Tyler Independent School District
Hogg Middle School
2015-2016 Campus Improvement Plan
Accountability Rating: Met Standard
Distinction Designations:
Academic Achievement in Reading/English Language Arts
Academic Achievement in Mathematics
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Mission Statement
The mission of Tyler ISD, a diverse community of learners, is to empower and inspire independent thinkers through innovative learning
opportunities, in partnership with our community, to positively impact the world.
Vision
Tyler Independent School District will be recognized as a premier school district in the state and the nation.
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Supplemntal Funding
Hogg Middle School is a Title I Schoolwide campus, supported with a total of $113,025.00 in Title I Part A funds and $155,385.22 in State Compensatory
funds which funds 3.0 full-time teacher equivalents.
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Table of Contents
Comprehensive Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Demographics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Student Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
School Culture and Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Staff Quality, Recruitment, and Retention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Curriculum, Instruction, and Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Family and Community Involvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
School Context and Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Comprehensive Needs Assessment Data Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Goal 1: All students will graduate prepared for college or career, and life-ready to compete in a global economy. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Goal 2: All students will learn in schools that meet the needs of our diverse community. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Goal 3: All students will learn from highly effective educators. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Goal 4: All students will learn in a safe, secure and positive learning environment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Goal 5: All students will learn through comprehensive and innovative education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Goal 6: All students will learn using a cutting edge tecnology device in the educational environment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
State System Safeguard Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
State Compensatory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Personnel for Hogg Middle School: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Title I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Schoolwide Program Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Ten Schoolwide Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2015-2016 Campus Performance Objectives Committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Campus Funding Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Comprehensive Needs Assessment
Demographics
Demographics Summary
Demographic Committee:
1. Who are our students?
In 2013-14 there were 554 students.
Econ. Disadvantaged: 475 or 86%
Non-educationally disadvantaged: 14%
Disciplinary placement: 1.5%
Programs:
ESL (served): 79 or 14% ELL: 17%
CTE: 57 or 10% Hispanic: 55%
G/T: 89 or 16% African American: 32%
SpEd: 30 or 5% White: 12%
At-risk: 52%
The Hispanic population continues to increase each year.
2. Enrollment has declined over the last 3 years. This is possibly due to increased schooling options. (eg. Charter schools)
3. Mobility rates:
In 2012-13 Hogg MS had a mobility rate of 17%
4. We do not have a Migrant student population.
5. Which students are at-risk?
52% of the students in 2013-14 were identified at-risk.
6. Attendance rates:
In 2011-12 the attendance rate was 97.1%. In 2012-13 the rate was 97.0%.
When students are absent or tardy, they must check in with the attendance clerk. She documents excused and unexcused absences.
7. How are ELL students supported?
If ELL students are not progressing they are referred to a Student Success Team. The team may choose to put the student on a Plan of Success to monitor and
accelerate progress.
8. Demographics of Teachers:
In 2013-14 we had
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African American- 4 or 8.6% of teachers
Hispanic- 2 or 4% of teachers
White- 38 or 83% of teachers
This does not match the demographics of our students.
9. What is the average class size?
In 2013-14 (on paper) the ratio was 12 students per teacher.
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Student Achievement
Student Achievement Summary
15. We cannot answer whether math met satisfactory performance because the state has not released the passing rate. From what we could surmise, the
following areas dropped for meeting expectations from 2014 to 2015: grade 8 reading and grade 6 reading. One hypothesized reason for the drop in grade 8
reading is the unblocking of classes (90 minutes to 45 minutes). One hypothesized reason for the drop in grade 6 reading is the lack of resources for
differentiated instruction. Also, the scores for special education students remain low. This could be in part to the co-teaching concept (in place of small group
resource classes) to assist students. It was ineffectual. A total of two special education students passed their STAAR exams in 2015 on our campus. Also, the
committee feels discipline issues should be carefully analyzed and a new discipline program be in place starting Day One of the next school year for those
students who create an atmosphere within the classroom that makes it difficult for others to learn.
16. It is unknown at this time due to the state math standards for passing not currently released.
17. We do not have sufficient data for this question. For those who exceeded growth expectations, the probable reason is due to extra time students took for
tutorials, the amount of parent involvement in their child’s education, and the extent to which students followed the strategies laid forth by their teachers
prior to testing week.
18. Omit question1. The district and the administration on our campus plan to implement the “Data Teams” process through PLC’S next year to address
these issues.
19. We only have partial data for 2013-2015. There is a steady increase in category of “met expectations” for reading when the same students are tracked
from 6th through 8th grade. Math cannot be tracked as easily because, again, the state has not released the percent needed to meet expectations.
20. For grade 6 reading, special ed. scored 16.6 percent passing.
For grade 7 reading, African American scores were lowest at 63.8 percent.
For grade 8 reading, 50 percent of special ed. students met standards.
For grade 7 writing, African Americans scored 61.1 percent under the “met standards” category.
For grade 8 science, the lowest group that met standards was special ed. At 33.3 percent.
For grade 8 social studies, the special ed. subgroup was again the lowest at 25 percent meeting standards. The probable reasons for these scores were listed in
question 15.
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21. One way the requirements for accelerated instruction are being addressed is through our Depth of Knowledge (DOK) trainings.
22. Individual student needs are being addressed in a variety of ways, including but not limited to: differentiated instruction, co-teaching, IEP’S and BIP’S,
RtI classes, tutorials, SSI, and summer school. Students are monitored by the student success teams in order to adjust services.
23. They vary, depending on the accuracy of a parallel among the assessments. Furthermore, some students will take the state assessment more seriously
simply because it is from the state, while others feel the added anxiety of the test and perform much lower than on local assessments and report card grades.
24. Achievement rates overall were lower for special education students. The plan from the district is to mainstream the majority into on-level classrooms,
with part-time support from aides or a special education teacher.
25. Achievement rates for 504 students overall are lower than other students. Their modifications on their individualized 504 plan are in place for support.
26. (First part) Interventions that are in place for those who are not successful include, but are not limited to: SSI tutorials, teacher tutorials, RtI, IEP and BIP
modifications, LPAC decisions, 504 modifications, co-teach concept, and summer school. There is no strong evidence that these interventions are working.
28. (First part)Tiers 1 and 2 are being implemented within the regular classroom. Tier 3 intervention is sometimes implemented in an intervention classroom.
29. PLC is in place, although it is a work in progress. The district also provides facilitators to assist in developing strategies. Currently on our campus, we
have a student success team, which is led by the counselor, that is supposed to meet with each grade level at the beginning of each six weeks to discuss
students who are struggling with academics or behavior and strategies to help them. However, for reasons unknown, we have not had any SST meetings
since the fourth six weeks.
32. The campus offers tutorials for any student who is absent and needs assistance with their make-up work. Teachers meet at various times, and usually
teachers will meet at a time other than their normally scheduled tutorial time if a student informs the teacher he cannot attend during the regularly scheduled
session.
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School Culture and Climate
School Culture and Climate Summary
School Culture and Climate Committee
2014-2015
Members:
Colby Walters, Melanie Martinez, Tammy Childress, Stephen Pitts, Larry Boyd
How do students describe their campus? How does this differ from teachers’ description?
• Boring, Dirty, Old, historical, but still home.
• Teachers say it’s old, that is where the charm and beauty comes from. The portables are an eyesore.
What support systems are in place for students who are new to the campus?
• Office aids giving campus tours.
How do students describe campus life with regards to respect, relationship, behavior, support, belonging, etc.? Do all student groups have the same
perceptions? How does this perception compare with their teachers’ perception?
• Some teachers are cool others can’t relate to students, behavior is a bit out of hand but at times it is in the middle with ups and downs, some support but not
much. The students want teachers who are more welcoming.
• Most of the students I have spoken to all feel the same way.
• Some teachers believe that they give support and are very open for their students, but it is not perceived that way towards the students.
What does an analysis of discipline data reveal? What interventions are in place to increase appropriate behavior?
• It can reveal recurring behaviors, teachers who write referrals more than others and students who are getting referred more than others. If there is a certain
class of a certain teacher, and the ethnicity and cultural background of students.
• Counseling by principal, assistant principal, counselor, PBIS Rep, TISD mentors as well as outside mentors.
Why are disciplinary removals occurring? How often? When? Where?
• Student behavior, and all attempts to assist to student have been unsuccessful. Multiple times a day depending on the classroom and teacher. Towards the
end of the day. Sent with an agenda to the office or an administrator is called to collect them.
How are the disciplinary practices and decision making evaluated? By Whom? How often are adjustments made and why?
• Office of student services evaluates them as well as the assistant principal in charge of discipline.
• Evaluated and adjustments made daily according to each individual circumstance.
