Willis Independent School District Willis High School 2018-2019 Campus Improvement Plan

Accountability Rating: Met Standard

Willis High School Campus #170-904-002 1 of 25 Generated by Plan4Learning.com November 27, 2018 3:19 pm

Mission Statement

The mission at WHS is to ensure that all decisions made are in the best interest of students and their success, both in and out of the classroom.

Vision At Willis High School, teachers and staff are committed to developing the minds and empowering the success of our students.

Willis High School Campus #170-904-002 2 of 25 Generated by Plan4Learning.com November 27, 2018 3:19 pm Comprehensive Needs Assessment

Demographics

Demographics Summary

WILLIS HIGH SCHOOL

During the 2018-19 academic year, Willis High School will serve over 2100 students. The demographic breakdown of the student population remained consistent with the percentages observed over the past five years. Student enrollment increased 5.82% from the end of the 2017-2018 school year with a student population of:

Female 49.08%

Male 50.92%

American Indian 0.38%

Asian 0.76%

Black 7.89%

Pacific Islander 0.05%

White 51.58%

2 or more races 3.21%

Hispanic 36.14%

Students enrolled were identified as:

At Risk 47.95% a decrease of 1.1%

Willis High School Campus #170-904-002 3 of 25 Generated by Plan4Learning.com November 27, 2018 3:19 pm Economically Disadvantaged 58.05% an increase of 5.94%

Limited English Proficient 10.01% an increase of 1.13%

Students will receive services in the following programs:

ESL 9.68%

CTE 76.76%

Free Lunch 50.87%

Reduced Lunch 7.18%

GT 4.72%

Special Education 7.42%

Dyslexia 2.03%

The campus also experienced a 5.66% increase in mobility rate ending the 2017-18 school year at 21.68%.

TEACHER

Teacher retention rate for the current year is 80.9%.

Demographics Strengths

The WHS student demographics have remained consistent over the past five years allowing for a proactive approach to staff development and instructional planning and implementation of instructional supports appropriate for the sub-populations served.

Problem Statements Identifying Demographics Needs Willis High School Campus #170-904-002 4 of 25 Generated by Plan4Learning.com November 27, 2018 3:19 pm Problem Statement 1: Student attendance is low. Root Cause: No system in place to consistently address students with excessive absences and/or truancy.

Problem Statement 2: Historically, WHS ESL students have demonstrated limited success on state assessments. The WHS ESL student population has reached 9.7%, requiring the implementation of appropriate instructional supports and practices this year. Root Cause: Improvement of current ESL instructional practices needed.

Problem Statement 3: Student enrollment is expected to increase significantly over the next few years due to forecasted construction of over 4500 homes in Willis over the next few years. Root Cause: Construction of new homes in the Willis area.

Problem Statement 4: The EcoDis population at WHS increased about 6% from the previous year requiring special attention be paid to academic intervention, teacher staff development and implementation of effective instructional practices.

Willis High School Campus #170-904-002 5 of 25 Generated by Plan4Learning.com November 27, 2018 3:19 pm Student Academic Achievement

Student Academic Achievement Summary

STAAR Data:

For the 2018 STAAR EOC tests, Willis High School had an increase in “Masters Grade Level” in ELA I, ELA II, and Algebra I. There was an increase in “Meets Grade Level” from 51.3% in 2017 to 52.93% in 2018 on the ELA II test. On the Algebra I test, “Meets Grade Level” increased from 43.58% in 2017 to 53.74% in 2018. Other data is listed below:

English I EOC: Out of 551 students, 58.08% approached grade level, 39.75% met grade level, and 5.81% mastered grade level.

English II EOC: Out of 495 students, 69.29% approached grade level, 52.92 met grade level, and 7.47% mastered grade level.

Algebra I: Out of 495 students, 81.01% approached grade level, 53.74% met grade level, and 29.7% mastered grade level.

Biology: Out of 468 students, 86.75% approached grade level, 62.61% met grade level, and 19.87% mastered grade level.

Out of 450 students, 94% approached grade level, 73.33 met grade level, and 39.11% mastered grade level.

Other Data:

In 2018, 53.6% of our students took the SATs. This was a decrease from 2017 when 56.2% of the students took the SAT. 911 students took the PSAT test which was given to all tenth and eleventh graders.

On TELPAS, there was a decrease in Listening, Speaking, and Writing proficiencies from 2017 to 2018.

