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Hereford Independent School District

Hereford High School

2018-2019 Campus Improvement Plan

Hereford High SchoolGenerated by Plan4Learning.com 1 of 32 Campus #059901001

December 5, 2018 12:26 pm

Mission StatementWELCOME TO HEREFORD HIGH SCHOOL

Hereford High School is here to serve students in grades 9-12. Our mission is to unite students,

faculty, staff, parents and community to enhance student learning. Our primary goal at our school is

to prepare students for the next step in their life whether it is a four year college/university,

community college or full-time employment. Teamwork is what makes for a successful school

experience. It is the teachers’ responsibility to provide effective instruction in the classroom. It is the

students’ responsibility to devote the time, energy, effort, and attitude necessary for learning to occur.

It is the parents’/guardians’ responsibility to support the endeavors of the students and teachers.

Richard Sauceda, Principal

VisionDiversity reigns at Hereford High School, and we RESPECT the individuality of every student. Our primary goal as caretakers of youth is to instill a sense

of academic and civic RESPONSIBILITY in each young mind that passes through these halls; inspiring a lifetime of future SUCCESS!

Committed to Children Dedicated to Excellence



Value StatementCOMMITTED TO CHILDREN

DEDICATED TO EXCELLENCE



Comprehensive Needs Assessment

Revised/Approved: April 30, 2018

Demographics

Demographics Summary

We are educators, counselors, guides, facilitators, mentors, problem solvers, communicators, and leaders. We are engaged with students, community,stakeholders, parents, other teachers, and collaborators.

HISD recognizes the need and benefits of CTE cources in an attempt to ensure all students are college and career ready.

Demographics Strengths

community support

effective CTE Programs well attend by all students

great parent involvement

highly qualified teachers

strong paraprofessional and support staff

Problem Statements Identifying Demographics Needs

Problem Statement 1: The community of Hereford does not have a long term educational vision. Root Cause: Lack of knowledge and disconnect betweengenerations.



Student Academic Achievement

Student Academic Achievement Summary

Subject 2017 2018 % Change

Algebra 1 81% 74% -7%

Biology 91% 89% -2%

English 1 45% 45% 0%

English 2 48% 49% +1%

U. S. History 84% 86% +2%

Student Academic Achievement Strengths

after school tutorials for EOC

credit recovery courses

CTE Program extremely effective

English and Algebra made gains

EOC courses

ESL classes

high graduation rate

increased attendance at summer EOC testing

increased attendance at summer school EOC tutorials



language acquisition classes

strong department meetings

Problem Statements Identifying Student Academic Achievement Needs

Problem Statement 1: The students at Hereford High School do not understand the importance and enjoyment of reading and writing across the curriculum.Root Cause: Changes in personnel, lack of stability and consistency, low literacy and fluency rates.



School Processes & Programs

School Processes & Programs Summary

1:1 technology program

Capturing Kids' Hearts

CTE Courses and services

DMAC

DynEd

Edgenuity

Instructional/Professional Development

IXL

online textbooks

Schoology and other online Learning Management Systems (LMS)

TEKS Resource System

School Processes & Programs Strengths

career counseling

CTE certifications

raduation rate

growth in student performance



Problem Statements Identifying School Processes & Programs Needs

Problem Statement 1: Students at Hereford High School lack the knowledge of post secondary opportunities and deadlines. Root Cause: Time for postsecondary planning/roadmap for success.



Perceptions

Perceptions Summary

At Hereford High School, work revolves around our focal point: relationships. We value relationships and the benefits that follow. Relationships areestablished with the staff, students, parents and the community. A positive relationship results in an environment that is safe, trusted and supported. Thehome visits will build relationships between HHS staff and the familes of our students. In building these relationships we hope to increase communicationand student academic achievement. Every person that steps through the doors of Hereford High School is treated with dignity and respect.

Perceptions Strengths

building relationships that build trust

meet students, parents, and community members at the the door and in the hallways on a daily basis

student respect

teacher respect

Problem Statements Identifying Perceptions Needs

Problem Statement 1: Staff at Hereford High School are entrenched in the rote process of establishing relationships and learning environments. Root Cause:repetitive vs. genuine processes



Comprehensive Needs Assessment Data DocumentationThe following data were used to verify the comprehensive needs assessment analysis:

Improvement Planning Data

District goalsCampus goalsCurrent and/or prior year(s) campus and/or district improvement plansCampus and/or district planning and decision making committee(s) meeting dataState and federal planning requirements

Accountability Data

Texas Academic Performance Report (TAPR) dataDomain 1 - Student AchievementDomain 2 - Student ProgressDomain 3 - Closing the GapsSystem Safeguards and Texas Accountability Intervention System (TAIS) dataCritical Success Factor(s) dataAccountability Distinction DesignationsFederal Report Card DataPBMAS data

Student Data: Assessments

State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information)STAAR End-of-Course current and longitudinal results, including all versionsTexas English Language Proficiency Assessment System (TELPAS) resultsPostsecondary college, career or military-ready graduates dataAdvanced Placement (AP) and/or International Baccalaureate (IB) assessment dataLocal benchmark or common assessments dataStudent failure and/or retention ratesObservation Survey results

