Klein Oak High School

  1. PLC Story
  2. PLC Practices
  3. Achievement Data
  4. Awards
  5. Resources

Klein Oak started to build a foundation for their PLC model during the 2012-2013 school year after receiving funding from the Klein Education Foundation to implement SMART Goals training for our core teachers.  From the strategic planning strategies shared in this training, teams on campus started looking at State assessment data to and targeted the areas that had traditionally been low performing for our students in order to improve instruction. Klein Oak began to send teachers and Administrators to both the RTI and PLC conferences offered by Solution Tree.

In 2013 Dr. Brian Greeney came to Klein Oak as the principal. Upon his arrival, KO had a once a week PLC time in place that was utilized mainly for planning. As a strong proponent of and advocate for the PLC model, his initial objective for teams to accomplish was to identify the essential standards from their curriculum. If teachers couldn’t agree on what is essential to teach for initial instruction then the possibility of creating effective interventions was slim. In addition to asking teams to identify their essential standards, Dr. Greeney established an Instructional Leadership Team. The Instructional Leadership Team was comprised of teacher leaders able to directly target and identify areas of growth needed on the campus for student learning based on performance data and teacher feedback.  The teacher leaders went to teams with ideas and solicited feedback to determine what was needed to grow the PLC structure and best support learning for our students. This team worked to develop our current mission statement: “Empowering Lives through Learning”. This statement became the vision our campus needed to support through actions.

With a relentless commitment to learning how all students can learn at high levels with structured support, the Instructional Leadership team determined that in order to implement an effective PLC model and offer more targeted interventions, the campus needed to alter the 2014-15 bell schedule and create an intentional RTI system built into the school day. Using teacher feedback and campus data, the Instructional Learning team created options for different schedules to allow for PLC teams to meet during the school day, allowing time for self-reflection and analysis of data to drive instruction. The schedule was reconfigured to allow for built in Response to Intervention three times a week and built in PLC time 2 times a week.  High stakes teams (English I, English II and Algebra I) have PLC built in daily. In order to support data driven instruction, a team of teachers were given the role of “data manager” for their departments. The data manager responsibilities include providing common assessment data to teams in a timely and clear manner so teachers can move beyond the collection phase and into analysis and self-reflection.

To support our mission statement and PLC implementation model, the KOHS faculty began to focus on these PLC Questions:

  1. What is it we expect our students to learn?

  2. How will we know when students have learned it?

  3. How will we respond when students have not learned it?

  4. How will we respond when students have learned it?

All decision makers in our building work in PLC's.  Each teaching team, department, administrators, and counselors meet together regularly. This organizational change has helped to drive improvement of learning on our campus.

In 2015 KO continues to build upon the PLC model. Teacher teams continue to attend PLC and RTI conferences to build their knowledge base, identify essential standards, use data to drive instruction, and offer a fluid tiered response to intervention to support student learning.  The campus focus this year is to intentionally target how we respond when students have learned, allowing for the implementation of our campus extension component, Panther Challenge. Panther Challenge is a series of learning seminars that extend beyond the classrooms. Students that have been successful after initial or Tier 2 instruction can self enroll in a Panther Challenge session to pursue their interests. Keeping our guiding mission in sight has allowed KO to continue to embrace and champion the PLC model as we work diligently every day to empower lives through learning.


1. Monitoring student learning on a timely basis.

Monitoring student learning happens daily at KOHS.  Each learning team meets Mondays and Wednesdays for PLC. These teams communicate electronically on other days if there is a summative assessment given and data indicates that intervention is needed.  Algebra I, English I, and English II teams meet in PLC daily.  To guide initial instruction, teams complete an Essential Standards chart based on TEKS/Standards. The team collaboratively determines which standards are essential for student mastery.  Teachers categorize the standards into "must knows" and "nice to knows" from which they develop their initial instructional strategies. Teams are beginning to adjust the number of "must knows" so that students learn the information that is crucial for success.  There are a few teams that have initiated giving pre-assessments so that they can design instruction in a more strategic manner.  After initial instruction, student learning is measured through common a assessment.  Most formative assessments and all summative assessments are common amongst teams.

Assessment data is entered into Eduphoria. KOHS data managers meet daily to pull assessment  data out of Eduphoria for PLC  and prepare for review by PLC teams. Utilizing the common assessment data, PLC teams plan Tier 2 instruction based on identified areas of student need. The next day students are regrouped, re taught, and reassessed by the team. Tier 2 common assessment data is run through various platforms as determined by the team. These data platforms include Eduphoria, Blackboard LMS, or All in Learning.  If students do not achieve mastery after Tier 2 they are then placed into Tier 3 intervention.  Utilizing Tier 2 data, teachers pull those students into a targeted intervention(Tier 3) for a third attempt at mastery during the next available Panther Den (Tier 3 intervention). Teams identify students that consistently struggle with mastery and dedicated Panther Dens are created to build in proactive support for students in core content areas. This RTI model is fluid and happens throughout the learning cycle in each content area throughout the school year. 

Sample Student Tier 3 Schedule:

Student Name


Panther Den Teacher

Panther Den Room










Student A


Panther Den daily Placement


World History - room #


World History - room #

World History - room #

World History - room #

Math-room #

Math-room #



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

During the 2014-2015 school year Klein Oak high school began a tiered intervention process that provides support for students to learn at high levels regardless of their starting point. The RTI process allowed all students to be remediated if they were unsuccessful after a first attempt on a formative assessment (Tier I-initial instruction). Students failing to meet expectations are regrouped within the classroom, or amongst the team of teachers and classrooms, for need based remediation, and then retested within the classroom (Tier 2). Students take a different assessment based on the same TEKS during every tier of instruction. 

