Campus Improvement Plan

Campus Improvement Plan 2012-2013 Kingwood High School 2701 Kingwood Drive Kingwood, TX 77339 Dr. Ted Landry Principal Campus #101-913-002

MISSION The mission of Kingwood High School is to create a collaborative learning environment that is supportive, challenging, and disciplined, resulting in life-long learners whose exemplary performance is a credit to themselves and their community. VISION Curriculum: Curriculum will be held to the highest standards and will provide the knowledge and skills students need to be successful in the 21st century. Professional Standards: Professional standards encompass curriculum planning and delivering effective and challenging instruction, promotes equity of all students, and meets professional responsibilities. School Climate: The climate of the school will be nurturing and inviting while providing a safe and orderly learning environment facilitated by an approachable and supportive faculty, administration and staff. Staff Relationships: The staff at KHS will exhibit mutual respect and support for one another through open communication and collaboration in order to achieve our mission/goals. Standards and Expectations of Students: Students are expected to accept the responsibility of the academic, emotional and social challenges offered in the setting of KHS. Relationship to the Community: KHS will create an improved and all-inclusive relationship with the community thereby encouraging open communication and active participation between all the people involved. 1. Achieve Academic Excellence 2. Maximize our Financial s 3. Develop and retain our people 4. Plan for our Future PRIORITIES Page 2 of 24

GOALS and OBJECTIVES Goal 1: Demonstrate sustained growth in student academic achievement 1. Improve, sustain, and support academic student performance at or beyond grade level. 2. Improve, sustain, and support academic student attendance. 3. Improve, sustain, and support the graduation rate and prepare college/career-ready students. 4. Monitor the goals and objectives of the coordinated health program. Goal 2: Ensure a safe and secure environment for students and staff. 1. Provide a safe and secure environment for students and staff. 2. Provide and monitor district interventions to reduce drug and alcohol incidents. 3. Provide campus interventions that target bullying, sexual abuse, harassment, and dating violence behaviors. Goal 3: Create a welcoming culture and climate for all stakeholders. 1. Create a welcoming environment for parents and community members to volunteer and participate in school activities. Page 3 of 24

INTRODUCTION The Humble Independent School District (HISD) serves the communities of Humble, Kingwood, Atascocita, Summerwood, Eagle Springs, and Fall Creek. The District s boundaries encompass approximately 90 square miles in Harris County. Humble ISD is nationally recognized for the outstanding education it offers to students, and is listed among the 25 fastest growing school districts in Texas. The District provides a well-rounded program of public education for children from prekindergarten through grade twelve. In addition to basic instructional programs, the District offers special education, gifted and talented, bilingual/esl, remedial, college preparatory, career and technical programs, and an international baccalaureate program. The District is fully accredited by the Texas Education Agency (TEA). Humble ISD schools are organized by feeder patterns composed of specific elementary, middle, and high schools (Atascocita High School, Humble High School, Kingwood High School, Kingwood Park High School, and Summer Creek High School). In addition, HISD provides alternative options for its students through its Quest Early College High School. A high degree of professionalism exists among our employees, and an on-going recognition of student and staff excellence contributes to this environment. The instructional program is geared toward having the student meet or exceed grade level expectations. Emphasis is placed on college matriculation, and higher level thinking skills, including research methodologies and independent, complex and critical thinking skills, with a focus on rigor, equity and consistency. Humble ISD staff members are dedicated to providing each and every student the best education through an intensive and challenging curriculum and sound research-based instructional practices. Our state accountability rating is Recognized. We continue to identify and address the needs of students and staff to be Exemplary in all areas. The average daily attendance rate for students is 95.70%. The average daily attendance rate for staff is 95.%. Each chart indicates focus areas that need special attention to ensure student success. Humble ISD s comprehensive needs assessment shows continued growth is needed in student academic performance to reach and maintain Exemplary status district-wide. In order to address this need, we must employee, train, and retain highly qualified and motivated staff. To ensure limited disruption to instruction, it is vital that we provide a safe and secure environment and a welcoming culture and climate for all stakeholders. Kingwood High School, in partnership with families and community, strives to develop each child intellectually, artistically, emotionally, physically, and socially so that all students are life-long learners, complex thinkers, responsible global citizens and effective communicators. We envision a school where students and staff are enthusiastically engaged in learning within local and virtual environments. We see a school that encourages collaboration and cultivates a sense of belonging. We see learning standards that are rigorous, relevant and that inspire creativity and problem solving. Ultimately, we see a school that prepares students for many paths and that empowers them with skills to successfully live in a rapidly changing world. Page 4 of 24

