Judge Barefoot Sanders Law Magnet Campus Improvement Plan

2018-2019

Committee Members:

Name / Role
Garet Feimster / Principal
Don Gonzalez
Derek Liles
Severo Perez / Professional Staff Members
Jose De La Rocha
Mike Garcia / Community Member (s)
Derek Lipscombe / Business Representative (s)
Richard Cardenas
Tina Johnson
Kenneth Rose / Parent (s)
Silvia Martinez / Office Manager

DALLAS INDEPENDENT SCHOOL DISTRICT STUDENT OUTCOME GOALS

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

GOAL 2: Student achievement on the 3rd grade state assessment in reading at Approaches or above will increase from 62% to 75% by 2022.

GOAL 3: Student achievement on state assessments in two or more subjects will increase from 34% to 40% by 2022.

GOAL 4: Student participation in extra-curricular or co-curricular activities will increase from 59% to 65% 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 student in the public education system will demonstrate exemplary performance in the reading and writing of the English 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: Qualified and highly effective personnel will be recruited, developed, and retained.

Objective #6: The state’s students will demonstrate exemplary performance in the comparison to national and international standards.

Objective #7: School campuses will maintain a safe and disciplined environment conducive to student learning.

Objective #8: Educators will keep abreast of the development of creative and innovative techniques as appropriate to improve student learning.

Objective #9: Technology will be implemented and used to increase the effectiveness of student learning, instructional management, staff development, and administration.

Comprehensive Needs Assessment Summary School Year: 2018-2019

Data Sources Reviewed:
Student Demographics:
Date Source: MyDataPortal
Judge Barefoot Sanders Law Magnet – Grade Levels: 9th through 12th Grade
Grade
Level / Student Enrollment / Economically
Disadvantaged / Limited English Proficiency / Special Education / Talented and Gifted
9 / 111 / 93 / 16 / 0 / 53
10 / 105 / 85 / 14 / 0 / 41
11 / 87 / 69 / 4 / 0 / 42
12 / 93 / 74 / 3 / 0 / 41
396 / 321 / 37 / 0 / 177
Student and Teacher Race/Ethnicity
Students / Teachers / Grade Level
(Student Only)
Number / Percent / Number / Percent / 9 / 10 / 11 / 12
Black/African American / 72 / 18 / 3 / 14 / 18 / 21 / 15 / 18
American Indian/Alaska Native / 3 / 1 / 0 / 0 / 0 / 0 / 1 / 1
Asian/Hawaiian/Pacific Islander / 6 / 2 / 2 / 9 / 1 / 0 / 3 / 2
Hispanic / 289 / 73 / 7 / 32 / 87 / 72 / 64 / 66
White / 21 / 5 / 10 / 45 / 4 / 9 / 2 / 6
Multiple / 5 / 2 / 0 / 0 / 1 / 3 / 1 / 0
Not reported / 0 / 0 / 0 / 0 / 0 / 0 / 0 / 0
396 / 100 / 22 / 100 / 111 / 105 / 87 / 93

Demographics

Data Source: PIEMS, My Data Portal
The Judge Barefoot Sanders Law Magnet (LAW) has 396 students. The school has 111 freshmen, 105 sophomores, 87 juniors and 93 seniors. The demographics consist of populations of students that are 73% Hispanic, 18% African American, 5% Anglo and 3% other. 31.4% of the population is male and 68.6% of the population is female. 81.3% of the LAW student population is reported as low SES. 9.3% of the students are population have exited LEP and must still be monitored. 44.8% of LAW students are listed as TAG.

Student Achievement

Data Source: TEA STAAR, AP COLLEGE BOARD, SAT, ACT
An analysis of STAAR EOC, ACT/SAT, Advanced Placement, and the Campus Data Packet revealed the need to address the student achievement for the following student populations, African American (AA), Hispanic (His), and Low Socioeconomic (Low SES) in various content areas. 99% of students APPROACHES, in all content of the STAAR/EOC exams. As a result, the data related to STAAR EOC scores will reflect student achievement scores at MEETS, which was 87.6%.

STAAR EOC English I

Overall, 99% achieved APPROACHES. 93% of students performed at MEETS. 22% of students MASTERS. The lowest category was Understanding/Analysis Across Genres at 6.9, while the highest category was Composition at 11.2.

STAAR EOC English II

Overall, 99% achieved APPROACHES. 94% of students performed at MEETS. 28% of students MASTERS. The lowest category was Understanding/Analysis Across Genres at 6.9, while the highest category was Composition at 12.3.