Are disciplinary policies and practices proactive? Why?
• Referrals are reactionary. Discipline problems are only acknowledged after a problem or a referral is written. This makes discipline is proactive because it
is taking care of specific problem.
What are the staff patterns with referrals, including specific times when they occur?
• Patterns are accessible through administrative personnel.
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What strategies are in place to reduce the threat of bullying? Does the data confirm the strategies are working?
• Monitoring students, early identification with discussions, bullying presentation at the beginning of the year, and 6th grade takes part in the GREAT
program. Yes.
What percentage of students are sent to the DAEP or JJAEP for discretionary purposes? Mandatory purposes? For what offenses? Is one student group more
heavily represented than others?
• 2.5% discretionary. Includes class disruption, campuses disruption and insubordination.
• .002% Mandatory, Drug Possession.
Are effective procedures in place to promote safety? Do students feel safe? How do you know?
• Yes, the administration tests safety drills once a month, the students feel safe when doors are locked and windows are closed. Students say so in the
classroom during certain drills.
What do district and/or campus safety audits reveal?
• If we are doing safety checks and if the school is running smoothly.
Do campus activities promote wide-spread student participation? Are they inclusive or exclusive?
• Yes, the ACE program is designed to bring students together in all types of ways. They inclusive to all students who are willing to participate.
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Staff Quality, Recruitment, and Retention
Staff Quality, Recruitment, and Retention Summary
Staff Quality, Recruitment, and Retention
Summary:
Teachers and instructional paraprofessionals are highly qualified. PALS, mentor teachers, and PLC’s are in place to help new teachers work with their depts.
are systems in place to support new teachers. The retention rate for employees seems to have been pretty low in the last few years. The professional
development and resources are needed to help new teachers with ideas on activities and ways to get the content area across to the students successfully.
These can also help veteran teachers get out of “a rut”. These needs are identified by requiring PD provide it for teachers. There are occasional days that
teachers get to pick an area that will help them be more successful in the classroom. District has been better providing Fine Arts resources and opportunities.
Professional development is provided by the district, in schools and individual. Some of the professional development is face to face and others can be
online. We are required to attend district and campus level professional development. Some are chosen for us and some are our choice. These are available
throughout the year. Strengths and most effective teachers be share with others by veteran teachers sharing ideas and strategies with new teachers during
PLC, conference and afterschool. PLC and PDAS are structures in place to ensure that teachers and others implement what they have learned. Before and
after-school tutorials, RTI, computer programs (i-Station), and subject specific camps are available for teachers whose student performance is below the
district and/or state standards.
Staff Quality, Recruitment, and Retention Strengths
Strengths- Availability of professional development, support of below performing students, highly qualified teachers, support for new teachers
Staff Quality, Recruitment, and Retention Needs
Weakness- retention of personnel, welcomed ideas by new teachers to veteran teachers, PLC
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Curriculum, Instruction, and Assessment
Curriculum, Instruction, and Assessment Summary
Strengths and weaknesses of district curriculum according to student expectations and state assessment reporting categories, reveal that district curriculum
and pacing guide are sufficient. However, evaluating lesson plans, research-based strategies, and activities to implement the curriculum may lack the
necessary rigor for student achievement. Lesson plans should have administrative approval prior to implementation. Therefore, it is necessary for teachers
to turn in lessons a week in advance in the event they need to be revised.
Comparison of state assessment results and analysis of the pacing guide reveals that student learning and or instruction does not meet the depth of
knowledge or level of rigor necessary for all students to achieve at the appropriate grade level. Based on 8th grade scores and reporting categories. Teachers
are in need of new rigorous materials that will more closely align with TEKS/STAAR.
Additionally, departments should be analyzing strategies and activities in PLC for Depth of Knowledge/Rigor so adjustments can be made. In analyzing
lessons and making instructional decisions student data should be the driving force as to whether or not students have mastered the skill taught and what
students do and do not have in their tool box. Data drives instruction, however planning and differentiating lessons to reach all learners is just as important
as teaching target skills. Consequently, this is why PLC collaboration is so critical. In addition, vertical planning is also just as important for consistency
and ease of learning and teaching from 6th to 8th grade. Having school-wide research-based strategies for all courses will make transitions from one grade to
the next much smoother.
There is no set routine to determine whether or not fidelity is utilized when implementing the curriculum. If you have two reading teacher in the same grade
level, you should be able to walk into either room on any given day and know exactly what they are learning and it SHOULD BE THE SAME!!!!!
Students cannot fully make connections with or engage in authentic work, complex concepts across the board/school-wide without an effective, fully
functioning PLC, weekly staff development, vertical planning, school-wide strategies for learning vocabulary, summarizing, and writing. Engaging in
authentic work means being prepared and planned in advance, for example, preparing rigorous questions and attaching them to your lesson plans so
appropriate rigorous questions are asked throughout the lesson. Additionally, hands on Science Labs and engaging activities in all classrooms
Student achievement is measured by Common assessments, which are teacher made and not looked at for alignment, district Benchmarks, which do not align
with the level of rigor/DOK of STAAR, Pre and Post tests are given on target skills based on school-wide data from STAAR, and teacher made. Common
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assessments are made by the teacher in each content area, however they are not turned in and analyzed for alignment or DOK rigor prior to assessing
students. Data from assessments are not properly analyzed!(not really looked at all) In order to show student academic gains, data must drive instruction.
Collaboration is paramount when analyzing data, discussing which strategies where used for instruction that were and were not effective, and coming up
with a plan with research-based strategies to reteach skills. Re-teaching and Re-assessment are necessary to see if new strategies utilized improve student
learning and student mastery of skills. Teacher made assessments should mirror the STAAR/TEKS, utilizing graphs, charts, diagrams, tables, etc… and
teachers are looking online for current resources that align.
Progress monitoring of students who are in need of interventions due to failures and learning disabilities are documented on district forms for RTI Math and
Reading, however there is no uniform campus form to put data on, student progress monitoring from assessment to assessment.
PLC’s are so new to the campus, data analysis, strategies, lesson plans, common assessments, benchmarks, and other assessments were really not discussed
in a PLC fashion, which leaves everyone in the room clueless as to how students in other grades or classes and content areas are performing. Effective
collaboration on data digs/data forms, analyzing appropriate research based instructional strategies, lessons, and assessments will improve student learning as
they develop more intense learning opportunities in the PLC’s.
Curriculum, Instruction, and Assessment Strengths
Strengths
Have begun PLC collaboration about data
Team work to accomplish goals as departments/school
Accountable talk about learning/TEKS are beginning to take place
Technology is readily available along with a campus technology classroom specialist
Have great programs in place( IB) where kids are successful
Additional learning opportunities-Tutoring/ACE
Curriculum, Instruction, and Assessment Needs
Areas of Need
District Benchmarks do not mirror STAAR language and needs to be aligned
PLC analyze:
Learning and Instruction (DOK/Rigor), Lesson plans, Common assessments, Data Discussions to drive instruction
School-Wide research-based strategies-Reading/Vocabulary
Vertical planning-consistency
Fidelity among content areas
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Pre-planned/prepared rigorous questions for lessons
Differentiation of lessons to appeal to all learners
Rigorous Materials
Weekly/Monthly Staff Development
Uniform/Common data and progress monitoring forms
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Family and Community Involvement
Family and Community Involvement Summary
Summary: Overall, this is an area that needs more attention. Efforts are made to connect with parents, but little effort is made to establish partnerships with
community organizations and area businesses. We suggest:
altering the timing of some of our parent activities,
adding other parent activities, such as academic nights
increasing the number of partnerships with area and city organizations and businesses
Strengths:
Veterans Day Assembly with media presence
Parent Outreach Luncheon
Back-to-School Bash
Open House
Positive teacher phone calls to parents
Automated text/phone messages to parents
Automatic notification of grade changes to parents
Needs:
Increase the number of parent volunteers for extra-curricular groups such as cheerleaders, NJHS, AVID, etc.
Increase the number of parent volunteers in the office as English/Spanish translators, office aides, in the lunchroom and in classrooms
Connect with Tyler businesses and organization for bodily and financial support
Increase the number of guest speakers/groups in the classrooms and for entire student body
Mentors from men’s/women’s groups such as Junior League of Tyler, Big Brothers/Big Sisters or other organizations that provide mentoring.
Seminars on parenting/financial decision making/healthy living
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Additional Note: We do not have enough information to determine what teachers’ expectations are for parental involvement. Perhaps a survey would be
helpful.
Family and Community Involvement Strengths
Strengths:
Veterans Day Assembly with media presence
Parent Outreach Luncheon
Back-to-School Bash
Open House
Positive teacher phone calls to parents
Automated text/phone messages to parents
Automatic notification of grade changes to parents
Needs:
Increase the number of parent volunteers for extra-curricular groups such as cheerleaders, NJHS, AVID, etc.
