HOUSTON INDEPENDENT SCHOOL DISTRICT
BUILD
BRIDGE
BELIEVE
Campus Name: John H. Reagan High School
Campus Number: 012
Principal: Connie Berger
School Support Officer / Lead Principal: James McSwain
Chief School Officer: Harrison Peters
Becoming #GreatAllOver
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NT PLAN 2014-2015
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SIP Part 1: Background, Data Analysis and Needs Assessment
MISSION STATEMENT
The faculty, staff, and community of John H. Reagan High School are committed to creating lifelong learners in an
atmosphere of respect and responsibility. Students are encouraged to reach their maximum potential by
promoting positive attitudes in a safe, nurturing environment and by establishing high standards of excellence,
character, academics, and international mindedness.
SCHOOL PROFILE
John H. Reagan High School provides students with a personalized learning environment through smaller learning
communities comprised of career-related academies. As a part of a comprehensive high school, students are able
to participate in numerous extra-curricular activities, while receiving a quality education focused on academic
rigor and college/career readiness. Reagan is dedicated to the principle that students can achieve their
intellectual, social, and physical potential through exposure to a quality education presented in a positive learning
environment.
Reagan has been serving Houston and the Historic Heights community since 1926. One of Houston’s first schools,
the campus was renovated in 2006. Students now learn in an historic landmark, while preparing for the academic
challenges of the 21st century. As the home for Houston Independent School District’s Magnet School for
Computer Technology, Reagan also sponsors four additional career pathway academies. These are the Academy
of Business, the Academy of Health Science, the Academy of Engineering, and the Academy of Transportation
Technology. Each academy, along with the thee magnet tracks of Computer Programming, Audio and Visual
Production, and Digital Media and Web Technology, offers a sequence of career-related course work that leads
to industry related recognition and/or certification.
At Reagan High School every student is expected to develop into a life-long learner. Students engage in
challenging courses connected to the real world, discover unique gifts and talents, experience personal
achievement, and meet high expectations for learning and personal conduct. Reagan offers a full complement of
core and core support classes in English Language Arts, Mathematics, Science, Social Studies, the Arts, Physical
Education, and Languages Other than English. Additionally, Reagan offers twenty-five Advanced Placement and
Pre-Advanced Placement courses and is a Neighborhood Vanguard school. Reagan provides student services in
English as a Second Language, Behavior Support Services, Skills for Learning and Living, Community Based
Vocational Instruction, Speech Therapy Services, and Classroom Support Facilitation for students with special
learning needs.
In 2013 Reagan became an International Baccalaureate World School authorized for the Middle Years
Programme. This designation resulted in creating the first continuous IB feeder pattern in the Houston
Independent School District. Currently, Reagan is also labeled as an IB Candidate School for the Diploma Years
and will submit its official application for the Diploma Years Programme in the spring of 2015. The International
Baccalaureate offers challenging educational programs designed to help students develop their intellectual,
personal, emotional, and social skills to live, learn, and work in a rapidly globalizing world. Achieving IB
authorization is a rigorous process requiring all faculty, staff, and campus leadership to have been trained to
understand and implement the program framework.
The 2014-2015 academic year Reagan will also see the inauguration of two additional campus initiatives, Linked
Learning and PowerUp. Part of a district pilot program, Linked Learning will help students blend the classroom
work of their core classes with the real world application from their Career Technology pathway. Students will
experience instruction through the lens of a potential career. PowerUp is the district’s one-to-one technology
initiative to provide each student with a laptop computer. Each classroom will become a 21st Century learning
hub. Throughout the fall semester teachers will receive professional development on integrating technology
into instruction. Students will first receive their computers in January of 2015.
