District Strategic Improvement Plan
Humble, TX 77338
Dr. Guy Sconzo, Superintendent
101-913
Humble Independent School District20200 Eastway Village Drive
Humble Independent School District, Humble, Texas
2015-2016
Created: 06/17/2015
Revised: 12/08/2015
Humble Independent School District (Humble ISD) Printed: 2/19/2016, 3:58 pm
Our purpose, in partnership with families and community, is to develop each child intellectually, artistically, emotionally, physically, and socially so that all students
are life-long learners, complex thinkers, responsible global citizens and effective communicators.
MISSION
We envision schools where students and staff are enthusiastically engaged in learning within local and virtual environments. We see schools that encourage
collaboration and cultivate a sense of belonging. We see learning standards that are rigorous and relevant. We see learning standards that inspire creativity and
problem solving. Ultimately, we see schools that prepare students for many paths and that empower them with skills to successfully live in a rapidly changing
world.
VISION
NEEDS SUMMARY
The Comprehensive Needs Assessment (CNA) was conducted as part of the planning and decision-making process. Data were analyzed to address areas
including: demographics, student achievement, school culture and climate; staff quality, recruitment and retention; curriculum, instruction and assessment; family
and community involvement; school organization and technology. The following summary addresses the key findings and needs to be addressed.
Goal 1:
s Graduation/College/Career Readiness: Curriculum, Instruction, and Assessment aligned across grade levels and schools; that is engaging, rigorous, and
relevant; that uses balanced and varied assessments to inform instruction.
Goal 2:
s School Climate: Improve relationships between students, teachers, leaders, parents, and all district employees, and achieve service excellence in every school
and department.
Goal 3:
s School Climate: Create great places for students to learn, teachers to teach, employees to work, and parents to send their children for a quality education.
Goal 4:
s Efficiency & Effectiveness: Maximize student performance by aligning expenditures with priority goals and initiatives
Page 2District Strategic Improvement Plan (101-913)
Humble Independent School District (Humble ISD) Printed: 2/19/2016, 3:58 pm
SCORECARD
Student Achievement Service People Finance
Prepare students to be
college and career ready
Provide quality service to
internal and external
Provide a quality work
environment so every
employee can perform at the
highest levels
Create efficiencies at all
levels of the organization
Measurable Objectives
Increase the percentage of
students achieving college and
career readiness
Increase the percentage of
students making adequate or
above adequate progress as
measured by iStation
from 67% to 68%
Decrease achievement gap for all
economically disadvantaged
students as measured by state
assessments using the current
passing standard
from 60% to 61%
Increase mean for parent
satisfaction survey
from 4.11 to 4.16
Maintain participation in the
parent survey (return rate)
10,000 participants
Increase the mean on the
Employee Engagement Survey
from 3.93 to 4.00
Increase the retention rate for all
employees
from 91.9% to 92.4%
*
* *
*
*
*
*
* Increase the district mean on the
District Services Support Survey
From 4.23 to 4.27
Maintain a yearly unassigned
general fund balance between
17% (60 days) and 25% (90 days)
of total operating expenditures.
Maintain well defined debt
management practices for issuing
and managing outstanding debt to
sustain a strong debt
Establish a formula fund balance
assignment related to Capital
Outlay (Replacement Cycle)
*
*
*
Potential College Credits Earned
from 12603 to 13141
CTE Certifications
from 253 to 260
Page 3District Strategic Improvement Plan (101-913)
Humble Independent School District (Humble ISD) Printed: 2/19/2016, 3:58 pm
SCORECARD
Student Achievement Service People Finance
Progress Monitoring
Academic check points
Data focused on variables that
measure on track
graduation/college and career
readiness (enrollment, course
completion, AP and IB score
reports)
iStation reading data (BOY, MOY,
EOY) K-8
Individual school assessments
using specific items from survey)
based on highest need.
Administration of the Employee
Engagement Survey
semi-annually
Quarterly reports of employees
leaving by district count,
department, school
Provide a quality work
environment so every
employee can perform at the
highest levels
Provide quality service to
internal and external
Prepare students to be
college and career ready
Create efficiencies at all
levels of the organization
Strategic Actions
Results roll out process
completed by all departments and
school leaders
30-90 day conversations with new
employees
Round on employees at least
once a year
Conduct exit sessions with all
employees leaving the district
Results roll out process used for
parent survey with additional
communication as determined by
campuses
Standardized curriculum with PD
to support implementation
Classroom instructional rounds
for coaching and support and to
identify best practices
Effective and required use of RTI
Training for the use of data
focused on variables that
measure on track
graduation/college and career
readiness
*
*
*
*
*
*
*
*
*
*
*
* District services survey completed
three times
Review of department and
campus budgets quarterly
*
*
2014-15 Audit/ CAFR- November
board meeting
Results roll out process followed
by all department leaders for
District Services
*
2016-17 Budget Development
Process communicated to
stakeholders
*
*
Work with cabinet to develop
budget priorities aligned to annual
goals
Analysis & Evaluation of Debt
Capacity* District leaders round with
campus leaders about what is
working well and what could be
improved
*
*
*
*
*
Page 4District Strategic Improvement Plan (101-913)
Humble Independent School District (Humble ISD) Printed: 2/19/2016, 3:58 pm
Objective (SMART Goal):
* Decrease achievement gap for all economically disadvantaged students as measured by state assessments using the current passing standard
from 60% to 61%
* Increase the percentage of students achieving college and career readiness Potential College Credits Earned from 12603 to 13141
CTE Certifications from 253 to 260
* Increase the percentage of students making adequate or above adequate progress as measured by iStation from 67% to 68%
Goal 1: Prepare students to be college and career ready
# Strategies and Action StepsPerson(s)
ResponsibleEvidence of Implementation
Evidence of Impact
(Formative/Summative)
1 ASOS
ASCI
Dir. of ESS
(F) Increase Quad D lessons;
differentiate professional
development
(S) Student mastery through
multiple measures [standardized
test data (STAAR, SAT, ACT);
increase graduation rate and the
number of students pursuing
college/career]
-Minutes from collaborative team
meetings (horizontals)
- Collaborative Instructional Rounds
(CIR) data from classroom visitation tool
Ensure the application of the Rigor, Relevance,
and Learner Engagement rubric at each campus
and departments that support instruction.
Resources: LocalTimeline (Interval): Jul 2015 - Jun 2016 (Daily)
2 ASOS
ASCI
RtI/Dyslexia
Coord.
(F) Progress monitoring data for
Tier 2 and Tier 3 students
(S) Student growth between
Beginning and End of Year
Performance through multiple
measures (e.g., Istation, DRA,
Fluency, Comprehension)
- Professional Development records
- RtI meeting minutes
Ensure a system of reading interventions at all
elementary and middle schools
Resources: LocalTimeline (Interval): Aug 2015 - May 2016 (9 weeks)
Page 5District Strategic Improvement Plan (101-913)
Humble Independent School District (Humble ISD) Printed: 2/19/2016, 3:58 pm
Goal 1: Prepare students to be college and career ready
# Strategies and Action StepsPerson(s)
ResponsibleEvidence of Implementation
Evidence of Impact
(Formative/Summative)
3 ASOS
ASCI
Dir. Student
Support
Services
(F) Reduced discipline incidents,
improved grades, increased
attendance rates
(S) Year-over-year comparison
demonstrates reduced discipline
incidents, improved grades,
increased attendance rates, and
improved retention rates.
- Campus PBIS/Schoolwide Evaluation
Tool (SET)
- Making Connections Professional
Development sign-in sheets
- Skill Building Lesson Plans
Provide a system of behavioral interventions at all
schools
Resources: LocalTimeline (Interval): Aug 2015 - May 2016 (9 weeks)
4 ASCI
ASOS
Pre-K Coord.
(F) Istation data, Frog Street data
(S) Improved student performance;
full-day/half-day Pre-K program
comparison/evaluation
-Class rostersPilot full-day Pre-K at selected low
socio-economic campuses.
Resources: LocalTimeline (Interval): Aug 2015 - Jun 2016 (Daily)
5 ASCI
ASOS
Director C & I
Curriculum
Coord.
Director of PD
(F) Teacher observations/lessons
reflect increased integration of
technology into instruction
(S) Increase in CIR rigor, relevance,
and learner engagement data in
summary reports
-Technology infused within curriculum
documents and aligned to K-8
Technology Application TEKS
Infuse appropriate technology within the
instructional program.
Resources: LocalTimeline (Interval): Aug 2015 - May 2016 (Daily)
6 ASCI
Director of C& I
Curriculum
Coord.
Director of PD
(F) Increase in CIR rigor, relevance,
and learner engagement data in
summary reports
(S) Improved student performance
and teacher understanding
* Course entry in Eduphoria
* PD sign-in sheets and evaluations for
focused 9 week sessions
Build teacher awareness of and build capacity for
performance indicators and technology
integration.
Resources: LocalTimeline (Interval): Jun 2015 - May 2016 (Ongoing)
Page 6District Strategic Improvement Plan (101-913)
Humble Independent School District (Humble ISD) Printed: 2/19/2016, 3:58 pm
Goal 1: Prepare students to be college and career ready
# Strategies and Action StepsPerson(s)
ResponsibleEvidence of Implementation
Evidence of Impact
(Formative/Summative)
7 ASCI
ASOS
Director of CTE
(F) Course enrollment
(S) Improved student performance
of students enrolled in CTE courses
* CTE courses offeredIntegration of vocational and technical education
programs
Resources: LocalTimeline (Interval): Aug 2015 - May 2016 (Daily)
8 ASDQ
Dir State and
Federal
Programs
Coordinator of
Title Programs
DCSI-Cathy
Airola
(F) Funds spent on allowable
expenses; funds spent in a timely
manner
(S) No citations on ICR report,
Compliance Reports, or Audit
Reports
-Coord. of Title I programs (.8 FTE)
-Parent Involvement Training and
Communication
-Migrant Student Support
Provide Title I, private non-profit, and Focus
School guidance and oversight
- Title I PNP allocation
Resources: Title I, Part A $94,806Timeline (Interval): Jul 2015 - Sep 2016 (Ongoing)
9 Matt Smith (F) Increase number of homeless
students attending classes
(S) increase student academic
performance
Transportation for homeless students
point of origin
Address individual needs of homeless students
Resources: Title I, Part A $20,000Timeline (Interval): Aug 2015 - Jun 2016 (Daily)
10 ASOS (Title I
schools)
ASCI
Coord. Title
Programs
(F) Evaluations of training sessions
and instructional coaches
(S) Improved teacher performance
and student understanding
- Title I Science specialist 1 FTE
- Title I Math specialist 1 FTE
- Title I ELAR Instr Interv Facilitator .5
FTE
Provide supplemental professional development
to teachers and administrators at Title I
campuses focused on students of economically
diverse backgrounds, instructional effectiveness,
and developing leadership capacity.
