ampus Name:HOUSTON
Audrey H. Lawson Middle School
INDEPENDENT SCHOOL DISTRICT
BUILD
BRIDGE
BELIEVE
Campus Name: Audrey H. Lawson Middle School
Campus Number: 075
Principal Name: Tynette Guinn
School Support Officer Name: Rolando Trevino
Chief School Officer Name: Samuel Sarabia
1
9/6/2016 4:37 PM
SCHOOL IMPROVEMENT PLAN 2016-2017
SIP Part 1: Background, Data Analysis and Needs Assessment
MISSION STATEMENT
At Lawson Middle School, we have a culture of respect for all stakeholders, provide strategic systems and
procedures that protect the learning environment and work collaboratively to ensure scholar success.
SCHOOL PROFILE
Lawson Middle School (LMS) is located in Southwest Houston and draws students from surrounding residential
neighborhoods, including three major apartment complexes housed in the school’s attendance zone. Because of
the large enrollment, there is a diverse student population which presents unique educational challenges and
opportunities. The student body consists of 1,033 scholars in sixth through eighth grades. 60% of scholars are
Hispanic, 38% are African American, and less than 1% are White, American Indian and Asian/Pacific Islander.
The percentage of scholars qualifying as Economically Disadvantaged is 74%, 79% are At-Risk and 26% are ELL
Learners. 14% of LMS scholars are served in the Special Education program and 35% of LMS scholars are
enrolled in various components of the school’s Fine Arts program.
Although the campus faces many unique challenges, the staff is resolved in its mission to have a culture of
respect for all stakeholders, provide strategic systems and procedures that protect the learning environment, and
work collaboratively to ensure scholar success. Moreover, campus stakeholders envision a learning community
where administrators and teachers foster a sense of community and provide constant academic and
extracurricular activities where scholars will experience success at LMS and beyond.
SHARED DECISION MAKING (sample language provided – modify as needed)
Organizational Structure
The Campus Intervention Team (CIT) is based on the Shared Decision-Making model (SDM) designed
to establish, monitor, and evaluate goals for budgeting, staffing, curriculum, planning, school
organization, staffing patterns, and staff development. This model is aligned to state legislation and HISD
board policy. A Professional Service Provider (PSP), and a School Support Officer or Lead Principal is a
member of the Campus Intervention Team for schools under state Improvement Required sanctions or
federal sanctions as a Focus or Priority campus. Teacher Development Specialists and other district
level personnel can serve as members of the CIT according to the campus needs. The intention of the
SDMC is to pull together our community in a constructive, organized, and unified body to enhance the
2
9/6/2016 4:37 PM
education of all students. The CIT is responsible for development, implementation, and monitoring of the
School Improvement Plan, monitoring of student performance, and determination of student interventions
and support service.
The SDMC component of the CIT is the shared decision-making body. Professional staff representatives
are elected by the faculty. Principal determines number of classroom teachers; then, assigns half that
number to school-based staff. This complies with 2/3 - 1/3 rule for professional staff. In addition, the
committee must have one non-instructional staff, one business member, at least two parents and at least
two community members. Parents are elected by the PTO, PTA or PACS membership.
The Council meets monthly and as needed to discuss issues brought forth by the administration, staff,
parents, or community. It is supported by standing committees that address budgeting, staffing,
curriculum, planning, school organization, staffing patterns, and staff development. Standing committees
meet as needed. Parents are encouraged to serve on standing committees.
The SDMC functions under the direction of the Principal. Members of the SDMC attend SDMC meetings
for the term of his/her office, monitor the implementation of the School Improvement Plan, address issues
presented by the principal, present issues for discussion and recommend resolutions to the SDMC,
create ad hoc committees by consensus of the SDMC, chair standing committees and ad hoc
committees, submit minutes to the principal for committee meetings, and report the recommendations to
the SDMC. The SDMC is responsible for approving all professional development plans for the school.
The Principal coordinates the process of shared decision making, facilitates communication for all
stakeholders, considers issues and recommendations from the community, SDMC, and standing
committees, and makes decisions based on those recommendations.
Shared Decision Making Process
Consensus is the ultimate goal of the SDMC. Agreement by all participants is not always possible or
necessary for consensus. Consensus is a collective process that provides a forum for full dialogue on
appropriate/applicable responses to issues.
Members of the committees discuss and make recommendations to the SDMC. The SDMC reviews
recommendations and reaches consensus. Sufficient consensus is defined as a willingness to settle an
issue in favor of the majority. All points of view will be considered and general agreement must be reached
before decisions will be implemented. If general agreement is not reached, further study of the issue will
occur and alternatives will be presented until agreement is reached. After all alternatives have been
explored, a deadlock can be broken by a majority vote. As issues come up for discussion, the chairperson
is responsible for ensuring that all present have a legitimate opportunity to state their case. The principal
retains the authority to exercise a veto over decisions made by the SDMC.
Method of Communications
Members of the school community may submit non-personnel issues for consideration through the
shared decision-making process. Written issues or concerns are submitted to any SDMC member or
placed in the SDMC box located in the main office. A school community member may attend a meeting
of any committee to discuss or present an issue. All meetings are on the monthly calendar. The SDMC
3
9/6/2016 4:37 PM
delivers issues to appropriate standing committees for action. Communications from all committees is
transmitted to faculty, staff, and parents.
All SDMC information must be included on the campus website. A list of meeting dates, committee
members, agendas and minutes for each meeting must be able to be accessed. The home page of each
campus website must include a link to the SDMC page for easy access.
Membership Composition of the SDMC
Number of Classroom Teachers
Number of School-based Staff
(Half the number of classroom teachers)
10
5
Number of Non-Instructional Staff
1
Number of Parents (at least 2)
Number of Community
Members
(at least 2)
Number of Business Members
2
2
1
(Modify or insert additional lines as needed)
Name of SDMC Member
Belzora Birhiray
Paula Davis-Journet
Brittney Jackson
Walter Johnson
John Kimble
Tyvarion Malone
Stacey Mayzone
Charley Overstreet
Kenneth Sanders
LaKayla Walker
Chatauqua Allen
Mona Collier
Janet Douglas
TaRhonda Harper
Cynthia Hayes
Linda Reader
Rachel Hurst
Lorena Sanchez
Chrystine Jones
Zak Jones
Silvestre Ocampo
Position (Add Date Term expires)
Classroom Teacher
Classroom Teacher
Classroom Teacher
Classroom Teacher
Classroom Teacher
Classroom Teacher
Classroom Teacher
Classroom Teacher
Classroom Teacher
Classroom Teacher
School-Based Professional
School-Based Professional
School-Based Professional
School-Based Professional
School-Based Professional
Non-Instructional Staff
Parent
Parent
Community Member
Community Member
Business Partner
4
9/6/2016 4:37 PM
Other Campus Intervention Team members (non-SDMC):
For campuses designated for Improvement Required, Focus or Priority for 2016-2017:
Name
Position
Rolando Trevino
School Support Officer (SSO) or Lead
Principal (LP)
Jane Kuchar
Professional Service Provider (PSP)
Angela Jones
Instructional Coach
Nedaro Bellamy
Instructional Coach
Kendra Yarbrough
Instructional Coach
Pamela Cunningham
Instructional Coach
NEEDS ASSESSMENT
Narrative of Data Analysis and Root Causes
(causal factors – include % of economically disadvantaged data)
Lawson Middle School is considered an Improvement Required School for the second consecutive year. This year
our Targeted Improvement Plan will focus on the following for Math and Reading:
Math Problem Statement 1: STAAR Performance for Math was below the state average of 60%. Overall
performance was 57%.
