SCHOOL IM PROVEMENT PLAN 2017-2018...grade were 2 or more grade levels behind in reading. When analyzing the data, we found a direct correlation between students’ Lexile levels (as

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H O U S T O N I N D E P E N D E N T S C H O O L D I S T R I C T

S C H O O L I M P R O V E M E N T P L A N 2 0 1 7 - 2 0 1 8

Campus Name: Sam Houston Math, Science and Technology Center

Campus Number: 310

Principal Name: Alan Summers

School Support Officer Name: Stephen Linkous

Chief School Officer Name: Julia Dimmitt

Area School Office: North

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MISSION STATEMENT

Houston Math, Science, and Technology Center is committed to maintaining a data-informed, student-driven culture by focusing on academic and social excellence.

SCHOOL PROFILE

SIP Part 1: Background, Data Analysis and Needs Assessment Sam Houston Math, Science and Technology Center (SHMSTC) is a comprehensive high school with a rich history. The school has been known by several names since 1878:

1878 to 1881 - Houston Academy

1881 to 1886 - Clopper Institute

1886 to 1895 - Houston Normal School

1895 to 1926 - Houston High School

1926 to 1955 - Central High School

1955 to 2008 - Sam Houston High School

2008 to present - Sam Houston Math, Science, and Technology Center Formerly located at Austin, Capitol, Caroline, and Rusk in Downtown Houston, the school known as Sam Houston High moved to its current location in 1955 on the north side of Houston within twenty minutes of the central business district and the Houston medical Center to serve the following neighborhoods: Melrose Park, Hardy Acres, Hardy Heights, Assumption Heights, Roos Acres, Virginia Acres, Sunnyland Farms, Oakwood, and Northline Terrace. Sam Houston MSTC currently serves over 2,700 students in grades nine through twelve. The student body is diverse and includes: Hispanic 90.5%, African American 7.5%, White 1.5% and Asian at 0.2%. Key student groups include 12% special education; 8% gifted and talented; 22% limited English proficient; 90.2% economically disadvantaged; and 84.6% at‐risk. The student mobility rate is 24.6% and the average daily attendance was 93.45% for the 2016‐2017 school year, up .16% from 2015-16. The school is committed to doing whatever it takes to create a safe and nurturing learning environment that promotes academic and social excellence for all students. Students will excel in a supportive and data-driven culture and acquire the college and career readiness skills necessary to be successful post-graduation. Sam Houston MSTC has several strong partnerships that foster a college bound culture and student commitment for success. Houston Community College has committed to service our students through their Dual Credit program. This program allows our students to receive college credit for courses that correlate with the Houston Independent School District’s high school courses. Sam Houston offers: English, US History, Economics, Business Information Management, and Cosmetology. Sam Houston MSTC continues to develop its Advanced Placement course offerings with eighteen courses offered for the 2017-2018 school year. The school partners with UT Outreach and Advise Texas as they

SIP Part 1: Background, Data Analysis and Needs Assessment

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provide student tutors, computer maintenance assistance, scholarships for Sam Houston seniors, and a variety of other means of support.

The Go Center is a resource center to guide students through the post ‐secondary education process, including college scholarship, FAFSA application, and college entrance applications. In addition, Sam Houston MSTC offers six career and technical pathways: Architecture and Construction, Business Management and Administration, Cosmetology, Information Technology, and Transportation, Distribution, and Logistics, and Machining. Through these programs, students earn certifications and/or licenses preparing them for work in these fields. Distinguished Alumni of Sam Houston include:

Melvin Baker: NFL Player

Jeff Hunt: Chief Executive Officer of GCI Group

Olga Gallegos: former Houston ISD Board Member

Jack Valenti: former President of the Motion Picture Association of America

Marcus A. Peña: Tax Assessor-Collector of Austin County

Lyndon B. Johnson: 36th president of the United States taught public speaking in 1930

SHARED DECISION MAKING Organizational Structure

The Campus Intervention Team (CIT) is based on the Shared Decision-Making model (SDM) designed to establish, monitor, and evaluate goals for budgeting, staffing, curriculum, planning, school organization, staffing patterns, and staff development. This model is aligned to state legislation and HISD board policy. A Professional Service Provider (PSP), and a School Support Officer or Lead Principal is a member of the Campus Intervention Team for schools under state Improvement Required sanctions or federal sanctions as a Focus or Priority campus. Teacher Development Specialists and other district level personnel can serve as members of the CIT according to the campus needs. The intention of the SDMC is to pull together our community in a constructive, organized, and unified body to enhance the education of all students. The CIT is responsible for development, implementation, and monitoring of the School Improvement Plan, monitoring of student performance, and determination of student interventions and support service.

The SDMC component of the CIT is the shared decision-making body. Professional staff representatives are elected by the faculty. Principal determines number of classroom teachers; then, assigns half that number to school-based staff. This complies with 2/3 - 1/3 rule for professional staff. In addition, the committee must have one non-instructional staff, one business member, at least two parents and at least two community members. Parents are elected by the PTO, PTA or PACS membership.

The Council meets monthly and as needed to discuss issues brought forth by the administration, staff, parents, or community. It is supported by standing committees that address budgeting, staffing, curriculum, planning, school organization, staffing patterns, and staff development. Standing committees meet as needed. Parents are encouraged to serve on standing committees.

The SDMC functions under the direction of the Principal. Members of the SDMC attend SDMC meetings for the term of his/her office, monitor the implementation of the School Improvement Plan, address issues presented by the principal, present issues for discussion and recommend resolutions to the SDMC, create ad hoc committees by consensus of the SDMC, chair standing committees and ad hoc committees, submit minutes to the principal

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for committee meetings, and report the recommendations to the SDMC. The SDMC is responsible for approving all professional development plans for the school.

The Principal coordinates the process of shared decision making, facilitates communication for all stakeholders, considers issues and recommendations from the community, SDMC, and standing committees, and makes decisions based on those recommendations.

Shared Decision Making Process

Consensus is the ultimate goal of the SDMC. Agreement by all participants is not always possible or necessary for consensus. Consensus is a collective process that provides a forum for full dialogue on appropriate/applicable responses to issues.

Members of the committees discuss and make recommendations to the SDMC. The SDMC reviews recommendations and reaches consensus. Sufficient consensus is defined as a willingness to settle an issue in favor of the majority. All points of view will be considered and general agreement must be reached before decisions will be implemented. If general agreement is not reached, further study of the issue will occur and alternatives will be presented until agreement is reached. After all alternatives have been explored, a deadlock can be broken by a majority vote. As issues come up for discussion, the chairperson is responsible for ensuring that all present have a legitimate opportunity to state their case. The principal retains the authority to exercise a veto over decisions made by the SDMC.

Method of Communications

Members of the school community may submit non-personnel issues for consideration through the shared decision-making process. Written issues or concerns are submitted to any SDMC member or placed in the SDMC box located in the main office. A school community member may attend a meeting of any committee to discuss or present an issue. All meetings are on the monthly calendar. The SDMC delivers issues to appropriate standing committees for action. Communications from all committees is transmitted to faculty, staff, and parents.

All SDMC information must be included on the campus website. A list of meeting dates, committee members, agendas and minutes for each meeting must be able to be accessed. The home page of each campus website must include a link to the SDMC page for easy access.

Membership Composition of the SDMC

Number of Classroom Teachers 3 Number of Parents (at least 2) 2

Number of School-based Staff (Half the number of classroom teachers)

1 Number of Community Members (at least 2)

2

Number of Non-Instructional Staff 2 Number of Business Members 1

(Modify or insert additional lines as needed)

Name of SDMC Member Position (Add Date Term expires)

Nicholas Bell Classroom Teacher

Kevin Black Classroom Teacher

Akiesha White Classroom Teacher

Nicole Harris Classroom Teacher

Crystal Curry Classroom Teacher

Jesse Washington Classroom Teacher

Rachel Rawlings Classroom Teacher

Kayley Green Classroom Teacher

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Hugo Monjica Business Member

Jesus Solis School-Based Staff

Michael Hines School-Based Staff

Jaime Moretti School-Based Staff

Yesenia Bonilla Non-Instructional Staff

Irene Rivera Community Member

Jackie Bastard Community Member

Maria Hernandez Parent

Maribel Alvarez Parent

Alan Summers Principal – School Based Staff

Olga Menchaca Non-Instructional Staff

Christina Pieknik School-based Staff

Other Campus Intervention Team members (non-SDMC):

For campuses designated for Improvement Required, Focus or Priority for 2017-2018:

Name Position

Stephen Linkous School Support Officer (SSO)

Click here to enter text. Professional Service Provider (PSP)

Jessica Chevalier Teacher Development Specialist (TDS)

Click here to enter text. Other district personnel – position: Click here to

enter text. Click here to enter text. Other district personnel – position: Click here to

enter text. Click here to enter text. Other: Click here to enter text.

