District/Campus Improvement Plan

HUCKABAYINDEPENDENTSCHOOL DISTRICT

District/Campus Improvement Plan

2011-2012

Mission Statement

The HuckabayIndependentSchool District is committed to the belief that all students must be provided the opportunity to succeed, develop, and achieve their maximum potential.

Equal Educational Opportunity

No officer or employee of the District shall, when acting or purporting to act in an official capacity, refuse to permit any student to participate in any school program because of the student's race, religion, color, sex, or national origin.42 U.S.C. 2000d;Civil Practice and Remedies Code 106.001

Elementary and Secondary Education Act (ESEA) Goals

Performance Goal 1: By 2013-2014, all students will reach high standards at a minimum proficiency or better in reading/language arts and mathematics.

Performance indicator: The percentage of students, in the aggregate and for each subgroup (disaggregated by race, ethnicity, gender, disability status, migrant status, English proficiency, and status as economically disadvantaged), who are at or above the proficient level in reading on the State’s assessment. *

Performance indicator: The percentage of students in the aggregate and in each subgroup (disaggregated by race, ethnicity, gender, disability status, migrant status, English proficiency, and status as economically disadvantaged), who are at or above the proficient level in mathematics on the State’s assessment. *

Performance indicator: The percentage of Title I schools that make adequate yearly progress.

Performance Goal 2: All limited English proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.

Performance indicator: The percentage of limited English proficient students, determined by cohort, who have attained English proficiency by the end of the school year. (Proficiency Chart)

Performance indicator: The percentage of limited English proficient students who are at or above the proficient level in reading/language arts on the State’s assessment, as reported for performance indicator 1.1 *

Performance indicator: The percentage of limited English proficient students who are at or above the proficient level in mathematics on the State’s assessment, as reported for performance indicator 1.2. *

Performance Goal 3: By 2005-06, all students will be taught by highly qualified teachers. [Section 9101(23) of ESEA] [Section 1111(h)(1)(C)(viii)]

Performance indicator: The percentage of classes being taught by “highly qualified” teachers in the aggregate and in “high-poverty” schools (top quartile of schools ranked by low-income population).

Performance indicator: The percentage of teachers receiving high-quality professional development. [Section 9101(34)]

Performance indicator: The percentage of paraprofessionals (excluding those whose sole duties are translators and parental involvement assistants) who are qualified.[Section 1119(c) and (d)]

Performance Goal 4: All students will graduate from high school.

Performance indicator: The percentage of students who graduate from high school, with a regular diploma

disaggregated by race, ethnicity, gender, disability status, migrant status, English proficiency, and status as economically disadvantaged
calculated in the same manner as used in NationalCenter for Education Statistics reports on Common Core of Data

Performance Goal 5: All students will be educated in learning environments that are safe, drug free, and conducive to learning.

Performance indicator: The number of persistently dangerous schools, as defined by the State.

State Board of Education Mission, Goals and Objectives

The mission of the Texas public education system is to ensure that all Texas children have access to a quality education that enables them to achieve their full potential and fully participate now and in the future in the social, economic, and educational opportunities in our state and nation. That mission is grounded on the conviction that a general diffusion of knowledge is essential for the welfare of Texas and for the preservation of the liberties and rights of Texas citizens. It is further grounded on the conviction that a successful public education system is directly related to a strong, dedicated, and supportive family and that parental involvement in the school is essential for the maximum educational achievement of a child. The objectives of public education are:

OBJECTIVE 1: Parents will be full partners with educators in the education of their children.

OBJECTIVE 2: Students will be encouraged and challenged to meet their full educational potential.

OBJECTIVE 3: Through enhanced dropout prevention efforts, all students will remain in school until they obtain a diploma.

OBJECTIVE 4: A well-balanced and appropriate curriculum will be provided to all students.

OBJECTIVE 5: Educators will prepare students to be thoughtful, active citizens who have an appreciation for the basic values of

our state and national heritage and who can understand and productively function in a free enterprise society.

OBJECTIVE 6: Qualified and highly effective personnel will be recruited, developed, and retained.

OBJECTIVE 7: Texas students will demonstrate exemplary performance in comparison to national and international standards.

OBJECTIVE 8: School campuses will maintain a safe and disciplined environment conducive to student learning.

OBJECTIVE 9: Educators will keep abreast of the development of creative and innovative techniques in instruction and

administration using those techniques as appropriate to improve student learning.