Root Cause 1: Teachers lacked the capacity to plan and deliver effective integrated lessons based on TEKS.
Annual Math Goal: By 2017, 65% of all students will pass the Math STAAR at phase-in II satisfactory standard.
Strategy: Focus on instructional planning to increase teacher content knowledge through professional
development and implementation into classroom lessons.
Reading Problem Statement 1: STAAR Performance for Reading was below the state average of 60%. Overall
performance was 50%.
Root Cause 1: Teachers lacked the capacity to plan and deliver effective integrated reading lessons based on
TEKS.
Annual Reading Goal: By 2017, 65% of all students will pass the Reading STAAR at phase-in II satisfactory
standard.
Strategy: Focus on instructional planning to increase teacher content knowledge through professional
development and implementation into classroom lessons.
5
9/6/2016 4:37 PM
Narrative of Identified Needs – Include Special Education Needs
Student enrollment has continued to decrease for the past two years. During the 2015-16 school year, the
enrollment decreased by 75 students and for this year, the current projected enrollment is deficient 78 students.
A high mobility rate continues to be a challenge at LMS that impacts classroom instruction and has a potential
implication on dropouts and student enrollment.
LMS continues to be one of the highest special needs middle school in the South Area with a 13% SPED population,
with over 50% in self-contained classes.
Following the in-depth data analysis, needs assessment and development of the campus SIP, the campus must
indicate on this table that any unmet or barely met accountability standards have been addressed:
Performance
Index
Met?
Y/N
Unmet or barely met
Subject(s) /
Measure(s)?
Student Group(s)
Below Standard?
Texas Accountability System
I. Student Achievement
No
Unmet
AA, HISP, White,
SPED, ECON, ELL
II. Student Progress
III. Closing Gaps
Barely
Unmet
Yes
No
IV. Postsecondary
No
Readiness
Federal System Safeguards
Reading Performance
No
Unmet
Reading Participation
Yes
Met
Reading Alt #2
Math Performance
N/A
No
Unmet
Math Participation
Yes
Met
Math Alt #2
4 Year Graduation
5 Year Graduation
N/A
NA
NA
N/A
NA
NA
AA, HISP, White,
SPED, ECON, ELL
AA, HISP, White,
SPED, ECON, ELL
Unmet
AA, HISP, White,
SPED, ECON, ELL
AA, HISP, White,
SPED, ECON, ELL
AA, HISP, White,
SPED, ECON, ELL
AA, HISP, White,
SPED, ECON, ELL
NA
NA
6
9/6/2016 4:37 PM
Needs addressed
in the following
SIP Goal(s):
STAFF DEVELOPMENT PLANS
Day 1 - August 8, 2016
Topic: DMS Key Systems/Fuel Ed
Day 2 - August 9, 2016
Topic: Accountability/Grade Level Meetings
Day 3 - August 10, 2016
Topic: Fuel Ed/Department Meetings
Day 4 - August 11, 2016
Topic: Fuel Ed/Department Meetings
Day 5 - August 12, 2016
Topic: Breakout Sessions (Board Policy, Adult & Scholar Culture, Instructional Planning and HISD mandated
online trainings)
Day 6 - August 15, 2016
Topic: Breakout Sessions (Instructional Planning, Data Driven Instruction, SPED, ESL)
Day 7 - August 16, 2016
Topic: Breakout Sessions (TADS, Data Driven Instruction, Behavior Management, Instructional Technology)
Day 8 - August 17, 2016
Topic: Instructional Planning
Day 9 - August 18, 2016
Topic: Fuel Ed/Mission and Vision/SPAT Committees/Opening Day Procedures
SIP Part 2: Goals & Objectives
Based on the Data Analysis and Needs Assessment, the following Goals and Measurable Objectives must be
developed to address the identified needs:
Goal Area I:
Increase Student Achievement (HISD Goal 1)
1. Reading
2. Mathematics
3. Accountability and Federal System Safeguards
4. Index 4 Goals
a. Dropout Prevention / Graduation Rate Improvement (MS,HS)
b. Ninth Grade Promotion (HS)
c. Advanced Course / Dual Credit Enrollment (HS)
d. AP/IB Exams Participation and Scores (HS)
e. PSAT/SAT/ACT Participation and Scores (HS)
7
9/6/2016 4:37 PM
f. College Readiness (ES,MS,HS)
5. Attendance
6. Highly Qualified and Effective Teachers, Administrators and Paraprofessionals
Goal Area II:
Improve Safety, Public Support, and Confidence (HISD Goals 3, 5)
a. Bullying Prevention
b. Child Abuse & Sexual Abuse Prevention
c. Coordinated Health Program (Elementary, Middle, and K-8 Campuses Required)
d. Dating Violence Awareness
e. Discipline Management – Safe Environments
a. DAEP Referrals
b. Special Education In-school Suspension
c. Special Education Out-of-School Suspension
f. Drug, Tobacco, Alcohol Prevention
g. Suicide Prevention
h. Parent and Community Involvement
Goal Area III:
Special Population Goals & Strategies
a. Gifted & Talented Program
b. Special Education Program
a. STAAR/EOC Participation
b. Representation
i. Overall
ii. African-American
iii. Hispanic
iv. ELL
c. Placement in Instructional Setting 40/41
c. Economically Disadvantaged
a. STAAR/EOC Participation
d. English Language Learners
a. STAAR/EOC Participation
b. TELPAS Reading and Composite Scores
e. Dyslexia Program
8
9/6/2016 4:37 PM
GOAL AREA 1 – Student Achievement:
Reading
Priority Need:
Rigorous, differentiated, engaging, hands-on, data-driven, targeted and applicable,
reading intervention and enrichment for all scholars
Critical Success
Factor(s):
CSF – 1 Improve Academic Performance, CSF - 2 Use of Data to Drive Instruction,
CSF – 4 Increase Learning Time, CSF - 7 Teacher Quality
Goal:
Increase student proficiency in Reading with the overall percentage of Lawson MS
scholars in grades 6-8 meeting 70% or higher at Phase-in Satisfactory Standard on the
2017 STAAR Reading assessment. Level II (Satisfactory) standards on the 2017
STAAR Reading assessment will increase by 5% and students meeting Level III
(Advanced) standards increasing 5%. Utilize the HISd Literacy in the Middle Plan to
increase student proficiency by 5% for all English Language Learners.
Measurable
Objective
Strategy
Title of Staff
Member
Responsible
Resources
To increase
student
academic
performance
through daily
rigorous,
differentiated,
studentcentered
instruction
utilizing handson activities,
real-world
application and
small group
instruction.
STAAR aligned
Do Nows for
the first 5
minutes of
reading
instruction and
STAAR aligned
Exit Tickets for
the last 5
minutes of
instruction
1. Teshana
McDowell,
Dean of
Instruction
2. Jessica
Molina,
Literacy
Coach
3. Reading
Teachers
4. Pamela
Cunningham,
Instructional
Coach
· Measuring
Up
· Measuring
Up Live
·Motivational
Reading
· Thinking
Maps
· STAAR
Coach
· District
Curriculum
Documents:
Scope &
Sequence,
Pacing
Calendar
· Learning
Farm
· Campus
Literacy Plan
· Literacy
in the Middle
To utilize the
formal and
informal
Use campusbased data
framework to
1. Teshana
McDowell,
· SDIS
Model
9
9/6/2016 4:37 PM
Timeline
Milestones/
Formative
Evaluation
August
2016 - May
2017
1.
Common
assessments
2.
Campus
walkthroughs
and
observations
3.
Weekly
content
planning
4.
STAAR
Assessment
5.
TADS
6.
Exit
Ticket Data
7.
