SCHOOL IMPROVEMENT PLAN - Houston … › cms › lib2 › TX01001591 › ...The 2013-2014 John H. Reagan High School, School Improvement Plan was developed through a collaborative

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SCHOOL IMPROVEMENT PLAN

School Year 2013-2014 John H. Reagan High School

Houston Independent School District Prepared by Connie Berger

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John H. Reagan High School Connie Berger

2013 -2014 School Improvement Plan Houston Independent School District

CHECKLIST Each school year the principal of each school campus, with the assistance of the campus-level committee, must develop, review and revise the campus improvement plan for the purpose of improving student performance for all student populations, including students in special education programs under Education Code Chapter 29, subchapter A, with respect to the academic excellence indicators and any other appropriate performance measures for special needs populations. Education Code 11.252 (b). Each campus improvement plan must:

Utilize a school wide planning team to complete the needs assessment (NCLB). o Shared Decision Making Committee.

Create a school profile that includes Student Needs, Curriculum and Instruction, Professional Development, Family and Community Involvement, School Context and organization(NCLB):

o Brief description in Executive Summary – School Overview and Needs Assessment sections o School Profile and Needs Assessment in SIP Part 1 – Narrative Section o SIP Part 3 – Campus compliance

Assess the academic achievement for each student in the school using the academic excellence indicator system (AEIS). Identify data sources and analyze data (NCLB).

o Brief description in Executive Summary – Needs Assessment section o Needs Assessment in SIP Part 1 – Narrative Section

Set the campus performance objectives based on the academic excellence indicator system, including objectives for special needs populations, including students in special education programs under Education Code Chapter 29, subchapter A. Clarify the vision for reform (NCLB).

o List in Executive Summary – List of measureable objectives section o SMART Goals in SIP Part 2 – Action Plan

Identify how the campus goals will be met for each student. o Implementation Plan in SIP Part 2 – Action Plan

Determine the resources needed to implement the plan. o Implementation Plan in SIP Part 2 – Action Plan.

Identify staff needed to implement the plan. o Implementation Plan in SIP Part 2 – Action Plan

Set time lines for reaching the goals. o Implementation Plan in SIP Part 2 – Action Plan

Measure progress toward the performance objectives systematically to ensure that the plan is resulting in academic improvement.

o Implementation Plan in SIP Part 2 – Action Plan

Identify all funding sources in the Resources Needed column of the SMART Goals document: Fund Sources (GF1, SCE, TI, TII, TIII, AMI, ARI…)

o Implementation Plan in SIP Part 2 – Action Plan

Schools not meeting AYP must complete a separate CIP specifically addressing the area identified as AYP, according to TEA instructions.

Principal Date

Comprehensive Needs

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EXECUTIVE SUMMARY School Overview John H. Reagan High School provides an academy structure that offers a personalized smaller learning community, a high school experience with numerous extra-curricular options, and a quality education focused on academic rigor and college readiness. John H. Reagan High School is a comprehensive high school that dedicated to the principle that students can achieve their

maximum intellectual, social, emotional and physical potential through exposure to a quality education presented in a

positive learning environment.

Reagan has been serving Houston and the Heights community since 1926. As one of Houston’s first schools, the campus

was revamped in 2006. Although generations of Houstonians have walked its halls, students now learn in an historic

landmark, while preparing for the academic challenges of the 21st

century. Reagan serves as the home for Houston

Independent School District’s Magnet School of Computer Technology and sponsors three additional learning academies

which focus on possible career paths. These are the Academy of Business, the Academy of Health Science, and the

Academy of Engineering and Architectural Design. A fifth academy, the Academy of Fine Arts, provides support for

freshmen as they transition into the high school experience.

At Reagan High School every student develops into a life-long learner by: Engaging in challenging courses directly

connected to the real world, discovering his/her unique gifts and talents, experiencing personal achievement, and meeting

high expectations of learning and conduct. Reagan offers 27 Advanced Placement and Pre-AP courses, and a

Neighborhood Vanguard program, as well as courses in Business Management & Administration, Career Development,

Finance, Health Science, Information Technology, Marketing, Arts, A/V Technology & Communications, Computer

Technology. Reagan provides student services in English as a Second Language, Behavior Support Class (BSC) Services, Skills

for Learning and Living (SLL), Community Based Vocational Instruction, Speech Therapy Services, and Classroom Support

Facilitation.

On July 5, 2013 Reagan became the third Houston ISD high school to become an International Baccalaureate authorized

school, creating the first continuous IB feeder pattern in Houston ISD. Building this continuum had been in the works for

many years and involved the support and dedication from Reagan staff, parents, district leaders, and the Heights

community. Founded in 1968, the International Baccalaureate is a non-profit foundation that offers challenging

educational programs for students aged 3 to 19. It is designed to help students develop their intellectual, personal,

emotional, and social skills to live, learn and work in a rapidly globalizing world. Achieving IB authorization is an extremely

rigorous and lengthy process, involving the completion of two extensive applications, and preparing for an onsite

authorization visit from an IB-certified team. RHS faculty, staff and teachers have been trained to understand the program

and implement the framework.

Students graduate from Reagan High School prepared to confidently pursue their academic, career, and life dreams. As we

work with our students and community to create a college bound culture, we are guided by these enduring beliefs and

values:

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o We believe that student learning drives instruction and derives from positive and productive interactions between students, educators and the community in an atmosphere of respect and trust.

o We believe that our school is, above all, a learning community, which has high standards of achievement for every student, and that it is preparing students to be lifelong learners and to pursue multiple options for their futures.

o We believe that our school has an important role in preparing our students for a lifetime of active citizenship in our nation and the world.

o We believe that we should function as advocates of student success.

