Accreditation Standards for Quality Schools SACS/CASI Report

Transcription

1 Accreditation Standards for Quality Schools SACS/CASI Report High Star Houston, TX 77072

2 TABLE OF CONTENTS Profile Mission and Vision What is our Business and What do we Hope to become? Our Community Staff Campus Demographics Assessment and Accountability 2012 Goals Advanced Placement Engaging, Analyzing, Enhancing Support Services Parental Involvement Challenges Graduation Rates School Year 2010 and 2011

3 Profile Coordinating Principal Hilda Rodriguez Associate Principals of Instruction Steven Speyrer Claudia Dominguez Assistant Principals 9 th /10 th Grade Todd Tones 9 th /10 th Grade David Newman 9 th /10 th Grade Tara Summers 11 th Grade Rankin Hitt 11 th Grade Javier Ordonez 12 th Grade Raymond Hatton Accountability Angela Chavis ENGC Principal Mary Williams ENGC Assistant Principals Felicia Rutherford Catherine Lee Phillip Harrison SDC Facilitator Wade Johnson ENGC SDC Facilitator Nancy Eype Librarian Christina Stark ENGC Librarian Marco Zannier Nurse Kimberly Goodly ENGC Nurse Laverne Bell Athletic Director William Barron

4 Counselors 9 th /10 th Grade Helen Jimenez 9 th /10 th Grade Mahasin Bell 9 th /10 th Grade Konnie Tran 11 th Grade Monica Villalpando 11 th Grade Ludivina Velazco 12 th Grade Wanda Roe 12 th Grade Jeannie Knierim ENGC Counselors 9 th Grade Latosha Baker 9 th Grade Michelle Hamilton 9 th Grade Rebecca Reeves Instructional Specialist Gretchen Gaskins (Social Studies) Michelle Garza (Science) Bertha Stimac (Math) Donna Kachinski-Thomas (ELA) ENGC Instructional Specialist Nancy Eype (Social Studies) Destiny Lewis (Science) Mary Boone (Math) Joann Williams (ELA) Testing Coordinator Sara Jatala English as a Second Language Specialist Jean Abboud Technology Specialist Ted Richards

5 Mission and Vision: In 2003, a mission and vision was created by the Elsik staff utilizing a series of questions concerning the beliefs and values of our staff members. The questionnaire was comprised of questions regarding the type of school in which staff members would like to teach as well as the type of school in which they would like a family member to attend. The process involved imagining the ideal school and the commitment it would take to create the ultimate academic environment. All staff members collaborated in the creation and revising of the mission and vision. The vision was disseminated throughout the building to staff members, students, and the community through banners and placed at various locations around the campus. The following statement became our focus and has remained in place since its inception. What is our Business and What do we Hope to Become? (Created by Elsik High School faculty) Elsik High School embodies a wealth of cultural diversity and academic opportunity that encourages our students to be life-long independent thinkers. It is our responsibility to create an environment where students engage in learning and develop skills necessary to produce work that results in high achievement. Our vision for Elsik exemplifies an environment where student learning comes first, in an atmosphere where all feel safe and where respect and responsibility are reflected on all levels; a school where students are selfdetermining learners, excited about learning, and are challenged by meaningful curriculum. This vision also embraces teachers who love learning, work collaboratively and are teams of positive influence. Elsik is a school where if you ask a student, Who is your best teacher? the response would be, All of them!