Student Data: Student Groups

Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress for each groupSpecial Programs data, including number of students, academic achievement, discipline, attendance, and rates of progress for each student groupEconomically Disadvantaged / Non-economically disadvantaged performance, progress, and participation data,Male / Female performance, progress, and participation dataSpecial education population, including performance, discipline, progress, and participation data



Migrant population, including performance, progress, discipline, attendance, and mobilityAt-Risk population, including performance, progress, discipline, attendance, and mobilityEL or LEP data, including academic achievement, progress, support and accommodation needs, race, ethnicity, gender, etc.Career and Technical Education (CTE) data, including academic achievement, progress, program growth, race, ethnicity, gender, etc.Section 504 dataHomeless dataGifted and talented dataDyslexia Data

Student Data: Behavior and Other Indicators

Completion rates and/or graduation rates dataAnnual dropout rate dataAttendance dataMobility rate, including longitudinal dataDiscipline recordsViolence and/or violence prevention recordsTobacco, alcohol, and other drug-use dataStudent surveys and/or other feedbackStudent surveys and/or other feedbackClass size averages by grade and subjectSchool safety data

Employee Data

Professional learning communities (PLC) dataStaff surveys and/or other feedbackState certified and high quality staff dataTeacher/Student RatioCampus leadership dataCampus department and/or faculty meeting discussions and dataProfessional development needs assessment dataEvaluation(s) of professional development implementation and impactT-TESS

Parent/Community Data

Parent surveys and/or other feedbackParent Involvement RateCommunity surveys and/or other feedback

Support Systems and Other DataHereford High SchoolGenerated by Plan4Learning.com 11 of 32 Campus #059901001


Communications dataBudgets/entitlements and expenditures dataStudy of best practicesAction research results



Goals

Revised/Approved: April 30, 2018

Goal 1: Hereford High School instructional staff will provide instruction that encourages critical thinking, creativity andanalysis of instruction that promotes learning for all students.

Performance Objective 1: Implement Writing Across the Curriculum in 100% of our 9-12 ELA classrooms by December 2018. A district literacy plan willbe developed to guide implementation and best practice by August 2018.

Evaluation Data Source(s) 1: Professional development sign-in sheets and administrators walk-throughs.

Summative Evaluation 1:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Nov Jan Apr

Comprehensive Support StrategyPBMAS

Critical Success FactorsCSF 1 CSF 2 CSF 3 CSF 4 CSF 7

1) Create a HISD Literacy Plan that incorporatesBalanced Literacy by August 2018. Meet with 9-12staff to set the parameters for a successfulimplementation by October, 2018.

2.4, 2.5, 2.6 *CampusAdministrators*ELA teachers

**Contact reading logs, DMAC reports,minutes/sign-in sheets, PLC meetings**Teachers utilize DMAC data to guide instruction**Quick writes, writing conferences, book clubs,book studies in PLC, journalism club, Heather Dahlfrom Follett Group

Problem Statements: Student Academic Achievement 1



2) Implement quick writes across all grade levelsand all academic content areas. Independent readinglogs per student choice novels. Writing content andlanguage objectives which are referred to duringlessons.

2.4, 2.5, 2.6 *CampusAdministrators*ELA teachers

**CBA's, independent reading logs, observations,PLC sign-in sheets, walk-throughs






3) Provide professional development incorporatingstrategies from Student Learning ObjectivesTraining, Reading and Writing Across theCurriculum, "Classroom Instruction that Works"and the cooperative learning techniques to increasedepth of knowledge. Capturing Kids' Hearts isprovided to all staff.

2.4, 2.5, 2.6 *CampusAdministrators*Core teachers

**Capturing Kids' Hearts strategies will beintroduced to new teachers.**CBAs, lesson plans, observations, PLC sign-insheets, Skyward grades, walkthroughs**First-year teacher mentoring**Ileana Jennings - Book clubs and literature circles**Professional development at Region 16 forprofessional and paraprofessional staff (includingTitle IIA)


= Accomplished = Continue/Modify = No Progress = Discontinue

Performance Objective 1 Problem Statements:

Student Academic AchievementProblem Statement 1: The students at Hereford High School do not understand the importance and enjoyment of reading and writing across the curriculum. Root Cause 1: Changes inpersonnel, lack of stability and consistency, low literacy and fluency rates.



Goal 2: Hereford High School will provide supplemental services to support the academic needs of our students.

Performance Objective 1: By the end of 2018-2019 school year, the percentage of students reading and writing at grade level or above will increase from10% to 20%.

