school improvement plan€¦ · 2. all students are double blocked for language arts classes. 3....

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PTO/PTA Parent Representative Date

Teacher Representative Date

Principal Date

School Support Officer / Lead Principal Date

Chief School Officer / Lead Administrator Date

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

SCHOOL IMPROVEMENT PLAN

School Year 2013-2014 CLIFTON MIDDLE SCHOOL

Houston Independent School District Prepared by Rosa Cruz-Gaona

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CLIFTON MIDDLE SCHOOL ROSA CRUZ-GAONA

2013 -2014 School Improvement Plan Houston Independent School District

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

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

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

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

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

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

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

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

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

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

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

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

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

o Implementation Plan in SIP Part 2 – Action Plan

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

o Implementation Plan in SIP Part 2 – Action Plan

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

Principal Date

Comprehensive Needs

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EXECUTIVE SUMMARY School Overview Clifton Middle School is located in Northwest Houston, nestled in a small community of multi-family and single-family

homes surrounded by small businesses. Clifton serves its community by offering a regular program, neighborhood

vanguard program and with the STEM (Science, Technology, Engineering, Math) Magnet program.

The mission of Clifton Middle School is to create a community that holds respect for safety for all people as basic tenets for

all interactions among the members of the community and visitors who enter our doors. Dedicated to academic excellence,

Clifton Middle School believes that all students can successfully learn. As an educational community, we are committed to

striving to identify and meet the academic needs of each student as well as helping to remove barriers that interfere with

academic success. Clifton Middle School is dedicated to the teaching, support, and guidance of all students through the

educational process using best practices, grounded in scientifically-based research. Our goal is to prepare our students to

become life-long learners in a global society. Clifton’s vision allows for all students to see the value of education as they

learn to overcome the barriers that may prevent them from achieving success.

Needs Assessment Summary

Performance Data Clifton Middle School’s strengths in student achievement on the STAAR test include at or above district results for reading, math 6

th & 8

th grade, science and social studies. We were very proud of our science scores at 87% for all students. 100% of

our students met standards on the STAAR Algebra 1 End of Course exam. Given that the state of Texas is only two years into the STAAR transition period; data shows all areas have needs for improvement. All sub-groups are addressed to ensure academic achievement. Our Hispanic sub-group reading, writing, science and social studies have been identified as needing improvement; scores were below the average of all students. The African-American sub-group has been identified as needing improvement in the areas of Math and Science; scores were below the average of all students. Another major concern is our Limited English Proficient (LEP) population. Our Limited English Proficient (LEP) students’ scores are as follows: Reading 43%, Math 67%, Writing 15%, Science 71%, and Social Studies 32%.

Demographic Data Analysis Clifton’s enrollment has steadily decreased over the last five years and is approximately 930 students. The school

demographics: Hispanic 68%, African-American 24%, White 7%, Asian 1%, Special Needs 8%, Limited English Proficient (LEP)

14%, and Gifted and Talented 13%. Males comprise 51% of the population. Eighty-four percent of the student body is on

free or reduced lunch while 47% of the total population is At-Risk. Clifton has a school-wide Title I program. The student

dropout rate was less than one percent while the student attendance rate was 96%. These percentages have continually

remained constant with small fluctuations.

School Programs and Processes Analysis Summary Clifton Middle School offers different programs to approach students’ needs. These programs are developed to help students to achieve their academic goals and success in society. The programs are: STEM (Science, Technology, Engineering, and Math), Regular program, Neighborhood Vanguard program, ESL program, and Special Education program. Clifton offers students high school Algebra, Spanish, Concepts of Engineering, Environmental Science courses, Girls in Engineering class, UIL, and more. All teachers teaching in the various programs are certified teachers who are in

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compliance with NCLB. The teachers at Clifton use a variety of resources to ensure increased success across all academic content areas. These resources include, but not limited to, closely following the HISD Planning guides, incorporating Kilgo assessment training, Neuhaus reading intervention training and Dufour’s model of professional learning communities. New to our campus this year are the Teach Like A Champion strategies that will be implemented campus-wide. Academic department chairs, grade level team leaders and the administrative team provide opportunities for sharing of best practices through common planning time within the master schedule. Collaboration is practiced on a weekly basis to dive deep in the understanding of the TEKS and Stanford 10 objectives. Teachers work collaboratively to analyze student data, reflect on effective teaching practices and to plan instruction and interventions. Teachers identify students needing assistance and develop a plan for intervention that is unique for every student. The leadership team provides teachers with continued feedback and coaching that is aligned with Houston ISD’s Teacher Appraisal; and Development System.

