Hudson High Schools3.amazonaws.com/scschoolfiles/484/hudson_high_21st...1301-1302, Government...

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Developed by Education Service Center Region XV

Hudson High School

21ST

CENTURY LEARNING PLANS

2014-2015

“High achievement always takes place in the framework of high expectation.” - Charles F. Kettering

Mission Statement

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We believe:

● All stakeholders are responsible for the education of our students.

● Students learn best when a variation of learning methods are provided.

● Students need to be lifelong learners in order to be productive members of society.

● Positive relationships are the foundation for success.

● Every child has value and possesses diverse abilities and talents.

● Individuals need a safe, secure and supportive environment to be productive, creative, and

successful.

Parameters for Hudson ISD:

● All actions will be ethically and legally appropriate.

● We will require excellence in all aspects of the district.

● Nothing will take precedence over the safety and well-being of the students and staff of HISD.

● Professionalism and respect are non-negotiable.

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Planning and Decision Making Committee

Name

Position Parent, Business,

Community, Teacher, etc

Term

Begin/End Date

Signature

John Courtney Principal 2013-2015

Jeff Walker Associate Principal 2013-2015

Terry Mize Teacher 2013-2015

Sunny Lucas Teacher 2014-2016

Teri Rich Teacher 2013-2015

April Lopez Teacher 2013-2015

Martha Robbins Teacher 2013-2015

Gayle Sims Teacher 2013-2015

Ted Eddins Teacher 2013-2015

Karen Rosser Counselor 2013-2015

Teresa Matthews Intervention Therapist 2013-2015

Patrick Largent Community Representative 2013-2015

Sam Huffstetler Parent Representative 2013-2015

Hall Henderson Business Representative 2013-2015

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Comprehensive Needs Assessment

A Comprehensive Needs Assessment was conducted with the Committee on August 22, 2014.

Participants in Attendance Data Sources Examined

John Courtney ● 2013-2014 CIP

Jeff Walker ● 2013-2014 Texas Performance Report Card

Ted Eddins ● DMAC Campus Principal Reports

Patrick Largent ● PBMAS Campus Data Report

Teri Rich

April Lopez

Gayle Sims

Martha Robbins

Terry Mize

Teresa Matthews

Karen Rosser

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Comprehensive Needs Assessment: Title 1 School- wide Component #1

Hudson High School is located in a rural area on the outskirts of Lufkin, Texas. Hudson ISD covers approximately 76.6

square mile around Texas State Highway 94 in Angelina County. The school district is the major source of income in

Hudson and the high school is a Title 1 campus with approximately 794 students in grades 9 through 12. The student

population on campus consists of 72% White, 20% Hispanic/Latino, 4% African American and 2% Asian/Pacific Islander.

Currently the district consists of 4 campuses which utilize a K-2, 3-5, 6-8 and 9-12 grade-level configuration.

The academic program is organized on a hybrid block schedule, which includes two 90 minute blocked days and three 7

period traditional schedule days per week. Students can earn 7 credits per year. HHS is the first high school in the state of

Texas to have instituted a nursing program on site. Students participating in this program have an opportunity to accelerate

the completion of their core course graduation requirements through dual credit courses taken in the summer through

Angelina College. The nursing program offers both a senior year LVN program as well as a post-graduation LVN program.

AP courses are offered in World History, English Language, Spanish, and Calculus AB. AP is an open enrollment program.

Pre-AP/Advanced courses are available in English, World Geography, Geometry, Algebra II, Biology, and Chemistry. We

also have students taking dual credit and concurrent courses at Angelina College. Dual credit courses available are English

1301-1302, Government 2305-2306,, History 1301-1302, Speech 1315, Psychology 2301, Sociology 1301, College Algebra

and Physics 1401/1402, Statistics, and Math for business majors. Students taking college courses are required to meet TSI

requirements and a 90 cumulative average of core subject areas for junior year participation or an 85 cumulative average of

core subject areas for senior year participation. Hudson High School also offers students the opportunity to benefit from

college courses via on-line instruction throughout the day. Online courses are also offered through Edgenuity for students

wishing to get ahead in order to acquire credits for the LVN program, or for credit recovery. The online Edgenuity

curriculum is also available for students entering in from another district with conflicting schedules in order to maintain

credit acquisition.

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Academically, the U.S. News and World Report ranked Hudson High School in the top 8% of high schools in the nation and

the top 7.4% in the state using indicators such as college readiness, math and reading data. We are proud of other areas that

we excel in including extra-curricular activities, attendance rates, completion rates, college preparedness, SAT/ACT data and

Advanced Placement participation and results. Community involvement will also be an emphasis with the addition of the

Community Based Accountability Measures. Within this a committee made up of parents, teachers, and the high school

administration will collaborate and assess nine factors within the campus function. These nine subgroups of accountability

will be given a rating ranging from Unacceptable to Exemplary. The campus administration will continue to strive for high

rankings within the CBAM criteria to raise the areas that were rated low. Strategies for improvement include, but are not

limited to the following: Dad Night to promote parental involvement for campus/community service, finding opportunities

for student physical activity/wellness education, ESL parent meeting, increasing ESL student awareness of clubs and

extracurricular groups to be involved with.

