Campus Improvement Plan

Northwest Independent School District
Chisholm Trail Middle School
2018-2019 CTMS


Core Beliefs

  • Kids come first.
  • Continuous learning is essential to prepare for college and career opportunities.
  • Each student’s success is the shared responsibility of students, families, schools, and communities.
  • Learning is influenced by environment.

Northwest ISD Vision
Northwest ISD empowers learners and leaders to positively impact the world.

Northwest ISD Mission
Northwest ISD, in collaboration with students, families, communities, and global partners,
will engage in a culture of learning that prepares all students to confidently navigate their future.

Chisholm Trail Middle School Mission
At Chisholm Trail Middle School, we strive to: Create a safe environment that fosters accountability and nurtures respectful attitudes and a spirit of distinction among students, staff, and community. Maintain a challenging curriculum to stimulate academic, social, and personal growth while addressing the varied needs of a successful community of learners.

Comprehensive Needs Assessment

Demographics

Demographics Summary

Chisholm Trail Middle School is located in Rhome, TX and represents one of 6 middle schools in NISD. Geographically, we are the farthest west middle school of the district with total enrollment of 471 students. Our student population is 62% White, 32% Hispanic, 3% African American, and 3% Other. 52% male and 48% female. 12% of our student population has been identified as Gifted and Talented, 11% English Language Learners, and 13% Special Education. 44% of our students qualify for free/reduced lunches and 35% identified as At-Risk.

6th graders represent the largest class with 181 students, 7th 135 students, and 8th 155 students.

Feeder middle schools to Prairie View and Seven Hills Elementary.

Leader In Me campus.

Active Partners In Education; Modern Woodmen, iMax Mortgage, Rhome Pharmacy, Local Churches

Active and Involved PTSA

P.R.I.D.E. campus-wide positive behavior/ leadership engagement initiative

Student Council

National Junior Honor Society- (13 Inductees)

Mentoring Programs

Top Dog Volunteering/Community Service Initiative

Watch D.O.G.S. For parental/fathers/uncles/grandpas involvement

Community In Schools- 100 student caseload

Demographics Strengths

CTMS continues to exceed expectations of achievement and performance while continuing to show steady progress in all content areas. All content areas as measured by STAAR show evidence of achievement gaps decreasing. Student participation in Athletics and Fine Arts programs remain steady with nearly 45% of student population. With over 44% students identified as Eco. Dis. and 35% At-Risk, the achievement gap in performance is declining and shows evidence of equitable and equal access to opportunities and services.

Problem Statements Identifying Demographics Needs

Problem Statement 1: Achievement gap between sub populations is large between identified sub populations (SpEd and ELL). Root Cause: Some students are below grade level in reading and literacy.

Problem Statement 2: Students and teachers do not have adequate resources or materials to support reading and literacy gaps. Root Cause: Emphasis has not been placed on literacy/training/resources specific to subpop needs.

Problem Statement 3: Students different cultural needs have not been identified or met by staff. Root Cause: Students may not feel comfortable with all staff members potentially due to cultural differences.

Student Academic Achievement

Student Academic Achievement Summary

STAAR Performance for 2017-2018
6th Grade
73% - Reading
84% -Math

7th Grade
80% Reading
74% Math
79% Writing

8th Grade
84%- Reading
84%- Math
85%- Science
76%- Social Studies
100% Algebra

Major gaps with SpEd and ELL. With increase percentages of Eco. Dis., the achievement gap in performance has historically not represented a significant gap, but monitoring students this year with the drastic change in student population is necessary.

Student Academic Achievement Strengths

Algebra- 100%

8th Reading Masters- 32%

Students are continuing to improve in STAAR performance compared to all NISD middle schools.

Problem Statements Identifying Student Academic Achievement Needs

Problem Statement 1: Achievement gap between sub populations is large between identified sub populations (SpEd and ELL). Root Cause: Some students are below grade level in reading and literacy.

Problem Statement 2: Students and teachers do not have adequate resources or materials to support reading and literacy gaps. Root Cause: Emphasis has not been placed on literacy/training/resources specific to subpopulations.

Problem Statement 3: Students different cultural needs have not been identified or met by staff. Root Cause: Students may not feel comfortable with all staff members potentially due to cultural differences.