Perception Analysis The HISD Voice survey results included some areas of strength and areas that we need to work on. In the student survey, 93% of our students strongly agreed or agreed that Clifton expects them to make good grade. Our parents strongly agree or agreed (89%) that they are satisfies with the rigor of their child’s education at Clifton. 92% of parents strongly agreed or agreed that the school communicated with them in a language they can understand. The areas we need to work on is the perception that students feel they are not free of violence. Students responded with 63% disagreed & strongly disagreed that they were free of violence. The parents responded with 32% that their child’s school is free of violence. This is an area that we need to improve on by ensuring student safety and awareness of how to get help.

List of Measurable Objectives

Clifton’s measurable are objectives correlate to the areas of improvement indicated by the STAAR results, decrease the number of Level 3 or higher offenses on campus and increase student attendance. Our goals are: 1. By May 2014, the percent of students meeting Level II standards on the STAAR Reading will increase from 77% to 90%. 2. By May 2014, the percent of students meeting Level II standards on the STAAR Math will increase from 80% to 90%. 3. By May 2014, the perception of students disrespecting adults and other students on campus will be decreased by 3% to

ensure a positive respectful school environment. 4. By May 2014, student attendance will increase from 96% to 97.6%. 5. By May 2014, the number of Level 3 or higher offenses will decrease by 5% to ensure a safer school environment.

Major Strategies and Initiatives Summary To support our goal of increasing the percent of students meeting Level II on the STAAR Reading will increase from 77% to 90%, the campus will:

1. All students are scheduled into a Power Period that will provide structured and standards driven STAAR and Stanford 10 interventions.

2. All students are double blocked for language arts classes. 3. Struggling students will be targeted for tutorials (afterschool and Saturday Academy).

To support our goal of increasing the percent of students meeting Level II standards on the STAAR Math will increase from 80% to 90%, the campus will:

1. All students are scheduled into a Power Period that will provide structured and standards driven STAAR and Stanford 10 interventions.

2. Students identified needing assistance will be double blocked for math classes. 3. Conduct a Family Math & Science Night to promote school wide math and science awareness of the STAAR

assessment. 4. Struggling students will be targeted for tutorials (afterschool and Saturday Academy).

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To support our goal of decreasing the number of students disrespecting adults and other students on campus will be decreased by 3% to ensure a positive respectful school environment, the campus will:

1. Incidents of disrespect will be tracked and referred to counselors. 2. Campus-wide Character Development focusing on Respect will be implemented. 3. Assembly addressing Anti-Bullying for Adults and Students is scheduled for Sept. 2013. 4. Student of the Week Program will be implemented school-wide as an incentive to promote positive behavior.

To support our goal of increasing student attendance will increase from 96% to 97.6%, the campus will:

1. Attendance incentives for grade levels with highest attendance rates and individual students with perfect attendance.

2. Implementation of attendance contracts for students who miss more than 3 days of the school year. 3. Implementation of daily tracking of student absences to verify correct reporting.

To support our goal of decreasing the number of Level 3 or higher offenses by 5% to ensure a safer school environment, the campus will:

1. Review of Level III/IV offenses to ensure level assignment is correct. 2. Assistant Principal discipline meetings with grade levels students. 3. Strengthen the Peer mediation program to prevent bullying and fights.

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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.