In addition to the CBMA group, the campus administration will formulate grade level teams for the 2014-15’ school year to

monitor student grades and progress. The function of these groups will be to collaborate on their specific grade level in order

to determine if RTI, parental contact, a teacher/parent staffing, or other educational interventions are needed for students.

Parent contact is also considered to be an important piece to the process for teachers and their direct students as they submit

call/contact logs into administration as part of ongoing documentation of student progress. The administration is also key

with monitoring student progress through conferencing with students who are on the failure report in order to promote a

proactive approach with struggling students.

College and Career Readiness Standards (CCRS) are marketable qualities being requested of high schools by businesses and

colleges in surrounding communities. Our Career and Technology (CTE) courses as well as our fine arts electives are

helping create excellent products in students who are ready to be professionals in the workplace and/or as a lifelong learner

in college or other post-secondary educational area. Aiming higher and preparing students for success with CCRS will more

than take care of state assessments as we strive for more.

Soft skills and CCRS are not measured by a standardized test, but rather in day to day handshakes, eye contact apparent in

student presentations, working collaboratively with a group to produce a project in stressful circumstances, creatively

solving a problem which doesn’t have a multiple choice answer, or managing time when given a long term assignment.

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Many of the soft skills & CCRS are addressed by community partnerships already in place on our campus. We are also

preparing students for the future by development and collaborating with professionals in the community, creating real-world

products and applying 21st century skills necessary for college and career. Our goal for students is to be prepared upon

graduation to compete in a tough economic society. Students must be prepared for post-secondary education, whether it’s a

university, a community college, a technical school, vocational certification program, or training in the US Armed Services.

Our students will be prepared to face every opportunity while exuding confidence and exhibiting the ability to excel no

matter the height of the task.

Our focus at Hudson High School is to promote continued student growth and creative thinkers through the appropriate use

of soft skills, use of 21st century technology, creative lesson design, meaningful and enjoyable learning experiences that

include student choice and real-world relevance. No paper/pencil assessment can accurately measure the goals above,

therefore a system that is built to assess students in a variety of ways or multiple assessments, self-monitoring of student

growth and learning progress, and the paradigm shift from product-based evaluation to process-based evaluation will be

emerging.

The following documents have been analyzed to determine the greatest strengths and weaknesses as a focus for targeted improvement. The

documents listed below are a partial listing of instruments identified as key components for data acquisition.

● DMAC Campus Principal Reports ● 2013-2014 CIP

● ACT Campus and National Report

● SAT Campus Data ● 2013-2014 District STAAR Summary Report

● 2013-2014 Technology Survey

● PSAT/NMSQT Summary Report ● PBMAS Campus Data Report

● Skyward Attendance Report ● 2013-2014 Texas Performance Report Card ● 2013-2014 Community Based Accountability Measures

● 2013-2014 GT Evaluation

● 2013-2014 TELPAS

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The following information is a review of the 2014 Texas Education Agency’s Accountability Summary information for

grades 9-11. The Accountability Summary will be a reflection of performance for all student groups as well as sub groups.

The following charts will indicate the percentage of students meeting the passing standard in the respective core area.

Hudson High School students performed well for the 2013-2014 school year. The campus met standards on Student

Achievement, Closing Performance Gaps, and Postsecondary Readiness. Highlights for commended areas were equated with

four out of the possible seven distinctions being earned in the areas of Academic Achievement in Reading/ELA, Science,

social Studies, and Top 25 Percent Closing Performance Gaps.

State Assessment

The State of Texas Assessment of Academic Readiness (STAAR) Exam, also termed End of Course Exam (EOC), results

were obtained from the 2013-2014 Accountability Report. The 2011 & 2012 results were from the TEA’s AEIS report.

Mathematics Chart

Year Passed/

Level 2

W H AA ECD SE

2014-Alg 1 94% 91% 98% 100% 93% 100%

2013-Alg 1 93% 94% 92% 70% 91% 82%

2012-Alg 1 93% N/A N/A N/A N/A N/A

Strengths: Performance for Hudson High School continues to remain above State averages for students in tested subjects. Scoring

reflected on the 2012 AEIS report reflects the collective percentages for 2012 as 86% passing with an increase noted on the 2013 TAKS

Summary document of 94% in 10th

and 11th

grade mathematics. Performance among all student groups increased with passing rates for ECD

gaining 13%. 2013 Algebra 1 data reveals the campus is 13% higher than the state average of all students meeting the Level II standard. The

campus Hispanic population outscored the state average by 17% during 2013. 2014 data reflected consistency in students meeting Level II

standards with Special Education students rising 20% to a 100% passing rate this past year. First time testers were also a highlight as 95% of

these students reached the Level II standard.

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Focus Area: Our focus in the Math department was to bring real world situations to the classroom and allow the students to experience

how Math concepts were relevant in the community and workplace. Student activities with netbooks included creating digital graphic organizers

to increase the chance that students would retain the concept by creating while using technology in the classroom. Teachers will formulate

strategies including the promotion of research and acquiring data in an area of the students choosing with the application of targeted student

expectations and readiness standards.