District
Snapshots
August
2016 - May
2017
1.
Common
assessments
assessments to
provide quality
rigorous
instruction in
high-need
areas as
indicated by
the data.
drive
instruction
Dean of
Instruction
2. Jessica
Molina,
Literacy
Coach
3. Pamela
Cunningham,
Instructional
Coach
· EdPlan
Reports
· TEKS
Tracker
· Student
Data
Tracker
To allow for
more
instructional
time to
increase
student
achievement
by bridging the
gaps between
foundational
skills and
grade-level
academic
standards
within a class
period
Implementation
of Cooperative
learning
groups
1. Teshana
McDowell,
Dean of
Instruction
2. Jessica
Molina,
Literacy
Coach
3. Pamela
Cunningham,
Instructional
Coach
· Kagan
Grouping
Strategies
· 21st
Century
Learner
· ProjectBased
learning
instructional
system
· Literacy in
the Middle
· Literature
Circles
August
2016 - May
2017
1. two
times
per
week
To ensure
teacher quality
by modeling
Weekly inschool
professional
1. Teshana
McDowell,
·Measuring
Up
August
2016 - May
2017
1. weekly
content
10
9/6/2016 4:37 PM
2.
Campus
walkthroughs
and
observations
utilizing the
campus-based
instructional
feedback form
3.
PLC
weekly
instructional
planning
4.
Weekly
content
planning
5.
STAAR
Assessment
6.
TADS
7.
Exit
Ticket Data
8.
District
Snapshots
9.
MOY
Data
best practices
that reflects a
teacher’s skills
and knowledge
to drive
learning in the
classroom and
impact student
learning
through the use
of ongoing
professional
development to
support student
and teacher
development
needs.
development
during PLC
Dean of
Instruction
2. Jessica
Molina,
Literacy
Coach
3. Pamela
Cunningham,
Instructional
Coach
GOAL AREA 1 – Student Achievement:
Priority Need:
Critical Success
Factor(s):
Goal:
Measureable
Objective
To increase
student
academic
· Measuring
Up Live
·
Motivational
Reading
· Thinking
Maps
· STAAR
Coach
· STAAR
Master
· District
Curriculum
Documents:
Scope &
Sequence,
Pacing
Calendar
· Learning
Farm
· Campus
Literacy
Plan
Math
Rigorous, differentiated, hands-on and real world applicable Math instruction for all
scholars.
CSF-1 Improve academic Performance, CSF-2 Use data to Drive instruction, CSF-4
Increase Learning Time, CSF-7 Teacher Quality
Increase student proficiency in Math with overall percentage of Lawson MS scholars in
grades 6-8 meeting 70% or higher at Phase-in Satisfactory Standard on the 2017 STAAR
Mathematics Assessment. Level II (Satisfactory) standards on the 2017 STAAR
Mathematics Assessment will increase 5% and students meeting Level III (Advanced)
standards increasing 4%. All sub populations will increase 5% or higher at Phase-in
Satisfactory on the 2017 STAAR Mathematics Assessment.
Strategy
STAAR
Aligned
word
Title of Staff
Member
Responsible
Tynette Guinn,
Principal
Resources
1. Houghton
Mifflin
Harcourt11
9/6/2016 4:37 PM
planning
sessions
Timelin
e
August
2016 -
Milestones/
Formative
Evaluation
1. Common
Assessment
s
performance
through daily
rigorous,
differentiated,
student
centered
instruction
utilizing hands
on activities,
real world
application,
SMART
Lessons and
small group
instruction
within the
entire lesson
cycle.
CSF-2 Use
Data to Drive
Instruction
Use campusbased data
into action
framework to
drive
instruction.
problems
during the
first five
minutes of
daily math
instruction
using the
campuswide
problems
solving
strategies
CUBES
(Circle the
number
phrases,
Underline,
Box the
Math
key/action
words,
Eliminate
information
not needed,
Select the
strategy to
solve by
showing
your work)
and the
BANG Plan.
To utilize
formal and
informal
assessments
to provide
quality
rigorous
instruction
in high-need
areas as
indicated by
the data
Phinikki Lawrence,
Dean of
Instruction
2.
Tarhonda Harper,
Dean of Students
3.
Angela Jones,
Math Instructional
Coach
4.
Math Teachers
6.
7.
Tynette Guinn,
Principal
1.
Phinikki Lawrence,
Dean of
Instruction
Tarhonda Harper,
Dean of Students
Jarvis Kelley, Data
Specialist
5.
Houghton
Mifflin
HarcourtTexas GO
Math!
2. Region IVSupporting
STAAR
3. Motivationa
l Math
4. TEKSing to
the STAAR
12
9/6/2016 4:37 PM
Texas GO
Math!
Region IVSupporting
STAAR
Motivationa
l Math
TEKSing to
the STAAR
STAAR
Coach
Study Island
District
Curriculum
Planning
Guides/Scop
e and
Sequence
May
2017
2. District
Snapshot
Assessment
s
3. Campus
Walkthroug
hs and
observation
s
4. PLC Weekly
instructional
planning
5. Weekly
content
planning
6. STAAR
Assessment
7. TADS
8. Exit Ticket
Data
August
2016 May
2017
1.
Common
Assessment
s
2. District
Snapshot
Assessment
s
3. Campus
Walkthroug
hs and
observation
s
Angela Jones,
Math Instructional
Coach
Math Teachers
CSF-4
Implementatio
n of
cooperative
learning
stations
To allow
more
instructional
time to
increase
student
achievemen
t by bridging
gaps
between
foundational
skills and
grade level
academic
standards
within a
class period.
Tynette Guinn,
Principal
Phinikki Lawrence,
Dean of
Instruction
Tarhonda Harper,
Dean of Students
Jarvis Kelley, Data
Specialist
Angela Jones,
Math Instructional
Coach
Math Teachers
5. STAAR
Coach
6. Study Island
7. DIstrict
Curriculum
Planning
Guides/Scop
e and
Sequence
8. SDIS Model
(Self
Directed
Improveme
nt System)
1. Kagan
Cooperative
Learning
System
2. Continued
Professional
Developmen
t on
DIfferentiat
ed
Instruction
3. 21st
Century
Learner
4. District
Curriculum
Guides
5. Study Island
4. PLC Weekly
instructional
planning
5. Weekly
content
planning
6. STAAR
Assessment
7. TADS
8. Exit Ticket
Data
9. Study Island
Data
August
2016 May
2017
1.
2.
3.
4.
CSF-4
Intensive
targeted afterschool and
To meet the
individualize
d needs of
students by
1. Phinikki
Lawrence,
Title I
1. Houghton
Mifflin
Harcourt13
9/6/2016 4:37 PM
Ocatobe
r 2016 April
2017
1.
Frequent
walkthrough
s and
observation
s based on
the A & D
system
using the
Instructional
Practice
Rubric:
Maximize
Instructional
Time (I-5)
and
Differentiat
ed
Instruction
(I-3)
Incorporate
Peer
Coaches
Assessment
Data
Exit Ticket
Data
Common
Assessment
Data
Saturday
tutorials by
SEs and small
group
instruction
using ELL
strategies for
LEP students,
research
based
instructional
practices for
SPED Inclusion
and
Mainstream
Support, and
intensive
tutoring for
struggling
learners.
providing
additional
academic
support
outside of
the regular
school day.
2.
3.
4.
5.
6.
