Tomball Memorial High School (TMHS) is a 6A campus with approximately 2,996 students. Teachers and staff have been selected through an extensive interview process with an intentional focus on student performance, student growth, collaboration and relationships. Students at TMHS are challenged on a daily basis through rigorous classroom instruction to build student agency as scores have shown this to be a very high performing campus. Over 50% of the student population take Tomball Advanced Program (TAP), AP or DC courses offered by instructors on campus. In addition, TMHS also has a strong sense of student connectedness with over 50% of the student population being involved in some type of extracurricular activity. 

As a campus, TMHS focuses on collaboration and professional learning communities. Over the past four years there has been a strong focus on collaboration and work around the PLC process. In 2018 the campus began to make a shift in how to better serve the students in our community through better preparation and targeted support. This began with the staff at Tomball Memorial receiving training on the PLC process and what it meant to have a collaborative culture that targeted  the needs of each and every student and staff member. This also included how to better serve students who received additional support through special education, 504, Gifted & Talented and Emergent Bilinguals. The first step was to adjust our master schedule and bell schedule to build in time during the school day so our teams could collaborate and plan together in order to provide the best possible initial instruction for students. This structure of dedicated time during the day allowed for professional development, quality data enriched decision making and time for teachers to learn and grow from one another. 

Once this structure was in place, the target of our professional development was directed toward building a collaborative culture with norms and expectations around what would be tight vs. loose as it related to key components including common assessments, grading guidelines and norms.

Our campus accomplished this through an intensive professional development process so that every instructor understood what it meant to be a collaborative campus and all educators in the building shared the responsibility for the level of success of every student and colleague. This began through CAT CHATS during the 2019-2020 school year and has expanded into an embedded array of opportunities throughout the school year. 

Through the many strategies listed below we are now at a place (4 years later) where our processes and fundamental way of learning and growing are institutionalized throughout our campus.

• Multiple PD sessions with Solution Tree, including: 

  1. Book study of Learning by Doing 

  2. Collaborative work using Global PD (2018-present)

  3. CIA/C&I engaged administrators with reading and activities using: Leading with Intention, Learning by Doing, Amplify Your Impact, School Improvement for All, Taking Action, How to Leverage PLCs for School Improvement, How to Coach Leadership in a PLC, How to Cultivate Collaboration in a PLC, Personalized Learning in a PLC at Work, Leaders of Learning (2019-Present)

  4. SMART Goals and Strategic Thinking with Solution Tree Rep Jack Baldermann (2021-2022)

  5. PLC Expectations and Keys to success with Solution Tree Rep Wendy Custable - focus on the Big 3, creating a results oriented culture, establishing collaborative teams and defining the focus for TMHS (2021-2022)

• Created Designing Learning Template (DLT) opportunities for collaborative teams during the summer and throughout the school year to use the four essential questions of a PLC to clarify learning experiences and outcomes through backward design

• Designed a Master Schedule that allows for common planning and collaborative time for teachers and departments 

• Built shared leadership through a leadership team that meets weekly with a focus around collaboration and collective responsibility 

• Instilled a focus on Tight versus Loose as it relates to Lesson Plans, Collaborative Team Agendas, Grading Guidelines, Common Assessments and Data Protocols

• Designed a program for intervention, extension, and enrichment built into the school day (Wildcat Den)

• Instilled an intentional focus on campus administration being in classrooms and having quality conversations and feedback with teachers

• Engaged in collective responsibility through the creation of an Instructional Collaborative Team that meets weekly made up of teachers and campus leaders

• Articulated a clear understanding of what a PLC is and its importance 

• Collaboratively developed norms for future collaboration and learning together

• Developed a plan that aligns to high quality instruction, collaborative culture and social/emotional Learning in order to ensure systemic cohesion and connection to PLCs

• Created a shared understanding of the role of the department chair, team leader and administrator on a collaborative team

• Campus administration and district level support in attendance at collaborative meetings to provide support

Finally, as we continued to learn and grow as a collaborative campus, we began to take steps to build time into the master schedule to ensure students had time for intervention and extension during the school day. The result of this collaborative endeavor was the creation of a dedicated 40-minute-time each day called Wildcat Den that is used for intervention and extension for our students. The program focuses on HB4545 intervention for core academic subjects, as well as growth opportunities for CCMR, PSAT, SAT and AP extension so that students have the ability to be successful in their short-term high school goals and into their postsecondary experience. 

TMHS prides itself on being a welcoming environment that supports all teachers and students, and there is a strong focus on the campus core values which shapes the culture of the school. Those core values are: 

• Build Confidence

• Earn Respect

• Community

• Act with Integrity

• Take Responsibility

• Strive for Excellence

The hard work of our students, staff and community ultimately led to our campus being recognized as one of the very best high schools in the nation based on the NICHE ratings for the 2023 school year.

