Addendum
Felix Tijerina Elementary School
PK-6
Claudia Gonzales, Principal
2011-2012
Continuous School Improvement Planning
Houston Independent School District
Each school year the principal of each school campus, with the assistance of the campus-level committee, must develop, review and revise
the campus improvement plan for the purpose of improving student performance for all student populations, including students in special
education programs under Education Code Chapter 29, subchapter A, with respect to the academic excellence indicators and any other
appropriate performance measures for special needs populations. Education Code 11.252 (b). Each campus improvement plan must:
 Utilize a school wide planning team to complete the needs assessment (NCLB).
o Organizational structure, shared-decision making, methods of communication and
membership and composition of the SDMC (Addendum).
 Assess the academic achievement for each student in the school using the academic excellence indicator
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system (AEIS). Identify data sources and analyze data (NCLB).
o Who are we? Where are we now? Where are we today? (FIP).
o Specified in Executive Summary under “Comprehensive Needs Assessment”.
o Document needs assessment and conclusions with narratives, charts and graphs in the
“Comprehensive Needs Assessment” section in Addendum.
Set the campus performance objectives based on the academic excellence indicator system, including
objectives for special needs populations, including students in special education programs under Education
Code Chapter 29, subchapter A. Clarify the vision for reform (NCLB).
o Why do we exist? Where do we want to be? What are the gaps?
o Where are we now? How do we want to be? How will we get there? (FIP)
o Specified in Executive Summary under “Information” – Mission, Vision, Values.
o SMART Goals specified in Executive Summary under “Inquiry Process and Analysis”.
Identify how the campus goals will be met for each student.
o How do we do business? How can we get to where we want to be?
Determine the resources needed to implement the plan.
o How can we get to where we want to be?
o What materials do we need, and how will we pay for them? (FIP)
Identify staff needed to implement the plan.
o How can we get to where we want to be?
o Who will get us there? (FIP)
Set time lines for reaching the goals.
o How can we get to where we want to be?
o When will we perform the activities? (FIP)
Measure progress toward the performance objectives systematically to ensure that the plan is resulting in
academic improvement.
o How will we evaluate our efforts?
o How do we know we are getting there? How will we evaluate success? (FIP)
Provide for a system to document and analyze parental and community involvement at the campus.
o Addendum and/or SIP template
Include goals and methods for violence prevention and intervention on campus.
o Addendum
Create a school profile that includes (NCLB):
o Student Needs – (Executive Summary – Comprehensive Needs Assessment & Inquiry Process
and Analysis)
o Curriculum and Instruction (Executive Summary – Quality Design and Planning)
o Professional Development (Addendum)
o Family and Community Involvement – (Addendum)
o School Context and Organization – (Executive Summary – Information)
Identify all funding sources in the Resources Needed column of the SMART Goals document.
SIP Addendum 2011-2012
Page 1 of 13
o Fund Sources (GF1, SCE, TI, TII, TIII, AMI, ARI…)
 Have not met Adequate Yearly Progress see AYP Section after Professional Development Section.
Principal Signature
Date
Comprehensive Needs Assessment
The data used for our needs assessment is derived directly from the results of our TAKS as well as the TEA
Accountability tables, EVAAS, JFTK, AEIS, data from PEIMS, HISD Chancery, and from teacher, student and
parent surveys. Our planning process framework is derived from the work of Dr. Victoria Bernhardt and Dr.
Douglass Reeves and can be found in the HISD Continuous School Improvement Planning Guide. All of the work is
grounded in the concepts of professional learning communities.
Student Learning Analysis
 Strengths in student achievement: According to Table 1 Below, TAKS performance in 5th grade Science
increased from 79% of our students meeting standard (29% Commended) to 80% meeting the standard (but
decreased to 23% Commended) in 2011. Writing is a strength for Tijerina students. Fourth graders met the
standard for this Writing TAKS by 97% in 2010 and 95% in 2011. However, Commended Performance
increased from 9% to 29% in 2011 for all students. The Hispanic and Economically Disadvantaged student
group also performed well with 94% in both student groups.
