2018-2019 Campus Improvement Plan Temple …...2019/05/06 · Baccalaureate (IB) World School with...

Temple Independent School District

Temple High School

2018-2019 Campus Improvement PlanAccountability Rating: Met Standard

Distinction Designations:Academic Achievement in Science

Top 25 Percent: Comparative Academic Growth

Board Approval Date: October 15, 2018

Temple High SchoolGenerated by Plan4Learning.com 1 of 39 Campus #014909002

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Mission StatementThe mission of Temple ISD is to inspire, motivate and empower students to reach their maximum potential.

VisionThe vision of Temple ISD is to instill the value of learning in each student, and prepare them to be future leaders of society.

Temple High School provides a student-centered learning environment where the school community collaborates in the ongoing pursuit of individual studentgrowth.

Core BeliefsWe believe that all students can learn to apply skills and knowledge regardless of the area of study.We believe in the value of reflection, the importance of a growth mindset, and the power of “yet.”


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Table of Contents

Comprehensive Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Needs Assessment Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Demographics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Student Academic Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7School Processes & Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Perceptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Priority Problem Statements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Comprehensive Needs Assessment Data Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Goal 1: Academics: Temple ISD will provide rigorous standards of academic achievement to prepare 21st century learners for graduation and post-secondary opportunities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Goal 2: Behavior: Temple ISD will provide a safe and healthy environment to support positive behaviors for students, staff, families, andcommunity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Goal 3: Attendance: Temple ISD will develop, facilitate, and support strategies to increase the attendance and participation of students, parents, andstaff in school-related activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

PBMAS Intervention Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 362018-2019 Campus Site-Based Committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37Campus Funding Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38


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Comprehensive Needs AssessmentNeeds Assessment Overview

Temple High School (THS) is located in the heart of Central Texas near the major cities of Dallas, Ft. Worth, Austin, and San Antonio. We are acomprehensive 6-A high school (grades 9-12) and a part of the Temple Independent School District which has 16 different educational sites and serves over8500 students. Temple High School has been recognized by Newsweek Magazine as one of the nation’s top Public High Schools. THS is an InternationalBaccalaureate (IB) World School with a large IB Diploma and Advanced Placement (AP) Programs, innovative Institutes of Study for Career and Technicaleducation, award-winning Fine Arts programs, and tradition-rich championship Athletics.

Temple High School (THS) serves a diverse population of over 2100 students. Student demographics consist of the following: Hispanic (44%), AfricanAmerican (25%), White (25%), Asian/Pacific Islander (2%), and Two or More Races (4%). Seventy percent (70%) of the student body is classified aseconomically disadvantaged.

THS received a Met Standard rating for the 2018 Accountability Report Card with an overall score of 78.1. One area of focus is the ELA STAAR EOCscores. Data review indicated areas of weakness in all sub pops.

THS offers a wide range of academic programming which includes a successful Fine Arts program, AP program, International Baccalaureate DiplomaProgramme, Dual Credit programming, CTE program, Athletics program, and courses in all five endorsements. Through the CTE program, THS offers areasof articulation in Agriculture, Culinary, Graphic Design, Education, Health Science, and Law Enforcement.

THS will continue its Blended Learning implementation. The Pioneer group of Blended Learning teachers continue their work exploring different avenuesof Blended Learning and planning for Blended Learning experiences. Cohort A (Social Studies) begins their Blended Learning practice in the 2018-2019school year. Instructional and Technology coaches provide support to teachers through PLC.

Temple High School has built a culture of trust and transparency. Communication with parents occurs in several forms, including School Messenger, socialmedia, district and campus websites, and traditional methods. In November 2017, TISD launched a YouTube channel for parents. Communication in Spanishis available and provided when needed. THS hosts parent nights to keep families informed on academic programming, college and career options, and tofoster postive relationships between staff and THS families. Administration actively seeks parent and student input by conducting focus group interviews ona regular basis.

The Career and Technical Education department has an active business and industry advisory group. Parents and community members are also representedon the campus site-based decision making team.

Administration works with teachers, staff, the community, and police department to provide a safe environment for students and staff to work and learn. WeTemple High SchoolGenerated by Plan4Learning.com 4 of 39 Campus #014909002

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conduct safety drills on a regular basis and plan to work with Scott and White to provide student and staff training, e.g. Stop the Bleed program.

Instructional and Technology coaches are on campus 4 days a week providing support to teachers and students.

The counselors work with students to provide academic and emotional support.