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NEEDS ASSESSMENT

Narrative of Data Analysis and Root Causes (causal factors – include % of economically disadvantaged data)

An analysis of SHMSTC’s data from the 2016-2017 school year shows that many of our students require remediation in the core content areas. Our STAAR passing rates for the 2016-2017 school year are as follows: Reading – 39%, Math – 63%, Science – 66% and Social Studies – 89%. The following subgroups performed below the 60% threshold: African American – 43% passing, Hispanic – 56.2% passing, Special Education – 27% passing, ELL – 41% passing, and Economically Disadvantaged – 55.3% passing. We have identified the root cause of low passing rates to be literacy. In the 2016-2017 school year, over 50% of students entering the 9th grade were 2 or more grade levels behind in reading. When analyzing the data, we found a direct correlation between students’ Lexile levels (as evaluated on the SRI) and their STAAR performance. Over 80% of our 9th grade students are reading at a basic, or below basic level. Our students reading at “below basic”, and many of our students reading at the “basic” level were not successful on their English I and II STAAR tests. Additionally, we found a correlation with regards to success on the English STAAR tests and the other STAAR tests. A further correlation was found between reading level and success on STAAR tests because students who were not successful on ELA were more likely to have not passed the other STAAR tests. In sum, in addition to building upon the structures that we have put in place as a campus, we plan to focus on building literacy in all students through implementation of the best practices included in Literacy Empowered.

Narrative of Identified Needs – Include Special Education Needs

As noted above, literacy is the most pressing issue for our campus at this time. However, when looking into specific student groups, additional needs are evident. ELL (up 4%) and Special Education (down 5%) were our two lowest performing subgroups when looking at overall student achievement. We know that many of these students have lower reading levels due to learning disabilities or language acquisition. Being cognizant of this, additional support needs to be put in place for these students. Such supports are outlined in their respective Goal Areas. Following the in-depth data analysis, needs assessment and development of the campus SIP, the campus must indicate on this table that any unmet or barely met accountability standards have been addressed:

Performance Index

Met? Y/N

Unmet or barely met Subject(s) / Measure(s)?

Student Group(s) Below Standard?

Needs addressed in the following SIP Goal(s):

Texas Accountability System

I. Student Achievement

No Reading = 39% Math = 63% Science = 66% Social Studies = 89%

The following subgroups performed below the Target of 60% overall passing. The passing % for these subgroups (by content) are listed below: African American – 29% (R), 51% (M), 58% (Sc) Hispanic – 40% (R) Special Ed. – 16% (R), 30% (M), 34% (Sc), 57% (SS) Econ. Dis. – 39% (R), ELL – 23% (R), 58% (M), 57% (Sc)

Specific goals have been developed for literacy development, Special Education and ELL students which will increase rigor and cultivate an academic culture focused on reading, writing, and discourse.

II. Student Progress

Yes Met Sped and ELL improved from 36% and 34% met

Continued specific goals for these student groups.

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Performance Index

Met? Y/N

Unmet or barely met Subject(s) / Measure(s)?

Student Group(s) Below Standard?

Needs addressed in the following SIP Goal(s):

or exceeded progress in 2016, respectively, to 42% and 42% in 2017.

III. Closing Gaps Yes Met Click here to enter text. Click here to enter text.

IV. Postsecondary Readiness

Yes Met Click here to enter text. Increase numbers of students enrolled in dual credit programs by 100%.

Federal System Safeguards

Reading Performance

No Overall 39% We did not meet the target of 60% overall students, nor did we meet the target for any subgroup.

Goals to increase rigor and data driven instruction in all classes will positively impact all student groups; Use of district reading screener BOY, MOY, and EOY data to use Lexiles campus-wide to improve reading levels; implementation of Literacy Empowered Strategies for reading, writing, and discourse.

Reading Participation

Yes Click here to enter text. Click here to enter text. Click here to enter text.

Reading Alt #2 n/a Click here to enter text. Click here to enter text. Click here to enter text.

Math Performance


Math Participation


Math Alt #2 n/a Click here to enter text. Click here to enter text. Click here to enter text.

4 Year Graduation

No We did not meet this

target. For the class of

2016 we were at 85%.

This is an improvement

from 80% in 2015.

All subgroups were

below the Texas

standard of 89%

(except Asian and

American Indian

in the class of 2015

which only had 3

students.

Monitoring student progress by credit checks by grade level assistant principals and registrar;

attendance monitoring by dropout

prevention specialists; utilizing

counselors to provide students who are

at-risk of dropping out with resources to

assist them.

5 Year Graduation

No We did not meet this target. We were at 87.7% for the 5-year extended graduation rate for the class of 2016. This is an improvement form 83% in 2014.

All students groups were below the Texas standard of 90% except American Indian and Asian which only had 3 students.

Use of Grad Lab Courses; use of a dedicated graduation counselor; use of tutorials for students who have not met the STAAR standard; trailer courses for seniors.

STAFF DEVELOPMENT PLANS – INCLUDE BELOW

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Restorative Justice Leadership is receiving training on best restorative justice practices and a professional development plan will be implemented throughout the year that introduces teachers to these practices and revisits them throughout the year. Staff development in restorative justice is intended to help teachers and staff create a constructive learning environment in which students’ incidents of misconduct are reduced and positive relationships are created. Trainings will be based on information gathered from several sources, including the Center for Safe and Secure Schools and The Center for Justice and Reconciliation. Targeted strategies such as Community Building Circle will foster belonging over exclusion and meaningful accountability over punishment. New Teachers In addition to the District’s New Teacher Orientation, teachers new to SHMSTC will receive on-going support throughout the school year. There will be monthly “New Teacher Academy” meetings for all teachers new to Sam Houston MSTC, led by our Campus Induction Coach and the district’s Literacy Empowered team. During these meetings, teachers will have the opportunity to discuss any school systems/procedures that they may have questions about, while receiving training on high-impact instructional strategies. In addition to these monthly meetings, all beginning teachers will be assigned a campus mentor. Campus mentors will be required to meet with their mentee(s) a certain number of hours per month.

Professional Learning Communities Teachers will meet weekly with their Professional Learning Community (PLC) to plan, disaggregate data, share best practices and engage in ATLAS protocols. PLC’s will ultimately seek to develop student learning activities that are personally meaningful to students, that develop a sufficiently high interest level such that students persist in the face of difficulty, and that students will find to be something of worth through the accomplishment of the task. The PLCs will be led by an instructional specialist, teacher leaders, and/or an administrator with background in the given content area. As PLC’s develop throughout the year, team leads and department chairs will have the ability to facilitate the PLCs, thus increasing the impact of teacher leaders on our campus. Depending on the purpose of the PLC, outputs of PLC’s may also include but not be limited to rigorous, aligned lessons; content-specific strategies that teachers can immediately implement; and individualized student intervention plans. CHAMPS Training Implementation of CHAMPS program through pre-service training and ongoing professional development that will develop an instructional structure that fosters student motivation and responsibility while informing teachers of how to give students strategies that will directly impact their success in the classroom.

SCHOOL WAIVERS FROM BOARD POLICY/GUIDELINES

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Our campus has approved waivers from HISD Board Policy and/or Guidelines, as outlined below, for the 2017-2018 school year.

Yes ☒ No ☐

#1-High Schools – Credits and Curriculum Waiver of Local Board Policy EIA (LOCAL) and EIC (LOCAL) The purpose of this waiver is to offer a pass/fail grade option to high achieving junior and senior AP/Dual Credit/Dual Enrollment/Honors students to encourage them to pursue their interests in extracurricular or multiyear programs, including their interests in physical fitness, sports, and Physical Education (PE) related courses, without having their GPA negatively affected. It is recommended by the HISD Curriculum Department that this waiver be approved, contingent upon a numerical grade being assigned to a student's first PE course: any additional PE courses can be offered with a pass/fail grading option. The support for the calculation of GPA will not be available from the District. Students must carry a full load of AP coursework. All other eligibility requirements will be determined by the school. The specific objective is to increase the number of students taking Advanced Placement/Dual Credit/Dual Enrollment/Honors courses and is identified in the school’s SIP. The success of this waiver will be determined by the number of students that request the pass/fail option and participate in extracurricular activities as compared to the year before.

Yes ☒ No ☐

Rationale for Waiver

Metrics of Success

#2-All Schools - HISD Early Dismissal Days Waiver of Local Board Policy EB(LOCAL) and Board Approved 2017-2018 Academic Calendar This waiver allows a school to be exempt from the district early dismissal calendar days of September 21st, October 20th, November 10th, January 26th and February 23rd of the 2017-2018 school year. Students can attend school for a full-day instead of releasing early those days. Schools will be responsible for the additional cost of transportation that is incurred by this waiver as well as the responsibility of notifications to parents of the altered schedule change that is brought about by this waiver.

Yes ☒ No ☐


Metrics of Success

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#3-Alternative Schools - PTA/PTO on Campuses with Specialty Instructional Settings Waiver of Local Board Policy GE (LOCAL) and GE1 (REGULATION) This is a request to waive the requirement for a PTA/PTO program at these unique, highly transitional alternative campuses in HISD. Students attending these campuses are assigned on an individual basis, and many times only assigned for a short duration. Since each child’s program is individualized and confidential, individual parent meetings are utilized to discuss student services that meet the needs of every single student. When possible, parents are required to participate in meetings and/or parent conferences to give consent to services rendered. Many times phone conferences are conducted in lieu of parent attendance to accommodate a particular student status. The impact of this waiver will be measured by the number of individual parent meetings held and its relation to individual student success with the ongoing and self-paced instructional services offered at the campus under the supervision of trained teacher/mentors.

