BAYLOR COLLEGE OF MEDICINE
ACADEMY AT RYAN
Principal -Jyoti Malhan
Dean 6th grade: M. Turner *Dean 7th grade : G. De Dios • Dean 8th grade: M. Garrett Jackson
2610 Elgin Street, Houston, Texas 77004
Phone: 713-942-1932 - Fax: 713-942-1943
Website: www.houstonisd.org/academyatryan
SDMC MEETING
ROOM 121
September 3, 2015
AGENDA
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Enrollment for 2015- 2016 : 790 ( 312/269/209) - Malhan
Magnet dates and deadlines - Malhan
Annual Open House- Sept 15 and 16 - Malhan
BCMA Staff ( We are a FULL School) - Malhan
STAAR RESULTS - Malhan
Houston Chronicle - Malhan
Algebra 1, SAT - Malhan
Ecobot Robotics - Malhan
Chess Season (Citywide Chess Tournament, February 13, 2016) - Malhan
NFL Debate - UIL - Malhan
SIP 2015 - 2016 - Malhan
Grant applications submitted : ASAP Grant / Campmed proposal - Malhan & Dr. Sweeney
BCMA Health Science courses - Malhan
Harvest Lab Updates - Dr. Sweeney
Blackshear El/ Kidshare / Nuwater Coop - Dr. Sweeney
Science Fair Projects in Health Science classes in 2015-2016 - Dr. Sweeney
Medical Miles, Baylor College of Medicine - Dr. Sweeney
Compass, Baylor College of Medicine- Dr. Sweeney
Visits to NSTA & CAST Conference - Dr. Sweeney
8th Grade Activities- Dean Jackson
After School & Saturday Tutorials begin Sept 21, 2015- Dean Jackson
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CONFERENCE
DEPARTMENT
B
C
Math Enrichment
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A104
Hayner, Heath
Read
DEPARTMENT
E
F
Public Spa!dna
A
B
C
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Resale Enr
CONFERENCE
A101
Harris, Jean
ELA
DEPARTMENT
B
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Writing Enr
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CONFERENCE
Writing En,
E
A102
Scott, Patrice
Sac St
C
DEPARTMENT
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Student council
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CONFERENCE
A
Gardening
B
A144
Means-Gary, Chante
Science
B
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CONFERENCE
Science Enr
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DEPARTMENT
F
Science Enr
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A116
Kirk, Maya
A
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SAT PREP
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A135
Williams, Tesha
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Math Enrichment
6B
Al
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CONFERENCE
DEPARTMENT
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Math Enrichment
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Genius Hour
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Room #
Room SI
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6A
Teacher
Teacher
Da bas, Su nil
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DEPARTMENT
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DEPARTMENT
Lee, Samuel
ELA
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A143
Zhang, Yaoyun
Science
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Strong, Kimberly
A142
West-Denning, Jackie
G
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Walker, Eric
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A120
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DEPARTMENT
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Math Enrichment
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DEPARTMENT
F
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Wang Ere
A
B
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Name That Book
CONFERENCE
Soc St
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DEPARTMENT
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Soda' Studies Enr
F
A
B
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Sodal Studied Enr
CONFERENCE
Science
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D
CONFERENCE
Student Council
E
F
DEPARTMENT
A
Science Enrichment
B
CONFERENCE
B
C
Science Research
D
E
CONFERENCE
F
Sand Renard,
A
7A
Math
A203
Davis, Chardenay
ELA
A204
Conrad, Fritz
A138
Akhtar, Amber
A141
Wertz, Michael
SDM
B
B
C
D
Mat Enrichment
CONFERENCE
DEPARTMENT
F
E
86
B7
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BE
DEPARTMENT
G (Aig -11
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Moth Enrichment
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Wang Era
CONFERENCE
Social Stain Ent
CONFERENCE
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Pa neitz, Joe
F
A
A209
Reyes, Guadalupe
Math Lab
B
C
A
7B
Al
A2
A3
A4
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K
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Math Enrichment
CONFERENCE
DEPARTMENT
ELA
K
A210
Ball, Tyler
Soc St
A133
Tipple, Jessica
Science
A140
Miller, Adrianne
SDM
A212
Gym
A209
Reyes, Guadalupe
Room #
J
Public Speaking
G
H
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Yearbook Bag
L
G
H
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DEPARTMENT
G
Sanaa Enrichment
K
CONFERENCE
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Tech Apo (Adv Comp Sci
DEPARTMENT
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CONFERENCE
Science Enthament
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Tech App (Beg Cams)
I
J
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Comer, James
G
CONFERENCE
Johnson, Adam
L
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A2
A3
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CONFERENCE
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Math Enrichment
DEPARTMENT
G
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DEPARTMENT
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Math Lab
8A
Teacher
Wanjala, Brian
Math
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Barnes, Jamaur
ELA
E102
Duesterbeck, Steven
SOC St
A112
Martisek, David
Science
E104
Tolliver, Kenneth
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Goldberg, Misty
A207
Taplett, Richelle
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Kehe, Elyse
Room #
DEPARTMENT
K
CONFERENCE
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Biotech
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Martinez, Matthew
ELA
Writing Enr
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Lunch Duty:
6th Grade
Strong and Johnson
7th Grade
Johnson
8th Grade
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TEXAS EDUCATION AGENCY
2015 Accountability Summary
BAYLOR COLLEGE OF MEDICINE ACADEMY (101912467) - HOUSTON ISD
Accountability Rating
Distinction Designation
Met Standards on
Did Not Meet Standards on
- Student Achievement
- NONE
Academic Achievement in Reading/ELA
- Student Progress
Academic Achievement in Mathematics
- Closing Performance Gaps
- Postsecondary Readiness
Academic Achievement in Science
In 2015, to receive a Met Standard or Met Alternative Standard rating, districts and campuses
must meet targets on three indexes: Index 1 or Index 2 and Index 3 and Index 4.
NOT ELIGIBLE
Academic Achievement in Social Studies
Performance Index Report
NOT ELIGIBLE
Top 25 Percent Student Progress
Top 25 Percent Closing Performance Gaps
Postsecondary Readiness
Campus Demographics
Index 1
Index 2
Index 3
Index 4
Student
Achievement
(Target Score=60)
Student
Progress
(Target Score=28)
Closing
Performance Gaps
(Target Score=27)
Postsecondary
Readiness
(Target Score=13)
Campus Type
Middle School
Campus Size
493 Students
Grade Span
Percent Economically
Disadvantaged
Performance Index Summary
Index
Points
Earned
Maximum
Points
Index
Score
705
464
669
736
1,000
1,000
96
46
67
1 - Student Achievement
2 - Student Progress
3 - Closing Performance Gaps
4 - Postsecondary Readiness
STAAR Score
06 - 07
59.8
Percent English Language
Learners
2.4
Mobility Rate
7.1
State System Safeguards
63.8
Graduation Rate Score
N/A
Graduation Plan Score
N/A
Postsecondary Component Score
N/A
Number and Percent of Indicators Met
64
Performance Rates
11 out of 11 = 100%
Participation Rates
7 out of 7 = 100%
Graduation Rates
Total
N/A
18 out of 18 = 100%
For further information about this report, please see the Performance Reporting Division website at http://ritter.tea.state.tx.us/perfreporUaccount/2015/index.html
TEA Division of Performance Reporting
Page 1
August 7, 2015
TEXAS EDUCATION AGENCY
2015 Distinction Designation Summary - Reading/ELA
BAYLOR COLLEGE OF MEDICINE ACADEMY (101912467) - HOUSTON ISD
Campus Type: Middle School
Indicator
Score
Indicator
Attendance Rate
Greater Than Expected Student Growth in English Language Arts (ELA)
Quartile
97.3%
23%
Grade 3 Reading Performance (Level III)
Grade 4 Reading Performance (Level Ill)
Grade 4 Writing Performance (Level Ill)
Grade 5 Reading Performance (Level Ill)
36%
Grade 6 Reading Performance (Level Ill)
Grade 7 Reading Performance (Level III)
Grade 7 Writing Performance (Level III)
47%
20%
Grade 8 Reading Performance (Level III)
EOC English I Performance (Level III)
EOC English II Performance (Level III)
AP/IB Examination Participation: ELA
AP/IB Examination Performance: ELA
SAT/ACT Participation
SAT Performance: ELA
ACT Performance: ELA
Advanced/Dual Enrollment Course Completion Rate: Reading/ELA
5 of 5
Total Indicators for Reading/ELA
Distinction Campus Outcome: 5 of 5 eligible indicators in the Top Quartile (Q1)
5 of 5 = 100%
Distinction Target: Middle School = 50% or higher
Blank values for an indicator score occur if the indicator is not applicable to that campus or does not
meet the minimum size of 10 students.
Blank values for a quartile occur if there are fewer than 20 campuses in the campus comparison group
for each qualifying indicator.
The attendance rate indicator is not subject specific; therefore, it applies to Reading/ELA,
Mathematics, Science, and Social Studies. Consequently, this indicator cannot be the sole
measure used by a campus to attain a distinction.
Results for STAAR A and STAAR Alternate 2 are not included in 2015 accountability results.
TEA Division of Performance Reporting
Page 1 of 8
August 7, 2015
TEXAS EDUCATION AGENCY
2015 Distinction Designation Summary - Mathematics
BAYLOR COLLEGE OF MEDICINE ACADEMY (101912467) - HOUSTON ISD
Campus Type: Middle School
Indicator
Score
Indicator *
Attendance Rate
Greater Than Expected Student Growth in Mathematics
Algebra I by Grade 8 - Participation
EOC Algebra I Performance (Level III)
AP/IB Examination Participation: Mathematics
AP/IB Examination Performance: Mathematics
SAT/ACT Participation
SAT Performance: Mathematics
ACT Performance: Mathematics
Advanced/Dual Enrollment Course Completion Rate: Mathematics
Total Indicators for Mathematics
Quartile
97.3%
68%
88%
1111111111111
3 of 3
Distinction Campus Outcome: 5 of 5 eligible indicators in the Top Quartile (Q1)
3 of 3 = 100%
Distinction Target: Middle School = 50% or higher
Blank values for an indicator score occur if the indicator is not applicable to that campus or does not
meet the minimum size of 10 students.
Blank values for a quartile occur if there are fewer than 20 campuses in the campus comparison group
for each qualifying indicator.
The attendance rate indicator is not subject specific; therefore, it applies to Reading/ELA,
Mathematics, Science, and Social Studies. Consequently, this indicator cannot be the sole
measure used by a campus to attain a distinction.
Results for grades 3-8 mathematics, STAAR A, and STAAR Alternate 2 are not included
in 2015 accountability results.
TEA Division of Performance Reporting
Page 2 of 8
August 7, 2015
TEXAS EDUCATION AGENCY
2015 Distinction Designation Summary - Science
BAYLOR COLLEGE OF MEDICINE ACADEMY (101912467) - HOUSTON ISD
Campus Type: Middle School
This campus is not eligible for this Distinction Designation. See the 2015 Accountability Manual for more information.
NOT ELIGIBLE
TEA Division of Performance Reporting
Page 3 of 8
August 7, 2015
TEXAS EDUCATION AGENCY
2015 Distinction Designation Summary - Social Studies
BAYLOR COLLEGE OF MEDICINE ACADEMY (101912467) - HOUSTON ISD
Campus Type: Middle School
This campus is not eligible for this Distinction Designation. See the 2015 Accountability Manual for more information.
