Houston Independent School District



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PTO/PTA Parent Representative Date

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Teacher Representative Date

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Principal Date

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School Support Officer / Lead Principal Date

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Chief School Officer / Lead Administrator Date

The signatures indicate that this document has been reviewed and approved by them.

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|Patrick Henry Middle School |

|Sarah Stafford |

|2013 -2014 School Improvement Plan |

|Houston Independent School District |

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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.

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Principal Date

Comprehensive Needs

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|Patrick Henry Middle School |

|Sarah Stafford |

|2013 -2014 School Improvement Plan |

|Houston Independent School District |

| |

EXECUTIVE SUMMARY

School Overview

Patrick Henry “The Pat” Middle School Vision: Students of The Pat are the thinkers and doers; all members of The Pat pursue excellence and work in partnership. Excellence fuels dreams.

Over 50% of incoming 6th graders one 1 or more years behind in math, and over 70% are 1 or more years behind in reading. We know that in order to prepare our students for a college prep track in high school, we must use their three years at Patrick Henry to prepare them to enter high school on grade level. We expect that each year, more of our students will reach Satisfactory Performance on STAAR until we have 90% meeting the standard by 8th grade. Therefore we backwards map our goals for 6th-8th grade in Math and Reading. For example, we expect our incoming 6th graders to get at least 55% Satisfactory Performance on Reading STAAR this year (15 percentage point increase over performance of last year’s 6th grade cohort), then for 70% to meet standard in 7th grade, and for 90% to meet standard when they take the 8th grade Reading STAAR in 2016. Backwards aligning our goals allows us to focus on quality instruction that ensures our students to gain the literacy and mathematical skills and foundation they need to successfully navigate a college prep track in high school.

Needs Assessment Summary

The school has been impacted by the rigor of the new standardized test STAAR for the last two years. The number of students meeting the passing standard on the Math and Reading STAAR has dropped by an average of approximately 20 percentage points in grades 6 and 7. The demographic breakdown among the student body is 90% Hispanic, 8% African American, and 2% White. Forty-five percent are female, while 55% are male. The LEP population has remained constant during the last five years at 26% of the student body. The LEP students have dropped around 20% below the school average in Grades 6-8 Reading, Writing, Social Studies and Science. Across the board, the student and parent responses tended to be lower than the district average.

In the Your Voice survey, student and parent responses tended to be lower than the district average. Based on the perception analysis, our end-of-year survey of teachers, student achievement and discipline data, and our positioning statement, a team of teachers and administrators developed the 2013-2014 vision (headline above, and entire vision in narrative section).

List of Measurable Objectives

Goal #1: 2014 STAAR Math, Reading, and Writing Performance: Growth: 100% students increase percentage of questions correct; Achievement: Satisfactory Performance: 6th Grade Math-65%, 7th Grade Math-70%, 8th Grade math-85%, 6th Grade Reading-55%, 7th Grade Reading/Writing: 65%, 8th Grade Reading 85%; Advanced Performance: 6th Grade Math-15%, 7th Grade Math-2%, 8th Grade math-15%, 6th Grade Reading-5%, 7th Grade Reading/Writing: 8%, 8th Grade Reading 15%

Goal #2: 2014 STAAR Subgroups: LEP, SPED, and African American subgroups to meet or exceed 50% Satisfactory Performance

Goal #3: Increase percentage of parents who complete Your Voice Survey from 6% to at least 25% and increase percentage of parents agreeing or strongly agreeing that “The school maintains high academic standards and expectations” from 59% to 80%

Goal #4: Student attendance increase from 95.3% to at least 96%

Goal #5: Decrease Level 3 offenses by 15%

Major Strategies and Initiatives Summary

Data-Driven Instruction and Campus Data Plan: Teachers plan common assessments. Assessments are given on interim basis on established dates. Teachers review and analyze common assessments to ensure alignment to STAAR, curriculum, and College and Career Readiness Standards. Teachers predict student performance on common assessment, and within week of administering common assessment, teachers analyze data and create action plan to address identified gaps.

Literacy: 3 Text Classroom in English/Reading block; embedded professional development on research-based best practices for developing literacy. Three texts: teaching text, text used in small groups, and text used for supported independent reading.

