H O U S T O N I N D E P E N D E N T S C H O O L D I S T R I C T BUILD BRIDGE BELIEVE
Campus Name: Grissom Elementary
Campus Number: 262
Principal: Jane Ocanas
School Support Officer: Angie Miranda
Chief School Officer: Karla Loria
Becoming #GreatAllOver
S C H O O L I M P R O V E M E1 N T P L A N 2 0 1 5 -­‐ 2 0 1 6 2/4/2016 8:36 AM SIP Part 1: Background, Data Analysis and Needs Assessment MISSION STATEMENT The mission of Virgil I. Grissom Elementary School is through professional collaboration, amongst colleagues, parents and community partners, in a safe and nurturing environment, we will ensure that all students develop the skills, character, and motivation they need to be academically competitive. As models of leadership and life-­‐
long learning, we will inspire in our students, active citizenship as they grow physically, academically, and emotionally. SCHOOL PROFILE Virgil I. Grissom Elementary School is located in the southwest portion of the Houston Independent School District. The school was erected in 1966 and was named in honor of Astronaut Virgil I. “Gus” Grissom on March 5, 1968. Forty-­‐three years were spent in a traditional school setting and two years were spent as a year-­‐round school. Grissom Elementary School is adjacent to Dowling Middle School and is a part of the Madison High School feeder pattern. Grissom Elementary implements the state standards, Texas Essential Knowledge and Skills, and follows the district’s Scope & Sequence for the content subjects. The curriculum alignment of each grade will be closely monitored through review of weekly lesson plans and grade level common assessments. Resources used will also be monitored to ensure curriculum alignment. Professional Learning Community (PLC) meetings will take place regularly for collaborative planning. Teacher Specialists will work with coaching teachers to support building their capacity to address students’ academic and social needs. Professional Development will be on-­‐
going and structured to focus on areas of academic need, specifically partnering with Hobby Elementary for early dismissal days so that teachers in like grade levels and content can collaborate to plan first instruction effectively. Partnerships have been formed with community organizations including the South Houston’s Concerned Citizen’s Coalition to assist with various needs of the school. Grissom has a history of transformation in its population over the past forty-­‐eight years. The school began with a student population of 97% Caucasian and 3% other. Today, Grissom has a diverse population of 584 students: 33% African-­‐American, 65% Hispanic, and 2% other. Characteristics of the student population at Grissom Elementary are: 72% at risk, 95% economically disadvantaged, 50% Limited English Proficient, 10% homeless and 14% transient. Our special population groups 8% Gifted and Talented and 6% Special Education. Our attendance rate is 96.4% and 100% of the students are Title I. The Grissom Elementary staff is composed of 31 Teachers, one Principal, and three Teacher Specialists, of which 4% are male and 96% are female and where 42% are Hispanic and 58% African-­‐American. Average years of experience for the staff are 10 years. Twenty-­‐four percent of the staff has a Master’s Degree. Grissom has six teacher instructional assistants, one male and five female, and have an average of 11 years of experience. Two of the instructional assistants are dedicated to our PALS program while four are dedicated to general education. Grissom Elementary serves not only the surrounding community, but students who are on transfer due to being capped from Billy Reagan Elementary school. Currently there is one neighborhood association, The South Houston Concerned Citizens. The school has a waiver for a Parent Advisory Committee for the school year 2015-­‐
2016 rather than a Parent Teacher Organization or Parent Teacher Association, SDMC waiver in place of Faculty Advisory Committee and early dismissal once a month adding twelve minutes to each instructional day. SHARED DECISION MAKING (sample language provided – modify as needed) 2 2/4/2016 8:36 AM Organizational Structure The Campus Intervention Team (CIT) is based on the Shared Decision-­‐Making model (SDM) 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. A Professional Service Provider (PSP), and a School Support Officer or Lead Principal is a member of the Campus Intervention Team for schools under state Improvement Required sanctions or federal sanctions as a Focus or Priority campus. Teacher Development Specialists and other district level personnel can serve as members of the CIT according to the campus needs. 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 CIT is responsible for development, implementation, and monitoring of the School Improvement Plan, monitoring of student performance, and determination of student interventions and support service. The SDMC component of the CIT 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. 