Garland Independent School District Sachse High School ...

Garland Independent School District

Sachse High School

2013-2014 Campus Improvement Plan

Sachse High SchoolGenerated by Plan4Learning.com 1 of 38 Campus #010

February 26, 2014 1:47 pm

Mission StatementSachse High School will continue to strengthen a foundation that will foster responsible citizenship and lifelong learning. Our students will be prepared for

success in academics, community involvement, and the development of good character.



Table of Contents

Comprehensive Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Demographics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Student Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Participation Rates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9School Culture and Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Staff Quality, Recruitment, and Retention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Curriculum, Instruction, and Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Family and Community Involvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16School Context and Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Comprehensive Needs Assessment Data Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Goal 1: Children of all racial and SES backgrounds will learn and succeed at equally high academic levels as required by the TEKS. . . . . . . . . . . . . . 26Goal 2: Every adult in the district will ensure that all children succeed academically. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Goal 3: The primary focus of the district will be to provide equitable and excellent classroom learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Goal 4: Every campus will provide a safe, healthy, and orderly environment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Goal 5: All students will be prepared for Post-Secondary College or Career opportunities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

State Compensatory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33Budget for Sachse High School: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33Personnel for Sachse High School: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Title I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35Comprehensive Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

2013-2014 Campus Improvement Committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36Campus Funding Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37Addendums . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38



Comprehensive Needs Assessment

Demographics

Demographics Summary

A socially diverse campus, Sachse High School continues to grow and meet the diverse needs of all stakeholders.

Demographics include:

For 2013/14 Total Enrollment- 28789th grade- 74910th- 75011th- 70312th- 676 Hispanic-36%Asian-9%African American- 15%White-38%ESL- 115 studentsSPED- 214504- 65At Risk- 1356Free or Reduced lunch (Economically disadvantaged) 41% Student Counts 010 -SACHSE HIGH SCHOOL -06/18/13

GR TOTAL



9 711 10 696 11 657 12 613

ALL 2677

Special Programs Counts 010- SACHSE HIGH SCHOOL -06/18/13

GR GFT TALATRISK 504

9 36 11 373 15 10 15 9 414 15 11 38 9 273 12 12 30 6 303 21

ALL 119 35 1363 63

Ethnicity Count 010 -SACHSE HIGH SCHOOL -06/18/13

GR HISPANICIND ASIAN BLACKPACI

ISLAN WHITEMULTIRACE TOTAL

9 267 6 60 103 0 267 8 71110 231 6 62 127 0 259 11 69611 215 7 69 103 0 253 10 65712 209 5 55 104 0 229 11 613

ALL 922 24 246 437 0 1008 40 2677Student Counts 010 -SACHSE HIGH SCHOOL -06/18/13

GR TOTAL9 711



10 696 11 657 12 613

ALL 2677

Special Programs Counts 010- SACHSE HIGH SCHOOL -06/18/13

GR GFT TALATRISK 504

9 36 11 373 15 10 15 9 414 15 11 38 9 273 12 12 30 6 303 21

ALL 119 35 1363 63

Ethnicity Count 010 -SACHSE HIGH SCHOOL -06/18/13

GR HISPANICIND ASIAN BLACKPACI

ISLAN WHITEMULTIRACE TOTAL

9 267 6 60 103 0 267 8 71110 231 6 62 127 0 259 11 69611 215 7 69 103 0 253 10 65712 209 5 55 104 0 229 11 613

ALL 922 24 246 437 0 1008 40 2677

Demographics Strengths

What do enrollment numbers indicate? ---> A growth trend making SHS the largest campus in GISD.How has enrollment, specifically ethnicity, changed with this growth trend?How have student teacher ratios changed with the growth?



There has been steady growth of enrollment from year to year.The attendance rate has been consistently high from year to year and continues to improve.The dropout rate has decreased from previous years; it is lower than both the district rate and the state rate.Sachse HS has a lower mobility rate than both the district and the state.In comparison to other schools, the migrant population is small. Although a number of students do withdraw to return to their home country,administration and counseling try and convince those students and families to receive their credits from SHS.

