Alief Independent School District Hastings High School ... · Hastings High School is committed to...

Alief Independent School District

Hastings High School

2017-2018 Campus Improvement Plan

Hastings High SchoolGenerated by Plan4Learning.com 1 of 49 Campus #101903001

December 5, 2017 1:38 pm

Mission StatementIn collaboration with parents and community, Alief Hastings High School will provide an exemplary education for all students in a safe environment.

VisionHastings High School is committed to providing every student with a quality educational program leading to post-secondary or career-readiness

opportunities that will ensure economic and social responsibility.



Table of Contents

Comprehensive Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Needs Assessment Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Demographics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Student Academic Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7School Processes & Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Perceptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Comprehensive Needs Assessment Data Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Goal 2: Alief ISD will improve student preparation for college and career. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Goal 3: Alief ISD will maintain a safe and orderly environment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Goal 4: Alief ISD will recruit, develop, and retain highly qualified and effective personnel. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35Goal 5: Alief ISD will continue to build positive relationships with all stakeholders. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

System Safeguard Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39Title I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41Title I Personnel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 452017-2018 Campus Site-Based Commitee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46Campus Funding Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47Addendums . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49



Comprehensive Needs Assessment

Needs Assessment Overview

At Hastings, we want to educate ourselves with the latest technology and curriculum strategies. We also want to maintain a positive-forward thinking groupof educators.



Demographics

Demographics Summary

Alief Hastings is a part of the Alief Independent School District and it serves grades 9 through 12. Hastings is a multi-cultural campus with numerouslanguages spoken and written. The school's present location opened, while still under construction, for the fall semester of 1972. All high school studentsmoved to that building, with the first graduating class in May 1973.

Demographics

There were 3,948 students enrolled at Alief Hasting in 2015 - 2016. These figures come from the Texas Academic Performance Report from the TexasEducation Agency.

African American: 30.3%

Hispanic: 54.1%

White: 3%

American Indian: 1.2%

Asian: 11.1%

Economically Disadvantaged: 76.2%

Mobility Rate: 27.4%

English Language Learners: 18.7%



Hastings Met Standard with the State Accountability System.

Our at risk students are our low socio-economic students, our ESL population, and our Special Education students.

Demographics Strengths

Students

diversity attendance ratesgraduation rates

Staff

high retention ratequality staff developmentgreat mentor programPLC teams to foster a sense of ownership and belonging

Problem Statements Identifying Demographics Needs

Problem Statement 1: Teachers need support for English as a Second Language Students. (ESL) Root Cause: We have a large ESL population

Problem Statement 2: We have a large number of Special Education Students who need support. Root Cause: Lack of appropriate support to provideinterventions for the needs of these students

Problem Statement 3: Over a quarter of our student population has a high mobility rate. Root Cause: financial instability of our families

Problem Statement 4: We have a large percentage of students who are unable to provide their own supplies. Root Cause: high percentage ofsocioeconomically disadvantaged students



Student Academic Achievement

Student Academic Achievement Summary

Teachers and staff use data in Professional Learning Communities for lesson planning. We use data from the State, DMAC, and ESP to look for trends thatwill help determine the course of action that needs to be taken. Instruction is then focused on where it needs to be. We have periodic District and Campusassessments to help measure growth which will assist teachers in planning. All teachers will continue to grow in their knowledge of the content withcontinued professional development.

The Hastings math department offers before and after school tutorials to struggling students. We focus our efforts on struggling students and specificcurriculum issues. For STAAR remediation we use Algebraic Reasoning for seniors and MMA for underclassmen. We will be using ALEKS with ourtextbooks to help students with their math skills.

The Foreign Language department is working on fluency in native tongue.

The ELA department commits to using best practices to help students become independent learners. They offer multiple remediation classes to help masterskills for the State assessment. They recently learned how to take apart their state tests looking at the data and the test questions.

The Hastings science department will provide before and after school tutorials for all struggling students in an effort to help them be successful. We will useEnvironmental Systems for STAAR Biology EOC remediation and specialized tutorials for any student needing more help.

To ensure the continued success of social studies students at Hastings, we are focusing on providing tutorials to students in need, especially our AP studentsto help them increase their scores on AP exams. The department is focusing on literacy skills to help bridge the gap from English to Social Studies usingenrichment books for ELL students with an emphasis on technology in classrooms to engage students.

In an effort to support our students continued growth the ESL department will assist teachers in SIOP training and the use of strategies with Reading Smartinstruction. We will provide individualized tutorials integrating technology to help with language acquisition and double blocked English and Readingclasses to immerse students in the content.

The Visual Arts department offer both before and after school tutorials for all struggling students to help ensure their success, The staff has a variety ofstrengths in different disciplines of visual arts and work well with a team. This teamwork can help another teacher with a student that might be struggling ina media, concept, or discipline that another teacher might have more experience with.

The Special Education department will address the needs of our students through focused support of STAAR EOC tested subjects and 5 day a week in classsupport of English and Math classes. In class support teachers will attend PLC meetings in the subject area they are assisting in. Read Write Gold software



will be used for literacy support in an effort to encourage students to be familiar with the use of technology and be prepared for online testing.