Evaluation Data Source(s) 1: Universal screeners indicating student growth in reading and writing





Critical Success FactorsCSF 1 CSF 2 CSF 3 CSF 4 CSF 6 CSF 7

1) Hire Supplemental Instructional support staff totarget all students struggling in reading as well asother content areas as needs are identified.(Librarian, MigrantInterventionist/Paraprofessionals, ESL staff; SCEstaff, SPED staff, Credit Recovery labinterventions))Hire District Supplemental Support staff to assistwith districtwide program services as well.Extended day/Saturday school/summer school willbe provided for instructional support in all corecourses.Hire an ESL Lab for Spanish

2.4, 2.5, 2.6 *AdministratorsContact logs/list ofstruggling studentsand areas served*CampusAdministrators*Chief AcademicOfficer*District Program*Monthly payroll

**Contact logs/list of struggling students and areasserved**Monthly payroll**Tutorials with Migrant Interventionists**Language Acquisition Interventions in computerlabs/ESL interventionist**Credit Recovery interventions in computerlabs/ESL interventionist

Problem Statements: Perceptions 1Funding Sources: 270 - Title VI Rural - 0.00, 211 - Title I - 123412.00, 244 - CTE Perkins Grant - 24306.00, CTE Local(PIC 22) -1125224.00



2) Purchase Instructional resources to supplementand enhance classroom learning environment and/orto provide interventions. Purchase supplies forprogram support as well.Purchase vocabulary.com to increase academicvocabulary for struggling readers and for studentsstruggling with college readiness.

2.4, 2.5, 2.6 *CampusAdministrators*Chief AcademicOfficer*DistrictAdministrators

**Budget reports-monies spent on instructionalresources**Use of IXL, STEMScopes, eSped and DynEd toenhance learning in the classroom**Increase academic vocabulary for strugglingreaders and for students struggling with collegereadiness.

Problem Statements: Perceptions 1Funding Sources: 211 - Title I - 5400.00




Critical Success FactorsCSF 1 CSF 2 CSF 4 CSF 7

3) Provide ongoing professional development forcampus and district personnel to support coreinstruction; addresses students' socioeconomicstatus, language, special needs, and individual needsas well as all legal requirements.

2.4, 2.5, 2.6 *CampusAdministration*DistrictAdministration*Director ofBilingual*Director ofMigrant*Director ofSpecial Ed

**Agendas**Certificate of Completion**PD report**Sign -in-sheets




4) Provide CTE teachers the opportunity to attendprofessional development to enhance theirknowledge and skills in working with special pops,literacy, etc, as well as training in the many facetsthat come with CTE programs.

2.4, 2.5, 2.6 *CampusAdministrators*CTE Director

**Certificate of Completion

Problem Statements: School Processes & Programs 1Funding Sources: 244 - CTE Perkins Grant - 5985.00, CTE Local(PIC 22) - 127467.00


Critical Success FactorsCSF 1 CSF 4 CSF 6

5) Provide opportunities for students to participatein career education to assist them in developingknowledge, skills, and competencies necessary for abroad range of career opportunities.

2.4, 2.5, 2.6 *CTE Counselor*CTE Director*CTE Teachers

**Degree Plans**Master Schedule**Student Schedules

Problem Statements: School Processes & Programs 1




School Processes & Programs



Problem Statement 1: Students at Hereford High School lack the knowledge of post secondary opportunities and deadlines. Root Cause 1: Time for post secondary planning/roadmap forsuccess.

PerceptionsProblem Statement 1: Staff at Hereford High School are entrenched in the rote process of establishing relationships and learning environments. Root Cause 1: repetitive vs. genuine processes



Goal 3: Hereford High School will ensure that all staff meet high quality standards and are provided opportunities forprofessional growth.

Performance Objective 1: 100% of Hereford High School staff will meet highly qualified status. 100% of paraprofessional will meet ESSA requirements.

Evaluation Data Source(s) 1: Job FairsPersonnel RecordsTalentEd Recruit and Hire





Critical Success FactorsCSF 1 CSF 3 CSF 6 CSF 7

1) Hereford High School will utilize TalentEdRecruit and Hire software in screening candidatesand initiating the interview process when recruitingand hiring qualified staff

2.4, 2.5, 2.6 *CampusAdministrators*Chief HumanResources Officer

**TalentEd Recruit and Hire software

Problem Statements: Demographics 1



2) Provide meaningful scientific, research-basedprofessional development for all teachers andparaprofessionals.

2.4, 2.5, 2.6 *CampusAdministrators*PLC Leaders

**Increased performance on **EOC tests**PLC sign-in sheets**Professional development certificates**T-TESS evidence




3) CTE students will be provided with guidance andcareer counseling in a more individualized setting inan attempt to ensure their future success.

2.4, 2.5, 2.6 *CTE Counselor*CTE Director

**Degree Plans**Post-secondary Connections**Successful Completion of CTE Programs

Problem Statements: School Processes & Programs 1





DemographicsProblem Statement 1: The community of Hereford does not have a long term educational vision. Root Cause 1: Lack of knowledge and disconnect between generations.


School Processes & ProgramsProblem Statement 1: Students at Hereford High School lack the knowledge of post secondary opportunities and deadlines. Root Cause 1: Time for post secondary planning/roadmap forsuccess.



Goal 4: Hereford High School strives for excellence in the area of communication and collaboration with parents andcommunity members to create partnerships that will enhance learning for all students

Performance Objective 1: By May 2019, 100% of Hereford High School staff will participate in activities designed to communicate and collaborate in anattempt to increase parent and family engagement.

Evaluation Data Source(s) 1: Academic signingsFreshman orientationOpen House sign-in sheetsParent/Teacher meetings





Critical Success FactorsCSF 5 CSF 6

1) Provide opportunities for parent and familyengagement allowing parents to communicate withadministrators, teachers and paraprofessionals.

