2019-2020 Wichita Falls Independent School District › cms › lib › TX01000557 › ...343 11th,...

Wichita Falls Independent School District

Wichita Falls High

2019-2020 Accountability Rating: C

Distinction Designations:Academic Achievement in English Language Arts/Reading

Academic Achievement in MathematicsAcademic Achievement in Social Studies

Board Approval Date: November 12, 2019Public Presentation Date: October 10, 2019

Wichita Falls HighGenerated by Plan4Learning.com 1 of 37

Campus #243905004November 15, 2019 2:35 pm

Mission StatementThe mission of WFHS is to prepare all students to become lifelong learners who are productive, responsible, and participating members of society.

VisionThe vision of WFHS is to develop learners to be resilient problem solvers equipped and excited to create and contribute to a successful future.

Value StatementWe believe in high expectations coupled with unwavering support.

We believe public education is a community endeavor.

We believe diversity of experiences and perspectives creates opportunity.

We believe education is a lifelong pursuit.

We believe everyone deserves the resources they need to be successful.

We believe a culture of safety and support is essential to learning.



Table of Contents

Comprehensive Needs Assessment 4Demographics 4Student Academic Achievement 5School Processes & Programs 7Perceptions 9

Priority Problem Statements 10Comprehensive Needs Assessment Data Documentation 11Goals 13

Goal 1: Recruit, retain, and support teachers and principals. 13Goal 2: Build a foundation of literacy and numeracy. 15Goal 3: Connect high school to career and college. 19Goal 4: Improve low performing schools 22

State Compensatory 31Personnel for Wichita Falls High: 31

Title I Personnel 322019-2020 Site Based Decision Making Committee 33Addendums 35



Comprehensive Needs Assessment

Demographics

Demographics Summary

WFHS serves grades nine through twelve. WFHS is a School-wide Title I campus. The campus enrollment for on 18-19TAPR is 1,231; 308 9th, 304 10th,343 11th, and 275 12th. 68 percent (837 students) of the student population is identified as Economically Disadvantaged. 11.4 percent (140 students) of thepopulation are identified as receiving special education services. 51.9 percent (639 students) are identified as at-risk. 51.3 percent (632 students) areHispanic. 34.7 percent (427 students) are identified as white. 7.3 percent (90 students) are African-American. The remainder of the population are identifiedas Asian, Native American, Pacific Islander, or Multi Race (82 students ) and 6.7% . Attendance rate per 18-19 TAPR is 94.9%. ESL 7.5 % (92 students)Students w disciplinary placements 3.8% 52 students

Demographics Strengths

The demographic data for WFHS reflects a diverse student population.

The campus is able to address the academic and social needs of the students through their participation in the TRS curriculum, special programs,Seidlitz/ HRS interventions, and through parent and community partnerships.

Low dropout rate/high graduation rate

At-Risk Support Systems

Reduction in truancy referrals/court cases



Student Academic Achievement

Student Academic Achievement Summary

18-19 - Overall 79 (C) +5*

Index I Student Achievement - 82 (B) +7

STAAR Performance 74 (C) +5

CCMR 80 (B) +10

Graduation Rate 100 (A) +5

Index II School Progress - 80 (B) +7

Academic Growth 66 (D) +9

Relative Performance 80 (B) +7

Index III Closing the Gaps - 67 (C) +5

* indicates increase or decrease from 18-19 SY

Student Academic Achievement Strengths

Overall Strength

Graduation Rate - 100 (A)

Student Acheivement - 82 (B)

Relative Performance - 80 (B)

Distinction Designation - Math, ELA, Social Studies



Problem Statements Identifying Student Academic Achievement Needs

Problem Statement 1: The campus must focus on supporting and developing instructional strategies to meet the academic and social/emotional needs of allstudent groups including special programs and economically disadvantaged to close achievement gaps. Root Cause: Our students require creative methodsand instructional strategies to meet their needs

Problem Statement 2: Students at WFHS did not demonstrate adequate student growth in Math Root Cause: Classroom instruction lacked the necessaryrigor and levels of engagement to ensure meets grade level performance on the 2019 STAAR.



School Processes & Programs

School Processes & Programs Summary

The campus seeks to employee highly qualified teachers. A strong PLC program coupled with intensive mentoring of new staff characterize the campus.Ongoing professional development is a requirement for all staff.

Unit assessmewnts and other formative assessment are in place to monitor student progress.

Teachers have access to the TEKS Resource System as the district curriculum and campus administrators attended the state training this summer.

A strong administrative team, department chairs, Regions 9 staff, and district administrators work to support academic success for all students. The site-based team works to develop and monitor plans for the campus throughout the school year.