NOT ELIGIBLE
TEA Division of Performance Reporting
Page 4 of 8
August 7, 2015
TEXAS EDUCATION AGENCY
2015 Distinction Designation Summary - Top 25% in Student Progress
BAYLOR COLLEGE OF MEDICINE ACADEMY (101912467) - HOUSTON ISD
Campus Type: Middle School
Index 2
Campus Name
District Name
1 CALDWELL MIDDLE (026901041)
2 LLANO J H (150901041)
3 JUDSON MIDDLE (092903043)
4 SPRINGTOWN MIDDLE (184902041)
5 HUGHES SPRINGS J H (034903041)
6 MCDOWELL MIDDLE (163904041)
7 MINEOLA MIDDLE (250903041)
8 TATUM MIDDLE (201910041)
9 BANDERA MIDDLE (010902041)
10 DEVINE MIDDLE SCHOOL (163901041)
11 FAIRFIELD J H (081902041)
12 FORT STOCKTON MIDDLE (186902041)
13 JOURDANTON J H (007902041)
14 RAINS J H (190903041)
15 WHITESBORO MIDDLE (091909041)
16 SMITHVILLE J H (011904041)
17 BORGER MIDDLE (117901041)
18 EDNA J H (120901042)
19 LIBERTY MIDDLE (146906041)
20 ORANGE GROVE J H (125903041)
21 SEALY J H (008902041)
22 COLUMBUS J H (045902041)
23 E MERLE SMITH MIDDLE (205906041)
24 EDWARDS-JOHNSON MEMORIAL MIDDLE (100904041)
25 HUNTINGTON MIDDLE (003904041)
26 MADISONVILLE J H (154901041)
27 RUSK J H (037907041)
28 GRAHAM J H (252901041)
29 HENDERSON MIDDLE (201902041)
30 WHITNEY MIDDLE SCHOOL (109911041)
31 B T WILSON SIXTH GRADE SCHOOL (133903104)
32 DALHART J H (056901042)
33 ELKHART MIDDLE (001903041)
34 LEVELLAND MIDDLE (110902041)
35 VERNON MIDDLE SCHOOL (244903041)
36 C B THOMPSON MIDDLE (116908041)
37 LILLION E LUEHRS J H (178902041)
38 ROCKDALE J H (166904041)
39 SWEETWATER MIDDLE (177902041)
40 BURNET MIDDLE (027903041)
Score
CALDWELL ISD
LLANO ISD
LONGVIEW ISD
SPRINGTOWN ISD
HUGHES SPRINGS ISD
HONDO ISD
MINEOLA ISD
TATUM ISD
BANDERA ISD
DEVINE ISD
FAIRFIELD ISD
FORT STOCKTON ISD
JOURDANTON ISD
RAINS ISD
WHITESBORO ISD
SMITHVILLE ISD
BORGER ISD
EDNA ISD
LIBERTY ISD
ORANGE GROVE ISD
SEALY ISD
COLUMBUS ISD
SINTON ISD
SILSBEE ISD
HUNTINGTON ISD
MADISONVILLE CISD
RUSK ISD
GRAHAM ISD
HENDERSON ISD
WHITNEY ISD
KERRVILLE ISD
DALHART ISD
ELKHART ISD
LEVELLAND ISD
VERNON ISD
QUINLAN ISD
BISHOP CISD
ROCKDALE ISD
SWEETWATER ISD
BURNET CISD
44
43
42
41
40
40
40
40
39
39
39
39
39
39
39
37
36
36
36
36
36
35
35
35
35
35
35
34
33
33
32
32
32
32
32
30
30
29
29
26
Top 25% in Student Progress Target = Index 2 Score of 39
Blank values for an Index 2 Score occur if the indicator is not applicable to that campus or does not
meet the minimumsize of 10.
Where Index 2 scores are identical the campuses are listed alphabetically by campus name.
Results for grades 3-8 mathematics, STAAR A, and STAAR Alternate 2 are not included
in 2015 accountability results.
TEA Division of Performance Reporting
Page 5 of 8
August 7, 2015
TEXAS EDUCATION AGENCY
2015 Distinction Designation Summary - Top 25% in Closing Performance Gaps
BAYLOR COLLEGE OF MEDICINE ACADEMY (101912467) - HOUSTON ISD
Campus Type: Middle School
District Name
Campus Name
1 B T WILSON SIXTH GRADE SCHOOL (133903104)
2 RAINS J H (190903041)
3 CALDWELL MIDDLE (026901041)
4 HUGHES SPRINGS J H (034903041)
5 SPRINGTOWN MIDDLE (184902041)
6 WHITNEY MIDDLE SCHOOL (109911041)
7 EDWARDS-JOHNSON MEMORIAL MIDDLE (100904041)
8 HENDERSON MIDDLE (201902041)
9 TATUM MIDDLE (201910041)
10 WHITESBORO MIDDLE (091909041)
11 BANDERA MIDDLE (010902041)
12 MADISONVILLE J H (154901041)
13 MINEOLA MIDDLE (250903041)
14 BORGER MIDDLE (117901041)
15 LEVELLAND MIDDLE (110902041)
16 LILLION E LUEHRS J H (178902041)
17 BURNET MIDDLE (027903041)
18 ELKHART MIDDLE (001903041)
19 LLANO J H (150901041)
20 DEVINE MIDDLE SCHOOL (163901041)
21 RUSK J H (037907041)
22 FAIRFIELD J H (081902041)
23 HUNTINGTON MIDDLE (003904041)
24 JOURDANTON J H (007902041)
25 LIBERTY MIDDLE (146906041)
26 ROCKDALE J H (166904041)
27 SEALY J H (008902041)
28 SMITHVILLE J H (011904041)
29 COLUMBUS J H (045902041)
30 E MERLE SMITH MIDDLE (205906041)
31 JUDSON MIDDLE (092903043)
32 MCDOWELL MIDDLE (163904041)
33 C B THOMPSON MIDDLE (116908041)
34 FORT STOCKTON MIDDLE (186902041)
35 SWEETWATER MIDDLE (177902041)
36 GRAHAM J H (252901041)
37 DALHART J H (056901042)
38 ORANGE GROVE J H (125903041)
39 VERNON MIDDLE SCHOOL (244903041)
40 EDNA J H (120901042)
Index 3
Score *
KERRVILLE ISD
RAINS ISD
CALDWELL ISD
HUGHES SPRINGS ISD
SPRINGTOWN ISD
WHITNEY ISD
SILSBEE ISD
HENDERSON ISD
TATUM ISD
WHITESBORO ISD
BANDERA ISD
MADISONVILLE CISD
MINEOLA ISD
BORGER ISD
LEVELLAND ISD
BISHOP CISD
BURNET CISD
ELKHART ISD
LLANO ISD
DEVINE ISD
RUSK ISD
FAIRFIELD ISD
HUNTINGTON ISD
JOURDANTON ISD
LIBERTY ISD
ROCKDALE ISD
SEALY ISD
SMITHVILLE ISD
COLUMBUS ISD
SINTON ISD
LONGVIEW ISD
HONDO ISD
QUINLAN ISD
FORT STOCKTON ISD
SWEETWATER ISD
GRAHAM ISD
DALHART ISD
ORANGE GROVE ISD
VERNON ISD
EDNA ISD
52
49
48
43
42
42
41
41
41
41
40
40
40
39
39
39
38
38
38
37
37
36
36
36
36
36
36
36
34
34
34
34
33
32
32
31
29
29
29
28
Top 25% in Closing Performance Gaps Target = Index 3 Score of 41
Blank values for an Index 3 Score occur if the indicator is not applicable to that campus or does not
meet the minimum size of 10.
Where Index 3 scores are identical the campuses are listed alphabetically by campus name.
Results for grades 3-8 mathematics, STAAR A, and STAAR Alternate 2 are not included
in 2015 accountability results.
TEA Division of Performance Reporting
Page 6 of 8
August 7, 2015
TEXAS EDUCATION AGENCY
2015 Distinction Designation Summary - Postsecondary Readiness
BAYLOR COLLEGE OF MEDICINE ACADEMY (101912467) - HOUSTON ISD
Campus Type: Middle School
Indicator
Score
Indicator *
Index 4 - Percent at STAAR Postsecondary Readiness Standard
Four-Year Longitudinal Graduation Rate
Four-Year Longitudinal RHSP/DAP Rate
College-Ready Graduates
Advanced/Dual Enrollment Course Completion Rate: Any Subject
AP/IB Examination Performance: Any Subject
SAT/ACT Participation
SAT/ACT Performance
CTE-Coherent Sequence Graduates
Total Indicators for Postsecondary Readiness
Quartile
61% MEM
1 of 1
Evaluation of Campus Outcomes: 1 of 1 eligible indicators in Q1 (Top Quartile)
1 of 1 = 100%
Distinction Target: Middle School = 50% or higher
Blank values for an indicator score occur if the indicator is not applicable to that campus or does not
meet the minimum size of 10 students.
Blank values for a quartile occur if there are fewer than 20 campuses in the campus comparison group
for each qualifying indicator.
The attendance rate indicator is not subject specific; therefore, it applies to Reading/ELA,
Mathematics, Science, and Social Studies. Consequently, this indicator cannot be the sole
measure used by a campus to attain a distinction.
* Results for grades 3-8 mathematics, STAAR A, and STAAR Alternate 2 are not included
in 2015 accountability results.
TEA Division of Performance Reporting
Page 7 of 8
August 7, 2015
TEXAS EDUCATION AGENCY
2015 Distinction Designation Summary
BAYLOR COLLEGE OF MEDICINE ACADEMY (101912467) - HOUSTON ISD
Campus Type: Middle School
Indicator *
Attendance Rate
Greater Than Expected Student Growth in English Language Arts (ELA)
Greater Than Expected Student Growth in Mathematics
Grade 3 Reading Performance (Level III)
Grade 4 Reading Performance (Level Ill)
Grade 4 Writing Performance (Level III)
Grade 5 Reading Performance (Level III)
Grade 5 Science Performance (Level III)
Grade 6 Reading Performance (Level Ill)
Grade 7 Reading Performance (Level III)
Grade 7 Writing Performance (Level III)
Grade 8 Reading Performance (Level III)
Grade 8 Science Performance (Level III)
Grade 8 Social Studies Performance (Level III)
Algebra I by Grade 8 - Participation
EOC Algebra I Performance (Level III)
EOC English I Performance (Level III)
EOC English II Performance (Level III)
EOC Biology Performance (Level III)
EOC U.S. History Performance (Level III)
AP/IB Examination Participation: ELA
AP/IB Examination Participation: Mathematics
AP/IB Examination Participation: Science
AP/IB Examination Participation: Social Studies
AP/IB Examination Performance: ELA
AP/IB Examination Performance: Mathematics
AP/IB Examination Performance: Science
AP/IB Examination Performance: Social Studies
AP/IB Examination Performance: Any Subject
SAT/ACT Participation
SAT/ACT Performance
SAT Performance: ELA
SAT Performance: Mathematics
ACT Performance: ELA
ACT Performance: Mathematics
ACT Performance: Science
Index 4 - Percent at STAAR Postsecondary Readiness Standard
Four-Year Longitudinal Graduation Rate
Four-Year Longitudinal RHSP/DAP Rate
College-Ready Graduates
Advanced/Dual Enrollment Course Completion Rate: Reading/ELA
Advanced/Dual Enrollment Course Completion Rate: Mathematics
Advanced/Dual Enrollment Course Completion Rate: Science
Advanced/Dual Enrollment Course Completion Rate: Social Studies
Advanced/Dual Enrollment Course Completion Rate: Any Subject
CTE-Coherent Sequence Graduates
Indicator
Score
Numerator
Indicator
Score
Denominator
Score
Quartile 1
Minimum
Score
39,341.0
104
27
40,418.0
459
40
Quartile
97.3
23
68
96.4
17
52
Q1
Q1
Q1
89
105
45
247
225
224
36
47
20
18
19
10
Q1
Q1
Q1
35
40
88
63.0
Q1
288
471
61
35
Q1
Blank valuesfor an indicator score occur if the indicator is not applicable to that campus or does not meet the minimum size of 10 students.
Blank valuesfor a quartile occur if there are fewer than 20 campuses in the campus comparison group for each qualifying indicator.
'n/a' Indicates data reporting is not applicable for this indicator.
* Results for grades 3-8 mathematics, STAAR A, and STAAR Alternate 2 are not included in 2015 accountability results.
TEA Division of Performance Reporting
Page 8 of 8
August 7, 2015
L
1
,
Shared Decision Making Committees
A Shared Decision-Making Committee (SDMC) shall be established on each campus to assist
the principal. The committee shall meet for the purposes of implementing planning processes
and site-based decision making in accordance with Board policy and administrative procedure.
