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Alief Independent School District

Taylor High School

2019-2020

Taylor High SchoolGenerated by Plan4Learning.com 1 of 84 February 6, 2020 1:31 pm

Mission StatementOur mission at Alief Taylor High School is to provide students with a world-class education

that will equip them with 21st century skills to compete in a complex, global economy.


Table of Contents

Comprehensive Needs Assessment 4Needs Assessment Overview 4Demographics 5Student Academic Achievement 6School Processes & Programs 7Perceptions 8

Priority Problem Statements 9Comprehensive Needs Assessment Data Documentation 10Goals 13

Goal 1: Taylor HS will close the achievement gap to ensure that all students reach their academic potential. 13Goal 2: Taylor High School will improve students' preparation for college and career. 47Goal 3: Taylor High School will maintain a safe and orderly environment. 56Goal 4: Taylor High School will recruit, develop and retain highly qualified and effective personnel. 64Goal 5: Taylor High School will continue to build positive relationships will all stakeholders. 69

Comprehensive Support Strategies 742019-2020 Campus Site-Based Committee 83Campus Funding Summary 84


Comprehensive Needs Assessment

Needs Assessment Overview

Committees and teams of administrators, counselors, specialists and teachers work together each month of the school year to develop and monitor actionplans that are based on the the needs outlined here. Via monthly check-ins, PLCs, the observation of the implementation of practices and our Lion Pridecommitment to our mantra of "All In!" the machine works to generate a culture of success.


Demographics

Demographics Summary

ATHS student population is approximately 3100 students (50% Hispanic, 33% African American, 11% Asian, 2.5% white, and 2% American Indian).ATHS staff is approximately 330 including administration, teachers, counselors, paraprofessionals and custodians. Approximately 80 parents areconsistently involved in the ATHS Parent Center. The ATHS school community largely reflects largely a middle to low middle socio-economic status thereare myriad businesses, churches, libraries and public school campuses. The Alief district itself has approximately 46,000 students.

Demographics Strengths

The diversity of the ATHS staff reflects the ethnic and cultural diversity of ATHS students.


Student Academic Achievement

Student Academic Achievement Summary

Currently, fall and spring semester boot camp dates have been established to arm students with more test-taking strategies for their success during SAT.

Further, EOC after-school tutorial dates are offered to students who require more intense practice for test-taking success.

CCAs and DCAs in State-assessed core courses offer meaningful diagnostic data for instructional modifications for student mastery.

Student Academic Achievement Strengths

There is remarkable continuity in the formal assessment of our students across content areas.

Teachers spend meaningful time during PLC sessions to review DCA and CCA data as well as to discuss the formative data obtained from implementingthe lesson plan.


School Processes & Programs

School Processes & Programs Summary

ATHS facilitates the Buddy and Mentor system to support new staff to ATHS and staff who are new to the profession respectively. Team Lead teacherssupport and facilitate team teachers in planning and lesson implementation. Campus specialists facilitate PDs, collect data and ensure the integrity ofcontent instruction. ATHS Administrative teams oversee, pilot, frame and evaluate initiatives and programs that best support students and staff in theeducation process.

School Processes & Programs Strengths

As an organization, ATHS is forward-moving, pro-active and adaptive. The various teams and committees of the the school organization work together tosupport the school mission and vision.


Perceptions

Perceptions Summary

The culture of ATHS is one of diversity reflecting support of student success, professional development as well as the comprehensive support andnurturance of the entire school community. The climate of ATHS has a distinctive character that reflects communication, collaboration, hard work andcelebration. ATHS believes that all students have the potential to succeed and has comprehensively platformed the components of Sean Cain's text, TheFundamental 5 to ensure that the teaching and learning experiences in classrooms are rich, adaptive, purposeful and standards-based.

Perceptions Strengths

ATHS strengths include a common discourse about Fundamental 5 instructional expectations. Departments and teams work well together to satifsfy campusand district expectations. ATHS addresses the needs of the campus based on the feedback it receives from staff, students and community stakeholders. TheATHS Parent Center contributes greatly to the strengths of the campus culture and climate as parents are actively involved and feel informed andknowledgeable about campus happenings. Also, communication between staff and between staff and students is valued.


Priority Problem Statements


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

Student Achievement DomainStudent Progress DomainClosing the Gaps DomainEffective Schools Framework dataComprehensive, Targeted, and/or Additional Targeted Support Identification dataFederal Report Card Data

Student Data: Assessments

STAAR End-of-Course current and longitudinal results, including all versionsSTAAR Released Test QuestionsTexas 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 8Local diagnostic reading assessment dataLocal diagnostic math assessment dataLocal benchmark or common assessments data

Student Data: Student Groups

Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groups


Special programs data, including number of students, academic achievement, discipline, attendance, and rates of progress for each student groupEconomically disadvantaged / Non-economically disadvantaged performance and participation dataMale / Female performance, progress, and participation dataSpecial education/non-special education population including discipline, progress and participation dataMigrant/non-migrant population including performance, progress, discipline, attendance and mobility dataEL/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 dataSection 504 dataGifted and talented dataResponse to Intervention (RtI) student achievement data

Student Data: Behavior and Other Indicators

Completion rates and/or graduation rates dataAnnual dropout rate dataAttendance dataMobility rate, including longitudinal dataDiscipline recordsViolence and/or violence prevention recordsStudent surveys and/or other feedbackClass size averages by grade and subjectSchool safety dataEnrollment trends

Employee Data

Professional learning communities (PLC) dataStaff surveys and/or other feedbackState certified and high quality staff dataCampus leadership dataCampus department and/or faculty meeting discussions and dataProfessional development needs assessment dataEvaluation(s) of professional development implementation and impactTTESS dataEquity data

Parent/Community Data

Parent surveys and/or other feedback


Parent engagement rateCommunity surveys and/or other feedback

Support Systems and Other Data

Organizational structure dataProcesses and procedures for teaching and learning, including program implementationCommunications dataCapacity and resources dataBudgets/entitlements and expenditures dataStudy of best practicesAction research results


Goals

Goal 1: Taylor HS will close the achievement gap to ensure that all students reach their academicpotential.

Performance Objective 1: ESF: By the end of May 2020, 90% (148/164) of all certified Alief Taylor HS teachers will have lesson plans that include anobjective, opening/closing activities, appropriate lesson sequencing, instructional activities (with differentiation), and formative assessments.

Evaluation Data Source(s) 1:

Summative Evaluation 1:

Targeted or ESF High Priority

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

Comprehensive Support StrategyTargeted Support Strategy

ESF LeversLever 5: Effective Instruction

1) All teachers will turn in LPs by 3PM on theFriday that is one week before implementation

2.5, 2.6 ContentSpecialists,Admin

Best instructional practices of Fundamental 5yield high student performance and proactive,effective instructional planning.

TEA PrioritiesBuild a foundation of reading and math

Improve low-performing schools2) All teachers are part of the PD refresher that isdesigned to calibrate understanding of theFundamental Five components for classroominstruction.

2.5, 2.6 Taylor AdminContentSpecialists

Campus-wide aligned instructional practices thatare "Set-up for Success"





TEA PrioritiesBuild a foundation of reading and math

3) Model and practice the implementation of theFundamental Five during campus and contentPLCs.

2.5, 2.6 Taylor AdminContentSpecialists



TEA PrioritiesImprove low-performing schools

4) Create CWT form that is aligned toFundamental Five lesson plan

2.5, 2.6 AdminContentSpecialistsTeam Leadteachers



ESF LeversLever 5: Effective Instruction

5) Introduce staff to the CWT and LP in firstquarter.

2.5, 2.6 ContentSpecialists

After PD, teachers will develop lesson plans thatincorporate all components of the lesson cycle(objective/instructional input, guided practice,independent practice, closure, differentiation)


TEA PrioritiesImprove low-performing schools

6) Schedule CWTs with the following criteria:Baseline walks; Paired walks

2.5, 2.6 AdminContentSpecialists


= Accomplished = Continue/Modify = No Progress = Discontinue


Goal 1: Taylor HS will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 2: The graduation rate will increase by 2% for cohort 2019 and again in 2020.





Comprehensive Support Strategy1) Counselors will evaluate transcripts by cohortand provide / write graduation plans to meetgraduation requirements.

Research: 34

2.4, 2.5, 2.6 All counselors Improved graduation rate.Improved marking period grades.

Comprehensive Support StrategyAdditional Targeted Support Strategy

2) Counselors will create and promote awarenessof CATE programs for all students and placestudents into courses according to their plan ofstudy and graduation requirements.

Research: 16, 34

2.4, 2.5 All counselors Enrollment data, AYP, AEIS


3) Counselors and assistant principals will createand promote awareness of Edgenuity and NightSchool to enable students to gain and recovercredits.

Research: 58

2.4, 2.5, 2.6 All counselors Report cards, transcripts, AEIS, AYP

4) Accountability assistant principals willmonitor the entry and withdrawal process viaindividual conferences of high risk students.

Research: 34, 59

2.4, 2.5, 2.6 Dr. Price, Ms. Melendez, Toni Smith

AEIS, AYP

Funding Sources: State Comp Ed (SCE) - 1000.00





5) THS Campus Interventionist and THSLeadersip will offer Saturday STAAR EOCtutorials to assist student in passing STAAREOC and their classes.

