Alexander Hamilton Middle School

PARENT & STUDENT HANDBOOK

Alexander Hamilton Middle School

VISION STATEMENT

All students at will Alexander Hamilton Middle School will perform at their academic and social

potential. They will enjoy the formation of positive peer and adult relationships in a safe

learning community. Educators will provide all students with rigorous standards-based

instruction that requires students to work cooperatively and collaboratively.

GOAL STATEMENT

Alexander Hamilton Middle School will ensure all students are prepared to enter and to be

academically and socially successful at the high school of their choice.

SCHOOL IMPROVEMENT GOALS

Goal: Reading - Students performing at the Meets level on state reading assessments will

increase 10% and performance at the Masters level will increase 5%.

Goal: Mathematics - Students performing at the Meets level on state mathematics assessments

will increase 10% and performance at the Masters level will increase 5%.

Goal: Post-secondary Readiness – Increase the number of students participating in high school

readiness activities from one grade level to two grade levels.

Goal: Attendance – Maintain a campus student daily attendance rate of 97%.

Goal: Discipline - Reduce the overall number of discipline incidents referrals from 365 annually

to 185 annually.

Goal: Health and Wellness - Campus will increase percentage of student immunizations 3%.

Goal: Community Engagement - Campus recognition from district FACE office will increase

from the Gold Award to the Platinum Award.

Goal: Special Populations - Students in special population sub-groups of English Learners,

Special Education, and Gifted & Talented will demonstrate a 10% increase in designated state

achievement assessments.

INSTRUCTIONAL CONTINUITY TEAM

Robert R. Michaels-Johnson, Principal Lakenya S. Scott, Assistant Principal Darlene Thomas, Assistant Principal

Tricia M. N. Aguas, Teacher Specialist

Jewel S. Jobson, Teacher Specialist Ina R. Knight, Teacher Specialist

Jayna K. Hawkins, Teacher Specialist

Erica G. Alderete, Magnet Coordinator Marcia D. Smith, Counselor

William Jaudon, Technology Service Representative Jeannette Casas, Student Information Representative

Aaron Loeb, Parent

SHARED DECISION-MAKING COMMITTEE

Guadalupe Aguilera, Teacher

Erica Alderete, Teacher

Mia Charlton, Teacher

Zachary Cummings, Teacher

Tiffany Yates, Teacher

Montre Johnson, Special Education

LaKenya Scott, Administration

Griselda Casas, Non-Instructional Staff

Cynthia Elliott, Non-Instructional Staff

Emily Guyer, Community Member

Ruth Scharning, Business Partner

Aaron Loeb, Parent

Rocio Saldana, Parent

LEADERHIP TEAM

Robert R. Michaels-Johnson, Principal

Lakenya S. Scott, Assistant Principal – 8th Grade and 7th Grade A-M

Darlene Thomas, Assistant Principal – 6th Grade and 7th Grade N-Z

Tricia M. N. Aguas, Teacher Specialist – Science and Summative Assessment

Jewel S. Jobson, Teacher Specialist – Mathematics and Formative Assessment

Ina R. Knight, Teacher Specialist – English Language Arts and English Learners

Jayna K. Hawkins, Teacher Specialist – Community Coordinator and Parent Support

Destiny E. Bernal, Counselor – 6th Grade

Erica M. Garza, Counselor – 7th Grade

Marcia D. Smith, Counselor, 8th Grade

Erica G. Alderete, Magnet Coordinator

Cynthia F. Elliott, Vanguard Coordinator

Thaddeus P. Ledet, Wraparound Services Specialist

Monica Lewis, Campus Nurse

TBD, Campus Resource Officer

Rosalinda P. Holliday, Library Services and Vanguard Support

SUPPORT STAFF

Juanita Sada, Administrative Assistant and Office Manager

Griselda Casas, Student Information Representative and Principal’s Secretary

Ines Pulido, Clerk for Payroll and Activity Funds

Vanessa Rivas, Clerk for Attendance and Records

Linda A. Rodriguez, Clerk for Special Education and English Learners

Margarita Garcia, School Receptionist

Sonia Ruiz, Clerk for Sixth Grade

Carlos Charles, Clerk for Seventh Grade

Julia Almanza, Clerk for Eighth Grade

Cordell Holloman, Plant Operator

Cherina Minor, Cafeteria Manager

William Jaudon, Technology Service Representative

FACULTY AND STAFF DIRECTORY

Teachers Emails

Aguilera, Guadalupe [email protected] Aladiume, Jennifer [email protected]

