• •
Skyward (Student data) https://skyward.hfisd.net/scripts/wsisa.dll/WService=wsEAplus/seplog01.w
STAAR Test Maker • http://staartestmaker.com/ • • •
Eduphoria (Aware, Forethought, Help Desk, Form Space) “Aware” (Student Performance Data Access) “Forethought” (Online Lesson Planning) • https://hamshirefannett.schoolobjects.com/eduphoria_webcontrols/Login.aspx?ReturnUrl=%2feduphoria_ webcontrols%2fApplications.aspx
•
Career Cruising • www.careercruising.com/school PACT
•
• This is a mentoring resource for educators provided through TEA and TAMU. • https://pact.tarleton.edu/pact/index.cfm?CFID=172953&CFTOKEN=22030898
• What has had the greatest impact on improving student learning? • Maintain awareness of each individual student’s areas of strengths in order to build on those strengths as we strive to promote the highest levels of academic achievement. • Identification and elimination of any existing achievement gaps among student groups enables us to bring these students to higher levels of performance and achievement. • Valuable data such as AEIS Reports, STAAR results, additional assessments, in addition to teacher observations and student classroom performance are being relied upon to assist teachers improve the overall quality of instruction and assessment in the classroom. In addition, students now have more access to tutoring before and after school. • Improvement of parent communication has also enabled us to make great strides in this collaborative process. HFISD plans to continue improving the levels of communication with parents and student support at school. • Immediate action in order to continue to monitor, assess, and achieve higher levels of academic excellence for 100% of students.
• 1) DILIGENCE • Focus on data integrity and utilize data for learning. • Focus on academic and affective learning • Realize that everyone is responsible for student learning
• 2) RESPONSIBILITY • Each one of us is responsible for student achievement!
• 3) COLLECTIVELY • We know 100% of our students 100% of the time! Differentiated instructional strategies to keep classrooms interesting and engaging for all students and develop differentiated interventions for our students who struggle.
• Maintain a clear and consistent focus on academic learning through the implementation of “Capturing Kid’s Hearts” and other “personalized” strategies and celebrations. This is where we begin the process of affective (influencing feelings or emotions) learning in order to improve academic achievement. • Collaborative efforts by our staff that begins during department and team meetings which enables us to effectively support the academic growth and well-being of our students.
• How has your campus differentiated instruction and interventions for all students? • Maintain smaller learning groups with more of an individualized academic focus supported by more opportunities for success for 100% of our students has proven to be successful. • Incorporating technology as well as effective and appropriate media to maximize classroom learning has enabled us to successfully reach more students. • In order to improve the quality and level of interventions for students, intervention checklists are being utilized in order to monitor struggling students. • Improved levels of communication among staff members is enabling us to promote more effective strategies and results that will eventually be seen through the improvement of student performance.
• Closing out one our best years of overall growth in student achievement and teacher success! • We are extremely proud of our administration, teachers, staff, students, parents, and school community for making these outstanding gains in student achievement throughout the transition from TAKS into this second year of STAAR testing. • HFISD attributes these gains to the efforts of teachers and students working together, outstanding parent and community support, effective and appropriate curriculum alignment and ongoing professional development working in conjunction with Region V Education Service Center.
• At the beginning of each new school year • Provide our new teachers with a new teacher orientation day in August • Series of staff development days that allows for 7 total days of in-district staff development with 4 of those days for specific on-campus trainings • Maximize “Teacher Time” in classrooms to work on lesson planning and getting resources ready for the upcoming school year.
• New for 2013-2014 during August staff development • In order to celebrate the teaching excellence and dedication to improving student achievement in HFISD we’ve added a new “Menu Session Day” where selected teachers and other presenters will provide training and staff development covering a variety of topics while demonstrating a best practices approach.
• We highly value teacher and staff input at HFISD • We believe in maximizing “teacher time” which shows a great deal of respect and appreciation for our teachers. • We also have a series of early release days built into district calendar to allow for on-campus staff development opportunities such as required assessment training and other curriculum related issues as needed.