Demographics Needs

Diversity of the staff could be increased to reflect the diversity of the student population.The number of students per teacher is higher than the district rate; this rate continues to increase from year to year. Better awareness of the specific needs of at risk students is necessary. Implications of specific sub group populations such as Economicallydisadvantaged and that sub groups' impact on overall state accountability ratings is needed.Student demographics related to transportation need to be addressed. With 30 buses, these students using GISD transportation need to be reviewedand their at-risk category, if applicable, needs to be not only reviewed but addressed in how we as a campus might meet those needs.



Student Achievement

Student Achievement Summary

Sachse High School is a Recognized school for the second consecutive year and has met Adequate Yearly Progress (AYP) under the No Child Left BehindAct of 2001 since 2003. Constant data analysis through departments and administration with an accent on high-performance has provided an increase instudent achievement. In order to meet the 21st century expectations Sachse High School will:

Prepare students for higher performance standards projected for STAAR (State of Texas Assessments of Academic Readiness)Continuous analysis of performance of all students groups on “common assessments” to reinforce closing achievement gaps across all sub-groupsFocus on “College Readiness” by improving student participation and performance in Advanced Placement and Dual Credit course especially withAfrican-American and Hispanic students

Student Achievement Strengths

Recognized school (2008-2009 and 2009-2010)School met AYP performance standards (2003-2010)From 2007-2010 TAKS student performance indicates continuous growth between student groups in all subjects in both proficient and commendedscoresIncrease student enrollment for Dual Credit courses (From 2008-2009 school year to 2009-2010 increased from 18% to 25%)Consistent graduation and completion rate of 90% or higherConsistent progression from grade to grade in standardized assessments and overall classroom performance

Student Achievement Needs

The following needs have been identified and are listed in priority order:

2013 Accountability Index Preview indicates:

Reading Performance for all students 85%: SPED 48%, ELL 34%

Writing Performance For all students 58%: African American 45%, Hispanic 48%, SPED 26%, EcoDis 44%, ELL 7%



Increase the rigor in the classroom to meet readiness standards for STAAR EOC assessments.Identify “best practices” to improve failure rates and overall instruction in math and foreign language courses especially for Special Educationstudents.Increase student participation and performance in Advanced Placement and Dual Credit especially with African American and Hispanic students (2010enrollment - African American 9% in AP courses, 18% in Dual Credit and Hispanic 13% in AP courses, 25% in Dual Credit )Focus on improving standardized assessment scores for all English Language Learners (ELL)

Areas of concern or need are found in the 2013 System Safeguards for SACHSE H S (057909010) - GARLAND ISDThese areas of need are highlighted in the following chart.

AllStudents

AfricanAmerican

Hispanic

White

AmericanIndian

Asian

PacificIslander

Two orMoreRaces

EconDisadv

SpecialEd

ELL

TotalMet

TotalEligible

Percent ofEligible

MeasuresMet

Performance Rates Targets 50% 50% 50% 50% 50% 50% 50% 50% 50% 50% 50% Reading Y Y Y Y Y Y Y N N 7 9 78Mathematics Y Y Y Y Y Y Y Y N 8 9 89Writing Y N N Y Y N N N 3 8 38Science Y Y Y Y Y Y Y Y Y 9 9 100Social Studies Y Y Y Y Y Y Y Y N 8 9 89Total 35 44 80

Participation RatesTargets 95% 95% 95% 95% 95% 95% 95% 95% 95% 95% 95% Reading Y Y Y Y Y Y Y Y Y 9 9 100Mathematics Y Y Y Y Y Y Y Y Y 9 9 100Total 18 18 100

Federal Graduation Rates (Target: See Reason Codes)



Graduation TargetMet

Y Y Y Y Y YY 7 7 100

Reason Code ** a a a a a abTotal 7 7 100

District: Met Federal Limits on Alternative Assessments

Reading Overall 3%

Modified 2%

Alternate 1% Mathematics

Overall 3%

Modified 2%

Alternate 1%

Total N/AN/A N/AOverall Total 6069 87

** Federal Graduation Rate Reason Codes: a = Graduation Rate Goal of 90%

b = Four-year Graduation Rate Target of 78%

c = Safe Harbor Target of a 10% decrease in difference from the prior year rate and the Goal d = Five-year Graduation Rate Target of 83%

Blank cells above represent student group indicators that do not meet the minimum size criteria.



