2020-2021 Plano Independent School District
Plano Independent School DistrictVines High School2020-2021Accountability Rating: Not Rated: Declared State of DisasterBoard Approval Date: October 20, 2020Vines High SchoolGenerated by Plan4Learning.com1 of 21March 15, 2021 11:02 AM
Mission StatementAt Vines High School, we work together to build a learning community of academically, socially, and emotionally well-roundedindividuals through meaningful interactions.VisionCOMMITTED TO EXCELLENCE DEDICATED TO CARING POWERED BY LEARNING PLANO ISD PROUDVines High SchoolGenerated by Plan4Learning.com2 of 21March 15, 2021 11:02 AM
Table of ContentsComprehensive Needs AssessmentStudent LearningPriority Problem StatementsComprehensive Needs Assessment Data DocumentationGoalsGoal 1: DIP - Plano ISD will increase student learning as evidenced by an increase in the percentage of students performing at the Meets grade level standard onSTAAR/EOC Reading and STAAR Writing from 2019 to 2021.Goal 2: DIP - Plano ISD will increase student learning as evidenced by an increase in the percentage of students performing at the Meets grade level standard onSTAAR/EOC Math from 2019 to 2021.Goal 3: DIP - Plano ISD will increase student learning in Science as evidenced by an increase in the percentage of students performing at the Meets grade level standard onSTAAR/EOC Science from 2019 to 2021.State Compensatory20-21 SBIC CommitteeCampus Funding SummaryAddendumsVines High SchoolGenerated by Plan4Learning.com3 of 2144568891012131415March 15, 2021 11:02 AM
Comprehensive Needs AssessmentStudent LearningStudent Learning SummaryVines High School Goals Including HB3 CCMR Goals: (see tables in addendum) HB 3 District and Board goals requires each district to set 5-year goals for college, career,and military readiness including targets for each school year. Plano ISD have set these goals for CCMR. Campus goals are aligned with these CCMR goals. As CCMR goals forcollege readiness is strongly aligned with the Meets Standard on STAAR EOCs, the district target for 2021 is based on these CCMR increases required from 2019 to 2021. Thecampus target for EOCs now align with the district required target for 9-10 grade levels for Algebra I, English I and English II, Biology, and US History for the All Student andSpecific student groups. 2019 Baseline Data from 2018-19 TAPRProblem Statements Identifying Student Learning NeedsProblem Statement 1 (Prioritized): Vines High School students taking honors courses are under-performing on semester and state assessments in comparison to other district9/10 schools. Root Cause: 1. Lack of rigor in honors curriculum and district unit assessments. 2. Missed opportunities by teachers to incorporate critical thinking in daily lessons.3. High student apathy towards academic achievement. 4. Students not appropriately placed to meet the instructional demands in some honors courses.Problem Statement 2 (Prioritized): Hispanic, African -American, ELL, and SPED student populations at Vines HS are under-performing in comparison to other district 9/10schools and these populations are experiencing high losses in all levels of mathematics for both Academic Achievement and Growth Targets for Domain 3: Closing the Gap. RootCause: 1. Missed opportunities to provide teachers with necessary professional learning on differentiation in the classroom. 2. Teachers lack knowledge of instructional strategiesto meet the academic needs of are fast-growing populations. 3. ELL and Ec. Dis. student populations have increased significantly in the last two years. UPDATE:4: There is notenough focus on the power standards in the math curriculum. 5. STAAR test is not equitable for all tested student groups; Algebra I STAAR test is written at a very rigorousreading level; current assessments don't reflect the same level as STAAR. 6. Curriculum is designed for guiding instruction rather than discovering connections. 