Enrollment at Reagan High School has continued to grow. Recent numbers in grades nine through twelve, have
been consistently over 2200. This has resulted in the campus being reclassified as 6A, according University
Interscholastic League criteria. Student demographics have also experienced a slight shift over the past few
years. Hispanic numbers in the student body have fallen to 83%, while African American numbers have risen to
12% and white to 5%. Approximately 77% of students are classified as Economically Disadvantaged, resulting in
a campus-wide Title I designation. With a mobility rate under 10% and a falling attrition rate, Reagan is
reversing the trends seen in many urban high schools. Students receiving services through Special Education
remains under 10% and the number of English Language Learners has fallen to under 4%. With implementation
of a credit recovery program and monitoring through a DRIP committee, graduation rates have continue to rise,
currently hovering around 96%
Fundamentally, a graduate from Reagan High School will be prepared to confidently pursue his/her academic,
career, and life goals. Reagan’s mission is to create a college bound culture, guided by the following core values.
o Student learning is derived from effective instruction and from an atmosphere of mutual respect and trust.
o The school is a learning community with achievement standards that prepare students to be lifelong learners with
multiple options for the future.
o School has an important role in preparing students for a lifetime of active citizenship in our nation and across the globe.
o As education professionals, the faculty and staff of Reagan High School serve consistently as advocates for student
success.
SHARED DECISION MAKING
Organizational Structure
The Shared Decision-Making model (SDM) is designed to establish, monitor, and evaluate campus goals for
budgeting, staffing, curriculum, planning, school organization, staffing patterns, and staff development. The
Regan council is aligned to state legislation and HISD board policy. Our intention is to pull together our community
in a constructive, organized, and unified body to enhance the education of all students.
Professional staff representatives of the SDMC are elected by the faculty. In addition, the Reagan committee has,
at a minimum, one non-instructional staff member, one business member, at least two parents and at least two
community members. Parents are elected by the PTO membership.
The Reagan council meets monthly, or as mandated by the district, to discuss issues brought forth by the
administration, staff, parents, or community. It is supported by intermittent standing committees formed to
address specific concerns or issues. 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.
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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. Consensus is a collective process that provides a forum for full
dialogue on appropriate/applicable responses to issues. 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 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 SDM
Number of Classroom Teachers
Number of School-based Staff
(Half the number of classroom teachers)
Number of Non-Instructional Staff
7
4
2
Number of Parents (at least 2)
Number of Community Members
(at least 2)
Number of Business Members
2
2
1
(Modify or insert additional lines as needed)
Name of SDMC Member
Monica Hawthorne
Assyline Pickrom
Jesse Trotter
Kayla Johnson
Angira Sceusi
Yi-Hsuan Chen
Chad High
Nichole Gamez
Yule Everline
Tisha Mesa
Robert Michaels-Johnson
Griselda Casas
Jasmine Pickney
Tony Barrientos
Martha Zamora
Position (Term expires)
Classroom Teacher (2015)
Classroom Teacher (2015)
Classroom Teacher (2015)
Classroom Teacher (2014)
Classroom Teacher (2014)
Classroom Teacher (2014)
Classroom Teacher (2015)
School-based Staff (2015)
School-based Staff (2015)
School-based Staff (2015)
School-based Staff (2015)
Non-instructional Staff (2015)
Non-instructional Staff (2015)
Parent (2015)
Parent (2015)
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Susanne Morrell
Anne Sloan
Emily Cole
Community Member (2016)
Community Member (2016)
Business Member (2016)
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NEEDS ASSESSMENT
Narrative of Data Analysis and Root Causes (causal factors)
A thoughtful review of relevant campus data was conducted. Data points included STAAR, TEA Accountability,
Advanced Placement, SAT, Voice Survey, campus discipline, and campus attendance results from 2013-2014.
Participating in this disaggregation were members of the campus SDMC, which included campus administrative
and instructional leadership, as well as broader school community representation. An awareness of impending
district and campus initiatives also influenced the evaluation of data and assisted in establishing goals for the
2014-2015 academic year. Essentially, although campus instruction generally appears to effectively reach the
student population “in the middle”, the needs of the populations at the extremes are not being met. Students
most at risk are not performing on par with their less at risk counterparts. On the other hand, students with the
highest demonstrated potential, are not performing up to that potential. The causes of these disparities were
found, in general, to be rooted in lesser effective instructional methodologies, lax formative assessment
disaggregation, and anemic academic performance goals.
