Garland Independent School District Sachse High School 2015-2016 Campus Improvement Plan

Accountability Rating: Met Standard

Distinction Designations: Academic Achievement in Science

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Mission Statement

Sachse 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.

Sachse High School Campus #010 2 of 29 Generated by Plan4Learning.com December 3, 2015 9:58 am Table of Contents

Comprehensive Needs Assessment ...... 4 Learning Environment ...... 4 Digital Tools ...... 5 Learning Standards ...... 6 Assessment ...... 7 Learning Organizations ...... 8 Accountability ...... 9 Partnerships ...... 10 Focus ...... 10 Comprehensive Needs Assessment Data Documentation ...... 14 Goals ...... 17 Goal 1: We will provide a secure learning environment that allows active student participation and opportunities to collaborate through relevant content and instruction. (Learning Environment) ...... 17 Goal 2: We will develop processes and applications to achieve the equitable distribution of digital resources, along with adequate training and support for implementation. (Digital Tools) ...... 19 Goal 3: We will develop an aligned, standards-based system which will be delivered consistently where each child will receive the basic foundations in addition to challenging and relevant learning. (Learning Standards) ...... 19 Goal 4: We will develop a consistent, yet flexible system of assessing students' progress with appropriate feedback and ensure this system is clearly communicated to students, staff, parents and the community. (Assessment) ...... 19 Goal 5: We will promote and support innovative and exemplary curriculum, professional development, and instructional practices in order to continuously enhance teaching and extend learning. (Learning Organization) ...... 19 Goal 6: We will monitor and maintain key performance indicators to assess progress toward goals. (Accountability) ...... 20 Goal 7: We will create a variety of partnerships, including families, colleges, businesses, and community organizations that establish avenues to vault student success. (Partnerships) ...... 23 State System Safeguard Strategies ...... 24 State Compensatory ...... 25 Budget for Sachse High School: ...... 25 Title I Personnel ...... 26 2015-2016 Campus Improvement Team ...... 27 Campus Funding Summary ...... 28

Sachse High School Campus #010 3 of 29 Generated by Plan4Learning.com December 3, 2015 9:58 am Comprehensive Needs Assessment

Learning Environment

Learning Environment Summary

Sachse High School continues to provide innovative methods of instruction to its diverse student body and provide students, faculty, and staff a safe place to learn and work. Over 90% of students met individually with a counselor, the teen leadership classes has a 100% accepted enrollment. There were six bullying reports reported on Review 360, and Sachse High School met all safety procedures based on safety reports. Needs in this area include increased differentiated instruction and professional development on differentiated instruction. In addition, there is a need to close the discipline gap among Sachse High School's student populations.

Learning Environment Strengths

There were six bullying reports in review 360. More than 90% of students met individually with a Sachse High School counselor according to survey results. Sachse High School teen leadership had a 100% accepted enrollment. Sachse High School met all safety procedures (fire drills, lockdown, etc.) based on safety reports.

Learning Environment Needs

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

Based on Review 360, the breakdown of discipline by student group is as follows: American Indian 0.6% (increase 0.1%), Asian 4.2% (increase 0.6%), Black 22.9% (decrease 6.4%), White 25.4% (decrease 1.7%), Hispanic 46.3% (increase 8.6%), Two or More Races 0.6% (decrease 1%). Based on CWT data, 19% of instruction is small group, and in 6% of lessons, students work collaboratively. Based on CWT data, differentiated instruction is marked evident in 47% of walk-throughs. Professional development on small group instruction and differentiated instruction occurred twice during the school year (August, 2014 and May, 2015) with no evident follow-up.

Sachse High School Campus #010 4 of 29 Generated by Plan4Learning.com December 3, 2015 9:58 am Digital Tools

Digital Tools Summary

Sachse High School participated in Garland ISD's iPad and Skyward training throughout the 2014-2015 as needed; however, no accurate training documentation system was apparent for iPad modules.

Digital Tools Strengths

All staff members were offered iPad and Skyward training according to the SHS professional development calendar and sign-in sheets. Staff members and TICS shared Skyward and iPad tips with other staff members throughout the year. Sachse Administrators offered Skyward to training to staff members as needed. (May 2015)

Digital Tools Needs

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

No accurate documentation system was apparent for iPad module training.