Coordinat
or
Deans of
Instructio
n
Deans of
Students
Math and
Reading
Tutors
All LMS
contenttested
teachers
Tynette
Guinn,
Principal
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Texas GO
Math
Step up to
the TEKS
Region IVSupporting
STAAR
Motivationa
l Math
TEKSing to
the STAAR
Study Jams
Flocabulary
UMATH
Everyday
ExcELLence
Routines
Thinking
Maps
Ladders to
Success
STAAR
Coach
District
Curriculum
Guides
Study Island
2. Exit Ticket
Data
3. Unit
Assessment
Data
4. District
Level
Benchmark
Data
5. Study Island
Data
GOAL AREA 1 Student Achievement: Performance Index - Student Achievement/Student
Progress/Closing Gaps/Postsecondary Readiness (mandatory, if not met )
Priority Need:
Critical Success
Factor(s):
Student Achievement: Use backwards planning to provide scholars with rigorous,
differentiated instruction that is aligned with the TEKS to create 21st century learners.
Student Progress: To increase the performance results from the following sub-groups:
AA, HISP, and SPED
Closing Gaps: Engaging teachers in strengthening curriculum and student assessments
with a high concentration on our AA and Eco Disadv subgroups.
Postsecondary: Effective teacher and academic rigor for students in multiple tested
content areas.
CSF-1 Academic Performance CSF-2 Data CSF-3 Increase Leadership Effectiveness CSF-7
Increase Teacher Quality
14
9/6/2016 4:37 PM
Goal:
By May 2017, on the STAAR assessments, LMS will meet or exceed the target score for
each of the 4 indices.
Measureabl
e Objective
Strategy
CSF-1
Academic
Performanc
e: Lawson
MS tested
courses will
enhance the
academic
performanc
e of all
students by
increasing
the rigor of
the content
across
grade levels
and aligning
the
curriculum
with the
expectation
set by the
TEKS.
Shared
campus
vision for
student
achieveme
nt, change
strategies
that are
not
effective,
increase
rigor, and
teach
students
how to
analyze
STAAR like
questions
9/6/2016 4:37 PM
Title of Staff
Member
Responsible
1. TaRhonda
Harper,
Dean of
Students
2. Phinikki
Lawrence,
Dean of
Instruction
for
Math/Scienc
e
3. Teshana
McDowell
Dean of
Instruction
for
Reading/Soci
al Studies
4. Jessica
Molina,
Literacy
Coach
5. Janet
Douglas,
SPED Chair
6. Charley
Overstreet,
LPAC Chair
7. Teachers of
tested
content
areas
8. Teacher
Developmen
t Specialists
9. Dr.
Micheaux,
Resources
1. Collaboration
weekly during
instructional
planning by
grade level
2. Master Courses
for select
content from
HISD HUB
3. HISD Unit
PLanning
Guides, Scope
and Sequence,
Vertical
Alignment, and
Exemplar
Lessons
4. Released STAAR
test
5. TEKSing towards
STAAR
6. Measuring Up
7. STAAR Test
Maker
8. Feedback from
observations/wa
lk-throughs
from Dean of
Students or
Dean of
Instruction,
and/or Teacher
development
specialist
9. Modeling/Coach
ing
10. Lead4Ward
15
Timeline
August
2016May
2017
Milestones/
Formative Evaluation
1. Weekly
meetings with
Leadership
Team
2. Weekly
meetings with
Deans Of
Instruction
and/or TDS
3. Observations/
Walkthroughs
4. Student
Performance
Data
Science
Consultant
CSF-2 Use
campus
based data
into action
framework
to drive
instruction
Analyze
assessmen
t data to
implement
into
instruction,
according
to the
criteria
established
by the 4
indices
1. Jarvis KelleyData
Specialist
2. Teshana
McDowellDean of
Instruction
Social
Studies/Read
ing
3. Phinikki
LawrenceDean of
Instruction
Science/Mat
h
4. Dean of
Students
Jorge
Villarreal,
Thomas
Cotter,
TaRhonda
Harper
5. All LMS
contenttested
teacher
11. Houston ISD PSD
12. State-approved
textbooks
13. Supplemental
resources
14. Everyday
ExcELLence
routines
15. Literacy in the
Middle
1. Data into Action
Framework
2. Student
Portfolios
3. Exit Ticket
tracker
4. EdPlan
5. Lead4Ward
6. Assessments(Be
nchmark,
STAAR,
Common)
7. Snapshot TEKS
Tracker
8. Teacher Data
Conferences
16
9/6/2016 4:37 PM
Septemb
er 2016May
2017
1.Campus-based Data
Tracker
2.Common
Assessments every 3-6
weeks
3.District Snapshot
Assessments results
4. STAAR Results
5. EdPlan reports
6. Student Data
Conferences
CSF-4
intensive
and
targeted
small group
after-school
and
Saturday
tutorials by
SEs using
researchbased
instructiona
l practices
CSF-7
Increase
Teacher
Quality
Meeting
7. Phinikki
the
Lawrence,
individualiz
Title 1
ed needs
Coordinator
of students 8. Deans of
by
Instruction
providing
9. Deans of
targeted
Students
interventio 10. Math and
ns for Tier
Reading
II and III
Tutors
students
11. All LMS
contenttested
teachers
12. Tynette
Guinn,
Principal
Intensive
1. Teacher
profession
Development
al
Specialist
developme 2. Dr.
nt and
Micheaux,
training
Consultant
with focus
3. Deans of
on best
Instruction
practices
4. Deans of
and
Students
instruction 5. Cherese King,
al
Instructional
strategies
Excellence
Coach
6. Sherra Jones,
Instructional
Technology
Specialist
1. STAAR Coach
2. STAAR Ready
3. Measuring Up
LIVE
4. Think through
Math
5. Study Island
6. Student
Portfolios
7. EdPlan
8. iStation
9. KAMICO
10. Extra duty pay
11. Scholar
Incentives
October
2016April
2017
1. EdPlan
Assessment
Reports
2. Student
Portfolios
3. Teacher &
Student Data
Conferences
1.
2.
3.
4.
5.
6.
August
2016May
2017
1. PLC weekly
instructional
planning
2. TADS
3. Campus
walkthroughs
and
observations
4. Coaching Logs
5. Assessment
Data
Houston ISD PSD
Lead4Ward
EdPlan
Learning Lab
Kagan
Literacy in the
Middle
7. Smart Board
8. Think through
Math
9. Instructional
Technology
applications(
Plickers, Kahoot,
Quizzizz)
17
9/6/2016 4:37 PM
GOAL AREA 1 – Student Achievement:
if not met)
Federal System Safeguards – (mandatory,
Priority Need:
Rigorous and data driven instruction that is in alignment with the Texas Essential
Knowledge and Skills (TEKS) Standards.
Critical Success
Factor(s):
CSF-1 Improve Academic Performance, CSF-2 Increase the Use of Quality Data to Drive
Instruction, CSF-3 Increase Leadership Effectiveness, CSF-4 Increased Learning Time, CSF6 Improve School Climate, CSF-7 Increase Teacher Quality
By May 2017, Lawson Middle school will be able to meet the performance status of 60%
in Reading and Math according to the Federal System Safeguards.
Goal:
Measurable
Objective
Strategy
Teachers will
receive rigorous
training and
professional
development
throughout the
year in order to
deliver best
practices
through
instruction.
Beginning in
August 2016,
teacher and
staff will
receive rigorous
training on
instruction and
school culture
that sets the
expectations of
the learning
environment on
the campus of
Lawson Middle
School. Teacher
will continue to
receive training
in PLCs,
Learning Labs,
off campus
trainings, and
training led by
district
leadership.
