Shearn Elementary C.W. Bill Buck 2013 -2014 School Improvement Plan Houston Independent

Shearn Elementary C.W. “Bill” Buck 2013 -2014 School Improvement Plan Houston Independent School District

EXECUTIVE SUMMARY

School Overview

Mission Statement The Mission of Shearn Elementary School is to develop creative and inquiring individuals who love learning, have a sense of global responsibility and respect others.

School Profile Shearn’s Commitments: 1. We will collaborate as educators in Professional Learning Communities to develop and share ideas and resources of learning objectives, common assessments and successful learning strategies. 2. We will provide an inviting, positive school and classroom environment for students with clear expectations and consistent consequences that will create positive relationships and respect within our school community. 3. We will monitor and ensure that all student learning by analyzing data from a variety of sources to have clear expectations and consistent consequences in order to guarantee that all students achieve at the intended outcomes of the curriculum by addressing the individual needs and learning styles. 4. We will promote a positive, respectful school climate by modeling the qualities and characteristics that we hope to instill in our students and we will be accountable for all choices with the understanding that consequences will be fair and consistent at all times. 5. Our students will have an engaging and rigorous classroom environment that ensures that all students meet standards, become responsible citizens and become life-long learners. Shearn’s Vision When you walk into the classrooms, you see students actively engaged in rigorous learning. As the instructional leader of the classroom, the teacher is the facilitator of the class. They are advising small groups and differentiating instruction to meet the needs of the students. They are not “teaching” in the traditional way, but rather are ensuring learning through learner- centered instruction in order to meet the goals and objectives determined collaboratively by teachers and students in both vertical and horizontal alignment. Learning is taking place at high cognitive levels, rather than just recall at the knowledge and comprehension level. You will see teachers using Kagan Structures and Marzano every day. Teachers work collaboratively to create common assessments so that all students are meeting the same objectives at the same mastery level. Teachers also work together to seek best practices in teaching and learning by observing each other and by dialoging to create synergy in their instruction and collaboration using student data. Page 1 of 37 Shearn will become a TEA Met Standards School by using the above and involving parents and integrating technology.

Poised just outside the 610 Loop, Shearn is a neighborhood school situated in the southwest part of Houston whose students attend Pershing Middle School and Bellaire High School. Although we are a small school with 550 students, our instructional programs offer a diversified and quality education. Shearn Elementary is a Professional Learning Community that works together to ensure that all students meet their goals. Shearn works under the same ideology as outlined by HISD. Our core values define who we are and our strategic intent and goals define what we intend to do to achieve our purpose.

Strategic Intent The strategic intent of HISD and Shearn ES is to strengthen the social and economic foundation of Houston by assuring its youth the highest-quality education available anywhere. Core Values 1. Safety above all else. Safety takes precedence over all else. 2. Student learning is the main thing. All decisions and actions at any level focus on supporting effective student learning. 3. Focus on Results and Excellence. Each employee focuses on results and excellence in individual and organizational efforts. 4. Parents are Partners. Parents are valued partners in the educational process. 5. Common Decency. All members of the organization, both students and employees deserve and must receive respectful and courteous treatment.

Superintendent’s Initiatives  An effective teacher in every classroom  An effective principal in every school  Rigorous instructional standards and supports  Data driven accountability/data informed decisions  Culture of trust through action In 2012-2013 the student population is ethnically divided into 80% Hispanic, 16% African American, 2% Asian, and 2% White. Limited English proficient students make up 69% of the student population. Our at-risk population account for over 82% of our students. Over 96% of our students qualify for free/reduced lunch. Over 12% of our students are being served in our Neighborhood Vanguard Program and 61% are served in Bilingual Classroom... Our attendance rate was 98%.

Shearn Elementary School offers several supportive programs. These programs include Title I, a traditional bilingual program in grades PreK to 3rd grade with an emphasis on early exit in third grade and an ESL program in Grades PreK through 5. Additionally, a special education program which includes a resource classroom, speech therapy, and Behavior Services Class is provided. Approximately 5% of Shearn’s students are served through the special education program. Community leaders including the Westwood Civic Club, St. John’s Presbyterian Church, Houston Chinese Church, Willow Meadows Baptist Church and Mission Houston have provided input on the priorities of the community. In addition St. Catherine’s Montessori School and Mission Houston, continue to support Shearn as tutors/mentors, financial contributors and providers of resources for our students. WALMART will continue its third year in providing resources for our students. Delta Mu has worked with Shearn for the last 5 years by providing resources to our teachers. Shearn also has a head start program in collaboration with Neighborhood Centers Inc. in which they provide a classroom teacher to work directly with Shearn’s Prekindergarten Teacher. T Areas of improvement for the 2013-2014 school year are increased student achievement for LEP and English students on STAAR reading, Stanford and Aprenda Reading and TELPAS. We will also increase our attendance and increase parental involvement. Teachers and support personnel did an intensive need assessment in August of 2012 to identify specific areas/objectives needing improvement based on STAAR and standardized test scores. Funds from the Title I program, Comp Ed and Shearn’s General Budget will provide personnel for tutoring and training of volunteer tutor/mentors to improve student achievement and funds will be allocated for staff development and parent education. In addition a new Teacher Specialist was hired to assist with Reading.

Needs Assessment Summary School Programs and Processes Analysis Shearn Elementary is a place where students participate actively in their learning and achieve on formal and informal assessments. At the end of each grade, students are ready for the curriculum that they will face the next year. Students make healthy connections with their peers and adults during the school day and learn how to behave in a variety of situations and relationship building between adults and students are fundamental. Teachers at Shearn hold high expectations for the students that they serve. They do “whatever it takes” to enable their students to learn the curriculum and beyond. They provide meaningful activities and opportunities for students to dialogue about what they are learning. If students are not learning or are struggling, teachers are flexible and try new things until their student achieves mastery. Teachers respect each other, their students and the community that they serve. They participate in school activities that take place at night and outside of school.

Shearn Elementary is organized so that everything in the school and every decision made supports student learning. Every member of the faculty and staff considers himself or herself a leader of the school and is personally responsible for its success. This is seen through Horizontal and Vertical Planning. Similarly, students, parents, and community members consider themselves leaders of the school and are personally responsible for its success. Our teachers and students are grouped and re-grouped to ensure that every student learns at the highest possible level. Leadership communicates with each other and with the staff frequently through email, one-to-one conversations, and committee structures. We work together collaboratively, and share decision-making as well as the work necessary to make our vision a reality.

