westfield high school - springisd.org

Westfield High School

Revised 10-12-2020

Campus Needs Assessments

REFLECTION QUESTIONS Please complete the following section using the Comprehensive Needs Assessment (CNA) and

submit that analysis documentation with the CIP.

What are some key takeaways about your community's needs that were illuminated by the remote learning transition? (Examples might include engagement challenges, digital divide, additional parental and family supports)

Technology played a major role in our scholars’ academic progress. Many of our scholars had limited capability to access technology and the internet. Scholars technology gaps and lack of access to electronic devices caused a significant number of academic deficits. Additionally, many scholars did not have reliable, stable internet as well as transportation to pick up resources and/or materials. There were so many families experiencing financial hardship which contributed to the limitations of accessibility to technology and the internet. While our students are 21st-century learners, they display a limited understanding of how to effectively use technology for educational purposes. Lastly, changing parental obligations due to COVID-19 coupled with mobility made reaching out to parents difficult. Westfield High School was no longer able to communicate with parents in person and had to rely on virtual meetings such as Town Hall meetings and Zoom meetings. Moreover, some parents, like their students, also exhibited a limited understanding of how to access technology and provide technical support to their students. Our in person vs. remote learners are indicated as following for Fall 2020 School Year:

9th Grade 10th Grade At Home: 327 At Home: 385 In Person: 383 In Person: 429 11th Grade 12th Grade At Home: 385 At Home: 345 In Person: 429 In Person: 308

What additional data did you consider that reflects a goal of closing the gap and addressing disproportionality? (Examples might include attendance, discipline, ESSA Domain 3 data leading to Comprehensive/ Targeted/ Additional Targeted ratings)

We will continue to monitor several components of data to determine the trends and needs assessment. Currently, we are looking at synchronous vs. asynchronous learning to identify and determine the campus needs for our subgroups. The data sources will be used to identify and determine where students are currently (excelling and struggling learning) and what level of instructional support is needed to improve student achievement.

1. Campus-Based Assessments 2. Instructional Walkthroughs 3. Special populations (ELL, Sped) Performance 4. BOY Assessment Data/District Assessment/ STAAR

Revised 10-12-2020

5. Discipline data 6. Attendance data 7. Stakeholder Survey Data 8. Progress Reports/Report Card data 9. LAS LINKS Data 10. TELPAS Rating

What data do you consider most relevant to the instructional strategies that will be used in 2020-21 to see growth in core content areas? (Examples might include TAPR, data, Fall 2019 EOC, engagement and COVID)

The data sources that will be considered most relevant to the instructional strategies for 2020-2021 school year will include:

• 7th Grade Spring 2019 Data • 8th Grade MAP Data • 2019-2020 TELPAS Data • Spring ISD Walk-thru, Observation, & Formative

Evaluation Rubric • 2020 LAS Links • 2020 BOY Data • Historical EOC Data • 2020-2021 District Checkpoints, Campus

Assessments

Revised 10-12-2020

Revised 10-12-2020

2020-21 Campus Student Outcomes

CAMPUS AREA OF FOCUS CAMPUS STRATEGIC ACTIONS:

CAMPUS MEASURES OF SUCCESS

BY JUNE 2021

Growth in English I

Instructional Strategy #1 English I teachers will utilize graphic organizers, Kami to annotate, Writable, and Grammar Keepers to provide scholars instructional feedback and collaborative discussion in the classroom virtually and face to face. Teacher Instructional strategies will be incorporated into teachers’ lesson plan and classroom weekly activities:

• New Textbook implementation • EOC Writing Rubrics • T-Charts, Venn Diagrams, Thinking

Maps • Modeling for students’ summarizations

techniques • Incorporate intentional Habits of

Discussion strategies into the lessons with an emphasis on collaboration and check for understanding.

ENGLISH I Percentage PPT growth at the meets Fall BOY to Spring EOY Meets 16 % to 40% Masters 2% to 15%

Instructional Strategy #2 Teachers will create Targeted Specific Intervention for students who demonstrate a continued need for instructional support and do not show improvement in class and/or benchmark/checkpoints. Teacher Student Support Provided:

• Special Education students will receive instructions using the IEP (Individualized Education Program)

Revised 10-12-2020

• Sheltered teachers will utilize SIOP instructional strategies

• Differentiated support through skills-based assistance

• Targeted small group Instruction • Built in Targeted TEKS Specific

Interventions during the day & After school Targeted TEKS Specific Interventions

• EL Support- Nonlinguistic representation.

• SPED- Blank Graphic Organizers will be used as an accommodation

• Monitor progress data using Achieve 3000 for scholars scheduled in Reading Intervention Classes to increase reading proficiency.