AVID: 10% of students across grades 6-8 in AVID. Teachers receive embedded PD in AVID strategies (College-prep instructional strategies). According to research, 10% is the tipping point; when 10% of student body is involved in AVID, all students benefit.

Partner with Citizen Schools to extend school day for all 6th graders (7:45am-6:00pm) with a focus on literacy and college and career connections.

Social Intelligence Report: 5 Key Student Culture systems; Common Student Expectations; Campus Discipline Plan; Discipline Oversight Committee (committee of teachers and principal with oversight authority).

Leadership Team Class: All students participate in Leadership Team Class the last 20 minutes of every day. The curriculum is developed to meet specific needs of campus and drives student culture, character education, and investment in academics. Students will calculate their GPA after every progress and report card and compare to GPAs needed for college entrance.

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|Patrick Henry Middle School |

|Sarah Stafford |

|2013 -2014 School Improvement Plan |

|Houston Independent School District |

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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 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 |4 |Number of Parents (at least 2) |2 |

|Number of School-based Staff |2 |Number of Community Members |1 |

|(Half the number of classroom teachers) | |(at least 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) |

|Bernal, Audrey |Classroom Teacher |

|Dawson, Doug |Classroom Teacher |

|Gbode, Monsi |Classroom Teacher |

|Kennedy, Katrina |Classroom Teacher |

|Ussin, Vernitra |School-based Staff |

|Cornelius, Jennifer |School-based Staff |

|Palacios, Julio |Non-Instructional Staff |

|TBA |Business Member |

|Tarbutton, Jeremy |Community Member |

|TBA |Community Member |

|Arman, Erin |Parent |

|Gonzalez, Rachel |Parent |

|Stafford, Sarah |Principal |

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|Patrick Henry Middle School |

|Sarah Stafford |

|2013 -2014 School Improvement Plan |

|Houston Independent School District |

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SIP PART 1: NARRATIVE

Mission Statement

Patrick Henry “The Pat” Middle School 2013-2014 Vision: Students of The Pat are the thinkers and doers; all members of The Pat pursue excellence and work in partnership. Excellence fuels dreams.

• Students of The Pat are the thinkers and doers: Students are doing most of the talking, doing, writing, and figuring out in classrooms. We do this because we believe in and build on the unbound capabilities of kids and we know that students need to talk, do, write, and figure out in order to learn in meaningful ways.

o Students take intellectual and social risks and seek help when struggling with content

o Students read authentically: have access to interesting books/reading material, have an aspect of choice in everything they read, read 2 million words this school year (equivalent of 2 pages of text per class period per day)

o Students speak to share ideas and thinking: claim, evidence, reasoning (CER)

o Students view themselves as learners and readers; there is palpable joy in instructional setting

o Teachers are learners, continuously improving their practice in order to design and execute rigorous and relevant learning experiences

• Members of The Pat pursue excellence:

o Students:

o Students articulate what they are learning, why they are learning it, and what they are producing

o Students articulate their GPA goal, and their goal(s) for post-high school

o Students actions and attitude align with campus Social Intelligence Report

o Students are proud of their progress, school, community, colony, etc

o Students pursue their interests and aspirations in school (athletics, mariachi, NJHS, apprenticeships, etc)

o Students demonstrate understanding that excellence results from hard work

o Faculty and Staff:

o Faculty/staff believe that student learning defines teaching and therefore adhere to data analysis protocols with fidelity

o Faculty/staff believe every student can achieve on an absolute scale and therefore persist to do what it takes to meet student needs

o Faculty/staff self-reflect and prioritize developing and practicing skills in order to meet student needs

o Faculty/staff are proud to be professionals at The Pat and work with a sense of joy

o Environment:

o Intentionally created space – impeccable (clean, neat, orderly, in place, purposeful, etc)

o Intentionally created space – supports student learning, student pride, faculty/staff learning, faculty/staff productivity, college-bound trajectory

o Front office, hallways, admin offices, classrooms, shared space, everywhere

• Members of The Pat work in partnership:

o Members of The Pat serve their customers (students, parents, community members, etc) with respect and excellence

o Members of The Pat intentionally create positive relationships (students, teachers, admin, families, support staff, custodial staff, cafeteria staff, volunteers, etc)

o Members of The Pat share responsibility for the success of students and systems and hold each other accountable for results

o Members of The Pat take risks and make changes in order to learn and grow professionally

o Members of The Pat are one team: Citizen Schools staff + HISD staff = The Pat

Patrick Henry “The Pat” Middle School Positioning Statement:

• The Pat is the best middle school for neighborhood students because we provide: over 25 extracurricular activities/clubs, a comprehensive education program, and a safe, comfortable learning environment.

