☒ Provide instructional coaching directly to teachers and teacher teams in making decisions about assessments to maximize teachers’ abilities to create personalized learning opportunities, varied and aligned assessments and data driven instruction. ☒ Utilize strategies to attract and retain high quality, highly qualified teaching staff that includes providing mentoring, coaching, professional learning opportunities and individual support.

5

Comprehensive Needs Assessment School Profile Clear Springs High School is one of 43 campuses in the Clear Creek Independent School District. Clear Springs High School is committed to meeting the needs of students through high expectations in academics, athletics, fine arts, and all other student extra-curricular activities. The 465,000 square foot building is designed to promote our vision of creating a personalized and positive learning environment for all students on a large campus. For the 2017-2018 school year, the total enrollment for ninth through twelfth grades is approximately 2,740. Of this total, 770 are freshman, 670 are sophomores, 680 are juniors, and 620 are seniors. The table below shows the current and historical student demographics of Clear Springs High School.

Demographic 2017-2018 2016-2017 2015-2016 2014-2015 2013-2014 2012-2013 2011-2012

African American 8.7% 9.2% 9.3% 10.3% 10.7% 10.4% 10.3%

Hispanic 27.7% 26.7% 26.3% 25.3% 24.7% 23.7% 24.5%

White 50.3% 51.5% 52.9% 53.2% 53.1% 54.6% 53.3%

American Indian 0.2% 0.2% 0.2% 0.2% 0.3% 0.3% 0.3%

Asian 8.5% 8.2% 7.2% 7.2% 7.8% 7.6% 8.1%

Pacific Islander 0.2% 0.1% 0.1% 0.1% 0.1% 0.2% 0.3%

2 or More Races 4.3% 4.1% 4.0% 3.8% 3.0% 3.1% 3.2% Economically

Disadvantaged 21.4% 19.3% 14.8% 14.7% 15.5% 18% 16.5% Limited English

Proficiency 2.8% 1.9% 1.9% 1.7% 1.1% 0.8% 0.8%

2017 EOC Student Results

Percentage Met Standard (Level II)

Subject State of Texas CCISD CSHS

ELA 1 60% 81% 84% ELA 2 62% 82% 82% Algebra 1 82% 92% 92% Biology 85% 95% 95% US History 92% 97% 98%

6

The leadership team and CIIC team utilized the following data as part of the comprehensive needs assessment process: Improvement Planning Data Current and/or prior year(s) campus and/or district improvement plans Campus and/or district planning and decision making committee(s) meeting data State and federal planning requirements Accountability Data Texas Academic Performance Report (TAPR) data Performance Index Framework Data: Index 1 - Student Achievement Performance Index Framework Data: Index 2 - Student Progress Performance Index Framework Data: Index 3 - Closing Performance Gaps Performance Index Framework Data: Index 4 - Postsecondary Readiness System Safeguards and Texas Accountability Intervention System (TAIS) data Accountability Distinction Designations 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 versions STAAR End-of-Course current and longitudinal results, including all versions STAAR ELL Progress Measure data Texas English Language Proficiency Assessment System (TELPAS) results Texas Success Initiative (TSI) data for postsecondary/college-ready graduate data Advanced Placement (AP) assessment data PSAT/SAT/ACT assessment data Student Success Initiative (SSI), Grades 8 data Local benchmark or common assessments data Student 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 Economically disadvantaged/Non-economically disadvantaged performance and participation data Special education population, including performance, discipline, attendance, and mobility Migrant population, including performance, discipline, attendance and mobility At-Risk population, including performance, discipline, attendance and mobility ELL or LEP data, including academic achievement, support and accommodation needs, race, ethnicity, gender Career and Technical Education (CTE) data, including academic achievement, program growth, race, ethnicity, gender Gifted and talented data Response to Intervention (RtI) student achievement data Student Data: Behavior and Other Indicators Annual dropout rate data Attendance data Discipline records Violence and/or violence prevention records Student surveys and/or other feedback Class size averages by grade and subject Parent/Community Data Parent surveys and/or other feedback Parent involvement rate Support Systems and Other Data Processes and procedures for teaching and learning, including program implementation Budgets/entitlements and expenditures data Using this data, the team considered our areas of strengths and needs. We found the following:

7

Student:

• Strengths: Although 21.4% of our students come from an economically disadvantaged home, they are successful in many areas. We have a high rate of achievement on state assessments, have closed an ethnicity achievement gap in all grade levels. Our students enjoy athletics, academics, and extra-curricular activities, including extensive community service. They participate in after school events such as: choir, percussion, robotics, art, theater, athletics, and more. Students have a desire to learn and be successful in academic and non-academic activities.