Role
The committee is an advisory group to the school principal except for approval of
campus staff development. The committee must outline procedures for addressing the
areas of involvement listed under Responsibilities, below and for decision making. The
principal will consult the SDMC in matters relating to the school educational program, but
the principal has the final authority in fiduciary and financial decisions.
Responsibilities
The areas that require involvement of the SDMC are:
•
Implementing all pertinent campus-level planning processes;
•
Developing recommendations for the school budget;
•
Submitting recommendations for the school curriculum;
•
Recommending changes in the school's staffing patterns;
•
Developing and approving the campus staff development plans;
•
Developing, reviewing, and revising the School Improvement Plan (SIP) for the
purpose of improving student performance for all student populations. After the
principal approves the SIP, the SDMC will present the plan to the school-based
professional staff for a vote of approval. [see Reference (d)];
•
Reviewing and making recommendations regarding the school's organizational
structure; and
•
Establishing procedures to periodically obtain broad-based community, parent, and
staff input.
Meetings and Communications
The principal or designee shall ensure that the campus-level committee obtains broadbased community, parent, and staff input through ad hoc committees, Web site,
newsletters, and other methods as appropriate.
Calendar:
In addition to regularly scheduled meetings (approximately once a
month), the committee must hold at least one public meeting each year after
receipt of the annual campus rating from the Texas Education Agency to discuss
the performance of the school and the school's objectives.
Agenda:
The committee will establish procedures for school personnel,
parents, and business and community representatives to submit agenda items for
meetings.
Minutes:
A record of all decisions and significant discussion items will be
maintained by the committee. Copies of the SDMC minutes will be distributed to
members of the committee, school-based personnel, and the appropriate District
superintendent, and will be available to the general public upon request.
Attention:
Copies of the minutes of the SDMC meetings shall be placed on
the school's web site and distributed to members of the committee. A paper copy
shall be made available to parents and to members of the general public upon
request. Along with the list of SDMC members, campuses will be asked to
provide the pathway to where the SDMC minutes will be posted online. Please
attempt to make the minutes easily accessible with no more than three clicks
from the campus main page. Post the minutes within 10 calendar days of the
meeting. A random monitoring review will be conducted to assure that the
minutes are appropriately available online.
Composition
The school principal determines the size of the committee. Membership must
include parents, community representatives, and no more than one business
representative. Professional staff members must include at least two-thirds
classroom teachers and one-third other campus-level professional staff.
Principal:
The principal will serve as chairperson and as a member of the SDM
committee, and will determine the size of the SDM committee.
Co-chair:
A co-chair shall be elected by the SDM committee members. The cochair may be elected only from the SDM committee's professional staff.
Professional Staff: The professional staff membership of the SDM committee will
consist of two-thirds classroom teachers, one-third members of the
school-based professional staff. The ratio between the number of
classroom teachers and other school-based staff should be at least twice
the number of school-based professionals. The principal is not included
in the count of school-based professionals.
Sample options for 2/3 Classroom Teachers; 1/3 other professional staff (2:1 ratio):
Total Professional Staff on SDMC
Number
of
required
classroom
Number of required other professional staff
teachers (elected by just classroom
(elected by all professional staff including
teachers)
classroom teachers)
3
2
1
6
4
2
9
6
3
Classroom Teachers
Definition: Classroom teachers are certified teachers with full-time
responsibility for teaching students at one school. At the elementary
level, these are teachers who are responsible for documenting student
attendance on the CAR. At the secondary level, classroom teachers
include art, music, computer, physical education, career and technology,
and special education teachers, etc. Those elected will represent the
school on the SDM committee.
Election:
Starting each August, classroom teachers shall be
nominated for vacancies and elected through secret ballot by just
classroom teachers assigned to that campus.
Other School-based Professionals
Definition: Other school-based professional staff are certified staff
assigned to one school on a full-time basis such as elementary ancillary
teachers or specialists (art, music, and PE), librarians, counselors,
nurses, coordinators, speech therapy teachers, resource teachers, deans
of instruction, and assistance principals. Those elected will represent the
school on the SDM committee.
Election:
Starting each August, other school-based professional staff
members shall be nominated for vacancies and elected through secret
ballot by the school-based professional staff, including classroom
teachers.
Non-instructional Staff:
The SDMC includes only one noninstructional staff
member. The noninstructional staff member is in addition to the twothirds-one-third membership ratio required.
Definition: Noninstructional staff members include clerical, custodian,
food service, and teacher aides. Those elected will represent the school
on the SDM committee.
Election: If there is a vacancy for this position, starting in August, one
noninstructional staff member shall be nominated and elected through
secret ballot by lust the noninstructional staff members to serve on the
SDM committee.
Parents:
The committee shall include at least two parents of students currently
enrolled within the District.
Definition: "Parent" means a person residing in the District who is a
parent of or person standing in parental relation to a student enrolled at a
school and who is not an employee of the school or the school District.
Selection: The parent representatives are selected by the campus's
parent organization (PTA/PTO).
Community Members:
Definition: "Community resident" means a person 18 years of age or
older residing in the District, but does not include a person who is a
parent of a student enrolled in that school or a person who is an
employee of the school or the District.
Appointment: The selection of community members must be done in a
manner that provides for appropriate representation of the community's
diversity. The principal shall appoint a minimum of two community
residents.
Business Representatives:
Definition: "Business representative" means a person who operates a
business, without regard to the location of the business or the residence
of the person.
Appointment: The selection of the Business Representative must be
done in a manner that provides for appropriate representation of the
community's diversity. The principal shall appoint at least one business
representative.
Nominated employees shall give their consent to serve on the committee
before they are eligible for election. An employee's affiliation or lack of
affiliation with any organization or association shall not be a factor in
either the nomination or election of representatives on the committee.
Election
An annual election will be held by secret ballot to determine the members
of the SDMC.
Nominations for election must be received by the principal within ten
consecutive working days prior to the election.
Each SDMC member will serve a two-year term. Terms shall be on a twoyear staggered basis.
Terms
SDMC members who are elected to the SDMC may be reelected and are
eligible for nomination for election to the District Advisory Committee.
Vacancy
After the election and through the first nine weeks of school, SDM
committee vacancies may be filled with the first runner-up for that
position. After that period, a special election must be held by secret ballot
to select a new representative to complete that committee member's
term.
Training
The Leadership Development Department will provide SDMC training for
school leaders.
School Improvement Plan
Each school year, the principal, with the assistance of the campus-level
committee, shall 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 with respect to the student
achievement indicators and any other appropriate performance measures for
special needs populations.
•
Part 1 of the School Improvement Plan must include a description of:
a) The organizational structure of the SDMC including subcommittees,
membership, and operating procedures of the subcommittees and
should indicate the meeting schedule for both the SDMC and its
subcommittees. The law states that the SDMC will be involved in
decisions in the areas of planning, budgeting, curriculum, staffing
patterns, staff development, and school organization.
b) The procedures and processes for addressing SDMC action items
and decision making.
c) The method of submitting items for the agenda must be outlined and
should indicate whether submission procedures are the same or
different for school personnel, parents, and community
representatives. This subsection should describe the method of
communicating SDMC decisions to non-SDMC members, including
other school staff members, parents, and community members.
d) This subsection must contain a list of the total number of members by
category.
Membership must include parents, community and
business representatives, and school-based professional staff.
•
Approval of Staff Development:
Staff development plans should follow the State Compensatory Education
section and provide a summary of the staff development days and topics
approved by the SDMC.
•
Resources
Resources available to the school should be allocated appropriately to
finance the school improvement plan. The principal has the final authority
in fiduciary and financial decisions and will be held accountable for
compliance with federal, state and local laws, regulations, policies, and
procedures.
•
Submission
The final draft of the SIP should be submitted to the SDMC. The SDMC
will review the SIP with parents, community members, and the
professional staff. After all revisions are made and the principal approves
the plan, the SDMC will present the plan to the professional staff for a
vote of approval. Two-thirds of the professional staff must approve the
plan by secret ballot. Schools must submit a paper and electronic copy of
the approved plan for review to the appropriate School Support Officer
(SSO) who will review and forward the plan to the Chief School Officer for
final approval. The School Office will then submit a signed copy of the
plan to School Support Services. The plans will be placed on file with
Board Services for the October meeting of the School Board. The
Superintendent will present the agenda item to the HISD Board of
Education for approval.
Reference:
Texas Education Code §.11.251-11.253
HISD Board Policy BQB(LeqaI): BQB(LOCAL): BQB(REGULATION1): BQB(REGULATION2)
2013-2014 HISD School Guidelines Chapter IV
aylor College of Medici u e Academy at yan
6th Grade Neuroscience Course Summary 2014-2015
Students learn about the brain and its function in an exciting time when significant
discoveries are being made in neuroscience and psychology. Students participate in
modeling activities, dissection labs, and projects as well as formal assessments and
daily in class assignments. The subject matter is complex with a large amount of
new vocabulary. Students learn effective problem-solving skills and team-work
skills that prepare them for academic and career success. Students are expected to
behave in a professional manner modeling the environment of a medical school
classroom. Industry speakers visit classrooms.
Units that will be taught include the following.
• Body Systems
• Brain Comparisons
• Brain Chemistry
• Sensory Systems
• Motor Highways
• Memory and Learning
• Stress Management
Textbook:
Brain: The Complete Mind. How it develops, How it works, and how to keep it sharp
by Michael S. Sweeney, National Geographic
Resource book:
The Human Brain Book by Rita Carter, DK publishing company
Foundations in Biotechnology and Bioengineering
We are living an age of Bio-Revolution (Nature 456: 40) and as such students benefit to
understand the innovations taking place in biotechnology and bioengineering along with the
ethical concerns they carry. Foundations in Biotechnology and Bioengineering is a project
based course that offers eighth graders a unique an introduction to both fields. Under
biotechnology, students learn about genetics, proteins, and bioinformatics. Students will
discover how biotechnology contributes to innovations in vaccines, agriculture, genetic
engineering, biofuels, biosensors, bioremediation, and pharmacological medicines. Under
bioengineering, students will engage in projects that focus on physics and machines. They will
learn how bioengineering contributes to innovations in imaging, medical assistive devices (like
prosthetics and pharmacological delivery systems) and surgery. Students will experience crosscutting learning where they will recall and build on skills and knowledge gained from their 6th 8th grade life science and earth and space science classes. Through out the course, students will
discuss bioethics and discover career opportunities. In addition, students will continue to build
a foundation in scientific practices including laboratory techniques, critical thinking, science
communication, and engineering. Not only will students regularly engage in class projects, they
will learn how to expand on the core concepts and use scientific practices to carry out specific
research projects.
The units that will be taught are as follows:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
An introduction to biotechnology, biomedical engineering and science.
Inheritance
DNA Structure
DNA Function
The human genome, proteomics and computational genetics (bioinformatics)
Immunology
The origin of current agricultural products and genetically modified organisms
Environmental health and you (Bioremediation)
Imaging and bioluminescence
Biomechanics as it relates to prosthetics
What we can learn from other species: Biomimicry and nanotechnology
Personalized Medicine and cancer
Clinical Trials
9/3/2015
Delve into HISD's school ratings - Houston Chronicle
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EDUCATION
Delve into HISD's school ratings
By Ericka Mellon I August 11, 2015 Updated: August 12, 2015 10:21am
0
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Photo: Billy Smith II, Staff
Sonya Gilford Fontenot talks with students Dayvante Brimzy, left, and James Randle in her U.S. History
class Thursday March 27, 2014 at North Forest High School.
Since the state released the 2015 school ratings Friday, some trends — and questions —
have emerged.
1. Are high schools doing a better job than elementary and middle schools?
Statewide, 97 percent of high schools earned the "met standard" rating. In comparison, 91
percent of elementary schools and 94 percent of middle schools met the standards.
One key point to note: High schools were evaluated on different criteria in some cases. A
big difference involved Index 4, which is supposed to measure post-secondary readiness.
