school im provement plan 2017-2018 · 2017. 10. 27. · 1 9/29/2017 9:17 am h o u s t o n i n d e p...

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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: James H. Law Elementary School

Campus Number: 263

Principal Name: Hannah Mose Harvey

School Support Officer Name: Erwin Garcia-Velasquez

Chief School Officer Name: Nicole Moore

Area School Office: South

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MISSION STATEMENT

Through a rigorous curriculum and a culture of excellence, Law Elementary educates all pre-kindergarten through fifth grade scholars to

succeed in college, careers and a global society.

SCHOOL PROFILE

James H. Law Elementary School is located in the southeast region of the Houston Independent School District.

The Dual Language (Spanish/English) 80/20 model programs is one of our well organized and effective programs

at Law Elementary School. . Currently, we have an enrollment of 805 students. The ethnic breakdown of the

student population is 71% African American, 27% Hispanic, 1% Caucasian and 1% Asian. Law Elementary has 37

classroom teachers, 4 enrichment teachers and 6 professional staff members. The faculty consists of 63% African

American, 30% Hispanic, 5% Caucasian and 2% other. Fifty percent of the staff has master's degree. The

teaching experience of the staff is 55% with 0-3 years of experience, 40% with 4-15 years of experience and 5%

with 15 or more years. The educational programs at Law Elementary consist of the Dual Language Program in

pre-kindergarten through ffifth grade classes and all English/ESL classes throughout the various grade levels.

Economically, 83% of the students are on free or reduced lunch. The attendance rate for the 2015-2016 school

year was 97.9%. Some students qualify for additional instruction and/or related services through the special

education programs such as gifted/talented, PALS, resource, speech and SLL.

SHARED DECISION MAKING (sample language provided – modify as needed) 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

SIP Part 1: Background, Data Analysis and Needs Assessment

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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 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 5 Number of Parents (at least 2) 2

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

2 Number of Community Members (at least 2)

2

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

(Modify or insert additional lines as needed)

Name of SDMC Member Position (Add Date Term expires)

Maritza Valdespino PK Dual Language Teacher (Expires 2020)

Patricia Sanchez 1st Dual Language Teacher (Expires 2020)

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Veronique Williams 3rd Grade Teacher (Expires 2018)

Brenda Hines PK Teacher (Expires 2018)

Yolanda Dailey PALS Teacher

Roxie Davis Counselor

Lailetha Woods Nurse

Johnnie Lewis Community Member

Pastor Lawrence Scott Community Member

Julia Hogan Business Member

Tammy Flores Parent

Laquisha Hill Parent

Hannah Mose Harvey Principal

Other Campus Intervention Team members (non-SDMC):

For campuses designated for Improvement Required, Focus or Priority for 2016-2017:

Name Position

Erwin Garcia Velasquez School Support Officer (SSO)

NA Professional Service Provider (PSP)

Jose Cazares Teacher Development Specialist (TDS)

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NEEDS ASSESSMENT

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

Narrative of Identified Needs – Include Special Education Needs 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 Unmet AA, SPED, Econ. Dis., Two or More Races, Amer. Ind.

Y

II. Student Progress Yes NA NA NA

III. Closing Gaps Yes NA NA NA

IV. Postsecondary Readiness

Yes NA NA NA

Federal System Safeguards

Reading Performance No Unmet All Student Groups Y

Reading Participation Yes NA NA NA

Reading Alt #2 n/a NA NA NA

Math Performance No Unmet All Student Groups NA

Math Participation Yes NA NA NA

Math Alt #2 n/a NA NA NA

4 Year Graduation n/a NA NA NA

5 Year Graduation n/a NA NA NA

STAFF DEVELOPMENT PLANS – INCLUDE BELOW September 22, 2017 – Content grade level instructional planning training sessions conducted by Law instructional leaders (ELA, Math, Writing, Science, PK-2nd, Dual) October -May, 2017 – Attend and participate in Just in Time HISD Literacy, Math, Writing, Science, Dual, ESL Trainings October – May 2017 – Attend and participate in the Saturday grade level instructional planning sessions conducted Law Instructional leaders (ELA, Math, Science, Writing, PK-2nd and Dual) September – May 2017 – Attend and participate in weekly instructional PLCs on Thursdays

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SCHOOL WAIVERS FROM BOARD POLICY/GUIDELINES 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

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#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 (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

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#7-High Schools – Credits and Curriculum Waiver (School Guidelines, Section VIII) 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: Increase student achievement in reporting Category 2: Understanding/Analysis of Informational Texts and Category 3 Understanding Analysis of Information Texts from 51% to 65% or above using the approaches and meets standanrds.

