sip_addendum 12-13 august 9

7/31/2019 SIP_Addendum 12-13 August 9

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AddendumOrtiz Middle School

Middle School LevelNoelia Longoria, Principal

2012-2013

Continuous School Improvement Planning

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

o Utilize a school wide planning team to complete the needs assessment (NCLB).Organizational structureThe Shared Decision-Making Committee (SDMC) serves in an advisory role to the principal on major policies andissues for the campus. The SDMC is involved in decisions in the areas of planning, budgeting, curriculum, staffingpatterns, staff development, and school organization.

Standing committees formed to address issues encountered in the implementation of High School Initiatives. Each

standing committee selects its own chairperson. The standing committees are as follow:Shared-Decision Making

Decision-making Process

The SDMC follows a parliamentary procedure for running meetings. Agenda items must be decided on by a voteconsisting of a quorum of at least nine people. Information is presented in an open forum, and policy is passedbased on majority vote.

Method of Communication

Items submitted by all stakeholders for consideration are brought to the SDMC secretary to be placed on the nextmeetings agenda.

Items needing consideration for an upcoming SDMC agenda may be submitted by any stakeholder to any member of the SDMC. Those concerns will then be brought to the secretary to be placed on the next available SDMCmeeting agenda. Minutes from the monthly SDMC meetings will be distributed to all faculty via e-mail, and will alsobe placed on the school website for outside viewing. Minutes are also posted in the Attendance and Main Offices.

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

After review of the 2012 HISD Raw Score and State Percentile, and our 2011-2012 smart goals using Stanford 10scores, the following are areas to be addressed:

We need to increase our raw score for 6 th grade in the following subjects: Reading and Math. 6 th grade Reading hada raw score of 29 against the HISD district average 31. 6 th grade Math had a raw score of 27 against the HISDdistrict average of 30. In addition, we need to increase our raw score for 7 th grade in the following subjects: Readingand Writing. 7 th grade Reading had a raw score of 30 against the HISD district average of 32. 7 th grade Writing hada raw score of 41 against the HISD district average of 43. 7 th grade Math was two points above the district average

Ortiz 27 against HISD 25. Furthermore, we need to increase our raw score for 8 th grade in the following subjects:English, Math, and Social Studies. 8 th grade Reading had a raw score of 32 against the HISD district average of 34.8 th grade Math had a raw score of 26 against the HISD district average of 29. 8 th grade Social Studies had a rawscore of 24 against the HISD district average of 27. Ortiz 8 th grade science maintained the same raw score as thedistrict at 33.

Our Smart goals based on Stanford 10 scores, of students at the 50 th percentile or above, for 6 th, 7 th, 8 th Reading; 6 thand 8 th Math; and 7 th Science were not met. In 6 th grade, Readings goal of 43% was not met with 23% along with 6 thSIP Addendum 2012-2013 Page 1 of 11


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grade Maths goal of 60% was not met with 45%. 6 th grade Science exceeded their goal of 56% with 70% a 14point increase. In 7 th grade, Readings goal of 32% was not met with 30%, a two point deficient, while Sciencesgoal 80% was not met with 71%, a 9 point deficient, but 7 th grade math exceeded the goal of 25% with 27% -- a 2point gain. In 8 th grade, 8 th grade Readings goal of 47% was not met with 29% and 8 th grade Maths goal of 29%was not met with 26% while science exceeded their goal of 76% with 86% goal.

Our Teaching Practices for each grade level consists of 3 ELAR teachers, 3 Math teachers, 2 Science, and 2 SocialStudies teachers. Grade level subjects meet daily. During the meeting time(s), Teachers met as ProfessionalLearning Communities (PLC) to plan for instruction, to develop common assessments, and to complete dataanalysis. Our Leadership Practices consist of a Dean of Instruction, Department Chairpersons, and InstructionalCoordinator that works collaboratively to conduct: informal observations, review data from the Curriculum Based

Assessments, discuss concerns/needs, monitor areas for improvement, and develop solutions for improvinginstructional practices and support. Full time mentors provide support for new teachers in each content area for additional support and guidance in improving instruction.