3.1, 3.2 *Administrators*Counselors*Paraprofessionals*Teachers

**Calendar**CAP Bistro**Daily Announcements**E-mail**Fall and Spring Open House**Hereford ISD Website**HHS Instagram**HHS Webpage**Home Visits**Meet the Herd**Parent/Student/Teacher **Survey**Parent/Teacher Conferences**Principal's Newsletter**Registration**School Messenger**Skyward Access/Message Center**Yard Signs**YouTube

Problem Statements: Perceptions 1Funding Sources: 211 - Title I - 1720.00





2) Involve parents and students in the decisionmaking process through Building Leadership Team(BLT), the Parent Involvement and theSchool/Parent Compact, and the CNA committee.

3.1, 3.2 *BLT Members*CampusAdministrators*DistrictCurriculum Team*Teachers

**Annual Title 1 parent meeting**BLT sign-in sheets**Six Week parent contact logs**Title 1 Parent Involvement Policy/Parent Compact**Value and commitment of working with andcommunicating with parents (open house, homevisits, school messenger, principal communication,YouTube live, Instagram)

Problem Statements: Perceptions 1






Goal 5: Hereford ISD will develop and maintain an environment that is attractive and safe for all students of the Herefordcommunity

Performance Objective 1: 100% of our students will be provided with a safe, caring and nurturing environment throughout the 2018-2019 school year.

Evaluation Data Source(s) 1: Bullying trainingEvaluationsObservationsParent/Student/Teacher surveysSafety drillsSafeSchool modules






1) Identify and provide crisis management training.

*Campus Personnel*District Personnel*School ResourceOfficer

**ALICE training**Homeless/foster care intervention**SafeSchool training certificates**Sign-in sheets




2) Increase awareness through Olweus Bullying,Random Actor of Violence, and Digital Citizenshiptrainings.

*All Staff **Lesson Plans**Principal's Newsletter**Sign-in sheets




3) Implementation of Hereford High SchoolCrimeStoppers for access to students when reportingcriminal acts.

2.6 *Designatedadministrator

**Anonymous reports**Announcements**Poster in hallways




Goal 6: Hereford High School will provide technology to enhance curriculum, instruction and professional learning

Performance Objective 1: Create an "on-demand" technology person at each campus. This person will be the go-to person for program questions and basictroubleshooting by 2018-2019.

Evaluation Data Source(s) 1: Campus Technology AssistantGooCrew Creation






1) Provide technology opportunities through one-on-one laptops for teachers/students. SMARTBoards are available in all core teacher classrooms.

2.4, 2.5, 2.6 *Administrators*InstructionalTechnologyCoordinator*Paraprofessionals*Teachers

**GooCrew training**Laptop training sign-in sheets**Observations**Technology help desk**SmartBoard training**Walkthroughs




2) Provide training for software/programs,MacBooks, Chromebooks and SMART Boards toenhance student readiness and professional learning.

2.4, 2.5, 2.6 *Administrators*InstructionalTechnologyCoordinator*Teachers

**Student work order system**Training sign-in sheets




3) Purchase appropriate equipment, technology andsupplies for staff in order to perform duties requiredby the CTE to ensure student success.

2.4, 2.5, 2.6 *CTE Director **Purchased Items

Problem Statements: School Processes & Programs 1Funding Sources: 244 - CTE Perkins Grant - 19113.00, CTE Local(PIC 22) - 147377.00





DemographicsProblem Statement 1: The community of Hereford does not have a long term educational vision. Root Cause 1: Lack of knowledge and disconnect between generations.

School Processes & ProgramsProblem Statement 1: Students at Hereford High School lack the knowledge of post secondary opportunities and deadlines. Root Cause 1: Time for post secondary planning/roadmap forsuccess.



Comprehensive Support Strategies

Goal Objective Strategy Description

1 1 1 Create a HISD Literacy Plan that incorporates Balanced Literacy by August 2018. Meet with 9-12 staff to set the parameters fora successful implementation by October, 2018.

1 1 2 Implement quick writes across all grade levels and all academic content areas. Independent reading logs per student choicenovels. Writing content and language objectives which are referred to during lessons.

1 1 3Provide professional development incorporating strategies from Student Learning Objectives Training, Reading and WritingAcross the Curriculum, "Classroom Instruction that Works" and the cooperative learning techniques to increase depth ofknowledge. Capturing Kids' Hearts is provided to all staff.

2 1 1

Hire Supplemental Instructional support staff to target all students struggling in reading as well as other content areas as needsare identified. (Librarian, Migrant Interventionist/Paraprofessionals, ESL staff; SCE staff, SPED staff, Credit Recovery labinterventions)) Hire District Supplemental Support staff to assist with districtwide program services as well. Extendedday/Saturday school/summer school will be provided for instructional support in all core courses. Hire an ESL Lab for Spanish

2 1 2Purchase Instructional resources to supplement and enhance classroom learning environment and/or to provide interventions.Purchase supplies for program support as well. Purchase vocabulary.com to increase academic vocabulary for struggling readersand for students struggling with college readiness.

2 1 3 Provide ongoing professional development for campus and district personnel to support core instruction; addresses students'socioeconomic status, language, special needs, and individual needs as well as all legal requirements.