Critical Success Factor(s): Tracking students' progress through common assessments, district level assessments and exit tickets. Providing data driven interventions during the school day by using our 3rd – 5th grade reading full-time tutors, hourly teachers and grade level teachers during their daily reading intervention block and small group work station rotation.

Goal and Summative Evaluation:

During the 2017-2018 school year, the reading achievement score will increase from 51% to 65%% or above at the approaches grade level standard as measured by the STAAR Assessment

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

To increase student achievement in

all reporting categories on STAAR

reading

Small group instruction & differentiated instruction guided by the teacher of record which will allow students more opportunities to think, pair, share and produce graphic organizers and anchor charts to show evidence of mastery. Achieve 3000, Imagine Learning and Educational Galaxy will be used to provide differentiated technology based instruction related to TEKS

Bayana Sumbry – ELA Instructional Specialist 3rd – 5th Grade ELA Teachers Reading Full-Time Tutors, hrly teachers and ELA assigned teacher assistants. Teachers Hannah Harvey, Principal John Kimble, Assistant Principal Jose Cazares – Dual TDS

Scholastic guided leveled books Implement HISD Literacy Just In Time Strategies, ALIAS Strategies for 5th grade, anchor charts, HISD Curriculum, Lead4Ward, Achieve 3000, Imagine Learning, Educational Galaxy, Documents, novels, data trackers, vocabulary journal with pictures graphic organizers and collaboration with other successful campuses and leaders (GF1, Title I, GT, State Comp. Ed, Bilingual/ESL & SPED

September 11, 2017-May 25, 2018 Universal Screening, district assessments, grade level assessments, Running Records: fluency/comprehension assessments, exit tickets, teacher observations and student portfolios

To track student data in order to

drive instruction and student

interventions. Both the teachers

and students will use this data

tracking device to help increase

student achievement in all reporting

categories.

Teachers will track data in their data binders. After each assessment. teachers will place students in learning groups based on the results of the assessment. The TEK based

Bayana Sumbry – ELA Instructional Specialist 3rd – 5th Grade ELA Teachers Reading Full-Time Tutors, hrly teachers and ELA assigned teacher assistants. Teachers Hannah Harvey, Principal John Kimble, Assistant Principa Jose Cazares – Dual TDSl



To increase student performance in

all indices on STAAR reading

Reading Intervention will be conducted by full-time tutors who will be assigned groups of students based on weekly data and conduct reading interventions both pull-outs and inclusion


Scholastic guided leveled books Implement HISD Literacy Just In Time Strategies, ALIAS Strategies for 5th grade, anchor charts, HISD Curriculum, Lead4Ward, Achieve 3000, Imagine Learning, Educational Galaxy, Documents, novels, data trackers, vocabulary journal with pictures graphic organizers and collaboration with other successful campuses and


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leaders (GF1, Title I, GT, State Comp. Ed, Bilingual/ESL & SPED

To increase student mastery in all reporting categories on STAAR reading

Mrs. Sumbry will facilitate monthly grade level ELA TEK specific professional development sessions after school a classroom in order to provide simulation lessons.