Sachse High School Campus #010 5 of 29 Generated by Plan4Learning.com December 3, 2015 9:58 am Learning Standards

Learning Standards Summary

The GISD STEAMposium was advertised throughout Sachse High School and the school's robotics team participated at the National level for the VEX robotics competition. However, only the robotics team, and no other Sachse High School students participated in the GISD STEAMposium. In addition, only one teacher participated in the GISD STEAMposium and there was no representative to organize STEAMposium for the school.

Learning Standards Strengths

Advertisements for GISD STEAMposium was present around school building. Robotics program participated at the National level for the VEX competition.

Learning Standards Needs

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

Only the robotics team, and no other SHS student participated in the GISD STEAMposium. The robotics teacher was the only participant in GISD STEAMposium. Expectations to all stakeholders was communicated in one professional development in August, 2014. One postcard/flyer was available to parents about student benefits of participating. No representative at Sachse was assigned to organize and manage events and communication. No course in science was used for GISD Steamposium.

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Assessment Summary

Sachse High School teachers and staff use methods to implement data-driven instruction, including analyzing EOC and AP data to focus on student needs and adjust instruction. Communication appears to be lacking concerning testing dates on a campus and district level.

Assessment Strengths

EOC teachers analyzed past EOC data to identify strengths and weaknesses within testing area during PLCs according to PLC notes. Teachers communicate to students importance of EOC tests. AP teachers hold multiple review sessions to prepare students for AP tests throughout the year.

Assessment Needs

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

Minimal communication occurs among staff members concerning CBAs dates. According to AP test enrollment data for 2014-2015, 11 AP courses have increased in the number of AP tests taken, and 9 AP courses have decreased in the number of AP tests taken.

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Learning Organizations Summary

Learning organization at Sachse High School has several strengths, including training by master trainers and AVID documentation of instructional strategies. However, there is a need to determine declining numbers in advanced placements courses as a student progresses through Sachse High School, and data, both qualitative and quantitative on strategy implementation after professional development/trainings.

Learning Organizations Strengths

Student groups in advanced programs have been approximately the same. Some went up and some went down but all stayed within a small margin of each other. Based on training data, we notice that 100% of training is done by master trainers. AVID documentation collection is done to show strategy use in classes.

Learning Organizations Needs

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

No data is provided for explanation on declining numbers in AP/advanced programs as a student progressing through Sachse H.S. No data is provided from student/parent surveys to find out why students are leaving programs after 9th grade. No qualitative or quantitative data is available to determine if strategies are being implemented after trainings. No consistent feedback of teacher evaluations of trainings; not just district trainings, are provided. No accountability within each department to demonstrate strategies is apparent.

Sachse High School Campus #010 8 of 29 Generated by Plan4Learning.com December 3, 2015 9:58 am Accountability

Accountability Summary

Sachse High School earned a distinction in science based on EOC biology scores. In addition, social studies made a considerable gain (16 percentage points) over the previous school year. There is a need to assist all students in achievement level II in algebra I and English I, and particular student groups in English II, biology, and U.S. History. SAT participation shows a need in increase for Hispanic students.

Accountability Strengths

English II passing percentage in the “all students” group is 9 percentage points above the district passing percentage. (2014-2015) SHS biology department produced over 25% of the total Level 3 “Advanced” scores for our district (197 out of the 780 in the district) in a district that includes 7 high schools. (2014-2015) Social Studies made a gain of 16 percentage points on the US History EOC in level III. (2014-2015)

Accountability Needs

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

Based on STAAR EOC data, Algebra I first time testers (all students) level II went from 89% (Spring 2014) to 84% (Spring 2015). Based on STAAR EOC data, Algebra I first time testers (LEP) level II went from 73% (Spring 2014) to 37% (Spring 2015). Based on STAAR EOC data, Algebra I first time testers (Hispanic) level II went from 87% (Spring 2014) to 80% (Spring 2015). Based on STAAR EOC data, Algebra I first time testers (SPED) level II went from 61% (Spring 2014) to 51% (Spring 2015). Based on STAAR EOC data, English I first time testers (all students) level II went from 78% (Spring 2014) to 73% (Spring 2015). Based on STAAR EOC data, English I first time testers (Hispanic) level II went from 68% (Spring 2014) to 63% (Spring 2015). Based on STAAR EOC data, English I first time testers (LEP) level II went from 19% (Spring 2014) to 15% (Spring 2015). Based on STAAR EOC data, English I first time testers (ESL) level II went from 19% (Spring 2014) to 12% (Spring 2015). Based on STAAR EOC data, English II first time testers (LEP) level II went from 25% (Spring 2014) to 16% (Spring 2015). Based on STAAR EOC data, English II first time testers (SPED) level II went from 41% (Spring 2014) to 23% (Spring 2015). Based on STAAR EOC data, Biology first time testers (LEP) level II went from 77% (Spring 2014) to 71% (Spring 2015). Based on STAAR EOC data, U.S. History first time testers (SPED) level II went from 89% (Spring 2014) to 76% (Spring 2015). 37.1% of Hispanic students took SAT, compared to 55.1% of the campus. The attendance rate for seniors was 96.8% in cycle 1 and 94.1% in cycle 5.