Narrative of Identified Needs
Although progress toward 2013-2014 goals were noted, on STAAR the campus continued to struggle in effectively
reaching the most at risk populations in mathematics and English Language Arts instruction. English Language
Learners and Special Needs students demonstrated negative grow in Algebra I and in both levels of English
Language Arts. These populations scored 30-50% below the general student population. Additionally, despite a
focus on more rigorous instruction, performance on STAAR at the Advanced Level was lackluster across all state
assessed subjects. On no one subject did first time testers score above the 10% threshold. The implementation
of differentiated instruction appears to continue to be a challenge in instruction.
Advanced Placement testing saw a similar struggle with students underperforming their earlier demonstrated
potential. Using AP Potential as a guide, only 33% of students who previously demonstrated the capacity to score
3 or higher on an AP examination, met that goal. A misalignment of instructional practices and academic
expectations with student potential appears evident. Additionally, it may be concluded that schedulers are not
always consulting the AP Potential to collar students most likely to score well on specific subject exams.
Campus safety and security are always of pressing importance. To that end, Reagan consistently seeks ways to
improve campus security and safeguard student wellbeing. Holes in last year’s security duty schedule were noted
and efforts have been taken to ensure the closure of these gaps. The security staffing increase begun in 2013 will
continue to be funded. Due to the implementation of Linked Learning, a second school counselor will also be
funded. Additional faculty and staff training on intruder sensitivity and lockdown drills will be increased.
A review of the 2014 VOICE survey revealed some mixed results. The campus overall raking remained the same
from the last academic year. Student participation in the survey was high, but parent and community feedback
was minimal. Since Reagan has an active Parent-Teacher Organization, there appears to be a disconnect between
the PTO and parent participation in the VOICE Survey. To obtain a more accurate picture of parent and community
perceptions of Reagan, it is important to establish methods to encourage greater levels of participation in the
survey process.
Following the in-depth data analysis, needs assessment and development of the campus SIP, the campus must
indicate on this table that any unmet or barely met accountability standards have been addressed:
Performance
Index
Met?
Y/N
Unmet or barely met
Subject(s) / Measure(s)?
Student Group(s)
Below Standard?
Needs addressed
in the following
SIP Goal(s):
Texas Accountability System
I. Student Achievement
Yes
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II. Student Progress
n/a
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III. Closing Gaps
Yes
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IV. Postsecondary
Readiness
Federal System Safeguards
Reading Performance
Yes
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Yes
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Reading Participation
Yes
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Reading Alt/Mod
Yes
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Math Performance
Yes
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Math Participation
Yes
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Math Alt/Mod
n/a
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4 Year Graduation
Yes
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5 Year Graduation
Yes
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STAFF DEVELOPMENT PLANS
To better address the needs of all student demographics and specifically those most at need, as well as those with
the greatest potential, Reagan will implement the following multi-tiered professional development plan.
 Abydos Training – Using two campus based Training of the Trainer faculty members, ELA I and ELA II
PLC members will be the first to receive Abydos training. These will be Saturday sessions beginning
late in the fall semester and will progress into the spring, prior to STAAR testing.
 Teacher Tutorial Training – A district and campus recognized highly effective teacher will provide after
school training for Saturday School student tutorials. She will share her methodology using a one-tofour model and will share the process for targeting specific needs based on students’ past academic
and STAAR performance.
 eTool Harmony Training – PowerUp training for all faculty will be provided through weekly Teachnology Tuesdays and monthly Dog Chow (lunchtime PD sessions). Sessions will be facilitated by the
campus Instructional Technologist and Instructional Coaches - teacher leaders who are part of the
district’s Career Pathways initiative. District scheduled Early Release Days will also be used for
PowerUp and district HUB training.