2 1 4 Provide CTE teachers the opportunity to attend professional development to enhance their knowledge and skills in working withspecial pops, literacy, etc, as well as training in the many facets that come with CTE programs.

2 1 5 Provide opportunities for students to participate in career education to assist them in developing knowledge, skills, andcompetencies necessary for a broad range of career opportunities.

3 1 1 Hereford High School will utilize TalentEd Recruit and Hire software in screening candidates and initiating the interviewprocess when recruiting and hiring qualified staff

3 1 2 Provide meaningful scientific, research-based professional development for all teachers and paraprofessionals.

3 1 3 CTE students will be provided with guidance and career counseling in a more individualized setting in an attempt to ensure theirfuture success.

4 1 1 Provide opportunities for parent and family engagement allowing parents to communicate with administrators, teachers andparaprofessionals.

4 1 2 Involve parents and students in the decision making process through Building Leadership Team (BLT), the Parent Involvementand the School/Parent Compact, and the CNA committee.



Goal Objective Strategy Description5 1 1 Identify and provide crisis management training.5 1 2 Increase awareness through Olweus Bullying, Random Actor of Violence, and Digital Citizenship trainings.5 1 3 Implementation of Hereford High School CrimeStoppers for access to students when reporting criminal acts.

6 1 1 Provide technology opportunities through one-on-one laptops for teachers/students. SMART Boards are available in all coreteacher classrooms.

6 1 2 Provide training for software/programs, MacBooks, Chromebooks and SMART Boards to enhance student readiness andprofessional learning.

6 1 3 Purchase appropriate equipment, technology and supplies for staff in order to perform duties required by the CTE to ensurestudent success.



Title I Schoolwide Elements

ELEMENT 1. SWP COMPREHENSIVE NEEDS ASSESSMENT (CNA)

1.1: Comprehensive Needs Assessment

Intent and Purpose: The intent and purpose of the Title I Federal Program is to support the campusinitiatives that enhance the quality of supplemental instructional and support programs for at-risklearners while maintaining the programmatic and fiscal integrity required by the state and federalgranting agencies. The campus works in developing a plan for providing personnel, supplies/resopurces,and/or professional development activities that will help the students achieve mastery of the statemandated curriculum in the core subjects as well as required standardized assessments.

ELEMENT 2. SWP CAMPUS IMPROVEMENT PLAN (CIP)

2.1: Campus Improvement Plan developed with appropriate stakeholders

Hereford High School develops a campus improvement plan that supports the needs of students in theschools as identified through the comprehensive needs assessment. The inntent of the plan is to usemethods and instructional strategies that strenghten the academic program in the school, increase theamount and quality of learning time as well as provide an enriched and accelerated curriuclum, whichmay include programs, activites and courses necessary to provide a well-rounded education. TheCampus Leadership Team and the Campus Need Improvement Committe are decision-makingcommittees that creates opportunties among campus leaders to ensure that all students are academicallysuccessful. This is accomplished through a process of on-going communication and dialogue in whichprincipals, teachers, staff, parents and community members work to develop strategies aligned withdistrict goals, action plans and evaluative strategies to ensure improvement of student achievement. Theprocess enables the unique neeeds of each camups to be addressed, while maximizing the educationalHereford High SchoolGenerated by Plan4Learning.com 28 of 32 Campus #059901001


and economic benefits of a coordinated and focused program provided by the district.

2.2: Regular monitoring and revision

Hereford High School Campus Improvement Plan is developed for a one-year implementation withannual evaluations and revisions. BLT/CNA meetings are held throughout the year. The plan isreviewed/revised if the need arises in an attempt to provide activities that ensure effective timelyassistance. All students are provided opportunties to meet the challenging state academic standards.2.3: Available to parents and community in an understandable format and language

The Campus Improvement Plan is made available to parents and the community. The information in theplan is in an user-friendly format and, to the extent practicable, provided in a language that parents canunderstand. (website, campuses etc,)2.4: Opportunities for all children to meet State standards

The Campus Improvement Plan addresses the needs of all students in the school, but particularly theneeds of those at-risk of not meeting the challenging state academic standards. Teachers will be providedwith reading and writing across the curriculum training to assist students in improving their skills.2.5: Increased learning time and well-rounded education

The schoolwide reform strategies are based on proven research methods. Hereford High School providesmethods and instructional strategies that strenghten the academic program in the school. The amount andquality of learning time is increased to assist students in meeting the challenging state academicstandards; as well as provide an enriched and accelerated curriuclum, which may include programs,activites, and courses necessary to provide a well-rounded education.Hereford High SchoolGenerated by Plan4Learning.com 29 of 32 Campus #059901001


2.6: Address needs of all students, particularly at-risk

Hereford High School provides effective instructional strategies and opportunities for students to beacademically successful, particularly the low achieving students and those most at-risk of not meetingstate achievement standards. Additonal support is available with tutorials, computer-aided instruction,extended learning opportunties, and instructional supplemental support staff.