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Partnerships Summary

Sachse High School has a consistent parent involvement program with trainings for Skyward and cycle recovery, as well as information meetings on Advanced Placement, teen driving, and others. There is a need for building a greater partnership within the communities in which the school serves.

Partnerships Strengths

Skyward training was provided to parents in October 2014. Information meetings were held for parents regarding graduation plans, college application procedures, financial aid procedures, scholarship application procedures, and general information about Sachse High School. Information meeting for parents of incoming 9th graders to inform them about the AP and dual credit program at SHS (March 2015). All parent meetings are advertised on the SHS website. All parent meetings are posted on the announcements and included in “Call Outs.”

Partnerships Needs

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

The school does not have community partnerships among colleges, businesses, and community organizations. Sachse High School has no mentor program for our students. Sachse High School has no mentor coordinator or point of contact to recruit mentors and identify students who might benefit from mentors. Sachse High School has no contact sheet of all community members/organizations and the SHS organization related to it in order to potentially build a mentor list.

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Focus Summary

Sachse High School continues to improve with EOC level II and III scores in U.S. History and biology; however English and algebra needs additional assistance. Level III scores need an increase in all areas. Professional Learning Communities, though established, need refinement to maximize efficiency and student success. Discipline shows improvement with most student populations, but more focus needs to be given to Hispanic students. AP enrollment and test taken increased in several course, and Sachse High School plans on continuing the strong AP focus for the 2015-2016 school year. Parent involvement increased over last year, but continued steps need to be taken to increase involvement for the 2015-2016 year.

Focus Strengths

1) Sachse has established PLC in core areas.

2) Sachse has decreased the number of discipline referrals in some student populations as compared to the 2013-2014 school year.

3) Sachse High School has increased AP enrollment and number of test taken in several subjects.

Focus Needs

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

Based on STAAR EOC data, Algebra I first time testers (all students) level II went from 89% (Spring 2014) to 84% (Spring 2015); (LEP) level II went from 73% (Spring 2014) to 37% (Spring 2015); (Hispanic) level II went from 87% (Spring 2014) to 80% (Spring 2015); and (SPED) level II went from 61% (Spring 2014) to 51% (Spring 2015). Based on STAAR EOC data, English I first time testers (all students) level II went from 78% (Spring 2014) to 73% (Spring 2015); (LEP) level II went from 19% (Spring 2014) to 15% (Spring 2015); (Hispanic) level II went from 68% (Spring 2014) to 63% (Spring 2015); and (ESL) level II went from 19% (Spring 2014) to 12% (Spring 2015). Based on STAAR EOC data, English II first time testers (LEP) level II went from 25% (Spring 2014) to 16% (Spring 2015); (SPED) level II went from 41% (Spring 2014) to 23% (Spring 2015). Based on STAAR EOC data, Biology first time testers (LEP) level II went from 77% (Spring 2014) to 71% (Spring 2015). Based on STAAR EOC data, U.S. History first time testers (SPED) level II went from 89% (Spring 2014) to 76% (Spring 2015). Based on Review 360, the breakdown of discipline by student group is as follows: American Indian 0.6% (increase 0.1%), Asian 4.2% (increase

Sachse High School Campus #010 12 of 29 Generated by Plan4Learning.com December 3, 2015 9:58 am 0.6%), Black 22.9% (decrease 6.4%), White 25.4% (decrease 1.7%), Hispanic 46.3% (increase 8.6%), Two or More Races 0.6% (decrease 1%).