After formal
assessments,
teachers will be
expected to
hold data
All students’
progress will be
monitored
through data
Title of Staff
Member
Responsible
1. Tynette
Guinn, Principal
2. Leadership
Team
3. All Teachers
and Staff
1. Tynette
Guinn, Principal
2. Leadership
Team
Resources
Technology
Funding
Outside
organizations
August 2016May 2017
Folders
Paper
August 2016May 2017
18
9/6/2016 4:37 PM
Timeline
Milestones/
Formative
Evaluation
tracking
systems.
Adjustments to
the Master
Schedule will be
made in order
to
accommodate
extended class
periods for a
concentration
on the
classroom
learning cycle
and
interventions.
conferences
with their
students.
Students will be
able to track
their data
through a
school wide
data tracking
system.
A new bell
schedule will be
introduced for
the 2016-2017
school year.
This will allow
90 class periods
for teachers to
deliver
instruction
through both
whole group
and small group
interventions.
3. All Teachers
and Staff
1. Tynette
Guinn, Principal
2. Leadership
Team
3. All Teachers
and Staff
4. Counselors
GOAL AREA 1 – Student Achievement:
Priority Need:
Critical Success
Factor(s):
Goal:
Technology
Attendance
To increase attendance school-wide.
CSF-6 Improve School Climate
By May 2017, LMS will increase attendance rates to a minimum of 96%.
Measurable Objective
Strategy
Title of Staff
Member
Responsible
Resources
19
9/6/2016 4:37 PM
August 2016May 2017
Timeline
Milestones/
Formative
Evaluation
CSF-6 Each month the
grade level with the
highest attendance will
win a free dress pass for
the last Friday of the
month.
To increase
overall
attendance
rates at
Lawson
Middle
School.
1. Tynette
Guinn,
Principal
2. Thomas
Cotter, AP
3. George
Villarreal, AP
4. TaRhonda
Harper, AP
5. Grade
Level Clerks
6.
Attendance
Clerk
7. Registrar
8. Counselors
1.
Materials/Labels
2. Ice Cream for
social
3. Perfect
attendance
certificates
August 2016May 2017
CSF-6 Implement
administrator/attendance
procedures for referrals
consisting of the
Attendance Clerk,
Counselors, Attendance
Monitoring Specialist and
the Truancy Officer.
To increase
overall
attendance
rates at
Lawson
Middle
School.
1. Tynette
Guinn,
Principal
2. Thomas
Cotter, AP
3. George
Villarreal, AP
4. TaRhonda
Harper, AP
5. Grade
Level Clerks
6.
Attendance
Clerk
7. Registrar
8. Counselors
1. Assistance
from Truancy
Officer in
locating and
recovering
students who
show a
consistent trend
of excessive
absences.
2. Create
Attendance
Monitor
Specialist who
conferences
daily with
students.
August 2016May 2017
CSF-6 Send letters to
parents of students with
three or more unexcused
absences. Initiate
attendance referrals for
students with more than
five unexcused absences.
To increase
overall
attendance
rates at
Lawson
Middle
School.
1. Tynette
Guinn,
Principal
2. Thomas
Cotter, AP
3. George
Villarreal, AP
1. Chancery
Reports
2. Minutes from
Drop Out
Prevention
meetings
August 2016May 2017
20
9/6/2016 4:37 PM
1. Monitor
attendance
through
Chancery
reports and
GradeSpeed
alerts.
2. Monitor
last year's
month-tomonth
attendance
and compare
it to current
YTD in order
to maintain a
successful
attendance
rate.
1. Monitor
attendance
clerk
referrals to
attendance
specialist.
2. Monitor
attendance
contracts
with
students.
1. Chancery
reports
2. Principal
Dashboard
4. TaRhonda
Harper, AP
5. Grade
Level Clerks
6.
Attendance
Clerk
7. Registrar
8. Counselors
Goal Area 2 - Improve Safety, Public Support, and Confidence: Student Discipline – Reducing
Disproportionality in Out of School Suspension as it Relates to Race or Sex
Priority Need:
Critical Success
Factor(s):
Goal:
Lawson Middle School must implement more structured behavior management systems
and include more social skills building in order to reduce the number of discipline
referrals.
CSF-6 Improve School Climate
By May 2017, at least 25% of all discipline referrals will decrease in order to improve
student safety.
Measurable
Objective
Strategy
Discipline
Management
CSF-6
Implement the
Behavior
Management
System and
assigned
entry/exit
procedures.
Implement the
RICE Model to
build good
student
decision making
and character
development.
Drug, Tobacco,
Alcohol
Prevention CSF-
To reduce the
number of
office referrals
for Level I and
Level II
infractions,
increase the
amount of adult
presence during
transitions and
improve
positive
behavior in
schools (PBIS).
To promote
awareness of
drug and
Title of Staff
Member
Responsible
1. Tynette
Guinn, Principal
2. Leadership
Team
3. Counselors
4. All Teachers
and Staff
1. Tynette
Guinn, Principal
Resources
1. LMS
Professional
Development
2. Safety and
Security
Coordinator
3. Character
Education
through
Advocacy
4. LMS
Cooperative
Discipline
Training
5. Lawson Loot
August 2016May 2017
Drug
Awareness
Events
August 2016May 2017
21
9/6/2016 4:37 PM
Timeline
Milestones/
Formative
Evaluation
Review the
number of
discipline
referrals on a
daily basis
through the
Daily Discipline
report.
Review of the
number of drug
6 Awareness
reviewed and
discussed
during health
classes and
during Drug
Awareness
Week.
alcohol abuse in
order to reduce
it.
2. Leadership
Team
3. Counselors
4. All Teachers
and Staff
incidents on
campus.
Decrease DAEP
Referrals
CSF-6
Implement ISS
(Texan
Timeout)
To reduce the
number of OSS
and DAEP
referrals by
redirecting
them to a
temporary
setting in lieu of
suspensions.
1. Tynette
Guinn, Principal
2. Leadership
Team
3. Counselors
4. All Teachers
and Staff
1. LMS
Professional
Development
2. Safety and
Security
Coordinator
3. Character
Education
through
Advocacy
4. LMS
Cooperative
Discipline
Training
August 2016May 2017
Review the
number of
DAEP referrals
compared to
the previous
year.
Decrease SPED
Out of School
Suspensions
CSF-6 Develop a
protocol
To reduce the
number of OSS
by redirecting
the staff to
utilize the
cooperative
discipline
methods to
determine the
four major
types of
misbehavior
when dealing
with SPED
behavioral
students.
1. Tynette
Guinn, Principal
2. Leadership
Team
3. Counselors
4. All Teachers
and Staff
1. LMS
Professional
Development
2. Mandatory
Parent
Conferences
3. Collaborative
behavior
intervention
plans
August 2016May 2017
Monthly
meetings with
SPED
stakeholders to
review
effectiveness of
cooperative
discipline plans.
22
9/6/2016 4:37 PM
GOAL AREA 2 - Improve Safety, Public Support, and Confidence:
Safety
Priority Need:
Lawson Middle School will implement structured systems and procedures to protect the
safety of both students and staff members
Critical Success
Factor(s):
Goal:
CSF-6 Improve School Climate
By May 2017, Lawson Middle School will be able to meet all safety requirements as
mandated by Lawson Middle School, HISD Counseling, and HISD Social and Emotional
Learning.
Measurable
Objective
Strategy
Title of Staff
Member
Responsible
1. Tynette
Guinn, Principal
2. Leadership
Team
3. Counselors
4. All Teachers
and Staff
Suicide
Prevention CSF-6
Identify all
potential/labeled
suicide victims
and set up
structured
counseling visits.
To reduce the
number of
potential
suicide victims
and provide a
specific outlet
for counseling.
Bully Prevention
CSF-6 Model the
No Place for
Hate initiative
and use the
Stop-Walk-Talk
Method.