Demographics Enrollment at Reagan High School has increased to 2,140 students in grades 9-12 over the past two years. Last school

year enrollment was 2,070. Our student body is 86 percent Hispanic, 9 percent African American, and 4 percent White.

Of the 2,140 students, 69% are At-Risk, 3% are English Language Learners, 10% are Special Education, 13% are Gifted

and Talented with 31% of students enrolled in Advance Placement Courses. Our campus is school-wide Title I.

Reagan High School's sole purpose is to prepare our students for a successful transition to college and/or a career path. Reagan recognizes that all students can learn and we accept the responsibility to assist them in achieving their highest level of academic excellence. To achieve these goals, our school offers classes to target students' interests and ability levels. Our teachers have high expectations for all students. Evidence of these expectations is found in the rigorous coursework and assessments. Our students also have the opportunity to participate in variety of extra-curricular activities including sports, academic competitions and special interest clubs.

Needs Assessment Summary The 2013-2014 John H. Reagan High School, School Improvement Plan was developed through a collaborative process of data disaggregation. After thoughtful and thorough review of the 2012-2013 School Improvement Plan, AP, TAKS, STAAR, AYP, stakeholder perceptions, school discipline and attendance data, the RHS SDMC provided our faculty with the guiding principles of improvement: Rigor, Perceptions, Dropout Prevention and Positive School Climate. The RHS SDMC felt these principles were interdependent. For example, Dropout Prevention needs to be focused on student needs, but requires a positive school climate, partnerships with parents and high expectations of success for students. The SDMC also agreed that authentic school improvement begins with action steps and goals designed by faculty members. It was a common agreement between staff and the members of the SDMC that our measurement of success must always be focused on students and student data. The RHS SDMC was deliberate in the emphasis on Rigor in this SIP. The RHS faculty tackled the first two goals of the SIP with guidance from the work of Barbara R. Blackburn, author of RIGOR is not a four-letter word. Blackburn’s book shows teachers how to increase rigor so that all students can reach higher levels of learning. She offers practical ideas for asking higher-level questions, increasing text complexity, providing scaffolding during reading instruction, using formative assessments, and more. The book also includes sections on problem-based learning and working with students with special needs.

The SMART goals identified in this school improvement plan involve increasing student participation in after school activities and athletic programs. The goals also include developing a staff/student mentoring program as well as improve consistency in student discipline.

Student Learning – Performance Data Analysis RHS has identified five performance indicators, academic achievement, student performance, perception, dropout

prevention, and school safety. The percent of students achieving the minimum score on the English l Writing EOC exam

was 10%; the percent achieving level 2 was 49% and the percent achieving level 3 was 0%, while the percent of

students scoring at the level 1 unsatisfactory level was 51%. There is a need to Increase the percentage of students

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scoring at the Level II: Satisfactory Performance level on the 2014 administration of the English Language Arts I

STAAR/EOC exam from a split Writing I/Reading I base of 49/72% to a combined English Language Arts I total of 70%.

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Demographic Data Analysis

Analysis of the 2012 Reading and Writing EOC reveals significant weaknesses. STAAR/EOC results show that

achievement levels improved in Algebra I, and Biology. These subjects are areas of strength for Reagan High School.

On the surface the results reveal improvements at each level for Math, but there are underlying deficits. Throughout

the analysis process, several gaps, barriers and weaknesses emerged as priority needs that must be aggressively

addressed for our at-risk adolescent learners in Algebra l. The subpopulation continues to lag behind in demonstrating

adequate value added growth mainly in the Algebra l in our African American subpopulation. School reform has been

an ongoing effort in HISD and Reagan High School for nearly a decade, beginning in 1990 when the publication of the

school board’s Declaration of Beliefs and Visions established a restructuring focus. Since that time there has been a

persistent need to close the achievement gap. Consequently our second student performance goal is to increase the

percentage of At Risk students meeting the Level ll: Satisfactory Performance on the 2014 administration of the

Algebra l STAAR/EOC exam from 66% to 75%.

School Programs and processes analysis Reagan High School staff and teachers use a continuous improvement model through which teachers and

administrators use date to evaluate progress toward goals and make refinements to the strategies and action plans as

needed. Progress and modifications are shared through PLC meetings, SDMC meetings, Leadership meetings and

participation in The High School Collaborative.

Perception Analysis The goals, strategies and professional development in the SIP direct the work teachers and staff do around content and

instruction. The High School Collaborative, PLC’s and campus professional development directly support the campus

goals and contain concrete measures that enable progress, strengths and weaknesses to be transparent to all stake

holders. The High School Collaborative and the SDMC provide a forum for reflection on progress toward goals.

List of Measurable Objectives Upon review of our data, it became apparent that our growth was an area where we fell short. Our writing scores continue to remain low. As we reviewed all of our data, it seems to be evident that we are still struggling with closing the achievement gap. Consequently, we are working to increase the percentage of At Risk students meeting the Level II: Satisfactory Performance on the 2014 administration of the Algebra I STAAR/EOC exam from 66% to 75%. We also are working to increase the percentage of students scoring at the Level II: Satisfactory Performance level on the 2014 administration of the English Language Arts I STAAR/EOC exam from a split Writing I/Reading I base of 49/72% to a combined English Language Arts I total of 70%. Survey Data (the VOICE) indicates that only 66% of parents responded positively to the VOICE survey regarding parental engagement. Specifically parents reference the need for additional training and materials to help them better assist their student.