Student Academic Achievement Strengths

At Willis High School there were significant gains on the ELA I and ELA II EOC tests where students “Mastered Grade Level.”

In 2018, Willis High School scored in Quartile 2 for our SAT and ACT scores in Math and Science.

There was a 10% gain in “Meets Grade Level” on the Algebra I EOC from 43.58% in 2017 to 53.74% in 2018

Willis High School Campus #170-904-002 6 of 25 Generated by Plan4Learning.com November 27, 2018 3:19 pm Problem Statements Identifying Student Academic Achievement Needs

Problem Statement 1: EOC scores decreased in “Approaches Grade Level” and “Meets Grade Level” in ELA I, ELA II, Algebra I, and Biology. Root Cause: Teaching strategies do match the student needs and levels.

Problem Statement 2: TELPAS scores have decreased in all proficiencies. Root Cause: There is not a clear understanding of the ELPS and they are not being used effectively in the classroom.

Willis High School Campus #170-904-002 7 of 25 Generated by Plan4Learning.com November 27, 2018 3:19 pm School Processes & Programs

School Processes & Programs Summary

TEKS Resource Systems - provides content and support for an online curriculum management system. The content includes curriculum components and sample unit assessment items aligned to the most current versions of the State Board of Education-adopted standards (TEKS).

Texas Teachers Evaluation and Support System (T-TESS) - strives to capture the holistic nature of teaching – the idea that a constant feedback loop exists between teachers and students, and gauging the effectiveness of teachers requires a consistent focus on how students respond to their teacher’s instructional practices.

Enriching Students - is the Response to Intervention (RTI) tool that is specifically designed to meet the challenges of scheduling middle and high school students for regular RTI sessions. Never has it been easier to implement an RTI program in your middle and secondary school.

Measure Academic Progress (MAP) Suite - is an assessment system that’s all about measuring what matters so you can support growth and skill mastery for every student.

University Interscholastic League (UIL) - exists to provide educational extracurricular academic, athletic, and music contests. The initials UIL have come to represent quality educational competition administered by school people on an equitable basis.

Professional Learning Community (PLC) - An ongoing process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve.

Odysseyware - Educators can give students the ability to earn credits for failed or incomplete courses without having to repeat the entire course, enabling students to complete the work at their own pace and focus on just the concepts they have not yet mastered.

Advanced Academics - Gifted & Talented Services, Dual Credit, Pre-Advanced Placement (Pre-AP) courses, and Advanced Placement (AP) courses.

Career Technical Education (CTE) - programs offer a sequence of courses that provide students with coherent and rigorous content. CTE content is aligned with challenging academic standards and relevant technical knowledge and skills needed to prepare for further education and careers in current or emerging professions.

TEAMS for Student - is a real-time, web-based solution that allows Teachers, Counselors, and Administrators access up-to-date and accurate data from anywhere they have internet access.

Eduphoria - integrated apps assist in every aspect of the school day, from lesson planning to monitor student progress, streamlining administrative duties, and providing a collaborative platform for education professionals. Willis High School Campus #170-904-002 8 of 25 Generated by Plan4Learning.com November 27, 2018 3:19 pm eStar (eSPED) - allows users to enter data safely and quickly anytime, anywhere-with full compliance with federal and state-specific reporting regulations and data safeguards through our Tier-1 Provider partnership with Level (3) Communications.

School Processes & Programs Strengths

TEKS Resource Systems (Strength): Teachers are able to create common assessments to measure student performance that meets the standards.

Texas Teachers Evaluation and Support System (T-TESS) (Strength): All teachers are required to attend an annual refresher training on the principles and processes of the evaluation system and how it relates to improving student performance.

Enriching Students (Strength): Targeted intervention student accountability.

Measure Academic Progress (MAP) (Strength): Identify achievement gaps sooner and monitor academic growth.

University Interscholastic League (UIL) (Strength): It ensures all students are passing all academic courses.

Professional Learning Community (PLC) (Strength): Creates a culture of collaboration focused on student and teacher learning.

Odysseyware (Strength): Increase graduation rates and improve student outcomes.

Advanced Academics (Strength): Increased student enrollment.

Career Technical Education (CTE) (Strength) - The programs offer 17 different certifications.

TEAMS for Student (Strength): real-time automation views instantly as updates take place.

Eduphoria (Strength): Empowers teachers

eStar (eSPED) (Strength) - more than one person can view and enter recommendations on a child without having the actual document.