ELEMENT 3. PARENT AND FAMILY ENGAGEMENT (PFE)

3.1: Develop and distribute Parent and Family Engagement Policy

The Hereford High School administrators will annually collaborate with random parents and staff toapprove the Parent Involvement Policy. Parents are provided with a copy of the campus policy andcompact through the HHS website. Upon completion of the campus policy, the campus activities areincorporated within the campus plan to ensure appropriate participation of all parents. A ParentInvolvement Compact is developed outlining the campus, parent, and student responsibilites andcommitment to their educational setting. Hereford High School staff asks parents, through the studenthandbook and on a one-to-one basis, to provide the most updated home information.3.2: Offer flexible number of parent involvement meetings

Hereford High School recognizes the value and utility to contributions of, communications with, andworking with parents as equal partners to make every attempt to offer flexible number of meetings, suchas meeting in the morning or evening, to ensure parents opportunities to participate.



Campus Funding Summary

211 - Title IGoal Objective Strategy Resources Needed Account Code Amount2 1 1 Supplemental Instructional Staff/FTE's 2.0 $123,412.002 1 2 Supplemental Instructional Support Resources/Software $5,400.004 1 1 Supplemental Communication Support/PI $1,720.00

Sub-Total $130,532.00244 - CTE Perkins Grant

Goal Objective Strategy Resources Needed Account Code Amount2 1 1 Supplemental Instructional Support Staff/FTE .33 $24,306.002 1 4 Professional Development/Staff Travel $5,985.006 1 3 Supplemental Instructional Resources/Software $19,113.00

Sub-Total $49,404.00270 - Title VI Rural

Goal Objective Strategy Resources Needed Account Code Amount2 1 1 ESL Lab 1A $0.00

Sub-Total $0.00CTE Local(PIC 22)

Goal Objective Strategy Resources Needed Account Code Amount2 1 1 Supplemental Instructional Support Staff/FTE's 22.55 $1,125,224.002 1 4 Professional Development/Staff/Student Travel $127,467.006 1 3 Supplemental Instructional Resources/Software $147,377.00

Sub-Total $1,400,068.00Grand Total $1,580,004.00



Addendums



HEREFORD HIGH SCHOOL BUILDING LEADERSHIP TEAM (BLT)

AGENDA

DECEMBER 13, 2017 @ LIBRARY @ 4:15 p.m.

! Welcome ………………………………………………………………………….........Mr. Sauceda

! GOOD THINGS…………………………………………………………………………..Mr. Sauceda

! REVIEW CAMPUS IMPROVEMENT PLAN…………………………..ADMINISTRATORS

! Goal 1-‐-‐-‐Mrs. Ramirez (curriculum)

! Goal 2-‐-‐-‐Ms. Perez (supplemental services)

! Goal 3-‐-‐-‐Miss Valdez (retention of employees)

! Goal 4-‐-‐-‐Mr. Rodriguez (partnerships)

! Goal 5-‐-‐-‐Mr. Sauceda (safe environment)

! Goal 6-‐-‐-‐BLT members (technology)

Site-‐based decision making is a process for decentralizing decisions to improve the educational

outcomes at every school campus through a collaborative effort by which principals, teachers,

paraprofessionals, district staff, parents, students and community representatives assess

educational outcomes of all students, determine goals and strategies, and ensure that

strategies are implemented and adjusted to improve student achievement.

§11.251 TEXAS EDUCATION LAW AND SITE-‐BASED

HHS uses the CIP for multiple purposes:

• The CIP serves to document and explain the campus’ comprehensive system for

continuous improvement, which involves a number of planning, decision-‐making,

reporting, monitoring, and evaluation processes. The CIP also serves to demonstrate

how the campus satisfies statutory and policy requirements to evaluate its effectiveness

related to planning and decision-‐making.

• The CIP provides a road map (plan of action) for each school year; and

• The CIP provides a document for staff, parents, and community to understand the link

between federal, state, and local funding sources and related activities.

BLT Meeting Minutes

3/22/17 4:15 P.M.

Members Present: Richard Sauceda, Rebecca Avila, Pete Rodriguez, Violeta Valdez,

Heidi Higley, Johnny Journey, Marcey House, Dorothy Szydloski, Jennifer Berg,

Rebecca Artho, Ernest Cabezuela, Sophia Ogunbodede, Clint Larsson, Perla Perez,

Rachael Collins, Gayle Carter, Bonnie Campbell, Bill Caraway, Rachel Ramirez

Good Things:

• A professor from Yale will be here Friday to speak to Mrs. Ogunbodede’s

Culinary Arts students about their available programs. They will also have a

caterer from Humanities speak to them about grant opportunities. Mrs.

Ogunbodede will try to get more information about the grant programs.

• Mr. Cabezuela recently became a Great Grandfather.

• A student of Ms. Collins, Trace Dodd, had a story published in a magazine.

• Twenty-one ROTC cadets participated in the Bataan Memorial Death March at

White Sands Missile Range in New Mexico over Spring Break. Fourteen

completed the completed the course in the hot 88 degree sun. Major Journey

enjoyed watching the faces of his students as they crossed the finish line. They

will start conditioning in April to prepare for next year’s march.

• The Spanish department has met with three textbook representatives presenting

their books for the possibility of new Spanish books for next year.

Mrs. Flood proposed changing semester test time to include 6th

period testing after lunch.

This will allow 50 minutes per class for tests. BLT members will discuss this with their

departments and give feedback.

