HOUSTON INDEPENDENT SCHOOL DISTRICT
BUILD
BRIDGE
BELIEVE
Campus Name: Liberty High School
Campus Number: 324
Principal: Monico Rivas
School Support Officer: Dr. Harrison Peters
Chief School Officer: Dr. Michael Cardona
Becoming #Great All over
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OPML I M P R O V E M E N T P L A N 2 0 1 5 - 2 0 1 6
SIP Part 1: Background, Data Analysis and Needs Assessment
MISSION STATEMENT
The vision of Liberty High School is to provide the highest quality secondary education to immigrant students.
Therefore, we will graduate students with a high school diploma and create a pathway to higher education.
Mission and Educational Philosophy
The mission of our school is to provide a setting for young adult learners where they will develop the linguistic
and cognitive skills necessary for success in high school, college, and beyond.
The following values make up our school’s educational philosophy:
1.
2.
3.
4.
5.
6.
7.
8.
9.
We are committed to providing a flexible schedule to address students’ needs.
We recognize that English language proficiency to comprehend and communicate is fundamental
to our students’ success.
Faculty members are knowledgeable of content area and ESL methodologies allowing flexibility in
accommodating different learning styles, ability levels, and providing students access to native language
resources, if needed.
We are committed to providing a challenging curriculum that prepares students to successfully master
the TEKS in a variety of ways.
We are committed to offering a three semester original credit school year.
We recognize and celebrate individual student’s cultural differences.
We value interacting with the students’ family system.
We value involving the larger community and its resources in the development of the student.
We will always reflect and respond to the ever-changing needs of our students.
School Positioning Platform:
Liberty High School is the preferred choice for newly arrived immigrant students who aspire to prepare for postsecondary education or to enter the work force by:
1.
2.
3.
4.
5.
6.
Offering the most effective high school language development program in HISD.
Engaging students with a rigorous curriculum to master the TEKS
Offering a flexible schedule (day, night, year-round) for students who work and have family
responsibilities.
Providing a safe and welcoming environment for learning
Connecting students with available community-wide support services
Increasing students’ opportunity for academic scholarships through extracurricular
activities (UIL).
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SCHOOL PROFILE
Liberty High School was founded in 2004 as a response to the need in our community for a high school that
would provide intensive English language support, flexibility for working students, and a year-round school
calendar that facilitated acceleration for newly arrived young immigrant scholars in our community. Many of
the students who enroll at Liberty have few or no credits toward a high school diploma and have varying
degrees of experience with formal education in their home countries. In order to meet the needs of this
underserved and academically diverse population, the Gulfton community proposed to open a charter school
with flexibility and innovative instructional methodologies. Now almost eleven years later, Liberty High School
continues to serve newly arrived immigrant students who live in the heart of Gulfton in Southwest Houston and
throughout our school district. In collaboration with members of the community, the faculty and staff of Liberty
High School reaffirms their commitment to provide a high quality education to the newly arrived scholars in our
community. Liberty High School (formerly Newcomer Charter) offers flexible scheduling, in the form of
weekend, day, and night classes as well as a year-round academic calendar. To support the linguistic needs of
students, Liberty integrates intensive English instruction across the curriculum. In addition to providing various
forms of academic support, students have access to a social support system through an advocacy program and
social services in the surrounding community. Furthermore, Liberty High School continues to embrace
collaboration by building strong partnerships with the Houston community and beyond.
The HISD Newcomers Charter High School (now Liberty High School) was approved by the HISD Board of
Education on September 9, 2004, and opened on January 10, 2005. With 125 students enrolled on opening
night, the school opened its doors exceeding the projected starting student enrollment of 75 students.
Currently, Liberty High School serves 405 day and night students between the ages of 14 and 26 who are recent
immigrants to the United States and who have no or few credits toward a high school diploma. In 2012, for the
first time in the eight years since it opened its doors to the Gulfon community, Liberty started a day program for
immigrant students of traditional high school age. Upon enrollment, students have expressed a strong desire to
learn English and to continue with their education beyond high school. Many students also come to Liberty High
School from throughout HISD when their work or family responsibilities require that they have a flexible school
schedule to be able to continue with their education. Currently, our students come to us from several Latin
American countries such as Mexico, El Salvador, Honduras, Nicaragua, Guatemala, Cuba, Dominican Republic,
Puerto Rico, Costa Rica and Columbia. We also have students from Ghana, Somalia, The Republic of Congo,
Burundi, Sudan, Jordan, Lebanon, Nigeria, Nepal, Iraq, Syria, The Ivory Coast, Liberia, Pakistan, China, Vietnam,
Burma, Bhutan and Eritrea.
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SHARED DECISION MAKING
Organizational Structure
Our campus Shared Decision-Making Model (SDM) will be 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 will be elected by the faculty.
The Principal will determine the number of classroom teachers; then, will assign half that number to schoolbased staff. This complies with 2/3 - 1/3 rule for professional staff. In addition, the committee will have one noninstructional staff, one business member, at least two parents, at least two community members and one
student.