Hastings met our accountability standard for 2017

Student Academic Achievement Strengths

AVID Certified CampusIncrease in students in dual-credit coursesPrinceton Review tutorialsSocial Studies met standards in all categoriesDMAC for data disaggregationCampus wide literacy initiatives ( 1st and 10, Textperts)College Transition Course brings a focus to College and CareerESL interventionistAccelerated InstructionPeer Tutor ProgramsTeams working well through out the buildingsStrong leaders in departmentsVarious tutorial sessions held all year roundthe use of literacy strategies in classes

Problem Statements Identifying Student Academic Achievement Needs

Problem Statement 1: Our ESL sub-pop is scoring lower than other sub-pops on STAAR EOC exams Root Cause: Barriers with English language.

Problem Statement 2: Our Special Education sub-pop is scoring lower than other sub-pops on STAAR EOC exams Root Cause: The need forindividualized support for these students.

Problem Statement 3: Our English EOC scores are low across all sub-pops on STAAR EOC exams Root Cause: High transient ESL population



School Processes & Programs

School Processes & Programs Summary

At Alief Hastings, we use the District curriculum documents to aid us in our development of lesson plans and assessments. We use DMAC todisaggregate data from common assessments to evaluate our programs. We have chosen specific teachers to teach specific courses to aid our students inpreparation of state exams. We use the guidance from the AP College Board for AP classes. Teachers incorporate technology in their daily lessons.

Teams use PLC time on Wednesdays to look at data to drive lesson planning and answer the 4 key questions for PLC's.

Hastings retention rate has remained high for several years. We strive to help new teachers in the profession so that they are mentored and have support. Through our PLC teams, teachers can receive the help they need with classroom management and curriculum. Alief offers many high quality professionaldevelopment options as well as the opportunity to go to professional development sessions offered around the area. At the district level Alief U for newteachers to the district provides training and mentoring to new hires in an effort to help them be successful in the classroom.

At Hastings, the administration supports the staff in a variety of ways. They listen to teachers when it comes to students' strengths and weaknesses. Theyalso listen to teachers concerns with schedules.

Hastings is moving towards having more technology for use in the classroom. Every subject uses technology on campus in many different ways. Wecurrently have WI-FI for students and teachers to use. We have a BYOD policy. The staff would love to have updated equipment.

School Processes & Programs Strengths

strong teamsstrong leadersgood curriculum documentsgood guidance from the DistrictSchoologyIncreased the number of students who want SAT prepTSI tested once a week on campus



high retention rate of staffquality staff developmentgreat mentor programPLC teams to foster a sense of ownership and belongingschool climate surveystudent surveyparent surveyBYODWI-FI11 computer labsmultiple COWS (computers on wheels)Computer lab in Annex for ESL classes

Problem Statements Identifying School Processes & Programs Needs

Problem Statement 1: Teachers need more planning time to address students' needs. Root Cause: there are many students with many different needs

Problem Statement 2: Students need help with SAT, ACT, AP, FAFSA, and college applications Root Cause: Current Seniors do not have adequateguidance from home for post secondary choices

Problem Statement 3: Teachers do not have enough training to deal with special pops. Root Cause: Teachers need training to address student academicneeds

Problem Statement 4: Teachers do not have enough access to technology and/or training. Root Cause: money

Problem Statement 5: We need a better way to complete course selection and scheduling students Root Cause: no District procedure



Perceptions

Perceptions Summary

Hastings will create a caring culture and a positive place to work by encouraging staff, parents and students to actively participate in school activities. Wewill create a culture of positive interactions between staff and community through daily interactions and PAWS initiatives and the FAME Committee.

Hastings High School works hard at maintaining a positive environment for academic growth.

Perceptions Strengths

We have a family center on campus to aid parents with job skills and language skills.SDC meetingsOpen HouseNCAA/College NightsPep ralliesFinancial Aid assistanceAwards NightHastings 100Parent education programsCHAMPSCapturing Kids HeartsTardy SweepsPAWS committeeStudent CouncilGet Connected ActivitiesAVID mentoring programBear Network News

Problem Statements Identifying Perceptions Needs

Problem Statement 1: We have a low level of parent involvement. Root Cause: work schedules, family commitments, awareness of the parent center.

Problem Statement 2: Staff members would like to be informed of student consequences in a timely fashion. Root Cause: overwhelming number of



referrals



Comprehensive Needs Assessment Data Documentation

The following data were used to verify the comprehensive needs assessment analysis:

Improvement Planning Data

District goalsCampus goalsCurrent and/or prior year(s) campus and/or district improvement plansCampus and/or district planning and decision making committee(s) meeting data

Accountability Data

Texas Academic Performance Report (TAPR) dataPerformance Index Framework Data: Index 1 - Student AchievementPerformance Index Framework Data: Index 2 - Student ProgressPerformance Index Framework Data: Index 3 - Closing Performance GapsPerformance Index Framework Data: Index 4 - Postsecondary ReadinessSystem Safeguards and Texas Accountability Intervention System (TAIS) dataCritical Success Factor(s) data

Student Data: Assessments

State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information)STAAR Released Test QuestionsSAT and/or ACT assessment dataPSAT and/or ASPIRELocal diagnostic reading assessment dataLocal diagnostic math assessment dataLocal benchmark or common assessments data

Student Data: Student Groups

Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groupsNumber of students assigned to each special program, including analysis of academic achievement, race, ethnicity, gender, etc.Economically Disadvantaged / Non-economically disadvantaged performance and participation dataMale / Female performance and participation dataSpecial education population, including performance, discipline, attendance, and mobilityMigrant population, including performance, discipline, attendance, and mobilityELL or LEP data, including academic achievement, support and accommodation needs, race, ethnicity, gender, etc.