Alderete, Erica [email protected]

Ariyo, Olusegun [email protected] Attia, Marina [email protected]

Barnes, Dustin [email protected] Breslau, Daniel [email protected]

Brooks, Franchelle [email protected]

Byrd, Quinton [email protected] Charlton, Mia [email protected]

Cordova, Jason [email protected] Cummings, Zachary [email protected]

Fields, Daryl [email protected] Foster, Joseph [email protected]

Galindo, Cristina [email protected]

Gaylord, Hannah [email protected] Gonzalez, Mia [email protected]

Gonzalez, Stephanie [email protected] Guerrero, Anika [email protected]

Guillory, Crystal [email protected]

Guin, Mousumi [email protected] Hall, Leonce [email protected]

Hall, Margie [email protected] Heck, David [email protected]

Hernandez, Patti [email protected] Hillendahl, Brian [email protected]

Holley, Andrew [email protected]

Jacob, Michael [email protected] Jaggie, Urvashi [email protected]

Jimenez, Juan [email protected] Johnson, Ernest [email protected]

Johnson, Montre’ [email protected]

Lyles, Derrick [email protected]

Malkowski, Sharon [email protected]

Marek, Edward [email protected] Martin, Jerry [email protected]

Martin, Sadie [email protected] Martinez, Alec [email protected]

Matherne, Barry [email protected]

Mayo, Sharon [email protected] McKinney, Marilyn [email protected]

Perez, Gloria [email protected] Pettingill, Melendie [email protected]

Pettingill, Rex [email protected]

Pokhrel, Dhruba [email protected] Price, Natalie [email protected]

Quintana, Stanley [email protected] Randolph, Tiffany [email protected]

Richesin, Amber [email protected] Roberts, Gary [email protected]

Robins, Lamont [email protected]

Rutledge, Christopher [email protected] Smith, Michael [email protected]

Thomas, Robert [email protected] Trieu, Song [email protected]

Tuftee, Jonathan [email protected]

Villagomez, Jessica [email protected] Williamson, Robin [email protected]

Yates, Tiffani [email protected] Zavist, Mary [email protected]

Zavodny, Don [email protected]

Administrators Emails

Michaels-Johnson, Robert [email protected] Scott, Lakenya [email protected]

Thomas, Darlene [email protected]

Leadership Team Emails Aguas, Tricia [email protected]

Bernal, Destiny [email protected]

Garza, Erica [email protected] Hawkins, Jayna [email protected]

Jobson, Jewel [email protected] Knight, Ina [email protected]

Smith, Marcia [email protected]

Support Staff-Other Emails Elliott, Cynthia [email protected]

Holliday, Rosalinda [email protected]

Jaudon, William [email protected]

Ledet, Thaddeus [email protected] Lewis, Monica [email protected]

Silva, Steve [email protected]

Teaching Assistants Emails

Bell, Deborah [email protected]

Buller, Imelda [email protected] Munoz, Juan [email protected]

Ruthven, John [email protected]

Clerks/Secretaries Emails

Almanza, Julia [email protected] Casas, Griselda [email protected]

Charles, Carlos [email protected]

Garcia, Margarita [email protected] Pulido, Ines [email protected]

Rivas, Vanessa [email protected] Rodriguez, Linda [email protected]

Ruiz, Sonia [email protected] Sada, Juanita [email protected]

COMMUNICATION

Communication and Social Media Tools

Campus Phone Number 713-802-4725

Campus Website www.houstonisd.org/hamiltonms

Twitter @HamiltonMS1

Instagram @hamilton_ms

Facebook www.facebook.com/HamiltonMS1

School to Home School Messenger – email, text, and voice message

HISD @ HOME Hotline 713-556-4636

Weekly Updates Husky Herald Newsletter

Power School Bulletins

Monthly Meeting Coffee with the Principal – Last Thursday of the Month

Please know that it is the expectation that all campus personnel will reply to emails and return phone calls with 48 hours, preferably 24 hours. Should your communication go unanswered past that time, please accelerate your

communication to either the grade level principal or the campus principal. Thank you.