 Campus Book Study – Every Child, Every Day will be the campus-wide book study. Participation in the
study is built into every teachers’ IPDP and into a monthly study guide to be completed in PLCs.
 AP Training and Vertical Articulation – PLC Leaders have been assigned a common planning periods
by departments to facilitate discussions on vertical articulation. Additionally, monthly vertical
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

teaming meetings will be held during Wednesday before school teacher duty time. All Pre-AP
teachers not previously trained will be afforded the opportunity to receive Pre-AP training and AP
teachers will have the opportunity to participate in district PLC Groups and to complete regional
training updates.
IB Training – New faculty who teach within the Middle Years Programme will be scheduled for the
appropriate IB training. Additionally, identified potential IB Diploma Years teachers will receive ongoing training and support in developing IB Course Guides. Campus-wide all teachers will continue to
be trained in the IB philosophy, Learner Profile, and IB Unit Planning.
Career Pathways Leadership – Proven highly effective teacher leaders will be identified and trained to
assume teacher coaching responsibilities, primarily working with new and developing teachers, as
well as other emerging teacher leaders. They will assist in facilitating Dog Chow and Teach-nology
sessions and will conduct walk-through observations with follow-up feedback coaching sessions with
an assigned cohort of teachers.
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SIP Part 2: Goals & Objectives – Planning, Implementing, Monitoring
Based on the Data Analysis and Needs Assessment, the following Goals and Objectives have been developed to address
the identified needs:
GOAL AREA I:
Reading
See: Campus Literacy Plan (a copy of the Campus Literacy Plan is kept with this template)
The 2014-2015 Campus Literacy Plan will serve as the Reading Goal for all schools. This plan must be developed in
collaboration with the SDMC and submitted for review and approval along with the rest of the SIP document.
The campus may provide a brief summary of the attached document here:
The Literacy Plan for Reagan High School strives to meet the expectation of the Houston Independent School District in
providing a roadmap to increase overall student literacy. It addresses the development of students’ reading, writing,
speaking, and listening skills across the curriculum content areas. Through formative assessments, which incorporate
authentic and purposeful literacy expectations, Reagan students will strengthen existing skills and build new levels of
literacy competence. By actively participating in meaningful and effective classroom instruction, students will develop
academic language, digital literacy, and research skills. This plan is intended to help prepare Reagan students for
participation in social, political, and academic discourse.
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GOAL AREA I:
Mathematics
Priority Need:
Critical Success Factor(s):
Goal:
Increase student Level II: Satisfactory Performance on STAAR Algebra I
Improve Academic Performance
Close the achievement gap by increasing the percentage of At Risk students meeting the Level II: Satisfactory Performance on
the 2015 administration of the Algebra I STAAR exam from 75% to 80%.
Strategy
Objective
Responsible
Resources
Utilize an Instructional
Coach for Math with an
emphasis on Algebra I
Development of
differentiated
instruction to meet the
needs of At Risk
students.
Career Pathway
Instructional Coach,
Dean of Instruction,
Algebra I PLC Leader
Budgeted Stipend,
Release Instructional
Time, PowerUp
Resources/Strategies,
EdPlan, High School
Collaborative
Participation
August 2014 – May
2015
Integration of
Instructional
Technology
Enhance instruction
through engaging
instructional strategies.
Algebra I PLC Leader
and Team, Instructional
Coach, Instructional
Technologist, Dean of
Instruction
PowerUp
Resources/Strategies,
BYOD for the Fall
Semester, SmartBoards,
Student Response
System
August 2014 – May
2015
Reduction of TeacherStudent Classroom
Ratios
Smaller class sizes to
assist with providing
more individualized
instruction.
Dean of Instruction,
Academy Deans,
Instructional Coach
Master Schedule,
Faculty FTEs, Classroom
Space, Technology
Resources
August 2014 – May
2015
Milestone Monitoring to be completed by Campus Intervention Team/SDMC/Leadership
Fall
Date of Review
Major intervention(s)
Data reviewed
Click here to enter a date.
