campus overview - gpisd

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Grand Prairie High School Principal Demetrus Liggins

Campus Improvement Plan

2012-2013

Mission Statement

Campus Overview

C O N T E N T S

Grand Prairie High School (GPHS) is located at 101 High School Drive in the far northern section of Grand Prairie Independent School District between Jefferson Blvd. and Interstate 30 west of Beltline Road North. GPHS operates as a Title I, Part A Schoolwide program participant, which means that the school receives significant federal funds to elevate the entire instructional program. GPHS serves over 2,000 students each year. Our student population is approximately 13% African American, 13% Anglo, 2% Asian/Pacific Islander, and 72% Hispanic. Our attendance rate has been just below 92% annually. GPHS serves almost 300 English Language Learners, approximately 160 Gifted and Talented students and just over 200 students requiring Special Education services. Due to t account state failing to issue accountability ratings during the last academic year, we continue to hold a rating of Academically Unacceptable from the 2010-2011 accountability system. The campus did however receive a federal accountability rating of Missed AYP for the 2011-12 academic year. We are committed to improving t rating

To educate and graduate the Gopher nation to be college and career ready.

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Grand Prairie Independent School District Improvement Plan Executive Summary

Campus Comprehensive Needs Assessment (CNA)

CNA Data Documentation

CNA Narrative

Campus Improvement Plan Strategy Charts

State Compensatory Education Program Overview

Title I, Part A Program Overview

Campus Improvement Committee Roster 2012-2013

Formative Evaluation Process and Documentation

Attachments

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GRAND PRAIRIE ISD DISTRICT IMPROVEMENT PLAN EXECUTIVE SUMMARY

1) Parents and community members will be full partners with educators in the education of GPISD students.

[TEC §4.001(b)(1)] (T1,A SW #6) (GPISD 5 Plays: Relationship Capacity, Intentional Leadership) Performance Objective 1.1: GPISD will develop a standardized documentation process for campus and district parent and

community involvement and volunteer efforts to record the type of activity, attendance patterns and customer feedback to establish

longitudinal data on the effectiveness of the programs.

Performance Objective 1.2: GPISD will increase participation in current parent and community involvement efforts such as the

Home Instruction for Parents of Preschool Youngsters program, Health Fairs and adult language classes by 10% annually for

previously underrepresented groups and campuses.

2) Students will demonstrate exemplary performance in comparison to national and international standards in the areas of

reading and writing of the English language and in the understanding of mathematics, science and social studies.

[TEC §4.001(b)(7)] (T1,A SW #1, #2, #8, #9, #10) (GPISD 5 Plays: Engaged Instruction via the 5E Model) Performance Objective 2.1: GPISD will increase instructional time by raising student attendance to the exemplary level of 98%.

Performance Objective 2.2: GPISD will review and revise the process for identifying at-risk students to provide longitudinal student

data to more effectively focus instruction, interventions and related services.

Performance Objective 2.3: GPISD will standardize the process for developing prescriptive academic services for identified LEP,

Gifted and Talented and Special Education students.

Performance Objective 2.4: GPISD will increase the percentage of students meeting state requirements on TAKS to 95% in all

student groups in order to achieve a district rating of Exemplary.

3) Students will be encouraged and challenged to meet their full educational potential, with a well-balanced and appropriate

curriculum provided to all students. [TEC §4.001(b)(2)(4)] (T1, A SW #1, #2, #7, #8, #9, #10) (GPISD 5 Plays: Vertically and

Horizontally Aligned Curriculum) Performance Objective 3.1: GPISD will implement a standardized documentation process to monitor the utilization of the CSCOPE

online curriculum to establish baseline data to measure core content curriculum implementation.

Performance Objective 3.2: GPISD will coordinate efforts between the departments of Teaching and Learning, Staff Development

and Instructional Technology to increase the CSCOPE effective lesson plan database by 10% annually.

Performance Objective 3.3: GPISD will document state required curriculum regarding citizenship for a free enterprise society, a

coordinated school health program, anti-bullying and the prevention of domestic and dating violence.

4) Through enhanced dropout prevention efforts, all students will remain in school until they obtain a high school diploma.

[TEC §4.001(b)(3)] (T1, A SW #2, #6, #8, #9, #10) (GPISD 5 Plays: Relationship Capacity, Data Driven Management) Performance Objective 4.1: GPISD will provide communication and training based on improved data regarding students at-risk of

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dropping out of school. (See Performance Objective 2.2.)

Performance Objective 4.2: GPISD will reduce dropout rates and increase graduation rates for all students to the exemplary rate

set by the Texas Education Agency.

Performance Objective 4.3: GPISD will increase the number of students graduating within four years of entering high school by

10% per year.