Kingwood High School Academic Performance Trend Data 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 Focus Area Accountability Ratings (** with RI, EP, or TPM) (*** with RI, or EP) Academically Acceptable Recognized Recognized Recognized ** Recognized ** Awaiting Data from TEA All tests (all students) African american Hispanic White Special Ed. LEP At-Risk Non-At-Risk Commended Performance Reading (all students) African American Hispanic White Special Ed LEP At-Risk Non-At-Risk Commended Performance: All Students 86 65 76 88 65 18 89 94 87 37 25 * Indicates results are masked due to small numbers tested to protect student confidentiality. - Indicates no data for this group. (To Be Determined)...test data not yet released by the Texas Education Agency 88 71 76 90 74 55 29 14 95 84 86 30 11 86 74 81 87 68 46 50 47 89 19 95 78 84 36 13 88 80 81 89 69 48 20 57 92 16 96 95 84 60 89 33 19 89 74 84 91 72 47 * 63 96 21 92 87 * 92 41 91.9 83.3 88.3 92.4 83.8 48.0 50.0 70.1.2 18.2 96.1.6 95.5 96.1 93.9 83.9 33.3 91.5.2 36.2 31 20.7 Page 5 of 24

Kingwood High School Academic Performance Trend Data 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 Focus Area Math (all students) African American Hispanic White Special Ed LEP At-Risk Non-At-Risk 89 70 82 91 69 92 74 85 93 72 61 43 88 76 83 89 68 41 75 57 93 90 81 86 91 74 52 80 69 94 91 78 86 92 77 57 * 70 96 92.2 85.0 87.8 93.0 78.5 53.6 66.7 74.0 96.6 Commended performance: All students 35 12 39 14 38 13 37 20 37 19 36.7 13.9 Science (all students) African American Hispanic White Special Ed LEP At-Risk Non-At-Risk Commended Performance: 90 75 85 91 78 31 94 85 84 96 86 74 43 32 93 88 91 94 81 62 43 69 95 35 94 92 91 95 88 65 20 76 30 96 88 94 96 89 70 * 82 39 96.2 92.1 93.3 96.6 88.7 78.8 66.7 84.5.1 41.6 * Indicates results are masked due to small numbers tested to protect student confidentiality. - Indicates no data for this group. (To Be Determined)...test data not yet released by the Texas Education Agency Page 6 of 24

Kingwood High School Academic Performance Trend Data 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 Focus Area Social Studies (all students) African American 96 Hispanic 96 White 92 Special Ed LEP At-Risk Non-At-Risk Commended Performance: 60 96 95 94 33 61 91 93 71 89 73 87 96 71 94 * 75.9 94.4.3.1 94.4 90.6 75.0 95.4.8 72.6 End of Course Academic Performance 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 Focus Area World geography (all) African American Hispanic White Special Ed LEP At-Risk Non-At-Risk Commended Performance: * Indicates results are masked due to small numbers tested to protect student confidentiality. - Indicates no data for this group. (To Be Determined)...test data not yet released by the Texas Education Agency Page 7 of 24

Kingwood High School End of Course Academic Performance 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 Focus Area Algebra 1 (all students) African American Hispanic White Special Ed LEP At-Risk Non-At-Risk Commended Performance: Biology (all students) African American Hispanic White Special Ed LEP At-Risk Non-At-Risk Commended Performance: * Indicates results are masked due to small numbers tested to protect student confidentiality. - Indicates no data for this group. (To Be Determined)...test data not yet released by the Texas Education Agency Page 8 of 24