• Needs: A large portion of our students need extra support to challenge themselves to overcome obstacles. Because much of learning builds from life experiences, our students may not fully experience how to set and work towards an achievable goal. It is our responsibility to model and provide opportunities for this learning to take place. There is a need to continue support for our teachers as well as students. Additionally, our students need to be exposed to a variety of innovative learning experiences, which would require interventions and exposure to various methods of demonstrating mastery. In addition, the campus notices that our students need help improving their responsibility towards moral action. Once this need is addressed, we hope to observe fewer infractions of academic dishonesty.

Staff:

• Strengths: Our staff is committed to helping our students experience academic success. They are willing to attend professional development sessions on campus and in the district. They keep in contact with parents in various ways – email, phone calls, in-person conferences, and via technology (It’s Learning/Skyward). The staff is committed to collaboration and meet regularly to discuss content and methods to teach students successfully. They create specific plans to address the needs of all students.

• Needs: Based on information collected from campus surveys, informal discussions, department heads, and feedback from the Campus Improvement Committee, the campus staff identified the following areas of needs: professional learning in the areas of technology, conferencing/assessment of students in English Language Arts based on self-selected texts, and time to plan activities that promote innovative learning in each content area. We will continue to support the staff by providing campus professional development opportunities. We will have an in-depth focus on the work we are expecting for every student and planning authentic lessons. With the diverse needs on our campus, teachers need day to day support from administrators, instructional coaches and other staff members. The school will continue its practices of Learning Walks and provide professional learning opportunities in English Language Arts. Professional Learning will target technology integration, problem of practices/goal setting, curriculum, pedagogy and instructional strategies, and differentiation.

Parental Involvement:

• Strengths: Our Clear Springs parents are committed to doing everything they can to ensure our students have a balanced educational experience. They are active in our open house/Meet the Charger/Course Fair nights and other school activities. Parents also help sponsor many activities, such as Booster Clubs, Carnival, school dances, Fine Arts activities (Band Rock-a-thon, Crowd Pleasers, Spring Showcase, and Theater Plays). Parents are also willing to help their students with academics, and actively log into Skyward to check grades/progress in classes and actively seek out strategies to help their child at home. The CSHS PTA has been an integral part supporting innovation and student involvement at the campus. They provided funds to cover t-shirts for incoming 9th grade students to help provide a culture of inclusiveness. The PTA supports our school and encourages family involvement and sends out a weekly communique.

• Needs: Many of our parents do not speak English as their primary language; this can be difficult for them to remain involved in their child’s education. The parents of our LEP students have not been as active as those of non-LEP students. We believe this can be attributed to the language barrier. Clear Springs will continue to provide after school programs and activities for all parents to be involved in including specific activities and information for our parents of ELL students. We will also focus on increasing our parent education classes. We will continue to utilize the Skylert call out system to reach all of our parents. Messages will be sent by phone and email on a weekly basis.

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Data



2017


ESSA Compliance

Documentation


Student Assessment

Data




2, 2018


Student performance

data, SST





• ELA 1 EOC from 84% to 90% • ELA 2 EOC from 82% to 90% • Algebra 1 EOC from 92% to 95% • Biology EOC from 95% to 98% • US History EOC from 98% to 100%


reports identifying







6, 2018









Student assessment

data




2, 2018


Learning

Student assessment

results


Student assessment

data

At-Risk Coordinator

Local, State Comp


2, 2018


Learning

Student assessment

results


Student assessment

data

Director of Special


Local, IDEA Funds


2, 2018


Learning

Student assessment

results


Student assessment

data



2, 2018


Learning

Student assessment

results


Student assessment

data


Academics Local


2, 2018


Learning

Student assessment

results








Records


; Principal Local


2018


Conference Logs

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2018


plan to improve


Survey




Campus needs


coaches, principal



2018



Teacher goal sheets





coaches, principal



2018







Human Resources,

Principal



2018


methods including


coaching


ICRs

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Clear Creek ISD Strategic Plan Clear View High School Strategic Plan 2017-2018