- ICLE executive coaching for Title I campus
instructional teams
- Lead4ward STAAR Review (secondary Math)
- Greg Tang math training
- Pentecost writing training
- Leadership Academy
Resources: Title I, Part A $491,995Timeline (Interval): Aug 2015 - Jun 2016 (Daily)
Page 7District Strategic Improvement Plan (101-913)
Humble Independent School District (Humble ISD) Printed: 2/19/2016, 3:58 pm
Goal 1: Prepare students to be college and career ready
# Strategies and Action StepsPerson(s)
ResponsibleEvidence of Implementation
Evidence of Impact
(Formative/Summative)
11 ASDQ
Dir State and
Federal
Programs
Coordinator of
Title Programs
(F) Evaluations of training sessions
(S) Improved teacher performance
and student understanding
Title II
- .1 FTE, Coord. of Title Programs
- .5 FTE, Coord. of Affective Education
- 2.0 FTEs, Math Specialists
- .5 FTE, Reading Specialist
Provide high quality and ongoing professional
development for teachers, principals and
paraprofessionals (as determined by the SBDM
committee).
- Provide Title II oversight and guidance, promote
professional growth opportunities, monitor
compliance with highly qualified teachers and
paraprofessional standards, monitor private
non-profit programs
- Title II PNP Allocations
Resources: Local ; Title II $258,775Timeline (Interval): Jul 2015 - Jun 2016 (Ongoing)
12 ASCI
ASOS
(F) Improved performance on
check-point assessments. DBAs,
and Mock STAAR Benchmarks
(S) Improved STAAR/EOC data
Team planningProvide targeted instruction and interventions to
address Federal System Safeguards (by subject
and subgroup).
Resources: LocalTimeline (Interval): Nov 2015 - May 2016 (Daily)
Page 8District Strategic Improvement Plan (101-913)
Humble Independent School District (Humble ISD) Printed: 2/19/2016, 3:58 pm
Goal 1 (Special Populations): Provide meaningful support for students of special populations to ensure they meet and exceed the
state student academic achievement standards.
# Strategies and Action StepsPerson(s)
ResponsibleEvidence of Implementation
Evidence of Impact
(Formative/Summative)
1 ASDQ
Director of
State and
Federal
Program
(F) Improved at-risk performance on
check-point assessments
(S) Gap between at-risk and
non-at-risk student performance and
drop-outs reduced
-Staff development to address the
needs of at-risk students (Sheltered
Instruction)
- PRS services to address the needs of
pregnant/parenting teens
- SCE program evaluation
- 2.5 CEHI instructors
- DAEP/PACE staff
Provide supplemental instruction/support and
timely interventions for students who are at-risk
of dropping out of school.
Resources: Local ; SCE $652,641Timeline (Interval): Aug 2015 - May 2016 (Daily)
2 ASOS
ASCI
RtI/Dyslexia
Coord.
(F) Progress Monitoring mastery
checks; improved Istation trends
(S) Student growth between
Beginning and End of Year
Performance through multiple
measures (e.g., Istation, DRA,
Barton, Fluency, Comprehension,
spelling)
- Conduct needs assessment
- Dyslexia program evaluation
- Teacher and Advisory Committee
surveys
Implement a new district-wide instructional
framework for dyslexia instruction and timely
interventions for dyslexic students.
Resources: LocalTimeline (Interval): Aug 2015 - May 2016 (Daily)
3 ASOS
ASCI
GT Coord.
PD Director
(F) Improved performance of G/T
identified students on district
assessments
(S) Improved performance of G/T
identified students on state
assessments
- Implementation of G/T 3 yr plan
- PD records
- Meeting minutes
- Student work samples
Provide challenging learning experiences using
differentiated instruction and incorporating
pacing, depth and complexity to enable gifted
and talented students to demonstrate
self-directed learning, thinking, research, and
communication.
Resources: LocalTimeline (Interval): Aug 2015 - May 2016 (Daily)
Page 9District Strategic Improvement Plan (101-913)
Humble Independent School District (Humble ISD) Printed: 2/19/2016, 3:58 pm
Goal 1 (Special Populations): Provide meaningful support for students of special populations to ensure they meet and exceed the
state student academic achievement standards.
# Strategies and Action StepsPerson(s)
ResponsibleEvidence of Implementation
Evidence of Impact
(Formative/Summative)
4 ASOS
ASCI
Dir of ESL/BE
*: Dir
BE/ESL/LOTE,
Lead ESL
teachers
**: ELTs at
elem.
campuses
(F) Increase in student attendance;
success in core academics; meeting
expectations on check-point and
benchmark assessments
*: End of unit tests/quizzes, progress
reports
**: Progress reports
(S) Improved PBMAS data;
Standardized test data (STAAR,
SAT, ACT, TELPAS); increase
graduation rate and the number of
students pursuing college
* and **: Report card grades, District
Reading Benchmarks, STAAR
Reading/Writing
- Professional development records
- FTEs assigned (if applicable)
- 9 FTEs (in-class support)
*: Usage reports
**: Sign-in sheets
Provide supplemental instruction/support and
timely interventions for students who are Limited
English Proficient.
- Sheltered Instruction training for teachers of all
content areas
- differentiated professional development
regarding best practices or English language
acquisition education
System Safeguard *: ESL Read Smart for ESL
Middle School students at high LEP populated
campuses (weekly use by students)
System Safeguard **: Sheltered Instruction
trainings for elementary teachers provided by
ELTs on PLC dates
- coaching feedback sessions provided for
bilingual teachers (Three 3 hr sessions 9/30, 12/2
and 2/3)
Resources: Local ; Title III $16,300Timeline (Interval): Aug 2015 - May 2016 (Daily)
5 Dir ESS (F) Increase in student attendance;
success in core academics; meeting
expectations on check-point and
benchmark assessments
*Benchmark assessment scores
(S) Improved PBMAS data;
Standardized test data (STAAR,
SAT, ACT, TELPAS); increase
graduation rate and the number of
students pursuing college
* Improved PBMAS data,
standardized test data
- Training for SB1196 (Behavior
Support) and SB1727 (support for
general education teachers who instruct
special education students) completed
* Training records, sign-in sheets,
surveys
Provide supplemental instruction/support and
timely interventions for Special Education
students.
System Safeguard *: Provide Special Education
staff training on supplemental instruction/support
and interventions utilizing the Lead4ward
strategies and tools to increase access to the
curriculum (Sept. 9, 10, 23, 24 and Oct. 13, 14,
29.
Resources: Local ; SpecEd $67,000Timeline (Interval): Aug 2015 - May 2016 (Daily)
Page 10District Strategic Improvement Plan (101-913)
Humble Independent School District (Humble ISD) Printed: 2/19/2016, 3:58 pm
Goal 1 (Special Populations): Provide meaningful support for students of special populations to ensure they meet and exceed the
state student academic achievement standards.
# Strategies and Action StepsPerson(s)
ResponsibleEvidence of Implementation
Evidence of Impact
(Formative/Summative)
6 ASOS
*Director
ESS/CTE
(F) Monitor all students at-risk of
dropping out
* Enrollment numbers,
Accommodations/Modification data
sheets when an ARD'd support,
student grades
(S) Annual dropout rate
* Reduction of drop out rate for
students in Sp. Ed.
Monitor attendance and potential
dropouts
*Attendance rates in CTE classes
Implement strategies for dropout prevention
System Safeguard*: Increase access to CTE
courses for Special Education students
Resources: LocalTimeline (Interval): Aug 2015 - May 2016 (Daily)
Page 11District Strategic Improvement Plan (101-913)
Humble Independent School District (Humble ISD) Printed: 2/19/2016, 3:58 pm
Goal 1 (Health): Provide a Coordinated Health Program
# Strategies and Action StepsPerson(s)
ResponsibleEvidence of Implementation
Evidence of Impact
(Formative/Summative)
1 Health Coord.
PE Teacher
(F) Check-point fitness
assessments
(S) Increasing percentage of
students meeting all six standards
on the FitnessGram Assessment
FitnessGram data analysis used to
design PE lessons
Ensure students participate in moderate to
vigorous physical activity
Resources: LocalTimeline (Interval): Aug 2015 - May 2016 (Daily)
2 Health Coord.
Teachers
PE Teachers
(F) Increased awareness of healthy
and safe environments.
(S) Coordinated school health
programming supporting healthy
and safe environments implemented
Health and PE lessons aligned with
SHAC recommendations
Implement recommendations made by the local
School Health Advisory Council (SHAC).
Resources: LocalTimeline (Interval): Aug 2015 - May 2016 (Daily)
Page 12District Strategic Improvement Plan (101-913)
Humble Independent School District (Humble ISD) Printed: 2/19/2016, 3:58 pm
Goal 2: Provide quality service to internal and external customers
Objective (SMART Goal):
* Increase mean for parent satisfaction survey from 4.11 to 4.16
* Maintain participation in the parent survey (return rate) from 10,000 participants
* Increase the district mean on the District Services Support Survey from 4.23 to 4.27
# Strategies and Action StepsPerson(s)
ResponsibleEvidence of Implementation
Evidence of Impact
(Formative/Summative)
1 Cabinet - District Services Survey instrument
and results reported
- Action plan for improvement
(F) Interval results
(S) Year-over-year comparison
demonstrates improvement
Conduct a District Services Support survey and
communicate the results
Timeline (Interval): Aug 2015 - Jun 2016 (As needed) Resources: Local
2 ASOS - Parent Survey instrument and results
reported
- Action plan for improvement
(F) Annual Results
(S) Year-over-year comparison
demonstrates improvement
Conduct a parent satisfaction survey and
communicate the results
Resources: LocalTimeline (Interval): Spring 2016 (Annually)
3 ASOS
ASCI
Dir Student
Support
Services
- Social skill instructional plans
- Conflict Resolution professional
development records
(F) Reduced discipline referrals,
improved grades, increased
attendance rates
(S) Year-over-year comparison
demonstrates reduced discipline
referrals, improved grades,
increased attendance rates and
improved retention rates
Implement strategies for conflict resolution.