School Processes & Programs

School Processes & Programs Summary

Math, Science, Social Studies, and English Language Arts for 6, 7, and 8th, with Pre-AP offerings for each content area.

Elective and Fine Arts Programs available for all students.

Leader In Me

Advisory/Trail Time

Professional Learning Communities built within the Master Schedule

Department and Team Alignment

Instructional Leadership Meeting PLC- with all department chairs- weekly

Guidance Counseling

Administrative Team- Instructional Leadership

New Teacher Mentoring

Bulldog of the Month- Employee Celebration Program

National Junior Honor Society

Student Council

Club Offerings

Sunshine Committee

P.R.I.D.E. Reward Day

School Processes & Programs Strengths

School Processes and Programs are anchored in middle school philosophies that meet the needs of the whole child and address social-emotional learning experiences.

Problem Statements Identifying School Processes & Programs Needs

Problem Statement 1:
Achievement gap between sub populations is large between identified sub populations (SpEd and ELL). Root Cause: Some students are below grade level in reading and literacy.

Problem Statement 2: Students and teachers do not have adequate resources or materials to support reading and literacy gaps. Root Cause: Emphasis has not been placed on literacy/training/resources specific to subpopulations.

Problem Statement 3: Students different cultural needs have not been identified or met by staff. Root Cause: Students may not feel comfortable with all
staff members potentially due to cultural differences.


Perceptions

Perceptions Summary

Strong, Small School, Community Oriented, Bulldog PRIDE, with Grace and Grit we are building strong learners and leaders. Every child will achieve and grow!

Perceptions Strengths

With the size of our school, we represent an ideal middle school in number of students and programs/services offered.

Problem Statements Identifying Perceptions Needs

Problem Statement 1:
Achievement gap between sub populations is large between identified sub populations (SpEd and ELL). Root Cause: Some students are below grade level in reading and literacy.

Problem Statement 2: Students and teachers do not have adequate resources or materials to support reading and literacy gaps. Root Cause: Emphasis has not been placed on literacy/training/resources specific to subpopulations.

Problem Statement 3: Students different cultural needs have not been identified or met by staff. Root Cause: Students may not feel comfortable with all
staff members potentially due to cultural differences.


Comprehensive Needs Assessment Data Documentation

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

Improvement Planning Data

  • District goals
  • Campus goals
  • 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
  • Domain 1 - Student Achievement
  • Domain 2 - Student Progress
  • Domain 3 - Closing the Gaps
  • Accountability Distinction Designations
  • Federal Report Card Data
  • PBMAS data

Student Data: Assessments

  • State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information)
  • State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versions
  • STAAR End-of-Course current and longitudinal results, including all versions
  • STAAR EL Progress Measure data
  • Texas English Language Proficiency Assessment System (TELPAS) results

Student Data: Student Groups

  • Special Programs data, including number of students, academic achievement, discipline, attendance, and rates of progress for each student group
  • Economically Disadvantaged / Non-economically disadvantaged performance, progress, and participation data,
  • Special education population, including performance, discipline, progress, and participation data
  • At-Risk population, including performance, progress, discipline, attendance, and mobility
  • EL or LEP data, including academic achievement, progress, support and accommodation needs, race, ethnicity, gender, etc.

Student Data: Behavior and Other Indicators

  • Attendance data

Employee Data

Professional learning communities (PLC) data
Staff surveys and/or other feedback
Campus department and/or faculty meeting discussions and data
T-TESS

Parent/Community Data

  • Parent surveys and/or other feedback

Support Systems and Other Data

  • Organizational structure data
  • Processes and procedures for teaching and learning, including program implementation
  • Communications data
  • Capacity and resources data
  • Budgets/entitlements and expenditures data
  • Study of best practices
    Action research results

GOALS

Revised/Approved: September 22, 2018

Goal 1: Students will achieve success through meaningful learning experiences, innovative pathways, and personalized opportunities.


Performance Objective 1: CTMS will increase student achievement by greater than 1 year's growth as measured by STAAR in all content areas and all subpopulations.

Evaluation Data Source(s) 1:

Summative Evaluation 1: Some progress made toward meeting Performance Objective