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GOAL AREA 1 – Student Achievement: Mathematics

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Resources Timeline Milestones/ Formative Evaluation


all indices on STAAR mathematics

Mathematics Intervention will be conducted by full-time tutors who will be assigned groups of students based on weekly data and conduct math interventions both pull-outs and inclusion. Teachers will conduct daily interventions during the math instructional block

April Alexander - Math Instructional Specialist 3rd – 5th Grade Math Teachers Math Full-Time Academic Tutors Jose Cazares – Dual TDS John Kimble, Assistant Principal Hannah Harvey, Principal

Go Math Just In Time Math Strategies Lead4Ward Documents Educational Galaxy Imagine Learning (GF1, Title I, GT, State Comp. Ed, Bilingual/ESL & SPED

September 11, 2017-May 25, 2018 HISD Snapshots, grade level unit assessments, exit tickets, teacher observations and student portfolios



mathematics

Teachers analyze student work as well as test results to assess student progress and achievement, identify achievement gaps, and make changes to instruction. “At bats” will be conducted by teachers and leaders to ensure understanding of content before the first teaching is done




To increase student mastery in all reporting categories on STAAR mathematics

Mrs. Alexander will facilitate monthly grade level ELA TEK specific professional development sessions after school a classroom in order to provide simulation lessons.






mathematics

Students will be allowed to use the following educational technology programs to increase mastery: Educational Galaxy, Imagine Learning, Reports will be generated to determine skill level and the supports needed for individual students.




Priority Need: Increase student achievement in reporting Category 2: Computations and Algebraic Relationships from 60% to 65% or above using approaches and meets standard as measured by the STAAR Assessment

Critical Success Factor(s): Tracking students' progress through unit assessments and tracking exit tickets. Providing data driven interventions during the school day by using our 3rd – 5th grade math full-time tutors and teaches during their daily math intervention block


During the 2017-2018 school year, the mathematics achievement score will increase from 64% to 70% or above using approaches and meets standard as measured by the STAAR Assessment

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

Priority Need: Increase student achievement in all content areas: reading, math, writing and science to meet satisfactory or above

Critical Success Factor(s): Tracking students' progress through common/unit assessments and exit tickets will be a major factor which will contribute to the success of our student. After analyzing data, interventions will be facilitated by teachers and tutors.


During the 2017-2018 school year, the student achievement score will increase from 57% to 65% or above as measured by the STAAR Assessment

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all indices on STAAR in all content

areas

Reading and math Intervention will be conducted by full-time tutors who will be assigned groups of students based on weekly data and conduct math interventions both pull-outs and inclusion. Teachers will conduct daily interventions during the math instructional block

April Alexander - Math Instructional Specialist Bayana Sumbry – ELA Instructional Specialist Andrea Moore-Bailey – Testing/GT Coordinator Christina Chumillas – Dual Language Specialist Roxie Davis - Counselor Charmaine Scott – Resource Teacher Stefani Cai – hrly teacher All 3rd 5h grade teachers All Enrichment Teacher All Content Tutors, Jose, Cazares, TDS John Kimble, Assistant Principal Hannah Harvey - Principal

Scholastic guided leveled books Implement HISD Literacy Just In Time Strategies, anchor charts, HISD Curriculum, novels, data trackers, graphic organizers , collaboration with other successful campuses leaders/teachers, Lead4Ward Documents, Think Through Math, Go Math, HISD Math Journals, Just In Time Math Strategies (GF1, Title I, GT, State Comp. Ed, Bilingual/ESL & SPED

September 11, 2017-May 25, 2018 HISD Snapshots, grade level unit assessments, exit tickets, teacher observations and student portfolios, fluency/comprehension assessments

To increase student mastery in all reporting categories in all content areas

Content family night sessions will be provided to both students and parents with hands-on activities and take home strategies to be practiced at home with the family

April Alexander - Math Instructional Specialist Bayana Sumbry – ELA Instructional Specialist Andrea Moore-Bailey – Testing/GT Coordinator Christina Chumillas – Dual Language Specialist Roxie Davis - Counselor Charmaine Scott – Resource Teacher Stefani Cai – hrly teacher All 3rd 5h grade teachers All Enrichment Teacher All Content Tutors, Jose, Cazares, TDS HAUL John Kimble, Assistant Principal Hannah Harvey - Principal

Scholastic guided leveled books Implement HISD Literacy Just In Time Strategies, anchor charts, HISD Curriculum, novels, data trackers, graphic organizers , collaboration with other successful campuses leaders/teachers, Lead4Ward Documents, Think Through Math, Go Math, HISD Math Journals, Just In Time Math Strategies (GF1, Title I, GT, State Comp. Ed, Bilingual/ESL & SPED