Objectives



Strategies



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VII. We will build capacity for organizational change. Clear View High School Strategic Plan 2017-2018 School Mission Statement: The mission of Clear View High School, the premier learning community of choice for transformative education in CCISD, is to ensure each student develops self-confidence, sets and achieves goals for academic and social success, and becomes a positive contributor to the global society, realized by meaningful relationships, personalized instruction, community involvement, and an unwavering commitment to each student—because we are a family where every individual can Begin, Belong, and Become. School Objectives:

• Each student develops relational tools, empowering him or her to be a responsible, contributing member of the ever-changing, global society.

• Each student optimizes his or her learning to continuously create and achieve challenging goals.

• Each student possesses self-confidence, personal pride, and integrity while exhibiting ownership of his or her individual life choices.

School Tactics and Action Plan Specific Result Statements:

1. We will provide a challenging learning environment that is flexible to individual student needs.

A. Variety of instructional opportunities created by staff for student enrichment and remediation.

B. Opportunities for higher levels of thinking and work for students. C. Opportunities for increased student choice in the areas of general course selection,

advanced academics and school day scheduling.

2. We will create a safe environment that fosters the development of personal and social goals and instills self-confidence within each student.

A. Implementing and modeling character education and the CCISD core values both in and outside of the classroom.

B. Structures in place that encourage and support positive campus relationships, individual and collective well-being, and healthy choices.

C. Students collaborating with staff to establish and review individual goals.

3. We will build and model professional relationships and interactions to prepare students to be productive citizens.

A. Provide opportunities for students to learn and demonstrate professional communication, behavior, appearance, skills, and responsibility while building confidence for the future.

B. Cultivate partnerships and initiatives for students to see professional interactions, while increasing opportunities for student-tailored mentorships, internships, and service learning.

C. Each student will have a plan for post high school success knowing the level of support that is available through campus and community partners.

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Focus Action Plans for 2017-2018

ACTION PLAN Tactic Number: 1 Plan Number: 1

Revised Date:5/26/2017 SCHOOL TACTIC #1: We will provide a challenging learning environment that is flexible to individual student needs SPECIFIC RESULT: Variety of instructional opportunities created by staff for student enrichment and remediation. VISION FOR THIS SPECIFIC RESULT: As a learning community supporting students and their individual learning needs, we will provide a variety of instructional opportunities for student education and enrichment. We will allow additional time for remediation by adding a study hall period and encouraging Tiger’s Den and other teacher tutorials as well as creating 9 weeks trailer courses to remediate students and offer an opportunity for success. Students will utilize instructional opportunities like blended learning, workshop models and other personalized learning methods for classroom instruction. CRITICAL ATTRIBUTES FOR THIS SPECIFIC RESULT:

• Teachers sharing their strengths and weaknesses with students through individualized feedback. • Teachers work with students to set goals for learning and academic achievement. • Teacher communicating with student and parents about the need for tutorials, remediation and/or learning

enrichment. • Teachers will utilize blended learning for more effective instruction to address all student educational needs. • Administration will identify and place students into applicable trailer classes to provide opportunities for

remediation and academic success. • Teachers will design remediation for specific trailer classes for a 9-weeks period using blended learning

options. Evidence of Implementation:

1. Added Mini course on Thursdays 2. Study hall is student choice 3. Variety of instructional opportunities – study hall and mini courses 4. Grouped Tiger Den 5. Study Hall Survey 6. Sign-in sheets 7. Teacher and SALSA follow-up 8. Teacher Parent Contact – teacher-based evidence 9. Trailer classes for core academics created and populated on an as-needed basis.

