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Improvement Plan Garland Independent School District Rowlett High School 2018-2019 Campus Improvement Plan Rowlett High School Campus #009 1 of 29 Generated by Plan4Learning.com August 12, 2018 5:46 pm Mission Statement We will support academic and social excellence in a global society for diverse students through the combined efforts of all community members. Vision We will prepare individual students for their best future by collaborating together and demonstrating excellence, every day. Value Statement We believe all students can learn, every day. We will work together to promote and achieve high expectations, every day. We know that students deserve our best, every day. We value all cultures, every day. We respect all students, families, staff and community members, every day. We demonstrate ethical behavior, every day. We will hold each other accountable for our actions, every day. We believe education transforms lives, every day. Rowlett High School Campus #009 2 of 29 Generated by Plan4Learning.com August 12, 2018 5:46 pm Table of Contents Comprehensive Needs Assessment . 4 Student Achievement . 4 School Culture and Climate . 6 Comprehensive Needs Assessment Data Documentation . 8 Goals . 9 Goal 1: Garland ISD will ensure ALL students graduate prepared for college, careers and life by increasing student performance measures, postsecondary readiness, and graduation rates and decreasing student management incidences. 9 System Safeguard Strategies . 26 Site-Based Decision Making Committee . 27 2018-2019 Campus Improvement Team . 28 Campus Funding Summary . 29 Rowlett High School Campus #009 3 of 29 Generated by Plan4Learning.com August 12, 2018 5:46 pm Comprehensive Needs Assessment Student Achievement Student Achievement Strengths Qualifying scores on all AP exams increased from 35.6% in 2017 to 41.3% in 2018. 58.7% of all students met bechnmark for garde 11 SAT school day in 2018. 93% of students attending a four year institution returned to their second year of college (Freshman to Sophomore Persistence) Problem Statements Identifying Student Achievement Needs Problem Statement 1: Only 18% of English I re-testers achieved approaches on English I STAAR EOC. Root Cause: Lack of Reading intervention curriculum. Problem Statement 2: Re-testers in Black, White and ELL sub populations did not reach Meets (0%) on the English I STAAR EOC Root Cause: Lack of middle school data that would determine needs and differentiate for student progress. Problem Statement 3: 49% of 12th grade students completed their FAFSA documents in 2017-2018. Root Cause: Student FAFSA completion rate is due to Lack of communication of the FAFSA Process to students, parents, and stakeholders Problem Statement 4: According to 2018 Spring STAAR EOC data 14% achieved Masters on the Algebra I exam. Root Cause: The Springboard curriculum does not provide enough rigor for our honor students. Problem Statement 5: 69.9% of all students did not meet the math benchmark on grade the 11 on SAT school day. Root Cause: Not addressing mathematical concepts assessed on the grade 11 SAT school day. Problem Statement 6: 69.2% of all economically disadvantage students did not meet the benchmark on the math session of the grade 11 PSAT/NMSQT in 2017. Root Cause: Systems and Processes were not accurately put in place to better prepare students to meet the standards of the math session on the PSAT. Problem Statement 7: 62% of all AP testers in 2018 received a non-qualifying score (1 and 2) on the exam. Root Cause: Advanced Placement course Rowlett High School Campus #009 4 of 29 Generated by Plan4Learning.com August 12, 2018 5:46 pm instruction was not individually tailored to meet the needs of all student learning levels in order to achieve content and test skill mastery toward the AP test. Problem Statement 8: According to 2018 Spring STAAR EOC data only 60% of testers achieved Meets on the Biology EOC scoring 1% below the district average of 61%. Root Cause: Minimal spiral of gap standards based on CA results. Problem Statement 9: According to 2018 Spring STAAR EOC data only 17% of testers achieved Masters on the Biology EOC scoring 7% below the district average of 24%. Root Cause: Minimal spiral of gap standards based on CA results. Rowlett High School Campus #009 5 of 29 Generated by Plan4Learning.com August 12, 2018 5:46 pm School Culture and Climate School Culture and Climate Summary Attendance lowest percentage during the 4th Cycle with 94.37% according to the 2017-18 attendance data African American students had a 92.24% attendance rate for the 2017-18 school year, which was the lowest of all sub populations According to the 2017-18 attendance data there was almost a 3% drop in attendance in the second semester from 