Improvement Plan

Garland Independent School District Sachse High School 2019-2020

Sachse High School Campus #010 1 of 45 Generated by Plan4Learning.com May 20, 2020 11:09 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 45 Generated by Plan4Learning.com May 20, 2020 11:09 am Table of Contents

Comprehensive Needs Assessment 4 Priority Problem Statements 5 Comprehensive Needs Assessment Data Documentation 8 Goals 10 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. 10 State Compensatory 29 Personnel for Sachse High School: 29 Title I Personnel 30 2019-2020 Campus Improvement Team 31 Campus Funding Summary 32 Addendums 35

Sachse High School Campus #010 3 of 45 Generated by Plan4Learning.com May 20, 2020 11:09 am Comprehensive Needs Assessment

Sachse High School Campus #010 4 of 45 Generated by Plan4Learning.com May 20, 2020 11:09 am Priority Problem Statements

Problem Statement 1: Based on Spring 2019 EOC data, the achievement gap (meets level) between general education and special education students is 44% (algebra), 56% (English I), 61% (English II), 51% (Biology), and 33% (U.S. History) respectively. Root Cause 1: Lack of professional development and instructional strategies practice with special education students in general education classes.. Problem Statement 1 Areas: Student Achievement

Problem Statement 2: Based on Spring 2019 EOC data, there is an achievement gap (meets level) between non-ESL and ESL students meets level of 5 % (algebra), 56% (English I), 52% (English II), 40% (Biology), 46% (U.S. History). Root Cause 2: ELLevation assistance is utilizing instructional pieces. Problem Statement 2 Areas: Student Achievement

Problem Statement 3: Based on Spring 2019 EOC scores, the achievement gap (meets level) between non-LEP and LEP students is 36% (biology), 36% (U.S. History), 51% (English I) and 70% (English II) respectively.. Root Cause 3: Lack of reading practice in content areas. Problem Statement 3 Areas: Student Achievement

Problem Statement 4: Based on Spring 2019 Algebra EOC scores, there is an achievement gap (meets level) between female and male students of 15%.. Root Cause 4: Females are predominately enrolled in Pre-AP algebra; male students are not seeing connection between math and outside opportunities. Problem Statement 4 Areas: Student Achievement

Problem Statement 5: Based on Spring 2019 English I EOC scores , the achievement gap (meets level) between White and Black students is 18%, and Sachse High School Campus #010 5 of 45 Generated by Plan4Learning.com May 20, 2020 11:09 am between White and Hispanic students is 20%. The achievement gap (meets level) between female and male students is 21%. Root Cause 5: Lack of culturally relevant and contemporary instructional materials in English I. Problem Statement 5 Areas: Student Achievement

Problem Statement 6: Based on Spring 2019 English II EOC scores, there is an achievement gap meets level between White and Black student of 18 percent, and between White and Hispanic students of 12%. The achievement gap (meets level) between female and male students is 17%. Root Cause 6: Lack of culturally relevant and contemporary materials in English II. Problem Statement 6 Areas: Student Achievement

Problem Statement 7: Based on Spring 2019 Biology EOC scores, there is an achievement gap (meets level) between White and Black student of 16 percent, and the achievement gap between White and Hispanic students of 18 percent. The achievement gap (meets level) between female and male students is 12%. Root Cause 7: Lack of reading availability. Problem Statement 7 Areas: Student Achievement

Problem Statement 8: Based on Spring 2019 U.S. History EOC scores, there is an achievement gap (meets level) between White and Black student of 9 percent, and an achievement gap (meets level) between White and Hispanic students of 11 percent. Root Cause 8: Cultural relevance due to lack of instructional connection to current events. Problem Statement 8 Areas: Student Achievement

Problem Statement 9: Based on Spring 2019 Biology EOC scores, there is an achievement gap (meets level) between female and male students of 11% and achievement gap (meets level) between non-economically disadvantaged students and economically disadvantaged students of 19%. Root Cause 9: Lack of reading opportunities, particularly for male students. Problem Statement 9 Areas: Student Achievement

Problem Statement 10: Based on 2018-2019 CCMR data, 42.9% of students received a CCMR designation. Root Cause 10: Lack of computers for TSI testing. Sachse High School Campus #010 6 of 45 Generated by Plan4Learning.com May 20, 2020 11:09 am Problem Statement 10 Areas: Student Achievement

Problem Statement 11: Based on 2018-2019 school calendar, there were 3 school-wide parent involvement opportunities. Root Cause 11: Lack of training on parent involvement strategies and issues. Problem Statement 11 Areas: Demographics

Problem Statement 12: Due to the COVID 19 pandemic, there is inequitable access to devices for CCMR designation. Root Cause 12: Lack of resources and devices for students. Problem Statement 12 Areas: Student Achievement

Sachse High School Campus #010 7 of 45 Generated by Plan4Learning.com May 20, 2020 11:09 am Comprehensive Needs Assessment Data Documentation

The following data were used to verify the comprehensive needs assessment analysis: Improvement Planning Data District goals Campus Performance Objectives Summative Review from previous year 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 Student Achievement Domain Student Progress Domain Closing the Gaps Domain Comprehensive, Targeted, and/or Additional Targeted Support Identification data Accountability Distinction Designations Student Data: Assessments State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information) 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 including enlisting in U. S. armed services, earning an industry based certification, earning an associate degree, graduating with completed IEP and workforce readiness Advanced Placement (AP) and/or International Baccalaureate (IB) assessment data SAT and/or ACT assessment data Student Data: Student Groups Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groups 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 and participation data Male / Female performance, progress, and participation data Special education/non-special education population including discipline, progress and participation data At-risk/non-at-risk population including performance, progress, discipline, attendance, and mobility data

Sachse High School Campus #010 8 of 45 Generated by Plan4Learning.com May 20, 2020 11:09 am EL/non-EL or LEP data, including academic achievement, progress, support and accommodation needs, race, ethnicity, and gender data Career and Technical Education (CTE), including coherent sequence coursework aligned with the industry-based certifications, program growth and student achievement by race, ethnicity, and gender data Dual-credit and/or college prep course completion data Student Data: Behavior and Other Indicators Completion rates and/or graduation rates data Attendance data Discipline records

Sachse High School Campus #010 9 of 45 Generated by Plan4Learning.com May 20, 2020 11:09 am Goals

Revised/Approved: October 11, 2019

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 in demonstrating performance as measured by Meets Grade Level performance on STAAR EOC English I and II, will increase from 47.3% in 2019 to 90% by 2025. (SY1920 interim goal = 59.0%), (Sachse 19-20 interim goal 70%, 72% respectively). Masters performance will increase to 20% and 16% respectively for the 19-20 school year.

