Addendum

Horn Elementary School
West Region
Sarah Harrington, Principal
2008 – 2009

Continuous School Improvement Planning
Houston Independent School District

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:

1. Utilize a school wide planning team to complete the needs assessment (NCLB).
2. Organizational structure, shared-decision making, methods of communication and membership and composition of the SDMC (Addendum).
3. Assess the academic achievement for each student in the school using the academic excellence indicator system (AEIS). Identify data sources and analyze data (NCLB).
4. Who are we? Where are we now? Where are we today? (FIP).
5. Specified in Executive Summary under “Comprehensive Needs Assessment”.
6. Document needs assessment and conclusions with narratives, charts and graphs in the “Comprehensive Needs Assessment” section in Addendum.
7. 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).
8. Why do we exist? Where do we want to be? What are the gaps?
9. Where are we now? How do we want to be? How will we get there? (FIP)
10. Specified in Executive Summary under “Information” – Mission, Vision, Values.
11. SMART Goals specified in Executive Summary under “Inquiry Process and Analysis”.
12. Identify how the campus goals will be met for each student.
13. How do we do business? How can we get to where we want to be?
14. Determine the resources needed to implement the plan.
15. How can we get to where we want to be?
16. What materials do we need, and how will we pay for them? (FIP)
17. Identify staff needed to implement the plan.
18. How can we get to where we want to be?
19. Who will get us there? (FIP)
20. Set time lines for reaching the goals.
21. How can we get to where we want to be?
22. When will we perform the activities? (FIP)
23. Measure progress toward the performance objectives systematically to ensure that the plan is resulting in academic improvement.
24. How will we evaluate our efforts?
25. How do we know we are getting there? How will we evaluate success? (FIP)
26. Provide for a system to document and analyze parental and community involvement at the campus.
27. Addendum and/or SIP template
28. Include goals and methods for violence prevention and intervention on campus.
29. Addendum
30. Create a school profile that includes (NCLB):
31. Student Needs – (Executive Summary – Comprehensive Needs Assessment & Inquiry Process and Analysis)
32. Curriculum and Instruction (Executive Summary – Quality Design and Planning)
33. Professional Development (Addendum)
34. Family and Community Involvement – (Addendum)
35. School Context and Organization – (Executive Summary – Information)
36. Identify all funding sources in the Resources Needed column of the SMART Goals document.
37. Fund Sources (GF1, SCE, TI, TII, TIII, AMI, ARI…)
38. Have not met Adequate Yearly Progress see AYP Section after Professional Development Section. 

Needs Assessment

The data used for our needs assessment is derived directly from the results of our TAKS as well as the TEA Accountability tables, EVAAS, JFTK, AEIS, data from PEIMS, HISD Chancery, and from teacher, student and parent surveys. Our planning process framework is derived from the work of Dr. Victoria Bernhardt and Dr. Douglass Reeves and can be found in the HISD Continuous School Improvement Planning Guide. All of the work is grounded in the concepts of professional learning communities.

• Student Learning Analysis

• Strengths 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.

TAKS
Reading/ELA
2007-2008	Percent meeting standard – all	100%
2006-2007	Percent meeting standard – all	99%
2005-2006	Percent meeting standard – all	97%
2007-2008	Lowest percent meeting standard for any AEIS group	99%
2007-2008	AEIS group with lowest percent meeting standard	White
Math
2007-2008	Percent meeting standard – all	100%
2006-2007	Percent meeting standard – all	99%
2005-2006	Percent meeting standard – all	98%
2007-2008	Lowest percent meeting standard for any AEIS group	97%
2007-2008	AEIS group with lowest percent meeting standard	Economically disadvantaged
Writing
2007-2008	Percent meeting standard – all	99%
2006-2007	Percent meeting standard – all	99%
2005-2006	Percent meeting standard – all	99%
2007-2008	Lowest percent meeting standard for any AEIS group	98%
2007-2008	AEIS group with lowest percent meeting standard	White
Science
2007-2008	Percent meeting standard – all	99%
2006-2007	Percent meeting standard – all	97%
2005-2006	Percent meeting standard – all	98%
2007-2008	Lowest percent meeting standard for any AEIS group	99%
2007-2008	AEIS group with lowest percent meeting standard

Horn consistently maintains a high percentage of students meeting standards in TAKS Reading, Math, Writing, and Science.

EVAAS and JFTK data are analyzed by PLC groups to determine individual student growth. Based on the data teachers develop strategies to improve academic growth.

Value Added Data
2008	3rd grade	4th grade	5th grade
Reading	4.4	4.3	6.9
3 year average	5.0	- 2.0	5.7
Math	5.4	- 1.0	3.4
3 year average	6.7	- 2.1	3.0
ELA	12.9	- 3.0	0.5
3 year average	12.6	0.5	6.3
Science		- 4.7	4.3
3 year average		- 2.1	1.8

In reading, math, and ELA, the trend shows negative growth over a three year period. Possible factors which influence this decline may include third grader who score at a very high level on the TAKS test; test difficulty from 3rd to 4th grade; more rigorous pacing of curriculum in third than fourth grade; or teacher quality and experience.