To promote
acceptance,
tolerance and
equity among
students with
diverse
backgrounds
and reduce the
number of
bullying
incidents.
1. Tynette
Guinn, Principal
2. Leadership
Team
3. Counselors
4. All Teachers
and Staff
Child Abuse
Prevention
CSF-6 District
online training
required
To promote
awareness in
child abuse in
order to reduce
it.
Sexual Abuse
Prevention
To promote
awareness of
1. Tynette
Guinn, Principal
2. Leadership
Team
3. Counselors
4. All Teachers
and Staff
1. Tynette
Guinn, Principal
Resources
Milestones/
Formative
Evaluation
Review the
number of
potential
threats
quarterly.
1. Weekly
structured
sessions
2. Contact
Psychological
Services
3. Contact
MHMRA
August 2016May 2017
1. LMS
Professional
Development
2. Safety and
Security
Coordinator
3. Character
Education
through
Advocacy
4.
Respect/Social
Contracts
1. Counselor
meetings
2. Child abuse
materials and
websites
August 2016May 2017
Review the
number of
bullying reports
compared to
the previous
year.
August 2016May 2017
Review the
number of child
abuse reports
compared to
the previous
year.
1. Counselor
meetings
August 2016May 2017
Review the
number of
23
9/6/2016 4:37 PM
Timeline
CSF-6 Awareness
reviews and
discussed during
Health classes.
sexual abuse in
order to reduce
it.
2. Leadership
Team
3. Counselors
4. All Teachers
and Staff
2. Sexual abuse
materials and
websites
sexual abuse
reports
compared to
the previous
year.
GOAL AREA 2 - Improve Safety, Public Support, and Confidence:
Community Involvement
Parent and
Priority Need:
LMS must strive to bridge the parental gap and build relationships to make Parents as
Partners.
Critical Success
Factor(s):
CSF-5 Increase Family and Community Engagement
Goal:
By May 2017, our perception of student and parents’ survey results will increase by
20% and earn the district certification as a recognized Family Friendly School.
Measurable
Objective
Strategy
Title of Staff
Member
Responsible
Resources
Timeline
Milestones/
Formative
Evaluation
CSF-5 Parents are
invited to our
annual Open
House, New
Student
Orientation, Goal
setting/Data
conferences and
PTA meetings
during AM and
PM times, Family
Literacy Night,
Family Friendly
School
Walkthrough
To have
meeting times
where parents
are able to
meet with
teachers and
administrators
.
-Principal
-Grade
Level
Principals
-Leadership
Team
-Title I
Coordinato
r
-PTA
President
-LMS
Teachers
-Office
Staff
-Flyers,
Invitations,
Parent
Newsletters
, Website,
District
Family and
Community
Engagemen
t
department
toolkit
Septembe
r 2016 –
May 2017
--District
Family
Friendly
Schools
Certification
Program
-Your Voice
Parent
Survey
-Parent
Sign-in
sheets
24
9/6/2016 4:37 PM
CSF-5 Utilization
of the automated
Phone system
School Messenger
to send phone
invitations to
parents in English
and Spanish.
To increase
awareness of
activities and
planned
events at
Lawson
Middle
School.
-Principal
-Grade
Level
Principals
-Leadership
Team
-Title I
Coordinato
r
-PTA
President
-DMS
Teachers
-Office
Staff
-School
Messenger
-Advocacy
Teachers
complete
Student
Phone
Verification
checks
Septembe
r 2016 –
May 2017
-School
Messenger
report
-Parent
Sign-in
sheets
CSF-5 Connect
with parents to
have
administratorteacher
conferences and
to track
academics,
behavior, and
attendance
To inform
parents and
keep them
abreast of
academic and
behavioral
issues that
affect their
children’s
achievement,
as well as
collaboratively
develop
intervention
plans for
student
success.
-Principal
-Grade
Level
Principals
-Leadership
Team
-LMS
Teachers
-Grade
Level Clerks
-Record of
Parent
Conference
Forms
Septembe
r 2016 –
May 2017
-Trace
amount of
Parent
conferences
-Improved
Academic
Performanc
e
-Decrease is
discipline
Referrals
Create a LMS
Parent Resource
Center that will
provide a
comfortable
To ensure
parents have a
place to
access PS
Connect as a
-Principal
-Grade
Level
Principals
-Develop of
Parent
Resource
Center
$3500
Septembe
r 2016 –
May 2017
-Active
parent
participatio
n
25
9/6/2016 4:37 PM
environment for
offering
information,
asking questions
and making
recommendations
, which allows us
to support
parents and
allows them to
support their
children.
support
system
monitor to
stay
connected to
their child’s
academic
success.
-Leadership
Team
-Title I
Coordinato
r
-PTA
President
(including 3
desktop
computers
and a
printer)
-Parent
Sign-in
Sheets for
Center
entrance
GOAL AREA 2 - Improve Safety, Public Support, and Confidence: Coordinated Health Program
(ES, MS and K-8 Campuses)
Priority Need:
Critical Success
Factor(s):
Goal:
Lawson Middle School will offer various coordinated health programs to ensure students
are healthy and received services needs to be successful in the classroom.
CSF-1 Improve Academic Performance, CSF-5 Increase Family and Community
Engagement
Lawson Middle School will offer various coordinated health programs to ensure students
are healthy and can receive
Measurable
Objective
Strategy
Students will be
screened for
vision
deficiencies
LMS will
partner with
Vision
Partnerships to
perform vision
tests. Students
will receive
glasses if
needed at no
cost.
The school
nurse will
perform
auditory tests
Students will be
screened for
auditory
deficiencies
Title of Staff
Member
Responsible
Nurse Allen
Nurse Allen
Resources
Vision
Partnership
August 2016May 2017
Auditory testing
kit
August 2016May 2017
26
9/6/2016 4:37 PM
Timeline
Milestones/
Formative
Evaluation
SPED students
will be
administered
feedings
properly to
increase weight
gain
Students will be
screened for
any dental
hygiene
deficiencies
to detect any
loss of hearing.
The school
nurse will
administer
feedings daily
to SPED
students in
need.
The school will
partner with a
dental agency
to screen
students for
dental hygiene
deficiencies
Nurse Allen
Food
Equipment for
the
administration
of feedings
August 2016May 2017
Nurse Allen
Dental
screening kit
August 2016May 2017
GOAL AREA 3: Special Populations – Special Ed., Gifted and Talented, ELL, Econ.
Disadvantaged, Dyslexia, At-Risk, etc.
Priority Need:
Critical Success
Factor(s):
Goal:
Measura
ble
Objective
CSF-1
Utilize
data
system to
identify
targeted
subgroup
s in order
to
increase
overall
student
Increase Student Achievement(Index 1) and Closing Achievement Gaps(Index 4)
CSF-1 Academic Performance
Special Ed students overall passing percentage will increase by 25% in all tested content
areas
Gifted and Talented students meeting at least Level III 3 advanced will increase by 10%
in all tested content areas
Strategy
Analyze student
performance data to
drive instruction
Title of Staff
Member
Responsible
1. Jarvis
KelleyData
Specialist
2. Teshana
McDowel
l-Dean of
Instructio
n Social
Studies/R
eading
Resources
1. Data into
Action
Framework
2. Student
Portfolios
3. Exit Ticket
tracker
4. EdPlan
5. Lead4Ward
6. Assessments(
Benchmark,
27
9/6/2016 4:37 PM
Timeli
ne
Septe
mber
2016May
2017
Milestones/
Formative Evaluation
1.Campus-based Data
Tracker
2.Common
Assessments every 3-6
weeks
3.District Snapshot
Assessments results
4. STAAR Results
5. EdPlan reports
6. Student Data
Conferences
progress
for each
contenttested
area
CSF-1
Develop
and
adopt
systems
and
procedur
es to
accuratel
y
measure
the
growth of
students
Utilize student
testing
accommodations/m
odifications daily
3. Phinikki
Lawrence
-Dean of
Instructio
n
Science/
Math
4. Dean of
Students
Jorge
Villarreal,
Thomas
Cotter,
TaRhond
a Harper
5. All LMS
contenttested
teacher
1. Deans of
Instructi
on
2. Deans of
Students
3. SPED
Chair
4. In-class
support
facilitato
rs
5. Resource
teachers
6. LPAC
Chair
7. GT
Coordina
tor
8. Dyslexia
Coordina
tor
9. Assessm
ent
Coordina
tor
STAAR,
Common)
7. Snapshot
TEKS Tracker
8. Teacher Data
Conferences
1.
