Campus Improvement Plan
Stratford High School 2025-2026
- Mission Statement, Vision, Core Values
- Comprehensive Needs Assessment
- Goal 1: Student Achievement
- Goal 2: Student Support
- Goal 3: Safe Schools
- Goal 4: Fiscal Responsibility
- Campus Funding Summary
- Addendum
Mission Statement, Vision, Core Values
Spring Branch Independent School District
Stratford High School
2025-2026 Campus Improvement Plan

Mission Statement
Committed to Learning. Working Together. Enriching Lives.
Vision
Our strength lies in our diversity. We build better selves and stronger minds. We are Stratford America.
Core Values
Every Child: We put students at the heart of everything we do.
Collective Greatness: We, as a community, leverage our individual strengths to reach challenging goals.
Collaborative Spirit: We believe in each other and find joy in our work.
Limitless Curiosity: We never stop learning and growing.
Moral Compass: We are guided by strong character, ethics and integrity.
Core Characteristics of a T-2-4 Ready Graduate
Academically Prepared: Every Child finds joy in learning, has a learner's mindset and is motivated and equipped with the knowledge, skills and competencies to succeed in life.
Ethical & Service-Minded: Every Child acts with integrity, is personally responsible for their actions and is a civically-engaged community member.
Empathetic & Self-Aware: Every Child appreciates differences, forms secure relationships and cares for their own and others’ emotional, mental and physical health.
Persistent & Adaptable: Every Child is fueled by their own passions, interests and goals and perseveres with confidence and courage.
Resourceful Problem-Solver: Every Child thinks critically and creatively and applies knowledge to find and solve problems.
Communicator & Collaborator: Every Child skillfully conveys thoughts, ideas, knowledge and information and is a receptive and responsive listener.
Comprehensive Needs Assessment
Demographics
Comprehensive Needs Assessment
Demographics
Demographics Summary
Stratford High School serves students in grades 9-12 within the Spring Branch Independent School District (SBISD).
Enrollment trends showed an increase of 122 students from the 2022–2023 school year to the 2024–2025 school year.
Enrollment Trends:
2024-2025: Enrollment – 2,394
2023-2024: Enrollment – 2,312
2022-2023: Enrollment – 2,272
Source: PEIMS OnDataSuite Fall Dashboard
The demographic profile of the students at Stratford High School has remained relatively consistent during the past three years. The largest percent of students are White, followed by Hispanic. The percent of students considered economically disadvantaged was 32.2% in 2024-2025. During the 2024-2025 school year, 16.1% of the students were identified as Emergent Bilingual (EB); 33.6% At-Risk; 6.6% Immigrant; 0.7% Homeless; 8.8% of students were identified for special education services; and 18.5% were identified for gifted and talented services.
Demographic Trends: Race/Ethnicity
2024-2025: African American – 242 (10.1%)
2023-2024: African American – 231 (10.0%)
2022-2023: African American – 229 (10.1%)
2024-2025: American Indian-Alaskan Native – 5 (0.2%)
2023-2024: American Indian-Alaskan Native – *
2022-2023: American Indian-Alaskan Native – *
2024-2025: Asian – 139 (5.8%)
2023-2024: Asian – 148 (6.4%)
2022-2023: Asian – 142 (6.3%)
2024-2025: Hispanic – 836 (34.9%)
2023-2024: Hispanic – 791 (34.2%)
2022-2023: Hispanic – 749 (33.0%)
2024-2025: Native Hawaiian-Pacific Islander – *
2023-2024: Native Hawaiian-Pacific Islander – *
2022-2023: Native Hawaiian-Pacific Islander – *
2024-2025: White – 1,083 (45.2%)
2023-2024: White – 1,041 (45.0%)
2022-2023: White – 1,053 (46.4%)
2024-2025: Two-or-more – 86 (3.6%)
2023-2024: Two-or-more – 97 (4.2%)
2022-2023: Two-or-more – 93 (4.1%)
Source: PEIMS OnDataSuite Fall Dashboard
*Fewer than five students not shown
Additional Student Information:
2024-2025: At-Risk – 805 (33.6%)
2023-2024: At-Risk – 887 (38.4%)
2022-2023: At-Risk – 845 (37.2%)
2024-2025: Economically Disadvantaged – 770 (32.2%)
2023-2024: Economically Disadvantaged – 714 (30.9%)
2022-2023: Economically Disadvantaged – 752 (33.1%)
2024-2025: Emergent Bilingual – 385 (16.1%)
2023-2024: Emergent Bilingual – 300 (13.0%)
2022-2023: Emergent Bilingual – 234 (10.3%)
2024-2025: Gifted and Talented – 443 (18.5%)
2023-2024: Gifted and Talented – 433 (18.7%)
2022-2023: Gifted and Talented – 416 (18.3%)
2024-2025: Homeless – 17 (0.7%)
2023-2024: Homeless – 19 (0.8%)
2022-2023: Homeless – 17 (0.8%)
2024-2025: Immigrant – 158 (6.6%)
2023-2024: Immigrant – 104 (4.5%)
2022-2023: Immigrant – 52 (2.3%)
2024-2025: Migrant – 0 (0.0%)
2023-2024: Migrant – 0 (0.0%)
2022-2023: Migrant – 0 (0.0%)
2024-2025: Special Education – 211 (8.8%)
2023-2024: Special Education – 193 (8.4%)
2022-2023: Special Education – 181 (8.0%)
Source: PEIMS OnDataSuite Fall Dashboard
*Fewer than five students not shown
Attendance Rates:
2022-2023: 93.8%
2021-2022: 92.5%
2020-2021: 93.8%
Source: Texas Academic Performance Report (TAPR)
Chronic Absenteeism:
2022-2023: 15.6%
2021-2022: 21.9%
2020-2021: 16.5%
Source: Texas Academic Performance Report (TAPR)
Demographics Strengths
- Enrollment increased by 122 students over three years, from 2,272 (2022-2023) to 2,394 (2024-2025).