School Culture and Climate

School Culture and Climate Summary

School Culture refers to the organization’s values, beliefs, transitions, and customs which shape the personality and climate of the organization. Itdetermines how parents, community, staff and students feel about the school and affects how people interact within the system.

School Culture and Climate Strengths

2013 Region 10 ESC Climate and Culture focus group indicates:

Teachers promote a positive school culture, encourage and maintain a safe classroom environment, and demonstrate care.

Teachers demonstrate respect for diversity and relationships through equality and equity in the classroom.

Sachse High School maintains several clubs and organizations for diverse groups such as the Multicultural Committee, Fired Up Dancers and Showstoppers.

School Culture and Climate Needs

Climate ad Culture needs assessment indicates a need for teachers to acknowledge diversity at a larger level.

Students feel the best about their climate and culture when teachers know personal information about the student. Focus group information indicates this is aneed for future growth including strengths and weaknesses.

Better communication and consistent enforcement of classroom rules as they align with school and district rules is also an are of need.



Staff Quality, Recruitment, and Retention

Staff Quality, Recruitment, and Retention Summary

New employees are hired based on their certification areas or knowledge and skills. In order to retain new teachers and current teachers, Sachse High Schoolplaces an emphasis on supporting them to allow them to grow professionally. New teachers participate in mentor programs designed to help promoteprofessionalism, retain new teachers, by providing them a mentor to assure compliance, manage difficulties, and serve as a sounding board to discuss issuesfacing new teachers. General topics covered include discipline strategies, instructional activities, and cooperative learning.

Staff Quality, Recruitment, and Retention Strengths

100% highly qualified teaching staff.PD360 is useful during PLC's and department staff development.Teachers are supported in their teaching endeavors and maintain a professional relationship throughout the school organization.Mustangs Academy--new teacher program that allows for new teachers to discuss the "ins and outs" of a school year.Teacher Mentor Program--veteran teachers are paired with new teachers to guide them through the policies, procedures, and expectations of SachseHigh School.

Staff Quality, Recruitment, and Retention Needs

Effect of teacher mentoring program through focus group or survey.Use of data to develop professional development for staff.PLC groups used to develop staff quality.



Curriculum, Instruction, and Assessment

Curriculum, Instruction, and Assessment Summary

The curriculum/curricula collectively describes the teaching, learning, and assessment materials and resources available for a given course of study. Theseare aligned with the TEKS and other standards, incorporating instruction and assessment processes.

Curriculum, Instruction, and Assessment Strengths

1. District curriculum is aligned to state standards (TEKS).

2. Instruction is guided by campus and district assessment data.

3. District assessment data (six-weeks assessments, benchmarks, STAAR) when available, is used to guide interventions.

4. Instruction and planning is routinely monitored through common lesson planning in PLC.

Curriculum, Instruction, and Assessment Needs


1. Improve alignment of district-developed assessments (curriculum assessments, benchmarks) to district time lines and student abilities (reading level,difficulty level of items).2. Increase teacher input in district-developed assessments to ensure alignment.3. Increase equipment, instructional materials (equipment and consumable supplies), and professional development in science content, instructionalstrategies, and instructional activities to meet the 40% - 80% instructional time required for experimentation and field experience and content of the newTEKS.4. Increase availability of leveled reading materials to provide differentiated instruction; appropriate and individualized intervention, and to ensure studentreadiness for the EOC assessments.5. Provide a rigorous, hands-on/real world application curriculum to improve student mastery of content and skills.6. Continue staff development and provide materials to ensure that latest strategies, information, and state updates are available to and implemented by thedistrict.7. Provide additional training to meet GT student needs and increasing commended/Level III EOC scores.



8. Better align communication from district coordinators, through administrative staff, to teachers regard data collection and dis-aggregation, expectations,testing schedules, trainings, and growth opportunities.