The Council will meet monthly and as needed to discuss issues brought forth by the administration, staff,
parents, or community. It will be 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 will function under the direction of the Principal. Members of the SDMC will 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 will be
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 will be 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 will be on the monthly calendar. The SDMC will deliver issues to
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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)
2
1
Number of Non-Instructional Staff
1
(Modify or insert additional lines as needed)
Name of SDMC Member
Tonya Fraga
John Klein Ii
Camelia Molina
Joe Reyna
Alfredo Gomez
Pending appointment
Pending appointment
Manuela Garay
Pending appointment
Monico Rivas
Ayat Bakora
Number of Parents (at least 2)
Number of Community
Members
(at least 2)
Number of Business Members
1
Position (Term expires)
Classroom Teacher
Classroom Teacher
School-based Staff
Non-Instructional Staff
Business Member
Community Member
Community Member
Parent
Parent
Principal
Student
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2
2
NEEDS ASSESSMENT
Narrative of Data Analysis and Root Causes (causal factors)
School Processes Analysis - Brief narrative summary of our gaps and how we will get to where we want to be:
Programs at Liberty High School are aligned with the mission and vision of our school. From its inception,
Liberty HS has recognized the essential role that explicit instruction of literacy skills play in the academic
outcomes of our students. For this reason, all of our teachers are not only knowledgeable about their content,
but are also trained in the use of literacy strategies for ELL’s that develop students’ writing, speaking, reading,
and listening skills. As our student body brings a variety of unique needs to the learning environment, we
constantly look for ways to be responsive to their learning and socio-emotional needs by offering various types
of supports. Our whole school academic program is structured to integrate content instruction with explicit
English language practice in speaking, listening, writing, and reading. In every subject area, students are
expected to learn subject specific content, and also work on increasing their English language proficiency every
day. In each of the content areas, our full-time core and elective Lead Teachers work with our part-time faculty
to map the curriculum for each course. In turn, teachers identify key areas of focus, the necessary depth of
coverage for specific objectives, apply strategies for differentiating instruction, and determine pacing given the
amount of time available to cover the TEKS. To accomplish this, instructors plan during common planning time,
Saturday faculty meetings, and through the use of on line tools. All of our students participate in our advocacy
program, which we consider to be a key part of our academic program at Liberty High School. Each student is
assigned a caring adult who is an administrator or a member of the instructional staff. Students meet with their
advocate twice per week to discuss relevant topics ranging from time management and developing their
graduation plan, to balancing family and education successfully.
Processes for intervention: Currently, more than ninety-four percent of our student body attending classes at
night holds at least part-time employment and many students work more than forty hours per week. More than
eighty five percent of our daytime students have been in the U.S. for two years or less. Root causes for areas of
focus: 1. Increased proficiency in English is a key component for the academic success of students who are
newcomers to the United States. 93% of the Liberty students are classified as English language learners as
defined by TEA. Trend/Data: There is a strong correlation between English language proficiency, class passing
rate, and performance on high stakes exams. 2. Yearly Academic Progress is a major factor leading to
graduation. Full time and part-time students must earn at least 6.5 credits during the school year to graduate
with their cohort. Our Reality: Students at Liberty High School attend school based on their availability while
they balance full-time work and family responsibilities. The academic and social services support components of
our school work with students throughout the school year to ensure that enough courses are taken and
successfully completed every semester to make progress toward graduation. Trend/Data: Students who stay
in school through their eighteenth credit and who have passed exit TAKS/STAAR are more likely to graduate. 3.
Parent and Student survey feedback indicated that 94% percent are satisfied with the education being provided
by their school. It is our goal to increase the overall satisfaction to 98% or more for the 2015-16 school year.
Our Reality: Until August 2012, Liberty High School offered classes during the evening and on weekends. We
planned and launched a day program with one hundred and fifty –five students. At its peak of enrollment
during the 2013-14 school year, 224 day students enrolled in the day program. Another 245 students enrolled in
the evening/night school program. Trend/Data: The day program will continue to grow and we will reach
building capacity for both day and night programs during the 2015-16 school year. Our school will continue to
adapt to the changing needs of our students and our community. 4. Since our students have many
responsibilities outside of school (i.e. work and family), and because poor attendance is a major risk factor for
dropping out and for graduation, we must continue to collaborate with families, and our community to help
students overcome barriers that impact attendance. Our Reality: 94% of our night students work, 25 % of our
students are parents, and our students have a high mobility rate. 30% of our daytime students work.
Trend/Data: Attendance during the 2014-15 school year took the biggest dip during the second nine weeks each
semester. 5. School location, proximity to a major freeway, and hours of operation require increased attention
to school safety. The number of student discipline cases for school violence or possession of controlled
substances will be less than 8% of all referrals. Advisement period will used to provide guidance to students
about alternatives to violence and substance abuse. Our Reality: Our school is located a few feet from a major
freeway, and classes meet from 8:00 a.m. to 11:00 p.m. Monday through Friday. Many of our students are new
to the American education system and are unfamiliar with rules and guidelines in U.S. schools. During the
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evening, the majority of our students travel from work to school and have family responsibilities. Trend/Data:
During the 2014-15 school year, 92% of all office referrals were due to minor classroom or campus infractions.
Safety threats from outside of the school (from non-students) occurred during the evening hours. Given the
multiple responsibilities that our students must balance every day, and the academic support needs of our
students, our school’s plan for intervention takes a multi-pronged approach for providing student support. We
believe that prevention is an important component of an intervention program. When our students enroll, they
participate in an orientation facilitated by our counseling staff, Assistant Principal and the school Principal; the
orientation acquaints students with the support programs that are in place at Liberty High School. This
information is reinforced during follow up sessions with the counseling staff and with their advocate during
advocacy class. In the area of academics, our school will implement a process for early intervention that begins
with the classroom teacher and is supported by tutors, Lead Teachers and the school’s administration. Students
who fall behind academically (due to absences or low skill level) will be required to participate in our schoolwide academic support program that has been developed by each department. As there is a strong correlation
between attendance and academic achievement, our school’s intervention team (Persistence Committee) will
support teachers by collaborating with students and their families to resolve emerging and existing attendance
issues. The Persistence Committee meets on a weekly basis to monitor student attendance.