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Demographics

Demographics Summary

Temple High School (THS) is located in the heart of Central Texas near the major cities of Dallas, Ft. Worth, Austin, and San Antonio. We are acomprehensive 6-A high school (grades 9-12) and a part of the Temple Independent School District which has 16 different educational sites and serves over8500 students. Temple High School has been recognized by Newsweek Magazine as one of the nation’s top Public High Schools. THS is an InternationalBaccalaureate (IB) World School with large IB Diploma and Advanced Placement (AP) Programs, innovative Institutes of Study for Career and Technicaleducation, award-winning Fine Arts programs, and tradition-rich championship Athletics. While Temple is home to nationally recognized business,corporate, and biomedical research partners, it also maintains the small-town hospitality and flair that keeps it uniquely “Texas.” Baylor Scott & WhiteHospital, Veterans Administration Hospital and McLane Corporation are the major stakeholder employers in Temple. Baylor Scott & White and VAHospital are also home to Texas A&M Medical School.

Temple High School (THS) serves a diverse population of over 2100 students. Student demographics consist of the following: Hispanic (44%), AfricanAmerican (25%), White (25%), Asian/Pacific Islander (2%), and Two or More Races (4%). Seventy percent (70%) of the student body is classified aseconomically disadvantaged.

THS offers a wide range of academic programming which includes a successful Fine Arts program, AP program, International Baccalaureate DiplomaProgramme, Dual Credit programming, CTE program, Athletics program, and courses in all five endorsements. Through the CTE program, THS offers areasof articulation in Agriculture, Culinary, Graphic Design, Education, Health Science, and Law Enforcement.

Demographics Strengths

Ethnic and cultural diversity in the student populationComprehensive extra-curricular and co-curricular programsInternational Baccalaureate strand - Diploma ProgrammeIncrease in student enrollment in IB program in both participation and diploma candidacyIncrease in enrollment in dual credit

Problem Statements Identifying Demographics Needs

Problem Statement 1: Temple ISD continues to struggle to hire teachers in critical needs areas, including elementary bilingual, upper level math, andCareer and Technical Education. Root Cause: Difficulty finding teachers with the proper certification or qualifications.


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Student Academic Achievement

Student Academic Achievement Summary

2018 Accountability Report Card - Met Standard

Overall Score - 78.1

Student Academic Achievement Strengths

Campus Strengths -

Data analysis provided for each campus aligned to the A-F Accountability System as results are received to impact instruction.District pays for exams AP/IB examsUpdated intervention and summer school processes (Compensatory Accelerated Services, Student Success Initiative)Strong RtI processesAdministrative data meetings with teachers to inform instruction and improve student achievementTestHound used to increase the efficiency and accuracy of the coordination of standardized testsDistrict approved designated supports and training

Targeted progress monitoring at Temple HS in prep and trailer classes - greater focus at student level. Academics, attendance, behavior.

Based on Accountability Report Card data -

THS scored well in two Domain I categories: CCMR - 85; Graduation Rate - 85

Distinction Designation Summary (Quartile 1 achievements) -

Average ACT Score: ELA, ScienceAccelerated Student Growth in MathematicsAlgebra 1 Performance (Masters Grade Level)Advanced/Dual-Credit Completion: ScienceAP/IB Examination Results: Social Studies


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Problem Statements Identifying Student Academic Achievement Needs

Problem Statement 1: Temple High School did not meet the standard for Closing the Gaps for Academic Achievement in 10 of the 11 categories forReading. Root Cause: Teachers did not consistently use Balanced Literacy instructional practices.

Problem Statement 2: STAAR achievement performance in some areas lags behind the state average. Root Cause: The majority of Temple ISD studentsare at-risk.

Problem Statement 3: English EOC I and II retesters are not passing at an acceptable rate. Root Cause: Not all students are enrolled in in an interventionclass.

Problem Statement 4: Special Education students are not meeting grade level standards on state assessments. Root Cause: Special Education students havedifferent instructional needs due to the wide range of impacts of student disabilities.

Problem Statement 5: ESL students are not making enough academic gains to exit the program. Root Cause: ESL students lack vocabulary and are notreading at grade level.

Problem Statement 6: CTE students are not testing at a high number for industry certifications. Root Cause: Some industry boards require students to havediploma before taking the test. Students must independently pay for the test.

Problem Statement 7: Non-traditional teachers lack prior training for working with special populations. Root Cause: Prior experience in not in education.


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School Processes & Programs

School Processes & Programs Summary

The campus instructional team consists of the Principal, Associate Principal, Instructional Coach, and Master Teacher. The team adheres to Districtexpectations for curriculum and assessment.