- Racial/ethnic composition has remained consistent, indicating demographic stability and supporting inclusivity.
- EB population has increased from 10.3% to 16% and immigrant student population tripled from 2.3% to 6.6%, showing that the campus has the capacity to serve multilingual learners.
- Decrease in At- Risk students from 38.4% to 33.6%, suggesting enhanced academic support and dropout prevention. Attendance rates improved from 92.5% to 93.8%, suggesting better student engagement and campus climate.
Problem Statements Identifying Demographics Needs
Problem Statement 1: There continue to be academic gaps between white and non-white students.
Root Cause: Due to the lack of adequate second-tier supplemental support, the campus faces various challenges in bringing students closer to proficiency in multiple academic areas. Minority students and students from lower socio-economic backgrounds are showing insufficient oral fluency and reading levels compared to non-white students. This perpetuates the gap in academic disparities.
Problem Statement 2: Business and finance pathways continue to attract a specific demographic of students compared to the demographics of students who follow the technical and trade pathways offered by our CTE department.
Root Cause: Lack of exposure continues to lead to the repetitive choices of our student groups in those particular pathways. Not all students are aware of the requirements needed to pursue each pathway, and in many cases, they are not exposed to those opportunities. This continues to promote a feeling of inadequate placement should either group of students pursue an alternative.
Student Achievement
Comprehensive Needs Assessment
Student Achievement
Student Achievement Summary
Stratford High School implements a rigorous curriculum that is aligned to state standards and continuously revised to produce and prepare all students towards T-2-4 district goals. Students will master rigorous academic standards to ensure college and career readiness. We believe campus administrators and teachers are members of the campus’ Professional Learning Committees (PLC). PLC in SBISD is an ongoing collaborative team process used to establish a school-wide culture that develops teacher leadership explicitly focused on building and sustaining school improvement efforts.
A top priority in SBISD is literacy. Students receive the opportunity and skill set to experience meaningful literacy experiences that are rigorous and engaging. With their peers, students in SBISD listen, speak, read and write through the content areas with a commitment that they will become lifelong readers and writers. SBISD is driven by standards, focused on strategies, differentiated, and guided by student data. Numeracy is also a top priority in SBISD. Our goal is to provide academic experiences that build confident and creative mathematical thinkers. Finally, our district core value of “Every Child” is exemplified through campus student support priorities. This includes ensuring that all students have the academic and mental health supports needed to be successful no matter the learning environment (SPED, GT, EB, CTE, etc.).