Student Data: Behavior and Other Indicators



Annual dropout rate dataAttendance data

Employee Data

Staff surveys and/or other feedbackHighly qualified staff dataProfessional development needs assessment data

Parent/Community Data

Parent surveys and/or other feedbackCommunity surveys and/or other feedback



Goals

Goal 1: Alief ISD will close the achievement gap to ensure that all students reach their academic potential.

Performance Objective 1: 100% of Hastings teachers will embed literacy strategies within classroom instruction.

Evaluation Data Source(s) 1: Improvements in STAAR English summary report

Summative Evaluation 1:

Strategy Description Title I Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeOct Jan Mar June

System Safeguard StrategyCritical Success Factors

CSF 1 CSF 2

1) Writing across curriculum, read and write, "First & Ten"initiative in all classes.(Research: SELA: 2, 3 )

1, 2, 3 Interventionist, ELAspecialist, textperts,teachers

DMAC, progress reports, report cards, CCA, TELPAS,EOC exams


CSF 1

2) AVID/Literacy strategies with use of interactivenotebooks. (Research: AVID: 1, 2, 4, 5, SCI: 7, 8, 18, SS:7)

1, 2, 3, 10 Teachers,Interventionist,Department Chairs

progress reports, report cards, test scores

Funding Sources: Title I - 10000.00


CSF 1

3) Instruction and Vocabulary Development: Throughsupport groups such as peer tutors and use of thinkingmaps and dictionary usage to assist with academicadvancement (Research: ELA: 8, 7, PD: 3, SCI: 7, 19, 3,SS: 7)

1, 2, 3 Teachers, SpecialEducation Chair,Mentors, ESL andARD facilitators

Grades, TELPAS Report, and ESL Document records




CSF 1 CSF 2

4) Literacy strategies (used with articles, textbooks andnovels or appropriate reading material), working withstudents regarding timed writings and planning throughThinking Maps, (Research: SELA: 4, SCI: 8, SS: 6)

1, 2, 3, 10 Interventionist, ELAspecialist, API,textperts, teachers




CSF 1

5) Teachers will plan appropriate activities to facilitatediscourse in the classroom and encourage the use ofacademic vocabulary to build fluency in English language.(Research: SCI: 6, 7, 33)

1, 2, 3 teachers andspecialists

discussions in PLC time using Mathematics Walk ProtocolIndicators


CSF 1 CSF 7

6) Sheltered teachers will continue to receive coaching inthe SIOP model. (Research: SCI: 7, 33)

1, 3, 4 Teachers,Interventionist,Department Chairs

Grades, TELPAS Report, and ESL Document records

= Accomplished = Continue/Modify = Considerable = Some Progress = No Progress = Discontinue




Performance Objective 2: 100% of Hastings teachers will embed student engagement strategies within lessons.

Evaluation Data Source(s) 2: PDAS results





CSF 1

1) Teachers will use AVID strategies, organizationalstrategies and best practices with use of interactivenotebooks in core content classrooms.( Research: AVID: 1,2, 4, SCI: 8, 22, 19, SS: 6, GTAP: 8 )

1, 2, 3, 10 Teachers progress reports; test scores


2) Technology: utilizing learning labs, computers, lap tops,tablet labs and other forms of technology such as clickers,to implement more instructional technology in classroomsand through out students instructional day to provideresources to students in classrooms and throughoutbuilding. (Research: SCI: 23, TEC: 6, 7, 8)

1, 2, 10 Specialist, Teamleaders, teachers




CSF 1 CSF 2 CSF 7

3) PLC Planning and collaboration with a focus on datadriven instruction. (Research: PD: 1, 2, 7, SCI: 16, 30, 31)

1, 2, 3, 4,5, 8, 9

Teachers,Interventionist,Department Chairs,API, Counselors, andDistrict

progress reports; report cards, CCA, DCA, EOC scores

4) AP materials and laptops for technology integrationregarding curriculum, daily lessons, research, and exampreparation. (Research: TEC: 5, 6, 7, 8, GTAP: 10 )

1, 8, 9, 10 Teachers,interventionist,specialists,department chair

CCA, DCA, AP exam scores


5) The libraries will assist teachers in their efforts toprovide engaging lessons to their classes by providingareas in the library that are conducive to various types ofactivities and resources required for various activities.

librarians number of times the library is used




6) Hastings will continue to provide ProfessionalDevelopment on technology for teachers so thattechnology is accessible to staff as well as students.

2, 4 Technologyspecialists

Number of staff in trainings

Critical Success FactorsCSF 1

7) Hastings will provide engaging activities that encouragestudent participation and thinking at higher levels andglobal ideas.

9 teachers, specialists engaging lessons, student participation






Performance Objective 3: 100% of Hastings teachers will increase the rigor of their lessons.

Evaluation Data Source(s) 3: Scores on assessments are better




1) Teachers will continue to develop lessons with increasedrigor and relevance embedded. (Research: SCI: 23, 1,SELA: 6, AVID: 6 )

2, 3 teachers, specialists CCA & DCA

Critical Success FactorsCSF 1 CSF 2

2) Teachers will write lesson plans to increase studentpotential; including student discourse, preparing qualityquestions to check for understanding, and collecting ofevidence of student learning by the end of theperiod.(Research: SCI: 33, 34, 35, SELA: 3, 4, 6, PD: 4, 5)

2, 3 teachers, specialists lesson plans, walk-through





Performance Objective 4: HHS will increase the number of students passing all EOC tests in our 2 lowest performing sub-pops from the previous year'stesting by 5%.