Problem Statements Identifying School Processes & Programs Needs

Problem Statement 1: There is a group of disengaged students on campus who are not being reached. Root Cause: Failure in Communication

Willis High School Campus #170-904-002 9 of 25 Generated by Plan4Learning.com November 27, 2018 3:19 pm Perceptions

Perceptions Summary

In the spring of 2018, Willis ISD leadership named a new head football coach and a new campus principal. In an effort to get to know more about the culture of WHS, the new principal, Stephanie Hodgins, met with a group of student leaders and a group of teacher leaders, respectively. The focus of each meeting was to survey the participants and gather information about what students and staff perceived as the campus' greatest strengths as well as its opportunities for growth.

The consensus from students was that school spirit was lacking and that the same core group of students tended to participate in all of the extracurricular activities. Additionally, students believed that most of their teachers cared about them, but they agreed that their teachers who were also athletic coaches did not put their classrooms first. Students also indicated that the football program received most of the attention in the community as well as in the school building while other sports or fine arts received little to no recognition for their achievements. Another point that students recognized was that some students did not respect the authority of certain teachers on campus. They expressed that some teachers had confided in them that, in general, they did not feel respected and had grown increasingly frustrated by the behaviors of certain students in their classrooms.

In the meeting with teacher leaders, they expressed frustration about a lack of consistent leadership in the building. They felt that administrators did not handle student referrals equitably and that there appeared to be no system in place for dealing with issues related to student behavior. In addition to this perceived lack of accountability, teachers also indicated that the standards to which students were held were not high and that the culture of the campus could best be described as apathetic.

Perceptions Strengths

There is a core group of students and teachers who genuinely care about WHS and would like for all students and staff to share their passion.

Problem Statements Identifying Perceptions Needs

Problem Statement 1: Students are not held to a high standard. Root Cause: No system in place to consistently deal with issues of student misbehavior.

Problem Statement 2: Lack of school spirit Root Cause: Adults in building do not provide enough opportunities for students to participate (i.e. more dress- up days, contests, encouraging spirit on game days).

Problem Statement 3: Students do not respect authority in classroom. Root Cause: Lack of classroom management and consistently high expectations.

Willis High School Campus #170-904-002 10 of 25 Generated by Plan4Learning.com November 27, 2018 3:19 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 Current and/or prior year(s) campus and/or district improvement plans 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 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 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 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 for each group Special Programs data, including number of students, academic achievement, discipline, attendance, and rates of progress for each student group Economically Disadvantaged / Non-economically disadvantaged performance, progress, and participation data, Special education population, including performance, discipline, progress, and participation data At-Risk population, including performance, progress, discipline, attendance, and mobility 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. Section 504 data Homeless data Willis High School Campus #170-904-002 11 of 25 Generated by Plan4Learning.com November 27, 2018 3:19 pm Gifted and talented data Response to Intervention (RtI) student achievement data Dyslexia Data Student Data: Behavior and Other Indicators Completion rates and/or graduation rates data Annual dropout rate data Attendance data Mobility rate, including longitudinal data Discipline records Violence and/or violence prevention records Tobacco, alcohol, and other drug-use data Student surveys and/or other feedback Class size averages by grade and subject Employee Data Professional learning communities (PLC) data Staff surveys and/or other feedback State certified and high quality staff data Teacher/Student Ratio Campus leadership data Campus department and/or faculty meeting discussions and data Professional development needs assessment data T-TESS Parent/Community Data Parent surveys and/or other feedback Support Systems and Other Data Organizational structure data Processes and procedures for teaching and learning, including program implementation Study of best practices

Willis High School Campus #170-904-002 12 of 25 Generated by Plan4Learning.com November 27, 2018 3:19 pm Goals

Goal 1: All students will reach high academic standards, at a minimum attaining proficiency or better on state assessments.

Performance Objective 1: WHS will increase the number of students who approach mastery on the English I and English II EOCs by 10% in 2018-19.