Brief narrative summary of how we will evaluate our efforts: Common and Authentic Assessments. Liberty High
School is a small school that understands the importance of having common standards that are understood by
all students, parents, and teachers. The five Lead Teachers in the content areas collaborate with members of
their department to develop learning targets that are measured every four, and nine week intervals, as well as
every semester to measure student learning during key points in the school year. The formative benchmarks
will be utilized to help our school and teachers provide timely interventions during the semester and our
summative end of semester assessments will measure the overall level of mastery in each content area by our
students. Lead Teachers in each core and elective area will review, and analyze the results of formative
assessments with members of their department on a regular basis during PLC time to measure the academic
progress of students throughout the school year. Teachers will be expected to use the results of benchmark
assessments to make timely adjustments in pacing, content and concept coverage while adding support for
students who are experiencing challenges to learning.
Implementation and Monitoring Systems: The success of our academic and student social support systems
depend not only on thoughtful planning, but also on consistent implementation and regular review. To have the
highest possibility for success of our plans and goals this school year, every strategy and program will be
reviewed on a regular basis (every grading cycle) to determine if it is moving student learning toward the
expected outcomes. Our school will use a common lesson plan template that contains the essential planning
elements for effective instruction for our student population. A common system for weighing grades has been
established to ensure that grading practices are consistent with the mission and goals of our school. Classroom
observations and benchmark results will help measure our progress throughout the school year. Improvement
in the area of attendance and lowering of dropout rates will be monitored by the Persistence Committee on a
weekly basis to adjust strategies as needed, and progress will be communicated to the staff and faculty. Our
efforts to increase community involvement to forge partnerships for the attainment of our school goals will be
monitored by the school principal by tracking the number of family members who participate in school related
activities, and by monitoring the number of students who are connected to mentors and job opportunities.
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Narrative of Identified Needs
Needs Assessment: During the past ten years since the opening of our school, we have given emphasis to the
“what” and the ‘how” of our academic program by focusing on the essential skills students must learn to
succeed in their classes and in the high stakes exams that are mandated by our state. By focusing on this
approach, we have seen steady academic growth. As most of our students are learning English as a second
language, we understand the significant correlation between English language proficiency and academic
achievement. For this reason, we place high emphasis on the integration of language development objectives in
all of the academic areas so that students are not only learning content, but are also building their English
language skills across the curriculum. The “how” in our school involves focusing on the way in which we engage
our students in learning experiences. We have adopted a lesson planning approach which engages teachers in
the process of preparing learning experiences for students to learn content through explicit engagement in
listening, speaking, writing, and reading every day in all classes. Furthermore, our school is utilizing the HISD
Literacy Routines as school-wide strategies to help build the linguistic proficiency of our students in the English
language while they learn content. Department Lead Teachers have analyzed the district curriculum to develop
specific learning targets when planning “what” students will be learning in each of their classes. During this
process, each department has identified high yield objectives that help guide instructional planning and the
instructional focus in each course.
Areas for Improvement: Our longitudinal school data has given clear indications that we must continue to be
strategic about instructional planning, so that not only our teachers have a clearly defined instructional path for
the school year, but also so that students have a well-defined understanding of the expected outcomes for each
of the courses they take. Secondly, given the protracted amount of time our students have to build English
proficiency to meet the graduation requirements, we must continue to build capacity within our faculty around
the use of effective English literacy strategies that are to be used to teach content. Furthermore, we must
continue to monitor the effective implementation of instructional strategies and give feedback to teachers while
offering opportunities for refinement of skills during and after classroom visits. We are continuing to improve
our process for providing timely academic support through effective analysis of formative assessment results
and support services to accomplish “real time” intervention when students are not succeeding academically.
A major area of focus at Liberty High School this school year will be to continue to improve our student support
systems such as access to counseling in and outside of school and to adjust existing academic support systems to
differentiate instruction based on the needs of our diverse population. Additionally, a major initiative during the
2015-16 school year will involve building collaborative relationships with a variety of stakeholders from our
community to expand the support services currently being offered to our students on campus. Finally, we will
seek employer partnerships with businesses that will support the academic aspirations of our students.
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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):
No
Yes
n/a
Yes
Reading
n/a
n/a
n/a
Hispanic
n/a
n/a
n/a
Reading/literacy Goal 1
n/a
n/a
Goal 1 Index 4
No
Reading
Hispanic
Reading Participation
No
89%
Reading Alt/Mod
Math Performance
Math Participation
Math Alt/Mod
4 Year Graduation
n/a
Yes
Yes
n/a
Yes
5 Year Graduation
Yes
n/a
n/a
n/a
n/a
As measured for
alternative education
campuses.
As measured for
alternative education
campuses.
Hispanic, Asian,
ELL
n/a
n/a
n/a
n/a
n/a
Reading/literacy Goal area
1
Attendance Goal area 1
Texas Accountability System
I. Student Achievement
II. Student Progress
III. Closing Gaps
IV. Postsecondary
Readiness
Federal System Safeguards
Reading Performance
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n/a
n/a
Math /Goal area 1
n/a
n/a
Goal Area 1 Index 4
Goal Area 1 Index 4
STAFF DEVELOPMENT PLANS
Date
8-10-15
Time
Full Day
Goal Area
Welcome- Departments analyze campus student data from 2014-15 to set
goals for their dept. to improve academic achievement. Use Professional
Learning Cycles to guide professional development, instructional planning,
assessments and intervention during the 2015-16 school year.
Departments create department calendar with significant dates for
assessments, dept. projects, field trips, etc. Planning documents
completed by depts. will be uploaded to the server at the end of the work
day. (Data sets prepared by R. Saldivar, and facilitated by M. Rivas and R.