Timeline (Interval): Aug 2015 - Spring 2016 (Daily) Resources: Local
Page 13District Strategic Improvement Plan (101-913)
Humble Independent School District (Humble ISD) Printed: 2/19/2016, 3:58 pm
Goal 2: Provide quality service to internal and external customers
# Strategies and Action StepsPerson(s)
ResponsibleEvidence of Implementation
Evidence of Impact
(Formative/Summative)
4 ASOS
ASCI
Dir Student
Support
Services
- Making Connections professional
development records
(F) Reduced discipline referrals,
improved grades, increased
attendance rates
(S) Year-over-year comparison
demonstrates reduced discipline
referrals, improved grades,
increased attendance rates, and
improved retention rates
Implement discipline management strategies.
Timeline (Interval): Aug 2015 - May 2016 (Daily) Resources: Local
5 ASOS
ASCI
Dir. Student
Support
Services
- Red Ribbon Week activities
- Individual and group counseling logs
(F) Reduced discipline referrals,
improved grades, increased
attendance rates
(S) Year-over-year comparison
demonstrates reduced discipline
referrals, improved grades,
increased attendance rates, and
improved retention rates
Implement strategies for drug awareness and
prevention.
Timeline (Interval): Aug 2015 - May 2016 (Daily) Resources: Local
6 ASOS
ASCI
Dir. Student
Support
Services
- Provide annual professional
development for all staff
- Individual and group counseling logs
(F) Reduced discipline referrals,
improved grades, increased
attendance rates
(S) Year-over-year comparison
demonstrates reduced discipline
referrals, improved grades,
increased attendance rates, and
improved retention rates
Implement strategies for suicide prevention
Timeline (Interval): Aug 2015 - May 2016 (Daily) Resources: Local
Page 14District Strategic Improvement Plan (101-913)
Humble Independent School District (Humble ISD) Printed: 2/19/2016, 3:58 pm
Goal 2: Provide quality service to internal and external customers
# Strategies and Action StepsPerson(s)
ResponsibleEvidence of Implementation
Evidence of Impact
(Formative/Summative)
7 ASOS
ASCI
Dir. Student
Support
Services
- No Place for Hate activities/curriculum
- Individual and group counseling logs
(F) Reduced discipline referrals,
improved grades, increased
attendance rates
(S) Year-over-year comparison
demonstrates reduced discipline
referrals, improved grades,
increased attendance rates, and
improved retention rates
Implement strategies for violence prevention and
intervention
Timeline (Interval): Aug 2015 - May 2016 (Daily) Resources: Local
8 ASOS
ASCI
Dr. Student
Support
Services
- No Place for Hate activities/curriculum
- Individual and group counseling logs
(F) Reduced discipline referrals,
improved grades, increased
attendance rates
(S) Year-over-year comparison
demonstrates reduced discipline
referrals, improved grades,
increased attendance rates, and
improved retention rates
Implement strategies for harassment and dating
violence prevention
Timeline (Interval): Aug 2015 - May 2016 (Daily) Resources: Local
Page 15District Strategic Improvement Plan (101-913)
Humble Independent School District (Humble ISD) Printed: 2/19/2016, 3:58 pm
Goal 3: Provide a quality work environment so every employee can perform at the highest levels
Objective (SMART Goal):
* Increase the mean on the Employee Engagement Survey from 3.93 to 4.00
* Increase the return rate for all employees from 91.9% to 92.4%
# Strategies and Action StepsPerson(s)
ResponsibleEvidence of Implementation
Evidence of Impact
(Formative/Summative)
1 District and
Campus
Leaders
- Employee Engagement Survey
instrument and results reported
- Action plan for improvement
(F) Interval results
(S) Year-over-year comparison
demonstrates improvement
Conduct employee engagement survey and
communicate results
Timeline (Interval): Aug 2015 - May 2016 (Biannually) Resources: Local
2 ASHR
ASDQ
Dir State and
Federal
Programs
Coord Title
Programs
- Records of stipends provided and
recruiting expenses
- HQ Teacher Compliance Report
(F) - Reduced vacancies
- HQ staffing reports
(S) - Reduced vacancies
- HQ staffing reports
Recruit, attract and ensure instruction is provided
by Highly Qualified teachers.
- Provide stipends to secure staff for "high needs"
positions, and provide supplemental recruiting
expenses
Timeline (Interval): Aug 2015 - Jun 2016 (Daily) Resources: Local ; Title II $152,796
3 Dir Technology
Services
Dir PD
- Professional development records (F) Evaluations of training sessions
(S) Improved administrator
performance
Staff are knowledgeable of how to integrate the
use of technology in administrative programs
Timeline (Interval): Aug 2015 - Jun 2016 (Daily) Resources: Local
Page 16District Strategic Improvement Plan (101-913)
Humble Independent School District (Humble ISD) Printed: 2/19/2016, 3:58 pm
Goal 4: Create efficiencies at all levels of the organization
Objective (SMART Goal):
* Maintain a yearly unassigned general fund balance between 17% (60 days) and 25% (90 days) of total operating expenditures.
* Maintain well defined debt management practices for issuing and managing outstanding debt to sustain a strong debt .
* Establish a formula fund balance assignment related to Capital Outlay (Replacement Cycle).
# Strategies and Action StepsPerson(s)
ResponsibleEvidence of Implementation
Evidence of Impact
(Formative/Summative)
1 CFO
Cabinet
Budget Development Process
communicated with stakeholders
(F) Stakeholders aware of Budget
Development Process; Priorities
identified
(S) Budget Developed based on
priorities
Budget Development Process
* Work with cabinet to develop budget priorities
aligned to annual goals
Timeline (Interval): Jul 2015 - Jun 2016 (Ongoing) Resources: Local
2 CFO Debt Capacity Report (F) Well defined debt management
practices utilized
(S) Audit/CAFR
Analysis & Evaluation of Debt Capacity
Timeline (Interval): Jul 2015 - Jun 2016 (Ongoing) Resources: Local
Page 17District Strategic Improvement Plan (101-913)
Humble Independent School District (Humble ISD) Printed: 2/19/2016, 3:58 pm
SYSTEM SAFEGUARDS
Graduation Rate - Special Ed (Federal Graduation Status) is being addressed through Goal 1.4 Line #6
Implement strategies for dropout prevention
System Safeguard*: Increase access to CTE courses for Special Education students
Math - All Students (Performance Status - Federal) is being addressed through Goal 1.1 Line #12
Provide targeted instruction and interventions to address Federal System Safeguards (by subject and subgroup).
Math - African American (Performance Status - Federal) is being addressed through Goal 1.1 Line #12
Provide targeted instruction and interventions to address Federal System Safeguards (by subject and subgroup).
Math - Hispanic (Performance Status - Federal) is being addressed through Goal 1.1 Line #12
Provide targeted instruction and interventions to address Federal System Safeguards (by subject and subgroup).
Math - Economically Disadvantaged (Performance Status - Federal) is being addressed through Goal 1.1 Line #12
Provide targeted instruction and interventions to address Federal System Safeguards (by subject and subgroup).
Math - Special Ed (Performance Status - Federal) is being addressed through Goal 1.1 Line #12
Provide targeted instruction and interventions to address Federal System Safeguards (by subject and subgroup).
Math - Current & Monitored ELL (Performance Status - Federal) is being addressed through Goal 1.1 Line #12
Provide targeted instruction and interventions to address Federal System Safeguards (by subject and subgroup).
Reading - All Students (Performance Status - Federal) is being addressed through Goal 1.1 Line #12
Provide targeted instruction and interventions to address Federal System Safeguards (by subject and subgroup).
Reading - African American (Performance Status - Federal) is being addressed through Goal 1.1 Line #12
Provide targeted instruction and interventions to address Federal System Safeguards (by subject and subgroup).
Reading - Hispanic (Performance Status - Federal) is being addressed through Goal 1.1 Line #12
Provide targeted instruction and interventions to address Federal System Safeguards (by subject and subgroup).
Reading - Economically Disadvantaged (Performance Status - Federal) is being addressed through Goal 1.1 Line #12
Provide targeted instruction and interventions to address Federal System Safeguards (by subject and subgroup).
Reading - Special Ed (Performance Status - Federal) is being addressed through Goal 1.1 Line #12
Provide targeted instruction and interventions to address Federal System Safeguards (by subject and subgroup).
Reading - Current & Monitored ELL (Performance Status - Federal) is being addressed through Goal 1.1 Line #12
Provide targeted instruction and interventions to address Federal System Safeguards (by subject and subgroup).
Page 18District Strategic Improvement Plan (101-913)
Humble Independent School District (Humble ISD) Printed: 2/19/2016, 3:58 pm
Math - Special Ed (Performance Status - State) is being addressed through Goal 1.4 Line #5
Provide supplemental instruction/support and timely interventions for Special Education students.
System Safeguard *: Provide Special Education staff training on supplemental instruction/support and interventions utilizing the Lead4ward strategies and tools
to increase access to the curriculum (Sept. 9, 10, 23, 24 and Oct. 13, 14, 29.
Reading - Special Ed (Performance Status - State) is being addressed through Goal 1.4 Line #5
Provide supplemental instruction/support and timely interventions for Special Education students.
System Safeguard *: Provide Special Education staff training on supplemental instruction/support and interventions utilizing the Lead4ward strategies and tools
to increase access to the curriculum (Sept. 9, 10, 23, 24 and Oct. 13, 14, 29.
Science - ELL (Performance Status - State) is being addressed through Goal 1.4 Line #4
Provide supplemental instruction/support and timely interventions for students who are Limited English Proficient.
- Sheltered Instruction training for teachers of all content areas
- differentiated professional development regarding best practices or English language acquisition education
System Safeguard *: ESL Read Smart for ESL Middle School students at high LEP populated campuses (weekly use by students)
System Safeguard **: Sheltered Instruction trainings for elementary teachers provided by ELTs on PLC dates
- coaching feedback sessions provided for bilingual teachers (Three 3 hr sessions 9/30, 12/2 and 2/3)
Science - Special Ed (Performance Status - State) is being addressed through Goal 1.4 Line #5
Provide supplemental instruction/support and timely interventions for Special Education students.
System Safeguard *: Provide Special Education staff training on supplemental instruction/support and interventions utilizing the Lead4ward strategies and tools
to increase access to the curriculum (Sept. 9, 10, 23, 24 and Oct. 13, 14, 29.