Stanford
Stanford 10 scores by grade level reflect a summary total score of 70 percentile in grades K-5 in Reading, Math, and Language. Environment is consistently lower in all grades.

• Demographic Data Analysis

• Strengths: collect, review, and analyze student enrollment, attendance, drop-out rate, ethnicity, and gender trends over several years.

	2005-2006	2006-2007	2007-2008
Enrollment	563	529	535
Student Attendance	96.5%	96.9%	96.8%
Ethnicity
White	60%	57.5%	57.5%
African-American	10%	8.5%	8.5%
Hispanic	16%	17.6%	17.6%
Asian	14%	16.3%	16.3%
American Indian	0%	0.2%	0.2%
LEP	6%	3.2%	5.3%
Special Education	11%	9%	6%
Gifted & Talented	33%	43.4%	49.3%
Free or Reduced Lunch	19%	5.4%	13%
Magnet	23%	28%	26%

• School Programs and Processes Analysis

• Teacher Practices: Professional development activities have focused on the best practices of DuFour, Reeves, Marzano, Kagan, Renzulli, and Stiggins. Teachers discuss instruction and strategies which impact student progress and individual student issues at their PLC team meetings.

Monitoring is accomplished by classroom walk-throughs by campus administrators and West Region administrators on a weekly or monthly basis. Conversations are held with teachers based on observations of instruction, rigor, engagement, and alignment.

• Acts of Leadership:  Regional leaders monitor teacher performance, set direction, provide feedback to principal and communicate values in frequent principal training sessions. School programs are aligned to the Texas Essential Knowledge and Skills (TEKS) and the HISD Curriculum (CLEAR). Teachers are given the flexibility to develop strategies in order to achieve necessary instructional objectives. Strategies are developed collectively and shared through PLC meetings. Common assessment in Math and Science are developed, given, and analyzed every nine weeks by PLC’s. Both formative and summative assessments are used to measure student progress.

An Intervention Plan was developed which addresses the needs of all students through levels of assistance. An active Intervention Assistance Team meets weekly to discuss specific student problems, and to propose solutions and strategies to develop a plan and timeline to monitor and review progress, and to reconvene as needed.

PLC teams and administrators meet every 4 ½ weeks when Progress Reports are issued to determine which students need additional assistance with academics or behavior. Nine-week reviews are conducted at the end of each grading period to assess student progress and determine possible referrals to the IAT.

• Engaged Stakeholders: Communication strategies include:

• Weekly information from teachers to parents through the Tuesday Folder.
• Open House
• Parent Conferences
• Weekly newsletter provides information about opportunities for parent participation in PTO activities.
• PTO Board meetings and General PTO meeting are held monthly
• School website provides information about school policies, procedures, and opportunities for participation and partnership. It provides data about student achievement.
• PTO website provides information about opportunities for supporting the school through fundraising, tutoring, and volunteering.

• Perceptions Analysis

• Engaged Stakeholders: The SDMC survey data for 2007-2008 show positive support of the Instructional Program by grade level, Gifted/Talented, School Climate, Magnet Specialties Student Achievement, Dress Code, and Safety.

Concerns of perceived weaknesses are addressed each year based on survey results. The 2007 survey showed perceived weakness under school climate in the areas of building cleanliness and cafeteria operation.

Perceived Strengths under School Climate included:

• Positive learning Environment
• Parent opportunities for involvement
• PTO  Supports and Resources
• Accessibility to Teachers
• Office Helpfulness

Inquiry Process

Data from the comprehensive needs assessment determine the SMART goals and which groups of students need attention and support for successful learning.

Horn consistently maintains a higher percentage (97% and above) of students who meet the TAKS standard in Reading, Math, Writing, and Science. Our goals reflect thr need for increasing the percentage of students who make commended performance (53% in 4th grade math). Additional math tutorials and incentives will address this effort for the 2008-2009 school year.

A focus on reading in the primary grades will be initiated through the purchase and implementation of the Guided Reading Program. This effort will increase Stanford Reading scores to above the 70th percentile in Kindergarten, first, and second grades.

The Intervention Assistance Team (IAT) meets weekly to assist teachers with individual student concerns; develop instructional or behavioral strategies; and to monitor student progress. Teachers report back to this team at 6 week intervals on individual students for further recommendations or moving a student to a higher level of intervention such as TAKS tutorials, a homework program, VIPS tutor, or Content Mastery. The highest level of intervention is referral for testing for Special Education eligibility.

Organizational 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. SDMC representatives are elected by the faulty and parents are elected by the PTO membership. It meets monthly and as needed to discuss issues brought forth by the administration, staff, parents, or community.