Evaluation Data Source(s) 4: STAAR summary pages





CSF 1 CSF 2

1) Hastings will use data to address students' needs,utilizing state and district data to develop instruction,interventions, reviews and assessments to improveachievements of individual students and overallinstructional program. (Research: SM: 1, 3, SCI: 6, 16 )

1, 2 teachers, specialists,mentors

grades, state and district data, DMAC


CSF 1 CSF 2

2) Hastings will provide Accelerated Instruction to allSpecial Education students in need of extra support to passSTAAR and/or show improvement on state testing to besuccessful on their individualized plans and . (Research:AA: 4, 5, 6)

5 teachers, specialists,Sp-Ed Dept. Chair

lesson plans and walk through


CSF 1

3) Hastings teachers will know who their LEP students are,their instructional levels, years in school and possiblelinguistic accommodations to better help them besuccessful in the classroom. ( Research: SLE: 2, 3, SS: 10,SM: 7 )

teachers, ESL dept.Chair

grades, lesson plans, linguistic accommodations inclassrooms, SLE DCA, TELPAS




CSF 1 CSF 2

4) LEP students will perform on EOC exams at or abovestate level on ELL progress measure as delineated by theirindividual plan established be the state. ( Research: AA: 3,4 )

1 teachers, ESL dept.Chair

grades, SLE DCA, Regular DCA, Interventions, TELPASData, EOC Data, TAKS Data, Cognos, DMAC,


CSF 1 CSF 4

5) Hastings Students have opportunities to attend tutorialsto prepare for EOC retesting or be placed in a remediationclass for a specific test. (including special populations)( Research: AA: 3, 4, 1 SAP: 4 )

10 specialists andcampus testingcoordinator

EOC data



CSF 1 CSF 7

6) Hastings teachers new to teaching sheltered classes willreceive three day SIOP training. ( Research: SLE: 2, 3 )

4 ESL Dept. chair, API lesson planning, curriculum, grades, DCA Data, TELPASand EOC data


CSF 1

7) Hastings will increase the collaboration between maincampus and LINC through our ESL department in order toalign first line instruction to insure the success of our LEPstudents. ( Research: SAP: 4 )

LINC Staff, Hastingsteachers, ESLSpecialists andadministrators

DCA, teacher created assessments, TELPAS and EOC data


CSF 1

8) Hastings teachers will use Snap & Read with SpecialEducation students to assist students in getting ready foronline state testing. ( Research: SCI: 10, AA: 4, ELA: 19 )

2 teachers, specialists,Sped. Facilitators,Tech Specialists

DCA, teacher created assessments, TELPAS and EOC data


CSF 1

9) Hasting High School will utilize the Special EducationDepartment and STAT team to address the behavior needsof students that are hindering their ability to succeed in theclassroom. ( Research: SPED: 3, 4, 5 )

teachers, specialists,administrators,

end of year data on referrals and grades




Performance Objective 5: Hastings High School teachers and staff will provide the best possible environment for each student to learn and succeed to theirmaximum abilities 100% of the time

Evaluation Data Source(s) 5: Discipline reports, report card grades




1) Hastings High School will provide tutors to students inAVID, a teacher in CLC that will provide structure andcurriculum to help students succeed.

10 CLC teachers andAVID teachers

student grades

Funding Sources: Title I - 60000.00, State Comp Ed - 168663.00




Goal 2: Alief ISD will improve student preparation for college and career.

Performance Objective 1: Increase the graduates enrolling in college and post secondary education by 5%.

Evaluation Data Source(s) 1: post secondary report - online





1) SAT prep classes/warm-ups ( Research: AVID: 7,GTAP: 11, 12 )

10 Advanced AcademicsOfficer, counselors,teachers

Student and staff participation



2) SAT scholars training/tutorials ( Research: AVID: 7,GTAP: 11, 12 )

7, 10 Advanced AcademicsOfficer, counselors,teachers

sign in sheets, scores



3) Administer PSAT to 9th - 11th in October and alljuniors take SAT in March( Research: AVID: 7,2, 3, 4, 5, GTAP: 11, 12 )

7 Advanced AcademicsOfficer, counselors,teachers

PSAT Reports SAT reports


4) Provide college enrollment/scholarship/fundinginformation to students. (Research: AVID: 3, 4, 5, 9 )

7 Counselors, SeniorCenter, Librarian

Senior Center/Counselor sign in sheets, college acceptance


5) Career counseling/student meetings with counselors(Research: AVID: 3, 4, 5, 9 )

7 Counselors, SeniorCenter, APs

Senior Center/Counselor logs

6) College Prep course (Research: AVID: 3, 4, 5, 9 ) Counselors, Teachers,Administration

Senior Center/Counselor sign in sheets, college acceptance

7) Organizations that support post-secondary education:AVID, PALS, JROTC, CTE, UIL (Research: AVID: 6, A:6, HPW: 9, SCI: 26 )

Counselors, Sponsors,Teachers,Administration

Organization records



8) Pre AP, AP program, Dual Credit, CTE CoherentSequences, Internships, Coops, Genesys Works, DARS,Apply Texas(Research: GTAP: 5, 8, 10, 12, SCI: 14, IL: 3)

Counselors, Sponsors,Teachers,Administration

Organization records, transcripts

9) Increased CTE Certifications(Research: DL: 5, GTAP:12, TEC: 1, 4, 6, 5, 8)

CTE, Counselors,Sponsors, Teachers,Administration

Certifications earned

10) Campus college days: mini college fairs, 11th and 12thgrade college night, and district college fair(Research:GTAP: 10, 11, 12)

6, 7 Counselors,Administration,Interventionist,Specialists

Logs, sign in sheets

11) College Day on Wednesdays for all staff to supportand provide awareness (Research: AVID: 4, PASS: 12,SAP: 4)

Counselors, Teachers,Administration

Student and staff participation

12) Hastings will provide opportunities for students togrow in leadership capacities through club participation,teen leadership class and student council activities.

sponsors student participation





Goal 2: Alief ISD will improve student preparation for college and career.