Evaluation Data Source(s) 1: STAAR scores CCA data from English I and English II MAP results

Summative Evaluation 1:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar June Targeted Support Strategy 2.4, 2.5, 2.6 Lorry Dickinson, Increase number of students who approach or meet Critical Success Factors RTI Coordinator mastery on EOC retests offered in December, May, June, CSF 1 Richard Ray, Dean and July. of Instruction 1) Students who were unsuccessful on English I or Brooke Paulson, AP English II EOC last year have been placed in an EOC over English Remediation class during Academy. Department Problem Statements: Student Academic Achievement 1 Targeted Support Strategy 2.4, 2.6 Richard Ray, Dean Increase number of LEP students who make a year's Critical Success Factors of Instruction growth on TELPAS as well as on English I or English II CSF 1 Brooke Paulson, AP EOC. over ESL 2) Students who are classified as English Language Heather Vargo, ESL Learners and scored at the beginner or intermediate Coordinator level on TELPAS in 2017-18 have been placed in an English class where they receive sheltered instruction Problem Statements: Demographics 2, 4 - Student Academic Achievement 1, 2 - School Processes & Programs 1 from an ESL/ELA certified teacher. Funding Sources: SCE - 0.00

Willis High School Campus #170-904-002 13 of 25 Generated by Plan4Learning.com November 27, 2018 3:19 pm Targeted Support Strategy 2.4, 2.5, 2.6 Richard Ray, Dean The expectation for the PLC period is that each team uses Critical Success Factors of Instruction it to examine and analyze data from both formative and CSF 1 CSF 2 CSF 3 CSF 4 CSF 7 Brooke Paulson, AP common assessments in order to inform their instruction over English and better intervene on behalf of students. 3) The English I and English II teams have a designated Department PLC period built into their schedule so that each team DeAnna Slovak, can meet as a PLC every day of the week without English Department having to sacrifice time after school or during their Chair and English II conference period. Team Leader Stephanie Osborn, English I Team Leader Lorry Dickinson, RTI Coordinator Problem Statements: Demographics 2, 4 - Student Academic Achievement 1 - School Processes & Programs 1

= Accomplished = Continue/Modify = No Progress = Discontinue

Performance Objective 1 Problem Statements:

Demographics Problem Statement 2: Historically, WHS ESL students have demonstrated limited success on state assessments. The WHS ESL student population has reached 9.7%, requiring the implementation of appropriate instructional supports and practices this year. Root Cause 2: Improvement of current ESL instructional practices needed. Problem Statement 4: The EcoDis population at WHS increased about 6% from the previous year requiring special attention be paid to academic intervention, teacher staff development and implementation of effective instructional practices. Student Academic Achievement Problem Statement 1: EOC scores decreased in “Approaches Grade Level” and “Meets Grade Level” in ELA I, ELA II, Algebra I, and Biology. Root Cause 1: Teaching strategies do match the student needs and levels. Problem Statement 2: TELPAS scores have decreased in all proficiencies. Root Cause 2: There is not a clear understanding of the ELPS and they are not being used effectively in the classroom. School Processes & Programs Problem Statement 1: There is a group of disengaged students on campus who are not being reached. Root Cause 1: Failure in Communication

Willis High School Campus #170-904-002 14 of 25 Generated by Plan4Learning.com November 27, 2018 3:19 pm Goal 1: All students will reach high academic standards, at a minimum attaining proficiency or better on state assessments.

Performance Objective 2: WHS will increase the number of students who approach and meet grade level expectations on Algebra I and Biology EOC examinations by 5% in 2018-19

Evaluation Data Source(s) 2: STAAR results CCA data for Algebra I CCA data for Biology MAP testing data

Summative Evaluation 2:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar June Targeted Support Strategy 2.4, 2.6 Roger McNeel, AP Students will be able to see how well they understand a Critical Success Factors over Math particular concept by simply looking in the grade book CSF 1 CSF 2 CSF 7 Department since the major grades are tied to learning standards. Michele Addison, 1) Algebra I and Biology teachers will enter major Algebra I Team grades into TEAMS by Essential Standard so that Leader students and their parents can see their level of mastery Ivan Velasco, AP on each of the TEKS tested on a Campus Common over Science Assessment (CCA). Department Heather Lebow, Science Department Chair and Biology Team Leader Problem Statements: Demographics 4 - Student Academic Achievement 1 - Perceptions 1 Targeted Support Strategy 2.4, 2.5, 2.6 Michele Addison, All students have access to direct instruction from a WHS 2) The Algebra I team has been using video recordings Algebra I Team teacher, even if they were absent or did not understand of themselves teaching Essential Standards for students Leader the first time it was taught in class. who were absent and missed initial instruction or who Jim Korkowski, needed to be retaught after not demonstrating mastery Math Department on a CCA. Chair Roger McNeel, AP over Math Department Problem Statements: Demographics 1, 4 - Student Academic Achievement 1 - School Processes & Programs 1