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During the 2013-14 school year, the number of students who will drop out of school in each accountable subgroup will decrease by 5% below the previous year’s dropout rate as measured by the completion rate and campus enrollment. Providing a safe learning environment is an integral part of teaching and learning. Therefore, reducing the number of unsafe school incidents as defined by the HISD Code of Student Conduct by 3% during the 2013-14 school year is seen as very important to the RHS faculty. The next steps for our school are to intentionally and explicitly address the areas of weaknesses mentioned previously and to hold students and staff accountable in those areas to improve student achievement. This focus on specific areas will ultimately lead to improved assessment results and improved individual student achievement.

Major Strategies and Initiatives Summary Goal 1: Close the achievement gap by increasing the percentage of At Risk students meeting the Level II: Satisfactory Performance on the 2014 administration of the Algebra I STAAR/EOC exam from 66% to 75%.

Strategy 1: Utilize a Data Specialist for Algebra I Strategy 2: Increase Instructional Rigor Strategy 3: Reduce Teacher/Student Classroom Ratio

Goal 2: Increase the percentage of students scoring at the Level II: Satisfactory Performance level on the 2014 administration of the English Language Arts I STAAR/EOC exam from a split Writing I/Reading I base of 49/72% to a combined English Language Arts I total of 70%.

Strategy 1: Utilize Campus Instructional Practice Coach Strategy 2: Increase Instructional Rigor Strategy 3: Incorporate use of “High School Writing Handbook”

Goal 3: Parents responses to the VOICE survey regarding materials and training to assist students will increase from a baseline of 66% to 70%

Strategy 1: The Learning Room Virtual Classroom will be used for parental courses and trainings. Strategy 2: Specific time will be set aside during monthly P.T.O Meetings to provide parents with additional

support, information and training on how to assist students with homework, school projects and graduation requirements.

Strategy 3: Parent sessions will be provided on the testing calendar and testing requirements. Goal 4: During the 2013-14 school year, the number of students who drop out of school in each accountable subgroup will decrease by 5% below the previous year’s dropout rate as measured by the completion rate and campus enrollment.

Strategy 1: APEX Grad Lab will be open 6 days per week, with an extended year with flexible hours to meet the needs of the student.

Strategy 2: Students that are one or more years behind in earned credits will be counseled on alternative programs that can better meet their individual needs.

Strategy 3: Weekly DRIP Meetings – Dropout Recovery Intervention Program Goal 5: Reduce the number of unsafe school incidents as defined by the HISD Code of Student Conduct by 3% during the 2013-14 school year.

Strategy 1: Increase security on campus/hire additional security guards Strategy 2: Educate all school personnel about safety/ Conduct training sessions Strategy 3: Crime prevention and or intervention/train school personnel about safe practices for crime

prevention/intervention (crisis team)

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SIP COMMITTEE: SHARED DECISION MAKING COMMITTEE Organization Structure

Our campus Shared Decision-Making Model (SDM) is 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. 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 SDMC 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 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

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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.

Membership Composition of the Shared Decision-Making Committee

Number of Classroom Teachers 7 Number of Parents (at least 2) 2

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

3 Number of Community Members (at least 2)

2

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

Name of SDMC Member Position (Term expires)

Name of SDMC Member Position (Term expires)

Angira Sceusi Classroom Teacher (September 20 15)

Monica Hawthorne Classroom Teacher (September 2014)

Assyline Pickrom Classroom Teacher (September 2015)

Jesse Trotter Classroom Teacher (September 2015)

Chad High Classroom Teacher (September 2015)

Kayla Johnson Classroom Teacher (September 2015)

Yi-Hsuan Chen Classroom Teacher (September 2015)

Nicole Kasmani School-based Staff (September 2015)

Tisha Mesa School-based Staff (September 2015)

Dr. Yul Everline School-based Staff (September 2015)

Griselda Casas Non-Instructional Staff (September 2015)

Pat Corte Business Member

Emily Cole Community Member

Nakia Hanson Community Member

Claudia Barrientos Parent (September 2014)

Thelma Dela Cruz Parent (September 2015)

Connie Berger Principal

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SIP PART 1: NARRATIVE Mission Statement John H. Reagan High School is dedicated to the principle that students can achieve their maximum intellectual,

social, emotional and physical potential through exposure to a quality education presented in a positive learning

environment.

At Reagan High School every student develops into a life-long learner by:

Engaging in challenging courses directly connected to the real world

Discovering his/her unique gifts and talents

Experiencing personal achievement

Meeting high expectations of learning and conduct

Contributing to community life

Students graduate from Reagan High School prepared to confidently pursue their academic, career, and life

dreams.

As we work with our students and community to create a college bound culture, we are guided by these enduring beliefs and values:

o We believe that student learning drives instruction and derives from positive and productive interactions between students, educators and the community in an overall atmosphere of respect and trust for all.

o We believe that our school is, above all, a learning community, which has high standards of achievement for every student, preparing students to be lifelong learners and to pursue multiple options for their futures.


o We believe that we should function as advocates on behalf of student success.

School Profile John H. Reagan High School provides an academy structure that offers a personalized, smaller learning community; a high school experience with numerous extra-curricular options; and a quality education focused on academic rigor and college readiness. John H. Reagan High School is a comprehensive high school that dedicated to the principle that students can achieve their

maximum intellectual, social, emotional and physical potential through exposure to a quality education presented in a

positive learning environment.

Reagan has been serving Houston and the Heights community since 1926. As one of Houston’s first schools, the campus

was revamped in 2006. Although generations of Houstonians have walked it’s halls, students now learn in an historic

landmark, while preparing for the academic challenges of the 21st

century. Reagan serves as the home for Houston

Independent School District’s Magnet School of Computer Technology and sponsors three additional learning academies

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which focus on possible career paths. These are the Academy of Business, the Academy of Health Science, and the

Academy of Engineering and Architectural Design. A fifth academy, the Academy of Fine Arts, provides support for

freshmen as they transition into the high school experience.