2.
3.
4.
Lead4Ward
TEA
Calculators
IEP
28
9/6/2016 4:37 PM
Septe
mber
2016May
2017
1. Walkthroughs/
Observations
2. Student
Portfolios
3. Student
Conferences
4. ARDs
CSF-1
Evidence
of
Student
Understa
nding
Increase rigor to
align with TEK
expectations
1. Deans of
Instructi
on
2. Deans of
Students
3. Instructi
onal
Excellenc
e Coach
4. Instructi
onal
Technolo
gy
Specialist
5. Literacy
Coach
6. All LMS
contenttested
teachers
16. Collaboration
weekly during
instructional
planning by
grade level
17. Master
Courses for
select
content from
HISD HUB
18. HISD Unit
Planning
Guides, Scope
and
Sequence,
Vertical
Alignment,
and Exemplar
Lessons
19. Released
STAAR test
20. TEKSing
towards
STAAR
21. Measuring Up
22. STAAR Test
Maker
23. Feedback
from
observations/
walkthroughs
from Dean of
Students or
Dean of
Instruction,an
d/or Teacher
development
specialist
24. Modeling/Co
aching
25. Lead4Ward
26. HoustonISD
PSD
29
9/6/2016 4:37 PM
August
2016May
2017
5. Weekly
meetings with
Leadership
Team
6. Weekly
meetings with
Deans Of
Instruction
and/or TDS
7. Observations/
Walk-throughs
8. Student
Performance
Data
27. Stateapproved
textbooks
28. Supplemental
resources
29. Everyday
ExcELLence
routines
30. Literacy in the
Middle
SIP Part 3: Special Funding Goals
Goal Area: Title I, Part A – 8 Required Components of Schoolwide Planning
(Standard language provided, please update data.) Please complete the following information.
1. Comprehensive Needs Assessment All data were reviewed for all students and student groups to identify
areas of strength and areas of need in terms of student achievement, staff development, and parent
involvement in relation to the state academic content standards and the state student academic achievement
standards. PL 107-110 §1114(b)(1)(A) ; PL 107-110 §1115(d)(2)(A)
All data were reviewed for all students and student groups. The results and conclusions of this review are
reflected in the SMART goals and the Executive Summary for the next school year. The components of
the campus needs assessment include the: establishment of a school wide planning team, clarification of
the campus vision with a focus on reform, creation of the school profile, identification of data sources and
analysis of the data.
2. Schoolwide Reform Strategies List at least four (4) campus-specific, schoolwide reform strategies that
will provide opportunities for all students to meet the advanced and proficient levels of student
achievement. Strategies are based on scientifically-based research to increase achievement for each subgroup on state tests. PL 107-110 §1114(b)(1)(B) ; PL 107-110 §1001(9)
The continued use of the student information system to identify and monitor student growth; the continued
use of district Unit Planning Guides and the staff development which accompanies it; the use of Exemplar
Lessons and the meeting by content and grade level to monitor; and develop instructional plans are part
of our school -wide reform strategies.
3. High-Quality and Ongoing Professional Development Explain the process to provide high-quality and
ongoing professional development for teachers, paraprofessionals and other staff members. Professional
development must include the goals and objectives of the schoolwide plan, and receive the sustained, highquality professional development required to implement them. PL 107-110 §3115(c)(2)(D) ; PL 107-110
§1114(b)(1)(D)
Lead Teachers who receive training during the summer and during the school year, provide on -site
training and monitoring to assist in professional development. The Shared Decision-Making Committee
30
9/6/2016 4:37 PM
identifies areas in which staff development is needed. Staff members participate in staff development
offered by the District. Staff development may also be done on site by in-house instructional leaders and
also by administrative district instructional support staff.
4. Strategies to Increase Parental Involvement Identify at least four (4) strategies specific to your campus
to increase parental involvement activities. PL 107-110 §1118
Family Math, Science and Literacy Nights are held to increase parents in the school ’s programs. Open
Houses, frequent telephone contact and weekly folder updates/newsletters are methods of recognizing
parents as partners. In addition, parents are offered classes to meet their needs, for example ESL
classes or STAAR information programs.
5. Ensure Smooth Transition for Students (PRIMARY/ES) Explain plans for assisting preschool children
in the transition from early childhood programs to local elementary school programs. (SECONDARY)
Identify transition activities for students as they enter each level (intermediate, middle, high school) and as
students exit special programs (e.g. Bilingual, ESL & Special Education) PL 107-110 §1114(b)(1)(G) ; PL
107-110 §1115(c)(1)(D)
● (PRIMARY/ES) Preschool transition:
● (SECONDARY) Transition activities:
6. Measures to Include Teachers in Decisions Regarding the Use of Academic Assessments In addition
to state performance data, describe measures to include teachers in making decisions about academic
assessments in order to provide information on, and to improve, the achievement of individual students and
the overall instructional program. PL 107-110 §1114(a)(1)(H)
Ongoing staff development is available on site to analyze assessment data, whether national, state or
teacher produced, to use in making instructional decisions. Grade level or departmental meetings and the
SDMC provide forums to discuss assessment issues.
7. Effective, Timely Additional Assistance Address activities to identify and ensure effective, timely
assistance for all students not meeting state standards. PL 107-110 §1115(b)(2)(B) ; PL 107-110
§1114(b)(1)(I)
The use of formative and summative assessments allow for individual student progress to be monitored
at the teacher level, building and administrative district levels so that interventions and assistance will be
timely.
8. Coordination and Integration of Federal, State and Local Services Programs State the strategies to
coordinate programs/services/funds under NCLB to upgrade the entire educational program and increase
student achievement while ensuring that the intent and purpose of each program has been met. PL 107-110
§1112(b)(1)(E) ; PL 107-110 §1114(b)(1)(J)
At the building level, federal, state and local services and programs are coordinated to best address
student needs; this coordination of services and programs is reflected in the activities listed in the campus
goals and activities.
31
9/6/2016 4:37 PM
Goal Area: State Compensatory Education (standard language provided, update data)
Total amount of State Compensatory Education (SCE) funds: $ 310,080
Are personnel positions funded with SCE funds? (Yes/No): Yes
List position titles funded (whole or partial funding) with SEC funds:
● Ancida McHenry (Teacher, Math)
● Shevon Williams (Teacher, History)
● Rashida Lewis (Teacher, Math)
● Brittany Perkins (Teacher, Math)
● Lesley Hernandez (Teacher, English)
● Sherra Jones (Teacher, Math)
Total number of FTE’s funded with State Compensatory Education funds: Click here to enter text.
Brief description of how these funds are utilized on your campus: Click here to enter text.
NOTES:
●
●
State Compensatory Education funds are coded in the Resources column of the SIP Part 2 as SCE.
