Generated by Plan4Learning.com 1 of 29 February 11, 2021 ...

Judson Independent School District

Wagner High School

2020-2021 Campus Improvement Plan

Wagner High SchoolGenerated by Plan4Learning.com 1 of 29

Campus #008February 11, 2021 10:15 PM

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Mission StatementSystematically producing excellence!

VisionAll Judson ISD students will receive a quality education enabling them to become successful in a global society.

Value StatementStudents First

Teamwork

Accountability

Results Oriented

Loyalty

Integrity and Mutual Respect

Safe and Secure Environment

Two-Way Communication



Table of Contents

Comprehensive Needs Assessment 4Demographics 4Student Learning 8School Processes & Programs 12Perceptions 14

Priority Problem Statements 15Comprehensive Needs Assessment Data Documentation 16Goals 18

Goal 1: To meet or exceed Texas Education Agency standards on STAAR and prepare students for higher education and workforce readiness. 18Goal 2: To improve communication with all stakeholders by creating additional information pathways with increasing participation. 20Goal 3: To increase employee satisfaction and retention of highly effective teachers and instructional aides 22Goal 4: To spend money wisely, efficiently, and equitably by coordinating and integrating federal, state, and local funds to improve the overall learning environment. 24Goal 5: All students will be taught in an environment that is safe, drug-free, and conducive to learning. 25

State Compensatory 27Personnel for Wagner High School 27

Campus Funding Summary 28Addendums 29



Comprehensive Needs AssessmentRevised/Approved: June 19, 2020

Demographics

Demographics Summary

Wagner High School was founded in 2005 and built to honor the memory of Lt. Colonel Karen Wagner who perished in the9/11 terrorist attack on the Pentagon. Wagner High School has a population total of approximately 2,194 students. Thecampus was rated a B campus by the Texas Education Agency for state accountability and received a performance distinctionin Post-Secondary Readiness.

The campus houses a Texas Education Agency designated T-STEM established in 2016. The TSTEM Academy is in its 4thyear and currently has 220 students enrolled which are 10% of the student population. The academy is operated as a school-within-school model.

The ethnicity breakdown of the student population is as follows:

Hispanic/Latino 58%Pacific Islander 0.4%Asian 2%Black 28%Native 0.7%White 9.1% Two or More Races 2.4%

StaffWagner HS currently has a staff of 203 individuals. The ethnicity of the staff is as follows: 42% White, 46% Hispanic, 21% African American, 2% Asian, and 1.4% Two or More Races. There are 63% of teachers with a Bachelors's degree, 34% with a Masters, and 0.6% with a doctorate.



The mobility rate for Wagner HS is 22.6%.

Attendance Rate

2019 - 2020:2018 - 2019: 91.5%2017 - 2018: 92.4%2016 - 2017: 91.4%

Demographics Strengths

The demographics of the campus have remained mostly steady since 2014. Small fluctuations within each demographic category are smalland considered insignificant. Because of the stability, the campus has been able to properly plan for support systems and programs thathelp the students be successful. Data shows that we still serve a population that is at a high percentage of minority and at-risk. As a result, the campus has strategically implemented system supports to meet the academic and social-emotional needs of the student body. These supports include a guidance-based counseling program with small group interventions, remediation courses in core content areas, and athriving evening high school program.

Students at Karen Wagner High School engage in a wide range of extracurricular activities which include the following:

National Honor SocietyNational Hispanic Honor SocietyArmy JROTCRoboticsSTEMEngineeringUIL Academics and AthleticsCulinary ArtsDECA Education in Training



BusinessWeldingConstructionBandChoirOrchestraTheaterArtChessGaming ClubBook ClubAnime ClubPre-Med ClubChess ClubBowlingStudent Council and Teen LeadershipChick-fil-A Leader AcademyCheer, Dance, and PepSpirit Squad

Parents and community stakeholders are encouraged to support our students through the following organizations:

Site-Based CommitteeParent-Teacher-Student Organization (PTSO)Coffee with the PrincipalProject GraduationAthletic BoosterFine Arts Boosters: Band, OrchestraDance BoosterCheer Booster

Problem Statements Identifying Demographics Needs



Problem Statement 1 (Prioritized): The Attendance Rate for Wagner High School is consistently under 95%. Root Cause: Lack of understanding about the direct correlationbetween daily attendance and academic performance.