Performance Objective 2: The percentage of students who score a 3 or above on an Advanced Placement test will increase by 5%.

Evaluation Data Source(s) 2: AP score reports




1) Increasing AP Course participation and studentaccountability (Research: GTAP: 4, AVID: 1, SCI: 1)

Sponsors,administration

Test records

2) Professional development for teachers in College Boardcurriculum, thinking maps, and gifted and talented(Research: AVID: 2, 3, 4, SCI: 22, 30)

10 Counselors, teachers,administration,advanced academicscoordinator

Training logs, sign in sheets


3) Focus Walks in all advanced academic classrooms toensure rigor in curriculum. (Research: AVID: 1, 2, 4, AA:3)

API, specialists,advanced academicscoordinator

DMAC, progress reports, grades, observations




Goal 3: Alief ISD will maintain a safe and orderly environment.

Performance Objective 1: Maximize the use of instructional time by increasing classroom attendance to 90%.

Evaluation Data Source(s) 1: attendance reports from state and district




1) All staff will be involved in tardy stations North andSouth Cafeterias. (Research: A: 5, 6, AA: 2)

Administration,Teachers

ESP, Tardy Database

2) For students 10 minutes or more late they receive a T10,students to report to their AP for T10 (Research: A: 5, 6)


ESP, Tardy Database

3) PAWS committee will review safe and civilenvironment through surveys, data collection, staff input,and guidelines for success.(Research: PASS: 9, 10, 11, 12,13, 14)


ESP, Tardy Database

4) Students will be held accountable for time managementand consequences for being tardy to class will be dealt withby AP.(Research: A: 5, 6)


ESP, Tardy Database, Discipline Reports





Performance Objective 2: Increase students' and staff beliefs that the Hastings learning environment is focused, safe, and orderly to 85%.

Evaluation Data Source(s) 2: surveys




1) Analysis of survey data to identify areas of concern forstudents, teachers and parents (Research: PASS: 9, 10, 13)

PAWS;administration team

Repeat survey

2) Crisis prevention training, Texas Behavior SupportInitiative, raptor system, emergency operation procedureswill be 100% operative this school year. (Research: PASS:4, 12)


Raptor, sign in sheets

3) Crisis prevention training, Use of a gang interventionistto counsel with and mentor at risk students.(Research:PASS: 4)

10 Administration,Teachers

Discipline data, alternative campus placement, Counselorsoffice data


4) CHAMPS strategies posted in classrooms.(Research:PASS: 4)

Interventionist;department chairs

Discipline referrals

5) Safe and Civil Schools committee information programsand awareness activities, including school-widepresentations related to safety, positive relationships, andbehavior.(Research: H:2, PASS: 9, 10, 12, 13)

Counselors;interventionist

Discipline referrals; counselors office data

6) Student programs to support awareness for Red RibbonWeek, Pink Out (breast cancer), Red Out(anti-drug), CISproviding domestic violence information, No Place forHate (Anti-Bullying), ASA High School Tour (Research:PASS: 1, 7, 8)

Administration,TeachersCounselors

Attendance data

7) Hastings will use SAC and CLC in order to maintain afocused and orderly academic environment (Research:PASS: 16, 17)

CLC teachers andSAC monitor

discipline data

Funding Sources: State Comp Ed - 200000.00





Performance Objective 3: 100% of students will receive computer usage guidelines

Evaluation Data Source(s) 3: paper work is turned in to assistant principals and tech specialists.




1) Students will receive AUP, RUP, Schoology training(Research: TEC: 8)

Hastings staff AUP documents, logs





Performance Objective 4: By the end of the school year, discipline offenses in Bullying (BULY), Harassment (HARA), Fighting (FTNG), and PhysicalAggression Towards Students (PATS) will decrease by 10%.

Evaluation Data Source(s) 4: Cognos reports




1) Bully Prevention Staff Training, Up-standers Club,Adherence to district Bullying Policy (Research: PASS: 7,8, 13)

AP's, Counselors reports

2) PPC will train staff on Bullying and Cyber bullyingPrevention

Counselors





Performance Objective 5: By the end of the school year, the number of discipline offenses in Tobacco, Alcohol, and Drugs will decrease by 10%.





1) Red Ribbon Week events, Tardy Sweep Searches.(Research: PASS: 1)

10 counselor data






Performance Objective 6: By the end of the school year, discipline offenses in Disrespect (DPCL, DPOC, DTCL) will decrease by 10%.





1) SAP mentoring of targeted students, CHAMPS,SLANT, Club Mentorships (Research: PASS: 12, 11, 13,3)

counselors reports





Performance Objective 7: Hastings High School will provide a Principal of Accountability to monitor student attendance and school accountability.

Evaluation Data Source(s) 7: position is filled - court filings are made, home visits are made.