Family and Community Involvement

Family and Community Involvement Summary

Parental involvement in PTA and PTSA decreases as the students get older. Continue to encourage SHS staff members and parents to join and participate inPTSA. Older students need support and guidance as much, if not more, than younger students.

Increase programs for non-English speaking parents and students.

Family and Community Involvement also includes our Pregnancy Related Services. Garland ISD did a study to see what the factors were leading a student todropping out of high school. A majority of the students dropping out were doing so due to pregnancy or becoming young parents. The Department of Careerand Technology was asked to research ways that we could keep these students in school.

From these studies, the New Horizons program was born. It is a program for all pregnant or parenting students (up to age 22) in the Garland ISD. Theprimary goal is to provide these young people with the resources they need to either remain in school or return to school to finish their high school education.In addition to the academic courses that are required for graduation, students participating in the New Horizons program have access to parenting skillsclasses, and career training and job acquisition skills through a wide variety of Career & Technology Education classes offered in GISD.

Family and Community Involvement Strengths

Various Booster Clubs, including Football, Choir, Band, Swingsters, Baseball, etc.Community Involvement including CIT, participation in community parades, Fall FestSummer Camps conducted by SHS coachesSTAAR parent meetings to inform students and parents of most recent changes and implications of testing on graduation and eligibility.Theatre and Drama presentations open to community.

Pregnancy Related Services (PRS) Program offered Via New Horizons consists of:

A. Identification and intake documentation of pregnant students that will be completed, verified and filed by authorized district personnel.

B. The following services will be offered to each student in the PRS program. It is not required that each student avail themselves of each/every service.

Examples may be:Sachse High SchoolGenerated by Plan4Learning.com 16 of 38 Campus #010


1. Counseling service, including individual, peer, self-help, and career guidance;

2. school and other health services;

3. transportation for the student, as appropriate, to and from the campus, child care facility where existent children of the student are cared for, communityservice agency, and place of employment

4. assistance in obtaining services from government agencies and community service organizations such as health and nutrition programs and prenatal healthcare.

5. instruction related to knowledge and skills in child development, parenting, home and family living, and appropriate job readiness training;

6. child care for the existing child(ren)

7. transportation for the student's existing child(ren) to and from the campus, child care facility, or community service agencies;

8. case management, service coordination, and specialized counseling;

9. Compensatory Education Home Instruction 9CEHI)

C. The certified teacher serving as the CEHI instructor will maintain a log of home instruction during the days or weeks that a student receives CEHI

D. instructional services will be provided by eight instructional staff members at the secondary school level

E. Documentation of each student's participation in the PRS program will be on file with the new horizon's staff as well as with counselors on campus

F. The use of compensatory education allotment for PRS is used to pay for case management on the secondary campus via campus School Age ParentEducators.

Documentations includes verification of pregnancy, CEHI teacher log, PRS entry date, date of delivery, doctor's notes, PRS exit date.

Family and Community Involvement Needs




More Involvement in PTSAIncrease Programs for Non-English Speaking Parents/StudentsIncrease Awareness of Special Program ResourcesIncrease community involvement in "sponsorship" of at risk groups.Develop system to track and document parental/community involvement.



School Context and Organization

School Context and Organization Summary

To improve overall leadership aspects of the organization and address quality teaching, the following areas of focus have been identified:

The school’s policies, procedures, and organizational structure seeks to ensure the equity of learning opportunities for all stakeholders as well as ensuresupport for innovation.

Plan and facilitate interdisciplinary and interdepartmental collaboration including use of PLC and vertical alignment.Improve internal communication between administration, faculty and staff throughout the organization.Improve external communication to parents in an effort to increase participation of all stakeholders.Explore and extend use of various methods of involvement of parents in decision making process.Develop and manage the Master Schedule to maximize instructional time in all core subjects.Increase funding for school-wide programs.

School Context and Organization Strengths

Low teacher turnover rate.Faculty/Staff are compassionate.High expectations of student body are communicated to the student and parent.Organized tutorials for students that have not met acceptable standards in class and/or on district/state assessments.Administrative “open-door” policy.Data is used to identify and place students according to educational needs such as placement in AP, Pre-Ap, or remedial courses.School devoted $25000 to Student Success Initiative grant directly to four core areas. Lowest performing core area received twice as much money.