5) Qualified and highly effective personnel will be recruited, developed and retained, with educators keeping abreast of the

development of creative and innovative techniques in instruction and administration, using those techniques as appropriate

to improve student learning. [TEC §4.001(b)(6)(9)] (T1, A SW #3, #4, #5) (GPISD 5 Plays: Intentional Leadership, Data

Driven Management, Engaged Instruction via the 5E Model) Performance Objective 5.1: GPISD will annually document the Highly Qualified Continuous Improvement Plan equity analysis for

100% compliance with proper certifications and equitable assignments for experienced teachers.

Performance Objective 5.2: GPISD will document a staff development plan that addresses compliance with certifications, advanced

degrees, instructional technology applications and the relationship capacity necessary for effective teaching and learning.

6) Technology will be implemented and used to increase the effectiveness of student learning, instructional management,

staff development and administration. [TEC §4.001(b)(10)] (T1, A SW #2, #10) (GPISD 5 Plays: Engaged Instruction via the

5E Model, Instructional Leadership, Data Driven Management) Performance Objective 6.1: GPISD will increase STaR ratings in the Leadership, Administration and Instructional Support

category to Advanced Technology for 100% of campuses (18 remaining).

Performance Objective 6.2: GPISD will increase STaR ratings in Educator Preparation and Development to Advanced Technology

for 100% of campuses (18 remaining).

Performance Objective 6.3: GPISD will increase STaR ratings in Teaching and Learning to Advanced Technology for 100% of

campuses (27 remaining)

7) GPISD will continue to develop and maintain a safe and disciplined environment conducive to teaching and learning,

promoting physical and mental health in all students, their families and employees. [TEC §4.001(b)(8)] [TEC §11.252

(3)(B)(E) and 11.253 (8)] [HB 1041 (reducing sexual abuse of children) [TEC §11.253 Coordinated health services] (GPISD 5

Plays: Relationship Capacity, Engaged Instruction via the 5E Model, Intentional Leadership) Performance Objective 7.1: GPISD will review and revise the process for campus discipline referrals and for removal of students to

a disciplinary alternative education setting to establish a standardized process to improve student interventions.

Performance Objective 7.2: GPISD will implement curriculum and student activities to address behavioral issues through

curriculum regarding citizenship for a free enterprise society, a coordinated school health program, anti-bullying and the prevention

of domestic and dating violence. (See Performance Objective 3.3)

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CAMPUS CNA DATA DOCUMENTATION

Campus Academic Excellence Indicator System AEIS Report TAKS Return

Public Education Information Management System Reports Demographic Data

Attendance Data At-Risk Data

Eduphoria Training Records STaR Chart Data

CSCOPE and RTI Data Staff Development Evaluations

Staff Annual Evaluation Data Parent Involvement Records

Campus Improvement Committee feedback Staff Evaluation Summary

AVID program records Tutoring records

COMPREHENSIVE NEEDS ASSESSMENT NARRATIVE

The Comprehensive Needs Assessment (CNA) Process for Grand Prairie High School (GPHS) began with a formative evaluation of the

existing Campus Improvement Plan and resulted in a Campus Improvement Plan (CIP) Addendum during the 2011-2012 schoolyear. From

this cumulative data, the District Improvement Plan (DIP) was generated for the 2012-2013 schoolyear. The seven goal statements from

the DIP served as the basis for continuing needs assessment for GPHS.

Early needs assessment for the 2012-2013 CIP included a review of the seven goal areas, with reference to the data listed above, to

provide justification for preliminary budgets for Title, I Part A funds to document the application for these funds submitted prior to the

end of the 2012-2013 schoolyear. This work resulted in a draft of the Performance Objectives to be addressed in the CIP. In August and

September, GPHS used the CNA Worksheet designed around the adopted Goal Statements and Performance Objectives to further analyze

data and to include the Campus Improvement Committee in the development of strategies to achieve these goals and objectives. The

final notes from this needs assessment and planning activity fed the development of the strategies for the 2012-2013 CIP.

Parent Involvement

Data review and discussion first noted a need for improvement in the documentation of both parent involvement and volunteer efforts.

Just as noted in the DIP, the district has the required screening process in place for volunteers before they can participate in school

activities, but neither volunteer efforts nor parent involvement is documented well enough to properly evaluate effectiveness. This

responsibility falls to the campus. Parent involvement activities will still require an agenda and sign-in sheet. Session evaluations will be

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included for the 2012-2013 schoolyear. Volunteer efforts, while leaving some flexibility with teachers and their special programs, will

focus on academic support and school climate and character development strategies. Special emphasis for GPHS will be Rachel’s

Challenge, Capturing Kids Hearts and the Ron Clark Academy essential rules. GPHS is also committed to communicate with parents to

better support the efforts of the Parent Involvement Center (PIC) operated centrally and offering English Language classes and a myriad of

other opportunities for parents from nutrition to academic support in the home. With a mobility rate of approximately 25%, shared

communication through the PIC will help with parents transitioning students into new classrooms during a school year. GPHS is also

committed to participation in the central Parent Teacher Association for Special Education to better address special needs of our students

and their parents.

