HOUSTON INDEPENDENT SCHOOL DISTRICT
BUILD
BRIDGE
BELIEVE
Campus Name: Waltrip High School
Campus Number: 015
Principal: Andria Schur
School Support Officer / Lead Principal: Natalie Blasingame
Chief School Officer: Harrison Peters
Becoming #GreatAllOver
1
S10/1/2014
CHO
9:44O
PM L I M P R O V E M E N T P L A N 2 0 1 4 - 2 0 1 5
SIP Part 1: Background, Data Analysis and Needs Assessment
MISSION STATEMENT
S. P. Waltrip High School staff and community are committed to preparing, motivating, and stimulating all
students in academic, social, and vocational skills and knowledge by providing them with the ability to be
successful lifelong learners. Additionally, we are committed to providing a positive and supportive environment
in order to enhance personal growth and self-esteem. To ensure this, we will engage on-going evaluation and be
accountable for continuous improvement.
SCHOOL PROFILE
Waltrip High School is a comprehensive high school with a current enrollment of approximately 1660 students
enrolled in the 9th through 12th grade levels. The student population consist of 73% Economically
Disadvantaged, 75% Hispanic, 15% African American, 9% White, and 1% Other. Our campus has a multitude of
student organizations and clubs that consist of JROTC, Robotics, UIL teams, Student Advisory, National Honor
Society, etc. We also offer program customization in the areas of health, construction, law, auto, fine arts and
research and technology with quality college and career readiness education.
Needs Assessment Summary
SHARED DECISION MAKING
Organizational Structure
The Campus Intervention Team (CIT) is based on the Shared Decision-Making model (SDM) designed to establish,
monitor, and evaluate goals for budgeting, staffing, curriculum, planning, school organization, staffing patterns,
and staff development. This model is aligned to state legislation and HISD board policy. A Professional Service
Provider (PSP), and a School Support Officer or Lead Principal is a member of the Campus Intervention Team for
schools under state Improvement Required sanctions or federal sanctions as a Focus or Priority campus. Teacher
Development Specialists and other district level personnel can serve as members of the CIT according to the
campus needs. The intention of the SDMC is to pull together our community in a constructive, organized, and
unified body to enhance the education of all students. The CIT is responsible for development, implementation,
and monitoring of the School Improvement Plan, monitoring of student performance, and determination of
student interventions and support service.
The SDMC component of the CIT is the shared decision-making body. Professional staff representatives are elected
by the faculty. Principal determines number of classroom teachers; then, assigns half that number to school-based
staff. This complies with 2/3 - 1/3 rule for professional staff. In addition, the committee must have one noninstructional 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
2
10/1/2014 9:44 PM
for committee meetings, and report the recommendations to the SDMC. The SDMC is responsible for approving
all professional development plans for the school.
The Principal coordinates the process of shared decision making, facilitates communication for all stakeholders,
considers issues and recommendations from the community, SDMC, and standing committees, and makes
decisions based on those recommendations.
Shared Decision Making Process
Consensus is the ultimate goal of the SDMC. Agreement by all participants is not always possible or necessary for
consensus. Consensus is a collective process that provides a forum for full dialogue on appropriate/applicable
responses to issues.
Members of the committees discuss and make recommendations to the SDMC. The SDMC reviews
recommendations and reaches consensus. Sufficient consensus is defined as a willingness to settle an issue in
favor of the majority. All points of view will be considered and general agreement must be reached before
decisions will be implemented. If general agreement is not reached, further study of the issue will occur and
alternatives will be presented until agreement is reached. After all alternatives have been explored, a deadlock
can be broken by a majority vote. As issues come up for discussion, the chairperson is responsible for ensuring
that all present have a legitimate opportunity to state their case. The principal retains the authority to exercise a
veto over decisions made by the SDMC.
Method of Communications
Members of the school community may submit non-personnel issues for consideration through the shared
decision-making process. Written issues or concerns are submitted to any SDMC member or placed in the SDMC
box located in the main office. A school community member may attend a meeting of any committee to discuss
or present an issue. All meetings are on the monthly calendar. The SDMC delivers issues to appropriate standing
committees for action. Communications from all committees is transmitted to faculty, staff, and parents.
Membership Composition of the Shared Decision-Making Committee
Number of Classroom Teachers
Number of School-based Staff
(Half the number of classroom teachers)
Number of Non-Instructional Staff
5
2
1
Number of Parents (at least 2)
Number of Community Members
(at least 2)
Number of Business Members
Name of SDMC Member Position (Term expires)
Name of SDMC Member
Jennifer Donaldson
Ruby Blackmon
Ernie Ortiz
Dan Kelly
Jesse Espinosa
Kathy Bush
Cynthia Krohn
Jeff Turner
Cindy Reibenstein
Delinda Holland
Debbie Sherrill Adams
Kevin Dunn/Deborah Hobart
Elizabeth Villarreal
Andria Schur
1
Position (Term expires)
Classroom Teacher, 2016
Classroom Teacher, 2015
Classroom Teacher, 2016
Classroom Teacher, 2015
Classroom Teacher, 2015
Non-Instructional Staff, 2016
School-based Staff, 2015
School-based Staff, 2015
Business Member
Community Member
Community Member
Parent
Parent
Principal
3
10/1/2014 9:44 PM
2
2
Other Campus Intervention Team members (non-SDMC): Not Applicable
For campuses designated for Improvement Required, Focus or Priority for 2014-2015:
NEEDS ASSESSMENT
Narrative of Data Analysis and Root Causes (causal factors)
2012 Met Lev. 2 Ph1
2013- Met Lev. 2 Ph1
Eng.
Eng. Eng.
Eng.
Comb
Comb US
Alg I BIO
I
II
II
Alg I
I Rdg
Avg
Avg Hist
Wrtg.
Rdg Wrtg.
All
69
83
58
43
51
67
35
51
2014- Met Lev. 2 Ph1
Eng.
Eng. Eng.
Eng.
Comb
Comb US
BIO
I
II
II
Alg I
I Rdg
Avg
Avg Hist
Wrtg.
Rdg Wrtg.
BIO
Eng. Eng. US
I
II
Hist
64
86
63
39
51
69
43
56
81
93
67
63
88
African
American
68
88
67
44
56
69
37
53
67
95
56
64
93
Hispanic
61
83
58
35
47
67
42
55
75
89
53
50
86
White
83
100
90
66
78
77
55
66
92
100
90
80
96
The chart above shows the % scored in each End-of-Course exam over the last 3 years. Although there was little
to no growth between 2012 to 2013 testers, the following growth has occurred from (2012-2013 school year)
2013 testers to the (2013-2014 school year) 2014 testers:
16% in Eng I Read/Writing
7% in Eng II Read/Writing
17% in Mathematics
7% in Science
US History had not been tested prior; however, we tested all 10th and 11th graders in 2014 and had an
88% pass rate.
In addition, the attendance rate increased from 93% in 2012-2013 to 94% in 2013-2014, which fell short of our
goal for 95%. We had a 25% decrease in no-shows, drop-outs, and/or unknown from 166 in 2012-2013 to 125
upon the opening of 2013-2014 school year and currently are down to 77 students remaining to recover (37
drop-outs and 40 unknown). All students that were enrolled in 2013-2014 have returned and/or been located,
opening the 2014-2015 school year with 0 no-shows. The drop-out rate had increased from 8.5% for the class of
2011 to 12% for the class of 2012, thus reducing the graduation rate from 82% to 80%; despite a stable number
of senior grade level students. The preliminary analysis of the 2013 Cohort graduates, those students that
enrolled in 2009, the 4 year graduation rate is currently 78%, with a 14% drop-out rate (indicating 56 drop-outs
and/or 32 unknown/continuing); however, due to on-going recovery efforts, the drop-out rate has decreased by
3% thus far. The perception per “The Voice” district survey of our campus for the 2012-2013 school year and
the 2013-2013 school year has not changed from a “C” rating. The perception was gathered from a 6% parent
participation (the same for both years) and a decrease of 10% of the student participation. Despite this
indicator, our campus has seen an increase in attendance at community events such as Ram Rally and Open
House, and also receive constant positive feedback from students and parents. The district parent support line
reported a significant decrease in complaints, down to only 3 over the last 2 years.
Student Performance Data Analysis
The following Student Achievement and School Performance goals are based on our needs assessment of the
draft and TEA Student Achievement results and accountability tables, as outlined within the goal and
corresponding data.
4
10/1/2014 9:44 PM
Student Achievement Academic Target Goals:
Goal 1
All students will achieve 100% met at the Level II or above in all content areas, as specifically related to
index 1 and index 2.
Goal 2
LEP/ELL students will increase in % met standard in all areas to achieve 80% met standard.
Narrative of Identified Needs
Following the in-depth data analysis, needs assessment and development of the campus SIP, the campus must
indicate on this table that any unmet or barely met accountability standards have been addressed:
Performance
Index
Met?
Y/N
Unmet or barely met
Subject(s) / Measure(s)?
Student Group(s)
Below Standard?
Needs addressed
in the following
SIP Goal(s):
Texas Accountability System
I. Student Achievement
Yes
Click here to enter text.
II. Student Progress
Yes
Click here to enter text.
III. Closing Gaps
Yes
Click here to enter text.
IV. Postsecondary
Readiness
Federal System Safeguards
Reading Performance
Yes
Click here to enter text.
Click here to enter
text.
Click here to enter
text.
Click here to enter
text.
Click here to enter
text.
Click here to enter
text.
Click here to enter
text.
Click here to enter
text.
Click here to enter
text.
Yes
Click here to enter text.
Reading Participation
Yes
Click here to enter text.
Reading Alt/Mod
Yes
Click here to enter text.
Math Performance
Yes
Click here to enter text.
Math Participation
Yes
Click here to enter text.
Math Alt/Mod
Yes
Click here to enter text.
4 Year Graduation
Yes
Click here to enter text.
5 Year Graduation
Yes
Click here to enter text.
Click here to enter
text.
Click here to enter
text.
Click here to enter
text.
Click here to enter
text.
Click here to enter
text.
Click here to enter
text.
Click here to enter
text.
Click here to enter
text.
Click here to enter
text.
Click here to enter
text.
Click here to enter
text.
Click here to enter
text.
Click here to enter
text.
Click here to enter
text.
Click here to enter
text.
Click here to enter
text.
STAFF DEVELOPMENT PLANS
Staff Development Plans 2014-15
DATE
8/11-8/22
Attendees
All Teachers and Staff
5
10/1/2014 9:44 PM
Purpose
Instructional Framework, Campus
and District Expectations, Campus
Policies and Procedures
Every Thursday
Late Start Thursday
All Teachers and Staff
September 24
Early Dismissal Staff Development
All Teachers and Staff
October 29
All Teachers and Staff
November 19
All Teachers and Staff
January 28
All Teachers and Staff
February 25
All Teachers and Staff
6
10/1/2014 9:44 PM
Instructional Framework, Campus
and District Expectations – HUB
and Linked Learning, Campus
Policies and Procedures
Content specific instructional
delivery.
Content specific instructional
delivery.
Content specific instructional
delivery.
Content specific instructional
delivery.
Content specific instructional
delivery.
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
The 2014 – 17 Campus Literacy Plan is intended to serve as a roadmap for individual campuses to implement the District Literacy Plan over the next three years
in light of the needs and resources of the whole school community. The District stands ready to support and guide campus implementation of the literacy plan
with curriculum and assessment resources, professional development, material support, coaching, and administrative guidance.
CAMPUS LITERACY PLAN COMPONENTS
For all TIER I instruction
1
2
3
4
5
6
CHECKING FOR
UNDERSTANDING
AUTHENTIC AND
PURPOSEFUL
READING
AUTHENTIC AND
PURPOSEFUL
WRITING
AUTHENTIC AND
PURPOSEFUL
VOCABULARY
STUDY
ACCOUNTABLE
STUDENT
ACADEMIC
DISCOURSE
DEVELOPMENT OF
DIGITAL LITERACY
AND RESEARCH
SKILLS
In addition, for TIER II/III
7
TIERED, DIFFERENTIATED, STRUCTURED INTERVENTION (RtI, SRI)
These components work within the context of full implementation and use of the District Scope and Sequence and Curriculum guidance documents for all
courses where they are available (with the exception of campuses that have received a Board waiver to an alternative approved scope and sequence).
CAMPUS LITERACY TEAM
Who will be collectively responsible for guiding and ensuring implementation of the Campus Literacy Plan?
Administrator/s
Name, Position
Role in Implementing Literacy Plan
Andria Schur, Principal
Lead Facilitator
Rick Shore, Anna Valls –
Deans of Instruction
7
10/1/2014 9:44 PM
Literacy Leaders
http://goo.gl/hVhZ6i
Joyce Rogers, Aeysha
Ahmad, Sarah Honore,
Danielle Williams, Michael
Buchanek, Shirley York –
Instructional Specialist
PLC Facilitators
Other Staff
Grade Level PLC leaders
Cross-curriculum planning and implementation
consistently across the grade level.
Parent/s (optional)
Student/s (optional)
READING AND WRITING RESULTS/STUDENT GROUP
2012 Met Lev. 2 Ph1
Eng. I Rdg
All
Eng. I
Wrtg.
58
Eng. II Rdg
43
67
2013- Met Lev. 2 Ph1
Eng. II
Wrtg.
Eng. I Rdg
35
Eng. I
Wrtg.
Eng. II Rdg
2014- Met Lev. 2 Ph1
Eng. II
Wrtg.
Eng. I
Eng. II
63
39
69
43
67
63
African
American
67
44
69
37
56
64
Hispanic
58
35
67
42
53
50
White
90
66
77
55
90
80
LITERACY GOALS AND METRICS
metric: a simple measure which you will monitor continuously to ensure progress toward goal
Annual Literacy Goal

