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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.
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