Problem Statement 2 (Prioritized): The At-Risk student population which is at 84.7% continues to increased yearly which requires a variety of strategic interventions to meetstudent needs Root Cause: Students are entering high school with significant gaps in core curriculum and struggle to pass classes.

Problem Statement 3: Currently, 39% of Wagner HS teaching staff has five or less years of teaching experience. Root Cause: High turnover in teachers between the years 2014- 2017.



Student Learning

Student Learning Summary

Wagner HS' STAAR EOC student performance is as follows:

English I

2016 2017 2018 2019 2020 FallWagner HS 53 53 58 63 31State 65 64 65 68 30District 61 61 64 67 White 60 60 66 72 57Hispanic 53 54 60 65 33Asian -- 53 -- 71 --Pacific Islander -- -- -- 57 --Two or More 65 75 -- 94 --AA 61 48 64 56 19Eco Dis 52 52 55 60 28LEP 34 29 16 54 17Sp Ed 21 18 30 26 14

English II

ENGLISH II 2016 2017 2018 2019 2020 FallWagner HS 59 53 61 67 41State 67 66 67 67 29District 67 63 67 69 White 64 52 74 78 61Hispanic 59 56 59 67 40AA 58 48 56 62 37Asian 78 45 55 65 --Pacific Islander -- -- -- 71 --



ENGLISH II 2016 2017 2018 2019 2020 FallTwo or More 56 50 91 85 --Eco Dis 58 50 60 64 39LEP 33 28 21 33 16Sp Ed 25 14 28 27 16

Algebra I

ALGEBRA I 2016 2017 2018 2019 2020 FallWagner HS 54 72 78 82 32State 78 83 80 84 43District 66 76 83 82 White 57 76 78 80 0Hispanic 56 72 80 87 40AA 52 69 74 75 32Asian -- 90 -- 100 --Pacific Islander -- -- 88 -- --Two or More 50 73 100 89 --Eco Dis 53 72 78 82 40LEP 45 65 81 83 --Sp Ed 22 35 62 48 13

Biology I

BIOLOGY I 2016 2017 2018 2019 2020 FallWagner HS 81 81 82 85 63State 87 86 87 88 46District 86 86 87 90 White 86 82 88 90 67Hispanic 81 81 83 87 67AA 80 80 77 80 51Asian -- 83 67 83 --Pacific Islander -- -- 88 -- --Two or More 79 63 93 88 88



BIOLOGY I 2016 2017 2018 2019 2020 FallEco Dis 81 80 81 84 64LEP 66 72 79 77 42Sp Ed 39 47 52 53 23

US History

US HISTORY 2016 2017 2018 2019 2020 FallWagner HS 85 91 93 93 88State 91 91 92 93 65District 89 92 92 94 White 91 94 98 87 91Hispanic 86 94 95 94 88AA 91 86 90 90 83Asian 86 90 71 90 --Pacific Islander -- -- -- -- 100Two or More -- -- 91 100 100Eco Dis 85 91 92 92 84LEP 65 81 93 78 83Sp Ed 53 60 65 67 62

Student Learning Strengths

Common planning periods in all core subjects facilitated by grade level lead teachers and administration.Campus-wide lesson plan template that utilizes the Instructional Planning Model and "backward-by-design" for all coresubjects.Common Assessment Audit form utilized by the administration and academic trainers to ensure alignment to TEKS, dual-coding, and stimuli.All In Learning program to analyze data from common assessments to ensure data-driven instruction.Campus-wide Weekly Planning Agenda and documentation form to ensure efficient planning meetings.Campus-wide calendar for tutorial sessions and Saturday School sessions to reinforce student learning and improve



academic performance.Remediation courses established in English and Math to support struggling students.Co-teach model implemented in STAAR EOC courses to address the needs of Special Education students.TSI assessment and preparation provided bi-weekly to help students meet post-secondary requirements.Student Intervention Team meetings held monthly to address students at risk for drop-out.Monthly Attendance Committee meetings held to address chronic absenteeism.

Problem Statements Identifying Student Learning Needs


Problem Statement 2 (Prioritized): The Special Education and English Learners student achievement performance is significantly lower than other student groups onstandardized assessments. Root Cause: Lack of effective instructional practices such as differentiation to effectively meet the needs of the two struggling student populations--Special Education and English Language Learners.