Writing across curriculum
Metric
Student work, common assessments with open-ended
items – Writing to Learn strategies – Exit Tickets, etc
8
10/1/2014 9:44 PM

Intentional vocabulary
application
Weekly, consistent usage across campus and across
grade level PLCs imbedded in writing and speaking.

Purposeful reading
Observation of “Questioning”, “Writing to Learn”,
“Accountable Talk”, student work
CAMPUS LITERACY PLAN COMPONENTS
CAMPUS LITERACY PLAN ELEMENTS. Which high-impact actions aligned to the District Literacy Plan do you feel your campus can confidently implement? Focus
on actions that you will be able to support and monitor so that they become “the way we do things” at your campus.

Waltrip will focus on building a common language around 6 core instructional strategies: Writing to Learn, Questioning, Accountable Talk, Literacy
Groups, Collaborative Groups, and Scaffolding.

The strategies will be rolled-out through PLCs (both content and grade level) utilizing an article of focus, every other month.

3 strategies will be the target for year 1: Writing to Learn, Questioning, and Accountable Talk.

A rounds model will be utilize to reinforce and monitor on-going staff development with a teacher in each PLC modeling the strategy for the team (Preobs share/overview of lesson and guided questions for feedback, modeling of inst strategy in lesson delivery, and post-obs discussion/feedback)
IMPLEMENTATION TIMELINE. In a three-year literacy plan, what measurable progress will you expect to see along the way. Set observable, measurable targets
to help ensure that you are making progress toward full implementation, and to provide valuable feedback about elements that need to be revised.

The PLC calendars and agendas will serve as timelines for staff development targets and observable progress.

In year 1, an overview of all 6 strategies will be provided at the beginning of the year, followed by in-depth focus on 3 strategies (one every other
month).

Two articles will be shared per strategy, one generic to any content for grade level PLC and one specific to the content implementation for content
PLCs.

Teacher leaders will volunteer to serve as teacher models and feedback will be shared in the PLC utilizing a rounds model.

Common assessments and student work, as well as observable behaviors by students on written and verbal responses, as well as student to student
questioning to extend student ownership of learning and process/concept thinking.

In year 2, an overview again will be provided at the beginning of the year, followed by the roll-out of the remaining 3 strategies: Literacy Groups,
Collaborative Groups, Scaffolding.

The plan will follow the prior steps in roll-out, utilizing PLC calendars and rounds model for observation and feedback for team growth.
9
10/1/2014 9:44 PM

In year 3, an overview will be shared to maintain common language, and teacher teams will continue the rounds model with the strategies agreed
upon for further development by the PLC group, along with those needed for depth due to data gathered from student assessments/worksamples,
and teacher observations.
SUPPORT. How will you support teachers, students, administrators, and support staff in developing the knowledge, skills, and mindsets required for full
implementation? How will you create the time and space for them to develop those proficiencies? What resources will you provide or obtain?

The Waltrip master schedule has established common planning times for grade level and content by grade level (ex: all 9 th grade and all Alg I off at
same time). In addition, the minutes allow for this planning and PLC meeting patterns to occur each week during the day.

PLC model for professional learning will be the time allotted for imbedded staff development, as well as establishing common measures and practices
for students across the grade levels.

The model of delivery will be teachers leading teachers by modeling the strategies as they decipher text about the strategies and best practice
resources.

Resources will be pulled from the standing model utilized by Early College High Schools (research from Bill & Melinda Gates Foundation), along with
various texts: Rigor and Relevance, Curriculum 21, Questioning, etc.

Data from common assessments will serve as indicators for monitoring student learning.

Core Instructional specialist that are knowledgeable about the content will also provide timely feedback to group and individually, as appropriate.
MONITORING. How will you monitor the implementation of each element of the plan consistently and provide timely feedback and guidance based on the data?

Bi-weekly grade level PLCs and bi-weekly content level PLCs

Feedback will be given from rounds model and observations on development of instructional practices, as well as student learning.

Common assessments will be developed and data analyzed by weekly, as well as student behavior, attendance, and grade average data discussed in
PLC meetings.

Sign-in sheets and minutes will gather participation and monitor pulse of PLCs

Core Instructional specialist that are knowledgeable about the content will also provide timely feedback to group and individually, as appropriate.
RESOURCES. What resources (time, money, staff, materials, etc.) will you devote to implementing this element with fidelity.