Emphasis is placed on operating within a structure and context which increases student performance and ensures that they are prepared to compete globallypost-graduation. The campus structure is based on meeting needs of students and creating a welcoming and secure environment where parents can becomeequal partners in this process.

Campus recommended 4 curriculum instructional leaders for the 19-20 SY. These positions were filled by teachers who are afforded an extra support periodas well as a stipend to support curriculum and instuction on the campus.

School Processes & Programs Strengths

Systemic monitoring of implemented programs and strategies allow the campus to adjust quickly in response to changes or challenges.

Professional Learning Communities Site Base Decision Making ProcessComprehensive Needs Assessment process and Campus Improvement PlansData dis-aggregation meetingsAfter school clubs and activities that allow student engagement

Seidlitz training and HRS training and implementation



Problem Statements Identifying School Processes & Programs Needs

Problem Statement 1: 2 out of 8 student groups did not meet CCMR targets Root Cause: The campus needs improved tracking systems to ensure that allstudents were provided needed support in establishing college, career, and military readiness.

Problem Statement 2: 17 out of 19 student groups did not met Domain 3 targets (% set at "Meets" standard or above) in Academic Achievement inELA/Reading and Math. Root Cause: Classroom instruction lacked the necessary rigor and levels of engagement to ensure meets grade level performanceon the 2019 STAAR.

Problem Statement 3: 9 out of 12 reported student groups did not meet student success status target Root Cause: Classroom instruction lacked thenecessary rigor and levels of engagement to ensure meets grade level performance on the 2019 STAAR.

Problem Statement 4: 0 out of 8 reported student groups met adequate academic growth score targets in math. Root Cause: Classroom instruction lackedthe necessary rigor and levels of engagement to ensure meets grade level performance on the 2019 STAAR.



Perceptions

Perceptions Summary

The attendance rate for the 2017-2018 school year was 95.8% per TAPR. The range of Career and Technology opportunities were expanded to includeadditional certifications. The opportunity to earn college credit via Dual enrollment and Advanced Placement course work are offered to junior and seniorstudents.

In fall of 2018, WFHS students completed a survey for Gallup that was later shared with the campus. 39% of students at WFHS reported to be overalldisengaged and 23% reported to be discouraged

Perceptions Strengths

Students enjoy a variety of extracurricular and co-curricular activities. The campus has implemented effective discipline management systems to support anurturing learning environment.

Focus on preparation for college and career is prevalent on the campus. Students are provided the opportunity to participate in career and technologycourses on the WFHS and CEC campuses. Additionally, students participate in dual and concurrent college courses offered through Vernon College.Enrollment in dual credit classes has continued to increased this year. The campus has begun training in Marzano's High Reliability Schools which shouldincrease the campus climate.

Problem Statements Identifying Perceptions Needs

Problem Statement 1: In Fall of 2018, Gallup survey results indicated that 39% of WFHS students were disengaged and 23% were discouraged RootCause: WFHS staff must improve communication regarding opportunities during high school and post-secondary options



Priority Problem Statements

Problem Statement 1: The campus must focus on supporting and developing instructional strategies to meet the academic and social/emotional needs of allstudent groups including special programs and economically disadvantaged to close achievement gaps.Root Cause 1: Our students require creative methods and instructional strategies to meet their needsProblem Statement 1 Areas: Student Academic Achievement

Problem Statement 2: 17 out of 19 student groups did not met Domain 3 targets (% set at "Meets" standard or above) in Academic Achievement inELA/Reading and Math.Root Cause 2: Classroom instruction lacked the necessary rigor and levels of engagement to ensure meets grade level performance on the 2019 STAAR.Problem Statement 2 Areas: School Processes & Programs

Problem Statement 3: 2 out of 8 student groups did not meet CCMR targetsRoot Cause 3: The campus needs improved tracking systems to ensure that all students were provided needed support in establishing college, career, andmilitary readiness.Problem Statement 3 Areas: School Processes & Programs

Problem Statement 5: Students at WFHS did not demonstrate adequate student growth in MathRoot Cause 5: Classroom instruction lacked the necessary rigor and levels of engagement to ensure meets grade level performance on the 2019 STAAR.Problem Statement 5 Areas: Student Academic Achievement



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

Improvement Planning Data

District goalsCampus Performance Objectives Summative Review from previous yearCurrent and/or prior year(s) campus and/or district improvement plansCampus and/or district planning and decision making committee(s) meeting dataState and federal planning requirements

Accountability Data

Texas Academic Performance Report (TAPR) dataStudent Achievement DomainStudent Progress DomainClosing the Gaps DomainAccountability Distinction DesignationsFederal Report Card DataPBMAS data