• The Pat is the best middle school for hard to reach students because students receive individualized academic and emotional support.

School Profile

Teaching Staff:

9 Math Teachers, 10 ELA Teachers (including 1.5 teachers for SRI), 6 Science Teachers, 4 Social Studies Teachers, 3 PE Teachers, 2 Visual Arts Teachers, 1 Robotics Teacher, 1 Dance Teacher, 1 Mariachi Director (split funded with High School), 1 Band Director, 1 Spanish Teacher, 1 Kickstart Karate Instructor, 1 Health Teacher, 8 SPED Teachers, 1 ISS Teacher

Other Instructional Staff:

3 Assistant Principals, Math Coach, Magnet Coordinator, Librarian, 2 Teacher Aides, and 2 SPED Aides

Non-Instructional Administrative Support:

1 Business Manager, 1 Student and Family Engagement Coordinator, 1 Communities in Schools Project Manager

Master Schedule: Students have five 74 minute classes each day, and a 20 minute class at the end of the day entitled, Leadership Team. All students have ELA block and Math block every day, and all other courses take place every other day. Students take English, Reading, Math, Science, Social Studies, PE, and 3 elective classes. Two-thirds of the 8th grade students have a science lab class in addition to their core science class. The master schedule is designed so that teachers have 74 minutes for conference each day. On A days, teachers have common conference time with their Colony, the core teachers with whom they share the same students. On B days, teachers have common conference time with their department.

Colonies: Students are divided into 3 colonies. Each colony has an equal number of students in grades 6-8 respectively. Colonies are balanced using the following metrics: gender, reading readiness, math readiness, age, socio-economic status, G/T, ethnicity, and SPED. Colonies allow for building student pride and sense of belonging, as well as provide a venue for teacher collaboration and student intervention. Assistant Principals are assigned a Colony. The intention is for students to live within their Colony for their 3 years at Patrick Henry.

Needs Assessment

Student Performance Data Analysis

The school has been impacted by the rigor of the new standardized test STAAR for the last two years. The number of students meeting the passing standard on the Math and Reading STAAR has dropped by an average of approximately 20 percentage points in grades 6 and 7. On the Writing STAAR, the number of students passing has decreased by an average of 40 percentage points. The number of students passing the Social Studies STAAR has decreased 50 to 70 percentage points. However, on the 8th grade Math and Reading STAARs, there has only been a decrease of about 10 percentage points.

The LEP population has remained constant during the last five years at 26% of the student body. The LEP students have dropped around 20% below the school average in Grades 6-8 Reading, Writing, Social Studies and Science.

The attendance rate has remained constant for the past 4 years at around 95%.

Demographic Data Analysis

The student enrollment has been dropped 10% since 2007; each year the school is losing an average of 2% in student enrollment. The current student enrollment represents a decrease of 7% compared to the last year. The demographic breakdown among the student body is 90% Hispanic, 8% African American, and 2% White. This distribution has remained constant during the last 6 years. However, since the 2012-2013 school year, the African American subgroup has increased 1 percentage point, while the Hispanic subgroup has decreased 2 percentage points. The gender split has remained constant over the past 6 years. Forty-five percent are female, while 55% are male.

School Processes Analysis

Teacher Practices:

• Data-Driven Instruction: Teachers will plan common assessments for each core department and grade level. Common assessments will be given on interim basis on established dates. Teachers will review and analyze common assessments to ensure alignment to STAAR, alignment to curriculum, and alignment to College and Career Readiness Standards. Mid-way through instructional unit, teachers will predict student performance on common assessment. Within week of administering common assessment, teachers will analyze data and create action plan to address identified gaps.