This Action Plan was initiated the 2016-2017 School Year. We will continue to review and refine the programs in place.

Clarifying Questions Comments • •

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ACTION PLAN Tactic Number: 1 Plan Number: 2 Date: 6/8/2017

SCHOOL TACTIC #1: We will provide a challenging learning environment that is flexible to individual student needs

SPECIFIC RESULT STATEMENT 1: Provide opportunities for higher levels of thinking and work for students.

VISION FOR THIS SPECIFIC RESULT: As a learning community supporting students and their individual learning needs, we will provide opportunities for higher levels of thinking and authentic work for students. We will provide choices for students through menus, blended learning, and alternate assignments to allow students to self-select more challenging work that incorporates higher level thinking. CRITICAL ATTRIBUTES FOR THIS SPECIFIC RESULT:

• Teachers regularly create lessons that incorporate choices including higher level opportunities. • Students provided with opportunities to self-select more rigorous options in a variety of classroom assignments. • Through blended learning opportunities, students explore advanced areas of interest and minimize “busy work”

in areas where they demonstrate mastery. • Encourage enrollment in dual-credit courses, advanced classes on home campuses and participation in district-

wide CTE programs. • Teachers will incorporate a variety of formats including traditional classroom instruction, interdisciplinary

classes, readers/writers workshops, project-based learning, and blended and flipped learning. • Teachers will utilize technology to enhance students’ critical thinking and problem solving skills.

Evidence of Implementation:

- Lesson plans that incorporate menus and choices with a range of rigor. - Teachers provide choices to demonstrate mastery of standards. - Teachers provide a variety of ways to access information. - Students track their own mastery through blended learning opportunities. - Counselors directly encourage involvement in CTE courses, dual-credit courses, and advanced classes on

their home campus. - Offer dual-credit courses on campus. - Students use computers for assignments other than word searches, worksheets, quizzes and tests.


PL for teachers on classroom models and instructional delivery (modeling)

Cassie 2017-2018

Technology training for appropriate tools (examples, trainings, critical thinking, blended learning, problem solving)

Cassie 2017-2018

Teachers are given time to fully design lessons. Cassie and Michael 2017-2018

Teachers use given time to fully develop lessons. Teachers 2017-2018

Teachers collaborate on lessons and units to improve critical thinking and rigor. (sharing effective lessons, coaching each other)

Teachers 2017-2018

Teachers will coach students on using appropriate tools (pre-assessment, charts) to track learning.

Teachers and Students 2017-2018

Counselors meet with students to discuss and encourage CTE, dual-credit and advanced classes on their home campus.

Counselors 2017-2018

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ACTION PLAN Tactic Number: 2

Plan Number: 1 Date: June 2017

SCHOOL TACTIC #: We will create a safe environment that fosters the development of personal and social goals and instills self-confidence within each student.

SPECIFIC RESULT: We will implement character education and model CCISD core values both in and outside of the classroom.

VISION FOR THIS SPECIFIC RESULT: As a learning community we will create a safe school climate by both living and teaching the CCISD core values. We will implement the HERO (positive reinforcement program), Project Wisdom, discussions during Morning Meetings, SMART goal setting to create a culture of integrity. CRITICAL ATTRIBUTES FOR THIS SPECIFIC RESULT:

• Teachers work with students to set SMART goals for learning and academic achievement and enter their SMART goals into Naviance.

• The HERO program will be implemented throughout the campus by both teachers and students. • Programs that encourage leadership opportunities such as PALS, SALSA, NTHS, and Depelchin

classroom lessons. Evidence of Implementation: • Attendance/Tardy records • Behavior Referrals • Student/Staff Surveys • HERO records • Halls & Walls • Nine weeks Awards Ceremony • End of Year Naviance Completion Data

ACTION STEPS Responsible Timeline

Train teachers to implement HERO and to train the students

Counselors and Principal 2017-2018

School shirts will correspond to a specific core value Principal 2017-2018 Daily announcements will include Project Wisdom message, Core Value Word of the Week that correlates to Core Value of the month, and Word of the Week quotes.