Student Achievement

The highest assessment scores were achieved in Social Studies at 92%, Reading scores at 88% and lowest scores were noted in Math and

Science at 75% and 74%. However, in each of these areas Limited English Proficient (LEP) students and Special Education (SPED) students

scored significantly lower. The mobility rate of approximately 25% also presents a challenge to properly identifying student needs and

providing timely intervention. Transition to the new state testing system will also present a challenge for the 2011-2012 schoolyear.

Preliminary State of Texas Assessments of Academic Readiness (STAAR) testing training has stressed the connection between the testing

system and the CSCOPE curriculum system

Data review and discussion centered around the need for consistency in curriculum delivery, as noted in the DIP. Current practices such as

content tutoring and AVID classes and tutoring to increase study skills were deemed effective and necessary as supplemental efforts to

improve instruction. As with reading across the curriculum efforts, the team voiced a need to move toward math across the curriculum

strategies, including elective courses. These concepts must be included in campus based staff development and encouraged and

documented in all teacher’s lesson plans.

Discussion noted the necessary creation and maintenance of an effective and positive learning environment for student success. In

related sections of the CIP, detailed information is included on supplemental programs to be implemented to assist with this effort such as

Capturing Kids Hearts and the Ron Clark Academy rules and solutions. In addition, GPHS is committed to the Rachel’s Challenge program

for this schoolyear.

GPHS has adopted the system for Teacher and Student Advancement (TAP) to enhance student achievement. TAP helps teachers become

the best they can be by giving them opportunities to learn better teaching strategies and holding them accountable for their performance.

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TAP is based on four elements: Multiple Career Paths, Ongoing Applied Professional Development, Instructionally Focused Accountability,

and Performance-Based Compensation.

Well-Balanced and Appropriate Curriculum

Student achievement data, as well as new information regarding the STAAR tests and their connection to CSCOPE, set an urgent need to

consistently implement the curriculum. As stated in the DIP, each campus must institute procedures to monitor this implementation and

to assist teachers with effective implementation. CSCOPE is flexible for teachers to include specific strategies, but inflexible with the flow

of instruction as noted in the Year At A Glance component.

State and federal regulations, as well as guidance from the General Superintendent and the DIP, require the implementation of curriculum

to address citizenship for a free enterprise society, anti-bullying, dating violence, and physical and mental health needs. GPISD offers

campus support through central programs and facilitators to work toward better inclusion of these required components. The Ron Clark

Academy initiative supports citizenship and Rachel’s Challenge addresses all types of bullying including dating violence.

Enhanced Dropout Prevention

The most current data available shows GPHS is serving almost 600 students designated as at risk of dropping out of school. There are over

1,200 individual designations noting that many of these 600 students have more than one designation. Review of this information

included a careful review of the thirteen specific designations of at risk defined by the state. As noted in the DIP, eight of these

designations note psycho-social challenges to student success such as pregnancy and homelessness. Five of the thirteen designations are

academic in nature such as failing a grade or Limited English Proficiency (LEP). Teachers, counselor and social workers carry the primary

responsibility of identifying students as at risk and seeing that this information is properly noted in the Public Education Information

Management System (PEIMS) data. They also carry the primary responsibility of addressing these students’ needs.

Strategies across all sections of the CIP are intended to address these identified students. Discussion noted that the top strategy to

prevent dropouts is to ensure academic success and to provide interventions in a timely and effective manner. Review of the GO Center

partnership with Dubiski Career High School provided positive information but noted a need for better documentation of students served

and a move toward long range evaluation data regarding dropout reduction and college entry.

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Highly Qualified and Effective Personnel

GPISD central staff review teacher qualifications and placement as required by federal legislation. The required reports are submitted

annually. Currently GPISD is compliant with highly qualified staffing with only one corrective action to review a slight imbalance in

experienced teachers being assigned to higher performing schools. GPHS concentrates on the highly effective component of this goal

area. Reviews of current training opportunities, both centrally and campus based, were conducted to plan for increased effectiveness of

instruction resulting in increased student achievement.