 

2023 NICHE Public High School Rankings

• #9 out of 170 in Harris County

• #14 out of 230 in the City of Houston

• #42 out of 1,808 in the State of Texas

• #513 out of 20,032 in the United States

Our focus on high quality initial instruction, a collaborative culture that truly cares about student growth, and a well rounded character education program is what has allowed our campus to be where it is today!

1. Monitoring student learning on a timely basis.

At TMHS we monitor student learning through multiple types of data points including but not limited to campus common assessments, benchmarks, beginning, middle, and end of year assessments, STAAR (EOC) state testing, quick checks such as quizzes or small exit tickets and daily formative checks built into the initial instruction in the classroom. In addition, we use a robust data protocol plan to allow our collaborative teams to work together to dissect data, use it to improve instructional practices, and answer the 4 critical questions. Below are a few of our other strategies to support students:

1. Focus on enrichment and extension activities both within the school day and outside of the school day (lesson plans).

2. Focus on question 3 and 4 in the PLC framework and evidence of activities and strategies in classroom instruction through lesson plan development and review.

3. Team collaboration time weekly to discuss data using data protocol and next steps for students.

4. Student goal setting and tracking of their own progress in classrooms along with weekly feedback from teachers and goal setting support for students. Use of Data Trackers across different types of assessments is a tool we use especially to encourage student growth.

5. Focus on student growth across multiple types of testing including Beginning of the year, Interim, End of the year, state End of Course (EOC), Campus common formative assessments, grading period assessments and semester exams.

6. Use of Wildcat Den period and before/after school tutorials to focus on students who are not growing academically or falling behind.

7. Lesson plans and team collaboration time focused on question 3 and 4 of the PLC framework and evidence of activities and strategies in classroom instruction.

2. Creating systems of intervention to provide students with additional time and support for learning.

At TMHS we have a built in a 40 minute period of time during the school day called Wildcat Den. This change in the master schedule was the product of collaboration not only with our leadership team but also our department chairs, our campus instructional committee and numerous conversations with staff during their collaborative team meetings. Previously the campus had a 25 minute period of time that was attached to our lunch periods where some support could be provided, but it was not intentionally thought out or systematic for the needs of students and the campus. Based on these reflections as a collaborative team, we came together with the goal of creating time during the school day that would allow for students to receive intervention, extension and enrichment based on their individual needs. Students and staff were then hand-scheduled into groups based on data and collaborative conversations. The following is the breakdown of how we use this period of time:

TMHS Wildcat Den 2022-2023

****Students are assigned Wildcat Den homerooms based on several factors. These factors are listed in order of importance below****

• HB4545 (Required Intervention by the State of Texas for students who were unsuccessful on one or more of their End of Course (EOC) Exams) (approximately 345 students)

  • Students who have not successfully passed EOC exams will be assigned a HB4545 homeroom with a content teacher in the area of the support needed by the student. If the student requires more than one content area of support they will have the opportunity to rotate to another teacher over the course of a 3 week schedule. All students will achieve over 90 hours of support for the year unless they are successful on the December EOC testing dates and are able to be removed from the program. Students will work on their HB4545 course work Monday-Thursday. Friday will be set aside to focus on Core Values as a campus with the rest of the building.

• CCMR - College, Career, and Military Readiness - an indicator in our accountability system by the State of Texas to have students demonstrate readiness by the time they graduate their senior year which would indicate they are prepared for college, military or employment through a variety of indicators and measures (approximately 220 students)

  • Any senior who has not successfully met the CCMR indicator will be assigned a homeroom with a content teacher who will work with the students on Texas Bridge and TSIA in order to make sure every senior has met the CCMR standard prior to graduation. The goal is for students to successfully pass all three parts of the TSIA, but if not, they will have  completed the Texas Bridge or College Prep Math/ELA course. This provides three opportunities for students to meet the measure prior to graduation. Students will work on their CCMR course work Monday-Thursday. Friday will be set aside to focus on Core Values as a campus with the rest of the building.

• Grad Lab - Program designed to support student who are behind on credits and at risk for not graduating (approximately 30 students)

  • Any student who is enrolled in a Grad Lab course to recover credit during the school year, and is not in HB4545 or needing the CCMR measure,will be assigned a homeroom with a content teacher who will support these students in completing credit recovery in Grad Lab during the Wildcat Den period. This will allow for a second period in the day for these students to successfully recover credit and meet graduation requirements. Students will work on their Grad Lab course work Monday-Thursday. Friday will be set aside to focus on Core Values as a campus with the rest of the building.