On this index, elementary and middle schools were judged only on their state test scores,
specifically the percentage of students scoring at higher levels on the State of Texas
Assessments of Academic Readiness.
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High schools were evaluated on those
STAAR scores, plus three other factors
Great food.
Low prices.
for Index 4. Each was weighted 25
percent. A poor showing on the
STAAR exams could be balanced by a
stronger result in another area, such as
the high school graduation rate or the
percentage of students graduating on
the state's recommended or
Hover for Ad
distinguished diploma plans (a
typically high rate). On the other
factor, high schools could get credit multiple ways. A student could do well on the SAT or
ACT college-entrance exams or earn credit for two advanced or dual-credit courses or
enroll in at least two career and technical courses in the same area.
2. How did the state's big-city districts fare?
http://www.houstonchronicle.com/news/education/article/Delve-into-H ISD-s-school-ratings-6438229.php?t=ec4eedb362&cm pi d=tw i tter-pr em i um
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Delve into H ISD' s school ratings - Houston Chronicle
9/3/2015
Undo
L
Austin
Delay
re by this author
A Fit :xi iu
1r
F
I
11.1111111111111111 t 121111111111CEvery high school in the Austin and San Antonio ISDs met standards. In Dallas ISD, only
one of 36 high schools fell short (earning the "improvement required" rating).
In HISD, eight of 45 high schools, or 18 percent, were rated "improvement required":
Kashmere, Sterling, Wheatley, Worthing, Yates, Scarborough, North Forest and the
Advanced Virtual Academy. Five of these schools — Kashmere, Scarborough, Sterling,
Wheatley and Worthing — have missed standards for the last three years, since the state
implemented the new rating system. (North Forest High also was rated "improvement
required" in 2013, but wasn't rated in 2014 due to the annexation to HISD.
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Delve into HISD's school ratings - Houston Chronicle
Overall, 79 percent of HISD's schools met standards, compared with 84 percent in Dallas
ISD. Most of these districts fared the worst at the middle school level. In HISD, 71
percent of middle schools met standard, worse than DISD's 80 percent but better than San
Antonio's 50 percent.
There's no one reason why a school struggles, though research clearly links student
poverty to academic woes. HISD Superintendent Terry Grier, in his State of the Schools
speech in February, was blunt about the disparity in quality among the district's schools.
He also brought up what he called the "ugly underbelly" of the district's choice system,
which allows students to apply for transfers to specialty magnet schools or any other
campus with space.
Some of HISD's eight "improvement required" high schools have magnet programs, but
mostly they are losing hundreds more students than they are bringing in. Still, other HISD
high schools experienced similar losses, and they met standards.
The map below reflects the 2015 school ratings for each HISD school. The green points
mean a school earned a "met standard" rating. The red points indicate a school was rated
"improvement required." The bigger red points show schools rated "improvement
required" for the last three years. The bigger green ones illustrate schools that earned the
maximum number of state "distinctions," or honors, in 2015. Click on a point to see prior
ratings and student demographic information. Filter to see how schools under different
reform programs fared.
Cros
Barret:
S heldon#00'
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nendwap
Report a map error
Reform program —select—
3. Are Grier's reform efforts paying off in the state ratings?
Grier's first and most expensive improvement strategy, dubbed Apollo, started in 2010-11
in nine middle and high schools. It expanded to nine elementary schools the following
year. Most principals and many teachers were replaced in the schools, and tutors were
hired to work with small groups of students in math. The school day was extended. The
mantra was high expectations and data-driven instruction.
Of the 19 remaining Apollo schools, 11 met standards this year and eight did not. Last
year, 12 met standards and six fell short (Key Middle received an exception from the 2014
ratings because it took in students from the former North Forest school district).
HISD closed one of the original Apollo schools, Ryan Middle, in 2013 and turned it into
Baylor College of Medicine Academy at Ryan, a magnet school that draws a diverse
group of students from across the city but does not have academic entrance requirements.
The Baylor school met standards this year and earned five of the five "distinctions" for
which it was eligible. Cullen Middle, which took in the Ryan attendance zone, missed
standards this year after meeting them last year, the first year of the change.
HISD also turned Jones High, another Apollo school, into a magnet focused on allied
health and construction technology. It's one of the district's eight "Futures" academies.
The revamped Jones also met standards this year.
Grier's reform effort in the 2014-15 academic year included 20 elementary and middle
schools and focused on improving school leadership. Principals were supposed to spend
more time in classrooms, keep detailed calendars of their time and give meaningful
feedback to teachers. School support officers, charged with supervising principals, were
coached on how to coach principals.
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Delve into HISD's school ratings - Houston Chronicle
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Some of the strategies were based on the book "Leverage Leadership," by a charter school
leader, Paul Bambrick-Santoyo. Harvard University's Education Research Laboratory,
which worked with HISD on Apollo, assisted and planned to conduct research on the
project.
Of the 20 Leverage Leadership schools, 12 met standards this year. Last year, before the
program, 15 met standards. For research purposes, 20 campuses were designated as
comparisons. Of the comparison schools, 9 met standards this year, compared with 13 last
year.
"There were some promising results, but we know we're in the infancy," said Darryl
Williams, hired in June 2014 as HISD's chief officer over school leadership.
4. What tripped up HISD the most?
Table 3. HISD 2013-2#114 and 2014-2015 AA:4:c"
Index
Index 1: Student
Achievement
Index 2: Student
Progress
Index 3: Closing
Performance
Gaps
Index 4:
Postsecondary
Readiness
Total
Campuses
Rated
2013-2014
Improvement
Required
%
N
Met Standard
N
%
Index
Total
Campuses
Rated
2014-2015
Improvement
Required
%
N
Met
Standard
%
N
264*
28
11%
236
89%
263
80
30%
183
70%
214*
7
3%
207
97%
262
22
8%
240
92%
264*
21
8%
243
92%
262
43
16%
219
84%
264*
29
11%
235
89%
259
34
13%
225
87%
`Includes Paired Campuses in 2013-2014 only
In the state's four-part system, HISD schools fared the worst on Index 1, dubbed "student
achievement." To meet that index, schools had to have a 60 percent passing rate when all
STAAR test results were combined (the math results for grades 3-8 were excluded, except
for those students who took Alegbra I in eighth-grade). HISD did the best on Index 2, for
"student progress." It measures whether each student made significant improvement on
http://www .houstonchroni cl e.com/new s/educati on/arti cl e/D el ve- i nto-H ISD-s-school-rati ngs-6438229.php?t=ec4eedb362&cm pi d=tw tter-pr em i um
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the STAAR exams from 2014 to 2015.
Luckily for HISD (and other districts), Texas Education Commissioner Michael Williams
cut schools a break this year, allowing them to meet either Index I or Index 2, not
requiring both. The chart above from HISD shows a breakdown.
5. Which HISD schools fared the
HOUSTON
best?
The state rating system awards
Mayor unconvinced
school zone phone ban
worth cost of signs
"distinctions" to campuses that not
only met standards but ranked highly
in certain areas. The distinctions honor
Mayor questions value of posting signs on
school-zone phone ban
achievement in reading/English,
achievement in science, achievement
in math, achievement in social studies,
Six years after passage,
city not enforcing
school-zone phone law
significant improvement, postsecondary readiness, and success with
low-income students and different
racial and ethnic groups.
Elementary schools were eligible for
Advancement jeopardized for 89 HISD
students who didn't get state
Supporters welcome
Arabic school families to
counter protests
five distinctions this year. Middle and
high schools were eligible for seven.
HISD had 29 schools that earned the
maximum number of distinctions.
Elementary schools: Bush, Carrillo, Condit, De Chaumes, De Zavala, Horn, Lovett,
Lyons, Oak Forest, Park Place, Pleasantville, River Oaks, Roberts, Roosevelt, Travis,
West University and White.
Middle schools: Lanier, Pin Oak, Project Chrysalis and Baylor College of Medicine
Academy.
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K-8 schools: T.H. Rogers and Wharton Dual Language Academy.
High schools: DeBakey High School for Health Professions, Eastwood Academy, High
School for the Performing and Visual Arts, Bellaire, Carnegie Vanguard and Challenge
Early College.
Ericka Mellon
Reporter, Houston
Chronicle
© 2013 Hearst Newspapers, LLC.
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SCHOOL IMPROVEMENT PLAN (SIP) I 2015 - 2016
Name and email address of the person completing the form.
Name (first last)
Jyoti Malhan
Email Address
jmalhan@houstonisd.org
Campus Information
Campus Name
:4"MEER ClaiiliEREE CIF EEO INEACMITIEROWAIT
Campus Number
467
Principal
Jyoti Malhan
SSO
Jocelyn Mouton
Chief School Officer
Michael Cardona
Designee
Who would you like to designate to complete the campus School Improvement Plan?
Click the address book icon to search for the designee by last name.
Verified
F I have verified that the information listed above is accurate.
SIP Part I : Background
Mission Statement
The mission of Baylor College of Medicine Academy is to challenge all students by providing rigorous and authentic
academic and healthcare experiences in collaboration with community partners.
School Profile
The Houston Independent School District founded the Baylor College of Medicine Academy at Ryan ( BCMA) in
April of 2013, in a collaborative partnership with the Baylor College of Medicine. BCMA is a medical magnet middle
school and designed to be a potential feeder for DeBakey High School for Health Professions. BCMA is a districtwide open enrollment magnet program, with student applicants selected via a lottery pursuant to the MSAP federal
magnet grant requirements. The school's enrollment last year comprised of 6th & 7th graders and with the addition of
8th grade this school year the campus now has fulfilled the goal of being a full 6th- 8th grade campus with 789
students. Academic offerings include a rigorous Pre-AP curriculum, three years of Latin as a foreign language, and
specifically tailored health science courses, such as Neuroscience (6th grade), Scientific Decision Making (7th
Grade), and Biotechnology & Bioengineering (8th Grade). BCMA is a Title 1 school with 56 % of students qualifying
for free and reduced lunch.
The current staff includes the principal, two deans, a magnet coordinator, school secretary, two support staff, and
forty four teachers. All students enrolled at BCMA take a rigorous Pre-AP curriculum, three years of Latin, and
specific health science/STEM electives with a strong focus on preparation for a career in the health sciences. BCMA
is located within the historic Third Ward Community in the historic Ryan Middle School building, and the BCMA
student population is representative of the holistic Houston ISD student population.
Shared Decision Making(sample language provided -- modify as needed)
Organizational Structure
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School Improvement Plans - BAYLOR COLLEGE OF MEDICINE ACADEMY AT RY... Page 2 of 26
Our campus Shared Decision-Making Model (SDM) is designed to establish, monitor, and evaluate goals for
budgeting, staffing, curriculum, planning, school organization, staffing patterns, and staff development. This model is
aligned to state legislation and HISD board policy. The intention of the SDMC is to pull together our community in a
constructive, organized, and unified body to enhance the education of all students.
The SDMC is the shared decision-making body. Professional staff representatives are elected by the faculty. Principal
determines number of classroom teachers; then, assigns half that number to school-based staff. This complies with
2/3 - 1/3 rule for professional staff. In addition, the committee must have one non-instructional staff, one business
member, at least two parents and at least two community members. Parents are elected by the PTO, PTA or PACS
membership.
The Council meets monthly and as needed to discuss issues brought forth by the administration, staff, parents, or
community. It is supported by standing committees that address budgeting, staffing, curriculum, planning, school
organization, staffing patterns, and staff development. Standing committees meet as needed. Parents are encouraged
to serve on standing committees.
The SDMC functions under the direction of the Principal. Members of the SDMC attend SDMC meetings for the term
of his/her office, monitor the implementation of the School Improvement Plan, address issues presented by the
principal, present issues for discussion and recommend resolutions to the SDMC, create ad hoc committees by
consensus of the SDMC, chair standing committees and ad hoc committees, submit minutes to the principal for
committee meetings, and report the recommendations to the SDMC. The SDMC is responsible for approving all
professional development plans for the school.