Evaluation Data Source(s) 1: STAAR spring administration testing data file (accountability subset)

Summative Evaluation 1:

Targeted or ESF High Priority

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Feb Apr June Additional Targeted Support Strategy 2.4, 2.5, 2.6 RtI Facilitator, Increase student achievement on curriculum TEA Priorities Assistant assessments, benchmarks, TELPAS and STAAR Build a foundation of reading and math Principal, Special EOC across all subject area; decrease cycle 1) Teachers will provide support for all students Education failures. before, during, and after the school day that Department require intensive instruction or testing Chair, Mustang accommodations. Achievement Center Teachers, 504 Coordinator Problem Statements: Student Achievement 1, 4 Funding Sources: 6100 Payroll- Title I Funds - 8775.00, 6400 Healthy Snacks/Bus/Travel - Title I Funds - 6640.00, 199 - PIC 23 SPED State Allotment Funds - 6430.00, 6300 Supplies and Materials- Title I Funds - 982.30

Sachse High School Campus #010 10 of 45 Generated by Plan4Learning.com May 20, 2020 11:09 am Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Feb Apr June Additional Targeted Support Strategy 2.4, 2.5, 2.6 RtI facilitator, Improved writing scores on EOC English I and II TEA Priorities Department exams. Build a foundation of reading and math Chair, ELAR 2) Teachers will establish a writing lab after Teachers school to support all students in writing support. Problem Statements: Student Achievement 1, 2, 3, 4 Funding Sources: 6100 Payroll- Title I Funds - 6909.00 TEA Priorities 2.4, 2.5, 2.6 RtI facilitator, Decreased achievement gaps between SPED/non- Recruit, support, retain teachers and principals PLC leads, ELAR SPED students, ESL/non-ESL students, and Build a foundation of reading and math Department LEP/non-LEP students on all STAAR EOC 3) The faculty and staff will maintain established Chair, Assistant exams in all subject areas. Professional learning Communities for English Principal, Special I/ESL and English II/ESL, with an enhanced Education staff. focus on Special Education and EL students Problem Statements: Student Achievement 1, 2, 3, 9 using data-driven decision, instructional Funding Sources: 6100 Payroll- Title I Funds - 1750.00, 199 - PIC 23 SPED State Allotment Funds - 750.00, 199 - PIC 25 Bil./ESL strategies, and AVID strategies. State Allotment Funds - 250.00, 6200 Contracted Services/Registration- Title I Fun - 2685.00 Additional Targeted Support Strategy 2.4, 2.5, 2.6 Assistant Increased STAAR EOC English I and II writing TEA Priorities Principal, ELAR scores; increased TELPAS achievement Build a foundation of reading and math Department 4) Teachers will provide three one-to-one writing Chair, RtI conferences for students. Facilitator Problem Statements: Student Achievement 2, 3 Funding Sources: 199 - PIC 24 State Comp Ed Funds - 5000.00 Additional Targeted Support Strategy 2.6 Reading I and II TEA Priorities teachers, Garland Build a foundation of reading and math ISD Department 5) Students will participate in a targeted of Intervention, instruction reading program for Reading I and II RtI Facilitator, using Achieve 3000 software. Assistant Principal Problem Statements: Student Achievement 2, 3 Funding Sources: 6300 Supplies and Materials- Title I Funds - 9810.00

Sachse High School Campus #010 11 of 45 Generated by Plan4Learning.com May 20, 2020 11:09 am Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Feb Apr June Additional Targeted Support Strategy 2.6 RtI Facilitator, Strong horizontal and vertical alignment with TEA Priorities Department courses in each subject. Recruit, support, retain teachers and principals Chairs, Assistant Connect high school to career and college Principals 6) RtI facilitator and teachers will participate structured, data-driven planning sessions for Problem Statements: Student Achievement 1, 2, 3, 4, 5, 6, 7 summer 2020, focusing on CCMR and technology enhancement in core subject areas. Funding Sources: 6100 Payroll- Title I Funds - 1036.45 TEA Priorities 2.4, 2.5, 2.6 Reading I/II Successful passing of English I and II EOC scores Build a foundation of reading and math teacher, RtI (first-timer testers and retesters); improved 7) Teachers will provide students in English I, facilitator TELPAS scores English II, Reading II and III will have access to varied reading materials. Problem Statements: Student Achievement 1, 2, 4, 9 Funding Sources: 199 - PIC 24 State Comp Ed Funds - 178.75, 6300 Supplies and Materials- Title I Funds - 4186.50

= Accomplished = Continue/Modify = No Progress = Discontinue

Performance Objective 1 Problem Statements:

Student Achievement Problem Statement 1: Based on Spring 2019 EOC data, the achievement gap (meets level) between general education and special education students is 44% (algebra), 56% (English I), 61% (English II), 51% (Biology), and 33% (U.S. History) respectively. Root Cause 1: Lack of professional development and instructional strategies practice with special education students in general education classes.. Problem Statement 2: Based on Spring 2019 English I EOC scores , the achievement gap (meets level) between White and Black students is 18%, and between White and Hispanic students is 20%. The achievement gap (meets level) between female and male students is 21%. Root Cause 2: Lack of culturally relevant and contemporary instructional materials in English I. Problem Statement 3: Based on Spring 2019 English II EOC scores, there is an achievement gap meets level between White and Black student of 18 percent, and between White and Hispanic students of 12%. The achievement gap (meets level) between female and male students is 17%. Root Cause 3: Lack of culturally relevant and contemporary materials in English II. Problem Statement 4: Based on Spring 2019 EOC data, there is an achievement gap (meets level) between non-ESL and ESL students meets level of 5 % (algebra), 56% (English I), 52% (English II), 40% (Biology), 46% (U.S. History). Root Cause 4: ELLevation assistance is utilizing instructional pieces. Problem Statement 5: Based on Spring 2019 Biology EOC scores, there is an achievement gap (meets level) between White and Black student of 16 percent, and the achievement gap between White and Hispanic students of 18 percent. The achievement gap (meets level) between female and male students is 12%. Root Cause 5: Lack of reading availability. Problem Statement 6: Based on Spring 2019 U.S. History EOC scores, there is an achievement gap (meets level) between White and Black student of 9 percent, and an achievement gap (meets level) between White and Hispanic students of 11 percent. Root Cause 6: Cultural relevance due to lack of instructional connection to current events.

Sachse High School Campus #010 12 of 45 Generated by Plan4Learning.com May 20, 2020 11:09 am Student Achievement Problem Statement 7: Based on Spring 2019 Algebra EOC scores, there is an achievement gap (meets level) between female and male students of 15%.. Root Cause 7: Females are predominately enrolled in Pre-AP algebra; male students are not seeing connection between math and outside opportunities. Problem Statement 9: Based on Spring 2019 EOC scores, the achievement gap (meets level) between non-LEP and LEP students is 36% (biology), 36% (U.S. History), 51% (English I) and 70% (English II) respectively.. Root Cause 9: Lack of reading practice in content areas.

Sachse High School Campus #010 13 of 45 Generated by Plan4Learning.com May 20, 2020 11:09 am 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 2: Percent of ELL students demonstrating English language acquisition, as measured by earning yearly progress indicator on the Texas English Language Proficiency Assessment System (TELPAS), will increase from 37.5% in 2019 to 76% by 2025. (SY1920 interim goal = 46.0%)

Evaluation Data Source(s) 2: TELPAS spring administration testing data file (only students with progress measure; accountability subset)

Summative Evaluation 2:

Targeted or ESF High Priority

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Feb Apr June Additional Targeted Support Strategy 2.4, 2.5, 2.6 Assistant Increased level on TELPAS. TEA Priorities Principal, LPAC, Build a foundation of reading and math ESL Teachers. 1) The faculty and staff will provide bilingual dictionaries for language necessary for students Problem Statements: Student Achievement 4, 9 in the Mustang Achievement Center and supplies for ELL students in classrooms. Funding Sources: 199 - PIC 25 Bil./ESL State Allotment Funds - 6177.50 TEA Priorities 2.4, 2.5, 2.6 RtI facilitator, Increase student achievement on curriculum Build a foundation of reading and math Assistant assessments, benchmarks, TELPAS and STAAR 2) Teachers will provide support for all students Principal, Special EOC across all subject area; decrease cycle before, during, and after the school day that Education failures. require intensive instruction or testing Department accommodations. Chair, Mustang Achievement Center teachers, 504 Coordinator

= Accomplished = Continue/Modify = No Progress = Discontinue

Performance Objective 2 Problem Statements:

Sachse High School Campus #010 14 of 45 Generated by Plan4Learning.com May 20, 2020 11:09 am Student Achievement Problem Statement 4: Based on Spring 2019 EOC data, there is an achievement gap (meets level) between non-ESL and ESL students meets level of 5 % (algebra), 56% (English I), 52% (English II), 40% (Biology), 46% (U.S. History). Root Cause 4: ELLevation assistance is utilizing instructional pieces. Problem Statement 9: Based on Spring 2019 EOC scores, the achievement gap (meets level) between non-LEP and LEP students is 36% (biology), 36% (U.S. History), 51% (English I) and 70% (English II) respectively.. Root Cause 9: Lack of reading practice in content areas.