OBJECTIVE 10: Technology will be implemented and used to increase the effectiveness of student learning, instructional

management, staff development, and administration.

The academic goals of public education are to serve as a foundation for a well-balanced and appropriate education. The students in the public education system will demonstrate exemplary performance in the following:

GOAL 1: The reading and writing of the English language

GOAL 2: The understanding of mathematics

GOAL 3: The understanding of science

GOAL 4: The understanding of social studies

Education Code 4.001, 4.002

DISTRICT EDUCATION IMPROVEMENT COUNCIL

Cheryl Floyd – Chairperson

Tylor ChaplinPrincipal Wynell Jackson Technology

Kasha LewisKindergarten TeacherKathy SherrardMath (6-8)

Holly Moreno1st Grade TeacherJill Edwards Counselor

Kenzie Carpenter4th Grade TeacherJoey GoodwinMath - Secondary

Marcella LoweSpecial Education TeacherJennifer EdwardsScience - Secondary

Dale Collum Career & Tech

Parent Members Business Member Community Member

Mona LittleLana PikeAlbert Hale

Tricia Klein

Comprehensive Needs Assessment

The following data sources were reviewed to assess the district’s strengths and priorities:

Disaggregated student assessment information
AEIS for 2011
AYP for 2011
Student demographics
Technology, Fiscal, and Facility Resources
Participation records of students enrolled in special programs (GT, Special Education, ESL, CATE)
Staff development records
Assessment data and curriculum alignment
Staff Surveys
Attendance & Retention records and Completion Rate
Discipline Records
College Readiness

From the data sources above, the following strengths were identified:

1. low student-teacher ratio

2. safe & secure learning environment

3. strong community/parental support

4. multi-year TAKS data shows stability in most areas or a slight increase in some areas

5. percent increase in each subject area from 03-10 exceeded the state increase except in reading/ELA (economically

disadvantaged), social studies (economically disadvantaged), science (Hispanic)

6. consistently have maintained a 96% or above attendance rate

7. graduation rate has been 100% and dropout rate has been 0%

8. minimal number of severe discipline infractions

From the performance data review, the following critical issues were identified:

1. In TAKS reading, the percent of economically disadvantaged and Hispanic students who “met standard” were slightly

lower than White students (09-11)

3. The percent of all subgroups that “met standard” in science is varied, but a slight improvement is evident for Eco. Dis. (09-11)

4. The percent of students at or above the ACT/SAT criterion score is low.

5. Limited technology resources, devices, equipment, etc. and limited space

6. Lack of parental involvement across all grade levels, particularly secondary grades.

The 2009-2011 AEIS reports indicate that HISD is addressing the needs of most of our students. As indicated on the accompanying chart, we need to address the needs of Hispanic and Economically Disadvantaged students in reading, math, and science. These needs will be addressed by continuing to provide staff development for teachers and paraprofessionals in working with special needs children, at-risk, ESL and economically disadvantaged. Teachers need training in differentiated strategies and materials to accomplish that goal. Staff development will also help to retain highly qualified teachers and paraprofessionals. At this time, all professional staff members meet the definition of highly qualified and the paraprofessionals meet the requirements of NCLB.

TAKS
ASSESSMENTS / READING/ELA / MATH / WRITING / SOCIAL STUDIES / SCIENCE
School Years
% of students who met standard / 2008-2009
Met Standard / 2009-2010
Met Standard / 2010-2011
Met Standard / 2008-2009
Met Standard / 2009-2010
Met Standard / 2010-2011
Met Standard / 2008-2009
Met Standard / 2009-2010
Met Standard / 2010-2011
Met Standard / 2008-2009
Met Standard / 2009-2010
Met Standard / 2010-2011
Met Standard / 2008-2009
Met Standard / 2009-2010
Met Standard / 2010-2011
Met Standard
ALL STUDENTS / 96 / 98 / 95 / 92 / 98 / 95 / 100 / 100 / 94 / 95 / 98 / 98 / 80 / 96 / 91
HISPANIC / 93 / 94 / 83 / 94 / 97 / 91 / 100 / 100 / 99 / 92 / 91 / 99 / 82 / 85 / 83
WHITE / 97 / 99 / 97 / 91 / 98 / 95 / 100 / 100 / 92 / 96 / 100 / 97 / 79 / 100 / 92
ECONOMICALLY
DISADVANTAGED / 96 / 96 / 92 / 96 / 96 / 89 / 100 / 100 / 88 / 95 / 94 / 99 / 83 / 90 / 92