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Membership Composition of the Shared Decision-Making Committee

Number of Classroom Teachers 10 Number of Parents (at least 2) 2

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

2 Number of Community Members (at least 2)

2

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

Name of SDMC Member Position (Term expires)

Name of SDMC Member Position (Term expires)

Arti Dharwal Classroom Teacher (2013)

Michael Parks Classroom Teacher (2014)

Astra Zeno Classroom Teacher (2013)

Miquon Turner Classroom Teacher (2014)

Tera Marburgh Classroom Teacher (2013)

McHuey Davis Classroom Teacher (2014)

Lynn McGowan Classroom Teacher (2013)

LaDonna Cooley School-based Staff (2014)

Harriet Newman Classroom Teacher (2013)

Cierra Mitchell Classroom Teacher (2014)

Khyati Sanjana Classroom Teacher (2014)

Rhonda LeDuff School-based Staff (2013)

Joanna Garcia Non-Instructional Staff (2014)

Maureen Howard Business Member (2013)

Caronetta Jones Community Member (2013)

Shawnelle Morrison Community Member (2013)

Helle Johnson Parent (2013

Veronica Simmons Parent (2014)

Rosa Cruz-Gaona Principal/Chair (2014)

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SIP PART 1: NARRATIVE Mission Statement The Clifton community holds respect and safety for all people as basic tenets for all interactions among the members of the community and visitors who enter our doors. Dedicated to academic excellence, Clifton Middle School believes that all students can successfully learn. As an educational community, we are committed to striving to identify and meet the academic needs of each student as well as helping to remove barriers that interfere with academic success. Clifton Middle School is dedicated to the teaching, support, and guidance of all students through the educational process using best practices, grounded in scientifically-based research. Our goal is to prepare our students to become life-long learners in a global society.

School Profile Clifton Middle School is located in Northwest Houston, nestled in a small community of multi-family and single-family

homes surrounded by small businesses. Clifton serves its community by offering a regular program, neighborhood

vanguard program and with the STEM (Science, Technology, Engineering, Math) Magnet program.

Clifton’s enrollment has steadily decreased over the last five years and is approximately 930 students. The school

demographics: Hispanic 68%, Afro-American 24%, White 7%, Asian 1%, Special Needs 8%, English Language Learners (ELL)

14%, and Gifted and Talented 13%. Males comprise 51% of the population. Eighty-four percent of the student body is on

free or reduced lunch while 47% of the total population is At-Risk. Clifton has a school-wide Title I program. The student

dropout rate was less than one percent while the student attendance rate was 96%. These percentages have continually

remained constant with small fluctuations. Clifton’s teachers and staff is composed of 57% African American, 6% Hispanic,

24% White, 12% Asian/Pac. Islander and 2% American Indian. Teachers with advanced degrees make up for 49% of our

teachers. Clifton has two counselor, one magnet coordinator, a dean of instruction and three assistant principals.

Clifton Middle School offers different programs to approach students’ needs. These programs are developed to help students to achieve their academic goals and success in society. The programs are: STEM (Science, Technology, Engineering, and Math), Regular program, Neighborhood Vanguard program, ESL program, and Special Education program. Clifton offers students high school Algebra, Spanish, Concepts of Engineering, Environmental Science courses, Girls in Engineering class, UIL, and more. All teachers teaching in the various programs are certified teachers who are in compliance with NCLB. The teachers at Clifton use a variety of resources to ensure increased success across all academic content areas. These resources include, but not limited to, closely following the HISD Planning guides, incorporating Kilgo assessment training, Neuhaus reading intervention training and Dufour’s model of professional learning communities. New to our campus this year are the Teach Like A Champion strategies that will be implemented campus-wide. Academic department chairs, grade level team leaders and the administrative team provide opportunities for sharing of best practices through common planning time within the master schedule. Collaboration is practiced on a weekly basis to dive deep in the understanding of the TEKS and Stanford 10 objectives. Teachers work collaboratively to analyze student data, reflect on effective teaching practices and to plan instruction and interventions. Teachers identify students needing assistance and develop a plan for intervention that is unique for every student. The leadership team provides teachers with continued feedback and coaching that is aligned with Houston ISD’s Teacher Appraisal; and Development System.