• Backwards design: Each department has a different focus for designing lesson plans, based on what the content requires and the student needs particular to that content. All core contents practice backwards design and receive embedded professional development through their department PLCs in order to do so.

o Math and Science – 5 E lesson design

o ELA – 3 text classroom

o Social Studies – ELL ExeLLEnce Routines

Acts of Leadership:

• Vision ( Reality ( Action: The members of the Leadership Team (3 APs, Magnet Coordinator, Math Coach, Campus Director for Citizen Schools/21st Century Coordinator, SPED Dept Chair, Magnet Coordinator, and Student and Family Engagement Coordinator) and 8 teacher collaborated to develop the vision for the 2013-2014 school year. The fodder for the vision came from last year’s achievement survey, end-of-year teacher survey, Your Voice survey, reflections from 2012-2013 school year, and our collective learnings from ASCD Conference, Uncommon Schools PD, HISD School Leadership Institute, initial meeting with Wallis & Associates regarding literacy best practices and book study of Leverage Leadership. The vision serves a guide for the way we will do our work, and how we will reach our goals. The vision has been shared with the entire faculty and staff, teachers, students, parents, and stakeholders. The vision guides our work and our leadership exists within the Vision ( Reality ( Action framework. First we establish a common vision, then check reality against the vision, and finally take action in order to move reality in line with the vision.

• Goals: Every year, a majority of our 6th graders come to us below grade level by 2 or more years in math and reading. We know that in order to prepare our students for a college and career prep track in high school, we must use the three years they have at Patrick Henry to catch them up to grade level. Because of this, we expect that each year, more of our students will reach Satisfactory Performance until we have 90% meeting the standard by 8th grade. To align with this reality and more accurately drive our work, we have backwards mapped our goals for 6th-8th grade in Math and Reading. For example, we expect our incoming 6th graders to get at least 55% Satisfactory Performance on Reading STAAR this year (15 percentage point increase over performance of last year’s 6th grade cohort), then for 70% to meet standard in 7th grade, and for 90% to meet standard when they take the 8th grade Reading STAAR in 2016. By backwards aligning our goals to ensure that our students are prepared for college prep track in high school, we can focus on quality instruction that allows our students to gain the literacy and mathematical skills and foundation they need to be successful, instead of short-sighted decisions that are not best for the students’ educational trajectory.

• Coaching - Observation and Feedback: All teachers are assigned a coach in addition to their appraiser. Their coach (member of our leadership team) observes them once per week and meets with them once per week to provide feedback.

• Instructional Leadership: Each Assistant Principal leads a colony and oversees the student culture and discipline within their colony. In addition, the APs are responsible for overseeing the RtI process for students within their colony who are struggling. Each department is overseen by a member of the leadership team who is tasked with the responsibility of ensuring adherence to the data-driven instruction and data plan, backwards design, and content-specific best practices.

• Student Engagement: We also have a team dedicated to student engagement. This team consists of the Magnet Coordinator who serves as the Campus Culture Lead, the AVID elective teacher who designs the Leadership Team class curriculum, the Student and Family Engagement Coordinator, the CIS Project Manager, and the Truancy Case Manager from the Mayor’s Office.

Perceptions Analysis

More than two-thirds of the students completed the Your Voice Survey. According to student perception, the following were relative strengths: I am learning solid math skills; The teachers at my school expect that I work very hard for the grades I get; There is at least one teacher or other adult that I can talk to if I have a problem; and School discipline is enforced in a fair and consistent manner. Conversely, the following were relative weaknesses: My classes hold my interest; The teachers at my school make learning fun and interesting; Students respect adults at my school; My school is free of student drug and alcohol abuse.

Only 6% of parents completed the Your Voice survey. Among the respondents, the following were relative strengths: The school teaches students solid academic skills in mathematics; School staff treat me with respect; My child feels welcome at his/her school; The school uses adequate disciplinary measures in dealing with disruptive students. Conversely, the following were relative weaknesses: The school maintains high academic standards and expectations; Teachers motivate students to learn; The overall climate or feeling at my child’s school is positive and helps my child learn; My child’s school is free of violence.

Across the board, the student and parent responses tended to be lower than the district average. Parent and student responses tended to align with each other. Based on this perception analysis, our end-of-year survey of teachers, and student achievement and discipline data, the administrative team and 8 teachers developed the 2013-2014 vision (detailed in beginning of this section). The vision has been shared with parents and there is now a Student and Family Engagement Coordinator and Communities in Schools Project Manager who are working to engage parents, community members, and business partners in various ways.