The Principal coordinates the process of shared decision making, facilitates communication for all stakeholders,
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Shared Decision Making Process
Consensus is the ultimate goal of the SDMC. Agreement by all participants is not always possible or necessary for consensus.'
Consensus is a collective process that provides a forum for full dialogue on appropriate/applicable responses to issues.
Members of the committees discuss and make recommendations to the SDMC. The SDMC reviews recommendations and
reaches consensus. Sufficient consensus is defined as a willingness to settle an issue in favor of the majority. All points of view
will be considered and general agreement must be reached before decisions will be implemented. If general agreement is not.
reached, further study of the issue will occur and alternatives will be presented until agreement is reached. After all alternatives
have been explored, a deadlock can be broken by a majority vote. As issues come up for discussion, the chairperson is
responsible for ensuring that all present have a legitimate opportunity to state their case. The principal retains the authority to
exercise a veto over decisions made by the SDMC.
Method of Communications
Members of the school community may submit non-personnel issues for consideration through the shared decision-making
process. Written issues or concerns are submitted to any SDMC member or placed in the SDMC box located in the main office. A
school community member may attend a meeting of any committee to discuss or present an issue. All meetings are on the
monthly calendar. The SDMC delivers issues to appropriate standing committees for action. Communications from all committees
is transmitted to faculty, staff, and parents.
Membership Composition of Shared Decision Making Committee (SDMC)
Number of Classroom Teachers
#
14
Number of Parents (at least 2)
#
4
Number of School-based-Staff
#
6
Number of Community Members
#
2
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School Improvement Plans - BAYLOR COLLEGE OF MEDICINE ACADEMY AT RY... Page 1 of 26
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Return to SIP
SCHOOL IMPROVEMENT PLAN (SIP) I 2015 - 2016
Name and email address of the person completing the form.
Name (first last)
Jyoti Malhan
Email Address
jmalhan@houstonisd.org
Campus Information
Campus Name
:3"`MEIROTTIIIIRMF OF IC ECOrtifE AXIMIllegf
Campus Number
467
Principal
Jyoti Malhan
SSO
Jocelyn Mouton
Chief School Officer
Michael Cardona
ffaNal
Designee
Who would you like to designate to complete the campus School Improvement Plan?
Click the address book icon to search for the designee by last name.
Verified
F
I have verified that the information listed above is accurate.
SIP Part I : Background
Mission Statement
The mission of Baylor College of Medicine Academy is to challenge all students by providing rigorous and authentic
academic and healthcare experiences in collaboration with community partners.
School Profile
The Houston Independent School District founded the Baylor College of Medicine Academy at Ryan ( BCMA) in
April of 2013, in a collaborative partnership with the Baylor College of Medicine. BCMA is a medical magnet middle
school and designed to be a potential feeder for DeBakey High School for Health Professions. BCMA is a districtwide open enrollment magnet program, with student applicants selected via a lottery pursuant to the MSAP federal
magnet grant requirements. The school's enrollment last year comprised of 6th & 7th graders and with the addition of
8th grade this school year the campus now has fulfilled the goal of being a full 6th- 8th grade campus with 789
students. Academic offerings include a rigorous Pre-AP curriculum, three years of Latin as a foreign language, and
specifically tailored health science courses, such as Neuroscience (6th grade), Scientific Decision Making (7th
Grade), and Biotechnology & Bioengineering (8th Grade). BCMA is a Title 1 school with 56 % of students qualifying
for free and reduced lunch.
The current staff includes the principal, two deans, a magnet coordinator, school secretary, two support staff, and
forty four teachers. All students enrolled at BCMA take a rigorous Pre-AP curriculum, three years of Latin, and
specific health science/STEM electives with a strong focus on preparation for a career in the health sciences. BCMA
is located within the historic Third Ward Community in the historic Ryan Middle School building, and the BCMA
student population is representative of the holistic Houston ISD student population.
Shared Decision Making(sample language provided -- modify as needed)
Organizational Structure
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(Half the number of classroom teachers)
Number of Non-Instructional Staff
(at least 2)
Number of Business Members
1
# 1
(Modify or insert additional lines as needed)
Name of SDMC Member
Term Expires
Position
Adam Johnson
Classroom Teacher
7/31/2017
Jamaur Barnes
Classroom Teacher
7/31/2017
Maria Garrett Jackson
School-based-Staff
7/31/2017
Linda Westbrook
Non-Instructional Staff
7/31/2017
Dr. Nancy Moreno
Business Member
7/31/2017
Rev. Robert McGee
Community Member
7/31/2017
Arva Howard
Community Member
7/31/2017
Takesha Bill
Parent
7/31/2017
Elecia Knolle
Parent
7/31/2017
Jyoti Malhan
Principal
7/31/2017
Nellie Naidoo
Parent
7/31/2017
Shannon Harrison
Parent
7/31/2017
Gnelida De Dios
School-based-Staff
7/31/2017
Mikquon Turner
School-based-Staff
7/31/2017
Carla Hainsworth
School-based-Staff
7/31/2017
Joanna Garcia
School-based-Staff
7/31/2017
Beatriz Perez Sweeney
School-based-Staff
7/31/2017
Steven Duesterbeck
Classroom Teacher
7/31/2017
Mirza Baruch
Classroom Teacher
7/31/2017
Robert Giasson
Classroom Teacher
7/31/2017
Joe Paneitz
Classroom Teacher
7/31/2017
Abigail Tonry
Classroom Teacher
7/31/2017
a
Add Member
Other Campus Intervention Team Members (non-SDMC)
(For campuses designated for Improvement Required, Focus or Priority for current academic year)
Name of non-SDMC Member Position
Jocelyn Mouton
School Support Officer (SSO)
NA
Professional Service Provider (PSP)
NA
Teacher Development Specialist (TDS)
Add Member
SIP Part I : Data Analysis and Needs Assessment
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School Improvement Plans - BAYLOR COLLEGE OF MEDICINE ACADEMY AT RY... Page 4 of 26
Narrative of Data Analysis and Root Causes (causal factors)
Baylor College of Medicine Academy at Ryan (BCMA) is a newly formed medical magnet middle school, formed in a
collaborative partnership with Baylor College of Medicine, and designed to be a potential feeder for DeBakey High School for
Health Professions. Currently, we have 789 students enrolled. Our Reading & Math teachers will administer the 6th, 7th
and 8th Grade Reading diagnostic Assessments & 6th, 7th & 8th Grade Math diagnostic Assessments, to get baseline data
for our students' performance levels at the beginning of the school year. We are also preparing to administer the I-Station
assessment through our 6th, 7th and 8th Grade Reading courses. Data from all of the above mentioned sources will be
used to guide our teachers' instructional planning process, and will be used to plan and implement individualized intervention
where it is needed. This year current BCMA enrollment totals 312 6th graders , 269 7th graders and 209 8th graders. Of
that total, our ethnic breakdown is approximately: 46% Latino/Hispanic, 35% Black/African American, 7% White, 11% Asian,
and less than 1% Other. Our teachers employ a variety of research-based best practices in the classroom to deliver highquality, rigorous, differentiated instruction to prepare every student for demonstrating academic success. All departments
(facilitated by department heads) participate in weekly PLC meetings facilitated with a three-prong focus: 1) ensuring that
students learn, 2) creating a culture of collaboration, and 3) being focused on results. We understand the important of
effective communication with parents about standards, best practices and grading, and we communicate with our parents in
a variety of ways: face to face parent nights and events, via phone and Connect Ed messages, via GradeSpeed, via eblasts, via Remind 101, via Twitter and via our School Wires website.
Narrative of Identified Needs
Student Performance Data Analysis
Our Reading & Math teachers will administer the 6th, 7th & 8th Grade Reading diagnostic assessments and 6th , 7th , & 8th
Grade Math diagnostic assessments, to get baseline data for our students' performance levels at the beginning of the school
year, and we are preparing to administer the BOY iStation assessment through our 6th, 7th & 8th Grade Reading courses.
Data from all of the above mentioned sources will be used to guide our teachers' instructional planning process, and will be
used to plan and implement individualized intervention where it is needed.
Demographic Data Analysis
This year, our current BCMA enrollment totals 789 students in grades 6-8. Of that total, our ethnic breakdown is
approximately: 46% Latino/Hispanic, 35% Black/African American, 7% White, 11% Asian, and less than 1% Other. Our
gender breakdown is: approximately 57% female, and approximately 43% male. Based on our students' status in Chancery
last year, we predict that about 53% of our total population will be on free and reduced lunch.
School Processes Analysis
Teacher Practices: Our teachers employ a variety of research-based best practices in the classroom to deliver high-quality,
rigorous, differentiated instruction to prepare every student for demonstrating academic success. Examples of these
strategies include, but are not limited to, Teach Like a Champion, CHAMPS, Ed Elements Blended Learning Coaching,
SpringBoard Strategies, and those contained in HISD's Effective Practices Quick Reference Guide.
Acts of Leadership: All departments (facilitated by department heads) participate in weekly PLC meetings facilitated with a
three-prong focus: 1) ensuring that students learn, 2) creating a culture of collaboration, and 3) being focused on results.
Additionally, our campus is implementing three Career Pathways Leadership Roles this year: the Data Tracking & Analysis
Specialist, Teach Like a Champion campus leader and the Instructional Technology Specialist.
Perceptions Analysis
We understand the important of effective communication with parents about standards, best practices and grading, and we
communicate with our parents in a variety of ways: face to face parent nights and events, via phone and Connect Ed
messages, via Grade Speed, via e-blasts, text messages, and via our School Wires website.
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?
Unmet or barely met
Student Group(s) Needs addressed in the following SIP
Subject(s) / Measure(s)? Below Standard? Goal(s)
Texas Accountability System
i. Student Achievement
NONE
NONE
NA
ii. Student Progress
NONE
NONE
NA
iii. Closing Gaps
NONE
NONE
NA
iv.Postsecondary
NONE
NONE
Readiness
System Safeguards (click here to access current ratings from a4e)
i. Reading Performance
Y
NONE
NONE
NA
ii. Reading Participation
iii. Reading Alt/Mod
Y
NA
NA
NONE
NONE
NA
NA
NA
NA
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(Half the number of classroom teachers)
Number of Non-Instructional Staff
#
1
(at least 2)
Number of Business Members
1
(Modify or insert additional lines as needed)
Name of SDMC Member
Position
Term Expires
Adam Johnson
Classroom Teacher
7/31/2017
Jamaur Barnes
Classroom Teacher
7/31/2017
Maria Garrett Jackson
School-based-Staff
7/31/2017
Linda Westbrook
Non-Instructional Staff
7/31/2017
Dr. Nancy Moreno
Business Member
7/31/2017
Rev. Robert McGee
Community Member
7/31/2017
Arva Howard
Community Member
7/31/2017
Takesha Bill
Parent
7/31/2017
Elecia Knolle
Parent
7/31/2017
Jyoti Malhan
Principal
7/31/2017
Nellie Naidoo
Parent
7/31/2017
Shannon Harrison
Parent
7/31/2017
Gnelida De Dios
School-based-Staff
7/31/2017
Mikquon Turner
School-based-Staff
7/31/2017
Carla Hainsworth
School-based-Staff
7/31/2017
Joanna Garcia
School-based-Staff
7/31/2017
Beatriz Perez Sweeney
School-based-Staff
7/31/2017
Steven Duesterbeck
Classroom Teacher
7/31/2017
Mirza Baruch
Classroom Teacher
7/31/2017
Robert Giasson
Classroom Teacher
7/31/2017
Joe Paneitz
Classroom Teacher
7/31/2017
Abigail Tonry
Classroom Teacher
7/31/2017
[771
1771
7
r:71
177
j Add Member
Other Campus Intervention Team Members (non-SDMC)
(For campuses designated for Improvement Required, Focus or Priority for current academic year)
Name of non-SDMC Member Position
Jocelyn Mouton
School Support Officer (SSO)
NA
Professional Service Provider (PSP)
NA
Teacher Development Specialist (TDS)
J Add Member
SIP Part I : Data Analysis and Needs Assessment
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School Improvement Plans - BAYLOR COLLEGE OF MEDICINE ACADEMY AT RY... Page 5 of 26
iv. Math Performance
Y
NONE
NONE
NA
v. Math Participation
Y
NONE
NONE
NA
NA
NA
NA
vi. Math Alt/Mod
NA
vii. 4 Year Graduation
NA
NA
NA
NA
viii. 5 Year Graduation
NA
NA
NA
NA
Staff Development Plans
In looking at our data, it is clear that our students have very diverse needs. Our staff development over the year will focus on
incorporating differentiated instruction in all areas. Students will need interventions and opportunities at their current level of
performance to ensure exceptional, measurable progress. Our teachers will need extensive training in both gifted and
talented instruction and response to intervention. Much of our staff development prior to the start of the school year focused
on the area of technology integration, classroom management, blended learning, team building and we are in the process of
scheduling trainings with assistance from our STEM specialist Dr. Sweeney and BCM- CFER to assess future professional
development needs of our staff. Our teachers will also receive staff development on using technology geared towards
meeting the needs of individual students specifically in HISD HUB, Think through Math, IXL Math and Achieve 3000
programs.