Ortiz Middle School STAARRAW Scores

6 7 8

Ortiz HISD Ortiz HISD Ortiz HISDELA 29 31 30 32 32 34MATH 27 30 27 25 26 29SCIENCE 33 33

SOCIAL STUDIES24 27

WRITING 41 43

Smart Goals2012 to Actual

usingSTANFORD 10Percentage of students at 50percentile or

above

6 7 8

Actual Goal Actual Goal Actual GoalReading 23% 43% 41% 52% 29% 47%Math 45% 60% 57% 70% 53% 74%Science 70% 56% 71% 80% 86% 76%

TAKS SCORES OVER 7 YEARS WITH STAAR SCORES CONVERTED TO TAKS SCORES (AYP BRIDGESTUDY)

SIP Addendum 2012-2013 Page 2 of 11


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Math

200

62007

200

8

200

92010

201

1

201

2

All 57% 61% 72% 75% 72% 82% 74%

AfrAm 46% 53% 67% 69% 65% 75% 69%

Hispanic

58% 61% 72% 75% 72% 83%74%

Asian 85% 83% 93% 90% 92% N/A

White 67% 100% 100% 77% 61%

LEP 43% 49% 58% 69% 69% 75% 73%

ED 56% 61% 73% 75% 72% 82% 74%

SpEd 19% 24% 42% 63% 53% 58% 58%

*Percentages from the AYP BRIDGE STUDYo Set the campus performance objectives based on the academic excellence indicator system, includingobjectives for special needs populations, including students in special education programs under EducationCode Chapter 29, subchapter A. Clarify the vision for reform (NCLB).

o We need to improve our ELA and Math assessment scores in our State Assessment to comply withFederal Mandates in NCLB.o Mission, Visions, Values, and Demographics: The mission of Ortiz MS is to motivate and inspirestudents to excel in learning and in life while preparing students academically, socially, and emotionally for workingcooperatively in a competitive, technological, and global society. Our values are to prepare students to be responsible,productive citizens by providing real-life learning opportunities that address the diverse needs of our community.The studentpopulation is 73.23% Hispanic, 18.72% African American, 1.74% White, and 5.56% Asian/Pacific Islander.

Smart GoalsGoal 1: Students will increase their Stanford 10 Reading Test Scores, at or above the

national 50th percentile as follows:6th grade from 23% on 2012 to 30% on the May Stanford 2013 to 37% on the 2014May Stanford to 44% on the 2015 Stanford.7th grade from 41% on 2012 to 48% on the May Stanford 2013 to 56% on the 2014May Stanford to 63% on the 2014 Stanford.8th grade from 29% on 2012 to 35% on the May Stanford 2013 to 42% on the 2014May Stanford to 48% on the 2015 Stanford.

Goal 2: Students will increase their Stanford 10 Mathematics Test Scores, at or above thenational 50th percentile as follows:6th grade from 45% on 2012 to 53% on the May Stanford 2013 to 59% on the 2014May Stanford to 60% on the 2015 Stanford.7th grade from 57% on 2012 to 63% on the May Stanford 2013 to 69% on the 2014May Stanford to 75% on the 2014 Stanford.8th grade from 53% on 2012 to 59% on the May Stanford 2013 to 65% on the 2014May Stanford to 70% on the 2015 Stanford.

Goal 3: Students will increase their Stanford 10 Science Test Scores, at or above thenational 50th percentile as follows:6th grade from 48% on 2012 to 56% on the May Stanford 2013 to 63% on the 2014May Stanford to 70% on the 2015 Stanford.7th grade from 76% on 2012 to 80% on the May Stanford 2013 to 84% on the 2014May Stanford to 88% on the 2014 Stanford.8th grade from 72% on 2012 to 76% on the May Stanford 2013 to 80% on the 2014May Stanford to 82% on the 2015 Stanford.