Yes ☐ No ☒


Metrics of Success

#4-All Schools – Nine (9) Week Grading Cycle – Grading Cycle Waiver of Local board Policy EIA (LOCAL) The purpose of this waiver is to use a nine week grading cycle. This will provide teachers with additional instructional time with students before grading periods. Student achievement will be positively impacted by providing students more time to improve their grades following the distribution of progress reports. The nine week cycle will align and provide for consistent communication with parents. This does not waive required UIL three week progress reporting. With a 9 week grading cycle, students have extended time to progress and have a longer opportunity to develop and demonstrate mastery on TEKS.

Yes ☐ No ☒


Metrics of Success

#5-High Schools - Modified Schedule/State Assessment Days (State General Waiver) This Waiver allows the district or charter school to modify the schedule of classes for high school students

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(Grades 9-12) only who are not being tested to report to and attend the school after the state assessment testing period has ended, therefore, reducing the interruptions during the testing period. Al students must be scheduled for at least 240 minutes of instruction. The time students test can be included as instructional time. If this is a renewal, a statement of compliance is required.

Yes ☒ No ☐


Metrics of Success

#6-High Schools - Foreign Exchange Student Waiver of TEC §25.001(E) The purpose of this waiver is to limit the number to 5 or more per high school must be submitted as a general waiver application. Districts and charter schools may request a waiver to limit the number of foreign exchange students admitted into the district under Texas Education Code §25.001(e). The approval of this waiver is not retroactive and takes effect on the date that the agency approves the application. The districts and charter schools are required to enroll foreign exchange student who arrive in the district or who have requested enrollment in the district prior to the waiver approval date.

Yes ☒ No ☒


Metrics of Success

#7-High Schools – Credits and Curriculum Waiver (School Guidelines, Section VIII)

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The purpose of this waiver is to allow students to earn the one-half health credit through the designated disciplines of either physical education (PE) or Biology I by embedding health TEKS and aligning them with the designated discipline. The designated discipline teacher must be certified in Health. TEKS integration must be documented and the course syllabus must be submitted to and approved by Curriculum through the Student Health Advisory Committee (SHAC).

Yes ☐ No ☐


Metrics of Success

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The SIP requires SMART Goals (which should include a summative evaluation, which outlines the factors used to measure the objective at year-end and to determine if it was attained) and measurable objectives based on the Needs Assessment. Campuses must address any unmet accountability index and any unmet System Safeguard. Based on the Data Analysis and Needs Assessment, the following Goals must be addressed. Faced with a priority need, the goal is the changed outcome the campus is planning to accomplish. All goal areas specific to your campus grade levels must be addressed. Goal Area I: Increase Student Achievement (HISD Goal 1)

1. Reading/Language Arts 2. Mathematics 3. Accountability and Federal System Safeguards 4. Index 4 Goals

a. Dropout Prevention / Graduation Rate Improvement (MS,HS) b. Ninth Grade Promotion (HS) c. Advanced Course / Dual Credit Enrollment (HS) d. AP/IB Exams Participation and Scores (HS) e. PSAT/SAT/ACT Participation and Scores (HS) f. College Readiness (ES,MS,HS)

5. Attendance

Goal Area II: Improve Safety, Public Support, and Confidence (HISD Goals 3, 5) a. Bullying Prevention b. Child Abuse & Sexual Abuse Prevention c. Coordinated Health Program (Elementary, Middle, and K-8 Campuses Required) d. Dating Violence Awareness e. Discipline Management – Safe Environments

a. DAEP Referrals b. Special Education In-school Suspension c. Special Education Out-of-School Suspension

f. Drug, Tobacco, Alcohol Prevention g. Suicide Prevention h. Parent and Community Involvement

Goal Area III: Special Population Goals & Strategies – include funding sources in the Resource Column for Special Populations

a. Gifted & Talented Program b. Special Education Program

a. STAAR/EOC Participation b. Representation

i. Overall ii. African-American

iii. Hispanic iv. ELL

c. Placement in Instructional Setting 40/41 c. Economically Disadvantaged

a. STAAR/EOC Participation d. English Language Learners

a. STAAR/EOC Participation b. TELPAS Reading and Composite Scores

e. Dyslexia Program

SIP Part 2: Goals & Objectives

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GOAL AREA 1: Student Achievement: Reading/Language Arts

Priority Need: Improve STAAR English I & II Scores; Improve Students’ Lexiles

Critical Success Factor(s): 80% of students will meet Lexile Growth Scores, which will impact students’ achievement on the English STAAR tests

Goal and Summative Evaluation:

60% overall passing in English I; 65% overall passing in English II

Measurable Objective Strategy Title of Staff Member Responsible

Resources – include funding sources (i.e.

GT, Title 1, State Comp. Ed., Bilingual/ESL,

Special Ed., CTE, etc.)

Timeline Milestones/ Formative Evaluation

By the end of the 2017-18 academic year, students will have critically consumed a variety of texts as evidenced by multiple course notebook entries per week.

Team members will determine how students will critically consume high volumes of texts, inclusive of narrative material, images, graphs, and charts. Cognitive strategies will focus on teaching, modeling, supporting, and monitoring reading.

Department chairs, instructional specialists, content teachers; assistant principal(s) working with ELA department.

Literacy Empowered training; campus instructional specialist, district literacy specialist; SRW teacher; classroom libraries, Achieve 3000, Newsela; Houston Public Library digital access

Teachers will receive Literacy Empowered training by July 31, 2017. Ongoing literacy training opportunities and PLC meetings will focus on developing effective reading instruction. Monthly progress checks should show to what extent students are becoming proficient readers. A midyear checkpoint should show that every student is using a strategy that consistently aids reading comprehension.

After the first month (October 12th) and at the midyear checkpoint (December 12th) the department PLC will assess through On Track data reports and student reading logs whether they are meeting their goals. Teachers will bring evidence of the work and assistant principals & instructional specialists may share the successes they have observed. Adjustments may be made at these times to ensure success. Students will be assessed using the districtwide screener three times a year (BOY, MOY, and EOY).

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By the end of the 2017-18 academic year, teachers will have impacted student writing proficiency by modeling effective writing for a variety of authentic purposes (formal writing, informal writing, revising) as measured by student writing content.

Department chairs and their teams establish what writing looks like in their content; teachers plan for modeling writing opportunities (teachers will model writing each class period as opposed to reusing the written model); modeled writing and modeled revision is performed in classrooms; student portfolios archive and exhibit work.

Department chairs, instructional specialists, content teachers; assistant principal(s) working with ELA department.

Writing to Learn Strategies; master course lesson; campus literary specialist; district ELA specialist

Teachers receive Writing to Learn Strategies as part of Literacy Empowered by July 31st, 2017. By October 4, 2017 department PLC’s will determine the level of student engagement in utilizing writing skills in order to support campus literacy. A midyear checkpoint should show every student has produced multiple exemplars of purposeful formal and informal writing samples.

After the first month (October 12th) and midyear checkpoint (December 12th) when data is collected and shared in PLC’s it will be obvious whether the campus is on track to meet to goal of teacher modeled writing with the result of effective student writing samples as the outcome. If there are indications that the campus is behind at these times, PLC teams and instructional leaders will discuss the barriers and make adjustments to ensure success.

Small Group Instruction will be implemented weekly in all ELA classes.

Students will be grouped based on their data so that teachers can implement a Station Rotation model in their classrooms

ELA & ESL Instructional Specialists; ELA teachers

Student data reports from On Track, Renaissance 360, and Achieve 3000; PD focus on planning for stations; campus Reading Lab; training from district personnel bi-monthly in the fall semester.

ELA teachers will be trained on stations during teacher in-service; by the end of September, ELA teachers will have current data on their students and will use this data to group students for stations; ELA teachers will have time during at least 1 PLC per month to plan for stations

Students who need

remediation on specific

objectives will receive

small group instruction

on these objectives

beginning October 9th

and on-going

throughout the school

year when the station

rotation model is

utilized; teachers will

disaggregate data after

each common

assessment to identify

students who need

remediation.

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Cultivate a school wide culture of dialogic classrooms vs. monologic classrooms by decreasing the amount of teacher talk to 20% of class time as evidenced by lesson plans, observations, student engagement, and content area data points.

Department chairs and content teams work to determine strategies and plan lessons that that allow for discourse opportunities in the classroom, including pre-written open-ended questions written into lesson plans.

Department chairs, instructional specialists, content teachers; assistant principal(s) working with content area teams.

Strategic Reading and Writing instructional block model; content from “Academic Conversations”, district ELA/Literacy TDS; Literacy Empowered training materials such as scaffolded conversational models and structured conversation strategies.

Teachers are trained in structured conversation strategies as part of Literacy Empowered by July 31st, 2017. The first two weeks of school teachers discuss, define, model, and establish foundations that allow their classes to have academic conversations all year. Ongoing PLC meetings will collaboratively work to incorporate more structured conversation opportunities and celebrate goal-meeting. First month and midyear date is collected to determine whether the campus is on track to meet its goal.