1) HHS will monitor attendance with phone calls, homevisits and written correspondence with guardians ofstudents at risk of being out of compliance with attendanceand conferences with students.

Principal ofaccountability

attendance rate and graduation rate

Funding Sources: State Comp Ed - 200686.00





Performance Objective 8: Hastings High School will provide support for homeless students

Evaluation Data Source(s) 8:




1) HHS will monitor homeless students and provide themwith appropriate remediation for STAAR exams andclasswork.

1, 9, 10 CIS, counselors, APs logs

2) Campus will provide transportation for homelessstudents

Principal, CIS logs

3) Campus will provide counseling for homeless students CIS, counselors logs




Goal 4: Alief ISD will recruit, develop, and retain highly qualified and effective personnel.

Performance Objective 1: Campus will retain 95% of staff, except for retirements and promotions.

Evaluation Data Source(s) 1: highly qualified report




1) Hastings leadership promotes high staff morale byproviding consistent accolades and celebrations forteachers who go above and beyond inside and out of theclassroom. (Research: PD: 1, 7, SM: 1)

Hastings LeadershipTeam

Professional development reports (of annual 14 hours),Teacher Self Report, PDAS

2) Hastings will promote a sense of belonging with schoolwide announcements and recognition daily through theBear Necessities on email. (Research: PD: 1, 7, SM: 1)

Faculty Club Feedback from professional development; campus climatesurvey

3) Team leaders, mentors, counselors, department chairswill work with new teachers - problem solving and mentorsupport when needed (Research: PD: 1, 7, SM: 1)

Department Chairs,Administration

Feedback from professional development; campus climatesurvey

4) Staff member recognition, staff member of the month(Research: PD: 1, 7, SM: 1)

ILT team Feedback from professional development; campus climatesurvey

5) District professional development through PAWS,CHAMPS, and Textperts, literacy (Research: PD: 1, 7,SM: 1)

Administration,PAWS, departmentchairs


6) Professional development related to content, instruction,and assessment (Textperts, Thinking Maps, and EOC)(Research: PD: 1, 7, SM: 1)

10 Hastings LeadershipTeam, Textperts,Administration

Feedback from professional development


7) Hastings HS will develop all of their staff and retain90% of the staff through various participation in districtstaff developments and celebrations of current staffachievements every year (Research: PD: 1, 7, SM: 1)


Staff Development records will be examined to determinedthe number of participants.

8) Exercise room available to staff for health awareness(Research: PD: 1, 7, SM: 1)

Administration,Health/PE teachers






Performance Objective 2: Campus will encourage a safe, positive working environment for faculty and staff 100% of the time.

Evaluation Data Source(s) 2: survey results




1) School climate survey (Research: PD: 1, 7, SM: 1) administration Survey data

2) Teacher sign in/sign out on Raptor(Research: PD: 1, 7, SM: 1)

administration Attendance data





Performance Objective 3: Hastings High School will recruit a 100 % Highly Qualified Staff.

Evaluation Data Source(s) 3: principal relays information from job fairs, interview candidates with correct qualifications.




1) District Compensation Packages for new teachers, andparticipation in a campus teacher mentoring program(Research: PD: 1, 7, SM: 1)

District Level Teacher Retention Report

2) Campus representatives will attend and recruit fromreputable job fairs (Research: PD: 1, 7, SM: 1)


Attendance at Job Fair




Goal 5: Alief ISD will continue to build positive relationships with all stakeholders.

Performance Objective 1: Hastings High School will communicate relevant information to 100% of stakeholders

Evaluation Data Source(s) 1: email records, phone logs




1) Hastings High School will host parent informationmeetings during the fall and spring semesters: NCAA, 10thgrade night, 11th & 12th grade college night, FAME istaking parents for college visits and hosting breakfast withthe principle. (Research: FAME: 1-15)

6, 10 Counselors,administrators,teachers

Attendance records


2) Hastings High School will advertise and participate inthe AISD college and career night (Research: FAME: 1-15)

6 Counselors, TexasA&M

Attendance records

3) Hastings High School will provide a college and careeradvisor for 11th and 12th grade students. This advisor willmeet with students regarding post secondary education(Research: FAME: 1-15)

6 Counselor, TexasA&M

Attendance records

4) Hastings High School will host a transition day in Mayfor HNGC students and Bears Back to School in Augustfor all students (Research: FAME: 1-15)

6 Counselors, AssistantPrincipals

Attendance records

5) Community in Schools social workers will facilitate andbuild positive relationships with all stakeholders throughCYS- Community Youth Services. The FamilyEngagement Center will do the same. (Research: FAME:1-15)

6, 10 C.I.S.FAME

Logs


6) The campus will increase communication through theHastings Bear Broadcast Blog, website, parent mail outs,and informational phone calls, twitter andremind.(Research: FAME: 1-15)

6 Counselors,Administration,Interventionist.Teachers

Blogs, mail records, call logs




System Safeguard Strategies

Goal Objective Strategy Description1 1 1 Writing across curriculum, read and write, "First & Ten" initiative in all classes. (Research: SELA: 2, 3 )1 1 2 AVID/Literacy strategies with use of interactive notebooks. (Research: AVID: 1, 2, 4, 5, SCI: 7, 8, 18, SS: 7)

1 1 3 Instruction and Vocabulary Development: Through support groups such as peer tutors and use of thinking maps and dictionaryusage to assist with academic advancement (Research: ELA: 8, 7, PD: 3, SCI: 7, 19, 3, SS: 7)