Sachse High School Campus #010 13 of 29 Generated by Plan4Learning.com December 3, 2015 9:58 am Comprehensive Needs Assessment Data Documentation

The following data were used to verify the comprehensive needs assessment analysis: Improvement Planning Data District goals Campus goals Current and/or prior year(s) campus and/or district improvement plans Campus and/or district planning and decision making committee(s) meeting data State and federal planning requirements Accountability Data Texas Academic Performance Report (TAPR) data Performance Index Framework Data: Index 1 - Student Achievement Performance Index Framework Data: Index 2 - Student Progress Performance Index Framework Data: Index 3 - Closing Performance Gaps Performance Index Framework Data: Index 4 - Postsecondary Readiness System Safeguards and Texas Accountability Intervention System (TAIS) data Critical Success Factor(s) data Accountability Distinction Designations AYP longitudinal data Federal Report Card Data NCLB Report Card data Community and student engagement rating data Student Data: Assessments State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information) 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 Progress of prior year STAAR failers STAAR Released Test Questions Texas Assessment of Knowledge and Skills (TAKS), Exit Level, including all applicable versions Progress of prior year TAKS failers STAAR ELL Progress Measure data Texas English Language Proficiency Assessment System (TELPAS) results Texas Success Initiative (TSI) data for postsecondary/college-ready graduates data Advanced Placement (AP) and/or International Baccalaureate (IB) assessment data SAT and/or ACT assessment data Sachse High School Campus #010 14 of 29 Generated by Plan4Learning.com December 3, 2015 9:58 am PSAT and/or ASPIRE Student Success Initiative (SSI), Grades 5 and 8, data Local diagnostic reading assessment data Local diagnostic math assessment data Local benchmark or common assessments data Student failure and/or retention rates Student Data: Student Groups Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groups Number of students assigned to each special program, including analysis of academic achievement, race, ethnicity, gender, etc Economically Disadvantaged / Non-economically disadvantaged performance and participation data Male / Female performance and participation data Special education population, including performance, discipline, attendance, and mobility Migrant population, including performance, discipline, attendance and mobility At-Risk population, including performance, discipline, attendance and mobility ELL or LEP data, including academic achievement, support and accommodation needs, race, ethnicity, gender, etc Career and Technical Education (CTE) data, including academic achievement, program growth, race, ethnicity, gender, etc Section 504 data Homeless data Gifted and talented data Dyslexia Data Response to Intervention (RTI) student achievement data Recommended High School Program (RHSP)/Distinguished Achievement Program (DAP) graduates data Employee Data Professional Learning Communities (PLC) data Staff surveys and/or other feedback Highly qualified staff data Teacher/Student Ratio Campus leadership data Campus department and/or faculty meeting discussions and data Professional development needs assessment data Evaluation(s) of professional development implementation and impact PDAS and/or T-TESS Parent/Community Data Parent surveys and/or other feedback Parent Involvement Rate

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Sachse High School Campus #010 16 of 29 Generated by Plan4Learning.com December 3, 2015 9:58 am Goals

Goal 1: We will provide a secure learning environment that allows active student participation and opportunities to collaborate through relevant content and instruction. (Learning Environment)

Performance Objective 1: Improve Sachse High School's ninth grade transition program during the 2015-2016 school year to decrease ninth grade failures and discipline referrals by 10 percent.

Staff Formative Strategy Description TITLE I Responsible for Evidence that Demonstrates Success Reviews Monitoring Nov Feb Apr June Critical Success Factors 1, 2, 3, 5, Instructional Coach Ninth grade camp agendas and attendance records. CSF 1 CSF 6 7

1) Continue a comprehensive ninth grade camp for incoming freshman to assist Funding Sources: 6100 Payroll- Title I Funds - $9240.00, 6300 Supplies and Materials- Title I Funds - $650.00 students with academic needs, social awareness, and character building.

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

Sachse High School Campus #010 17 of 29 Generated by Plan4Learning.com December 3, 2015 9:58 am Goal 1: We will provide a secure learning environment that allows active student participation and opportunities to collaborate through relevant content and instruction. (Learning Environment)

Performance Objective 2: Reduce the number of disciplinary incidents for Sachse High School's at-risk student population (grades 9-12) by 10 percent from 2014-15 to 2015-16.