Increase student achievement in all content areas: reading, math, writing and science to meet level III satisfactory

Teachers will conduct content hands-

on campus during the school day and

weekends

April Alexander - Math Instructional Specialist Bayana Sumbry – ELA Instructional Specialist Andrea Moore-Bailey – Testing/GT Coordinator Christina Chumillas – Dual Language Specialist Roxie Davis - Counselor Charmaine Scott – Resource Teacher Stefani Cai – hrly teacher All 3rd 5h grade teachers All Enrichment Teacher

Scholastic guided leveled books Implement HISD Literacy Just In Time Strategies, anchor charts, HISD Curriculum, novels, data trackers, graphic organizers , collaboration with other successful campuses leaders/teachers, Lead4Ward Documents, Think Through Math, Go Math, HISD Math Journals, Just In Time Math Strategies, (GF1, Title I, GT, State Comp. Ed, Bilingual/ESL & SPED


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All Content Tutors, Jose, Cazares, TDS HAUL John Kimble, Assistant Principal Hannah Harvey - Principal

To increase reading fluency and comprehension.

Volunteers participate in our Read

Houston Read Program

Andrea Moore-Bailey, GT/Testing Coord. Hannah Harvey, Principal

Houston Children’s Museum Books, Scholastic Books

September 11, 2017-May 25, 2018 Reading fluency and comprehension assessment, Running Records and HISD Snapshots

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GOAL AREA 1: Student Achievement: Attendance

Priority Need: To increase attendance awareness and how it affects student achievement

Critical Success Factor(s): Educating parents/guardians about the importance of sending their children to school everyday


During the 2017-2018 school year, student attendance will increase from student achievement score will increase from 97% to 98% or above



To increase student achievement

form 97% to 98%

Attendance clerk will provide

Principal Harvey a daily absence

report to monitor those frequent

absences from students. We will

contact parents daily to inquire about

the absence, document the

information and provide parents with

resources and attendance action plan

All Law Staff Members HISD Code of Conduct

HISD Promotional Standards

Federal and State Guidelines as it

relates to Attendance and Truancy

(GF1, Title I, GT, State Comp. Ed, Bilingual/ESL & SPED

September 11, 2017-May 25, 2018 Attendance reports from Chancery

Parent feedback

Parent contact logs

To motivate students to come to

school every day and inform their

parents of this importance

Every week on Fridays, we will

celebrate students, who have perfect

attendance by announcing over the

intercom, provide fun activities and

prizes.

All Staff Members HISD Code of Conduct






Parent feedback

Parent contact logs

To educate parents/guardians and

provide them with resources to

ensure that their child gets to school

daily

Provide parent sessions with

activities, invaluable resources and

services to address their needs that

may be preventing them from getting

their children to school every day.

All Staff Members HISD Code of Conduct






Parent feedback

Parent contact logs

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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 parent participation in building a positive safe school wide culture

Critical Success Factor(s): Improve School Climate


For 2017-2018 discipline referrals for Level Ill and Level IV will be reduced by 5% from the previous year






To decrease bullying, defiant and

aggressive behaviors on our

campus

School counselor will facilitate health and wellness classes to support school safety, anti-bullying, cyber-bulling, anger management, aggressive behavior and building self-esteem and reducing anxiety Program called Sanford Harmony

Roxie Davis, counselor John Kimble, Assistant Principal Hannah Harvey, Principal All Staff Members

HISD Counseling Curriculum Champs resources HISD Code of Conduct Law ES Parent/Student Handbook PTO Sanford Harmony (GF1, Title I, GT, State Comp. Ed, Bilingual/ESL & SPED

September 11, 2017-May 25, 2018 Student surveys Cyberbullying report Teacher observations Student discipline referrals

Improve School Climate School counselor will coordinate our safety patrol and Friday’s Family Sessions – student group sessions, individual counseling sessions and/or family sessions to address social/emotional needs




To decrease bullying, defiant and

aggressive behaviors on our

campus

Parent/student meetings monthly to address inappropriate behaviors and strategies to help at home on how to deal with changing negative behaviors into positive




To decrease the amount of referrals and increase positive student behavior across the campus

Leadership team conducts behavioral assembly to address

appropriate vs. inappropriate behaviors.. (Includes an engaging

talk, skit and handouts)




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Improve School Climate

All staff members and students will

engage in our Harmony Program which includes a Law Pledge,

School-wide Daily Expectations, Positive Talk Paper, Owl Bucks for

students to spend at the Friday Owl Store.