Students were also engaged in collaborative 21st Century activities to promote participation and connectivity to real world problems and

solutions by connecting learning via multiple disciplines. Math students worked with Culinary students during measurement and proportion

activities, Health Science students during dosage calculation activities, and Ag students while combining construction projects with Geometry

skills.

STAAR - EOC: English I Reading/Writing

Year Passed/

Level II

W H AA ECD SE

2014

Combined

74% 76% 64% 53% 61% 32%

2013

Writing

63% 68% 49% 23% 50% 30%

2013

Reading

86% 88% 79% 82% 79% 56%

2012

Writing

56% 57% 54% 20% 44% 27%

2012

Reading

86% 72% 69% 50% 60% 27%

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STAAR - EOC: English II Reading/Writing

Year Passed/

Level II

W H AA ECD SE

2014

Combined

77% 76% 74% 62% 64% *

2013

Writing

55% 63% 29% 23%* 37% *

2013

Reading

88% 92% 71% 100% 82% 67%

Strengths: Performance for Hudson High School continues to remain above State averages for students in the EOC tested grades. The

overall passing rate continues to be good with a substantial number of commended students. 2014 passing percentages increased with many

students needing one of the sections passing with the new combined reading and writing. The campus was able to incorporate a college prep

course in the English department that will count as TSI equivalency (College Readiness) if the course is passed. A speech credit will be offered in

conjunction with the English III course with the implementation soft skills and multiple formal presentations to be completed by students.

Focus Area: The English department will continue to focus on writing skills through various techniques implemented through the year.

The department will collaborate to ensure that they are horizontally aligned with strategies and 9-weeks exams in order to be consistent

throughout the year. Writing will continue to be encouraged across all curriculum on campus through the mandate of 3 writing assignments

within the grading period to be admitted to administration for approval. SAT vocabulary will also be emphasized in the College Prep course and

English IV with students to ensure higher level vocabulary is incorporated into student products.

English Language Learners: ELL’s will be provided with several opportunities to improve their English language acquisition. ELL’s will

be placed in proper programs in order to enhance their English linguistic capabilities. ELL’s will be placed in all or some of the following

campus programs; ESL classroom, ESL Study Hall, ESL monitoring services, and/or ESL Rosetta Stone program. All campus teachers will work

collaboratively to ensure we are meeting the academic and social needs of our ELL’s on our campus. ELL’s will be assessed accordingly in

order to assist them in ensuring they are exiting our ESL program and meeting state assessment requirements in accordance with TEA.

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Special Education: Currently, our teachers are implementing many strategies in order to accommodate and provide further reading

comprehension and knowledge acquisition for special education students. Modifications are followed according to the students’ IEP, but the

rigor is there with the understanding that they will be tested according to the new special education STAAR-Accommodated exam. Student

schedules incorporate a study hall with an English teacher to ensure maximum use of instructional time during the school day for

remediation/accelerated instruction purposes.

Biology

Year Level 2

(Passed) W H AA ECD SE

2014 97% 96% 98% 100% 95% 100%

2013 94% 93% 97% 89% 92% 80%

2012 97% % % % % %

Strengths: Overall student performance continues to remain well above State averages in regards to the Biology End of Course Exam.

Biology 2014 EOC results slightly increased from the previous school year in all sub-population groups. Sub-population Biology EOC

improvement reflected the increase for all students meeting Level 2 passing standards.

Focus Area: Hudson High School will continue to work diligently to focus on continued student growth in regards to Biology. The

Science Department will continue to provide students with classroom lessons that require our students think critically. Students will focus on lab

investigations using IPAD’s to identify substances, record changes occurring during reactions, predicting outcomes, and completing reports

summarizing findings. Structures and properties of matter were also evaluated and analyzed during lab investigations. Nine week assessments

were written in a manner to test students at an application level or higher insuring TEKS objectives were mastered. Horizontal alignment within

the department will also be a focus to ensure rigor and 9-weeks assessments are aligned throughout the grading period.

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U.S. History

Year Level 2

(Passed) W H AA ECD SE

2014 99% 99% 100% N/A 100% 83%

2013 64% 62% N/A N/A 67% N/A

2012 91%

Strengths: The campus continues to do very well with the U.S. History EOC as evident by the passing rates. 2013 was a year in which few

students took the exam due to scheduling, and retakes. The Social Studies department will continue to incorporate a high level of rigor in the

courses with ensuring assessments have an application level of questioning or higher in the majority. The incorporation of technological research

has also improved and students are being challenged to write more within the content area.

Focus Area: Students focused on relevant political issues instilling real-world scenarios and debate over current issues in the United

States. Meaningful and enjoyable experiences that include student choice and involve 21st century learning skills were evident by the high levels

of student products exhibited. US History students will continue to track laws electronically on the Govtrack.us website throughout the year

beginning with their introduction into Congress and concluding with comparisons from laws created earlier in US History. Students will create

powerpoints/prezis to elaborate on the function of dictatorships and WWI and II alliances.