Staff Formative Strategy Description TITLE I Responsible for Evidence that Demonstrates Success Reviews Monitoring Nov Feb Apr June Critical Success Factors 1, 3, 5 Interns, Character program documents, Friday school plans and CSF 6 Instructional Coach attendance records

1) A character program will be established to be utilized during Friday school Funding Sources: 199 - State Comp Ed Funds - $1440.00 for our at-risk students.

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

Sachse High School Campus #010 18 of 29 Generated by Plan4Learning.com December 3, 2015 9:58 am Goal 2: We will develop processes and applications to achieve the equitable distribution of digital resources, along with adequate training and support for implementation. (Digital Tools)

Goal 3: We will develop an aligned, standards-based system which will be delivered consistently where each child will receive the basic foundations in addition to challenging and relevant learning. (Learning Standards)

Goal 4: We will develop a consistent, yet flexible system of assessing students' progress with appropriate feedback and ensure this system is clearly communicated to students, staff, parents and the community. (Assessment)

Goal 5: We will promote and support innovative and exemplary curriculum, professional development, and instructional practices in order to continuously enhance teaching and extend learning. (Learning Organization)

Performance Objective 1: By the end of the 2015-2016 school year, enrollment in honors, AP, and Dual Credit courses will increase to over 2500 courses, while AP exam scores of 3 or better will increase to at least 447.

Staff Formative Reviews Strategy Description TITLE I Responsible for Evidence that Demonstrates Success Nov Feb Apr June Monitoring 1) AP and dual credit teachers will collaborate in Professional Learning 5, 8 Principal, Assistant Examples of rigorous learning plans and increase in Communities to analyze data in order to provide rigorous instruction, develop Principals, AP/DC formative assessments in AP courses high expectations, and define measurable goals. teachers 2) Develop plans and interventions for at-risk students enrolled in AP/DC 1, 3, 5, 6 Principal, Assistant Learning Plans reflect interventions provided. courses to remain in AP/DC courses and participate in the AP/DC exams. Principals, AP/DC teachers Critical Success Factors 1, 3, 5, 8 Principal, Assistant Schedule of tutoring opportunities and student sign-in CSF 1 CSF 2 CSF 4 CSF 6 CSF 7 Principals, AP/DC sheets. teachers 3) Provide additional tutoring opportunities for at-risk AP and dual credit students after-school to ensure exam participation and high achievement. Funding Sources: 199 - State Comp Ed Funds - $15000.00 Includes all student populations.

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

Sachse High School Campus #010 19 of 29 Generated by Plan4Learning.com December 3, 2015 9:58 am Goal 6: We will monitor and maintain key performance indicators to assess progress toward goals. (Accountability)

Performance Objective 1: By the end of school year 2015-2016, 60% or above of first-time test takers will meet Phase-in 2 Level II performance on all STAAR EOC exams across all student groups and tested areas, with an emphasis on growth on Special Education and ELL student groups. Level III for all first time test takers will increase to 10% or above across all student groups and tested areas.

Staff Formative Reviews Strategy Description TITLE I Responsible for Evidence that Demonstrates Success Nov Feb Apr June Monitoring State System Safeguard Strategies 1, 3, 4, 5 Principal, Assistant Schedule of tutoring dates; student sign-in sheets Critical Success Factors Principals, CSF 1 CSF 2 CSF 4 Instructional Coach 1) Provide targeted tutorials one day per week focused on current TEKS/Student Funding Sources: 6100 Payroll- Title I Funds - $23096.66, 6300 Supplies and Materials- Title I Funds - Expectations in class for algebra I, biology, U.S. history, English I and English $1750.00, 6400 Food/Bus/Registration- Title I Funds - $15660.00, 6400 Food/Bus/Registration- Title I Funds - II $1500.00, 6300 Supplies and Materials- Title I Funds - $9910.00 State System Safeguard Strategies 1, 2, 4, 6 Assistant Principal, PLC records including effective, rigorous learning Critical Success Factors PLC lead, plans, plans for student intervention, use of technology CSF 1 CSF 2 CSF 3 CSF 7 Instructional Coach,in learning plans, AVID strategies, ELL strategies, and Department Chair teacher reflection and professional growth 2) Schedule and implement structured Professional Learning Community meetings for algebra I, biology, U.S. history, English I/ESL teachers, and Funding Sources: 6300 Supplies and Materials- Title I Funds - $4083.34 English II/ESL teachers State System Safeguard Strategies 1, 3, 4 Assistant Principal, Pull-in lesson plans and substitute records Critical Success Factors Department Chair CSF 1 CSF 2 CSF 4 Funding Sources: 199 - State Comp Ed Funds - $7500.00 3) Provide algebra and English I pull-ins for targeted students