A second area of focus for our staff development program is preparing global graduates. In order to be successful in college
and to compete in today's global workforce, Our students must be prepared with the necessary skills to become adaptable,
productive and industrious members of a global society. They will demonstrate flexibility and cross-cultural skills when
fulfilling personal, professional, and community experiences. Our professional developemnt will have an intentional focus on
arming our teachers with stategies that will make our students college-ready learners, proficient in the core disciplines as
evidenced by successful performance on state and national assessments. The students will develop habits to work hard and
persist to achieve academic and career goals. Our students will also be critical thinkers who can identify and dissect issues,
seek multiple opinions, and critically evaluate various solutions. All our teachers will be interdisciplinary in their approach
when planning lessons and will ensure that specific regular activities in class will lead to building skills that will make our
students skilled communicators who can read, write, speak, and listen effectively and adapt to diverse audiences and
settings. They will be responsible decision makers who set goals, develop action plans, work hard and be persistent when
faced with challenges .
Staff development plans should provide a summary of the staff development days and topics approved by the SDMC which support the
Goals & Objectives in SIP Part 2.
SIP Part II - 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.
Please Note: All campuses should have at least five goals.
Goal Area 1 : Reading (Required)
Priority Need
Increase the percentage of Level III Commended in Writing for 7th grade and increase
overall percentage of passing for STAAR Reading
Critical Success Factor(s) Differentiated instruction, immediate identification and intervention for students,
additional support for higher level students, providing high school credit courses for
those who need additional challenge
Goal
Strategy
On the 2015-2016 STAAR Writing at least a 40% Level III Commended and 100% pass
rate for all students taking STAAR Reading
Objective
Responsible
Administrators
Teachers
hi-ft ':/Irons tt,
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School Improvement Plans - BAYLOR COLLEGE OF MEDICINE ACADEMY AT RY... Page 6 of 26
Provide specific data for
standardized tests in ample time
for review and consideration
Address the needs of students
who are not performing at grade
level, on-level, and above level
Implement writing plans found in
the Campus Lesson Plans on the
HUB
Allows students to write in every
class regardless of subject
Use problem based learning to
challenge accelerated students
Ensure high level thinking and
strategies for student performing
above grade level
Use technology to meet the needs
of all learners
Allows student to practice at their
individual level and adjust
accordingly to ensure learning
Resources
Timeline
Milestones / Evaluation
EdPlan, A4E, and district provided
resources
August 2015 through May 2016
Within a week of BOY, EOY, and MOY,
iStation, Snapshots, and STAAR
Campus Interdisciplinary Lesson
Plans
Implement writing plans found in
the Campus Literacy Plan
Use problem based learning to
challenge accelerated students
District Assessments
Achieve 3000
Allows students to write in every class
regardless of subject
Ensure high level thinking and strategies
for student performing above grade level
Use technology to meet the needs
of all learners
Allows student to practice at their individual
level and adjust accordingly to ensure
learning
LI Add a new strategy
Milestone Monitoring to be completed by Campus Intervention Team/SDMC/Leadership
Fall
Date of Review
9/25/2015
Major Intervention(s)
Data Reviewed?
Achievements?
Challenges?
On Track?
Modifications?
Mid-Year
Date of Review
12/11/2015
Major Intervention(s)
Data Reviewed?
Achievements?
Challenges?
On Track?
Modifications?
Spring
Date of Review
2/26/2016
r:7
Major Intervention(s)
Data Reviewed?
Achievements?
Challenges?
On Track?
Modifications?
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iv. Math Performance
Y
NONE
NONE
NA
v. Math Participation
Y
NONE
NONE
NA
vi. Math Alt/Mod
NA
NA
NA
NA
vii. 4 Year Graduation
NA
NA
NA
NA
viii. 5 Year Graduation
NA
NA
NA
NA
Staff Development Plans
In looking at our data, it is clear that our students have very diverse needs. Our staff development over the year will focus on
incorporating differentiated instruction in all areas. Students will need interventions and opportunities at their current level of
performance to ensure exceptional, measurable progress. Our teachers will need extensive training in both gifted and
talented instruction and response to intervention. Much of our staff development prior to the start of the school year focused
on the area of technology integration, classroom management, blended learning, team building and we are in the process of
scheduling trainings with assistance from our STEM specialist Dr. Sweeney and BCM- CFER to assess future professional
development needs of our staff. Our teachers will also receive staff development on using technology geared towards
meeting the needs of individual students specifically in HISD HUB, Think through Math, IXL Math and Achieve 3000
programs.
A second area of focus for our staff development program is preparing global graduates. In order to be successful in college
and to compete in today's global workforce, Our students must be prepared with the necessary skills to become adaptable,
productive and industrious members of a global society. They will demonstrate flexibility and cross-cultural skills when
fulfilling personal, professional, and community experiences. Our professional developemnt will have an intentional focus on
arming our teachers with stategies that will make our students college-ready learners, proficient in the core disciplines as
evidenced by successful performance on state and national assessments. The students will develop habits to work hard and
persist to achieve academic and career goals. Our students will also be critical thinkers who can identify and dissect issues,
seek multiple opinions, and critically evaluate various solutions. All our teachers will be interdisciplinary in their approach
when planning lessons and will ensure that specific regular activities in class will lead to building skills that will make our
students skilled communicators who can read, write, speak, and listen effectively and adapt to diverse audiences and
settings. They will be responsible decision makers who set goals, develop action plans, work hard and be persistent when
faced with challenges .
Staff development plans should provide a summary of the staff development days and topics approved by the SDMC which support the
Goals & Objectives in SIP Part 2.
SIP Part II - 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.
Please Note: All campuses should have at least five goals.
Goal Area 1 : Reading (Required)
Priority Need
Increase the percentage of Level III Commended in Writing for 7th grade and increase
overall percentage of passing for STAAR Reading
Critical Success Factor(s) Differentiated instruction, immediate identification and intervention for students,
additional support for higher level students, providing high school credit courses for
those who need additional challenge
Goal
Strategy
On the 2015-2016 STAAR Writing at least a 40% Level III Commended and 100% pass
rate for all students taking STAAR Reading
Objective
Responsible
Administrators
Teachers
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End of Year
Date of Review
5/6/2016
Major Intervention(s)
Data Reviewed?
Achievements?
Challenges?
On Track?
Modifications?
Goal Area 2 : Mathematics (Required)
Priority Need:
Greater percentage of students passing STAAR and greater percentage of Level III
results on STAAR
Critical Success Factor(s):
Differentiated instruction, exposure to many different types of problem solving
scenarios
Goal:
On the 2015-2016 STAAR Math Assessment, 98% of all student populations will
achieve Level II Performance (Satisfactory). On the 2015-2016 STAAR Math
Assessment, 35% of all student populations will achieve Level III Performance
(Advanced).
Responsible
Strategy
Objective
Students will take a Computational
Skills Proficiency Assessment
(diagnostic math test) to determine
incoming level of proficiency in basic
math skills.
This data will be used as
Math Teachers
instructional basis for Tutorials,
Math Lab Teacher
Classroom Review (Warn Ups) and Appraiser
Math Intervention.
Dean
Principal
Improvent in student achievement
and higher success in Level II and
Level III on STAAR Math
Assessment.
Extended Instructional Time
Block Schedule
After School Tutorials and Saturday
School
Improved usage of EdPlan Reports,
Item Analysis, Backward Design and
Interpreting Data in lesson plans and
instructional pacing.
Common Instructional Planning and
Common Formative Assessments by
Grade Level
Blended Model Instruction
Problem Based Learning
Support Student Achievement
EdPlan Teacher In-Service
Trainings:
-Backward Design
-Item and Data Analysis Training
Math PLC will develop a common
lesson plan, as well as common
formative assessments
(checkpoints and unit tests) that
are formatted according to the
state assessment and administer
them every 2-3 weeks.
Improved performance in student
achievement and the ability to meet
the needs of all students through
the usage of technology.
Ensure higher level of thinking
(Bloom's) and strategies for
learners that are performing above
grade level.
Resources
Timeline
Milestones / Evaluation
August 2015
through
May 2016
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Improved Scores on:
-Common Assessments
-Common Assessment Quiz
-Post Test to Determine Growth
Mathematics Distinctions and
Improved Performance in Level II
and Level III STAAR Math
Assessment.
Daily
-Mini Lessons, Warm Ups and
Assessments
Weekly
-Lesson Planning
Monthly
-Instructional Pacing
Computational Skills Proficiency
Assessment
(Grades 6th - Algebra I)
Remedial and Enrichment Math
Resources (Various)
EdPlan
TEKsing Towards STAAR
STAAR Test Maker
STAAR Master
Rigor Readiness Protocol & Data
Analysis Form adapted from Leverage
Leadership
Rigor Readiness Protocol
Data Analysis Form adapted from
Leverage Leadership
IXL Math
Study Island
Khan Academy
Motivation Math
Think Through Math
Problem Based Projects
Student Generated Questions
Common Formative Assessments,
adapted from:
TEKsing Towards STAAR
STAAR Test Maker
STAAR Master
EdPlan
Student Log In Data Reports
Incremental Improvement:
-Beginning of Year (BOY)
(MOY)
-Middle of Year
(EOY)
-End of Year
and 2015-2016 District Interim
Assessments
Increase in Level III STAAR
Achievement
Add Row
Milestone Monitoring to be completed by Campus Intervention Team/SDMC/Leadership
Fall
Date of Review
9/19/2015
Major Intervention(s)
Data Reviewed?
Achievements?
Challenges?
On Track?
Modifications?
Mid-Year
Date of Review
12/11/2015
Major Intervention(s)
Data Reviewed?
Achievements?
Challenges?
On Track?
Modifications?
Spring
Date of Review
3/11/2016
Major Intervention(s)
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End of Year
Date of Review
5/6/2016
Major Intervention(s)
Data Reviewed?
Achievements?
Challenges?
On Track?
Modifications?
Goal Area 2 : Mathematics (Required)
Priority Need:
Greater percentage of students passing STAAR and greater percentage of Level III
results on STAAR
Critical Success Factor(s):
Differentiated instruction, exposure to many different types of problem solving
scenarios
Goal:
On the 2015-2016 STAAR Math Assessment, 98% of all student populations will
achieve Level II Performance (Satisfactory). On the 2015-2016 STAAR Math
Assessment, 35% of all student populations will achieve Level III Performance
(Advanced).
Strategy
Objective
Responsible
Students will take a Computational
Skills Proficiency Assessment
(diagnostic math test) to determine
incoming level of proficiency in basic
math skills.
This data will be used as
instructional basis for Tutorials,
Classroom Review (Warn Ups) and
Math Intervention.
Math Teachers
Math Lab Teacher
Appraiser
Dean
Principal
Extended Instructional Time
Block Schedule
After School Tutorials and Saturday
School
Improved usage of EdPlan Reports,
Item Analysis, Backward Design and
Interpreting Data in lesson plans and
instructional pacing.