Based on Table 7, according to the NRT Reading Performance, of the 444 students taking the Stanford, 55% of
the students achieved a Reading Performance (equivalent to ‘on grade level performance’) greater than or
equal to 50%. Based on the same data table, according to the NRT Math Performance, of the 444 students
taking the Stanford, 64% of the students achieved a Math Performance (equivalent to ‘on grade level
performance’) greater than or equal to 50%.
Demographic Data Analysis
Strengths: Felix Tijerina Elementary School opened its arms and embraced the Central Park community of
southeast Houston in the fall of 1979. The Tijerina Elementary community has expanded to serving over 600
students in grades PK-6, including two Head Start PK classes... Our largest school demographic subgroup is
Hispanic with 99%. Within the total school population, 56% of the students are English Language Learners, 8% are
served in special education classes and 13% are gifted and talented. Additionally, over 95% of the students qualify
for free or reduced lunch. The needs of students are successfully served through our Developmental Bilingual
Program, Neighborhood Vanguard Program, Inclusion and Resource classes, and speech therapy.
.
School Programs and Processes Analysis
 Teacher Practices: Staff reviewed past practices and instructional programs at the beginning of the school
year. Using the Problem Solving Cycle protocol teachers and administrators determined that consistency in the
use of the District Curriculum Framework to teach the New Texas Essential Knowledge and Skills was an
important factor in gains made in student achievement. Research based practices will continue to be
implemented and refined. The use of Every Day Counts calendar math for morning math routines during
breakfast in the classroom will continue across all grade levels. Envision, the adopted District math resource,
will be used as the primary resource for the teaching of Mathematics. Reading Streets and Tesoro’s reading
resources will be used as the primary resources for teaching of Reading. Classroom teachers utilizing the HISD
Curriculum Framework will teach math and science concepts embedded within the Readiness and Supporting
Standards.
Grade level teams meet weekly and collaboratively develop comprehensive and aligned instructional activities
and assessments. Vertical planning occurs on campus on the five early release days. Data teams consisting of
teachers and administrators meet twice monthly to analyze results from common assessments and district
approved benchmark assessments. The analysis Is utilized to guide classroom intervention and to adjust
instruction. In school, small group intervention and after-school tutorials add additional support for struggling
students. All students participate in project-based learning through the use of on-line resources including the
District provided Renzulli Learning System.
Campus-wide professional development is aligned to support effective implementation of the adopted resources
for reading, math, and science. Additional training includes reinforcement of prior effective staff development in
the teaching of reading through the Neuhaus Education Center, and work station organization that supports
SIP Addendum 2011-2012
Page 2 of 13
differentiation of instruction within the daily reading and math blocks.
Monitoring of the implementation of programs, processes and best practices is done through observation,
feedback, review of student work, and conversations with students about their learning. The leadership team
has established routines to monitor and discuss findings at the leadership level and to communicate feedback to
teachers.

Acts of Leadership: The leadership team meets bi-monthly to review campus data collected through
assessments, observations, interviews, and team meetings to determine areas of support for teacher teams and
individuals. Alignment of lesson planning and professional development support district and campus goals as
outlined in the Action Steps of the School Improvement Plan.

Engaged Stakeholders: Campus standards are communicated to parents through written information sent
home, messages sent out through the Connect Ed system, and through the campus website. Information about
new STAAR standards, a revision on student dress code, and update on changes to the campus grading policy
are scheduled for the latter part of September 2011. Additional information on student achievement data and
campus demographics will be included as the School Improvement Plan and meeting minutes from the Shared
Decision Making Committee (SDMC) are posted on the website.
Activities to increase parent engagement include monthly meetings through partnerships with Head Start, the
YMCA after school program, AVANCE, Houston Community Family Center, Houston Community College, and
Junior Achievement with HEB (Gulfgate) as our new business partner for the 2011-2012 school year.