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Needs Assessment

Student Performance Data Analysis Clifton Middle School’s strengths in student achievement on the STAAR test include at or above district results for reading, math 6th & 8th grade, science and social studies. We were very proud of our science scores at 87% for all students. 100% of our students met standards on the STAAR Algebra 1 End of Course exam. Given that the state of Texas is only two years into the STAAR transition period; data shows all areas have needs for improvement. All sub-groups are addressed to ensure academic achievement. Our Hispanic sub-group reading, writing, science and social studies have been identified as needing improvement; scores were below the average of all students. The African-American sub-group has been identified as needing improvement in the areas of Math and Science; scores were below the average of all students. Another major concern is our ELL population. Our ELL students’ scores are as follows: Reading 43%, Math 67%, Writing 15%, Science 71%, and Social Studies 32%. (See table below)

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Clifton’s Stanford 10, scores indicate that we had some growth from 2011-2012 to 2012-2013. The scores indicated students are on or above grade level. In Reading, 6th grade showed growth from 35% to 42%. In Math, 6th grade and 7th grade showed improvements: 6th grade from 60% to 74% and 7th grade from 76% to 80%. In Science 6th grade showed an improvement from 63% to 73%. Social Studies indicate growth in 7th grade from 36% to 50%. Areas of improvement are 8th grade Reading, 8th grade Science, 7th grade and 8th grade Language. (See table below)

Demographic Data Analysis Clifton’s enrollment has steadily decreased over the past five years and is approximately 930. The school population is 68% Hispanic, 24% African American, 7%White and 1% Asian. In addition, Clifton serves a population of 14% Limited English Proficient (LEP), 84% Free or Reduced Lunch, 13% Gifted & Talented, 8% Special Education, and 100% Title I. For the past five years, Clifton has maintained attendance at 95.5%. The dropout rate in 2010-2011 was 0.9% and in 2011-12 it was at 0.3%.

School Processes Analysis

Teacher Practices: The teachers at Clifton Middle School use a variety of resources to ensure increased success across all academic disciplines. These resources include, but are not limited to, closely following the HISD Planning Guides, incorporating Kilgo assessment training, Neuhaus reading intervention training, and Dufour’s model of professional learning communities. New to our campus this year will be the Teach Like a Champion strategies. Academic department heads and the administrative team, on a weekly basis, provides opportunities for sharing of best practices through common planning time within the master schedule. Content area teachers meet weekly to work collaboratively to deepen their understanding of TEKS and Stanford 10 objectives, analyze student data, reflect on effective teaching practices, and to plan instruction and interventions.

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Acts of Leadership: The leadership team is committed to helping the teachers and students achieve success in the work of teaching and learning by giving reflective feedback via classroom walkthroughs, promoting a safe campus, creating a culture of excellence through accountability, carefully selecting professional development in areas of campus need and offering individualized support to new teachers. Department heads and department administrators provide valuable feedback and coaching aligned with Houston ISD’s Teacher Appraisal and Development System. Campus leadership provides opportunities for teachers to observe effective teachers on campus and receive peer feedback from colleagues. Intervention systems are in place for struggling students and are reinforced by the administration. Clifton Middle School offers different programs to approach students’ needs. These programs are developed to help students to achieve their academic goals and success in society. The programs are: STEM (Science, Technology, Engineering, and Math), Regular program, Neighborhood Vanguard program, ESL program, and Special Education program. Clifton offers students high school Algebra, Spanish, Concepts of Engineering, Environmental Science courses, Girls in Engineering class, UIL, and more. All teachers teaching in the various programs are certified teachers who are in compliance with NCLB. Perceptions Analysis

In the HISD Voice survey, 83% of parents either agreed or highly agreed about positive perception of school satisfaction, academic rigor, satisfaction with staff, and school environment with 8% of our parents responding. The biggest area of growth is student’s perception of safety, with 63% of our students feeling overall dissatisfied with the school safety. Clifton Middle School communicates and engages parents during monthly newsletter, family math and science night, letters home, call outs, and an open door policy for parent concerns. Clifton has engaged community business partners by creating the Clifton Partners Group. This group meets monthly to create opportunities for surrounding business to partner with Clifton on various projects and to contribute to the academic and social development of all students.

