Dallas Independent School District Board Goals

TAG Magnet Campus Improvement Plan

2017 – 2018

DALLAS INDEPENDENT SCHOOL DISTRICT BOARD GOALS

GOAL 1: All students will exhibit Satisfactory or above on performance on State assessments. Students below Satisfactory performance will demonstrate more than one year of academic growth.

GOAL 2: Dallas ISD schools will be the primary choice for families in the district.

GOAL 3: The achievement gap by race, ethnicity, and socio-economic status will be no greater than 10% on all academic measures.

GOAL 4: 95% of students will graduate. Of the graduates, 90% have the qualifying scores for community college, college, military, or industry certification.

GOAL 5: 95% of entering kindergarten students are school-ready on a multidimensional assessment.

GOAL 6: All students will participate in at least one extracurricular or co-curricular activity each year.

DALLAS INDEPENDENT SCHOOL DISTRICT STUDENT OUTCOME GOALS

GOAL 1: Student achievement on state assessments in all subjects at level II or above will increase from 66% to 75% by 2022.

GOAL 2: Student achievement on the 3rd grade state assessment in reading at level II or above will increase from 63% to 75% by 2022.

GOAL 3: Student achievement on state assessments as measured by postsecondary readiness standard in two or more subjects will increase from 22% to 35% by 2022.

THE STATE OF TEXAS PUBLIC EDUCATION MISSION AND ACADEMIC GOALS

The mission of the public education system of this state is to ensure that all Texas children have access to a quality education that enables them to achieve their potential and fully participate now and in the future in the social, economic, and education opportunities of our state and nation. That mission is grounded on the conviction that a general diffusion of knowledge is essential for the welfare of this state and for the preservation of the liberties and rights of citizens. It is further grounded on the conviction that a successful public education system is directly related to a strong, dedicated, and supportive family and that parental involvement in the school is essential for the maximum educational achievement of a child.

THE STATE OF TEXAS PUBLIC EDUCATION GOALS

GOAL #1:The students in the public education system will demonstrate exemplary performance in the reading and writing of theEnglish language.

GOAL #2:The students in the public education system will demonstrate exemplary performance in the understanding of mathematics.

GOAL #3:The students in the public education system will demonstrate exemplary performance in the understanding of science.

GOAL #4:The students in the public education system will demonstrate exemplary performance in the understanding of social studies.

THE STATE OF TEXAS PUBLIC EDUCATION OBJECTIVES

Objective #1: Parents will be full partners with educators in the education of their children.

Objective #2: Students will be encouraged and challenged to meet their full educational potential.

Objective #3: Through enhanced dropout prevention efforts, all students will remain in school until they obtain a high school diploma.

Objective #4: A well-balanced and appropriate curriculum will be provided to all students.

Objective #5: Educators will prepare students to be thoughtful, active citizens who have an appreciation for the basic values of our state and national heritage and who can understand and productively function in a free enterprise society.

Objective #6: Qualified and highly effective personnel will be recruited, developed, and retained.

Objective #7: The state’s students will demonstrate exemplary performance in the comparison to national and international standards.

Objective #8: School campuses will maintain a safe and disciplined environment conducive to student learning.

Objective #9: Educators will keep abreast of the development of creative and innovative techniques as appropriate to improve student learning.

Objective #10: Technology will be implemented and used to increase the effectiveness of student learning, instructional management, staff development, and administration.

CIP Committee members 2017 – 18

Administrators / Ben Mackey, Principal
Counselors / Helaine Marberry
Teachers / Rebecca Jensen
Eric Strong
Megan Malone
Gaines Greer
Philip Templet
Judith Hromcik
Valeria Perez
Parents / Kelly Yee
Cindi Fitzgerald
Deirdra Watson
Becky Reilly
Students / Sophia Rodriguez
Ileana Valdez
Sophia Hooper
Rachel Cho
Community Members / Azhalia Leal
Business Representatives / Zoher Bharmal (Microsoft)
June Chow (BejingSoulfood)

Comprehensive Needs Assessment Summary

School Year: 2017-18

Data Sources Reviewed:

School Data Packets (3 years) / Technology Survey
Application Diversity Study / Turnover Rate & Staff Dashboard
My Data Portal School Demographics / Professional Development Summary
Staff Demographics / Master Schedule
Recruitment and Applicant Demographic Data / Current Technology Inventory
AP, STAAR, ACP, ACT Score Trends / Course Request Tallies
Racial/Gender/SES Achievement Gaps / Vision and 5-Year Planning
DISD Student Survey Results / Home Language Survey Results
TAG Ideas Festival Experience / PTSA Volunteer Activities and Turnout
Parent Climate Surveys / PTSA Membership Data

In accordance with TEC 11.251, District Performance Goals/Objectives (approved by Dallas ISD Board of Trustees, February 23, 2017) are aligned with Campus Performance Goals/Objectives.

In accordance with TEC 11.251, District Performance Goals/Objectives (approved by Dallas ISD Board of Trustees, February 23, 2017) are aligned with Campus Performance Goals/Objectives.