Common Instructional Planning and
Common Formative Assessments by
Grade Level
Blended Model Instruction
Problem Based Learning
Improvent in student achievement
and higher success in Level II and
Level III on STAAR Math
Assessment.
Support Student Achievement
EdPlan Teacher In-Service
Trainings:
-Backward Design
-Item and Data Analysis Training
Math PLC will develop a common
lesson plan, as well as common
formative assessments
(checkpoints and unit tests) that
are formatted according to the
state assessment and administer
them every 2-3 weeks.
Improved performance in student
achievement and the ability to meet
the needs of all students through
the usage of technology.
Ensure higher level of thinking
(Bloom's) and strategies for
learners that are performing above
grade level.
Resources
Timeline
Milestones / Evaluation
August 2015
through
May 2016
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Data Reviewed?
Achievements?
Challenges?
On Track?
Modifications?
End of Year
Date of Review
5/13/2016
Major Intervention(s)
Data Reviewed?
Achievements?
Challenges?
On Track?
Modifications?
Goal Area 3 : Safety (Required)
Priority Need:
Administration will increase positive interactions with all stakeholders and decrease
negative enhance stakeholder confidence in our communication processes.
Critical Success Factor(s):
Improve School Climate
Goal:
In 2015-2016, our overall campus discipline referrals will decrease 35% from the 20142015 school year.
Strategy
Objective
Responsible
Bullying Prevention
Child Abuse Prevention
Sexual Abuse Prevention
Dating Violence Awareness
Discipline Management
Drug, Tobacco, Alcohol Prevention
Suicide Prevention
Decrease Special Education Out-ofSchool Suspension
Coordinated Health Program
No Place for Hate Assembly and
dissemination of anti-bullying
materials. Create a safe and open
environment for students.
Students will be encouraged by
teachers and staff to report incidents of
abuse.
Teachers will watch for warning signs
of abuse and report to CPS and
administration any suspicions.
Students will be taught the signs of
dating abuse through health class.
Administrators will take a proactive
approach to manage student behaviors
so that they do not escalate to
discipline referrals.
Students will be taught the hazards of
drug and alcohol abuse through health
class.
Students will be taught the signs of
suicidal thoughts and behaviors to
identify friends at-risk in health class.
Our special education in school
suspension rate will parallel our
general population rate.
The school nurse will work with our
coaches and health teachers to have a
coordinated health and wellness
program
Administrators
Teachers & Staff
Health Teachers and PE Coaches
Nurse
Coaches
Science Teachers
Resources
Timeline
Milestones / Evaluation
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No Place for Hate Program
Resources
District Training
District Training
Textbooks and online resources
PLC meetings in which teachers
address concerns they may be
seeing with students' behaviors.
Grade Level Assembly
Handouts or textbooks with this
information
Online resources and textbook
Behavior contracts
Written and online materials
Training Completion
August/Sept 2015
Prevention/Awareness
September 2015 through May 2016
Administrators will follow the
Bullying entries logged onto
Chancery to identify and address
any pockets of concern and to
track repeat incidents.
Case reference numbers will be
monitored by administration to
ensure we are in compliance.
Case reference numbers will be
monitored by administration to
ensure we are in compliance.
Fewer student outcries.
Monitoring Chancery for referrals
and identifying students who
have more than four referrals.
Documented lessons on these
topics.
Documented lessons on this
topic.
Documented lessons on health
and wellness
Add Row
Milestone Monitoring to be completed by Campus Intervention Team/SDMC/Leadership
Fall
Date of Review
9/11/2015
Major Intervention(s)
Data Reviewed?
Achievements?
Challenges?
On Track?
Modifications?
Mid-Year
Date of Review
10/15/2015
Major Intervention(s)
Data Reviewed?
Achievements?
Challenges?
On Track?
Modifications?
Spring
Date of Review
3/11/2016
Major Intervention(s)
Data Reviewed?
Achievements?
Challenges?
On Track?
Modifications?
End of Year
Date of Review
5/13/2016
Major Intervention(s)
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Data Reviewed?
Achievements?
Challenges?
On Track?
Modifications?
End of Year
Date of Review
5/13/2016
Major Intervention(s)
Data Reviewed?
Achievements?
Challenges?
On Track?
Modifications?
Goal Area 3 : Safety (Required)
Priority Need:
Administration will increase positive interactions with all stakeholders and decrease
negative enhance stakeholder confidence in our communication processes.
Critical Success Factor(s):
Improve School Climate
Goal:
In 2015-2016, our overall campus discipline referrals will decrease 35% from the 20142015 school year.
Strategy
Objective
Responsible
Bullying Prevention
Child Abuse Prevention
Sexual Abuse Prevention
Dating Violence Awareness
Discipline Management
Drug, Tobacco, Alcohol Prevention
Suicide Prevention
Decrease Special Education Out-ofSchool Suspension
Coordinated Health Program
No Place for Hate Assembly and
dissemination of anti-bullying
materials. Create a safe and open
environment for students.
Students will be encouraged by
teachers and staff to report incidents of
abuse.
Teachers will watch for warning signs
of abuse and report to CPS and
administration any suspicions.
Students will be taught the signs of
dating abuse through health class.
Administrators will take a proactive
approach to manage student behaviors
so that they do not escalate to
discipline referrals.
Students will be taught the hazards of
drug and alcohol abuse through health
class.
Students will be taught the signs of
suicidal thoughts and behaviors to
identify friends at-risk in health class.
Our special education in school
suspension rate will parallel our
general population rate.
The school nurse will work with our
coaches and health teachers to have a
coordinated health and wellness
program
Administrators
Teachers & Staff
Health Teachers and PE Coaches
Nurse
Coaches
Science Teachers
Resources
Timeline
Milestones / Evaluation
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Data Reviewed?
Achievements?
Challenges?
On Track?
Modifications?
Additional Goal Area(s)
Goal Area(s) identified via TEA Accountability Ratings:
(The following goal areas must be completed using the goal area section below)
Use the below section to provide details about goal areas identified above or provide additional goal areas
applicable to your campus. Please add multiple goal areas as required.
F Student Achievement
I— Student Progress
I— Postsecondary Readiness
✓ Closing Gaps
r- Special Population
•
F
4 Year Graduation
•
I— 5 Year Graduation
Attendance
Teacher & Administrator Quality
I
— Parent & Community Involvement
Goal Area : Student Achievement
Priority Need:
Meeting the needs of our higher level learners
Critical Success Factor(s):
Higher level thinking opportunities, increased rigor in questioning and in
expectations
Goal:
On the 2015-2016 STAAR assessments the percentage of students achieving
Level III Academically Advanced Performance will raise to 35% in all areas.
Strategy
Objective
Responsible
Use data analysis to create
intervention groups
Address the needs of students
who are not performing at grade
level
Teachers
Use problem based learning to
challenge accelerated students
Ensure higher level thinking and
strategies for students performing
Use technology to meet the needs of above grade level
all learners
Allows students to practice at their
individual levels to ensure learning
Resources
Timeline
Milestones / Evaluation
District assessments
August 2015 through May 2016
Lesson plan evaluation and Level III
success on STAAR
Teacher assessments
Lesson plan evaluation and review
of student time logged on to
identified programs
Weekly Instructional Agenda
0 Add Row
Milestone Monitoring to be completed by Campus Intervention Team/SDMC/Leadership
Fall
Date of Review
9/25/2015
Major Intervention(s)
Data Reviewed?
Achievements?
-a is i"t -'
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Challenges?
On Track?
Modifications?
Mid-Year
Date of Review
12/11/2015
Major Intervention(s)
Data Reviewed?
Achievements?
Challenges?
On Track?
Modifications?
Spring
Date of Review
3/11/2016
Major Intervention(s)
Data Reviewed?
Achievements?
Challenges?
On Track?
Modifications?
End of Year
Date of Review
5/6/2016
Major Intervention(s)
Data Reviewed?
Achievements?
Challenges?
On Track?
Modifications?
Goal Area : Attendance
Priority Need:
All students in class every day
Critical Success Factor(s): Improve School Climate, Efficient and timely transportation, parent support
Goal:
Improve School Climate, Efficient and timely transportation, parent support
Strategy
Objective
Use PLCs to discuss and track
students with attendance problems
Identify students and problem
solve as a team
Attendance committee members will
contact students who are frequently
missing class every six weeks
Administrators will hold parent
conferences for students exhibiting
attendance issues
Attendance committee hearings will
be held for students who are denied
credit
Responsible
All Teachers
Teachers on the Attendance
Committee
Parent awareness and
Grade Level Administrators
accountability of attendance issues Other Administrators
Attendance Committee members
Involve parents in helping with the
responsibility to have students at
school every day
We will hold both students and
parents accountable for attending
class
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Data Reviewed?
Achievements?
Challenges?
On Track?
Modifications?
Additional Goal Area(s)
Goal Area(s) identified via TEA Accountability Ratings:
(The following goal areas must be completed using the goal area section below)
Use the below section to provide details about goal areas identified above or provide additional goal areas
applicable to your campus. Please add multiple goal areas as required.
▪
Postsecondary Readiness
I— Student Progress
F
Attendance
✓ Closing Gaps
r
Special Population
j✓ Student Achievement
✓ 4 Year Graduation
✓
Teacher & Administrator Quality
r 5 Year Graduation
•
Parent & Community Involvement
Goal Area : Student Achievement
Priority Need:
Meeting the needs of our higher level learners
Critical Success Factor(s):
Higher level thinking opportunities, increased rigor in questioning and in
expectations
Goal:
On the 2015-2016 STAAR assessments the percentage of students achieving
Level III Academically Advanced Performance will raise to 35% in all areas.
Strategy
Objective
Responsible
Use data analysis to create
intervention groups
Address the needs of students
who are not performing at grade
level
Teachers
Use problem based learning to
challenge accelerated students
Ensure higher level thinking and
strategies for students performing
Use technology to meet the needs of above grade level
all learners
Allows students to practice at their
individual levels to ensure learning
Resources
Timeline
Milestones / Evaluation
District assessments
August 2015 through May 2016
Lesson plan evaluation and Level III
success on STAAR
Teacher assessments
Lesson plan evaluation and review
of student time logged on to
identified programs
Weekly Instructional Agenda
Add Row
Milestone Monitoring to be completed by Campus Intervention Team/SDMC/Leadership
Fall
Date of Review
9/25/2015
Major Intervention(s)
Data Reviewed?
Achievements?
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Resources
Timeline
Milestones / Evaluation
Attendance reports
Contact logs from teachers
Attendance reports and student
paperwork
September 2015 through May
2016
Teachers will document identified
students and track improvement
throughout each six weeks.
Teachers will monitor identified
students for better attendance rates
as a follow up to phone calls.
Administrators will document and log
meetings in order to track whether
conferencing assisted the student.
Students will regain credits and have
a better attendance record after the
hearing
ij Add Row
Milestone Monitoring to be completed by Campus Intervention Team/SDMC/Leadership
Fall
Date of Review
9/18/2015
Major Intervention(s)
Data Reviewed?
Achievements?
Challenges?
On Track?
Modifications?
Mid-Year
Date of Review
12/11/2015
Major Intervention(s)
Data Reviewed?
Achievements?
Challenges?
On Track?
Modifications?
Spring
Date of Review
3/11/2016
Major Intervention(s)
Data Reviewed?
Achievements?
Challenges?
On Track?
Modifications?
End of Year
Date of Review
5/13/2016
rEi
Major Intervention(s)
Data Reviewed?
Achievements?
Challenges?
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On Track?
Modifications?
Special Funding Goals
Goal Area : Title I Ten Components (standard language provided -- modify as needed)
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
96% of our teachers are certified for the position they hold. They have varying
levels of experience, and support is given to less experienced teachers by
their colleagues. Parents are notified if a teacher is not certified and the
teacher must either be working toward certification or efforts continue to hire
someone who is certified.