6 Our Community Encompassing 36.6 square miles, Alief Independent School District is located in West Houston with a current enrollment of more than 45,000 students. In comparison to surrounding area schools, Alief is the most ethnically diverse school districts of its size. Nearly every culture of the modern world is represented and more than 80 languages and dialects are spoken. Alief ISD is physically located at High Star, Houston, Texas yet retains a mailing address of P.O. Box 68, Alief, Texas Our small paradise in West Houston continues to grow. The school district opened its twenty-fourth elementary campus in August of 2007; the sixth intermediate, in 2003; and its fourth high school in, In the fall of 2009 a partnership program between Alief ISD and Houston Community College created the Alief Early College High School. Alief has three 5-A high schools, an accelerated instruction high school, two ninth-grade centers, six middle schools, a night high school and an alternative learning center currently serving the children of Alief. Alief ISD employs more than 6, 300 staff members. While facing many challenges, our students continue to rise to the occasion each day. Our population of 72% economically disadvantaged and 71% at-risk students have defied these obstacles and ranked Alief ISD as a recognized school district for two years in a row. In 1972 Alief created its first stand-alone high school campus, Alief Hastings High School. Our campus was opened in school year in a newly constructed south wing of Alief Hastings High School. Hastings High School and Elsik High School were physically linked to each other until 1980 when Elsik High School opened up a brand new separate campus at High Star. Our school seal features symbols of laurel clusters representing strength and courage, the lamp of learning, the book of knowledge and the school Mighty Ram mascot. In school year 1998 expanded to include an independently housed ninth grader center campus (ENGC). Students who are first-time ninth grade students between the ages of 14 and 16 years old begin their high school career on that campus. Although our 9 th grade students are served in separate building is a comprehensive high school served by one coordinating principal.

7 Staff Professional Staff Staff % Beginning Teachers Years Experience Years Experience Years Experience ver 20 Years Experience 29.2 Support Staff Staff % Paraprofessionals 26.9 Campus Demographics has a total enrollment of 4,130 students. The diversity of our campus population continues to represent a myraid of cultures. Our Elsik Ninth Grade Center (ENGC) currently serves over 1100 students and our main campus serves all other ninth grade students. Table 1 Grade Level Enrollment Grade 9 1, 258 Grade 10 1, 097 Grade 11 1, 005 Grade Table 2 Ethnicity Enrollment % African American 1, % Hispanic 1, % White % American Indian % Asian % Pacific Islander 1 0.0% Other %

8 Assessment and Accountability As we strive for excellence, our Academically Acceptable High School rating for the 2011 school year comes right on the heels of our TEA Recognized Campus rating for the school year In school years 2010 and 2011 Elsik High School has received Gold Performance Acknowledgements for phenomenal performance on state standardized assessments in the area of Social Studies. Our more recent state standardized test scores provide an image of a campus mission to continue to persevere toward greatness. Table TAKS (Texas Assessment of Knowledge and Skills) Grade Level Exam Overall Score Sum of all Grades Tested ELA 88% Mathematics 69% Science 79% Social Studies 95% Grade 9 Reading 83% Mathematics 58% Grade 10 ELA 89% Mathematics 65% Science 70% Social Studies 93% Grade 11 ELA 93% Mathematics 87% Science 89% Social Studies 98%

9 2012 Goals In order to reach our greatest potential we have set the bar high for excellence. Endeavoring to create academic success by obtaining these achievements all stakeholders choose to hold themselves accountable with the following benchmarks in mind. 90% of students will pass their Math content coursework 85% of students will pass the Math TAKS 90% of senior social studies students will be college and career ready 98% of junior students will pass the Social Studies TAKS with at least 50% commended performance 85% of junior students will pass Social Studies content coursework 95% of sophomore students will pass Social Studies TAKS 90% of sophomore students will pass Social Studies content coursework 88% of sophomore and junior students will pass Science TAKS 90% of all Science students will pass Science coursework 90% of sophomore and junior students will pass ELA TAKS with at least 15% commended performance Advanced Placement Each year Elsik High School Counselors engage in a data-driven recruitment process to enhance access to Advanced Placement coursework. Elsik High School s commitment to college readiness is clearly evident with the increased amount of students participating in Advanced Placement Coursework. Envisioning a school in which all students regardless of their socioeconomic status have equity and access to rigorous coursework, Alief ISD has created a true open enrollment program for all students. The challenging instruction in these courses continues to support students on AP examinations attempted in the spring semester. In school year 2011 over 785 students successfully completed an astounding 1,360 AP examinations which is a 36% increase in exams and examinees from school year Having attained the goal of increasing enrollment in AP programs the leadership team now looks toward achieving the goal of acquiring a 10% increase in the percentage of students scoring a 3 or higher each school year on all AP examinations.