Reorg of campus with Content Instructional Specialist as Appraisers and department leads
o
Content specialist can provide quality feedback around not only instructional practices, but also content specific resources to target weak
objective areas of concern identified from common assessments
Draft Completed: _7-29-2014_ Final 2014-15 Completed: _____
Final 2015-16 Completed: ______
10
10/1/2014 9:44 PM
Final 2016-17 Completed: ______
1 CHECKING FOR UNDERSTANDING
District Literacy Plan Elements
•
Implement a checkingfor-understanding (I-2)
routine to include:
o
o
o
planning
checkpoints
and scaffolded
questions
checking
understanding
of instructions
and content
Establish a literacy
baseline for all
students
o
o
•
Using lexile
data to
establish
baselines
Analyze
multiple points
of data for
struggling
readers
Implement Campus
Wide Staff
Development around –
Common Instructional
Framework:
o questioning
o writing to learn
o accountable talk
•
cold calling
(e.g., Do I Really Get It?
Everyday Excellence Routine.)
•
Campus Literacy Plan
Elements
Establish a literacy
baseline for all
students
o Using lexile data to
establish baselines
o Analyze multiple points
of data for struggling
readers
o (e.g., Get to Know Me
Everyday Excellence
Routine)
•
Implement a progress
monitoring system to
include:
o across grade levels
Implementation
Timeline
Support
Monitoring
Resources
By August, we will
roll-out common
instructional
framework to build
common language
around 6 Core Inst.
Strategies
Curriculum planning
guides
Observation and
feedback
Curriculum
planning guides
Everyday Excellence
Lesson plans
Everyday
Excellence
By September, we
will see evidence of
Questioning strategy
implementation in
lesson planning,
walk-thru,
observations.
PowerUp Resources
and Tech Cafe
Student work and
common
assessments
By November, we
will see evidence of
Writing to Learn
strategy
implementation in
lesson planning,
walk-thru,
observations, and on
common
assessments.
By February, 2015,
we will see evidence
of “Accountable
Talk” strategy
implementation in
11
10/1/2014 9:44 PM
PowerUp
Resources and
Tech Cafe
Video Exemplars
PLC bi-weekly
planning
Content Inst Specialist
Rounds model for
imbedded staff dev
Rounds model
participation and
feedback for
imbedded staff
dev.
Video Exemplars
PLC shared
resources with
Content Inst
Specialist
Common Inst
Framework
resources for
ECHS
Curriculum 21
(e.g., Get to Know Me
Everyday Excellence Routine)
•
Implement a progress
monitoring system to
include:
o
o
administering a
progress
monitoring
assessment
three times per
year
planning
instruction in
response to
data
•
Assess students using a
variety of methods to
include open-ended
items.
•
Time and processes for
teachers and
administrators to
analyze and act on
data.
o planning instruction in
response to data
•
Assess students using a
variety of methods to
include open-ended
items, exit tickets.
•
Time and processes for
teachers and
administrators to
analyze and act on
data –grade level and
content PLCs.
lesson planning,
walk-thru,
observations.
12
10/1/2014 9:44 PM
2 AUTHENTIC AND PURPOSEFUL READING
District Literacy Plan Elements
•
•
A campus-wide
reading target (e.g.,
“Students will read 2 ½
pages in each class
period every day” or
“Students will read one
novel a semester”)
•
Implement a contentarea reading routine to
emphasize:
o accountable talk
o
o
o
scaffolding of
grade-level
content text
o questioning
o writing to learn
•
Establish consistent
targets for
incorporating reading
across the content in
grade level PLCs
o Common assessment
I Do, We Do,
You Do
response to data and
student written and
verbal responses
Implement a campuswide literacy campaign
to build a literacy
culture:
o
Utilize Common
Instructional
Framework to support
purposeful reading:
pre-, during-,
and postreading
strategy
(e.g., Be the Lead Reader
Everyday Excellence routine)
•
Campus Literacy Plan
Elements
Daily
independent
components that blend
reading and writing
o planning instruction in
Implementation
Timeline
Support
Monitoring
Resources
By August, we will
roll-out common
instructional
framework to build
common language
around 6 Core Inst.
Strategies
Curriculum planning
guides
Observation and
feedback
Curriculum
planning guides
Everyday Excellence
Lesson plans
Everyday
Excellence
By September, we
will see evidence of
Questioning strategy
implementation in
lesson planning,
walk-thru,
observations.
PowerUp Resources
and Tech Cafe
Student work and
common
assessments
By November, we
will see evidence of
Writing to Learn
strategy
implementation in
lesson planning,
walk-thru,
observations, and on
common
assessments.
By February, 2015,
we will see evidence
of “Accountable
Talk” strategy
implementation in
13
10/1/2014 9:44 PM
PowerUp
Resources and
Tech Cafe
Video Exemplars
PLC bi-weekly
planning
Rounds model
participation and
feedback for
imbedded staff
dev.
Content Inst Specialist
Achieve 3000
Rounds model for
imbedded staff dev
Video Exemplars
PLC shared
resources with
Content Inst
Specialist
Common Inst
Framework
resources for
ECHS
Curriculum 21
reading of justright texts
o
Student choice
o
Text talks
lesson planning,
walk-thru,
observations.
3 AUTHENTIC AND PURPOSEFUL WRITING
District Literacy Plan Elements


A campus-wide target
of writing-to-learn
reflective of student
thought (e.g.,
“Students will write-tolearn in every class
daily.”)
Implement a writingto-learn routine that
includes:
o
informal
writing
opportunities
throughout the
lesson cycle
o
teacher
modeling
o
scaffolding of
writing tasks
(e.g., Pen/cil to Paper Everyday
Excellence Routine)
Campus Literacy Plan
Elements
•
Implement Campus
Wide Staff
Development around –
Common Instructional
Framework:
o questioning
o writing to learn
o accountable talk
•
Designate strategies by
grade level PLCs to
establish routine
writing opportunities
across content:
o Grade level and
Content –Protocols for
Writing to Learn (exit
tickets, journals, etc)
•
Assess students using a
open-ended responses
Implementation
Timeline
Support
Monitoring
Resources
By August, we will
roll-out common
instructional
framework to build
common language
around 6 Core Inst.
Strategies
Curriculum planning
guides
Observation and
feedback
Curriculum
planning guides
Everyday Excellence
Lesson plans
Everyday
Excellence
By September, we
will see evidence of
Questioning strategy
implementation in
lesson planning,
walk-thru,
observations.
PowerUp Resources
and Tech Cafe
Student work and
common
assessments
By November, we
will see evidence of
Writing to Learn
strategy
implementation in
lesson planning,
walk-thru,
observations, and on
14
10/1/2014 9:44 PM
PowerUp
Resources and
Tech Cafe
Video Exemplars
PLC bi-weekly
planning
Content Inst Specialist
Rounds model for
imbedded staff dev
Rounds model
participation and
feedback for
imbedded staff
dev.
Video Exemplars
PLC shared
resources with
Content Inst
Specialist


Clear expectations for
student formal writing
in core content areas
•
A campus-wide plan for
collecting, scoring, and
planning around
authentic student
writing samples
on all common
assessments.
common
assessments.
Time and processes for
teachers and
administrators to
analyze and act on
data –grade level and
content PLCs.
By February, 2015,
we will see evidence
of “Accountable
Talk” strategy
implementation in
lesson planning,
walk-thru,
observations.
Common Inst
Framework
resources for
ECHS
Abydos Writing
Institute
Curriculum 21
Abydos Writing
Institute
4 AUTHENTIC AND PURPOSEFUL VOCABULARY STUDY
District Literacy Plan Elements

Campus-wide
expectation of
interactive, regular
vocabulary study

Implement a
vocabulary instruction
routine to include:
o
a focus on
Latin and
Greek roots
and Spanish
cognates
Campus Literacy Plan
Elements
•
Implement Campus
Wide Staff
Development around –
Common Instructional
Framework:
o questioning
o writing to learn
o accountable talk
•
Designate strategies by
grade level PLCs to
establish routines for
incorporating
Implementation
Timeline
Support
Monitoring
Resources
By August, we will
roll-out common
instructional
framework to build
common language
around 6 Core Inst.
Strategies
Curriculum planning
guides
Observation and
feedback
Curriculum
planning guides
Everyday Excellence
Lesson plans
Everyday
Excellence
By September, we
will see evidence of
Questioning strategy
implementation in
lesson planning,
PowerUp Resources
and Tech Cafe
Student work and
common
assessments
15
10/1/2014 9:44 PM
PLC bi-weekly
planning
Rounds model
participation and
PowerUp
Resources and
Tech Cafe
o
carefully
selecting a
handful of
high-leverage
terms
o
assessing prior
knowledge
o
studentgenerated
definitions
(e.g., Pump Up the Vocab
Everyday Excellence Routine)
vocabulary across
content:
o Grade level and
Content –Protocols for
Vocabulary (interactive
word walls, pt systems
for imbedded writing,
pt system for
imbedded
verbalization in
accountable talk)
•
Assess students using
vocabulary across
content areas and in
different formats as
supported by
Instructional
Framework.
walk-thru,
observations.
By November, we
will see evidence of
Writing to Learn
strategy
implementation in
lesson planning,
walk-thru,
observations, and on
common
assessments.
By February, 2015,
we will see evidence
of “Accountable
Talk” strategy
implementation in
lesson planning,
walk-thru,
observations.
Content Inst Specialist
Rounds model for
imbedded staff dev
feedback for
imbedded staff
dev.
SAT Prep Me
Naviance PSAT
prep
Video Exemplars
PLC shared
resources with
Content Inst
Specialist
Common Inst
Framework
resources for
ECHS
Curriculum 21
SAT Prep Me
Naviance PSAT
prep
16
10/1/2014 9:44 PM
5 ACCOUNTABLE STUDENT ACADEMIC DISCOURSE
District Literacy Plan Elements