Saldivar) (Selected ELA and SS teachers attend QTEL Newcomer
instructional strategies training at Lee from Aug 10-14).
8-11-15
Full Day
Curriculum and Instruction (Map first 9 weeks of courses taught with
integration of literacy components).
Each department will use the HISD curriculum (if available for the content
area) or TEKS from the TEA curriculum section to map the first nine weeks
of curriculum for the classes they are teaching this fall. Lead Teachers will
facilitate a discussion about essential planning components and
completion of the templates.
8-12-15
Full Day
Ed Plan overview and follow up dates for additional training/support
(EdPlan overview facilitated by Mr. Reyna and Mr. Saldivar). Using
backward planning process, identify objectives to be tested at the end of
each course taught and create benchmark blueprints for first nine weeks in
each class. Blueprints will be uploaded by dept. to the school server at the
end of the day. (Facilitated by Lead Teachers, Mr. Rivas and Mr. Saldivar)
8-13-15
Full Day
8-14-15
Full Day
Academic support schedule (create a plan for providing academic support
to struggling students in class and outside of class throughout the school
year. Use a department template to communicate the support that is
available in your dept. to students and parents. Determine criteria for
determining when tutorials are optional and when they are mandatory.
Create lesson plans for first three weeks of school (in every course taught).
(CTE will attend training off campus today)
Identify topics for activity period.
(Facilitated by Lead Teachers and supported by Mr. Saldivar and Mr. Rivas)
Emergency preparedness plan, Sexual Harassment Policy, Child Abuse
reporting, Anti-bullying, and Equal Employment Opportunity policy. All
faculty and staff are required to attend this training.
(Training facilitated by Ms. Lawlace)
Advocacy – Goals and Curriculum framework for entire school year
(Facilitated by S. Lawlace)
Individual planning time after trainings
8-17-15
Full Day
Introduce draft of campus School Improvement Plan and make
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recommendations for its completion. All faculty and staff will meet in
room 108 to provide input for updates and recommendations for the
2015-16 School Improvement Plan.
Time will be set aside from 2:00 – 3:45 for individual planning.
(Facilitated by M. Rivas)
8-18-15
Full Day
Faculty handbook, Employee Standards of Conduct and Dress, Teacher,
Staff Appraisal and Development. All faculty and staff are required to be in
attendance for today’s training.
Time will be set aside for individual planning from 2:00 – 3:45 p.m.
(Facilitated by C. Molina and M. Rivas)
8-19-15
Full Day
Year 2 Power Up goals for Liberty High School – Discuss action plan for
integrating technology across the curriculum, and identify technology tools
which support academic language acquisition. Set expectations for the
use of technology on campus. (Title I and counselor job alike training)
(Facilitated by M. Rivas Lead Teachers)
Time will be set aside for individual planning from 2:00 – 3:45 p.m.
8-20-15
Full Day
Work by Dept. to integrate at least three technology tools into lesson
plans starting on week two of the fall semester.
Identify strategies to help your students build proficiency in the use of
technology to your content area (i.e. word processing skills, use of data
sheets, power point presentations, etc.)
(Facilitated by Lead Teachers)
Time will be set aside for individual planning from 1:45 – 3:45 p.m.
9-22-15
10-28-15
11-18-15
2-24-15
Early Dis.
Early Dis.
Early Dis.
Early Dis.
ELL instructional strategies/ intervention plans
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SIP Part 2: Goals & Objectives – Planning, Implementing, Monitoring
Based on the Data Analysis and Needs Assessment, the following Goals and Objectives have been developed to address the identified needs:
GOAL AREA I:
Reading
See: Campus Literacy Plan (a copy of the Campus Literacy Plan is kept with this template)
The Liberty High School literacy plan aims to address the fundamental factors impacting student success with ELL students. As 93% of the students attending
Liberty are classified as ELL’s, and the other 7% are former ELL’s, it is essential that all content area teachers contribute to the linguistic development of English
language skills for success in high school and beyond. To accomplish this goal, the literacy plan focuses on developing students’ skills around the four key
domains that are essential for learning the English language and to succeed academically. The four areas are writing, reading, listening (comprehension), and
speaking. Specific strategies such as tiered questioning to check for understanding, online graphic organizers to assist with meaning making, and text features
have been adopted to develop students’ skills around each of these domains on a campus-wide level. Teachers have been trained, and will continue to
participate in professional development throughout the school year that will support the integration of language skill development in each of the content areas
being taught in our school. In essence, the literacy strategies are the “how” of teaching and the TEKS are the “what” in each content area.
Concurrently, the Liberty High School Literacy Plan will prioritize continuous improvement in meeting state standards. Liberty HS met the state standard for the
2014-2015 school year. We will continue to improve on our academic successes and address areas where academic achievement is critical. The 2015-16 Literacy
Plan will specifically target the area of Reading for Index I. We will use the Powerful Practices to engage students in Authentic and Purposeful Reading and
Authentic and Purposeful Writing on a daily basis. These practices support our students in meeting the language progress measure goal on STAAR. Our goal is
meet the metric for the state progress measure on STAAR Reading for ELLs. Data obtained from walkthroughs, lesson plans and formative assessments during
the school year will reflect effective use of the backwards planning process to inform instruction and interventions to ensure students are on track to meet EOC
expectations.
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Milestones monitoring to be completed by Campus Intervention Team/SDMC/Leadership
Fall
Date of Review
End of first nine week cycle ( October 23, 2015)
Major intervention(s)
Data reviewed
Achievements?
Challenges?
On track?
Modifications?