Willis High School Campus #170-904-002 15 of 25 Generated by Plan4Learning.com November 27, 2018 3:19 pm Targeted Support Strategy 2.4, 2.5, 2.6 Lorry Dickinson, Students are allowed two additional opportunities to show Critical Success Factors RTI Coordinator mastery on Essential Standards. Tier 2 (2nd opportunity) CSF 1 CSF 2 CSF 4 CSF 7 Michele Addison, occurs in the classroom during the regularly scheduled Algebra I Team class period, and Tier 3 occurs during Academy. 3) Algebra I and Biology teachers are using Academy to Leader pull students into their rooms for targeted interventions Roger McNeel, AP based on the results of their CCAs as well as to offer over Math EOC remediation to 10th-12th students who have been Department unsuccessful on STAAR. Heather Lebow, Biology Team Leader Ivan Velasco, AP over Science Department Problem Statements: Demographics 4 - Student Academic Achievement 1 - Perceptions 1 Funding Sources: SCE - 0.00

= Accomplished = Continue/Modify = No Progress = Discontinue

Performance Objective 2 Problem Statements:

Demographics Problem Statement 1: Student attendance is low. Root Cause 1: No system in place to consistently address students with excessive absences and/or truancy. Problem Statement 4: The EcoDis population at WHS increased about 6% from the previous year requiring special attention be paid to academic intervention, teacher staff development and implementation of effective instructional practices. Student Academic Achievement Problem Statement 1: EOC scores decreased in “Approaches Grade Level” and “Meets Grade Level” in ELA I, ELA II, Algebra I, and Biology. Root Cause 1: Teaching strategies do match the student needs and levels. School Processes & Programs Problem Statement 1: There is a group of disengaged students on campus who are not being reached. Root Cause 1: Failure in Communication Perceptions Problem Statement 1: Students are not held to a high standard. Root Cause 1: No system in place to consistently deal with issues of student misbehavior.

Willis High School Campus #170-904-002 16 of 25 Generated by Plan4Learning.com November 27, 2018 3:19 pm Goal 1: All students will reach high academic standards, at a minimum attaining proficiency or better on state assessments.

Performance Objective 3: WHS students who receive services through Special Education, ESL, or 504 will increase their performance on STAAR/EOC by 5% in 2018-19.

Evaluation Data Source(s) 3: STAAR CCAs Benchmarks

Summative Evaluation 3:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar June Targeted Support Strategy 2.4, 2.6 Stephanie Hodgins, Because class sizes for each population have been capped Critical Success Factors Principal at a certain number, teachers are better able to provide CSF 1 CSF 4 Richard Ray, Dean instruction that meets the students' individual needs. of Instruction 1) All co-teach classes have a 2:1 ratio of general Tricia Neumann, education students to Special Education students. Lead Counselor Problem Statements: Demographics 2, 4 - Student Academic Achievement 1 - School Processes & Programs 1 - Perceptions 1 Targeted Support Strategy 2.4, 2.6 Stephanie Hodgins, Students who have limited English proficiency have Critical Success Factors Principal better access to quality instruction in a smaller, sheltered CSF 1 CSF 4 CSF 7 Richard Ray, Dean setting with the support of our ESL coordinator. of Instruction 2) We now have sheltered instruction classes for most Tricia Neumann, core content areas in order to meet the needs of our Lead Counselor beginner and intermediate level English Language Heather Vargo, ESL Learners. Coordinator Problem Statements: Demographics 2, 4 - Student Academic Achievement 2

= Accomplished = Continue/Modify = No Progress = Discontinue

Performance Objective 3 Problem Statements:

Demographics Problem Statement 2: Historically, WHS ESL students have demonstrated limited success on state assessments. The WHS ESL student population has reached 9.7%, requiring the implementation of appropriate instructional supports and practices this year. Root Cause 2: Improvement of current ESL instructional practices needed.