STAAR EOC Algebra I

Overall, 100% achieved APPROACHES. 68% of students performed at MEETS. 32% of students MASTERS. The lowest category was Exponential Functions and Equations at 3.7, while the highest category was Writing and Solving Linear Functions, Equations, and Inequalities at 10.1.

STAAR EOC Biology

Overall, 100% achieved APPROACHES. 94% of students performed at MEETS. 49% of students MASTERS. The lowest category was Biological Evolution and Classification Class at 7.7, while the highest category was Interdependence within Environmental Systems at 9.2.

STAAR EOC US History

Overall, 100% achieved APPROACHES. 89% of students performed at MEETS. 47% of students MASTERS. The lowest category was Government and Citizenship at 7.7, while the highest category was History at 22.5.

School Culture and Climate

Data Source: Teacher SPOT observations Campus Climate Survey, Student Survey, Parent Survey, PTSA, SBDM, Student Council
Based on the Teacher Spot Observations and Climate Surveys from Fall 2017, teachers responded that My team experiences with colleagues this year helped me improve instruction. 100% teachers are engaged in PLCs from 81% and structured feedback sessions. Struggling teachers will receive additional feedback as needed related to AP STAAR standards, LO/DOLs and overall quality of instruction. Campus leadership will also work on improving morale at the campus as reflected on the Spring climate survey “Morale at my school has improved this year” from 65.4% to 78.6%. As indicated on the campus student survey, the campus will work on the quality of instruction/student engagement to increase the overall positive response rate 85%. We will also work to increase the positive response rate for teacher student relationships/supportive relationships at 88%. According to the parent survey we will work to increase the positive response rate “my child’s school encourages parental involvement.

Staff Quality/Professional Development

Data Source: PD Feedback forms, Spring Campus Needs Assessments, Spot Observations, Climate Survey My Data Portal, Campus Survey Data, PISA, AP, EOC
According to MyData Portal 100% of teachers are Highly Qualified. The staff retention rate is 72% as reported by MyData portal. According to 2017 Fall Climate Survey, 89.3% from 80.8% of staff stated “I would recommend this school to others to work here.” According to the Fall District Climate Survey 81.8% from 76.2% of teachers agreed with the statement “The PD sessions at my school this year helped me improve the quality of instruction”. Magnet Cluster Leads will assist campus leadership with providing and local professional development to meet the individual goals of each teacher. Teachers will participate in (contracted) professional development in conjunction with other Townview schools Teachers will be able to attend, national conferences, two day conferences and local professional development. Teachers will be were given an additional planning planning period to analyze data, observe classrooms and collaborate with peers. In addition, teachers that have traditionally taught in silos have teammates for planning and scheduled PLCs two to three times a week for 90 minutes each session. All teachers will engage in professional development that focus on one four areas (ELL strategies, interactive lectures, brain research, how students learn and PLCs) for the school year. Princeton Review and ASP and counselors will support student, parent and teacher transition to new FASFA and Naviance.

Struggling students are identified and targeted twice each six-weeks these students are required to attend mandatory tutoring before school, after school and during Saturday school. All students are required to participate in a least one afterschool non-curricular activity each six-weeks. Based on home life some students are also required to attend regular counseling sessions with the school’s counselors and/ or psychologist.

Instruction

According to the Fall 2017 climate survey 83.2 from 72.8% of teachers agreed there was a positive culture feedback and support. 81.8 % from 71.4% teachers agreed with the statement “My campus leadership helps me improve the quality of my instruction.” 72.7% from 66.7% agreed with the statement, “The instructional feedback I get helps me improve the quality of my instruction.” 90.9% from 81.0% of teachers agreed with the statement, “My team experiences with colleagues this year helped me improve instruction.
The Fall 2017 SchoolNet Data indicates the average mean score for the following Spot Observation indicators were, Lesson Objectives 2.1, Demonstration of Learning 2.2, Purposeful Instruction 2.2, and was Student Engagement 2.1. The overall average was a 12.15.

Family and Community Involvement

Data Source: LAW Website, PSTA website, Volunteer Log, PTSA, SBDM, Student Council, CILT
LAW uses multiple means of communication for parents, including a district website, an independent website, Grade speed, School Messenger, Twitter, Facebook, Instagram, Mail Chimp and Canva. DallasISD.org/LawMagnet website logs over 100 visits per day. Students and parents receive the school newsletter every Saturday via email. All freshman parents are required to attend volunteer training at the prior to the start of the school year. The school has strong partnerships with UNTD and SMU.