98% to 95.62 18% of all office referrals written were for Truancy 3 Expulsions for the school year White student population has the highest expulsion rate 401 incidents reported in failure to follow rules 49 incidents for insubordination. School Culture and Climate Strengths Maintain 39.7% incidents rate that require classroom exclusion. (Below district 50% target) 48% of all referral came from classroom incidences. Active presense of teachers and admin in halls during passing periods Highly effective Administration team Problem Statements Identifying School Culture and Climate Needs Problem Statement 1: According to the 2017-18 attendance report there was almost a 3% drop in attendance in the second semester from 98% to 95.62. Root Cause: The number of days in the spring semester exceed the fall semester by 18 days. Problem Statement 2: According to the 2017-18 Discipline data, 18% of all office referrals written were for Truancy. Root Cause: Lack effective systems Rowlett High School Campus #009 6 of 29 Generated by Plan4Learning.com August 12, 2018 5:46 pm such as more frequent hall sweeps and monitored tardies. Problem Statement 3: African American students had a 92.24% attendance rate for the 2017-18 school year, which was the lowest of all sub populations. Root Cause: Lack of incentive/reward program for students attending school consistently and on time. Problem Statement 4: According to the 2017-18 discipline data, 401 incidents reported in failure to follow rules 49 incidents for insubordination. Root Cause: Lack of character education development or mandate teen leadership class. Rowlett High School Campus #009 7 of 29 Generated by Plan4Learning.com August 12, 2018 5:46 pm Comprehensive Needs Assessment Data Documentation The following data were used to verify the comprehensive needs assessment analysis: Improvement Planning Data District goals Campus goals Campus and/or district planning and decision making committee(s) meeting data Accountability Data Texas Academic Performance Report (TAPR) data Domain 1 - Student Achievement Domain 2 - Student Progress Domain 3 - Closing the Gaps System Safeguards and Texas Accountability Intervention System (TAIS) data Critical Success Factor(s) data Accountability Distinction Designations Federal Report Card Data Student Data: Assessments State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versions STAAR End-of-Course current and longitudinal results, including all versions STAAR EL Progress Measure data Texas English Language Proficiency Assessment System (TELPAS) results Postsecondary college, career or military-ready graduates data Advanced Placement (AP) and/or International Baccalaureate (IB) assessment data SAT and/or ACT assessment data PSAT and/or ASPIRE Student Data: Student Groups EL or LEP data, including academic achievement, progress, support and accommodation needs, race, ethnicity, gender, etc. Career and Technical Education (CTE) data, including academic achievement, progress, program growth, race, ethnicity, gender, etc. Rowlett High School Campus #009 8 of 29 Generated by Plan4Learning.com August 12, 2018 5:46 pm Goals Goal 1: Garland ISD will ensure ALL students graduate prepared for college, careers and life by increasing student performance measures, postsecondary readiness, and graduation rates and decreasing student management incidences. Performance Objective 1: Percent of students demonstrating on level literacy as measured by Meets Grade Level performance on STAAR English I & II, will increase from 50% & 59% to 90% by 2025. (18-19 interim goal = English I 55% English II 64%) Evaluation Data Source(s) 1: STAAR spring administration testing data file (accountability subset) Summative Evaluation 1: Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Feb Apr June System Safeguard Strategy 2.4, 2.5, 2.6 Principal, Assistant Lesson Plans, Observation, curriculum assessement PBMAS Principal, Intervention Funds will be spent on: American Reading, No Red Ink Critical Success Factors Facilitator and Achieve 3000. CSF 1 CSF 2 1) Teachers will utilize instructional technology, Achieve 3000, No Red Ink, and guided reading Problem Statements: Student Achievement 1 materials in English I, English II and Reading classrooms. PBMAS 2.4, 2.5, 2.6 Principal, Assistant Critical Success Factors Principal, CSF 1 CSF 2 CSF 4 Intervention Facilitator 2) English I and English II teachers will participate in performance planning that focuses on accelerated Problem Statements: Student Achievement 1, 2 growth and closing the learning gap. System Safeguard Strategy Principal, Assistant Pull Out Logs PBMAS Principal Intervention Funds will be spent on: Subs for teachers participating in Critical Success Factors Facilitator
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