• EL’s utilize Summit K-12 Program to improve students in Reading, Listener, Writing, Speaking skills

• Reading classes utilizing additional resources (journals, publishing materials, graphic organizers, etc.)

Growth in English II

Instructional Strategy #1 English II teachers will utilize graphic organizers, Kami to annotate, Writable, and Grammar Keepers to provide scholars instructional feedback and collaborative discussion in the classroom virtually and face to face. Teacher Instructional strategies will be incorporated into teachers’ lesson plan and classroom weekly activities:

• EOC Writing Rubrics • T-Charts, Venn Diagrams, Thinking

Maps • Modeling for students’ summarizations

techniques • Incorporate intentional Habits of

Discussion strategies into the lessons with an emphasis on collaboration and check for understanding.

ENGLISH II Percentage PPT growth at the meets level on Fall BOY to Spring EOY Meets 20% to 35% Masters 1% to 15%

Revised 10-12-2020


• Special Education students will receive instructions using the IEP to mastery content and use blank graph organizers.





• Monitor progress data using Achieve 3000 for scholars scheduled in Reading Intervention Classes to increase reading proficiency.

• EL’s utilize Summit K-12 Program to improve students in Reading, Listener, Writing, Speaking skills

• Reading classes utilizing additional resources (journals, publishing materials, graphic organizers, etc.)

Revised 10-12-2020

Growth in Algebra I

Instructional Strategy #1 Teachers will use solving problems techniques to engage scholars in collaborative discussions and processing strategies to analyze problems algebraically.

• Incorporate Academic Vocabulary daily with scholars during the lessons

• Incorporate calculator Instructional Strategies into the daily lessons

• Incorporate intentional Habits of Discussion strategies into the lessons with an emphasis on collaboration and check for understanding.

ALGEBRA I Percentage PPT growth at the meets level on 2020-2021 Fall BOY to Spring EOY Meets 6% to 25% Master 4% to 15%





• Built in Targeted TEKS Specific Interventions during the day & After school Targeted TEKS Specific Interventions


to Growth in Biology

Instructional Strategy #1 Teacher will teach students to create graphic representations, models, mental pictures in kinesthetic (hands-on) activities in order to assimilate knowledge. Teacher Instructional strategies will be incorporated into teachers’ lesson plan and classroom weekly lessons & activities:


• Create graphic representations, models, mental pictures with hands on activities.

BIOLOGY Percentage PPT growth at the meets level on Fall BOY to Spring Fall Meets 18% to 30% Masters 7% to 17%

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• EL Support- Nonlinguistic representation & Multiple Representation

• will be used as an accommodation

• Utilizing lab experiences for all students using technology

Revised 10-12-2020

Growth in U.S. History

Instructional Strategy #1 Teacher will create real world opportunities to allow scholars to make the connection, explore, and investigate through the use of inductive and deductive reasoning. Teacher Instructional strategies will be incorporated into teachers’ lesson plan and classroom weekly lessons & activities:

• Students will receive explicit instruction related to the use of cues, questions, and advance organizers



U.S. HISTORY Percentage PPT growth at the meets level on Fall BOY to Spring BOY Meets 17% to 50% Masters 6% to 16%





• Targeted small group Instruction • EL Support- Nonlinguistic

representation & Multiple Representation (diagrams, pictures, graphic organizers, 3D models,

Revised 10-12-2020

movement, demonstrations, role-plays, simulations, or mental images)


Growth in Comprehensive College, Career,

Military Readiness (CCMR) Plan

Instructional Strategy #1 • As a result of the utilization of PSAT

scores, College Readiness Placement based on transcripts, and TSI scores, students will be identified that have demonstrated the ability to be successful in Dual Credit college courses.

• Increase student certification. All

student CTE classes to increase graduation completion requirements.

• Students that aspire to be college

ready will be enrolled in a College Prep course to strengthen skills that are needed for college readiness. Students that meet requirements will be registered and enrolled in College Classes.

Comprehensive College, Career, Military Readiness

All students .5% Choose a percentage PPT growth in 4-year graduation rate by

All students .5% Choose a percentage PPT growth in 6-year graduation

All students .5% Choose a percentage PPT growth in: • Overall College Readiness

indicator and for each Domain 3 subpopulations

• Overall Career Readiness Indicator and for each Domain 3 subpopulations

• Overall Military Readiness Indicator and for each Domain 3 subpopulations

Instructional Strategy #2 • Counselors will visit the 10th grade

World History and 11th grade English III class 4 weeks prior to the ASVAB to explain the benefits of taking the ASVAB for the Online Career Exploration Tools that will be provided as a result of taking the test.

• Counselors will assist students in

registering for the test.

• All students will be encouraged to take the ASVAB as a part of their career development goals.