Student Data: Assessments

STAAR End-of-Course current and longitudinal results, including all versionsTexas English Language Proficiency Assessment System (TELPAS) resultsPostsecondary college, career or military-ready graduates including enlisting in U. S. armed services, earning an industry based certification, earningan associate degree, graduating with completed IEP and workforce readinessAdvanced Placement (AP) and/or International Baccalaureate (IB) assessment dataSAT and/or ACT assessment dataPSAT and/or ASPIREStudent Success Initiative (SSI) data for Grades 5 and 8

Student Data: Student Groups

Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groupsSpecial programs data, including number of students, academic achievement, discipline,attendance, and rates of progress for each student groupSpecial education/non-special education population including discipline, progress and participation dataMigrant/non-migrant population including performance, progress, discipline, attendance and mobility data



EL/non-EL or LEP data, including academic achievement, progress, support and accommodation needs, race, ethnicity, and gender dataCareer and Technical Education (CTE), including coherent sequence coursework aligned with the industry-based certifications, program growth andstudent achievement by race, ethnicity, and gender dataSTEM/STEAM data

Student Data: Behavior and Other Indicators

Completion rates and/or graduation rates dataAnnual dropout rate dataAttendance dataMobility rate, including longitudinal dataDiscipline recordsStudent surveys and/or other feedback

Employee Data

Professional learning communities (PLC) dataStaff surveys and/or other feedbackTeacher/Student RatioState certified and high quality staff dataCampus leadership dataProfessional development needs assessment dataEvaluation(s) of professional development implementation and impact

Parent/Community Data

Parent surveys and/or other feedbackParent engagement rateCommunity surveys and/or other feedback

Support Systems and Other Data

Processes and procedures for teaching and learning, including program implementationCapacity and resources dataBudgets/entitlements and expenditures dataStudy of best practices



Goals

Goal 1: Recruit, retain, and support teachers and principals.

Performance Objective 1: Increase the average years of experience of the WFHS teaching staff by 5% from 10.0 years in 2018 to 10.1 years by 2019.

Evaluation Data Source(s) 1: 17-18 TAPR

Summative Evaluation 1:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactFormative Reviews

Nov Feb MayTargeted Support Strategy

TEA PrioritiesRecruit, support, retain teachers and principals

1) Provide 100 % of new teachers and identifiedstruggling teachers with a campus mentor

2.4 Christy Nash Retain highly qualified teachersExpected result: Routine collaboration on: best practice, district andcampus policies & procedures, classroom management,curriculum, technology integration, staff involvement,etc., that results in highly effective teaching practicesand involvement at the campus and district levels, bythe teacher mentored.

Problem Statements: Student Academic Achievement 1Funding Sources: SCE - 10000.00, Title 1 Part A - 9000.00

Additional Targeted Support Strategy2) Professional development will be provided for allstaff. It will be designed to support improved studentachievement. To include, but not limited to:Inclusion/Special Education, TBSI, the support ofEnglish Learners, AP strategies, EOC strategies, andincreasing parental involvement.

2.6 Christy Nash Retain highly qualified teachersIncrease engagement for students thus increasingstudent achievement

Problem Statements: Student Academic Achievement 1, 2 - School Processes & Programs 2Funding Sources: Title 1 Part A - 7000.00

Additional Targeted Support Strategy3) 100% of new teachers will attend customizedcampus professional development designed for thenew teacher. Sessions will be weekly for the firstsemester.

2.4 Wayne Calhoon Retain highly qualified new teachers

Problem Statements: School Processes & Programs 2




Nov Feb MayAdditional Targeted Support Strategy

TEA PrioritiesRecruit, support, retain teachers and principals

4) The campus will meet all guidelines regarding thecertification status requirements for teachers andparaprofessionals. If needed, the campus will providenotification to parents if staff does not meetcertifications requirements. Any non-qualified staffmember will follow a district developed certificationplan.

*The campus will recruit, hire, and train skilledprofessionals in all areas, including administration,teachers, support staff, certified non-teaching staff,etc., in an ongoing effort to increase studentachievement.

2.4 Principal Documentation will be maintained on the campus anddistrict level.

Problem Statements: Student Academic Achievement 1

Targeted Support StrategyTEA Priorities

Recruit, support, retain teachers and principals5) 100% of core content new teachers will attend afirst year teacher coop hosted by Region IX ESC.Teachers will attend 4 dates at the ESC and beprovided follow-ups by ESC staff.

2.4, 2.5 Christy Nash Retain highly qualified new teachersExpected result: Routine collaboration on: best practice, classroommanagement, curriculum, technology integration, etc.,that results in highly effective teaching practices.