Sachse High School Campus #010 15 of 45 Generated by Plan4Learning.com May 20, 2020 11:09 am 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 3: Percent of students demonstrating understanding as measured by Meets Grade Level performance on STAAR EOC Biology and U.S. History, will increase from 50.8% in 2019 to 80% by 2025. (SY1920 interim goal = 51.0%) (Sachse 19-20 goal 83% and 92% respectively). Masters performance will increase to 40% and 70% respectively for the 19-20 school year.

Evaluation Data Source(s) 3: STAAR spring administration testing data file (accountability subset)

Summative Evaluation 3:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Feb Apr June TEA Priorities 2.4 Science Increase in both meets and masters EOC Biology Connect high school to career and college Department Scores. 1) Teachers will utilize UT Dana Center for Chair, Assistant Biology EOC Review stations for student Principal, RtI instruction. Facilitator Problem Statements: Student Achievement 1, 8, 9 Funding Sources: 6300 Supplies and Materials- Title I Funds - 500.00 Additional Targeted Support Strategy 2.4 Biology teachers, Increase in EOC meets and masters level; increase TEA Priorities Science in TELPAS scores. Build a foundation of reading and math Department Connect high school to career and college Chair, Assistant 2) Teachers will utilize relevant reading Principal, RtI materials to connect science to current events. Facilitator Problem Statements: Student Achievement 4, 5, 8, 9 Funding Sources: 199 - PIC 25 Bil./ESL State Allotment Funds - 1273.50 Additional Targeted Support Strategy 2.4 Department Increased scores on meets and masters level for 3) Teachers will provide enhanced instruction Chairs, Assistant both U.S. History and Biology EOC. opportunities for Biology and U.S. History Principals, RtI students in Spring 2019 to address SEs not Facilitator mastered during instruction. Problem Statements: Student Achievement 1, 4, 5, 6, 8, 9 Funding Sources: 199 - PIC 24 State Comp Ed Funds - 2256.00

Sachse High School Campus #010 16 of 45 Generated by Plan4Learning.com May 20, 2020 11:09 am Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Feb Apr June 4) Teachers will provide instructional 2.4 U.S. History Increased scores at the meets and masters level on supplemental materials to assist students in U.S. teachers, Biology U.S. History and biology EOC. History and biology mastery. teachers Department Chair, Assistant Principal Problem Statements: Student Achievement 1, 4, 6, 9 Funding Sources: 6300 Supplies and Materials- Title I Funds - 3011.00 TEA Priorities 2.4, 2.5, 2.6 RtI Facilitator, Increase student achievement on curriculum Build a foundation of reading and math Assistant assessments, benchmarks, TELPAS and STAAR 5) Teachers will provide support for all students Principal, Special EOC across all subject area; decrease cycle before, during, and after the school day that Education failures. require intensive instruction or testing Department accommodations. Chair, Mustang Achievement Center Teachers, 504 Coordinator Problem Statements: Student Achievement 1, 2, 3, 4, 5, 6, 7, 8, 9 TEA Priorities 2.4, 2.5 Recruit, support, retain teachers and principals 6) RtI facilitator and teachers will participate structured, data-driven planning sessions for summer 2020, focusing on CCMR and technology enhancement in core subject areas. 7) Faculty and staff will maintain established Professional learning Communities for biology and U.S. History with an enhanced focus on Special Education and EL students using data- driven decision, instructional strategies, and AVID strategies.

= Accomplished = Continue/Modify = No Progress = Discontinue

Performance Objective 3 Problem Statements:

Sachse High School Campus #010 17 of 45 Generated by Plan4Learning.com May 20, 2020 11:09 am Student Achievement Problem Statement 1: Based on Spring 2019 EOC data, the achievement gap (meets level) between general education and special education students is 44% (algebra), 56% (English I), 61% (English II), 51% (Biology), and 33% (U.S. History) respectively. Root Cause 1: Lack of professional development and instructional strategies practice with special education students in general education classes.. Problem Statement 2: Based on Spring 2019 English I EOC scores , the achievement gap (meets level) between White and Black students is 18%, and between White and Hispanic students is 20%. The achievement gap (meets level) between female and male students is 21%. Root Cause 2: Lack of culturally relevant and contemporary instructional materials in English I. Problem Statement 3: Based on Spring 2019 English II EOC scores, there is an achievement gap meets level between White and Black student of 18 percent, and between White and Hispanic students of 12%. The achievement gap (meets level) between female and male students is 17%. Root Cause 3: Lack of culturally relevant and contemporary materials in English II. Problem Statement 4: Based on Spring 2019 EOC data, there is an achievement gap (meets level) between non-ESL and ESL students meets level of 5 % (algebra), 56% (English I), 52% (English II), 40% (Biology), 46% (U.S. History). Root Cause 4: ELLevation assistance is utilizing instructional pieces. Problem Statement 5: Based on Spring 2019 Biology EOC scores, there is an achievement gap (meets level) between White and Black student of 16 percent, and the achievement gap between White and Hispanic students of 18 percent. The achievement gap (meets level) between female and male students is 12%. Root Cause 5: Lack of reading availability. Problem Statement 6: Based on Spring 2019 U.S. History EOC scores, there is an achievement gap (meets level) between White and Black student of 9 percent, and an achievement gap (meets level) between White and Hispanic students of 11 percent. Root Cause 6: Cultural relevance due to lack of instructional connection to current events. Problem Statement 7: Based on Spring 2019 Algebra EOC scores, there is an achievement gap (meets level) between female and male students of 15%.. Root Cause 7: Females are predominately enrolled in Pre-AP algebra; male students are not seeing connection between math and outside opportunities. Problem Statement 8: Based on Spring 2019 Biology EOC scores, there is an achievement gap (meets level) between female and male students of 11% and achievement gap (meets level) between non-economically disadvantaged students and economically disadvantaged students of 19%. Root Cause 8: Lack of reading opportunities, particularly for male students. Problem Statement 9: Based on Spring 2019 EOC scores, the achievement gap (meets level) between non-LEP and LEP students is 36% (biology), 36% (U.S. History), 51% (English I) and 70% (English II) respectively.. Root Cause 9: Lack of reading practice in content areas.

Sachse High School Campus #010 18 of 45 Generated by Plan4Learning.com May 20, 2020 11:09 am 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 4: Percent of students demonstrating mathematical proficiency, as measured by Meets Grade Level performance by the end of grade 9 on STAAR Algebra 1 EOC, will increase from 70.4% in 2019 to 90% by 2025. (SY1920 interim goal = 68.5%) (Sachse 19-20 goal 73%). Masters level will increase to 42% for the 19-20 school year.