Increase the number of parent volunteers in the office as English/Spanish translators, office aides, in the lunchroom and in classrooms
Connect with Tyler businesses and organization for bodily and financial support
Increase the number of guest speakers/groups in the classrooms and for entire student body
Mentors from men’s/women’s groups such as Junior League of Tyler, Big Brothers/Big Sisters or other organizations that provide mentoring.
Seminars on parenting/financial decision making/healthy living
Additional Note: We do not have enough information to determine what teachers’ expectations are for parental involvement. Perhaps a survey would be
helpful.
Family and Community Involvement Needs
Needs:
Increase the number of parent volunteers for extra-curricular groups such as cheerleaders, NJHS, AVID, etc.
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Increase the number of parent volunteers in the office as English/Spanish translators, office aides, in the lunchroom and in classrooms
Connect with Tyler businesses and organization for bodily and financial support
Increase the number of guest speakers/groups in the classrooms and for entire student body
Mentors from men’s/women’s groups such as Junior League of Tyler, Big Brothers/Big Sisters or other organizations that provide mentoring.
Seminars on parenting/financial decision making/healthy living
Additional Note: We do not have enough information to determine what teachers’ expectations are for parental involvement. Perhaps a survey would be
helpful.
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School Context and Organization
School Context and Organization Summary
89. The campus and district both want the students to be successful and pass the STAAR test. They want our campus to be a safe place for students to learn.
We used our data from our CAs, district benchmarks, and 6 weeks grades to help determine where kids are struggling.
90. Our goals are communicated through emails and discussions during PLCs.
91. Formative assessment analysis in class to determine immediate misconceptions
92. The campus is focused. WE dissect data weekly during PLC to see where we need the extra help. We look each six weeks at the students and discuss
concerns we see during PLC time.
93. No, there are too many strategies with no follow through for the teachers to be able to focus on the strategies that are important to students need.
94. yes there is. We plan together by subjects and meet once a six weeks by grade level.
95. The leadership team in the office decides these positions.
96. I feel like we have a small voice in some decisions but the final decision is done through the office.
97. Office schedules duty roster
98. tutorials and NJHS meetings and rehearsals and cheer practice. Afterschool – ACE and tutorials and rehearsal and practices for athletics and cheer
99. master schedule does maximize except for those will too many preps. Instruction time is taken away due to razorback day, pep rallies, and assemblies.
instruction is interrupted many times a day by other teachers and the office, along with announcements.
100. yes. Students are scheduled by grades in the different areas on campus.
Hogg Middle School
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Technology
Technology Summary
Hogg Technology Committee
Committee Members: Ashley Swinney, Ricky Rocha, Stephen Pitts, Leah Huffstetter, Colby Walters
1. What are campus expectations for the use of technology? Technology should be seamlessly integrated into lesson plans where teachers allow
students to use technology. Technology should not be used as a time filler (videos, games, etc.), but to increase motivation and knowledge as students
learn to use technology appropriately.
2. 2. How is technology used to support instruction and learning? All rooms are equipped with a VDI unit and SMART Board. This is a useful tool
in that it provides the opportunity to make instruction interactive and engaging. We also have iPads with apps that are useful in engaging students. The
computer lab is also an available tool which is most used for Istation and Think Through Math, which are district approved programs.
3. How are instructional materials available online evaluated for appropriateness and accuracy? The Instructional Technology department in
conjunction with the Curriculum and Instruction department to find and vet online resources. These are made available to teachers. Teachers use their
professional judgement in evaluating the usefulness and appropriateness of online resources that they find.
4. What technology is available? Is it available for all students? Students are allowed to bring their own devices as teachers permit. However, all of
our students don’t have the funds to have their own device. We have a computer lab and iPads that can be reserved by teachers. Students all have
access to this if they are in a class where the teacher uses these resources. Mr. Bradley’s students have access to a Chromebook cart through the grant
he applied for in the fall.
5. What technology support is available for students? For teachers? Teachers and students have the support of the ITS and the ITIS.
6. Is technology available for students to use before and after school? For parents? At the campus, no. Through Suddenlink, parents are able to
purchase internet for a cheaper amount. Parents and students can access SchoolFusion if they can access the internet.
7. What training is available for teachers? Teachers are able to take summer training (Technopalooza, Tech and Take, etc.) as well as training during
the year by the ITIS and the ITS.
8. What plans are being made for technology upgrades in 1-5 years? Hogg recently upgraded to VDI and a brand new WiFi system. The auditorium
is being upgraded with video broadcasting. Plans for the future include purchasing Chromebooks for student use.
9. What barriers reduce the use of technology? The barriers that Hogg experiences most often is the issue of Wifi being slow and bogged down. Also,
most of our students don’t have the funds to purchase their own technology. One way to correct this is to purchase enough technology that our students
can use. Another example of a barrier to technology is that teachers either don’t feel comfortable with including technology or don’t have the time
needed to plan out and test lesson plans with technology.
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Technology Strengths
Based on the information we found, we believe that our strengths include having the ITIS on campus for on demand support and training. Another strength
would be the willingness of our campus to not only purchase technology for students, but also the willingness of teachers to implement technology in their
classrooms.
Technology Needs
Our needs would definitely include a more updated/usable computer lab, Chromebooks for student use, and more time for teacher implementation of
technology into their lesson plans. There is a definite willingness of our teachers to implement technology, but the time to plan and practice isn’t there yet.
Hogg Middle School
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Comprehensive Needs Assessment Data Documentation
The following data were used to verify the comprehensive needs assessment analysis:
Improvement Planning Data
District goals
Campus goals
Current and/or prior year(s) campus and/or district improvement plans
Campus and/or district planning and decision making committee(s) meeting data
Accountability Data
Federal Report Card Data
PBMAS data
Student Data: Assessments
State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information)
State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versions
Progress of prior year STAAR failers
STAAR Released Test Questions
Texas English Language Proficiency Assessment System (TELPAS) results
Student Success Initiative (SSI), Grades 5 and 8, data
Observation Survey results
Student Data: Student Groups
Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groups
Number of students assigned to each special program, including analysis of academic achievement, race, ethnicity, gender, etc
Economically Disadvantaged / Non-economically disadvantaged performance and participation data
Male / Female performance and participation data
Special education population, including performance, discipline, attendance, and mobility
At-Risk population, including performance, discipline, attendance and mobility
ELL or LEP data, including academic achievement, support and accommodation needs, race, ethnicity, gender, etc
Section 504 data
Gifted and talented data
Response to Intervention (RTI) student achievement data
Student Data: Behavior and Other Indicators
Attendance data
Discipline records
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Student surveys and/or other feedback
Employee Data
Professional Learning Communities (PLC) data
Staff surveys and/or other feedback
Campus leadership data
Campus department and/or faculty meeting discussions and data
Professional development needs assessment data
PDAS and/or T-TESS
Parent/Community Data
Parent surveys and/or other feedback
Parent Involvement Rate
Support Systems and Other Data
Processes and procedures for teaching and learning, including program implementation
Budgets/entitlements and expenditures data
Study of best practices
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Goals
Goal 1: All students will graduate prepared for college or career, and life-ready to compete in a global economy.
Performance Objective 1: The district will provide a variety of instructional services for sudents aimed at meeting individual learning needs.
Summative Evaluation: Academic performance of students increases as measured by state and local data points.
Strategy Description
Critical Success Factors
CSF 1 CSF 6
1) Every decision at Hogg Middle School starts with the question "Will this
improve student achievement?"
State System Safeguard Strategies
Critical Success Factors
CSF 1
Staff
TITLE I Responsible
2, 8
for
Monitoring
Evidence that Demonstrates Success
Formative Reviews
Nov Jan Mar June
All Stakeholders
All stakeholders ask this question whenever making
including, but not decisions that impact Hogg Middle School.
limited to, teachers,
administrators,
paraprofessionals,
support staff,
parents, district
personnel, and
community
members.
Funding Sources: 211 (Title I)
2, 4, 9 Teacher's, Principal, Index 1 % at Phase-in Satisfactory Standard increased
AP's
by 10% or more.
2) Campus wide ELL strategies to increase ELL Achievement on STAAR by at
least 10% this year:
All tests Index 1 ELL's
52/154 = 34% in 2014-2015
Funding Sources: 211 (Title I)
Strategies: ELPS Books, adoption of SIOP strategies,
Critical Success Factors
CSF 1 CSF 6
3) Inspire students to read through incentive based reading programs.