Below is a summary of the End of Course (EOC) STAAR Redesign passing rates:
2024: EOC English I - 80% Approaches; 69% Meets; 33% Masters
2023: EOC English I - 86% Approaches; 69% Meets; 25% Masters
2024: EOC English II - 87% Approaches; 75% Meets; 16% Masters
2023: EOC English II - 86% Approaches; 74% Meets; 20% Masters
2024: EOC Algebra I - 78% Approaches; 39% Meets; 19% Masters
2023: EOC Algebra I - 82% Approaches; 44% Meets; 18% Masters
2024: EOC Biology - 94% Approaches; 76% Meets; 40% Masters
2023: EOC Biology - 95% Approaches; 74% Meets; 35% Masters
2024: EOC U.S. History - 98% Approaches; 80% Meets; 52% Masters
2023: EOC U.S. History - 96% Approaches; 84% Meets; 55% Masters
2024: SPED All Grades All Subjects - 61% Approaches; 33% Meets; 10% Masters
2023: SPED All Grades All Subjects - 72% Approaches; 44% Meets; 9% Masters
2024: EB All Grades All Subjects - 74% Approaches; 39% Meets; 10% Masters
2023: EB All Grades All Subjects - 73% Approaches; 39% Meets; 8% Masters
Source: 2023-2024 Texas Academic Performance Report (TAPR)
Average SAT Scores:
2023: Evidence-Based Reading and Writing (EBRW) – 559
2022: Evidence-Based Reading and Writing (EBRW) – 560
2021: Evidence-Based Reading and Writing (EBRW) – 547
2023: Mathematics – 549
2022: Mathematics – 557
2021: Mathematics – 546
Source: Texas Academic Performance Report (TAPR)
4-Year Graduation Rate:
Class of 2023: 94.6%
Class of 2022: 92.8%
Class of 2021: 94.1%
Source: Texas Academic Performance Report (TAPR)
Career College Military Readiness (CCMR):
Class of 2023: 78.4%
Class of 2022: 74.0%
Class of 2021: 73.0%
Source: Texas Academic Performance Report (TAPR)
Student Achievement Strengths
- Emphasis on college and career readiness.
- Active PCL's and collaboration that supports data-driven decision making. High passing rates for Biology and US History.
- English II scores improved at both Approaches and Meets levels.
- SPED and EB data maintained or improved mastery rates (Masters +2% from 2023 to 2024).
- Strong trend over three years in CCMR, 73% to 78.4%.
- SAT scores remain above state and national averages.
Problem Statements Identifying Student Achievement Needs
Problem Statement 1: Test scores are lower for our EB/EL students, SPED students, African-American students, and Hispanic students than for our white students.
Root Cause: Each sub-population is entering high school with lower reading and writing levels compared to their non-socioeconomic disadvantaged peers. These sub-populations of students are also behind in their acquired math levels and generally are not taking upper-level math courses at the same rate and pace as their non-disadvantaged peers.
Problem Statement 2: Students with a disadvantaged socio-economic background do not take as many college readiness exams as their non-disadvantaged peers. At the same time, the level of academic success on college readiness exams continues to show gap levels between these two groups of students.
Root Cause: Lack of availability and funding for preparatory testing skills to our socioeconomically disadvantaged students is a major contributor towards the lack of success on college readiness exams. Our disadvantaged students enter high school below grade level in multiple areas and they lack the resources to engage in test prep practices that would help promote more success on college entrance exams.
Staff Recruitment and Retention
Comprehensive Needs Assessment
Staff Recruitment and Retention
Staff Recruitment and Retention Summary
The Talent strategy is to recruit and retain the best employees at Stratford High School to support students. For employees and support personnel, this includes recruitment processes and hiring practices to develop and retain staff to meet the unique needs of each department and/or campus. Increased creativity and flexibility in our staffing, compensation, and benefit plans will help SBISD attract and retain qualified individuals. In order to meet our strategic goals, attract and retain the best talent, we focus our efforts on the following key areas:
- Recruitment and Retention of instructional, non-instructional, paraprofessional, and auxiliary staff
- Onboarding processes
- Staffing and Performance Management
- Competitive Compensation and Benefits
- Benefits Training opportunities
Teacher by years of experience:
2024-2025: Beginning – 3.3 FTE (2.6%)
2023-2024: Beginning – 1.8 FTE (1.7%)
2022-2023: Beginning – 2.0 FTE (1.9%)
2024-2025: 1-5 Years – 25.7 FTE (20.4%)
2023-2024: 1-5 Years – 20.8 FTE (19.1%)
2022-2023: 1-5 Years – 25.4 FTE (23.8%)
2024-2025: 6-10 Years – 30.2 FTE (24.0%)
2023-2024: 6-10 Years – 24.1 FTE (22.1%)
2022-2023: 6-10 Years – 20.3 FTE (19.0%)
2024-2025: 11-20 Years – 41.7 FTE (33.2%)
2023-2024: 11-20 Years – 34.8 FTE (31.9%)
2022-2023: 11-20 Years – 35.3 FTE (33.1%)
2024-2025: Over 20 Years – 24.9 FTE (19.8%)
2023-2024: Over 20 Years – 27.5 FTE (25.2%)
2022-2023: Over 20 Years – 23.7 FTE (22.2%)
2024-2025: Total – 125.7 FTE (100%)
2023-2024: Total – 109.0 FTE (100%)
2022-2023: Total – 106.7 FTE (100%)
Source: PEIMS OnDataSuite, Fall Core Teacher Summary Report
Staff Recruitment and Retention Strength
- 17.8% increase in core teachers, 106.7 FTE to 125.7 FTE.