Evaluation Data Source(s) 4: STAAR spring administration testing data file (first-time testers only; accountability subset)

Summative Evaluation 4:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Feb Apr June 1) Teachers will provide support for all students before, during, and after the school day that require intensive instruction or testing accommodations. Additional Targeted Support Strategy TEA Priorities Build a foundation of reading and math 2) Faculty and staff will maintain established Professional learning Communities for algebra with an enhanced focus on Special Education Problem Statements: Student Achievement 1, 4, 7 and EL students using date-driven decision, Funding Sources: 199 - PIC 23 SPED State Allotment Funds - 250.00 instructional strategies, and AVID strategies. 3) RtI facilitator and teachers will participate structured, data-driven planning sessions for summer 2020, focusing on CCMR and technology enhancement in core subject areas. TEA Priorities 2.4 Algebra teachers, Increased scores on algebra EOC. Build a foundation of reading and math Department 4) Teachers will utilize supplemental materials to Chair, Assistant prepare students for algebra EOC. Principal, RtI Facilitator. Problem Statements: Student Achievement 1, 7

Sachse High School Campus #010 19 of 45 Generated by Plan4Learning.com May 20, 2020 11:09 am Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Feb Apr June TEA Priorities 2.4 Algebra teachers, Increased masters level scores on algebra EOC. Build a foundation of reading and math assistant 5) Teachers will provide masters level tutorials principal, RtI for students. facilitator Problem Statements: Student Achievement 7 Funding Sources: 199 - PIC 24 State Comp Ed Funds - 472.50 6) Teachers will utilize reading materials for 2.4 Algebra algebra instruction and comprehension. Teachers, Assistant Principal, RtI Facilitator Problem Statements: Student Achievement 1, 4, 7, 9 Funding Sources: 6300 Supplies and Materials- Title I Funds - 1273.50

= Accomplished = Continue/Modify = No Progress = Discontinue

Performance Objective 4 Problem Statements:

Sachse High School Campus #010 20 of 45 Generated by Plan4Learning.com May 20, 2020 11:09 am 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 5: Percent of students demonstrating postsecondary readiness exam success, as measured by meeting college ready benchmarks through SAT School Day Evidence-based Reading & Writing will increase from 52% in 2019 to 70% in by 2025 and SAT School Day Mathematics will increase from 28% in 2019 to 50% by 2025. (SY19-20 EBRW interim goal = 54%; 19-20 math interim goal = 27%) (Sachse goal EBRW 70%, math 43%)

Evaluation Data Source(s) 5: College Board's SAT district summary report

Summative Evaluation 5:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Feb Apr June TEA Priorities 2.5, 2.6 Assistant Increased scores on EBRW and math sections of Connect high school to career and college Principals the SAT. 1) Teachers will offer SAT Boot Camps throughout the 2019-2020 school year. 2) Teachers will utilize Khan Academy in their 2.4, 2.5, 2.6 Classroom Increased scores on EBRW and math sections of classrooms. Teachers the SAT.

= Accomplished = Continue/Modify = No Progress = Discontinue

Sachse High School Campus #010 21 of 45 Generated by Plan4Learning.com May 20, 2020 11:09 am 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 6: Percent of students earning qualifying criterion score on AP exams will increase from 38.3% in 2019 to 45.0% by 2025 while maintaining high levels of student participation and number of exams administered. (SY1920 interim goal = 36.5%) (Sachse 19-20 goal 45%)

Evaluation Data Source(s) 6: College Board's AP district summary report

Summative Evaluation 6:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Feb Apr June TEA Priorities 2.4, 2.5 AP Teachers, Increase in the number of AP exams taken; Recruit, support, retain teachers and principals Assistant increase in number of qualifying scores. Connect high school to career and college Principals 1) AP teachers will meet monthly to discuss goals, progress and recruitment.

= Accomplished = Continue/Modify = No Progress = Discontinue

Sachse High School Campus #010 22 of 45 Generated by Plan4Learning.com May 20, 2020 11:09 am 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 7: Percent of student management incidents resulting in exclusionary consequences [i.e., In School Suspension (ISS), Out of School Suspension (OSS), and Reassignment Rooms] will decrease from 44.1% in 2019 to 35% by 2025. (SY1920 interim goal = 44.0%) (Sachse goal 36%)

Evaluation Data Source(s) 7: Review360 Incident Summary Report - total # of exclusionary consequences out of total # of consequences

Summative Evaluation 7:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Feb Apr June 1) Teachers will incorporate resources for 2.6 IBS teacher, Reduction in exclusionary placement character education in In-Building Suspension. Assistant Principals

Problem Statements: Student Achievement 1, 2, 3, 4, 5, 6, 7, 8, 9 Funding Sources: 199 - PIC 24 State Comp Ed Funds - 178.75

= Accomplished = Continue/Modify = No Progress = Discontinue

Performance Objective 7 Problem Statements:

Sachse High School Campus #010 23 of 45 Generated by Plan4Learning.com May 20, 2020 11:09 am Student Achievement Problem Statement 4: Based on Spring 2019 EOC data, there is an achievement gap (meets level) between non-ESL and ESL students meets level of 5 % (algebra), 56% (English I), 52% (English II), 40% (Biology), 46% (U.S. History). Root Cause 4: ELLevation assistance is utilizing instructional pieces. Problem Statement 5: Based on Spring 2019 Biology EOC scores, there is an achievement gap (meets level) between White and Black student of 16 percent, and the achievement gap between White and Hispanic students of 18 percent. The achievement gap (meets level) between female and male students is 12%. Root Cause 5: Lack of reading availability. Problem Statement 6: Based on Spring 2019 U.S. History EOC scores, there is an achievement gap (meets level) between White and Black student of 9 percent, and an achievement gap (meets level) between White and Hispanic students of 11 percent. Root Cause 6: Cultural relevance due to lack of instructional connection to current events. Problem Statement 7: Based on Spring 2019 Algebra EOC scores, there is an achievement gap (meets level) between female and male students of 15%.. Root Cause 7: Females are predominately enrolled in Pre-AP algebra; male students are not seeing connection between math and outside opportunities. Problem Statement 8: Based on Spring 2019 Biology EOC scores, there is an achievement gap (meets level) between female and male students of 11% and achievement gap (meets level) between non-economically disadvantaged students and economically disadvantaged students of 19%. Root Cause 8: Lack of reading opportunities, particularly for male students. Problem Statement 9: Based on Spring 2019 EOC scores, the achievement gap (meets level) between non-LEP and LEP students is 36% (biology), 36% (U.S. History), 51% (English I) and 70% (English II) respectively.. Root Cause 9: Lack of reading practice in content areas.

Sachse High School Campus #010 24 of 45 Generated by Plan4Learning.com May 20, 2020 11:09 am 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 8: Percent of students successfully completing graduation requirements will increase from 92.6% in 2019 to 95% by 2025 as measured by 4-year graduation rates and 59.1% in 2019 to 80% by 2025 as measure by the percentage of students meeting College, Career, and Military Ready standards. (SY1920 graduation rate interim goal = 92.6%; 1920 CCMR interim goal = 55.0%)

Evaluation Data Source(s) 8: TEA graduate reports (June); Annual Texas Academic Performance Report (TAPR)

Summative Evaluation 8:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Feb Apr June Additional Targeted Support Strategy 2.4, 2.5, 2.6 Administrative Reduced discipline referrals and cycle failures; TEA Priorities staff and interns, increased graduation rates. Build a foundation of reading and math Tuesday/Thursday Connect high school to career and college school teachers, 1) A character and study skills program will be Friday/Saturday established for Thursday school and maintained school teachers during Friday school and Saturday school for our at-risk students; a Tuesday school will be Problem Statements: Student Achievement 1, 2, 3, 4, 5, 6, 7, 8, 9 maintained for academically struggling students. Funding Sources: 199 - PIC 24 State Comp Ed Funds - 23432.00 TEA Priorities 2.4, 2.6 Assistant Increased percentage of students successfully Connect high school to career and college Principals, completed TSI test; increase in students meeting 2) Computer and teacher resources will be made Counselors, CTS CCMR standards. available for TSI testing. Problem Statements: Student Achievement 10, 11 Funding Sources: 6300 Supplies and Materials- Title I Funds - 22500.00, 199 - PIC 24 State Comp Ed Funds - 500.00 3) Administration and counseling will establish 2.5 Counseling Increased CCMR designations. and maintain a college GO center. department

Problem Statements: Student Achievement 10 Funding Sources: 199 - PIC 23 SPED State Allotment Funds - 550.00

Sachse High School Campus #010 25 of 45 Generated by Plan4Learning.com May 20, 2020 11:09 am Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Feb Apr June TEA Priorities 2.4, 2.5, 2.6 Administrators The anticipated result is that all student groups Connect high school to career and college Counsels will meet/exceed the annual targets through 2025. 4) Establish rigorous district and campus Teachers - CTE College, Career & Military Readiness annual Teachers - targets for each of the fourteen student groups Academic included in the Closing the Gaps Domain of the school accountability system (see addendum: CCMR Goal Worksheet x Student Groups 2019-2020)

= Accomplished = Continue/Modify = No Progress = Discontinue

Performance Objective 8 Problem Statements:

Sachse High School Campus #010 26 of 45 Generated by Plan4Learning.com May 20, 2020 11:09 am Student Achievement Problem Statement 9: Based on Spring 2019 EOC scores, the achievement gap (meets level) between non-LEP and LEP students is 36% (biology), 36% (U.S. History), 51% (English I) and 70% (English II) respectively.. Root Cause 9: Lack of reading practice in content areas. Problem Statement 10: Based on 2018-2019 CCMR data, 42.9% of students received a CCMR designation. Root Cause 10: Lack of computers for TSI testing. Problem Statement 11: Due to the COVID 19 pandemic, there is inequitable access to devices for CCMR designation. Root Cause 11: Lack of resources and devices for students.