3 2/4/2016 8:36 AM 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. Membership Composition of the SDMC Number of Classroom Teachers Number of School-­‐based Staff (Half the number of classroom teachers) Number of Non-­‐Instructional Staff #2 #1 #1 Number of Parents (at least 2) #2 Number of Community Members #2 (at least 2) Number of Business Members #1 (Modify or insert additional lines as needed) Name of SDMC Member King, Deshanna Johnson, Destiny Surginer, Sandra Overstreet, Charmel Lee, Charlie Middlebrook, Chrissi Reyes, Carmen Brown, Cheryle Xoloft, Maria Ocanas, Jane Position (Term expires) Classroom Teacher (2017) Classroom Teacher (2017) School-­‐based Staff (2016) Non-­‐Instructional Staff Business Member Community Member Community Member Parent Parent Principal Other Campus Intervention Team members (non-­‐SDMC): For campuses designated for Improvement Required, Focus or Priority for 2014-­‐2015: Name Click here to enter text. Click here to enter text. Click here to enter text. Click here to enter text. Click here to enter text. Click here to enter text. Position School Support Officer (SSO) Professional Service Provider (PSP) Teacher Development Specialist (TDS) Other district personnel – position: Click here to enter tdext. Other istrict personnel – position: Click here to enter text. Other: Click here to enter text. 4 2/4/2016 8:36 AM NEEDS ASSESSMENT Narrative of Data Analysis and Root Causes (causal factors) The 2014-­‐2015 STAAR data from the Texas Education Agency T.E.A. is as follows: Reading: 62%, Writing: 51%, and Science: 61%. In comparing 2014-­‐2015 to 2013-­‐2014, in reading there was growth of 2 percentage points; writing there regressed ten percentage points and science increased 14 points. The 2015 T.E.A. accountability rating summary indicates, for Index 1: Student Achievement is 60 from the base of 60, Index 2: Student Progress is 40 from the base of 30, Index 3: Closing the Achievement Gap is 30 from the base of 28 and Index 4: Postsecondary Readiness was 16 from the base of 12. The accountability rating is Met Requirement and a Star Distinction in Science was earned, meeting all four indexes. The school has been out of improvement required for two consecutive years and no longer held to T.E.A. sanctions. Based on TELPAS data, first and third grade decreased from 2014 to 2015 in reaching the advanced level. Second, fourth and fifth grade marginally increased: 2nd-­‐from 15% to 16%; 4th from 31% to 41%; and 5th from 43%to 45%. First grade students increased 6%; second grade increased 10%, third grade was flat line, fourth grade decreased 2% and fifth grade had the most growth with 12% for students gaining at least one proficiency level. Based on the findings of the data, teachers continue to lack the capacity, to imbed rigorous and higher-­‐level thinking along with students having ineffective teachers for more than two consecutive years, have been contributing factors that have decreased student achievement. The staff has been turned over at 81%, new and experienced teachers have been hired for this school year. Monitoring of teaching, alignment in curriculum and learning and data will be closely monitored for the school year 2015-­‐2016 to ensure improvement in student outcomes. High Frequency Word Evaluation reveals that for BOY-­‐87% English and 57% Spanish; MOY-­‐33% English and 58% Spanish and EOY-­‐ 43% English and 50% Spanish met standard and overall 8 students did not meet standard. For second grade BOY-­‐ 80% English and 98% Spanish; MOY-­‐63% English and 100% Spanish; and EOY-­‐ 66% English met standard and overall 2 students did not meet standard. Based on the Voice Survey results, 92% of the parents are satisfied with their school, an increase of 18% from 2013-­‐2014 school year. Safety has improved from 72% in 2013-­‐2014 to 88% in 2014-­‐2015, an increase of 16%. The parents rated the school a B, whereas in 2013-­‐2014 the rating was a C+. Narrative of Identified Needs Click here to enter text. Based on the data analysis from STAAR, TELPAS, and High Frequency Word Evaluation we have found that the needs to be addressed are building teacher capacity to improve content knowledge, increase student achievement through the use of data disaggregation to drive instruction and monitoring teaching through walk-­‐
throughs and observations. Because the teaching staff has changed from last year due to exiting ineffective teachers, the new teachers hired will need coaching and development. Teachers will receive strategic professional development through the designated early release days monthly through the approved waiver; will plan with content teams vertically and horizontally as well as plan in PLCs. This school year PLCs will be driven by lead teachers and collaboration and planning using a backwards design model will be required of every teacher. Specifically in reading, teachers will learn guided reading using the Daily five, use formative assessments in 1st through 5th with the same rigor as 3rd through 5th and teachers will build their capacity to teach reading. For math and science, teachers will work on building their capacity, use data to drive instruction and implement campus non-­‐negotiables including Daily 3, Every Day Counts and STEMScopes. In addition to the STEM lab, a reading and a math lab are also part of the instruction block for ancillary. All lab teachers will align their objectives and teach using the HISD curriculum and Lead4Ward data trends. The overall attendance has increased slightly from 96% in 2014 to 96.4% in 2015 and this will also continue to be an area of focus. The PALS and PK students have a higher percentage of absences in comparison to other grade levels and will be monitored closely. School Safety/Bullying -­‐ Providing a safe environment is key to helping students achieve academic success. In accordance with the district’s safety goal, the number of office referrals for student 5 2/4/2016 8:36 AM discipline during the 2015-­‐2016 school year will decrease by 10 %. Overall, parents are aware of the school policies and have increased their satisfaction to 92% and efforts will be to involve more parents participating with the school. By identifying the needs, the campus will move in the right direction and make improvement in the goals that will be outlined further in this document. Goal 