Willis High School Campus #170-904-002 17 of 25 Generated by Plan4Learning.com November 27, 2018 3:19 pm Problem Statement 4: The EcoDis population at WHS increased about 6% from the previous year requiring special attention be paid to academic intervention, teacher staff development and implementation of effective instructional practices. Student Academic Achievement Problem Statement 1: EOC scores decreased in “Approaches Grade Level” and “Meets Grade Level” in ELA I, ELA II, Algebra I, and Biology. Root Cause 1: Teaching strategies do match the student needs and levels. Problem Statement 2: TELPAS scores have decreased in all proficiencies. Root Cause 2: There is not a clear understanding of the ELPS and they are not being used effectively in the classroom. School Processes & Programs Problem Statement 1: There is a group of disengaged students on campus who are not being reached. Root Cause 1: Failure in Communication Perceptions Problem Statement 1: Students are not held to a high standard. Root Cause 1: No system in place to consistently deal with issues of student misbehavior.

Willis High School Campus #170-904-002 18 of 25 Generated by Plan4Learning.com November 27, 2018 3:19 pm Goal 2: All parents will participate in regular, two-way, and meaningful communication involving student academic learning and school activities.

Performance Objective 1: 100% of our parents will feel that the staff at WHS communicates well and often in 2018-19.

Evaluation Data Source(s) 1: Parent surveys

Summative Evaluation 1:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar June Critical Success Factors Administration Parents will be aware of how their children are being CSF 5 disciplined at school. 1) Administrators will call parents directly every time a student is assigned a disciplinary consequence and will Problem Statements: School Processes & Programs 1 make two positive phone calls per week. Critical Success Factors Department Chairs Parents will be aware of how students are progressing in CSF 5 Assistant Principals their classes. Positive phone calls will help improve community's response to our campus staff. 2) Teachers will make parent contact before each marking period to let them know if their student is failing. They will also make two positive parent phone Problem Statements: School Processes & Programs 1 - Perceptions 3 calls per week. Critical Success Factors New AP [Fain] Parents will have access to positive messages being sent CSF 5 Emily Meachen, from WHS. Journalism Teacher 3) Admin will utilize Blackboard to send parents and students necessary messages as well as the weekly Paw Problem Statements: School Processes & Programs 1 - Perceptions 2 Print.

= Accomplished = Continue/Modify = No Progress = Discontinue

Performance Objective 1 Problem Statements:

Willis High School Campus #170-904-002 19 of 25 Generated by Plan4Learning.com November 27, 2018 3:19 pm School Processes & Programs Problem Statement 1: There is a group of disengaged students on campus who are not being reached. Root Cause 1: Failure in Communication Perceptions Problem Statement 2: Lack of school spirit Root Cause 2: Adults in building do not provide enough opportunities for students to participate (i.e. more dress-up days, contests, encouraging spirit on game days). Problem Statement 3: Students do not respect authority in classroom. Root Cause 3: Lack of classroom management and consistently high expectations.

Willis High School Campus #170-904-002 20 of 25 Generated by Plan4Learning.com November 27, 2018 3:19 pm Goal 3: All staff will be prepared to support student achievement.

Performance Objective 1: Every teacher will attend at least one professional development session and during the 2018-19 school year..

Evaluation Data Source(s) 1: Eduphoria Workshop

Summative Evaluation 1:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar June Targeted Support Strategy Administration Increase in new strategies used in classroom to promote Critical Success Factors student engagement. CSF 3 CSF 7 1) Send teachers to Region 6 and 4 ESC for professional Problem Statements: Perceptions 1, 3 development sessions in their content areas. Targeted Support Strategy Administration Teachers will become accustomed to utilizing Dell Critical Success Factors Department Chairs laptops to deliver instruction and monitor student CSF 7 performance/data. 2) Core content teachers and select elective teachers were issued laptops in preparation for next year's 1:1 initiative and to help in the facilitation of our new Problem Statements: Demographics 4 learning management system, Canvas, as well as Enriching Students.

= Accomplished = Continue/Modify = No Progress = Discontinue

Performance Objective 1 Problem Statements:

Demographics Problem Statement 4: The EcoDis population at WHS increased about 6% from the previous year requiring special attention be paid to academic intervention, teacher staff development and implementation of effective instructional practices. Perceptions Problem Statement 1: Students are not held to a high standard. Root Cause 1: No system in place to consistently deal with issues of student misbehavior. Problem Statement 3: Students do not respect authority in classroom. Root Cause 3: Lack of classroom management and consistently high expectations.

Willis High School Campus #170-904-002 21 of 25 Generated by Plan4Learning.com November 27, 2018 3:19 pm Goal 4: All district funds will be utilized for programs that ensure the success of every student.