At Reagan High School every student develops into a life-long learner by: Engaging in challenging courses directly

connected to the real world, discovering his/her unique gifts and talents, experiencing personal achievement, and meeting

high expectations of learning and conduct. Reagan offers 27 Advanced Placement and Pre-AP courses, and a

Neighborhood Vanguard program, as well as courses in Business Management & Administration, Career Development,

Finance, Health Science, Information Technology, Marketing, Arts, A/V Technology & Communications, Computer

Technology. Reagan provides student services in English as a Second Language, Behavior Support Class (BSC) Services, Skills

for Learning and Living (SLL), Community Based Vocational Instruction, Speech Therapy Services, and Classroom Support

Facilitation.

On July 5, 2013 Reagan became the third Houston ISD high school to become an International Baccalaureate authorized

school, creating the first continuous IB feeder pattern in Houston ISD. Building this continuum had been in the works for

many years and involved the support and dedication from Reagan staff, parents, district leaders, and the Heights

community. Founded in 1968, the International Baccalaureate is a non-profit foundation that offers challenging

educational programs for students aged 3 to 19. It is designed to help students develop their intellectual, personal,

emotional, and social skills to live, learn and work in a rapidly globalizing world. Achieving IB authorization is an extremely

rigorous and lengthy process, involving the completion of two extensive applications, and preparing for an onsite

authorization visit from an IB-certified team. RHS faculty, staff and teachers have been trained to understand the program

and implement the framework.

Students graduate from Reagan High School prepared to confidently pursue their academic, career, and life dreams. As we

work with our students and community to create a college bound culture, we are guided by these enduring beliefs and

values:

o We believe that student learning drives instruction and derives from positive and productive interactions between students, educators and the community in an atmosphere of respect and trust.

o We believe that our school is, above all, a learning community, which has high standards of achievement for every student, and that it is preparing students to be lifelong learners and to pursue multiple options for their futures.


o We believe that we should function as advocates of student success.

Reagan High School's sole purpose is to prepare our students for a successful transition to college and/or a career path. Reagan recognizes that all students can learn and we accept the responsibility to assist them in achieving their highest level of academic excellence. To achieve these goals, our school offers classes to target students' interests and ability levels. Our teachers have high expectations for all students. Evidence of these expectations is found in the rigorous coursework and assessments. Our students also have the opportunity to participate in variety of extra-curricular activities including sports,

academic competitions and special interest clubs.

Needs Assessment The 2013-2014 John H. Reagan High School, School Improvement Plan was developed through a collaborative process of data disaggregation. After thoughtful and thorough review of the 2012-2013 School Improvement Plan, AP, TAKS, STAAR, AYP, stakeholder perceptions, school discipline and attendance data, the RHS SDMC provided our faculty with the guiding principles of improvement: Rigor, Perceptions, Dropout Prevention and Positive School Climate.

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Reagan High School staff and teachers use a continuous improvement model through which teachers and administrators

use date to evaluate progress toward goals and make refinements to the strategies and action plans as needed. Progress

and modifications are shared through PLC meetings, SDMC meetings, Leadership meetings and participation in The High

School Collaborative.

The RHS SDMC felt these principles were interdependent. For example, Dropout Prevention needs to be focused on student needs, but requires a positive school climate, partnerships with parents and high expectations of success for students. The SDMC also agreed that authentic school improvement begins with action steps and goals designed by faculty members. It was a common agreement between staff and the members of the SDMC that our measurement of success must always be focused on students and student data. The RHS SDMC was deliberate in the emphasis on Rigor in this SIP. The RHS faculty tackled the first two goals of the SIP with guidance from the work of Barbara R. Blackburn, author of RIGOR is not a four-letter word. Blackburn’s book shows teachers how to increase rigor so that all students can reach higher levels of learning. She offers practical ideas for asking higher-level questions, increasing text complexity, providing scaffolding during reading instruction, using formative assessments, and more. The book also includes sections on problem-based learning and working with students with special needs.

The SMART goals identified in this school improvement plan involve increasing student participation in after school activities and athletic programs. The goals also include developing a staff/student mentoring program as well as improve consistency in student discipline.

Student Performance Data Analysis RHS has identified five performance indicators, academic achievement, student performance, stakeholder’s

perceptions, dropout prevention, and school safety. The percent of students achieving the minimum score on the

English l Writing EOC exam was 10%; the percent achieving level 2 was 49% and the percent achieving level 3 was

0%, while the percent of students scoring at the level 1 unsatisfactory level was 51%. There is a need to Increase

the percentage of students scoring at the Level II: Satisfactory Performance level on the 2014 administration of the

English Language Arts I STAAR/EOC exam from a split Writing I/Reading I base of 49/72% to a combined English

Language Arts I total of 70%.

Demographic Data Analysis Analysis of the 2012 Reading and Writing EOC reveals significant weaknesses. STAAR/EOC results show that

achievement levels improved in Algebra I, English II and Biology. These subjects are areas of strength for Reagan

High School.

On the surface the results reveal improvements at each level for Math, but there are underlying deficits.

Throughout the analysis process, several gaps, barriers and weaknesses emerged as priority needs that must be

aggressively addressed for our at-risk adolescent learners in Algebra l. The subpopulation continues to lag behind

in demonstrating adequate value added growth mainly in the Algebra l in our African American subpopulation.

School reform has been an ongoing effort in HISD and Reagan High School for nearly a decade, beginning in 1990

when the publication of the school board’s Declaration of Beliefs and Visions established a restructuring focus.