For Title I schools: These supplemental State Compensatory Education funds are used to enhance the
Title I School Program at a campus.
Goal Area: Mandated Health Services
1. Immunization Monitoring
Person Responsible for monitoring immunization requirements, data entry, and state reporting requirements:
Chatauqua Allen, RN
If your campus does not have a certified school nurse or screener, please explain how you will complete this on
or before October 30, 2015 (include an estimate of number of students that must be screened): Click here to enter
text.
2. Vision Screening at Grades: PK, K, 1, 3, 5, 7
Person Responsible for screening, data entry, completing referral forms, and submitting state report: Chatauqua
Allen, RN
If your campus does not have a certified school nurse or screener, please explain how you will complete this on
or before December 4, 2015 (include an estimate of number of students that must be screened): Click here to
enter text.
32
9/6/2016 4:37 PM
3. Hearing Screening at Grades: PK, K, 1, 3, 5, 7
Person Responsible for screening, data entry, completing referral forms, and submitting state report: Click here
to enter text.
If your campus does not have a certified school nurse or screener, please explain how you will complete this on
or before December 4, 2015 (include an estimate of number of students that must be screened): Chatauqua Allen,
RN
4. Type 2 Diabetes Screening at Grades: 1, 3, 5, 7
Person Responsible for screening, data entry, completing referral forms, and submitting state report: Chatauqua
Allen, RN
If your campus does not have a certified school nurse or screener, please explain how you will complete this on
or before December 4, 2015 (include an estimate of number of students that must be screened): Click here to
enter text.
5. Spinal Screening at Grades: 6, 9
Person Responsible for screening, data entry, completing referral forms, and submitting state report: Click here
to enter text.
If your campus does not have a certified school nurse or screener, please explain how you will complete this on
or before February 1, 2016 (include an estimate of number of students that must be screened): Chatauqua Allen,
RN
6. Medication Administration
Person Responsible for administering medication including, but not limited to emergency care of students with
diabetes, seizures, and life threatening anaphylaxis: Chatauqua Allen, RN
If your campus does not have a certified school nurse, please explain your rationale for not providing this service
and how you will meet this ongoing student support need for the school year of 2015-2016: Click here to enter
text.
33
9/6/2016 4:37 PM
EXECUTIVE SUMMARY
SCHOOL IMPROVEMENT PLAN: SCHOOL YEAR 2016-2017
Below, please provide an executive summary of the School Improvement Plan (SIP) for your campus. This
summary is submitted to the HISD Board of Education as part of the public hearing, at which time the Board
votes on approval of the SIP.
Campus Name:
Audrey H. Lawson Middle School
School Overview:
Lawson Middle School (LMS) is located in Southwest Houston and draws students from surrounding
residential neighborhoods, including three major apartment complexes housed in the school’s
attendance zone. Because of the large enrollment, there is a diverse student population which presents
unique educational challenges and opportunities. The student body consists of 1,125 scholars in sixth
through eighth grades. 60% of scholars are Hispanic, 38% are African American, and less than 1% are
White, American Indian and Asian/Pacific Islander. The percentage of scholars qualifying as
Economically Disadvantaged is 74%, 73% are At-Risk and 26% are ELL Learners. 14% of LMS
scholars are served in the Special Education program and 35% of LMS scholars are enrolled in various
components of the school’s Fine Arts program.
Acts of Leadership:
All faculty members will participate in bi-weekly/weekly PLC collaboration led by the principal, content
specialists and grade level principals, with the focus being on individual student data dissemination and
planning with rigor in mind. Instructional leadership from the administrative team, in the form of daily
walkthroughs and observations with immediate feedback provided, will empower the administrative
team and teachers to engage in conversations about continuous instructional improvement. Focused
learning walkthroughs will be conducted in teams to look for and develop specific school wide
strategies. TEKS-focused afternoon and Saturday tutorials will begin as soon as the budget allows in
order for instructional time to be maximized. SDMC will continue to have a substantial impact on
campus decisions and act as liaisons to the school community. Two Deans of Instruction will support
the learning environment during PLCs by:
Backwards Planning – The Deans of Instruction will work closely with all teachers to ensure that
standards are carefully being unpacked with a focus on:
1. Desired Results (Student Understanding)
2. Assessment Evidence and
3. Learning Plan.
Instruction across all grade levels will be aligned with STAAR standards with the implementation of
scaffolding and vertical alignment and detailed Pacing Calendars specific to the campus of LMS.
34
9/6/2016 4:37 PM
Campus Literacy Plan- Lawson Middle School will implement literacy best practices such as: Read Alouds, Quick Writes, Interactive Reading Guides, Visual and Pause and Reflect Questioning across all
content areas. We will also implement a school-wide read.
Teacher Practices:
Teachers will meet with administration bi-weekly/weekly in department PLC collaborations and
additionally on their own to discuss current data and plan for interventions weekly. Campus goals have
been created with the support of the LMS faculty and staff in addition to individual teacher goals that
correlate to our Campus Improvement Plan. This information will guide us as we establish a plan of
action for upcoming instruction and student interventions. Attendance data, STAAR data, and grades
are discussed on a regular basis. Interventions for struggling students are mapped out using the threetier model for response to intervention. Teachers will meet with the leadership team throughout the year
to discuss individualized professional development opportunities that align with their individual goals
and our campus goals. We will monitor the implementation of professional development plans and
campus and district initiatives.
Needs Assessment Summary:
Based on the data derived directly from the results of our STAAR as well as the TEA Accountability
tables, AEIS, PBMAS, PEIMS, Chancery, and campus surveys, Lawson Middle School will continue to
focus on providing professional development to support teacher capacity with the focus on student
achievement. Focused lesson planning and data driven decision making will promote and support
teaching and learning at all grade levels. We will continue to hire and place highly qualified teachers in
every classroom. LMS did not meet the 2016 TEA Accountability indices in three out of four indices:
Student Achievement (Index 1), Student Progress (Index 3) and Postsecondary Readiness (Index 4).
LMS will continue to focus on adding value to all students on campus. Taking into account stakeholder
feedback from previous surveys, the student-focused atmosphere at LMS is posed for success in all
areas for 2016-2017. The mindset of the staff has been set for the continuous push towards a high
performing campus. The following will be kept at the forefront of all that we do at LMS: student learning,
professional development, and stakeholder involvement.
35
9/6/2016 4:37 PM
SIP APPROVAL 2016-2017
School Name: Audrey H. Lawson Middle School
Principal Name: Tynette Guinn
This School Improvement Plan (SIP) for click here to enter school name was developed according to the procedures
described in this document. The final draft of the plan was submitted to the Shared Decision Making Committee
(SDMC) on September 19, 2016 as evidenced by the SDMC agenda. Through the SDMC, the SIP was reviewed with
parents, community members, and the school’s professional staff. The plan was presented to the professional
staff for a vote of approval by secret ballot on September 21, 2016. The plan received at least two-thirds approval.
I attest that if this school is under a designation as Required Improvement, Focus, or Priority, an on-site needs
assessment has been conducted in compliance with TEC §39.106(b) and recommendations were made by the
intervention team when considered appropriate. In addition, these findings have been recorded and are available
upon request.
________________________________________________
Principal
__________________
Date
Signatures below indicate review and approval of this document.
________________________________________________
PTO/PTA or other Parent Representative
__________________
Date
________________________________________________
SDMC Teacher Representative
__________________
Date
________________________________________________
School Support Officer
__________________
Date
________________________________________________
Chief School Officer
__________________
Date
________________________________________________
Professional Service Provider (for IR, Focus, or Priority Schools)
__________________
Date
36
9/6/2016 4:37 PM