Research: 58

2.4, 2.5, 2.6 M. RobinsonATHSAdministration

STAAR EOC test reports,Report cards,AEIS, AYP

Funding Sources: Title I - 2000.00




Performance Objective 3: English I / II STAAR EOC performance will increase by 7%.






1) All students eligible to take EI / EII STAAREOC will take benchmark exams. Teachers willuse data from DMAC to drive instruction basedon the TEKS performance.

Research: 34, 36-37, 100, 302

2.4, 2.5, 2.6 LaRhonda TaplinELA TeachersYulanda LewisK. MarianiI. Hlayhel

ELA EOC Accommodations, SPED and ESLTester lists, DCA Benchmark

2) All English I / II teachers will be SIOP-trained. These teachers will designate oneplanning day a nine-weeks to incorporate thesestrategies into the upcoming units and lessons.

Research: 183-185, 287-295

2.4, 2.5, 2.6 ELA TeachersLaRhonda TaplinRobyn DavisPhillip HarrisonLiberty RodilI. HlayhelK. Mariani

3) Teachers will increase rigor through the use ofthe reading and writing workshop models,Fundamental 5 lesson plans that incorporateCollege Board critical annotation and check-for-understanding questions.

Research: 185-185, 187, 195-196

2.4, 2.5, 2.6 LaRhonda TaplinELA Teachers

Marking period gradesSTAAR EOC

Additional Targeted Support Strategy4) Teachers will be provided with time forcollaborative scoring of composition writing forEnglish I / II calibration using the Statecomposition rubrics.

Research: 183-184, 196

2.4, 2.5 EI and EII ELATeachersLaRhonda Taplin

STAAR EOC




5) Taylor HS will increase the rigor of ELAclasses to increase achievement on EOC tests,ACT/SAT tests and Advanced Placement tests.

Research: 185-186, 187, 195

ELA TeachersLaRhonda Taplin Tiffany GowansBeth Roberts

6) Taylor HS will increase the rigor of ELAclasses to increase achievement on EOC tests,ACT/SAT tests and Advanced Placement tests.

Research: 185-186, 187, 195

2.4, 2.5, 2.6 ELA TeachersLaRhonda Taplin Tiffany GowansB. Roberts


7) Teachers will work on collaborating with allstaff on the common literacy language oncampus.

Research: 183-184, 187, 195-196

2.4, 2.5 ELA TeachersLaRhonda TaplinTiffany GowansKydra HubbardAmy BrownCarmelitaDeransburg

PLC, Professional Development, staff meetings

Comprehensive Support Strategy8) Taylor will provide ELA learningopportunities for staff and students to increasethe cohort's reading comprehension andgraduation rates.

Research: 187-189, 192-195

2.4, 2.5, 2.6 ELA teachersLaRhonda TaplinTiffany Gowans

Comprehensive Support Strategy9) Taylor will provide ELA learningopportunities for staff and students to increasethe cohort's reading comprehension andgraduation rates.

Research: 187-189, 192-195

2.4, 2.5, 2.6 ELA teachersLaRhonda TaplinTiffany Gowans

Comprehensive Support Strategy10) Taylor will design a learning community thattakes advantage of best practices, co-teaching.Also, multiple delivery systems activities will beoffered that promote investigation, creativecritical thinking and hands-on projects.

Research: 183-186, 196

2.4, 2.5, 2.6 ELA teachersTaylor Faculty

STAAR EOCPLCTeam Meeting



Performance Objective 4: African-American, Hispanic and Eco-Dis student populations will increase EOC performance by 7%.





1) All students eligible to take STAAR EOCEnglish I / II will take DCAs. Teachers will usethese exams and CCA data from DMAC to driveinstruction based on the TEKS performance.

Research: 34, 36-37, 100, 302

2.4, 2.5, 2.6 ELA TeachersLaRhonda TaplinPhillip HarrisonRobyn Davis


2) Teachers will be trained and utilize DMAC,Schoology, TEA and Region 4 LiteracyLanguage in analysis protocol.

Research: 185, 187-195

2.4, 2.5, 2.6 ELA teachersLaRhonda Taplin


3) Utilize first-time tutorials, DMAC data andprescriptive reading classes to improve STAAREOC English I / II readiness.

Research: 58

2.4, 2.5, 2.6 AdministrationELA teachersLaRhonda TaplinM. Robinson


4) Utilize retest tutorials to improve STAAREOC English I / II readiness.

Research: 58

2.4, 2.5, 2.6 AdministrationELA teachersLaRhonda TaplinM. Robinson



Performance Objective 5: All English classrooms will utilize critical annotation of text pieces to increase thinking and rigor.





Comprehensive Support Strategy1) All English classrooms will utilize criticalannotation of text pieces to increase thinking andrigor.

Research: 187-196; 225, 236

2.4, 2.5, 2.6 ELA teachersLaRhonda Taplin

CWTs, marking period report cards, DCAs,semester exams, STAAR EOC


2) Teachers and student will increase use ofdigital platforms and devices includingSchoology, Remind 101, Kahoot!, ipads, laptops,BYODS in all ELA classrooms.

2.4, 2.5, 2.6 ELA teachersLaRhonda TaplinYuLanda NeslsonCatrina ChatmanAllisonWilloughby

CWTs, marking period report cards, Semesterexams, STAAR EOC

Comprehensive Support Strategy3) Teachers will utilize the ELA lesson planmodel to improve instruction and rigor.

Research: 187-196, 225, 238

2.4, 2.5 ELA teachersLaRhonda TaplinPhillip HarrisonRobyn Davis

PLC Staff Development


4) English teachers will use literacy strategiesand write their ELPS learning objectives daily.

Research: 187-196, 225, 238

2.4, 2.5, 2.6 ELA teachersLaRhonda TaplinPhillip HarrisonRobyn Davis

PLCStaff Development

5) English teachers/will organize afterhours andweekend activities to showcase students' readingand writing skills (Scholastic Awards, LiteraryAwards Night)

Research: 187,-196, 225, 236

2.4, 2.5 ELA teachersLaRhonda TaplinPhillip HarrisonRobyn Davis






6) English teachers will attend professionaldevelopment sessions to learn new strategies forimplementing literacy and digital technologyeffectively in all classrooms.

Research: 187196, 281

2.4, 2.5 ELA teachersLaRhonda TapinPhillip HarrisonRobyn Davis

PLC Staff Development


7) Taylor HS students will increase literacy byparticipating in the Spring campus-selectedRead-around-the-Planet novel selection

2.4, 2.5, 2.6 THS AdminTHS SpecialistsTHS teachers




Performance Objective 6: Math STAAR EOC scores will increase by 7% in Level II approaches grade level.






1) Math specialist and math team leaders willmeet twice a month to plan team PLCs anddiscuss ways to increase the rigor of lessons andkeep students engaged with instruction.

Research: 183-184, 196, 200-201

2.4, 2.5 Amy BrownJun LiMath teachersMath teamleaders

DMAC, Math curriculum, SIOP strategies, mathmeetings


2) Math leadership will conference with AlgebraI teachers about their specific plans for identifiedincoming 9th grade students to be successful.

2.4, 2.5, 2.6 Amy BrownTresla Isaac,MarjoryeRobinsonPhillip HarrisonTaylor Mathteachers

PLC, DMAC, iReady


3) Math leadership will conference withGeometry and Algebra II teachers about theirspecific plans for identified 10th and 11th gradestudents to be successful and meet graduationrequirements.

Research: 183-184, 187, 196, 200-201

2.4, 2.5, 2.6 Amy BrownJun LiMath teachers

DCABenchmarkDMAC




Performance Objective 7: 10% of cohort 2022 will achieve a Level III Advanced Performance Score on Algebra I STAAR EOC






1) All students eligible to take Algebra I STAAREOC will take benchmark exams and DCAs.Teachers will use these exams and CCA datafrom DMAC to drive instruction based on theTEKS performance.

Research: 183-184, 196, 200-201

2.4, 2.5, 2.6 Amy BrownJun LiTresla IsaacMath teachers

DMACMath curriculumSIOP strategiesMath meetings


2) Teachers will be trained and utilize SIOP andDMAC data analysis protocol in PLC

2.4, 2.5, 2.6 Amy BrownTresla IsaacMath teachers



3) Utilize tutorials to improve STAAR EOCAlgebra I and college readiness

Research: 16-17, 302

2.4, 2.5, 2.6 Amy BrownTresla IsaacMath teachersMarjoryeRobinson

STAAR EOC Algebra I resultsTutorial attendance

Additional Targeted Support Strategy4) Utilize data analysis to identify deficits inlearning and adjust teaching as necessary.

Research: 100


STAAR EOC Algebra resultsTutorial attendance





Performance Objective 8: All Math classrooms will utilize Literacy and technology to increase Thinking and Rigor.





1) Teachers and students will increase use ofdigital platforms in all math classrooms.

Research: 187-196, 281

2.4, 2.5, 2.6 Amy BrownTresla IsaacMath teachersMath teamleadersTechnologyspecialists

CWTsMarking period gradesDCAsSemester examsSTAAR EOC

Comprehensive Support Strategy2) Teachers will utilize the components of TheFundamental 5 model to improve instruction andrigor.