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Timeline
Milestones/
Evaluation
Common Assessment
Data, Fall Semester
Collaborative Final
Exam Data, Student
Grades, PLC Planning
Documents, Classroom
Coaching and
Observation Feedback
Monthly Review of
Lesson Plans and other
PLC Planning
Documents, Training
Roster for Teach-nology
Tuesdays and Dog Chow
PD.
Common Assessment
Data, PLC Planning
Documents, Master
Schedule Course Loads
Achievements?
Challenges?
On track?
Modifications?
Mid-Year
Date of Review
Major intervention(s)
Data reviewed
Achievements?
Challenges?
On track?
Modifications?
Click here to enter a date.
Date of Review
Major intervention(s)
Data reviewed
Achievements?
Challenges?
On track?
Modifications?
Click here to enter a date.
Date of Review
Major intervention(s)
Data reviewed
Achievements?
Challenges?
Goal met?
Click here to enter a date.
Spring
End of Year
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GOAL AREA I:
Other Academic
Priority Need:
Critical Success Factor(s):
Goal:
Strategy
Increase student passing scores on Advanced Placement exams
Improve Academic Performance
Increase the overall percentage of students demonstrating the achievement of their AP Potential from 33% to 50%.
Objective
Responsible
Provide Targeted
Professional
Development
Increase teacher
classroom instructional
effectiveness
Advanced Academics
Administrator, Dean of
Instruction,
Instructional Coaches,
PLC Teacher Leaders
Create Advanced
Placement Vertical
Teams
Lay a foundation of
Advanced Placement
expectations in lower
level, supportive course
work
Advanced Academics
Administrator, Dean of
Instruction,
Instructional Coaches,
AP Teachers
Organize Student Exam
Prep Workshop
Address students’
recognized weaker
content objectives
Advanced Academics
Administrator, Dean of
Instruction,
Instructional Coaches,
AP Teachers
Resources
Funding for
Participation and Travel
to Local and Regional
AP Trainings,
Designated Time and
Personnel for CampusBased Professional
Development, College
Board Materials such as
Released Tests
Designated Time and
Personnel for CampusBased Professional
Development and
Collaboration with
Vertical Teams.
Funding for Extra Duty
Pay for Trainings,
College Board Materials
such as Released Tests
Planning Time and
Facilities Use, Extra
Duty Pay for Faculty
Leaders, Funds to
Purchase Student
Incentives
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Timeline
August 2014 – May
2015
Milestones/
Evaluation
Mid-year mock AP Exam
Administration Results,
Training Logs and
Debriefings, Training
Rosters, Student Exam
Scores
August 2014-2015
Mid-year mock AP Exam
Administration Results,
Training Logs and
Debriefings, Training
Rosters, Student Exam
Scores
March 2015 – April
2015
Student Rosters,
Feedback Evaluation
Forms from Faculty and
Students, Student Exam
Scores
Milestone Monitoring to be completed by Campus Intervention Team/SDMC/Leadership
Fall
Date of Review
Major intervention(s)
Data reviewed
Achievements?
Challenges?
On track?
Modifications?
Click here to enter a date.
Mid-Year
Date of Review
Major intervention(s)
Data reviewed
Achievements?
Challenges?
On track?
Modifications?
Click here to enter a date.
Spring
Date of Review
Major intervention(s)
Data reviewed
Achievements?
Challenges?
On track?
Modifications?
Click here to enter a date.
Date of Review
Major intervention(s)
Data reviewed
Achievements?
Challenges?
Goal met?
Click here to enter a date.
End of Year
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GOAL AREA II: Safety, Public Support, Public Confidence
Priority Need:
Critical Success Factor(s):
Goal:
Strategy
Increase and maintain a secure and safe school environment
Improve School Climate
Reduce the number of unsafe school incidents as defined by the HISD Code of Student Conduct by an additional 3% during the
2014-2015 academic year.