Problem Statements: Student Academic Achievement 1Funding Sources: Title 1 Part A - 3053.00

= Accomplished = No Progress = Discontinue

Performance Objective 1 Problem Statements:

Student Academic AchievementProblem Statement 1: The campus must focus on supporting and developing instructional strategies to meet the academic and social/emotional needs of all student groups includingspecial programs and economically disadvantaged to close achievement gaps. Root Cause 1: Our students require creative methods and instructional strategies to meet their needs

Problem Statement 2: Students at WFHS did not demonstrate adequate student growth in Math Root Cause 2: Classroom instruction lacked the necessary rigor and levels ofengagement to ensure meets grade level performance on the 2019 STAAR.

School Processes & ProgramsProblem Statement 2: 17 out of 19 student groups did not met Domain 3 targets (% set at "Meets" standard or above) in Academic Achievement in ELA/Reading and Math. Root Cause2: Classroom instruction lacked the necessary rigor and levels of engagement to ensure meets grade level performance on the 2019 STAAR.



Goal 2: Build a foundation of literacy and numeracy.

Performance Objective 1: Students scoring Meets Grade Level Standard or higher in reading will increase from 48% in 2019 to 50% by 2020.

Evaluation Data Source(s) 1: 2019 STAAR Performance Data Table


Targeted or ESF High Priority



TEA PrioritiesBuild a foundation of reading and math

Improve low-performing schools1) All 9th, 10th, 11th, and 12th grade students will beenrolled in an ELA class to support literacydevelopment.

2.5 Counselors Increased ELA scores

Problem Statements: Student Academic Achievement 1 - School Processes & Programs 2

Targeted Support Strategy2) Subs/tutoring for interventions

2.6 Principals Job descriptions, logs, time-sheets, sub rosters, and stateassessment results.

Problem Statements: Student Academic Achievement 1 - School Processes & Programs 2Funding Sources: Title 1 Part A - 6000.00


Build a foundation of reading and math3) EOC Boot-camps

2.6 Principals State assessment results, student and teacher, schedules,payroll ledger, and contracts.

Problem Statements: School Processes & Programs 2Targeted Support Strategy


4) Buy educational technology and supplementalinstructional materials blended for differentiatedinstruction, literacy interventions for at-risk studentsand students with disabilities.

2.6 Principals State assessment results, walk-through documents, andpurchase orders.

Funding Sources: Title 1 Part A - 13569.00






5) *Title funds shall be utilized to to meet theidentified needs of migratory children that result fromtheir migratory lifestyle, and to permit these childrento participate effectively in school.

2.4 Principal


Build a foundation of reading and math6) *The TELPAS will be utilized to assess LEPstudents' achievement measured against the stateachievement standards. LEP students will receivespecialized instruction by qualified personnel in aneffort to meet their specific needs, and ultimatelyimprove their overall academic success.

2.6 Admin



Build a foundation of reading and math7) Provide Seidlitz 7 Steps by consultant training to allcore teachers to promote literacy and academicvocabulary too support ELL students and others whostruggle with academic vocabulary.

2.6 Principal Increased ELA scores








Goal 2: Build a foundation of literacy and numeracy.

Performance Objective 2: Students scoring Meets Grade Level Standard or higher in math will increase from 31% in 2019 to 33% by 2020.

Evaluation Data Source(s) 2: 2019 STAAR Data Table






1) All 9th, 10th, and 11th grade students will beenrolled in a math class to support numeracydevelopment.

2.5 Counselors Increased math scores



Build a foundation of reading and math2) Subs/tutoring for interventions

2.6 Principals Job descriptions, logs, time-sheets, sub rosters, and stateassessment results.

Problem Statements: Student Academic Achievement 2 - School Processes & Programs 2Funding Sources: SCE - 10000.00


Build a foundation of reading and math3) EOC Boot-camps


Problem Statements: Student Academic Achievement 2 - School Processes & Programs 2Targeted Support Strategy


4) Buy educational technology and supplementalinstructional materials blended for differentiatedinstruction, math interventions for at-risk students andstudents with disabilities.


Problem Statements: Student Academic Achievement 2 - School Processes & Programs 2Funding Sources: SCE - 13480.00





Student Academic AchievementProblem Statement 2: Students at WFHS did not demonstrate adequate student growth in Math Root Cause 2: Classroom instruction lacked the necessary rigor and levels ofengagement to ensure meets grade level performance on the 2019 STAAR.




Goal 3: Connect high school to career and college.

Performance Objective 1: The campus will increase the number of students who meet the CCMR scaled score from 80 in 2019 to 82 by 2020.