Research: 183-184, 196, 200-201

2.4, 2.5, 2.6 Amy BrownTresla IsaacJun LiM. HughesD. LewisMath teachersM. Robinson

CWTs9 week gradesCCAs

Comprehensive Support Strategy3) Math teachers will use literacy strategies thatinclude reading, writing and speaking as well asthose associated with the Write Right initiativefor 2018-2019.

Research: 187-196, 225, 236


CWTs9 week gradesDCAsSemester examslesson plansstudent work

Comprehensive Support Strategy4) Math teachers will attend professionaldevelopment sessions to learn new strategies forimplementing literacy and digital technologyeffectively in all classrooms.

Research: 187-196, 258, 281

2.4, 2.5, 2.6 Amy BrownTresla IsaacMath teachersM. Robinson

Lesson plansCWTsPresentation of strategies to department by thosewho attend the sessions.



Performance Objective 9: 98% of all first time test takers will achieve approaches grade level standard on the US History EOC.






1) Teachers will increase rigor though the use ofFundamental 5 lessons that incorporate criticalwriting, group discussions and hands onactivities.

Research 36-37, 302

2.4, 2.5, 2.6 K. HubbardD. HughesD. LewisTaylor SSteachersFundamental 5Team

Lesson PlansCWTs

Comprehensive Support Strategy2) Teachers will design learning communitiesthat analyze data of formative and summativeassessments, curriculum implementation andcollaboration of differentiated instructionalstrategies.

Research: 225, 236, 250, 256

2.4, 2.5, 2.6 K. HubbardDr. W. PriceD. LewisDr. MayesTaylor SSteachersDistrictcoordinator

9-week gradesSTAAR EOC


3) STAAR EOC tutorials will be offered to allstudents after school and online throughEdgenuity, STAAR Online Tutorials. Research: 225, 236, 250, 256

2.4, 2.5, 2.6 K. Hubbard, D. LewisTaylor SSteachersDistrictCoordinator

9week gradesSS STAAR EOC





4) All grade level teachers will participate inFundamental Five initiative for effective lessonimplementation (Framing the Lesson, the PowerZone, Frequent Small Group Purposeful Talk,and Critical Writing Skills.

Research: 225, 236, 250, 256

2.4, 2.5, 2.6 K. Hubbard, M.Hughes, D.Lewis, and TaylorSS Teachers,Fundamental FiveTeam

Lesson PlansCWT




Performance Objective 10: The Social Studies Department will utilize infusion methods to increase students' competency in historical thinking.






1) All grade-level teachers will attendprofessional development sessions to learn newstrategies for implementing historical thinkingskills effectively in all classrooms.

Research: 123-130

2.4, 2.5, 2.6 K. Hubbard,M. HughesDr. MayesD. LewisTaylor AP SSteachers

9-week gradesDCAs


2) All grade level teams will conduct a studentneeds assessment via DMAC data, State testingdata and classroom observations to create andupdate lesson plans tat focus on studentacquisition of problem-solving, decision makingand analysis skills.

Research: 183-184, 196, 200-201

2.4, 2.5, 2.6 K. Hubbard,Dr. PriceDr. MayesD. LewisTaylor AP SSteachers

9-week gradesDCAs


3) All Social Studies teachers will requirestudents to use Interactive Notebooks to allowstudents the opportunity to organize learning in away that allows the use of multiple intelligencesand critical-thinking skills.

Research: 183-184, 196, 200-201

2.4, 2.5, 2.6 K. HubbardSS teachersDistrictCoordinator

Every 3weeks



Performance Objective 11: The number of Social Studies students receiving a 1 on AP exams will decrease by 10%.






1) AP, PreAP teachers and specialists will attendprofessional development to remain up to date onCollege board student and teacher expectations.

Research: 128-130

2.4, 2.5, 2.6 K. Hubbard,M. HughesDr. MayesD. LewisB. RobertsTaylor AP SSteachers

AP participationPreAP report card grades

Comprehensive Support StrategyTEA Priorities

Build a foundation of reading and math2) AP and Pre AP teachers will administercommon writing prompts and analyze studentwork samples during district AP vertical teammeetings to modify and differentiate instructionResearch: 123-130

2.4, 2.5, 2.6 K. Hubbard,Dr. PriceDr. MayesD. LewisB. RobertsTaylor AP SS teachers

AP classes, AP exams, AP teachers


3) Students will participate in AP practice testingand benchmark testing.

Research: 123-130

2.4, 2.5, 2.6 K. Hubbard,M. HughesD. LewisB. RobertsTaylor AP SSteachersSS teachers

AP examsAP Lesson Plans





4) All grade level teachers will participate incampus Fundamental 5 critical writing initiativeto increase students' historical thinking andwriting skills.

Research: 225, 236, 250, 256

2.4, 2.5, 2.6 K. Hubbard,M HughesB. RobertsTaylor SSteachersFundamental 5Team

Lesson Plans,CWTs




Performance Objective 12: 10% of US History EOC students will achieve a Level III Advanced score on their EOC exam.






1) All students eligible to take STAAR EOC USHistory will take CCAs and DCAs. Teachers willuse the data from these exams to driveinstruction based on the TEKS performance.

Research: 34, 36-37, 100, 302

2.4, 2.5, 2.6 K. Hubbard,M. HughesB. RobertsTaylor AP SSteachers

SS STAAR EOC


2) Teachers will be trained and utilize DMACdata analysis.

2.4, 2.5, 2.6 K. HubbardTaylor AP SSteachers

9week gradesSTAAR EOC


3) Students will utilize tutorials to improveSTAAR EOC US History readiness.

2.4, 2.5, 2.6 K. Hubbard,Dr. PriceDr. MayesM. Robinson

STAAR EOCTutorial attendance




Performance Objective 13: All Science classrooms will utilize scientific literacy to increase "scientific thinking."






1) Teachers and students will increase use ofdigital technology in all science classrooms.

Research: 203-247

2.4, 2.5, 2.6 C. DeransburgTaylor ScienceteachersTechnologyspecialists

CWTs, 9week grades, DCAs, Semester exams,STAAR EOC Biology exam


2) Students in science classes will use approvedABL tools (Hokki stools, pedal chairs) toimprove the active engagement of studentsduring class time.

Research: MISC1

2.4, 2.5, 2.6 C. DeransburyTaylor Scienceteachers

BIP Walk-through documentsDiscipline referrals


3) Science teachers will use science literacystrategies (read, write, speak) a minimum ofthree times each week.

Research: 203-247

2.4, 2.5, 2.6 C. DeransburgTaylor Scienceteachers

CWTs, 9week grades, DCAs, Semester exams,STAAR EOC Biology exam, lesson plans, studentwork.

4) Science teachers will attend professionaldevelopment sessions to learn new strategies forimplementing scientific literacy and digitaltechnology effectively in all classrooms.

Research: 187-196, 258, 281


Lesson PlansCWTsPresentations of strategies to department by thosewho attend the sessions





5) Teachers will utilize SIOP strategies to helpstudents with critical thinking skills in alllessons.

Research: 183-185, 287-289


CWTs 9week gradesScience assessments

Comprehensive Support Strategy6) Students in all elective science courses willparticipate in the campus science fair.

Research: 203-247


Campus, District, regional and state science fairparticipation




Performance Objective 14: Student performance on the STAAR EOC Biology assessment will increase by 10% at all levels (Approaches, Meets, Masters)





Comprehensive Support Strategy1) All students eligible to take STAAR EOCBiology will take benchmark exams and DCAs.Teachers will use these exams and CCA datafrom DMAC to drive instruction based on TEKSperformance.

Research: 58

2.4, 2.5, 2.6 C. DeransburgD. Lewis, P. Harrison,Taylor Scienceteachers

STAAR EOC Biology

Comprehensive Support Strategy2) Students will utilize tutorials to improveSTAAR EOC Biology readiness.

Research: 128-130

2.4, 2.5, 2.6 C. DeransburgD. Lewis, P. Harrison,Taylor Scienceteachers

STAAR EOC Biology resultsTutorial attendance




Performance Objective 15: The Science Department will increase the number of 3s and 4s on the AP Science exams by 5%.





Comprehensive Support Strategy1) AP, PreAP teachers and specialists will attendprofessional development to remain up-to-dateon College Board student and teacherexpectations.

Research: 128-130

2.4, 2.5, 2.6 C. DeransburgD. LewisTaylor Scienceteachers

AP participationPreAP report card

Comprehensive Support Strategy2) AP students will participate in weekly FRQwriting to improve their free-response writing.

Research: 203-247


DMACAP exams

Comprehensive Support Strategy3) Students will participate in AP practice testingand benchmark testing.

Research: 123-130


AP exams




Performance Objective 16: 75% of academic departments (English, Science, Math, and Social Studies) will submit 3 practice questions each unit of each9 weeks to be uploaded as a Schoology practice assessment for Listening, Speaking, Reading, and Writing.






1) General ED/sheltered/ESOL teachers thathave been SIOP-trained and showing weaknesseswill review one of the components of SIOP.Each teacher assigned a component will practicethe strategy in his/her classroom.