UPCOMING PARENT MEETINGS

Parent University Tuesday, September 15 TBD

Back to School Night Thursday, September 17 7:00 PM

VIRTUAL INSTRUCTION This September students at Alexander Hamilton Middle School (AHMS) will begin the school year in a virtual instruction format. However, unlike the impromptu transition to virtual schooling that we experienced last spring, this fall we are prepared with systems and resources in place to support students and families.

An Asynchronous Instructional Model

During virtual instruction, classes and teaching will continue as uninterrupted as possible. The Houston ISD has fully adopted the Texas Essential Knowledge and Skills (TEKS) standards as the foundation for a virtual curriculum and instruction. However, because of the nature of the current crisis and the required elements of virtual instruction, the model of instruction will be asynchronous. An asynchronous model includes shorter time increments for instruction and is characterized by students’ ability to access the instruction in a self-guided manner, potentially at any time of day or evening. Students will complete self-paced and personalized activities via the HUB, the district’s Learning Management System. Within the HUB, students will have access to a variety teacher created and district-provided digital learning opportunities and resources. To accompany the HUB and to provide a means of direct teacher-student communication, as well as school to home communication, teachers, students, parents, and campus staff will also use Microsoft TEAMS, the district’s adopted platform for communication and instruction. This platform will be used by teachers to provide instructional support and to host live class meetings with students. Campus leadership can also use TEAMS to host live events such as Back to School Nights and parent/teacher conferences. Where the HUB, will be used to host, deliver, and manage curriculum content, instructional resources, and student assignments, TEAMS will provide a path for direct interaction between students, parents, teachers, campus leaders, and district leaders. Both the HUB and TEAMS will be used to monitor the level and consistency of student engagement, to evaluate student academic progress, and to record student attendance. Additionally, teachers and students can use the Microsoft Office 365 Suite and the Google for Education Suite (G-Suite) to access a variety of productivity tools. Use of these platforms will enhance communication and will support the creation of instructional content, students’ resources, and other essential elements for effective learning. Teachers and campus leadership will provide students with in-class training and support in using these applications. The HISD’s Digital Resource Page also provides a variety of adopted educational resources that support student learning. Training for select resources will be provided by teachers, but students are able to explore the purpose and potential of these resources on their own.

OnTrack and Renaissance are tools through which students may be assessed on their learning. The tools are also used to help identify students who may need additional instructional support through specified interventions. Parents will be able to access student information and communicate with teachers by way of Power School Pro through HISD Connect, the newly adopted electronic gradebook. Parents can actively monitor student attendance and academic progress, as well communicate by message to teachers. Training for parents in Power School will be provided at he campus and district levels. Trainings on the designated tools for parents and guardian will be provided through events such as Parent University and campus Open House. Parents may also directly contact teachers or campus leadership for assistance with the online tools.

Overview of Technology Supports

Office 365

Microsoft TEAMS

HUB G Suite Digital Resources

OnTrack & Renaissance

HISD Connect

STUDENTS

Access HISD email and communicate with teachers

Attend live class and small group meetings

Access and turn-in class assignments

Access and save documents to Google drive

Access digital textbooks and resources

Access classroom and district assessments and reports

Access school calendars and class schedule

Access online office suite

Communicate with teachers

Access instructional content and resources

Collaborate with classmates for team projects

Monitor grades

Access and save documents to OneDrive

Access digital resources

PARENTS

Ability to provide students with support

Participate in TEAMS meetings and live events




Access data to provide students with support

Access student grades and attendance

INSTRUCTIONAL EXPECTATIONS DURING VIRTUAL INSTRUCTION

Bell Schedule

ALEXANDER HAMILTON MIDDLE SCHOOL VIRTUAL BELL SCHEDULE 2020-2021

TRADITIONAL SCHEDULE

MONDAY - FRIDAY

FIRST

PERIOD

8:30 - 8:45 Synchronous

8:45 -9:20 Asynchronous

SECOND PERIOD

9:20 -9:35 Synchronous

9:35 - 10:10 Asynchronous

AM BREAK

ALL STUDENTS & FACULTY 10:10 – 10:20

THIRD PERIOD (ADA 11:00)