Summary/Recommendations:

Averages for passing Level II standards continue to be above state averages over the previous years with the STAAR exams. The change

in state assessment has created a need for higher rigor in the classrooms to ensure that students are meeting the testing standards, CCRS, and new

requirements for House Bill 5. The district administration has encouraged campuses to not mention the exam, and to not focus on the exam,

within the function of the content. The campus will strive to meet this ordinance while still ensuring higher level questioning, assessments, and

student products meet the standards of high expectations from teachers campus wide.

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Recommendations will be to find students who were borderline meeting passing standards in order to encourage taking IPC (instead of

Biology) their freshman year in order to lessen the testing burden of the first year of high school. This will greatly decrease the number of

students who will be taking 3 EOC’s their first year of high school. Student schedules will also be crafted in a way to meet needs of students who

are needing to retake certain EOC’s. Remediation will also continue to be offered during the study hall and tutorial time periods with content

area specific teachers.

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College Readiness:

The following is a chart of information gathered from enrollment in dual-credit programs and on-line instructional programs.

Dual-Credit

Enrollment

On-Line

Enrollment

Percent Enrollment

of Junior/Seniors

84 Fall/ 84 Spring 14’

28 Summer

36 Fall/ 36

Spring 14’

7 Summer

23%

Strengths: We had more students enroll in TxVSN courses than expected, allowing students to take a variety of courses not offered in a

traditional format on campus. Hudson continues to hold the highest participation in college courses taught on the college campus. There was a

slight increase in dual-credit enrollment rising 14 students from the previous school year. Online enrollment also increased due to the

implementation of an online section added into the master schedule for 7 periods allowing students to fulfill their online course on the high

school campus.

Focus Area: Students who are enrolled in the nursing program must acquire all credits prior to their senior year in order to enter into the

LVN program. Another area of concern is the potential conflict of students committing to the LVN program and not being able to participate in

campus offered extracurricular activities during their senior year.


It is recommended to continue offering seven sections of time for students to be enrolled in on-line classes. We should continue to offer

transportation for students to and from Angelina College. Since TxVSN is no longer funded by the state, the campus should explore options for

students to take on-line courses at reduced costs or encourage parents to fund as needed.

During the 2013-2014 school year, 132 AP exams were taken with 72 receiving a score of 3 or better for a total percentage of 54.5%. 81

students took the AP World History exam with 37 receiving a 3 or better equating to a 46 % attainment rate. Students taking the English III AP

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exam that received a 3 or better was 16 of 32 providing for a 50% success rate. This success rate was slightly lower than the previous year while

showing a decrease of 12%. Students who took the AP Spanish III exam that received a score of 3 or better were 8 of 8 providing a success rate

of 100%. The AP Calculus exam maintained a success rate of 100% from the previous year as all 11 students received a 3 or better. For all tests

taken, a five year history shows steady growth on our campus, while state and national averages remain constant. Please note that all students

who take the course must take the exam on our campus, though this is not consistent with state and national mandates. A continued effort to

increase enrollment in AP courses and provide staff development for AP instructors is suggested.

GearUp funds along with local funds will be used with the sophomore class to work towards the following objectives:

1. Increase the number of LSES students enrolled and successful in one or more advanced classes.

2. Increase the number of LSES students who are college ready in both Math and English.

3. Increase the number of students who pass the End of Course exams that are required for graduation.

4. Increase the number of students who enroll in a postsecondary institution the fall after their senior year.

5. Increase the number of parents gaining knowledge of the steps for college admission and the sources for financial aid.

6. Participate in and provide leadership for GearUp initiative.

7. Provide professional development on aligning curriculum, increasing rigor, and/or instructional strategies that focus on college and career

readiness.

Miscellaneous Student/Campus Data:

Attendance/Completion/Dropout:

Strengths: High School continued to have a solid attendance rate with it being 95.9% for 2013-2014. Completion rates and dropout rates

were at levels that were commendable, not leading to any concerns for restructuring. A truancy prevention plan of action has been implemented

by involving attendance committee, attendance clerk, assistant principals, and district intervention therapist. Students and parents are also being

contacted immediately upon a 3rd unexcused absence in order to prevent potential truancy issues.

Focus Area: Students who attended DAEP had a reduced attendance rate. Communication from the DAEP staff, the administration,

attendance office, campus officers, and intervention therapist will be focused upon in a collaborative effort to reach students who are chronically

absent.

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It is recommended to continue efforts to increase attendance rates and graduation/completion rates. Attendance personnel and the

administration will be proactive in dealing with attendance issues in relation to truancy and credit attainment. This will be done through

informative assemblies with students, parental/guardian communication, and formal notices sent via mail. Each nine weeks, cash incentive

drawings will be held to reward students that have missed two days or less. We will also continue having a perfect attendance lunch each

semester for students who did not miss a day of school. Extra tutorial times and a Study Hall period will be instituted for students to complete

classwork and receive extra help from teachers as needed. Dropout information and prevention will be continued to be dealt with by the district

intervention therapist and campus administration. SLC referrals will continue to be used as a tool to offer students who are deemed to be a great

risk for dropout.