• Another factor in our success is the very limited teacher turnover that we have in our district. • We are also firm believers in working with our educational service center (ESC 5) bringing in trainers and resources into our district in order to maximize teacher time, focus and resources within our own school environment on specific campuses to work on our lowest performing areas of student achievement with teachers.
• Strive to provide smaller teacher/student ratios (especially at the secondary level) in order to maximize teaching and learning in the classroom. • This strategy also enables teachers to have better classroom management and a much more manageable way of providing ongoing progress monitoring of student performance throughout the school year.
• Teachers and Administration regularly participate in “Lead4ward” training that focuses on teachers and administrators effectively meeting higher state standards. • Improving the overall quality of collaboration and lesson planning through technology with Eduphoria “Forethought” training and implementation during the school day by providing subs so that teachers can participate in the training without having to leave the district. • “Forethought” (Online Lesson Planning) • https://hamshirefannett.schoolobjects.com/eduphoria_webcontr ols/Login.aspx?ReturnUrl=%2feduphoria_webcontrols%2fAppli cations.aspx
• Provide teachers with additional time as needed during the school year to address potential trouble spots with student achievement as identified by STAAR results or other benchmark assessments. • For example, if a particular grade level is struggling with a specific subject area as identified by student assessment data, we allow that particular grade level to collaborate on a previously unscheduled workday in order to focus, regroup and plan accordingly to better meet the needs of those struggling students.
• During this past school year, we initiated special education Inclusion training for administrators and teachers to further support PBMAS & CIP Requirements by providing campuses with a ½ day option for an off-campus visit to area districts or simply for some on-campus collaboration. • Many of our elementary and intermediate grade levels are working towards more of a “departmentalized” approach where we build on teacher strengths to match student achievement needs and meet the higher state standards.
• Allowed selected grade level teachers experiencing challenges with student performance on STAAR to have a “Curriculum Day” providing full-day subs for selected teachers in order for them to review and adjust scope & sequence, lesson plan, and create new benchmark assessments. • Some of the activities included reviewing 2012 STAAR results, getting teacher input (build on teacher strengths & identify areas of concern), supporting teachers in assisting students to improve academic performance, identifying & determining successful resources, trainings, curriculum planning, current benchmarks and making adjustments for the next round of STAAR testing. The results were positive and showed tremendous improvement.
• Teachers also worked to initiate strategies for more consistent lesson planning, to implement a new weekly assessment focus in order to better utilize student assessment data for interventions during study skills, more of an “assessment FOR learning” instead of an “assessment OF learning” to adjust instruction based on student needs throughout the year. • Recently added “STAAR Test Maker” so that are teachers can benchmark test students with questions that are more reflective of those higher state standards.
• At the secondary level, we are implementing the “Career Cruising” model for CTE courses which begins at the middle school level and continues on throughout their high school careers. • In support of improving the overall CTE program in our district, HFISD is moving forward with the Career Cruising Program for our students in collaboration with Region V. Additionally, the program will extend down to the middle school level (6th Grade and up). This program is designed to better assist our students throughout middle school, high school, after graduation, college and entering the workforce.
• Career Cruising • www.careercruising.com/school
• A revised comprehensive needs assessment process has also proven to be highly effective with campus planning and allows instructional leaders to establish and maintain a collaborative process and relationships with all stakeholders within the school-community. • Creates a true student-centered focus that assist the stakeholders in determining which resources and strategies could be most effective in building on existing strengths and eliminating areas of weakness to establish and maintain a successfully responsive learning environment where students are effectively engaged in learning.
• Effective district and campus planning assists our staff in maximizing all available resources and eliminating unnecessary costly ones that are out dated and no longer effective which is especially important during tough economic times. • The effective development of a comprehensive needs assessment and the development of a campus plan assist our administrators and teachers in determining which type of staff development would be most effective and most productive in increasing levels of student achievement. • Effective campus planning allows our schools to become more efficient in maximizing the highest level of resources to the district’s most fragile atrisk student populations while supporting and sustaining active and ongoing district-wide improvement.