Implement an
accountable student
discourse routine to
include:
o
o
o
o
Planning and
posting
conversation
questions
Using
structures and
procedures to
guide student
discourse
Expecting
students to use
academic
language
Coaching
students to
clarify and
paraphrase
(Examples: Let’s Talk Everyday
Excellence Routine, Common
Instructional Framework’s
Classroom Talk)
Campus Literacy Plan
Elements
•
Implement Campus
Wide Staff
Development around –
Common Instructional
Framework:
o questioning
o writing to learn
o accountable talk
•
Designate strategies by
grade level PLCs to
establish routine from
Accountable Talk:
o Grade level and
Content –Protocols for
Accountable Talk
•
Campus Wide
Alternative to
Discipline imbedded on
campus as alternative
to Out of School
Suspension and
DAEP/CEP placement:
o Contract
o Peer Mediation
Implementation
Timeline
Support
Monitoring
Resources
By August, we will
roll-out common
instructional
framework to build
common language
around 6 Core Inst.
Strategies
Curriculum planning
guides
Observation and
feedback
Curriculum
planning guides
Everyday Excellence
Lesson plans
Everyday
Excellence
By September, we
will see evidence of
Questioning strategy
implementation in
lesson planning,
walk-thru,
observations.
PowerUp Resources
and Tech Cafe
Student work and
common
assessments
By November, we
will see evidence of
Writing to Learn
strategy
implementation in
lesson planning,
walk-thru,
observations, and on
common
assessments.
Content Inst
Specialist, Dean of
Students, Student
Caseworker, and
Counselors
By February, 2015,
we will see evidence
of “Accountable
Talk” strategy
implementation in
17
10/1/2014 9:44 PM
PLC bi-weekly
planning
Rounds model
participation and
feedback for
imbedded staff
dev.
PowerUp
Resources and
Tech Cafe
Video Exemplars
PLC shared
resources with
Content Inst
Specialist
Common Inst
Framework
resources for
ECHS
Curriculum 21
o Written and Verbal
reflection and
mediation
lesson planning,
walk-thru,
observations.
Abydos Writing
Institute
6 DEVELOPMENT OF DIGITAL LITERACY AND RESEARCH SKILLS
District Literacy Plan Elements
•
•
•
•
Campus-wide
expectation for the
development of 21C
skills (such as
collaboration,
communication,
creativity, or critical
thinking)
The use of digital
resources and tools
promotes reading,
writing, listening,
speaking, and thinking.
Campus-wide
expectation for
academic research
Work toward equitable
technology and digital
resource access for all
students and teachers
Campus Literacy Plan
Elements
•
•
Campus wide
implementation of
PowerUp and Linked
Learning
Implement Campus
Wide Staff
Development around –
Common Instructional
Framework:
o questioning
o writing to learn
o accountable talk
•
Designate strategies by
grade level PLCs to
establish routines for
incorporating
technology across
content to support
common instructional
framework:
Implementation
Timeline
Support
Monitoring
Resources
By August, we will
roll-out common
instructional
framework to build
common language
around 6 Core Inst.
Strategies and
PowerUP resources.
The HUB:
Observation and
feedback
Curriculum
planning guides
Lesson plans
PowerUp
Resources and
Tech Cafe
By September, we
will see evidence of
Questioning strategy
implementation in
lesson planning,
walk-thru,
observations.
By November, we
will see evidence of
Writing to Learn
strategy
implementation in
lesson planning,
walk-thru,
18
10/1/2014 9:44 PM
New PowerUp
Planning Guides and
Curriculum planning
guides
IT Training, coaching,
and support (district
and campus based)
PowerUp Resources
and Tech Cafe
PLC bi-weekly
planning
Content Inst Specialist
Rounds model
participation and
feedback for
imbedded staff
dev.
SAT Prep Me
Naviance PSAT
prep
Video Exemplars
PLC shared
resources with
Content Inst
Specialist
Curriculum 21
SAT Prep Me
o Wikis
o Kahoot
observations, and on
common
assessments.
By January, 2015,
students receive
devices.
Rounds model for
imbedded staff dev,
including modeling of
tech usage in the
classroom
Naviance PSAT
prep
APEX
By February, 2015,
we will see evidence
of “Accountable
Talk” strategy
implementation in
lesson planning,
walk-thru,
observations.
In addition, for TIER II/III:
7 TIERED, DIFFERENTIATED, STRUCTURED INTERVENTION
District Literacy Plan Elements
Multi-Tiered Systems of
Support (MTSS: Academic
Focus (RtI).

Active Intervention
Assessment Team
(IAT).

Tier I Progress
Monitoring.
Campus Literacy Plan
Elements
•
Campus wide
implementation of
PowerUp and Linked
Learning, utilizing best
practices and resources
for intervention.
o Kurzwail (resource)
o Linked Learning – cross
curriculum unit
planning
Implementation
Timeline
Support
Monitoring
Resources
By August, we will
roll-out common
instructional
framework to build
common language
around 6 Core Inst.
Strategies and
PowerUP resources
to increase student
learning and
The HUB:
Observation and
feedback
Curriculum
planning guides
Grade books
PowerUp
Resources and
Tech Cafe
19
10/1/2014 9:44 PM
New PowerUp
Planning Guides and
Curriculum planning
guides
IT Training, coaching,
and support (district
and campus based)
Attendance
reports
RtI

Tier II Supplemental
instruction.

Tier III Intensive
intervention.
Secondary Reading Initiative
(SRI) (Gr 6 – 9)

Screening.

Scheduling/Assignme
nt of Students.

Staffing.

Oversight.