• AP Students (approximately 1045 students combined with Dual Credit)

  • All students taking an AP course grades 9-12 are assigned a homeroom with a content teacher who will be able to provide support for the students in their AP courses and PSAT/SAT prep as well. Students will work on AP and PSAT/SAT materials on Monday and Wednesday of each week through Khan Academy, AP classroom, Schoology and other resources provided by the college board and the district. On Tuesday and Thursday of each week students will have the ability to treat their Wildcat Den time as a study hall or tutorial time where they can visit other teachers for support or make-up work. Students will also be able to use this time to work with their sponsors for UIL academics and Science Olympiad. Friday will be set aside to focus on Core Values as a campus with the rest of the building.

• Dual Credit Students (see above under AP)

  • All students taking a Dual Credit course grades 10-11 will be assigned a homeroom with a content teacher who will be able to provide support for the students in their PSAT/SAT prep. Students will work on AP and PSAT/SAT materials on Monday and Wednesday of each week through Khan Academy, AP classroom, Schoology and other resources provided by the college board and the district. On Tuesday and Thursday of each week students will have the ability to treat their Wildcat Den time as a study hall or tutorial time where they can visit other teachers for support or make-up work. Students will also be able to use this time to work with their sponsors for UIL academics and Science Olympiad. Friday will be set aside to focus on Core Values as a campus with the rest of the building.

• UIL Academics and Science Olympiad Students (approximately 3 students not already identified as AP or DC)

  • All students who are not already assigned in one of the groups previously mentioned, but participate in UIL academics or Science Olympiad, will be assigned a homeroom with one of their sponsors for the events they are competing in during the year to provide more time to prepare and train academically. Students will work on AP and PSAT/SAT materials on Monday and Wednesday of each week through Khan Academy, AP classroom, Schoology and other resources provided by the college board and the district. On Tuesday and Thursday of each week students will use this time to work with their sponsors for UIL academics and Science Olympiad. Friday will be set aside to focus on Core Values as a campus with the rest of the building.

• 9th grade students not in HB4545 or taking an AP course

  • All students will be assigned a homeroom with a teacher who will be able to provide support for the students in their PSAT/SAT prep and EOC enrichment as needed. Students will work on PSAT/SAT prep and EOC enrichment as needed, on Monday and Wednesday of each week through Khan Academy, APEX, Imagine Math, Schoology and other resources provided by the college board and the district. On Tuesday and Thursday of each week students will have the ability to treat their Wildcat Den time as a study hall or tutorial time where they can visit other teachers for support or make-up work. Students will also be able to use this time to work with their sponsors for UIL academics and Science Olympiad. Friday will be set aside to focus on Core Values as a campus with the rest of the building.

• 10th grade students not in HB4545, Grad Lab or taking an AP or DC Course

  • All students will be assigned a homeroom with a teacher who will be able to provide support for the students in their PSAT/SAT prep, EOC enrichment as needed, and TSIA as all sophomores will take the TSIA in the spring. Students will work on PSAT/SAT prep, EOC enrichment as needed, and TSIA materials on Monday and Wednesday of each week through Khan Academy, APEX, Schoology and other resources provided by the college board and the district. On Tuesday and Thursday of each week students will have the ability to treat their Wildcat Den time as a study hall or tutorial time where they can visit other teachers for support or make-up work. Students will also be able to use this time to work with their sponsors for UIL academics and Science Olympiad. Friday will be set aside to focus on Core Values as a campus with the rest of the building.

• 11th grade students not in HB4545, Grad Lab or taking an AP or DC Course

  • All students will be assigned a homeroom with a teacher who will be able to provide support for the students in their PSAT/SAT prep, EOC enrichment as needed, and TSIA if needed. Students will work on PSAT/SAT prep, EOC enrichment as needed, and TSIA materials on Monday and Wednesday of each week through Khan Academy, APEX, Schoology and other resources provided by the college board and the district. On Tuesday and Thursday of each week students will have the ability to treat their Wildcat Den time as a study hall or tutorial time where they can visit other teachers for support or make-up work. Students will also be able to use this time to work with their sponsors for UIL academics and Science Olympiad. Friday will be set aside to focus on Core Values as a campus with the rest of the building.

• 12th grade students not in HB4545, CCMR, Grad Lab or AP Course

  • All students will be assigned a homeroom with a teacher who will be able to provide support for students in working on graduation requirements and scholarship opportunities. On Monday and Wednesday of each week students will focus their time on FAFSA, College applications, CPR training, and other required courses needed for students to graduate. On Tuesday and Thursday of each week students will have the ability to treat their Wildcat Den time as a study hall or tutorial time where they can visit other teachers for support or make-up work. Students will also be able to use this time to work with their sponsors for UIL academics and Science Olympiad. Friday will be set aside to focus on Core Values as a campus with the rest of the building.