10 2011

11 Engaging, Analyzing, Enhancing Faculty and staff work in professional learning communities (PLC). In this manner, all students receive equity in the instruction provided at Elsik High School regardless of their teacher. The core of these communities demands that all instruction on campus is delivered in a scholarly manner that produces meaningful results. Academic performance is also measured by analyzing student data including common core assessments, district common assessments, and failure/passing rates. Teachers also analyze data to compare other schools that share common student demographics. Executing this comparison allows instructional leaders to set clear measurable goals. During weekly PLC time teachers discuss best practices and collaborate to create rigorous lessons. Campus specialist engage teachers in in-depth item analysis that enhance instruction based on key benchmark assessments. Administration along with campus specialists inspect teaching and learning by conducting weekly classroom walkthroughs and providing feedback to teachers. Advanced Placement teachers perform benchmark assessments immediately at the onset of the fall semester. These tools provide a road map for specialist and teachers to identify student strengths and weaknesses in order to modify instruction. Specialists desegregate the data and work with teachers to provide instructional strategies that enhance student performance. Students also participate in core-content benchmark assessments twice a year in the more challenging areas of Math and Science. Instructional leaders employ classroom walkthrough procedures frequently to assist teachers in solidifying instructional outcomes. The following are other assessments and data utilized to appraise student performance as well as foster instructional change: o State of Texas Academic Excellence Indicator System (AEIS) Report o Adequate Yearly Progress (AYP) o TAKS (Texas Assessment of Knowledge and Skills (TAKS) Scores o Scholastic Assessment Test/American College Test (SAT/ACT) Scores o College Board Advanced Placement (AP) Scores All data is disseminated and discussed frequently in department, team, and planned learning community meetings. Teams commonly disaggregate data and make adjustments to their curriculum to address any and all student needs.

12 Support Services It takes a village to raise a child African proverb. Serving a total student population of more than four thousand students requires support entities. The core of student support systems can be identified in two ways with the ultimate same goal in mind of student academic achievement. Academic support systems work with teachers to enhance instruction and support student instructional needs. Socio-emotional support systems provide resources for students as well as families so that they have no obstacles on their path to scholastic success. Academic support: o Four content area specialists o One English as a Second Language Interventionist o One Campus Core Academic Interventionist o One Math Academic Interventionist o Three Special Education Facilitators o Ten Administrative Instructional Leaders Socio-emotional Support: o Seven Guidance Counselors o One Career and Technology Counselor o Two College and Career Counselors o Two Communities and Schools Liaisons o One Attendance Recovery Coordinator o Two Campus Social Workers Parental Involvement Parents are encouraged to be involved in a variety of ways. In school year 2009 a parental involvement group (POW) Parents of Winners was formed to foster parental engagement. Parent meetings are held the first Saturday of each month. Guest speakers deliver relevant information to parents regarding student success as well parental involvement activities. Parents are encouraged to utilize the Elsik High School website as well to obtain information. Saturday POW meetings include a time for parents without home computer access to utilize computer labs to access resources. Routine communications from the leadership team and school happenings are also included on the school website. Parents also have access to their students grades via an internal program through the Districts Management Information System and it also allows parents to view student s attendance as well. Campus technology specialists have set up a site known as Ask Rocky so that parents have the opportunity to have questions answered regarding any campus elements or aspects. Alief ISD also employs a parent center liaison on the Elsik Campus. This representative works within the community to enhance parental commitment to Alief Campuses. The parent center liaison supervises the parent center which is a general meeting place for parents in the community so that they are able to learn more about their student s performance and behavior as well as about the high school itself. Administrative team members as well as counseling staff facilitate parent teacher