Progress Monitoring.
•
Implement Campus
Wide Staff
Development around –
Common Instructional
Framework:
o questioning
o writing to learn
o accountable talk
•
differentiated
instruction.
By September, we
will establish grade
level plans for
monitoring student
learning and
intervention at each
6 week grading cycle.
PLC bi-weekly
planning
Reading Program
Achieve 3000
Kurzwail
PLC shared
resources with
Content Inst
Specialist
Content Inst Specialist
Master schedule to
support – Daily
tutorials and PLC
planning for RtI
intervention action
plans per grading cycle
APEX
Achieve 3000
APEX
o Daily tutorials builtinto school day
o Grade recovery by six
weeks
20
10/1/2014 9:44 PM
PowerUp Resources
and Tech Cafe
PLC student
intervention
planning
GOAL AREA I:
Mathematics
Priority Need:
Critical Success Factor(s):
Goal:
All students taking Algebra I for the first time should master all Algebra I TEKS.
Increase the use of data to drive instruction, Increase learning time. Improve Academic Performance
In the 2012-2013 school year, Algebra I EOC pass rate was 65%. In the 2013-2014 school year, Algebra I EOC pass rate was 75%.
The goal for the 2014-2015 school year is a 100% pass rate for Algebra I STAAR.
Milestone Monitoring to be completed by Campus Intervention Team/SDMC/Leadership
Date of Review
Major intervention(s)
Data reviewed
Achievements?
Challenges?
On track?
Modifications?
Fall
Click here to enter a date.
Lunchtime tutorials, STAAR intervention classes for retesters, Math Fellow tutoring
District snapshots, Exit Tickets and Algebra I Common Assessments
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
Click here to enter a date.
Spring
End of Year
21
10/1/2014 9:44 PM
Major intervention(s)
Data reviewed
Achievements?
Challenges?
Goal met?
Strategy
Math Fellows
Tutorial Period
Common Planning
Periods
Objective
Responsible
Resources
Milestones/
Evaluation
District Snapshots
Department Common
Assessments
To provide students
with remediation based
on standards students
historically score low.
Students attend
tutorials daily to receive
reteaching and
remediation.
Sandra John
Apollo Curriculum
District Curriculum
September - May
Anasuya Chowdhury
Catherine Hall
William Heller
Eliana Trejo
Instructional Specialist
Dean of Instruction
August - June
District Snapshots
Department Common
Assessments
All Algebra I teachers
have the same off
period so that they may
have data driven
conversations to
develop lesson plans
and assessments.
Anasuya Chowdhury
Catherine Hall
William Heller
Eliana Trejo
Instructional Specialist
Dean of Instruction
District Curriculum
Apollo Curriculum
Springboard
Region IV Supporting
STAAR
Pearson Algebra I
Rigorous Problem
Solving
Region IV Closing the
Distance
TEKSing Toward STAAR
Ed Plan
District Curriculum
Springboard
Lead4ward
Region IV Supporting
STAAR
Pearson Algebra I
Rigorous Problem
Solving
Region IV Closing the
Distance
TEKSing toward STAAR
Calculators
Calculator Based
Rangers
August - June
District Snapshots
Department Common
Assessments
Exit Tickets
22
10/1/2014 9:44 PM
Timeline
STAAR Invention Class
Students who have
failed the Algebra I EOC
have been placed in a
class so that they may
receive the remediation
necessary to pass the
test in December.
Adam Ramirez
Instructional Specialist
Dean of Instruction
District Curriculum
District Intervention
Plan
Springboard
Pearson Algebra I
Rigorous Problem
Solving
Region IV Closing the
Distance
Region IV Supporting
STAAR
TEKSing Toward STAAR
Calculators
23
10/1/2014 9:44 PM
August - June
December STAAR
Results
GOAL AREA I:
Social Studies
Priority Need:
Critical Success Factor(s):
Goal:
All students taking the US History STAAR EOC exam
Increasing the use of data to drive instruction, creating interventions to ensure mastery of all objectives, re-teaching and
strategically supporting EOC retesters.
In the 2013-2014 school year, US History EOC pass rate was 88%. The goal for the 2014-2015 school year is a 94% pass rate for
US History STAAR.
Milestone Monitoring to be completed by Campus Intervention Team/SDMC/Leadership
Date of Review
Major intervention(s)
Data reviewed
Achievements?
Challenges?
On track?
Modifications?
Fall
Click here to enter a date.
Built in tutorial (for first time testers and retesters), American Foundations class for repeat US History EOC students.
District Learning Assessment, district snapshots, and common assessments.
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.
Spring
End of Year
24
10/1/2014 9:44 PM
Date of Review
Major intervention(s)
Data reviewed
Achievements?
Challenges?
Goal met?
Strategy
STAAR Intervention
class- "American
Foundations"
Built-in school day
Tutorial Period
Data Driven Collaborate
Common Planning
Period
Click here to enter a date.
Objective
Responsible
Timeline
District Curriculum
"Mastering the TEKS"
Jarret Book
TDS created
interventions targeting
Power TEKS
Online lessons from
ABC-CLIO
District Curriculm
"Mastering the TEKS"
Jarret Book
TDS created
interventions targeting
Power TEKS
Students will receive
interventions until Nov.
Milestones/
Evaluation
District created
Snapshots and DLA's
Students who failed the
US History STAAR EOC
have been placed in a
class to receive 16
weeks of intense
remediation so they are
prepared for the
December retest
All students will attend
tutorials 4 days a week,
spending at least 1 day
in their Social Studies
class receiving support
on US History TEKS
Ashley Jozwiak
Instructional Specialist
Deans of Instruction
Common Assessments
will be created and
administered to cover
power TEKS as well as
weaker tested
objectives between
district assessments
All US History teachers
meet every Monday to
create effective lessons,
student centered
activities, and have data
driven discussions.
Instructional Specialists
Deans of Instruction
District TDS
District Curriculum
Margret Kilgo Scope
and Sequence
"Mastering the TEKS"
Jarret Book
Assessments will be
administered through
May
Monthly Common
Assessments between
district snapshots
Instructional Specialist
District TDS
Dean of Instruction
District Curriculum
Margret Kilgo Scope
and Sequence
Mastering the TEKS
workbooks
Teachers will have a
common planning
period all year, from
August-June
District snapshots
District benchmarks
Common assessments
Common Instructional
Framework
Jason Murphy
Johnathan St. Mary
Elizabeth Feinstein
Ashley Jozwiak
Instructional Specialist
Grade Level Team Lead
25
10/1/2014 9:44 PM
Resources
Retest in Dec.
Collaborative Common
Assessments
Tutorials will run
through May
District created
Snapshots and DLA's
Collaborative Common
Assessments
GOAL AREA I:
Science
Priority Need:
Critical Success Factor(s):
Goal:
All students taking and passing (1st time testers and retesters) the Biology End of Course exam.
Breaking down data and using results to drive instruction. Content team collaboration.
In the 2012-2013 school year, Biology EOC pass rate was 86%. In the 2013-2014 school year, Biology EOC pass rate was 93%.
The goal for the 2014-2015 school year is a 100% pass rate for Biology STAAR.
Milestone Monitoring to be completed by Campus Intervention Team/SDMC/Leadership
Date of Review
Major intervention(s)
Data reviewed
Achievements?
Challenges?
On track?
Modifications?
Fall
Click here to enter a date.
Built in tutorial (for first time testers and re-testers), Environmental Science class for repeat Biology EOC students.
District snapshots, district benchmarks, and common assessments.
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
Click here to enter a date.
Spring
End of Year
26
10/1/2014 9:44 PM
Major intervention(s)
Data reviewed
Achievements?
Challenges?
Goal met?
Strategy
Objective
Built-in school day
tutorial period
Students attend
tutorials daily to receive
remedial support on
biology concepts.
STAAR intervention
class
Students who have
failed the Biology EOC
have been placed in an
Environmental Science
class so that they may
receive remediation
necessary to pass the
test in December, along
with receiving a science
credit.
All biology teachers
meet every Monday to
create effective lessons,
student centered
activities, and have data
driven discussions.
Common assessments
will be created and
administered to cover
power TEKS as well as
weaker tested
objectives between
district assessments.
Common planning
Data driven
collaborative
Responsible
Resources
Milestones/
Evaluation
District Snapshots
District Benchmarks
Common content
assessments
Kiera Quinney
Alexandria James
Nicholas Neilson
Taromina Lepore
Instructional Specialist
Grade level team lead
Caren Crook
Instructional Specialist
Deans of Instruction
District Curriculum
(TEKS)
itsLearning Coach
Biology EOC workbooks
August-June
District Curriculum
(TEKS)
itsLearning Coach
Biology EOC workbooks
Biology bootcamp
material
Comp Ed (additional
teacher unit - $52,000)
August-December
December Biology EOC
Instructional Specialist
Kiera Quinney
Nicholas Neilson
Alexandria James
Taromina Lepore
Dean of Instruction
Instructional Specialist
District TDS
Dean of Instruction
District Curriculum
(TEKS)
Gateway to Biology Text
Online textbook
adoption resources
August-June
District snapshots
District benchmarks
Common assessments
Classroom CFU's
District Curriculum
Margret Kilgo Scope
and Sequence
itslearning Biology EOC
Coach workbooks
August-June
District snapshots
Collaborative Data
27
10/1/2014 9:44 PM
Timeline
GOAL AREA I:
Attendance
Priority Need:
Critical Success Factor(s):
Goal:
Strategy
Send letters to parents
of with three or more
unexcused absences
(Warning Letters)
Conduct home visits to
parent with students
with excessive absences
Parent meeting for
student with five or
more unexcused
absences (contract)
Parent Callout
Increase school attendance and reduce truancy issues due to skipping and non-attendance.
Improve School Climate
In 2013-2014, there was a .9% increase in attendance. In 2014-2015, we will increase student attendance by 2% from 94% to
96%.
Objective
Responsible
Resources
Timeline
Inform parents of
students absences
Principal, administrative
and attendance clerk
School letter
Every Thursday
Meet with parents and
discuss students
unexcused absences
Provide students with
an attendance contract
Mr. White and
attendance clerk
Chancery Attendance
log and Laptop
Computer
School attendance
contract. Ms. Henritta
Pryor
As Needed
Inform parents of daily
absences
Principal and
Attendance Clerk
Automated Machine
Daily