Social Studies - Special Ed (Performance Status - State) is being addressed through Goal 1.4 Line #5
Provide supplemental instruction/support and timely interventions for Special Education students.
System Safeguard *: Provide Special Education staff training on supplemental instruction/support and interventions utilizing the Lead4ward strategies and tools
to increase access to the curriculum (Sept. 9, 10, 23, 24 and Oct. 13, 14, 29.
Social Studies - ELL (Performance Status - State) is being addressed through Goal 1.4 Line #4
Provide supplemental instruction/support and timely interventions for students who are Limited English Proficient.
- Sheltered Instruction training for teachers of all content areas
- differentiated professional development regarding best practices or English language acquisition education
System Safeguard *: ESL Read Smart for ESL Middle School students at high LEP populated campuses (weekly use by students)
System Safeguard **: Sheltered Instruction trainings for elementary teachers provided by ELTs on PLC dates
- coaching feedback sessions provided for bilingual teachers (Three 3 hr sessions 9/30, 12/2 and 2/3)
Writing - Special Ed (Performance Status - State) is being addressed through Goal 1.4 Line #5
Provide supplemental instruction/support and timely interventions for Special Education students.
System Safeguard *: Provide Special Education staff training on supplemental instruction/support and interventions utilizing the Lead4ward strategies and tools
to increase access to the curriculum (Sept. 9, 10, 23, 24 and Oct. 13, 14, 29.
Page 19District Strategic Improvement Plan (101-913)
Humble Independent School District (Humble ISD) Printed: 2/19/2016, 3:58 pm
% of
Students
# of
Students
% of
Students
% of
Students
# of
Students
%of
Students
# of
Students
# of
Students
Demographics
Students and Programs
Other
White
Hispanic
African-American
Total
Title I
Special Education
Gifted & Talented
Bilingual & ESL
At-Risk
Limited English Proficiency
Economically Disadvantaged
# of
Students
% of
Students
Humble Independent School District
39529 100
7393 18.70
13031 32.96
16786 42.46
2319 5.86
13187 33.36
3416 8.64
16174 40.91
3380 8.55
2538 6.42
3082 7.77
7951 20.11
38235 100.00
7101
12280
16607
1455
18.57
32.12
43.43
3.8
13130
3292
14096
3245
2499
3136
7782 20.35
34.34
8.61
36.87
8.48
6.54
8.2
37095 100.00
17.99
31.30
44.65
6.06
11611
6673
16562
2249
33.72
8.56
32.09
8.44
6.73
8.35
19.947397
3098
2496
3130
11905
3174
12508
35913 100.00
17.50
28.90
47.70
5.90
34.00
8.80
30.20
4.10
7.20
8.60
17.00
6296
10634
17133
2120
12225
3151
10842
1467
2592
3071
6116
36016
6350
10849
16629
2188
12544
3095
11208
1457
2548
3146
6693
100.00
17.60
30.10
46.20
6.10
34.80
8.60
31.10
4.00
7.10
8.70
18.60
2014-20152013-20142012-20132011-20122010-2011
DEMOGRAPHICS
Page 20District Strategic Improvement Plan (101-913)
Humble Independent School District (Humble ISD) Printed: 2/19/2016, 3:58 pm
Elementary School
Data
Page 21District Strategic Improvement Plan (101-913)
Humble Independent School District (Humble ISD) Printed: 2/19/2016, 3:58 pm
STAAR Math (Elementary)
% Achieving Phase-In 1, Level II or Above Passing Standard
Student Achievement 2011-12 2012-13 2013-14 2014-15
ALL
Black/African American
Hispanic
White
American Indian
Asian
Pacific Islander
Two or More
Econ. Disadvantaged
Special Education
Current LEP
Federal LEP
At-Risk
Non At-Risk
Female
Male
83.69%
70.40%
78.14%
91.30%
78.26%
95.71%
76.47%
81.94%
70.89%
56.49%
59.61%
72.47%
61.63%
90.65%
83.20%
68.20%
79.60%
90.29%
86.36%
93.78%
88.24%
84.66%
71.41%
62.50%
67.79%
77.42%
64.41%
88.51%
81.20%
68.23%
76.27%
88.67%
85.19%
94.85%
76.47%
85.57%
69.06%
61.87%
64.42%
72.56%
62.33%
91.21%
81.66%
81.32%
82.01%
66.20%
77.34%
90.20%
81.25%
96.83%
83.87%
81.16%
67.58%
68.17%
75.04%
56.22%
62.01%
92.68%
82.72%
83.60%
82.86%
83.55%
81.29%
81.11%
% Achieving Phase-In 3, Advanced Passing Standard
Student Achievement 2011-12 2012-13 2013-14 2014-15
ALL
Black/African American
Hispanic
White
American Indian
Asian
Pacific Islander
Two or More
Econ. Disadvantaged
Special Education
Current LEP
Federal LEP
At-Risk
Non At-Risk
Female
Male
25.54%
12.32%
17.32%
34.60%
13.04%
42.38%
11.76%
27.78%
11.78%
5.95%
4.27%
12.04%
5.93%
31.73%
25.42%
11.22%
18.52%
34.10%
13.64%
46.41%
11.76%
25.00%
11.78%
8.81%
7.61%
16.59%
6.34%
30.81%
23.96%
12.30%
19.13%
30.50%
22.22%
44.21%
20.59%
27.84%
13.60%
9.05%
14.85%
20.99%
8.36%
32.23%
22.80%
24.40%
21.15%
9.01%
16.40%
31.65%
9.38%
45.25%
19.35%
27.54%
11.08%
15.02%
19.18%
10.30%
7.79%
31.20%
24.95%
24.98%
25.80%
25.03%
24.30%
23.62%
% Met Progress Standard
Student Achievement 2011-12 2012-13 2013-14 2014-15
ALL
Black/African American
Hispanic
White
American Indian
Asian
Pacific Islander
Two or More
Econ. Disadvantaged
Special Education
Current LEP
Federal LEP
At-Risk
Non At-Risk
Female
Male
40.60%
36.63%
36.17%
44.87%
31.82%
43.06%
47.06%
39.20%
35.11%
24.72%
5.66%
23.16%
24.23%
45.23%
45.93%
44.07%
47.98%
44.32%
48.15%
57.51%
38.24%
47.94%
46.63%
39.78%
53.95%
55.11%
52.15%
42.64%
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
39.59%
41.64%
45.20%
46.69%
% Exceeded Progress Standard
Student Achievement 2011-12 2012-13 2013-14 2014-15
ALL
Black/African American
Hispanic
White
American Indian
Asian
Pacific Islander
Two or More
Econ. Disadvantaged
Special Education
Current LEP
Federal LEP
At-Risk
Non At-Risk
Female
Male
17.61%
12.47%
15.81%
20.19%
9.09%
23.92%
29.41%
18.18%
12.89%
9.38%
2.48%
9.22%
8.52%
20.17%
20.60%
17.44%
21.38%
20.26%
18.52%
34.33%
17.65%
23.20%
19.60%
14.40%
27.03%
27.91%
23.92%
18.84%
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
17.40%
17.82%
21.12%
20.07%
Page 22District Strategic Improvement Plan (101-913)
Humble Independent School District (Humble ISD) Printed: 2/19/2016, 3:58 pm
% Achieving Phase-In 1, Level II or Above Passing Standard
Student Achievement 2011-12 2012-13 2013-14
ALL
Black/African American
Hispanic
White
American Indian
Asian
Pacific Islander
Two or More
Econ. Disadvantaged
Special Education
Current LEP
Federal LEP
At-Risk
Non At-Risk
Female
Male
2014-15
83.52%
80.76%
85.56%
75.05%
76.21%
91.28%
65.22%
88.68%
64.71%
86.71%
70.33%
62.20%
49.51%
65.44%
58.37%
91.68%
84.68%
74.66%
86.61%
73.36%
78.45%
92.13%
81.82%
94.71%
94.12%
86.93%
72.27%
63.17%
55.38%
69.89%
61.64%
91.20%
83.88%
82.17%
85.64%
73.91%
77.45%
91.56%
81.48%
94.85%
82.35%
87.11%
71.12%
67.31%
61.75%
71.46%
64.16%
94.35%
82.31%
80.22%
84.45%
71.74%
75.58%
91.16%
64.52%
92.04%
87.10%
83.09%
67.53%
59.67%
69.01%
54.31%
61.64%
93.95%
% Achieving Phase-In 3, Advanced Passing Standard
Student Achievement 2011-12 2012-13 2013-14 2014-15
ALL
Black/African American
Hispanic
White
American Indian
Asian
Pacific Islander
Two or More
Econ. Disadvantaged
Special Education
Current LEP
Federal LEP
At-Risk
Non At-Risk
Female
Male
23.59%
20.67%
25.83%
12.25%
14.71%
32.67%
13.04%
40.09%
11.76%
23.78%
10.21%
4.57%
3.93%
9.58%
4.73%
29.71%
26.35%
21.40%
29.03%
12.46%
16.93%
36.92%
13.64%
40.38%
26.47%
25.00%
11.56%
7.93%
3.17%
10.80%
5.31%
32.30%
23.35%
20.94%
25.83%
10.58%
15.84%
32.58%
14.81%
36.48%
20.59%
30.93%
10.17%
9.62%
6.09%
12.11%
5.70%
32.72%
28.67%
26.53%
30.87%
15.01%
19.58%
39.82%
16.13%
42.04%
22.58%
39.13%
13.66%
13.24%
17.14%
12.07%
7.93%
40.35%
STAAR Reading (Elementary)
% Met Progress Standard
Student Achievement 2011-12 2012-13 2013-14 2014-15
ALL
Black/African American
Hispanic
White
American Indian
Asian
Pacific Islander
Two or More
Econ. Disadvantaged
Special Education
Current LEP
Federal LEP
At-Risk
Non At-Risk