Performance Objective 1: 100% of funding decisions made by the campus administration will be prioritized by campus improvement initiatives during the 2018-19 school year.

Evaluation Data Source(s) 1: Campus budget audit evaluating line by line alignment between budget spending and campus improvement plan

Summative Evaluation 1:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar June Targeted Support Strategy District and campus To ensure that campus funds are allocated to best support Critical Success Factors administration the needs of students. CSF 3 1) Continue to assess each department during the spring Problem Statements: Demographics 4 - Student Academic Achievement 1 to determine needs. Targeted Support Strategy Campus To ensure that outgoing campus funds are being spent in Critical Success Factors administration the best interest of students and their success. CSF 3 2) Continue to assess all requisitions to determine if Problem Statements: Demographics 4 - Student Academic Achievement 1 funds support the campus goals.

= Accomplished = Continue/Modify = No Progress = Discontinue

Performance Objective 1 Problem Statements:

Demographics Problem Statement 4: The EcoDis population at WHS increased about 6% from the previous year requiring special attention be paid to academic intervention, teacher staff development and implementation of effective instructional practices. Student Academic Achievement Problem Statement 1: EOC scores decreased in “Approaches Grade Level” and “Meets Grade Level” in ELA I, ELA II, Algebra I, and Biology. Root Cause 1: Teaching strategies do match the student needs and levels.

Willis High School Campus #170-904-002 22 of 25 Generated by Plan4Learning.com November 27, 2018 3:19 pm Goal 5: All students will be educated in learning environments that are safe and conducive to learning.

Performance Objective 1: Decrease PEIMS coded disciplinary referrals by 10% for the 2018-19 school year.

Evaluation Data Source(s) 1: Monthly discipline reports will indicate a decrease in the trending issues from the previous month.

Summative Evaluation 1:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar June 1) Utilize the PBIS program school wide. Teachers and Ivan Velasco, PBIS To help students understand campus expectations in administrators reinforce the WHS STRONG principles Administrator order to positively affect their behaviors and choices. in their interactions with students and enforce WHS Staff expectations in the common areas: classrooms, Problem Statements: Perceptions 1, 3 hallways, and cafeteria. Critical Success Factors Administration To give students something to look forward to at school CSF 6 in order to increase attendance, participation, and their overall feeling of being connected to WHS. 2) Increase school spirit by publicizing dress-up days, playing music on game days, and varying the types of Problem Statements: Demographics 1 - School Processes & Programs 1 - Perceptions 1, 2 pep rallies that are held. Targeted Support Strategy Stephanie Hodgins, To increase student participation in clubs and 3) Create a Presidents Council that includes Principal organizations and encourage students to feel more representation from every club, organization, and sport Brooke Paulson, AP connected to WHS. on campus, and meet regularly to brainstorm and over implement ideas to improve campus culture. Clubs/Organizations Problem Statements: Demographics 1 - School Processes & Programs 1 - Perceptions 1, 2

= Accomplished = Continue/Modify = No Progress = Discontinue

Performance Objective 1 Problem Statements:

Demographics Problem Statement 1: Student attendance is low. Root Cause 1: No system in place to consistently address students with excessive absences and/or truancy. School Processes & Programs Problem Statement 1: There is a group of disengaged students on campus who are not being reached. Root Cause 1: Failure in Communication Perceptions

Willis High School Campus #170-904-002 23 of 25 Generated by Plan4Learning.com November 27, 2018 3:19 pm Problem Statement 1: Students are not held to a high standard. Root Cause 1: No system in place to consistently deal with issues of student misbehavior. Problem Statement 2: Lack of school spirit Root Cause 2: Adults in building do not provide enough opportunities for students to participate (i.e. more dress-up days, contests, encouraging spirit on game days). Problem Statement 3: Students do not respect authority in classroom. Root Cause 3: Lack of classroom management and consistently high expectations.

Willis High School Campus #170-904-002 24 of 25 Generated by Plan4Learning.com November 27, 2018 3:19 pm Campus Funding Summary

SCE Goal Objective Strategy Resources Needed Account Code Amount 1 1 2 Heather Vargo, ESL Coordinator $0.00 1 2 3 Enriching Students $0.00 Sub-Total $0.00 Grand Total $0.00

Willis High School Campus #170-904-002 25 of 25 Generated by Plan4Learning.com November 27, 2018 3:19 pm