Kingwood High School End of Course Academic Performance 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 Focus Area English 1 Reading (all) African American Hispanic White Special Ed LEP At-Risk Non-At-Risk Commended Performance: English 1 Writing (all) African American Hispanic White Special Ed LEP At-Risk Non-At-Risk Commended Performance: * Indicates results are masked due to small numbers tested to protect student confidentiality. - Indicates no data for this group. (To Be Determined)...test data not yet released by the Texas Education Agency Page 9 of 24

Performance Trend Data Class of 2006 Class of 2007 Class of 2008 Class of 2009 Class of 2010 Class of 2011 Focus Area College Ready Graduates (English Language Arts) 61 67 82 78 82 Data available College Ready Graduates (Mathematics) 74 74 78 82 84 from the state College Ready Graduates (Both Subjects) 54 60 70 71 75 December 2012 Completion Rate (all) At-Risk - - - - 96 87.0 87.9 93.50 95 Non-At-Risk * Indicates results are masked due to small numbers tested to protect student confidentiality. - Indicates no data for this group. (To Be Determined)...test data not yet released by the Texas Education Agency Kingwood High School Demographics Students and Programs # of Students 2010-11 %of Students 2010-11 # of Students 2011-12 % of Students 2011-12 # of Students 2012-13 % of Students 2012-13 Total 2725 100 2664 100 2565 100 African American 82 3 83 3.12 73 2.85 Hispanic 285 10.5 351 13.18 351 13.68 White 2200 80.7 2052 77.03 1951 76.06 Other 158 5.8 131 4.92 122 4.76 156 5.7 162 6.08 187 7.29 Limited English Proficient 15 0.6 14 0.53 15 0.58 At-Risk 549 20.1 524 19.67 503 19.61 Bilingual & ESL 0.9 0.5 12 0.45 15 0.58 Gifted & Talented 1 0.6 401 15.05 343 13.37 Special Education 9.8 5.9 146 5.48 133 5.19 Title I 0 0 0 0 0 0 Page 10 of 24

NEEDS SUMMARY Our comprehensive needs assessment (CNA) identified the following specific needs: GENERAL/COMPREHENSIVE NEEDS s Increase rigor, consistency and equity across all programs s Provide on-going research-based professional development opportunities for staff. s Provide structure for horizontal and vertical alignment of the curriculum INTERVENTION NEEDS s Address RtI needs for all students needing intervention. s Reduce gaps in student performance among sub-groups through the use of timely, research-based interventions. s Address indicators identified in the district Performance-Based Monitoring Analysis System. s Provide consistent, rigorous measures, which trigger timely and effective interventions for at-risk students. s Address immediate remediation issues for Algebra I students in a timely manner. HIGHLY QUALIFIED STAFF/TRAINING NEEDS s Provide on-going research-based professional development opportunities for staff. ATTENDANCE NEEDS s Improve attendance to 96.3%. GRADUATION & COLLEGE/CAREER READINESS NEEDS s Ensure curriculum, instruction, and assessment are aligned with college and career readiness standards. s Provide a high quality college and career awareness program s Provide early identification of students to receive credit recovery and test preparation opportunities. s Increase high school completion and graduation rates. HEALTH & PHYSICAL FITNESS NEEDS s Based on the state Fitnessgram data, we need to improve the rates of students participating in moderate to vigorous physical activity. Page 11 of 24

BEHAVIOR (Conduct) NEEDS s Provide administrator training for appropriate identification of incidents (within context). s Provide appropriate adult monitoring and visibility at schools and school related functions. s Provide PBIS training and ongoing support for consistent implementation to ensure compliance with state mandates. BEHAVIOR (Drug/Alcohol) NEEDS s Provide campus-based drug and alcohol awareness programs. SCHOOL ORGANIZATION/CLIMATE & PARENT INVOLVEMENT NEEDS s Maintain and increase high-levels of effective communication with parents. s Address the value and utility of parent involvement and maintain a welcoming culture and climate for all stakeholders. Page 12 of 24