7. Lack ofpreparation for Algebra course requirements (homework); student snot studying/doing homework (skill practice) ; lack of student motivation to make school a priority. EditAssociated AreasProblem Statement 3: Vines High School showed decreases in performance for ALL students and Economically Disadvantaged Students from the English I to English II EOCexams. The percentage of ALL students at Approaches decreased by 4% from English I to English II and the percentage of ALL students at Masters decreased by 5%. Thepercentage of Economically Disadvantaged students at Approaches decreased by 8% from English I to English II. The percentage of Economically Disadvantage students atMeets decreased by 4%. The percentage of Economically Disadvantaged students at Masters decreased by 2% . Root Cause: 1. Previous Leadership Team was lacking vision,purpose and instructional leadership. 2. Lack of preparation for targeted weaknesses on state EOCs. 3. Lack of vertical alignment between 9th and 10th grades; 10th gradeplanning was not efficient; lack of whole department planning, lack of backwards design planning. 4. Teachers not differentiating enough to meet the needs of all students (Did Ido enough to challenge my students). 5. Missed opportunities to address student motivation. 6. ELL students haven't taken this type of test before and don't have the stamina totake such a long test. 7. Not using the vocabulary that students will see on the test; lack of teacher knowledge of what is on the test; lack of STAAR practice and exam stems(vocabulary and formatting). 8. The structure of our Academic Literacy course is lacking.Vines High SchoolGenerated by Plan4Learning.com4 of 21March 15, 2021 11:02 AM
Priority Problem StatementsProblem Statement 1: Vines High School students taking honors courses are under-performing on semester and state assessments in comparison to other district 9/10 schools.Root Cause 1: 1. Lack of rigor in honors curriculum and district unit assessments. 2. Missed opportunities by teachers to incorporate critical thinking in daily lessons. 3. Highstudent apathy towards academic achievement. 4. Students not appropriately placed to meet the instructional demands in some honors courses.Problem Statement 1 Areas: Student LearningProblem Statement 2: Vines High School showed decreases in performance for ALL students and Economically Disadvantaged Students from the English I to English II EOCexams. The percentage of ALL students at Approaches decreased by 4% from English I to English II and the percentage of ALL students at Masters decreased by 5%. Thepercentage of Economically Disadvantaged students at Approaches decreased by 8% from English I to English II. The percentage of Economically Disadvantage students atMeets decreased by 4%. The percentage of Economically Disadvantaged students at Masters decreased by 2% .Root Cause 2: Previous Leadership Team was lacking vision, purpose and instructional leadership. 2. Lack of preparation for targeted weaknesses on state EOCs. 3. Lack ofvertical alignment between 9th and 10th grades; 10th grade planning was not efficient; lack of whole department planning, lack of backwards design planning. 4. Teachers notdifferentiating enough to meet the needs of all students (Did I do enough to challenge my students). 5. Missed opportunities to address student motivation. 6. ELL students haven'ttaken this type of test before and don't have the stamina to take such a long test. 7. Not using the vocabulary that students will see on the test; lack of teacher knowledge of what ison the test; lack of STAAR practice and exam stems (vocabulary and formatting). 8. The structure of our Academic Literacy course is lacking. Edit Associated AreasProblem Statement 2 Areas: DemographicsProblem Statement 3: Hispanic, African -American, ELL, and SPED student populations at Vines HS are under-performing in comparison to other district 9/10 schools andthese populations are experiencing high losses in all levels of mathematics for both Academic Achievement and Growth Targets for Domain 3: Closing the Gap.Root Cause 3: 1. Missed opportunities to provide teachers with necessary professional learning on differentiation in the classroom. 2. Teachers lack knowledge of instructionalstrategies to meet the academic needs of are fast-growing populations. 3. ELL and Ec. Dis. student populations have increased significantly in the last two years. UPDATE:4:There is not enough focus on the power standards in the math curriculum. 5. STAAR test is not equitable for all tested student groups; Algebra I STAAR test is written at a veryrigorous reading level; current assessments don't reflect the same level as STAAR. 6. Curriculum is designed for guiding instruction rather than discovering connections. 7. Lackof preparation for Algebra course requirements (homework); student snot studying/doing homework (skill practice) ; lack of student motivation to make school a priority. EditAssociated AreasProblem Statement 3 Areas: Student LearningVines High SchoolGenerated by Plan4Learning.com5 of 21March 15, 2021 11:02 AM