Since that time there has been a persistent need to close the achievement gap. Consequently our second student

performance goal is to increase the percentage of At Risk students meeting the Level ll: Satisfactory Performance

on the 2014 administration of the Algebra l STAAR/EOC exam from 66% to 75%.

Page 13 of 22

School Processes Analysis Programs supporting SMART goals – PLC

Reagan High School has a strong tradition of active collaboration with IB, The High School Collaborative, Houston A+

and Project Grad. Campus programs include behavior support, content mastery, co-teach, life skills, resource, speech

therapy, AP and PRE-AP, Magnet Computer Technology, ESL, A/V Technology & Communications; Business

Management & Administration, Career Preparation I, Finance, Health Science, Information Technology, and Marketing.

Processes for intervention The faculty and staff at Reagan have worked diligently to identify and implement an effective model of high school

reform. The essential and critical elements of the Pyramid of Interventions include Ninth Grade Book Study, The 7

Habits of Highly Effective Teens, by Sean Covey, Book Study for African American and ESL Girls, Girls Seen and Heard,

Sondra Forsyth, Parent Involvement, Communities In Schools, Pull-Out Programs, Mentoring, Double Blocked Classes,

TAKS Review Classes, Department Tutorial Sessions, Before & After School Tutorial Classes, Saturday Intervention,

APEX Credit Recovery (open 6 days per week with flexible hours and extended year to meet the needs of the students).

Professional Development Reform efforts include restructuring, reorganizing and reculturing. Margaret Kilgo, and a Book Study, The Seed, by Jon

Gordon and, RIGOR is not a four-letter word, are professional development tools that are being utilized to assist in

these efforts

Partnerships – engaged stakeholders Our campus partnerships include Deliotte, Corte Int., Walker & Crawford, Exxon Mobile, Tommy Vaughn Ford, Kroger,

Spaghetti Western, Happy All Café, and Lone Star Ford. These community partners provide mentoring activities for our

campus, supplies for teachers and students, sponsor field trips, provide leadership development, campus

beautification, staff luncheons, scholarships and many additional acts of support for our campus administration,

teachers, staff, students, parents and community members.

Perceptions Analysis The Voice survey report disclosed perceptions of the learning environment, values, beliefs, attitudes and observations from students, parents, and staff. The parents responded to questions in five categories, academic rigor, consistency and learning; campus administration and staff; school environment; school safety, and parental engagement. Students responded to questions in four categories, academic rigor, consistency and learning; teachers and school staff; school environment; and school safety. The student survey shows category two, teachers and school staff is a strength for Reagan High School and the school safety category is a weakness. The strengths exposed by the parent survey are school environment and campus administration and staff. The survey also shows that parents feel Reagan does not provide enough opportunities for training and materials to help them assist their students.

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SIP PART 2: ACTION PLAN 2013-2014 SMART Goals

Goal 1 Close the achievement gap by increasing the percentage of At Risk students meeting the Level II: Satisfactory Performance on the 2014 administration of the Algebra I STAAR/EOC exam from 66% to 75%.

Goal 2 Increase the percentage of students scoring at the Level II: Satisfactory Performance level on the 2014 administration of the English Language Arts I STAAR/EOC exam from a split Writing I/Reading I base of 49/72% to a combined English Language Arts I total of 70%.

Goal 3 Parents responses to the VOICE survey regarding materials and training to assist students will increase from a baseline of 66% to 70%

Goal 4 During the 2013-14 school year, the number of students who drop out of school in each accountable subgroup will decrease by 5% below the previous year’s dropout rate as measured by the completion rate and campus enrollment.

Goal 5 Reduce the number of unsafe school incidents as defined by the HISD Code of Student Conduct by 3% during the 2013-14 school year.

Implementation Plan

Goal 1 Close the achievement gap by increasing the percentage of At Risk students meeting the Level II: Satisfactory Performance on the 2014 administration of the Algebra I STAAR/EOC exam from 66% to 75%.

Strategy/Action Responsible Resources Timeline Evaluation Utilize a Data Specialist for Algebra I Principal, Dean of Instruction,

and Career Pathways Data Specialist for Algebra I.

District Budget Allocation for Position Stipend, Teacher Dashboards, EdPlan, GradeSpeed, and 2012-2013 Assessment Data Reports.

On-going monitoring of student performance data – pass/fail rates, common assessment performance, and student discipline incidents.

PLC Minutes, Common Assessment Reports, Bi-weekly Progress Conferences with DOI, Classroom Observations and Feedback.

Increase Instructional Rigor Dean of Instruction, Algebra I Professional Learning Community Members, PLC Leader.

Book study on Rigor Is Not a Four Letter Word, Time for PLC Collaboration, Backward Planning Lesson Model, High School Collaborative

On-going monitoring of cycle lesson planning, weekly PLC

PLC Minutes, Common Assessment Reports, Classroom Observations and Feedback, High School Collaborative Attendance Forms.

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Common Assessments, EdPlan.

collaboration, and student performance on bi-weekly common assessments.

Reduce Teacher/Student Classroom Ratio Principal, Dean of Instruction, Academy Deans, Business Manager.

Campus Budget Allocation for additional instructor in Algebra I, Allocate Classroom Space and Classroom Resources, Modified Master Schedule.

On-going monitoring of master schedule and teacher class loads, and periodic checks for classroom supplies and resources.

PLC Minutes, Common Assessment Reports, Classroom Observations and Feedback.

Goal 2 Increase the percentage of students scoring at the Level II: Satisfactory Performance level on the 2014 administration of the English Language Arts I STAAR/EOC exam from a split Writing I/Reading I base of 49/72% to a combined English Language Arts I total of 70%.