13 conferences. In this manner parents are able to receive more specific updates on their student progress in addition to the progress report. Each year the Elsik High School Administrative team plans multiple opportunities to align parents with our campus community. Open House launches the school year each year and gives parents the opportunity to meet with their students teachers and investigate extra-curricular activities for their students. College and Career nights are held each October to assist parents and students in their post-secondary planning. Parents are also invited to awards nights, all sporting events, and any club or organization function or event. Financial Aid seminars are held in the Fall Semester after school and the Spring Semester during the school day throughout the school year. Elsik High School Band Boosters and Blue Crew are other avenues for parents to be involved in our high school culture. These groups work tirelessly to support our athletes and band members. Parents of special needs students are invited to collaborate in all annual, review, and dismissal meetings and the district Transition Fair. Parents of our ESL students are invited to attend an ESL family night each year to learn more about their students progress and how they can assist in their achievement. Because of the diversity of our student population Elsik High School maintains a translator list of faculty members who volunteer to translate to parents in their native language. Challenges The Who in our student population has often been our greatest challenge at Elsik High School. With a diverse community surrounding our campus students often arrive at the high school level with little or no formal education. Accountability concerns have challenged our most valiant efforts at Elsik High School in the past three years. State accountability ratings that are generated from state assessment data very rarely show a full picture of student performance. Test scores and graduation rates that are broken down into student subpopulations are often less indicative of the complete image that also monitors student gains from year to year. The Who in our population are often ESL students that make remarkable progress but more often than not have difficulty reaching key benchmark for their grade level given their lack of formal instruction. In school year 2010 remarkable gains were made in the student performance in the areas of Math and Science. State assessments reflected more than a 10 point gain from the previous school year. In school year 2011 student performance shifted and gains were loss in both areas as well as our ESL subpopulation. Our student attendance rate also poses a challenge to student success. Our most promising plans are thwarted often times due to student absenteeism. To address these concerns with have implemented several interventions. Our campus has employed an ESL interventionist for the areas of Math and Science. These interventionists disaggregate individual student data and provide one-on-one student instruction to address any gaps in learning. In the area of Math we have also contracted three teachers that work specifically with students who have been categorized as in need of intensive instruction. We also obtained a reading ESL interventionist who works solely with students on the lower end of the English language acquisition spectrum. An attendance recovery coordinator has been assigned to the task of monitoring student attendance. Students who are not in attendance after an absence warning letter has been mailed

14 receive a home visit from the coordinator to collaborate with parents on ensuring that their students are in attendance at school. The greatest challenge for school year 2012 is that our 10 th grade ESL population meets Adequate Yearly Progress in the area of English Language Arts and Math. Coordinators have designed an individual student specific curriculum that addresses their distinct student needs in Language Institute for Newcomers (LINC). Many core content area teachers have been trained to utilize a sheltered instruction operational protocol program that enhances student second language learning. With ELL grant funding we have employed tutors to supplement student needs as they relate to language deficiencies. We are most proud of our achievement in increasing our graduation rate for school year 2011 by 12 percentage points. Many stakeholders employed a variety of different methods to enhance graduation rates. Counselors early identified students that would be entering their fourth year of high school in any other grade other than the 12 th grade. These students were given individual academic conferences to identify alternative course completion avenues. In record numbers students completed night school programs, afterschool on-line computer lab courses, summer school and Special Opportunity to Achieve Restoration (SOAR) programs. At Alief Elsik High School, we believe in providing our students the opportunity to graduate and be career and college ready. It has been the goal of all staff members to persevere with all students to ensure academic success. Graduation Rates School Years 2010 and 2011 Groups All *71.9% 83.9% African Am % Hispanic % White % Eco Dis % LEP % SPED %