Daily Morning Meeting lessons that include the Core Value of the month, the Core Value Word of the Week, and a daily activity that sets the tone for respectful learning and to provide a safe place for students to share and grow.


Teachers will work with students to create four SMART goals (academic, post-secondary, career, and personal/social) and entered those SMART goals into Naviance

Counselors and Teachers 2017-2018

Use of Core Values in academic lessons (writing prompts, character assessment, classroom discussions,etc.)

Teachers and Character Cadre 2017-2018

Handbook, discipline referrals, behavior contract will be correlated with each core value.

Campus Administration and Counselors

2017-2018

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COMPREHENSIVE NEEDS ASSESSMENT HISTORICAL PERSPECTIVE:

In the Summer of 1989 the halls of Old League City Elementary school were transformed into Clear View High School. This school, also known as Clear View Education Center, was added to Clear Creek Independent School District as a unique program that would focus on assisting students who are contemplating leaving school or who have left school without a diploma. In an article written in the Bay Area Citizen 28 years ago, founding principal Sue Kevan said, “Clear View is a high school basically for the ‘at-risk’ student who has had difficulty in the traditional classroom. This school is designed for the individual – programmed to their learning style”. That inaugural year Clear View had a state recorded enrollment of 44 students.

In 1992, Clear View High School’s name was officially changed to Clear View Alternative Education

Center. This name change reflected the Alternative Educational Accountability System that would govern the school for the next 13 years. Though Clear View was “Not Rated” for 11 of those years, Clear View continued to strive and grow. In May of 1994 Clear View Alternative Education Center held its first graduation ceremony and gave out 30 official Clear View Diplomas. Prior to that time students had to return to their home campus to graduate. In March of 2005 the Board unanimously approved Clear View Alternative Education Center to become a CCISD Campus Charter. This move has greatly benefitted the Clear View campus and the district. With Clear View being a district campus charter, the school was now under standard Texas Education Agency accountability, resulting in a shortening of the name to Clear View Education Center. In 2013 a formal request was submitted to the CCISD Board of Trustees and the board approved to officially change Clear View Education Center’s name to Clear View High School. Clear View has made dramatic positive changes over the last 8 years. Changes that include enrollment growth from 44 students to consistently over 200, graduating senior classes of 30 students to 100 students, and several improvements in courses and programs offered, as well as campus operations. One of those changes has been moving from the Old League City Elementary School to the current location in Webster. This move, along with several grants and board approvals, has allowed Clear View to continue to serve students from all over the district with more resources than ever before. Clear View now has full bus transportation, ample teacher and student technology, a complete selection of core academics, and several electives for students to choose from. Clear View also offers JROTC and is the home to the district’s Certified Nursing Assistant Certification Program and the district’s Cosmetology Program.

The instructional programs at Clear View are consistently piloting and leading the innovative

instructional strategies such as Blended Learning. These developments are not merely superficial. Along with teacher and program success, we have seen amazing academic improvements with our students. In 2008 & 2009 Clear View earned a rating of Recognized and in 2010 earned the highest ranking of Exemplary. With the improved resources, we have also continued to be successful in creating substantial learning experiences for our students in and outside of the classroom. Furthermore, more Clear View students are now attending two year and four year colleges and universities than ever before. Though we have made several changes, some aspects remain the same. We continue to give our students a fresh start with corrective support and classes. We also foster a family atmosphere while providing a structured environment with a smaller student to teacher ratio. Academic success at CVHS is achieved through small class sizes, additional academic electives, lessons designed to meet student’s learning styles, options for tutoring and effective use of technology. The smaller size of this learning community allows students to thrive and receive the academic and emotional supports they need to be successful in high school. Students are held to high standards and all district curriculum and testing requirements still apply.

“Clear View believes that all children can learn when they are provided the appropriate instruction that meets their educational, emotional, and social needs. Clear View’s mission is to provide a non-traditional program that gives students who are unsuccessful on a traditional school campus the opportunity to overcome their academic deficits, develop effective social and life skills, achieve success, and earn a high school diploma.”