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SIP PART 2: ACTION PLAN 2013-2014 SMART Goals

Goal 1 By May 2014, the percent of students meeting Level II standards on the STAAR Reading will increase from 77% to 90%.

Goal 2 By May 2014, the percent of students meeting Level II standards on the STAAR Math will increase from 80% to 90%.

Goal 3 By May 2014, the number of incidents of students disrespecting adults and other students on campus will be decreased by 3% to ensure a positive respectful school environment.

Goal 4 By May 2014, student attendance will increase from 96% to 97.6%.

Goal 5 By May 2014, the number of Level 3 or higher offenses will decrease by 5% to ensure a safer school environment.

Implementation Plan

Goal 1 By May 2014, the percent of students meeting Level II standards on the STAAR Reading will increase from 77% to 90%.

Strategy/Action Responsible Resources Timeline Evaluation 1. All students are scheduled into a Power

Period that will provide structured and standards driven STAAR and Stanford 10 interventions.

Rosa Cruz-Gaona, Principal; Jesse Grimm, Dean of Instruction; Alexia Alexopoulos, Assistant Principal; David Stevens, Assistant Principal, Jorge Villarreal, Assistant Principal, Terry Lentz, Magnet Coordinator. Katina Thomas, ELA Dept. Chair

EdPlan

Measuring Up

SpringBoard

General supplies

5E Model

Weekly during Power Period from Sept. 2013 to May 2014

Plans submitted to Principal weekly.

Data tracking submitted monthly to Dean of Instruction

Walkthroughs during power period for administrators and department heads.

Sign in sheets for cluster and department meetings.

Cluster Power Period Rotation schedule

Data Tracking Forms

Campus Assessments and District Level Assessments results

2. All students are double blocked for language arts classes.

Clifton Administrative Team Dr. Belva Parrish, counselor

Neuhaus professional development

Master Schedule

July 2013

Weekly

March 2014 & May 2014

Walkthroughs

Review EOY & STAAR 2014 Data

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3. Struggling students will be targeted for tutorials (afterschool and Saturday Academy). LEP students will receive additional assistance with language acquisition, comprehension and fluency.

Clifton Administrative Team Katina Thomas, ELA Dept. Chair Reading Teachers

STAAR materials

Tutorial Teachers

Supplies

Food and drinks for students

Custodial overtime

Clerical overtime

Incentives for students

Rosetta Stone

5E Model

Saturday Academy start Oct. 5, 2013.

Afterschool tutorials begin Sept. 25, 2013.

Sign in sheets and agendas of PLC meetings for planning

Tutorial sign in sheets for Saturday Academy Tutorials

Comparison of Spring District Level Assessments to Spring STAAR results.

Administrative walkthroughs

Goal 2 By May 2014, the percent of students meeting Level II standards on the STAAR Math will increase from 80% to 90%.

Strategy/Action Responsible Resources Timeline Evaluation 1. All students are scheduled into a Power

Period that will provide structured and standards driven STAAR and Stanford 10 interventions.

Clifton Administrative Team Carmea Dixon, Math Dept. Chair All Math Teachers

Stanford 10 materials

General supplies

ELMO Document Cameras

Smart Boards

EdPlan

Stanford Curriculum Correlation with TEKS

5E Model

Weekly during power period from October 2013 to May 2014

Lists of students and plans submitted to the Principal

Weekly discussions during grade level meetings

Sign in sheets of PLC meetings

Walkthroughs during power period for administrators.

Sign in sheets for grade level and department meetings.

Rotation schedule

Embedded lesson plans with Stanford 10 objectives

Stanford 10 results June 2014

2. Conduct a Family Math & Science Night to promote school wide math and science awareness of the STAAR assessment.

Clifton Administrative Team Carmea Dixon, Math Dept. Chair Ms. Harriet Newman, Science Dept. Chair Math & Science Teachers LaDonna Cooley, Technology Instructional Specialist

General supplies

Math and Science games, activities, and supplies

Food and drinks for parents and students

Extra duty pay for teachers and support staff

Technology

Weekly planning discussions during PLC one month prior to event,

November 2013

Sign in sheets and agendas of PLC meetings for planning purposes

Executing the planned event

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equipment

3. Struggling students will be targeted for tutorials (afterschool and Saturday Academy). LEP students will receive additional assistance with vocabulary and language acquisition.