Objective
Responsible
Bullying Prevention
Reduce number of
incidents
Counselors, Dean of
Students, Campus
Safety Team, Academy
Deans
Discipline Management
Reduce number of
student suspensions
Counselors, Dean of
Students, Campus
Safety Team, SAMS
Officer, Academy Deans
Digital Citizenship
Prevent rise in number
of incidents due to
inauguration of
PowerUp
Instructional
Technologist, Dean of
Instruction,
Instructional Coaches,
Dean of Students,
Academy Deans,
Counselors
Resources
Add Linked Learning
Counselor, Access
District, County, and
State Training
Resources, Continue
Added Security Officers
Funding
Houston PD, County
and State Law
Enforcement Agencies,
District Trainings,
District Trainings, DOS
Led Norming, Continue
Added Security Officers
Funding
Use of Common Sense
Media.org resources,
District Cyber Trainings,
Classroom Instruction
Supplemental
Resources
Milestone Monitoring to be completed by Campus Intervention Team/SDMC/Leadership
Fall
Date of Review
Click here to enter a date.
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Timeline
August 2014 – May
2015
Milestones/
Evaluation
Semester and Year End
Data Summaries of
Incident Reports,
Training Rosters
August 2014 – May
2015
Semester and Year End
Data Summaries of
Incident Reports,
Training Rosters
August 2014 – May
2015
Training Rosters, PLC
Planning Documents,
Semester and Year End
Data Summaries of
Incident Reports
Major intervention(s)
Data reviewed
Achievements?
Challenges?
On track?
Modifications?
Mid-Year
Date of Review
Major intervention(s)
Data reviewed
Achievements?
Challenges?
On track?
Modifications?
Click here to enter a date.
Date of Review
Major intervention(s)
Data reviewed
Achievements?
Challenges?
On track?
Modifications?
Click here to enter a date.
Date of Review
Major intervention(s)
Data reviewed
Achievements?
Challenges?
Goal met?
Click here to enter a date.
Spring
End of Year
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GOAL AREA IV: Parent & Community Involvement
Priority Need:
Critical Success Factor(s):
Goal:
Strategy
Increase community participation in the Voice Survey
Increase Family and Community Engagement
Increase the authenticity of parent responses to the Voice Survey by increasing the number of respondents from 6% to 15% of
the total number of distributed surveys.
Objective
Responsible
Resources
Increase Parent
Awareness
Parents will participate
in the survey when they
a better aware of its
existence and purpose
Title I Coordinator, PTO
Officers, Instructional
Coordinator, Campus
Technologist
Share 2014 Survey
Results
Parents will more likely
participate in future
surveys when they
witness the impact of
participation
Parents will more likely
complete the survey if
easier access to the
survey is provided
Title I Coordinator, PTO
Officers, Instructional
Coordinator
School Marquee, Phone
Call Out System, School
Website, Direct Mail
Expenses, Time in PTO
Agenda, Student
Newspaper, 3rd Floor
Productions Spot
Time in PTO Agenda,
School Marquee, School
Website, Student
Newspaper, 3rd Floor
Productions Spot
Parent Access to
Specially Created
Computer Labs or
School Library, Morning
and Early Evening Open
Labs, Funding for Lab
Coverage
Increase Access to
Survey Completion
Title I Coordinator, PTO
Officers, Instructional
Coordinator, Library
Staff, Campus
Technologist
Milestone Monitoring to be completed by Campus Intervention Team/SDMC/Leadership
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Timeline
January 2015 – May
2015
Milestones/
Evaluation
PTO Agendas, Portfolio
of Promotions, 2015
Survey Results
September 2014 –
January 2015
PTO Agendas, Portfolio
of Promotions, 2015
Survey Results
April 2015 – May 2015
PTO Agendas, Portfolio
of Promotions, Parent
Lab Sign-Ins, 2015
Survey Results
Mid-Year
Date of Review
Major intervention(s)
Data reviewed
Achievements?