Perceptions Analysis
 Engaged Stakeholders: Data collection and analysis of staff, student and parent perceptions are planned for
the end of each semester.
TABLE 1-TAKS 2010-2011 SCHOOL PERFORMANCE
READING
3rd
4th
5th
6th
Total
2010
MS/C
84%/39%
84%/27%
86%/21%
86%/26%
84%/29%
2011
MS/C
80%/30%
80%/30%
84%/25%
87%/30%
82%/28%
MATH
2010
MS/C
76%/24%
76%/22%
92%/43%
97%/60%
84%/34%
WRITING
2011
MS/C
72%/18%
64%/24%
86%/26%
94%/43%
78%/27%
2010
MS/C
NA/NA
97%/9%
NA/NA
NA/NA
97%/9%
SCIENCE
2011
MS/C
NA/NA
95%/37%
NA/NA
NA/NA
95%/37%
2010
MS/C
NA/NA
NA/NA
79%/29%
NA/NA
79%/29%
2011
MS/C
NA/NA
NA/NA
80%/23%
NA/NA
80%/23%
*MS- Met Standards
*C-Commended Performance
SIP Addendum 2011-2012
Page 3 of 13
TABLE 2
2010‐2011 TAKS Reading
100
90
85
82
84
82
86
82
80
70
60
50
40
30
20
10
0
Total
AA
H
2011
ED
2010
TABLE 3
2010‐2011 TAKS Math
100
90
84
80
84
78
77
84
77
70
60
50
40
30
20
10
0
Total
AA
H
2011
SIP Addendum 2011-2012
ED
2010
Page 4 of 13
TABLE 4
2010‐2011 TAKS Science
100
90
80
80
80
80
77
76
75
70
60
50
40
30
20
10
0
Total
AA
H
2011
ED
2010
TABLE 5
2010‐2011 TAKS Writing
100
95
95
95
94
96
94
90
80
70
60
50
40
30
20
10
0
Total
AA
H
2011
SIP Addendum 2011-2012
ED
2010
Page 5 of 13
TABLE 6
TIJERINA ES LEP TAKS RESULTS 2010-2011
MET
351
142
39
43
35
25
ALL SUBJECTS
ELAR
3
4
5
6
MET
TOTAL
443
173
47
51
45
30
TOTAL
%MET
79%
82%
83%
84%
78%
83%
%MET
COMM.
130
53
17
17
9
10
%COMM.
29%
31%
36%
33%
20%
33%
COMM.
%COMM.
ALL SUBJECTS
MATH
3
4
5
6
126
36
26
37
27
173
47
51
45
30
73%
77%
51%
82%
9%
44
12
10
9
13
25%
26%
20%
20%
43%
ALL SUBJECTS
Science (5th)
MET
34
TOTAL
45
%MET
76%
COM
8
%COM MET
18%
Writing (4th)
49
52
94%
25
48%
TABLE 7
TIJERINA ES STANFORD 2010-2011
Grade 13= Total Karla Loria Karla Loria Karla Loria Karla Loria Karla Loria Karla Loria Karla Loria Org Level Tijerina 279 ES Tijerina 279 ES Tijerina 279 ES Tijerina 279 ES Tijerina 279 ES Tijerina 279 ES Tijerina 279 ES SIP Addendum 2011-2012
NRT Reading Performance # Take % >= % >= % >= Grade RD 50
60
75
NRT Math Performance # % = Take % >= % >= % >= 99
M
50 60 75
% = 99
01 85 65%
62%
61%
12%
85
66% 58% 48%
8%
02 73 73%
63%
42%
8%
74
81% 74% 58%
22%
03 78 60%
60%
45%
1%
78
58% 51% 44%
18%
04 81 67%
56%
41% 81
72% 65% 48%
9%
05 75 20%
16%
9%
74
32% 24% 11%
1%
06 52 37%
27%
10%
52
79% 65% 44% 13 444 55%
49%
37%
444
64% 56% 42%
4%
10%
Page 6 of 13
TABLE 8
English Language Learners (ELL) Progress Indicators Table (TELPAS)
Performance Number Results Met Standard Reading/ELA 123 X ELL Students SIP Addendum 2011-2012
2011 Stu Grp 174 2010
Pct Met Std. 71% Number Met Std Stu
Grp 123
185
Pct
Met Std. 66%
Required Improvement
Act Chg
Status by Measure
STD RI EXCP
***
5
EX ‐ ‐
EX
Page 7 of 13
Inquiry Process
The inquiry process looks at the data from the comprehensive needs assessment to determine what SMART
goals need to be set and what groups of students need additional attention and support for successful learning.