Female
Male
38.19%
33.02%
39.78%
34.11%
32.90%
42.71%
36.36%
43.27%
52.94%
38.07%
31.20%
24.22%
8.11%
20.69%
26.54%
41.48%
40.78%
38.96%
42.13%
38.48%
42.96%
39.16%
37.04%
52.36%
38.24%
44.33%
40.94%
38.05%
48.93%
49.29%
45.63%
38.20%
41.72%
39.99%
43.50%
35.31%
39.60%
45.45%
29.03%
47.79%
45.16%
44.44%
35.85%
34.85%
37.87%
33.62%
38.09%
43.77%
% Exceeded Progress Standard
Student Achievement 2011-12 2012-13 2013-14 2014-15
ALL
Black/African American
Hispanic
White
American Indian
Asian
Pacific Islander
Two or More
Econ. Disadvantaged
Special Education
Current LEP
Federal LEP
At-Risk
Non At-Risk
Female
Male
12.43%
10.39%
8.96%
10.56%
14.47%
9.09%
16.35%
20.59%
15.91%
9.23%
8.07%
2.12%
6.21%
8.93%
13.42%
13.36%
12.55%
11.66%
13.47%
10.29%
14.15%
11.69%
11.11%
19.74%
11.76%
14.43%
12.54%
11.40%
21.05%
18.47%
16.12%
10.66%
15.05%
13.80%
16.34%
9.87%
13.09%
18.45%
6.45%
17.70%
22.58%
15.46%
10.81%
12.00%
13.38%
9.91%
12.47%
16.50%
Page 23District Strategic Improvement Plan (101-913)
Humble Independent School District (Humble ISD) Printed: 2/19/2016, 3:58 pm
STAAR Science (Elementary)
% Achieving Phase-In 1, Level II or Above Passing Standard
Student Achievement 2011-12 2012-13 2013-14 2014-15
ALL
Black/African American
Hispanic
White
American Indian
Asian
Pacific Islander
Two or More
Econ. Disadvantaged
Special Education
Current LEP
Federal LEP
At-Risk
Non At-Risk
Female
Male
% Achieving Phase-In 3, Advanced Passing Standard
Student Achievement 2011-12 2012-13 2013-14 2014-15
ALL
Black/African American
Hispanic
White
American Indian
Asian
Pacific Islander
Two or More
Econ. Disadvantaged
Special Education
Current LEP
Federal LEP
At-Risk
Non At-Risk
Female
Male
84.13%
85.32%
82.15%
72.24%
75.34%
93.07%
90.00%
93.06%
63.64%
90.91%
70.87%
49.47%
36.89%
62.45%
58.86%
92.77%
22.25%
23.27%
20.13%
9.77%
13.76%
31.11%
20.00%
34.72%
9.09%
25.00%
7.31%
4.26%
1.64%
5.93%
6.18%
27.74%
81.47%
81.62%
81.31%
65.10%
75.33%
91.48%
66.67%
91.89%
80.00%
88.68%
68.71%
55.60%
54.96%
65.58%
58.68%
87.76%
16.47%
17.63%
15.30%
5.59%
9.82%
25.64%
366.67%
0.00%
0.00%
3.77%
6.34%
4.63%
2.07%
4.34%
2.43%
20.35%
80.52%
81.79%
65.44%
79.24%
74.03%
90.35%
77.78%
90.11%
75.00%
84.75%
66.83%
52.50%
49.42%
64.75%
59.26%
94.24%
16.86%
18.80%
5.18%
14.89%
9.61%
25.46%
0.00%
30.77%
8.33%
27.12%
5.91%
6.25%
1.95%
5.75%
2.88%
25.87%
78.56%
77.00%
61.34%
72.20%
89.79%
62.50%
90.36%
88.89%
76.12%
62.17%
46.90%
56.38%
67.72%
54.69%
92.39%
15.52%
16.94%
14.09%
4.41%
7.62%
25.06%
25.00%
25.30%
44.44%
16.42%
4.02%
8.97%
2.06%
4.76%
2.42%
23.11%
80.10%
STAAR Writing (Elementary)
% Achieving Phase-In 1, Level II or Above Passing Standard
Student Achievement 2011-12 2012-13 2013-14 2014-15
ALL
Black/African American
Hispanic
White
American Indian
Asian
Pacific Islander
Two or More
Econ. Disadvantaged
Special Education
Current LEP
Federal LEP
At-Risk
Non At-Risk
Female
Male
% Achieving Phase-In 3, Advanced Passing Standard
Student Achievement 2011-12 2012-13 2013-14 2014-15
ALL
Black/African American
Hispanic
White
American Indian
Asian
Pacific Islander
Two or More
Econ. Disadvantaged
Special Education
Current LEP
Federal LEP
At-Risk
Non At-Risk
Female
Male
74.22%
66.27%
80.44%
62.36%
66.71%
83.68%
50.00%
87.10%
44.44%
71.43%
57.93%
45.22%
34.70%
51.62%
40.53%
83.93%
6.66%
4.29%
8.81%
3.02%
3.62%
9.94%
0.00%
9.68%
0.00%
10.20%
1.72%
3.91%
0.46%
0.59%
0.57%
8.42%
69.51%
64.10%
74.94%
58.71%
58.33%
80.48%
44.44%
84.71%
73.33%
73.21%
51.93%
41.77%
38.91%
54.65%
40.31%
79.07%
7.94%
5.92%
9.98%
3.10%
3.99%
11.83%
11.11%
21.18%
20.00%
28.57%
0.75%
0.00%
4.44%
0.72%
31.72%
0.00%
76.28%
69.71%
82.06%
67.46%
70.26%
82.80%
62.50%
97.37%
77.78%
80.60%
61.29%
46.64%
60.13%
70.73%
50.11%
89.92%
7.92%
5.11%
10.81%
1.51%
6.17%
10.96%
0.00%
19.74%
11.11%
8.96%
3.59%
3.16%
8.31%
8.20%
3.35%
10.30%
73.47%
67.57%
79.40%
65.19%
64.22%
82.04%
50.00%
89.04%
90.91%
80.82%
58.30%
47.13%
50.45%
61.59%
48.64%
85.56%
8.35%
5.35%
11.37%
3.55%
5.28%
11.89%
0.00%
21.92%
0.00%
5.48%
3.13%
3.18%
5.74%
8.18%
2.62%
11.15%
Page 24District Strategic Improvement Plan (101-913)
Humble Independent School District (Humble ISD) Printed: 2/19/2016, 3:58 pm
Middle School
Data
Page 25District Strategic Improvement Plan (101-913)
Humble Independent School District (Humble ISD) Printed: 2/19/2016, 3:58 pm
STAAR Math (Middle School)
% Achieving Phase-In 1, Level II or Above Passing Standard
Student Achievement 2011-12 2012-13 2013-14 2014-15
ALL
Black/African American
Hispanic
White
American Indian
Asian
Pacific Islander
Two or More
Econ. Disadvantaged
Special Education
Current LEP
Federal LEP
At-Risk
Non At-Risk
Female
Male
% Achieving Phase-In 3, Advanced Passing Standard
Student Achievement 2011-12 2012-13 2013-14 2014-15
ALL
Black/African American
Hispanic
White
American Indian
Asian
Pacific Islander
Two or More
Econ. Disadvantaged
Special Education
Current LEP
Federal LEP
At-Risk
Non At-Risk
Female
Male 15.59%
15.43%
4.80%
10.51%
24.06%
3.33%
37.50%
11.11%
15.86%
6.43%
4.40%
1.90%
2.55%
1.99%
23.57%
83.09%
81.73%
82.96%
70.28%
79.73%
89.95%
80.00%
95.83%
72.22%
89.66%
71.99%
52.29%
54.76%
62.89%
63.20%
93.40%
16.20% 10.12%
10.21%
10.03%
3.98%
6.63%
14.35%
10.00%
28.40%
0.00%
11.76%
3.69%
4.16%
1.62%
4.19%
2.04%
13.46%
82.66%
81.96%
83.39%
72.16%
77.76%
90.10%
80.00%
94.08%
80.00%
85.29%
71.88%
55.84%
53.57%
65.76%
64.97%
89.97%
13.98%
14.06%
13.89%
5.08%
9.49%
20.16%
15.15%
35.94%
3.57%
16.54%
5.63%
3.01%
3.49%
1.73%
5.70%
21.16%
83.19%
82.09%
84.36%
73.35%
78.92%
90.56%
69.70%
93.75%
78.57%
82.71%
72.14%
63.76%
62.75%
69.42%
66.00%
93.28%
14.06%
14.68%
13.43%
4.61%
8.91%
21.36%
13.33%
36.63%
3.33%
13.57%
5.63%
2.80%
5.25%
3.44%
1.33%
22.61%
82.12%
81.07%
83.18%
69.11%
78.00%
91.08%
73.33%
91.58%
90.00%
80.71%
70.42%
51.64%
63.58%
49.24%
63.10%
94.90%
% Met Progress Standard
Student Achievement 2011-12 2012-13 2013-14 2014-15
ALL
Black/African American
Hispanic
White
American Indian
Asian
Pacific Islander
Two or More
Econ. Disadvantaged
Special Education
Current LEP
Federal LEP
At-Risk
Non At-Risk
Female
Male
% Exceeded Progress Standard
Student Achievement 2011-12 2012-13 2013-14 2014-15
ALL
Black/African American
Hispanic
White
American Indian
Asian
Pacific Islander
Two or More
Econ. Disadvantaged
Special Education
Current LEP
Federal LEP
At-Risk
Non At-Risk
Female
Male
4.22%
3.90%
4.56%
3.35%
2.98%
5.01%
66.67%
0.59%
0.00%
6.62%
2.78%
1.60%
0.00%
1.64%
2.80%
4.81%
38.42%
38.08%
38.77%
43.61%
36.04%
37.45%
50.00%
44.97%
40.00%
34.56%
37.94%
21.92%
0.00%
18.03%
41.10%
37.31%
5.94%
6.46%
5.39%
4.21%
4.91%
7.08%
3.03%
14.58%
0.00%
6.02%
4.32%
5.11%
4.79%
5.10%
4.24%
6.94%
52.59%
52.24%
52.97%
50.37%
49.75%
55.23%
57.58%
61.98%
53.57%
50.38%
49.40%
48.57%
47.06%
46.78%
54.49%
51.48%
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Page 26District Strategic Improvement Plan (101-913)
Humble Independent School District (Humble ISD) Printed: 2/19/2016, 3:58 pm
STAAR End-of-Course Algebra I (Middle School)
% Achieving Phase-In 1, Level II or Above Passing Standard
Student Achievement 2011-12 2012-13 2013-14 2014-15
ALL
Black/African American
Hispanic
White
American Indian
Asian
Pacific Islander
Two or More
Econ. Disadvantaged
Special Education
Current LEP
Federal LEP
At-Risk
Non At-Risk
Female
Male
% Achieving Phase-In 3, Advanced Passing Standard
Student Achievement 2011-12 2012-13 2013-14 2014-15
ALL
Black/African American
Hispanic
White
American Indian
Asian
Pacific Islander
Two or More
Econ. Disadvantaged
Special Education
Current LEP
Federal LEP
At-Risk
Non At-Risk
Female
Male
49.10%