- A large majority of teachers have more than 6 years of experience.
- 33.2% have 11–20 years, 19.8% have over 20 years of experience.
- Stratford maintains a healthy distribution across teacher experience levels, this balance strengthens mentorship and instructional depth.
Problem Statements Identifying Staff Recruitment and Retention Needs
Problem Statement 1: We continue to try and recruit teachers who are willing to embrace the needs of the student today compared to the student from 15 years ago. Educators seek a sense of belonging, autonomy, and professionalism. We must continue to find a way to showcase the attainability of all of those facets while still following district and state curriculum.
Root Cause: Due to the political constraints and uncompromising expectations placed on educators, compared to their level of pay, many are leaving the profession, and fewer are entering the field.
Problem Statement 2: Recruiting experienced teachers who are masters of their craft to come to Stratford as opposed to other campuses in district and from neighboring districts takes multiple approaches to reach the needs of the teacher as well as mutually meeting the needs of the campus.
Root Cause: Stratford has a reputation that it's students, staff, and community may be difficult and appear entitled, based on experiences from the past. Campus leadership and current staff need to have great experiences in order to promote and change that narrative. That allows us the opportunity to recruit great teachers and new families to our campus.
Family and Community Engagement
Comprehensive Needs Assessment
Family and Community Engagement
Family and Community Engagement Summary
FAMILY ENGAGEMENT
Stratford High School provides a sustained and strategic focus on educating, engaging and empowering families that are aligned with the SBISD Family E3 framework, focusing on building the capacity of families and staff to work together for student academic success. The Share a Smile Customer Service commitments are embedded into the Family E3 expectations, emphasizing the importance of customer service at our campus. The campus Translation and Interpretation Procedure asserts our commitment to provide families with information they can understand. Families are invited to attend campus and district events. The Family E3 team conducts an annual needs assessment with our campus to determine family engagement strengths and areas of support.
COMMUNITY ENGAGEMENT
Stratford High School works closely with the SBISD Community Engagement Division to support meaningful, strategic two-way engagement of families, community members, partners, and volunteers. The district traditionally has a large and very committed network of partners and 12,000+ volunteers. Stratford High School works with the Community Engagement team to recognize our campus needs, celebrate community engagement strengths, and identify partnership opportunities. We welcome and value partners and volunteers who serve on our campus to support the successes of our students, staff and families.
Family and Community Engagement Strengths
- Robust network of volunteers and community partners.
- School actively recognizes and celebrates community contributions.
- Family engagement practices are guided by E3- Educate, Engage, and Empower.
- Implementation of translation and interpretation procedures ensure that all families receive information.
- Families are regularly invited to participate in both campus and district events.
Problem Statements Identifying Family and Community Engagement Needs
Problem Statement 1: All activities are in English and some families may need translation. Stratford must keep pushing forward with ideas that help make the campus an open and welcoming environment for all of our families.
Root Cause: The lack of staff that understand and can communicate in multiple languages increases the likelihood of barriers between effective campus and parent communication that benefits our students.
Problem Statement 2: Ensure non-socioeconomic disadvantaged students continue to have access and support to opportunities for collegiate success in addition to providing opportunities to students who are socio-economically disadvantaged.
Root Cause: In an effort to provide equity towards all students, we must ensure that opportunities are not taken away from one set of students but instead, provide opportunities to those who have not previously been afforded those same opportunities.
Goal 1: Student Achievement
Student Achievement
- Performance Objective 1 - ACHIEVEMENT
- Performance Objective 2 - STUDENT GROWTH
- Performance Objective 3 - RELATIVE PERFORMANCE
- Performance Objective 4 - CLOSING THE GAPS
- Performance Objective 5 - ENGLISH LANGUAGE ACQUISITION PROGRESS
- Performance Objective 6 - COLLEGE, CAREER, AND MILITARY READINESS (CCMR)
- Performance Objective 7 - GRADUATION
- Performance Objective 8 - POST-SECONDARY ENROLLMENT
Performance Objective 1 - ACHIEVEMENT
Goals
Goal 1: STUDENT ACHIEVEMENT. Stratford High School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 1: ACHIEVEMENT: By June 2026, Stratford High School will increase student performance on STAAR end-of course exams in reading and math by at least 8 percentage points in approaches, 6 percentage points in meets, and 5 percentage points in masters.