Ms. Perez gave an overview of the TEA A-F Ratings and how to figure the scores of the

domains. (See PowerPoint and Domain 1-IV Targets for 2015-16 A-F Ratings hand out.)

Mrs. Higley (parent representative) asked what this means for HHS. The rating system is

new and we do not know the true consequences at this time. HB 2804

If HB 1333 passes more local control will be given to districts to decide what should be

on standardized tests. HB 1333 – relating to public school accountability including

assessment of students and appraisal of teachers.

ELA: Mrs. Ramirez talked about upcoming changes for ELA. Students can no longer

take English IV if they have not passed English I, II and III.

Math: Mr. Rodriguez talked about upcoming changes to Math. Students can no longer

take any other math if they have not passed Algebra I.

Technology: Miss Valdez talked about upcoming changes to technology. The technology

department is looking into purchasing Chrome Books instead of Mac Books for next

year’s incoming freshmen. They will be less expensive to purchase and cost less to

insure. This will make it more affordable for students and parents to pay the annual usage

fee. Miss Valdez will collect laptops April 24th

9-10 and April 25th

11-12. If for any

reason you need your student’s to keep theirs let her know and she will make the

arrangement.

A proposal was made to allow students with a 60-69 average for the semester use the last

few days of that semester to bring their grade up to passing. This would prevent them

from having to take summer school or multiple classes of the same subject. Teachers can

choose to make make-up packets harder than the actual assignment would have been.

Staff was concerned that this would give students the idea that they can blow off all year

then make up to passing grade at the last minute. BLT members will discuss the topic

with their departments and report to Mr. Sauceda with feedback.

Mr. Sauceda opened the floor for Summer Staff Development suggestions.

• Smart board training

• Digital Spanish book training with representative

• Classroom Instruction That Works

• Cooperative learning

• Verbal Judo

A motion was made to change the passing period from five minutes to six minutes. The

vote was unanimous with 100% voting no.

Miss Berg asked the team to encourage and stress to their colleagues to consider the

effect last minute tests and grade entries has on extracurricular activities and UIL events.

There are times they check grades toward the end of the week and student is passing then

by Friday they are not. This can have a huge effect on a group performance. Also,

encourage students to get work turned in and pass their classes.

It is a loss financially when dues are paid in advance for a competition and the student

can’t participate. The funds are not reimbursed. You can have the student repay the fee

as a fine but it must be stated in the by laws. BLT can also decide to change grade entry

deadlines. Members were asked to discuss the concern with their department and report

to Mr. Sauceda with feedback before the second week in May so that the necessary

changes can be made in the handbook. Mr. Sauceda praised the staff saying for the most

part HHS staff does a good job entering grades on time.

The meeting was adjourned at 5:20 P.M.

HEREFORD HIGH SCHOOL Comprehensive Needs Assessment Meeting #6

AGENDA

March 5, 2018 @ Mrs. James classroom @ 2:15 p.m. room #111

! Welcome ………………………………………………………………………….........Mr. Sauceda

! GOOD THINGS…………………………………………………………………………..Mr. Sauceda

! Student Academic Achievement Problem Statements (ELA) 10-‐5-‐5

! REVIEW CAMPUS IMPROVEMENT PLAN…………………………..CNA Team

! Goal 1-‐-‐-‐ (curriculum)

! Goal 2-‐-‐-‐ (supplemental services)

! Goal 3-‐-‐-‐ (retention of employees)

! Goal 4-‐-‐-‐ (partnerships)

! Goal 5-‐-‐-‐ (safe environment)

! Launch………………………………………………………………………………………Mr. Sauceda

HHS uses the CIP for multiple purposes:

• The CIP serves to document and explain the campus’ comprehensive

system for continuous improvement, which involves a number of planning,

decision-‐making, reporting, monitoring, and evaluation processes. The CIP

also serves to demonstrate how the campus satisfies statutory and policy

requirements to evaluate its effectiveness related to planning and decision-‐

making.

• The CIP provides a road map (plan of action) for each school year; and

• The CIP provides a document for staff, parents, and community to

understand the link between federal, state, and local funding sources and

related activities.

Meeting adjourned:

Generated by Plan4Learning Revised 5-‐2017

APPENDIX

STATE MANDATES IMPLEMENTATION REFERENCE

Texas law and Board Policies mandate the following be addressed with strategies for improving student performance. To increase the campus/district’s

ability to focus on a limited number of targeted initiatives in this improvement plan, the campus/district will plan, implement, monitor and evaluate the

following mandates through other procedures and practices. When requested, the Person Responsible will report progress to the campus/district site-‐

based committee.