Evaluation Data Source(s) 1: 2019 Accountability overall Rating Summary




TEA PrioritiesConnect high school to career and college

1) Parent Conferences with Counselors

3.2 Counselors Meeting schedules, sign-in sheets, surveys and agendas.

Problem Statements: School Processes & Programs 1Additional Targeted Support Strategy


2) College and Career Advisor

2.5 Principal


Connect high school to career and college3) College Days/Visits

2.5 College Advisor College Enrollment Increase



4) FAFSA Sessions

3.2 College Advisor College enrollment increase




School Processes & ProgramsProblem Statement 1: 2 out of 8 student groups did not meet CCMR targets Root Cause 1: The campus needs improved tracking systems to ensure that all students were providedneeded support in establishing college, career, and military readiness.



Goal 3: Connect high school to career and college.

Performance Objective 2: The campus will maintain the graduation rate score of 100 in 2020.

Evaluation Data Source(s) 2: 2019 Accountability Rating Overall Summary





1) Transition Services for Sped

2.6 Diagnostician State Assessment Results, students' and teachers'schedule, IEPS, and graduation plans.



2) Purchase effective instructional materials andeducation technology to increase students outcomes,expand access and successful completion of advancedcoursework to improve postsecondary outcomes,including resources used for career awareness,exploration, and career planning, specifically forstudents at-risk or students with disabilities




Improve low-performing schools3) Credit Recovery (PACE+) *Odysseyware program for credit recovery andaccelerated instruction

2.6 Principals State assessment results, contracts, teachers'/students'schedules, and payroll ledger

Problem Statements: Student Academic Achievement 1, 2 - School Processes & Programs 2Funding Sources: Title 1 Part A - 24185.00


Connect high school to career and college4) The campus will monitor students who are at-risk ofdropping out. Support for students who maypotentially drop out will be provided throughcounseling, credit recovery, and accelerated instruction

2.6 CounselorsPrincipals

The campus graduation rate will increase.





Nov Feb May5) *School Health Strategies will include Fitness gramin physical education and athletic programs inconjunction with academic performance, attendancerates, and ECD status. The Fitness Gram is requiredevery year to monitor flexibility

2.5 AdminCoaches

6) *Title funds shall be utilized to establish or improveprograms of education for neglected, delinquentchildren and youth at risk of dropping out of school.The campus will review the number of students whoqualify for homeless status. These at-risk students areeligible for all services under the McKinney-VentoAct. These services will be extended to the familiesand students. Student Residency Questionnaires(SRQs) will be submitted to the State and FederalPrograms Office monthly.

2.6 Admin





School Processes & ProgramsProblem Statement 1: 2 out of 8 student groups did not meet CCMR targets Root Cause 1: The campus needs improved tracking systems to ensure that all students were providedneeded support in establishing college, career, and military readiness.

Problem Statement 2: 17 out of 19 student groups did not met Domain 3 targets (% set at "Meets" standard or above) in Academic Achievement in ELA/Reading and Math. Root Cause2: Classroom instruction lacked the necessary rigor and levels of engagement to ensure meets grade level performance on the 2019 STAAR.



Goal 4: Improve low performing schools

Performance Objective 1: Improve campus climate by improving teacher and student input through High Reliability Schools safe and collaborativeschools

Evaluation Data Source(s) 1: Teacher and student surveys



Nov Feb May1) Students and staff will receive training on BullyingPrevention, Sexual Harassment/Dating Violence,Internet Safety, Conflict Resolution, and anti-violencetechniques.

*Students will be evaluated and provided services asneeded in special programs to include ViolencePrevention and Intervention, and Pregnancy RelatedServices.


Signature Sheets documenting completion of training.

2) The campus and district Student Code of Conductdocuments are published to students, parents, and staffat the start of each school year. The policies andguidelines therein are followed to enhance safety onthe campus.

2.4 Principals Improved school climate

3) Review, refine, and implement all policies andregulations regarding sexual abuse of children. Thedefined procedures are outlined in the annual WFISDHandbook distributed to all parents. District personnelwhose responsibilities include counseling, referring,and reporting students and parents to proper agencieswill be trained on district policy and on the availabilityof resources to address the sexual abuse of children.

2.6 CounselorsTeachersPrincipals

Publication and distribution of the WFISD & WFHSHandbooks.

4) The campus will coordinate training for campuspersonnel in TBSI and CPI and submit the names ofthe crisis team to the Director of Special Education.

2.6 Principals Agendas, Sign-in Sheets, Certificates, list of teammembers




Nov Feb May5) Students who are assigned to a DAEP/CountyJuvenile Detention Center placement will be providedwork from the campus and/or participated in an onlinealternative curriculum. The DAEP and CountyDetention and campus staff will communicateregularly to insure that students needs are met. Studentprogress while assigned to the DAEP and CountyDetention will be monitored. Students at CountyDetention will be a administered a pre and post testbefore transitioning back to the home campus.