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

Sachse High School Campus #010 20 of 29 Generated by Plan4Learning.com December 3, 2015 9:58 am Goal 6: We will monitor and maintain key performance indicators to assess progress toward goals. (Accountability)

Performance Objective 2: Reduce cycle failures by 5% among all student populations throughout the 2015-2016 school year.

Staff Formative Reviews Strategy Description TITLE I Responsible for Evidence that Demonstrates Success Nov Feb Apr June Monitoring State System Safeguard Strategies 1, 2, 3, 4, Principal, Assistant Increase in formative and summative assessment Critical Success Factors 5, 8 Principal, Interns, performance; decrease in cycle failures CSF 1 CSF 4 CSF 6 Instructional Coach

1) Identify and provide tutorial opportunities in all core areas for all student Funding Sources: 199 - State Comp Ed Funds - $18000.00 populations during Thursday School 2) Provide teaching training on grade recovery and monitor for additional training

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

Sachse High School Campus #010 21 of 29 Generated by Plan4Learning.com December 3, 2015 9:58 am Goal 6: We will monitor and maintain key performance indicators to assess progress toward goals. (Accountability)

Performance Objective 3: Increase the number of cycle and course completions for credit and cycle recovery by 20% throughout the 2015-2016 school year

Staff Formative Reviews Strategy Description TITLE I Responsible for Evidence that Demonstrates Success Nov Feb Apr June Monitoring Critical Success Factors 1, 5, 8 Instructional Coach Student sign-in sheets; completion of courses/cycles CSF 1 CSF 4 CSF 6 assigned

1) Offer credit/cycle recovery after-school 1-2 days per week, through April, Funding Sources: 199 - State Comp Ed Funds - $6180.00 then 4 days in May and Saturday opportunities 2) Schedule and implement time during PLC for student progress in grade and cycle recovery

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

Sachse High School Campus #010 22 of 29 Generated by Plan4Learning.com December 3, 2015 9:58 am Goal 7: We will create a variety of partnerships, including families, colleges, businesses, and community organizations that establish avenues to vault student success. (Partnerships)

Performance Objective 1: Conduct a minimum of six parent involvement opportunities regarding topics of graduation plans, college application procedures, AP/Dual credit program, EOC preparation, and teen issues during the 2015-2016 school year.

Staff Formative Reviews Strategy Description TITLE I Responsible for Evidence that Demonstrates Success Nov Feb Apr June Monitoring Critical Success Factors 1, 7, 8 Principal, assistant Meeting agenda and parent attendance CSF 5 CSF 6 principals, department chairs, 1) Provide parent involvement opportunities addressing topics such as instructional coach graduation plans, college application procedures, AP/Dual credit program, EOC preparation, and teen issues Funding Sources: 6100 Parent Inv. Payroll T1 - $2275.00, 6400 Parent Inv. Food/bus/Regis T1 - $516.00

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

Sachse High School Campus #010 23 of 29 Generated by Plan4Learning.com December 3, 2015 9:58 am State System Safeguard Strategies

Goal Objective Strategy Description Provide targeted tutorials one day per week focused on current TEKS/Student Expectations in class for algebra I, biology, U.S. 6 1 1 history, English I and English II Schedule and implement structured Professional Learning Community meetings for algebra I, biology, U.S. history, English 6 1 2 I/ESL teachers, and English II/ESL teachers 6 1 3 Provide algebra and English I pull-ins for targeted students 6 2 1 Identify and provide tutorial opportunities in all core areas for all student populations during Thursday School

Sachse High School Campus #010 24 of 29 Generated by Plan4Learning.com December 3, 2015 9:58 am State Compensatory

Budget for Sachse High School:

Funds Will Be Spent On Account Title Budget 6100 Payroll Costs 6117 6117 Supplemental Pay/Extra Duty Pay - Locally Defined $47,362.00 6100 Subtotal: $47,362.00

Sachse High School Campus #010 25 of 29 Generated by Plan4Learning.com December 3, 2015 9:58 am Title I Personnel