Mr. White and
attendance clerk
As Needed
Milestones/
Evaluation
Alert parents of possible
truancy violations
Determine which
students will require
truancy charges.
Hold parents and
students accountable
for school attendance
Maintain daily
communication with
parents
Milestone Monitoring to be completed by Campus Intervention Team/SDMC/Leadership
Date of Review
Major intervention(s)
Data reviewed
Achievements?
Challenges?
On track?
Modifications?
Fall
Click here to enter a date.
Ownership taken by entire faculty - teacher calls, administrative calls and visits; building campus DAEP/ISS program to support
contract for those with 3 or more instances of skipping class.
Weekly, monthly, semester.
Mid-Year
28
10/1/2014 9:44 PM
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
29
10/1/2014 9:44 PM
GOAL AREA I:
Index 4
Priority Need:
Critical Success Factor(s):
Goal:
Increase EOC pass rate at final Level 2 standard, increase graduation rate to 95% (targeting ELL student group), reduce drop-out
rates to less than 5% (targeting ELL student group), 100 % of students who meet AP potential scheduled into AP courses and
earning 3 or higher on AP exams, and increase overall average of PSAT/SAT scores .
Increase the Use of Quality Data to Drive Instruction.
In 2012-2013, the index 4 score was 82, 7 pts above requirement. Targets for continued growth include:
Drop-out Prevention:
*In 2013-2014, there were 64 students in Alg I that were 5 questions from reaching level 2, 95 students in Bio, 85 students in
Eng I, 68 students in Eng II, and 69 students in US History. In 2014-15, there will be a 19% increase in those students meeting
Level II final in Al I, 22% increase in Biology, 14% increase in English I and English II, and an 11% increase in US History.
*In 2013-14, we exceeded district standards in TELPAS scores, EOC passing rates for LEP students, exited LEP students in
program 5+ years; however, approx. 80% of the students who were re-testers for EOC were ELL students, 63.2% of our dropouts are ELL students, and 31.6% of our ELL students graduated. In 2014-2015, 100% of the retesting ELL student group will
pass EOC, as well as 1st time testers, and 95% of the ELL student group will graduate with less than 5% dropping-out.
*In 2013-2014, 84 ninth grade students failed 3 or more classes at the end of the second semester. In 2014-2015, 100% of the
ninth grade students will be on-grade level at the end of the second semester and/or ready for promotion to 10th grade by the
beginning of the 2015-2016 school year.
College Readiness:
*In 2013-2014, students who met AP potential scored a 3 or higher in 4 of the 14 AP courses offered (Biology, Calculus, Physics,
and US Govt). In 2014-2015, all students who meet AP potential will score a 3 or higher on the AP exam in those AP courses
that he/she is enrolled.
*In 2013-2014, PSAT total average will increase by 25 points from 109 in 2013 to 134 total (9th-11th grade) and SAT average will
increase by 300 pts overall from 1200 to 1500.
30
10/1/2014 9:44 PM
Strategy
Objective
Responsible
Resources
Budget for staffing:
3 additional units =
$156,000
(DAEP, Student Case
manager/Dean of
Students, ISS)
GradLab: $52,000
Curriculum Support
Materials/SE/Comp Ed
($20,000 from Title I)
Software: Achieve 3000
SRI (FTE: $52,000)
Summer School:
$300,000 approx
Incentives
*Honor Roll Breakfast
*Grade level Incentives
AP textbooks and
consumables
AP syllabus
AP Institute training
AP Cohort meetings
AP textbooks and
consumables ($1000)
AP PLCs
Dropout Prevention
Increase quality of
instruction and
intervention to reduce
drop-out percentage
from 14% to 5%.
Admin, Deans,
Teachers, Truancy Case
Manager
Ninth Grade Promotion
Ensure 100% of 9th
grade student remain
on track academically in
all core content areas.
9th grade teacher team,
Deans and Admin,
Truancy Case Manager
PTSA
AP/IB,Dual Credit
Enrollment
Ensure students in all
AP course offerings with
AP potential pass AP
exam with a 3 or higher.
AP teachers
Deans and Inst
Specialist
AP/IB Exams
Participation/Prep
Increase enrollment in
PreAP and AP courses
with 100% of those
enrolled taking the AP
exam of course
enrolled.
Counselors, Deans, and
Admin
PreAP and AP teachers
31
10/1/2014 9:44 PM
Timeline
Aug, 2014-Aug, 2015
Aug, 2014-Aug, 2015
Aug, 2014-May, 2015
May, 2014-Aug, 2015
Milestones/
Evaluation
Attendance
Grade reports
Discipline reports
Withdrawal and leaver
reports
Intervention
Plans/Contracts
Home visit/phone logs
Attendance
Grade reports
Discipline reports
PGPs
Intervention
Plan/Contracts
Observations
Teacher Assessments
AP exams
Course enrollment
numbers (PreAP and
AP)
AP course offerings
AP exam participation
numbers
Observations
PSAT/SAT/ACT
Participation/Prep
College Readiness
Other:
Increase overall average
of PSAT of 9th-11th
grade students and SAT
scores of 11th grade
students to reach
college ready indicator
of 1500 on SAT and
increase number of
National Merit Scholars.
see above
Increase ELL success
rates on EOC,
graduation, and reduce
% ELL drop-outs.
All teaching staff, Inst
Specialist, Deans and
Admin
PrepMe
Naviance
Consumables ($6,500
approx)
SE/Comp Ed staffing
unit - English ($52,000)
Aug, 2014 - April, 2015
PSAT
SAT
PrepMe assessments
Teacher Assessments
All teaching staff,
Admin and Deans, Inst
Specialist
ESL Campus Coor
ESL staffing ($104,000)
Staff Dev: Sheltered
Instruction
English Voc
1:1 support
Reading Smart Software
Stipend: ESL
Coordinator - $1000
Budget: (After school
tutorials) - $2,800
Credits by Exam and
Saturday assessments:
Aug, 2014-May, 2015
LPAC
Grade reports
EOC
TAPR (AEIS prior)
32
10/1/2014 9:44 PM
GOAL AREA I:
Highly Qualified and Effective Teachers, Administrators and Paraprofessionals
Priority Need:
Critical Success Factor(s):
Goal:
Embedded and Relevant Staff Development Framework
Increase Teacher Quality, Increase Leadership Effectiveness
During the 2014-15 academic school year, increase PLC participation and implementation of 3 Instructional Components by
100% across all content areas: Questioning, Writing to Learn, Classroom Talk across all content areas.
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.
PLCs, Late Start Thursdays, Technology Cafe
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
Click here to enter a date.
Mid-Year
Spring
End of Year
33
10/1/2014 9:44 PM
Major intervention(s)
Data reviewed
Achievements?
Challenges?
Goal met?
Strategy
PLC
(Grade/Content)
Objective
Responsible
Resources
Timeline
PLC Calendars,
Planning Guides
Interventions Plans,
Tutorial Plans,
Articles,
Assessments,
District PD, Literacy
Routines,
Curriculum 21
PLC Calendar
Grade Lev. PLC
Milestones/
Evaluation
Lesson Plans, Meeting Agendas,
Minutes, Tutorials, and Sign-in
Sheets
Grade: Cross-curriculum planning
and implementation consistently
across grade levels.
Content: Focus on content
planning and share instructional
perspective on practice, student
achievement and assessment.
Team Leads
Instructional
Specialists
Late Start
Thursday
Embedded Prof. Development
Principal, Deans,
Instructional
Specialists,
Teacher Leads
PowerUp
Planning Guides
Instructional
Specialists
Every Thursday
Meeting Agendas, Minutes and
Sign-in sheets
Instructional
Rounds
Embedded Prof. Development
Model which engages teacher in
reflective discussion and support
on students learning and teaching
practice.
Teacher Leads, and
Instr. Specialists
3 Strategies
targeted for
2014-15:
Writing to
Learn,
Questioning,
and Classroom
Talk
Pre-Rounds, Observations, PostRounds and Reflection
Early Dismissal PD
PD sessions aimed at engaging
faculty in focused conversations,
hands-on practice, skill
development and individual
professional development.
Curriculum & Dev.
Instr. Specialists
HUB Representatives
Instructional
Framework
Embedded Staff
Dev.
Student Learning
Questions, Videos,
Articles, and District
PD
Staff Dev of Leads:
($20,000 approx)
District Professional
Dev
Embedded Staff
Dev.
Literacy Routines,
Monthly
Meeting Agendas, Minutes and
Sign-in sheets
34
10/1/2014 9:44 PM
(1/3 Wk)
Content PLC
(2/4 Wk)
PowerUp Initiative
The HUB; Web 2.0
Tools, SmartBoard;
HISD eLearn
Technology Café
Hands-on learning;
Faculty gather during lunch to
share ideas on Tech Tools and tips
used for classroom instruction.
Joyce Rogers, Craig
Gerhard, Cynthia
Krohn, Jagdeep
Verma
Mentoring
Program
Help beginning
teachers become effective and
move their practice forward.
Shelley Gillis (CIC)
Leadership Dev.
Series
Grow-Your-Own Model for
effective school leadership dev;
rigorous training model to prepare
aspiring and current Adm. for
HISD School Leadership.
HISD Leadership Dev.
Administrative
Support Summit
Summit in honor of National
Administrative Assistants
Appreciation Day to support the
professional growth of all HISD
administrative and clerical staff.
HISD’s Onboarding
and Organizational
Development
35
10/1/2014 9:44 PM
CIC Monthly
Meetings, MAS,
New Teacher
Forum; Saturday PD
School Leader
Academy
1st Year AP Cohort
2nd Year AP Cohort
Internships
District/Univ.
Partnerships
Summer Institute
HISD PSD
Monthly
Starting October 2014
August 201415
Increased use of Laptop and Web
2.0 Tools in classroom instruction;
Customized Teacher
Web/Dashboards; Student
Work/Engagement
MAS
Collaborative Assessment Logs
August 201415
Effective Leaders in Every School
Summit: April
2015
Increased Awareness Participation
and Attendance @ Summit. A 23%
increase last year.
GOAL AREA II: Safety, Public Support, Public Confidence
Priority Need:
Critical Success Factor(s):
Goal:
Limit the amount of time students are away for educational instruction due to disciplinary action
Improve School Climate
In 2013-2014, the number of In-School Suspensions were 672, Out-of-Schools were 147, and 42 DAEP placements. In 20142015, the number in each category will decrease by 50% due to program offerings that will assist with students behavior needs.
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.
see above
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
Click here to enter a date.
Mid-Year
Spring
End of Year
36
10/1/2014 9:44 PM
Major intervention(s)
Data reviewed
Achievements?
Challenges?
Goal met?
Strategy
Bullying Prevention
Child Abuse Prevention
Sexual Abuse
Prevention
Objective
Responsible
Resources
Milestones/
Evaluation
All students aware of
the process of reporting
bully incidences
Giving students
pertinent information,
adapted to their age
and developmental