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As we continue to provide a successful educational experience for students, who have lacked such success, it is extremely important that we look towards the future and make sure we are implementing what is necessary. DESCRIPTION OF PROGRAM

STUDENT DEMOGRAPHICS & DATA The table below shows the student population of CVHS in 2015-16 compared to 2016-17:

Demographic 2015-16 2016-17 African American 11.7% 6.6% Hispanic 22.3% 24.7% White 59.0% 61.6% American Indian 0.5% 0% Asian 1.6% 2% Pacific Islander 0% 0% Two or More Races 4.8% 5.1% Economically Disadv. 42.0% 34.3% Limited English Prof. 1.1% 0%

The purpose and need for this campus or program:

• a quality instructional arrangement resulting in student success. • a desirable secondary school of choice. • a unique non-traditional learning environment. • a program for secondary students who are academically at-risk. • assistance to students through small group teacher interactions.

District collaboration to meet goals:

• opportunity for growth to meet the increasing demand of the secondary academically at-risk student populations in Clear Creek I.S.D.

• ability to meet the evolving needs of a diverse student population. • inception of school to work certification programs. • focus on staff development specific to the needs of the campus.

The curriculum offered: • Curriculum will continue to be aligned with the state TEKS and follow district guidelines. • Course offerings will follow state graduation requirements. • School-to-work certification programs will supplement and enrich the standard curriculum. • Technology will be integrated throughout each subject area. • The curriculum will be designed to be relevant, meaningful and encourage students to build

connections between the classroom and the “real world”. • Technology will be integrated into the curriculum. • Flexible scheduling will provide early release/late arrival time for staff development. • The guidance program will include, but not be limited to, small group focus sessions regarding

alcohol/drug prevention, adolescent issues, organization and study skills, etc. • Special instructional support programs for identified areas of need will be infused throughout the day.

Examples: SAT and/or PSAT preparation; TAKS preparation; academic tutorials, field experiences; and career counseling.

A plan for measuring student achievement:

• Clear View will comply with all federal, state, and district mandated achievement measures. • All students experiencing academic difficulty will be assessed within the classroom environment and

progress will be monitored throughout the school year. • Four year graduation plans will be developed, and then reviewed yearly for each student.

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High School 2017 STAAR EOC Student Results*: State Average Compared to CCISD and CVHS Average

Grade Level Course State %

Satisfactory CCISD %

Satisfactory CVHS%

Satisfactory EOC ELA 1 64% 78% 51% EOC Alg1 83% 89% 88% EOC Bio 86% 94% 88% EOC ELA 2 66% 80% 71% EOC U.S. Hist 91% 97% 91%

The exhibit below illustrates the percent enrollment in Special Programs and Career and Technical Education in 2013-14 compared to 2008-09.

CVHS Special Program Enrollment Program State CVHS Bilingual/ESL 18.8% 0.0% Career Technical Education 25.0% 68.2% Gifted/Talented 7.8% 3% Special Education 8.8% 13.1%

RESOURCES: FISCAL, HUMAN, MATERIAL • Instructional Resources & Supplies

(Classroom Technology, Edgenuity, Student Supplies, Tigers’ Den Tutorials, Study Hall, Blended Learning Approach, Mobi Max, Student Technology, Hero K12)

• Professional Development (Teacher In-services, Observation Time, Personalized Professional Learning Plans, Job Embedded PL, Teacher Collaboration)

• School Leadership (Technology Resources, Training, Professional Conferences, Instructional Leadership Training, Leadership Cadre)

• Parent & Community Outreach (Parent Meetings, SST Meetings, Newsletters, Postage, Family Fun Night, Open House, Community Mentorships, Parent Booster Club, Service Learning Day, Career Exploration Day)

• Student Needs & Activities (Field Trips, PALs trainings, students collaborations, Student Training, Principal’s Student Advisory Team, Morning Meetings)

SCHOOL STRUCTURES, ORGANIZATION, & CULTURE Following our review, we determined that Clear View has excellent structure with a small office staff and fast communication – there are few delays when information needs to travel. All members of the campus including teachers, staff members, and administration know the specific roles they play. In many cases staff members take on additional duties as required to make our campus successful. In as many cases as possible, decisions

All students on the campus were served by program resources. Enrollment for 2016-2017 as of the October 2016 Snapshot Date was 198 students (fluctuated between 185-225 students). Student variance is due to school charter and student mobility. Students enroll and withdraw frequently throughout the school year.