Hogg Middle School
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2
Teachers
Students earning incentives
Funding Sources: 211 (Title I)
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State System Safeguard Strategies
2
Teachers, APs
Critical Success Factors
CSF 1 CSF 5 CSF 6
Student performance on district and state assessments
at satisfactory levels for ALL student groups.
Index 1 % phase-in Satisfactory increased for all
groups by at least 10%.
4) STAAR Camps, Days, and pullouts throughout the year for all tested subjects
to increase learning time and target weak TEKS in all four core areas.
Index 2 % Met progress increased by at least 10%
Funding Sources: 211 (Title I)
= Accomplished
Hogg Middle School
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= Considerable
= Some Progress
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Index 2% Exceeding progress increased by at least
10%
= No Progress
= Discontinue
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Goal 1: All students will graduate prepared for college or career, and life-ready to compete in a global economy.
Performance Objective 2: The district will provide instruction and services that will lead to academic success for each student.
Summative Evaluation: Career and college pathways will be created that meet a wide variety of interests, neeeds and post-secondary goals for students.
Students in K-8 will have increased exposure to post-secondary opportunities.
Goal 1: All students will graduate prepared for college or career, and life-ready to compete in a global economy.
Performance Objective 3: The district will prepare students for post-secondary education.
Summative Evaluation: There will be an increase in the number of students who attempt a college readiness exam. There will be an increase in the number
of students who score satisfactorily on a college readiness or advanced course work.
Staff
TITLE I Responsible
Strategy Description
for
Monitoring
Critical Success Factors
CSF 1 CSF 7
2, 3, 4, 7 Counselor,
Principal
1) Hogg will support and encourage students to enroll in Pre-AP, Career
Explorations, and Algebra courses.
Teachers will receive GT and advanced course training to prepare students for
advanced course work.
Evidence that Demonstrates Success
Formative Reviews
Nov Jan Mar June
Pre-AP classes will be scheduled for Math, Science,
Social Studies, and Reading in grades 6, 7, and 8.
Algebra and Speech class will be scheduled for 8th
grade. Student counts will increase for these courses.
Funding Sources: 199 (Local)
Critical Success Factors
CSF 1
Principal, AVID
Increase in # of staff trained in AVID strategies.
teachers, Counselor.
Increase in AVID enrollment #s during the Spring
2) The Campus will maintain and promote the AVID Program and it's strategies
application process.
Funding Sources: 199 (Local)
= Accomplished
Hogg Middle School
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2, 4
= Considerable
= Some Progress
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= No Progress
= Discontinue
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Goal 1: All students will graduate prepared for college or career, and life-ready to compete in a global economy.
Performance Objective 4: The district will create a culture of post-secondary career or education through exploration and planning.
Summative Evaluation: Students 8th - 12th grade will have graduation plans reflect their personal post-secondary career and/or college goals. Students K 7 will have an increase in the number of career and college exploration opportunities.
Staff
TITLE I Responsible
Strategy Description
1) Every 8th Grader will take Career Explorations as a gateway to career and
college exploration opportunities.
7, 10
for
Monitoring
CE teacher,
Counselor
Formative Reviews
Evidence that Demonstrates Success
Nov Jan Mar June
Every student enrolled in CE, and engaged in the
process of career exploration as determined by teacher
feedback.
Funding Sources: 199 (Local)
2
AP, Counselor
At least 1 trip a year for 7th and 8th grade classes to
2) Partnership with Tyler Junior College and the University of Tyler to provide
visit one of the colleges.
students with opportunities to visit each campus and explore different career
paths.
Funding Sources: 211 (Title I)
= Accomplished
Hogg Middle School
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= Considerable
= Some Progress
26 of 59
= No Progress
= Discontinue
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Goal 2: All students will learn in schools that meet the needs of our diverse community.
Performance Objective 1: Campus relationships with students and parents support the success of each student.
Summative Evaluation: Parental involvement will increase. Increase in communication efforts and engagement with parents and community.
Strategy Description
Critical Success Factors
CSF 6
1) Survey staff members, students, and parents verbally and non-verbally
regarding campus needs.
Critical Success Factors
CSF 5
2) Increase use of Blackboard Connect to not only communicate Hogg
information, but to elicit parent involvement in Hogg academics. All messages
will be sent in English and Spanish.
Critical Success Factors
CSF 5
3) Back to school bash for ALL Hogg students done throughout the day to
accommodate parent schedules.
Critical Success Factors
CSF 5
4) Open house Title 1 Parent Meeting
Critical Success Factors
CSF 5 CSF 6
Staff
TITLE I Responsible
1
for
Monitoring
Evidence that Demonstrates Success
Formative Reviews
Nov Jan Mar June
Principal
Assistant Principal
Funding Sources: 211 (Title I)
6
Principal, AP,
Counselor
Increase in Blackboard call outs from last year,
specifically in areas where parent involvement is
needing and being requested.
Funding Sources: 211 (Title I)
6
Principal, AP
Sign in sheets
Funding Sources: 211 (Title I)
6
Principal, Assistant Sign in Sheets and Agenda.
Principal
Funding Sources: 211 (Title I)
6
Principal,
Counselor
Sign in sheets, Agendas
2, 6
Counselor
Sign in Sheets
5) Monthly PTA Meetings to strategize on how to raise money for incentives
Critical Success Factors
CSF 5 CSF 6
6) At least two Parent Outreach Luncheons, Dougnuts with Dads, and Muffins
with Moms
Critical Success Factors
CSF 1 CSF 5 CSF 6
7) 8th grade transition into High School Ceremony.
Hogg Middle School
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Funding Sources: 211 (Title I)
6
Principal, Assistant Speaker at the ceremony will discuss the transition of
Principals
8th grade students into 9th grade and the skills that
they will need to be sucessful.
Funding Sources: 211 (Title I)
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State System Safeguard Strategies
2
Critical Success Factors
CSF 6
Principal, AP, IC,
Counselor,
Secretary, ITIS.
Increase of student involvement on the campus.
8) Each month the "Principal's Advisory Counsel" of students will meet with the
Funding Sources: 211 (Title I)
administrative team to give feedback about the items that they feel are going
well and the items that they feel are weaknesses.
Critical Success Factors
CSF 1 CSF 5
6
9) Bilingual staff will translate letters, conversations in conferences, and calls
home to increase the effectiveness of communications with parents/guardians.
Critical Success Factors
CSF 5
10) Teachers will make at least 2 positive phone calls a week.
= Accomplished
Hogg Middle School
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Principal
Increase in parental involvement
Assistant Principal
Receptionist
Funding Sources: 199 (Local)
6
Principal
Documentation of phone calls.
Assistant Principal
Teachers
Funding Sources: 199 (Local)
= Considerable
= Some Progress
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= No Progress
= Discontinue
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Goal 2: All students will learn in schools that meet the needs of our diverse community.
Performance Objective 2: Comprehensive community involvement supports student success on each campus.
Summative Evaluation: Community involvement/partnerships will increase.
Staff
Strategy Description
TITLE I Responsible
Critical Success Factors
CSF 5
10
1) Discuss Title 1 budget allocations with CPOC advisory committee.
State System Safeguard Strategies
Critical Success Factors
CSF 5 CSF 6
2) Frequent CPOC meetings
= Accomplished
Hogg Middle School
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for
Monitoring
Evidence that Demonstrates Success
Formative Reviews
Nov Jan Mar June
Principal
CPOC Summary and Minutes
CPOC Committee
Member
Funding Sources: 211 (Title I), 199 (Local)
1, 6 Principal
Sign in sheets and meeting summaries
Funding Sources: 211 (Title I)
= Considerable
= Some Progress
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= No Progress
= Discontinue
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Goal 2: All students will learn in schools that meet the needs of our diverse community.
Performance Objective 3: An array of alternative services, settings and arrangements are available to support student success.
Summative Evaluation: Student performance will increase.
Staff
Strategy Description
TITLE I Responsible
State System Safeguard Strategies
2, 10
Critical Success Factors
CSF 1 CSF 4 CSF 6
for
Monitoring
Evidence that Demonstrates Success
Formative Reviews
Nov Jan Mar June
Principal and ACE Increase in number of students enrolled and attending
program site
the ACE program, and an increase in student
coordinator
achievement.
1) The campus will maintain and promote the ACE program
Critical Success Factors
CSF 6
2
Attendance Clerk, Decrease in amount of absences.
Assistant Principal.
2
Teachers
AP's
Principal
2) Check students that have three or more absences the first six weeks, students
that have five absences the third week of the second six weeks, and students
who have seven absences the third week of the third six weeks.
Strategies/Interventions will be implemented on each student to decrease the
number of future absences.