School Processes & Programs

School Processes & Programs Summary

Instructional

Common planning periods in all core subjects facilitated by grade level lead teachers and administration.Campus-wide lesson plan template that utilizes the Instructional Planning Model and "backward-by-design" for all coresubjects.Common Assessment Audit form utilized by the administration and academic trainers to ensure alignment to TEKS, dual-coding, and stimuli.All In Learning program to analyze data from common assessments to ensure data-driven instruction.Campus-wide Weekly Planning Agenda and documentation form to ensure efficient planning meetings.Campus-wide calendar for tutorial sessions and Saturday School sessions to reinforce student learning and improveacademic performance.Remediation courses established in English and Math to support struggling students.Co-teach model implemented in STAAR EOC courses to address the needs of Special Education students.TSI assessment and preparation provided bi-weekly to help students meet post-secondary requirements.Campus-wide approach to data analysis using All in Learning and Ainsworth's 5 Step Data Analysis

Curricular

Administrators participate in weekly collaborative planning sessions and campus-wide PLCs.Monthly Instructional Power Hours are held to reinforce professional development given in the monthly PLCs.Reading and Writing initiative across all subject areas and classes--including PE, athletics, CTE, and electives.

Personnel

Highly qualified candidates hired for vacancies.A two-tier new teacher program for all novice teachers. Each novice teacher is paired with a master mentor teacher for two years. Newteacher program is facilitated by three veteran master teachers who are committed to providing a safe place for new teachers.Co-Teach model utilized in all STAAR EOC courses and other core subjects of high needCampus-wide PLC held monthly to support reading and writing initiatives

Administrative

The Administrative team of Wagner HS were classroom teachers for a total of 7+ years prior to entering administration. The Campus Leadership Team at Wagner HS consists of the campus principal, academic dean, five assistant principals, two academic



trainers, counselors, social work, Community in Schools coordinators, and department chairs.The CLT meets monthly to discuss campus-wide performance in the areas of student learning, student discipline, attendance, parentalinvolvement, culture, and climate.Monthly Coffee with Principal for parents and community stakeholders.

School Processes & Programs Strengths

Reading and Writing initiative to support literacy across all subjects and classesCo-Teach model to support special education student populationCommon planning agenda, document form, and lesson plan templateProfessional Learning Communities (PLC’s), Collaborative Planning, and Instructional Power Hours throughout theschool year to provide job-embedded professional development for teachersCampus-wide approach to data analysis using All in Learning and Ainsworth's 5 Step Data AnalysisCampus-wide calendar for tutorial sessions and Saturday School sessions to reinforce student learning and improveacademic performance.Common Assessment Audit form utilized by the administration and academic trainers to ensure alignment to TEKS, dual-coding, and stimuli.

Problem Statements Identifying School Processes & Programs Needs

Problem Statement 1: There is a need for ESL certified teachers in current staff. Root Cause: Teachers express the lack of time to properly prepare for the ESL certificationexam.

Problem Statement 2 (Prioritized): The Special Education and English Learners student achievement performance is significantly lower than other student groups onstandardized assessments. Root Cause: Lack of effective instructional practices such as differentiation to effectively meet the needs of the two struggling student populations--Special Education and English Language Learners.


Problem Statement 4 (Prioritized): The Instructional Planning model is not fully implemented in all departments to ensure engaged, aligned, and rigorous bell-to-bellinstruction. Root Cause: Lack of strategic professional development in lesson planning design and alignment to standards



Perceptions

Perceptions Summary

Wagner HS continues to work diligently to make connections with its parents, students, and community stakeholders. The Wagner PTSOholds monthly meetings and actively encourages parents, students, teachers, and community stakeholders to attend. Teachers are asked tobecome members of the PTSO. Additionally, parents and community stakeholders are invited to attend Coffee with the Principal todiscuss campus performance, events, and initiatives.

Perceptions Strengths

Wagner continues to make significant strides in establishing communication pathways with parents, students, andcommunity stakeholders through Bright Arrow, Facebook, and Twitter. The PTSO continues to grow and become a true partner with the school.

Problem Statements Identifying Perceptions Needs

Problem Statement 1 (Prioritized): The Attendance Rate for Wagner High School is consistently under 95%. Root Cause: Lack of understanding about the direct correlationbetween daily attendance and academic performance.

Problem Statement 2 (Prioritized): There are not consistent avenues to recognize students and staff throughout the year Root Cause: Lack of strategic planning to establishsystems to recognize students and staff.

Problem Statement 3 (Prioritized): Parental and community involvement Root Cause: Consistent leadership and strategic planning for parental and community invovlment.