• Attendance Rate for 2015-2016 89% • 79.8% of the students are identified as At Risk • Mobility rate - 59.3%. • English Language Learners – 1.0%

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are made using teacher and other professional input from those affected by the decisions. This is done in meetings, committees and during discussions as needed. Clear View has adjusted the school bell schedule to reflect opportunities for better student and staff development. Currently students attend eight classes four days a week, only four classes on Thursdays. Thursday is an early release day for students, but teachers stay an additional hour later each Thursday for professional learning. Topics outside of traditional academia are covered through the newly implemented Morning Meetings time. Meetings with counselors, administrators, and support staff help to determine what fits the needs of individual students. The district mentoring program as well as small departments help to support and integrate new staff members to campus culture as well as assisting in reviewing concerns and protocols. Guidelines are already in place and reviewed and updated annually to address concerns by parents, students or staff. Teachers are grouped in both departments and in grade levels to meet monthly and can meet more frequently as needed. The campus expectations and duties are provided in verbal and written form so that they are communicated to all staff. Student and staff relationships are strong and will continue to flourish through Morning Meetings CLEAR FINDINGS

• Students that start the academic school year at Clear View perform much better than students that do not enroll until later on in the year. Teachers are identifying student needs and weaknesses.

• Though Algebra 1, Biology, & U.S. History exceeded the state averages, academic weakness is in ELA for 9th & 10th graders.

• Improvements needed in all academic areas • Focusing on individualized learning continues to promote success within the school environment. • The nature of the school results in a much higher Student Mobility Rate. • Mentoring programs have a major positive impact on campus culture. • Community support and parent involvement is higher than previously. • 3rd year Parent Booster Club gave out scholarships to graduating seniors. • Increased Academic Achievement for all students. • Strategic Planning improved campus morale and identified human capital. • It is important that we continue to serve our students best according to our unique mission and role

within CCISD. • We must continue to fit students into classes that suit their individual needs in relation to graduation

requirements and testing remediation. • We must also fully utilize our staff and facilities. • Communication through webpages, emails, calendars, callouts and other forms must be up to date. • Programs that have become complicated or cumbersome can continue to be streamlined for

efficiency as related to the Clear View mission. • We must continue to improve advisory time to build relationships and distribute information without

reducing meaningful instructional time. ADDRESSING NEEDS

• Many of our solutions will come through our new tactics associated with the Mission Statement. • Students will have additional selection even among core courses according to their preferences for

different types of instruction and materials. (Blended, Traditional,..etc.) • Additional time and the new schedule will allow for greater flexibility to meet individual needs. • We may continue to grow and add students and teachers in order to use our full capabilities. If our

school is moved or adds additional resources over time, we may adapt to additional CTE courses, etc.

• Teachers, sponsors, paras and admins will continue to add events to the calendar that has been set up or communicate those events in a timely manner.

• Morning Meetings and Mini Courses allow students to explore other interests outside of their regular classes and improve relationships and flexibility of instruction.

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• All programs will continue to be revisited on a regular basis in order to ensure they are meeting the needs of our students and that they are aligned to the mission of Clear View.

• Core departments will share a conference period to better enable communication and relationships between staff.

• Effective hiring practices will ensure that campus staff are comfortable and capable of professional relationships with students.

• In school programs to address Reading and Writing deficiencies. • Reading & Writing across the curriculum implementation schoolwide. • Structured time for teacher classroom observations. • Increased collaboration time for teachers • Professional Development in areas of need (Personalized Learning, Formative Assessment, At Risk

Students, Mental Health) • Promote an atmosphere of mutual respect between students and adults on campus • Clear and Consistent guidelines and expectations • Broaden Mentoring Programs • Increase the extracurricular activities offered on campus

master high school campus strategic plans 2017-2018

Documents