School Context and Organization Needs


Plan and facilitate interdisciplinary and interdepartmental collaboration including use of PLC and vertical alignment, Improve internal communication of organization between administration and faculty/staff.Improve external communication with all stakeholders to increase parental participation.



Explore and extend use of various methods of parent involvement in decision making process.Schedule management to maximize instructional time in all core subjects.Assess time devoted to poor performing subjects, staffing allocations, and resources.Additional funding for school-wide programs.



Technology

Technology Summary

Sachse High School (SHS) needs to take essential actions to ensure that students have the opportunity to acquire an education required to succeed in aknowledge economy. Our dependency on technology is accelerating at an unimaginable rate. It is crucial that the district and school focus its investment intechnology to gear up for the educational challenges and opportunities of the 21st century.

Adequate funding is needed for the purchase and maintenance of hardware & software for teachers, students, and staff. Funds also need to be allocated formore online education resources, so learning may occur on-demand. A wider variety of online courses and electronic textbooks are needed to improve thelearning process. Larger amounts of data storage need to be made available to allow the transfer of files safely and securely between home and school.

Training and professional development need to be available to increase teacher confidence with new and emerging software and technology. In addition tobasic training for the entire staff, there should be access to online courses, videos, etc., so teachers could learn at their own pace and focus on specific topicsrelated to their needs and courses.

It is imperative that Sachse High School and the Garland ISD focus on continuing to improve school technology programs in order to increase themarketability of our students. We need to partner with local businesses and higher education institutions to address the competencies students need in the 21st century and how our schools can be transformed to support them. The process of course selection and skill development is crucial and needs to beaddressed. Our students should be strongly encouraged to take technology courses that ensure basic and advanced computer literacy and skills needed forthe emerging workforce.

Technology Strengths

Teacher Workstation in all classrooms/labs.Projectors in all classrooms.Document camera/webcam in every classroom.973 PCs on campus; 136 Interactive Tablets.District Technology Professional Development/Training Courses Available.SHS Technology Professional Development/Training Courses Available.AUP Policy.Wireless Network.Student Technology Account System.On Line Curriculum Planner.



Garland Education Online (GEO).School & District Web Site.Competent Computer Technician(s) and Master Trainers.

Technology Needs


Budget/FundingConsider a systemic restructuring of budgets to realize efficiencies, cost savings, and reallocation. For example, printers need toner cartridgesand budgets are not currently set up to handle these costs.Provide adequate funding sources for hardware & software needs.Allow any end-of-year technology money to roll over into the next year's budget.Increase the Technology Allotment to at least $50 per student per year and fund from the Telecommunications Infrastructure Fund.Use of Instructional Materials Allotment to be used in purchase of current technology/software/hardware to be used in the classroom.

Network Connectivity and AccessEstablish measures to ensure all data are secure and accurate.Establish data standards to support interoperability and accessibility for all users.Provide teacher access to all software programs on their school computer from home.Provide adequate connectivity in schools and classrooms to ensure effective use of technology resources (Gigabyte to the desktop).Increase network bandwidth to support streaming videos for educational purposes throughout campus.

Hardware and ToolsIncrease student access to computers and printers on campusIncrease student computer storage space so that new software can run efficiently and students can store class-related work in their home driveProvide access to interactive technology tools for students and teachers, i.e., productivity tools, online resources, iPads, projection systems,printers, etc.Encourage new teaching and learning strategies through the use of quality instructional resources and technology tools such as iPads

Software and ToolsProvide access to a universal data repositoryIncrease usage of Google Documents or similar software to allow students to transfer files from home to schoolPlace curriculum planner in Garland Education Online (GEO)Install an updated student management system (replacing Mapper) to manage student information more efficientlyAllow student E-mail accounts

Teacher Training



Provide on-going quality professional development and time for educators to ensure proficiency in using technology tools to personalizeinstructionProvide quality professional development for educators to use available data effectively to provide feedback and guide instructional practiceEnsure that teachers are adequately trained in the use of online contentContinue to support the Technology Applications courses and their role in teaching advanced technology concepts while supporting corecurriculum content