Priority Problem StatementsProblem Statement 1: The Attendance Rate for Wagner High School is consistently under 95%.Root Cause 1: Lack of understanding about the direct correlation between daily attendance and academic performance.Problem Statement 1 Areas: Demographics - Perceptions

Problem Statement 2: The Special Education and English Learners student achievement performance is significantly lower than other student groups on standardizedassessments.Root Cause 2: Lack of effective instructional practices such as differentiation to effectively meet the needs of the two struggling student populations--Special Education andEnglish Language Learners.Problem Statement 2 Areas: Student Learning - School Processes & Programs

Problem Statement 3: The At-Risk student population which is at 84.7% continues to increased yearly which requires a variety of strategic interventions to meet student needsRoot Cause 3: Students are entering high school with significant gaps in core curriculum and struggle to pass classes.Problem Statement 3 Areas: Demographics - Student Learning - School Processes & Programs

Problem Statement 4: There are not consistent avenues to recognize students and staff throughout the yearRoot Cause 4: Lack of strategic planning to establish systems to recognize students and staff.Problem Statement 4 Areas: Perceptions

Problem Statement 5: Parental and community involvementRoot Cause 5: Consistent leadership and strategic planning for parental and community invovlment.Problem Statement 5 Areas: Perceptions

Problem Statement 6: The Instructional Planning model is not fully implemented in all departments to ensure engaged, aligned, and rigorous bell-to-bell instruction.Root Cause 6: Lack of strategic professional development in lesson planning design and alignment to standardsProblem Statement 6 Areas: School Processes & Programs



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

Improvement Planning Data

District goals

Accountability Data

Texas Academic Performance Report (TAPR) dataStudent Achievement DomainStudent Progress DomainClosing the Gaps DomainEffective Schools Framework dataComprehensive, Targeted, and/or Additional Targeted Support Identification dataAccountability Distinction DesignationsFederal Report Card Data

Student Data: Assessments

STAAR End-of-Course current and longitudinal results, including all versionsTexas English Language Proficiency Assessment System (TELPAS) and TELPAS Alternate resultsSAT and/or ACT assessment dataLocal benchmark or common assessments dataObservation Survey results

Student Data: Student Groups

Male / 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 dataAt-risk/non-at-risk population including performance, progress, discipline, attendance, and mobility dataSTEM/STEAM dataSection 504 dataHomeless dataGifted and talented dataDyslexia 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 data



Discipline recordsSchool safety data

Employee Data

Professional learning communities (PLC) dataStaff surveys and/or other feedbackTeacher/Student RatioState 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 impact

Parent/Community Data

Parent 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



GoalsRevised/Approved: June 30, 2020

Goal 1: To meet or exceed Texas Education Agency standards on STAAR and prepare students for higher education and workforce readiness.

Performance Objective 1: Wagner HS will increase STAAR EOC performance of Special Education, English Language Learners, and EconomicDisadvantage student populations on all content assessments by 10%.

Targeted or ESF High Priority

Evaluation Data Sources: Formative and summative assessment results in All in LearningCourse materialsTEA Accountability Report 2020-2021

Strategy 1: Provide co-teach and sheltered classes in master schedule to service special education and English Language Learners.Strategy's Expected Result/Impact: Increase student academic performance in the all core content areas assessed by the STAAREOC as well as increase the number of students performing at the Meets and Masters Level.Staff Responsible for Monitoring: PrincipalAcademic DeanAssistant PrincipalsDepartment ChairsInstructional CoachesTargeted Support StrategyProblem Statements: Demographics 2 - Student Learning 1, 2 - School Processes & Programs 2, 3

Formative ReviewsNov Feb May

Strategy 2: Increase instructional opportunities including synchronous and asynchronous learning and face to face learning for studentsincluding special populations.