Area Reviewed / Summary of Strengths
What were the identified strengths?
(Facts not actions) / Summary of Needs
What were the identified needs?
(Facts not actions) / Priorities
What are the priorities for the campus, including how federal and state program funds will be used?
Demographics / New application process designed for equity and access
Expanded middle school recruitment to promote diversity
Expanded recruitment to promote in-district enrollment
Student demographics mirror that of the city of Dallas / College readiness and application support for students who will be the first generation college students
Fill technology needs (i.e. laptops) for low-SES students
Teacher training for enhancing education of increasing low-SES population / Maintain diversity of applicant pool through active recruitment.
Focus on easing transition from middle school to TAG with incoming 9th grade students.
Increase support in college application/matriculation process for first-generation college students.
Increase teacher support, training, and collaboration in order to support changing student population.
Student Achievement / High and increasing average PSAT, SAT, and ACT (28 to 30 over 3 years) scores
100% college commitment over past five years; All seniors were offered college scholarships.
100% pass STAAR end-of-course exams; 76% Commended rate
AP qualifying scores have risen from 67% to 83% over 5 years with all enrolled students taking the appropriate exams
Over half of the senior class were recognized in the National Merit Program / Assistance on college applications for students with gaps
Close the gap between demographic groups on nationally normed tests
Instructional support for courses with lower AP pass rates / Increase support in college application/matriculation process for first-generation college students.
Increase teacher support, training, and collaboration in order to support changing student population.
School Culture and Climate / Ninety-three percent of students perceive classroom environments as positive.
Ninety-six percent of parents believe their children are prepared to advance to next grade.
Ninety-one percent of faculty look forward to coming to work and recommend TAG as a
good place to work.
AP qualifying scores increased every year from 2013 (73%) to 2017(85%). This far outpaces national and global averages (~55-60% any given year) and growth (+/- 3%).
Level of satisfaction (95.7%) among staff indicates approval of direction in which school is headed. Similar levels of satisfaction in student and parent surveys. / Only seventy-four percent of students indicate in the 2017 survey that they are excited about attending class.
Only eighty-eight percent of students indicate in the 2017 survey that their relationships with their teachers are supportive.
Thirty-nine percent of parents indicate in the 2016-17 survey that they want educational workshops/classes to help them improve student achievement. / Maintain, expand, and improve Ideas Festival in order to solicit feedback from students on ways that TAG/teachers can continue to improve.
Work closely with PTSA to provide parent resources and workshops for parents to help increase student achievement.
Staff Quality/ Professional Development / 63% of faculty hold advanced degrees
17 years average experience in education
Students rated teachers 93% positive for classroom environment, and increase of 4%, well above district average of 79%
Content team meetings and co-teaching opportunities assist new teachers
Comprehensive hiring process that includes teaching a sample lesson and input from teachers, students, administrators, and parents, if appropriate / Additional FTEs to fill gaps.
Required qualifications (multiple certifications or advanced degree needed to teach dual credit courses)
Increased collaboration amongst teachers. / Hire and utilize an expert teacher to help close academic gaps (especially with regard to math), and mentor younger teachers.
Provide adequate resources and time for teachers to increase the quality and frequency of collaboration.
Curriculum, Instruction, Assessment / Diverse offerings (over 40 courses) in pre-AP, AP, and elective courses
TAG-specific seminars promote differentiated learning for GT population
Hands-on technology courses, including dual credit courses
Ideas Festival yields teacher and course specific data to inform instruction decisions
School-wide, cross-curricular project-based learning to maximize student engagement
Innovative classroom set-ups to support diverse learning styles, including kinesthetic / Materials, equipment, and supplies to support innovative classrooms
Teacher training to support innovative classrooms
Materials and supplies to support a welcoming, student-centered environment / Provide training for teachers to expand content and pedagogical knowledge in terms of both AP courses, and GT training.
Increase amount of curricular materials available for courses to make classroom environments more student-centered.
Family and Community Involvement / Active PTSA has been able to raise over $17,000 in donations each of the last two years.
TAG PTSA has 165 different members for the 2016-17 school year.
Over 80% of staff are members of PTSA.
76 different families are represented in the PTSA.
91.3% of parents agree that the school welcomes parent involvement.
91.3% of parents agree that the school responds to concerns in a timely manner (the other 8.7% don't know; 0% disagree). / Despite 76 families as members, this means over 150 of our families are not members of the PTSA.
No centralized and active alumni or support foundation for TAG
Parents do not yet have system to access the school google classroom system / Work in partnership with alumni and community members to found and maintain an active alumni network/foundation.
Improve parental access to google classrooms and expand student access to instructional calendars.
Increase parent involvement and engagement across the school and throughout the PTSA.
School Context and Organization / Integrated grade level team and student support team meetings; Content team meetings for vertical planning and training
District-provided one-to-one laptops for all students
All students in AP classes take the AP exam free of charge; Students are required to take a minimum of 11 AP courses.
Annual Ideas Festival solicits input from students about school organization and instruction.
Teacher input through leadership team and content team meetings; Parent input through active PTSA and SBDM
83% qualifying rates on AP exams; average composite ACT score of 30 / One counselor handles college applications and advising, scheduling, test coordination, and personal counseling.
Rigid master schedule makes remedial and enrichment opportunities difficult to schedule.
Numerous non-instructional demands on teacher time due to limited number of staff, therefore there is a need for time set aside for high quality Professional Learning Communities. / Build a math lab into the Master Schedule to target students with large math/science gaps and remediate them.
Create additional space and provide resources for increased teacher collaboration across the curriculum through high quality professional learning communities (PLCs).
Technology / All students have access to a laptop.
We have one computer lab that students can use before and after school.
Majority of teachers say that their projectors and printers work.
All teachers can use email and gradebook software.
Entire school uses Google Classroom as a platform for communication.
Internal expertise on technology issues / Uncertainty about continuing laptop lease.
Calculators and other technology are aging; replacements/upgrades are needed for expanded student population and testing demands.
Teachers recognize they need more training on Google Classroom and other educational software. / Ensure the continuity of being able to provide 1-to-1 laptops for all students at TAG because curriculum has already been designed for 1-to-1 laptop integration and the lease is set to expire in one year with uncertainty surrounding availability of laptops after that.
Ensure technology in all classroom is up-to-date and able to allow students to engage with the curriculum in a student-centered way.
Ensure further training provided to teachers on Google Classroom and other educational software deemed appropriate for our school context.