50.50%
45.91%
27.78%
35.78%
58.10%
33.33%
65.38%
33.33%
52.94%
37.30%
25.00%
0.00%
44.44%
23.53%
51.09%
99.68%
99.60%
99.79%
100.00%
99.57%
99.60%
100.00%
100.00%
100.00%
100.00%
100.00%
100.00%
100.00%
100.00%
100.00%
99.66%
46.33%
47.76%
44.90%
24.82%
34.66%
57.85%
40.00%
55.00%
0.00%
32.00%
24.23%
0.00%
0.00%
14.29%
24.42%
48.44%
99.90%
99.80%
100.00%
99.27%
100.00%
100.00%
100.00%
100.00%
100.00%
100.00%
99.56%
100.00%
100.00%
100.00%
100.00%
99.89%
51.76%
47.17%
55.98%
66.67%
66.67%
30.60%
40.92%
50.00%
48.00%
60.92%
0.00%
32.61%
13.33%
50.00%
25.74%
54.37%
99.82%
99.81%
99.83%
100.00%
100.00%
100.00%
99.34%
100.00%
100.00%
100.00%
99.13%
100.00%
100.00%
100.00%
98.02%
100.00%
55.70%
55.63%
55.76%
41.67%
43.92%
63.15%
66.67%
69.64%
50.00%
60.00%
34.96%
11.11%
20.83%
50.00%
31.15%
58.54%
99.66%
99.65%
99.67%
100.00%
99.66%
99.69%
100.00%
98.21%
100.00%
100.00%
99.59%
100.00%
95.83%
100.00%
98.36%
99.81%
% Met Progress Standard
Student Achievement 2011-12 2012-13 2013-14 2014-15
ALL
Black/African American
Hispanic
White
American Indian
Asian
Pacific Islander
Two or More
Econ. Disadvantaged
Special Education
Current LEP
Federal LEP
At-Risk
Non At-Risk
Female
Male
% Exceeded Progress Standard
Student Achievement 2011-12 2012-13 2013-14 2014-15
ALL
Black/African American
Hispanic
White
American Indian
Asian
Pacific Islander
Two or More
Econ. Disadvantaged
Special Education
Current LEP
Federal LEP
At-Risk
Non At-Risk
Female
Male
34.22%
35.77%
32.65%
20.44%
25.50%
42.34%
40.00%
40.00%
0.00%
20.00%
19.82%
0.00%
0.00%
14.29%
22.09%
35.38%
68.53%
69.51%
67.55%
60.58%
62.95%
73.95%
80.00%
70.00%
50.00%
52.00%
56.39%
20.00%
0.00%
21.43%
59.30%
69.42%
43.90%
40.00%
47.49%
33.33%
53.70%
25.37%
35.31%
50.00%
44.00%
51.71%
28.26%
0.00%
20.00%
50.00%
28.71%
45.43%
82.48%
81.32%
83.54%
66.67%
81.48%
76.12%
76.24%
100.00%
92.00%
86.86%
71.30%
25.00%
73.33%
75.00%
83.90%
68.32%
44.56%
43.84%
45.23%
28.21%
36.82%
50.55%
50.00%
66.07%
0.00%
40.00%
28.46%
0.00%
16.67%
50.00%
25.41%
46.77%
80.53%
79.23%
81.74%
78.21%
74.66%
84.09%
83.33%
85.71%
100.00%
60.00%
74.80%
22.22%
41.67%
62.50%
69.67%
81.78%
Page 27District Strategic Improvement Plan (101-913)
Humble Independent School District (Humble ISD) Printed: 2/19/2016, 3:58 pm
STAAR Reading (Middle School)
% Achieving Phase-In 1, Level II or Above Passing Standard
Student Achievement 2011-12 2012-13 2013-14 2014-15
ALL
Black/African American
Hispanic
White
American Indian
Asian
Pacific Islander
Two or More
Econ. Disadvantaged
Special Education
Current LEP
Federal LEP
At-Risk
Non At-Risk
Female
Male
% Achieving Phase-In 3, Advanced Passing Standard
Student Achievement 2011-12 2012-13 2013-14 2014-15
ALL
Black/African American
Hispanic
White
American Indian
Asian
Pacific Islander
Two or More
Econ. Disadvantaged
Special Education
Current LEP
Federal LEP
At-Risk
Non At-Risk
Female
Male
22.87%
19.31%
25.28%
12.02%
15.79%
31.12%
12.12%
36.22%
16.00%
24.16%
9.57%
3.15%
0.45%
1.08%
4.21%
31.16%
84.79%
81.86%
86.53%
76.03%
78.88%
91.45%
81.82%
97.45%
68.00%
87.08%
73.53%
63.05%
38.18%
50.54%
62.97%
94.50%
24.21%
23.73%
27.16%
12.36%
16.11%
33.26%
20.00%
46.51%
17.24%
26.54%
10.12%
4.77%
0.63%
2.83%
5.01%
31.19%
86.54%
93.42%
88.95%
79.55%
81.23%
92.71%
82.86%
94.42%
79.31%
84.57%
76.75%
63.43%
46.69%
62.12%
69.52%
92.73%
23.38%
19.46%
27.46%
11.11%
16.10%
32.69%
19.44%
44.31%
10.00%
22.15%
9.77%
4.49%
1.74%
3.24%
4.00%
33.07%
87.34%
84.09%
90.71%
79.01%
83.68%
93.17%
77.78%
95.53%
73.33%
87.97%
77.80%
65.87%
57.39%
68.34%
71.00%
95.50%
26.14%
23.98%
28.32%
14.06%
17.06%
37.19%
17.14%
44.19%
15.63%
25.90%
11.40%
1.74%
4.74%
7.69%
4.40%
38.56%
84.80%
82.47%
87.14%
76.06%
78.04%
93.09%
82.86%
94.57%
75.00%
86.14%
72.39%
36.30%
52.44%
47.16%
63.62%
96.90%
% Met Progress Standard
Student Achievement 2012-13 2013-14 2014-15
ALL
Black/African American
Hispanic
White
American Indian
Asian
Pacific Islander
Two or More
Econ. Disadvantaged
Special Education
Current LEP
Federal LEP
At-Risk
Non At-Risk
Female
Male
% Exceeded Progress Standard
Student Achievement 2012-13 2013-14 2014-15
ALL
Black/African American
Hispanic
White
American Indian
Asian
Pacific Islander
Two or More
Econ. Disadvantaged
Special Education
Current LEP
Federal LEP
At-Risk
Non At-Risk
Female
Male
15.22%
28.15%
15.46%
12.80%
13.52%
17.07%
17.14%
19.07%
10.34%
17.28%
12.22%
7.95%
-
4.25%
12.26%
16.30%
56.15%
59.96%
58.33%
53.38%
52.24%
59.26%
65.71%
66.98%
55.17%
54.94%
48.83%
24.80%
-
22.30%
46.38%
59.70%
13.87%
12.46%
15.34%
11.36%
12.80%
15.19%
8.33%
19.92%
20.00%
17.09%
12.42%
8.38%
10.22%
10.75%
14.08%
13.76%
58.68%
55.22%
53.45%
52.61%
58.40%
61.25%
63.89%
67.48%
56.67%
50.00%
55.64%
50.15%
56.74%
55.23%
57.27%
59.39%
15.25%
15.32%
15.17%
14.32%
11.66%
17.95%
17.14%
20.16%
12.50%
17.47%
11.22%
8.48%
8.76%
10.03%
13.10%
16.47%
56.67%
56.27%
57.07%
51.67%
52.21%
61.88%
51.43%
64.34%
59.38%
53.01%
49.84%
42.17%
43.53%
39.80%
49.50%
60.76%
Page 28District Strategic Improvement Plan (101-913)
Humble Independent School District (Humble ISD) Printed: 2/19/2016, 3:58 pm
STAAR Science (Middle School)
% Achieving Phase-In 1, Level II or Above Passing Standard
Student Achievement 2011-12 2012-13 2013-14 2014-15
ALL
Black/African American
Hispanic
White
American Indian
Asian
Pacific Islander
Two or More
Econ. Disadvantaged
Special Education
Current LEP
Federal LEP
At-Risk
Non At-Risk
Female
Male
% Achieving Phase-In 3, Advanced Passing Standard
Student Achievement 2011-12 2012-13 2013-14 2014-15
ALL
Black/African American
Hispanic
White
American Indian
Asian
Pacific Islander
Two or More
Econ. Disadvantaged
Special Education
Current LEP
Federal LEP
At-Risk
Non At-Risk
Female
Male
19.15%
20.75%
16.30%
5.16%
11.55%
28.34%
20.00%
30.43%
9.09%
25.00%
7.68%
1.69%
0.00%
3.30%
3.13%
27.40%
84.86%
84.25%
83.31%
70.89%
80.61%
92.03%
80.00%
95.65%
81.82%
88.89%
72.98%
60.45%
28.57%
45.05%
61.61%
96.84%
21.95%
24.98%
18.73%
7.45%
11.80%
34.39%
31.25%
44.44%
18.18%
20.63%
8.48%
6.67%
1.33%
0.82%
4.59%
29.81%
83.96%
85.20%
82.64%
71.64%
79.32%
92.15%
93.75%
93.65%
90.91%
84.13%
74.97%
55.90%
52.00%
56.56%
64.55%
92.75%
28.42%
30.08%
26.74%
9.57%
19.43%
41.23%
20.00%
50.57%
20.00%
29.79%
10.99%
4.98%
3.60%
6.00%
5.16%
41.89%
82.29%
82.84%
81.74%
70.92%
76.36%
90.96%
60.00%
91.95%
60.00%
80.85%
68.95%
57.01%
44.14%
52.00%
61.60%
94.29%
24.58%
26.29%
22.75%
12.11%
15.11%
34.43%
15.38%
48.84%
9.09%
33.33%
10.19%
12.79%
0.00%
1.42%
3.15%
37.61%
85.02%
84.59%
85.48%
75.59%
77.28%
93.02%
84.62%
96.51%
90.91%
93.75%
72.51%
58.14%
53.40%
60.99%
66.09%
96.52%
STAAR Social Studies (Middle School)
% Achieving Phase-In 1, Level II or Above Passing Standard
Student Achievement 2011-12 2012-13 2013-14 2014-15
ALL
Black/African American
Hispanic
White
American Indian
Asian
Pacific Islander
Two or More
Econ. Disadvantaged
Special Education
Current LEP
Federal LEP
At-Risk
Non At-Risk
Female
Male
% Achieving Phase-In 3, Advanced Passing Standard
Student Achievement 2012-13 2013-14 2014-15
ALL
Black/African American
Hispanic
White
American Indian
Asian
Pacific Islander
Two or More
Econ. Disadvantaged
Special Education
Current LEP
Federal LEP
At-Risk
Non At-Risk
Female
Male
74.38%
76.48%
70.44%
59.67%
66.16%
84.06%
60.00%
88.41%
72.73%
81.69%
57.39%
47.13%
19.05%
35.16%
46.35%
88.70%
75.24%
76.41%
74.00%
63.50%
66.18%
85.59%
81.25%
93.65%
81.82%
79.37%
61.08%
52.28%
28.95%
34.96%
50.12%
86.63%
19.83%
23.09%
16.38%
7.48%
10.46%
31.24%
25.00%
36.51%
9.09%
17.46%
7.00%
5.58%
1.32%
2.44%
4.13%
26.95%
73.73%
75.65%
71.78%
58.05%
66.55%
84.47%
70.00%
88.51%