Research: 287-289

2.4, 2.5, 2.6 K. MarianiI. HlayhelContentspecialistsESL teachersESLadministrator

PLCCWTs



2) SIOP-trained teacher will be invited to attendan evening SIOP component training.

Research: 287-289

2.4, 2.5, 2.6 K. MarianiI. HlayhelContentspecialistsESL teacherESLadministrator

CWTs




Performance Objective 17: ESL Department will assist staff with identifying 100% of the current and monitored LEP students (Y, I, W, F, S, M3, M4) inall courses each 9 weeks.





Comprehensive Support Strategy1) Cognos/eSchool Plus will be used to identifyLEP and Monitor students by teacher.

Research: 34,59

2.4, 2.5, 2.6 K. MarianiI. HlayhelESL parasESL teachersESLadministrators

Address any further teacher questions about LEPstudents


2) The LEP folder containing LEP/Monitorstudents by teacher will also contain the exitcriteria information and instructionalaccommodation information.

Research: 34, 59

2.4, 2.5, 2.6 K. MarianiI. HlayhelESL parasESOL teachersESLadministrators.

Address any further teacher questions about LEPstudents.




Performance Objective 18: At Least 20% of ELLs (Y,I,W) at Taylor High School, grades 9-12 will progress at least 1 level in TELPAS composite score.






1) In 2019-2020 at least 3 teachers will attend the3-day SIOP training.

Research: 287-289

2.4, 2.5, 2.6 ESL DCESL teachersESLAdministratorsDistrict specialist

PLCCWTs


2) Teachers of ESL students in ESOL I/II andELAR will review results of DCA data andscaffold instruction accordingly.

Research: 281, 232-233

2.4, 2.5, 2.6 ESL DCContent specialistESL teachersESLadministrator

PLC


3) ESL DC will have a TELPAS readingassessment talk will all sheltered and ESOLclasses to promote the seriousness of theassessment.

Research: 218, 232-233

2.4, 2.5, 2.6 ESL DC Roster attendance




Performance Objective 19: At least 5% of 1st time ELL testers enrolled in sheltered ESOL and Eng II-E will meet the approaches or higher standard forSTAAR English I / English II EOC Exam..






1) In 2019-2020 at least 3 teachers will attend the3-day SIOP training.

Research: 287-289

2.4, 2.5, 2.6 ESL DCELA Specialist

PLC

Comprehensive Support Strategy2) Teachers of ESL students in ESOL I/II andELAR will review results of DCA data andscaffold instruction accordingly.

Research: 289

2.4, 2.5, 2.6 ESL DCELA specialist

P:C


3) Push-in support by interventionist in all ESOLand sheltered English classes at least twice aweek.

Research: 289

2.4, 2.5, 2.6 ESL DCELA specialist

PLC

4) 85% LEP students that have not passed theEnglish I/II reading STAAR assessment will beplaced in a reading class to support literacy in allcore classes.

Research: 289

2.4, 2.5, 2.6 ESL DCESLadministrators

Report card gradesSTAAR EOCCognos reportsTELPAS results



Performance Objective 20: 66% of Special Education students in 9th, 10th and 11th grade taking the STAAR EOCs will meet or exceed the 2020 Statestandards.






1) Determine appropriate State assessment foreach student. Department Chair/ARD facilitatorand ARD committee will analyze test history,lexile, current services, and current classroomprogress to determine appropriate Stateassessment.


2.4, 2.5, 2.6 Department ChairARD facilitatorsReading teachersSPEDAdministratorCampus SPEDcoordinator

Texas Assessment program participationverification

Report cards


2) Determine additional supports. Studentsidentified to take previously STAAR M willhave additional support of Title I reading addedto current schedule in conjunction with currentlevel English class.

Research: 36, 37, 224, 188


Student schedulesSPED tester list


3) SPED teachers will utilize technologyresources including Edgenuity.

Research: 36-37, 187, 258, 275, 278


Texas Assessment program participationverification

Report Cards





4) SPED co-teachers and general educationteachers of record will be trained to successfullyimplement assistive technology in the generaleducation classrooms.

Research: 36-37, 187, 258, 275, 278


Report cardsFailure reports




Performance Objective 21: The Special Education Department will increase passing percentage of special education students in content areas by 10%.






1) All students receiving special educationservices will be assigned a tracking teacher.

2.4, 2.5, 2.6 Department ChairARD facilitatorsSPEDAdministratorCampus SPEDcoordinator

Marking period progress/report cardsSPED monitoring formsCommunication logs

Funding Sources: State Comp Ed (SCE) - 2000.00Comprehensive Support Strategy

Additional Targeted Support Strategy2) SPED DC and SPED tracking teachers willuse multiple strategies to assess and address theneeds of SPED populations enrolled in CTE.

Research: 36-37




3) Teachers will follow progress cycle andmaintain communication with teachers, studentsand parents in regard to academics and behaviorand help determine and document a plan ofaction for student success.

Research: 36-37, 163-164






Goal 2: Taylor High School will improve students' preparation for college and career.

Performance Objective 1: Taylor High School will provide on-going college preparation and career preparation services to all students.

Title 1 ($1500)






1) Various colleges and universities will visit thecampus and hold conferences at least every twoweeks to provide information related toapplications and services for their campus.

Research: 42, 129-130

2.4, 2.5, 2.6 Taylor counselorsA. Green-PerryB. Roberts

Graduation rateNumber of students enrolled in degree program


2) Counselors will set up presentations regardingcollege entrance and financial aid assistance forundocumented students.

Research: 129-130

2.4, 2.5, 2.6 Taylorcounselors,A. Green-Perry, B. Roberts

Lab logs

Number of students enrolled in degree program

Comprehensive Support Strategy3) Students will have access to military recruiterswho will discuss their options after high schoolshould they choose to pursue a career in themilitary.

Research: 129-130

2.4, 2.5, 2.6 Taylorcounselors, A. Green-Perry, B. Roberts

Graduation rate

Number of student enrolled in degree program.





4) College and career center lab will be providedso that students can complete applications andresearch college and career opportunities.

Research: 129-130

2.4, 2.5, 2.6 Taylorcounselors, A. Green Perry, B. Roberts

Lab logsNumber of students enrolled in degree program



5) Teachers of all contents support our campusliteracy initiative, Write Right with establishedweekly dates for reading and written response.

Research: 129-130

2.4, 2.5 Fundamental 5TeamTaylor contentspecialistsTaylorAdministration

Fundamental Five Observation FormGoogle logsDistrict monitor




Performance Objective 2: Taylor High School will continue to evaluate the effectiveness of the GT program and use data to make decisions aboutrefinement.





Comprehensive Support Strategy1) PreAP teachers will submit failure logs every3rd and 6weeks of grading periods to AdvancedAcademics coordinator to track and monitorstudents achievement in these courses.

Research: 100, 163-165

2.4, 2.5 Taylor counselorsA. Green-PerryB. Roberts

Grade reports

Comprehensive Support Strategy2) AP teachers will meet once a nine-weeks todiscuss updates from the College Board andactivities going on related to AP workshops andthe AP exam.

Research: 100, 183-184

2.4, 2.5 Taylor counselorsA. Green PerryB. Roberts

Meeting agendas and minutes

Comprehensive Support Strategy3) AP students will be offered tutorials and testprep sessions for additional support via AdvancedAcademics.

Research: 100, 183-184

2.4, 2.5 B. Roberts Meeting agenda and minutes

Comprehensive Support Strategy4) AP students offered tutorials and test prepsessions for additional support via AdvancedAcademics

Research: 100, 44, 46

2.4, 2.5 B. Roberts Tutorial and test prep sign-in sheets, grade reports,AP exam enrollment and College Board examresults



Performance Objective 3: Taylor High School will provide career guidance activities appropriate to the grade-level to ensure proper student placement incoherent course sequences.





Comprehensive Support Strategy1) Students will be invited to participate in fieldtrips to local colleges, universities and technicalschools that they are interested in attendingprovided they maintain good attendance and arepassing their classes with a 75 or higher.

Research: 14

2.4, 2.5, 2.6 Taylor counselorsA. Green-PerryB. RobertsTaylor specialists

Marking period grades




Performance Objective 4: Taylor High School will ensure students in the AVID program are meeting standards established by the program.





Comprehensive Support Strategy1) AVID coordinator will meet with the ILTteam one every 9-weeks to discuss AVID school-wide instruction, systems, leadership and culture.

Research: 37-46

2.4, 2.5 Taylor counselors T. GowansSpecialistsB. RobertsCampus ILT

Meeting agendas and minutes

Comprehensive Support Strategy2) AVID college tutors will be hired as part-timesupport for students enrolled in AVID electives.

Research: 37-46

2.4, 2.5 C. Huseman 9 weeks report cardsTutorial observationsTutorial reflection (tutor and student).

Comprehensive Support Strategy3) Teachers will attend AVID Path Trainingand/or AVID Summer Institute and otherprofessional development opportunities.

Research: 37-46

2.4, 2.5, 2.6 T. GowansTaylor specialists

Enrollment and completion certificates fromtrainings.

Comprehensive Support Strategy4) AVID program will host field trips to collegesand other educational venues.