Mid-Year
Date of Review
Major intervention(s)
Data reviewed
Achievements?
Challenges?
On track?
Modifications?
End of first semester (second cycle – January 9, 2016)
Date of Review
Major intervention(s)
Data reviewed
Achievements?
Challenges?
On track?
Modifications?
End of spring semester (fourth cycle – June 17, 2016)
Spring
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GOAL AREA I:
Mathematics
Priority Need:
Critical Success Factor(s):
Goal:
Strategy
Data Disaggregation
Academic conferences
with student/family
Required tutorials
Fill content gaps to ensure success in Algebra 1.
Data driven instruction, on-going monitoring of instruction, flexible scheduling to increase learning time.
Meet AEA progress requirement for ELL’s and increase average STAAR score for students with previous score from 3319 to
3419.
Objective
Responsible
Timeline
Milestones/
Evaluation
Pinpoint learning
standards not met for
targeted intervention.
Develop individualized
learning plans to
address skill gaps early
in the school year.
Use team approach to
establish collaboration
between student,
family, and teachers to
meet passing standard
on Algebra 1, Biology,
English, and U.S. History
EOC’s.
Math Dept. , Campus
data administrator,
principal
Spring and summer EOC
results, spring TELPAS
results, BOY benchmark
results
August 10 pre service
week – conduct data
analysis. Analyze
benchmark results by
class and dept. during
PLC every three weeks.
Daily
observation/evaluation
of student work ,
analysis of benchmark
results to recommend
further interventions
Teachers in math, social
studies, English,
science, and non-core
area depts., advocacy
teachers
Individual teacher
planning time, PLC’s,
advocacy advisement
period.
Meet with all students
who have not passed
Algebra 1 EOC by Sept.
8th. Meet with all
students who are
enrolled in Algebra 1 by
the end of the fifth
week of classes.
Engage students in
learning the necessary
skills for success in
Algebra 1 EOC
Teachers in math dept.,
counselor, and
administrative team
Content tutors, math
teachers working with
identified students
before, during, after
classes, and on
Saturdays.
Schedule students
during the first week of
classes, and continue
every week until next
EOC administration.
Review student tutorial
sign in logs to
determine level of
participation. Evaluate
results of benchmark
assessments to
determine progress
toward passing
standard.
Use daily work, and
benchmark assessment
results to evaluate the
effectiveness of
targeted tutorials
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Resources
Milestone Monitoring to be completed by Campus Intervention Team/SDMC/Leadership
Fall
Date of Review
Major intervention(s)
Data reviewed
Achievements?
Challenges?
On track?
Modifications?
Date of Review
Major intervention(s)
Data reviewed
Achievements?
Challenges?
On track?
Modifications?
Date of Review
Major intervention(s)
Data reviewed
Achievements?
Challenges?
On track?
Modifications?
End of first nine week cycle (October 23 )
Mid-Year
End of fall semester (first Saturday of Spring semester-January 9, 2016)
Spring
End of spring semester ( June 17, 2016 upon receipt of STAAR results)
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GOAL AREA I:
Safety
Priority Need:
Critical Success Factor(s):
Goal:
Strategy
Adapting to life in a new country and entry into a new school while learning a new language impacts students’ ability to transition
successfully to the American system of education.
Increased opportunities for input, effective communication with diverse segments of the community, accessible community services.
Provide a safe learning environment as evidenced by number of level III discipline referrals, number of community volunteers, and
student/staff feedback regarding school climate.
Objective
Bullying Prevention
Establish a bully free
campus
Discipline Management
Apply positive discipline
strategies to manage
student behavior.
Drug, Tobacco, Alcohol
Prevention
Reduce the incidence of
drug, tobacco, and
alcohol possession/use
on campus.
Strengthen
collaborative
partnership with mental
health providers in the
surrounding
community.
Suicide Prevention
Coordinated
Health
6/21/2016 12:29
PM
Programs
Work with ECHOS,
Neighborhood Centers,
and other service
Responsible
Resources
School counselor
coordinates character
development
curriculum, advocates
teach the curriculum to
all students. Guest
speakers are invited
Teachers use positive
behavior modification
approach to foster
student behavior that is
conducive to academic
success.
Materials from Student
Support Services Dept. ,
School Counselor,
Advocacy Teachers.
August 25 through the
end of the school year.
HISD Student code of
conduct. Advocacy
curriculum to help build
positive relationships
between teachers and
students.
Student orientation
prior to start of school
year and teacher
training throughout
school year.
Administrative team,
Advocacy teachers
Embed drug, tobacco,
and alcohol prevention
curriculum in
advocacy/advisory class
School Counselor, HISD
Student Support
Services, and
Community service
providers.
August 25 through the
end of the school year.
School counselor
provides information to
teachers, and staff
about safe places to get
help. Students have
access to information
on mental health
centers in the
community.
17
Counselor, Special
Community based
Populations
organizations that
Administrator, and
provide health related
Timeline
August 25 through the
end of the school year.
June 3 through 2014-15
school year.
Milestones/
Evaluation
Referral review every
four weeks to
determine if prevention
and intervention
strategies are working.
Evaluate types of
discipline referrals sent
to the office on a
monthly basis to
determine extent to
which students and
teachers are using win –
win strategies to
maintain a positive
classroom climate.
Monthly review of
referrals and
interventions related to
drugs and alcohol.
Evaluate the number of
students who are
referred or who selfrefer for counseling
services, and who may
want to harm
themselves.
Track the number of
health services
providers who gave on
providers to build
seamless access to
health services for our
students and their
families.
Assistant Principal
coordinate with
community health
providers.
services in the Gulfton
community.