Teacher Practices

of 37 Teachers at Shearn received training in Marzano strategies, as well as on-going training through the year, which are best instructional practices based on meta-research. Teachers indicate that they use these strategies throughout the curriculum in order to increase student engagement and provide opportunities for students to talk and write about the subject that they are learning. For example, students use problem solving boards in math and journals in science. Shearn continues to support the professional development of the teachers and staff during six early dismissal days and the four professional development days before school began. The administrative team, with the instructional support from the School Improvement Officer, Dr. Rodney Watson and his team of specialists; Math, Science, Reading and Special Populations, monitor the regular use of these strategies through on-going walk throughs of each teacher’s class and weekly examination of lesson plans in order to insure that the curriculum and strategies are aligned.

Acts of Leadership: The Shearn administrative team (Principal, Instructional Coordinator, Reading Coach and After School Coordinator) meets weekly to discuss progress toward school-wide goals and make adjustments to insure smooth program implementation. The administration walks through each teacher’s classroom and examines lesson plans weekly. Lesson plans explicitly describe instructional strategies to make sure that each child learns at his or her level and that students with differing learning styles will provide a learning experience that will assist him or her to be successful. During walk throughs, administrators look for student behaviors that show that the children are engaged and aware of what they are learning and the expectations that teachers hold for them. After the walk through, teachers receive feedback within 24 hours that lets them know what the observer saw and sometimes includes a question that lead to a conversation about what was occurring in the classroom. The administration also collects the common assessment and the data in order to make sure that each child is making progress and achieving. Each progress report and grading period, administrators work with teachers during their common planning and have conversations about students who are not achieving or making the necessary gain. The administrative team also meets with teacher each month during IAT for any student who is having academic or behavioral challenges. Grade level chairs and subject area instructional leaders meet at least once a month in order to align curriculum and maintain the focus on the common vision and goals toward achievement of that vision. In addition to the grade level meetings, Teachers and students group and regroup flexibly in order to make sure that each student is receiving instruction that is appropriate for his or her needs.

Engaged Stakeholders: Parents of the students and community members at Shearn have multiple opportunities to connect with the school at the campus level. Communication occurs in English and Spanish and includes but is not limited to: . Monthly newsletters with important dates for the month and news from the principal . Meet and Greet before school starts to help parents become comfortable with the school . “Report Card Day” in which parents come during early dismissal to meet with their child’s teacher in order to foster an on-going relationship and work as a team to increase academic and social achievement . Family math, science, and reading nights hosted for each subject – these nights provide information about TAKS strategies and give students and their parents the opportunity to engage in hands on activities. . Frequent calls from the principal and other staff using Connect Incorporated call out system regarding important events, testing, and other information. . Yearly parent surveys to gather data regarding the school and its programs as well as Voice results. . Student mentors from St. Catherine’s Montessori work with K-2nd grade students . Mission Houston provide volunteers to mentor students and also assist in make-overs to improve the appearance of the school . Wal-Mart provides school supplies for students and incentives for students with perfect attendance . Delta Mu provides food and materials for Shearn’s Teachers . Implementation of the 7 Habits training by Covery . Coffees with the principal to discuss issues or concerns . The Shearn Web Site is updated regularly and includes information about Shearn’s policies, procedures, activities and programs.

Perceptions Analysis Engaged Stakeholders  Shearn collects yearly survey regarding the perceptions of parents and students regarding safety, cleanliness, teachers, administration, and instruction. Most the data is positive regarding the campus.  One of the issues that Shearn is grappling with is the fact over 300 students in the zoned area choose attend schools with magnet programs that are in the neighborhood.  Shearn is the only school that does not host a magnet program although the community has requested one. A magnet proposal was written and submitted to upper administration for approval.  Shearn continues to create more visibility and “sell” the school to potential stakeholders that are currently choosing to attend other schools.

List of Measurable Objectives Goal Reading -By May 2014: 1 Kindergarten Stanford 45% (up from 35%) of the students will be on grade level (13 of 26 students) Kindergarten Aprenda 85% (up from 75%) of the students will be on grade level. (47 of 55 students) First Grade Stanford from 35% (2012-2013 Kinder Data) to 45% (20 of 45 students) First Grade Aprenda from 75% (2012-2013 Kinder Data) to 85% (45 of 53students) Second Grade Stanford from 50% (2012-2013 First Grade Data) to 60% (26 of 25 students) Second Grade Aprenda from 90% (2012-2013 First Grade Data) to 95% (36 of 38 students) Third Grade Stanford from 47% (2012-2013 Second Grade Data) to 57% (40 of 71 students) Fourth Grade Stanford from 26% (2012-2013 Third Grade Data) to 36% (23 of 64 students) Fifth Grade Stanford from 24% (2012-2013 Fourth Grade Data) to 34% (21 of 61 Page 5 of 37 students) 80% of the third to fifth grade students will pass the Reading STAAR (from 70% passing 96/138) Goal Math - By May 2014 2 Kindergarten Stanford 51% (up from 41%) of the students will be on grade level (13 of 26 students) Kindergarten Aprenda 95% (up from 90%) of the students will be on grade level. (52 of 55 students) First Grade Stanford from 41% (2012-2013 Kinder Data) to 51% (23 of 45 students) First Grade Aprenda from 90% (2012-2013 Kinder Data) to 95% (50 of 53 students) Second Grade Stanford from 41% (2012-2013 First Grade Data) to 51% (13 of 25 students) Second Grade Aprenda from 64% (2012-2013 First Grade Data) to 74% (28 of 38 students) Third Grade Stanford from 42% (2012-2013 Second Grade Data) to 52% (37 of 71 students) Fourth Grade Stanford from 62% (2012-2013 Third Grade Data) to 72% (46 of 64 students) Fifth Grade Stanford from 78% (2012-2013 Fourth Grade Data) to 88% (54 of 61 students) 83% of the third to fifth grade students will pass the Math STAAR (up from 78% 108/138)