Strategy's Expected Result/Impact: Provide instruction at home and at school allowing students to excel and reach masteryStaff Responsible for Monitoring: PrincipalAcademic DeanAssistant PrincipalsDepartment ChairsAcademic Coaches/TrainersProblem Statements: Demographics 2 - Student Learning 1, 2 - School Processes & Programs 2, 3Funding Sources: Lead4ward Field Guides - 171-1 State Comp Ed - $250, Computer Cameras - 171-1 State Comp Ed - $524, Nearpod Application - 171-1 State Comp Ed - $5,600, Edpuzzle Application - 171-1 State Comp Ed - $1,450, Sirius STAAR PrepMaterial - 171-1 State Comp Ed - $10,400, Computer Cameras - 171-1 State Comp Ed - $3,600




Strategy 3: Provide instructional materials for RtI classes and general core classes focusing on increasing student academic performance onSTAAR EOC and closing achievement gaps between student groups

Strategy's Expected Result/Impact: Students enrolled in RtI classes will experience growth across all core STAAR EOCassessments.Staff Responsible for Monitoring: AdministrationAcademic trainersDepartment chairsTEA Priorities: Build a foundation of reading and math - ESF Levers: Lever 4: High-Quality Curriculum - Targeted SupportStrategyProblem Statements: Demographics 2 - Student Learning 1 - School Processes & Programs 3Funding Sources: - 171-1 State Comp Ed


No Progress Accomplished Continue/Modify Discontinue

Performance Objective 1 Problem Statements:

DemographicsProblem Statement 2: The At-Risk student population which is at 84.7% continues to increased yearly which requires a variety of strategic interventions to meet student needsRoot Cause: Students are entering high school with significant gaps in core curriculum and struggle to pass classes.

Student LearningProblem Statement 1: The At-Risk student population which is at 84.7% continues to increased yearly which requires a variety of strategic interventions to meet student needsRoot Cause: Students are entering high school with significant gaps in core curriculum and struggle to pass classes.Problem Statement 2: The Special Education and English Learners student achievement performance is significantly lower than other student groups on standardizedassessments. Root Cause: Lack of effective instructional practices such as differentiation to effectively meet the needs of the two struggling student populations--SpecialEducation and English Language Learners.

School Processes & ProgramsProblem Statement 2: The Special Education and English Learners student achievement performance is significantly lower than other student groups on standardizedassessments. Root Cause: Lack of effective instructional practices such as differentiation to effectively meet the needs of the two struggling student populations--SpecialEducation and English Language Learners.Problem Statement 3: The At-Risk student population which is at 84.7% continues to increased yearly which requires a variety of strategic interventions to meet student needsRoot Cause: Students are entering high school with significant gaps in core curriculum and struggle to pass classes.



Goal 2: To improve communication with all stakeholders by creating additional information pathways with increasing participation.

Performance Objective 1: Wagner HS will incorporate digital cameras and instructional technology to deliver classroom instruction using cameras tointeract with 100% students on a daily basis utilizing a virtual LMS.

Evaluation Data Sources: Teacher SurveysStudent Attendance and Participation in Zoom classes

Strategy 1: Purchase USB cameras for all teachers to utilize during instructional time to provide modeling of content application and smallgroup instruction for targeted students.

Strategy's Expected Result/Impact: Increase student academic performance due to targeted intervention and supportStaff Responsible for Monitoring: AdministrationTeachersSpecial education teachersSheltered teachers





Goal 2: To improve communication with all stakeholders by creating additional information pathways with increasing participation.

Performance Objective 2: Wagner HS will increase communication avenues to better inform students, parents, and community stakeholders.

Evaluation Data Sources: Establishment and active use of social media such as Twitter, Instagram, and targeted newsletters to better communicate with all schoolstakeholders.



Goal 3: To increase employee satisfaction and retention of highly effective teachers and instructional aides

Performance Objective 1: Wagner HS will increase teacher retention from 85% to 90% in the 2020 - 2021 school year.


Evaluation Data Sources: Master ScheduleTAPR reportTeacher surveys

Strategy 1: Provide job-embedded instructional coaching for new teachers by Academic Dean, Assistant Principals, and AcademicTrainers.

Strategy's Expected Result/Impact: Retain teachers and paraprofessionals at the end of the year.Staff Responsible for Monitoring: Principal Academic DeanAcademic TrainersTEA Priorities: Recruit, support, retain teachers and principals - ESF Levers: Lever 2: Effective, Well-Supported Teachers, Lever 3:Positive School Culture, Lever 5: Effective Instruction - Targeted Support StrategyProblem Statements: School Processes & Programs 4 - Perceptions 2


Strategy 2: Provide instructional training for Special Education aides who work directly with students in Life Skills and BAC settings.Strategy's Expected Result/Impact: Increase in instructional aide retentionIncrease in instructional effectiveness for special education studentsStaff Responsible for Monitoring: PrincipalAcademic DeanAssistant Principal for Special EducationTEA Priorities: Recruit, support, retain teachers and principals - ESF Levers: Lever 3: Positive School Culture, Lever 5: EffectiveInstruction - Targeted Support StrategyProblem Statements: Student Learning 2 - School Processes & Programs 2


Strategy 3: Provide job-embedded professional development through weekly PLCs within content levels, monthly campus-wide PLCs,collaborative planning, and Instructional Power Hours.