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|Patrick Henry Middle School |

|Sarah Stafford |

|2013 -2014 School Improvement Plan |

|Houston Independent School District |

| |

SIP PART 2: ACTION PLAN

2013-2014 SMART Goals

|Goal 1 |2014 STAAR Math, Reading, and Writing Performance: |

| |Growth: 100% students increase percentage of questions correct |

| |Achievement: |

| |Satisfactory Performance: 6th Grade Math-65%, 7th Grade Math-70%, 8th Grade math-85%, 6th Grade Reading-55%, 7th Grade Reading/Writing: 65%, 8th Grade Reading 85% |

| |Advanced Performance: 6th Grade Math-15%, 7th Grade Math-2%, 8th Grade math-15%, 6th Grade Reading-5%, 7th Grade Reading/Writing: 8%, 8th Grade Reading 15% |

|Goal 2 |2014 STAAR Subgroups: Increase achievement of LEP, SPED, and African American Subgroups to meet or exceed 50% Satisfactory Performance |

|Goal 3 |Increase percentage of parents who complete Your Voice Survey from 6% to at least 25% and percentage of parents agreeing or strongly agreeing that “The school maintains high academic |

| |standards and expectations” will increase from 59% to 80% |

|Goal 4 |Student attendance increase from 95.3% to at least 96% |

|Goal 5 |Decrease Level 3 offenses by 15% |

Implementation Plan

|Goal 1 |2014 STAAR Math, Reading, and Writing Performance: |

| |Growth: 100% students increase percentage of questions correct |

| |Achievement: |

| |Satisfactory Performance: 6th Grade Math-65%, 7th Grade Math-70%, 8th Grade math-85%, 6th Grade Reading-55%, 7th Grade Reading/Writing: 65%, 8th Grade Reading 85% |

| |Advanced Performance: 6th Grade Math-15%, 7th Grade Math-2%, 8th Grade math-15%, 6th Grade Reading-5%, 7th Grade Reading/Writing: 8%, 8th Grade Reading 15% |

|Strategy/Action |Responsible |Resources |Timeline |Evaluation |

|Provide extended learning time in math for 100% of students – 74 |Ligia Ortega |Master schedule, collaborative planning time,|August 26, 2013-May 29, |Interim Common Assessments, Stanford,|

|minutes per day. | |Springboard, Region IV curriculum resources |2014 |and STAAR |

|Data-Driven Instruction and Campus Data Plan: Teachers plan common | |Campus data plan and calendar of established |August 26, 2013-May 29, |Interim Common Assessments, Stanford,|

|assessments for each core department and grade level. Common | |dates, EdPlan, collaborative planning time |2014 |and STAAR |

|assessments are given on interim basis on established dates. |Math- Ligia Ortega |for team data analysis and action planning, | | |

|Teachers review and analyze common assessments to ensure alignment to| |one-on-one meetings between teacher and | | |

|STAAR, alignment to curriculum, and alignment to College and Career |6th and SPED ELA: |content lead to review teacher action plans | | |

|Readiness Standards. Mid-way through instructional unit, teachers |Vernitra Ussin | | | |

|will predict student performance on common assessment. Within week | | | | |

|of administering common assessment, teachers will analyze data and |7th and 8th ELA: | | | |

|create action plan to address identified gaps. |Natosha Diggs | | | |

| | | | | |

| |Science: Ariana Sherman| | | |

| | | | | |

| |Social Studies: | | | |

| |Terese Pollard | | | |

|All core contents: Identify TEKS per unit (based on common assessment| |Master schedule, collaborative planning time,|August 26, 2013-May 29, |Review of planning materials |

|calendar) and use to develop units, and plan lessons/activities | |Springboard, Region IV curriculum resources, |2014 | |

| | |HISD curriculum resources, Heinemann | | |

| | |curriculum resources, classroom libraries | | |

|ELA – 3 Text Classroom; embedded professional development on |Vernitra Ussin, Natosha|Embedded professional development (Wallis & |August 26, 2013-May 29, |Classroom observations |

|research-based best practices for developing literacy |Diggs, Te’ Youman |Associates), release time for teachers, |2014 | |