GPHS is committed to the DIP requirement that all teachers comply 100% with central staff development supporting the DIP. From the

review of all seven goal areas for the DIP and CIP, campus based training has been carefully planned and included in the CIP. In addition,

GPHS needs analysis showed a need for common planning and mentoring of new teachers by more experienced staff. In addition the

focus on math strategies across the curriculum notes a need for support from experienced math teachers and Math/Science Facilitators to

provide examples of classroom strategies that infuse math in all core subject areas as well as elective courses. Further improvements for

tailoring instruction to data based individual student needs are a commitment of our continued Kilgo training.

Technology for Instruction

Review of currently use of technology included discussion of the Credit Recovery Lab, tutoring efforts and regular classroom utilization of

technology. Discussion noted that this section of analysis was to focus on effective teaching with technology and not just the availability

of computers or other technology based teaching tools. As noted in the DIP, teachers and administrators at the school are not scoring at

the Advanced level of the STaR technology assessment. Effective use of technology must be in place to justify the expense of expanding

technology. Using technology as a teaching tool is infused throughout the campus based training plan. Technology facilitators are

available from central office and GPHS has a Technology facilitator at the campus level.

Safe and Disciplined Environment

Following the structure of the DIP, discussion noted the need for a more structured process for discipline referrals. Whether referrals are

to in-house suspension of removal to Lamar DAEP, instruction is interrupted as currently implemented. It was also noted that a student’s

first referral to Lamar DAEP gives he/she an automatic designation as at risk. As noted in the DIP, the referral process and necessary

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paperwork is being revised for the district. GPHS is committed to providing feedback for this improved process and following the process

as designed.

Discussion of an improved environment for this section of the needs assessment brought attention to the correlation with section three

regarding required curriculum implementation for citizenship, improved health, anti-bullying and violence prevention. Adopting Rachel’s

Challenge and now the Ron Clark Academy rules and solutions is deemed a viable improvement and extension of effective practices in

place through the utilization of Capturing Kids Hearts.

Goal 1: Parents and community members will be full partners with educators in the education of GPISD students.

[TEC §4.001(b)(1)] (T1,A SW #6) (GPISD 5 Plays: Relationship Capacity, Intentional Leadership)

Summative Evaluation Measurement Tool(s):

Funding Information:

Performance Objective 1.1: Implement a standardized documentation process for campus and district parent and community involvement

and volunteer efforts to record the type of activity, attendance patterns and customer feedback to establish longitudinal data on the

effectiveness of the programs.

Strategy and/or Resources Timeline Evidence/Documentation of Implementation Person(s) Responsible

1.1.1: Implement improved record keeping and procedures for volunteer efforts at the campus

September, monthly

Written procedures, list of volunteer opportunities, write-ups of effective teacher/volunteer partnership activities Rosters of volunteers and hours/projects worked

Parent/Community Liaison Dean of Instruction

1.1.2: Fund a full time parent and community liaison (Title I) to better coordinate and document volunteer efforts.

September – June

As noted above, written procedures and documentation of volunteer work.

Parent/Community Liaison

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Goal 1: Parents and community members will be full partners with educators in the education of GPISD students.

[TEC §4.001(b)(1)] (T1,A SW #6) (GPISD 5 Plays: Relationship Capacity, Intentional Leadership)



Performance Objective 1.2: Increase participation in current parent and community involvement efforts by 10% annually, including

previously underrepresented groups.


Strategy 1.2.1: Inform parents of GPISD Special Education PTA monthly meetings and assign two campus representatives to attend each meeting.

Schedule complete September, 2011

Schedule of meeting dates and representative assigned. Sign-in sheets, handouts

Campus principal and representatives as assigned

1.2.2: Utilize the campus based Parent and Community Liaison to increase effectiveness of communication between school and home.

Daily beginning with registration

Registration documentation Daily roster of calls and meetings Monthly calendar of activities and parent sessions

Parent/Community Liaison Campus Principal

1.2.3: Increase participation in district parent and community activities offered by the Parent Involvement Center (PIC) and provide follow up in the campus Parent Center (Room 500).

September and monthly activities

Course rosters for Ingles Sin Barreras, Nutrition Classes, Conversational Spanish, Adult classes for keyboarding. Spring Schedule rosters and attendance for special courses on academics (math and science), autism, gang prevention, community resources, scholarship information.

Parent/Community Liaison Campus Principal PIC staff

1.2.4: Formalize parent training on the legal requirements and instructional and financial benefits of regular student attendance.

October and February

Agenda and sign-in sheets Materials mailed home Mailing documentation


1.2.5: Formalize parent training on Ron Clark’s “rules” for a sound and respectful learning environment. (See 3.2.2 and 7.2.4)


See 3.2.2 and 7.2.4 Provide overview and projected timeline for implementing Ron Clark’s rules for a sound learning environment.