Title I, Part A

Schoolwide Components:

1. A comprehensive needs assessment of the entire school(including taking into account the needs of migratory children as defined in section 1309(2)) that is based on information which includes the achievement of children in relation to the State academic content standards and the State student academic achievement standards described in section 1111(b)(1).
2. Schoolwide reform strategies that provide opportunities for all children to meet the State’s proficient and advanced levels of student academic achievement, use effective methods and instructional strategies that are based on scientifically based research, and that include strategies to address the needs of all children in the school, but particularly the needs of low-achieving children and those at risk of not meeting the State student academic achievement standards who are members of the target population of any program that is included in the schoolwide program.
3. Instruction by state certified teachers.
4. In accordance with section 1119 and subsection (a)(4), high-quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable all children in the school to meet the State’s student academic achievement standards.
5. Strategies to attract high-quality teachers to high-need schools.
6. Strategies to increase parent and family involvement in accordance with section 1118, such as family literary services.
7. Plans for assisting preschool children in the transition from early childhood programs, such as Head Start, Even Start, Early Reading First, or a State-run preschool program, to local elementary school programs.
8. Measures to include teachers in the decisions regarding the use of academic assessments described in section 1111(b)(3) in order to provide information on, and to improve, the achievement of individual students and the overall instructional program.
9. Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement standards required by section 1111(b) (1) shall be provided with effective, timely additional assistance which shall include measures to ensure that student difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance.
10. Coordination and integration of Federal, State, and local services and programs, including programs supported under this Act, violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training.

Title I Schoolwide Components Reference Numbers
1. Comprehensive Needs Assessment
2. Reform Strategies
3. Instruction by State Certified Teachers
4. High Quality Professional Development
5. Strategies to Attract State Certified Teachers / 6. Strategies to increase family, community and parent engagement
7. Transition
8. Teacher Decision-Making Regarding Assessments
9. Effective and Timely Assistance to Students
10. Coordination and Integration
Reference Numbers for Texas Education Agency’s 2017-18 Strategic Priorities
1. Recruiting, supporting, and retaining teachers and principals
2. Building a foundation of math and reading
3. Connecting high school to career and college
4. Improving low-performing schools
Student Outcome Goals
1. Student achievement on state assessments in all subjects at level II or above will increase from 66% to 75% by 2022.
2. Student achievement on the 3rd grade state assessment in reading at level II or above will increase from 63% to 75% by 2022.
3. Student achievement on state assessments as measured by postsecondary readiness standard in two or more subjects will increase from 22% to 35% by 2022.
Goal #1: Student Academic Achievement
Use high leverage, researched based, resources, instructional materials, activities and technology by implementing the action steps below to improve student achievement for all students regardless of background or circumstances as measured by the indicators of success by July 1, 2018.
Indicators of Success:
●100% of students will earn Approaching Grade Level ratings or higher on all STAAR End-of-Course Exams administered during the 2017-2018 school year. At least 95% of students will earn Meets Grade Level rating (final phase in standard).
●Earn a minimum of the following ‘Masters’ ratings on all STAAR End-of-Course Exams:

1. English I – 70%
2. English II – 70%
3. Algebra I – N/A (No students take course)
4. Biology – 80%
5. US History - 90%

●As indicated by Fall EOC Mock exams, reduce achievement gaps (or maintain no achievement gaps) on all STAAR EOC measures by 3-5% and by Spring STAAR EOC exams reduce achievement gaps by 5-10%.
●The percent of TAG students scoring a 3+ on all AP exams out of total enrolled will meet/exceed national average by 20% by July 2018.
REF
# / Strategies and Action Steps / Person(s)
Responsible / Resources / Timelines / Evidence of Implementation / Evidence of
Impact / Formative/