Wallace Accelerated High School
“An I AM Campus”
Innovative --- Accelerating --- Motivated
Schoolwide
Campus Improvement Plan
2010-2011
Melinda Alexander, Principal
Colorado Independent School District
Vision Statement
“Para Los Estudiantes –For the Students”
Mission Statement
CISD: Developing exceptional education programs and opportunities for all
students to become successful lifelong learners and productive citizens.
Wallace Accelerated High School
Mission Statement
The mission of this institution is to provide students with creative and innovative
opportunities by encouraging each student to become more motivated,
successful, and positive contributors to the world around them.
Members of the Campus Level Advisory Council
Melinda Alexander, Principal (Chairperson)
Robert Mace, Math Team Leader
Deborah Kirby, Science Team Leader
Jeanette Campbell, English Team Leader
Marsha Wilson, Paraprofessional Representative
Peggy Rivera, Service Learning Representative
Emma Hopper, Community Representative
Valinda Edwards, Parent Representative
Casey Pritchard, Student Representative
Wallace Accelerated High School Campus Goals
1.) To provide the students and the staff with a positive learning environment where opinions count, where
fresh ideas flourish, and where innovative techniques are used to reach both short- and long-term goals.
2.) To provide students with a choice and personal involvement in a curriculum path that allows them to
determine both the course and the content of their daily instruction.
3.) To provide a creative staff, a safe facility, and an ample surplus of encouragement for students to become
self-motivated whereby the student takes control of their educational pathway.
Wallace Accelerated High School
Campus Improvement Plan
2010-2011
Needs Assessment
 To provide a TAKS tutorial period for students who have not mastered all parts of the TAKS tests.
 To schedule an on-site Report Card pick-up for two of the six week grading terms; pick-up time will span a two day period
to better accommodate parent work schedules.
 To hold Public Meetings in order to share the Wallace Accelerated High School Plan of Action with parents, the school
board and the community.
 To provide daily study tutorials to be held before school.
 To offer curriculum that expands into the career fields of Wind Energy and Criminal Justice.
 To offer scheduling that will maintain TEIR 1 rating by all branches of the military.
 To offer dual credit courses in conjunction with Western Texas College.
 The use of OdysseyWare curriculum for acceleration and credit recovery.
 To involve students and staff in Service Learning projects that continue to focus on campus and community beautification
and recycling.
Wallace Accelerated High School
Campus Improvement Plan--Program Narratives
“An I AM Campus”
Innovative --- Accelerating --- Motivated
The overarching structure of the CISD District and Campus Improvement Plans is based on the
Effective Schools Correlates (in black). Additional goals and objectives are based on Title I
Components (in red-required by K-8 and used in 9-12) and TEA State Goals (in blue). The
District and Campus Program Narratives follow this structure as well.
SAFE, ORDERLY ENVIRONMENT
Assisting Children in Transition
 Student interviews are conducted with each prospective student and a parent during the enrollment process
at WAHS.
 Senior College Days—12th Grade students are allocated 1 day in which they may attend orientation and
counseling sessions at prospective college campuses.
 College Financial Aid Workshop—we provide information for our students who are planning on attending
college.
 Scheduling Conferences—all students have a scheduling conference to discuss their transcript and select
courses for the next school year.
 To provide personal development sessions in goal setting and college and career planning for all students
enrolled at Wallace AHS
Suicide Prevention
 Presentations and training on suicide awareness for faculty and students.
 Counseling programs provide numerous services to students who are seeking help.
 Students attend and participate in the annual Red Ribbon Week celebration each October.
 Crisis intervention planning will take place to provide for an emergency situation.
 Contact Mental Health 1-800 Crisis Hot Line.
 Talk with school personnel.
Conflict Resolution
 Anger Management—meet with personnel or mentor teacher.
 Open-door policy is always in effect for discussion.
 Intervention meetings to attempt to resolve individual or group conflicts.
 Supervised “Cool-Down” time allowed to assist in de-escalating a situation.
Violence Prevention
 Anger Management—meet with school personnel or mentor teacher.
 A close relationship with the Colorado City Police Department is maintained.