Campus Principal Dean of Instruction Counselor

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Written information to parents and PTA and parent night agenda

1.2.6: Create an on-campus Parent Resource Room with computers, internet access, and pertinent resources to assist parents in partnering with the school


Goal 2: Students will demonstrate exemplary performance in comparison to national and international standards in the areas of


[TEC §4.001(b)(7)] (T1,A SW #1, #2, #8, #9, #10) (GPISD 5 Plays: Engaged Instruction via the 5E Model)

Summative Evaluation Measurement Tool(s): Campus attendance reports, truancy reports

Funding Information: General operating, Title I, A

Performance Objective 2.1: Increase instructional time by raising student attendance to the exemplary level of 98%.


2.1.1: Implement the Superintendent’s Every Child, Every Seat, Every Day Initiative

September – June

PEIMS data, attendance data, parent involvement documentation, phone system records, truancy records

Campus Principal Truancy Officers Classroom teachers Counselors

2.1.2: Expand community partnerships to encourage and provide incentives for perfect attendance

September, and monthly activities

Community partners roster Written documentation of community partnership efforts

Campus Principal Dean of Instruction

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Summative Evaluation Measurement Tool(s): PEIMS report, process documentation

Funding Information: General operating, State Compensatory Education

Performance Objective 2.2: Review and revise the process for identifying at risk students to provide longitudinal student data to more

effectively focus instruction, interventions and related services.


2.2.1: Review state guidelines for at risk designations for students and current procedures for documentation and PEIMS designations with administrative staff and all teachers.

September, October, February

Meeting agenda, sign-in sheets Handouts defining at risk designations


2.2.2: Establish team, including CIC representatives, counselors and data clerks, to review current procedures and to recommend improvements in the process.


Meeting agenda, sign-in sheets Final recommendations

Counselor CIC representatives Data clerks Social Worker Dean of Instruction






Performance Objective 2.3: Standardize the process for developing prescriptive academic services for LEP, Gifted and Talented and

Special Education students.


Strategy 2.3.1: Ensure timely Process review, ARD/IEP records SPED, LEP, GT

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purchases and implementation of identified prescriptive academic services for LEP, Gifted and Talented and Special Education students (particularly to ensure immediate response time for ARD/IEP recommendations for required purchases of adaptive equipment and/or materials).

September Daily communication, as necessary

LEP/GT records Purchasing documentation

department staff Campus Principal Dean of Instruction ARD Chair






Performance Objective 2.4: Increase the percentage of students meeting state requirements on state tests to 95% for all student groups in

order to achieve a campus rating of Exemplary.


2.4.1: Offer flexible tutoring schedule for individual or small group sessions.

September start date, M-Thurs.

Tutor schedules and sign-in sheets Weekly student assessments Classroom teacher feedback

Tutors Classroom teachers Dean of Instruction

2.4.2: Offer AVID (Dana Center) program and tutoring including a partnership with GPHS 9th to provide the full four year program.

September start date, daily schedule

Tutor schedules and sign-in sheets Student binders to document Cornell notes and writing assignments, learning logs College preparatory enrollment data

AVID tutors Classroom teachers Dean of Instruction Counselors

2.4.3: Math and Science Across the Curriculum campus effort to enrich all

September and weekly

Session agenda and sign-in sheets Compilation of classroom activities available for all

Classroom teachers Dean of Instruction

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classrooms with strategies that support success in mathematics and science.

activities classrooms, including elective courses Confirmation of activities included in lesson plans

Math and Science Facilitators

2.4.4: Offer in-class instructional resources to assist students in learning objectives on the new state assessment STAAR during regular class meetings.

September start date, daily schedule

Classroom Teachers Dean of Instruction Principal

Goal 3: Students will be encouraged and challenged to meet their full educational potential, with a well-balanced and appropriate


Horizontally Aligned Curriculum)



Performance Objective 3.1: Implement a standardized documentation process to monitor the utilization of CSCOPE online curriculum to

establish baseline data to measure core content curriculum implementation.


3.1.1: Implement lesson planning review and classroom walkthrough procedures to monitor CSCOPE implementation.

September, weekly schedules

Lesson plan documentation Walkthrough documentation

Campus Principal Dean of Instruction Department Chairpersons Facilitators

3.1.2: Implement lesson planning support sessions to share successes and improvements for CSCOPE implementation

Sessions for each 9 weeks plan

Lesson planning documentation Department Chairpersons reports

Department Chairpersons Classroom teachers Dean of Instruction

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3.1.3: Implement common planning sessions where teachers plan lessons together using CSCOPE.