Retention of highly qualified teachers will be maintained by the following – as the need arises:

mentor teachers
classroom observations
peer observations
TEKS/TAKS/STAAR/EOC instructional strategies
supplies and materials necessary to teach TEKS/TAKS/STAAR/EOC objectives
technology (equipment and software)
support by campus and district administration
professional development opportunities

The Huckabay ISD qualifies for a school-wide Title I school program with approximately 44% economically disadvantaged students. The following fund sources are utilized to improve the district’s educational program:

Fund SourceAmount

Title I, Part A 28,761

Title II, Part A 10,529

REAP (Rural Education Achievement Program) 23,815

EduJobs 40,403

State Compensatory Education 129,081

(FTE’s – 4.56)

Establish ESL guidelines and procedures regarding the following:

-LPAC membership/training/
meeting
-Scheduling
-Placement
-All elementary teachers become ESL certified
-All secondary teachers attend SIOP (Sheltered Instruction Observation Protocol) training / Home
Language
Survey
AEIS
RC
PR
BM / Principal
ESL Teacher
Counselor / State/Local / Each Six Weeks / LPAC
Documentation
TELPAS
Results
Language
Proficiency
Tests
Teacher
Certification / LPAC
TELPAS
Assessment
Results
Report Cards
Progress
Reports
A
M
T
PD / Improve services for Dyslexic students:

Continue the dyslexia identification procedures and services to ensure alignment with the district dyslexia plan.
Provide training to all faculty and staff in recognizing characteristics of dyslexia and/or related disorders.
Review District Dyslexia Handbook with all faculty and staff.
Communicate to teachers identified dyslexic students and provide accommodations and explanation of services.
Provide intervention for K-2 students based on TPRI results and reading weaknesses.

/ Teacher Observation / Principal
Teachers / State
Local
Hermann Method / Ongoing / Battery of Diagnostic Tests / Assessment
Results
Report Cards
Progress
Reports
PD
M / Continue to upgrade library/reading resources

AR software/tests
Acquire additional books
Staff training
Headphones
Renaissance Upgrade
Staffing
Books on CD

/ Principal
Library Aide
Teachers / State/Local
Title I, Part A – $16,899 / Ongoing / Star Tests
Book Inventory / Assessment
Results
Report Cards
Progress
Reports
Library
Inventory
RS
M
A / Continue to ensure vertical alignment of writing program / AEIS
AYP
ASR
RC
PR / Principal
Teachers / -Same publisher for elementary and middle school. writing curriculum
- Writer’s Work Space (grades 9-12) / Ongoing / Report Cards
Progress
Reports
Benchmark
Scores
TAKS/STAAR/EOC
Summary Reports
Lesson Plans / Assessment
Results
Report Cards
Progress
Reports
A
M / Continue to utilize TAKS/STAAR/EOC workbooks / RC
PR
ASR
BM / Principal Teachers / Local
State
REAP Funds - $400 / Ongoing / Report Cards
Progress
Reports
Benchmark
Scores
TAKS/STAAR/EOC
Summary Reports / Assessment
Results
Report
Cards
PD / Provide quality staff development opportunities for teachers / Principal
Teachers / State
Local
REAP Funds - $1,600 / Ongoing / Staff Development Certificates
RS
M
A / Utilize StudyIsland for 3-6 Reading / ASR
BM
AEIS / Principal
Teachers / State
Local / Ongoing / Report Cards
Benchmark
Scores
TAKS/STAAR/EOC
Summary Reports / Assessment Results
Report Cards
Progress Reports
CNA / Utilize interactive white board technology / BM
ASR / Principal
Teachers / State
Local
REAP Funds - $3,175 / Ongoing / Report Cards
Benchmark
Scores
TAKS/STAAR/EOC
Summary
Reports / Assessment
Results
Report Cards
Progress
Reports
HQ
RR / Highly qualified teachers will be distributed equally to ensure that the needs of all students are met / AEIS / Principal
Superintendent / EduJobs
$40,403
(employee health ins.) / Ongoing / AEIS / AEIS
HQ
RR / Professional staff will continue effective instructional strategies to ensure that all students achieve success / AEIS / Principal
Superintendent / EduJobs
$40,403
(employee health ins.) / AEIS / AEIS
Schoolwide Components
CNA / Comprehensive Needs Assessment / PD / Professional Development / T / Transition
RS / Reform Strategies / R/R / Recruitment & Retention / A / Teachers Involved in
Assessments
HQ / Highly Qualified Staff / PI / Parent Involvement / M / Assistance for Mastery
C / Program Coordination & Integration