Sachse High School Campus #010 27 of 45 Generated by Plan4Learning.com May 20, 2020 11:09 am 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 9: Increase parent attendance by 5 percent for parental involvement opportunities during the 2019-20 school year.

Evaluation Data Source(s) 9:

Summative Evaluation 9:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Feb Apr June 1) Faculty and staff will provide parent 3.1, 3.2 RtI facilitator, Increased parental involvement as seen through involvement opportunities addressing topics such Principal, sign-in sheets and volunteer hours. as graduation plans, college application Assistant procedures, AP/Dual Credit programs, EOC Principals Preparation, teen issues, and freshman Problem Statements: Demographics 1 orientation. Funding Sources: 6200 Parent Involvement. Contracted Services/Reg - - 700.00, 6100 Parent Inv. Payroll T1 - 1315.00

= Accomplished = Continue/Modify = No Progress = Discontinue

Performance Objective 9 Problem Statements:

Demographics Problem Statement 1: Based on 2018-2019 school calendar, there were 3 school-wide parent involvement opportunities. Root Cause 1: Lack of training on parent involvement strategies and issues.

Sachse High School Campus #010 28 of 45 Generated by Plan4Learning.com May 20, 2020 11:09 am State Compensatory

Personnel for Sachse High School:

Name Position Program FTE Holamon, Teri Counselor At-Risk 20% Vacant Counselor At-Risk 20%

Sachse High School Campus #010 29 of 45 Generated by Plan4Learning.com May 20, 2020 11:09 am Title I Personnel

Name Position Program FTE Atchison, Karla Intructional Aide Title I 100% Hogue, Sharon Intervention Facilitator Title I 100%

Sachse High School Campus #010 30 of 45 Generated by Plan4Learning.com May 20, 2020 11:09 am 2019-2020 Campus Improvement Team

Committee Role Name Position Parent Marylee Lajoie Parent Parent Deidre Robb Parent Parent Tracey Bergfield Parent Parent Robert Guess Parent Business Representative Drew Shubzda Realtor, Ebby Halliday Community Representative Jema Hill-Cook Sachse Resident Administrator Shae Creel Principal Community Representative Mohammed Ali Sachse Resident Student Nina Alfred 2019-2020 Student Council President Classroom Teacher Lolita Colon World Languages Teacher/AVID Site Team Classroom Teacher Timothy Doyle Fine Arts Teacher Non-classroom Professional Jana Pearcy Counselor Classroom Teacher Cherise McCall ELAR Teacher Classroom Teacher Kristen Nowlin Social Studies Teacher Classroom Teacher Henry Pabon World Languages Teacher District-level Professional Melissa Luna Coordinator

Sachse High School Campus #010 31 of 45 Generated by Plan4Learning.com May 20, 2020 11:09 am Campus Funding Summary

199 - PIC 23 SPED State Allotment Funds Goal Objective Strategy Resources Needed Funds Will Be Spent On Amount 1 1 1 Instructional Supplies (Permanent) $1,232.42 1 1 1 Instructional Supplies (Special Education) $5,197.58 1 1 3 Substitutes for professional development (Special Education) $750.00 1 4 2 Substitutes for professional development $250.00 Computer drops for new SPED vocational office due to movement for 1 8 3 $550.00 GO Center. Sub-Total $7,980.00 199 - PIC 24 State Comp Ed Funds Goal Objective Strategy Resources Needed Funds Will Be Spent On Amount 1 1 4 Substitute Teachers $5,000.00 1 1 7 Scholastic Action Magazine $178.75 1 3 3 Supplemental pay for extended day $2,256.00 1 4 5 Supplemental Pay $472.50 1 7 1 Scholastic Choices Magazine $178.75 1 8 1 Supplemental Pay $23,432.00 1 8 2 Supplemental Pay for test proctors $500.00 Sub-Total $32,018.00 199 - PIC 25 Bil./ESL State Allotment Funds Goal Objective Strategy Resources Needed Funds Will Be Spent On Amount 1 1 3 Substitutes for professional development (ELL Students) $250.00 1 2 1 Bilingual Dictionaries; supplies $274.33

Sachse High School Campus #010 32 of 45 Generated by Plan4Learning.com May 20, 2020 11:09 am 199 - PIC 25 Bil./ESL State Allotment Funds Goal Objective Strategy Resources Needed Funds Will Be Spent On Amount 1 2 1 ESL Supplies $5,903.17 1 3 2 Scholastic Science World Magazine $1,273.50 Sub-Total $7,701.00 6100 Payroll- Title I Funds Goal Objective Strategy Resources Needed Funds Will Be Spent On Amount 1 1 1 MAC Staffing $8,775.00 1 1 2 Supplemental pay: Extended Day $6,909.00 1 1 3 Substitutes for professional development (General Education) $1,750.00 1 1 6 Supplemental pay for teachers $1,036.45 Sub-Total $18,470.45 6100 Parent Inv. Payroll T1 Goal Objective Strategy Resources Needed Funds Will Be Spent On Amount 1 9 1 Supplemental Pay Parent Night (EOC, AP) $1,315.00 Sub-Total $1,315.00 6200 Contracted Services/Registration- Title I Fun Goal Objective Strategy Resources Needed Funds Will Be Spent On Amount 1 1 3 Registration AVID Conference $2,685.00 Sub-Total $2,685.00 6200 Parent Involvement. Contracted Services/Reg - Goal Objective Strategy Resources Needed Funds Will Be Spent On Amount 1 9 1 Statewide Parental Conference $700.00 Sub-Total $700.00 6300 Supplies and Materials- Title I Funds Goal Objective Strategy Resources Needed Funds Will Be Spent On Amount 1 1 1 Mustang Achievement Center Consumable Supplies $982.30

Sachse High School Campus #010 33 of 45 Generated by Plan4Learning.com May 20, 2020 11:09 am 6300 Supplies and Materials- Title I Funds Goal Objective Strategy Resources Needed Funds Will Be Spent On Amount 1 1 5 Achieve 3000 Software $9,810.00 1 1 7 Class sets of books (English II) $4,186.50 1 3 1 UT Dana Center Stations; printing costs $500.00 1 3 4 Supplemental Books $3,011.00 1 4 6 Scholastic Math Subscription $1,273.50 1 8 2 Chromebook cart and 50 Chromebooks $13,500.00 1 8 2 Additional Chromebook cart and 30 Chromebooks $9,000.00 Sub-Total $42,263.30 6400 Healthy Snacks/Bus/Travel - Title I Funds Goal Objective Strategy Resources Needed Funds Will Be Spent On Amount 1 1 1 Extended Day Busing $6,640.00 Sub-Total $6,640.00 Grand Total $119,772.75

