Area 1 Action Plan

Garland H.S.


1

Campus: Garland High School Science Grade Level: 9
Areas of Concern Suggested Support Measure of Success
New teachers to science department Frequent classroom observations to
determine any specific areas of need
Student performance on benchmark and
formative assessments
Student engagement during classroom
observations
Campus 3 points below district average on
Biology EOC (This data include IB and Pre-AP
students)
Ensure that at least 40% of
instructional time is use for laboratory
and field investigations
Ensure that lessons are on grade level
and meet the rigor of the TEKS
Frequent classroom observations
Through observations it should be
apparent if laboratory investigation
requirement is being met.
Student performance on benchmark and
formative assessments
Student engagement during classroom
observations
Hispanic, White, Economically
Disadvantaged, and At Risk populations all
below district average on Biology EOC (This
data include IB and Pre-AP students)
Ensure that teachers are aware of
their special populations and that best
practices are being utilized
Frequent classroom observations
Student performance on benchmark and
formative assessments
Student engagement during classroom
observation
LEP and ESL performance on Biology EOC Ensure that ELPS are integrated into
every lesson
Ensure that teachers are aware of
students proficiency levels for
listening, speaking, reading and
writing
Frequent classroom observations
Student performance on benchmark and
formative assessments
Special Ed population 10 points below
district average on Biology EOC
Ensure that teacher are following
students IEPs
Frequent classroom observations
Student performance on benchmark and
formative assessments
Area 1 Action Plan
Garland H.S.


2


Campus: Garland High School ELA/R Grade Level: ALL
Areas of Concern Suggested Support Measure of Success
9
th
grade Reading overall passing rate 40% or below
in the following subgroups: LEP-16%, ESL-18%,
Sp.Ed.-19%, At-risk-40%. The district passing rate is
67%. (crucial area)

District passing rates for each subgroup were as
follows: LEP-16%, ESL-17%, SpEd-25%, At-risk-43%
Plan with 9
th
grade teachers on a
regular basis
Work closely with Sp.Ed. Department
Train staff on IEPs, modifications, laws
Observe each class on a regular basis
Work with new teachers
Plan using data
ESL and LEP workshops for teachers
Increase of at least 5 points on benchmark
tests and standardized tests
observation
9
th
grade Reading overall passing rate is between
41% and 70% in the following subgroups: All-67%,
African-American-66%, Eco. Dis.-60%, CTE-59%. The
district passing rate is 67%
Plan with 9
th
grade teachers on a
regular basis
Observe each class on a regular basis
Work with new teachers
Plan using data
ESL and LEP workshops for teachers
Increase of at least 5 points on benchmark
tests and standardized tests
Observation
9
th
grade Writing overall passing rate is below the
district average. GHS passing rate is 47%. District
passing rate is 48%.
Plan with 9
th
grade teachers on a
regular basis
Observe each class on a regular basis
Work with new teachers
Plan using data
Writing workshops for teachers
Increase of at least 5 points on benchmark
tests and standardized tests
Essay samples
Observation
9
th
grade Writing between 40% and 50% passing in
the following subgroups: All, African-American
Plan with 9
th
grade teachers on a
regular basis
Observe each class on a regular basis
Work with new teachers
Plan using data
Writing workshops for teachers
Increase of at least 5 points on benchmark
tests and standardized tests
Essay samples
Observation
Area 1 Action Plan
Garland H.S.


3


Campus: Garland High School ELA/R Grade Level: ALL
Areas of Concern Suggested Support Measure of Success

9
th
grade Writing is below 40% in the following
subgroups: Hispanic-34%, Eco. Dis.-37%, LEP-2%,
ESL-2%, SpEd-2%, At-risk-16%, CTE-31%. District
passing rate is 48%. (crucial area)

Plan with 9
th
grade teachers on a
regular basis
Work closely with Sp.Ed. Department
Train staff on IEPs, modifications, laws
Observe each class on a regular basis
Work with new teachers
Plan using data
Writing workshops for teachers
ESL and LEP workshops for teachers

Increase of at least 5 points on benchmark
tests and standardized tests
Essay samples
Observation
10
th
grade Reading passing rate is 80%. The district
passing rate is 81%.
Plan with 10
th
grade teachers on a
regular basis
Observe each class on a regular basis
Work with new teachers
Plan using data.
Increase of at least 5 points on benchmark
tests and standardized tests
Observation
10
th
grade Reading below 66% in the At-Risk
subgroup. The district passing rate is 69% in the At-
Risk subgroup.
Plan with 10
th
grade teachers on a
regular basis
Observe each class on a regular basis
Work with new teachers
Plan using data
Increase of at least 5 points on benchmark
tests and standardized tests
Observation
10
th
grade Reading below 20% in the following
subgroups: LEP-15%, ESL-16%, SpEd-15% (crucial
area)

District passing rates were as follows: LEP-33%, ESL-
31%, SpEd-36%
Plan with 10
th
grade teachers on a
regular basis
Work closely with Sp.Ed. Department
Train staff on IEPs, modifications, laws
Observe each class on a regular basis
Work with new teachers
Increase of at least 5 points on benchmark
tests and standardized tests
Observation
Area 1 Action Plan
Garland H.S.