Student TrainingEncourage counselors to direct incoming freshman students to take Keyboarding and Business Computer Information Systems (if needed), sothat they will attain basic computer literacy and skillsEnsure that students are adequately trained in the use of online content and materials needed for online courses and exams

Technical SupportProvide necessary technical support to ensure availability and reliability of technology resourcesProvide just-in-time technical assistance to support teaching and learning

Online CoursesProvide more online coursewareMove away from reliance on textbooks to the use of multimedia or online information, i.e., digital content/e-Learning framework

Curriculum Planning and ResourcesProvide electronic textbooks for studentsContinue to refine and align curriculum content standards to reflect current research and meet the needs of the 21st Century workplace andhigher educationContinue to provide quality instructional materials, aligned to content standards, and delivered in print and digital formats to meet the needs ofall studentsContinue and expand partnerships between SHS, higher education and communitiesContinue to align assessment instruments to content standards and measure student progressEstablish creative technology partnerships with the business community



Comprehensive Needs Assessment Data Documentation

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

District goalsCampus goalsAEIS data - longitudinalTAPR (AEIS) data - currentAYP dataProfessional learning communities discussionsCampus and/or district planning and decision making committee meeting discussionsLocal benchmark or common assessments resultsNumber of students assigned to special programs, including their academic achievement, race/ethnicity, gender, etc.Drop-out ratesAttendance dataDiscipline recordsViolence and/or violence prevention recordsStudent surveys and/or feedbackCommunity and/or parent surveys and/or feedbackStaff surveys and/or feedbackPrior year budgets/entitlements and expenditures in relation to current year funding and prioritiesState and/or federal planning requirementsCampus leadership and/or department meetingsCampus faculty meeting discussionsStudent failure and/or retention ratesStudent Success Initiative (SSI) resultsPrior year(s) campus and/or district improvement plansStaff development evaluations, surveys, and/or needs assessment(s)Texas Assessment of Knowledge and Skills (TAKS) results including TAKS (Accommodated), TAKS-M, and TAKS-AltTexas English Language Proficiency Assessment System (TELPAS) resultsEnd-of-Course (EOC) Assessments resultsAdvanced Placement (AP) and/or International Baccalaureate (IB) test resultsSAT and/or ACT test resultsSpecial education population, including performance, discipline, attendance, and mobilityHomeless population, including performance, discipline, attendance, and mobilityMigrant population, including performance, discipline, attendance and mobilityAt-Risk population, including performance, discipline, attendance and mobilityELL population, including performance, discipline, attendance and mobility



Gifted population, including performance, discipline, attendance and mobilityCareer and Technical Education (CTE) population, including performance, discipline, attendance and mobilityCollege Readiness DataClass size dataCampus committee meeting discussionsOther additional dataNCLB Report Card dataSTAAR, STAAR Spanish, STAAR Modified, STAAR Alternate, and STAAR L testing requirementsCompletion Rates / Graduation RatesSTAAR Released Test QuestionsSTAAR Data Released from TEASTAAR, STAAR Spanish, STAAR Modified, STAAR Alternate, and/or STAAR L test resultsLocal Reading Diagnostic Assessment DataLocal Math Diagnostic Assessment DataRace/Ethnicity data, including performance, discipline, attendance and mobilityStudents served by Section 504, including performance, discipline, attendance and mobilityDyslexic population, including performance, discipline, attendance and mobilitySystem Safeguards



Goals

Goal 1: Children of all racial and SES backgrounds will learn and succeed at equally high academic levels as required by theTEKS.

Performance Objective 1: By June 2014, increase STAAR test results for all targeted sub-populations at Level II and Level III by 8% as compared to the2013 results. Sub-populations targeted by TEA 2013 System Safeguards include Af.Am., Hisp., And Econ., Dis.(Writing), SpEd (Writing and Reading) andELL (Writing, Reading, Math, SS).