Milestone Monitoring to be completed by Campus Intervention Team/SDMC/Leadership
Fall
Date of Review
Major intervention(s)
Data reviewed
Achievements?
Challenges?
On track?
Modifications?
Date of Review
Major intervention(s)
Data reviewed
Achievements?
Challenges?
On track?
Modifications?
Date of Review
Major intervention(s)
Data reviewed
Achievements?
Challenges?
On track?
Modifications?
End of first nine weeks ( October 23, 2015)
Mid-Year
End of second nine weeks ( Beginning of spring semester January 9, 2016)
Spring
End of spring semester ( June 17, 2016 upon receipt of STAAR results)
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–site screenings for
conditions that can
impact school
achievement. I.e.
vision, hearing, speech,
and emotional wellbeing.
GOAL AREA I:
Additional Goal Area(s)
Goal Area(s) identified via TEA Accountability Ratings: Met Alternative School Standard
Use the section below to provide details about goal areas identified above or provide additional goal areas applicable to your campus. Please
add multiple goal areas as required.










Student Achievement
Student Progress
Closing Gaps
4 Year Graduation
5 Year Graduation
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Postsecondary Readiness
Attendance
Special Populations
Teacher & Administrator Quality
Parent and Community Involvement
GOAL AREA I:
Attendance
Priority Need:
Critical Success Factor(s):
Goal:
Since our students have many responsibilities outside of school (i.e. work and family), and because poor attendance is a major
risk for dropping out and for graduation, we must improve our attendance rate from 79.4% to 83.4%.
Flexible scheduling, accessible community services, and increase attendance.
Improve attendance rate from 79.4% to 83.4%
Strategy
Objective
Student /Parent
attendance agreement
Students and parents
have a clear
understanding of
attendance policies and
consequences resulting
from poor attendance.
Student attendance
conferences
Motivate students to
remain in school
through graduation,
and involve the greater
family to achieve this
goal.
Advocacy teachers,
classroom teachers,
administrator or
counselor during
enrollment
Student handbook,
HISD attendance
guidelines, advocacy
period.
August 1, and
throughout school year
until the end of the
school year.
Timely intervention at
the onset of attendance
issues to get students
back on track as soon as
attendance issues arise.
Teacher planning time,
Persistence Committee
members, advocacy
period.
Starting during the first
week of classes on
August 25, ongoing
every week through the
end of the school year.
Individualized
telephone calls to
students who
accumulate two or
more absences
Advocacy teachers
update contact
information every two
weeks and make initial
contact. Make referrals
to Persistence
Committee.
Motivate students to
come to school on a
regular and consistent
basis
Classroom teachers
initiate contact and
make referrals.
Persistence Committee
provides support for
follow up
Classroom teachers,
advocacy mentors,
Persistence Committee
Teacher planning time,
Persistence Committee
members, automated
call out system, district
level attendance
intervention specialists
Starting during the first
week of classes on
August 25, ongoing on a
daily basis through the
end of the school year.
Departments,
recognition ceremonies,
Persistence Committee.
Funds from snack sales,
compensatory
education funds,
partnership donations
End of grading cycle
recognition ceremonies,
weekly competition for
highest attendance by
advocacy period.
Incentives to promote
strong attendance
Responsible
Resources
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Timeline
Milestones/
Evaluation
Weekly monitoring of
absence excuse notes
and unexcused
absences.
Weekly checks during
Persistence Committee
meetings. The
committee will identify
upward or downward
attendance trends
The Persistence
Committee evaluates
the outcome of
telephone conferences
with parents and adult
students during its
weekly meetings
Evaluate impact of
recognition on students
with good attendance
to determine if there is
continuous
improvement, and
survey students with
poor attendance to ask
about impact of
rewards on their
motivation to improve
attendance. Evaluate at
the end of every nine
week cycle.
Milestone Monitoring to be completed by Campus Intervention Team/SDMC/Leadership
Fall
Date of Review
Major intervention(s)
Data reviewed
Achievements?
Challenges?
On track?
Modifications?
End of first cycle ( October 23, 2016)
Date of Review
Major intervention(s)
Data reviewed
Achievements?
Challenges?
On track?
Modifications?
Start of spring semester ( end of cycle two – January 9, 2016)
Mid-Year
Date of Review
Major intervention(s)
Data reviewed
Achievements?
Challenges?
On track?
Modifications?
Spring
End of spring semester ( June 17, upon receipt of STAAR and end of spring reports)
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GOAL AREA I: Index 4 Index 4 Dropout Prevention/Graduation Rate
Priority Need:
Critical Success Factor(s):
Goal:
Strategy
As Yearly Academic Progress is a major factor leading to graduation, our school must ensure students learn the content and
skills necessary to earn course credit, and to graduate with their four year or five year cohort.
Data driven instruction, curriculum alignment, flexible scheduling, and instructionally focused calendar.
85% or more of all students will earn at least 6.5 credits in a calendar year to graduate with their four or five year cohort.
Objective
Responsible
Dropout Prevention:
Academic and psychosocial supports
Decrease factors within
the control of the
school that lead to
dropping out.
Campus Assistant
Principal, Persistence
Committee, classroom
teachers
Graduation rate:
Flexible scheduling,
academic supports,
college and career
counseling
Increase the percentage
of students who persist
with their education
leading to graduation
Principal, Counseling
staff, administrative
team.
Accelerate acquisition
of English language
proficiency to increase
academic achievement
and raise scores in high
stakes exams.
College readiness:
Access to a rigorous
curriculum to prepare
for post-secondary
education.
Counselors, advocacy
teachers, classroom
teachers.