Goal Your Voice Results 3 65% of the parents surveyed felt that “My child’s school is free of bullying”. Increase to 75% confidence. 43% of the student’s surveyed felt that “My school is free of bullying”. Increase to 53% confidence. Goal Attendance Goal 4 During the 2012-2013 school year attendance was at 98%. For the 2013-2014 school year it will be at 98.1% Goal During the 2012-2013 there were 248 office referrals for discipline. This will be 5 reduced by 10% and will be less than 223 referrals. Goal Increased English Instruction- By May 2014 6 90% of the students will be move at least one level from on TELPAS in grades 1-5, 90% the Kindergarten students who attended PreK will be at the Intermediate Level in Listening and Speaking 90% of the PreK Students will show measurable growth on the ITP Assessment in English (65% proficiency) Shearn Elementary C.W. “Bill” Buck 2013 -2014 School Improvement Plan Houston Independent School District

SIP COMMITTEE: SHARED DECISION MAKING COMMITTEE

Organization Structure Our campus Shared Decision-Making Model (SDM) is designed to establish, monitor, and evaluate goals for budgeting, staffing, curriculum, planning, school organization, staffing patterns, and staff development. This model is aligned to state legislation and HISD board policy. The intention of the SDMC is to pull together our community in a constructive, organized, and unified body to enhance the education of all students.

The SDMC is the shared decision-making body. Professional staff representatives are elected by the faculty. Principal determines number of classroom teachers; then, assigns half that number to school-based staff. This complies with 2/3 - 1/3 rule for professional staff. In addition, the committee must have one non-instructional staff, one business member, at least two parents and at least two community members. Parents are elected by the PTO, PTA or PACS membership. The Council meets monthly and as needed to discuss issues brought forth by the administration, staff, parents, or community. It is supported by standing committees that address budgeting, staffing, curriculum, planning, school organization, staffing patterns, and staff development. Standing committees meet as needed. Parents are encouraged to serve on standing committees.

The SDMC functions under the direction of the Principal. Members of the SDMC attend SDMC meetings for the term of his/her office, monitor the implementation of the School Improvement Plan, address issues presented by the principal, present issues for discussion and recommend resolutions to the SDMC, create ad hoc committees by consensus of the SDMC, chair standing committees and ad hoc committees, submit minutes to the principal for committee meetings, and report the recommendations to the SDMC. The SDMC is responsible for approving all professional development plans for the school.

The Principal coordinates the process of shared decision making, facilitates communication for all stakeholders, considers issues and recommendations from the community, SDMC, and standing committees, and makes decisions based on those recommendations.

Shared Decision Making Process Consensus is the ultimate goal of the SDMC. Agreement by all participants is not always possible or necessary for consensus. Consensus is a collective process that provides a forum for full dialogue on appropriate/applicable responses to issues.

Members of the committees discuss and make recommendations to the SDMC. The SDMC reviews recommendations and reaches consensus. Sufficient consensus is defined as a willingness to settle an issue in favor of the majority. All points of view will be considered and general agreement must be reached before decisions will be implemented. If general agreement is not reached, further study of the issue will occur and alternatives will be presented until agreement is reached. After all alternatives have been explored, a deadlock can be broken by a majority vote. As issues come up for discussion, the chairperson is responsible for ensuring that all present have a legitimate opportunity to state their case. The principal retains the authority to exercise a veto over decisions made by the SDMC.

Method of Communications Members of the school community may submit non-personnel issues for consideration through the shared decision-making process. Written issues or concerns are submitted to any SDMC member or placed in the SDMC box located in the main office. A school community member may attend a meeting of any committee to discuss or Page 7 of 37 present an issue. All meetings are on the monthly calendar. The SDMC delivers issues to appropriate standing committees for action. Communications from all committees is transmitted to faculty, staff, and parents.

Membership Composition of the Shared Decision-Making Committee Number of Classroom Teachers 4 Number of Parents (at least 2) 2# Number of School-based Staff 2 Number of Community 3 (Half the number of classroom teachers) Members (at least 2) Number of Non-Instructional Staff 1 Number of Business Members 1

Name of SDMC Member Position (Term expires) Name of SDMC Member Position (Term expires) Katherine Keafer Classroom Teacher 2015 Andres Monroy Classroom Teacher 2015 Eric Whitten Classroom Teacher 2014 Kathleen Garson Classroom Teacher 2014 Sandra Adair School-based Staff 2014 Sherry Walker School-based Staff 2014 Marisela Aparicio Non-Instructional Staff 2014 Bob Chenoweth. Business Member Lolly Hernandez Community Member Mainor Araya Community Member Elizabeth Portillo. Parent Georgina de los Santos. Parent Clifford Buck. Principal Shearn Elementary C.W. “Bill” Buck 2013 -2014 School Improvement Plan Houston Independent School District

SIP PART 1: NARRATIVE

Mission Statement The Mission of Shearn Elementary School is to develop creative and inquiring individuals who love learning, have a sense of global responsibility and respect others.

School Profile Shearn’s Commitments: 1. We will collaborate as educators in Professional Learning Communities to develop and share ideas and resources of learning objectives, common assessments and successful learning strategies. 2. We will provide an inviting, positive school and classroom environment for students with clear expectations and consistent consequences that will create positive relationships and respect within our school community. 3. We will monitor and ensure that all student learning by analyzing data from a variety of sources to have clear expectations and consistent consequences in order to guarantee that all students achieve at the intended outcomes of the curriculum by addressing the individual needs and learning styles. 4. We will promote a positive, respectful school climate by modeling the qualities and characteristics that we hope to instill in our students and we will be accountable for all choices with the understanding that consequences will be fair and consistent at all times. 5. Our students will have an engaging and rigorous classroom environment that ensures that all students meet standards, become responsible citizens and become life-long learners.

Shearn’s Vision When you walk into the classrooms, you see students actively engaged in rigorous learning. As the instructional leader of the classroom, the teacher is the facilitator of the class. They are advising small groups and differentiating instruction to meet the needs of the students. They are not “teaching” in the traditional way, but rather are ensuring learning through learner- centered instruction in order to meet the goals and objectives determined collaboratively by teachers and students in both vertical and horizontal alignment. Learning is taking place at high cognitive levels, rather than just recall at the knowledge and comprehension level. You will see teachers using Kagan Structures and Marzano every day. Teachers work collaboratively to create common assessments so that all students are meeting the same objectives at the same mastery level. Teachers also work together to seek best practices in teaching and learning by observing each other and by dialoging to create synergy in their instruction and collaboration using student data.