• The freshmen in JROTC will have a

documented day of communicating the benefits of taking the ASVAB and its career planning element as preparation for taking the test in the following year.

OTHER MEASURES

Revised 10-12-2020

CAMPUS AREA OF FOCUS

CAMPUS STRATEGIC ACTIONS:


(Please include 1-2 measures per strategy)

Social Emotional

Social Emotional Strategy #1 • Reliance on student forums to

contribute to the creation of the Spring High School campus vision.

• These forums will evaluate the

implementation and effectiveness of relationships, transformation, and excellence among students and staff.

• Utilize Restorative Practices to promote a positive school culture that includes PBIS

• Utilize counselors and community

partners to address student and staff needs (online and in-person).

• Increase in communication as measured by the nine-week survey.

• A decrease in discipline incidents.

• Increase in attendance. • Increase in academic

performance. • Increase in student

participation in extracurricular clubs, sports, organizations, and events.

Social-Emotional Strategy #2 • Provide staff development in research-

based bullying prevention.

• Provide materials for suicide prevention, and conflict resolution.

• Counselors will facilitate individual and

small groups lessons/activities (online and in-person)

• A decrease in discipline incidents.

• A decrease in campus mediations.

• Increase in attendance. • Increase in academic

performance. • No Place for Hate Campus


CAMPUS ACTIONS:


(Please include 1-2 measures per strategy)

Parent Engagement

Parent Engagement Strategy #1 • Westfield High School will

communicate pertinent information to parents, students, and community via Newsletter, Emails, Blackboard Connect, Marquee, school websites, and social media outlets.

• Increase Parent Feedback • Parental Engagement Survey

Results • Percentages of two-way

communications • Parental Attendance to

campus events, Town Hall Meetings, etc.

Revised 10-12-2020

Parent Engagement Strategy #2 • Westfield High School will increase the

number of participants in the WHS Parent Townhall led by campus administrators. The parental meetings will be offered multiple times to ensure participation. An online platform via Zoom/Google Meets will be used to increase parental involvement. Westfield High School will seek parental input via surveys, Town Hall meetings, Open House, and Parental Events.

• Improved results on the Community Engagement Survey.

• Parent involvement increased.

FUNDING DETAILS


RESOURCES SUPPORTING OUTCOME FUNDING SOURCE AMOUNT

English I General supplies, material, instructional software, and hardware and resources. Professional development, incentives, tutors, supplemental pay for tutors, supplemental pay for intervention planning.

STATE COMPENSATORY EDUCATION

10,000.00

English II General supplies, material, instructional software, and hardware and resources. Professional development, incentives, tutors, supplemental pay for tutors, supplemental pay for intervention planning.


7500.00

Algebra I General supplies, material, instructional software, and hardware and resources. Professional development, incentives tutors, supplemental pay for tutors, supplemental pay for intervention planning/.


7500.00

Biology I General supplies, material, instructional software, and hardware and resources. Professional development, incentives, tutors, supplemental pay for tutors, supplemental pay for intervention planning/.


7500.00

U.S. History General supplies, material, instructional software, and hardware and resources. Professional development, incentives, tutors, supplemental pay for tutors, supplemental pay for intervention planning/.


5000.00

Social Emotional

General supplies, material, and resources. Professional development and parent development.

GENERAL FUND 2000.00

CCMR General supplies, material, and resources. Professional development student and parent development


Revised 10-12-2020

Parent Engagement

General supplies, material, and resources. Professional development and parent development.


After School Buses

To provide after school transportation to at-risk students who are part of the tutorial and intervention program at SHS.


$23000.00.

Choose one Click or tap here to enter text. Choose one source Click or tap here to enter text.

FUNDING DETAILS


KEY PERSONNEL FUNDING SOURCE AMOUNT

Math Teacher Jose Sarabia State Compensatory Education

59, 057.00

Science Teacher

Crystal Lee, Kathleen Black and Mark Salva State Compensatory

Education

177,171

Student Success Specialists

Avan Jordan and Jarvis Daugharty State Compensatory

Education

118,114

Edgenuity Teacher

Guy Anderson and Greg Thomas Welch State Compensatory

Education

59, 057.00

Edgenuity Teacher

Greg Thomas Welch State Compensatory

Education

59, 057.00

English Teacher

Angela Goforth State Compensatory

Education

59, 057.00

ESL Coach Jamie Welsh State Compensatory

Education

59, 057.00

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ESL Specialist Stephanie Vaugh State Compensatory

Education

59, 057.00

ESL Teachers Jose Ortiz, Jacqueline Duncan, Candance Blake, Amanda Owens.

State Compensatory

Education

177,171

Counselor Bettijuneeca Revada State Compensatory

Education

59, 057.00

Math Coach Roshunda Cropper State Compensatory

Education

59, 057.00

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