Resources
Classroom teachers,
Persistence Committee
members, HISD dropout
prevention specialists,
Compensatory
education funds.
Title I funds, State HS
allotment, Advocacy
class, College and
Career Readiness Dept.
August 25 through the
end of the school year
on July 31, 2015
State HS allotment,
College and Career
Readiness Dept.
August 25 through the
end of the school year
on July 31, 2015
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Timeline
August 25 through the
end of the school year
on July 31, 2015
Milestones/
Evaluation
Weekly, monthly, and
quarterly review of the
number of students
who are experiencing
barriers to graduation
Evaluate completion
rates at the end of the
fall, Spring, and summer
sessions for total
number of students
who persist through
graduation.
Evaluate SAT, ACT,
STAAR, and exit TAKS
results for indicators of
college readiness after
each administration.
Milestone Monitoring to be completed by Campus Intervention Team/SDMC/Leadership
Fall
Date of Review
Major intervention(s)
Data reviewed
Achievements?
Challenges?
On track?
Modifications?
Date of Review
Major intervention(s)
Data reviewed
Achievements?
Challenges?
On track?
Modifications?
End of first nine week cycle ( October 23, 2015)
Mid-Year
End of fall semester ( first Saturday of spring semester – January 9, 2016)
Spring
Date of Review
Major intervention(s)
Data reviewed
Achievements?
Challenges?
On track?
Modifications?
End of spring semester ( June 17, 2016 )
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GOAL AREA IV: Parent and Community Involvement
Priority Need:
Critical Success Factor(s):
Goal:
Strategy
Reinforce idea of the
school as a community
center.
Increase Family and Community Engagement
Increased opportunities for input, effective communication, accessible community services
Increase number of parents who attend school related events and who serve on school-based committees. Increase number of
partnerships with service providers and businesses in the surrounding community.
Objective
Resources
Timeline
Teachers, counselor,
Title I coordinator, and
community outreach
coordinator.
Teacher weekly
conference time,
advocacy class, Title I
funds, at-risk funds.
August 24 through the
end of the school year.
Establish partnerships
Liberty serves as liaison
with service providers in between families and
the community.
community-based
providers to address
non-academic student
needs.
School counselor,
outreach coordinator,
school principal.
Community provider
directory, at-risk funds,
outreach visits.
June 2015 through the
end of the summer
semester session in July
2016.
Build partnerships with
businesses in the
community.
School counselor,
outreach coordinator,
college access support
office, school principal.
Community volunteers,
outreach visits.
August 25 through the
end of the summer
semester in 2016.
Outreach coordinator,
advocates, school
principal
Directory of Non-profit
organizations in the
Gulfton community,
school sponsors.
August 25 through the
end of the summer
semester in 2016.
Establish opportunities
for students to work
collaboratively with
diverse segments of the
community.
Parents visit the school
to learn about their
child’s progress, to
provide input, and to
learn about services
available to students
and families.
Responsible
Local businesses and
Liberty work together
to offer students work,
internship, and
mentorship
opportunities.
Liberty High School
students volunteer to
participate in service
projects around the
Gulfton community.
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Milestones/
Evaluation
Survey parents every
nine week cycle to
evaluate parents’
perception on the
number of
opportunities available
to engage in school
related activities.
Conduct a needs
assessment during the
first four weeks of
school and connect with
service providers by the
end of the first six
weeks. Update needs
assessment in January
2016.
Conduct outreach visits
by the end of the fourth
week of school to meet
with potential partners
and update contacts
every nine week cycle.
Evaluate the level of
participation at the end
of every nine week
cycle to determine
upward or downward
trends.
Milestone Monitoring to be completed by Campus Intervention Team/SDMC/Leadership
Fall
Date of Review
Major intervention(s)
Data reviewed
Achievements?
Challenges?
On track?
Modifications?
Date of Review
Major intervention(s)
Data reviewed
Achievements?
Challenges?
On track?
Modifications?
Date of Review
Major intervention(s)
Data reviewed
Achievements?
Challenges?
On track?
Modifications?
End of first nine week cycle ( October 23, 2015)
Mid-Year
End of second nine week cycle ( review on first Saturday of the spring semester (January 9, 2016)
Spring
End of the fourth cycle ( June 17, 2016 upon receipt of “my voice” survey results)
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Special Funding Goals
Goal Area:
Title I Ten Components (standard language provided, update data)
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 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 –NA
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.
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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Goal Area: State Compensatory Education (standard language provided, update data)
Total amount of State Compensatory Education funds: $60,709
Personnel funded with State Compensatory Education funds:
List names here: NA
Total number of FTE’s funded with State Compensatory Education funds: 0
Brief description of how these funds are utilized on your campus: Compensatory Education funds will be used to
fund tutorials for students, professional development that will build capacity to work with at risk students, and
for dropout prevention and recovery efforts.
For Title I schools: These supplemental State Compensatory Education funds are used to enhance the Title I
School Program at our campus.
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Goal Area: Mandated Health Services
1. Immunization Monitoring
Person Responsible for monitoring immunization requirements, data entry, and state reporting requirements:
Camelia Molina (administrator) and Yesenia Lopez (clerk)
If your campus does not have a certified school nurse or screener, please explain how you will complete this on
or before October 30, 2015 (include an estimate of number of students that must be screened):
Ms. Yesenia Lopez will review all immunization records for compliance with state guidelines and Ms. Molina will
contact community service providers to determine how students / families who are economically disadvantaged
can get support to comply with immunization requirements.
2. Vision Screening at Grades: PK, K, 1, 3, 5, 7
Person Responsible for screening, data entry, completing referral forms, and submitting state report: Click here
to enter text.