State System Safeguard Strategies
Critical Success Factors
CSF 1
3) Any student that earns a 71 or lower in a 1 or more core classes on a progress
report or report card will be required to attend tutorials at least twice a week
Funding Sources: 199 (Local)
afterschool until the grade improves on the next grade report.
= Accomplished
Hogg Middle School
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= Considerable
= Some Progress
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Students attending tutorials
Increase in student grades
Increase in student performance on district and State
assessments.
= No Progress
= Discontinue
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Goal 2: All students will learn in schools that meet the needs of our diverse community.
Performance Objective 4: Students engage in learning with real world interactions and embedded workforce skills.
Summative Evaluation: Increase in campus instructional and program opportunities to integrate real world skills. Increase in integration of process skills,
communication skills, writing skills, collaborative skills, etc. into instructional delivery and strategies.
Strategy Description
Staff
TITLE I Responsible
State System Safeguard Strategies
2
Critical Success Factors
CSF 1
1) Writing used across content areas with AVID strategies.
= Accomplished
Hogg Middle School
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for
Monitoring
Teachers, AVID
Coordinator,
Administration
Evidence that Demonstrates Success
Formative Reviews
Nov Jan Mar June
Increased scores across all subject areas.
Funding Sources: 199 (Local)
= Considerable
= Some Progress
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= No Progress
= Discontinue
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Goal 3: All students will learn from highly effective educators.
Performance Objective 1: The campus will recruit highly effective teachers.
Summative Evaluation: The campus will increase the recruitment of staff members who are qualified and effective in their position as evidenced by
certifications and highly qualified status.
Staff
TITLE I Responsible for
Monitoring
Strategy Description
State System Safeguard Strategies
5
Critical Success Factors
CSF 3 CSF 7
1) Stakeholders from the campus will be invited to attend interviews.
Critical Success Factors
CSF 7
2) Complete highly qualified report
Critical Success Factors
CSF 7
3) Applicants will be identified and briefly met at the TISD Job Fair.
= Accomplished
Hogg Middle School
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Principal
Campus
Stakeholders
Formative Reviews
Evidence that Demonstrates Success
Nov Jan Mar June
Highly qualified teachers will be hired.
Funding Sources: 199 (Local)
3, 5
Principal
Human Resource
Department
Funding Sources: 199 (Local)
5
Principal
Assistant Principal
Student performance on formative and summative
assessments will increase.
Highly qualified applicants are identified at the job fair
and are brought in for an interview.
Funding Sources: 199 (Local)
= Considerable
= Some Progress
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= No Progress
= Discontinue
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Goal 3: All students will learn from highly effective educators.
Performance Objective 2: The campus will retain highly effective teachers.
Summative Evaluation: There will be a decrease in the number of teachers leaving the campus. Increase in feedback given to teachers to promote and
support effective instruction.
Staff
TITLE I Responsible
Strategy Description
Critical Success Factors
CSF 3 CSF 6 CSF 7
2, 5
1) The campus will create a culture of appreciation in an effort to retain highly
qualified teachers in various ways, such as: teacher end of year luncheon to
celebrate this years educational progress.
Evidence that Demonstrates Success
Nov Jan Mar June
Principal, Assistant Luncheon provided for all staff members at Hogg MS.
Principal
Funding Sources: 211 (Title I)
Critical Success Factors
CSF 7
2
2) Teacher of the month will be selected and celebrated in order to show the
value of good teachers.
for
Monitoring
Formative Reviews
Principal
Highly qualified applicants are identified at the job fair
and are brought in for an interview.
Funding Sources: 199 (Local)
Critical Success Factors
CSF 6 CSF 7
3, 5
Principal, AP's
Increased communication and reduction in number of
staff leaving at end of year.
3) Administration will provide opportunities for staff discussion and feedback,
and will receive input from staff on ways administration can support retention of Funding Sources: 211 (Title I)
highly qualified teachers.
= Accomplished
Hogg Middle School
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= Considerable
= Some Progress
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= No Progress
= Discontinue
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Goal 3: All students will learn from highly effective educators.
Performance Objective 3: The campus will provide high quality and differentiated professional growth opportunities for teachers and staff.
Summative Evaluation: The campus will offer a wide variety of professional development to meet the individual professional needs of staff members in
order to achieve campus and district goals.
Strategy Description
Critical Success Factors
CSF 7
Staff
TITLE I Responsible
4
for
Monitoring
Formative Reviews
Evidence that Demonstrates Success
Nov Jan Mar June
PALS lead mentor New teachers will improve their skills in instruction
Principal
and classroom management through collaboration with
Assistant Principal mentors.
1) Teachers with one or less years experience that are hired will attend a PALS
Funding Sources: 211 (Title I)
Mentoring training each six weeks.
State System Safeguard Strategies
2, 10
Critical Success Factors
CSF 1 CSF 4 CSF 7
2) The campus will implement and promote the AVID program/strategies and
increase the number of teachers attending the AVID training.
State System Safeguard Strategies
Critical Success Factors
CSF 1 CSF 7
3) Provide Professional development and modeling/coaching for teachers.
State System Safeguard Strategies
Critical Success Factors
CSF 1 CSF 7
4) Staff will participate in professional development throughout the year that is
focused on:
Principal, Assistant Student numbers in AVID will increase, and AVID
Principal, Teachers, strategies will be observed being utilized throughout
AVID Site
the campus.
Coordinator.
Funding Sources: 199 (Local)
4
Assistant Principal, Change in engagement of students during lessons and
Principal, District use of strategies from training.
Facilitators, District
C & I, Teachers.
Funding Sources: 199 (Local)
4
Principal and
Adoption and Implementation of strategies to target
Assistant Principals. academic performance in SS and Science, for ELL,
African American, and Sped students, and for all
students.
Increasing performance on SS and Science STAAR.
Increasing performance for ELL, African American, and Sped students.
Funding Sources: 211 (Title I)
Increasing performance for all students.
Increasing knowledge of technology use in the classroom.
Hogg Middle School
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= Accomplished
Hogg Middle School
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= Considerable
= Some Progress
35 of 59
= No Progress
= Discontinue
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Goal 4: All students will learn in a safe, secure and positive learning environment.
Performance Objective 1: Campus facilities will have comprehensive security measures in place.
Summative Evaluation: The campus will increase and improve security measures. The campus will ensure appropriate communication and training
regarding safety measures.
Staff
Strategy Description
TITLE I Responsible
1) Staff will observe building for any issues that impedes the learning
environment and report to the appropriate personnel.
Critical Success Factors
CSF 3 CSF 6
10
for
Monitoring
Evidence that Demonstrates Success
Formative Reviews
Nov Jan Mar June
Custodians
Staff present and reporting any safety concerns.
Teachers
Secretary
Principal
Assistant Principal
Funding Sources: 211 (Title I)
2
Principal
Students will understand proper procedures.
2) Grade assemblies with all students at the beginning of the year and
periodically throughout the year.
Critical Success Factors
CSF 6
10
Principal
Students safely performing the drills in a timely
Assistant Principal manner.
3) Have scheduled fire, tornado, and lock-down drills.
= Accomplished
Hogg Middle School
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= Considerable
= Some Progress
36 of 59
= No Progress
= Discontinue
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Goal 4: All students will learn in a safe, secure and positive learning environment.
Performance Objective 2: Campus interventions support a safe learning environment for all students.
Summative Evaluation: The campus will provide active monitoring and support for the implemented positive behavior support plan. Increase in effective
RtI behavioral support and intervention for struggling students.
Staff
TITLE I Responsible
Strategy Description
Critical Success Factors
CSF 6
10
1) Staff will be present mornings and afternoons in critical points around
campus.
Evidence that Demonstrates Success
Nov Jan Mar June
Principal
Staff are monitoring critical points around campus.
Assistant Principal Staff members on duties are equipped with walkie
Teachers
talkies to improve communication across campus.
Funding Sources: 211 (Title I)
Critical Success Factors
CSF 7
2, 4
2) Principal, Assistant Principal, Counselor and Instructional Coach will meet
with teachers in PLC and observe classes to offer support/strategies on positive
behavior/interventions.
Critical Success Factors
CSF 6
2
3) Staff will be visible and supervise students in the hallways in between class,
before school, and after-school.
for
Monitoring
Formative Reviews
Principal
Increase in the amount of positive interactions with
Assistant Principal staff members and students.
Counselor
Instructional Coach
Principal
Decrease in behavioral infractions
Assistant Principal
Funding Sources: 199 (Local)
Critical Success Factors
CSF 6
2
Principal
Discipline Referrals decrease
Assistant Principal
4) Check students that have three or more referrals the third week of the first six
weeks, students that have five referrals the third week of the second six weeks,
Funding Sources: 199 (Local)
and students who have seven referrals the third week of the third six weeks.