2.6 Counselors Principals





Performance Objective 2: Increase overall scaled score on Domain III, closing the gaps, from 72 in 2019 to 75 in 2020.





Nov Feb May1) The SBDM will meet before the start of the schoolyear to review data and develop the needs assessmentfor the campus The group will utilize data throughoutthe year to develop the campus improvement plan andto develop the campus budget.

2.4 PrincipalSite Based TeamMembers

Meeting notes, agendas, and sign in sheets willdocument SBDM meetings through out the year.


Improve low-performing schools2) Teachers will meet in PLC groups to reviewcommon assessment data and to develop strategies toimprove instruction. Substitutes will be provided toallow teachers time to plan and collaborate.

2.6 Principals PLC agenda, meeting notes, and sign in sheets willdocument meetings throughout the year.

Problem Statements: Student Academic Achievement 1, 2 - School Processes & Programs 2


Improve low-performing schools3) Students will be identified for and enrolled inaccelerated instruction classes based on prior stateassessments and the district screener. The classes willprovide intensive remediation in preparation for EOCexams.

2.6 Counselors Improved student achievement on state assessments.Roll Sheets and student schedules will documentenrollment.



Improve low-performing schools4) English language learners are monitored. Support isprovided by the ESL coordinator on campus. Schoolday and after school tutorials are provided to supportELL students.

2.6 ESL teacher andPrincipals

Improved student achievement as evidenced byclassroom grades, common assessments, bench markexams, curriculum based assessments and stateassessments.






TEA PrioritiesImprove low-performing schools

5) Federally funded teaching positions will lowerstudent/teacher ratio and provide more individualizedinstruction to support improved achievement.

*Title funds shall be utilized to provide opportunitiesfor children served to acquire the knowledge and skillscontained in the TEKS and to meet the stateperformance standards.

2.6 Principal Improved student achievement as evidenced byclassroom grades, common assessments, bench markexams, curriculum based assessments and stateassessments. Classroom rosters and student scheduleswill document class size.



Improve low-performing schools6) Supplemental-funded tutors will assist teachers inproviding additional support to struggling students.One-on-one tutoring, translation, and instructionsupport under the supervision of a highly qualifiedteacher will be provided to eligible students.

2.6 PrincipalsDepartment Heads

Improved student achievement as evidenced byclassroom grades, common assessments, bench markexams, curriculum based assessments and stateassessments. Aides and tutors will maintain and submita weekly report detailing services provided and studentsserved.



Improve low-performing schools7) Students will be evaluated and provided services inspecial programs to include the Dyslexia TreatmentProgram, Pregnancy Related Services, CreditRecovery Programs and the Gifted and TalentedProgram.


Improved student achievement as evidenced byclassroom grades, common assessments, bench markexams, curriculum based assessments and stateassessments. Completion of graduation requirements.

Problem Statements: Student Academic Achievement 1


Improve low-performing schools8) The campus will identify and monitor students withchronic attendance issues. Campus and districtresources will be utilized to improve attendance.Students will be referred to truancy court and make-upschool in order to further support attendancerequirements. Early intervention strategies includingcommunication with parents and students will beongoing. Parentlink will be used to enhancecommunication with parents.

2.6 Counselors Campus TruancyClerk District TruancyOffice StaffPrincipals

Increased attendance rate across the campus.







9) Special Education Inclusion teachers andinstructional aides will implement X logs formstechnology to monitor services provided to students.Weekly minutes, accommodations and detailed notesregarding student progress will be uploaded into acentral data base to insure accountability and to fosterimprovement in services.

2.6 Special EducationTeachersParasPrincipals

Student achievement as indicated on EOC exams andsix weeks grades will improve.


Targeted Support Strategy10) SCE funds will be used to upgrade and enhanceschool wide instructional programs. Additional staffmay be provided to support At-Risk learners.

2.6 TeachersCounselors Principals

Financial transactions will be recorded in Skyward.

Problem Statements: Student Academic Achievement 1, 2 - School Processes & Programs 2TEA Priorities

Connect high school to career and collegeImprove low-performing schools

11) Information for parents will be published in theirhome language.

3.1 Principals Copies of publications will be maintained on thecampus.


Improve low-performing schools12) An annual Title meeting will be held to informfamilies about title programs, supplemental funding,and parental involvement opportunities on the campus.

3.2 Principals Meeting notes, agendas, and sign in sheets


13) Meetings are held to assist parents of ELLstudents. Information is presented to enhance studentsuccess.