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

Priority Need: Provide an educational environment that is safe and nurturing.

Critical Success Factor(s): Improve School Climate


By the end of the 2017-2018 school year the campus will be 100% bully-free



To increase Bullying Prevention and awareness on campus

Teach students the definition and signs of bullying, the consequences of bullying, and ways to respond to bullying.

Roxie Davis, Counselor All staff John Kimble, Assistant Principal Hannah Harvey, Principal

Sanford Harmony Community Social Departments HISD Social Emotional Dept.

September 11, 2017-May 25, 2018 Student surveys Cyberbullying report Staff observations Student discipline referrals

To increase parent participation and awareness through Quarterly Parents meeting.

Bridge the gap between the school and stake holders through conversation and collaborative effort Law Social Media Pages: Twitter, Class DoJo, Facebook and Title I Parent Meetings

Roxie Davis, Counselor John Kimble, Assistant Principal Christina Chumillas, Dual Coord. Jacqueline Smith, K-2 Spec. Candice Lewis, SPED Instr. Spec. Hannah Harvey, Principal Bayana Sumbry, Instructional coordinator April Alexander, Instructional Specialist Andrea Moore-Bailey, Instructional Specialist Lailetha Woods, Nurse


September 11, 2017-May 25, 2018 Student surveys Cyberbullying report Parent surveys Student discipline referrals

To build and strengthen Local Business Partnerships

Inform local businesses of campus activates and ways they can contribute through face to face meeting and sponsorship letters



September 11, 2017-May 25, 2018 Have 3 partnerships by May 25, 2017

To engage in partnerships with HISD Police mentorship, providing different avenues for our students to talk.

Provide time for our HISD Police department to come and speak with our students to help bridge the gap between police and community.



September 11, 2017-May 25, 2018 Student surveys Cyberbullying report Parent surveys Student discipline referrals

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

Priority Need: To improve dismissal procedures in order to provide a safe environment

Critical Success Factor(s): To reduce traffic congestion and allow for all buses, cars and walker to dismiss safely


To increase parental involvement with traffic safety and overall school environmental concerns



To reduce the amount of time taken to safely dismiss the students from the campus.

Improve dismissal routines by assigning designated areas for walkers, HISD bus, private bus, and car riders to be dismissed from.

Roxie Davis, Counselor John Kimble, Assistant Principal Hannah Harvey, Principal Bayana Sumbry, Instructional coordinator April Alexander, Instructional Specialist Andrea Moore-Bailey, Instructional Specialist Lailetha Woods, Nurse Christina Chumillas, Dual Lang. Coord Candice Lewis, SPED Instr. Spec. Jacqueline Smith, K-2 Teacher Sped.

Law Elementary Staff Car hanging tags with students’ names Safety cones Safety vests for dismissal people Sturdy Signs to label gates (Gate 1, 2, 3)

September 11, 2017-May 25, 2018

Staff observations Parent surveys

To ensure that students arrive to their dismissal area safety

We will assign a minimum of two staff member to aid with the transition from the classroom to the designated areas for dismissal.

All Grade level teachers All Support Staff Roxie Davis, Counselor John Kimble, Assistant Principal Hannah Harvey, Principal Bayana Sumbry, Instructional coordinator April Alexander, Instructional Specialist Andrea Moore-Bailey, Instructional Specialist Lailetha Woods, Nurse Christina Chumillas, Dual Lang. Coord Candice Lewis, SPED Instr. Spec. Jacqueline Smith, K-2 Teacher Sped.

Grade Level Dismissal Schedule Two-Way Walkie Talkies Whistles

September 11, 2017-May 25, 2018 Staff observations Parent surveys

To ensure that traffic congestion is kept to a minimum.