10:20 -10:35 Synchronous

10:35 -11:10 Asynchronous

FOURTH PERIOD

11:10 - 11:25

Synchronous

11:25 - 12:00

Asynchronous

LUNCH ALL STUDENTS & FACULTY

12:00 – 12:30

BREAK ALL STUDENTS & FACULTY

12:30 – 12:35

FIFTH PERIOD

12:35 - 12:50

Synchronous


SIXTH PERIOD



PM BREAK

ALL STUDENTS & FACULTY 2:15 – 2:25

SEVENTH PERIOD



OFFICE HOURS

ALL TEACHERS 3:15 – 3:55

During virtual instruction, every effort will be made to simulate a non-virtual instructional day. The school day begins at 8:30 and officially ends at 4:00. However, it is understood that in the asynchronous model students may access the curriculum and instructional resources at anytime

Teacher Responsibilities

Subject Area Activities

ELA ● Teachers facilitate short, synchronous live whole class

interactions (instruction, CFU, SEL, etc.) with students via

Teams per week.

● Students complete Master Course or other work as assigned

by teachers independently

● Independent reading (15-30 minutes a day)

○ Reading options include MackinVia

● Provide writing opportunities within the content

● Teachers provide small group instruction

Math ● Teachers facilitate short, synchronous live whole class


Teams per week.





Science ● Teachers facilitate short, synchronous live whole class


Teams per week.




● Virtual science labs and demonstrations


Social Studies ● Teachers facilitate short, synchronous live whole class


Teams per week.





Electives ● Teachers facilitate short, synchronous live whole class

interactions (instruction, CFU, SEL, etc.) with students per

week.

● Students complete other work as assigned by teachers

independently



Best Instructional Practices

At Hamilton we are guided by the following tenets of effective virtual instruction -

• We teach for learning and mastery.

• We assess for learning and for instructional planning.

• We utilize a standards-based approach in our lesson and assessment design.

• We grade to assess student mastery.

• We assign homework as practice.

• We use projects and authentic assessments to determine student skill and the ability to apply knowledge.

• We assess projects and authentic assessment for process over product by using a pre-established rubric and period checks for progress.

• We teach every student what we want them to learn; we determine if they have learned it; we respond appropriately if it was not learned.

Curriculum

Curriculum can be found on HISD's HUB at https:\\itslearning.com. Parents may access the HUB using their student’s district login information. Based on the district’s scope and sequence for instruction, teachers will construct curriculum calendars. This brief overview of course specific instruction will be part of a larger course syllabus document that teachers will share will students. The district’s curriculum is built on the Texas Essential Knowledge and Skills (TEKS) for each subject and grade level. Teachers teach the instructional knowledge and skills as established by the state of Texas. A complete and up-to-date listing of the TEKS, for any grade or subject, can be accessed at the Texas Education Agency (TEA) website.

Lesson Plans

Teachers, in collaboration with other teachers of the same subject, construct weekly lesson plans outlining each day’s instructional approach. Lesson plans include the TEKS to be covered and a brief description of the lesson along with materials to be used. In the plan, teachers are required explain how they will assess the objective and how they will provide all required accommodations and modifications for Special Education, 504, and English Language learning (EL) students. For teachers who instruct gifted and talented students, a separate lesson plan, one tailored specifically for Pre-Advanced Placement (PAP) instruction, is also to be created each week.

https://itslearning.com/

Assessment

Essentially there are three types of assessment – summative, formative, and diagnostic. Guiding principles for remote assessment and grading include flexibility, generosity, and transparency. The primary concern of testing should be to assess how well students have achieved the key learning objectives and to determine what objectives are still unmet.

Summative Assessments

Summative assessments are easily recognized as tests and projects that are completed by students at the end of an extended period of instruction. A unit test would an example of a summative assessment, as would the state’s STAAR tests that assess a year’s worth of instruction. Using a predetermined grading rubric, teachers can also use projects to determine the depth and quality of academic skills a student has developed. Students may experience summative assessments during the period of virtual instruction. The assessment tasks are administered through the OnTrack platform described earlier.