Clear Instructional Expectations – The clear instructional expectation in Temple ISD and at THS is that every classroom will follow the scope and sequenceof one Guaranteed and Viable Curriculum (TEKS Resource System). The system is fully aligned with the state standards and meets the highest standards ofrigor and relevance. The curriculum provides a clear understanding of student expectations and serve as the centerpiece in teacher planning andcollaboration. Temple ISD uploads all curriculum and district-created instructional materials into this system. The district requires that teachers teach thestate standards and follow the scope and sequence of these standards. The teachers utilize professional autonomy in lesson design, formative assessments andinstructional delivery in line with research and best practices.

Structured Collaboration – THS follows the Professional Learning Community (PLC) Guideposts document which was created by Dufour and Solution Tree.The model outlines four areas PLCs should center on – Content/Behavior Focus, Common Assessments, Data Analysis and Interventions. THS has definedprotocols and processes to support the use of the Guideposts by teachers and staff.

Monitoring and Adjusting – THS monitors and adjusts to meet the instructional needs of learners. Monitoring takes place through the Temple ISD formativeassessment schedule (CBAs), classroom observations utilizing the Temple ISD Coaching Instrument, and collegial conversations with content teams.

Professional learning is ongoing through the PLC time for ELA, Math, Science, Social Studies, and LOTE. Campus leadership meets regularly with districtadministration to collaborate on future planning efforts and implementation of initiatives.

The campus administrative team consists of the Principal, Associate Principal, Assistant Principals, CTE Director, Fine Arts Director, and other staff asdesignated by the Principal.

THS utilizes the District's Response to Intervention process to address academic and behavior concerns.

Communication -

Temple ISD maintains a district website in conjunction with campus websites. Parents can access student information through Skyward Family Access,which is linked to the district student information management system. Temple ISD is able to reach parents through phone, text or email methods with theTemple ISD School Messenger system, as well as community subscribers through push notification apps that include district and campus-level subscriptions.TISD uses social media venues such as Twitter and Facebook to reach parents and communicate important information to stakeholders.

Personnel - Temple High SchoolGenerated by Plan4Learning.com 9 of 39 Campus #014909002

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As a result of TISD's District of Innovation plan, THS is able to:

begin the school year prior to the 4th Monday of Augusthire non-certified teachers with industry experience for CTEaward class credit or final grade flexibility for students with less than 90% attendance

Technology -

Teachers have access to technology training through PLCs and conference period. In addition technology staff conduct regular Tech Checks with staff tooffer coaching support.

Students have access to technology training for the use of their Chromebook device through coursework offered on campus.

Blended Learning -

The Pioneer group of Blended Learning teachers continue their work exploring different avenues of Blended Learning and planning for Blended Learningexperiences. Cohort A (Social Studies) begins their Blended Learning practice in the 2018-2019 school year. Instructional and Technology coaches providesupport to teachers through PLC.

School Processes & Programs Strengths

Systemic districtwide assessment program.Guaranteed and viable curriculum, utilizing a districtwide curriculum management system.Systemic implementation of Professional Learning Communities (PLCs).Robust Response to Intervention (RtI) program to include research-based interventions, dedicated daily RtI time, and on-line management system.Multiple opportunities for students to earn articulated/dual credit, industry level certifications, and advanced level coursework.CTE partnerships comprised of local businesses.Technology initiative in grades 9-12 1:1 technology initiative.Teacher Mentor Program that produces high retention rates.Facility improvements and additions to enhance current academic programmingMaster schedules are synchronized and maximized to support instructional time.Professional Learning Communities (PLCs).Devices are available at school for all students.Student support for the high school is provided through the Tech Spot, a support and training center run by district technology staff and supported bystudent help.Campuses have kiosks in the foyers of their campuses for parents to use during school hours.


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Teachers receive technology support from district staff and Campus Technology Liaisons (teachers on the campus who are lead technology teachers.)All new teachers receive a 2 day new teacher technology training prior to using student devices in the classroom. Teachers also receive regularinstruction through PLCs, district training days, and after-school training.

Problem Statements Identifying School Processes & Programs Needs

Problem Statement 1: Not all students have Internet access outside of school walls. Root Cause: The economically disadvantaged percentage of students inTISD is 83%.

Problem Statement 2: Technology is not being used to its fullest capacity in the teaching and learning process. Root Cause: The District has notimplemented the district-wide Blended Learning plan for training and support to integrate technology.

Problem Statement 3: The District must maintain efficient and clear processes.

Problem Statement 4: The District must develop community-friendly systems.