• Our teachers in HFISD strive to establish and maintain an instructional environment that is engaging and effective, therefore, our schools are able to promote higher levels of responsiveness to student needs, effectiveness of lesson planning, effectiveness of instructional delivery, and student achievement. • The successful development or revision of the campus plan by outlining strategies, resources, staff development needs, timelines, and budgeting information can assist school leaders in maximizing student learning in a fiscally responsible manner especially during tough economic times for school districts. • Effective campus planning promotes a diligent, true focus on academic and affective learning that helps school staff realize that everyone is responsible for student learning. • Furthermore, it supports the use of differentiated instructional strategies to keep classrooms interesting and engaging for all students by establishing instructional responsibility while also supporting differentiated interventions for struggling students. • In conclusion, our campus principals promote a collaborative approach on their campus that is unified and student centered that helps staff in knowing 100% of your students 100% of the time.
• Become familiar with District Calendar & State Assessment Calendar • Learn which TEKS, released tests, and resources can help you. • Pay attention to the STAAR Reports and learn which objectives cause the most trouble for struggling students. • Attend appropriate staff development
• HFHS scored well above state and region average in nearly every category except: • • • •
Algebra I (-2% below state & 3% above region) Chemistry (-1% below state & 3% above region) World Geography (-1% below state & 4% above region) World History (- 4% below state & 6% above region).
• Math • Algebra I: 80% State Avg: 82% (-2%) Region 5 Avg: 77 (+3%) • Algebra II: 100% State Avg: 98% (+2%) • Geometry: 91% State Avg: 86% (+5%) Region 5 Avg: 85% (+6%)
• Science • Biology: 90% State Avg: 88% (+2%) Region 5 Avg: 84% (+6%) • Chemistry: 82% State Avg: 83% (-1%) Region 5 Avg: 79% (+3%) • Physics: 100% State Avg: 82% (+18%)
• ELA • • • •
Eng I Reading: 73% State Avg: 70% (+3%) Region 5 Avg: 62% (+11%) Eng I Writing: 54% State Avg: 54% (=%) Region 5 Avg: 47% (+7%) Eng II Reading: 89% State Avg: 78% (+11%) Region 5 Avg: 75% (+14%) Eng II Writing: 66% State Avg: 52% (+14%) Region 5 Avg: 50% (+16%)
• Social Studies • World Geography: 79% State Avg: 80% (-1%) Region 5 Avg: 70% (+4%) • World History: 66% State Avg: 70% (-4%) Region 5 Avg: 59% (+6%) • U.S. History: 100% State Avg: 74% (+26%)
• Meet the needs of struggling students • Develop effective strategies
• English • Tutorials before and school for students who did not meet satisfactory on state exams • Any student who have yet to pass both English I and English II by the end of this summer will be required to take a STAAR remediation class during the school day • In the fall semester, students who failed either an English I or English II exam will be pulled out of class five weeks before the exam for remediation. The retest is scheduled in December. Five weeks before the test, these students will be pulled out of 1-4th periods every other Friday until the test. They will also be pulled out of 5th-8th periods during the alternating Fridays until the test. This will give these students twenty additional hours of remediation before the test. • Aligned conference periods of English I teachers so they can collaborate on best practices and strategies • English teachers met for 3 days over the summer to adjust curriculum as needed
• Social Studies • Based on STAAR results for the World History test, 7 students will be placed in a remediation class to prepare for the upcoming American History STAAR exam. The justification for this is that students scoring at levels below 3000 on their STAAR exam are lacking basic social studies skills and concept comprehension. The remediation class will allow them extra activities, including Study Island, to improve both their skills and comprehension. Additionally, the course allows those who struggle to keep up with class assignments in U.S. History an extra period to satisfy those course requirements. • U.S. History taught at the STAAR level will be a challenging course for all students. The remediation course will be a useful tool for those in need of extra guidance and time. • After next year’s administration of the U.S. History STAAR exam, any student not passing will be placed in a remedial class during the school day. • Social Studies teacher met 3 days over the summer to adjust and align curriculum as needed
• Math • Math teachers met 3 days over the summer to adjust and align curriculum as needed. • Geometry and math models teachers worked together to align the second semester math models with geometry. They also worked on geometry hands on activities • Algebra I and Algebra II teachers worked on alignment between the two • Algebra I teachers also set up a curriculum for STAAR Algebra I remediation and completed a plan for the first semester • Students who fail the Algebra I STAAR exam will be in a STAAR based math models class during their sophomore year for remediation. • Ms. Stevenson worked on the STAAR Test maker assessments for Algebra I to be used during the summer remediation and the next school year. She created an assessment for each individual TEK.