40.00%
78.72%
55.73%
53.85%
27.03%
34.67%
47.57%
88.91%
19.84%
22.37%
17.27%
7.61%
12.13%
29.38%
20.00%
33.33%
10.00%
23.40%
5.63%
4.52%
2.70%
2.00%
4.87%
28.53%
76.79%
78.03%
75.45%
64.19%
67.17%
87.57%
69.23%
88.51%
72.73%
83.33%
59.22%
50.59%
26.92%
35.21%
52.15%
91.76%
19.64%
21.62%
17.51%
7.63%
10.79%
29.11%
23.08%
43.68%
0.00%
18.75%
7.33%
5.88%
0.96%
2.11%
3.44%
29.48%
Page 29District Strategic Improvement Plan (101-913)
Humble Independent School District (Humble ISD) Printed: 2/19/2016, 3:58 pm
STAAR Writing (Middle School)
% Achieving Phase-In 1, Level II or Above Passing Standard
Student Achievement 2011-12 2012-13 2013-14 2014-15
ALL
Black/African American
Hispanic
White
American Indian
Asian
Pacific Islander
Two or More
Econ. Disadvantaged
Special Education
Current LEP
Federal LEP
At-Risk
Non At-Risk
Female
Male
% Achieving Phase-In 3, Advanced Passing Standard
Student Achievement 2011-12 2012-13 2013-14 2014-15
ALL
Black/African American
Hispanic
White
American Indian
Asian
Pacific Islander
Two or More
Econ. Disadvantaged
Special Education
Current LEP
Federal LEP
At-Risk
Non At-Risk
Female
Male
81.00%
75.02%
85.47%
71.04%
76.29%
87.52%
80.00%
96.49%
100.00%
83.61%
70.17%
49.71%
38.36%
48.74%
57.55%
92.26%
9.72%
6.38%
12.75%
3.59%
4.50%
14.75%
0.00%
31.58%
0.00%
14.75%
2.63%
2.86%
0.00%
0.00%
1.12%
13.86%
4.37%
2.99%
5.80%
2.26%
1.93%
6.08%
137.50%
1.37%
66.67%
26.00%
0.92%
0.44%
0.92%
2.92%
16.79%
0.00%
76.15%
69.35%
83.17%
64.66%
71.48%
83.11%
62.50%
98.63%
50.00%
72.00%
62.93%
49.34%
45.87%
52.63%
48.91%
85.21%
8.91%
4.88%
13.22%
4.86%
6.09%
10.86%
6.25%
27.59%
0.00%
21.15%
2.76%
3.00%
2.11%
3.65%
1.70%
12.40%
77.68%
71.04%
84.77%
68.22%
70.77%
85.31%
75.00%
90.80%
81.82%
78.85%
66.26%
54.00%
50.70%
55.73%
50.96%
90.57%
11.55%
6.37%
16.67%
5.22%
7.99%
16.22%
10.00%
30.77%
10.00%
10.53%
5.70%
1.67%
1.31%
1.20%
0.94%
17.01%
78.36%
70.17%
86.44%
68.84%
71.37%
87.14%
70.00%
94.87%
80.00%
85.96%
61.92%
23.33%
26.14%
46.22%
50.52%
92.68%
Page 30District Strategic Improvement Plan (101-913)
Humble Independent School District (Humble ISD) Printed: 2/19/2016, 3:58 pm
High School
Data
Page 31District Strategic Improvement Plan (101-913)
Humble Independent School District (Humble ISD) Printed: 2/19/2016, 3:58 pm
% Achieving Phase-In 1, Level II or Above Passing Standard
Student Achievement 2011-12 2012-13 2013-14 2014-15
ALL
Black/African American
Hispanic
White
American Indian
Asian
Pacific Islander
Two or More
Econ. Disadvantaged
Special Education
Current LEP
Federal LEP4.79%
At-Risk
Non At-Risk52.02%
Female
Male
% Achieving Phase-In 3, Advanced Passing Standard
Student Achievement 2011-12 2012-13 2013-14 2014-15
ALL
Black/African American
Hispanic
White
American Indian
Asian
Pacific Islander
Two or More
Econ. Disadvantaged
Special Education
Current LEP
Federal LEP
At-Risk
Non At-Risk
Female
Male
86.58%
84.44%
87.10%
78.71%
83.27%
92.55%
87.50%
95.24%
100.00%
81.82%
78.21%
56.29%
46.43%
55.00%
78.34%
97.57%
9.43%
9.66%
8.60%
4.58%
6.02%
13.14%
0.00%
28.57%
0.00%
15.15%
5.20%
1.32%
3.57%
7.50%
2.63%
18.49%
77.21%
73.40%
81.40%
66.46%
73.93%
86.31%
66.67%
87.10%
50.00%
83.72%
67.25%
52.02%
49.15%
58.72%
62.94%
91.83%
5.46%
4.79%
6.20%
1.64%
3.83%
8.67%
11.11%
12.90%
8.33%
6.98%
2.37%
1.35%
0.00%
1.83%
0.68%
10.36%
100.00%
72.71%
80.94%
100.00%
100.00%
100.00%
100.00%
100.00%
100.00%
100.00%
100.00%
100.00%
100.00%
100.00%
100.00%
100.00%
4.57%
3.99%
5.24%
13.33%
10.81%
0.96%
2.98%
0.00%
2.33%
8.72%
1.46%
2.04%
1.57%
1.95%
1.08%
9.47%
78.67%
76.07%
81.54%
73.99%
74.97%
85.91%
81.82%
95.00%
40.00%
84.85%
72.01%
55.12%
61.40%
41.41%
71.54%
93.31%
7.49%
6.01%
9.13%
3.72%
4.69%
12.18%
18.18%
35.00%
6.67%
0.00%
3.23%
5.51%
4.68%
0.78%
2.38%
17.99%
STAAR End-of-Course Algebra I (High School)
% Met Progress Standard
Student Achievement 2011-12 2012-13 2013-14 2014-2015
ALL
Black/African American
Hispanic
White
American Indian
Asian
Pacific Islander
Two or More
Econ. Disadvantaged
Special Education
Current LEP
Federal LEP
At-Risk
Non At-Risk
Female
Male
% Exceeded Progress Standard
Student Achievement 2011-12 2012-13 2013-14 2014-2015
ALL
Black/African American
Hispanic
White
American Indian
Asian
Pacific Islander
Two or More
Econ. Disadvantaged
Special Education
Current LEP
Federal LEP
At-Risk
Non At-Risk
Female
Male
22.05%
20.58%
23.66%
11.86%
17.48%
31.53%
33.33%
29.03%
8.33%
27.91%
12.45%
3.59%
0.00%
7.34%
7.88%
36.55%
3.25%
2.35%
4.24%
1.23%
1.99%
5.40%
11.11%
3.23%
8.33%
2.33%
1.49%
0.90%
0.00%
0.00%
0.58%
5.98%
20.91%
19.23%
22.85%
33.33%
21.62%
12.34%
16.71%
6.67%
11.63%
32.31%
14.51%
2.04%
4.19%
10.12%
9.26%
37.26%
2.39%
2.03%
2.80%
6.67%
5.41%
0.64%
1.43%
0.00%
2.33%
4.55%
0.68%
0.00%
0.00%
0.39%
0.36%
5.24%
24.30%
22.63%
26.15%
16.72%
20.73%
34.61%
18.18%
32.50%
20.00%
9.09%
17.01%
19.69%
19.88%
8.59%
14.20%
45.05%
3.93%
2.79%
5.19%
2.53%
3.26%
5.20%
0.00%
17.50%
6.67%
0.00%
2.48%
5.51%
4.68%
0.78%
1.77%
8.37%
Page 32District Strategic Improvement Plan (101-913)
Humble Independent School District (Humble ISD) Printed: 2/19/2016, 3:58 pm
STAAR End-of-Course English (High School)
% Achieving Phase-In 1, Level II or Above Passing Standard
Student Achievement 2011-12 2012-13 2013-14 2014-15
ALL
Black/African American
Hispanic
White
American Indian
Asian
Pacific Islander
Two or More
Econ. Disadvantaged
Special Education
Current LEP
Federal LEP
At-Risk
Non At-Risk
Female
Male
% Achieving Phase-In 3, Advanced Passing Standard
Student Achievement 2011-12 2012-13 2013-14 2014-15
ALL
Black/African American
Hispanic
White
American Indian
Asian
Pacific Islander
Two or More
Econ. Disadvantaged
Special Education
Current LEP
Federal LEP
At-Risk
Non At-Risk
Female
Male
83.49%
79.62%
87.71%
78.79%
92.82%
74.59%
79.04%
62.07%
88.51%
90.80%
72.53%
37.66%
41.55%
65.19%
67.31%
95.35%
10.66%
6.70%
14.98%
3.03%
19.34%
3.44%
7.02%
6.90%
14.19%
16.47%
4.00%
2.60%
2.36%
6.43%
1.62%
17.29%
80.13%
76.23%
84.38%
70.29%
75.47%
88.23%
76.47%
95.65%
70.97%
81.90%
67.52%
35.25%
42.51%
32.79%
65.31%
93.85%
9.71%
6.10%
13.64%
2.94%
5.97%
15.17%
5.88%
24.46%
9.68%
15.52%
2.61%
4.51%
3.36%
2.85%
1.32%
17.46%
STAAR End-of-Course Biology (High School)
% Achieving Phase-In 1, Level II or Above Passing Standard
Student Achievement 2011-12 2012-13 2013-14 2014-15
ALL
Black/African American
Hispanic
White
American Indian
Asian
Pacific Islander
Two or More
Econ. Disadvantaged
Special Education
Current LEP
Federal LEP
At-Risk
Non At-Risk
Female
Male
% Achieving Phase-In 3, Advanced Passing Standard
Student Achievement 2011-12 2012-13 2013-14 2014-15
ALL
Black/African American
Hispanic
White
American Indian
Asian
Pacific Islander
Two or More
Econ. Disadvantaged
Special Education
Current LEP
Federal LEP
At-Risk
Non At-Risk
Female
Male
91.64%
86.03%
89.57%
94.97%
75.00%
98.85%
87.50%
97.47%
84.82%
60.85%
67.24%
76.32%
81.09%
97.36%
20.10%
6.72%
12.08%
29.26%
25.00%
47.13%
12.50%
26.58%
6.55%
2.13%
0.00%
7.02%
2.73%
29.51%
92.99%
94.74%
92.00%
88.97%
91.46%
73.33%
93.75%
96.55%
87.79%
71.63%
76.06%
66.94%
84.50%
99.07%
15.59%
15.79%
30.67%
4.85%
9.65%
6.67%
14.06%
25.24%
5.61%
0.71%
1.60%
0.82%
2.30%
25.10%
95.54%
93.96%
97.08%
91.60%
95.33%
97.68%
88.89%
101.12%
75.00%
97.96%
91.87%
67.78%
91.21%
91.43%
90.77%
99.28%
28.61%
27.89%
29.32%
11.79%
20.30%
43.64%
33.33%
44.94%
0.00%
32.65%
11.70%
7.78%
5.49%
5.00%
7.13%
45.46%
91.48%
94.62%
17.36%
13.69%
90.70%
92.63%
21.61%
18.53%
93.95%
88.86%
91.95%
96.95%
90.00%
97.78%
100.00%
91.67%
87.05%
64.38%
68.97%
73.91%
87.21%
99.21%
14.44%
4.37%
93.09%
93.91%
16.61%
11.43%
7.91%
10.00%
21.49%
23.33%