Formative Assessments

Formative assessments can more immediately inform teachers’ instructional decisions. They are shorter tasks that cover a smaller portion of the curriculum, often a single day’s lesson. These assessments can happen spontaneously but are most effective when planned and clearly linked to the instructional objective. Teachers may frequently use one of the online applications or digital tools provided by the district to conduct a specific type of formative assessment called a check for understanding.

Diagnostic Assessments

More structured than formative but not as weighty as summative assessments, diagnostic assessments may be mandated by the district curriculum and assessment offices. These tasks will be administered through the OnTrack platform and will generate more in-depth data to help drive effective instruction. These assessments include Snapshots and DLAs. A diagnostic assessment may also be used to help determine the level of instructional intervention a student may need to be more academically successful.

Grading Practices

During virtual instruction, teachers will use the district’s online gradebook within the Power School platform. Graded work is expected to be communicated to students, as soon as possible and gradebooks should be updated regularly, with a minimum of 2 grades recorded each week. The new Power School grading application provides students and families with real time access to grades and missed assignments.

Academic grades are only be issued for academic work. According to district School Guidelines, conduct or behavior may not impact a student’s academic grade. Grades should not be given for participation only, instead a rubric for performance-based activities or assessments is to be used for determining grades. However, the final determination of a student’s grade can only be made by a student’s teacher of record. Campus leadership does have the authority to assign or overturn grades submitted by a teacher. Concerns about grading should first be raised directly with the teacher involved. If there are extenuating circumstances, effective communication is the best course of action. While in the virtual setting, teachers can be reached through their published district email or through Power School – HISD Connect.

Progress Reports and Report Cards

During virtual instruction students will remain accountable for their own academic progress. Grades will be collected and will count toward a student’s overall average in a course. Progress reports and report cards will be issued to students in accordance with district policy and published timelines.

Student Attendance Policy

It is hoped that students will log into each assigned class during each day of virtual instruction. However, in an asynchronous model, for a variety of reasons, that may not be possible. Consequently, a student’s log into the HUB for an asynchronistic completion of work will also indicate attendance for that instructional day. Details on recording and communicating attendance for secondary students during virtual learning has not yet been announced. However, the current plan for AHMS is to use student participation through TEAMS or the HUB to document a student’s daily attendance.

Continued Academic Programing

While in remote instruction, AHMS will continue its commitment to several instructionally related initiatives -

• Dual language students will continue to receive instruction in Spanish in either their math or their science course, depending on the student’s current grade level.

• Dual language student will also receive Spanish Language Arts instruction in a specified Spanish class, separate from non-Spanish speakers.

• Vanguard students will be exposed to STEAM (Science, Technology, Engineering, Arts, and Mathematics) related instruction and projects.

• Vanguard students will participate in a technology-based course designed to build understanding and competencies in technology applications. This technology instruction will provide a conduit for students to prepare a Passion Project.

• Course sequence in technology will end with Principles of Information Technology, allowing Vanguard students to earn high school credit.

• Additional high school credit courses will continue to be offered: Algebra I, Integrated Physics and Chemistry, Spanish 1, 2, 3, and Advanced Placement Spanish Language, and Principles of Applied Engineering.

SUPPORTS DURING VIRTUAL INSTRUCTION

Special Populations

Of primary concern during remote learning is the vulnerability of students who require specified services or academic support. This population includes learners who are identified as needing special education, 504, Dyslexia, and English Learner supports. While in virtual instruction, AHMS is committed to ensuring these students’ needs continue to be met. Teachers who are scheduled to teach students in these areas will receive appropriate documentation from the Special Education Office and the Language Assessment and Proficiency Committee (LPCA). Teachers must include Special Education and 504 modifications and accommodations in daily lesson plans. The campus special education office and LPAC help monitor the quality and efficacy of special services to students. While some identified students may receive more detailed services and supports with a designated teacher, all students within AHMS’ special populations are to fully participate in campus instruction while in remote learning. Those students who are not assigned a specialized teacher are provided with a Case Manager who helps to monitor that each student’s IEP or service plan is met.