| | |classroom libraries, Heinemann curriculum | | |

| | |resources | | |

|AVID: 10% of students across grades 6-8 in AVID. AVID teachers will |Jennifer Cornelius |AVID library, AVID elective class, AVID PD, |August 26, 2013-May 29, |Interim Common Assessments, Stanford,|

|receive PD in AVID strategies (College-prep instructional strategies)| |AVID curriculum |2014 |and STAAR |

|and all teachers will receive PD in selected strategies (Research | | | | |

|shows that when 10% of student body is involved in AVID, then not | | | | |

|only to AVID students benefit, the entire campus benefits) | | | | |

|Extended Learning Time for 100% eligible 6th graders (excluding |Jeremy Tarbutton & |Citizen Schools Partnership, Extended |3:15pm-6:00pm August 26,|Interim Common Assessments, Stanford,|

|students in LifeSkills class) in partnership with Citizen Schools |Vernitra Ussin |Learning Time waiver, transportation at 6pm |2013-May 29, 2014 |and STAAR |

|with a focus on ELA and college-readiness | |for 6th graders | | |

|Goal 2 |2014 STAAR Subgroups: Increase achievement of LEP, SPED, and African American Subgroups to meet or exceed 50% Satisfactory Performance |

|Strategy/Action |Responsible |Resources |Timeline |Evaluation |

|Teach Like a Champion Pilot: Through embedded professional |Jennifer Cornelius, |HISD MS TLAC Pilot |September 27, 2013-May |Classroom observations |

|development, teachers will learn, practice, and implement strategies |Natosha Diggs, Ligia | |29, 2014 | |

|for student engagement |Ortega, Terese Pollard,| | | |

| |Sarah Stafford, | | | |

| |Vernitra Ussin | | | |

|Data-Driven Instruction and Campus Data Plan: monitoring of sub |Ligia Ortega |Campus data plan and calendar of established |August 26, 2013-May 29, |Interim Common Assessments, Stanford,|

|groups | |dates, EdPlan, collaborative planning time |2014 |and STAAR |

| | |for team data analysis and action planning, | | |

| | |one-on-one meetings between teacher and | | |

| | |content lead to review teacher action plans | | |

|Secondary Reading Initiative for 6th and 7th grade students (Tier II |Shandra Clay & Heather |SRI classes built into Master Schedule, |August 26, 2013-May 29, |Istation, Interim Common Assessments,|

|and III). Targeted pullouts for 8th grade Tier III students. |Hall |release time for PD |2014 |Stanford, and STAAR |

|Colonies – Campus Organizational Structure: teachers have common |Colony Captains and |Master schedule, collaborative planning time |August 26, 2013-May 29, |Grade reports, Interim Common |

|conference time with other core teachers that share the same students|Assistant Principals | |2014 |Assessments, Stanford, and STAAR |

|to provide opportunity for designing and implementing intervention | | | | |

|plans for struggling students. | | | | |

|Coaching – Observation and Feedback |Jennifer Cornelius, |Conference time for standing meetings, |August 26, 2013-May 29, |Observation and Feedback trackers |

|All teachers are assigned a coach (in addition to their appraiser) |Natosha Diggs, Ligia |Leverage Leadership framework |2014 | |

|who observes them weekly and meets with them weekly to provide |Ortega, Terese Pollard,| | | |

|feedback. |Sarah Stafford, | | | |

| |Vernitra Ussin | | | |

|Goal 3 |Increase percentage of parents who complete Your Voice Survey from 6% to at least 25% and percentage of parents agreeing or strongly agreeing that “The school maintains high academic |

| |standards and expectations” will increase from 59% to 80% |

|Strategy/Action |Responsible |Resources |Timeline |Evaluation |

|Monthly Coffee with The Principal: review Academic progress, goals, |Aurora Dinstel |Parent center and coffee/refreshments |August 26, 2013-May 29, |Review of parent feedback |

|and initiatives, collect feedback from parents | | |2014 | |

|Bi-Monthly PTO Meetings |Aurora Dinstel |Parent center and coffee/refreshments |August 26, 2013-May 29, |Meeting sign in sheets and agendas |

| | | |2014 | |

|Parent Events Linking To Learning (3 per semester) |Aurora Dinstel, Jeremy |Printed materials and refreshments |August 26, 2013-May 29, |Sign in sheets from events |