Summative Evaluation:

Strategy Description TITLE IStaff

Responsible forMonitoring

Evidence that Demonstrates SuccessFormative Reviews

Nov Feb Apr June

1) Student engagement will increase in all educationalsettings (classroom, library, computer lab, tutorial andintervention sessions etc.) with the use of technologicalinstructional devices (IPads and IPad Carts)

2 Administration,teachers Increased EOC scores in tested areas across sub-pops

Funding Sources: 6300 Supplies and Materials- Title I Funds - $121612.00

2) Student achievement will increase in the area of ELAR bythe use of Achieve 3000 software as an instructional aid forstudent use to raise their ELA EOC scores.

2, 9 Administration,teachers Increased ELA scores on EOC

Funding Sources: 6200 Contracted Services- Title I Funds - $9085.003) Core subject PLC's will utilize Edugence data as a tool toperform item analysis and error analysis on current STAARresults.

1, 8 Faculty & StaffWritten analysis of benchmarks, CBA's and ongoingformative assessments performed by classroom teachers withplans to develop weak areas.

4) Cross reference Edugence data with sub group informationregarding ethnicity and SES information. Use this data toidentify low performing students who fall into ethnic or SESsubgroups.

8 Faculty & Staff List of identified low performing students to utilize duringPLC planning sessions.

5) Develop IEP's for each student identified through dataanalysis of sub pop groups as being at risk of failing theSTAAR test.

9 Teachers Teachers will have an IEP developed for each studentregarding intervention needs for specific core area.

6) IEP's will be shared with elective teachers to help createconnected lessons to continue student development. 9 Administration,

counselors, teachers Lesson plans that reflect connected learning,.

7) Tutorials will be provided either before, after, or duringschool to address student performance needs.

9 Administration,counselors, teachers

Attendance of tutorial sessions as well as improved scores ondistrict benchmarks and CBA's for identified students.

Funding Sources: 199 - State Comp Ed Funds - $9000.00, 199 - State Comp Ed Funds - $18940.00, 199 - State Comp Ed Funds -$2706.00, 199 - State Comp Ed Funds - $5000.00



8) Use PLC's to address diversity needs in curriculum. Planlessons that include teaching strategies that reach diverselearners.

1, 9 Administration,Teachers Lesson plans reflect appropriate teaching strategies.

9) Use of AVID strategies to provide students with skills andtools to address areas of performance need. 2, 9

AVID Coordinator,AVID Site Team,Administrators

Lesson plans reflect AVID strategies being incorporated instudents' learning process and instruction.

= Discontinue = No Progress = Some Progress = Considerable = Accomplished



Goal 2: Every adult in the district will ensure that all children succeed academically.

Performance Objective 1: By June 2014, 100% of staff will receive professional development designed to improve their ability to effectively meet theneeds of diverse learners.


Strategy Description TITLE I Staff Responsible for Monitoring Evidence that Demonstrates SuccessFormative ReviewsNov Feb Apr June

1) Increase use of effective instructionalstrategies(AVID, Marzano, Fundamental Five, Kilgo,etc) to improve quality of classroom instruction.

2, 4 Administration/PLC Groups/DepartmentChairs CWT data reflects increase in use of strategies.

2) Continue Mustang Academy mentoring programfor new teachers. Include all new staff including para-professional, cafeteria support, and buildingmaintenance.

1, 3, 5 Administration/Counselors/Faculty/Staff Minimum of 90% attendance at mentoringmeetings/trainings.

3) To ensure 100% of faculty are certified as highlyqualified, require all candidates for new positions topresent current certification at time of interview andbefore PAR is submitted to HR.

2, 3, 9 Administration Highly qualified report reflects 100%.

4) Establish a mentoring program for non-teachingpersonnel to equip them with skills and softskillsneeded to support all levels of the education process.

3 administrators Completion and attendance of mentoring program by80% non-teaching staff.

5) Provide opportunities for teachers andparaprofessionals to receive training throughworkshops, conferences, and online resources.

4, 5 Administration/Department Chairs PD 360/completion certificates/Oracle reports

6) Encourage participation in district provided ESLtraining opportunities in an effort to increase numberof ESL certified teachers.

4 Administrators Increase number of ESL certified teachers.




Goal 2: Every adult in the district will ensure that all children succeed academically.