Student Discipline:

Strengths: Student behavior continues to be good for a campus this size. There are minimal numbers of office referrals. Students, as a

whole, are very respectful. Students assigned to the DAEP did not have additional days assigned due to non-compliance or persistent

misbehavior. Students completed DAEP assignments in a timely manner. Student’s core classwork is completed through Edgenuity and modified

by the classroom teachers on campus.

In the 2013-2014 school year, the administration implemented “restorative discipline” with students as part of a progressive behavioral

support. This process allows students to be made aware of the impact of their potential discipline and their education attainment and the

disruption thereof. This will continue to be utilized in the 2014-15 school year.

Focus Area: Attendance rate for students at DAEP is slightly down from what they are on campus due to missing the bus multiple times

and not having reliable transportation. Students and parents must be made aware of the transportation policy set forth by the director.


Teachers and DAEP director can monitor progress at any given time with the Edgenuity software. Proactive measures should always be

the intention of a disciplinary program. A classroom teacher will be assigned to DAEP for two periods a day to assist with Math and other

courses as needed. Teachers should model behavior expected and teach students appropriate manners and general respect for all people. Teachers

will continue to monitor hallways and intentionally build rapport with students to support the concept of building positive student/teacher

relationships.

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Staffing:

Title I School Component – 3,4,5

Strengths: All teachers were highly qualified. The campus has incorporated a special education inclusion teacher that is able to be

involved in all core classes. The campus also houses an online instructional aide that handles all of the online college and credit recovery students

within a classroom.

Focus Area: There are times when teacher certifications become problematic due to changes in schedules and teaching assignments.


All teachers were highly qualified at the end of the 2013-2014 school year. For changes in schedules and teacher assignments, the

campus/district should assist staff in obtaining necessary certification if requested by the district. Teachers who request such certification for

personal reasons will be required to pursue on their own. Staff development should be specific to changes in state assessment and curriculum.

The administration will be proactive in determining what certifications will be needed for the upcoming school year during the development of

the master schedule. Teachers should be highly qualified and participate in appropriate professional development throughout the year that

includes training in upcoming accountability changes, specifically End of Course Assessment. All teachers are highly qualified which allows all

low achieving students to be assigned to any teacher.

Technology:

Strengths: The campus has improved the availability of modern technology in the classrooms, technology specific areas, and the media

center. Students are encouraged to bring their own technology (smart phones, laptops, iPads, etc.) for instructional use. All teachers have

incorporated technology use by students into multiple assignments throughout the school year. “Wifi” is available throughout the campus

including the cafeteria for student and staff instructional use. Students are given the opportunity to use the Edgenuity software for credit recovery

during the school year and summer months.

Focus Area: Teachers will need to keep up to date with technology competencies put forth by the district administration.


Current technology on campus includes:

- 8 iPad carts with 25 each used for classroom instruction

- 6 Macbook carts with 25 each with 1 used for student check out in the media center and the other 5 for classroom instructional use

- 1 HP Probook cart of 20 used by Algebra I teachers for classroom instruction

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- 1 Lenovo Twist cart of 20 used for classroom instruction

- 20 yogas will be purchased for the 2014-15’ year for the Science department

- new graphing calculators were made available for the Math department

- updated Study Island lab with 1 teacher computer and 25 student computers

- updated desktop computer lab for Business, Information and Management class

- updated computer lab in the media center

- all classrooms are equipped with an elmo, projector, or Apple TV for teacher and student instructional use

Teachers have been required to take part in a technology competency set forth by the district. It is recommended that students continue to be

encouraged to use their own technology at school. It is further recommended that student work continue to be presented in a manner that indicates

the use of technology. Teachers will also present their class syllabi and assignments for students/parents to view on the campus website. Staff

members that have completed varying levels of the technology competencies are put into a drawing for monetary technology allotments for their

classrooms.

Career and Technology:

Strengths: Students have multiple programs available for specific interest in careers and skills. The nursing program is in its 5th

year of

operation and enrollment has increased every year thus far. Also, within the Health Science department students can take Phlebotomy and the

CNA (Certified Nurse Assistant) courses to attain certification and hands on experience during their high school tenure. The Robotics program is

in its 4th

year of existence and is now a class on the campus, and allows students to explore a kinesthetic approach using their math and science

skills through a collaborative community effort. A small branch of Lufkin Federal Credit Union will be made accessible in the high school for

student and staff use for the 2nd year in a row. Students will be allowed to work in the bank through the Dollars & Sense class upon a formal

interview beforehand. A welding certification is attainable through a partnership with GE and the welding class as well as opportunities for

internship/apprenticeship with GE and Georgia Pacific industrial groups. The Family and Consumer Science courses offer growth with the

addition of an advanced culinary program offering a Food Handlers certification as well as continuous hands on experience on and off campus

with community events.

Focus Area: Teachers are being encouraged to incorporate soft-skills and career related relevance within their instruction and

assignments; such as presentations of assignments, group think activities, and interdisciplinary studies. CTE Director and Administrative staff

will continue the process of evaluating career pathways, endorsements, licenses, and certifications in order to increase the opportunities for our

students.