Employ an HISD police officer to assist in the dismissal traffic.

Damian Greer, Instructional Specialist Hannah Harvey, Principal Leighhton Blair, Police Officer

HISD Police Deportment September 11, 2017-May 25, 2018 Staff observations Parent surveys

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

Priority Need: Increase environmental safety and increase the number of students receiving health screenings

Critical Success Factor(s): Maintaining healthy and safe students will increase student achievement and attendance


To have 100% of staff members complete all online health trainings and face-to-face






To complete trainings on health and wellness trainings

Complete the blood-borne pathogen, sexual harassment, suicidal prevention, child abuse prevention, corporal punishment, Student safety Monitoring at all Times, Mental Health Issues

All Law Staff Members Nurse Lailetha Woods Principal Hannah Harvey Assistant Principal John Kimble

HISD Online Trainings HISD SPED Dept. HISD Guidance and Counseling Dept. Harris County Mental Health Outside agencies volunteer GF1 Funding

September 11, 2017-May 25, 2018 Surveys Sign in sheets Agendas Certificate of Completion Signed Memorandum

To increase the number of students to be screened for mandatory health screenings (vision, hearing, diabetes, scoliosis, etc.)

Complete the Saving Smiles program for 2nd graders. Participate in the Vision Program where students receive free eye exams and glasses and complete the diabetes/scoliosis exam for students




Increase businesses and community leaders to assist us in maintaining a safe and drug free school

Students and staff will participate in the Just Say No To Drugs Campaign and have community leaders/business leaders to come out and volunteer to tutor. Mentor or read to our students




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GOAL AREA 3: Special Populations: Special Ed., Gifted and Talented, ELL, Economically Disadvantaged, Dyslexia, At-Risk, etc.

Priority Need: Increase LRE from 63.3% to 70% (6 to 11 LRE) in order for students with disabilities to receive instruction with their nondisabled peers to the extent practicable

Critical Success Factor(s): Provide in-class support for students in the inclusive setting


During the 2016-2017 school year, the special education student achievement (index 1)score will increase from 43% to 60% or above using Phase-in 2 standard as measured by the STAAR Assessment






Increase student achievement in all content areas: reading, math, writing and science at met or exceeds grade level standard

The SPED team will review state folders to ensure accommodations are appropriate based on the students’ FIE and implemented effectively in order to improve the achievement rates

Charmaine Scott, SPED teacher Howard Bailey, SPED TA Stefani Cai, Hrly Teacher Candice Lewis, Instructional Specialist Hannah Harvey, Principal

Scholastic guided leveled books Implement HISD Literacy Just In Time Strategies, ALIAS Strategies for 5th grade, anchor charts, HISD Curriculum, Lead4Ward Documents, novels, data trackers, vocabulary journal with pictures graphic organizers and collaboration GF1 Funding, SPED, GT



Monitoring student progress regularly and providing in-class support (teacher or teacher assistant providing one on one or small group and instructional tech. programs ie. Educational Galaxy, Achieve 360, Imagine Learning) for students in the inclusion setting are major components to increasing student achievement in all content areas.





Partner students with disabilities with their nondisabled peers to the encourage social skills, self-esteem and positive interaction to affect increasing student achievement




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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.

All data were reviewed for all students and student groups. The results and conclusions of this review are reflected in the Goals & Objectives Page 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. 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.

1) Use Ontrack student data tracking information system to identify and monitor student growth. 2) Conduct universal screenings in reading and math for the BOY, MOY and EOY. Use this data to

address students’ academic deficiencies and provide immediate interventions. 3) Using Exemplar Lessons during our content training sessions to coach and model effective

teaching practices for our teachers. Conduct follow-up observations to ensure effective implementation and execution.

4) Conduct strategic, TEKS focused small group instruction during the school day by using trained reading and math tutors and hourly teachers.

5) Conduct “at bats” during PLCs

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

and paraprofessionals are effective teachers.

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

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

quality professional development required to implement them.