September, daily

Department Chairpersons Classroom teachers Dean of Instruction

Goal 3: Students will be encouraged and challenged to meet their full educational potential, with a well-balanced and appropriate


Horizontally Aligned Curriculum)



Performance Objective 3.2: Document the implementation of state required curriculum regarding citizenship for a free enterprise society,

a coordinated school health program, anti-bullying and the prevention of domestic and dating violence.


3.2.1: Implement Rachel’s Challenge program to supplement state curriculum on character development and citizenship. (See 7.2)


Rachel’s Challenge materials Central administration documentation of training sessions Counselor’s campus records

Campus Principal Dean of Instruction Counselor Social Worker

3.2.2: Implement Ron Clark’s Essential Rules – expectations for developing a learning environment built on respect, manners and an appreciation for others to supplement state curriculum on character development and citizenship. (See 7.2)

August session with Ron Clark September and monthly implementation of “rules”

Attendance documentation at Ron Clark session Written documentation of the rollout schedule of “rules” for a sound learning environment Parent information documentation (See 1.2)

Campus Principal Dean of Instruction Counselors

3.2.3: Implement The System for Teacher and Student Advancement

August - June Cluster Meeting Agendas TLT Meeting Agendas

Principal Dean of Instruction

http://www.tapsystem.org/


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(TAP), a bold new strategy to attract, retain, develop and motivate talented people to the teaching profession.

Master Teachers

Goal 4: Through enhanced dropout prevention efforts, all students will remain in school until they obtain a high school diploma.

[TEC §4.001(b)(3)] (T1, A SW #2, #6, #8, #9, #10) (GPISD 5 Plays: Relationship Capacity, Data Driven Management)



Performance Objective 4.1: Provide communication and training based on improved data regarding students at risk of dropping out of

school. (See Performance Objective 2.2.)


4.1.1: Review state guidelines for at risk designations for students and current procedures for documentation and PEIMS designations with administrative staff and all teachers.


Meeting agenda, sign-in sheets Handouts defining at risk designations


4.1.2: Establish team, including CIC representatives, counselors and data clerks, to review current procedures and to recommend improvements in the process.


Meeting agenda, sign-in sheets Final recommendations

Counselor CIC representatives Data clerks Social Worker Dean of Instruction

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Goal 4: Through enhanced dropout prevention efforts, all students will remain in school until they obtain a high school diploma.

[TEC §4.001(b)(3)] (T1, A SW #2, #6, #8, #9, #10) (GPISD 5 Plays: Relationship Capacity, Data Driven Management)


Funding Information: State Compensatory Education and 199 funds

Performance Objective 4.2:

Reduce dropout rates and increase graduation rates for all students to the exemplary rate set by the Texas Education Agency through

implementation of strategies to address academic and psycho-social needs of at risk students identified by campus data.


4.2.1: Develop campus based training to incorporate strategies to address academic and psycho-social needs of at risk students identified by campus data.

Each 9 weeks period

Agenda and sign-in sheets for training / planning sessions. Notations of strategies on lesson plans Counseling records

Dean of Instruction Department Chairs Counselors Social Workers

4.2.2: Provide current at risk data to social workers serving the campus to assist with the development of intervention activities.

Each 9 weeks period.

Social workers rosters and documented interaction with identified students.

Dean of Instruction Social Workers Counselors

4.2.3: Continue operation of the GO Center, in partnership with Dubiski Career High School. Recent graduates mentor 11th and 12th grade students on their path to graduation and college.

October start, monthly activities

Dubiski program records Roster of graduates Roster of GPHS students participating (Longer term evaluation of percentage of participating students graduating and entering college)

Donna Gersten Campus Principal Dean of Instruction

4.2.4: Provide individual and group incentives and rewards to at–risk students and student groups who improve or are maintain academic success.

October start, monthly activities

Student roster of individual and group recipients of such incentives and rewards.

Principal Dean of Instruction Counselors

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Goal 5: Qualified and highly effective personnel will be recruited, developed and retained, with educators keeping abreast of the

development of creative and innovative techniques in instruction and administration, using those techniques as appropriate to

improve student learning. [TEC §4.001(b)(6)(9)] (T1, A SW #3, #4, #5) (GPISD 5 Plays: Intentional Leadership, Data Driven

Management, Engaged Instruction via the 5E Model)



Performance Objective 5.1: Document 100% required attendance for all campus staff in District training.


5.1.1: Monitor campus documentation and Eduphoria records for compliance with required training.

Every 9 week period

Eduphoria records Campus communication with teachers regarding required attendance and corrective action on any missed training.

Dean of Instruction

5.1.2: Monitor campus documentation an Eduphoria records for continued participation and implementation of designated approved programs such as Capturing Kids Hearts and Kilgo training.

