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Comprehensive Needs Assessment for Wheeler ISD 2018-2019IntroductionThe Wheeler School Advisory Council convened on Tuesday, February 27th, to complete the 2018-2019 Needs Assessment for WISD and to consider district strengths and needs. The areas considered included student performance, parental involvement, community involvement and district facilities. The Wheeler School Advisory Council is comprised of parents, teachers, staff and business representatives. A comprehensive needs assessment addressing District student performance on the academic excellence indicators system, and other appropriate measures of performance were disaggregated by all student groups served by the District, including categories of ethnicity, socioeconomic status, gender, and populations served by special programs. The Wheeler School Advisory Council made recommendations for the 2018-2019 District Improvement Plan based on the following data:STAAR/TAKS Summary Report—Test PerformanceParent/Teacher SurveysTAPR Information from TEAAYP DataState Compulsory Education InformationWISD Federal, State and Local FundingStaff Development NeedsTechnology NeedsHealth and Safety NeedsDemographicsLocated in the eastern edge of the Texas Panhandle, in Wheeler County, WISD is a small, rural district serving just over 463 students. Wheeler is an ethnically diverse district with (38.94) percent of the students being Caucasian/White, (59.27) percent Hispanic and (2.0) percent other.Approximately (47.14) percent of the students are eligible for free or reduced-price lunches under the National School Lunch Program, which is a decrease from 2015-16. The approximate number of Limited English Proficient (LEP) students is (21.2) percent of the 463 students within the District. The number and percent of students who are LEP, from ethnic minorities, and low-income families has dramatically increased over the course of the past ten years. Student FindingsThe State of Texas Assessment for Academic Readiness (STAAR/EOC) is the primary instrument for determining student achievement at Wheeler ISD and all Texas Public Schools. Some other assessments used to determine student achievement include the Texas Primary Reading Inventory (TPRI) and the TELPAS Reading/Holistic Observation for identified LEP students. The federal accountability system, known as Adequate Yearly Progress (AYP), has granted the state a waiver for AYP while the state works to provide a more representative alternative. AYP is based on STAAR scores for certain student subgroups, specifically Hispanic, White, LEP, Special Education and Economically Disadvantaged. In addition, graduation rates and attendance are considered a part of AYP. For the school year 2016-2017, the district received a rating of “Met Standard” from the Texas Education Agency. The rating for “Met Standard” varies by subject. Our district is in the planning stages for required improvement in the testing area. We will, however, continue to remediate and intervene in areas that will help students. Other identified areas of required improvement include: ESL STAAR Reading& Writing Performance, Title I Part A, and Social Studies STAAR Performance, Special Education Math, Special Education Reading, and LEP Representation in Special Education. The district is currently addressing those issues through an Improvement Plan.Parental InvolvementParent involvement is a strong component to the success of Wheeler ISD. Like most districts, parental involvement is especially strong at the elementary level but increasingly challenging as the students advance into the upper grades and high school. Wheeler ISD is a Title I campus and meets all federal compliance guidelines for parent involvement through their annual Title I meetings, Parent Involvement Compacts, Parent Involvement Policy and End of Year annual surveys.Many parents serve on a variety of committees for the district. We have very involved athletic, band and livestock boosters within the district. We have Fall Open House for parents to meet teachers, have an elementary school PRIDE program to acknowledge superior academic achievements and awards programs to recognize students for work in the classroom and at contests. Parents are encouraged to visit the school website and take advantage of the parent portal and sign up for communication through e-notes. Parents are encouraged to set up conferences to discuss issues with teachers and improve the success of their children.Student Performance SummaryInformation gathered from the Texas Academic Performance Report (TAPR) is used to analyze areas of strength and improvement. We have been able to consistently increase our scores in Mathematics over the past two years moving us from improvement needed to distinction in our cohort group.The TAPR, released in November 2017, provided statistical data to compare our district with that of the state and region. We use this data in order to determine needs for student success as well as identify areas of success.STAAR Percent at Approaches Grade level or Above (sum of all grades tested) are as follows:2015-162016-17StateRegion 16Reading/ELA73%74%72%72%Mathematics87%88%79%82%Writing82%72%67%66%Science75%86%79%80%Social Studies75%78%77%74%All Tests79%80%75%76%*All areas are near or above State and Regional scores.*All scores are slightly lower than State and Regional scores. The Attendance Rate for the district is 96.93%, State 95.8%. That average is in line with where our district has been in recent years and is above both region and state averages.The Completion Rate I (w/o GED) for the district is 100%, with 58% graduating Recommended, 32% Distinguished, and 11% with Foundation. District drop-out rate was 1.5%. We have focused on this area and are committed to keeping our completion rate far above regional and state averages.The district is continually improving in the area of technology. We are completely one to one for grades 9-12 with all elementary and junior high grades having adequate access to iPad minis, laptop carts and labs as well.Student Performance StrengthsThe District falls in line or above both state and regional averages in comparison of all subject areas tested. Scores for both STAAR and EOCs were comparable. Students demonstrated a level performance in mathematics, and writing. Students did demonstrate a level performance with state and Region16 averages in Reading/ELA. Our percentage of students graduating with a recommended or distinguished diploma are higher than both the state and regional averages as were our percentages for college readiness in English language arts. We had seven instances of disciplinary placement/DAEP for the 2016-2017 school year.Student Performance Needs TAPR data indicates the following areas of need:Slight gap in performance between all students and Hispanic students in all areas Slight gap in performance between all students and Economically Disadvantaged students in all areas Other identified needs of the district include:Monitor social studies for Hispanic students.Monitor science for Hispanic students.Monitor writing for Hispanic studentsParental Involvement StrengthsParents may check grades and attendance onlineParents may email teachers with questions/concernsParents are involved on school committees such as Wheeler Advisory Council, Athletic Boosters, Band Boosters and Livestock BoostersTitle I Parental Survey (only concern out of 121 surveys was they did not know we had a parent portal)Parental Involvement NeedsContinue improved communication on graduation requirements, college readiness and career readinessDevelop strategies for communication with parents that are more convenient for working familiesStaff StrengthsTeacher turnover rate 11.5% is very low compared to other areas of the state26% of the staff has 5 years or less in educationAverage years of experience for teachers are 11.8% with 6.6% with the district.Over 11.5% of the staff have an advanced DegreeStaff NeedsContinued staff development in the areas of curriculum alignment, instruction and assessment (Vertical Alignment)Continued staff development in the area of integrating technology in the classroom Continued staff development in the areas of At Risk, Economically Disadvantaged and Minority Students (ELPS)Technology StrengthsOne to One laptop for all students in grades 9-12Promethean (Activboards) in all classrooms Apple Labs in both elementary and junior high/high schoolAvailable I-pad carts for elementary and junior high studentsIpad Minis for elementary and junior high studentsSoftware to enhance student learning(Accelerated Reading, I-Ready)Surveillance system district wide to monitor the campus for safetyTechnology NeedsProfessional development to help integrate technology into the classroomContinued upgrade to software to enhance educational objectivesContinued upgrades to technology infrastructure (routers, increased bandwidth, etc.) ................
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