• Science • Since we lost both biology teachers and a chemistry teacher, the Science department will not meet until late July or August • Science teachers will meet for 3 days to adjust and align curriculum as needed to align with the Science TEKS and the Biology EOC. • Students failing the biology EOC will be placed in a remediation class during the following school year. This class is Scientific Research and Design. • Tutorials are also available before and after school for remediation
• 2013 STAAR (Grades 3-8) Report • HFISD achieved double digit percentage leads over the Region 5 average in all tested subjects in grades 3-8 except for 8th grade Science and Social Studies. • 8th grade science was still 5% above region and state average • 8th grade social studies was 1% below the region average and 5% below state average.
• Elementary: 3rd Grade • Intermediate: 4th, 5th & 6th Grade • Middle School: 7th & 8th Grade
• HFISD Region 5 • 3rd Grade Reading (94%) 79% (+15%) • 3rd Grade Math (78%) 67% (+11%)
State 79% (+15%) 70% (+8%)
• • • •
HFISD 4th Grade Reading (82%) 4th Grade Math (75%) 4th Grade Writing (87%)
Region 5 70% (+12%) 63% (+12%) 69% (+19%)
State 72% (+10%) 68% (+7%) 71% (+16%)
• 5th Grade Reading (88%) 75% (+13%) • 5th Grade Math (90%) 71% (+19%) • 5th Grade Science (81%) 69% (+11%)
77% (+11%) 75% (+15%) 73% (+8%)
• 6th Grade Reading (87%) 69% (+18%) • 6th Grade Math (87%) 70% (+17%)
71% (+16%) 74% (+13%)
• • • •
HFISD Region 5 7th Grade Reading (94%) 78% (+16%) 7th Grade Math (96%) 72% (+24%) 7th Grade Writing (90%) 70% (+20%)
State 77% (+17%) 71% (+25%) 70% (+20%)
• • • •
8th Grade Reading (100%) 83% (+17%) 8th Grade Math (100%) 76% (+24%) 8th Grade Science (80%) 75% (+5%) 8th Grade Social Studies (58%) 59% (-1%)
84% (+16%) 77% (+23%) 75% (+5%) 63% (-5%)
• Math • K: Rebecca Franklin, Brenda Gentry, Jenny Theriot, Jenny Peltier, Miranda Folsom, Kimberly Williamson • 1st: Amy Balsamo, Gay Hill, Alisha Martin, Darby Meguess, Misty Pierson, Lindsey Villamez • 2nd: Lisa Breaux, Misty Burris, Alicia Davis, Tamra Miguez, Sarai Pompa, Lely Lopez • 3rd Grade: Karissa Figueroa, Paula Payton, Morgan Rayburn, Brenda Williams; 4th Grade – Leslie Johnson and Linda Gates; 5th Grade – Brenda Piazza and Jayna McMillen; 6th Grade – Debbie Henry and Kyle Clark; • MS: Shelly Burrell, Keith Neal, Stacey Day • HS: Alison Stevenson, Kim Sewell, Andy Owen, Meredith Cart, Johnathan Snipes, Tiffany Harris, Becky Broussard
• Social Studies • K: Rebecca Franklin, Brenda Gentry, Jenny Theriot, Jenny Peltier, Miranda Folsom, Kimberly Williamson • 1st: Amy Balsamo, Gay Hill, Alisha Martin, Darby Meguess, Misty Pierson, Lindsey Villamez • 2nd: Lisa Breaux, Misty Burris, Alicia Davis, Tamra Miguez, Sarai Pompa, Lely Lopez • 3rd: Karissa Figueroa, Brenda Williams, Ashley Austin • 4th Grade – Emily Root and ????; 5th Grade – Deborah Wallace, Crystal Betar and Becky Gatewood; 6th Grade – Candace Abshier; • MS: Denise Harvick, Brian Moyer, Patti Morgan • HS: Bill Bray, Melvin Herrington, Matt DeYoung, Susan Gattis, Hillary Zarosky, New Teacher