Meeting agendas, notes, walkthrough and observation documents, and student and teacher data will show teachers are facilitating conversations through open-ended questions and that show all students are participating in discourse by justifying their contributions with evidence and/or reasoning. Dialogic Classroom data to be reviewed by instructional specialists by December 6th and instructional modifications to be made based on this data.

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GOAL AREA 1: Student Achievement: Math

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Measurable Objective

Strategy Title of Staff Member Responsible


GT, Title 1, State Comp. Ed.,

Bilingual/ESL, Special Ed., CTE, etc.)


Overall passing on Algebra STAAR will be at 60% or higher

Khan Academy (KA) will be implemented school wide with the math department. The data will be tracked and action plans for teachers and individual student intervention plans will be developed; KA will help differentiate instruction for all students

Math Instructional Specialist; Algebra 1 Team Lead

KA Training; Student computers to access the screener; Professional development and in class support from Deans and IS to help teacher implementation and to ensure fidelity

The screeners will be given at the beginning, middle, and end of year; Teachers will plan to integrate KA weekly and review data in PLCs to modify upcoming lessons

Provide professional development and in class support from Assistant Principals and IS team to help teacher implementation; Monthly data checks and conversations to emphasize the importance of dedicating portions of classroom time to KA and discussing how to use KA data to drive instruction.

Re-Tester passing will be at 40% or Higher

Create a universal monitoring system for Math retesters; Target retesters for Saturday tutorials

Math Instructional Specialist; Math teachers who are teaching retesters

Our Math Instructional specialist will create a universal monitoring system for retesters and teachers of retesters will be trained on this system; Assessments will be created for retesters to gather current data

Within the first 4 weeks of school, a monitoring system will be created and teachers will be introduced to this at the first department meeting; retester assessments will begin in September; Students will be invited to 12 Saturday tutorial sessions, based on their specific needs.

All students will be informed of their testing status and the tutorial dates by October 3rd, 75% of Math retesters will attend at least 6 sessions before the December retest; Math teachers will

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on these students so teachers can intervene appropriately; Retesters will be invited to objective-driven tutorials based on their performance on retesters assessments

begin tracking progress of retesters after the first common assessment the week of October 9th.

Advanced performance will be at 35% or higher

Strategically schedule students with high 8th-grade math scores into PreAP classes; Provide professional development on rigor, differentiation, planning, etc. for GT students. In class support in PreAP courses; Attempt to set up collaboration with PreAP 8th grade teachers of feeder middle schools to establish vertical alignment; All classrooms will have extension/enrichment opportunities; Tutorial sessions will be offered for high-performing students

Math Instructional Specialist; Algebra 1 Team Lead; Math Department Chairs; Math Administrators.

The Math team will enlist the support of district personnel for additional PreAP resources.

Ensure students are scheduled appropriately by completing schedule audits by the end of the second week of school; Within the first 3 weeks of school, all teachers will have planned extension activities that are available to students; by the second district early release day, the Math Administrators will have contacted the feeder middle schools to establish a meeting time to discuss vertical alignment and plan vertically aligned strategies that are related rigor; On-going evaluation in PLCs of the rigor of lessons/activities/assessments.

Extension activities will be observed being used in classrooms for students who finish assigned work early; Math Department Chair will create a system to identify students who are within 5-7 students away from “advanced” performance on common assessments and Snapshots and develop a tutorial plan for these students beginning the second six weeks (October 9th); Teachers will engage in rigor protocols in PLCs to evaluate the rigor of their lesson activities; By the end of the spring semester, we will have collaborated with feeder middle schools at least two times to ensure

20 9/29/2017 1:12 PM

vertical alignment and rigor; Algebra 1 teachers will attend at least 6 hours of professional development related to rigor (including time spent in PLCs focused on rigor).

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GOAL AREA 1: Student Achievement: Performance Index - Student Achievement /Student Progress/Closing Gaps/Postsecondary Readiness

(mandatory, if not met)

Priority Need: Increase Student Achievement

Critical Success Factor(s): PLCs and Tutorials will be objective and data driven; Differentiated instruction will address the needs of all students (which will be reflected in all indices)


Student Achievement for all subgroups will increase

Measureable Objective Strategy Title of Staff Member Responsible





PLC’s will be normed

across all content areas

and each PLC will have

a strategic schedule with

a mind on the student as

a whole (i.e., data

DDI/Student Work

review, Modeling Best

Practices; Lesson

Planning, Restorative

Justice)

Instructional Specialist

team will create PLC

agendas that are

responsive to campus

needs

Data PLCs will have an

output of a

reteach/intervention

plan. These PLCs will

also have a focus on

retester remediation.

Planning PLCs will

analyze upcoming

TEKS and backwards

plan instruction from the

upcoming assessments.

These PLCs will also

have a focus on retester

remediation.

Practice PLCs will have

teachers engage in

lesson tuning protocols

and receive feedback for

lesson revision from

their colleagues

Instructional Specialists;

Associate Principal

ATLAS protocols, PLC

Type/Output document,

released assessment

items, district planning

guides, restorative

justice materials, scope

and sequence for each

content area, blueprints

for district assessments

Weekly throughout the

2017-2018 school year

PLC evaluation rubric

will be used to ensure

the PLC outcomes are

directly linked to

student achievement;

Instructional Specialists

will meet weekly and

reflect upon the

outcomes of the prior

week’s PLCs and

revising upcoming

agendas accordingly

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Learning PLCs will focus on new strategies to implement and an output will be integrating the new learnings into upcoming lessons

80% of Retesting

students and 75% of

students not mastering

EOC objectives will

attend at least 4 tutorial

sessions

Students will receive

personalized invitations

to attend objective-

driven tutorials

Tutorial sessions will teach the objective in a new way and will be highly engaging and will end with an assessment of student mastery

Instructional Specialists,

Teachers, At-Risk

Program Managers,

Assistant Principals

Current student data

broken down by

objective; Tutorial

invitation template;

resources for teachers to

plan objective-driven

lessons (such as released

assessment items)

Saturday tutorials will

be held weekly

beginning 9/16/17.

Student tutorial

attendance will be

tracked starting October

4th, 2017; Student

performance data will

be correlated with

tutorial attendance at the

end of each 6 weeks.

Teachers will

differentiate instruction

based on student needs

Training will be

provided to all staff

members on

differentiation

techniques for special

education and ELL

students

Teachers will have opportunities in PLCs to discuss strategies and plan for differentiated instruction

Instructional Specialists,

Assistant Principals

over Special

Populations

Chancery and A4E,

ELL content strategies,

Examples of SPED

Modifications and

Accommodations, use

of computer-based

programs such as

Achieve 3000 and

NewsELA that

differentiate for student

need

Training will be

provided during teacher

in service and once

during the first 6 weeks;

PLCs will be on-going


year

Differentiated

instruction for groups of

students will be

reflected in weekly

lesson plans; PLC

minutes will reflect time

spent on discussing and

planning for strategies

related to differentiated

instruction

60% of students will

meet the STAAR post-

secondary readiness

standard

Training will be

provided on rigor, and

teachers will review the

rigor of their lessons

through tuning protocols

in PLCs.

Extension activities will be readily available in all classes to extend students’ thinking and

Instructional Specialists

Rigor Readiness

Protocol; Lesson Tuning

& other ATLAS

protocols; Webb’s DoK

Matrix; Bloom’s

Taxonomy;

Walkthrough form for I-

4; Resources for PLCs

to create extension

activities

Protocols that evaluate

the rigor and higher-

order thinking skills

embedded into lessons

will begin by the end of

the first 6 weeks; The

evaluation of lesson

rigor will be on-going;

Once per 6 weeks,

teachers will receive

PLC minutes will reflect

the use of the Rigor

Readiness protocol (or

other protocols that are

used to evaluate lesson

rigor); Appraisers will

complete I-4

walkthrough feedback

forms once per 6 weeks

23 9/29/2017 1:12 PM

allow them to use critical thinking skills as they engage in challenging activities as an extension of the curriculum.

feedback on I-4 (higher-

order thinking) as

related to the TADS

rubric.

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GOAL AREA 1: Student Achievement: Federal System Safeguards – (mandatory, if not met)

Priority Need: Improve Reading and Math Performance (as outlined above under student achievement); Increase Graduation Rate

Critical Success Factor(s): Assistant Principals and academic counselors will track students’ credits and create academic plans for students who are off

cohort to graduate in order to get them back on track; Dropout prevention specialists and counseling department with work with

students who are at-risk of dropping out and provide them with resources to help them stay in school; tutorial sessions targeted at

students needing STAAR to graduate. Goal and Summative Evaluation:

90% graduation rate.

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Individualized student

scheduling/academic

plan based on credits

needed for graduation.

Assistant Principals and

academic counselors

will utilize graduation

plan checklists in order

to identify credits

needed for graduation

and place students who

have failed required

courses in appropriate

credit recovery sections,

zero period, or grad lab

courses in order to

quickly regain credit.