2.6 PrincipalsESL Instructor

Meeting notes, agendas, and sign in sheets

Problem Statements: School Processes & Programs 2Funding Sources: Title 1 Part A - 3222.00


Improve low-performing schools14) *The campus, in consultation with parents, willdevelop, implement, and review a parentalinvolvement policy. The policy will be published onthe school website.

3.1 Admin





Nov Feb May









Performance Objective 3: Students scoring Meets Grade Level Standard or higher in science will increase from 53% in 2019 to 55% by 2020.





1) Subs/tutoring for interventions2.6 Principals Job descriptions, logs, time-sheets, sub rosters, and state

assessment results.

Additional Targeted Support Strategy2) EOC Boot-camps


3) Buy educational technology and supplementalinstructional materials blended for differentiatedinstruction, math interventions for at-risk students andstudents with disabilities.







Performance Objective 4: Students scoring Meets Grade Level Standard or higher in history will increase from 74% in 2019 to 75% by 2020

Evaluation Data Source(s) 4: 2019 STAAR Performance Data Table





1) Subs/tutoring for interventions2.6 Principals Job descriptions, logs, time-sheets, sub rosters, and state

assessment results.

Additional Targeted Support Strategy2) EOC Boot-camps


3) Buy educational technology and supplementalinstructional materials blended for differentiatedinstruction, history interventions for at-risk students andstudents with disabilities.

2.4, 2.6 Principals State assessment results, walk-through documents, andpurchase orders.





Performance Objective 5: Increase overall scaled score on Domain II, student progress, from 80 in 2019 to 82 in 2020.






1) Provide Seidlitz 7 Steps by consultant training to allcore teachers to promote literacy and academicvocabulary too support ELL students and others whostruggle with academic vocabulary.

2.4, 2.6 Principal State assessment results and walk-through documents.





State Compensatory

Personnel for Wichita Falls High:

Name Position Program FTE

Bates, Renae Teacher School Wide .25Blakely, Allison Teacher School Wide .25Eakin, John Teacher School Wide .13Golding, Joseph Teacher School Wide .25King, Ja'Nequia Teacher School Wide .13Lang, Anita Teacher School Wide .13Nimetz, Ryan Teacher School Wide .50Phillips, Sarah Teacher School Wide .38Prince, Cherese Teacher School Wide .25Samus, George Teacher School Wide .13Vacant Aide School Wide .90Vacant Aide School Wide .90Vacant Aide School Wide .90Whitehead, Daniel Teacher School Wide .50



Title I Personnel

Name Position Program FTE

Edwards, Cindy CIL-ENG School Wide .13Evans, Garrett Teacher School Wide .25Ford, Debby CIL-Math School Wide .13Gantt, Jeremy Teacher School Wide .38Golding, Joseph Teacher School Wide .38Gonzales, Deborah CIL-SS School Wide .13Lang, Anita Teacher School Wide .13Melgoza-Person, Lorrain Teacher School Wide .75Reynolds, Elizabeth CIL-Science School Wide .13



2019-2020 Site Based Decision Making Committee

Committee Role Name PositionClassroom Teacher Debbie Pepper ESLBusiness Representative Tonja Denson BusinessAdministrator Christy Nash PrincipalDistrict-level Professional Steve Henderson Curriculum SpecialistClassroom Teacher Kevin Nguyen Fine Arts TeacherClassroom Teacher Deborah Gonzales History TeacherClassroom Teacher Monica Hicks-Bailey Special Education TeacherClassroom Teacher Elizabeth Emery Spanish TeacherClassroom Teacher Terrence Inniss Spanish TeacherClassroom Teacher Cindy Edwards English TeacherClassroom Teacher Sandra Ausanka Special EducationClassroom Teacher Dorene Baker ScienceCommunity Representative Robert O'Malley CommunityCollege Readiness Coordinator Jessica Dixon College/Career CoordinatorClassroom Teacher Anita Lang ScienceClassroom Teacher Chris Jarvis Choir DirectorClassroom Teacher James Martin CTENon-classroom Professional Rachel Sewell CounselorParent Lily Tran ParentParent Mark Lam ParentClassroom Teacher Lorraine Melgoza-Pearson MathAdministrator Kory Dorman Asst. Principal



Committee Role Name PositionCommunity Representative Lore Gibson Community Representative



Addendums



Campus: WFHS Principal: Christy Nash

$236,034 2019-2020 Title 1 Budget Allocation $236,034.00 2019-2020 REVISED Title 1 Budget Allocation$66,754 Discretionary Funds $68,207.00 Revised Discretionary Funds