Possible cause-effect: The staff determined that support for improved student achievement in math, reading,
and ESL includes in-depth and on-going analysis of formative assessment results and a comprehensive and
on-going alignment of instructional resources available through the District Curriculum/Professional
Development Departments, Teacher Development Specialists, Harris County Department of Education, and
Region IV Education Service Center. Greater attention to developing rigorous and relevant learning
experiences focused on concepts, vocabulary, and hands-on problem-solving strategies addresses the need
for greater student learning.

Strategies driven by specific needs: Strategies to support greater student achievement include
opportunities for collaboration within and across grade levels. Teacher planning periods of 55 minutes for
classroom teachers, and 45 minutes for ancillary teachers, are arranged so all teachers on a grade level have
the same daily planning period. All teachers have vertical collaboration time provided on Early Release
Days.Teachers embed the principles of rigor, relevance, and relationships through the use of Kagan Learning
Strategies, Marzano’s High-Yield Strategies and Project CLASS Social Skills. Resources for differentiating
the curriculum through intervention in small groups include literacy station organization including the use of
various Technology resources, including Renzulli for all students and Imagine Learning for our ESL students
and new arrivals.

Analysis of adult actions: Teacher teams plan collaboratively weekly, and will utilize planning protocols for
focused results. Professional Development occurs on Saturdays and sessions include a variety of options for
teachers to choose that most meet their needs: Technology and Curriculum, Kagan Learning Strategies,
EveryDay Math Counts, Project CLASS, and Literacy and Math Work Stations.

Achievement results (effects) linked to causes: The campus vision and values statements are referenced
in response to expectations for adult behaviors. The entire team looks at what is necessary and effective to
address as student learning needs and in turn promote greater student achievement.
As a staff, we have identified and analyzed specific strategies for math problem solving, vocabulary, and
reading comprehension that will be implemented in whole group, small group, intervention groups, tutorials,
and small group instruction. Margaret Kilgo Data Analysis will serve to identify gaps in student learning and
will be a guiding factor in determining professional development for teachers. The Response to Intervention
model will continue to help identify stuggling students in Math and Reading.
10 Components of a Title I Program
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 three 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 CLEAR and the staff development which accompanies it, the
use of Model Lessons and the meeting by content and grade level to monitor and develop instructional plans
are part of our school-wide reform strategies.
3. Instruction by highly qualified teachers – 100% of our teachers are certified for the position they hold.
They have varying levels of experience, and support is given to less experienced teachers by their
colleagues. Parents are notified if a teacher is not certified and the teacher must either be working toward
certification or efforts continue to hire someone who is certified.
4. High-quality and on-going professional development – Lead Teachers who receive training during the
summer and during the school year, provide on-site training and monitoring to assist in professional
development. The Shared Decision-Making Committee identifies areas in which staff development is needed.
Staff members participate in staff development offered at the feeder pattern, HISD and regional offices. Staff
development may also be done on site by in-house instructional leaders and also by administrative district
SIP Addendum 2011-2012
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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 TAKS 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.
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 and PASS
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.