3. Building teacher capacity to work as members of high performing collaborative teams that focus efforts on improved learning for all students.

At Tomball Memorial High School we support our teachers in their collaborative efforts in multiple ways with intentionality related to the three Big Ideas of a PLC (Focus on Learning, Culture of Collaboration, Results Oriented). First we believe that the ultimate guide to student success is to focus on the four critical questions:

1. What is it we want the students to learn? (TEKS, Standards being addressed specifically)

2. How will we know if they learned it?  

3. How will we respond if they do not learn it? (Personalization)

4. How will we enrich and extend the learning for students who are already proficient? (Personalization)

At Tomball Memorial we accomplish this by making collaboration and teacher growth a key aspect of our campus improvement plan by focusing on the following areas: 

1. Professional development with staff

2. New Teacher Mentor program 

3. Coaching periods built into the master schedule for department chairs to provide support for teachers within their departments 

4. Built in time during the school day for teachers to collaborate and plan together 

5. Aligned resources such as agenda templates, lesson plan templates, norms, DLT templates, Grading Guidelines, Common Assessments, and Data Protocol templates

6. Robust curriculum that allows our teachers to determine what needs to be taught within a district-wide blueprint.

Finally, our administration team schedules at least a half a day a week to be in classrooms and provide support and feedback for all teachers in addition to being present at Collaboration meetings.

Achievement Data Files

• staar_performance_2022_101921002-1.pdf
• 2019-2020-campus-data-during-covid.xlsx
• academic-growth.pdf
• closing-the-gaps.pdf
• staar_performance_2022_101921002.pdf
• staar_performance_2021_101921002.pdf
• tomball-memorial-hs-prelim-school-report-card-2021-2022-3879.pdf
• hs-eoe-data-template-1-6015.xlsx

Additional Achievement Data

Tomball Memorial High School continues to excel in testing measures both at the state and national levels.  TMHS students have performed at top levels in our State of Texas STAAR testing along with SAT, ACT and AP measures. Our students over a five-year period have continuously outperformed not only the State of Texas but the nation in every category. Our campus is an “A” rated campus by the State of Texas with multiple distinctions based on our comparison groups of schools (a group of 40 high-performing schools that are similar to ours). In 2021-2022 we received six out of the possible seven distinctions available from the State of Texas; this means in our group of 40 high performing campuses, we finished in the top 10 in six out of the possible seven categories. We received distinctions in closing the achievement gap, academic growth, postsecondary readiness, and success in particular content areas such as Math, Social Studies and ELA/Reading. This achievement is particularly remarkable because of the additional complications of teaching through COVID.  Our staff, students and community were able to persevere through COVID and have thrived and achieved at a high level.

During the 2019-2020 School year COVID prevented our campus from being able to test in the spring semester as our schools did not come back for face to face instruction in the buildings after spring break in early March. For some courses we were able to have a fall and spring benchmark to show growth. For other subjects we only had the fall or interim test in early spring. We were, however able to capture SAT, ACT and AP testing that school year along. As you can see from the data collected our campus was on track to perform at a high level on our state testing in May.

*2019-2020 ACT Scores shown in: hs-eoe.data-template.xls (Tab 2)

*2019-2020-campus-data-during-covid

TEA "A" Rated Campus 2021-2022 School year & 2018-2019 School year (no ratings in 2019-2020 or 2020-2021 due to COVID)

6 out of 7 Distinctions for 2021-2022 School year & 5 out of 7 Distinctions for 2018-2019 School year (no ratings in 2019-2020 or 2020-2021 due to COVID)

2023 NICHE Public High School Ranking

• #9 out of 170 in Harris County
• #14 out of 230 in the City of Houston
• #42 out of 1,808 in the State of Texas
• #513 out of 20,032 in the United States

 

 

 

Images

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Files

• tmhs-all-collaborative-times-schedule.pdf
• plc-model-campus-example--algebra-1-data-tracker-2022-2023.xlsx
• dlt-example-alg-2.pdf
• academic-letter-jacket-guidelines.pdf
• tomball-memorial-hs-cip-2022-2023.pdf
• template-tmhs-_______-collaborative-team-meeting-agenda-2022-2023.pdf
• 2022-2023-bell-schedule--sheet1.pdf
• tmhs-expectations-for-2022-23.pdf
• tmhs-meeting-norms-2022-2023.pdf
• protocol-for-examining-data-9042.pdf
• lesson-plans-form-make-a-copy.pdf
• tomball-memorial-hs-prelim-school-report-card-2021-2022.pdf