Problem Statement 5: The District must continue to have trained staff who can respond appropriately to emergency situations.

Problem Statement 6: The District must continue to provide a wide range of supports for our students, staff and community.


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Perceptions

Perceptions Summary

Temple High School has built a culture of trust and transparency. Communication with parents occurs in several forms, including School Messenger, socialmedia, district and campus websites, and traditional methods. In November 2017, TISD launched a YouTube channel for parents. Communication in Spanishis available and provided when needed. THS hosts parent nights to keep families informed on academic programming, college and career options, and tofoster postive relationships between staff and THS families.

The Career and Technical Education department has an active business and industry advisory group. Parents and community members are also representedon each campus and the district site-based decision making team

Administration works with teachers, staff, the community, and police department to provide a safe environment for students and staff to work and learn.

Instructional and Technology coaches are on campus 4 days a week providing support to teachers and students.

The counselors work with students to provide academic and emotional support.

Perceptions Strengths

The use of CHAMPS to promote a positive learning environmentFoundations Teams meet to monitor discipline and consequences trends at the campus. Instructional coaches and Technology coaches on-siteFive guidance counselorsCoaching/teaching mentors and Professional Learning Communities (PLCs).Leadership opportunities provided by administration for teacher leadersCompetitive athletic, fine arts, CTE, and extra-curricular activities.Community partnerships with local businesses, community organizations, area colleges and universities, other school districts, military installations,and local government.Implementation of Restorative DisciplineAnonymous bullying reporting system at the district level and “See Something, Say Something” anonymous reporting system at some secondarycampuses.Campus safety audits and lockdown training.Trained entire campus in "Stop the Bleed" protocolsFull time certified librarian


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Problem Statements Identifying Perceptions Needs

Problem Statement 1: The District must continue to provide a wide range of supports for our students, staff and community.


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Priority Problem Statements

Problem Statement 1: The District must continue to provide a wide range of supports for our students, staff and community.Root Cause 1:Problem Statement 1 Areas: Perceptions

Problem Statement 2: Temple ISD continues to struggle to hire teachers in critical needs areas, including elementary bilingual, upper level math, andCareer and Technical Education.Root Cause 2: Difficulty finding teachers with the proper certification or qualifications.Problem Statement 2 Areas: Demographics

Problem Statement 3: Not all students have Internet access outside of school walls.Root Cause 3: The economically disadvantaged percentage of students in TISD is 83%.Problem Statement 3 Areas: School Processes & Programs

Problem Statement 4: Technology is not being used to its fullest capacity in the teaching and learning process.Root Cause 4: The District has not implemented the district-wide Blended Learning plan for training and support to integrate technology.Problem Statement 4 Areas: School Processes & Programs


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Problem Statement 5: The District must maintain efficient and clear processes.Root Cause 5:Problem Statement 5 Areas: School Processes & Programs

Problem Statement 6: The District must continue to have trained staff who can respond appropriately to emergency situations.Root Cause 6:Problem Statement 6 Areas: School Processes & Programs

Problem Statement 7: The District must continue to provide a wide range of supports for our students, staff and community.Root Cause 7:Problem Statement 7 Areas: School Processes & Programs

Problem Statement 8: STAAR achievement performance in some areas lags behind the state average.Root Cause 8: The majority of Temple ISD students are at-risk.Problem Statement 8 Areas: Student Academic Achievement

Problem Statement 9: English EOC I and II retesters are not passing at an acceptable rate.Root Cause 9: Not all students are enrolled in in an intervention class.Problem Statement 9 Areas: Student Academic Achievement

Problem Statement 10: Special Education students are not meeting grade level standards on state assessments.Temple High SchoolGenerated by Plan4Learning.com 15 of 39 Campus #014909002

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Root Cause 10: Special Education students have different instructional needs due to the wide range of impacts of student disabilities.Problem Statement 10 Areas: Student Academic Achievement

Problem Statement 11: ESL students are not making enough academic gains to exit the program.Root Cause 11: ESL students lack vocabulary and are not reading at grade level.Problem Statement 11 Areas: Student Academic Achievement

Problem Statement 12: Non-traditional teachers lack prior training for working with special populations.Root Cause 12: Prior experience in not in education.Problem Statement 12 Areas: Student Academic Achievement

Problem Statement 13: Temple High School did not meet the standard for Closing the Gaps for Academic Achievement in 10 of the 11 categories forReading.Root Cause 13: Teachers did not consistently use Balanced Literacy instructional practices.Problem Statement 13 Areas: Student Academic Achievement


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Comprehensive Needs Assessment Data DocumentationThe following data were used to verify the comprehensive needs assessment analysis:

Improvement Planning Data

District goalsCampus goalsCurrent and/or prior year(s) campus and/or district improvement plans

Accountability Data

Texas Academic Performance Report (TAPR) dataDomain 1 - Student AchievementDomain 2 - Student ProgressDomain 3 - Closing the GapsAccountability Distinction Designations


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Goals

Revised/Approved: July 31, 2018

Goal 1: Academics: Temple ISD will provide rigorous standards of academic achievement toprepare 21st century learners for graduation and post-secondary opportunities

Performance Objective 1: TISD campuses will meet or exceed state standards for the Texas Accountability system.