Assistant principals and

academic counselors

will meet with students

who are at risk of not

being promoted to

ensure they are

scheduled appropriately

for the summer and

upcoming school year

One assistant principal

with the assistance of a

dedicated academic

graduation counselor

will oversee the students

Assistant Principals,

Academic Counselors,

Principal, Counselors,

Registrar

Degree Plans, Student

transcripts, student

schedules

Graduation

plans/schedule audits

will be completed by

September 14th, 2018

for the fall semester, by

January 16th for the

Spring semester, and by

May 28th for the end of

the school year audit

The number of students

off cohort will decrease

each semester; four-year

and five-year graduation

rate will increase.

Checks for cohort on-

track status take place

by October 19, January

9, and March 27.

26 9/29/2017 1:12 PM

for the graduating class

of 2018 who are off

cohort and are not

currently classified as

seniors.

Support for students at-

risk of dropping out

Dropout prevention

team will work with

students to monitor

attendance and conduct

home visits when

necessary.

Counseling team will oversee aligning resources to students needs and run counseling sessions for our students who would benefit from support in specific areas (such as groups for teen parents).

Counselors, Drop-out

prevention team

Attendance reports;

A4E data that lists risk

factors for our highly at-

risk students

Attendance will be

monitored continually –

after 3 absences and no

contact with the

student/family, a home

visit will be conducted.

Highly at-risk students will be placed in contact with counselors

Seniors’ absences will

be monitored, as there is

often a correlation

between their

attendance and their

grades; Overall, there

will be an increase in

Senior attendance from

2017’s 93.7% to 95% in

2018.

STAAR

Tutorials/Interventions

for Seniors

Seniors (and all

students) who need

STAAR to graduate will

be invited to Saturday

tutorials based on the

tests that they need to

pass.

If their schedule allows,

seniors will be

scheduled into a

STAAR review class.

Instructional specialists will conduct pull-outs with seniors who need

Associate Principal, 12th

Grade Assistant

Principals, Instructional

Specialists

STAAR Data (in order

to strategically invite

students to tutorials);

curriculum for Saturday

tutorials to ensure they

are objective-driven and

aligned to STAAR

Tutorials will begin

9/16/17 and all retesters

for all grade levels will

be invited as to

intervene early for those

students who need to

retest. Students will be

invited to weekly

STAAR tutorials.

Tutorial attendance will

increase weekly;

STAAR retesters

numbers will decrease

by over 50% by the end

of the school year; the

number of Senior

STAAR retesters will

decrease; the # of

seniors not graduating

because of STAAR will

decrease by at least 15

students; tracking of

students’ progress in

reading and math for

those students who

27 9/29/2017 1:12 PM

to pass STAAR in order

to graduate.

Tutorials, as they will be

open to all students, will

also impact meeting the

target of 60% in Math

and Reading.

attend tutorials to

evaluate the effectiveness of

tutorials.

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GOAL AREA 1: Student Achievement: Attendance

Priority Need: Check Attendance Daily

Critical Success Factor(s): Daily Average attendance over 95% Goal and Summative Evaluation:

To have 95% attendance for the 2017-2018 school year






Improve attendance monitoring.

Check GradeSpeed daily for student attendance; make daily phone calls to parents whose students are absent; complete home visits when students have chronic absences; mail out warning letter with copy of student

attendance.

At-Risk Program Managers; Grade Level Clerks, grade level Deans, counselors.

Utilizing the HISD truancy website to get letters and attendance contracts; Reports from GradeSpeed and Chancery.

On-Going

Comparison of attendance from the past school years; Checkpoints every 6 weeks to monitory YTD Attendance.

Identify and address students with 3 or more

consecutive absences.

Utilize attendance contracts with students who have excessive, absences; ensure teachers are trained on submitting attendance referrals, set up conferences with parents/guardians.

At-Risk Program Managers; Grade Level Clerks, grade level Deans, counselors.

Utilizing the HISD truancy website to get letters and attendance contracts; Reports from GradeSpeed and Chancery; Attendance referrals.

On-Going

Comparison of attendance from the past school years; Checkpoints every 6 weeks (end of each cycle) to monitory YTD Attendance.

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Goal Area 2: Improve Safety, Public Support, and Confidence:

Student Discipline: Reducing Disproportionality in Out of School Suspension as it relates to race or sex

Priority Need: Increase in-school consequences (as opposed to out of school consequences) to ensure that students have a higher percentage of

instructional time and continuity in the curriculum.

Critical Success Factor(s): The Sam Houston Alternative Center (SHAC) in-house disciplinary alternative education center; restorative justice practices;

PBIS implementation, school culture surveys.


Reduce out-of-school suspensions by 30%. Measurable Objective Strategy Title of Staff Member

Responsible Resources – include funding sources (i.e.




Off campus DAEP placement will be reduced by 20%

Effectively run an alternative disciplinary setting on campus that focuses on helping students maintain and/or improve academically and provides social skills training to improve self-esteem, communication and problem-solving skills in order to have a positive influence on behavior during their placement.

SHAC administrator and teachers; counseling team, assistant principals, instructional specialists.

Dedicated SHAC teacher; special education assistance team, peer tutors, digital tools

Open for class on August 28th, 2017 and operate throughout the school year. Students will receive 20-, 30-, 04 45 day placements depending on the nature of the behavior.

Successful entry, monitoring, and exiting of students in The SHAC. Improved academic performance based on grade reports and tests scores. Lessened discipline reports on these students after being exited from The SHAC.

Discipline referrals will decrease by 20%.

Implement restorative justice practices that move the focus of discipline from punishment to learning and from the individual to the community.

PBIS team; assistant principals

Restorative justice trainings; CHAMPS trainings, PBIS resources

On-going Implementation updates will be held during early release dates; student and staff culture survey at designated times throughout the school year;

30 9/29/2017 1:12 PM

ultimately, the implementation of PBIS will have a positive impact on student behavior and will reduce behavioral infractions, which will in turn result in less out of school suspensions. Surveys will be

conducted at the end

of each semester

(December 11 and

April 27).

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GOAL AREA 2: Improve Safety, Public Support, and Confidence: Safety

Priority Need: Improve the feeling of safety throughout the common areas of the school.

Critical Success Factor(s): PBIS (Positive Behavior Intervention Systems) Data


Improve PBIS Data so that more than 70% of students feel safe in all areas of the building






Common Areas and Passing Periods: 70% of students feel as though the common hallways are safe. Also, 80% of teachers are interacting positively with students while at their door.

PBIS Tardy Sweeps and Positive Interactions: Teachers, Administrative Assistants, and Administrators will receive training on how to implement positive ways to interact with students. Also, personnel will receive training on how to implement tardy sweeps to help clear out the hallway

Administrators PBIS Team Administrative Assistants Positive Sweep Team Classroom Teachers

PBIS Survey: Survey will used to acquire data on how students feel about the school PBIS Training Materials: Materials will be used to help train teachers. Student Resources: Learning materials and videos will be created to help model to students what the proper way to act in the hallway.

Training will be given in the beginning of the year. Feedback will be received during the course of the Fall Semester. This feedback will be used to finalize Hallway Policy sheet and Tardy Program in the Spring

Feedback will be received by the Administrators and Positive Sweep team on a monthly basis. In February and May we will receive survey data from the students and staff on the safety levels of different areas of the building.

Restrooms: 70% of students feel as though the restrooms are safe environments

After tardy sweeps staff will monitor bathrooms and make sure the facilities are using the facility properly. Also, when the duty teacher leaves they will check the restroom again

Administrators Duty Teachers Positive Sweep Team

Training Materials: When teacher training takes place to model what duty looks like, materials and training will also be provided to show what a bathroom sweep looks like and what to do

Training will be provided in the beginning of the school year to model what Teacher Duty looks. Administrator Audits of hotspots will take place will take place throughout the Fall and

Feedback will be received by the Administrators and Positive Sweep team on a monthly basis. In February and May we will receive survey data from the students and staff on the safety levels

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Student Resources: Learning materials and videos will be created to help model to students the proper way to act in the bathroom. A4E: Tracking of discipline and the locations of certain discipline hotspots is paramount in improving safety on campus

resources will be redirected to areas of high concern. In the Spring we will finalize our plan and obtain feedback on the system.

of different areas of the building.

Discipline Intervention: Top 3% of struggling students will receive further conversations and supports for behavior.

Based upon data that is received from tardy tracker and PEIMS (Constant Level 2 and 3) information off of A4E we will ascertain and start implementing behavior interventions to specific students

Administrators Attendance Office

Tardy Tracker and A4E Data: Data needs accumulated to ascertain what students need to be worked with Consequence / Support Ladder: Consequences and supports need to be normalized to keep support staff on the same page Positive Reinforcement Ladder: Students need to be reinforced with positivity. Creating rewards for improvement are imperative for student success.

In mid-September we will accruing data on high tardy offenders. Administrator conversations need to start to take place with these students. In early October we will compile information from A4E and relate that with the tardy data to ascertain which students we will focus on. Interventions will occur by support staff and in January we will reconvene on these students to see if improvement has occurred with these students.

Mid-September: Tardy conversations will occur with high offenders Early October: Tardy data and PEIMs data will be combined to ascertain student group to be worked with. Mid-January: Data will be accumulated for student discipline target group and we will celebrate success and improve upon areas of weakness.