Monthly Eduphoria records Campus communication with teachers regarding required attendance and corrective action on any missed training.

Dean of Instruction

3.2.3: Implement The System for Teacher and Student Advancement (TAP), a bold new strategy to attract, retain, develop and motivate talented people to the teaching profession.

Weekly Cluster Meeting Agendas TLT Meeting Agendas

Principal Dean of Instruction Master Teachers



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Goal 5: Qualified and highly effective personnel will be recruited, developed and retained, with educators keeping abreast of the

development of creative and innovative techniques in instruction and administration, using those techniques as appropriate to

improve student learning. [TEC §4.001(b)(6)(9)] (T1, A SW #3, #4, #5) (GPISD 5 Plays: Intentional Leadership, Data Driven

Management, Engaged Instruction via the 5E Model)



Performance Objective 5.2: Develop, implement and document a campus based staff development plan to address specific needs identified

in the comprehensive needs assessment.


5.2.1: TAP Teachers will participate in on-going professional development (Cluster) based on a Needs Assessment developed for the campus through the TAP system.

August – June Weekly

Agenda and Sign-in sheets Walkthrough notes for implementation Cluster notes for implementation Notes and journals from weekly clusters and TAP Leadership Team

Campus Principal Dean of Instruction TAP Master Teachers

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Goal 6: Technology will be implemented and used to increase the effectiveness of student learning, instructional management,

staff development and administration. [TEC §4.001(b)(10)] (T1, A SW #2, #10) (GPISD 5 Plays: Engaged Instruction via the 5E

Model, Instructional Leadership, Data Driven Management)



Performance Objective 6.1: Increase or maintain STaR ratings to Advanced Technology for the categories of:

Leadership, Administration and Instructional Support

Educator Preparation and Development

Teaching and Learning


6.1.1: Review and update training requirements for current technologies at the campus and require documentation of effectiveness and/or training available for all new purchases.

September – June

Training records STaR ratings Purchase order documentation Technology Facilitators records

Technology Facilitator Campus Principal Department Chairs

6.1.2: Provide updated and on-going instructional strategies, higher order and thought provoking questions, problems of the day, and instructional videos on televisions posted throughout the building’s hallways for student view during passing periods.

October start, weekly activities & updates

Student written responses to instructional questions Purchase order documentation Technology Facilitators records

Technology Facilitator Campus Principal Department Chairs

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Goal 7: GPISD will continue to develop and maintain a safe and disciplined environment conducive to teaching and learning,

promoting physical and mental health in all students, their families and employees. [TEC §4.001(b)(8)] [TEC §11.252 (3)(B)(E) and

11.253 (8)] [HB 1041 (reducing sexual abuse of children) [TEC §11.253 Coordinated health services] (GPISD 5 Plays: Relationship

Capacity, Engaged Instruction via the 5E Model, Intentional Leadership)



Performance Objective 7.1: Implement a revised process for campus discipline referrals and for removal of students to a disciplinary

alternative education setting to improve student interventions.


7.1.1: Implement new referral processes. Include cross studies for at risk students in the process.

October Campus discipline referrals Campus Principal Counselor Social Worker Classroom teachers

Goal 7: GPISD will continue to develop and maintain a safe and disciplined environment conducive to teaching and learning,

promoting physical and mental health in all students, their families and employees. [TEC §4.001(b)(8)] [TEC §11.252 (3)(B)(E) and

11.253 (8)] [HB 1041 (reducing sexual abuse of children) [TEC §11.253 Coordinated health services] (GPISD 5 Plays: Relationship

Capacity, Engaged Instruction via the 5E Model, Intentional Leadership)



Performance Objective 7.2: Implement curriculum and student activities to address behavioral issues through curriculum regarding

citizenship for a free enterprise society, a coordinated school health program, anti-bullying and the prevention of domestic and dating

violence. (See Performance Objective 3.2.)


7.2.1: Implement Rachel’s Challenge program with fidelity to supplement state curriculum on character development and citizenship. (See 7.2)


Rachel’s Challenge materials Central administration documentation of training sessions Counselor’s campus records

Campus Principal Dean of Instruction Counselor Social Worker

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7.2.2: Implement Ron Clark’s Essential Rules – expectations for developing a learning environment built on respect, manners and an appreciation for others to supplement state curriculum on character development and citizenship. (See 7.2) Rule #48 addresses bullying.

August session with Ron Clark September and monthly implementation of “rules”

Attendance documentation at Ron Clark session Written documentation of the rollout schedule of “rules” for a sound learning environment Parent information documentation (See 1.2) Analysis documentation of “reasonable and necessary” expenses to send teachers to the Ron Clark Academy in Atlanta for observation.