If your campus does not have a certified school nurse or screener, please explain how you will complete this on
or before December 4, 2015 (include an estimate of number of students that must be screened): Click here to
enter text.
3. Hearing Screening at Grades: PK, K, 1, 3, 5, 7
Person Responsible for screening, data entry, completing referral forms, and submitting state report: Click here
to enter text.
If your campus does not have a certified school nurse or screener, please explain how you will complete this on
or before December 4, 2015 (include an estimate of number of students that must be screened): Click here to
enter text.
4. Type 2 Diabetes Screening at Grades: 1, 3, 5, 7
Person Responsible for screening, data entry, completing referral forms, and submitting state report: Click here
to enter text.
If your campus does not have a certified school nurse or screener, please explain how you will complete this on
or before December 4, 2015 (include an estimate of number of students that must be screened): Click here to
enter text.
5. Spinal Screening at Grades: 6, 9
Person Responsible for screening, data entry, completing referral forms, and submitting state report: Click here
to enter text.
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If your campus does not have a certified school nurse or screener, please explain how you will complete this on
or before February 1, 2016 (include an estimate of number of students that must be screened): Click here to
enter text.
6. Medication Administration
Person Responsible for administering medication including, but not limited to emergency care of students with
diabetes, seizures, and life threatening anaphylaxis: Monico Rivas, Camelia Molina, Rene Saldivar, and Sally
Lawlace (school administrators and school counselor)
If your campus does not have a certified school nurse, please explain your rationale for not providing this service
and how you will meet this ongoing student support need for the school year of 2015-2016:
Due to our campus size and school budget, we don’t have a campus nurse; however, administrators and front
office staff have been trained in first aid procedures and the school principal calls on nurses from neighboring
schools to assist as needed to review medical records and to assist with other types of support as needed.
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SCHOOL IMPROVEMENT PLAN EXECUTIVE SUMMARY 2015-2016
Campus Name:
Liberty High School
Liberty High School was founded in 2004 as a response to the need in our community for a high school that
would provide intensive English language support, flexibility for working students, and a year-round school
calendar that facilitated acceleration for newly arrived young immigrant scholars in our community. Many of
the students who enroll at Liberty have few or no credits toward a high school diploma and have varying
degrees of experience with formal education in their home countries. In order to meet the needs of this
underserved and academically diverse population, the Gulfton community proposed to open a charter school
with flexibility and innovative instructional methodologies. Now almost eleven years later, Liberty High School
continues to serve newly arrived immigrant students who live in the heart of Gulfton in Southwest Houston and
throughout our school district. In collaboration with members of the community, the faculty and staff of Liberty
High School reaffirms their commitment to provide a high quality education to the newly arrived scholars in our
community. Liberty High School (formerly Newcomer Charter) offers flexible scheduling, in the form of
weekend, day, and night classes as well as a year-round academic calendar. To support the linguistic needs of
students, Liberty integrates intensive English instruction across the curriculum. In addition to providing various
forms of academic support, students have access to a social support system through an advocacy program, the
school counselor and social service providers in the surrounding community. Furthermore, Liberty High School
continues to embrace collaboration by building strong partnerships with the Houston community and beyond.
The HISD Newcomers Charter High School (now Liberty High School) was approved by the HISD Board of
Education on September 9, 2004, and opened on January 10, 2005. With 125 students enrolled on opening
night, the school opened its doors exceeding the projected starting student enrollment of 75 students.
Currently, Liberty High School serves 405 day and night students between the ages of 14 and 26 who are recent
immigrants to the United States and who have no or few credits toward a high school diploma. In 2012, for the
first time in the eight years since it opened its doors to the Gulfon community, Liberty started a day program for
immigrant students of traditional high school age. Upon enrollment, students have expressed a strong desire to
learn English and to continue with their education beyond high school. Many students also come to Liberty High
School from throughout HISD when their work or family responsibilities require that they have a flexible school
schedule to be able to continue with their education. Currently, our students come to us from several Latin
American countries such as Mexico, El Salvador, Honduras, Nicaragua, Guatemala, Cuba, Dominican Republic,
Puerto Rico, Costa Rica and Columbia. We also have students from Ghana, Somalia, The Republic of Congo,
Burundi, Sudan, Jordan, Lebanon, Nigeria, Nepal, Iraq, Syria, The Ivory Coast, Liberia, Pakistan, China, Vietnam,
Burma, Bhutan and Eritrea.
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SIP APPROVAL 2015-2016
Campus: Click here to enter text.
Principal: Click here to enter text.
This School Improvement Plan for school name was developed according to the procedures described in this
document. The final draft of the plan was submitted to the Shared Decision Making Committee on Click here to
enter a date. as evidenced by the SDMC agenda. Through the SDMC the SIP was reviewed with parents,
community members, and the professional staff. The plan was presented to the professional staff for a vote of
approval by secret ballot on Click here to enter a date. . The plan received at least two-thirds approval. I attest
that if this school is under a designation as Required Improvement, Focus, or Priority, an on-site needs
assessment has been conducted in compliance with TEC §39.106(b) and recommendations were made by the
intervention team when considered appropriate. In addition, these findings have been recorded and are
available upon request.
________________________________________________
Principal
__________________
Date
Signatures below indicate review and approval of this document.
________________________________________________
PTO/PTA or other Parent Representative
__________________
Date
________________________________________________
SDMC Teacher Representative
__________________
Date
________________________________________________
School Support Officer / Lead Principal (DCSI)
__________________
Date
________________________________________________
Chief School Officer
__________________
Date
________________________________________________
Professional Service Provider (for IR, Focus, Priority)
__________________
Date
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