2024-25: Reading: 79% (approaches), 65% (meets), 24% (masters); Math: 80% (approaches), 54% (meets), 17% (masters)
2023-24: Reading: 83% (approaches), 72% (meets), 25% (masters); Math: 87% (approaches), 61% (meets), 21% (masters)
2022-23: Reading: 86% (approaches), 72% (meets), 23% (masters); Math: 87% (approaches), 56% (meets), 21% (masters) Baseline Year
Evaluation Data Sources: 2023 Texas Academic Performance Report, 2024 Texas Education Agency Data Tables, and 2025 State Accountability Report Domain 1
Strategy 1: Measure academic progress of all students through the use of common formative assessments (CFAs) - student by student, standard by standard - and provide appropriate academic interventions through RTI as needed.
Strategy's Expected Result/Impact: Increase scores in multiple areas.
Staff Responsible for Monitoring: Teachers, AP's, Instructional Specialists
TEA Priorities:
Build a foundation of reading and math
- ESF Levers:
Lever 4: High-Quality Instructional Materials and Assessments
- Targeted Support Strategy - Additional Targeted Support Strategy
Performance Objective 2 - STUDENT GROWTH
Goals
Goal 1: STUDENT ACHIEVEMENT. Stratford High School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 2: STUDENT GROWTH: By June 2026, Stratford High School will increase the percentage of annual growth points earned by students demonstrating STAAR academic growth in reading language arts and math by 6 percentage points or ≥ 85%.
2024-25: 66 School Progress-Annual Growth RLA and Math Score
2023-24: 73 School Progress-Annual Growth RLA and Math Score
2022-23: 77 School Progress-Annual Growth RLA and Math Score (Baseline Year)
Evaluation Data Sources: State Accountability Report Domain 2 A (Annual Growth RLA and Math)
Strategy 1: Measure academic progress of all students through the use of common formative assessments (CFAs) - student by student, standard by standard - and provide appropriate academic interventions through RTI as needed.
Strategy's Expected Result/Impact: Increase Scores
Staff Responsible for Monitoring: Teachers, AP's, Instructional Specialists
TEA Priorities:
Build a foundation of reading and math
- ESF Levers:
Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
- Targeted Support Strategy
Performance Objective 3 - RELATIVE PERFORMANCE
Goals
Goal 1: STUDENT ACHIEVEMENT. Stratford High School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 3: RELATIVE PERFORMANCE: By June 2026, Stratford High School will increase its relative performance scale score.
2024-25: 88 Scale Score
2023-24: 84 Scale Score
2022-23: 83 Scale Score
Evaluation Data Sources: Accountability Report Domain 2 B
Strategy 1: Measure academic progress of all students through the use of DDI which provides student and teacher exemplars. Provide strategies that help teachers and student internalize concepts and goals.
Strategy's Expected Result/Impact: Increase student scores and improve overall growth of all students that impact the campus' academic growth rating.
Staff Responsible for Monitoring: Teachers, AP's, Instructional Specialists
TEA Priorities:
Build a foundation of reading and math, Connect high school to career and college
- ESF Levers:
Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Performance Objective 4 - CLOSING THE GAPS
Goals
Goal 1: STUDENT ACHIEVEMENT. Stratford High School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 4: CLOSING THE GAPS: By June 2026, Stratford High School will increase the percentage of academic achievement indicators on track to meet or exceed interim targets in the closing the gaps domain by 5 component points.
2024-25: 18 of 32 Academic Achievement Points Met; 56.3% Component Points
2023-24: 22 of 32 Academic Achievement Points Met; 68.8% Component Points
2022-23: 22 of 32 Academic Achievement Points Met; 68.8% Component Points (Baseline Year)
Evaluation Data Sources: 2023 Federal Identification of Schools, 2024 Texas Education Agency Data Tables, and 2025 State Accountability Report Domain 3
Strategy 1: Measure academic progress of all students through the use of common formative assessments (CFAs) - student by student, standard by standard - and provide appropriate academic interventions through RTI as needed.
Strategy's Expected Result/Impact: Increase All Scores
Staff Responsible for Monitoring: Teachers, AP's, Instructional Specialists
TEA Priorities:
Build a foundation of reading and math
- ESF Levers:
Lever 4: High-Quality Instructional Materials and Assessments
- Targeted Support Strategy - Additional Targeted Support Strategy
Performance Objective 5 - ENGLISH LANGUAGE ACQUISITION PROGRESS
Goals
Goal 1: STUDENT ACHIEVEMENT. Stratford High School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 5: ENGLISH LANGUAGE ACQUISITION PROGRESS: By June 2026, the rate of Emergent Bilingual students increasing at least one composite score level on TELPAS will meet or exceed the expected growth target for English Language Proficiency Status.
2024-25: TELPAS Progress Rate 48%
2023-24: TELPAS Progress Rate 43%
2022-23: TELPAS Progress Rate 47% (Baseline Year)
Evaluation Data Sources: 2023 Federal Identification of Schools, 2024 Texas Education Agency Data Tables, and 2025 State Accountability Report Domain 3
Strategy 1: All EB students who are newcomers or have not successfully passed Eng 1 or Eng 2 EOC will participate in the Read180 reading or ESOL class.