GOAL 1: We will demonstrate sustained growth in student academic achievement. OBJECTIVE 1.1: Improve, sustain, and support academic student performance at or beyond grade level. Measure EOC-passing std in Spring 2012 +, -Accommodated -M, -Alt (Passing Standard) -10, -Exit Target (1 Year) % of students meeting passing standard (with no sub-group scoring less than 90%) Reading: >90% Writing: >90% Mathematics: >90% Science: >90% Social Studies: >90% Target (3-5 Years) % of students meeting passing standard (thru 2011-12) (with no sub-group scoring less than 90%) Reading: >90% Writing: >90% Mathematics: >90% Science: >90% Social Studies: >90% TELPAS - Growth Measures (AMAO-2) Attainment % multi-year beginner (PBMAS 12) % multi-year begin/int (PBMAS 13) >90% of students passing all tests taken <10% or less difference between student groups >25% of students meeting commended performance [All students & ] >70% of ELLs meeting passing standards > 90% of all students meet standard for improvement over previous year composite < 2.5% < 8% >90% of students passing all tests taken <5% or less difference between student groups >25% of students meeting commended performance [All students & ] >75% of ELLs meeting passing standards > 90% of all students meet standard for improvement over previous year composite < 2.5% < 8% AYP Meet requirements for Adequate Yearly Progress Meet requirements for Adequate Yearly Progress Instruction provided by Highly Qualified staff 2009-10 2010-11 2011-12 100.00% 100.00% 100.00% 100% 100% 1.1.1 Line 1 Monitor and improve alignment and consistency of rigorous instruction and assessment to the articulated curriculum in science, social studies, math and reading. - Include teachers in assessment decisions and development 1.1.1 Line 2 Include teachers in assessment decisions and development ACTION PLAN 1.1.1 - Alignment of Rigorous Instruction/Assessment Principals; ALTs Principals; ALTs Increase student scores: DBAs, DBA-Ms, TELPAS, STAAR, STAAR-M, STAAR-ALT, EOC, CBAs, Readistep - meeting agendas, sign-in sheets and minutes -Assessment Development Committee rosters Page 13 of 24

ACTION PLAN 1.1.2 - Instructional Support/Interventions/Ensuring Equity 1.1.2 Line 1 Address RtI needs using additional instructional support to ensure equity, and effective and timely interventions; strategies to address the needs of all students. Principals; ALTs - RtI training attended by all staff. - Monitor RtI framework implementation and adjust as needed. 1.1.2 Line 2 Provide additional instructional support to ensure equity, and effective and timely interventions; strategies to address the needs of at-risk students. - Address RtI needs Principal # of FTEs assigned to campus = 20 SCE $ 330,000 1.1.2 Line 3 Provide on-going instructional monitoring to ensure the needs of special targeted populations (e.g., GT, At-Risk, Special Ed, LEP, dyslexia) are being met. Assistant Principals; ALTs; Teachers -Student results aligned to District/Campus goals and objectives - Identify student and teacher behaviors exhibited in classes where students are successful. 1.1.2 Line 4 Address Performance Based Monitoring System concerns. Assistant Principals; ALTs; Teachers - Improved achievement of students participating in intervention classes. 1.1.2 Line 5 Remove one section of instructional time from six master math teachers and assign them a period of the day for remediation. Each teacher is responsible for working with the Algebra teachers during their respective period to identify the Algebra I students who struggled the previous class session and to remediate immediately to get them caught up with the rest of the class while the classroom teacher to move on with the students who remain on track. Principal; Associate Principal; Math ALT Higher achievement scores on campus math department common assessments, CBAs, and Algebra I EOC exams. $ 50,000 ACTION PLAN 1.1.3 - Ongoing Professional Development Page 14 of 24