School Context and Organization

Data Source: Master Calendar, My Data Portal, College Board
The Judge Barefoot Sanders Law Magnet (LAW) serves grades 9-12. It is located within the Townview Magnet Center which encompasses six total schools. The school has 22 teachers that teach between 1-3 different courses. LAW offers all core subject areas including law, government and criminal justice courses. For electives such as art, P.E. or band, the students are served by teachers from the other five Townview schools. LAW offers a block schedule, students attend 4, 90 minute classes each day, resulting in a course load of 8 classes. LAW emphasizes law and criminal justice with government serving as the cornerstone of upper-level social studies courses. Beginning their 9th grade year all students take between 1-2 Advanced Placement courses, by their 11th grade year, may have a schedule of up to 7 AP courses. By 12th grade year, have schedule options of up to 30 different AP classes. Upon graduating high school, some students may have passed enough AP exams to allow them to enter college as a second semester sophomore or junior. All LAW students are required to take AP Comparative Government, AP Seminar and AP Research courses as part of the AP Capstone. Students will take AP exams to attempt to gain AP credit for college. Students are also required to take Social Studies, Math, Science, and English each year of attendance. All LAW students are expected to participate in at least one non curricular activity, per semester. This expectation requires all teachers to sponsor multiple, activities, clubs, and organizations. Students participate in afterschool activities for one hour each day. After-school buses transport students home one hour after the end of the school day.

Technology

Data Source: TIPWebIT, Inventory List
The majority of the Judge Barefoot Sanders Law (LAW) technology is in classrooms. Teachers have laptops that are issued to them by the District. There are limited numbers of computers in each classroom with outdated projectors. No students have technology that the school provides unless it is in the classroom.

Data Source: ACP
2017-18ACP(Fall Semester ) -- MATHEMATICS -Percent Passing
Test Name / School / Feeder / District
% Score / % Score / % Score
Algebra I / 84.0 / * / 56.0
Algebra II / 79.0 / 76.0
Geometry Pre AP / 79.0 / * / 76.0
Pre-Cal Pre-AP / 68.0 / * / 75.0
2017-18ACP(Fall 1) -- READING/LANGUAGE ARTS -Percent Passing
Test Name / School / Feeder / District
% Score / % Score / % Score
English II / 81.0 / * / 76.0
Data Source: Climate Survey
Survey Category/Item / LAW / FEEDER / MAGNET / DISTRICT
Beliefs and Priorities / 85.8 / 84.1 / 89.0 / 82.5
The key actions my school is working on this year are focused on what is best for students. / 89.3 / 89.1 / 92.3 / 87.1
I understand my role in implementing the school's key actions. / 88.9 / 94.6 / 94.0 / 91.3
I have the support I need from campus leadership to do my job well. / 80.8 / 79.2 / 86.8 / 77.2
My campus leadership helps me understand recent changes in the school’s focus. / 80.8 / 79.2 / 84.7 / 79.2
My campus currently bases its actions on the Dallas ISD Student Achievement Goals. / 85.7 / 86.3 / 92.1 / 87.9
The Student Achievement Goals will lead to success. / 89.3 / 82.8 / 88.6 / 82.9
How similar are your school's priorities to what you think they should be? / 85.7 / 78.9 / 86.7 / 76.3
Overall, my campus is headed in the right direction. / 85.7 / 82.4 / 87.1 / 77.9
Overall, the District is headed in the right direction.* / 71.4 / 71.9 / 78.6 / 73.3
Survey Category/Item / LAW / FEEDER / MAGNET / DISTRICT
Positive Culture and Environment / 83.2 / 77.5 / 83.4 / 70.6
I would recommend this school to others to work here. / 89.3 / 81.6 / 87.7 / 73.6
I usually look forward to working each day at this school. / 85.7 / 84.1 / 89.9 / 78.1
I believe I work in an environment of support and respect. / 75.0 / 83.9 / 85.9 / 75.9
Discipline is enforced consistently and effectively at my campus. / 82.1 / 67.2 / 79.9 / 66.4
Unruly students are not permitted to disrupt the learning environment. / 92.9 / 71.0 / 86.9 / 65.5
The campus I work in is clean, safe and free of physical hazards. / 92.9 / 95.0 / 88.8 / 81.3
If I were offered a comparable position with similar pay and benefits at another district, I would stay with Dallas ISD. / 75.0 / 75.4 / 73.9 / 62.4
I am satisfied with the recognition I receive for doing a good job. / 71.4 / 74.5 / 78.5 / 68.0
Morale at my school has improved this year. / 78.6 / 58.5 / 72.0 / 63.9
I would recommend this school to parents seeking a place for their child. / 89.3 / 83.5 / 91.0 / 70.8
Survey Category/Item / LAW / FEEDER / MAGNET / DISTRICT
Culture of Feedback and Support / 89.3 / 79.0 / 80.6 / 71.7
My campus leadership helps me improve the quality of my instruction. / 81.8 / 77.4 / 81.7 / 72.7
The instructional feedback I get helps me improve the quality of my instruction. / 72.7 / 78.9 / 81.2 / 72.8
I have sufficient opportunities and encouragement to develop my leadership potential. / 68.2 / 82.3 / 85.0 / 71.8
The PD sessions at my school this year helped me improve instruction. / 81.8 / 76.6 / 73.8 / 64.3
My team experiences with colleagues this year helped me improve instruction. / 90.9 / 83.1 / 81.4 / 76.8
My school has an effective instructional leadership team. / 86.4 / 75.6 / 80.6 / 71.7
Survey Category/Item / LAW / FEEDER / MAGNET / DISTRICT
College-Going Culture / 95.8 / 93.6 / 95.1 / 83.9
Teachers expect most students in this school to go to college. / 100.0 / 94.3 / 98.1 / 80.2
Instruction in this school is focused on helping students get ready for college. / 95.8 / 92.3 / 95.9 / 82.5
Teachers in this school feel that it is a part of their job to prepare students to succeed in college. / 100.0 / 94.9 / 96.5 / 87.1
Teachers at this school accept nothing less from students than their full effort. / 95.8 / 89.7 / 91.9 / 81.6
Teachers at this school do not let students give up when their class work becomes challenging. / 91.7 / 95.5 / 93.8 / 83.6
Teachers at this school give students feedback to help them understand how to improve. / 91.7 / 94.9 / 94.6 / 88.4
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
Data Source(s): /