Strategies/interventions will be implemented on each student to decrease the
number of future behavioral infractions.
= Accomplished
Hogg Middle School
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= Considerable
= Some Progress
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= No Progress
= Discontinue
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Goal 4: All students will learn in a safe, secure and positive learning environment.
Performance Objective 3: The campus will have a defined character education initiative with clear parameters and goals.
Summative Evaluation: The campus will provide a consistent and unified approach to character education. Increase in the number character education
lessons taught on the campus.
Staff
TITLE I Responsible
Strategy Description
Critical Success Factors
CSF 6
2) Razorback day will occur each six weeks for students who are striving
towards campus and classroom expectation.
Principal
Students recite and abide by the PBIS pledge.
Assistant Principal
Teachers
2
Assistant Principal, behavior infractions will decrease.
Principal
Nov Jan Mar June
Funding Sources: 211 (Title I)
Critical Success Factors
CSF 1
2
3) Food and Free dress day incentive for students who make the A Honor Roll
Counselor,
Students on the A Honor Roll and A/B Honor Roll will
Principal, AP,
increase.
CPOC Committee
CPOC Committee will track these #s
Funding Sources: 211 (Title I)
Food incentive for A/B Honor Roll.
Critical Success Factors
CSF 6
2
4) Three students will be selected each month as Students of the month.
= Accomplished
Hogg Middle School
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Evidence that Demonstrates Success
2
1) Students will recite the PBIS pledge each morning during second period.
Critical Success Factors
CSF 4 CSF 6
for
Monitoring
Formative Reviews
= Considerable
Principal
Students will be announced and put on a bulletin
Assistant Principal board, televisions in the cafeteria, and on the school
web page for all to see.
= Some Progress
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= No Progress
= Discontinue
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Goal 4: All students will learn in a safe, secure and positive learning environment.
Performance Objective 4: All students will be equipped with tools to positively address specific social and emotional challenges.
Summative Evaluation: Increase in professional development related to social emotional needs of struggling students.
Staff
Strategy Description
TITLE I Responsible
Critical Success Factors
CSF 6
2, 4
for
Monitoring
Counselor
Critical Success Factors
CSF 6
2
2) The counselor will coordinate the Red Ribbon Week to promote drug free
awareness with week long activities.
Nov Jan Mar June
Students and teachers will have knowledge of
characteristics of bullying and how to report bullying.
Counselor
Students will have knowledge on the negative
implications of drug use.
Funding Sources: 211 (Title I)
Critical Success Factors
CSF 6
4
Principal
Counselor
3) Counselor attends training workshop regarding bullying, suicide, and selfesteem.
Hogg Middle School
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Formative Reviews
Funding Sources: 211 (Title I)
1) Bullying awareness training for teachers and students.
= Accomplished
Evidence that Demonstrates Success
= Considerable
= Some Progress
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Counselor will use new strategies and provide
professional development for teachers dealing with
students in crisis.
= No Progress
= Discontinue
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October 23, 2015 12:57 pm
Goal 4: All students will learn in a safe, secure and positive learning environment.
Performance Objective 5: The campus promotes community partnerships to provide mentors to students.
Summative Evaluation: Increase in the numbers of community/business mentors for students.
Strategy Description
Staff
TITLE I Responsible
Critical Success Factors
CSF 6
1) Identify and assign student in need to a mentor
= Accomplished
Hogg Middle School
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9
for
Monitoring
Teachers,
Administrators
Evidence that Demonstrates Success
Formative Reviews
Nov Jan Mar June
Students will improve academically and behaviorally
Funding Sources: 211 (Title I)
= Considerable
= Some Progress
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= No Progress
= Discontinue
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October 23, 2015 12:57 pm
Goal 5: All students will learn through comprehensive and innovative education.
Performance Objective 1: The campus will provide innovative learning settings, strategies, schedules, and/or interventions aimed at meeting the individual
interests and needs of students.
Summative Evaluation: Increase in the number of innovative strategies implemented or integrated at the campus level.
Staff
TITLE I Responsible for
Monitoring
Strategy Description
Critical Success Factors
CSF 1 CSF 7
2
1) All teachers will have a SMART Board, projector, covered
chromebook/IPAD,
and document camera in the classroom.
2
Critical Success Factors
CSF 1 CSF 6
2) Ipads and Chromebooks will be available for classroom checkout to
differentiate instruction.
Nov Jan Mar June
Student achievement increases.
2
Critical Success Factors
CSF 1
3) Provide opportunities through Social Studies classes for students to
experience Texas and US history outside of the classroom including field trips
to places of historical importance. Making real world connections to make SS
relevant, and increase % at Phase-in Satisfactory on 8th Grade SS STAAR.
Critical Success Factors
CSF 1
ITS
Librarian
AP
Principal
Lesson plans demonstrate teacher uses of devices.
Observations demonstrate devices in the hands of
students during instruction.
Funding Sources: 211 (Title I)
State System Safeguard Strategies
Social Studies
Increased in Opportunities to experience History
teachers, Principal, outside of general classroom
AP's
Increase of % at Phase-In Satisfactory Standard on 8th
SS STAAR by at least 10%.
Funding Sources: 211 (Title I)
2
4) Purchase of pencils, highlighters, and paper for students to use as a
motivational tool to increase effort in class.
Critical Success Factors
CSF 1
5) Purchase motivational math resources as an additional supplement for
addressing weak standards in Math.
Hogg Middle School
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Evidence that Demonstrates Success
Funding Sources: 211 (Title I)
State System Safeguard Strategies
= Accomplished
Principal
ITS
Formative Reviews
Principal
Each student will have a pencil to take to class and will
Campus Testing
feel prepared and motivated.
Coordinator
Secretary
Funding Sources: 211 (Title I)
1
Math Teachers, AP Teachers utilize resources as needed to improve
student performance.
Funding Sources: 211 (Title I)
= Considerable
= Some Progress
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= No Progress
= Discontinue
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Goal 5: All students will learn through comprehensive and innovative education.
Performance Objective 2: The campus will provide a variety of intensive, compensatory, and/or accelerated instructional environments for students at risk
of dropping out of school.
Summative Evaluation: Increase in the academic achievement of students as measured by local and state assessments. Increase in the number of students
who find successs in Tier I, II, and III interventions. Increase in the number of students exiting rhe Bilingual/ESL program or moving up in levels of
achievement (High and Advanced High).
Strategy Description
Critical Success Factors
CSF 1 CSF 2 CSF 6
1) Hogg will monitor academic progress (grades, district assessments) for all
students, and by sub groups including ESL, African American, and Special
Education.
Critical Success Factors
CSF 1 CSF 2
2) The campus will purchase progress monitoring tools to assist in the
monitoring of students, specifically in the areas of Math and Reading for SSI
purposes.
Critical Success Factors
CSF 1 CSF 4
3) Math and ELAR RTI Teachers will pullout small groups of students from
electives 1st period to provide targeted intervention for students who were not
successful on last years STAAR.
State System Safeguard Strategies
Critical Success Factors
CSF 1
Staff
TITLE I Responsible
2
for
Monitoring
Teachers, AP,
Principal,
Counselors
Nov Jan Mar June
Comprehensive system established by which student
monitoring is consistent.
Funding Sources: 199 (Local)
1
RTI Teachers
Programs purchased, teachers trained, student use,
frequent monitoring of data.
Funding Sources: 211 (Title I)
1
RTI Teachers
Students are pulled out. Growth demonstrated by
district assessments and STAAR results.
Funding Sources: 199 (Local)
1, 2
ESL Teachers,
Teachers, AP,
Principal
4) Hogg will adopt and implement intervention strategies targeting perofmance
of ELL students such as SIOP and ELPS.
Funding Sources: 211 (Title I)
Hogg Middle School
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Evidence that Demonstrates Success
Formative Reviews
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SIOP and ELPS used in every classroom.
Improvement in student achievement on district
benchmarks
Increase % phase in Satisfactory for ELL's on all tests
by at least 10%.
Campus #212905043
October 23, 2015 12:57 pm
State System Safeguard Strategies
1, 2
Critical Success Factors
CSF 1 CSF 4
5) Social Studies and Science classes will vertically adopt and implement
process strategies to improve student performance on Process TEKS for every
student.
Funding Sources: 211 (Title I)
Index 1 SS 2014 @ 46%
Index 1 Science 2014 @ 55%
= Accomplished
Hogg Middle School
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Social Studies and Vertical adoption of strategies in SS and Science to
Science Teachers, increase performance of Process TEKS.
AP's
% Phase-In Satisfactory increased by at least 10% on
STAAR for SS and Science.