1 1 4 Literacy strategies (used with articles, textbooks and novels or appropriate reading material), working with students regardingtimed writings and planning through Thinking Maps, (Research: SELA: 4, SCI: 8, SS: 6)

1 1 5 Teachers will plan appropriate activities to facilitate discourse in the classroom and encourage the use of academic vocabularyto build fluency in English language.( Research: SCI: 6, 7, 33)

1 1 6 Sheltered teachers will continue to receive coaching in the SIOP model. (Research: SCI: 7, 33)

1 2 1 Teachers will use AVID strategies, organizational strategies and best practices with use of interactive notebooks in core contentclassrooms.( Research: AVID: 1, 2, 4, SCI: 8, 22, 19, SS: 6, GTAP: 8 )

1 2 3 PLC Planning and collaboration with a focus on data driven instruction. (Research: PD: 1, 2, 7, SCI: 16, 30, 31)

1 4 1Hastings will use data to address students' needs, utilizing state and district data to develop instruction, interventions, reviewsand assessments to improve achievements of individual students and overall instructional program. (Research: SM: 1, 3, SCI: 6,16 )

1 4 2 Hastings will provide Accelerated Instruction to all Special Education students in need of extra support to pass STAAR and/orshow improvement on state testing to be successful on their individualized plans and . (Research: AA: 4, 5, 6)

1 4 3 Hastings teachers will know who their LEP students are, their instructional levels, years in school and possible linguisticaccommodations to better help them be successful in the classroom. ( Research: SLE: 2, 3, SS: 10, SM: 7 )

1 4 4 LEP students will perform on EOC exams at or above state level on ELL progress measure as delineated by their individualplan established be the state. ( Research: AA: 3, 4 )

1 4 5 Hastings Students have opportunities to attend tutorials to prepare for EOC retesting or be placed in a remediation class for aspecific test. (including special populations) ( Research: AA: 3, 4, 1 SAP: 4 )

1 4 6 Hastings teachers new to teaching sheltered classes will receive three day SIOP training. ( Research: SLE: 2, 3 )

1 4 7 Hastings will increase the collaboration between main campus and LINC through our ESL department in order to align first lineinstruction to insure the success of our LEP students. ( Research: SAP: 4 )

1 4 8 Hastings teachers will use Snap & Read with Special Education students to assist students in getting ready for online statetesting. ( Research: SCI: 10, AA: 4, ELA: 19 )



Goal Objective Strategy Description

1 4 9 Hasting High School will utilize the Special Education Department and STAT team to address the behavior needs of studentsthat are hindering their ability to succeed in the classroom. ( Research: SPED: 3, 4, 5 )



Title I

1: Comprehensive Needs Assessment

Alief ISD reviews all data for all students and student groups. The results and conclusions of this review are reflected in the summative evaluation for thepast year and the Comprehensive Needs Assessment for the next school year. The components of the Comprehensive Needs Assessment include theestablishment of the Shared Decision-Making Committee, clarification of the campus vision, identification of data sources and analysis of the data, and theidentification of related SMART goals.

Use STATE EOC data to disaggregate data by subject/grade/sub popsCompare scores of students on tests and track their growth through DMACLook at surveys of various types such as safety survey and school climate surveysLook at discipline data through CognosMeet as Instructional Teams to determine needs for each departmentMeet as SDC

2: Schoolwide Reform Strategies

Alief ISD continually uses available data systems (eSchool, DMAC, PEIMS Data Plus, INOVA) to identify and monitor the following: student growth, thecontinued use of staff development, the use of best practices, and professional learning communities where instructional plans that are part of our school-wide reform strategies are monitored and developed.

Teams meet to evaluate common assessments through the use of data. Teachers meet during PLC and also during professional development to grow.Writing across the curriculumIncrease discourse, student engagement and rigorUsing Read-Write-Gold to prepare for state assessmentsMaximize instructional time by tardy tables

3: Instruction by highly qualified professional teachers

Alief ISD strives to ensure teachers are certified for the positions they hold. They have varying levels of experience, and support is given to less experiencedHastings High SchoolGenerated by Plan4Learning.com 41 of 49 Campus #101903001


teachers by their colleagues. Families are notified if a teacher is not certified and the teacher must then be working toward certification or efforts continueto hire someone who is certified. As much as possible, our most highly qualified teachers instruct our most low-achieving students.

Mentor new teachersThinking Maps trainingDMAC trainingSIOP trainingTechnology training: ENO board, Mobi, learning labsMonthly Focus for the staff: quality questions, objectives, bell to bell instruction, etc.Focus Walks with feed back to teachers

4: High-quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, student servicespersonnel, parents, and other staff

Alief ISD’s specialists and lead teachers, who receive training during the summer and during the school year, provide on-site training and monitoring toassist in professional development. The Shared Decision-Making Committee identifies areas in which staff development is needed. Staff members participatein staff development offered by the district and other providers. Staff development may also be done on site by in-house instructional leaders and also bydistrict instructional support staff. Professional development is integrated and coordinated with other educational services and programs.

Team meetingsCoaching by specialistsPAWS, CHAMPS, Textperts (literacy committee)SIOP trainingCollege Board trainings

Safe and Civil School Committee

5: Strategies to attract highly qualified teachers

Alief ISD continually strives to recruit and retain highly qualified teachers. Our Human Resources Department works closely and networks with campusesto help in this effort; our own teachers also serve as recruiters. Therefore, our classroom teachers are highly qualified for the positions they hold, orstrategies are implemented to ensure they become highly qualified as quickly as possible.