Intervention Assistance

The Intervention Assistance Team (IAT) serves to provide oversight and support for students struggling with academics or for those demonstrating social and emotional related concerns. Teachers and parents may suggest a referral to IAT when regular classroom supports are not helping to improve the performance of a struggling student. When a student begins to struggle, it is important to respond early, however, the process cannot proceed without the parent or guardian’s involvement and consent.

Targeted Interventions

Targeted interventions for students are built into the AHMS virtual Bell Schedule. Interventions are at a specific time each day and students are taught by their core teacher in the same subject area of the assigned interventions. All academic students will receive math and ELA interventions for 120 minutes each week. Most Vanguard students are assigned a technology class for interventions, but students may be rescheduled if intervention screenings or academic performance merits the change. Within the intervention class, teachers are asked to generate homogeneous small groups to provide targeted instructional support. Intervention teachers will work closely with the corresponding subject area teacher specialist. Intervention resources for virtual instruction include Read to Achieve, Edgenuity, Imagine Learning, and IXL tools. Student small group placement will be determined through the Renaissance program, the district’s universal screener.

Vanguard Students

AHMS is a designated magnet school for Vanguard students. Currently, Vanguard students as those who have been previously identified as gifted and talented in both academic areas of math and language arts. To meet the needs of our Vanguard students, teachers are asked to construct a separate lesson plan for the students’ instruction. The Vanguard Coordinator and the Magnet Coordinator monitor the services and supports provided to Vanguard students.

Social and Emotional Learning

Social and Emotional Learning (SEL) promotes processes for helping students develop fundamental skills for life effectiveness. SEL teaches social competencies and interpersonal skills students need to be a successful citizen, to have positive relationships, and to function effectively in society. These skills are designed to foster positive student academic outcomes such as -

• recognizing and managing emotions.

• developing care and concern for others.

• making responsible decisions.

• managing challenging situations constructively and ethically. At AHMS we are committed to developing and strengthening the social and emotion wellbeing of all campus constituencies. For students, we engage in the practice of restorative circles and restorative discipline. We seek to work with parents and guardians to help students -

• Establish routines for greater academic success.

• Monitor the use of social media platforms and access to news items.

• Monitor student’s expressions of anxiety, depression, and post-traumatic stress.

• Establish cultural sensitivity, self-regulation, social awareness, problem solving, conflict resolution, cyberbullying, and relationship building skills.

At AHMS there is a school counselor assigned to each grade level. Beginning this year, counselors will move and advance with students while the students are at Hamilton. Even during virtual instruction, school counselors are available to provide a listening ear and to help coordinate other social and emotion supports a student may need. Communication with a student’s parent or guardian remains paramount. Counselors also host small group meetings through TEAMS and design the Restorative Circles curriculum. This year, the AHMS counseling team is joined by a Wraparound Services Specialist. He Works to connect students and their families with community-resources that address the non-academic challenges that students may face. He is available for students and families to help meet a variety of social and emotion needs including food insecurity, lack of stable housing, violence, incarceration of a parent, and legal and crisis support.

CLOSING COMMENTS

At the start of this atypical school year, above all else, we at AHMS hope you and your family

are well. We are aware that many families may be struggling with a variety of consequences

from this health crisis. We also understand that it is only through a partnership of home and

school that we can ensure the success - academically, socially, and emotionally – of our

students. We hope, despite the challenges of this current situation, that your student has a

successful year. Please always let us know if we can help make the challenges less

burdensome. At Hamilton, our motto is, “We are Huskies for life!”

Finally, regarding our grading policy, if at any point during the school year you have questions

or concerns related to grades, please first contact the teacher. Should your concern go

unresolved, please then contact your student’s grade-level principal Lakenya Scott at

Lakenya.Scott@HoustonISD or Darlene Thomas at [email protected].

Regarding student attendance, if at any point during the year you have questions or concerns

related to attendance, please contact Vanessa Rivas at [email protected]. Should your

concern go unresolved, please also contact your student’s grade-level principal Lakenya Scott at

Lakenya.Scott@HoustonISD or Darlene Thomas at [email protected].

Thank you for choosing Alexander Hamilton Middle School for your student!

mailto:Lakenya.Scott@HoustonISD

mailto:[email protected]


mailto:Lakenya.Scott@HoustonISD


Documents

Alexander Hamilton Middle School