Campus Principal Dean of Instruction Counselors Classroom teachers

7.2.3: Implement personal health and exercise expectations as support of Ron Clark’s Rule #55, Be the Best Person You Can Be and Solution #55 Kinesthetic Learning

August session with Ron Clark September ad monthly implementation of “solutions”

Attendance documentation

Campus Principal Dean of Instruction Classroom teachers

CAMPUS IMPROVEMENT COMMITTEE ROSTER

MEMBER NAME REPRESENTING TERM

1. Virginia Arriola GPHS Parents 2011 – 2013

2. Sandra Bernal General Electives 2011 – 2013

3. Sharon Boothe Campus Administration 2011 – 2013

4. Frank Bustillos Social Studies Department 2011 – 2013

5. Keturah Clauzel Career & Technical Education Department 2011 – 2013

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6. Elizabeth Escamilla GPHS Parents 2012 – 2013

7. Courtney Gamage Language Arts Department 2011 – 2013

8. Angela Giessner Community Members 2011 – 2013

9. Mable Jones Para-Professional Staff 2010 – 2013

10. Timothy Kruzic Science Department 2011 – 2013

11. Veronica Kunschik Feeder School (GP 9th Grade Center) 2011 – 2013

12. Demetrus Liggins Principal/Committee Chair 2011 – 2013

13. Michael Perez Mathematics Department 2011 – 2013

14. Paula Soulen Special Education Department 2011 – 2013

15. Hunter Bowen GPHS Student Body at Large 2012 – 2013

16. Barbara Hagle Fine Arts Department 2012 – 2013

17. Maury Tarvin Campus Administration 2012 – 2013

Formative Evaluation Process

The Campus Improvement Plan (CIP) must be reviewed, at a minimum, twice per school year. The Campus Improvement Committee must

convene utilizing a formal agenda and sign-in for documentation of the formative evaluation process. Minutes of the meeting must be

complied and kept on file as an attachment to the CIP. The agenda must include the following:

Date(s) of the CIC meetings

Review of the current CIP Executive Summary

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Review of Evidence and Documentation of Implementation for each CIP Strategy Chart

Review of CNA Worksheet statements

Summary of any changes or updates to the CIP

Addendum:

Grand Prairie High School Plan for

The System for Teacher and

Student Advancement

(TAP)

School Goal:

Based on the 2012 state assessments, student achievement will increase on TAKS and STAAR EOC

as follows:

Mathematics: All students will improve from 70% to 92% on the state standards which are aligned to

STAAR EOC/TAKS

Students receiving Limited English Proficiency services will increase from 61% to 81% (includes

LAT and the general exam)

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Students receiving Special Education services will increase from 48% to 70% (includes all test

versions – Alternative, Modified, Accommodated or the general examination)

Advanced Academic Performance will increase from 12% to 25%

Annual Cluster Goal:

By January 2013 all students will improve performance by 5 questions overall as measured by district and

campus mathematics benchmarks and by May 2013 all students will improve performance by 10 questions

overall as measured by district and campus mathematics benchmarks.

Science

Scientific Process Skills: All students will investigate scientific phenomena to identify, compare and

contrast, analyze, describe, make inferences, evaluate, and predict trends from data to communicate

valid conclusion.

ELA

Reporting Category 2 - Understanding and Analyzing of Literary Texts - Students analyze, make

inferences, and draw conclusions about theme and genre in different cultural, historical, and

contemporary context and provide evidence from the text to support their understanding.

Math

Reporting Category 2 - Students identify, apply, develop, make inferences, investigate, represent, and

derive and use formulas using algebraic and geometric reasoning.

Social Studies

Social Studies Skills: Students analyze and evaluate characteristics of major eras and cultures.

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Cluster Cycle Goals

Cycle 1:

By the end of the cycle, teachers will effectively implement indicators from the TAP Instructional

Rubric. Effective implementation will be measured by the leadership team observation of classroom

instruction and teacher/student reflections and student work samples.

Cycle 2

By the end of the cycle, all students will increase their pre-test scores by 20% on the district and/or

campus common assessment. Students performing at the higher level (90% or above) will maintain or

increase their scores due to teachers demonstrating proficiency in teaching strategies for making

inferences and evaluating information. The area of focus for this cycle is questioning.

Cycle 3:

By the end of the cycle, all students will increase their pre-test scores by 20% on the district and/or

campus common assessment. Students performing at the higher level (90% or above) will maintain or

increase their scores due to teachers demonstrating proficiency in teaching strategies for analyzing and

evaluating within real world context. The area of focus for this cycle is thinking and problem solving.

campus overview - gpisd

Documents