Comprehensive Needs Assessment Data DocumentationThe following data were used to verify the comprehensive needs assessment analysis:Improvement Planning DataDistrict goalsAccountability DataStudent Achievement DomainStudent Progress DomainClosing the Gaps DomainEffective Schools Framework dataComprehensive, Targeted, and/or Additional Targeted Support Identification dataAccountability Distinction DesignationsFederal Report Card DataStudent Data: AssessmentsSTAAR End-of-Course current and longitudinal results, including all versionsTexas English Language Proficiency Assessment System (TELPAS) and TELPAS Alternate resultsStudent Success Initiative (SSI) data for Grades 5 and 8Local benchmark or common assessments dataStudent Data: Student GroupsSpecial education/non-special education population including discipline, progress and participation dataAt-risk/non-at-risk population including performance, progress, discipline, attendance, and mobility dataSection 504 dataHomeless dataGifted and talented dataDyslexia DataResponse to Intervention (RtI) student achievement dataStudent Data: Behavior and Other IndicatorsCompletion rates and/or graduation rates dataAnnual dropout rate dataAttendance dataDiscipline recordsViolence and/or violence prevention recordsTobacco, alcohol, and other drug-use dataStudent surveys and/or other feedbackClass size averages by grade and subjectSchool safety dataVines High SchoolGenerated by Plan4Learning.com6 of 21March 15, 2021 11:02 AM
Employee DataProfessional 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 impactT-PESS dataParent/Community DataParent surveys and/or other feedbackParent engagement rateCommunity surveys and/or other feedbackSupport Systems and Other DataOrganizational structure dataProcesses and procedures for teaching and learning, including program implementationCommunications dataStudy of best practicesAction research resultsOther additional dataVines High SchoolGenerated by Plan4Learning.com7 of 21March 15, 2021 11:02 AM
GoalsRevised/Approved: September 30, 2020Goal 1: DIP - Plano ISD will increase student learning as evidenced by an increase in the percentage of students performing at the Meets grade levelstandard on STAAR/EOC Reading and STAAR Writing from 2019 to 2021.Performance Objective 1: The percent of Vines students that score Meets grade level or above on STAAR EOC English I and II will increase from 69%in 2019 to 72% by June 2021. The SPED student group performance will increase from 22% in 2019 to 24% in 2021. The English Learners student groupperformance will increase from 30% in 2019 to 34% in 2021.Evaluation Data Sources: 2021 STAAR/EOC AssessmentStrategy 1 DetailsFormative ReviewsStrategy 1: We will address the lack of preparation for targeted weaknesses on state EOCs by analyzing student performance on TEKS onprior English EOCs and current district assessments during collaborative teaming time. Teachers will have additional opportunities ofenrichment for targeted students in needed areas of growth.Strategy's Expected Result/Impact: Student growth in the areas of Approaches, Met and Masters from the English I to English IIEOC examStaff Responsible for Monitoring: Principal, assistant principals, English Department Chair/English II team leader, English I TeamLeader, District English Support SpecialistFormativeNovFebJuneStrategy 2 DetailsFormative ReviewsStrategy 2: Teachers will focus on grade level specific vocabulary, sentence stems, the use of verbal and and nonverbal responses toincrease comprehension of our English Learners. Teachers will continuously analyze data of assessments to target areas of needed growth.Strategy's Expected Result/Impact: Student growth in the areas of Approaches, Met and Masters from the English I to English IIEOC examStaff Responsible for Monitoring: Principal, assistant principals, English Department