Reading/ELA

2006 2007 2008 2009 2010 2011 2012

All 76% 79% 84% 85% 74% 85% 82%

AfrAm 76% 82% 87% 89% 79% 89% 84%

Hispanic

76% 77% 82% 83% 72% 84%82%

Asian 76% 92% 89% 88% N/A

White 78% 100% 100% 85% 89%

LEP 33% 44% 61% 66% 69% 69% 78%

ED 75% 78% 83% 84% 73% 85% 82%

SpEd 46% 42% 57% 88% 55% 65% 55%


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o Identify how the campus goals will be met for each student.o During the impending school year our school wide improvement effort, will focus on a higher level of implementation and integration of the on-going programs such as: pacing calendars, common assessments, andadditional support classes for all students not meeting state standards in English, Math, and Science. In Math andELA classes, we use the following strategies: data analysis, tiered students according to their common assessmentdata, 5-step Lesson plan format, and target at-risk groups with a variety of interventions and after school tutorials.These initiatives, along with those now in place, will be part of our school wide reform strategy, and select initiativeswill provide a safety-net for our at-risk students by providing effective and timely assistance for students notmeetings state standards.

o Determine the resources needed to implement the plan.o Our resources will be a combination of the following: data analysis, Springboard, commonassessments, teaching staff in ELA and Math; professional development in areas of differentiating instruction, dataanalysis, scope and sequences, and assessments. Funds to provide these resources will come from Title I and G/T.o Funds to provide these resources will come from Title I and G/T.

o Identify staff needed to implement the plan.o Dean of Instruction, Department Chairs, Teacher Coordinator, Instructional Support from the

Administrative Team, Teachers, and Parental Support.o Set time lines for reaching the goals.

o These activities will be performed throughout the school year and during summer sessions.o These activities will be ongoing.

o Measure progress toward the performance objectives systematically to ensure that the plan is resultingin academic improvement.

o Common Assessments are consistently re-evaluated every two weeks to re-assess student achievement.o District Benchmarks to determine further student performance.o Cycle grades and standardized tests will also be used to determine and evaluate success.

o Provide for a system to document and analyze parental and community involvement at the campus.o We provide communication through letters, emails, and telephone. In addition, we provide ESL classesfor parents, and theme-based grade level nights.

o Include goals and methods for violence prevention and intervention on campus.o Daily Call-out for Absent Students; Tardy Policy enforced daily and every class (regardless of holiday or early dismissal day) with immediate consequences which promotes students accountability; weekly attendancemeetings; counseling support staff; Drug Awareness Week; Anti-gang truancy program (8th grade).

o Create a school profile that includes (NCLB):o Student Needs (Executive Summary Comprehensive Needs Assessment & Inquiry Processand Analysis)o Curriculum and Instruction (Executive Summary Quality Design and Planning)o Professional Development (Addendum)o Family and Community Involvement (Addendum)o School Context and Organization (Executive Summary Information)

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

o Have not met Adequate Yearly Progress see AYP Section after Professional Development Section. o

Principal Signature Date

Comprehensive Needs AssessmentThe data used for our needs assessment is derived directly from the results of our TAKS as well as the TEASIP Addendum 2012-2013 Page 4 of 11


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Accountability tables, EVAAS, JFTK, AEIS, data from PEIMS, HISD Chancery, and from teacher, student and parentsurveys. Our planning process framework is derived from the work of Dr. Victoria Bernhardt and Dr. DouglassReeves and can be found in the HISD Continuous School Improvement Planning Guide. All of the work is groundedin the concepts of professional learning communities.

Student Learning AnalysisStrengths in student achievement: collect, review, and analyze TAKS, EVAAS, JFTK, campus-based

assessments results by school, by student groups, by classroom, by program down to specific skill levels.

Demographic Data AnalysisStrengths: collect, review, and analyze student enrollment, attendance, drop-out rate, ethnicity, and gender

trends over several years.

School Programs and Processes AnalysisTeacher Practices: describe and analyze research-based best practices and how those practices have been

supported by aligned professional development. Analyze the system for monitoring of best practices.Acts of Leadership: describe the leadership actions for monitoring performance, setting direction, providing

feedback, and communication of values. Describe and define how school programs are aligned to supportcurriculum, instruction, assessment, intervention and differentiation for improved student learning.

Engaged Stakeholders: Describe and analyze effectiveness of communication provided to parents aboutstandards, best practices and grading. Analyze practices for actively engaging parents, community, businesspartners and patrons. Describe how the campus website provides student achievement data and campusdemographic analysis.

Perceptions Analysis

Engaged Stakeholders: Collect and analyze perceptions of the learning environment, values and beliefs fromstudents, parents, and staff. Describe how analysis supports improved student learning.

Inquiry ProcessThe inquiry process looks at the data from the comprehensive needs assessment to determine what SMART goalsneed to be set and what groups of students need additional attention and support for successful learning.