 Contact with High Sky Children’s Ranch is maintained in assisting with crisis issues.
 Use of Emergency Operation Plan.
 Security Cameras Installed on Campus
Violence Intervention
 Anger Management.
 In School Suspension.
 Crisis Intervention Plan.
 Disciplinary Alternative Education Program.
 “Cool-Down Time” allowed in the presence of school personel/administrator in a heated situation.
 A close relationship with the Colorado City Police Department and the Juvenile Probation Department is
maintained.
 Texas Behavioral Support Initiative on-line training.
 Security Cameras Installed on Campus
Discipline Management
 Registration interview with all student and parents – campus and classroom guidelines discussed, campus
handbook and code of conduct made available to all students.
 Letters to parents—each teacher sends a letter with their grading policies and classroom management
expectations.
 On-campus suspension—principal administered.
 Disciplinary Alternative Education Program—principal administered.
 After School Detention – principal supervised
 Every parent/student is offered a copy of the Code of Conduct and it is available on the CISD website.
 Created and implemented the Student Management Team.
 Security
CLEAR AND FOCUSED MISSION
Including Teachers in the Planning Process
 Campus Level Advisory Council—established committee comprised of all teachers, a special education
representative, one parent representative, and one business representative, and one student representative.
Meets to discuss staffing patterns, budgeting, planning, etc.
 Team/faculty Meetings weekly
 Grant planning, application, and implementation.
 Informal communication through e-mails, conferences, and open-door policy in place
 Weekly updates from CHS to keep all students informed of activities district wide.
Coordination Amongst Federal, State, and Local Services and Programs
 Teachers disaggregate data during team meetings and on professional development days.
 Appropriate measures are taken to ensure that the needs of 504, special education, and homebound
students are receiving necessary services.
CLIMATE OF HIGH EXPECTATIONS
Instruction by Highly Qualified Staff to work with Students
 Paraprofessionals meet highly qualified standards.
 Newly-established Teacher Mentor Program assists new teachers, as well as a Teacher in Need (determined
by the PDAS instrument).
 All staff are trained and knowledgeable to assist students and utilize the Odyssey Ware curriculum.
 100% highly qualified staff
Attracting Highly Qualified Staff
 Principals attend Job Fairs at Abilene, San Angelo, and Stephenville annually.
 Principals communicate and advertise regularly with Region XIV ESC and Region XVIII ESC concerning
vacancies.
 District offers comp time during school year for those who attend additional staff development training at
their own expense during the summer.
 District pays additional monies for certified personnel in high need areas (science, math, Spanish, etc.).
TAKS Programs for Success in Reading
 Staff is utilizing CSCOPE alignment software with the odyssey curriculum.
 Staff utilizes TAKS/TEKS alignment and disaggregation to plan for unit planning.
 Benchmark testing (September and December).
 Teachers attend TAKS training at ESC XIV.
TAKS Programs for Success in Writing
 Students write on a regular basis in all curricular areas.
 Staff disaggregates data from prior year testing to determine weaknesses in curriculum.
 Benchmark testing (September, December, and January).
 Teachers attend TAKS training at ESC XIV.
TAKS Programs for Success in Math
 Staff is utilizing CSCOPE alignment software with the odyssey curriculum
 Teachers complete a disaggregation chart to view student progress.
 Benchmark testing (September, December, and February).
 All staff incorporates life application of math concepts across all areas of curriculum.
 Student remediation through specific classroom TAKS activities.
 Teachers attend TAKS training at ESC XIV.
TAKS Programs for Success in Social Studies
 Teachers are receiving training through the ESC for assessment preparation.
 Staff is utilizing CSCOPE alignment software with the odyssey curriculum
 Staff vertically aligns social studies curriculum to address TEKS. Teachers complete a disaggregation chart
to view student progress
 Benchmark testing (September, December, and February).
 Students and Staff acknowledge Martin Luther King Day of Service, Veteran’s Day, 9-11, and Memorial Day.
 Teachers attend TAKS training at ESC XIV.
TAKS Programs for Success in Science
 Staff is utilizing CSCOPE alignment software with the odyssey curriculum
 Service Learning projects are implemented to emphasize TEKS.