10. 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.
Organizational Structure
Our campus Shared Decision-Making Model (SDM) is designed to establish, monitor, and evaluate goals for
budgeting, staffing, curriculum, planning, school organization, staffing patterns, and staff development. This model
is aligned to state legislation and HISD board policy. The intention of the SDMC is to pull together our community
in a constructive, organized, and unified body to enhance the education of all students.
The SDMC is the shared decision-making body. SDMC representatives are elected by the faulty and parents are
elected by the PTO membership. It meets monthly and as needed to discuss issues brought forth by the
administration, staff, parents, or community. The Council is supported by standing committees that address
budgeting, staffing, curriculum, planning, school organization, staffing patterns, and staff development. Standing
committees meet as needed. Parents are encouraged to serve on standing committees.
The SDMC functions under the direction of the Principal. Members of the SDMC attend SDMC meetings for the
term of his/her office, monitor the implementation of the School Improvement Plan, address issues presented by
the principal, present issues for discussion and recommend resolutions to the SDMC, create ad hoc committees
by consensus of the SDMC, chair standing committees and ad hoc committees, submit minutes to the principal for
committee meetings, and report the recommendations to the SDMC. The SDMC is responsible for approving all
professional development plans for the school.
The Principal coordinates the process of shared decision making, facilitates communication for all stakeholders,
considers issues and recommendations from the community, SDMC, and standing committees, and makes
decisions based on those recommendations.
Shared Decision-making Process
Consensus is the ultimate goal of the SDMC. Agreement by all participants is not always possible or necessary
for consensus. Consensus is a collective process that provides a forum for full dialogue on appropriate/applicable
responses to issues.
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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 Communication
Members of the school community may submit non-personnel issues for consideration through the shared
decision-making process. Written issues or concerns are submitted to any SDMC member or placed in the SDMC
box located in the main office. A school community member may attend a meeting of any committee to discuss or
present an issue. All meetings are on the monthly calendar. The SDMC delivers issues to appropriate standing
committees for action. Communications from all committees is transmitted to faculty, staff, and parents.
Membership Composition of the Shared Decision-Making Committee
Number of Classroom Teachers (2/3)
6
Number of Parents
Number of School-based Staff (1/3)
3
Number of Community Members
Number of Non-Instructional Staff
1
Number of Business Members
Name of SDMC Member
Position (Term expires)
TBA
Business Member (2013)
Laura Vedas
Classroom Teacher (2013)
Omar Valdivia
Classroom Teacher (2012)
Sonya Mouftah
Classroom Teacher (2012)
Angel Mendoza
Classroom Teacher (2013)
Antonio Smyrnis
Classroom Teacher (2013)
Juana Juarez
Classroom Teacher (2013)
DeForest Ralph
Community Member (2012)
TBA
Community Member (2013)
Geraldine Gonzalez
Non-Instructional Staff (2013)
Jessica Aguilar
Parent (2012)
TBA
Parent (2013)
Claudia Gonzales
Principal
Terrence Houvrous
School-Based Staff (2012)
Daniel Sanford
School-Based Staff (2012)
Maria Benavides
School-Based Staff (2013)
State Compensatory Education
Total amount of State Compensatory Education Funds.
Personnel funded with State Compensatory Education Funds (number of FTEs.).
Title I Coordinator
Teacher, Kindergarten
Teacher, Bilingual
Total FTEs funded with State Compensatory Education Funds.
2
1
1
$63.645.12
.59
.20
.25
1.04
State Compensatory Funds are utilized to fund salaries for Kindergarten, Fourth Grade, and a Title I Coordinator.
Funds are also used to pay for substitutes (11-6112 AND 13-6112) while teachers attend professional
development. State Compensatory Funds are coded in the Resources Needed column of the campus goals as
SCE $10,552.00. These supplemental state compensatory education funds are used to enhance the Title 1 school
wide program at our campus.