stage, about forms of
bullying and prevention
strategies.
Fostering students'
awareness of their
value as individuals,
their rights and their
responsibilities, as well
as those of others
To increase awareness
of the extent, the
causes and possible
solutions for all forms of
child abuse
Faculty and Staff
HISD cyber bullying
videos
End of First Semester
Administrative team,
School Counselors, and
nurse
Community Youth
Services
Continuously
All students aware of
the process of reporting
bully incidences
a) Educate parents and
children about the
definitions of child
sexual abuse.
b) Educate parents and
children on perpetrator
characteristics and
coaxing tactics
c) Provide parents and
children the
appropriate language
Administrators, staff,
counselors, and
students
Youth Services, a
Program of Harris
County Protective
Services for Children
and Adults; Crossroads
First Semester
Identify and or
eliminate sexual abuse
in and out of school
37
10/1/2014 9:44 PM
Timeline
and skills to talk about
child anatomy,
inappropriate and
appropriate touching,
and child sexual abuse.
d) Increase parent-child
communication and
comfort level with the
topic of child sexual
abuse.
Dating Violence
Awareness
a) Identify early warning Administrative team,
signs of dating violence. School Counselors, and
b) Raise awareness of
nurse
participants about the
level of men and
women verbal,
emotional, physical, and
sexual abuse of women.
c) To raise awareness of
participants about the
level of men’s verbal,
emotional, physical, and
sexual abuse of women
d)To challenge thinking
by countering
mainstream messages
about gender, sex, and
violence.
e) To open dialogue by
creating a safe
environment for men
and women to share
their opinions and
experiences.
f) Help teens prevent
and safely end abusive
relationships
Youth Services, a
Program of Harris
County Protective
Services for Children
and Adults; Crossroads
38
10/1/2014 9:44 PM
First Semester
Decrease and or
eliminate dating
violence in and out of
school
g) Understand their
legal rights and
responsibilities
h) Create a framework
for building healthy
relationships in the
future
Discipline Management
Provide each student
with the Student Code
of Conduct that includes
rules, procedures and
expectations related to
student conduct and
specifies consequences
for violating the Student
Code of Conduct.
Administrators, At Risk
Mgt., and faculty
HISD Student Code of
Conduct
First Semester
100% distribution of
Student Code of
Conduct
Drug, Tobacco, Alcohol
Prevention
Identify and assist
student who have
experienced and or who
is thinking about using
drugs, tobacco, or
alcohol
Provide counseling to
students who has
attempted or thinking
about harming
themselves
Lower the amount of
student referrals to
DAEP by ensuring that
students have access to
a range of effective
resources that can help
them change their
Administrators, police
officer, nurse, and At
Risk Mgt.
Community Youth
Services, a Program of
Harris County
Protective Services for
Children and Adults;
Crossroads
HISD Training Videos
Continuously
Provide resources to all
students regarding
drug, tobacco, and
alcohol prevention
First Semester
All students view and
discuss suicide
prevention
Student code of
conduct and previous
data
Continuously
Decrease DAEP referrals
by 10%
Suicide Prevention
Decrease DAEP
Referrals
Administrative team,
School Counselors, and
nurse
Administrators, staff,
counselors, and
students
39
10/1/2014 9:44 PM
Decrease Special
Education In-School
Suspension
Decrease Special
Education Out-ofSchool Suspension
behavior. Provide early
intervention when
there is a pattern of
misbehavior.
Positive Behavior
Intervention Support
(PBIS). The premise of
PBIS is that continual
teaching, combined
with acknowledgement
or feedback of positive
student behavior will
reduce unnecessary
discipline and promote
a climate of greater
productivity, safety and
learning.
Positive Behavior
Intervention Support
(PBIS). The premise of
PBIS is that continual
teaching, combined
with acknowledgement
or feedback of positive
student behavior will
reduce unnecessary
discipline and promote
a climate of greater
productivity, safety and
learning.
Administrator team, Spc
Ed coordinator, and
staff
disciplinary data and
principles of behavior
analysis
end of school year
2014-2015
Lower in-school
Suspension by 5%
Administrator team, Spc
Ed coordinator, and
staff
disciplinary data and
principles of behavior
analysis to develop
school-wide, targeted
and individualized
interventions and
supports to improve
school climate for all
students.
end of school year
2014-2015
Lower out-of-school
suspension by 3%
Coordinated Health
Program
Other:
40
10/1/2014 9:44 PM
GOAL AREA III: Special Populations
Priority Need:
Critical Success Factor(s):
Goal:
G/T: Increase percentage of students passing AP exams with a "3" or more; minimum 5%
All ELL students taking the STAAR/EOC and TELPAS;
Increase STAAR passing rate for Special Education students that are taking STAAR
Improve Academic Performance
G/T: Mandatory AP exam testing for all GT students
ELL: Increase the number of 11th and 12 grade ELL students meeting the Advanced High proficiency standard in all areas of the
*Encourage ELL students to take PreAP and AP courses
TELPAS test from 33% to 58%.
Special Education Students will increase passing rate 3-5 % in each of the assessed areas.
Milestone Monitoring to be completed by Campus Intervention Team/SDMC/Leadership
Date of Review
Major intervention(s)
Data reviewed
Achievements?
Challenges?
On track?
Modifications?
Fall
Click here to enter a date.
Daily tutorials, targeted intervention using the data from the Reading Smart program , Achieve 3000, Rosetta Stone
LEP Campus Report 2014: High School Grades STAAR ELL Progress Measures : Percent Met ELL Progress Standard in 2014
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?
Click here to enter a date.
Spring
41
10/1/2014 9:44 PM
Challenges?
On track?
Modifications?
End of Year
Date of Review
Major intervention(s)
Data reviewed
Achievements?
Challenges?
Goal met?
Click here to enter a date.
42
10/1/2014 9:44 PM
Strategy
Objective
Responsible
Resources
Timeline
Gifted & Talented
students will be
scheduled into at least
two advanced level
classes.
Increase the number of
Gifted/Talented (GT)
identified students by
2% over 0% from
2013/2014
Barbara White
Data analysis reports
from Chancery and
Advanced Academics
department
May, 2015
Analysis of reports
from Chancery
Teachers serving G/T
identified students will
receive the required 30
hours of initial training
and the required annual
6 hour update
95% of GT students will
score above grade level
on district normreferenced assessments
Special Education
STAAR/EOC
Participation
STAAR participation will
be for all Special
Education students and
increase in all assessed
areas 3-5%$.
Shirley York
Decrease number of
Special Education
student by 25 % in the
Shirley York
Special Education
Representation
G/T Curriculum
Framework
Barbara White
April, 2015
Results from campus
level 3-week
assessments
Pre-AP/AP Teachers
Administrative "walkthroughs" monitoring
rigor
Administrators
Previous year report of
STAAR participation and
passing rate.
Special Education case
managers, facil.itating
teachers and general
education teachers.
May 2015
Nov. 2014
Dec. 2014
June 2015
Students Special
Education Folders;
Special Education case
managers, facil.itating
43
10/1/2014 9:44 PM
Milestones/
Evaluation
Bi-monthly
monitoring of
incoming 9th Magnet
applications for GT
status
May 2015
Nov. 2014
Dec. 2014
Special Education
Instructional Setting
41 and 41 instructional
settings
teachers and general
education teachers.
EASYIEP, Special
Education teachers
Decrease number of
Special Education
student in the 41 , 42
and 43 instructional
settings
Shirley York
Students Special
Education Folders;
EASYIEP, Special
Education teachers
May 2015
The teachers will
consistently implement
appropriate ESL
accommodations during
the instructional time to
improve student
performance in the ELL
STAAR/EOC
Content area teachers
ESL student roster
September 2014-May
2015
Special Education case
managers, facil.itating
teachers and general
education teachers.
June 2015
Nov. 2014
Dec. 2014
June 2015
Eco. Disadv. STAAR/EOC
Participation
ELL STAAR/EOC
Participation
information on ESL
accommodations
Reading Smart -Reading
Intervention Program
Achieve 3000
Quizlet-online flash card
program to build
vocabulary fluency
Fluenz - online language
program
Brain Pop
Rosetta Stone
Student participation in
daily school tutorials
44
10/1/2014 9:44 PM
Daily and weekly
assessments
District assessments
STAAR EOC exam
October 2014-May 2015
TELPAS Reading
Increase students'
TELPAS scores by one
proficiency level
ESL teachers
Reading Smart
Brain Pop
September 2014-May
2015
Trainings offered by the
Multilingual
Department to teachers
of ELL students.
Administer the Oral
Language Proficiency
test to incoming non
or limited English
speaking students.
Daily student/teacher
dialogues
Daily and weekly
assessments
District assessments
TELPAS test
TELPAS Composite
School-wide all teachers
will engage students in
daily writing activities.
All teachers
Examples of prompts
will be provided to all
teachers.
September 2014-May
2015
HISD Dyslexia Contacts
October 2014-May 2015 October 2014
Teachers will effectively
rate their students
TELPAS writing samples
Dyslexia Interventions
2 Teachers identified to
be trained and certified
by district to implement
Dyslexia strategies in
the classroom and serve
as support for other
teachers.
District Dyslexia
teachers
E-Train
Campus Evaluation
Specialists
Other:
45
10/1/2014 9:44 PM
Assessments from
Edge textbook series
and Reading Smart
Dyslexia Presentation
for Support (Peer to
Peer) - Late Start
GOAL AREA IV: Parent & Community Involvement
Priority Need:
Critical Success Factor(s):
Goal:
Communication and Parent Literacy
Increase Family and Community Engagement
Increase parent and community involvement and parent literacy from 65% to 100%
Strategy
Objective
Responsible
Resources
Timeline
Implement initial FACE media
tools to encourage parent
volunteers
30% increase of parents and
community members attending
PTO meetings over 65% from
2013-2014
Increased parent-to-school
communication and involvement
At least two trained,
collaborative liaisons to act as
trainers for parents in the
community
Kevin Dunn/Barbara White