Strategy's Expected Result/Impact: Increased scores on Eng 1 or Eng 2 EOC and higher level of TELPAS exits
Staff Responsible for Monitoring: Teachers, AP's, Instructional Specialists
TEA Priorities:
Build a foundation of reading and math
- ESF Levers:
Lever 4: High-Quality Instructional Materials and Assessments
Performance Objective 6 - COLLEGE, CAREER, AND MILITARY READINESS (CCMR)
Goals
Goal 1: STUDENT ACHIEVEMENT. Stratford High School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 6: COLLEGE, CAREER, AND MILITARY READINESS (CCMR): By June 2026, Stratford High School will increase the percent of graduates achieving College, Career, and Military Readiness status by at least 3 percentage points.
Class of 2024: 91% of graduates met CCMR indicator
Class of 2023: 78% of graduates met CCMR indicator
Class of 2022: 74% of graduates met CCMR indicator
Evaluation Data Sources: Texas Academic Performance Report and State Accountability Report Domain 1
Strategy 1: Students who have scored below the post-secondary ready levels on SAT (480 in Evidence-Based Reading & Writing and 530 in Math) or ACT (composite score of 23 or higher; min 19 in English and Math) or TSIA-2 (351 in Reading, 350 in Math) will be provided multiple opportunities for intervention before taking the TSI test in late fall or the spring including enrollment in a CCMR study class. Students will take a pre-assessment in the fall and teachers will address areas of growth before administering the TSIA in late October.
Strategy's Expected Result/Impact: Increased CCMR Percentage
Staff Responsible for Monitoring: Teachers, Intervention Specialists, Counselors, AP's
TEA Priorities:
Build a foundation of reading and math, Connect high school to career and college
- ESF Levers:
Lever 4: High-Quality Instructional Materials and Assessments, Lever 5: Effective Instruction
Performance Objective 7 - GRADUATION
Goals
Goal 1: STUDENT ACHIEVEMENT. Stratford High School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 7: GRADUATION: Increase the graduation rates of 4-year, 5-year, and 6-year cohorts by 2 percentage points or ≥ 98%.
Class of 2024: 4-year rate = 95.3%; 5-year rate = 94.7% (C/O 2023); 6-year rate = 93.7% (C/O 2022)
Class of 2023: 4-year rate = 94.6%; 5-year rate = 93.6% (C/O 2022); 6-year rate = 95.2% (C/O 2021)
Class of 2022: 4-year rate = 92.8%; 5-year rate = 94.8% (C/O 2021); 6-year rate = 92.7% (C/O 2020)
Evaluation Data Sources: Texas Academic Performance Report and State Accountability Report Domain 1
Strategy 1: Counselors will examine transcripts to better carry out decisions to place students into their necessary courses into order to earn credit.
Strategy's Expected Result/Impact: Eliminate opportunities for students to miss targeted graduation date that jeopardizes them graduating with their appropriate cohort. Ensures fidelity to completing the appropriate graduation plan with the proper endorsements.
Staff Responsible for Monitoring: Counselors, Registrar
Performance Objective 8 - POST-SECONDARY ENROLLMENT
Goals
Goal 1: STUDENT ACHIEVEMENT. Stratford High School students will master rigorous academic standards to ensure college and career readiness.
Performance Objective 8: POST-SECONDARY ENROLLMENT: For the graduating class, 75% of Stratford High School graduates will have enrolled successfully in a post-secondary option (T-2-4).
Class of 2024: 72% enrolled in fall following graduation
Class of 2023: 73% enrolled in fall following graduation
Class of 2022: 75% enrolled in fall following graduation
Evaluation Data Sources: National Student Clearinghouse (as of the fall after graduation)
Strategy 1: Students who have not met the Texas CCMR goal will be placed in a CCMR study class that will include strategies for TSAI2 and SAT/ACT. This will include but not limited to Texas College Bridge.
Strategy's Expected Result/Impact: Increase % of students that will attempt a post-secondary option.
Staff Responsible for Monitoring: Study Hall and Classroom teachers implementing Texas College Bridge, Intervention and Instructional Specialists, Counselors, AP's
TEA Priorities:
Build a foundation of reading and math, Connect high school to career and college
- ESF Levers:
Lever 5: Effective Instruction
Goal 2: Student Support
Student Support
- Performance Objective 1 - CORE CHARACTERISTICS OF A T-2-4 READY GRADUATE
- Performance Objective 2 - POST-SECONDARY PLANNING
- Performance Objective 3 - STUDENT ATTENDANCE
- Performance Objective 4 - DROPOUT PREVENTION
Performance Objective 1 - CORE CHARACTERISTICS OF A T-2-4 READY GRADUATE
Goals
Goal 2: STUDENT SUPPORT. Stratford High School students will benefit from multi-tiered systems of support.