Gifted/Talented Program Goal
For 2011-2012, provisions to modify services for students identified as Gifted/Talented (G/T) are provided through
the implementation of the Vanguard Standards (Standards 5, 6, 7 and 8), and the G/T Curriculum Framework
Scholars & Knowledge.
Formative
Differentiation strategies for instruction and assessment are documented weekly in lesson plans.
SIP Addendum 2011-2012
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Summative
Strategy
Middle school G/T students will be scheduled into four Pre-AP or IBMYP classes each year. High
school G/T students will be scheduled into at least two advanced classes each year.
Students identified as G/T shall be expected to score above grade level on the district required
Stanford/Aprenda and score at the commended level on TAKS. LEP/Special Education/504
students will be expected to show annual growth on these or related assessments when tested in
the same language. Students enrolled in AP and IB classes which have corresponding College
Board and IB exams shall take the corresponding AP or IB exams.
Implement and monitor Pre-AP/AP and IBPYP/IBMYP/IB skills and strategies and the G/T
Curriculum Framework Scholars & Knowledge.
Parent and Community Involvement Goal
For 2011-2012, the percent of parents and community members attending PTO meetings will increase by 50%.
Formative
At the end of the first semester, the percent of parents and community members attending PTO
meetings will be reviewed to determine progress.
Summative
At the end of the school year, the percent of parents and community members attending PTO
meetings will be reviewed to determine if the objective was met.
Strategy
Provide a variety of methods and in appropriate languages to communicate opportunities for parent
and community involvement throughout the year to attend school events.
Violence Prevention and Intervention Goal
For 2011-2012, discipline referrals for drugs, alcohol, and tobacco will be reduced remain at 0% from the previous
year.
Formative
Each grading period, the discipline referrals will be reviewed to determine the percent of referrals
for tobacco, alcohol, and other drug use or possession.
Summative
At the end of the school year, the discipline referrals will be reviewed to determine the percent of
referrals for tobacco, alcohol, and other drug use or possession
Strategy
Implement and monitor the school wide safety and security plan.
Violence Prevention Goal
For 2011-2012, the discipline referrals for Level III, Violation of Code of Student Conduct will be reduced by 50%
from the previous school year.
Formative
Each grading period the discipline referrals will be reviewed to determine the percent of referrals.
Summative
At the end of the school year, the discipline referrals will be reviewed to determine the percent of
referrals.
Strategy
Implement and monitor the school wide safety and security plan.
Attendance Goal
For 2011-2012, the ADA student attendance will be at or above 98%.
Formative
Monthly attendance rates by grade level and total school will be reviewed in addition to a list of
students with more than three absences per month.
Summative
The year end ADA will be reviewed to determine if the annual attendance objective was met.
Strategy
Send letters to parents of students with three or more unexcused absences. Initiate attendance
referrals for students with more than five unexcused absences.
Special Education Goal
For 2011-2012, the percent of students meeting performance standards of the tests they took will be at or above
95%
Formative
Each grading period, students’ progress on TEKS will be monitored and reviewed.
Summative
Results of the TAKS Accommodated, TAKS Modified and TAKS Alt tests will be reviewed to
determine if the ARD objectives were met.
Strategy
Provide differentiated instruction to address learning needs of identified special needs students.
SIP Addendum 2011-2012
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Highly Qualified Teacher Goal
For 2011-2012, the percent of highly qualified teachers in the core academic areas will be at or above 100%.
Formative
At the end of the first semester, the percent of teachers in the core academic areas who are highly
qualified will be reviewed to determine progress.
Summative
At the end of the school year, the percent of teachers in the core academic areas who are highly
qualified will be reviewed to see if the objective was met.
Strategy
Conference with teachers to implement a plan to become highly qualified.