Clifton Administrative Team Carmea Dixon, Math Dept. Chair All Math Teachers

STAAR materials

Tutorial Teachers

Supplies

Food and drinks for students

Custodial overtime

Clerical overtime

Incentives for students

Saturday Academy start Oct. 5, 2013.

Afterschool tutorials begin Sept. 25, 2013.

Sign in sheets and agendas of PLC meetings for planning

Tutorial sign in sheets for Saturday Academy Tutorials

Comparison of Spring District Level Assessments to Spring STAAR results.

Administrative walkthroughs

Goal 3 By May 2014, the number of incidents of students disrespecting adults and other students on campus will be decreased by 3% to ensure a positive respectful school environment.

Strategy/Action Responsible Resources Timeline Evaluation 1. Incidents of disrespect towards school

personnel will be tracked. 2. Incidents will be referred to

administrators and counselors.

Clifton Administrative Team Dr. Belva Parrish, Counselor Deborah Anderson, Counselor Lisa Thornton, Police Officer

Counselors

Educational Videos

Morning and Afternoon Announcements

HISD Police guest speakers

Anti-Bullying Awareness Week

Character Development Lesson during Advocacy

Lisa Thornton, Officer

HISD Student Code of Conduct.

Ongoing Decrease of number of students receiving administrator detention.

2014 Voice Student Survey

2014 Voice Parent Survey

Monitor number of referrals each 6 weeks.

Counseling logs

3. Campus-wide Character Development focusing on Respect will be implemented.

Clifton Administrative Team Dr. Belva Parrish, Counselor Deborah Anderson, Counselor

Counselors

Educational Videos

Morning and Afternoon Announcements

Character Development Lesson during Advocacy

Ongoing 2014 Voice Student Survey


Walkthroughs during Advocacy

4. Assembly addressing Anti-Bullying for Adults and Students is scheduled for Sept. 2013.

Clifton Administrative Team Dr. Belva Parrish, Counselor Deborah Anderson, Counselor

Counselors

Anti-Bullying

Ongoing

October

2014 Voice Student Survey


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Awareness Week

2013 Monitor number of referrals each 6 weeks.

Counseling logs

5. Student of the Week Program will be implemented school-wide as an incentive to promote positive behavior.

Clifton Administrative Team All Teachers and Staff

Counselors

Student Incentives

All Teachers

Ongoing 2014 Voice Student Survey


Monitor number of referrals each 6 weeks.

Goal 4 By May 2014, student attendance will increase from 96% to 97.6%.

Strategy/Action Responsible Resources Timeline Evaluation

1. Attendance incentives for grade levels with highest attendance rates and individual students with perfect attendance.

Clifton Administrative Team Concepcion Hernandez, Attendance Clerk Ester Lagunas, AP Clerk

Chancery

Daily Attendance reports

Overtime for Clerks

Overtime for police officer

Daily from August 2013 to June 2014

Daily

Every 6 weeks period

Compare attendance data per day to attendance date from 2011-2012

Copies of daily verification emails.

Copies of corrected completed attendance correction forms

2. Implementation of attendance contracts for students who miss more than 3 days of the school year.

Clifton Administrative Team Counselors Concepcion Hernandez, Attendance Clerk Ester Lagunas, AP Clerk

Attendance reports

Attendance contracts

Clerical overtime


Daily

Weekly

Every 6 week period

Ongoing

Tracking absence data of students on contract to see if attendance improves after meeting/contracts.

Daily attendance tracker

Weekly attendance tracker

Six weeks attendance tracker

Emails of student attendance concerns and follow up documentation.

3. Implementation of daily tracking of student absences to verify correct reporting.

Clifton Administrative Team

Chancery

Daily Attendance reports

Overtime for Clerks

Overtime for police officer


Daily Every 6 weeks period

Compare attendance data per day to attendance date from 2011-2012

Copies of daily verification emails.