Research: 37-46

2.4, 2.5, 2.6 T. Gowans Bus requisition formsShort Leave FormsStudent Reflection and assignments




Performance Objective 5: Taylor High School will provide students with a wide selection of courses to support the needs and current trends in education.





Comprehensive Support Strategy1) Elective teachers will utilize the latest trendsand resources to make their course work relevantto the college and career application.

Research: 36

2.4, 2.5, 2.6 Taylor counselorsA. Green-PerryB. RobertsTaylor specialistsElective teachers

Student participation in course

Marking period grades

Comprehensive Support Strategy2) Students will be advised of the number andnature of CTE courses and electives available.

Research: 36, 41-42

2.4, 2.5, 2.6 Taylor counselorsA. Green-PerryB. RobertsTaylor specialistsElective teachers

Student participation in course

Grade averages

Comprehensive Support Strategy3) AVID program will host field trips to collegesand other educational venues.

Research: 37-46

2.4, 2.5, 2.6 T. Gowans Bus requisition formsShort Leave formsStudent reflection assignments




Performance Objective 6: Taylor High School students will be encouraged to become members of clubs and organizations that help them prepare forcollege and careers.





Comprehensive Support Strategy1) Clubs and organizations will hold monthlymeetings to support the effectiveness andcommunities of their organization.

Research: 13-15

2.4, 2.5, 2.6 Taylor counselorsA. Green-PerryM. BainesTaylor specialistsClub sponsors

Attendance reports

Funding Sources: Title I - 500.00Comprehensive Support Strategy

2) Clubs and organizations will participate inactivities such as competitions, filed trips,campus events to build participation andexperience for college and career.

Research: 13-15


Participation numbers/events calenda

Comprehensive Support Strategy3) Clubs and organizations, and elective classteachers/sponsors will utilize the latest trendsand resources to make their programs relevant tocollege and career application.

Research: 13-15


Club and sponsor meetings/discussions





Performance Objective 7: Taylor High School students will be encouraged to participate in campus literacy efforts such as Read-around-the Planet novelselections.




Goal 3: Taylor High School will maintain a safe and orderly environment.

Performance Objective 1: 95% of all students in all sub groups will meet ADA





Comprehensive Support Strategy1) Monitor daily attendance input withadministrative accountability

Research: 34-35

2.4, 2.5, 2.6 Dr. PriceT. Smith

District Dropout and Attendance Reports


2) Develop meaningful and relevant relationshipswith all students


2.4, 2.5, 2.6 Taylor Staff District Dropout and Attendance Reports, STAAREOC results, Report Card Grades

Comprehensive Support Strategy3) Increase data analysis of full and partial dayabsences with attendance contracts forintervention

Research: 34-35, 58-59



Comprehensive Support Strategy4) Continue Celebrations, recognition andincentives for perfect attendance


2.4, 2.5, 2.6 P. PowellT. Smith





Comprehensive Support Strategy5) Taylor High School will implement a MentorProgram. Students who are 2020 cohort andconsidered "at risk" of not graduating eitherbecause of being behind on credits, not havingpassed all 5 EOC tests, or both, are provided amentor.




Comprehensive Support Strategy6) Staff will recommend students connect withcontracted consultants for the gang relatedprogram as students in need of interventions.Consultants will be provided to students formotivation and future planning.

Research: 166-182

2.4, 2.5, 2.6 CounselorsCIS TeamCampus officeAdministrators





Performance Objective 2: 90% of all cohort students will graduate in four years.






1) Review data to re- evaluate leaver codes andrecapture students by October 2019.

Research: 9-10


Number of students that graduate, number ofstudents marked as continuers, types of leaverscodes.


2) Analyze attendance data to target at-riskstudents

Research: 9-10


Number of Students receiving credit




Performance Objective 3: Taylor High School will provide alternative interventions for student with issues of behavior and discipline.






1) Taylor High School will adhere to the AliefDiscipline Management System.

Research: 34, 280, 286

2.4, 2.5, 2.6 Taylor AdminTeam

Discipline reports


2) Special Education Chair will monitor thenumber of SpED students being placed in SAC.

Research: 286

2.4, 2.5, 2.6 Yulanda Nelson,SPED Dept

Discipline Reports

Comprehensive Support Strategy3) Students in the DC program, meetingtransition criteria will be evaluated for return tothe school setting for half day.

Research: 2165, 285-286

2.4, 2.5, 2.6 D. Levy,ARD Committee

Review 360 Program Reports, Discipline Reports




Performance Objective 4: Taylor High School will ensure the on-line safety of students using Internet and District resources.





Comprehensive Support Strategy1) Taylor High School students will be informedof and adhere to the district policy andconsequences for engaging in cyber bullying.

Research: 173, 176

2.4, 2.5, 2.6 TECH SpecialistsTaylor HighAdmin Team

AUP Violation Reports from Tech Services,Student referals

Comprehensive Support Strategy2) Taylor High School students will sign andadhere to the district-wide (Acceptable UsePolicy) AUP/RUP (Responsible Use Policy).

Research: 279-281


AUP/RUP forms

Comprehensive Support Strategy3) Taylor High School will continue to use theINSIGHT Software to monitor student use of theInternet in Alief ISD.

Research: 178, 274-281


InSight tracking Reports




Performance Objective 5: By May 2020, discipline offenses in bullying, harassment, fighting and PATS will decrease by 10%.





Comprehensive Support Strategy1) Staff and Students will participate in RedRibbon Week to Promote a drug-freeenvironment.


Title: $1212.00

2.4, 2.5, 2.6 Teachers andcounselors

Impact shown through observations

School climate, surveys, staff and studentparticipation


2) Staff and students will learn about bullyingboth physically and emotionally and learnstrategies to prevent bullying.

Research: 166-182

2.4, 2.5, 2.6 Teachers andcounselors

Observation will be viewed for the campus2018-2019 Offense Data

Comprehensive Support Strategy3) Counselors will hand out information tostudents about being aware of the dangers ofdrugs and alcohol.


2.4, 2.5, 2.6 Counselors Number of students participating

Comprehensive Support Strategy4) Select staff will be trained in the districtStudent Assistance Program and will utilizelessons in groups after school and in classrooms.

Research:166-182

2.4, 2.5, 2.6 Teachers andCounselors

SAP Training Attendance Records andteacher/student feedback




Comprehensive Support Strategy5) Lessons will be given to teachers to use aslesson plans with their students aboutbullying/cyberbullying/ and the use of alcoholand drugs.

Research: 166-182

2.4, 2.5, 2.6 Teachers Impact will be measured by the maintenance of alow level of incident reports

Comprehensive Support Strategy6) Training of staff in Bully Prevention and theDistrict Policy on Bullying by the campus PPC.

Research: 166-182

2.4, 2.5, 2.6 Counselors andStaff

SAP Training Attendance Records andteacher/student feedback

Comprehensive Support Strategy7) Implementation of monthly Above andBeyond Team meetings to discuss behaviorconcerns and provide strategies to teachers.

2.4, 2.5, 2.6 Administration,ClassroomTeachers

Campus and District Discipline Reports

Comprehensive Support Strategy8) Improvement of our school wide PositiveReinforcement Program. Students will earn LionLoot to be used in our school store when theyfollow our campus behavior expectations.


2.4, 2.5, 2.6 Administration Campus and District Discipline Reports

Comprehensive Support Strategy9) Harris County Hospital District will present aprogram entitled Shattered Dreams. This is adramatization of the deadly consequences ofunderage drinking and driving.


2.4, 2.5, 2.6 PPC Administrationand teachers

Impact will be measured by the maintenance of alow level of incident reports.

Comprehensive Support Strategy10) As part of Parent Engagement a call out willbe done through our technology department toparents about Red Ribbon Week activities.


2.4, 2.5, 2.6 Technology Feedback from parents




Comprehensive Support Strategy11) Performance Objective 2: By May 2020 thenumber of discipline offenses inTobacco/Alcohol/Drugs will decrease by 10%

Research: 30-33, 166-182

2.4, 2.5, 2.6 TaylorAdministrationCounselors andStaff

Impact shown through observation and May 2019offense data



Goal 4: Taylor High School will recruit, develop and retain highly qualified and effective personnel.

Performance Objective 1: Taylor High School will recruit a 100% highly qualified staff.





Comprehensive Support Strategy1) District compensation packages for newteachers and participation in a campus teachermentoring program.

Research: 187

2.4, 2.5, 2.6 District levelAdministration

Teacher Retention report

Comprehensive Support Strategy2) Campus representatives will attend and recruitfrom reputable job fairs.

Research: 187

2.4, 2.5, 2.6 Taylor leadershipteam

Attendance at Job Fair

Comprehensive Support Strategy3) Present a Recognized AISD in a positive lightthrough local teacher organizations, campusrepresentatives at each job fair.

Research: 187

2.4, 2.5, 2.6 Taylor leadership Various Taylororganizations

Representative attendance at Job Fair

4) All staff will be highly qualified and if not,then a High Qualified Continuous ImprovementPlan will be created in collaboration with theHuman Resources Department.

Research: 187

2.4, 2.5, 2.6 Principal Submission of CIP, if necessary




Performance Objective 2: Taylor High School will develop all of their staff and retain 90% of the staff each year.