Needs Assessment: AEIS; TPRI; SS=Student Survey; PS=Parent Survey; FS=Faculty Survey; DR=Discipline Report; RC=Report Card, PR=Progress Report, BM = Benchmark Scores; AYP; AW=AIMS-Web; ASR = Assessment Summary Reports

HUCKABAY ISD
District Improvement Plan
2011-2012
District Goal: / The HuckabayIndependentSchool District will be rated exemplary in 2012.
Performance Objective(s): / At least 90% of all students, including all sub-populations, will meet or exceed the minimum assessment standard in math as outlined by the state.
Summative Evaluation / TAKS, TAKSA, TAKSM, STAAR, EOC
SWP
Comp. / Action(s)/Implementation(s) / Needs
Assessment / Person(s)
Responsible / Resources
Material/Fiscal / Formative
Evaluation
Timeline / Formative
Evaluation / Documented
A / Disaggregate TAKS/STAAR/EOC Math objectives for All Students / T ASR / Principal
Counselor
Teachers / Spring
A
M / Benchmarking / ASR / Principal
Counselor
Teachers / Fall & Spring / Benchmark scores / Assessment Results
A
M / AIMS-Web Testing / AEIS / Principal
Teachers / Fall, Winter, & Spring / AIMS-Web results / Assessment Results
M / Extended day learning
opportunities and in-school
tutorials for students not
mastering the curriculum / RC
PR
BM
ASR / Principal
Teachers / -Title I, Part A - $2,023
-Title II, Part A - $6,826
Tutorial Payroll
Title II, Part A -
Tutorial Transportation -
$1,778
REAP Funds - $1,057 / Fall & Spring / Report Cards
Progress
Reports
Benchmark
Scores
TAKS/STAAR/EOC
Summary Reports / Assessment Results
RS
M / Vocabulary Reinforcers
Supplemental Curriculum & Technology / RC
PR
BM
ASR
FS / Principal
Teachers / State/Local / Ongoing / Report Cards
Progress
Reports
Benchmark
Scores
TAKS/STAAR/EOC
Summary Reports / Report Cards
Assessment Results
M
HQ / Paraprofessional staff will assist classroom teachers to allow for intensive remediation of at-risk students / RC
PR
AEIS
BM
AW / Principal
Teachers / State
Local
Title I, Part A – $11,862
Title II, Part A - $1,925 / Each six weeks / Report Cards
Progress
Reports
Benchmark
Scores
TAKS/STAAR/EOC
Summary Reports / Assessment
Results
Report Cards
Progress
Reports
AEIS
M
HQ
T / Continue inclusion: All students will receive instruction in the least restrictive environment in a regular classroom, with assistance targeted toward our at-risk population / AEIS
AYP / Principal
Counselor
Teachers / State
Local
Title I, Part A – $11,862
Title II, Part A - $1,925 / Each six weeks / Report Cards
Progress
Reports
Benchmark
Scores
TAKS/STAAR/EOC
Summary Reports / Assessment
Results
Report Cards
Progress
Reports
CNA / Utilize interactive white board technology / BM
ASR / Principal
Teachers / State
Local
REAP Funds - $3,175 / Ongoing / Report Cards
Benchmark
Scores
TAKS/STAAR/EOC
Summary Reports / Assessment
Results
Report Cards
Progress
Reports
HQ
RR / Highly qualified teachers will be distributed equally to ensure that the needs of all students are met / AEIS / Principal
Superintendent / EduJobs
$40,403
(employee health ins.) / Ongoing / AEIS / AEIS
HQ
RR / Professional staff will continue effective instructional strategies to ensure that all students achieve success / AEIS / Principal
Superintendent / EduJobs
$40,403
(employee health ins.) / AEIS / AEIS
PD / Provide quality staff development opportunities for teachers / Principal
Teachers / State
Local
REAP Funds - $1,600 / Ongoing / Staff Dev. Certificates
Schoolwide Components
CNA / Comprehensive Needs Assessment / PD / Professional Development / T / Transition
RS / Reform Strategies / R/R / Recruitment & Retention / A / Teachers Involved in
Assessments
HQ / Highly Qualified Staff / PI / Parent Involvement / M / Assistance for Mastery
C / Program Coordination and Integration