Shearn will become a TEA Met Standards School by using the above and involving parents and integrating technology.

of 37 Poised just outside the 610 Loop, Shearn is a neighborhood school situated in the southwest part of Houston whose students attend Pershing Middle School and Bellaire High School. Although we are a small school with 550 students, our instructional programs offer a diversified and quality education. Shearn Elementary is a Professional Learning Community that works together to ensure that all students meet their goals. Shearn works under the same ideology as outlined by HISD. Our core values define who we are and our strategic intent and goals define what we intend to do to achieve our purpose.

Strategic Intent The strategic intent of HISD and Shearn ES is to strengthen the social and economic foundation of Houston by assuring its youth the highest-quality education available anywhere. Core Values 6. Safety above all else. Safety takes precedence over all else. 7. Student learning is the main thing. All decisions and actions at any level focus on supporting effective student learning. 8. Focus on Results and Excellence. Each employee focuses on results and excellence in individual and organizational efforts. 9. Parents are Partners. Parents are valued partners in the educational process. 10.Common Decency. All members of the organization, both students and employees deserve and must receive respectful and courteous treatment.

Superintendent’s Initiatives  An effective teacher in every classroom  An effective principal in every school  Rigorous instructional standards and supports  Data driven accountability/data informed decisions  Culture of trust through action In 2012-2013 the student population is ethnically divided into 80% Hispanic, 16% African American, 2% Asian, and 2% White. Limited English proficient students make up 69% of the student population. Our at-risk population account for over 82% of our students. Over 96% of our students qualify for free/reduced lunch. Over 12% of our students are being served in our Neighborhood Vanguard Program and 61% are served in Bilingual Classroom... Our attendance rate was 98%.

Shearn Elementary School offers several supportive programs. These programs include Title I, a traditional bilingual program in grades PreK to 3rd grade with an emphasis on early exit in third grade and an ESL program in Grades PreK through 5. Additionally, a special education program which includes a resource classroom, speech therapy, and Behavior Services Class is provided. Approximately 5% of Shearn’s students are served through the special education program.

Community leaders including the Westwood Civic Club, St. John’s Presbyterian Church, Houston Chinese Church, Willow Meadows Baptist Church and Mission Houston have provided input on the priorities of the community. In addition St. Catherine’s Montessori School and Mission Houston, continue to support Shearn as tutors/mentors, financial contributors and providers of resources for our students. WALMART will continue its third year in providing resources for our students. Delta Mu has worked with Shearn for the last 5 years by providing resources to our teachers. Shearn also has a head start program in collaboration with Neighborhood Centers Inc. in which they provide a classroom teacher to work directly with Shearn’s Prekindergarten Teacher. T Areas of improvement for the 2013-2014 school year are increased student achievement for LEP and English students on STAAR reading, Stanford and Aprenda Reading and TELPAS. We will also increase our attendance and increase parental involvement. Teachers and support personnel did an intensive need assessment in August of 2012 to identify specific areas/objectives needing improvement based on STAAR and standardized test scores. Funds from the Title I program, Comp Ed and Shearn’s General Budget will provide personnel for tutoring and training of volunteer tutor/mentors to improve student achievement and funds will be allocated for staff development and parent education. In addition a new Teacher Specialist was hired to assist with Reading.

Needs Assessment

School Programs and Processes Analysis Shearn Elementary is a place where students participate actively in their learning and achieve on formal and informal assessments. At the end of each grade, students are ready for the curriculum that they will face the next year. Students make healthy connections with their peers and adults during the school day and learn how to behave in a variety of situations and relationship building between adults and students are fundamental. Teachers at Shearn hold high expectations for the students that they serve. They do “whatever it takes” to enable their students to learn the curriculum and beyond. They provide meaningful activities and opportunities for students to dialogue about what they are learning. If students are not learning or are struggling, teachers are flexible and try new things until their student achieves mastery. Teachers respect each other, their students and the community that they serve. They participate in school activities that take place at night and outside of school.

Shearn Elementary is organized so that everything in the school and every decision made supports student learning. Every member of the faculty and staff considers himself or herself a leader of the school and is personally responsible for its success. This is seen through Horizontal and Vertical Planning. Similarly, students, parents, and community members consider themselves leaders of the school and are personally responsible for its success. Our teachers and students are grouped and re-grouped to ensure that every student learns at the highest possible level. Leadership communicates with each other and with the staff frequently through email, one-to-one conversations, and committee structures. We work together collaboratively, and share decision-making as well as the work necessary to make our vision a reality.

Teacher Practices Teachers at Shearn received training in Marzano strategies, as well as on-going training through the year, which are best instructional practices based on meta-research. Teachers indicate that they use these strategies throughout the curriculum in order to increase student engagement and provide opportunities for students to talk and write about the subject that they

of 37 are learning. For example, students use problem solving boards in math and journals in science. Shearn continues to support the professional development of the teachers and staff during six early dismissal days and the four professional development days before school began. The administrative team, with the instructional support from the School Improvement Officer, Dr. Rodney Watson and his team of specialists; Math, Science, Reading and Special Populations, monitor the regular use of these strategies through on-going walk throughs of each teacher’s class and weekly examination of lesson plans in order to insure that the curriculum and strategies are aligned.

Acts of Leadership: The Shearn administrative team (Principal, Instructional Coordinator, Reading Coach and After School Coordinator) meets weekly to discuss progress toward school-wide goals and make adjustments to insure smooth program implementation. The administration walks through each teacher’s classroom and examines lesson plans weekly. Lesson plans explicitly describe instructional strategies to make sure that each child learns at his or her level and that students with differing learning styles will provide a learning experience that will assist him or her to be successful. During walk throughs, administrators look for student behaviors that show that the children are engaged and aware of what they are learning and the expectations that teachers hold for them. After the walk through, teachers receive feedback within 24 hours that lets them know what the observer saw and sometimes includes a question that lead to a conversation about what was occurring in the classroom. The administration also collects the common assessment and the data in order to make sure that each child is making progress and achieving.