Comprehensive Support Strategy1) Taylor High School will participate in campusand district level staff developments.

Research: 187

2.4, 2.5, 2.6 TaylorLeadership team

Staff PD sign-in sheets

Comprehensive Support Strategy2) Taylor High School will celebrate staffachievements throughout the year to promoteand foster a climate of excellence.

Research: 174-175


Staff PD sign-in sheets

Comprehensive Support Strategy3) Taylor leadership promotes high staff moraleby providing consistent accolades andcelebrations of staff who go above and beyondinside and out of the classroom.

Research: 174-175


Teacher Retention ReportTeacher attendance at various eventsTeacher Self-ReportsTTESS

Comprehensive Support Strategy4) Taylor High School will provide support forteachers with 2-5 years experience through theBuddy Program.

Research: 174-175

2.4, 2.5, 2.6 Dr. W. PriceTaylor Staff

Teacher Retention ReportSummative conferencesTTESS




Comprehensive Support Strategy5) Teachers will be provided with the latest staffdevelopment for the needs of their students onand off campus.

Research: 187


Professional development reports (of annual 14hours).

Teacher Self-Report

TTESS




Performance Objective 3: Taylor High School will continue its efforts to develop and train Administration and staff in the latest educational trends intechnology, literacy and instructional best practices.





Comprehensive Support Strategy1) Taylor Leadership team will research anddiscuss applicable conferences and trainings toattend or bring to the staff at monthly ILTmeetings.

Research: 187


ILT Agendas, Staff Development records

2) Taylor High School will use current socialmedia trends to communicate with staff.(Remind 101; Schoology)



Teacher Self-Report

TTESSComprehensive Support Strategy

3) Leadership and teachers will be provided withthe latest staff development for the needs of theirstudents on and off campus.

Research: 187



Teacher Self-Report

TTESS

Comprehensive Support Strategy4) Taylor High School will utilize the services ofan independent education consultant for bestpractices in instructional planning andimplementation.

Research: 187


CWTs

ACT lesson plans


Goal 5: Taylor High School will continue to build positive relationships will all stakeholders.

Performance Objective 1: Taylor High School will increase efforts for parental and community involvement in the 2019-2020 school year.

Title 1 ($1000)





Comprehensive Support Strategy1) Taylor High School will hold a parentinvolvement night focusing of SchoolInvolvement, academics and STAAR eachsemester.

Research: 175, 178

2.4, 2.5, 2.6, 3.1 Taylor staffTaylorLeadership teamJ. Palumpa

Percentage of parents in attendance

Percentage of students in attendance

Comprehensive Support Strategy2) Parents will meet with instructional leaders todiscuss academic expectations and strategies forimproving EC scores, report cards andgraduation requirements.

Research: 175, 178

2.4, 2.5, 2.6, 3.1 TaylorLeadership teamTaylor specialistsTaylor teachers

EOC scores9-week grade reports

Comprehensive Support Strategy3) Parents will meet with Taylor AdvancedPlacement team, counselors and administratorsin the Spring semester to discuss AP exams andincreasing recommended level passing standards.

Research: 175, 178

2.4, 2.5, 2.6, 3.1 B. RobertsTaylor counselorsTaylorLeadership team

EOC scoresMastery performance rateCollege Board score reports9-week grade reports

Comprehensive Support Strategy4) Taylor High School will utilize the mass call-out system to notify parents and community ofupcoming events.

Research: 175, 178

2.4, 2.5, 2.6, 3.1 Tech servicesTaylorLeadership team

Percentage of parents and students in attendance




Comprehensive Support Strategy5) Parents will be encouraged to use currentsocial media trends to keep abreast of upcomingevents at Taylor High School.

Research: 175, 178

2.4, 2.5, 2.6, 3.1 Tech servicesTaylorLeadership team

Percentage of parents and students in attendance.

Comprehensive Support Strategy6) Taylor High School will encourage parents tosign up for Home Access to receive dailyupdates via the electronic news bulletin TheLions Roar.

Research: 175, 178

2.4, 2.5, 2.6, 3.1 Tech ServicesTaylorLeadership team

Percentage of parents and students in attendance.





Performance Objective 2: Taylor High School will host a number of transition opportunities for new and existing students and their parents.





Comprehensive Support Strategy1) Taylor High School will hold new studentorientations (such as middle school visits, 8thgrade orientation night, freshman orientation andMaking High School Count) to discussexpectations and transition anxieties for enteringhigh school.

Research: 107-118

2.4, 2.5, 2.6, 3.1 AdministrationCounselorsM. Robinson

Attendance at 8th grade orientation

Freshmen orientation

Middle School Visits


Comprehensive Support Strategy2) Taylor High School will conduct an OpenHouse in September for parents of Taylor HighSchool students in grades 9-12.

Research: 107-118

2.4, 2.5, 2.6, 3.1 Taylor Staff Parent sign-in sheets


Comprehensive Support Strategy3) Taylor High School will host opportunities toattend extra-curricular events on and off campus.

Research: 107-118

2.4, 2.5, 2.6, 3.1 Taylor Staff Attendance at various events

Comprehensive Support Strategy4) Taylor High School will host Lion PrideFestival in the Spring of 2019.

Research: 107-118

2.4, 2.5, 2.6 Taylor Staff Attendance at Festival




5) Taylor High School will set up Family Teamsof parents, parent support group and schoolleadership personnel for the purposes ofestablishing frequent communication to assessneeds and performance in various aspects oncampus.Research: 107-118

2.4, 2.5, 2.6, 3.1 Parent CenterliaisonTaylor Staff

Contact logs

Comprehensive Support Strategy6) Taylor High School will provide anenvironment in the Parent Center for learningopportunities and information sessions forparents/guardians.

Research: 107-118

2.4, 2.5, 2.6, 3.1 J. Palumpa Contact logs

Sign-in sheets

Comprehensive Support Strategy7) Information for the parents will be on displayin school and in the community and available totake home.

Research: 107-118

2.4, 2.5, 2.6, 3.1 J. Palumpa School Report CardFamily CompactCalendar events

Comprehensive Support Strategy8) The Parent Center will provide communityresources including food, clothing, jobplacement, free medical services, informationand tool/resources for presentation during healthclasses.

Research: 175, 178

2.4, 2.5, 2.6, 3.1 J. Palumpa Contact logsParent sign-in sheets

Comprehensive Support Strategy9) Taylor High School will address homelessservices and homelessness prevention viaactivities, drives and other coordinated effortsbetween Alief ISD and CIS of Houston.

2.4, 2.5, 2.6 CIS campusfacilitator

Contact logs





Performance Objective 3: Taylor High School will host a number of transition opportunities for new and existing students and their parents.





Comprehensive Support Strategy1) Technology, health and career-orientedsessions will be facilitated in the Parent Center..

2.4, 2.5, 3.1 J. PalumpaTaylor Admin




Comprehensive Support Strategies

Goal Objective Strategy Description1 1 1 All teachers will turn in LPs by 3PM on the Friday that is one week before implementation1 1 3 Model and practice the implementation of the Fundamental Five during campus and content PLCs.1 1 4 Create CWT form that is aligned to Fundamental Five lesson plan1 1 5 Introduce staff to the CWT and LP in first quarter.1 1 6 Schedule CWTs with the following criteria: Baseline walks; Paired walks

1 2 1 Counselors will evaluate transcripts by cohort and provide / write graduation plans to meet graduation requirements. Research:34

1 2 2 Counselors will create and promote awareness of CATE programs for all students and place students into courses according totheir plan of study and graduation requirements. Research: 16, 34

1 2 3 Counselors and assistant principals will create and promote awareness of Edgenuity and Night School to enable students togain and recover credits. Research: 58

1 2 5 THS Campus Interventionist and THS Leadersip will offer Saturday STAAR EOC tutorials to assist student in passing STAAREOC and their classes. Research: 58

1 3 1 All students eligible to take EI / EII STAAR EOC will take benchmark exams. Teachers will use data from DMAC to driveinstruction based on the TEKS performance. Research: 34, 36-37, 100, 302

1 3 7 Teachers will work on collaborating with all staff on the common literacy language on campus. Research: 183-184, 187,195-196

1 3 8 Taylor will provide ELA learning opportunities for staff and students to increase the cohort's reading comprehension andgraduation rates. Research: 187-189, 192-195

1 3 9 Taylor will provide ELA learning opportunities for staff and students to increase the cohort's reading comprehension andgraduation rates. Research: 187-189, 192-195

1 3 10 Taylor will design a learning community that takes advantage of best practices, co-teaching. Also, multiple delivery systemsactivities will be offered that promote investigation, creative critical thinking and hands-on projects. Research: 183-186, 196

1 4 2 Teachers will be trained and utilize DMAC, Schoology, TEA and Region 4 Literacy Language in analysis protocol. Research:185, 187-195


Goal Objective Strategy Description

1 4 3 Utilize first-time tutorials, DMAC data and prescriptive reading classes to improve STAAR EOC English I / II readiness.Research: 58

1 4 4 Utilize retest tutorials to improve STAAR EOC English I / II readiness. Research: 581 5 1 All English classrooms will utilize critical annotation of text pieces to increase thinking and rigor. Research: 187-196; 225, 236

1 5 2 Teachers and student will increase use of digital platforms and devices including Schoology, Remind 101, Kahoot!, ipads,laptops, BYODS in all ELA classrooms.