MentorsPLC supportSpecialists to assistPromote a sense of community by birthday celebrations, daily Bear Facts, staff member of the month

6: Strategies to increase parental involvement

Alief ISD has established a Families Actively and Meaningfully Engaged (FAME) office to recognize and engage families as partners in their children’seducation. Each campus houses a FAME Committee, a family center, and a family liaison. A written family engagement policy has been jointly developedwith, agreed upon with, and distributed to families. The policy is annually evaluated and revised for any changes to design strategies for more effectivefamily engagement. A school-family compact has been jointly developed with families and outlines how families, campus staff, and students shareresponsibility for improved student academic accountability, and the means by which the school and families will build and develop a partnership to helpchildren achieve state standards. The compact is annually evaluated and revised for any changes. We will continue to implement strategies to increasefamily engagement. As much as possible, information is provided to families in a language they understand.

Parent compact distributed to students and posted on the websiteEmails sent to parents with current activitiesSDC dates posted on websitePhone call outs

7: Plans for assisting preschool children in the transition from early childhood programs to elementary school programs

Alief ISD works with campuses to create pre-k transition teams responsible for coordinating district-wide transition activities. The district also works withsurrounding early childhood programs, such as Head Start and day cares, to ensure successful transitions from early childhood programs into Alief ISD.Within the district, campus staff also hosts activities to ease the transition from one grade level to another.

Financial Aid NightsCollege NightParent meetings by grade levelStudent meetings by grade levelBear CampsSenior Center provides information to students and parents

8: Measures to include teachers in the decisions regarding the use of academic assessments in order to improve the achievement of individual



students and the overall instructional program

Alief ISD provides ongoing, on-site staff development to analyze assessment data, whether national, state, or teacher produced, to use in makinginstructional decisions. Grade level meetings, departmental meetings, professional learning communities, and the SDC provide forums to discuss assessmentissues.

Team meetings where teachers look at data from DMAC

Teams plan tests: when will they be, how are they made, what type will they be

9: Activities to ensure effective timely assistance for students who experience difficulty mastering the proficient or advanced levels of academicachievement standards

Alief ISD uses formative and summative assessments to monitor individual student progress at the campus and district levels to ensure that interventions andassistance will be timely and effective.

Data is used to determine which students need what type of help.TutorialsInterventionistsRemediation classesUsing discourse , rigor, and student engagement

10: Coordination and integration of federal, state and local services and programsAlief ISD coordinates federal, state, and local programs and professional development activities to best address student needs. This coordination ofprograms is reflected in the campus goals and activities as well as the resources cited in the Campus Action Plans.

The SDC and principal estimate the costs that each goal may require .The SDC approves.



Title I Personnel

Name Position Program FTE

Angelica Kotun Avid TutorArthur Robinson CLC teacherCarlos Tenorio Avid TutorDonna McRoberts HS Principal of AccountabilityHira Jawaid Avid TutorJennyffer Wong Tobar Avid TutorSami Maya Avid TutorSharon Gaines SAC Monitor



2017-2018 Campus Site-Based Commitee

Committee Role Name PositionCo-Facilitator Caroline FerronCo-Facilitator Andrea MalinAdministrator Lynette Miller Coordinating PrincipalAdministrator Bryan Brown APIAdministrator Tiffany Shelton APIClassroom Teacher Brandon Allen Social StudiesClassroom Teacher Julia Bradley ScienceClassroom Teacher Darrell Collins Physical EducationClassroom Teacher Alex Garza Foreign LanguageClassroom Teacher Rhonda Good BusinessClassroom Teacher Letra Johnican Performing ArtsClassroom Teacher Benjamin McCuiston-Zirkle EnglishClassroom Teacher Raul Pabon MathematicsClassroom Teacher Angela Taylor Special EducationClassroom Teacher Coleman Wands Social StudiesClassroom Teacher Pat Woodruff Fine ArtsBusiness Representative Lisa SchwartzCommunity Representative Kim WallaceDistrict-level Professional Julie PerrinNon-classroom Professional Leticia Diaz CounselorParaprofessional Marissa Rodriguez FAMEParent Rosario AlvarezParent Renee FaulhaberParent Laura BlazeParent Carolyn Baldwin



Campus Funding Summary

Title IGoal Objective Strategy Resources Needed Account Code Amount

1 1 2 $10,000.001 1 4 $10,000.001 2 1 $11,000.001 2 2 $340,000.001 2 4 $25,000.001 2 5 $10,000.001 2 7 $500.001 4 5 $40,000.001 5 1 $60,000.002 1 1 $10,000.002 1 2 $10,000.002 1 12 $2,000.002 2 2 $3,000.003 2 3 $5,000.003 5 1 $200.004 1 6 $5,000.005 1 1 $1,000.005 1 5 $6,400.00

Sub-Total $549,100.00State Comp Ed

Goal Objective Strategy Resources Needed Account Code Amount1 5 1 $168,663.003 2 7 $200,000.003 7 1 $200,686.00



Sub-Total $569,349.00Grand Total $1,118,449.00



Addendums



Title I 600,748$

Title I - AVID 9,000$

State Compensatory Education 400,686$

State Programs

Hastings High School

2017-18

Federal, State and Local Funding Sources

Federal funding sources that will be integrated and coordinated withFederal funding sources that will be integrated and coordinated with State

and Local funds to meet the needs of all students.

Program / Funding Source

Federal Programs

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