Possible cause-effect: Increasing student achievement by closing achievement gap:Instructional Improvement in all grade levels, implementing PLCs, Teachers will review current disaggregatedassessment data illustrating student performance and indicating areas of need for additional instruction. Teacherswill provide additional instructional support to meet the needs of At-Risk students through support classes andtutorials. Divide students into flexible grouping for review after common assessments.

Strategies driven by specific needs: Teachers will review disaggregated data illustrating student performanceand indicating areas of need for additional instruction. Teachers will provide additional instructional support to meetthe needs of At-Risk students through support classes. School will provide a Dean of Instruction and an ESLTeacher Coordinator to help teachers assist students preparing for State Assessment testing by assisting inplanning, pacing, professional development and resources.

Analysis of adult actions: We are implementing school wide initiative using Thinking Maps that will increasestudent achievement in all core subjects. Thinking Maps also supports literacy commitments and rigorous thinkingskills.

Adult Actions are part of the Continuing Action Plan that is including PLCs. PLC meeting during instructionalplanning time. PLCs have specific tests that are directing instruction. Examples include: pacing calendars, lessonplan, common assessments, lesson plans, interventions for re-teaching and retesting.

Achievement results (effects) linked to causes: We expect increased student academic achievement throughPLC and the implementation CIP plan and building of leadership capacity including parent and communityinvolvement.



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10 Components of a Title I Program1. Comprehensive needs assessment All data were reviewed for all students and student groups. The resultsand conclusions of this review are reflected in the three SMART goals and the Executive Summary for the nextschool year. The components of the campus needs assessment include the: establishment of a school wideplanning team, clarification of the campus vision with a focus on reform, creation of the school profile, identificationof data sources and analysis of the data.

2. School-wide reform strategies The continued use of the campus online to identify and monitor studentgrowth, the use of Thinking Maps, Springboard, and Milestones and the staff development which accompanies it,and the use of Model Lessons and the meetings by content and grade level to monitor and develop instructionalplans are part of our school-wide reform strategies.

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

4. High-quality and on-going professional development Department Chair Teachers will receive trainingduring the summer and during the school year, and provide on-site training and monitoring to assist in professionaldevelopment. The Shared Decision-Making Committee identifies areas in which staff development is needed. Staff members participate in staff development offered at the feeder pattern, HISD and regional offices. Staff developmentmay also be done on site by in-house instructional leaders and also by administrative district instructional support

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

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

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

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

9. Effective, timely additional assistance The use of formative and summative assessments and PASS allowfor individual student progress to be monitored at the teacher level, building and administrative district levels so thatinterventions and assistance will be timely.

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

Organizational StructureOur 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 isaligned to state legislation and HISD board policy. The intention of the SDMC is to pull together our community in aconstructive, organized, and unified body to enhance the education of all students.



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The SDMC is the shared decision-making body. SDMC representatives are elected by the faulty and parents areelected by the PTO membership. It meets monthly and as needed to discuss issues brought forth by theadministration, staff, parents, or community. The Council is supported by standing committees that addressbudgeting, staffing, curriculum, planning, school organization, staffing patterns, and staff development. Standingcommittees 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 termof his/her office, monitor the implementation of the School Improvement Plan, address issues presented by theprincipal, present issues for discussion and recommend resolutions to the SDMC, create ad hoc committees byconsensus 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 allprofessional 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 makesdecisions based on those recommendations.

Shared Decision-making ProcessConsensus 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/applicableresponses to issues.

Members of the committees discuss and make recommendations to the SDMC. The SDMC reviewsrecommendations and reaches consensus. Sufficient consensus is defined as a willingness to settle an issue infavor of the majority. All points of view will be considered and general agreement must be reached before decisionswill be implemented. If general agreement is not reached, further study of the issue will occur and alternatives will bepresented until agreement is reached. After all alternatives have been explored, a deadlock can be broken by amajority vote. As issues come up for discussion, the chairperson is responsible for ensuring that all present have alegitimate opportunity to state their case. The principal retains the authority to exercise a veto over decisions madeby the SDMC.

Method of CommunicationMembers 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 standingcommittees for action. Communications from all committees is transmitted to faculty, staff, and parents.