• Writing • K: Rebecca Franklin, Brenda Gentry, Jenny Theriot, Jenny Peltier, Miranda Folsom, Kimberly Williamson • 1st: Amy Balsamo, Gay Hill, Alisha Martin, Darby Meguess, Misty Pierson, Lindsey Villamez • 2nd: Lisa Breaux, Misty Burris, Alicia Davis, Tamra Miguez, Sarai Pompa, Lely Lopez • 3rd: Bridget Elliott, Anna Williams, Ashley Austin • 4th Grade – Vickie Moore and ????; 5th Grade – Laura Berry and Linda Sattler; 6th Grade- Sharon Duke • MS: Patti Morgan, Memri Clark, Jennifer Beebe • HS: Alanna Jacobs, Holly Jackson, Marcus Zarosky, Joyce Blain, Carol Hasselbalch
• Reading • K: Rebecca Franklin, Brenda Gentry, Jenny Theriot, Jenny Peltier, Miranda Folsom, Kimberly Williamson • 1st: Amy Balsamo, Gay Hill, Alisha Martin, Darby Meguess, Misty Pierson, Lindsey Villamez • 2nd: Lisa Breaux, Misty Burris, Alicia Davis, Tamra Miguez, Sarai Pompa, Lely Lopez • 3rd: Bridget Elliott, Anna Williams, Ashley Austin • 4th Grade – Beverly Crowder and Lacie Trahan; 5th Grade – Laura Berry and Linda Sattler;6th Grade – Norma Files and Donna Carlsen • MS: Lynn Peters, Brandie Broussard, Melissa Hanks • HS: Marcus Zarosky, Joyce Blain, Holly Jackson, Carol Hasselbalch
• Science • K: Rebecca Franklin, Brenda Gentry, Jenny Theriot, Jenny Peltier, Miranda Folsom, Kimberly Williamson • 1st: Amy Balsamo, Gay Hill, Alisha Martin, Darby Meguess, Misty Pierson, Lindsey Villamez • 2nd: Lisa Breaux, Misty Burris, Alicia Davis, Tamra Miguez, Sarai Pompa, Lely Lopez • 3rd: Bridget Elliott, Morgan Rayburn, Anna Williams • 4th Grade – Emily Root and ???; 5th Grade – Crystal Betar and Becky Gatewood; 6th Grade – Judy Boudoin • MS: Wilbert Miller, Melinda Walker, Vicki Williams • HS: Brian Edwards, Phillip Thomas, Shera Starnes, Davina Wilkerson, Teacher, Alicia Smith
• Career & Technology • HFISD: Cindy Leblanc, Mike Broussard, Kerri Loiacano, Rachel Goss, Erma Goss, Carmelita Sparks, Bryan Edwards, Karen Eaves • Region V, Education Service Center: Candyce Tompkins
• • • • • • • • • • • • • • •
Special Education Early Learning: Mandy Cormier (1/2) Pre-K Susan LeBlanc (1/2) Kindergarten: Loretta Tice 1st: Amy Balsamo (Inclusion) 2nd: Alisha Davis (Inclusion) 3rd: Bridget Elliott (Inclusion) Morgan Rayburn (Inclusion) Life-Skills Robin Martin (SPED) Resource: Amanda Devers Computer/Resource: Rebecca Johnston Speech: Cindy Grimes (SPED) 4th Grade –Mrs. Moore – Reading/ELA; Crowder-Reading; Mrs. Johnson – Math 5th Grade – Mrs. Berry – Reading/ELA; Mrs. Piazza – Math 6th Grade – Ms. Carlsen – Reading; Ms. Duke – ELA; Mrs. Henry – Math Support for all students– Mrs. Swearingen – Reading/ELA; Mrs. Root- Social Studies; Mrs. Begnaud – All • HS: Hillary Zaroski, Drew Barrier, Jake Coulson