Dyslexia Program Goals
For 2011-2012, provisions for identification, assessment and instructional services to students having or suspected
of having dyslexia or a related disorder, and the provisions for dyslexia teachers and parents are provided through
compliance with laws governing dyslexia programming: TEC §11.252, TEC §38.003; TEC §28.006; TAC 19
§74.28; §504 of the Rehabilitation Act of 1973 and Dyslexia Program Guidelines/standards.
Formative
Summative
Strategy
By October 2011, identify campus areas of need using various objective data: inservice/meeting
agendas and sign-in sheets; campus data files; documentation of referral/assessment
procedures, instructional services, campus parent education program; student records and
program evaluation.
By June 2012, identify campus progress using various objective data examples: student
progress monitoring data; program evaluation; inservice/meeting agendas and sign-in sheets;
campus data files; documentation of procedures, Tier II and Tier III instruction, campus parent
education program data; student records; program evaluation;
Implement various strategies as determined by needs of campus. (Refer to Dyslexia Program
Supplement for possible strategies.)
District and State Waivers
Faculty Advisory Council Waiver of Local Board Policy (BQB- LEGAL –SPM 2560.B)
This waiver is requested to afford the Shared Decision Making Committee (SDMC) the freedom to address
Faculty Advisory Committee (FAC) agenda items. Approval of this waiver allows teachers to avoid duplication of
committee membership and increase instructional planning time with students.
Insert School Name
Houston Independent School District
Staff Development Plans
2011-2012
Date
August 15, 2011
Who should attend
Full Day Staff Development
ALL CAMPUS TEACHERS
August 16, 2011
ALL CAMPUS TEACHERS
Purpose
NEW TEACHER APPRAISAL & DEVELOPMENT
SYSTEM
NEW TEACHER APPRAISAL & DEVELOPMENT
SYSTEM
August 17, 2011
August 18, 2011
ALL CAMPUS TEACHERS
AND ADMINISTRATORS
EMPOWERING WRITERS
ALL STAFF
CAMPUS VISION/MISSION: Handbook/Initiatives/Sp.
Ed./ Nurse Trainings (Blood Borne Pathogens, Child
Abuse, Sexual Abuse Staff Training)
Early Dismissal Staff Development
October 12, 2011
SIP Addendum 2011-2012
All Staff
Professional Development OR Parental Involvement
Page 12 of 13
November 9, 2011
All Staff
Professional Development OR Parental Involvement
January 11, 2012
All Staff
Professional Development OR Parental Involvement
February 29, 2012
All Staff
Professional Development OR Parental Involvement
April 18, 2012
All Staff
Professional Development OR Parental Involvement
Adequate Yearly Progress – Stage One
 For the 2010-2011 school year, math performance in grades 3-6 (Table 1 and 6) addresses the issue that
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caused the campus to be identified under AYP for school improvement. Sixty-two students did not meet the
standard on the Math TAKS in grades 3-6. This is our targeted group; refer to Smart Goal 1 in Action Plan.
No less than 10% of Title I Part A funds will be utilized to provide high-quality professional development for
teachers and the principal by implementing best practices and strategies learned from: Every Day Math
Counts and support funding for resources (Every Day Math Counts, Problem Solving Journals, and math
manipulatives for work stations and math intervention time.
New Standards (TEKS for 2011-2012) will be taught and aligned vertically and horizontally. Implementation
of campus-wide problem solving strategies will be monitored, and a consistent time for math intervention will
be scheduled for students who did not meet the Texas Assessment of Knowledge and Skills in 2010-2011.
Professional development activities meet the specified requirements under section 1119?
Written notice about the academic achievement problem that caused the campus to be identified under AYP
for school improvement to the parents of students attending the campus will be forwarded by the district and
campus via Thursday Communication Folders and Open House/PTA Forums in the appropriate language of
the parents.
The school will provide support to staff members by planning and funding professional development training,
resources, and feedback after classroom visitations.
Activities before school, after school, during the summer and during any extension of the school year as
appropriate. (ei. Robotics, Math Club).
SIP Addendum 2011-2012
Page 13 of 13