Evaluation Data Source(s) 1: State accountability documents

Summative Evaluation 1:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeNov Feb Apr June

Targeted Support StrategyCritical Success Factors

CSF 1 CSF 7

1) Provide training and coaching support to Englishteachers in Balanced Literacy components -Independent Reading/Writing and SharedReading/Writing.

2.4, 2.5, 2.6 Campus principal English EOC scores will increase to meetaccountability requirements.

Problem Statements: Student Academic Achievement 1, 2, 3


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Critical Success FactorsCSF 4

2) Implement District-wide Blended Learning Plan.

2.5 AssistantSuperintendent ofCurriculum&Instruction;Executive Directorof ElementaryEducation;Executive Directorof SecondaryEducation;Secondary; Directorof Technology;Campus Principals

Met expectations as outlined in BL Measures ofSuccess.

Problem Statements: School Processes & Programs 1, 2Funding Sources: 287 - Title IV - 0.00

Critical Success FactorsCSF 1 CSF 2 CSF 3 CSF 7

3) The Instructional Leadership Team (InstructionalCoaches, Instructional Technology Specialists, andAssociate Principal) will meet weekly to discussobservational data, academic and technology learningneeds, and how to support instructional delivery.

2.4, 2.5, 2.6 PrincipalAssociate PrincipalInstructionalCoachesInstructionalTechnologySpecialists

Timely professional learningImprove student acheivement

= Accomplished = Continue/Modify = No Progress = Discontinue

Performance Objective 1 Problem Statements:

Student Academic AchievementProblem Statement 1: Temple High School did not meet the standard for Closing the Gaps for Academic Achievement in 10 of the 11 categories for Reading. Root Cause 1: Teachers didnot consistently use Balanced Literacy instructional practices.Problem Statement 2: STAAR achievement performance in some areas lags behind the state average. Root Cause 2: The majority of Temple ISD students are at-risk.Problem Statement 3: English EOC I and II retesters are not passing at an acceptable rate. Root Cause 3: Not all students are enrolled in in an intervention class.

School Processes & ProgramsProblem Statement 1: Not all students have Internet access outside of school walls. Root Cause 1: The economically disadvantaged percentage of students in TISD is 83%.Problem Statement 2: Technology is not being used to its fullest capacity in the teaching and learning process. Root Cause 2: The District has not implemented the district-wide BlendedLearning plan for training and support to integrate technology.


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Goal 1: Academics: Temple ISD will provide rigorous standards of academic achievement to prepare 21st century learners for graduation and post-secondary opportunities

Performance Objective 2: TISD will increase each domain scale score by 2 points: Student Achievement ; School Progress; Closing the Gaps

Evaluation Data Source(s) 2: State accountability documents





1) Implement 6-12 balanced literacy professionaldevelopment, instructional planning to build capacityin teachers, instructional coaches and administrators.

2.4, 2.5, 2.6 Executive Directorof SecondaryEducation;InstructionalCoaches, CampusPrincipals andAssistant Principalsassigned to ELA.

Increase in student achievement on Reading andWriting assessments.

Problem Statements: Student Academic Achievement 2, 3Funding Sources: 199 - General Fund: Basic Ed - 0.00, 199 - General Fund: State Comp Ed (SCE) - 0.00

PBMASCritical Success Factors

CSF 1

2) Continue implementation of content area literacyand interactive vocabulary strategies to supportsecondary science and social studies classrooms.

2.4, 2.6 Executive Directorof SecondaryEducation;Secondary CampusPrincipals

Students will benefit from the use of vocabularystrategies in such a way that student achievement onstate assessments increases.

Problem Statements: Student Academic Achievement 4, 5Funding Sources: 199 - General Fund: Basic Ed - 0.00, 199 - General Fund: State Comp Ed (SCE) - 0.00



Student Academic AchievementProblem Statement 2: STAAR achievement performance in some areas lags behind the state average. Root Cause 2: The majority of Temple ISD students are at-risk.Problem Statement 3: English EOC I and II retesters are not passing at an acceptable rate. Root Cause 3: Not all students are enrolled in in an intervention class.