Strategy's Expected Result/Impact: Increased job satisfaction and retention of staffStaff Responsible for Monitoring: PrincipalAcademic DeanAssistant PrincipalsDepartment chairsTEA Priorities: Recruit, support, retain teachers and principals - ESF Levers: Lever 1: Strong School Leadership and Planning, Lever2: Effective, Well-Supported Teachers, Lever 3: Positive School Culture, Lever 5: Effective Instruction - Targeted Support StrategyProblem Statements: Student Learning 2 - School Processes & Programs 2, 4 - Perceptions 2




Strategy 4: Create a two tier mentoring program for first year teachers which will include mentors, handbook, peer observations, andprofessional book, What Great Teachers Do Differently by Todd Whittaker.

Strategy's Expected Result/Impact: Increased teacher and instructional aide retentionStaff Responsible for Monitoring: PrincipalAcademic DeanAssistant PrincipalsCampus Mentor TeamTEA Priorities: Recruit, support, retain teachers and principals - ESF Levers: Lever 1: Strong School Leadership and Planning, Lever2: Effective, Well-Supported Teachers - Targeted Support StrategyProblem Statements: Student Learning 2 - School Processes & Programs 2, 4




Student LearningProblem Statement 2: The Special Education and English Learners student achievement performance is significantly lower than other student groups on standardizedassessments. Root Cause: Lack of effective instructional practices such as differentiation to effectively meet the needs of the two struggling student populations--SpecialEducation and English Language Learners.

School Processes & ProgramsProblem Statement 2: The Special Education and English Learners student achievement performance is significantly lower than other student groups on standardizedassessments. Root Cause: Lack of effective instructional practices such as differentiation to effectively meet the needs of the two struggling student populations--SpecialEducation and English Language Learners.Problem Statement 4: The Instructional Planning model is not fully implemented in all departments to ensure engaged, aligned, and rigorous bell-to-bell instruction. RootCause: Lack of strategic professional development in lesson planning design and alignment to standards

PerceptionsProblem Statement 2: There are not consistent avenues to recognize students and staff throughout the year Root Cause: Lack of strategic planning to establish systems torecognize students and staff.



Goal 4: To spend money wisely, efficiently, and equitably by coordinating and integrating federal, state, and local funds to improve the overall learningenvironment.

Performance Objective 1: Wagner HS will utilize a shared decision-making model to determine how campus funds will be utilized to improve the overalllearning environment.

Evaluation Data Sources: Campus Site-based Committee meeting agenda and minutes

Strategy 1: Establish a Campus Leadership Team that will include teachers, paraprofessionals, and administrative interns to involve moreteachers in the decision-making process for campus funding and campus needs.

Strategy's Expected Result/Impact: Increased participation and leadership capacity in teachers in having an active role in campusplanning and budgeting.Staff Responsible for Monitoring: PrincipalAcademic DeanAssistant PrincipalsTEA Priorities: Recruit, support, retain teachers and principals - ESF Levers: Lever 1: Strong School Leadership and PlanningProblem Statements: Perceptions 2


Strategy 2: Establish a student committee to provide insight and feedback in decision-making process for campus needs.Strategy's Expected Result/Impact: Increased participation and leadership capacity in studentsStaff Responsible for Monitoring: PrincipalAcademic DeansAssistant PrincipalsESF Levers: Lever 3: Positive School Culture - Targeted Support StrategyProblem Statements: Perceptions 2




PerceptionsProblem Statement 2: There are not consistent avenues to recognize students and staff throughout the year Root Cause: Lack of strategic planning to establish systems torecognize students and staff.



Goal 5: All students will be taught in an environment that is safe, drug-free, and conducive to learning.

Performance Objective 1: Wagner HS will incorporate systems to address the social, emotional, physical, and cognitive needs of the student populationthrough strategic planning and monitoring.