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, review the school budget, approve safety recommendations, review PTO activities and establish school policies and procedures. 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 and makes decisions based on those recommendations.

The Vertical Team PLC is comprised of one team leader from each grade level. This team meets monthly to advise the administration of instructional issues and needs. Information, district and regional initiatives, professional development opportunities and articles are shared by the principal for the PLC work.

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 ofMethod of Communication Communication

Members of the school community may submit non-personnel issues for consideration through the shared decision-making process. Written issues or concerns are submitted to any SDMC member or placed in the SDMC box located in the main office. A school community member may attend a meeting of any committee to discuss or present an issue. All meetings are on the monthly calendar. The SDMC delivers issues to appropriate standing committees for action. Communications from all committees is transmitted to faculty, staff, and parents.

Membership Composition of the Shared Decision-Making Committee
Number of Classroom Teachers (2/3)	6	Number of Parents		2
Number of School-based Staff (1/3)	3	Number of Community Members		1
Number of Non-Instructional Staff	1	Number of Business Members		1
Name of SDMC Member			Position (Term expires)

Steve Malone	Business Member
Shawn McMahan	Classroom Teacher
Karin Davis	Classroom Teacher
Shannon Talley	Classroom Teacher
Nancy McDonald	Classroom Teacher
Emily Rath	Classroom Teacher
Barbara Burcham	Classroom Teacher
Jane Dembski	Community Member
Lupy Garcia	Non-Instructional Staff
Yvette Clark	Parent
Trina Feig	Parent
Beth Faris	Parent
Sarah Harrington	Principal
Grace Phillips	School-Based Staff
Kelli Rodgers	School-Based Staff
Shirley Wright	School-Based Staff

State Compensatory Education
Total amount of State Compensatory Education Funds.	$12,903.00
Hourly Teachers Level II intervention strategies include the TAKS tutorial program. Five hourly retired teachers are funded with SCE money. Based on data analysis and teacher input, at-risk students are identified to receive small group instruction on specific skills in reading, math, and writing in grades 3-5.

Gifted and Talented Program Goal
For 2008 – 2009, provisions to modify services for students identified as gifted/talented are provided through the implementation of the Scholars and Knowledge program strategies outlined in the HISD Guidelines.
Formative	Differentiation strategies for instruction and assessment are documented weekly in lesson plans.
Summative	Students identified as g/t attain scale scores that are on track for College and Careen readiness as defined by the Just For The Kids guidelines.
Strategy	All teachers received professional development training in the Texas State Performance Standards. Grade level PLC’s are developing plans to implement the strategies in the 2008-2009 school year.

Parent and Community Involvement Goal
For 2008 – 2009, the percent of parents and community members attending PTO meetings will increase by 1%.
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 opportunities for parent and community involvement throughout the year to attend school events, including Pine Street Market, PTO Committees, Spaghetti Supper, PTO Fashion Show, and Book Fairs.

Violence Prevention and Intervention Goal
For 2008 – 2009, discipline referrals for drugs, alcohol, and tobacco at 0%.
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
For 2008 – 2009, the discipline referrals for ie. fighting will be reduced by 1% 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
For 2008 – 2009, the ADA student attendance will be at or above 97%.
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
For 2008 – 2009 the percent of students meeting ARD expectations will at or above 90%.
Formative	Each grading period, students’ progress on TEKS will be monitored and reviewed.
Summative	Results of the TAKS I and/or 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 Goal
For 2008 – 2009, 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.

Horn Elementary

Houston Independent School District

Staff Development Plans

2008 – 2009

Date	Who should attend	Purpose
Full Day Staff Development
August 11, 2008 8:00 – 3:30	Professional Development for all staff
August 12, 2008 8:00 – 3:30	Math teachers Entire staff	To provide strategies for math teachers To provide CPR training to entire staff
August 13, 2008 8:00 – 3:30	GT teachers	To provide Texas State Performance Standards and Strategies
August 14, 2008 8:00 – 3:30	All staff	To provide training on SMARTS Boards, United Streaming , and Online Resources
August 15, 2008 8:00 – 3:30	Math Teachers	To provide training on the newly adopted math series
August 18, 2008 8:00 – 3:30	All staff	To provide staff development through the Houston Museum of Natural Science
January 2, 2009 8:00 – 3:30	Trade day
April 10, 2009 8:00 – 3:30	Trade day
May 25, 2009 8:00 – 3:30	Trade day
Early Dismissal Staff Development
September 24, 2008 12:30 – 3:30	Math Teachers	Professional Development Math
October 15, 2008 12:30 – 3:30	All Staff	Professional Development PLC meetings
October 31, 2008 12:30 – 3:30	G/T Teachers	Professional Development GT/TSPS
February 6, 2009 12:30 – 3:30	Math Teachers	Professional Development Math Envision Training
May 6, 2009 12:30 – 3:30	G/T Teachers	Professional Development  GT/TSPS