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Problem Statement 4: Special Education students are not meeting grade level standards on state assessments. Root Cause 4: Special Education students have different instructional needs dueto the wide range of impacts of student disabilities.Problem Statement 5: ESL students are not making enough academic gains to exit the program. Root Cause 5: ESL students lack vocabulary and are not reading at grade level.


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Performance Objective 3: TISD will increase the graduation rate from 92.6% to 94% or above and maintain the dropout rate from 1.7% or less.

Evaluation Data Source(s) 3: TAPR, Accountability Completion Summary Reports





1) Continue to support the implementation of EOCPrep, trailer courses and credit recovery.

2.4, 2.6 Executive Directorof SecondaryEducation; THSPrincipal; EdwardsAcademy Principal

Increase the percentage of students successfullycompleting credit recovery courses. Increase thenumber of students in trailer and EOC Prep courseswho meet standard on English 1 and BiologyAssessments. Maintain success and achievement ofthose students on English 2, Algebra 1 and US HistoryAssessments.

Problem Statements: Student Academic Achievement 3Funding Sources: 199 - General Fund: State Comp Ed (SCE) - 0.00


2) Implement 9-12 Blended Learning InstructionalPlan to support retesters in English III and IV.

2.4, 2.6 Executive Directorof SecondaryEducation; THSPrincipal; EdwardsAcademy Principal

Evidence of student growth on ELA campus anddistrict assessments and ultimately evidence of growthon STAAR EOC.

Problem Statements: Student Academic Achievement 3Funding Sources: 199 - General Fund: State Comp Ed (SCE) - 0.00


CSF 1

3) Continue implementation of EL data monitoringplan for high school students.

2.4, 2.6 Bilingual/ESLDirector; THSPrincipal; EdwardsAcademy Principal

Decrease number of EL dropouts.

Problem Statements: Student Academic Achievement 5Funding Sources: 199 - General Fund: State Comp Ed (SCE) - 0.00, 263 - Title III, LEP - 0.00




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Student Academic AchievementProblem Statement 3: English EOC I and II retesters are not passing at an acceptable rate. Root Cause 3: Not all students are enrolled in in an intervention class.Problem Statement 5: ESL students are not making enough academic gains to exit the program. Root Cause 5: ESL students lack vocabulary and are not reading at grade level.


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Performance Objective 4: TISD will meet or exceed performance standards for all state and federal programs including CTE, B/ESL, SPED, and ESSA, asindicated by no staging for PBMAS.

Evaluation Data Source(s) 4: PBMAS report





CSF 1

1) Continue progress monitoring of ELs at secondarylevels and provide focused vocabulary interventionsthrough ESL courses utilizing ELPS and readingintervention.

2.4, 2.6 Bilingual/ESLDirector, CampusPrincipals

Increased student achievement on Reading STAARand English I & II EOCs.

Problem Statements: Student Academic Achievement 5Funding Sources: 199 - General Fund: Bil/ESL - 0.00, 263 - Title III, LEP - 0.00


CSF 7

2) Provide targeted staff development based onidentified needs of CTE teachers.

2.4 AssistantSuperintendent ofCurriculum&Instruction;Executive Directorof SecondaryEducation; CTEDirector

Improve student engagement and thus student learningby providing teachers with purposeful, research basedteaching strategies.

Problem Statements: Student Academic Achievement 7Funding Sources: 199 - General Fund: CTE - 0.00


3) Continue progress monitoring of special educationachievement data.

2.4, 2.6 Director of SpecialEducation; CampusPrincipals

Improved academic achievement for special educationstudents.

Problem Statements: Student Academic Achievement 4Funding Sources: 199 - General Fund: Special Ed - 0.00


Performance Objective 4 Problem Statements:Temple High SchoolGenerated by Plan4Learning.com 24 of 39 Campus #014909002

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Student Academic AchievementProblem Statement 5: ESL students are not making enough academic gains to exit the program. Root Cause 5: ESL students lack vocabulary and are not reading at grade level.Problem Statement 7: Non-traditional teachers lack prior training for working with special populations. Root Cause 7: Prior experience in not in education.Problem Statement 4: Special Education students are not meeting grade level standards on state assessments. Root Cause 4: Special Education students have different instructional needs dueto the wide range of impacts of student disabilities.