If a student is unsuccessful after Tier 2, they are assigned to a dedicated remediation time built into the school day. This dedicated remediation time, Panther Den, meets 3 times/week for 30 minutes each time. The goal during this time is to receive targeted remediation through the use of intentional strategies to address gaps. Reteaching is followed by retesting for a third attempt at mastery of content. The process has placed the responsibility of learning onto both the teacher and the student. Teachers are unable to accept failure as an acceptable outcome, instead teachers must reflect upon initial instruction and evaluate the successfulness of the strategies they choose to use to ensure learning for all students. 

The other side of this process is that students that met expectations after Tier 1 receive extension activities and instruction that will challenge and enrich their learning. A corrigible consequence of the initial implementation of  RTI framework is that students that are successful weren’t being as challenged as they could have been due to the heavy focus on instructional remediation for students not meeting initial expectations. To remediate this unintended consequence, during the 2015-2016 school year the campus added “Panther Challenge” learning seminars. Panther Challenge offers students that have passed assessments after Tier 1 or 2 to attend two week high interest learning seminars. Students self-select participation in these learning challenges. Students are also able to attend tutorials for AP/IB tests, have additional practice time in fine arts classes, organizations, and work on special projects in their elective areas.

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

We are in the business of empowering lives through learning.  Time for team collaboration is a priority in the design of our master schedule to accomplish this. We value collaboration so much that it was critical to alter our schedule to make dedicated collaboration time a part of the school day.

All teams meet a minimum of two times each week for 60 minutes during time built into the school day. Many of our teams elect to meet even more often! English 1, English 2 and Algebra meet daily during the school day. To facilitate high functioning teams it was critical to establish team norms and decision making protocols. Creating agendas, templates, and determining essential standards for student mastery of content allow PLC teams to function as effective professionals. Teams are supported by Instructional Specialists and Administrators as they focus efforts to improve learning for all students.

The opportunity for teams to collaborate during the school day has shifted the campus culture in that no one has to work in isolation. English II states "this (PLC) allows us to be together in a focused environment, gives teachers shared responsibilities over "our" students and has built a culture of trust and respect within our team." Our ability to work together allows KO to reflect on strategies that work to empower our students as lifelong learners.  

Additional Achievement Data


State Assessment Performance:

2012 TAKS Grade District Campus
TAKS ELA 10 93% 95%
  11 95% 96%
TAKS Science 10 84% 87%
  11 97% 97%
TAKS Mathematics 10 97% 97%
  11 99% 99%
TAKS Social Studies 10 79% 80%
  11 92% 92%

STAAR Performance at Advanced Standard:

2012 State District Campus
All Subjects 12% 16% 10%
Reading 15% 20% 6%
Math 14% 20% 16%
Writing 6% 8% 4%
Science 9% 13% 12%
Social Studies 9% 13% 12%


2013 STAAR State District Campus
English 1 EOC N/A N/A N/A
English 2 EOC N/A N/A N/A
Biology EOC 84% 91% 92%
Algebra I EOC 78% 81% 83%
US History EOC 82% N/A N/A

STAAR Performance at Advanced Standard:

2013 State District Campus
All Subjects 13% 17% 16%
Reading 17% 22% 16%
Math 14% 21% 23%
Writing 4% 5% 4%
Science 10% 15% 20%
Social Studies 9% 13% 15%


2014 STAAR State District Campus
English 1 EOC 67% 76% 76%
English 2 EOC 69% 76% 77%
Biology EOC 89% 92% 93%
Algebra I EOC 80% 82% 80%
US History EOC 82% 95% 97%
STAAR Performance at Advanced Standard:
2014 State District Campus
All Subjects 15% 19% 16%
Reading 15% 20% 12%
Math 17% 22% 11%
Science 14% 19% 21%
Social Studies 15% 20% 25%
2015 STAAR State District Campus
English 1 EOC 71% 75% 82%
English 2 EOC 72% 77% 82%
Biology EOC 91% 94% 96%
Algebra I EOC 81% 87% 87%
US History EOC 91% 95% 95%

STAAR Performance at Advanced Standard: 

State District Campus
All Subjects 16% 21% 22%
Reading 17% 22% 14%
Math 20% 25% 15%
Science 16% 22% 34%
Social Studies 19% 24%



Note: Passing rates for 2015-2016 are not comparable to the prior year due to the implementation of an increased passing standard.  Students taking an EOC for the first time during the 2015-2016 school year must meet the higher 15-16 Level II (passing) standard. All other students had to meet the Phase-In 1 Level II (passing) standard.


  • International Baccalaureate World School

  • Texas High Performance School Consortium, Model High School for KISD

  • No Place for Hate Campus designation, 2011, 2012, 2013, 2014, and 2015

  • Klein Education Foundation Innovative Grant Recipients, 2012, 2013, 2014, and 2015

  • Pilot High School for Readers'-Writer's Workshop, Panther Choice Program.

  • Walter Kase Service Recognition winner, Fayla Curry, 2013

  • Superintendent's Initiative Award 2013-14, Mrs. Susan Parent

  • One of U.S. News and World Report's Best High Schools

  • National Blue Ribbon School

  • Secondary Principal of the Year 2013-14, Dr. Brian Greeney

  • Superintendent's Initiative Award 2013-14, Dr. Brian Greeney

  • Writer for Leadership Curriculum with TASA, Dr. Brian Greeney

  • Texas Principal's Visioning Institute Klein ISD Representative, Dr. Brian Greeney, 2014-15