Challenges?
On track?
Modifications?
Click here to enter a date.
Date of Review
Major intervention(s)
Data reviewed
Achievements?
Challenges?
Goal met?
Click here to enter a date.
End of Year
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Special Funding Goals
Goal Area:
Title I Ten Components (standard language provided, update data)
1. Comprehensive needs assessment – All data were reviewed for all students and student groups. The results
and conclusions of this review are reflected in the SMART goals and the Executive Summary for the next
school year. The components of the campus needs assessment include the: establishment of a school wide
planning team, clarification of the campus vision with a focus on reform, creation of the school profile,
identification of data sources and analysis of the data.
2. School-wide reform strategies – The continued use of the student information system to identify and monitor
student growth; the continued use of district Unit Planning Guides and the staff development which
accompanies it; the use of Exemplar Lessons and the meeting by content and grade level to monitor; and
develop instructional plans are part of our school-wide reform strategies.
3. Instruction by highly qualified teachers – 100% of our teachers are certified for the position they hold. They
have varying levels of experience, and support is given to less experienced teachers by their colleagues.
Parents are notified if a teacher is not certified and the teacher must either be working toward certification or
efforts continue to hire someone who is certified.
4. High-quality and on-going professional development – Lead Teachers who receive training during the
summer and during the school year, provide on-site training and monitoring to assist in professional
development. The Shared Decision-Making Committee identifies areas in which staff development is needed.
Staff members participate in staff development offered by the District. Staff development may also be done
on site by in-house instructional leaders and also by administrative district instructional support staff.
5. Strategies to attract high-quality highly qualified teachers – Recruitment and retention of teachers who are
certified for positions for which they are appropriately certified is ongoing. We closely work with our district’s
HISD Personnel officer and network with other principals to help in this effort; our own teachers also serve as
recruiters. The result has been that 100% of our classroom teachers are appropriately certified for the position
they hold.
6. Strategies to increase parental involvement – Family Math, Science and Literacy Nights are held to increase
parents in the school’s programs. Open Houses, frequent telephone contact and weekly folder
updates/newsletters are methods of recognizing parents as partners. In addition, parents are offered classes
to meet their needs, for example ESL classes or STAAR information programs.
7. Transition from early childhood programs – 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 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, update data)
Total amount of State Compensatory Education funds: $128,200.00
Personnel funded with State Compensatory Education funds: 2
List names here: Elizabeth Payne, LPAC Chair and Title I Coordinator and Lucy Seward, ESL and Advanced
Placement Teacher
Total number of FTE’s funded with State Compensatory Education funds: 2
Brief description of how these funds are utilized on your campus: These supplemental State Compensatory
Education funds are used to enhance the Title I School Program at our campus.
State Compensatory Education funds are coded in the Resources column of the SIP Part 2 as SCE. $XX.
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SCHOOL IMPROVEMENT PLAN EXECUTIVE SUMMARY 2014-2015
Campus Name:
John H. Reagan High School
The faculty, staff, and community of John H. Reagan High School are committed to creating lifelong learners in an
atmosphere of respect and responsibility. Students are encouraged to reach their maximum potential by
promoting positive attitudes in a safe, nurturing environment and by establishing high standards of excellence,
character, academics, and international mindedness.
John H. Reagan High School provides students with a personalized learning environment through smaller learning
communities comprised of career-related academies. As a part of a comprehensive high school, students are able
to participate in numerous extra-curricular activities, while receiving a quality education focused on academic
rigor and college/career readiness. Reagan is dedicated to the principle that students can achieve their
intellectual, social, and physical potential through exposure to a quality education presented in a positive learning
environment.
For the 2013-2014 academic year, Reagan received an Accountability Rating of “Met Standard” from the Texas
Education Agency. All rated indexes surpassed state target scores and the campus received six Distinction
Designations including Academic Achievement in Reading/ELA, Mathematics, Science, and Social Studies.