Carry-Over

CATEGORY BOY RevisedFund FC Obj S/O Org FY Prog Proj Budget Budget Description

Personnel:

211 11 6112 00 004 0 30 000 $5,000 $5,000 Title I Substitutes

211 11 6117 00 004 0 30 000 $1,304 $2,954 Salary Stipends

211 11 6118 67 004 0 30 000 $1,000 $1,000 Tutors

211 13 6118 00 004 0 30 000 $1,000 $1,000 Teacher Extra Duty Stipend

211 21 6118 00 004 0 30 000 $9,000 $9,000 Extra Duty Support for Instructional Coaching

211 11 6119 00 004 0 30 000 $142,279 $139,305 Teacher Salaries

211 11 6129 00 004 0 30 000 $0 $0 Aide Salaries

211 11 6142 00 004 0 30 000 $25,697 $25,568 Benefits

Contracted Services:

211 13 6239 00 004 0 30 000 $1,000 $3,053 Region 9 esc services

211 11 6248 00 004 0 30 000 On-line services/Maint agreements

211 11 6248 00 004 0 30 000 $24,185 $24,185 On-line services: Oddysseyware

211 34 6294 67 004 0 30 000 Student busing for tutorials

211 11 6297 00 004 0 30 000 $1,000 $400 Printing

211 13 6299 00 004 0 30 000 $1,000 $1,000 Contracted Services (including conference registration)

Supplies/Computers/Equipment:

211 11 6329 00 004 0 30 000 $1,000 $1,000 Instructional Reading materials/books

211 11 6339 00 004 0 30 000 STAAR Test Booklets/Testing & Study Materials

211 11 6395 00 004 0 30 000 $3,940 $3,940 Technology

211 11 6395 00 004 0 30 000 $960 $960 Technology: Chromeboooks for CILs

211 11 6397 00 004 0 30 000 Software/Licenses

211 11 6397 00 004 0 30 000 $100 $100 Software/Licenses: CIL Chromebook licenses

211 11 6399 00 004 0 30 000 $12,569 $12,569 Instructional classroom supplies/materials

Travel:

211 13 6411 00 004 0 30 000 $5,000 $5,000 Teacher Staff Development Travel

TOTALS $236,034 $236,034

Remaining Funds to Allocate: $0 $0

Parent & Family Engagement (PFE): $3,222 $3,222

211 61 6299 00 004 0 30 215 $500 $500 PFE Contracted Services

211 61 6399 00 004 0 30 215 $1,722 $1,722 PFE Supplies

211 61 6499 00 004 0 30 215 $1,000 $1,000 PFE Snacks

TOTALS $3,222 $3,222

Remaining Funds to Allocate: $0 $0

Non-transferrable: Encumbered Principal Signature: Christy Nash

Non-transferrable: Must remain in PFE

Date: 6/10/19

3frbud12.p 69-4 Wichita Falls, TX 09/26/19 Page:1

05.19.06.00.00 199 SCE by Campus BOY Budget Report Y0 (Date: 9/2019) 3:56 PM

Account Level 2019-20

FND T FC OBJ SO ORG F PI Description Budget

199 General Operating

E Expense

6100 Payroll Costs

199 E 11 6117 00 004 0 30 000 Stipends 1,408.00

199 E 21 6118 00 004 0 30 000 Extra Duty Pay Profession/00/X 10,000.00

199 E 11 6118 67 004 0 30 000 Extra Duty-prof-tutorials 10,000.00

199 E 11 6119 00 004 0 30 000 Sal/wages-teachers 198,249.61

199 E 11 6129 00 004 0 30 000 Sal/wages-support 28,672.81

199 E 11 6141 00 004 0 30 000 Fica 3,310.78

199 E 11 6142 00 004 0 30 000 Group Health/life 24,022.30

199 E 11 6143 00 004 0 30 000 Worker's Compensation 1,543.75

199 E 11 6144 00 004 0 30 000 State On-behalf Trs 16,288.77

199 E 11 6145 00 004 0 30 000 Unemployment Compensation 456.66

199 E 11 6146 00 004 0 30 000 Teachr Retiremnt/trs Care 8,089.62

199 E -- 61-- -- --- - -- --- 302,042.30

6600 Capital Outlay

199 E 11 6639 00 004 0 30 000 Other Equipment 13,480.00

199 E -- 66-- -- --- - -- --- 13,480.00

_________________

199 E -- ---- -- --- - -- --- 315,522.30

199 - -- ---- -- --- - -- --- 315,522.30

____________________________________________________________________________________________________________________________________

Grand Expense Totals 315,522.30

Number of Accounts: 12

************************ End of report ************************

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