Along with the growth of the LVN program, students should be guided toward their academic or career goals. Counselors and Mr. Walters (CTE

director) are getting with students to set up their schedules so that they will have the appropriate level of credits to ensure enrollment into the

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LVN program. Graduation will incorporate the use of endorsements in alignment with HB 5 to award diplomas. Students should graduate from

high school with a preparedness in specific areas of interest and be recognized for their achievement.

Summary of Findings

Prioritized Areas of Concern

Areas of Concern Data Source

Increase writing skills for all students across the content areas STAAR-EOC data

Closing achievement gaps among student populations for STAAR-

EOC.

Texas Performance Report Card and other state assessment

data sources

Closing instructional gaps to meet the needs/requirements of

STAAR-EOC.

TEA released information regarding STAAR-EOC

Increasing attendance for all students and decreasing the rate of

truancy.

Attendance reports; changes to current law

Instruction at DAEP Teacher/Director input; student progress reports

Retaining and maintaining highly qualified status for all staff Teacher/Staff certification reports

Additional technology needs for students Technology reports

CTE focus to provide students with skills needed for post-secondary

plans

CTE audit

Focus on student soft skills Classroom teachers

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Hudson High School State Compensatory Education

2014-2015

This District has written policies and procedures to identify the following:

Students who are at risk of dropping out of school under state criteria

Students who are at risk of dropping out of school under local criteria

How students are entered into the SCE program

How students are exited from the SCE program

The cost of the regular education program in relation to budget allocations per student and/or instructional staff per

student ratio

Total SCE funds allotted to this Campus: $229,474 Total FTEs funded through SCE at this District/Campus: 2.00 FTEs (See chart below) Object Position FTE Amount Budgeted

Fund 199 Salaries: Teacher 1.00 $54,484

Fund 211 Salaries: Social Worker 1.00 $57,631

Total Salary Coded 2.00 FTEs $112,115

Object Detail Amount Budgeted

Contracted Services Stubblefield Learning Center

$86,359

Student Travel Travel/Meals $5,000

Awards Attendance Incentives $3,000

Misc. Operating Costs General $2,500

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Software Penda Accelerated Instruction

$20,000

Contracted Services EOC Remediation $500

TOTAL $117,359

State Compensatory Education

Total SCE funds allotted to this Campus Budget $229,474 Total FTEs funded through SCE at this District/Campus 2.00 FTEs Students are exited from the State Compensatory Education program when they no longer meet the requirements of the program.

The State Compensatory Education program at this campus provides additional support for students who have not passed the exit level state assessment, provides additional time in the area of mathematics, provides ESL instruction, provides support and tutoring (AVID) for advanced courses, provides assistance for students in the Learning Lab, and provides homebound instruction for students who are receiving Pregnancy Related Services. Students are also being served who have lost credits due to attendance and other personal issues.

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Students are entered into the State Compensatory Education program when they meet the requirement listed on page 22.

The process we use to identify students at risk, as well as exiting students who no longer qualify is: Staff reviews individual student’s STAAR scores, 3-week progress reports, individual enrollment packets, reports from attendance clerk and Intervention Therapist, monitor discipline logs and DAEP referrals. If a student meets the requirements or no longer qualifies, the student’s permanent file is updated by the counseling department, then the PEIMS secretary and teachers are contacted and provided with specific information.

Optional for Title I Schoolwide schools:

At Hudson High School State Compensatory Funds are used to support Title I initiatives.

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State Compensatory Education

State of Texas Student Eligibility Criteria:

A student under 21 years of age and who: 1. Is in prekindergarten – grade 3 and did not perform satisfactorily on a readiness test/assessment given during

the current school year. 2. Is in grades 7-12 and did not maintain a 70 average in two or more subjects in the foundation curriculum

during a semester in the preceding or current school year OR is not maintaining a 70 average in two or more foundation subjects in the current semester.

3. Was not advanced from one grade to the next for one or more school years

4. Did not perform satisfactorily on a state assessment instrument, and has not in the previous or current school year performed on that instrument or another appropriate instrument at a level equal to at least 110 percent of the level of satisfactory performance on that instrument

5. Is pregnant or is a parent 6. Has been placed in an AEP during the preceding or current school year

7. Has been expelled during the preceding or current school year

8. Is currently on parole, probation, deferred prosecution, or other conditional release

9. Was previously reported through PEIMS to have dropped out of school 10. Is a student of limited English proficiency

11. Is in the custody or care of DPRS or has, during the current school year, been referred to DPRS

12. Is homeless

13. Resided in the preceding school year or resides in the current school year in a residential placement facility in the district, including a detention facility, substance abuse treatment facility, emergency shelter, psychiatric hospital, halfway house, or foster group home.

23


Federal, State and Local Funding Sources

Federal funding sources will be integrated and coordinated with State and Local funds to meet the needs of all students.

Program/Funding Source

Federal Programs

Title 1, Part A

Title 1, Stimulus

Title II, Part A (TPTR) Texas principal for retention.