ACTION PLAN 1.1.3 - Ongoing Professional Development 1.1.3 Line 1 Implement an ongoing professional development course of study based on identified staff and student needs to ensure all teachers are highly qualified. Principal; Associate Principal; ALTs Training aligned to the identified professional development needs 1.1.3 Line 2 - All teachers delivering services to gifted/talented students receive training in nature and needs identification and assessment of G/T students. - Ensure teachers have completed the proper levels of training for the courses they are teaching. - Provide supplemental training to address needs of Limited English Proficient students - Provide teachers with opportunities for continuous growth and understanding of Assessment for Learning. Principal; Associate Principals; ALTs - All G/T teachers trained - Job embedded staff development forms - Agendas and sign-in sheets - ESC Works Transcripts and reports - Professional Development Steering Committee agendas, sign-in sheets and minutes - Professional Development Record for staff teaching courses with training requirements - Increase in overall student achievement - 100% of staff meet NCLB highly qualified standards 1.1.3 Line 3 Implement a meeting structure which not only encourages, but actively engages the faculty in conversations about the vertical alignment of the curriculum and also allows time for discussions on how the curriculum is implemented horizontally. Principal; ALTs Closure of the gap in rigor level between Honors/AP courses and on-level courses. Fewer instances of students struggling to manage the homework and course work load ACTION PLAN 1.1.4 - Progress Monitoring/Needs Assessment 1.1.4 Line 1 Review Progress Monitoring Report data and complete annual comprehensive needs assessment Principal; Associate Principals; ALTs Data collected, analyzed, and reviewed. Page 15 of 24

GOAL 1: We will demonstrate sustained growth in student academic achievement. OBJECTIVE 1.2: Improve, sustain and support student attendance Student attendance rates 2009-10 2010-11 2011-12 95.10% 96.21% 95.70% Measure Target (Year 1) Target (3-5 Years) > 96.30% > 96.30% Teacher attendance rates 2010-11 2011-12 95.18% 95.% > 96.30% > 96.30% ACTION PLAN 1.2.1 - Improving Attendance 1.2.1 Line 1 Monitor and refine methods to improve attendance Principal; Associate Principals Importance of regular attendance communicated - Attendance incentives provided - Increased attendance rates Page 16 of 24

GOAL 1: We will demonstrate sustained growth in student academic achievement. OBJECTIVE 1.3: Improve, sustain, and support the graduation rate and prepare college/creer-ready students. Class of: 2010 2011 2012 Graduation Rate (High School) 94.00 %.10 % % Class of: 2010 2011 2012 Completion Rate I (High School).9 %.50 % % Measure Target (1 Year) Target (3-5 Years) >.1% >.1% >.6% >.6% Provide college and career awareness programs 1 per year 1 per year SAT/ACT Participation Rate (Grades 11-12) SAT Average Score ACT Average Score 2009-10 2010-11 80.10% 83.90% > 85% > 95% 2009-10 2010-11 1112 1129 > 1050 > 1100 2009-10 2010-11 24.2 24.5 > 23 > 24 Percent of Texas Scholars (Recommended/Distinguished Plan) 90% of all graduates 95% of all graduates Class of: 2010 2011 2012 National Merit Scholars 3 7 5 Commended Scholars (w/ HSRP, NAS) 35 26 13 Semi-Finalists 1 0 0 Percent of AP/IB exams taken by 11th and 12th grade stduents 2008-09 2009-10 2010-11 21.5% 27.9% 30.5% > 32% > 35% Percent of AP exams with grades > 3, and IB exams > 4 (earned college credit) 2008-09 2009-10 2010-11 81.6% 80.0% 76.0% > 85% > 88% i Decrease Dual Credit Drops 10% 5% Increase # of career-ready certifications earned by students enrolled in certification courses (e. g., cosmetology, pharmacy tech). 2009-10 2010-11 2011-12 23.00 31.00 46.00 % changed: 34.78 % 48.39 % # of students participating in AVID 2009-10 2010-11 2011-12 42 77 37 % changed: 83.33 % -51.95 % > 3 > 15 > 7 > 4 > 8 > 5 > 10% increase > 15% increase > 10% increase > 10% increase Page 17 of 24