Name Position Program FTE Hogue, Sharon Instructional Coach Title I 100%

Sachse High School Campus #010 26 of 29 Generated by Plan4Learning.com December 3, 2015 9:58 am 2015-2016 Campus Improvement Team

Committee Role Name Position Non-classroom Professional Ray Merrill Principal Business Representative Jeanie Marten Classroom Teacher Alexander Brown Teacher Classroom Teacher Carl Brown Teacher Classroom Teacher Tyra Clayton Teacher Classroom Teacher LaToya Dean Teacher Classroom Teacher Joseph Fagyas Teacher Classroom Teacher Stephen Halbach Teacher Classroom Teacher Craig Klement Teacher Classroom Teacher Michael Roha Teacher Classroom Teacher Jorge Sanchez-Gomez Teacher Classroom Teacher David Serene Teacher Classroom Teacher Courtney Smith Teacher Classroom Teacher Brian Torres Teacher Community Representative Robert Guess Community Representative Jema Hill-Cook Non-classroom Professional Sharon Hogue Title I Instructional Coach Paraprofessional Jennifer Boltz AP Secretary Paraprofessional Irene Ruiz AP Secretary Student Linda Dien Student

Sachse High School Campus #010 27 of 29 Generated by Plan4Learning.com December 3, 2015 9:58 am Campus Funding Summary

199 - State Comp Ed Funds Goal Objective Strategy Resources Needed Funds Will Be Spent On Amount Supplemental pay for Friday school 1 2 1 Supplemental pay for Friday school character education program $1,440.00 character education program Supplemental pay for AP/Dual Credit 5 1 3 Supplemental pay for AP/Dual Credit tutoring sessions $15,000.00 tutoring sessions 6 1 3 Substitute Teachers for pull-ins Substitute Teachers for Pull-ins $7,500.00 Supplemental pay for teachers and Supplemental pay for teachers and facilitators in all core subjects 6 2 1 facilitators in all core subjects during $18,000.00 during Thursday school sessions Thursday school sessions 6 3 1 Supplemental pay for cycle/credit recovery Supplemental pay for cycle/credit recovery $6,180.00 Sub-Total $48,120.00 6100 Payroll- Title I Funds Goal Objective Strategy Resources Needed Funds Will Be Spent On Amount Supplemental pay for teacher planning and instruction for freshman Supplemental pay for teacher planning and 1 1 1 $9,240.00 transition program instruction for freshman transition program Supplemental pay for teachers and facilitators staffing targeted 6 1 1 Supplemental pay for targeted tutorials $23,096.66 tutorials for students Sub-Total $32,336.66 6100 Parent Inv. Payroll T1 Goal Objective Strategy Resources Needed Funds Will Be Spent On Amount Supplemental Pay for teachers in parent 7 1 1 Supplemental Pay for teachers in parent involvement nights $2,275.00 involvement nights Sub-Total $2,275.00 6300 Supplies and Materials- Title I Funds Goal Objective Strategy Resources Needed Funds Will Be Spent On Amount Student materials for freshman transition 1 1 1 Student materials for freshman transition program $650.00 program

Sachse High School Campus #010 28 of 29 Generated by Plan4Learning.com December 3, 2015 9:58 am Supplemental Materials to support English 6 1 1 Supplemental Materials for targeted tutorials $1,750.00 targeted tutorials 6 1 1 Supplemental Materials for English Achieve 3000 $9,910.00 6 1 2 Supplemental Data Analysis Software All in Learning $4,083.34 Sub-Total $16,393.34 6400 Food/Bus/Registration- Title I Funds Goal Objective Strategy Resources Needed Funds Will Be Spent On Amount 6 1 1 Busing for targeted tutorials for students Buses for targeted tutorials for students $15,660.00 Healthy snacks for targeted tutorials for 6 1 1 Healthy snacks for targeted tutorials for students $1,500.00 students Sub-Total $17,160.00 6400 Parent Inv. Food/bus/Regis T1 Goal Objective Strategy Resources Needed Funds Will Be Spent On Amount Healthy snacks for parent involvement 7 1 1 Healthy snacks for parental involvement nights $516.00 nights Sub-Total $516.00 Grand Total $116,801.00

Sachse High School Campus #010 29 of 29 Generated by Plan4Learning.com December 3, 2015 9:58 am