Strategy/Action Responsible Resources Timeline Evaluation Utilize campus Instructional Practice Coach Principal, Dean of Instruction,

and Career Pathways Instructional Practice Coach for English Language Arts.

District Budget Allocation for Position Stipend, Teacher Dashboards, EdPlan, GradeSpeed, and 2012-2013 Assessment Data Reports.

On-going monitoring of student performance data – pass/fail rates, common assessment performance, and student discipline incidents.

PLC Minutes, Common Assessment Reports, Bi-weekly Progress Conferences with DOI, Classroom Observations and Feedback.

Increase Instructional Rigor Dean of Instruction, ELA I Professional Learning Community Members, PLC Leader.

Book study on Rigor Is Not a Four Letter Word, Master Schedule change to Pre-Advanced Placement designation for all ELA I sections, Time for PLC Collaboration, High School Collaborative Common Assessments, EdPlan.

On-going monitoring of cycle lesson planning, weekly PLC collaboration, and student performance on bi-weekly common assessments.

PLC Minutes, Common Assessment Reports, Classroom Observations and Feedback, High School Collaborative Attendance Forms.

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Incorporate use of “High School Writing Handbook” Dean of Instruction, ELA I Professional Learning Community Members, PLC Leader.

Printed copies of “Writing Handbook”, attendance at STAAR Writing Workshop “Trail of Bread Crumbs”, Time for PLC Collaboration, High School Collaborative Common Assessments, EdPlan.

On-going monitoring of cycle lesson planning, weekly PLC collaboration, and student performance on bi-weekly common assessments.

Lesson Plans, PLC Minutes, Common Assessment Reports, Classroom Observations and Feedback.

Goal 3 The number of parents responding positively to the VOICE survey – parental engagement specifically referencing receiving training and materials to help parents assist their student will increase from a baseline of 66% to 80%.

Strategy/Action Responsible Resources Timeline Evaluation The Learning Room Virtual Classroom will be used for parental courses and trainings.

Instructional Coordinator, Instructional Specialist

District allocation to purchase the Learning Room Virtual Classroom

November 2013-May 2014

The VOICE Survey 2013-14

Specific time will be set aside during monthly P.T.O Meetings to provide parents with additional support, information and training on how to assist students with homework, school projects and graduation requirements.

Title I Coordinator, Parent Liaison

N/A October 2013- April 2014

The VOICE Survey 2013

Parent sessions will be provided on the testing calendar and testing requirements.

Testing Coordinator N/A September 2013 January 2014

The VOICE Survey 2013

Goal 4 During the 2013-14 school year, the number of students who drop out of school in each accountable subgroup will decrease by 5% below the previous year’s dropout rate as measured by the graduation rate and campus enrollment.

Strategy/Action Responsible Resources Timeline Evaluation APEX Grad Lab will be open 6 days per week, extended year with flexible hours to meet the needs of the student.

Graduation Coach, Graduation

Clerk, Instructional Specialist,

Instructional Coordinator.

Computers, Teachers August 2013-

August 2014

Campus Graduation Rate

Students that are one or more years behind in earned credits will be counseled on alternative programs that can better meet their individual needs.

Title I Coordinator, Registrar,

Academy Deans, Instructional

Coordinator, Instructional

District Budget Allocation for

APEX Grad Lab, Grad Point,

Saturday School, Snow

September

2013 – August

2014

Student transcripts, Enrollment for

APEX, Grad Point, Saturday School,

Snow School, Beach School, Spring

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Specialist, Grad Coach, Special

Education Coordinator

School, Beach School, Spring

Break School, Summer

School

Break School, Summer School

Weekly DRIP Meetings – Dropout Recovery Intervention Program

Registrar, Academy Deans,

Student Information Rep,

Student Case Managers,

Campus Truancy Officer,

Instruction Specialist,

Instructional Coordinator, CIS,

Special Education Dept. Chair,

District Budget Allocation for Campus Truancy Officer and Student Case Managers

September

2013-May

2014

Attendance Rate, Percentage of

Dropouts, Graduation Rate

Goal 5 Reduce the number of unsafe school incidents as defined by the HISD Code of Student Conduct by 3% during the 2013-14 school year.

Strategy/Action Responsible Resources Timeline Evaluation Increase security on campus/hire additional security guards

School administration/school security

District Budget Allocation August 2013-June 2014

Monthly security meetings/ school wide security drills.

Educate all school personnel about safety/ Conduct training sessions

School administration/school security


School wide security meetings

Crime prevention and or intervention/train school personnel about safe practices for crime prevention/intervention(crisis team)

School administration/school personnel


School wide drills

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SIP PART 3: CAMPUS COMPLIANCE

10 Components of a Title I Program 1. Comprehensive needs assessment – All data were reviewed for all students and student groups. The results and

conclusions of this review are reflected in the five SMART goals and the Executive Summary for the next school year. The components of the campus needs assessment include the: establishment of a school wide planning team, clarification of the campus vision with a focus on reform, creation of the school profile, identification of data sources and analysis of the data.

2. School-wide reform strategies – The continued use of the student information system to identify and monitor student growth; the continued use of district Unit Planning Guides and the staff development which accompanies it; the use of Exemplar Lessons and the meeting by content and grade level to monitor; and develop instructional plans are part of our school-wide reform strategies.

3. Instruction by highly qualified teachers – 100% of our teachers are certified for the position they hold. They have varying levels of experience, and support is given to less experienced teachers by their colleagues. Parents are notified if a teacher is not certified and the teacher must either be working toward certification or efforts continue to hire someone who is certified.