GOAL 1: We will demonstrate sustained growth in student academic achievement. OBJECTIVE 1.3: Improve, sustain, and support the graduation rate and prepare college/creer-ready students. # of honor courses taken by AVID students 2009-10 2010-11 2011-12 67 146 61 % changed: 117.91 % -58.22 % Measure Target (1 Year) Target (3-5 Years) > 10% increase > 10% increase # of AVID seniors 2009-10 2010-11 2011-12 1 1 0 % changed: 0.00 % -100.00 % # of AVID students accepted to a 4-yr university upon graduation 2009-10 2010-11 2011-12 N/A 1 2 % changed: - % 100.00 % > 30% increase > 30% increase > 10% increase > 10% increase ACTION PLAN 1.3.1 - Monitoring Enrollment/Withdrawal 1.3.1 Line 1 Monitor systemic processes for student enrollment/withdrawal for all students. Principal; Associate Principals Process implemented - Yearly dropout report ACTION PLAN 1.3.2 - College-Bound/Career-Ready Career 1.3.2 Line 1 Create a college-bound/career readiness culture where parents and students are well equipped and prepared for their future. -Develop and implement a vertically aligned Pre AP/AP program (gr. 8-12). Principal; Associate Principal; ALTs; Academic Associate - Increase number of students meeting college readiness standards on /STAAR - Attend Pre AP & AP aligned curric. training (Pre AP and AP teachers) - Monitor implementation of programs & adjust as needed Page 18 of 24

ACTION PLAN 1.3.2 - College-Bound/Career-Ready Career 1.3.2 Line 2 - Monitor and expand implementation of AVID and IB programs. - Provide college readiness assessments (PSAT - gr. 10). Assistant Principals; Academic Associate; Campus AVID Coordinator - # of AVID students increased 1.3.2 Line 3 - Bridges program implemented. - Provide workshops for students and parents on the importance of higher education - Provide college night for parents and students (including higher education admissions and financial aid opportunities). Counselors - Schedule of workshops and parent nights - Scholarship information posted on school website. - Agendas/Minutes ACTION PLAN 1.3.3 - Monitoring Student Graduation 1.3.3 Line 1 Monitor tracking of student graduation. Principal - On time credit accumulation - # of credits earned Page 19 of 24

GOAL 1: We will demonstrate sustained growth in student academic achievement. OBJECTIVE 1.4: Monitor the goals and objectives of the coordinated health program. ACTION PLAN 1.4.1 - Student Fitnesds Assessment 1.4.1 Line 1 Utilize the student fitness assessment data, and school health index assessment and planning tool. Assistant Principals - Improved rates in students' participation in moderate to vigorous physical activity. ACTION PLAN 1.4.2 - School Health Recommendation 1.4.2 Line 1 Implement strategies recommended by the local school health advisory council as documented in the district Health curriculum. School Nurse - Strategies communicated and implemented. Page 20 of 24