Each progress report and grading period, administrators work with teachers during their common planning and have conversations about students who are not achieving or making the necessary gain. The administrative team also meets with teacher each month during IAT for any student who is having academic or behavioral challenges. Grade level chairs and subject area instructional leaders meet at least once a month in order to align curriculum and maintain the focus on the common vision and goals toward achievement of that vision. In addition to the grade level meetings,

Teachers and students group and regroup flexibly in order to make sure that each student is receiving instruction that is appropriate for his or her needs.

Engaged Stakeholders: Parents of the students and community members at Shearn have multiple opportunities to connect with the school at the campus level. Communication occurs in English and Spanish and includes but is not limited to: . Monthly newsletters with important dates for the month and news from the principal . Meet and Greet before school starts to help parents become comfortable with the school . “Report Card Day” in which parents come during early dismissal to meet with their child’s teacher in order to foster an on-going relationship and work as a team to increase academic and social achievement . Family math, science, and reading nights hosted for each subject – these nights provide information about TAKS strategies and give students and their parents the opportunity to engage in hands on activities. . Frequent calls from the principal and other staff using Connect Incorporated call out system regarding important events, testing, and other information. . Yearly parent surveys to gather data regarding the school and its programs as well as Voice results. . Student mentors from St. Catherine’s Montessori work with K-2nd grade students . Mission Houston provide volunteers to mentor students and also assist in make-overs to improve the appearance of the school . Wal-Mart provides school supplies for students and incentives for students with perfect attendance . Delta Mu provides food and materials for Shearn’s Teachers . Implementation of the 7 Habits training by Covery . Coffees with the principal to discuss issues or concerns . The Shearn Web Site is updated regularly and includes information about Shearn’s policies, procedures, activities and programs.

Perceptions Analysis Engaged Stakeholders  Shearn collects yearly survey regarding the perceptions of parents and students regarding safety, cleanliness, teachers, administration, and instruction. Most the data is positive regarding the campus.  One of the issues that Shearn is grappling with is the fact over 300 students in the zoned area choose attend schools with magnet programs that are in the neighborhood.  Shearn is the only school that does not host a magnet program although the community has requested one. A magnet proposal was written and submitted to upper administration for approval.  Shearn continues to create more visibility and “sell” the school to potential stakeholders that are currently choosing to attend other schools.

of 37 Comprehensive Needs Assessment

EVAAS Data

Demographic Data

Discipline Data

Discipline Data by Teacher

STAAR Data Third Grade

STAAR Data Fourth Grade STAAR Data Fifth Grade

STAAR Data All Grades

of 37 Index 1

Index 2 Index 3

Index 4 (Not Rated in 2012-2013)

of 37 Stanford & Aprenda Reading

Stanford and Aprenda Math Stanford and Aprenda Language

Stanford and Aprenda Spelling

of 37 Stanford and Aprenda Listening

TELPAS Growth TELPAS Kindergarten

TELPAS First Grade

of 37 TELPAS Second Grade

TELPAS Third Grade TELPAS Fourth Grade

TELPAS Fifth Grade

of 37 My Voice Perception Data Shearn Elementary C.W. “Bill” Buck 2013 -2014 School Improvement Plan Houston Independent School District

SIP PART 2: ACTION PLAN

2013-2014 SMART Goals Goal 1 Reading -By May 2014: Kindergarten Stanford 45% (up from 35%) of the students will be on grade level (13 of 26 students) Kindergarten Aprenda 85% (up from 75%) of the students will be on grade level. (47 of 55 students) First Grade Stanford from 35% (2012-2013 Kinder Data) to 45% (20 of 45 students) First Grade Aprenda from 75% (2012-2013 Kinder Data) to 85% (45 of 53students) Second Grade Stanford from 50% (2012-2013 First Grade Data) to 60% (26 of 25 students) Second Grade Aprenda from 90% (2012-2013 First Grade Data) to 95% (36 of 38 students) Third Grade Stanford from 47% (2012-2013 Second Grade Data) to 57% (40 of 71 students) Fourth Grade Stanford from 26% (2012-2013 Third Grade Data) to 36% (23 of 64 students) Fifth Grade Stanford from 24% (2012-2013 Fourth Grade Data) to 34% (21 of 61 students) 80% of the third to fifth grade students will pass the Reading STAAR (from 70% passing 96/138) Goal 2 Math - By May 2014 Kindergarten Stanford 51% (up from 41%) of the students will be on grade level (13 of 26 students) Kindergarten Aprenda 95% (up from 90%) of the students will be on grade level. (52 of 55 students) First Grade Stanford from 41% (2012-2013 Kinder Data) to 51% (23 of 45 students) First Grade Aprenda from 90% (2012-2013 Kinder Data) to 95% (50 of 53 students) Second Grade Stanford from 41% (2012-2013 First Grade Data) to 51% (13 of 25 students) Second Grade Aprenda from 64% (2012-2013 First Grade Data) to 74% (28 of 38 students) Third Grade Stanford from 42% (2012-2013 Second Grade Data) to 52% (37 of 71 students) Fourth Grade Stanford from 62% (2012-2013 Third Grade Data) to 72% (46 of 64 students) Fifth Grade Stanford from 78% (2012-2013 Fourth Grade Data) to 88% (54 of 61 students) 83% of the third to fifth grade students will pass the Math STAAR (up from 78% 108/138)

of 37 Goal 3 Your Voice Results 65% of the parents surveyed felt that “My child’s school is free of bullying”. Increase to 75% confidence. 43% of the student’s surveyed felt that “My school is free of bullying”. Increase to 53% confidence. Goal 4 Attendance Goal During the 2012-2013 school year attendance was at 98%. For the 2013-2014 school year it will be at 98.1% Goal 5 During the 2012-2013 there were 248 office referrals for discipline. This will be reduced by 10% and will be less than 223 referrals. Goal 6 Increased English Instruction- By May 2014 100% of the students will be move at least one level from on TELPAS in grades 1-5, 100% the Kindergarten students who attended PreK will be at the Intermediate Level in Listening and Speaking 100% of the PreK Students will show measurable growth on the ITP Assessment in English (65% proficiency)