Evaluation Data Sources: Counselor recordsCounseling groupsAgendas, sign-in sheetsstudent academic performance on report cards and assessments

Strategy 1: Implement a campus-wide student mentoring program to meet the needs of our most at-risk students.Strategy's Expected Result/Impact: Increase in students' sense of belonging and connection.Increase in the academic performance of at-risk students on report cards, attendance, and STAAR.Staff Responsible for Monitoring: PrincipalAssistant PrincipalsCounselorsSocial WorkerTeachersParaprofessionalsTEA Priorities: Connect high school to career and college - ESF Levers: Lever 3: Positive School Culture - Targeted SupportStrategyProblem Statements: Demographics 1, 2 - Student Learning 1 - School Processes & Programs 3 - Perceptions 1, 2Funding Sources: - 171-1 State Comp Ed


Strategy 2: Provide appropriate services such as counseling group for at-risk students to improve their grades, attendance, and graduationrates.

Strategy's Expected Result/Impact: Campus will meet the needs of at-risk studentsStaff Responsible for Monitoring: PrincipalAssistant PrincipalsCounselorsAcademic TrainersTargeted Support StrategyProblem Statements: Demographics 1, 2 - Student Learning 1 - School Processes & Programs 3 - Perceptions 1, 2Funding Sources: - 171-1 State Comp Ed




Strategy 3: Allocate funding for professional development and materials to assist Social Worker and At-Risk Counselor so that they canfacilitate campus initiatives to meet the social, emotional, physical, and cognitive needs of at-risk students.

Strategy's Expected Result/Impact: Strategic and successful support for at-risk studentsStaff Responsible for Monitoring: PrincipalAssistant PrincipalsCounselorsCommunities in SchoolsTargeted Support StrategyProblem Statements: Demographics 1, 2 - Student Learning 1 - School Processes & Programs 3 - Perceptions 1, 2Funding Sources: Social Worker Conference - 171-1 State Comp Ed - $240




DemographicsProblem Statement 1: The Attendance Rate for Wagner High School is consistently under 95%. Root Cause: Lack of understanding about the direct correlation between dailyattendance and academic performance.Problem Statement 2: The At-Risk student population which is at 84.7% continues to increased yearly which requires a variety of strategic interventions to meet student needsRoot Cause: Students are entering high school with significant gaps in core curriculum and struggle to pass classes.

Student LearningProblem Statement 1: The At-Risk student population which is at 84.7% continues to increased yearly which requires a variety of strategic interventions to meet student needsRoot Cause: Students are entering high school with significant gaps in core curriculum and struggle to pass classes.

School Processes & ProgramsProblem Statement 3: The At-Risk student population which is at 84.7% continues to increased yearly which requires a variety of strategic interventions to meet student needsRoot Cause: Students are entering high school with significant gaps in core curriculum and struggle to pass classes.

PerceptionsProblem Statement 1: The Attendance Rate for Wagner High School is consistently under 95%. Root Cause: Lack of understanding about the direct correlation between dailyattendance and academic performance.Problem Statement 2: There are not consistent avenues to recognize students and staff throughout the year Root Cause: Lack of strategic planning to establish systems torecognize students and staff.



State CompensatoryPersonnel for Wagner High School

Name Position Program FTE

Ballou-Jones, Nicole At-Risk Counselor 100%

Boerm, Rodney RTI/STAAR Teacher-Reading 50%

Bowie, Taryn Academic Trainer 100%

Clark, Rodney Credit Recovery Teacher 50%

Craft, Vanessa Credit Recovery Teacher 50%

Demerson, Priscilla Academic Trainer 100%

Littrell, Vendetta RTI/STAAR Teacher-Reading 100%

McKee, Alan Academic Trainer 100%

Mireles, Melinda At-Risk Social Worker 100%

Null, Brian Credit Recovery Teacher 50%

Villegas, Rodolfo Credit Recovery Teacher 50%



Campus Funding Summary171-1 State Comp Ed

Goal Objective Strategy Resources Needed Account Code Amount1 1 2 Lead4ward Field Guides $250.00

1 1 2 Computer Cameras $524.00

1 1 2 Nearpod Application $5,600.00

1 1 2 Edpuzzle Application $1,450.00

1 1 2 Sirius STAAR Prep Material $10,400.00

1 1 2 Computer Cameras $3,600.00

1 1 3 $0.00

5 1 1 $0.00

5 1 2 $0.00

5 1 3 Social Worker Conference $240.00

Sub-Total $22,064.00

Budgeted Fund Source Amount $91,056.00

+/- Difference $68,992.00

Grand Total $22,064.00



Addendums



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