1 5 3 Teachers will utilize the ELA lesson plan model to improve instruction and rigor. Research: 187-196, 225, 2381 5 4 English teachers will use literacy strategies and write their ELPS learning objectives daily. Research: 187-196, 225, 238

1 5 6 English teachers will attend professional development sessions to learn new strategies for implementing literacy and digitaltechnology effectively in all classrooms. Research: 187196, 281

1 5 7 Taylor HS students will increase literacy by participating in the Spring campus-selected Read-around-the-Planet novelselection

1 6 1 Math specialist and math team leaders will meet twice a month to plan team PLCs and discuss ways to increase the rigor oflessons and keep students engaged with instruction. Research: 183-184, 196, 200-201

1 6 2 Math leadership will conference with Algebra I teachers about their specific plans for identified incoming 9th grade students tobe successful.

1 6 3 Math leadership will conference with Geometry and Algebra II teachers about their specific plans for identified 10th and 11thgrade students to be successful and meet graduation requirements. Research: 183-184, 187, 196, 200-201

1 7 1 All students eligible to take Algebra I STAAR EOC will take benchmark exams and DCAs. Teachers will use these exams andCCA data from DMAC to drive instruction based on the TEKS performance. Research: 183-184, 196, 200-201

1 7 2 Teachers will be trained and utilize SIOP and DMAC data analysis protocol in PLC1 7 3 Utilize tutorials to improve STAAR EOC Algebra I and college readiness Research: 16-17, 302

1 8 2 Teachers will utilize the components of The Fundamental 5 model to improve instruction and rigor. Research: 183-184, 196,200-201

1 8 3 Math teachers will use literacy strategies that include reading, writing and speaking as well as those associated with the WriteRight initiative for 2018-2019. Research: 187-196, 225, 236

1 8 4 Math teachers will attend professional development sessions to learn new strategies for implementing literacy and digitaltechnology effectively in all classrooms. Research: 187-196, 258, 281



1 9 1 Teachers will increase rigor though the use of Fundamental 5 lessons that incorporate critical writing, group discussions andhands on activities. Research 36-37, 302

1 9 2 Teachers will design learning communities that analyze data of formative and summative assessments, curriculumimplementation and collaboration of differentiated instructional strategies. Research: 225, 236, 250, 256

1 9 3 STAAR EOC tutorials will be offered to all students after school and online through Edgenuity, STAAR Online Tutorials.Research: 225, 236, 250, 256

1 9 4 All grade level teachers will participate in Fundamental Five initiative for effective lesson implementation (Framing theLesson, the Power Zone, Frequent Small Group Purposeful Talk, and Critical Writing Skills. Research: 225, 236, 250, 256

1 10 1 All grade-level teachers will attend professional development sessions to learn new strategies for implementing historicalthinking skills effectively in all classrooms. Research: 123-130

1 10 2All grade level teams will conduct a student needs assessment via DMAC data, State testing data and classroom observationsto create and update lesson plans tat focus on student acquisition of problem-solving, decision making and analysis skills.Research: 183-184, 196, 200-201

1 10 3 All Social Studies teachers will require students to use Interactive Notebooks to allow students the opportunity to organizelearning in a way that allows the use of multiple intelligences and critical-thinking skills. Research: 183-184, 196, 200-201

1 11 1 AP, PreAP teachers and specialists will attend professional development to remain up to date on College board student andteacher expectations. Research: 128-130

1 11 2 AP and Pre AP teachers will administer common writing prompts and analyze student work samples during district AP verticalteam meetings to modify and differentiate instruction Research: 123-130

1 11 3 Students will participate in AP practice testing and benchmark testing. Research: 123-130

1 11 4 All grade level teachers will participate in campus Fundamental 5 critical writing initiative to increase students' historicalthinking and writing skills. Research: 225, 236, 250, 256

1 12 1 All students eligible to take STAAR EOC US History will take CCAs and DCAs. Teachers will use the data from these examsto drive instruction based on the TEKS performance. Research: 34, 36-37, 100, 302

1 12 2 Teachers will be trained and utilize DMAC data analysis.1 12 3 Students will utilize tutorials to improve STAAR EOC US History readiness.1 13 1 Teachers and students will increase use of digital technology in all science classrooms. Research: 203-247

1 13 2 Students in science classes will use approved ABL tools (Hokki stools, pedal chairs) to improve the active engagement ofstudents during class time. Research: MISC1



1 13 3 Science teachers will use science literacy strategies (read, write, speak) a minimum of three times each week. Research:203-247

1 13 5 Teachers will utilize SIOP strategies to help students with critical thinking skills in all lessons. Research: 183-185, 287-2891 13 6 Students in all elective science courses will participate in the campus science fair. Research: 203-247

1 14 1 All students eligible to take STAAR EOC Biology will take benchmark exams and DCAs. Teachers will use these exams andCCA data from DMAC to drive instruction based on TEKS performance. Research: 58

1 14 2 Students will utilize tutorials to improve STAAR EOC Biology readiness. Research: 128-130

1 15 1 AP, PreAP teachers and specialists will attend professional development to remain up-to-date on College Board student andteacher expectations. Research: 128-130

1 15 2 AP students will participate in weekly FRQ writing to improve their free-response writing. Research: 203-2471 15 3 Students will participate in AP practice testing and benchmark testing. Research: 123-130

1 16 1 General ED/sheltered/ESOL teachers that have been SIOP-trained and showing weaknesses will review one of the componentsof SIOP. Each teacher assigned a component will practice the strategy in his/her classroom. Research: 287-289

1 16 2 SIOP-trained teacher will be invited to attend an evening SIOP component training. Research: 287-2891 17 1 Cognos/eSchool Plus will be used to identify LEP and Monitor students by teacher. Research: 34,59

1 17 2 The LEP folder containing LEP/Monitor students by teacher will also contain the exit criteria information and instructionalaccommodation information. Research: 34, 59

1 18 1 In 2019-2020 at least 3 teachers will attend the 3-day SIOP training. Research: 287-289

1 18 2 Teachers of ESL students in ESOL I/II and ELAR will review results of DCA data and scaffold instruction accordingly.Research: 281, 232-233

1 18 3 ESL DC will have a TELPAS reading assessment talk will all sheltered and ESOL classes to promote the seriousness of theassessment. Research: 218, 232-233

1 19 1 In 2019-2020 at least 3 teachers will attend the 3-day SIOP training. Research: 287-289

1 19 2 Teachers of ESL students in ESOL I/II and ELAR will review results of DCA data and scaffold instruction accordingly.Research: 289

1 19 3 Push-in support by interventionist in all ESOL and sheltered English classes at least twice a week. Research: 289

1 20 1Determine appropriate State assessment for each student. Department Chair/ARD facilitator and ARD committee will analyzetest history, lexile, current services, and current classroom progress to determine appropriate State assessment. Research:36-37, 188



1 20 2 Determine additional supports. Students identified to take previously STAAR M will have additional support of Title I readingadded to current schedule in conjunction with current level English class. Research: 36, 37, 224, 188

1 20 3 SPED teachers will utilize technology resources including Edgenuity. Research: 36-37, 187, 258, 275, 278

1 20 4 SPED co-teachers and general education teachers of record will be trained to successfully implement assistive technology inthe general education classrooms. Research: 36-37, 187, 258, 275, 278

1 21 1 All students receiving special education services will be assigned a tracking teacher.

1 21 2 SPED DC and SPED tracking teachers will use multiple strategies to assess and address the needs of SPED populationsenrolled in CTE. Research: 36-37

1 21 3 Teachers will follow progress cycle and maintain communication with teachers, students and parents in regard to academicsand behavior and help determine and document a plan of action for student success. Research: 36-37, 163-164

2 1 1 Various colleges and universities will visit the campus and hold conferences at least every two weeks to provide informationrelated to applications and services for their campus. Research: 42, 129-130

2 1 2 Counselors will set up presentations regarding college entrance and financial aid assistance for undocumented students.Research: 129-130

2 1 3 Students will have access to military recruiters who will discuss their options after high school should they choose to pursue acareer in the military. Research: 129-130

2 1 4 College and career center lab will be provided so that students can complete applications and research college and careeropportunities. Research: 129-130

2 1 5 Teachers of all contents support our campus literacy initiative, Write Right with established weekly dates for reading andwritten response. Research: 129-130

2 2 1 PreAP teachers will submit failure logs every 3rd and 6weeks of grading periods to Advanced Academics coordinator to trackand monitor students achievement in these courses. Research: 100, 163-165

2 2 2 AP teachers will meet once a nine-weeks to discuss updates from the College Board and activities going on related to APworkshops and the AP exam. Research: 100, 183-184

2 2 3 AP students will be offered tutorials and test prep sessions for additional support via Advanced Academics. Research: 100,183-184

2 2 4 AP students offered tutorials and test prep sessions for additional support via Advanced Academics Research: 100, 44, 46