Performance Objective 1: CORE CHARACTERISTICS OF A T-2-4 READY GRADUATE: By June 2026, Stratford High School will implement at least three strategies that advance the focus on Core Characteristics for every child.
Evaluation Data Sources: Campus calendar and newsletters
Strategy 1: Staff will work collectively to do the following: 1. Implement Spartan Time lessons every week (focus on citizenship, college readiness, etc.) 2. Bravo awards (teachers nominate students that have shown academic and/ or personal growth) 3. Big Day ( a school wide, community- driven volunteerism project)
Strategy's Expected Result/Impact: Increase the guiding principles of SBISD's core characteristics in children by exposing them to opportunities to practice being ethical and service- minded.
Staff Responsible for Monitoring: Spartan Time Committee, Leadership Team, and Department Chairs
TEA Priorities:
Connect high school to career and college, Improve low-performing schools
- ESF Levers:
Lever 1: Strong School Leadership and Planning, Lever 3: Positive School Culture
Performance Objective 2 - POST-SECONDARY PLANNING
Goals
Goal 2: STUDENT SUPPORT. Stratford High School students will benefit from multi-tiered systems of support.
Performance Objective 2: POST-SECONDARY PLANNING: Stratford High School students will engage in activities that will prepare them to meet graduation requirements and pursue a viable post-secondary outcome.
Evaluation Data Sources: Naviance Reports, Skyward Reports
Strategy 1: Any Senior who has not met CCMR criteria by Aug 2024, will be placed in a CCMR study class.
Strategy's Expected Result/Impact: Seniors will become CCMR ready through TSI, SAT, ACT or Texas College Bridge if available
Staff Responsible for Monitoring: Teacher, Intervention Specialist, AP, Principal
TEA Priorities:
Build a foundation of reading and math
- ESF Levers:
Lever 2: Strategic Staffing, Lever 3: Positive School Culture, Lever 4: High-Quality Instructional Materials and Assessments
Performance Objective 3 - STUDENT ATTENDANCE
Goals
Goal 2: STUDENT SUPPORT. Stratford High School students will benefit from multi-tiered systems of support.
Performance Objective 3: STUDENT ATTENDANCE: By June 2026, student attendance at Stratford High School will increase or will be ≥ 98%.
Evaluation Data Sources: Skyward data and Texas Academic Performance Report
Strategy 1: SHS teachers will notify the appropriate AP and counselor when a student is absent more than 3 consecutive days or 3 days in a 2 week period.
Strategy's Expected Result/Impact: Increased Student Attendance
Staff Responsible for Monitoring: Teachers, AP, and Counselors
TEA Priorities:
Build a foundation of reading and math, Improve low-performing schools
- ESF Levers:
Lever 1: Strong School Leadership and Planning, Lever 3: Positive School Culture
Performance Objective 4 - DROPOUT PREVENTION
Goals
Goal 2: STUDENT SUPPORT. Stratford High School students will benefit from multi-tiered systems of support.
Performance Objective 4: DROPOUT PREVENTION: By June 2026, Stratford High School will increase the number of students on track to graduate with their cohort.
Evaluation Data Sources: Skyward data
Strategy 1: Intervention Specialist, APs and Counselors will meet to create a list of At-Risk juniors and seniors in danger of not graduating with Cohort. Using this list, the Intervention specialist will meet with each student to create a plan for student to graduate with Cohort.
Strategy's Expected Result/Impact: Increase number of students graduating with cohort.
Staff Responsible for Monitoring: Intervention Specialist, Counselor, APs
TEA Priorities:
Connect high school to career and college, Improve low-performing schools
- ESF Levers:
Lever 3: Positive School Culture
Goal 3: Safe Schools
Safe Schools
- Performance Objective 1 - SAFE SCHOOL ENVIRONMENT
- Performance Objective 2 - SAFETY COMMITTEE
- Performance Objective 3 - EMERGENCY OPERATIONS
Performance Objective 1 - SAFE SCHOOL ENVIRONMENT
Goals
Goal 3: SAFE SCHOOLS. Stratford High School will ensure a safe and secure learning environment.
Performance Objective 1: SAFE SCHOOL ENVIRONMENT: Align academic, behavior, and discipline systems to support a safe campus culture and maximize student learning.