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Performance Objective 5: Temple ISD will recruit, develop, and retain highly qualified teachers and staff in order to reduce the teacher attrition rate to18%.

Evaluation Data Source(s) 5: Teacher retention data, staff development documentation, recruitment documentation.





1) Implement the TISD Teacher Recruitment andRetention Plan.

AssistantSuperintendent ofHuman Resources,Campus Principals

Reduce the teacher attrition rate to 18% or less.

Problem Statements: Demographics 1Funding Sources: 199 - General Fund: Basic Ed - 0.00


2) New to TISD or new to THS staff members willparticipate in instructional rounds one day in thefall.

Associate Principal Retention of teachers.

Identify supports needed



DemographicsProblem Statement 1: Temple ISD continues to struggle to hire teachers in critical needs areas, including elementary bilingual, upper level math, and Career and Technical Education. RootCause 1: Difficulty finding teachers with the proper certification or qualifications.


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Performance Objective 6: TISD will provide quality programs that enhance the educational experience of our students.

Evaluation Data Source(s) 6: Program evaluation documents





1) THS offers a wide range of academicprogramming which includes a successful Fine Artsprogram, AP program, International BaccalaureateDiploma Programme, Dual Credit programming,CTE program, Athletics program, and courses in allfive endorsements. Through the CTE program, THSoffers areas of articulation in Agriculture, Culinary,Graphic Design, Education, Health Science, and LawEnforcement.

2.5 PrincipalAssociate PrincipalAssistancePrincipalsProgram DirectorsClub Sponsors

Provide students with opportunities to be involved inactivities at school.

Promote volunteerism and pride in the Templecommunity.



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Performance Objective 7: TISD will support student success through effective and efficient organizational processes.

Evaluation Data Source(s) 7: Process evaluation and efficiency measures




Critical Success FactorsCSF 1 CSF 2 CSF 3

1) THS will monitor the academic achievement ofstudents through ongoing data discussions.

2.6 PrincipalAssociate PrincipalAssistancePrincipalsInstructionalCoaches

Improve instructional practices

Improve STAAR EOC results



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Goal 2: Behavior: Temple ISD will provide a safe and healthy environment to support positivebehaviors for students, staff, families, and community.

Performance Objective 1: TISD will develop and maintain academically driven and functionally appropriate facilities where student safety and health areparamount.

Evaluation Data Source(s) 1:




1) Monitor student participation in the breakfast andlunch programs.

AssistantSuperintendent ofFinance andOperations; Directorof School Nutrition,Campus Principals

Maintain student participation at 2017-18 levels.

Problem Statements: School Processes & Programs 6



School Processes & ProgramsProblem Statement 6: The District must continue to provide a wide range of supports for our students, staff and community.


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Goal 2: Behavior: Temple ISD will provide a safe and healthy environment to support positive behaviors for students, staff, families, and community.

Performance Objective 2: TISD will provide structures that enhance the health and safety of our students, staff, and community.

Evaluation Data Source(s) 2: Process and program evaluations





1) Identify and train members of a MedicalEmergency Response Team (MERT) at each campus.

Director of HealthServices; CampusPrincipals

Emergency situations at campuses are handled withproper protocols.


2) Monitor effectiveness of emergency responses andprocedures training.

Campus Principal Participation in training, increased preparedness foremergencies.

Problem Statements: Perceptions 1



School Processes & ProgramsProblem Statement 5: The District must continue to have trained staff who can respond appropriately to emergency situations.

PerceptionsProblem Statement 1: The District must continue to provide a wide range of supports for our students, staff and community.


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Goal 2: Behavior: Temple ISD will provide a safe and healthy environment to support positive behaviors for students, staff, families, and community.

Performance Objective 3: TISD will provide support at each campus focused on reducing student behavior resulting in decreased ISS, OSS, and DAEPplacements.

Evaluation Data Source(s) 3: Campus and district discipline data





CSF 4

1) Monitor the effectiveness of District training interms of reducing student behavior resulting in ISS,OSS and DAEP placements.

AssistantSuperintendent ofStudent Services;Director ofInterventionServices andCounseling,Campus Principals

Decrease in ISS, OSS and DAEP placements.



2) Campus administration will conduct circles withidentified students.

2.6 CampusAdministration

Decrease negative behaviors.

Provide students an opportunity to address challenges.





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Goal 3: Attendance: Temple ISD will develop, facilitate, and support strategies to increase theattendance and participation of students, parents, and staff in school-related activities.

Performance Objective 1: TISD will increase student attendance at each campus to reach a district student attendance rate of 95%.