New application process with "grit" as a key component.
Content team meetings and co-teaching opportunities assist new teachers
38% of staff have Master's Degree
61% of staff have been teaching for 11 or more years
15.4 years of teaching experience on average

Few teachers teach the same courses, making co-planning and mentoring difficult
Recruiting quality staff is difficult because of multiple preps and outside responsibilities and time commitments
Two planning periods (One PLC/One Planning)
Provide staff with meaningful Professional Development

Few teachers teach the same courses, making co-planning and mentoring difficult
Required qualifications (multiple certifications or advanced degree needed to teach dual credit courses)
Recruiting quality staff is difficult because of multiple preps, outside responsibilities and time commitments
Expand PLC to include use of data and a peer observation component
Provide staff with meaningful Professional Development

Student Achievement
Data Source(s): /

Met all indexes on the TEA Accountability System
Received seven (7) distinctions
Exceeded district average in PSAT, SAT and ACT
Increased percentage of advanced scores in ELAR and Mathematics on state assessment

Effectively monitor student progress using data
Identify and address needs of Economically Disadvantaged Students
Instructional practices including rigorous instruction, lesson planning, and monitoring of instruction
Expand differentiation strategies for all populations
Improve Advanced Placement Scores across all content areas
Improve PSAT, SAT and ACT scores for all populations

Monitor and use of data across all contents
Expand differentiation strategies for all populations
Improve standardized scoring
Improve PSAT, SAT and ACT scores for all populations
Embed PSAT, SAT and ACT workshops and training throughout school year

School Culture and Climate
Data Source(s): /

Positive parent-school relationship in the Parent Survey
Positive student-teacher relationship in Student Panoramic Survey
Growing student population (396 students in 2017/2018 to 440 students in 2018/2019).

Reduce attrition rate
Continue to work towards positive relationship between teachers, administration and Townview as a whole
Continue to grow a consistent system throughout Townview to strengthen intercampus culture
Consistency among staff regarding culture and classroom expectations
Continue to refine the application process

Work to develop and maintain positive relationships between teachers, administration and Townview as a whole
Continue to grow a consistent system throughout Townview to strengthen intercampus culture
Consistency among staff regarding culture and classroom expectations (Move Positive Culture and Environment from 83.2% on Teacher Climate Survey to 88.2%).
Continue to refine the application process