4. High-quality and on-going professional development – Lead Teachers who receive training during the summer and during the school year, provide on-site training and monitoring to assist in professional development. The Shared Decision-Making Committee identifies areas in which staff development is needed. Staff members participate in staff development offered by the District. Staff development may also be done on site by in-house instructional leaders and also by administrative district instructional support staff.

5. Strategies to attract high-quality highly qualified teachers – Recruitment and retention of teachers who are certified for positions for which they are appropriately certified is ongoing. We closely work with our district’s HISD Personnel officer and network with other principals to help in this effort; our own teachers also serve as recruiters. The result has been that 100% of our classroom teachers are appropriately certified for the position they hold.

6. Strategies to increase parental involvement – Family Math, Science and Literacy Nights are held to increase parents in the school’s programs. Open Houses, frequent telephone contact and weekly folder updates/newsletters are methods of recognizing parents as partners. In addition, parents are offered classes to meet their needs, for example ESL classes or STAAR information programs.

7. Transition from early childhood programs – Early Childhood Centers collaborate with receiving elementary schools to coordinate parent and student visits to kindergarten programs. Elementary schools conduct community awareness campaigns, on-site meetings at the ECCs and Head Start programs, and round up and registration days to distribute information about programs and registration. Newsletters are distributed from receiving elementary schools. Not applicable to secondary schools.

8. Measures to include teachers in the decisions regarding the uses of academic assessments – Ongoing staff development is available on site to analyze assessment data, whether national, state or teacher produced, to use in making instructional decisions. Grade level or departmental meetings and the SDMC provide forums to discuss assessment issues.

9. Effective, timely additional assistance – The use of formative and summative assessments allow for individual student progress to be monitored at the teacher level, building and administrative district levels so that interventions and assistance will be timely.

10. Coordination and integration of Federal, State, and local services and programs – At the building level, federal, state and local services and programs are coordinated to best address student needs; this coordination of services and programs is reflected in the activities listed in the campus goals and activities.

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State Compensatory Education Total amount of State Compensatory Education Funds $109,835.00

Personnel funded with State Compensatory Education Funs (number of FTEs) Kayla Johnson, English Teacher Elizabeth Payne, ESL Secondary Teacher

Total FTEx funded with State Compensatory Education Funds

45,887.00 55,414.00

$101,301.00

We serve our homeless population by complying with all facets of the McKinney-Vento Act. We serve our migrant population by identifying students when they enroll and providing intervention as needed to keep students on track.

State Compensatory Funds are coded in the Resources Needed column of the campus goals as SCE. $109,832.00 These supplemental state compensatory education funds are used to enhance the Title 1 school program at our campus.

Coordinated Health Program Person responsible Daniel Perez

For 2013-2014, the number of eligible students assessed in all six components of the physical fitness test will be 98% of the students enrolled in grades 9-12.

Formative At mid-point (October/March) of the first and second semesters, the district’s Fitness Reporting System (FRS) will be reviewed to determine the number of students assessed.

Summative At the end of the school year, the FRS will be reviewed along with student enrollment to determine the percentage of eligible students assessed.

Strategy Schedule testing time to maximize student participation; provide adult assistance for monitoring and recording scores; schedule make-up dates for absent or ill students; ensure all data is entered into the FRS on a timely basis; send Parent Report for Individual Student to parents; and create reports that compares fitness testing results to student grades and attendance.

Gifted/Talented Program Goal

Person responsible Nicole Kasmani

For 2013-2014, Gifted/Talented (G/T) identified students will increase by 5%.

Formative The depth, complexity, and pacing of instruction (differentiation strategies) will be evidenced by administrative walk-throughs.

Summative Students identified as G/T shall be expected to score above grade level on the district norm-referenced assessment. LEP/Special Education/504 students will be expected to show annual growth on these or related assessments. Students enrolled in AP and IB classes which have corresponding College Board and IB exams shall take the corresponding AP or IB exams.

Strategy All schools will provide modified instructional services through the implementation of the Vanguard Standards (Standards 5, 6, 7, 8) and the G/T Curriculum Framework. High school G/T students will be scheduled into at least two advanced level classes. Teachers serving G/T identified students will receive the required 30 hours of initial training and the required annual 6 hour update.

Parent and Community Involvement Goal

Person responsible Elizabeth Payne

For 2013-2014, the percent of parents and community members attending PTO meetings will increase by 20%.

Formative At the end of the first semester, the percent of parents and community members attending PTO meetings will be reviewed to determine progress.

Summative At the end of the school year, the percent of parents and community members attending PTO meetings will be reviewed to determine if the objective was met.

Strategy Provide a variety of methods and in appropriate languages to communicate opportunities for parent and community involvement throughout the year to attend school events.

Violence Prevention and Intervention Goal

Person responsible Dr. Yul Everline

For 2013-2014, discipline referrals for drugs, alcohol, and tobacco will be reduced by 5% from the previous year.

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Formative Each grading period, the discipline referrals will be reviewed to determine the percent of referrals for tobacco, alcohol, and other drug use or possession.

Summative At the end of the school year, the discipline referrals will be reviewed to determine the percent of referrals for tobacco, alcohol, and other drug use or possession

Strategy Implement and monitor the school wide safety and security plan.

Violence Prevention Goal Person responsible Dr. Yul Everline

For 2013-2014, the discipline referrals for Cyber Bullying will be reduced by 5% from the previous school year.

Formative Each grading period the discipline referrals will be reviewed to determine the percent of referrals.

Summative At the end of the school year, the discipline referrals will be reviewed to determine the percent of referrals for Cyber Bullying.

Strategy Implement and monitor the school wide safety and security plan.

Attendance Goal Person responsible name Heriberto Zamora

For 2013-2014, the ADA student attendance will be at or above 96%.