Evaluation Data Sources: Discipline Data Dashboard, Review effectiveness of Behavior Intervention Plans
Strategy 1: Teachers were trained on the SHS Discipline Management program in the BOY. The school- wide expectation is to use the flowchart to perform the necessary disciplinary actions and for the administrators to follow-up.
Strategy's Expected Result/Impact: Assign and implement appropriate behavior interventions to increase student learning.
Staff Responsible for Monitoring: Leadership Team and teachers
TEA Priorities:
Improve low-performing schools
- ESF Levers:
Lever 1: Strong School Leadership and Planning, Lever 3: Positive School Culture
Performance Objective 2 - SAFETY COMMITTEE
Goals
Goal 3: SAFE SCHOOLS. Stratford High School will ensure a safe and secure learning environment.
Performance Objective 2: SAFETY COMMITTEE: Strengthen school safety by establishing and conducting Campus Safety Committee reviews throughout the school year.
Evaluation Data Sources: Campus Safety Committee roster and calendar
Strategy 1: Establish Campus Safety Committee composed of a cross section of stakeholders to look at matters related to campus safety.
Strategy's Expected Result/Impact: Refined safety practices
Staff Responsible for Monitoring: Campus Safety Officer
Strategy 2: Participate in campus safety audit.
Strategy's Expected Result/Impact: Refined safety practices
Staff Responsible for Monitoring: Campus Safety Officer
Performance Objective 3 - EMERGENCY OPERATIONS
Goals
Goal 3: SAFE SCHOOLS. Stratford High School will ensure a safe and secure learning environment.
Performance Objective 3: EMERGENCY OPERATIONS: Maintain Campus Emergency Operations Procedures (EOP) that comply with SB 11, and include Standard Operating Procedures.
Evaluation Data Sources: Campus Emergency Operation Procedures Documents
Strategy 1: Campus EOP will align to the best practices from the Texas School Safety Center and the Standard Operating Procedures.
Strategy's Expected Result/Impact: Submitted campus EOP in September.
Staff Responsible for Monitoring: Campus Safety Officer
Strategy 2: Update campus EOPs annually and train staff at the start of each school year.
Strategy's Expected Result/Impact: Campus procedures maintained in campus EOP. Staff training documents maintained.
Staff Responsible for Monitoring: Campus Safety Officer
Goal 4: Fiscal Responsibility
Fiscal Responsibility
Performance Objective 1 - FINANCIAL MANAGEMENT
Goals
Goal 4: FISCAL RESPONSIBILITY. Stratford High School will ensure efficient and effective fiscal management of resources and operations.
Performance Objective 1: FINANCIAL MANAGEMENT: Maintain high quality financial management practices.
Evaluation Data Sources: Year-To-Date (YTD) Budget Reports (monthly, quarterly, annually)
Strategy 1: Conduct frequent budget meetings with Administrative Assistant to review and manage budgets.
Strategy's Expected Result/Impact: Error free records. Documentation of purchases and orders.
Staff Responsible for Monitoring: Principal
Administrative Assistant
Campus Funding Summary
Campus Funding Summary
| 199 PIC 11 - Instructional Services | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| $0.00 | |||||
| Sub-Total | $0.00 | ||||
| Budgeted Fund Source Amount | $119,594.00 | ||||
| +/- Difference | $119,594.00 | ||||
| 199 PIC 22 - Career & Technology | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| $0.00 | |||||
| Sub-Total | $0.00 | ||||
| Budgeted Fund Source Amount | $52,100.00 | ||||
| +/- Difference | $52,100.00 | ||||
| 199 PIC 23 - Special Education | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| $0.00 | |||||
| Sub-Total | $0.00 | ||||
| Budgeted Fund Source Amount | $2,300.00 | ||||
| +/- Difference | $2,300.00 | ||||
| 199 PIC 24 - At Risk | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| $0.00 | |||||
| Sub-Total | $0.00 | ||||
| Budgeted Fund Source Amount | $20,399.00 | ||||
| +/- Difference | $20,399.00 | ||||
| 199 PIC 25 - ESL/Bilingual | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| $0.00 | |||||
| Sub-Total | $0.00 | ||||
| Budgeted Fund Source Amount | $9,750.00 | ||||
| +/- Difference | $9,750.00 | ||||
| 199 PIC 99 - Undistributed | |||||
| Goal | Objective | Strategy | Resources Needed | Account Code | Amount |
| $0.00 | |||||
| Sub-Total | $0.00 | ||||
| Budgeted Fund Source Amount | $75,300.00 | ||||
| +/- Difference | $75,300.00 | ||||
| Grand Total Budgeted | $279,443.00 | ||||
| Grand Total Spent | $0.00 | ||||
| +/- Difference | $279,443.00 | ||||
Addendum
Campus Report Card 2023-2024 (Delayed)