Title II, Part D (Technology)

Title IV, Part A

Title V

Gear-Up Grant

Carl Perkins

State Programs/Funding Source

Career and Technical Education

State Compensatory Education--

Bilingual/ESL Program

Gifted/Talented

Special Education

Grants

Local Programs/Funding Source (various grants)

24


Title I School Support The Title I School Support program provides technical assistance to schools to build understanding of effective Title I School-wide programs. The program also trains and facilitates school support teams and provides networking opportunities for Title I schools. Remember that Title I school-wide has 10 components. These should be reflected in the Campus Improvement Plan. The TEN (10) COMPONENTS ARE: 1. Comprehensive Needs Assessment 2. School-wide Reform Strategies - opportunity for all students to meet state proficient and advanced levels of academic achievement - effective instructional strategies, based on scientifically based research - strategies to address all student populations, especially low-achieving and at risk of not meeting state standards 3. Highly Qualified Teachers 4. Professional Development 5. Parental Involvement 6. Strategies to Attract Highly Qualified Teachers 7. Transition Plans (early programs to elementary school) 8. Inclusion of Teachers in Use of Assessments 9. Effective, Timely Assistance to Students Experiencing Difficulty 10. Coordination of Programs

25


Goal 1 – Digital Learning

To improve our learning environment Hudson ISD will provide competent instructors producing creative lesson designs emphasizing critical thinking and application, while also meeting the social and emotional needs of all students.

● Objective 1.1: Lesson designs incorporating digital technologies twice per each nine week period will be

documented in the lesson plan to aid students in research and real world problem solving.

Activity/Strategy Title 1 Schoolwide Component

(#1-10)

Person(s) Responsible

Timeline Resources Formative Evaluation

Clear expectations and frequent feedback in relation to goals and objectives will be provided to teachers

Administrators 2014-2015 Time as needed for feedback

Teacher surveys

Technology training will be made available to teachers through Technology Showcases

4 Technology Staff, Administration, teachers

Fall 2014 and Spring 2015 District personnel Successful event, online teacher surveys

Teachers will utilize classroom websites for information dissemination about their classroom such as lesson plans, goals, expectations, upcoming dates and events, etc.

6 Teachers, Administration, Technology staff

2014 – 2015 Website creation training

Teacher websites, ongoing documentation

Time will be provided during staff development for departmental and cross-curricular planning for technology implementation

4 Administration 2014 – 2015 (early release and work days)

Teacher in-service and workdays

documentation, lesson plan documents

Provide teachers continuing education on the Google platform for document management.

4 Technology Staff, HDOT, Joan Ragland, teachers

October 2014 Teacher work days Teacher sign in lists

Additional technology acquisition for teachers will be based on the completion of the Technology Competencies as developed by the technology department

Instructional technology staff

2014 – 2015 District funding Widespread classroom usage

26


SE E.4 1C

English IV and the College Prep course will incorporate the use of Ipads and apps such as Dropbox, Quizlet, and Flashcard to have assignments/quizzes over word parts and SAT vocabulary.

2 English Department 2014-2015 Access to Macbooks

and iPads

Immediate results/feedback from technology for student progress reports

SE A.06C

Students will use an online tool to

explore the effects of changing the

value of m and b on the graph of

y=mx+b

http://www.mathopenref.com/linearexpl

orer.html.

2 Math Department 2014-2015 Lenovo twists lap tops

or access to computer

lab

Student products Lesson logs

SE 7A

Students will emphasize dictatorships

and alliances pre and post WWII by

country. Students will research, create,

and present their findings using the

Macbook and Ipad carts working in

collaborative groups.

2 U.S. History teachers

2014-2015 Macbooks, Ipads,

wireless printer sync Teacher and student feedback Student real-world products

SE 5A-B, 9C, 17C, 19B

1. ESL students will be monitored

closely by teachers using monitoring

services provided by administration,

ESL teacher, and counseling staff.

2. Students will use Rosetta Stone to

help with language acquisition in

understanding literary text and

inferencing therein.

2 Administration, ESL teacher, Counseling staff

2014-2015 Macbooks, Rosetta

Stone software, flexible

scheduling

Campus PBMAS data, ESL student performance data

27


3. ESL student schedules will be

created to incorporate a formal ESL

section, ESL study hall teacher, and

further monitoring services to maximize

resource availability.

SE 5B & 19B

1. Students will create a T-chart to

analyze characters and utilize it to

develop a literary character analysis.

Students will utilize cartoon clips via

youtube to create a presentation

describing character development.

2. Students will also utilize online

resources to draft short answer

responses using correct textual

evidence through the process of

elimination based on the question and

the text provided in class.

English 1 Teachers 2014-2015 Online 9-weeks assessments, EOC results

SE 17C – SPED students

Students will practice conventions of

grammar, punctuation, and spelling

by utilizing the games and activities

on www.sheppardsoftware.com

English 1 Teachers and Special Education Teachers

2014-2015 Sheppard software 9 weeks assessments, daily work

28


Goal 2 – Learning Standards

To transform students into creative thinkers with appropriate personal soft-skills, Hudson ISD will provide meaningful and enjoyable learning experiences throughout the entire year that are aligned to standards and include student choice, interest, and real-world relevancy.