Chair/English II team leader, English I TeamLeader, District English Support SpecialistFormativeNovStrategy 3 DetailsVines High SchoolGenerated by Plan4Learning.comJuneFormative ReviewsStrategy 3: Teachers will re-teach / re-learn areas of growth for our low performing students. Recurring opportunities for enrichment areembedded in the English I and English II curriculum. Teachers will target areas of growth based on assessment data.Strategy's Expected Result/Impact: Student growth in the areas of Approaches, Met and Masters from the English I to English IIEOC examStaff Responsible for Monitoring: Principal, assistant principals, English Department Chair/English II Team Leader, English ITeam Leader, District English Support SpecialistNo ProgressFebAccomplishedContinue/Modify8 of 21FormativeNovFebJuneDiscontinueMarch 15, 2021 11:02 AM
Goal 2: DIP - Plano ISD will increase student learning as evidenced by an increase in the percentage of students performing at the Meets grade levelstandard on STAAR/EOC Math from 2019 to 2021.Performance Objective 1: The percent of Vines students that score Meets grade level or above on STAAR/EOC Algebra I will increase from 45% in 2019to 48% by June 2021. The SPED student group performance will increase from 14% in 2019 to 16% in 2021. The African American student groupperformance will increase from 29% in 2019 to 37% in 2021.Evaluation Data Sources: 2021 STAAR/EOC AssessmentStrategy 1 DetailsFormative ReviewsStrategy 1: Teachers will utilize data from Curriculum Based Assessments (CBA) to monitor student progress. They will determinemastery of concepts and areas of low TEK performance to adjust instruction, re-teach as needed, and to identify students in need oftargeted remediation.Strategy's Expected Result/Impact: Improved student results on semester exams and spring 2021 Algebra 1 EOC exam.Staff Responsible for Monitoring: Principal, Assistant Principals, Teachers of Special Education and African American students.FormativeNovStrategy 2 DetailsFebJuneFormative ReviewsStrategy 2: For each instructional unit, teachers will implement targeted tutorial sessions geared to the learning needs of low-performingstudents and based on CBA data.Strategy's Expected Result/Impact: Improved student results on semester exams and spring 2021 Algebra 1 EOC exam.Staff Responsible for Monitoring: Principal, Assistant Principals, Teachers of ELL students, ESOL teachers, and ELL DistrictSupport Team.FormativeNovFebJuneStrategy 3 DetailsFormative ReviewsStrategy 3: Utilization of strategies focused on vocabulary acquisition, use of manipulatives (including digital) to increase comprehensionof content, use of non-verbal responses, and choral responses serving as a model for correct pronunciation and syntax (ELL).Strategy's Expected Result/Impact: Improved student results on semester exams and spring 2021 Algebra 1 EOC exam.Staff Responsible for Monitoring: Principal, Assistant Principals, Teachers of ELL students, ESOL teachers, and ELL DistrictSupport Team.FormativeNo ProgressVines High SchoolGenerated by Plan4Learning.comAccomplishedContinue/Modify9 of 21NovFebJuneDiscontinueMarch 15, 2021 11:02 AM
Goal 3: DIP - Plano ISD will increase student learning in Science as evidenced by an increase in the percentage of students performing at the Meets gradelevel standard on STAAR/EOC Science from 2019 to 2021.Performance Objective 1: The percent of Vines students that score Meets grade level or above on STAAR/EOC Biology will increase from 72% in 2019to 74% by June 2021. The SPED student group performance will increase from 25% in 2019 to 27% in 2021. The English Learners student groupperformance will increase from 41% in 2019 to 43% in 2021.Evaluation Data Sources: 2021 STAAR/EOC AssessmentStrategy 1 DetailsFormative ReviewsStrategy 1: Teachers will create Common Formative Assessments based on identified priority standards .Strategy's Expected Result/Impact: Improved student results on semester exams and spring 2021 EOC Biology exam.Staff Responsible for Monitoring: Principal, science department chair, Biology teachers, and district science instructional supportspecialist.FormativeNovFebJuneStrategy 2 DetailsFormative ReviewsStrategy 2: Twice a grading period, teachers will administer CFAs assessing skills tied