4. High-quality and on-going professional development
Lead Teachers who receive training during the
summer and during the school year, provide on-site training and monitoring to
assist in professional development. The Shared Decision-Making Committee
identifies areas in which staff development is needed. Staff members participate
in staff development offered by the District. Staff development may also be
done on site by in-house instructional leaders and also by administrative
district instructional support staff.
5. Strategies to attract high-quality highly qualified teachers
Recruitment and retention of teachers who are
certified for positions for which they are appropriately certified is ongoing.
We closely work with our district's HISD Personnel officer and network with
other principals to help in this effort; our own teachers also serve as
recruiters. The result has been that 100% of our classroom teachers are
appropriately certified for the position they hold.
6. Strategies to increase parental involvement
Family Math, Science and Literacy Nights are
held to increase parents in the school's programs. Open Houses, frequent
telephone contact and weekly folder updates/newsletters are methods of
recognizing parents as partners. In addition, parents are offered classes to
meet their needs, for example ESL classes or STAAR information programs.
7. Transition from early childhood programs
Early Childhood Centers collaborate with
receiving elementary schools to coordinate parent and student visits to
kindergarten programs. Elementary schools conduct community awareness campaigns,
on-site meetings at the ECCs and Head Start programs, and round up and
registration days to distribute information about programs and registration.
Newsletters are distributed from receiving elementary schools. Not applicable
to secondary schools.
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Resources
Timeline
Milestones / Evaluation
Attendance reports
Contact logs from teachers
Attendance reports and student
paperwork
September 2015 through May
2016
Teachers will document identified
students and track improvement
throughout each six weeks.
Teachers will monitor identified
students for better attendance rates
as a follow up to phone calls.
Administrators will document and log
meetings in order to track whether
conferencing assisted the student.
Students will regain credits and have
a better attendance record after the
hearing
j Add Row
Milestone Monitoring to be completed by Campus Intervention Team/SDMC/Leadership
Fall
Date of Review
9/18/2015
Major Intervention(s)
Data Reviewed?
Achievements?
Challenges?
On Track?
Modifications?
Mid-Year
Date of Review
12/11/2015
Major Intervention(s)
Data Reviewed?
Achievements?
Challenges?
On Track?
Modifications?
Spring
Date of Review
3/11/2016
Major Intervention(s)
Data Reviewed?
Achievements?
Challenges?
On Track?
Modifications?
End of Year
Date of Review
5/13/2016
Major Intervention(s)
Data Reviewed?
Achievements?
Challenges?
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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.
Goal Area : State Compensatory Education (standard language provided -- modify as needed)
Total amount of State Compensatory Education funds: $ 519,674.Personnel funded with State Compensatory
Education funds:
List names here:Atwood, Joan; Dabas, Sunil; Salim; Subaidha, Thornhill, Jarrod; Wertz, Michael; Duesterbeck,
Steven; Goldberg, Misty; Akhtar, Amber; Hayner, Heath .
Total number of FTE's funded with State Compensatory Education funds: 9
Brief description of how these funds are utilized on your campus: The entire amount allocated to uour campus of these,
funds is utilized for paying salaries of 9 full time FTE'S.
State Compensatory Education funds are coded in the Resources column of the SIP Part 2 as SCE.
For Title I schools: These supplemental State Compensatory Education funds are used to enhance the Title I School
Program at our campus.
Goal Area : Mandated Health Services
Immunization Monitoring
Person Responsible for monitoring immunization requirements, data entry, and state reporting requirements:
Nurse Carla Hainsworth
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):
NA
Vision Screening at Grades: PK, K, 1, 3, 5, 7
Person Responsible for screening, data entry, completing referral forms, and submitting state report:
Nurse Carla Hainsworth
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):
NA
Hearing Screening at Grades: PK, K, 1, 3, 5, 7
Person Responsible for screening, data entry, completing referral forms, and submitting state report:
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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.
Goal Area : State Compensatory Education (standard language provided -- modify as needed)
Total amount of State Compensatory Education funds: $ 519,674. Personnel funded with State Compensatory
Education funds:
List names here:Atwood, Joan; Dabas, Sunil; Salim; Subaidha, Thornhill, Jarrod; Wertz, Michael; Duesterbeck,
Steven; Goldberg, Misty; Akhtar, Amber; Hayner, Heath .
Total number of FTE's funded with State Compensatory Education funds: 9
Brief description of how these funds are utilized on your campus: The entire amount allocated to uour campus of these
funds is utilized for paying salaries of 9 full time FTE'S.
State Compensatory Education funds are coded in the Resources column of the SIP Part 2 as SCE.
For Title I schools: These supplemental State Compensatory Education funds are used to enhance the Title I School
Program at our campus.
Goal Area : Mandated Health Services
Immunization Monitoring
Person Responsible for monitoring immunization requirements, data entry, and state reporting requirements:
Nurse Carla Hainsworth
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):
NA
Vision Screening at Grades: PK, K, 1, 3, 5, 7
Person Responsible for screening, data entry, completing referral forms, and submitting state report:
Nurse Carla Hainsworth
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):
NA
Hearing Screening at Grades: PK, K, 1, 3, 5, 7
Person Responsible for screening, data entry, completing referral forms, and submitting state report:
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Nurse Carla Hainsworth
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):
NA
Type 2 Diabetes Screening at Grades: 1, 3, 5, 7
Person Responsible for screening, data entry, completing referral forms, and submitting state report:
Nurse Carla Hainsworth
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):
NA
Spinal Screening at Grades: 6, 9
Person Responsible for screening, data entry, completing referral forms, and submitting state report:
Nurse Carla Hainsworth
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):
NA
Medication Administration
Person Responsible for administering medication including, but not limited to emergency care of students with
diabetes, seizures, and life threatening anaphylaxis:
Nurse Carla Hainsworth
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:
NA
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'BAYLOR COLLEGE OF MEDICINE
ACADEMY AT RYAN
"It's All About 8th Grade"
A personal discussion with 8th Grade parents regarding formal
preparations for successfully completing 8th grade, End-of-year plans
for the students, utilizing Naviance, and learning about the application
process for various high schools
WE CORDIALLY INVITE YOU TO THE PARENT INFORMATION SESSION
"It's All About 8th Grade"
DATE: Wednesday, October 7, 2016
TIME: 6pm until 8:00pm
LOCATION: BCMA 'S Auditorium
BCMA Staff confirmed to attend the following Conferences in Fall 2015
CAST
November 12 -14
Fortworth
1. Martisek
2. Amber Akhtar
3. Tsao
4. Denning or Goldberg
NSTA
March 31 - April 3
Nashville
5. Martisek
6. Tsao
7. Goldberg/Paneitz
8. Williams
9. Perez-Sweeney
NAME
1. Akhtar, Amber
2. Alterman, Mark
3. Ball, Tyler
4. Barnes, Jamaur
5. Baruch, Mirza
6. Comer, James
7. Conrad, Fritz
8. Dabas, Sunil
9. Davis, Chardenay
10. De Dios, Gnelida
11. Duester beck, Steven
12. Elegarle, Ricardo
13. Garcia, Joanna
14. Gazzean, Jeanclaude
15. G-Jackson, Maria
16. Giasson, Robert
17. Goldberg, Misty
18. Hainsworth, Carla
19. Harris, Jean
20. Hayner, Heath
21. Jaggi, Anuradha
22. Johnson, Adam
23. Kehe, Elyse
24. Kirk, Maya
25. Lee, Samuel
26. Luna, Fernando
27. Malhan, Jyoti
28. Martinez, Matthew
29. Martinez, Michele
30. Martisek, David
31. Means-Gary, Chante
32. Miller, Adrianne
33. Palmitier, Doug
34. Paneitz, Joe
35. R-Bonno, Felicia
36. Reyes, Guadalupe
37. Scott, Patrice
38. Snehalata, FNU
39. Strong, Kimberly
40. Taplett, Richelle
POSITION
Tchr
Tchr
Tchr
Tchr
Tchr
Tchr
Tchr
Tchr
Tchr
Dean
Tchr
Tchr
SIS
Tchr
Dean
Tchr
Tchr
Nurse
Tchr
Tchr
Tchr
Tchr
Tchr
Tchr
Tchr
Tchr
Principal
Tchr
Clerk
Tchr
Tchr
Tchr
Tchr
Tchr
Tchr
Tchr
Tchr
Tchr
Tchr
Tchr
EMAIL ADDRESS
akhtar.amber@gmail.com
alterman@mccks.edu
wball@houstonisd.org
jamaurbarnes@gmailcom
mbaruch@houstonisd.org
jcomer2001@yahoo.com
conradf9658@gmail.com
sdabas@houstonisd.org
cdavis@houstonisd.org
gdedios@houstonisd.org
sduester@houstonisd.org
relegarl@houstonisd.org
jgarcia7@houstonisd.org
jgazzane@houstonisd.org
mgarret5@houstonisd.org
rgiasson@houstonisd.org
ahaeducation50@gmail.conn
chainswo@houstonisd.org
jharri31@houstonisd.org
heath.hayner@gmail.com
anuradhajaggi2308@gmail.com
army0631@gmail.com
elyse.kehe@gmail.com
maya.e.kirkl@gmail.com
slee14@houstonisd.org
joe1.7.1una@gmail.com
jmalhan@houstonisd.org
mattmart07@gmail.com
mmarti56@houstonisd.org
ninetyfivem3@hotmail.com
cmeans@houstonisd.org
amille15@houstonisd.org
jdpalmitier@gmail.com
jpaneitz@gmail.com
frestivo@houstonisd.org
glupe.reyes@gmail.com
pscott7@houstonisd.org
fsnehala@houstoniesd.org
kstrong@houstonisd.org
rstaplett@aol.com
CONTACT #
409-330-6601
785-765-0143
817-371-4126
832-229-2281
832-350-3283
760-981-2966
NA
832-677-7488
402-305-8557
832-419-8497
702-343-2132
713-269-1402
832-329-6817
ROOM #
A138
A201
A210
E101
A214
A212
A204
A220
A203
A211
E102
E202
ATTENDANCE
832-483-6576
281-703-3127
832-286-387
361-876-1010
281-773-0346
917-969-4995
832-643-6499
713-408-7678
713-550-4970
281-678-2045
512-350-6129
972-900-6000
832-331-6055
713-885-3683
832-338-3700
832-273-4960
713-530-1437
281-745-8017
281-788-7984
806-440-4077
785-979-3133
832-860-1215
832-640-9407
832-513-9579
803-460-9129
281-732-4999
823-439-7107
A215/217
E205
E203
A110
CLINIC
A101
A104
A106
GYM
D106
A116
A119
A205
OFFICE
E201
OFFICE
A112
A144
A140
A120
A213
A129
A209
A102
A136
GYM
A207
41. Tipple, Jessica
42. Tolliver, Kenneth
43. Tonry, Abigail
44. Tsao, Alvin
45. Turner, Mikquon
46. Walker, Eric
47. Wanjala, Brian
48. Wertz, Michael
49. West-Denning, Jackie
50. Westbrook, Linda
51. Williams, Tesha
52. Yap, Marjorie
53. Zhang, Yao
54. Dr. Perez Sweeney
Tchr
Tchr
Tchr
Tchr
Dean
Tchr
Tchr
Tchr
Tchr
Secretary
Tchr
Tchr
Tchr
STEM
spist.
jtipple@houstonisd.org
artisttolliver@yahoo.com
atonry@houstonisd.org
atsao@utexas.edu
mturner6@houstonisd.org
ewalker5@houstonisd.org
brianwanjala@yahoo.com
mwertz@houstonisd.org
jackiewd@gmail.com
lwestbro@houstonisd.org
tlashayw@gmail.com
marjorie.ann.yap@gmail.com
yaoyun978@gmail.com
pererswe@bcm.edu
512-426-1676
830 613 7349
404-295-4262
832-209-0828
A133
E104
E204
A108
262-272-9875
646-303-4011
843-374-3321
956-346-0852
910-658-3746
281-433-6512
314-580-7802
832-641-5232
832-515-7466
917-697-0702
A125
A126
E103
A141
A142
OFFICE
A135
A216
A143
A115