2 3 1 Students will be invited to participate in field trips to local colleges, universities and technical schools that they are interestedin attending provided they maintain good attendance and are passing their classes with a 75 or higher. Research: 14



2 4 1 AVID coordinator will meet with the ILT team one every 9-weeks to discuss AVID school-wide instruction, systems,leadership and culture. Research: 37-46

2 4 2 AVID college tutors will be hired as part-time support for students enrolled in AVID electives. Research: 37-46

2 4 3 Teachers will attend AVID Path Training and/or AVID Summer Institute and other professional development opportunities.Research: 37-46

2 4 4 AVID program will host field trips to colleges and other educational venues. Research: 37-46

2 5 1 Elective teachers will utilize the latest trends and resources to make their course work relevant to the college and careerapplication. Research: 36

2 5 2 Students will be advised of the number and nature of CTE courses and electives available. Research: 36, 41-422 5 3 AVID program will host field trips to colleges and other educational venues. Research: 37-46

2 6 1 Clubs and organizations will hold monthly meetings to support the effectiveness and communities of their organization.Research: 13-15

2 6 2 Clubs and organizations will participate in activities such as competitions, filed trips, campus events to build participation andexperience for college and career. Research: 13-15

2 6 3 Clubs and organizations, and elective class teachers/sponsors will utilize the latest trends and resources to make their programsrelevant to college and career application. Research: 13-15

3 1 1 Monitor daily attendance input with administrative accountability Research: 34-353 1 2 Develop meaningful and relevant relationships with all students Research: 30-33, 1683 1 3 Increase data analysis of full and partial day absences with attendance contracts for intervention Research: 34-35, 58-593 1 4 Continue Celebrations, recognition and incentives for perfect attendance Research: 30-33, 168

3 1 5Taylor High School will implement a Mentor Program. Students who are 2020 cohort and considered "at risk" of notgraduating either because of being behind on credits, not having passed all 5 EOC tests, or both, are provided a mentor.Research: 30-33, 168

3 1 6 Staff will recommend students connect with contracted consultants for the gang related program as students in need ofinterventions. Consultants will be provided to students for motivation and future planning. Research: 166-182

3 2 1 Review data to re- evaluate leaver codes and recapture students by October 2019. Research: 9-103 2 2 Analyze attendance data to target at-risk students Research: 9-103 3 1 Taylor High School will adhere to the Alief Discipline Management System. Research: 34, 280, 2863 3 2 Special Education Chair will monitor the number of SpED students being placed in SAC. Research: 286



3 3 3 Students in the DC program, meeting transition criteria will be evaluated for return to the school setting for half day. Research:2165, 285-286

3 4 1 Taylor High School students will be informed of and adhere to the district policy and consequences for engaging in cyberbullying. Research: 173, 176

3 4 2 Taylor High School students will sign and adhere to the district-wide (Acceptable Use Policy) AUP/RUP (Responsible UsePolicy). Research: 279-281

3 4 3 Taylor High School will continue to use the INSIGHT Software to monitor student use of the Internet in Alief ISD. Research:178, 274-281

3 5 1 Staff and Students will participate in Red Ribbon Week to Promote a drug-free environment. Research: 30-33, 168 Title:$1212.00

3 5 2 Staff and students will learn about bullying both physically and emotionally and learn strategies to prevent bullying. Research:166-182

3 5 3 Counselors will hand out information to students about being aware of the dangers of drugs and alcohol. Research: 30-33, 168

3 5 4 Select staff will be trained in the district Student Assistance Program and will utilize lessons in groups after school and inclassrooms. Research:166-182

3 5 5 Lessons will be given to teachers to use as lesson plans with their students about bullying/cyberbullying/ and the use of alcoholand drugs. Research: 166-182

3 5 6 Training of staff in Bully Prevention and the District Policy on Bullying by the campus PPC. Research: 166-1823 5 7 Implementation of monthly Above and Beyond Team meetings to discuss behavior concerns and provide strategies to teachers.

3 5 8 Improvement of our school wide Positive Reinforcement Program. Students will earn Lion Loot to be used in our school storewhen they follow our campus behavior expectations. Research: 30-33, 168

3 5 9 Harris County Hospital District will present a program entitled Shattered Dreams. This is a dramatization of the deadlyconsequences of underage drinking and driving. Research: 30-33, 168

3 5 10 As part of Parent Engagement a call out will be done through our technology department to parents about Red Ribbon Weekactivities. Research: 30-33, 168

3 5 11 Performance Objective 2: By May 2020 the number of discipline offenses in Tobacco/Alcohol/Drugs will decrease by 10%Research: 30-33, 166-182

4 1 1 District compensation packages for new teachers and participation in a campus teacher mentoring program. Research: 1874 1 2 Campus representatives will attend and recruit from reputable job fairs. Research: 187



4 1 3 Present a Recognized AISD in a positive light through local teacher organizations, campus representatives at each job fair.Research: 187

4 2 1 Taylor High School will participate in campus and district level staff developments. Research: 187

4 2 2 Taylor High School will celebrate staff achievements throughout the year to promote and foster a climate of excellence.Research: 174-175

4 2 3 Taylor leadership promotes high staff morale by providing consistent accolades and celebrations of staff who go above andbeyond inside and out of the classroom. Research: 174-175

4 2 4 Taylor High School will provide support for teachers with 2-5 years experience through the Buddy Program. Research:174-175

4 2 5 Teachers will be provided with the latest staff development for the needs of their students on and off campus. Research: 187

4 3 1 Taylor Leadership team will research and discuss applicable conferences and trainings to attend or bring to the staff at monthlyILT meetings. Research: 187

4 3 3 Leadership and teachers will be provided with the latest staff development for the needs of their students on and off campus.Research: 187

4 3 4 Taylor High School will utilize the services of an independent education consultant for best practices in instructional planningand implementation. Research: 187

5 1 1 Taylor High School will hold a parent involvement night focusing of School Involvement, academics and STAAR eachsemester. Research: 175, 178

5 1 2 Parents will meet with instructional leaders to discuss academic expectations and strategies for improving EC scores, reportcards and graduation requirements. Research: 175, 178

5 1 3 Parents will meet with Taylor Advanced Placement team, counselors and administrators in the Spring semester to discuss APexams and increasing recommended level passing standards. Research: 175, 178

5 1 4 Taylor High School will utilize the mass call-out system to notify parents and community of upcoming events. Research: 175,178

5 1 5 Parents will be encouraged to use current social media trends to keep abreast of upcoming events at Taylor High School.Research: 175, 178

5 1 6 Taylor High School will encourage parents to sign up for Home Access to receive daily updates via the electronic newsbulletin The Lions Roar. Research: 175, 178



5 2 1Taylor High School will hold new student orientations (such as middle school visits, 8th grade orientation night, freshmanorientation and Making High School Count) to discuss expectations and transition anxieties for entering high school. Research:107-118

5 2 2 Taylor High School will conduct an Open House in September for parents of Taylor High School students in grades 9-12.Research: 107-118

5 2 3 Taylor High School will host opportunities to attend extra-curricular events on and off campus. Research: 107-1185 2 4 Taylor High School will host Lion Pride Festival in the Spring of 2019. Research: 107-118

5 2 6 Taylor High School will provide an environment in the Parent Center for learning opportunities and information sessions forparents/guardians. Research: 107-118

5 2 7 Information for the parents will be on display in school and in the community and available to take home. Research: 107-118

5 2 8 The Parent Center will provide community resources including food, clothing, job placement, free medical services,information and tool/resources for presentation during health classes. Research: 175, 178

5 2 9 Taylor High School will address homeless services and homelessness prevention via activities, drives and other coordinatedefforts between Alief ISD and CIS of Houston.

5 3 1 Technology, health and career-oriented sessions will be facilitated in the Parent Center..


2019-2020 Campus Site-Based Committee

Committee Role Name PositionFacilitator LaRhonda Taplin ELA SpecialistNon-classroom Professional Debbie Kerekes Title 1 ClerkAdministrator Mary L. Williams PrincipalAdministrator Phillip Harrison AdministratorParaprofessional Jocelyn Palumpa Campus LiaisonESL Specialist Liberty Rodil ESL Department ChairParent Yezid Rocha ParentParent Lisa Scott ParentParent Chinue Azuogu ParentParent Crystal Sampy ParentCommunity Representative Phil Wells parentAdministrator Monica Baines Advanced Academics OfficerClassroom Teacher Marjorye Robinson ELA TeacherClassroom Teacher Jamye Robinson ELA TeacherClassroom Teacher Earnest Buckley Social Studies TeacherClassroom Teacher Jammie Shelton SPED Teacher


Campus Funding Summary

Title IGoal Objective Strategy Resources Needed Account Code Amount

1 2 5 $2,000.001 16 1 $1,000.002 1 4 $1,500.002 6 1 $500.002 6 3 $1,000.005 1 6 $1,000.005 2 1 $1,000.005 2 2 $1,000.005 2 9 $1,000.005 3 1 $1,000.00

Sub-Total $11,000.00

State Comp Ed (SCE)Goal Objective Strategy Resources Needed Account Code Amount

1 2 4 $1,000.001 7 4 $3,000.001 21 1 $2,000.001 21 3 $0.00

Sub-Total $6,000.00Grand Total $17,000.00


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