Sachse High School Campus #010 34 of 45 Generated by Plan4Learning.com May 20, 2020 11:09 am Addendums

Sachse High School Campus #010 35 of 45 Generated by Plan4Learning.com May 20, 2020 11:09 am Garland ISD Campus Improvement Plan Addendum: State and Federal Mandates

Discipline Management Programs

Provide discipline Management Programs including prevention of and education concerning unwanted physical or verbal aggression, sexual harassment, and other forms of bullying or bully-like behavior in school, on school grounds and in school vehicles. [TEC 11.252]

Staff Responsible for Evidence that demonstrates Strategy Title I Monitoring success 1. Review discipline data to determine trends and develop appropriate 1 Principal Training provided based on training campus need 2. Provide online courses designed to increase awareness of the 2.5 Principal Decrease in cyberbullying Child's Internet Protection Act (CIPA) and cyber-bulling. incidents 3. School counselors will increase student awareness of respecting 2.5 School Counselor Decrease in bullying incidents classmates, exemplifying good citizenship, and how to prevent bullying in schools and communities through classroom instruction. 4. Encourage students, parents or guardians to report acts of bullying. 2.6 Principal Information regarding reporting A student may submit an anonymous report. Parents or students procedures distributed to parents may speak privately to any staff member to report an incident. 5. Teachers and staff members are trained in the GISD bullying 2.6 Principal Teachers attend training and are reporting protocol. familiar with procedures 6. GISD staff conducts anti-bullying workshops for parents and 3.2 Guidance and Bullying workshops are attended students to increase awareness and prevention of bullying and Counseling Department and lead to decrease in bullying cyberbullying. and School Counselor incidents

Sexual Abuse, Mistreatment of Children. Mental Health Intervention and Suicide Prevention

Staff Responsible for Strategy Title I Evidence that demonstrates success Monitoring 1. Increase staff awareness and recognition of issues of maltreatment 2.6 Guidance & Counseling Staff is aware of child abuse recognition and sexual abuse of children through training that covers prevention and School Counselor and reporting requirements techniques and options for affected students. 2. Provide training on methods for addressing the needs of students 2.6 Guidance & Counseling Staff is aware of methods for including suicide prevention programs and early mental health and School Counselor addressing mental health issues intervention. including suicide prevention

3. Provide age appropriate classroom instruction in an order to educate 2.5 Guidance & Counseling Student awareness is increased students on suicide prevention including warning signs and anonymous and School Counselor reporting procedures.

2019-20 Methods for addressing needs of students for special programs a. early mental health intervention and suicide prevention (District only - HB 1386) b. conflict resolution programs [TEC 11.252(3)(B)] c. drug and violence prevention and intervention [TEC 11.252(3)(B)] d. dyslexia treatment and accelerated reading program [TEC 11.252(a)(3)(B)] e. pregnancy-related services (TEA Addendum) f. provisions to improve services to gifted/talented (G/T) students (TEC 11.251-11.253 g. supplemental services to homeless students [20 USC 6313(c)(3)] h. transportation to foster students [ESSA 1112 (c)(5)(B)(i)]

Staff Responsible for Strategy Title I Evidence that demonstrates success Monitoring 1. Community Liaisons will provide leadership for school improvement 2.5 Community Liaisons in the areas of climate, discipline management, drug/alcohol prevention, and safety 2. Prepare age appropriate instruction, counseling, and/or student 2.5 Guidance & Counseling, Student awareness is increased assemblies in conjunction with drug awareness education classes School Counselors, conducted by the School Resource Officers. SROs 3. Coordinate with the Garland, Rowlett and Sachse Police 3.2 Guidance & Counseling, Coordination between organizations Departments and other various local organizations to host a SROs leads to increased awareness community drug and alcohol awareness event at the Curtis Culwell Center. 4. The Guidance and Counseling department utilizes character 2.5 Guidance & Counseling Character Education programs are education in elementary schools as an avenue for providing and School Counselor implemented on campuses instruction to students in the areas including, but not limited to the following: motivation to achieve, decision-making, interpersonal skills, cross-culture effectiveness, and responsible behavior. 5. Highly trained dyslexia therapists provide dyslexia 2.6 Asst Director Special Dyslexia programs provide appropriate therapy/instruction to students identified with dyslexia in K-12. Education services to identified students Identified students will receive an appropriate dyslexia program, utilizing curriculum based on student needs and delivered using multisensory methods that are systemative and sequential and meets the criteria of the Texas Dyslexia Handbook, 2018. The program used is implemented with fidelity as required by the curriculum and is provided four days/week for 60 minutes or five days/week for 45 minutes. 6. Provide pregnant or parenting students access to parenting skills 2.6 CTE Pregnant or parenting students are able classes as well as career training and job acquisition skills through to access necessary support services a wide variety of Career and Technical classes offered in GISD. 7. Provide a child care center specifically designed to care for the 2.6 CTE Parenting students are able to return to newborn infants until they are old enough to move to a regular child school care setting. 8. Ensure that teachers of record for identified gifted/talented (G/T) 2.4 Principal, G/T Documentation in lesson plans, students meet state-mandated training requirements and Department classroom walkthroughs 2019-20 differentiate instruction to meet student needs as per the District’s G/T service design. 9. Provide homeless students with supplemental materials and 2.6 District Homeless Students are provided supplemental services; school supplies, clothing, immunizations, supplemental Liaison, Student materials and services counseling, tutoring, costs associated with credit recovery, Services Dept transportation, etc. 10. Provide transportation services to students in foster care. 2.6 District Foster Care Students are provided transportation Liaison services

Harassment and dating violence [TEC 37.001]

Staff Responsible for Strategy Title I Evidence that demonstrates success Monitoring 1. Provide instruction on healthy relationships to all middle and high 2.6 School Counselors Student and Staff awareness is school students in an effort to engage, educate, and empower students increased to prevent unhealthy relationships and decrease teen dating violence. 2. Counselors will provide counseling and/or refer students to local 2.6 Guidance & Counseling Information is distributed to parents community agencies when the need arises. Department and School Counselor 3. Increase staff awareness and recognition of issues regarding teen 2.6 Guidance & Counseling Staff is aware of child abuse recognition dating violence abuse of children through training that covers Department and School and reporting requirements prevention techniques and options for affected students. Counselor

Highly Effective Teachers

Recruit and retain highly effective teachers and ensure that instruction will be provided by certified teachers, per district standards.

Staff Responsible for Strategy Title I Evidence that demonstrates success Monitoring 1. Create specific pools of certified candidates for interviews in 1 HR Pools of candidates are created shortage areas through GISD recruitment efforts. 2. Increase minority candidates for positions which more adequately 1 HR and Principal The number of minority candidates reflects the student population. interviewed and hired increases 3. Provide on-going training and development for mentors (current 2.4 HR Training is provided for mentors Project GOAL program). 4. Principals assign a veteran teacher on the campus to “mentor” the 2.4 Principal First-time teachers are provided with an first-time teachers. There are also additional mentor resources adequate level of campus and district available at the district level. support 5. During the school year, there are regular staff development 2.4 HR/Principal Staff development activities are held activities scheduled for both first-year and veteran staff members. throughout the school year 6. Opportunities are provided for promotion within the district. The 1 HR The district promotes internal district actively encourages campus internships for teachers candidates

2019-20 working on advanced degrees that require an internship as part of their coursework and for teachers who have been identified as leaders by their supervisors.

Texas Behavior Support Initiative

Training for Texas Behavior Support Initiative (TBSI) relating to the instruction of students with disabilities and designed for educators who work primarily outside the area of special education.