Implementation Plan Goal 1 Reading -By May 2014: Kindergarten Stanford 45% (up from 35%) of the students will be on grade level (13 of 26 students) Kindergarten Aprenda 85% (up from 75%) of the students will be on grade level. (47 of 55 students) First Grade Stanford from 35% (2012-2013 Kinder Data) to 45% (20 of 45 students) First Grade Aprenda from 75% (2012-2013 Kinder Data) to 85% (45 of 53students) Second Grade Stanford from 50% (2012-2013 First Grade Data) to 60% (26 of 25 students) Second Grade Aprenda from 90% (2012-2013 First Grade Data) to 95% (36 of 38 students) Third Grade Stanford from 47% (2012-2013 Second Grade Data) to 57% (40 of 71 students) Fourth Grade Stanford from 26% (2012-2013 Third Grade Data) to 36% (23 of 64 students) Fifth Grade Stanford from 24% (2012-2013 Fourth Grade Data) to 34% (21 of 61 students) 80% of the third to fifth grade students will pass the Reading STAAR (from 70% passing 96/138)

Strategy/Action Responsible Resources Timeline Evaluation Small group instruction focused on Classroom Teachers *Thinking Maps May, 2014 DRA, Teacher created guided reading *Debbie Diller assessments, running *DRA records, fluency *Consultant in tracking Small Group Instruction *STAAR Released Questions Page 26 of 37 *Motivation Reading

Differentiated Instruction: Focused Classroom Teachers *Thinking Maps May, 2014 Products created Workstations *Neuhaus during workstations, Supplements can Teacher created include: Reading assessments, iStation Concepts, Reading results Readiness, Scientific Spelling, Multisensory Grammar, Colors and Shapes, Metacognitive, Story Retelling *Debbie Diller *iStation Implement Neuhaus strategies for Classroom Teachers *Neuhaus May, 2014 Fluency Probes, phonics, fluency, comprehension, Supplements can Teacher Created spelling and vocabulary development. include: Reading Assessments, District Concepts, Reading Benchmarks, Teacher Readiness, Observations Scientific Spelling, Multisensory Grammar, Colors and Shapes, Metacognitive, Story Retelling *Reading Teachers Network

Goal 2 Math - By May 2014

of 37 Kindergarten Stanford 51% (up from 41%) of the students will be on grade level (13 of 26 students) Kindergarten Aprenda 95% (up from 90%) of the students will be on grade level. (52 of 55 students) First Grade Stanford from 41% (2012-2013 Kinder Data) to 51% (23 of 45 students) First Grade Aprenda from 90% (2012-2013 Kinder Data) to 95% (50 of 53 students) Second Grade Stanford from 41% (2012-2013 First Grade Data) to 51% (13 of 25 students) Second Grade Aprenda from 64% (2012-2013 First Grade Data) to 74% (28 of 38 students) Third Grade Stanford from 42% (2012-2013 Second Grade Data) to 52% (37 of 71 students) Fourth Grade Stanford from 62% (2012-2013 Third Grade Data) to 72% (46 of 64 students) Fifth Grade Stanford from 78% (2012-2013 Fourth Grade Data) to 88% (54 of 61 students) 83% of the third to fifth grade students will pass the Math STAAR (up from 78% 108/138)

Strategy/Action Responsible Resources Timeline Evaluation Targeted Small Group Instruction Classroom Think Through Math May, 2014 Envision Assessments, Teachers Kathy Richardson Teacher Observations, ST Math Teacher Assessments Envision STAAR Released Questions Problem Solving Boards Differentiated Instruction: Focused Classroom Envision May, 2014 Student products Workstations Teachers Problem Solving created Journals Journals Manipulatives Teacher observations Thinking Maps ST Math Results Think Through Math Results Daily Problem Solving Classroom Envision Problem May, 2014 Journals, Teacher Teachers Solving Journals created assessments, Everyday Counts District Benchmarks STAAR Released Tests Kamico Motivation Math

of 37 Goal 3 Your Voice Results 65% of the parents surveyed felt that “My child’s school is free of bullying”. Increase to 75% confidence. 43% of the student’s surveyed felt that “My school is free of bullying”. Increase to 53% confidence.

Strategy/Action Responsible Resources Timeline Evaluation 7 Habits Implementation School-wide All Staff Members 7 Habits of Happy May, 2014 Decrease in Office Kids Referrals 7 Habits of Effective People Posters Franklin Covey Website Members of Covey Foundation Parent Meetings (Monthly PAC/PTO, Ms. Omidvar, Mr. 7 Habits Training May, 2014 Increased Parental Monthly Anti-Bullying, Student Council, Vasquez, Grade Anti-Bullying Involvement Monthly Headstart Levels Decrease in Office Referrals Decrease in Bullying Full-time Counselor Mr. Vasquez, All 7 Habits May, 2014 Increased student Staff Members Small Group understanding of 7 Meetings Habits Monthly Meetings Decrease in Office Referrals

Goal 4 Attendance Goal During the 2012-2013 school year attendance was at 98%. For the 2013-2014 school year it will be at 98.1%

Strategy/Action Responsible Resources Timeline Evaluation Monthly Attendance Tracking Poster by All Staff Chancery May, 2014 Chancery Reports Homeroom for Free Dress Pass 7 Habits Teacher Dashboard GradeSpeed Page 29 of 37 Attendance Referrals for students Ms. Aparicio, All Staff 7 Habits May, 2014 Chancery Reports missing more than three days and Chancery more than 5 tardies Teacher Dashboard GradeSpeed Truancy Officer or Security Officer will Officer, All Staff 7 Habits May, 2014 Chancery Reports conduct home visits GradeSpeed Regular and Consistent Classroom Classroom Teachers 7 Habits May, 2014 Chancery Reports Attendance Incentives Chancery Teacher Dashboard GradeSpeed

Goal 5 During the 2012-2013 there were 248 office referrals for discipline. This will be reduced by 10% and will be less than 223 referrals.