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GOAL AREA 2: Improve Safety, Public Support, and Confidence: Parent and Community Involvement

Priority Need: To have more support from businesses in the community.

Critical Success Factor(s): To rebuild community involvement with PTO, and community leaders.


To build a more expansive network with community resources/agencies.






To increase

communication between

the school and the

community and build a

stronger relationship

between the school and

community

Utilize organizations to

provide services at Sam

Houston; continue

building a stronger PTO

at Sam Houston in order

to engage more parents

in school activities;

Utilize the constable to

be more accessible to

the community when

possible.

Host events with Harris

County Precinct 1.

Open the track and

fields so that they can be

used by families in the

community for health,

wellness and recreation.

Have student organizations engage in outreach with local

PTO; Counselors;

Parent Liaison; Deputy

Marenco; Campus

Administrators.

Parent Center; Vips;

campus calendar.

On-going throughout

the 2017-2018 School

year.

Middle of the year

checkpoint (December

4) with feeder pattern

schools to evaluate the

benefits of the programs

being implemented

within the community;

End of year survey as

well as qualitative

information from

parents and community

members related to the

impact that these

programs have had on

the community


year.

34 9/29/2017 1:12 PM

businesses in order provide them with information about campus events, activity calendars, and to extend

goodwill and encourage

involvement with the

campus.

Establish a tutoring/mentorship program with our senior students and feeder middle and elementary schools to help instill in our students the importance of giving back to the community

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GOAL AREA 2: Improve Safety, Public Support, and Confidence: Coordinated Health Program (ES, MS and K-8 Campuses)

Priority Need: n/a

Critical Success Factor(s): n/a


n/a






n/a

n/a

n/a

n/a

n/a

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GOAL AREA 3: Special Populations: ELL

Priority Need: Improve both STAAR and TELPAS ELL student performance

Critical Success Factor(s): On-going Sheltered Instruction training campus-wide; PLCs and Professional Development that continually discuss ELL student needs, data, strategies, classroom rigor, and ELPS.


STAAR ELA I- 40%; STAAR ELA II- 35%; Algebra I- 40%; Biology- 55%; US History- 70%. TELPAS – 60% Increase One Level or meet Advanced High Composite

37 9/29/2017 1:12 PM

Measurable Objective

Strategy Title of Staff Member Responsible


GT, Title 1, State Comp. Ed.,

Bilingual/ESL, Special Ed., CTE, etc.)


Increase ELL

Professional Development

attendance and ELL

strategy usage of

teachers in STAAR

related courses (ELA I,

ELA II, Algebra,

Biology, and US

History).

Sheltered Instruction

and ELL Strategies

Professional

Development (QTEL)

conducted in core

content PLCs, After-

Schools, and during

Early Release for ELA

I, ELA II, Algebra I,

Biology, and US

History teachers . In-

class support at a

minimum of once a

semester for STAAR

tested courses.

Core teachers will collaborate with ELL Instructional Specialists on how to successfully implement Sheltered Instruction strategies.

ELL Instructional Specialists (G. Gonzalez & J. Moretti) and ELL Assistant Principal (A. Torres)

Sheltered Instruction

HISD Professional

Development and

Professional

Development (QTEL)

created by and

delivered by SHMSTC

ELL Specialists and

Asst. Principal.

ELPS and ELL Strategy

training conducted

during in-service first

2 weeks for teachers;

1 PLC or 1 After

School Session offered

each month starting

in September and

ending in April

(excluding December)

for ELA I, ELA II,

Biology, Algebra, and

US History teachers.

Teachers will sign in

for training. ELL

Specialists or ELL Asst.

Principal will observe

each classroom (ELA I,

ELA II, Algebra,

Biology, and US

History) at a minimum

of once a semester to

observe Sheltered

Instruction strategies

Provide professional development and in class support from ELL Instructional Specialists and Asst. Principal to help teacher with ELL strategies implementation and provide feedback/conversations/coaching. Although ongoing, dates for feedback after ELL support are November 1, March 12, and June 4).

38 9/29/2017 1:12 PM

being utilized and

offer feedback.

Teachers will complete QTEL training for Sheltered Instruction by April 2018.

Schedule all ELL students in appropriately proficiency leveled ELA courses and Newcomers in Sheltered core courses for English, math, science, and social studies.

Strategically schedule all YE and YX (Parent Permission) ELL students in appropriate level determined by the LPAC and previous TELPAS scores in ELA courses. Strategically schedule all Newcomers in appropriate Sheltered Instruction ELL World Geography, World History, Algebra, Algebra II, Biology, Reading, and Environmental Systems. Provide Professional Development on differentiation and strategies for these specific courses. Provide teachers with the HISD ELL Supplemental Manual (strategies and activities content

ELL Instructional

Specialists (G.

Gonzalez & J.

Moretti) and ELL

Assistant Principal (A.

Torres) will verify

student schedules.

Grade level AP’s will schedule students.

Master Schedule collaboration and Scheduling in Chancery by Asst. Principal. ELL Supplemental Manuals and Professional Development provided by ELL Instructional Specialists and Asst. Principal.

Ensure students are

scheduled

appropriately by

completing schedule

audits by the end of

the second week of

school;

Within the first 4 weeks of school, all teachers will have been provided the ELL Supplemental Manual. And attended at least one ELL professional development. On-going evaluation of student schedules with new enrollment.

Sheltered Instruction teachers will acknowledge receipt of the ELL Supplemental Manual by October 20 and attend at least 6 hours of professional development related to ELLs during the school year. Teachers “Class Status Rosters” will be ran each semester or more to ensure all students in the courses are identified as ELLs.

39 9/29/2017 1:12 PM

specific) for the sheltered courses.

Overall ELL passing on

STAAR for ELA I will

be 40%, ELA II 35%,

Algebra 40%, Biology

55%, and US History

70% or higher.

TELPAS – 60%

Increase One Level or

meet Advanced High

Composite

Develop awareness of

ELL teacher’s

awareness of past

STAAR and TELPAS

data on retesters;

Target retesters for

after-school and

Saturday tutorials.

Provide professional

development for

teachers on how to

locate STAAR and

TELPAS data on their

students.

ELA Sheltered ELL

Teachers will inform

students and have

them use a tracking

chart/diagram “Goal

Chart” for their past

TELPAS results in

order for students to

set a goal to achieve

one level or more

higher in the domains

of listening, Speaking,

Reading, Writing, and

the Composite.

ELL Instructional Specialist G. Gonzalez & J. Moretti) and ELL Assistant Principal (A. Torres)

The ELL IS’s and ELL

Asst. Principal will

provide professional

development and

continued support for

teacher’s on

identifying the ELL

student STAAR and

TELPAS data.

ELL IS’s will work with teachers to create a list, assignment, and advertisement for after-school and Saturday tutorials for the STAAR test subjects. ELLs will be invited to objective-driven tutorials based on their performance and needs for STAAR assessments.

Within the first month

of teachers reporting

to the campus, a

professional

development for

locating ELLs in their

class, their past STAAR

and TELPAS data will

be delivered.

By October 2nd, the

after-school and

Saturday tutorial list,

assignment, and

advertisement will be

implemented by the

ELL IS’s.

By October 2nd, ELA

ELL Sheltered

Instruction teachers

will inform and help

students to chart their

results and Goals.

All students will be informed of

their testing status and the

tutorial dates by October 2nd.

Advertisements and sign in-sheets

will be utilized.

Students in ELA ELL Sheltered

Instruction classes will have

created a TELPAS “Goal Chart” by

October 2nd.

Sign-in sheets for Professional

Development ELL STAAR/TELPAS

data will be obtained.

40 9/29/2017 1:12 PM

GOAL AREA 3: Special Populations: Special Education

Priority Need: Improve STAAR performance in English I, English II, Algebra I, Biology and US History

Critical Success Factor(s): On-going professional development in instructional practices , PLCs


25% or higher increase in Level 2 and 3 performance on STAAR and STAAR On-Line






Increase literacy by the implementation of Achieve 3000 in the classroom and Kurzweil in classrooms and on campus based assessment

Achieve 300 and Kurzweil Professional Development conducted in core content PLCs, After-School, and during Early Release for ELA I, ELA II, Algebra I, Biology, and US History teachers; Ongoing monitoring of usage.

Special Ed Instructional Specialist (Robin Nuber) and Special Ed Instructional Specialist (Beth Stengler); Special Education Co-Teachers; all teachers with students requiring testing accommodations

Achieve 30000 Kurzweil HISD Special Education Dept. Professional Development; Professional Development delivered by SPED Instructional Specialist and Asst. Principal; Monitoring by Special Ed Co-teachers.

Achieve 300 and Kurzweil training conducted during in-service first 2 weeks for teachers; 1 PLC offered each month starting September thru November. Open Labs for teachers during conference periods by request. Teachers will sign in for training. SPED Specialist or SPED Asst. Principal will observe each classroom (ELA I, ELA II, Algebra, Biology, and US History) at a minimum of once a semester during the administration of common assessments/district assessments to observe

Provide ongoing support and feedback to help teachers to consistently incorporate Achieve 3000 and Kurzweil into lesson planning; 100% of students will have Achieve 3000 and Kurzweil downloaded on to their computers by the end of the first 6 weeks; 100% of STAAR A students will have used Achieve 3000 and Kurzweil by the end of the Fall semester.