= Considerable
= Some Progress
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= No Progress
= Discontinue
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Goal 5: All students will learn through comprehensive and innovative education.
Performance Objective 3: The integration of Visual and Performing Arts, Athletics, CTE and other extra-curricular activities will be used as a tool to
enhance student education.
Summative Evaluation: Increase in participation in extra-curricular activities, 6th - 12th.
Staff
TITLE I Responsible
Strategy Description
Critical Success Factors
CSF 1 CSF 6
2, 10
1) Students will have the opportunity to take technology, art, theater, choir,
band, PE, athletics, AVID, or orchestra.
= Accomplished
Hogg Middle School
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Counselor
Evidence that Demonstrates Success
Nov Jan Mar June
Students are scheduled into an co-curricular
activities/classes.
Funding Sources: 199 (Local)
Critical Success Factors
CSF 1 CSF 4 CSF 6
2
2) Extra-Curricular classes will support the core classes and will integrate
concepts into their lessons.
for
Monitoring
Formative Reviews
Teachers, Principal Core teachers and Extra-Curricular teachers are
communicating and supporting the conceptual learning
of students.
Funding Sources: 199 (Local)
= Considerable
= Some Progress
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= No Progress
= Discontinue
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October 23, 2015 12:57 pm
Goal 6: All students will learn using a cutting edge tecnology device in the educational environment.
Performance Objective 1: The campus will provide differentiated and ongoing professional learning opportunities to increase the integration of technology
in the instructional delivery.
Summative Evaluation: Increase in the number professional development sessions offered and attended that focus on technology integration. Increase the
observational data indicating teachers are utilizing innovative technology in lessons.
Staff
Strategy Description
TITLE I Responsible
Critical Success Factors
CSF 1 CSF 7
4
1) Teachers will have technology professional development at least twice a six
weeks to develop their skills of utilizing technology within the classroom.
State System Safeguard Strategies
Critical Success Factors
CSF 1 CSF 7
2) Training will focus on improving capacity for use of campus devices
including chromebooks, clickers, nspires, and vernier.
= Accomplished
Hogg Middle School
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for
Monitoring
Evidence that Demonstrates Success
Formative Reviews
Nov Jan Mar June
Principal
Teachers and students utilize technology within the
Assistant Principal classroom.
Instructional Coach
Instructional
Technology
Integration
Specialist
Funding Sources: 199 (Local)
2
Assistant Principals Increase in teacher and student use of available
campus devices. Sign in sheets demonstrating teacher
attendance of PD opportunities.
Funding Sources: 211 (Title I)
= Considerable
= Some Progress
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= No Progress
= Discontinue
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October 23, 2015 12:57 pm
State System Safeguard Strategies
Goal Objective Strategy
Description
1
1
2
Campus wide ELL strategies to increase ELL Achievement on STAAR by at least 10% this year: All tests Index 1 ELL's 52/154
= 34% in 2014-2015 Strategies: ELPS Books, adoption of SIOP strategies,
1
1
4
STAAR Camps, Days, and pullouts throughout the year for all tested subjects to increase learning time and target weak TEKS
in all four core areas.
2
1
8
Each month the "Principal's Advisory Counsel" of students will meet with the administrative team to give feedback about the
items that they feel are going well and the items that they feel are weaknesses.
2
2
2
Frequent CPOC meetings
2
3
1
The campus will maintain and promote the ACE program
2
3
3
Any student that earns a 71 or lower in a 1 or more core classes on a progress report or report card will be required to attend
tutorials at least twice a week afterschool until the grade improves on the next grade report.
2
4
1
Writing used across content areas with AVID strategies.
3
1
1
Stakeholders from the campus will be invited to attend interviews.
3
3
2
The campus will implement and promote the AVID program/strategies and increase the number of teachers attending the AVID
training.
3
3
3
Provide Professional development and modeling/coaching for teachers.
3
3
4
Staff will participate in professional development throughout the year that is focused on: Increasing performance on SS and
Science STAAR. Increasing performance for ELL, African American, and Sped students. Increasing performance for all
students. Increasing knowledge of technology use in the classroom.
5
1
2
Ipads and Chromebooks will be available for classroom checkout to differentiate instruction.
5
1
3
Provide opportunities through Social Studies classes for students to experience Texas and US history outside of the classroom
including field trips to places of historical importance. Making real world connections to make SS relevant, and increase % at
Phase-in Satisfactory on 8th Grade SS STAAR.
5
2
4
Hogg will adopt and implement intervention strategies targeting perofmance of ELL students such as SIOP and ELPS.
5
2
5
Social Studies and Science classes will vertically adopt and implement process strategies to improve student performance on
Process TEKS for every student. Index 1 SS 2014 @ 46% Index 1 Science 2014 @ 55%
6
1
2
Training will focus on improving capacity for use of campus devices including chromebooks, clickers, nspires, and vernier.
Hogg Middle School
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State Compensatory
Personnel for Hogg Middle School:
Name
Position
Program
Dobbs, Dawn
Dyslexia Teacher
Schroeder, Roberta
RtI Teacher
1.0
Smith, Lauren
RtI Teacher
1.0
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Dyslexia
FTE
1.0
Campus #212905043
October 23, 2015 12:57 pm
Title I
Schoolwide Program Plan
Information obtained from the TEA 2014 Accountability Summary show that Hogg Middle School Met standards on student achievement, student progress,
closing performance gaps, and postsecondary readiness. There was not an area that Hogg Middle School did not meet standard on. James S. Hogg Middle
School earned a distinction on Academic Achievement in Reading/ELA. In Index 1 (Student Achievement) the target score was 55 and Hogg made a 68.
On Index 2 (Student Progress) there was a target score of 28, and Hogg made a 32. On Index 3 (closing performance gaps) there was a target score of 27,
and Hogg made a 33. On Index 4 (Postsecondary Readiness) there was a target score of 13 and Hogg made a 26.
At Hogg Middle School there were 554 students on campus in the 2013-2014 school year. Hogg is 85.7% Economically Disadvantaged, 17.3% English
Language Learners, and 16.9% mobility rate.
Hogg Middle School met system safeguardes for performance rates and participation rates.
Based on the data from the 2013-2014 STAAR test, the following subgroups are a focus for the campus: males, African America, LEP, Special Education,
and At-Risk.
Ten Schoolwide Components
1: Comprehensive Needs Assessment
Special Education students will have the opportunity to be in a Co-teach class in Reading and Math.
Dictionaries provided to all students through ELAR classes as a tool to reinforce definitions and proper language use
Walkthroughs, modeling/coaching, and conferences will occur with teachers to identify strengths and weaknesses in instruction. Strategies will be suggested
or reinforced to increase student success in the classroom
Applicants will be identified and briefly met at the TISD Job Fair.
The campus will implement and promote the AVID program.
Campus will implement the Ace after school program for intensive intervention directed at at-risk kids. School clubs will be increased and integrated with
ACE.
Hogg Middle School
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All core teachers will have a SMART Board, projector, and document camera in the classroom.
Suicide prevention training, Drug Awarness, and Bullying Awareness.
Staff and Student of the Month selected, promoted through technology, and submitted to the appropriate district personell.
College banners will be hung in the hallways and rooms.
Campus routes and pods students based on grade level to decrease behavioral problems. Assistant Principal of Discipline has been hired.
Positive re-direction of student's who are not meeting expectations.
Daily PLC time by department with content specific professional development.
Collaborative development of pre and post-assessments to guide instruction.
Coaching walkthroughs that are non-evaluative to identify weaknesses and strenghts.
SIOP strategies is going to come and work with the Science department to begin to implment strategies to improve student success.
Parent luncheons held once in the fall and once in the Spring to showcase student of Hogg Middle School. Increase enrollment in the PTA through educating
parents of the PTA at Hogg Middle School throught the Parent Luncheon.
Each teacher will make at least two positive parent phone calls per week.
An Instructional Technology Integration Specialist will be hired to work one-on-one with teachers on how to create lessons that are technology based.
2: Schoolwide Reform Strategies
Student Intervention
6th Grade ELAR and Math Students double blocked. 7th grade ELAR double blocked, and Math
Istation, MSTAAR, and Think Through Math to target student areas of intervention.
Hogg Middle School
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Intentional and targeted LEP strategies to include: New process for documentation of ELL classroom strategies, additional 1/2 staff member, district
support.
ESL department will work with Science and SS department for help with integraton of SIOP strategies.
Targeted tutorials for all core subject areas at least 2x weekly for students with grades falling below 75% every six weeks.
Establishment of PLC's as true "Professional Learning Communities".
Short-Cycle formative assessments targeting Power Standards for all Core-Subjects.
PLC by Content, not grade level
Co-teaching training for co-teach teachers.