Evaluation Data Source(s) 1: Campus and district student attendance data




1) Implement a comprehensive, district-wide programin order to maintain attendance as a daily focus ofcampuses.

2.5, 2.6 AssistantSuperintendent ofStudent Services;Truancy Officers;Campus Principals

Increase in district student attendance rate.



2) Implement Attendance RtI referral process toidentify students with attendance issues for earlyintervention.

2.4, 2.5, 2.6 AssistantSuperintendent ofStudent Services;Truancy Officers;Campus Principals

Increase in district student attendance rate.



3) Student recognition programming for those whohave perfect attendance and for those who areshowing attendance improvement.

CampusAdministration

Improve attendance





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Problem Statement 3: The District must maintain efficient and clear processes.


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Goal 3: Attendance: Temple ISD will develop, facilitate, and support strategies to increase the attendance and participation of students, parents, and staff inschool-related activities.

Performance Objective 2: TISD will maintain teacher attendance average to 96% or above.

Evaluation Data Source(s) 2: Campus and district teacher attendance data





1) Recognize and award teacher attendance eachgrading period.

AssistantSuperintendent ofHuman Resources,Campus Principals

Increased teacher attendance.

Problem Statements: Perceptions 1



PerceptionsProblem Statement 1: The District must continue to provide a wide range of supports for our students, staff and community.


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Goal 3: Attendance: Temple ISD will develop, facilitate, and support strategies to increase the attendance and participation of students, parents, and staff inschool-related activities.

Performance Objective 3: TISD will establish strategies to increase the participation of parents in regular, two-way and meaningful communicationinvolving student academic learning and school activities.

Evaluation Data Source(s) 3: Parent engagement activity documentation; parent and community surveys





1) THS will increase the use of social media topublicize campus events and as a way to keep THSfamilies aware of important campus information.

CampusAdministrationCampusCommunicationLiaison

Parents/guardians are informed of importantinformation in order to support their child.


2) THS will host parent information nights forstudents interested in earning college credit.

IB CoordinatorAP CoordinatorAdvancedAcademicAdministratorDual CreditCounselorTBI CounselorAssociate Principal

Increase enrollment in college credit courses.



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PBMAS Intervention StrategiesGoal Objective Strategy Description

1 2 2 Continue implementation of content area literacy and interactive vocabulary strategies to support secondary science and socialstudies classrooms.

1 3 3 Continue implementation of EL data monitoring plan for high school students.

1 4 1 Continue progress monitoring of ELs at secondary levels and provide focused vocabulary interventions through ESL coursesutilizing ELPS and reading intervention.

1 4 2 Provide targeted staff development based on identified needs of CTE teachers.

2 3 1 Monitor the effectiveness of District training in terms of reducing student behavior resulting in ISS, OSS and DAEPplacements.


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2018-2019 Campus Site-Based CommitteeCommittee Role Name PositionParent Monica Torres ParentClassroom Teacher Katy Waller TeacherClassroom Teacher Aly Fancher TeacherClassroom Teacher Julie Garza TeacherParent Rebekah Little ParentParent Scott Seela ParentCommunity Representative Tara Stafford CommunityAdministrator Jason Mayo PrincipalAdministrator Kelli Powell Associate PrincipalClassroom Teacher Rhonda Ramirez TeacherClassroom Teacher Kaleigh Verett TeacherClassroom Teacher Lori McCormick Teacher


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Campus Funding Summary199 - General Fund: State Comp Ed (SCE)

Goal Objective Strategy Resources Needed Account Code Amount1 2 1 $0.001 2 2 $0.001 3 1 $0.001 3 2 $0.001 3 3 $0.00

Sub-Total $0.00199 - General Fund: Special Ed

Goal Objective Strategy Resources Needed Account Code Amount1 4 3 $0.00

Sub-Total $0.00199 - General Fund: Basic Ed

Goal Objective Strategy Resources Needed Account Code Amount1 2 1 $0.001 2 2 $0.001 5 1 $0.00

Sub-Total $0.00199 - General Fund: Bil/ESL


Sub-Total $0.00199 - General Fund: CTE


Sub-Total $0.00


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263 - Title III, LEPGoal Objective Strategy Resources Needed Account Code Amount

1 3 3 $0.001 4 1 $0.00

Sub-Total $0.00287 - Title IV


Sub-Total $0.00Grand Total $0.00


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2018-2019 Campus Improvement Plan Temple …...2019/05/06 · Baccalaureate (IB) World School with...

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Transcript of 2018-2019 Campus Improvement Plan Temple …...2019/05/06 · Baccalaureate (IB) World School with...