Strategy/Action Responsible Resources Timeline Evaluation 7 Habits Implementation School-wide All Staff Members 7 Habits of Happy May, 2014 Decrease in Office Kids Referrals 7 Habits of Effective People Posters Franklin Covey Website Members of Covey Foundation Parent Meetings (Monthly PAC/PTO, Teacher Specialist, 7 Habits Training May, 2014 Increased Parental Monthly Anti-Bullying, Student Council, Counselor, Grade Anti-Bullying Involvement Monthly Headstart Level Teachers Decrease in Office Referrals Decrease in Bullying Full-time Counselor Counselor, All Staff 7 Habits May, 2014 Increased student Members Small Group understanding of 7 Meetings Habits Monthly Meetings Decrease in Office Referrals Page 30 of 37 Modify Discipline Referral Form to All Staff Members 7 Habits May, 2014 Decrease in Office include 7 Habits Follow-up and Counselor Group Referrals Relationship Building Activities Meetings Mentors

Goal 6 Increased English Instruction- By May 2014 100% of the students will be move at least one level from on TELPAS in grades 1-5, 100% the Kindergarten students who attended PreK will be at the Intermediate Level in Listening and Speaking 100% of the PreK Students will show measurable growth on the ITP Assessment in English (65% proficiency)

Strategy/Action Responsible Resources Timeline Evaluation Implement Neuhaus Strategies during Classroom Teachers Neuhaus May, 2014 Teacher observation ESL Block Supplements TELPAS Scores TELPAS Teacher created Requirements assessments ELPS Neuhaus Storytelling Rubric Implement Reach during ESL Block Classroom Teachers Reach Components May, 2014 Teacher observation TELPAS TELPAS Scores Requirements Teacher created ELPS assessments Reach Assessments Implement English instruction in Classroom Teachers TELPAS May, 2014 Teacher observation Science and Social Studies Block Requirements TELPAS Scores ELPS Teacher created Sci/Soc. TEKS assessments Stemscopes District Assessments

Shearn Elementary C.W. “Bill” Buck 2013 -2014 School Improvement Plan Houston Independent School District

of 37 SIP PART 3: CAMPUS COMPLIANCE

10 Components of a Title I Program 1. Comprehensive needs assessment – All data were reviewed for all students and student groups. The results and conclusions of this review are reflected in the five SMART goals and the Executive Summary for the next school year. The components of the campus needs assessment include the: establishment of a school wide planning team, clarification of the campus vision with a focus on reform, creation of the school profile, identification of data sources and analysis of the data. 2. School-wide reform strategies – The continued use of the student information system to identify and monitor student growth; the continued use of district Unit Planning Guides and the staff development which accompanies it; the use of Exemplar Lessons and the meeting by content and grade level to monitor; and develop instructional plans are part of our school-wide reform strategies. 3. Instruction by highly qualified teachers – 100% of our teachers are certified for the position they hold. They have varying levels of experience, and support is given to less experienced teachers by their colleagues. Parents are notified if a teacher is not certified and the teacher must either be working toward certification or efforts continue to hire someone who is certified. 4. High-quality and on-going professional development – Lead Teachers who receive training during the summer and during the school year, provide on-site training and monitoring to assist in professional development. The Shared Decision-Making Committee identifies areas in which staff development is needed. Staff members participate in staff development offered by the District. Staff development may also be done on site by in-house instructional leaders and also by administrative district instructional support staff. 5. Strategies to attract high-quality highly qualified teachers – Recruitment and retention of teachers who are certified for positions for which they are appropriately certified is ongoing. We closely work with our district’s HISD Personnel officer and network with other principals to help in this effort; our own teachers also serve as recruiters. The result has been that XXX% of our classroom teachers are appropriately certified for the position they hold. 6. Strategies to increase parental involvement – Family Math, Science and Literacy Nights are held to increase parents in the school’s programs. Open Houses, frequent telephone contact and weekly folder updates/newsletters are methods of recognizing parents as partners. In addition, parents are offered classes to meet their needs, for example ESL classes or STAAR information programs. 7. Transition from early childhood programs – Early Childhood Centers collaborate with receiving elementary schools to coordinate parent and student visits to kindergarten programs. Elementary schools conduct community awareness campaigns, on-site meetings at the ECCs and Head Start programs, and round up and registration days to distribute information about programs and registration. Newsletters are distributed from receiving elementary schools. Not applicable to secondary schools.

of 37 8. Measures to include teachers in the decisions regarding the uses of academic assessments – Ongoing staff development is available on site to analyze assessment data, whether national, state or teacher produced, to use in making instructional decisions. Grade level or departmental meetings and the SDMC provide forums to discuss assessment issues. 9. Effective, timely additional assistance – The use of formative and summative assessments allow for individual student progress to be monitored at the teacher level, building and administrative district levels so that interventions and assistance will be timely. 10. Coordination and integration of Federal, State, and local services and programs – At the building level, federal, state and local services and programs are coordinated to best address student needs; this coordination of services and programs is reflected in the activities listed in the campus goals and activities. State Compensatory Education Total amount of State Compensatory Education Funds $84,696.00 Personnel funded with State Compensatory Education 0.69 Funs (number of FTEs) $33,295.00 Teacher, ESL Elementary 0.69 Total FTE funded with State X.X Compensatory Education Funds Money is used to pay for retired teachers who work as tutors for at risk students. It also provides about 15% as supplies for these tutors. State Compensatory Funds are coded in the Resources Needed column of the campus goals as SCE. $51,401.00

These supplemental state compensatory education funds are used to enhance the Title 1 school program at our campus.

Coordinated Health Program Person responsible Felchneta Spotts For 2013-2014, the number of eligible students assessed in all six components of the physical fitness test will be 10% of the students enrolled in grades 3-5. Formative At mid-point (October/March) of the first and second semesters, the district’s Fitness Reporting System (FRS) will be reviewed to determine the number of students assessed. Summativ At the end of the school year, the FRS will be reviewed along with student enrollment to determine e the percentage of eligible students assessed. Strategy Schedule testing time to maximize student participation; provide adult assistance for monitoring and recording scores; schedule make-up dates for absent or ill students; ensure all data is entered into the FRS on a timely basis; send Parent Report for Individual Student to parents; and create reports that compares fitness testing results to student grades and attendance.