Staff Responsible for Strategy Title I Evidence that demonstrates success Monitoring 1. Each campus has several members serving on a CORE Team (an 2.6 Principal Each campus has a full CORE team administrator, a general education teacher, and a special education Special Education teacher are required). Department 2. CORE Team members must attend the Nonviolent Crisis 2.6 Principal CORE team members attend training Intervention (NVCI) training and complete the Texas Behavior Special Education Support Initiative (TBSI) modules. Department 3. CORE Teams will observe and provide support in a crisis situation. 2.6 Principal CORE team members are able to Special Education provide appropriate support Department

Post-Secondary Readiness

Strategies for providing to students, teachers, counselors, and parents information about: 1. Higher education admissions and financial aid opportunities, 2. TEXAS grant program, 3. Teach for Texas grant programs, 4. The need for students to make informed curriculum choices to be prepared for success beyond high school, 5. Sources of information on higher education admissions and financial aid [TEC 11.252(4)]

Staff Responsible for Strategy Title I Evidence that demonstrates success Monitoring 1. GISD Ready website provides information about college and career 2.5 Advanced Academics Ready website is kept current and planning, financial aid opportunities, career exploration and other and Guidance & updated helpful information related to college and career. Counseling Department

2. Provide FAFSA workshops to assist students and parents complete 3.2 Guidance & Counseling Students and parents complete the the application for financial aid. Department and School FAFSA Counselor 3. Scholarship announcements are made through the campus Go 2.6 Guidance & Counseling Students are made aware of Centers and guidance office as they become available during the Department and School scholarships school year. Counselor 4. Provide an opportunity for high school juniors, seniors and their 3.2 Guidance and College fair is provided for students and parents to meet with representatives from more than 120 Counseling Deaprtment parents participating colleges and the military. 2019-20

Title I, Part C, Migrant Education Program

Staff Responsible for Strategy Title I Evidence that demonstrates success Monitoring GISD will provide identified migrant students with instructional support 2.5 FACE/Student Services Migrant students are provided with services such as tutoring, summer school, intervention and/or credit 2.6 Region 10 educational services recovery.

GISD staff will ensure that migrant students and parents receive timely 3.2 FACE/Student Services Migrant students and parents are aware information about graduation requirements and post high school Region 10 of graduation requirements and post opportunities. high school opportunities Improve communication with parents of migrant students, informing 3.2 FACE/Student Services Migrant students and parents are families of resources and services available to meet the educational, Region 10 referred to resources for services to health, and emotional needs of students. help meet their needs

Drop Out Prevention

Staff Responsible for Strategy Title I Evidence that demonstrates success Monitoring 1. Provide comprehensive staff development for school personnel so 2.6 Student Services Training provided that they may recognize environmental, familial, economic, social, developmental, and psychosocial factors which may contribute to a student’s failure to complete high school. 2. Provide appropriate in-school curricular and non-curricular 2.6 Campus Staff At risk students are members of in- programs and services to identified at-risk students and students school curricular and non-curricular who manifest recognized dropout predictors or characteristics. programs 3. Access available community media outlets to conduct an 2.6 Student Services Media assists in awareness awareness campaign to publicize the dropout problem and describe effective preventive techniques, programs, and services that are available. 4. Solicit the support and encourage involvement of the community’s 2.6 Student Services Centralized system is created and diverse groups and organizations. Develop a centralized system for utilized for dissemination of at-risk collection, organization, maintenance, and dissemination of at-risk student data student data. 5. Provide students with academic alternatives to dropping out 2.6 Special Programs Students who experience failure through grade recovery, cycle recovery, credit recovery, online complete recovery efforts courses, summer school, and non-traditional options.

2019-20

Coordinated School Health

Include any coordinated school health activities and their evaluation in the campus improvement plan as well as methods to ensure that students participate in the required physical activity and any other activity recommended by the School Health Advisory Council. [TEC 11.253(d3)(10)]

Staff Responsible for Strategy Title I Evidence that demonstrates success Monitoring 1. Qualified teachers use best practices when teaching physical 2.5 Principal Structured activity is in the elementary activity. Structured physical activity is provided at least 135 master schedules for the required minutes weekly for elementary students. Middle school students weekly minutes. Middle school complete a minimum of 225 minutes of physical activity every two students are enrolled in at least 4 weeks for 4 semesters. semesters of physical education (or equivalent substitute) 2. Health services are provided for students by qualified professionals 2.6 Nurse Health services are provided by Clinic such as physicians, nurses, dentists and other allied health Services personnel from within the school and from the community to assess, protect and promote health. 3. School Nutrition Services offer students a variety of nutritious and 2.6 Student Nutrition Students are served nutritious meals appealing meals that accommodate the health and dietary needs of Services all students. 4. Counselors provide services to students to improve mental, 2.5 Guidance & Counseling Students are provided appropriate emotional and social health and include individual and group Department and School counseling services or are given assessments, interventions, and referrals. Counselor referrals to services 5. Each elementary and middle school campus wellness team 2.6 Principal Campus CSH calendars are turned into (physical education teacher, school nurse, administrator, cafeteria District Health/Physical the Health/Physical Education representative) creates a calendar detailing all of the coordinated Education Coordinator Coordinator before the end of the first school health activities during the school year. six weeks. A re-cap of activities is submitted during the last six weeks of each school year. 6. Incorporate staff wellness on campus and promote District 1 Principal Employee Wellness implements the employee wellness activites throughout the year. Employee Wellness District Health Improvement Plan which Campus Wellness includes activities and initiatives for Teams employees throughout the year. Yearly evaluation and tracking.

2019-20

Garland ISD Staff Development Plan 2019-20

District Brief Description of Session Performance Objective(s) Dates Resources August Inservice: Nuts and Bolts A B C D E Campus Funds Title I 8/5-8/10 F G H I J Grants Other PTSA Mustang University (Accountability, Safety, A B C D E Campus Funds Technology. ELL, AVID, Instruction, Parental Title I Allotment 8/19-5/20 Involvement) F G H I J Grants Other None Socio-Emotional Learning A B C D E Campus Funds Title I F G H I J 9/30/19 Grants Other None

A B C D E Campus Funds Title I F G H I J Grants Other

Garland ISD Campus Improvement – Staff Development Plan

A B C D E Campus Funds Title I F G H I J Grants Other

CAMPUS INFORMATION DISTRICT NAME GARLAND INDEPENDENT SCHOOL DISTRICT CAMPUS NAME SACHSE HS DISTRICT NUMBER 057909 CAMPUS NUMBER 057909010 SUPERINTENDENT DR RICARDO LOPEZ PRINCIPAL SHAE CREEL

GISD Board Goal: CCMR Outcome The percentage of graduates that meet the criteria for CCMR will increase from 59.1% in August 2019 (Class of 2018) to at least 80% by August 2025 (Class of 2024). GISD Board Goal Yearly Targets: All Graduating Students 2020 (Class of 2019) 2021 (Class of 2020) 2022 (Class of 2021) 2023 (Class of 2022) 2024 (Class of 2023) 2025 (Class of 2024) TEXAS 47% 47% 47% 55% 55% 55% GARLAND ISD 55% 60% 65% 70% 75% 80%

Closing the Gaps Student Group Yearly Targets Two or EL Special All African American Pacific Eco. Special Ed Cont. Non-Cont. Hispanic White Asian More (current + Ed Students American Indian Islander Disadv. (current) Enrolled Enrolled Races monitor) (former) TX TARGETS (thru 2022) 47% 31% 41% 58% 42% 76% 39% 53% 27% 39% 30% 43% 50% 31%

2017 (2016 seniors) 45% 34% 33% 53% na 66% . na 33% 32% 16% na 46% 39%

2018 (2017 seniors) 53% 35% 44% 62% na 75% . na 45% 27% 23% na 54% 44%

2019 (2018 seniors) 62% 52% 59% 66% na 74% na na 55% 54% 64% na 63% 54%

2020 (2019 seniors) 67% 58% 61% 70% na 86% na na 63% 45% 52% na 69% 55%

2021 (2020 seniors) 71% 62% 65% 74% . 90% . . 67% 53% 56% . 73% 59%

2022 (2021 seniors) 74% 65% 68% 77% . 93% . . 70% 59% 61% . 76% 62% TX TARGETS (thru 2027) 55% 41% 51% 68% 52% 86% 49% 63% 37% 49% 40% 53% 60% 41%