| |Tarbutton, and Content | |2014 | |

| |Leads | | | |

|Goal 4 |Student attendance increase from 95.3% to at least 96% |

|Strategy/Action |Responsible |Resources |Timeline |Evaluation |

|DRIP: weekly meetings to review student attendance and to plan |Aurora Dinstel |Weekly meetings and collaboration with Sonya Lugo (HISD|August 26, 2013-May 29,|Weekly Attendance Data |

|interventions for students with attendance issues. | |officer) and Sandro Aguilar (Truancy Case Manager) |2014 | |

|Communities In Schools Project Manager |Aurora Dinstel |CIS Contract and office space |August 26, 2013-May 29,|Weekly Attendance Data |

| | | |2014 | |

|Attendance Incentive Program: students compete as a Colony for the |Vernitra Ussin |Attendance tracking daily (Chancery) and daily |August 26, 2013-May 29,|Weekly Attendance Data |

|best attendance. Winners are announced daily and tracked by month. | |announcements |2014 | |

|Winning Colony for the month receives 1 week of free dress | | | | |

|Colony Competitions: students compete as a colony on participation in |Jennifer Cornelius |Colony Celebrations, posted signs | |Weekly Attendance Data |

|various things, academic and extracurricular excellence, etc., in | | | | |

|order to develop a sense of pride and belonging. | | | | |

|Goal 5 |Decrease Level 3 offenses by 15% |

|Strategy/Action |Responsible |Resources |Timeline |Evaluation |

|Fuel Ed: Embedded Professional Development in three components – |Sarah Stafford |PD Contract with Fuel Ed |August 26, 2013-May 29, |Classroom observations and discipline|

|Workshops, Small Groups, and One-On-One Coaching; purpose of PD is to| | |2014 |data |

|develop teacher capacity to build positive classroom culture through | | | | |

|building relationships with students in order to create optimal | | | | |

|learning environment. | | | | |

|Social Intelligence Report: |Jennifer Cornelius, |Chancery discipline reports, ISS teacher |August 26, 2013-May 29, |Classroom observations and discipline|

|5 Key systems: Breakfast, First 5/Sit Like a Star, Passing Period, |Natosha Diggs, Aurora | |2014 |data |

|Lunch, Dismissal |Dinstel, Ligia Ortega, | | | |

|Common Student Expectations |Terese Pollard, Sarah | | | |

|Campus Discipline Plan |Stafford, Vernitra | | | |

|Discipline Oversight Committee (committee of teachers) |Ussin | | | |

|Student Incentive Program: incentives for academic excellence |Aurora Dinstel |Student store (instructional supplies and |August 26, 2013-May 29, |Classroom observations and discipline|

| | |incentive items) |2014 |data |

|Leadership Team Class: 100% of students participate in Leadership |Blair Harder |Leadership team class built into master |August 26, 2013-May 29, |Classroom observations and discipline|

|Team Class the last 20 minutes of every day. The curriculum is | |schedule, release time for Blair to build |2014 |data |

|developed to meet specific needs of campus and drives student | |curriculum. | | |

|culture, character education, and investment in academics. Students | | | | |

|will calculate their GPA after every progress and report card. | | | | |

| |

|Patrick Henry Middle School |

|Sarah Stafford |

|2013 -2014 School Improvement Plan |

|Houston Independent School District |

| |

SIP PART 3: CAMPUS COMPLIANCE

|10 Components of a Title I Program |

|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. |

|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. |

|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. |

|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. |

|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.|

|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. |

|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. |

|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. |

|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. |

|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. |

|State Compensatory Education |

|Total amount of State Compensatory Education Funds |$44,190.41 |

|Personnel funded with State Compensatory Education Funs (number of FTEs) | |

|Teacher, Reading 6-12 |0.8 |

|Total FTEx funded with State Compensatory Education Funds |0.8 |

|The addition of reading teacher allows students to learn in smaller class size and concentrates our resources in the area of greatest need. |

|State Compensatory Funds are coded in the Resources Needed column of the campus goals as SCE. 142 |

|These supplemental state compensatory education funds are used to enhance the Title 1 school program at our campus. |