Formative Monthly attendance rates by grade level and total school will be reviewed in addition to a list of students with more than three absences per month.

Summative The year-end ADA will be reviewed to determine if the annual attendance objective was met.

Strategy Send letters to parents of students with three or more unexcused absences. Initiate attendance referrals for students with more than five unexcused absences.

Special Education Goal Person responsible Joyce Bryant

For 2013-2014, the percent of special education students meeting performance standards on the state assessment will be at or above 80%

Formative Each grading period, each student’s progress on TEKS and individualized and standards-based IEPs will be monitored and reviewed.

Summative Results of the TAKS/STAAR, TAKS-M/STAAR-Modified, and TAKS-Alt/STAAR-Alt tests will be reviewed to determine if ARD/IEP goals and objectives were met.

Strategy Provide differentiated instruction and specific interventions to address individual learning needs of students with disabilities.

Highly Qualified Teacher Goal

Person responsible Robert Michaels

For 2013-2014, the percent of highly qualified teachers in the core academic areas will be at or above 100%

Formative At the end of the first semester, the percent of teachers in the core academic areas who are highly qualified will be reviewed to determine progress.

Summative At the end of the school year, the percent of teachers in the core academic areas who are highly qualified will be reviewed to see if the objective was met.

Strategy Conference with teachers to implement a plan to become highly qualified.

Secondary Drop – Out Prevention Goal

Person responsible Heriberto Zamora

For 2013-2014, the dropout rate will be 3% or less with no student group exceeding 4%.

Formative Each grading period the documentation will be reviewed for students who have checked out of school.

Summative 2012-2013 drop-out data will be reviewed.

Strategy Monitor school leavers bi-weekly, contact parents and implement intervention plans.

High School AEIS Goal – Ninth Graders

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Person responsible Darryl Henson

The percent of 2013-2014, first time ninth grade students who advance to the tenth grade (fall to fall) will be at least 86%.

Formative After each grading period, the number of incoming ninth grade students who are at-risk for failing one or more classes will be reviewed.

Summative At the end of the school year (August), the percent of incoming (previous fall) ninth graders who advanced to the tenth grade will be reviewed to see if the objective was met.

Strategy Inform parents and students about graduation requirements and college/career readiness skills and programs. Guide students to appropriate testing, classes and programs.

High School AEIS Goal – Advanced Courses


For 2013-2014, the percent of students who have completed at least one advanced course will be at or above 30%.

Formative Each semester, the number and percent of students enrolled in at least one advanced course will be reviewed.

Summative At the end of the school year, the percent of students completing at least one advanced course in high school will be reviewed to see if the objective was met.


High School AEIS Goal – Advanced Placement Exams


For 2013-2014, the percent of students who take an AP exam will be at or above 95%.

Formative At the beginning of the spring semester, review a list of students in AP classes who have not indicated their intention to take an AP exam.

Summative At the end of the school year, the number and percent of students who took at least one Advanced Placement exam will be reviewed to see if the objective was met


High School AEIS Goal – SAT/ACT Exams

Person responsible Ernesto Uribe, George Rhoden

For 2013-2014, the percent of graduates who take SAT/ACT exams will be at or above 80%.

Formative After the first semester, the number of students taking the SAT-1 at least once will be reviewed.

Summative At the end of the school year, review the number of students taking the SAT-1 at least once to determine if the objective was met.


Dyslexia Program Goals

Person responsible JoAnn Redd

For 2013-2014, provisions for identification, assessment and instructional services to students having or suspected of having dyslexia or a related disorder, and the provisions for dyslexia teachers and parents are provided through compliance with laws governing dyslexia programming: TEC §11.252, TEC §38.003; TEC §28.006; TAC 19 §74.28; §504 of the Rehabilitation Act of 1973 and Dyslexia Program Guidelines/standards.

Formative By October 2013, develop a campus plan to ensure dyslexia services are provided to identify students. (i.e. seek district training and identify campus teachers trained in the components of dyslexia instruction).

Summative By June 2014, identify campus progress using various objective data examples: number of students identified as dyslexic through Section 504 or Special Education evaluation, student progress monitoring data; program evaluation; in-service/meeting agendas and sign-in sheets; campus data files; documentation of procedures, Tier II and Tier III instruction, campus parent education program data; student records; program evaluation;

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Strategy Implement various strategies as determined by needs of campus. (i.e. appropriate use of Intervention Assistance Team (IAT) to locate and identify possible candidates for Section 504 and Special Education evaluation.)

District and State Waivers Faculty Advisory Council Waiver of Local Board Policy High School – Attendance Reporting on Testing Days Waiver Senior Final Exam Exemption for Non-Core, Pre-AP and AP Courses

2013 - 2014 Staff Development Plan

Date Who should attend Purpose

Full Day Staff Development August 12, 2013 All Staff Members Faculty Book Study, “The Seed” by Jon Gordon

August 13, 2013 All Staff Members RIGOR Training




August 19, 2013 All Staff Members IB/MYP Training

August 20, 2013 All Staff Members Special Populations Training Special Education, LEP, GT

August 21, 2013 All Staff Members Appraisal and Development Training

August 22, 2013 All Staff Members Department and PLC Planning,

Early Dismissal Staff Development September 25, 2013 All Staff Members IB/MYP Training

October 30, 2013 All Staff Members IB/MYP Training

November 20, 2013 All Staff Members IB/MYP Training

January 29, 2014 All Staff Members IB/MYP Training

February 19, 2014 All Staff Members IB/MYP Training

Documents

SCHOOL IMPROVEMENT PLAN - Houston … › cms › lib2 › TX01001591 › ...The 2013-2014 John H. Reagan High School, School Improvement Plan was developed through a collaborative