Membership Composition of the Shared Decision-Making CommitteeNumber of Classroom Teachers (2/3) 4 Number of Parents 2Number of School-based Staff (1/3) 2 Number of Community Members 1Number of Non-Instructional Staff 1 Number of Business Members 1

Name of SDMC Member Position (Term expires) Anh Nguyen Business Member Rilliuex, Kristin Classroom Teacher Boze, Lisa Classroom Teacher Gallier, Callie Classroom Teacher Moes, Brandi Classroom Teacher Eric Miller Community Member Phillip Rodriguez Non-Instructional Staff Barbara Rivas ParentJessica Jasso ParentNoelia Longoria PrincipalDamon Jasso School-Based Staff Connie Smith School-Based Staff



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State Compensatory EducationTotal amount of State Compensatory Education Funds. $66,935.14Personnel funded with State Compensatory Education Funds (number of FTEs.)

Teacher AssistantMath InterventionistTotal FTEs funded with State Compensatory Education Funds.

112

We use the fund for salary. Enter a brief description of how these funds are utilized on your campus. Use thissentence to conclude the description section.State Compensatory Funds are coded in the Resources Needed column of the campus goals as SCE $ 66,935.14 .Title One School wide schools should include the following statement.

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

Gifted/Talented Program GoalFor 2012-2013, provisions to modify services for students identified as Gifted/Talented (G/T) are provided through theimplementation of the Vanguard Standards (Standards 5, 6, 7 and 8), and the G/T Curriculum Framework Scholars &Knowledge.Formative Differentiation strategies for instruction and assessment are documented weekly in lesson plans.

Middle school G/T students will be scheduled into four Pre-AP or IBMYP classes each year. Highschool G/T students will be scheduled into at least two advanced classes each year.

Summative Students identified as G/T shall be expected to score above grade level on the district requiredStanford/Aprenda and score at the commended level on TAKS. LEP/Special Education/504 studentswill be expected to show annual growth on these or related assessments when tested in the same

language. Students enrolled in AP and IB classes which have corresponding College Board and IBexams shall take the corresponding AP or IB exams. Strategy Implement and monitor Pre-AP/AP and IBPYP/IBMYP/IB skills and strategies and the G/T Curriculum

Framework Scholars & Knowledge.

Parent and Community Involvement GoalFor 2012-2013, the percent of parents and community members attending PTO meetings will increase by 10%.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 GoalFor 2012-2013, discipline referrals for drugs, alcohol, and tobacco will be reduced by 10% 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 possessionStrategy Implement and monitor the school wide safety and security plan.

Violence Prevention GoalFor 2012-2013, the discipline referrals for ie.fighting will be reduced by 10% 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 Gang Activity .Strategy Implement and monitor the school wide safety and security plan.

Attendance GoalFor 2012-2013, 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.



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Special Education GoalFor 2012-2013, the percent of students meeting performance standards of the tests they took will be at or above 50%Formative Each grading period, students progress on TEKS will be monitored and reviewed.Summative Results of the S Accommodated, TAKS Modified and TAKS Alt tests will be reviewed to determine if

the ARD objectives were met.Strategy Provide differentiated instruction to address learning needs of identified special needs students.

Highly Qualified Teacher GoalFor 2012-2013, 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 GoalFor 2012-2013, the dropout rate will be 1% or less with no student group exceeding 2%.Formative Each grading period the documentation will be reviewed for students who have checked out of

school.Summative 2011-2012 drop-out data will be reviewed.Strategy Monitor school leavers bi-weekly, contact parents and implement intervention plans.

High School AEIS Goal Ninth GradersThe percent of 2012-2013, first time ninth grade students who advance to the tenth grade (fall to fall) will be at leastXX%.Formative After each grading period, the number of incoming ninth grade students who are at-risk for failing

one or more classes will be reviewed.Summative At the end of the school year (August), the percent of incoming (previous fall) ninth graders who

advanced to the tenth grade will be reviewed to see if the objective was met.Strategy Inform parents and students about graduation requirements and college/career readiness skills and

programs. Guide students to appropriate testing, classes and programs.