Additional distinctions were awarded in Closing Performance Gaps and Postsecondary Readiness.
Reagan has been serving Houston and the Historic Heights community since 1926. One of Houston’s first schools,
the campus was renovated in 2006. Students now learn in an historic landmark, while preparing for the academic
challenges of the 21st century. As the home for Houston Independent School District’s Magnet School for
Computer Technology, Reagan also sponsors four additional career pathway academies. These are the Academy
of Business, the Academy of Health Science, the Academy of Engineering, and the Academy of Transportation
Technology. Each academy, along with the thee magnet tracks of Computer Programming, Audio and Visual
Production, and Digital Media and Web Technology, offers a sequence of career-related course work that leads
to industry related recognition and/or certification.
At Reagan High School every student is expected to develop into a life-long learner. Students engage in
challenging courses connected to the real world, discover unique gifts and talents, experience personal
achievement, and meet high expectations for learning and personal conduct. Reagan offers a full complement of
core and core support classes in English Language Arts, Mathematics, Science, Social Studies, the Arts, Physical
Education, and Languages Other than English. Additionally, Reagan offers twenty-five Advanced Placement and
Pre-Advanced Placement courses and is a Neighborhood Vanguard school. Reagan provides student services in
English as a Second Language, Behavior Support Services, Skills for Learning and Living, Community Based
Vocational Instruction, Speech Therapy Services, and Classroom Support Facilitation for students with special
learning needs.
In 2013 Reagan became an International Baccalaureate World School authorized for the Middle Years
Programme. This designation resulted in creating the first continuous IB feeder pattern in the Houston
Independent School District. Currently, Reagan is also labeled as an IB Candidate School for the Diploma Years
and will submit its official application for the Diploma Years Programme in the spring of 2015. The International
Baccalaureate offers challenging educational programs designed to help students develop their intellectual,
personal, emotional, and social skills to live, learn, and work in a rapidly globalizing world. Achieving IB
authorization is a rigorous process requiring all faculty, staff, and campus leadership to have been trained to
understand and implement the program framework.
The 2014-2015 academic year Reagan will also see the inauguration of two additional campus initiatives, Linked
Learning and PowerUp. Part of a district pilot program, Linked Learning will help students blend the classroom
work of their core classes with the real world application from their Career Technology pathway. Students will
experience instruction through the lens of a potential career. PowerUp is the district’s one-to-one technology
initiative to provide each student with a laptop computer. Each classroom will become a 21st century learning
hub. Throughout the fall semester teachers will receive professional development on integrating technology
into instruction. Students will first receive their computers in January of 2015.
Enrollment at Reagan High School has continued to grow. Recent numbers, grades nine through twelve, have
been consistently over 2200. This has resulted in the campus being reclassified as 6A, according University
Interscholastic League criteria. Student demographics have also experienced a slight shift over the past few
years. Hispanic numbers in the student body have fallen to 83%, while African American numbers have risen to
12% and white to 5%. Approximately 77% of students are classified as Economically Disadvantaged, resulting in
a campus-wide Title I designation. With a mobility rate under 10% and a falling attrition rate, Reagan is
reversing the trends seen in many urban high schools. Students receiving services through Special Education
remains under 10% and the number of English Language Learners has fallen to under 4%. With implementation
of a credit recovery program and monitoring through a DRIP committee, graduation rates have continue to rise,
currently hovering around 96%
Fundamentally, a graduate from Reagan High School will be prepared to confidently pursue his/her academic,
career, and life goals. Reagan’s mission is to create a college bound culture, guided by the following core values.
o Student learning is derived from effective instruction and from an atmosphere of mutual respect and trust.
o The school is a learning community with achievement standards that prepare students to be lifelong learners with
multiple options for the future.
o School has an important role in preparing students for a lifetime of active citizenship in our nation and across the globe.
o As education professionals, the faculty and staff of Reagan High School consistently serve as advocates for student
success.
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