to identified priority standards, review and analyzeresults of CFAs and addjust curriculum planning and teacher instruction accordingly.Strategy's Expected Result/Impact: Improved student results on semester exams and 2021 EOC Biology exam.Staff Responsible for Monitoring: Principal, science department chair, Biology teachers and district science instructional supportspecialist.FormativeNovStrategy 3 DetailsJuneFormative ReviewsStrategy 3: Teachers will utilize data from Curriculum Based Assessments (CBA) to monitor student progress. They will determinemastery of concepts and areas of low TEK performance to adjust instruction, re-teach as needed, and to identify students in need oftargeted remediation.Strategy's Expected Result/Impact: Improved student results on semester exams and 2021 Biology EOC exam.Staff Responsible for Monitoring: Principal, science department chair, Biology teachers, and district science instructional supportspecialist.FormativeNovStrategy 4 DetailsFebJuneFormative ReviewsStrategy 4: For each instructional unit, teachers will implement targeted tutorial sessions geared to the learning needs of low-performingstudents and based on CBA data.Strategy's Expected Result/Impact: Improved student results on semester exams and 2021 Biology EOC exam.Staff Responsible for Monitoring: Principal, science department chair, Biology teachers and district science instructional supportspecialist.Vines High SchoolGenerated by Plan4Learning.comFeb10 of 21FormativeNovFebJuneMarch 15, 2021 11:02 AM
Strategy 5 DetailsFormative ReviewsStrategy 5: Teachers will continuously analyze data of assessments to target areas of needed growth.Strategy's Expected Result/Impact: Improved student results on semester exams and 2021 Biology EOC exam.Staff Responsible for Monitoring: Principal, science department chair, Biology teachers and district science instructional supportspecialist.No ProgressVines High SchoolGenerated by Plan4Learning.comAccomplishedContinue/Modify11 of 21FormativeNovFebJuneDiscontinueMarch 15, 2021 11:02 AM
State CompensatoryVines High SchoolGenerated by Plan4Learning.com12 of 21March 15, 2021 11:02 AM
20-21 SBIC CommitteeCommittee RoleNamePositionAdministratorJulie Anne DeanPrincipalAdministratorReuben DavisAssistant PrincipalAdministratorTonelli HatleyAssistant PrincipalAdministratorAmy RobisonAssistant PrincipalClassroom TeacherBroc BoydteacherClassroom TeacherLane PippinteacherClassroom TeacherCheryl SchrodelteacherClassroom TeacherSusan Waldro
standard on STAAR/EOC Reading and STAAR Writing from 2019 to 2021. Performance Objective 1:The percent of Vines students that score Meets grade level or above on STAAR EOC English I and II will increase from 69% in 2019 to 72% by June 2021. The SPED student group p
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HERITAGE CREEKSIDE · 972-535-2540 · 561 BRAMANTE DRIVE PLANO, TEXAS, 75075 · CAMBRIDGEHOMES.COM PHASE 1 ELEMENTARY SCHOOL Sigler MIDDLE SCHOOL Wilson JUNIOR HIGH Vines HIGH SCHOOL Plano PHASE 2 ELEMENTARY SCHOOL Aldridge MIDDLE SCHOOL Wilson JUNIOR HIGH Vines HIGH SCHOOL Plano HERITAGE CREEKSIDESCHOOLS HERITAGE CREEKSIDE SCHOOLS
studies at Plano East Senior High, Plano Senior High and Plano West Senior High Schools. A limited number of Advanced Placement courses may be offered on the Grade 9-10 campuses. This "academic bridge" helps smooth the transition from high school to college. The
Plano Independent School District Compensation Package . Unless otherwise specified, the district unilaterally designates that all employees will be paid on an annualized (12 month) basis in accordance with the district's payroll calendar. In addition to salary, the total compensation package includes annual health
6 ATTRACTIONS 1 11th Hour Escape 601 J Place, Ste. 300, Plano, TX 75074 469-209-5978 dallas.11thhourescape.com 2 ArtCentre of Plano 902 E. 16th St., Plano, TX 75074 972-423-7809
The Plano ISD Administration Building Board Room located at 2700 West 15th Street, Plano, Texas, 75075 is wheelchair accessible. A sloped curb entry is available at the front entrance. Board Members welcome communication from citizens and are available to speak to school and community groups by contacting Sharon Nowak at 469-752-8123.
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