0.00%
16.67%
3.58%
1.25%
0.00%
2.17%
2.39%
23.85%
Page 33District Strategic Improvement Plan (101-913)
Humble Independent School District (Humble ISD) Printed: 2/19/2016, 3:58 pm
STAAR End-of-Course U. S. History
% Achieving Phase-In 1, Level II or Above Passing Standard
Student Achievement 2011-12 2012-13 2013-14 Focus
ALL
Black/African American
Hispanic
White
American Indian
Asian
Pacific Islander
Two or More
Econ. Disadvantaged
Special Education
Current LEP
Federal LEP
At-Risk
Non At-Risk
Female
Male
% Achieving Phase-In 3, Advanced Passing Standard
Student Achievement 2011-12 2012-13 2013-14 Focus
ALL
Black/African American
Hispanic
White
American Indian
Asian
Pacific Islander
Two or More
Econ. Disadvantaged
Special Education
Current LEP
Federal LEP
At-Risk
Non At-Risk
Female
Male
-
60.47%
63.59%
-
-
-
-
-
-
-
-
-
-
-
-
-
-
7.44%
4.89%
-
-
-
-
-
-
-
-
-
-
-
-
-
81.90%
82.49%
81.31%
72.92%
77.78%
87.06%
70.00%
95.65%
71.43%
86.79%
70.73%
41.73%
32.14%
51.16%
66.76%
93.11%
12.99%
17.74%
8.23%
4.74%
6.05%
19.66%
10.00%
23.91%
114.29%
0.00%
4.11%
2.36%
0.00%
2.33%
3.79%
19.80%
96.70%
97.12%
96.29%
88.89%
97.41%
95.29%
95.35%
87.50%
98.11%
98.09%
93.57%
64.15%
66.67%
85.71%
93.30%
99.51%
24.72%
31.26%
18.49%
11.11%
33.62%
11.18%
16.55%
12.50%
22.64%
34.83%
10.63%
0.00%
1.75%
9.89%
12.48%
34.89%
95.24%
96.04%
94.44%
91.26%
93.81%
97.75%
100.00%
97.94%
87.50%
98.55%
90.52%
61.90%
71.21%
76.54%
89.99%
99.36%
39.66%
46.91%
32.48%
20.58%
30.84%
53.01%
66.67%
57.73%
18.75%
44.93%
20.32%
8.33%
12.12%
14.81%
21.64%
53.80%
Page 34District Strategic Improvement Plan (101-913)
Humble Independent School District (Humble ISD) Printed: 2/19/2016, 3:58 pm
DISTRICT DECISION-MAKING COMMITTEE
Principals
Donnie Bodron Principal Riverwood Middle School
Karl Koehler Principal Atascocita Middle School
April Maldonado Principal Eagle Springs Elementary School
Lisa Drabing Principal Kingwood Park High School
Assistant Principals
Janette Horton Assistant Principal Quest Early College High School
Sergio Lopez Assistant Principal Ross Sterling Middle School
Erica Gruber Assistant Principal Lakeland Elementary School
Nancy Cozad Assistant Principal Kingwood High School
Denise Rodriguez Assistant Principal Greentree Elementary School
Kimberly Felts Assistant Principal Oaks Elementary School
Shannon Lalmansingh Assistant Principal Pine Forest Elementary School
Kristin Bryan Assistant Principal Summerwood Elementary School
Teachers
John O'Brien Teacher Humble High School
Delena Medina Teacher Humble Middle School
Miguel Moreno Teacher River Pines Elementary School
Michael Knesek Teacher Whispering Pines Elementary School
Darlene Noble Teacher Humble Elementary School
Kellianne Olson Teacher Creekwood Middle School
Elizabeth Grantham Teacher Bear Branch Elementary School
Jean Ann West Teacher Deerwood Elementary School
Will Slamp Teacher Timberwood Middle School
Kelly Curtis Teacher Oak Forest Elementary School
Jessica Cannon Teacher Maplebrook Elementary School
Jennifer King Teacher Atascocita Springs Elementary School
John Baron Teacher Kingwood Middle School
Amy Bearden Teacher Elm Grove Elementary School
Linda Harris Teacher Woodcreek Middle School
David Srubar Teacher CATE Center
Kelly Atkins Teacher Jack M. Fields, Sr. Elementary School
Brittney Howard Teacher North Belt Elementary School
Travis Setterbo Teacher Park Lakes Elementary School
Page 35District Strategic Improvement Plan (101-913)
Humble Independent School District (Humble ISD) Printed: 2/19/2016, 3:58 pm
DISTRICT DECISION-MAKING COMMITTEE
Teachers
Julie Trzecki Teacher Hidden Hollow Elementary School
Karen McClurg Teacher Shadow Forest Elementary School
Paul Touchstone Teacher Willow Creek Elementary School
Marcus Jackson Teacher Atascocita High School
Kasandra Elvir Teacher Timbers Elementary School
Christina Doiron Teacher Foster Elementary School
Kristina Monks Teacher Woodland Hills Elementary School
Crystal Livingston Teacher Summer Creek High School
Ora Felder Teacher Lakeshore Elementary School
Joe Callaghan Teacher Cambridge School
Chelsey Joseph Teacher Ridge Creek Elementary School
Non-Teaching Staff
Andrea Jean Non-Teaching Staff Fall Creek Elementary School
District-Level Staff
Carol Atwood District-Level Staff Accountability & Research
Dr. Thomas Price District-Level Staff Learning Division
Parents
Noreen McCarthy Parent Kingwood Park High School Vertical Team
Jennifer Wooden Parent Atascocita High School Vertical Team
Clista Graff Parent Kingwood high School Vertical Team
Shantell Phillips Parent Humble High School Vertical Team
Mike Acosta Parent Summer Creek High School Vertical Team
Community Members
Shannon McIntire Community Member
Diana VanHorn Community Member
Business Representatives
Noah LaBauve Business Representative
Adam McAlpine Business Representative
Page 36District Strategic Improvement Plan (101-913)
Humble Independent School District (Humble ISD) Printed: 2/19/2016, 3:58 pm
NO CHILD LEFT BEHIND ACT (NCLB) PERFORMANCE GOALS
Performance Goal 1: All students will reach high standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.
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 Goal 3: All students will be taught by highly qualified teachers.
Performance Goal 4: All students will be educated in learning environments that are safe, drug-free, and conducive to learning.
Performance Goal 5: All students will graduate from high school.
THE STATE OF TEXAS PUBLIC EDUCATION MISSION AND ACADEMIC GOALS
The mission of the public education system of this state is to ensure that all Texas children have access to a quality education that enables them to achieve their
potential and fully participate now and the future in the social, economic, and education opportunities of our state and nation. That mission is grounded on the
conviction that a general diffusion of knowledge is essential for the welfare of this state and for the preservation of the liberties and rights of 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 STATE OF TEXAS PUBLIC EDUCATION MISSION AND ACADEMIC GOALS
#1: The student in the public education system will demonstrate exemplary performance in the reading and writing of the English language.
#2: The students in the public education system will demonstrate exemplary performance in the understanding of mathematics.
#3: The students in the public education system will demonstrate exemplary performance in the understanding of science.
#4: The students in the public education system will demonstrate exemplary performance in the understanding of social studies.
THE STATE OF TEXAS PUBLIC EDUCATION OBJECTIVES
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 high school diploma.
Objective #4: A well-balanced and appropriate curriculum will be provided to all students.
Objective #5: Qualified and highly effective personnel will be recruited, developed, and retained.
Objective #6: The state’s students will demonstrate exemplary performance in the comparison to national and international standards.
Objective #7: School campuses will maintain a safe and disciplined environment conducive to student learning.
Objective #8: Educators will keep abreast of the development of creative and innovative techniques as appropriate to improve student learning.
Objective #9: Technology will be implemented and used to increase the effectiveness of student learning, instructional management, staff development, and
administration
Page 37District Strategic Improvement Plan (101-913)
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