GOAL 2: We will ensure a safe and secure environment for students and staff. OBJECTIVE 2.1: Provide a safe and secure environment for students and staff. Decrease Student Code of Conduct violations (e.g., assaults, weapons, dress code violations) 2010-11 2011-12 Major 31 27 Minor 1,253 164 Total Incidents 1,284 191 % changed -85.12 % # of incidents of Out-Of-School Suspension 2009-10 2010-11 2011-12 8 17 16 % changed 112.50 % -5.88 % # of students assigned to In-School Suspension 2009-10 2010-11 2011-12 175 1 175 % changed 13.71 % -12.06 % # of workshops for staff and administration targeting student management skills, interventions and strategies in working with diverse student populations. Measure Target (Year 1) Target (3-5 Years) Decrease total incidents by > 25% Decrease total incidents by > 40% Decrease total by > 15% Decrease by > 30% Decrease by > 15% Decrease by > 30% 1 each year 1 each year ACTION PLAN 2.1.1 - Discipline Management/Sexual Harassment 2.1.1 Line 1 Maintain consistent discipline management and sexual harassment policies that align with the district policies for discipline management. Principal; Associate Principals - Accuracy rates for discipline coding - Monitor campus framework for consistent campus & vertical policies 2.1.1 Line 2 Monitor student behavior Principal; Associate Principals - Improved student behavior/conduct grades 2.1.1 Line 3 Implement extra-curricular protocol for behavior management Principal; Associate Principals - Protocol for extra-curricular behavior management developed 2.1.1 Line 4 Disseminate, train and monitor implementation for Positive Behavior Intervention System Principal; Associate Principals; ALTs - PBIS and classroom management training documents - Reduce the rate of Alternative Education Page 21 of 24

GOAL 2: We will ensure a safe and secure environment for students and staff. OBJECTIVE 2.2: Provide and monitor district interventions to reduce drug and alcohol incidents. # of of students in violation of the district drug/alcohol policy: 2009-10 2010-11 2011-12 21 10 20 Measure Target (Year 1) Target (3-5 Years) 0 0 # of campus drug and alcohol awareness programs presented 1 each year 1 each year ACTION PLAN 2.2.1 - Drug/Alcohol Awareness 2.2.1 Line 1 Conduct campus-based drug and alcohol awareness programs Assistant Principals; School Nurse # of drug policy violations ACTION PLAN 2.2.2 - Drug/Alcohol Counseling 2.2.2 Line 1 Provide campus based counseling sessions for students who violated the district drug policy. Counselors Recidivism rate of drug policy offenders Page 22 of 24

GOAL 2: We will ensure a safe and secure environment for students and staff. OBJECTIVE 2.3: Provide campus interventions that target bullying, sexual abuse, harassment, and dating violence behaviors. Measure Target (Year 1) Target (3-5 Years) # of campus (teachers/staff) awareness programs presented 1 each year 1 each year # of campus (students) awareness programs presented 1 each year 1 each year # of campus (parent) awareness programs presented 1 each year 1 each year ACTION PLAN 2.3.1 - Bullying Prevention Training 2.3.1 Line 1 Provide staff development in research based bullying prevention Principal; Associate Principals; Counselors Reduced number of bullying incidents on campus ACTION PLAN 2.3.2 - Bullying/Sexual Abuse/Harassment Counseling 2.3.2 Line 1 Provide counseling for students affected by bullying, sexual abuse, and harassment Counselors Counseling sessions provided ACTION PLAN 2.3.3 - Prevention of Suicie/Dating Violence/Conflict 2.3.3 Line 1 Provide materials for suicide prevention, and conflict resolution. Counselors Materials provided Page 23 of 24

GOAL 3: We will create a welcoming culture and climate for all stakeholders. OBJECTIVE 3.1: Create a welcoming environment for parents and community members to volunteer and participate in school activities. Frequent, timely communications with parents to keep them informed through a variety of sources. Measure Target (1 Year) Target (3-5 Years) 100% communicated in a timely manner 100% communicated in a timely manner Responses to parent surveys addressing school cimate and timely, effective communication. 90% positive responses 95% positive responses ACTION PLAN 3.1.1 - Involving Parents in Campus Decision-Making 3.1.1 Line 1 Seek parent input, involve in decision making, post information and share knowledge regarding policies and progress (e.g., student attendance, test data) in a timely manner. Principal - Information shared regularly - Home Access grades posted in a timely manner ACTION PLAN 3.1.2 - Importance/Value of Parent Involvement 3.1.2 Line 1 Provide customer service training for staff and address the importance of the value and utility of parental involvement. - Encourage parent involvement Principal - Training agenda - Parent involvement increased Page 24 of 24