4

Plan using data
ESL and LEP workshops for teachers
10
th
grade Writing below 30% in the following
subgroups: LEP-0%, ESL-0%, SpEd-8%, At-Risk-28%
(crucial area)

District passing rates were as follows: LEP-9%, ESL-
10%, SpEd-10%, At-Risk-27%
Plan with 10
th
grade teachers on a
regular basis
Work closely with Sp.Ed. Department
Train staff on IEPs, modifications, laws
Observe each class on a regular basis
Work with new teachers
Plan using data
Writing workshops for teachers
ESL and LEP workshops for teachers
Increase of at least 5 points on benchmark
tests and standardized tests
Essay samples
Observation
10
th
grade Writing below 60% in the following
subgroups: All-54%, Hispanic-44%, African-
American-47%, Eco. Dis.-40%, CTE-55%

District passing rates in these subgroups: All-51%,
Hispanic-44%, African-American-37%, Eco. Dis.-41%,
LEP-9%, ESL-10%, SpEd-10%, At-risk-27%, CTE-48%
Plan with 10
th
grade teachers on a
regular basis
Work closely with Sp.Ed. Department
Train staff on IEPs, modifications, laws
Observe each class on a regular basis
Work with new teachers
Plan using data
Writing workshops for teachers
ESL and LEP workshops for teachers
Increase of at least 5 points on benchmark
tests and standardized tests
Essay samples
Observation


Area 1 Action Plan
Garland H.S.


5



Campus: Garland High School Math Grade Level: Algebra 1, Media
Literacy, and Literary Genre
Areas of Concern Suggested Support Measure of Success
Number of students scoring at Level 3 advanced
on Algebra EOC.
Ensure students are exposed to
high yield learning strategies and
high level questioning during class.
Monitor lesson plans.
Student performance on benchmarks and
Algebra EOC.
Student engagement during classroom
observations.
Performance on Algebra 1 EOC by Reporting
Categories.
Ensure teachers are planning and
teaching lessons based on the
appropriate course TEKS.
Monitor lesson plans.
Student performance on benchmark and
formative assessments.
Student engagement during classroom
observations.

New teacher to math department.

Assist in lesson planning during
conference periods.
Monitor lesson plans and make
frequent classroom observations.
Student performance on benchmark and
formative assessments.
Student engagement during classroom
observations.
SPED and ESL student performance on state
assessment.
Monitor for best practices for ELL
and that ELPS are incorporated in
lesson plans.
Ensure teachers are aware of their
populations and best practices are
being utilized to engage all
students.
Ensure teachers are aware of their
SPED population and IEPS are
being followed.

Student performance on benchmark and
formative assessments.
Student engagement during classroom
observations.
Monitor student performance on
Universal Screener.
Area 1 Action Plan
Garland H.S.


6


Campus: Garland HS Grade Level: World Geography
Areas of Concern Suggested Support Measure of Success
Based on EOC data, the World Geography
scores are 2 points below district average in
Level II and 3 points above district average
in level III.

Based on data, the World Geography EOC
scores for Hispanic, White, Economically
Disadvantaged, SPED, and At Risk students
were below district averages.

The above data includes IB, AP, and Regular
students scores. At the time the data was
pulled these scores could not be separated.

Based on observation, the level of rigor and
of student engagement is low in most World
Geography classes.
Begin attending World Geography PLC
meetings and assist with the
incorporation or continuation of
higher level thinking strategies such as
those provided by AVID, RBHYS,ELPS
and Kagan strategies.


Observe the World Geography classes
to determine the level of rigor of each
class. Also try and determine how the
teacher determines mastery of
content.

Meet with the World Geography
teachers in their PLC time to discuss
the various methods and types of
formative assessments to ensure that
all students have mastered the
content.





Since there will not be a benchmark
assessment in World Geography, observation
of classes will be used to determine the
measure of success.

Area 1 Action Plan
Garland H.S.


7

Campus: Garland HS Grade Level: World History
Areas of Concern Suggested Support Measure of Success
Based on EOC data, the World History
scores are 5 points below district average in
Level II and 2 points above district average
in level III.

Based on data, the World History EOC
scores for All Students, Hispanic, African
American, White, Economically
Disadvantages, LEP, ESL, SPED, and At Risk
students were below district averages.

The above data includes IB, AP, and Regular
students scores. At the time the data was
pulled these scores could not be separated.

Based on observation, the level of rigor and
of student engagement is low in most World
History classes.
Begin attending World History PLC
meetings and assist with the
incorporation or continuation of
higher level thinking strategies such as
those provided by AVID, RBHYS, ELPS
and Kagan strategies.

Observe the World History classes to
determine the level of rigor of each
class. Also try and determine how the
teacher determines mastery of
content.

Meet with the World History teachers
in their PLC time to discuss the various
methods and types of formative
assessments to ensure that all
students have mastered the content.









Since there will not be a benchmark
assessment in World Geography, observation
of classes will be used to determine the
measure of success.

Area 1 Action Plan
Garland H.S.


8

Campus: Garland HS Grade Level: US History
Areas of Concern Suggested Support Measure of Success
Based on TAKS data, the United States
History scores were at district average.

TAKS only tested 40% of the TEKS. The EOC
will test 95% of the TEKS.
Observe US History PLC meetings and
assist with the incorporation or
continuation of higher level thinking
strategies such as those provided by
AVID, RBHYS, ELPS and Kagan
strategies.
Observe the US History teachers
classes to see if high quality
instruction is continuing.
Attend PLC meetings and assist with
ways of incorporating necessary
content for the EOC.
Observe US History classes to ensure
that needed content is introduced
into the course.
Score above the district average in all
Reporting Categories compared to the
benchmark given in 2012-2013.
Score above district average on the 2014 EOC
assessment.

Area 1 Action Plan
Garland H.S.


9

Campus: Garland HS

Grade Level: Senior Level Courses
and Electives
Areas of Concern Suggested Support Measure of Success
There is no data to determine the needs of
these courses.
Attend the PLC meetings for these
courses and assist with the
development of rigorous and
engaging lesson plans.

Observe these courses and determine
if high quality instruction is taking
place
Through observation it should be apparent if
high quality instruction is occurring in these
courses.