Copies of corrected completed attendance

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Goal 5 By May 2014, the number of Level 3 or higher offenses will decrease by 5% to ensure a safer school environment.

Strategy/Action Responsible Resources Timeline Evaluation 1. Review of Level III/IV offenses to ensure

level assignment is correct.

Clifton Administrative Team AP Clerk, Ester Lagunas

Code of Conduct

Offenses and Maximum

Consequences

Chancery reports

By Sept, 15 2013

Every 6 weeks

Fall 2013

Sign-In sheets and agendas for discipline meeting

Audit discipline folders

District wide discipline training and Etrain transcipts

2. Assistant Principal discipline meetings with grade levels students.

Clifton Administrative Team All Teachers

Code of Conduct

Student Handbook

November 2013

March 2013

Compare citations from 2012 to 2013

Compare citations from 2012 to 2013

Sign-in sheets

Discipline meeting PowerPoint

Parent contact logs

3. Strengthen the Peer mediation program to

prevent bullying and fights.

Clifton Administrative Team Counselors Ongoing

Fall 2013 / Spring 2014

Comparative Discipline data reports

List of students that participated in peer mediation

E-rate compliance report

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SIP PART 3: CAMPUS COMPLIANCE

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

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

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

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

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

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

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

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

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

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

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

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State Compensatory Education Total amount of State Compensatory Education Funds $31,561.00

Personnel funded with State Compensatory Education Funs (number of FTEs) One Teacher, English Language Arts Total FTEx funded with State Compensatory Education Funds

$31,561.00 $31,561.00

Compensatory Education Funds will be used to lower the student to teacher ratio in the reading courses. State Compensatory Funds are coded in the Resources Needed column of the campus goals as SCE. $XX These supplemental state compensatory education funds are used to enhance the Title 1 school program at our campus.

Coordinated Health Program Person responsible Jorge Villarreal

For 2013-2014, the number of eligible students assessed in all six components of the physical fitness test will be 60% 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 is 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 Terry Lentz

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 are scheduled into four core Pre-AP or IBMYP classes each year. High school G/T students are 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 Terry Lentz

For 2013-2014, the percent of parents and community members attending PTO meetings will increase by 5%.

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.

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Violence Prevention and Intervention Goal Person responsible David Stevens

For 2013-2014, discipline referrals for drugs, alcohol, and tobacco will be reduced by 2% 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 David Stevens

For 2013-2014, the discipline referrals for fighting will be reduced by 3% 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 fighting.

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

Attendance Goal Person responsible name Jorge Villarreal

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 David Stevens/Euvena Winn

For 2013-2014, the percent of special education students meeting performance standards on the state assessment will be at or above 70%

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 Rosa Cruz-Gaona

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.

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Secondary Drop – Out Prevention Goal Person responsible David Stevens

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 David Stevens/Euvena Winn

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 No Waivers.

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2013 - 2014 Staff Development Plan

Date Who should attend Purpose

Full Day Staff Development

August 12, 2013 All Staff Opening of Schools

August 13, 2013 Teachers HISD Rigor Institute




August 19, 2013 All Staff Grade Level Expectations, Safety, & Bullying Training., Department PLC

August 20, 2013 All Staff Handbook, Technology, and Fire Safety

August 21, 2013 Teachers Sexual Harassment/Child Abuse/EEO Compliance, Department PLC Time

August 22, 2013 All Staff Discipline, Student Handbook, & Teacher Appraisal Update

August 23, 2014 All Staff Teacher Preparation Day

Early Dismissal Staff Development September 25, 2013 All Staff Faculty Meeting/Naviance Training

/Technology Training

October 30, 2013 All Staff Parental Involvement

November 20, 2013 All Staff Faculty Meeting/Teach Like a Champion Strategies/Data Talks

January 29, 2014 All Staff Faculty Meeting/Department Meetings/Teach Like A Champion Strategies

February 19, 2014 All Staff Parental Involvement

school improvement plan€¦ · 2. all students are double blocked for language arts classes. 3....

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