Improvement Plan
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Garland Independent School District Sachse High School 2015-2016 Campus Improvement Plan Accountability Rating: Met Standard Distinction Designations: Academic Achievement in Science Sachse High School Campus #010 1 of 29 Generated by Plan4Learning.com December 3, 2015 9:58 am 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. Sachse High School Campus #010 6 of 29 Generated by Plan4Learning.com December 3, 2015 9:58 am Assessment 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. Sachse High School Campus #010 7 of 29 Generated by Plan4Learning.com December 3, 2015 9:58 am Learning Organizations 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.