High School AEIS Goal Texas ScholarsFor 2012-2013, the percent of graduates who are Texas Scholars will be at or above XX%.Formative Each semester prepare a list of students who have opted out of the Texas Scholar program by

grade level.Summative At the end of the school year, calculate the percent of graduates who are classified as Texas

Scholars.Strategy Inform parents and students about graduation requirements and college/career readiness skills and


High School AEIS Goal Advanced CoursesFor 2012-2013, the percent of students who have completed at least one advanced course will be at or above XX%.Formative Each semester, the number and percent of students enrolled in at least one advanced course will be

reviewed.Summative At the end of the school year, the percent of students completing at least one advanced course in

high school will be reviewed to see if the objective was met.Strategy Inform parents and students about graduation requirements and college/career readiness skills and


High School AEIS Goal Advanced Placement ExamsFor 2012-2013, the percent of students who take an AP exam will be at or above XX%.Formative At the beginning of the spring semester, review a list of students in AP classes who have not

indicated their intention to take an AP exam.Summative At the end of the school year, the number and percent of students who took at least one Advanced

Placement exam will be reviewed to see if the objective was metStrategy Inform parents and students about graduation requirements and college/career readiness skills and




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High School AEIS Goal SAT/ACT ExamsFor 2012-2013, the percent of graduates who take SAT/ACT exams will be at or above XX%.Formative After the first semester, the number of students taking the SAT-1 at least once will be reviewed.Summative At the end of the school year, review the number of students taking the SAT-1 at least once to

determine if the objective was met.Strategy Inform parents and students about graduation requirements and college/career readiness skills and


Ortiz Middle SchoolHouston Independent School District

Staff Development Plans2012-2013

Date Who should attend PurposeFull Day Staff Development

August 20, 2012 Entire Staff Data Driven Decisions and School Improvement Plan

August 21, 2012 Teachers Thinking Maps

August 22, 2012 Teachers Project Adventure

August 23, 2012 Teachers Department Planning

August 24, 2012 Teachers Teacher Work Day

Early Dismissal Staff DevelopmentSeptember 26, 2012 All Staff Professional Development

October 24, 2012 All Staff Professional Development

November 14, 2012 All Staff Professional Development

January 30, 2013 All Staff Professional Development

February 20, 2013 All Staff Professional Development

Adequate Yearly Progress Stage Oneo Identify and address the specific academic issues that caused the campus to be identified under AYPfor school improvement.

o Specified in SMART Goalso Specify how no less than 10% of Title I Part A funds will be utilized to provide high-quality professionaldevelopment for teachers and the principal.o How will this address the academic achievement problem that caused the campus to be identifiedunder AYP for school improvement?

o Do the professional development activities meet the specified requirements under section1119?


Dyslexia Program GoalsFor 2012-2013, 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 throughcompliance 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 2012, identify campus areas of need using various objective data: inservice/meeting

agendas and sign-in sheets; campus data files; documentation of referral/assessment procedures,instructional services, campus parent education program; student records and program evaluation.

Summative By June 2013, identify campus progress using various objective data examples: student progressmonitoring data; program evaluation; in-service/meeting agendas and sign-in sheets; campus datafiles; 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. (Refer to Dyslexia ProgramSupplement for possible strategies.)


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o Specified in Strategies and Fund Sources in SMART Goals.o Provide written notice about the academic achievement problem that caused the campus to beidentified under AYP for school improvement to the parents of students attending the campus.

o Is the notice in the appropriate language of the parents?o Specify the responsibilities of the school and district in providing assistance under section 1120A.o Provide activities before school, after school, during the summer and during any extension of the schoolyear as appropriate.

o Specified in Strategies in SMART Goals.

Adequate Yearly Progress Stage Twoo Incorporate all of the requirements identified in the School Improvement plan and Stage 1.o Implement Supplemental Educational Services, as required by all Stage 2 schools.

Adequate Yearly Progress Stage Threeo Incorporate all of the requirements identified in the School Improvement plan and Stage 1 and 2.o Implement the corrective actions identified as required of all Stage 3 schools.o

Adequate Yearly Progress Stage Four o Incorporate all of the requirements identified in the School Improvement plan and Stage 1, 2 and 3.o Develop a plan for alternative governance, and steps to make arrangements to implement the plan, as

required of all Stage 4 schools.

Title I Stage Fiveo Incorporate all of the requirements identified in the School Improvement plan and Stage 1, 2, 3 and 4.o Implement the alternative governance arrangement developed in Stage 4.


sip_addendum 12-13 august 9

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