41 9/29/2017 1:12 PM

usage of Achieve 3000 and Kurzweil and offer feedback. Co-Teachers will monitor usage of Achieve 3000 and Kurzweil in assigned classrooms.

Decrease SPED failure rate in core content classes.

Maximize alignment of case management support with Co-teacher support to monitor student performance. Ongoing monitoring of grades, communication with parents, collaboration between general and special ed teachers. Conduct classroom observations to observe implementation of accommodations and interventions provided to students.

Special Ed Instructional Specialist (Robin Nuber) and Special Ed Instructional Specialist (Beth Stengler); Special Education Case Managers

Special Education Failure Plan, Common planning and conference periods for general and special education teachers; ongoing collaboration between teachers. Professional development in instructional strategies to increase student performance. Students at-risk for failing will be assigned tutorials.

Within first 3 weeks of school teachers will receive accommodations for SPED students. Students will be provided with a list of their individual accommodations. Case Managers will obtain student grades every 2nd and 5th week of grading cycles. Students failing will meet with Asst. Principal and Case Manager to develop an intervention plan. Students will check in with case manager weekly, beginning September 6. Tutorial logs will be collected monthly by SPED IS. Provide feedback to teachers on classroom observations.

SPED Students at risk for failing at the time of progress reports will have an intervention plan in place; Teachers will receive ongoing support on intervention strategies; Sped failures will be reviewed at the end of each 6 weeks-the following 6 weeks, we will look for a decrease in failures from the previous 6 weeks; consecutive 6 weeks failures will decrease by at least 10 individual students per consecutive 6-weeks when compared to the 2016-2017 school year.

42 9/29/2017 1:12 PM

Overall SPED passing on STAAR for ELA I will be 25%, ELA II 30%, Algebra 25%, Biology 40%, and US History 60% or higher.

Develop awareness of past STAAR data on retesters; Target retesters for after-school and Saturday tutorials. Provide professional development for teachers on how to locate STAAR and data on their students. Co- Teachers will collaborate with teachers to track students’ performance on benchmarks and common assessments to determine where support is needed.

Special Ed Instructional Specialist (Robin Nuber) and Special Ed Instructional Specialist (Beth Stengler); Special Education Co-Teachers.

The SPED IS and SPED Asst. Principal will provide professional development and continued support for teachers on identifying the SPED student STAAR data.

SPED IS will work with Co-teachers to create a list, assignment, and advertisement for after-school and Saturday tutorials for the STAAR test subjects. SPED students will be invited to objective-driven tutorials based on their performance and needs for STAAR assessments.

Special education students will be scheduled in appropriate classes with co-teacher and/ or in-class support. By October 1st, the after-school and Saturday tutorial list, assignment, and advertisement will be implemented by the SPED IS. By October 1st, SPED co-teacher pairs will inform and help students to chart their results and Goals.

All students will be informed of their testing status and the tutorial dates by October 1st. Advertisements and sign in-sheets will be utilized. Case Managers will identify re-testers by October 4th. Co-teachers will monitor student progress on STAAR objectives each 6 weeks.

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GOAL AREA 3: Special Populations: Advanced Academics/GT

Priority Need: Increase dual credit enrollment and number of students earning concurrent college and high school credit; improve AP test scores.

Critical Success Factor(s): Dual credit enrollment; On-going data analysis of dual credit-tested standards across the program to prepare students for course success; on-going data analysis of AP-tested standards across the AP program to prepare students for the AP Exams.


Students will have a 95% or higher passing rate in dual credit courses; GT students enrolled in AP classes will achieve a 3 or higher on the AP test; Overall AP test scores will increase by 20% of students receiving 3’s or higher.

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Increase student enrollment in dual credit courses by 100%

Recruit potential students through data tracking and face-to-face interviews; conduct parent-student forums to disseminate program information, requirements, and expectations.

Assistant principal over advanced academics.

HCC student support services (library, computer labs, tutoring)

Students are enrolled in HCC dual credit courses by August 11th, 2017; ongoing communications between Sam Houston dual credit teachers and HCC teachers and liaisons.

Completed dual credit scheduling by August 25th, 2017 indicating 100% dual credit enrollment increase, progress report checks every six weeks, report card reviews every six weeks.

GT students achieve a 3 of higher on AP tests; All AP test scores will increase over the next 3 years of growth with a 20% increase of students scoring a 3 or over the next 3 years. Last year’s data showed that 13% of

AP released tests will be

given at the beginning,

middle, and end of year

to track progress; AP

released tests for each

content area will be

used to track the growth

of GT students; Use

Inference strategies and

document analysis to

increase rigor in class;

Use student data to open

Assistant principal over advanced academics and AP team.

Rice University advanced placement summer trainings; released AP Exams and AP questions; NMSI trainings for Math, Science and ELA teachers; 9 Saturday Tutorial sessions for AP Students/Teachers

AP released tests will be

given at Beginning,

middle, and end of year;

Teachers will monitor

data and collaborate

during Monthly AP

PLCs to modify

upcoming lessons;

Teachers will focus on

higher level thinking

skills using Webb’s

depth of knowledge

matrix.

After 2 grading cycles,

AP teachers will have

data checks to discuss

which students are not

on track to meet the goal

of a 3; individual plans

will be developed for

students; for GT

students who are

struggling, GT growth

plans will be put in

place.

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students achieved a 3 or better.

new potential AP

classes.

who are a part of the NMSI program.

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SIP Part 3: Special Funding Goals

Goal Area: Title I, Part A – 10 Required Components of Schoolwide Planning 1. Comprehensive Needs Assessment All data were reviewed for all students and student groups to identify

areas of strength and areas of need in terms of student achievement, staff development, and parent

involvement in relation to the state academic content standards and the state student academic achievement

standards.

• Briefly summarize your campus’ needs as identified in your Comprehensive Needs

Assessment. After reviewing both qualitative and quantitative data, we have identified specific needs in the areas of

Special Education and ELL. Our data shows that these student groups perform lower than other student

groups and that more support structures need to be put in places so that we can monitor these students and

create intervention plans for them, when necessary.

• Indicate the programs and resources that are being purchased out of Title I funds.

i. Partial funding of the campus reading lab.

2. Schoolwide Reform Strategies List at least four (4) campus-specific, schoolwide reform strategies that

will provide opportunities for all students to meet the advanced and proficient levels of student

achievement. Strategies are based on evidence-based research to increase achievement for each sub-group

on state tests.

• Use of Kurzweil for special education students

• Adjusted PLC framework based on campus needs will include data review, intervention needs, best

practices, teacher modeling, and meaningful planning time.

• Use of restorative justice practices through on-going professional development opportunities and

adjusted during PLC’s and individual conferences.

• On-going professional development that focuses on high-impact instructional strategies, especially

those to be used with Special Education and ELL students.

• Houston MSTC New Teacher Academy that is supported by district literacy team.

3. Instruction by Effective Teachers State the campus’ strategies to ensure that 100 percent of your teachers

and paraprofessionals are effective teachers.

• Due to a campus need to improve literacy as demonstrated in STAAR ELA data, all contents will

participate in implementing the best practices and strategies of Literacy Empowered. This on-

going professional development will be reflected in PLC work and campus professional

development days. New teachers will be further supported in this initiative by the district literacy

team. Sam Houston has campus-based instructional specialists that serve as primary teacher

coaches for the teaching staff.

• Appraisers will closely align classroom observation feedback to teachers with the instructional

practice and professional expectations rubric provided by the district. In addition to celebrating

classroom successes, feedback will be based around providing a statement of the expectation, and

explanation of the impact on student learning, and action steps and/or strategies to implement.

• Implementation of CHAMPS program through pre-service training and ongoing professional

development that will develop an instructional structure that fosters student motivation and

responsibility while informing teachers of how to give students strategies that will directly impact

their success in the classroom.

4. High-Quality and Ongoing Professional Development Explain the process to provide high-quality and

ongoing professional development for teachers, paraprofessionals and other staff members. Professional

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development must include the goals and objectives of the schoolwide plan, and receive the sustained, high-

quality professional development required to implement them.

• Process of high-quality professional development: Professional Development will be aligned

to campus needs (as identified in our comprehensive needs assessment) and will also be provided

to teachers who are implementing a specific program or curriculum to ensure that they are

supported in order to be able to implement the program with fidelity.

• Process of ongoing professional development:

Staff is surveyed to identify areas in which staff development is needed; Staff members are able

to participate in professional development aligned to their content area and their IPDP; Staff

members participate in professional development during designated district early release days;

Instructional Specialists, Administrators, and Lead Teachers will collaborate in order to create,

plan, develop and deliver professional development that is aligned to observed campus needs,

needs as indicated by the staff, and aligned to areas identified in our campus needs assessment.

5. Strategies to Attract and Retain Effective Teachers to High-Need Schools Describe strategies used to

retain and attract effective teachers.

• Strategies to retain Effective teachers:

i. Survey teachers and solicit their feedback when making decisions

ii. Provide leadership and growth opportunities through teacher leader opportunities and

professional development.

iii. Consider how best to utilize effective teachers when determining teaching schedules.