FACE workshop tools
Annually
Appoint a parent liaison to assist
with community outreach
Campus contact & parent liaison
attend regularly scheduled FACE
workshops
Kevin Dunn/Cindy
Molina/Barbara White
Cindy Molina/
Barbara White
Annually
Annually
46
10/1/2014 9:44 PM
Milestones/
Evaluation
The percent of parents and
community members attending
PTO meetings will be reviewed to
determine progress.
Data results from "Your Voice
Survey"
Data results from "Your Voice"
Survey
Milestone Monitoring to be completed by Campus Intervention Team/SDMC/Leadership
Fall
Date of Review
Click here to enter a date.
Major intervention(s)
Quality instruction - see staff development and literacy plan.
Data reviewed
On-going
Achievements?
Challenges?
On track?
Modifications?
Mid-Year
Date of Review
Click here to enter a date.
Major intervention(s)
Data reviewed
Achievements?
Challenges?
On track?
Modifications?
Spring
Date of Review
Major intervention(s)
Data reviewed
Achievements?
Challenges?
On track?
Modifications?
Date of Review
Major intervention(s)
End of Year
Click here to enter a date.
47
10/1/2014 9:44 PM
Data reviewed
Achievements?
Challenges?
Goal met?
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
48
10/1/2014 9:44 PM
Special Funding Goals
Goal Area:
Title I Ten Components
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 – Ram Rally (community open house), Family Nights and Events
sponsored by extra-curricular groups, Parent Information Nights (college info, PowerUp, etc), PTSA meetings
and Senior Parent meetings, Community Information meetings (bond), and 21st Century Programs (English
classes for Spanish speaking parents) are held to increase parents in the school’s programs. Open Houses,
frequent telephone contact and weekly call-outs/webpage postings 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 (21st Century).
7. Transition from early childhood programs –Student groups volunteer and serve at elementary sponsored
events (Basketball team reading program, JROTC event support, etc).
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.
49
10/1/2014 9:44 PM
Goal Area: State Compensatory Education
Total amount of State Compensatory Education funds: $ 113,137.00
Personnel funded with State Compensatory Education funds:
List names here: Nicholas R. Neilson and John F. Haponick
Total number of FTE’s funded with State Compensatory Education funds:FTE-1.00 (2 Employees)
Brief description of how these funds are utilized on your campus:
Compensatory Education funds are utilized to purchase additional supplemental resources, in addition to salary
of two core positions that will reduce class size.
State Compensatory Education funds are coded in the Resources column of the SIP Part 2 as SCE/Compensatory
Education $113,137.00.
For Title I schools: These supplemental State Compensatory Education funds are used to enhance the Title I School
Program at our campus.
50
10/1/2014 9:44 PM
SCHOOL IMPROVEMENT PLAN EXECUTIVE SUMMARY 2014-2015
Campus Name: Waltrip High School
Campus Accountability Rating:
Waltrip High School will maintain Met standard, while increasing in each of the index levels to meet student
performance goals, specifically targeting a decrease in drop-out rate by 8% from 12% to 5%, increasing the
graduation rate by 15% to 95.
Safety:
Waltrip High School will reduce the number of In-School Suspensions and Citations by 50%.
Perception:
Waltrip High School will increase the school perception by students and parents from a C rating to an A rated
school by increasing relevant and interesting academic engagement and counseling/career planning services
(currently hindering the perception by approx 40%), and decreasing drug and alcohol use (currently hindering the
perception by approx. 60%).
Corresponding Data:
*Within Campus Accountability rating, an additional focus will be placed on college readiness with an increase in
sophomores meeting college readiness by 25% and an increase in juniors meeting college readiness by 28% to
achieve competitive rates among comprehensive high school with equal participation rates (Lamar). Year 2 goal
will be to increase to competitive rates of highest scoring comprehensive high schools.
*Both school safety and perception goals will be addressed due to reorganization of school campus, established
process and procedures, and dramatic increase in visibility among admin, staff, and officer.
*Attendance will be targeted for a 2% increase from 94% to 96%, which will support a validation in increased
perception and safety, and ultimately strengthen student achievement.
Demographic Data Analysis
The student population of 73% Economically Disadvantaged, 75% Hispanic, 15% African American, 9% White, and
1% Other. While our current populations have shifted over time, it has been relatively consistent within the last
three to five years as a predominantly Hispanic, Title I campus. The enrollment has seen a downward decline from
1800 to 1600 over the last five years, with the largest drop between 9 th and 10th grade, and then again between
10th and 11th grade; however, we are starting to see a slight increase enrollment from 1640 last year to a current
enrollment of 1665. Of the 1665 students that attend our campus, approximately 25% are attending on a Magnet
or Principal Transfer. The transition is an increase in Principal transfers and a decrease in Magnet transfers due
to increase in AP and fine arts interest versus CTE course selections. Specifically, the same students are moving
from Magnet status to Principal transfer status to maintain enrollment in the Band program. This is shown
through a data analysis around enrollment and course request, revealing a misalignment between our Magnet
designation and student interest.
School Processes Analysis
Teacher Practices:
As a campus, we have maintained the restructure from last year to both physically and instructionally support our
focus on student learning and best practices. Grade level teachers and students remain in close proximity of each
other to increase safety through increasing teachers’ ability to monitor students. Teachers are scheduled with
common planning times for both grade level and content to allow more timely intervention for both academics
and behavior. Grade level and content leaders were developed with assigned content instructional specialist to
increase consistent communication, on-going monitoring, and collaboration both vertically and horizontally.
Tutorials continue to occur during the school day, 40 minutes daily, to ensure students staying on-track
academically. A SAT course has been embedded into every junior’s Math and English class, as well as PSAT prep
in the 9th and 10th grade core subjects, to increase college readiness and cultivate a college going culture that
support the graduation goal for all.
Acts of Leadership:
There is a grade level team lead for each grade level and an Instructional Specialist for each content area in which
he/she also serves as the appraiser. In addition, the grade level team leader applies yearly and is selected by staff
to lead their designated grade level and/or content area PLC. Each team meets bi-weekly to review behavior and
academic concerns. Planning of cross- curricula instruction with a focus on writing is planned once a month in
grade levels, and student intervention and incentives is reviewed monthly as well. In content areas, common
51
10/1/2014 9:44 PM
Commented [MSOffice1]: 50% each or decrease total of
both by 50?
Commented [MSOffice2]: Approx. 400 transfers?
assessments are developed, results reviewed, and intervention for reteach/scaffolding is developed. In addition,
the admin team (Deans, Inst Spec, and Principal) meets weekly to identify areas of concerns and ensure
collaboration both horizontally and vertically for campus-wide initiatives. Lastly, the teacher PLC leaders serve on
the discipline advisory committee to ensure campus wide structures are established and maintained for on-going
campus safety with an academic goal of minimizing loss of instructional time due to students being out of the
classroom.
Perceptions Analysis
The perception of our campus for the 2012-2013 school year was at a “C” rating due mostly in part to a perception
of lack of interesting instruction, and drugs and alcohol free campus. The perception overall that have been
communicated is that we have not served the students well with rigorous, engaging instruction and there has
been a lack of communication and visibility to ensure a drug free campus. We have incorporated a late start
Thursday for staff development with a focus on Technology, Linked Learning, and the 6 Core Instructional
Strategies to increase rigor and relevance.
52
10/1/2014 9:44 PM
SIP APPROVAL 2014-2015
Campus: Waltrip High School
Principal: Andria Schur
This School Improvement Plan for Waltrip High School was developed according to the procedures described in
this document. The final draft of the plan was submitted to the Shared Decision Making Committee on September
23, 2014 as evidenced by the SDMC agenda. Through the SDMC the SIP was reviewed with parents, community
members, and the professional staff. The plan was presented to the professional staff for a vote of approval by
secret ballot on September 23, 2014 . The plan received at least two-thirds approval. I attest that if this school is
under a designation as Required Improvement, Focus, or Priority, an on-site needs assessment has been
conducted in compliance with TEC §39.106(b) and recommendations were made by the intervention team when
considered appropriate. In addition, these findings have been recorded and are available upon request.
________________________________________________
Principal
__________________
Date
Signatures below indicate review and approval of this document.
________________________________________________
PTO/PTA or other Parent Representative
__________________
Date
________________________________________________
SDMC Teacher Representative
__________________
Date
________________________________________________
School Support Officer / Lead Principal (DCSI)
__________________
Date
________________________________________________
Chief School Officer
__________________
Date
________________________________________________
Professional Service Provider (for IR, Focus, Priority)
__________________
Date
53
10/1/2014 9:44 PM