MANDATE

REFERENCES PERSON RESPONSIBLE LOCATION OF IMPLEMENTATION AND

EVALUATION DOCUMENTATION

1. Bullying

• Prevention, identification, response to and reporting of

bullying or bully-‐like behavior

Board Policy FFI(Local)

TEC 11.252(a)(3)(E)

Campus Counselors

Campus Administrators

Campuses

Olweus Bullying Program

Bullying policies & procedures posted & accessible to

students , parents and communities

2. Coordinated Health Program

• Student fitness assessment data

• Student academic performance data

• Student attendance rates

• Percentage of students who are Economically

Disadvantaged

• Use and success of methods of physical activity

• Other indicators

TEC 11.253(d)

Board Policy FFA(Local)

Campus Counselors


Athletic Director

Skyward:

• Grades

• STAAR

• Demographics

Evidence that demonstrates success is performance

on state fitness tests

TAPR report

3. DAEP Requirements

• Student groups served – monitoring over-‐representation

• Attendance rates

• Pre-‐ and post-‐ assessment results

• Dropout rates

TEC 37.008

TAC 19 103.1201(b)

Board Policy

FOCA(Legal)

DAEP Hearing Officer


Reduce recidivism rates

Skyward

DAEP Hearing documentation


MANDATE



• Graduation rates

• Recidivism rates

TAPR report

4. District’s Decision-‐Making and Planning Policies

• Evaluation – every two years -‐ HISD will evaluate annually

TEC 11.252(d) Superintendent

Campus BLT

District -‐ DLT

Sign-‐in-‐sheets;

Agendas;

Minutes

5. Dropout Prevention TEC 11.252 Campus Counselors


Students identified & served as At-‐Risk

6. Dyslexia Treatment Programs

• Treatment and accelerated reading program

TEC 11.252(a)(3)(B) Chief Academic Officer

Reading Interventionists

Dyslexia Plan

Services provided

7. Title I, Part C: Migrant

• An identification and recruitment plan

• A priority services action plan

P.L. 107-‐110, Section

1415(b)

Executive Director of

Federal Programs

PEIMS Coordinator

COEs

PFS reports used to give these students priority of

MEP services

8. Pregnancy Related Services

• District-‐wide procedures for campuses, as applicable

TEC 29.081

TAC 129.1025

Student Attendance

Accounting Handbook

CTE Director

Campus Nurse

Services explained and Provided

PEIMS

In-‐House Audit

9. Post-‐Secondary Preparedness/Higher Ed Information/Career

Education

• Strategies for providing to middle school, junior high and

high school students, teachers, counselors and parents

information about:

TEC 11.252(4)

TEC 11.252(3)(G)

Campus Counselors

CTE Director

CTE Counselor

Classroom guidance

Parent Education Meetings


MANDATE



o Higher education admissions and financial aid,

including sources of information

o TEXAS grant program

o Teach for Texas grant programs

o The need to make informed curriculum choices for

beyond high school

o Sources of information on higher education

admissions and financial aid

• Career education to assist students in developing the

knowledge, skills, and competencies necessary for a broad

range of career opportunities

CTE Courses grades 8-‐12

10. Recruiting Certified Teachers and Highly-‐Qualified

Paraprofessionals

• Assisting teachers and paraprofessionals to meet

certification requirements and/or highly qualified

requirements

• Strategies and activities to ensuring the campus and district

is making progress toward having all classes taught by state

certified, highly effective teachers

• Ensuring that teachers are receiving high-‐quality

professional development

• Attracting and retaining certified, highly effective teachers

ESSA Chief Officer of

Personnel


Certification

PAKS assessment Region16 training certificates

Equity Plan

11. Sexual Abuse and Maltreatment of Children

TEC 38.0041(c)

TEC 11.252(9)

Board Policy

FFG(Exhibit)

Campus Counselors


Safe Schools Training for all Staff

Completion of Certificate

Increase awareness/recognition how to report &

obtain help

12. Student Welfare: Crisis Intervention Programs & Training

• District Program(s) selected from a list provided by TDSHS in

coordination with TEA and the ESCs on these topics:

o Early mental health intervention

Health and Safety Code,

Ch. 161, Subchapter O-‐

1, Sec. 161.325(f)(2)

Campus Counselors


Classroom guidance i.e. Red Ribbon week

Safe Schools Training for all staff


MANDATE



o Mental health promotion and positive youth

development

o Substance abuse prevention

o Substance abuse intervention

o Suicide prevention and suicide prevention parent/

guardian notification procedures

• Training for teachers, school counselors, principals and all

other appropriate personnel.

TEC 11.252(3)(B)(i)

Board Policy FFB(Legal)

Board Policy

DMA(Legal)

13. Student Welfare: Discipline/Conflict/Violence Management (DIP)

• Methods for addressing

o Suicide prevention including parent/guardian

notification procedure

o Conflict resolution programs

o Violence prevention and intervention programs

o Unwanted physical or verbal aggression

o Sexual harassment

o Harassment and dating violence

TEC 11.252(a)(3)(E)

TEC 11.252(3)(B)

TEC 11.252(3)(B)

Board Policy FFH(Legal),

FFH(Local)

TEC 11.253(d)(8)

TEC 37.001

Family Code 71.0021

TEC 37.0831

Campus Counselors


Classroom guidance i.e. guest speakers;

District Suicide Plan

Safe School Training for all staff

14. Texas Behavior Support Initiative (TBSI)

• Instruction of students with disabilities – designed for

educators who work primarily outside the area of special

education

TEC 37.0021

TAC 89.1053

SPED Director

SPED Department

Handle with Care Training

Positive Behavioral Interventions & Supports

15. Technology Integration in Instructional and Administrative

Programs

TEC 11.252(a)(3)(D)

TEC 28.001

Chief Operations

Officer/Tech

e-‐Rate

Technology Plan

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