2023 (2022 seniors) 78% 69% 72% 81% . 97% . . 74% 64% 65% . 80% 66%

2024 (2023 seniors) 81% 72% 75% 84% . 95% . . 77% 69% 70% . 83% 71%

2025 (2024 seniors) 85% 76% 79% 88% . 95% . . 81% 74% 75% . 87% 76%

bold font = goals italics font = projected performance non-bold font = actual performance

CCMR GAP TO GOALS Closing the Gaps Student Group Data

African American Pacific Two or More EL (current + Special Ed Special Ed Cont. Non-Cont. All Students American Hispanic White Indian Asian Islander Races Eco. Disadv. monitor) (current) (former) Enrolled Enrolled 2017 (Class of 2016) Total Students 689 102 245 255 5 74 . 8 235 49 55 12 589 100 # Students Met CCMR 309.5 35.0 81.0 135.5 3.0 49.0 . 6.0 78.0 15.5 9.0 2.0 270.5 39.0 % Met CCMR 45% 34% 33% 53% na 66% . na 33% 32% 16% na 46% 39% If TX Target NOT met, # CCMR students needed 15 -- 19 13 -- 7 ------4 8 -- 25 --

If GISD Target NOT met, # CCMR students needed 29 15 39 13 -- 7 -- -- 37 9 18 -- 25 10

2018 (Class of 2017) Total Students 662 94 231 252 5 71 . 9 227 37 62 5 575 87 # Students Met CCMR 350.0 33.0 102.0 155.0 3.0 53.0 . 4.0 103.0 10.0 14.0 1.0 312.0 38.0 % Met CCMR 53% 35% 44% 62% na 75% . na 45% 27% 23% na 54% 44% If TX Target NOT met, # CCMR students needed ------1 ------4 5 ------

If GISD Target NOT met, # CCMR students needed -- 13 11 -- -- 1 -- -- 8 8 16 -- -- 5

2019 (Class of 2018) Total Students 675 120 222 218 3 93 1 18 234 69 57 9 574 101 # Students Met CCMR 418.0 62.0 132.0 143.5 33.0 69.0 0.0 10.5 129.0 37.5 36.5 3.5 363.5 54.5 % Met CCMR 62% 52% 59% 66% na 74% na na 55% 54% 64% na 63% 54% If TX Target NOT met, # CCMR students needed ------2 ------

If GISD Target NOT met, # CCMR students needed ------2 ------

PAGE 1 CAMPUS INFORMATION DISTRICT NAME GARLAND INDEPENDENT SCHOOL DISTRICT CAMPUS NAME SACHSE HS DISTRICT NUMBER 057909 CAMPUS NUMBER 057909010 SUPERINTENDENT DR RICARDO LOPEZ PRINCIPAL SHAE CREEL 2020 (Class of 2019) - projections based on ODS extract 10/16/2019 Total Students 675 129 222 220 4 89 0 11 274 53 66 0 558 117 # Students Met CCMR 449.0 75.0 135.5 153.5 1.0 76.5 0.0 7.5 171.5 24.0 34.5 0.0 385.0 64.0 % Met CCMR 67% 58% 61% 70% na 86% na na 63% 45% 52% na 69% 55% If Target NOT met, # CCMR students needed ------

If GISD Target NOT met, # CCMR students needed ------5 2 ------

African American Pacific Two or More EL (current + Special Ed Special Ed Cont. Non-Cont. All Students American Hispanic White Indian Asian Islander Races Eco. Disadv. monitor) (current) (former) Enrolled Enrolled 2021 (Class of 2020) - projections based on ODS extract 10/16/2019 Total Students 704 126 232 236 1 97 2 10 230 61 64 2 618 86 # Students Met CCMR 406.5 54.0 117.5 161.5 0.0 64.5 2.0 7.0 111.5 21.5 7.0 1.5 385.5 21.0 % Met CCMR 58% 43% 51% 68% na 66% na na 48% 35% 11% na 62% 24% If Target NOT met, # CCMR students needed ------10 ------3 12 -- -- 6

If GISD Target NOT met, # CCMR students needed 16 22 22 -- -- 10 -- -- 27 16 31 -- -- 31

If Campus Target NOT met, # CCMR students needed 90 23 33 12 -- 23 -- -- 42 11 29 -- 63 29

2022 (Class of 2021) - projections based on ODS extract 10/16/2019 Total Students 678 117 220 244 4 77 2 14 232 50 57 5 542 136 # Students Met CCMR 156.0 23.0 36.5 62.0 1.0 30.5 0.0 3.0 37.0 5.5 0.0 2.0 140.5 15.5 % Met CCMR 23% 20% 17% 25% na 40% na na 16% 11% 0% na 26% 11% If Target NOT met, # CCMR students needed 163 13 54 80 -- 29 -- -- 26 15 17 -- 131 27

If GISD Target NOT met, # CCMR students needed 285 53 107 97 -- 29 -- -- 114 28 37 -- 212 73

If Campus Target NOT met, # CCMR students needed 346 53 114 126 -- 42 -- -- 125 25 35 -- 272 69

CCMR ACTION PLAN

Strategy Description Timeline Resources Needed Person(s) Responsible Evidence Used to Determine Progress Progress Toward Goal ongoing (Fall/Spring --> TSI-A test prep varies by campus None at this time Advanced Academics campus/district analytics (Shmoop) seniors; Spring --> juniors)

Fall, Spring, and Summer The Princeton Review (TPR) data reports, ongoing (Fall/Spring --> PSAT/SAT test prep None at this time Advanced Academics programs College Board data files freshmen -seniors; Summer --> Scholars)

College Prep Course Curriculum Support 2019-2020 Advanced Academics Student course passing rate

Improve AP Lit and Lang scores through a vertically Textbooks, sub and supplemental pay, aligned Pre-AP English program that includes 2019-2020 scheduling, leadership and writing teams, Advanced Academics AP scores and Local Assessments curriculum development, instructional support, collaboration with the curriculum professionalImprove SAT developmentEnglish scores and through monitoring vertically departmentSub and supplemental pay, leadership and aligned curriculum resources 6-11, and 2019-2020 writing teams, collaboration with the Advanced Academics PSAT and SAT Scores supplemental SAT support curriculum for grades 6- curriculum department 10.Improve Supports AP Math include qualifying professional scores development, through a Textbooks, sub and supplemental pay, 2019-2020 Advanced Academics AP Scores and local assessments curriculumvertically aligned development pre-advacned and monitoring math program scheduling, leadership teams, curriculum implementation grades 6-12. Supportings include department collaboration curriculum,Improve SAT instructional, Math scores professionalthrough vertically development, aligned sub and supplemental pay, scheduling, 2019-2020 Advanced Academics SAT and PSAT Scores andcurriculum monitoring. resources (Grades 6-11). Supports leadership teams, curriculum department include curriculum, professional development, and collaboration monitoring.College Prep Math course support through sub and supplemental pay, scheduling, curriculum, instructional, systems, professional 2019-2020 leadership teams, counseling department Advanced Academics Course Completion development, and monitoring. collaboration OnRamps PreCalculus and College Algebra course Collaboration with T&L for professional support through systems, student 2019-2020 develpment funding, student enrollment Advanced Academics College Course Credit Qualifying selection/recruitment guidelines, professional funding, counseling department, and developmentCollege Prep English logistics, course and monitoring. support through technologySub and Supplemental pay, scheduling, curriculum development, instructional support, 2019-2020 leadership and curriculum writing teams, Advanced Academics Course Completion professional development and monitoring collaboration with the counseling department and partnering colleges.

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