Lead Teachers who received training during the summer and during the school year will provide on-site training to our teachers. Shared Decision-Making Committee identifies areas in which staff development is needed. Staff members participate in staff development offered by the District and Region IV. Staff development opportunities will be offered for teachers on site by our Law ES instructional leaders. Our instructional leaders will attend researched based and successfully proven instructional trainings offered by state, nationally and local educational leaders in order to return to campus and support our teachers in the teaching and learning.

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:

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1. Provide opportunities for leadership roles ie. grade level chairperson, student program coordinator, content

leadership opportunities

2. Support teachers who want to become instructional leaders by recommending them to participate in district

or other leadership programs.

3. Support them in their teaching and learning

4. Mentor teachers, who are university leadership programs

Strategies to attract Effective teachers:

1.Attend job fairs and provide school tours

2.Provide immediate partnership with other effective teachers by sharing their contact information and

allow them to visit/observe these effective teachers

3. Genuine Welcome, provide detailed school information and ways of how they will be supported by our

instructional leaders and teacher leaders.

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

to increase parental involvement activities.

1.Family Content Nights are held to increase parents in the school’s programs. 2.Open House to invite and welcome parents to our educational program 3. Houston Urban League partners with Law to provide Family Literacy Night Programs Fall & Spring 4. Weekly folder updates/newsletters are methods of recognizing parents as partners 5. Dual Language parent participation program 6 Boys’ & Men Mentoring program

7. Ensure Smooth Transition for Students (PRIMARY/ES) Explain plans for assisting preschool children

in the transition from early childhood programs to local elementary school programs. (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).

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 HIPPY 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 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.

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 Address activities to identify and ensure effective, timely

assistance for all students not meeting state standards.

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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 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.

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

Total amount of State Compensatory Education (SCE) funds: $68,950.00

Are personnel positions funded with SCE funds? (Yes/No): Yes

List position titles funded (whole or partial funding) with SEC funds: Teacher Assistant

Total number of FTE’s funded with State Compensatory Education funds: 1

Brief description of how these funds are utilized on your campus: The personnel is hired to provide daily reading and math interventions for students based on weekly data.

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Positions Funded Out of Title I Funds

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

Parent Engagement Rep

4 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)

Coach, Graduation

Teacher, Intervention (Hourly)

All grade levels - [General]


All grade levels – [Math]


All grade levels – [Reading]


All grade levels – [Science]

Teacher, Intervention [General]

All grade levels (Cannot be primary teacher of

record)

Teacher, Intervention [Math]


record)

Teacher, Intervention [Reading]


record)

1 Teacher, Intervention [Science]


record)

*Teacher, Class-Size Reduction [General]

All elementary grade levels

*Teacher, Class-Size Reduction [Bilingual]


*Teacher, Class-Size Reduction [ESL]


*Teacher, Class-Size Reduction [All core content

areas]

All secondary grade levels

Capital Outlay Requested (Y/N)? 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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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 No

2. Out-of-State Travel No

3. Professional Development

Yes

4. Field Lessons Yes

5. Contracted Services No

6. Tutoring Yes

7. Materials and Supplies Yes

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Goal Area: Mandated Health Services

1. Immunization Monitoring Person Responsible for monitoring immunization requirements, data entry, and state reporting requirements: Lailetha Woods 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): Click here to enter text.

2. Vision Screening at Grades: PK, K, 1, 3, 5, 7 Person Responsible for screening, data entry, completing referral forms, and submitting state report: Lailetha Woods 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): Click here to enter text.

3. Hearing Screening at Grades: PK, K, 1, 3, 5, 7 Person Responsible for screening, data entry, completing referral forms, and submitting state report: Lailetha Woods 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): Click here to enter text.

4. Type 2 Diabetes Screening at Grades: 1, 3, 5, 7 Person Responsible for screening, data entry, completing referral forms, and submitting state report: Lailetha Woods 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): Click here to enter text.

5. Spinal Screening at Grades: 6, 9 Person Responsible for screening, data entry, completing referral forms, and submitting state report: Lailetha Woods 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): Click here to enter text..

6. Medication Administration Person Responsible for administering medication including, but not limited to emergency care of students with diabetes, seizures, and life threatening anaphylaxis: Lailetha Woods 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: Click here to enter text.

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. Lailetha Woods 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.

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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