1: By the end of the 2015 – 2016 school year, all students PK – 5 will improve their reading comprehension to be on grade level and above as measured by the State’s diagnostic assessment and end of year project-­‐based learning assessment. Goal 2: By the end of the 2015 – 2016 school year, all students PK – 5 will improve their math development to be on grade level and above as measured by the State’s diagnostic assessment and end of year project-­‐based learning assessment. Goal 3: By the end of the 2015 – 2016 school year, student discipline infractions will decrease by 10%. Goal 4: By the end of the year 2015-­‐2016, 20% of the students in 3rd through 5th grade will score at the final recommended level in STAAR assessments. Goal 5: Increase student attendance from 96.4% to 98.0% for the school year 2015-­‐2016. Following the in-­‐depth data analysis, needs assessment and development of the campus SIP, the campus must indicate on this table that any unmet or barely met accountability standards have been addressed: Performance Index Met? Y/N Unmet or barely met Subject(s) / Measure(s)? Student Group(s) Below Standard? Needs addressed in the following SIP Goal(s): Texas Accountability System I. Student Achievement Yes Click here to enter text. II. Student Progress Yes Click here to enter text. III. Closing Gaps Yes Click here to enter text. IV. Postsecondary Readiness Federal System Safeguards Reading Performance Yes Click here to enter text. Click here to enter text. Click here to enter text. Click here to enter text. Click here to enter text. Click here to enter text. Click here to enter text. Click here to enter text. Click here to enter text. Yes Click here to enter text. Reading Participation Yes Click here to enter text. Reading Alt/Mod n/a Click here to enter text. Math Performance n/a Click here to enter text. Math Participation n/a Click here to enter text. Math Alt/Mod n/a Click here to enter text. 4 Year Graduation n/a Click here to enter text. 5 Year Graduation n/a Click here to enter text. Click here to enter text. Click here to enter text. Click here to enter text. Click here to enter text. Click here to enter text. Click here to enter text. Click here to enter text. Click here to enter text. Click here to enter text. Click here to enter text. Click here to enter text. Click here to enter text. Click here to enter text. Click here to enter text. Click here to enter text. Click here to enter text. STAFF DEVELOPMENT PLANS 6 2/4/2016 8:36 AM August 10, 2015 August 11, 2015 August 12, 2015 August 13, 2015 August 14, 2015 August 17, 2015 Professional Development for all Faculty and Staff Professional Development for all Faculty and Staff Professional Development for all Faculty and Staff Professional Development for all Faculty and Staff Professional Development for all Faculty and Staff Professional Development for all Faculty and Staff August 18, 2015 Professional Development for all Faculty and Staff August 19, 2015 Professional Development for all Faculty and Staff August 20, 2015 Professional Development for all Faculty and Staff 7 2/4/2016 8:36 AM Data Presentation:School
Data/Celebrations
Non-negotiables/Teacher
Expectations
Classroom Environment
Grade Level Goals and classroom
goals HUB HUB Reading and Math Content Area Training
Reading and Math Content Area
Training
Rocket Writer’s Plan
One Word Activity
IAT/RtI
504/Dyslexia
SPED Inclusion
Teacher Binders
Lesson planning Cycle
Team planning led by Team Leads
Teach Like a Champion
A4E and Data Dig
Reading Running Records
Dreambox
Think-through Math
CHAMPS Discipline
Job Alike – Specific teachers:
Bilingual
Pre- kinder, SPED, PE, Title I,
Ancillary and Nurse
Saving Students Mission-Home visits
by faculty and staff to student’s home
to deliver backpacks and school
supplies
Faculty Handbook and Security
Handbook
Attendance/SIM
Health and Safety
EEO Compliance
Sexual Harassment
Workplace Bullying
CPS
Blood Borne Pathogens
Food Allergies Awareness
TADS Appraisal System
August 21, 2015 Professional Development for all Faculty and Staff Meet and Greet- 4:00-5:00 P.M.
Teacher Preparation September 2, 2015 Early Dismissal Staff Development All Staff September 22, 2015 All Staff October 7, 2015 October 29, 2014 All Staff All Staff •
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November 4, 2015 All Staff •
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November 18, 2015 All Staff •
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December 18, 2015 January 13, 2016 All Staff All Staff January 27, 2016 All Staff •
February 3, 2016 All Staff •
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February 24, 2016 All Staff •
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All Staff All Staff •
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All Staff •
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March 2, 2016 April 6, 2016 May 25, 2016 8 2/4/2016 8:36 AM Data Planning Backward planning Safety PLCs Open House Data Planning HISD FACE: data and parent meeting PD PK – Early Childhood PLC-­‐ Writing Refresher Training Score Party-­‐ Holistic Narrative Writing New Math TEKS: work stations, rigor, interventions, small groups, backward planning, lesson planning PK – Early Childhood Content Development Differentiation and Rigor Lead4Ward Product-­‐ Exit-­‐Tickets and Lesson Plans Literacy: running records, progress monitoring, interventions, assessments PK – Early Childhood First Instruction and Interventions Student Academic Action Plans Bridging the Gap with Literacy & Parents PK – Early Childhood) Data Planning PLCs PK-­‐2nd-­‐ Moving Ahead Plan 3rd-­‐5th Strategic Plan of Review TEKS Product: Action Plans Data Review