Information

Paul W. Horn Academy is a school-wide magnet academy in an urban neighborhood - Bellaire, Texas. Horn’s magnet academy consists of five components: art, communications, computer, life sports, and science. Built in 1949, Horn has maintained a stable neighborhood population over the years.  Today approximately 150 students are brought to campus daily for its magnet program. With a total school population of 529 students for the 2006-2007 school year, Horn has become a melting pot of cultures. Students attend Horn from many different countries. The student body of Horn is 57.5% White, 8.5% African-American, 17.6% Hispanic, 16.3% Asian, and 0.2% American Indian.  The Limited English Proficiency (LEP) population averages 3.2%; the special education population is 9%, and 43.4% of the students are identified as Gifted and Talented. 5.4% of the students are on free or reduced lunch. Student attendance for the previous school year was 96.9%. For the past ten years, Horn has achieved a Texas Education Agency rating of either Recognized or Exemplary.
The community is very involved at Paul W. Horn. An active PTO maintains 75% membership and school volunteers log over 5,000 hours yearly. Horn PTO supports many endeavors such as: Dad’s Club, Spaghetti Supper, Spring Carnival, book fairs, and Capital Campaign. The “Master Plan” describes improvements planned for the campus which will prepare Horn for the educational challenges and will enable the school to continue the tradition of high quality education which has been a hallmark of Horn for 50 years. Horn’s Master Plan Committee, composed of parents and faculty, sets priorities for PTO capital expenditures based on results of teacher and parent surveys. The PTO Executive Board and the PTO general body then approve these expenditures. Because of past parent efforts, technology is available in all classrooms.

Mission, Vision, Values
Paul W. Horn Academy’s fundamental purpose is to provide a diverse educational program in a creative environment that develops the whole child mentally, physically, and socially and that enables all students to excel as adults in the international community.

Analysis

1. TAKS scores

1. Areas for Improvement include individual growth on TAKS scaled scores.
2. SMART Goals:

Our Reality is: 54% of students attained Commended Performance on the third grade Math TAKS test.
Our Goal is: This year 57% of students will attain Commended Performance on the third grade Math TAKS test.
Our Reality is: Last year zero percent of our fourth graders scored a 4 on the TAKS Writing.
Our Goal is: This year, 5% of fourth graders will score a 4 on the TAKS Writing.
Our Reality is: 42% of students attained Commended Performance on the 5th grade Reading TAKS test.
Our Goal is: This year 47% or students will attain Commended Performance on the 5th grade Reading TAKS test.

Quality Planning

1. By adjusting the schedule we have created 50 minute blocks of time weekly for instructional planning and collaboration. We have monthly vertical PLC meetings.
2. Processes for intervention are: Level 1 includes high quality instruction and positive behavioral support for all students in general education. Level 2 is targeted specific prevention of remedial intervention for students whose academic performance or behavior lags behind the norm for that grade and educational setting.  Level 3 is intensive individualized interventions for students who have insufficient response to evidence-based interventions in the first two levels.
3. Professional Development will include Advanced Neufeld Math training for all teachers, GT Academic Rigor and Advanced Level Products, technology training on Campus Online, WebCCAT, and United Streaming, and PLC’s. Teachers will attend various staff development of their own choosing.
4. Through the Partners at Learning, PAL, program we actively pursue community members to participate as instructional support for individual students who have been identified as “At Risk.”

Continuous Improvement and Evaluation

1. Use of Common Assessments weekly, 4 ½ weeks, or 9 weeks according to the content area will be reviewed. The teachers will determine which students master specific objectives and which objectives need to be retaught.
2. Use of Authentic Assessments weekly, 4 ½ weeks, or 9 weeks according to the content area will be reviewed. The teachers and/or students will create rubrics for the students and teacher to use to assess their learning.