|Coordinated Health Program |

|Person responsible |Lindsay Cobbs |

|For 2013-2014, the number of eligible students assessed in all six components of the physical fitness test will be 100% of the students enrolled in |

|grades (6-8). |

|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 |Jennifer Cornelius |

|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. |

| |Middle school G/T students will be scheduled into four core Pre-AP or IBMYP classes each year. |

| |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 |Aurora Dinstel |

|For 2013-2014, the percent of parents and community members attending PTO meetings will increase by 50%. |

|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 |Terese Pollard |

|For 2013-2014, discipline referrals for drugs, alcohol, and tobacco will be reduced by 25% from the previous year. |

|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 |Terese Pollard |

|For 2013-2014, the discipline referrals for Level III Offenses will be reduced by 15% 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 Level III |

| |Offenses. |

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

|Attendance Goal |

|Person responsible name |Vernitra Ussin |

|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 |Megan Wilburn |

|For 2013-2014, the percent of special education students meeting performance standards on the state assessment will be at or above 50% |

|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 |Natosha Diggs |

|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 |Aurora Dinstel |

|For 2013-2014, the dropout rate will be 1% or less with no student group exceeding 1%. |

|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. |

|Dyslexia Program Goals |

|Person responsible |Elizabeth Awani-Holmes |

|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; |

|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 |

|1. All Schools – Faculty Advisory Council Waiver of Local Board Policy BQB (Legal) |

| |

|2. Middle School – Promotion Standards Waiver of Local Board Policy EIE (LOCAL) |

| |

|3. Middle and High School – Grading Cycle Waiver of Local Board Policy EIA (LOCAL) |

| |

|4. Middle School – course Requirements – Technology Applications (Computer Literacy) courses Waiver of Local Board Policy EHAC (LEGAL) |

| |

|5. All Title I Schools Parent Advisory Council in Place of PTA/PTO Waiver of Local Board Policy GE (LEGAL) (SPM7302-C) |

| |

|6. High/Middle School – Attendance Reporting on Testing Days Waiver of TEC§ 42.006(b) |

| |

|7. Extended Learning Time |

|2013 - 2014 Staff Development Plan |

|Date |Who should attend |Purpose |

|Full Day Staff Development |

|August 12, 2013 |All instructional staff and Citizen Schools staff |Data-Driven Instruction and Campus Data Plan |

| |(organization that runs 6th Grade College Prep | |

| |Academy – 6th grade Extended Learning Time) | |

|August 13-16, 2013 |All instructional staff |HISD Rigor Institute |

|August 19, 2013 |All instructional staff and Citizen Schools staff |Social Intelligence Report – Student Culture, Key |

| | |Systems, Campus Discipline Plan |

|August 20-21, 2013 |All instructional staff |Department Planning – Backwards design, horizontal|

| | |and vertical alignment |

|Early Dismissal Staff Development |

|September 25, 2013 |All instructional staff and Citizen Schools staff |Review key systems and How to Effectively |

| | |Implement Classroom Intervention Plan |

|October 30, 2013 |All instructional staff and Citizen Schools staff |Literacy & Choice Words & TLAC Strategies |

|November 20, 2013 |All instructional staff and Citizen Schools staff |AVID Strategies (college prep system) & TLAC |

| | |Strategies |

|January 29, 2014 |All instructional staff and Citizen Schools staff |AVID Strategies (college prep system) & TLAC |

| | |Strategies |

|February 19, 2014 |All instructional staff and Citizen Schools staff |Literacy & Choice Words & TLAC Strategies |

|Additional Staff Development (After School & During PLCs) |

|Twice monthly |36 members of instructional staff |Fuel Ed – Creating classroom environment in which |

| | |students thrive academically |

|Monthly |10 teachers |ENVoY – Pilot program working with teachers on |

| | |using non-verbal cues to create functional class |

| | |environment |

|Weekly |All instructional staff |Teach Like a Champion strategies |

|Monthly |ELA instructional staff |3 text classroom, readers’/writers’ workshop, |

| | |authentic literacy |

-----------------------

| |

|SCHOOL IMPROVEMENT PLAN |

| |

|School Year 2013-2014 |

|Patrick Henry Middle School |

|Houston Independent School District |

|Prepared by Sarah Stafford, Principal |

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