Gifted/Talented Program Goal

of 37 Person responsible Rachel Spring For 2013-2014, Gifted/Talented (G/T) identified students will increase by 10%. Formative The depth, complexity, and pacing of instruction (differentiation strategies) will be evidenced by administrative walk-throughs. Summativ Students identified as G/T shall be expected to score above grade level on the district norm- e referenced assessment. LEP/Special Education/504 students will be expected to show annual growth on these or related assessments. Students enrolled in AP and IB classes which have corresponding College Board and IB exams shall take the corresponding AP or IB exams. Strategy All schools will provide modified instructional services through the implementation of the Vanguard Standards (Standards 5, 6, 7, 8) and the G/T Curriculum Framework. Middle school G/T students will be scheduled into four core Pre-AP or IBMYP classes each year. High school G/T students will be scheduled into at least two advanced level classes. Teachers serving G/T identified students will receive the required 30 hours of initial training and the required annual 6 hour update.

Parent and Community Involvement Goal Person responsible Cynthia Omidvar For 2013-2014, the percent of parents and community members attending PTO meetings will increase by 10%. Formative At the end of the first semester, the percent of parents and community members attending PTO meetings will be reviewed to determine progress. Summativ At the end of the school year, the percent of parents and community members attending PTO e meetings will be reviewed to determine if the objective was met. Strategy Provide a variety of methods and in appropriate languages to communicate opportunities for parent and community involvement throughout the year to attend school events.

Violence Prevention and Intervention Goal Person responsible Jose Vasquez For 2013-2014, discipline referrals for drugs, alcohol, and tobacco will be reduced by 10% from the previous year. Formative Each grading period, the discipline referrals will be reviewed to determine the percent of referrals for tobacco, alcohol, and other drug use or possession. Summativ At the end of the school year, the discipline referrals will be reviewed to determine the percent of e referrals for tobacco, alcohol, and other drug use or possession Strategy Implement and monitor the school wide safety and security plan.

Violence Prevention Goal Person responsible Jose Vasquez For 2013-2014, the discipline referrals for fighting will be reduced by 10% from the previous school year. Formative Each grading period the discipline referrals will be reviewed to determine the percent of referrals. Summativ At the end of the school year, the discipline referrals will be reviewed to determine the percent of Page 34 of 37 e referrals for fighting. Strategy Implement and monitor the school wide safety and security plan.

Attendance Goal Person responsible name Clifford Buck For 2013-2014, the ADA student attendance will be at or above 98%. Formative Monthly attendance rates by grade level and total school will be reviewed in addition to a list of students with more than three absences per month. Summativ The year-end ADA will be reviewed to determine if the annual attendance objective was met. e Strategy Send letters to parents of students with three or more unexcused absences. Initiate attendance referrals for students with more than five unexcused absences.

Special Education Goal Person responsible Matma Verma For 2013-2014, the percent of special education students meeting performance standards on the state assessment will be at or above 80% Formative Each grading period, each student’s progress on TEKS and individualized and standards-based IEPs will be monitored and reviewed. Summativ Results of the TAKS/STAAR, TAKS-M/STAAR-Modified, and TAKS-Alt/STAAR-Alt tests will be e reviewed to determine if ARD/IEP goals and objectives were met. Strategy Provide differentiated instruction and specific interventions to address individual learning needs of students with disabilities.

Highly Qualified Teacher Goal Person responsible Clifford Buck For 2013-2014, the percent of highly qualified teachers in the core academic areas will be at or above 100% Formative At the end of the first semester, the percent of teachers in the core academic areas who are highly qualified will be reviewed to determine progress. Summativ At the end of the school year, the percent of teachers in the core academic areas who are highly e qualified will be reviewed to see if the objective was met. Strategy Conference with teachers to implement a plan to become highly qualified.

of 37 Dyslexia Program Goals Person responsible Matma Verma For 2013-2014, provisions for identification, assessment and instructional services to students having or suspected of having dyslexia or a related disorder, and the provisions for dyslexia teachers and parents are provided through compliance with laws governing dyslexia programming: TEC §11.252, TEC §38.003; TEC §28.006; TAC 19 §74.28; §504 of the Rehabilitation Act of 1973 and Dyslexia Program Guidelines/standards. Formative By October 2013, develop a campus plan to ensure dyslexia services are provided to identify students. (i.e. seek district training and identify campus teachers trained in the components of dyslexia instruction). Summativ By June 2014, identify campus progress using various objective data examples: number of e students identified as dyslexic through Section 504 or Special Education evaluation, student progress monitoring data; program evaluation; in-service/meeting agendas and sign-in sheets; campus data files; documentation of procedures, Tier II and Tier III instruction, campus parent education program data; student records; program evaluation; Strategy Implement various strategies as determined by needs of campus. (i.e. appropriate use of Intervention Assistance Team (IAT) to locate and identify possible candidates for Section 504 and Special Education evaluation.)

District and State Waivers All Schools – Faculty Advisory Council Waiver of Local Board Policy BQB (Legal) (SPM 2560.B) All Schools – Altered Student Instructional Day X Monthly Waiver of TEC §25.081 All Title I Schools Parent Advisory Council in Place of PTA/PTO Waiver of Local Board Policy GE (LEGAL) (SPM7302-C)

2013 - 2014 Staff Development Plan Date Who should attend Purpose Full Day Staff Development August 12, 2013 All Staff Data Review, Policies, Procedures, My Voice Results, Teacher A & D Updates, Committee sign up, Behavior Plans, Sexual Harassment, EEOC, August 13, 2013 All Staff Covey Training on 7 Habits August 14, 2013 All Staff Covey Training on 7 Habits August 15, 2013 All Staff Covey Training on 7 Habits August 16, 2013 All Staff Data Planning, Rodriguez Science, Omidvar-Reading, Jimenez- Math, Keafer Writing Page 36 of 37 August 19, 2013 Teachers Rigor Institute/ Bullying Presentation August 20, 2013 Teachers Rigor Institute August 21, 2013 Teachers Rigor Institute August 22, 2013 Teachers Rigor Institute August 23, 2013 All Staff Teacher Prep Day Early Dismissal Staff Development September 25, 2013 All Staff Data Collection October 30, 2013 All Staff 7 Habits November 20, 2013 All Staff Parent Involvement January 29, 2014 All Staff Parent Involvement February 19, 2014 All Staff Data Teaming