• Strategies to attract Effective teachers:

i. Build stronger links between the school and the community through activities such as the

community tour during pre-service week.

ii. Use staff members as ambassadors at teacher recruitment events.

iii. During interview processes, ask teachers about their own views in order to create autonomy

and the social relevance of teaching, correct any misconceptions about the teaching

profession, the school or the district as necessary, and emphasize that promotional

programs in education are a future option.

6. Strategies to Increase Parental Involvement Identify at least four (4) strategies specific to your campus

to increase parental involvement activities.

• Facilitate a series of parent-student class meetings at the beginning of the year to introduce parents

to their students’ administrative and support teams as well as to familiarize them with school

policies and procedures.

• Utilize the parent center to host workshops on various educational topics such as House Bill 5,

STAAR testing, etc.

• Hold monthly meetings (Coffee with the Principal) to update parents on school events and allow a

forum for parents to discuss concerns

• Encourage the development of parent support groups for extracurricular activities such as athletics,

dance groups, or ROTC off-campus events.

7. Ensure Smooth Transition for Students (SECONDARY) Identify transition activities for students as

they enter each level (intermediate, middle, high school) and as students exit special programs (e.g.

Bilingual, ESL & Special Education).

• Transition activities: We work with feeder schools to encourage incoming 9th graders students to

join programs and activities (i.e., freshman football camp, band camp, etc…). The 9th grade

admin team holds a parent/student event to help ensure a smoother transition to high school.

ELL students will be scheduled into ESL classes for core contents at the freshman level

to help improve language acquisition.

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8. Measures to Include Teachers in Decisions Regarding the Use of Academic Assessments In addition

to state performance data, describe measures to include teachers in making decisions about academic

assessments in order to provide information on, and to improve, the achievement of individual students and

the overall instructional program.

• Describe measures:

Teachers collaborate in order to create their own campus-based assessments. Prior to district

assessments, teachers review the blueprints of the assessments to ensure their instruction is

aligned to ensure the objectives on the upcoming assessment have been taught. Teachers

will be invited to work with the district to write and/or revise district assessments.

9. Effective, Timely Additional Assistance Address activities to identify and ensure effective, timely

assistance for all students not meeting state standards.

• Process to identify students:

When STAAR data is released, the instructional leadership team disaggregates the data in

multiple ways to identify areas of need. Through PLCs, teachers are informed of their students

who did not meet state standards. In addition to receiving a comprehensive list of students not

meeting state standards, they are informed of how to access historical student testing information

via A4E and Chancery.

• Activities to ensure effective and timely assistance:

Once students have been identified, students will be scheduled into STAAR review classes prior

to the start of school. Since our current capacity does not allow for all students to be scheduled

into a STAAR review class, other interventions are put in place to ensure all retesters receive

appropriate interventions. Instructional specialists will work with their teachers to ensure teachers

provide remediation on the skills that students did not master. Both retesting students and

students who are testing for the first time will be assessed throughout the year on STAAR skills

and will be targeted for weekly objective-driven tutorials. All teachers will create individualized

student intervention plans for students who do not master state standards. Data will be regularly

analyzed to ensure student intervention plans are current, and that reteach plans are developed.

10. Coordination and Integration of Federal, State and Local Services Programs State the strategies to

coordinate programs/services/funds under ESSA to upgrade the entire educational program and increase

student achievement while ensuring that the intent and purpose of each program has been met.

• Strategies to increase program effectiveness:

We will carefully review student performance data to determine out needs prior to expending any

funds. Funding will be used to provide instructional support that advances academic achievement

through interventions, tutorials, and professional development. We will monitor and adjust our

programs and services to make sure they are proving effective and efficient in meeting our goals.

Our Business Manager will request rationale related to our state goals. Our Title I Coordinator,

Associate Principal, and Principal will monitor the effectiveness of programs and services.

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Positions Funded Out of Title I Funds

(Please indicate the quantity of each position selected for the school year.)

1 Parent Engagement Rep

Tutor, Academic (Hourly)

Tutor, Associate (Hourly)

Tutor, Sr. Academic

Counselor (must have rationale that shows

duties are supplemental to the regular

school program)

Social Worker (must have rationale that

shows duties are supplemental to the

regular school program)

Psychologist (must have rationale that

shows duties are supplemental to the

regular school program)

1 Coach, Graduation HS

Teacher, Intervention (Hourly)

All grade levels - [General]


All grade levels – [Math]


All grade levels – [Reading]


All grade levels – [Science]

4 Teacher, Intervention [General]

All grade levels (Cannot be primary teacher of

record)

Teacher, Intervention [Math]


record)

Teacher, Intervention [Reading]


record)

Teacher, Intervention [Science]


record)

4 *Teacher, Class-Size Reduction [General]

All secondary grade levels

*Teacher, Class-Size Reduction [Bilingual]

All elementary grade levels

*Teacher, Class-Size Reduction [ESL]

All elementary grade levels

*Teacher, Class-Size Reduction [All core content

areas]

All secondary grade levels

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Indicate “Yes” or “No” below if your campus’ Title I funds will be utilized to fund the following items:

Item Yes or No

1. In-State Travel

2. Out-of-State Travel

3. Professional Development

4. Field Lessons

5. Contracted Services

6. Tutoring

7. Materials and Supplies

Capital Outlay Requested (Y/N)?

If yes, please list the items below. Please note, all capital outlay requests must receive approval from TEA

prior to purchase.

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Goal Area: Mandated Health Services

1. Immunization Monitoring Person Responsible for monitoring immunization requirements, data entry, and state reporting requirements: Person Responsible for monitoring immunization requirements, data entry, and state reporting requirements: Joy Babb, RN (School Nurse) & Leticia Villarreal (Data Entry) If your campus does not have a certified school nurse or screener, please explain how you will complete this on or before October 30, 2015 (include an estimate of number of students that must be screened): n/a

2. Vision Screening at Grades: PK, K, 1, 3, 5, 7 Person Responsible for screening, data entry, completing referral forms, and submitting state report: n/a If your campus does not have a certified school nurse or screener, please explain how you will complete this on or before December 4, 2015 (include an estimate of number of students that must be screened): n/a

3. Hearing Screening at Grades: PK, K, 1, 3, 5, 7 Person Responsible for screening, data entry, completing referral forms, and submitting state report: n/a If your campus does not have a certified school nurse or screener, please explain how you will complete this on or before December 4, 2015 (include an estimate of number of students that must be screened): n/a

4. Type 2 Diabetes Screening at Grades: 1, 3, 5, 7 Person Responsible for screening, data entry, completing referral forms, and submitting state report: If your campus does not have a certified school nurse or screener, please n/a explain how you will complete this on or before December 4, 2015 (include an estimate of number of students that must be screened): n/a

5. Spinal Screening at Grades: 6, 9 Person Responsible for screening, data entry, completing referral forms, and submitting state report: Joy Babb, RN If your campus does not have a certified school nurse or screener, please explain how you will complete this on or before February 1, 2016 (include an estimate of number of students that must be screened): n/a.

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6. Medication Administration Person Responsible for administering medication including, but not limited to emergency care of students with diabetes, seizures, and life threatening anaphylaxis: Joy Babb, RN; and teachers are trained if they are taking students on a field trip and notify one of us that one of their students going on the field has a medical condition warranting scheduled or possible emergency medication during the field trip. If your campus does not have a certified school nurse, please explain your rationale for not providing this service and how you will meet this ongoing student support need for the school year of 2015-2016: n/a

7. AED (Automated External Defibrillators) Monthly Maintenance Check Person certified in CPR/AED who is responsible for conducting monthly maintenance check for all AEDs and submitting report to Health and Medical Services annually. Click here to enter text. If your campus does not have an individual certified in CPR/AED who is conducting this monthly, please explain your rationale and how you will meet this requirement for the 2017 – 2018 school year. (Include the number of AEDs on campus: Click here to enter text.

School Improvement Plan SharePoint Site Uploads

The following documents are uploaded to the School Improvement Plan SharePoint Site separately:

1. The School Improvement Plan– only upload one time, after your SSO has approved it Please use the following naming convention: School name, SIP 2017-2018

2. The Executive Summary - This summary is submitted to the HISD Board of Education as part of the public hearing, at which time the Board votes on approval of the SIP. Please use the following naming convention: School name, Executive Summary 2017-2018

The Executive Summary gives a brief description of the school’s culture and ongoing developments by

condensing the more detailed reports in the SIP. The following information must also be included:

▪ The title, school name, principal's name, and administrative District; ▪ A brief description of the school, students, and community; ▪ A description of the areas in need of improvement (based on analysis of data in the needs

assessment) that will be addressed in the SIP; ▪ A list of all measurable objectives, which should match those presented in Part 2 of the SIP; and ▪ A brief description of the major initiatives or strategies that will be implemented.

3. The completed Signature Page – including SSO and Chief’s signatures Please use the following naming convention: School name, Signature Page 2017-2018

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Documents

SCHOOL IM PROVEMENT PLAN 2017-2018...grade were 2 or more grade levels behind in reading. When analyzing the data, we found a direct correlation between students’ Lexile levels (as