Advanced Studies
Pre-AP and Algebra classes will be offered to students.
Campus will continue to promote MYP program. New Campus Coordinator.
AVID program with efforts to promote student participation.
Speech and Career Explorations to support College Readiness.
Technology
ITIS - New campus based instructional technology integration specialist.
SMART board in all classrooms
Mediacast system installed in campus cafeteria.
Integration and training in use of Ipads for instructional purposes.
Renovations to campus auditorium including new projection and sound system.
School Safety
Staff will be visible and superivse students in the hallways in between class, before school, and aferschool.
Duty schedule on rotation bassis for all staff.
Grade level routing patterns and pods that seperate the three grades.
Hogg Middle School
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October 23, 2015 12:57 pm
AfterSchool Program
Session 1: Interventions for 4 core-content areas and enrichment courses
Session 2-3: Extended enrichment until 6:15 4x a week with transportation provided.
3: Instruction by highly qualified professional teachers
New Instructional Walkthrough process:
Completed by Principal, AP's, and IC
Non-evaluative
2 x q six weeks for every core-teacher
Pre and Post conference
Focus is teacher selected areas for growth, and formative assessment process.
Identifies ways to increase the use of researched based instructional strategies within every Hogg classroom.
Hiring Process:
Hogg Administrative team will review the hiring process, and determine areas of growth for identifying highly qualified professional teachers early in
the school year.
Teacher Certification Requirements:
Teachers not certified will take the TExES exam to be certified by January.
4: High-quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, student services
personnel, parents, and other staff
New Coaching Instructional Walkthrough Process.
Hogg Middle School
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1.
2.
3.
4.
5.
6.
7.
8.
9.
ESL walkthrough of Science/SS for SIOP support.
ITIS on campus to provide immediate/campus based instructional technology support.
Monitor district PD.
Intentional with staff PD. When any staff member receives PD, they bring the PD to campus and train other staff.
Math - Targeted training on NEW TEKS
ELAR - District initiative for all teachers to use 6 + 1 Writing traits.
Technology training in PLC and side-by-side with teachers.
Campus will review ways to increase support of LEP population.
5: Strategies to attract highly qualified teachers
Demonstration of Hogg strategic plan, mission, and vision at all district funtions.
Attend TISD Job Fair to meet new applicants.
Interveiw applicants as a committee with district and campus stake3holders.
Perform reference checks on all applicants.
Submit job position openings on the district website.
Coordinate with local colleges on potention high quality applicants.
6: Strategies to increase parental involvement
At least one Parent Outreach luncheon a semester.
Billingual receptionist to greet parents.
Principal Advisory Council for students.
School Messages and important updates:
Blackboard for Phone messages
Hogg Middle School
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Schoolway for Text
Parent Contact
Teachers will contact at least 2 parents per week.
Home visits as necessary
PTA
Monthly PTA meetings
Advertise PTA meetings on Hogg website, Blackboard, and SchoolWay
7: Plans for assisting preschool children in the transition from early childhood programs to elementary school programs
End of school program for transitioning 8th graders to high school.
8: Measures to include teachers in the decisions regarding the use of academic assessments in order to improve the achievement of individual
students and the overall instructional program
PLC's
AWARE test creation training
Short-Cylce Assessment training
Formative assessments developed by content teams.
Six Weeks Campus Assessments
Developed by content teams.
District Benchmarks
Created at district level by teacher committees.
Content Department Heads
Granted analyze rights in AWARE for monitoring department performance
Intervention Strategies
Istation, TTM, and MSTAAR administered by teachers in order to monitor student areas of growth in ELAR and Math.
Hogg Middle School
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After school tutorials based on student performance on STAAR
SST will meet at least once a six weeks to discuss student performance on campus assessments.
9: Activities to ensure effective timely assistance for students who experience difficulty mastering the proficient or advanced levels of academic
achievement standards
Intervention Strategies
Accelerated Instructional Planning tool for Secondary Schools
Documentation and discussion of support strategies/interventions for any ask risk or tier 2 intervention student that is requiring extra support.
Istation, TTM, and MSTAAR administered by teachers in order to monitor student areas of growth in ELAR and Math.
After school tutorials based on student performance on STAAR
SST will meet at least once a six weeks to discuss student performance on campus assessments
Student Intervention
6th Grade ELAR and Math Students double blocked. 7th grade ELAR double blocked, and Math
Istation, MSTAAR, and Think Through Math to target student areas of intervention.
Intentional and targeted LEP strategies to include: New process for documentation of ELL classroom strategies, additional 1/2 staff member, district
support.
ESL department will work with Science and SS department for help with integraton of SIOP strategies.
Targeted tutorials for all core subject areas at least 2x weekly for students with grades falling below 75% every six weeks
Instructional Walkthroughs
Purpose is to help with the growth of instructional strategies that have the biggest effect on student achievement.
Practice of making content relatable and relevant to students.
Technology
ITIS and ITS will support use of technology for instructional purposes.
10: Coordination and integration of federal, state and local services and programs
Students will have the opportunity to take technology, art, theatre, choir, band, p.e., athletics, or orchestra.
Hogg Middle School
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Nurse will be available for students and staff during school hours to administer medicine, help in emergency situations, keep up to date medical information,
provide professional development on health related topics, and to assess health issues.
Students will be receive a 30 minute lunch and will be able to receive a free breakfast from 7:00-8:30 a.m
Custodians will clean classrooms and the building each day.
Staff will observe building for any issues that impedes the learning environment and report to the appropriate personnel, so that a work order can be put in.
Staff will be present mornings and afternoons in critical points around campus.
Discuss budget allocations with CPOC advisory committee.
New secretary attends required district training on budget.
Survey staff members, students, and parents regarding campus needs.
Create a Principal's Advisory Council to offer suggestions for improvements on campus.
Attendance clerk will attend professional development training for attendance procedures.
Hogg Middle School
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2015-2016 Campus Performance Objectives Committee
Committee Role
Name
Position
Business Representative
Nathan Foreman
Year 1
Business Representative
Eric Kosmer
Year 2
Classroom Teacher
Matthew Bradley
Year 2
Classroom Teacher
Jeremiah Dollgener
Year 1
Classroom Teacher
Laura Lunsford
Year 1
Classroom Teacher
Heather Rooney
Year 1
Classroom Teacher
Bobbie Schroeder
Year 2
Classroom Teacher
Denise Shamsie
Year 3
Community Representative
Gilbert Urbina
Year 1
Non-classroom Professional
Dr. Eddie Dunn
ex-officio
Non-classroom Professional
William Ripley
ex-officio
Parent
Tarenthia Bailey
Year 1
Parent
Kristi Donnell
Year 1
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Campus Funding Summary
211 (Title I)
Goal
Objective
Strategy
1
1
1
$0.00
1
1
2
$0.00
1
1
3
$0.00
1
1
4
$0.00
1
4
2
$0.00
2
1
1
$0.00
2
1
2
$0.00
2
1
3
$0.00
2
1
4
$0.00
2
1
6
$0.00
2
1
7
$0.00
2
1
8
$0.00
2
2
1
$0.00
2
2
2
$0.00
3
2
1
$0.00
3
2
3
$0.00
3
3
1
3
3
4
$0.00
4
1
1
$0.00
4
2
1
$0.00
4
3
2
$0.00
4
3
3
$0.00
4
4
1
$0.00
4
4
2
$0.00
Hogg Middle School
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Resources Needed
Snacks
Account Code
Amount
$0.00
57 of 59
Campus #212905043
October 23, 2015 12:57 pm
4
5
1
$0.00
5
1
1
$0.00
5
1
2
$0.00
5
1
3
$0.00
5
1
4
5
1
5
$0.00
5
2
2
$0.00
5
2
4
$0.00
5
2
5
$0.00
6
1
2
$0.00
Pencils
$0.00
Sub-Total
$0.00
199 (Local)
Goal
Objective
Strategy
1
3
1
$0.00
1
3
2
$0.00
1
4
1
$0.00
2
1
9
$0.00
2
1
10
$0.00
2
2
1
$0.00
2
3
3
$0.00
2
4
1
$0.00
3
1
1
$0.00
3
1
2
$0.00
3
1
3
$0.00
3
2
2
$0.00
3
3
2
$0.00
3
3
3
$0.00
4
2
3
$0.00
Hogg Middle School
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Resources Needed
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Account Code
Amount
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October 23, 2015 12:57 pm
4
2
4
$0.00
5
2
1
$0.00
5
2
3
$0.00
5
3
1
$0.00
5
3
2
$0.00
6
1
1
$0.00
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Sub-Total
$0.00
Grand Total
$0.00
Campus #212905043
October 23, 2015 12:57 pm