Performance Objective 2: In order to increase parent awareness of available tools and resources to support their student's academic success, we willincrease attendance at parent education sessions by 10% by June of 2014.


Strategy Description TITLE IStaff

Responsible forMonitoring

Evidence that Demonstrates SuccessFormative Reviews

Nov Feb Apr June

1) Provide training for parents to explain and participate inTitle I funding, parental involvement, curriculum,standardized test scores and credit/cycle recovery.

6 Administrators,Teachers Agenda and sign-in sheets form meeting.

Funding Sources: 6300 Supplies and Materials- Title I Funds - $1558.00, 6400 Food/Bus- Title I Funds - $734.002) Provide motivation and training to parents on studentsuccess. 6 Administrators,

Teachers, Counselors Agenda and sign-in sheets from meeting.




Goal 3: The primary focus of the district will be to provide equitable and excellent classroom learning.

Performance Objective 1: 100% of teachers will increase class instruction time by reducing classroom transition time by 25% during the 2013-2014 schoolyear.


Strategy Description TITLE I Staff Responsible forMonitoring Evidence that Demonstrates Success

Formative ReviewsNov Feb Apr June

1) Conduct Bell To Bell Observation and quantify timeused in class for specific instructional tasks. Bell to BellObservational tool documents percent of time spent onobservable instructional behaviors in classroom andcreates a percentage of time spent on each behavior.

2 Administration/departmentchairs

Bell to Bell observational tool/report. Observations mustbe made at beginning of year, and then at a later date tocreate a baseline report and summative report respectively.

2) Use PLC's to discuss planning strategies, best use ofinstructional time, and best use of formative assessmentsto guide planning.

8 Faculty/PLC Groups PLC Data and PLC reports/Lesson Plans




Goal 4: Every campus will provide a safe, healthy, and orderly environment.

Performance Objective 1: Decrease the number of IBS placements, suspensions, and DAEP placements by 3% by June 2014.




1) Maintain a uniform school-wide disciplinemanagement system beneficial to all students through theuse of Review 360.

2 Administration/Faculty/Staff Six Weeks Discipline Reports/SDSReview 360 reports.

2) Maintain and update discipline management system instudent handbook. 2, 6 Administration Student Handbook

3) Implement teacher-to-student and student-to-studentmentor programs 2, 9 Administration/staff

review in building suspension, out of school suspension,and DAEP placements/student to student mentorprograms/L.I.G.H.T. Brigade/Bully Prevention/H.E.R.O.Day

4) Raise teacher, student, and parent awareness of issuesregarding sexual and drug abuse 6, 10 Administration/Counselors fliers/handouts/programs




Goal 5: All students will be prepared for Post-Secondary College or Career opportunities.

Performance Objective 1: By June 2014, increase by 5% the SAT and ACT campus average score, increase by 5% the number of students who score 3 orhigher on AP college level exams and increase the percentage of Distinguished Achievement Graduates to above 10%.




1) Build/increase college readiness by improvingacademic vocabulary through the use of SureScorematerials in all core and non-core classes.

2 Faculty

Advanced Academic readiness indicators on STAARtesting.Lesson plans showing use of college readinessvocabulary.Use of Surescore materials in lesson planning.

2) Celebrate higher level education through the use ofassemblies, speakers, t-shirts, etc. 2, 5, 6, 7 Campus-wide Program Agendas/PA Announcements/College Night

Flyers and Attendance Sheets

3) Inform parents of district college night and otherrelated college information. 2, 5, 6, 7 Administration/Faculty/Staff

Student handouts and fliers/School Messenger, Tweets,website postings, and emails.Use of school marquee.

4) Encourage all eligible students to take the SAT prepcourse offered through Surescore. Promote Saturdaysessions, summer school course, and fall/spring SATprep courses. Promote the SAT/ACT districtbootcamps.

2 Administration/Counselors/Faculty

Increased enrollment for SAT prep course as well asincreased enrollment for the SAT test with CollegeBoard. Increased enrollment in bootcamps andincreased enrollment in SAT diagnostic testing throughSurescore.




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