 Benchmark testing (September, December, and February).
 Math and science teachers attend cross-curricular training at Region XIV.
OPPORTUNITY TO LEARN, TIME ON TASK/ESSENTIAL SKILLS FOR SUCCESS
Assisting All Students to Achieve Master
 TAKS enrichment courses to assist students in preparation for state assessment.
 VAC programs provide job-related experience.
Schoolwide Reform Strategies
 Odyssey Program—a computer-based credit recovery system for an alternative education.
 Parent conferences are available when needed.
 Seniors who have not passed the state assessment are offered a training day at Region XIV.
 TAKS remediation classes are required for students who have failed Math and Science TAKS.
Dyslexia Program
 Scottish Rite Program—video series monitored by a paraprofessional trained at Scottish Rite Hospital,
supervised by coordinating teacher. Students meet daily for 50 minutes. Appropriate hardware and
software are provided.
Career Education
 Courses offered in computers, vocational instruction and vocational technology classes.
 Transition meetings for students with special needs provide long-range career planning.
 School personel arranges for programs throughout the year that will bring positive messages and motivation
about students’ futures.
 Juniors and Seniors have the opportunity to take a field trip to surrounding junior colleges and trade
schools.
Corrective Action Plan—Special Education
 CAP Plan and Team in place.
 Inclusive environment at the campus level.
 Teachers trained in PAS/DAS disaggregation.
 Special Education training yearly in order to implement Individual Education Plans properly.
Technology
 Each teacher has a desktop computer in his/her classroom and a laptop for professional use.
 A minimum of 4 student computers per classroom.
 Odyssey Curriculum program provides online coursework for alternative students.
 Classes in keyboarding, TAKS tutorials, and all regular technology classes are offered.
 Internet training is available for all students.
 Each student is required to sign an AUP (acceptable use policy).
 Wifi capabilities throughout the entire campus
 24 wifi laptops on a COW (computer on wheels) available to teachers upon request
 12-station Wifi computer lab
 Skystream 3.7 power appliance (small scale wind turbine)
Accelerated Education (Compensatory Education)
 TAKS Disaggregation—All data disaggregated yearly, goals set for grade levels, school, and individual
students based on the data.
 PRS targeted program.
 At-Risk students are identified by state criteria.
 Register as an Alternative Campus.
 Alternative Evaluation for Accountability Rating.
 OdysseyWare Curriculum is utilized for students needing to accelerated or recover credits
FREQUENT MONITORING OF STUDENT PROGRESS
Comprehensive Needs Assessment
 TAKS Disaggregation—All data disaggregated yearly, goals set for grade levels, school, and individual
students based on the data.
 Teacher-made assessments for special education students are used instead of TAKS.
 3-week and 6-week progress reports monitor classroom performance.
 Oral Language Proficiency Test (OLTP) is used for ESL/Bilingual.
 Six weeks and semester tests are used as summative evaluations for students.
TAKS Analysis/Disaggregation
 Teachers meet annually to disaggregate data, view individual students scores and grade level scoring of
prior year TAKS to discern campus goals.
 Mid-year benchmarking to assess progress.
 Eduphoria software is utilizes to disaggregate data and plan for TAKS remediation.
PAS/DAS Disaggregation
 Teachers meet regularly to review PADS data and create campus goals
 Teachers meet annually with Region 14 consultant to discuss district data.
 Eduphoria software utilized for teacher PDAS evaluations.
POSITIVE HOME/SCHOOL RELATIONS
Increasing Parent Involvement
Parent Involvement Programs
 Letters are sent home at the beginning of the school year with information about the teacher, class, and
course.
 Open House in October
 On-campus Report Card pick-up two of the six week terms
 Progress Reports are mailed every three week period during each six weeks grading period.
 Sky-Alert software will be utilized to notify parents of district events as well student absences.
STRONG INSTRUCTIONAL LEADERSHIP
High Quality and Ongoing Professional Development
Staff Development
 Three additional waiver days for staff development are provided yearly.
 Additional days provided for all staff during the school year for academic purposes (based on campus
goals/needs).
 ESC 14 training for days at the beginning of the school year.