● Objective 2.1: Students will be engaged in weekly activities that incorporate choice and personal interest

that is relevant to the real-world, while developing soft-skills needed for tomorrow’s job market.

Activity/Strategy

Title 1 Schoolwide Component

(#1-10)





Teacher surveys

Student surveys and assessments for learning will be conducted in order to discover student’s interests.

Math Teachers, Sociology teacher

2014-2015 Applicable Surveys Survey results

Teachers will be provided time to develop real world problem solving activities and collaborate with peers create cross curricular and personal interest activities

4,8 Administration, teachers

2014 – 2015 Time as needed Lesson plan documents, learning walks, student products

Teachers will be provided with a generic soft skills rubric to ensure students clearly understand what is expected of them.

Gayle Sims Sept 2014 GEARUP funds, AVID materials, AVID site team

Teacher and Student feedback

Assignment rubrics will be incorporated in a manner that will encourage parental involvement and student interests.

6 Teachers, CBAM Team 2014– 2015 Rubric training, time needed

Assignment rubrics, teacher websites

Community awareness and involvement will be incorporated into student work

Teachers, Administration, CBAM Team, SBDMC

2014 – 2015 Community Relations and Partnerships

Student products, Participant evaluations

The campus will utilize community members and organizations to expose students with communication skills within the local job force.

5 CTE program/director, English Department,

2014-2015 Lions club, Key Club, Leadership Lufkin, Local Businesses, Health District

Teacher, student, and community member feedback

29


TEKS 110.33 (b15C)

English III / Speech credited classes will have an opportunity to job shadow a career of their choosing as part of authentic assessments for the 9-weeks grading periods. Students will present their experience to a panel made up of administrators, teachers, and community members utilizing a soft skills rubric.

2,8 English teachers, administration, and community members

2014-2015 Access to internet, Junior

Symposium day to job

shadow

Student written products Student presentations

SE 4C, 12C, 12C

Advanced Biology students will continue

to utilize the ‘flipped’ classroom model to

apply their knowledge of the

performance objectives during class

activities.

2,8 Advanced Biology Teacher Technology Staff

2014-2015 IPAD’s

Projects and presentations Student survey

SE A.01D

Students will research and acquire data

in an area of their choosing; sports

statistics, cellular data plans, career

salaries, etc.

2 Math teachers Special Education teachers

2014-2015 Computer labs, or

macbook carts Student products Lesson logs Learning walks

Students will be provided an opportunity

to learn about money management.

Examples include students working in

the Lufkin Federal Credit Union branch

on the high school campus and after

school workshops involving NEFI

financial curriculum.

2 Dollars and Sense teacher CTE Director

2013-2015 Lufkin Federal Credit

Union –

Funding/Personnel

Participants attending Surveys

30


SE 5A & 9C

1. Students will create an alternate

outcome for a work of fiction when key

details or scenes are removed from the

text. Students will then be given the

opportunity to use a variety of media

techniques and applications in order to

isolate and analyze each aspect of a

linear and circular plot.

2. Students will also create a Dialectical

Journal in which they will cite evidence

and analyze text via their readings.

English 1 and 2 Teachers

2014-2015 Class time, DMAC 9-weeks assessments and EOC results

SE 10A – SPED students

Students will become familiar with the

components of the rhetorical triangle

including appeals to pathos, logos, and

ethos. They will also gather, interpret,

and analyze evidence in support of their

position and will apply above said in a

student-produced PSA (public service

announcement).


2014-2015 Ipads and Macbooks PSA rubric, nine weeks assessments

31


Goal 3 – Assessments for Learning

Hudson ISD will create assessment guidelines that will be continuous and informative reflecting student needs, learning styles and individual growth.

● Objective 3.1: Multiple assessment practices will be used each 9-week period that indicates a student’s

strengths/weaknesses with plans for intervention and/or extension of their learning.

Activity/Strategy


(#1-10)





Teacher surveys

Student surveys and assessments for learning will be conducted in order to discover student’s interests.

Counselors, CTE Director

Fall 2014 6-year plans 6-year plans results

Teachers will implement writing across all content areas through offering 3 writing opportunities for students to elaborate over learning objectives.

8 High School Teachers Each 9-week grading period throughout the 2014-15 school year

Google document/form submitted through administration

Document folder

Teachers will utilize and expose students to various assessment methods such as: multiple choice, essay, written response, open ended questions, projects, portfolios, etc.

8 Teachers 2014-2015 Needed time Student products and test data

Teachers will review data each nine weeks to assess the status of each student’s ability to learn the focused TEKS objectives.

9 Teachers Principal

2014-2015 DMAC Nine weeks assessments Semester examination

32


SE 8F U.S. History classes will create a Vietnam War vocabulary project and present the role of the media and the anti-war movement thereof

2 U.S. History Teachers 2014-2015 Ipads, macbooks, and various applications

Presentations

SE 9A Students will draw/construct complicated molecules to incorporate kinesthetic learning to further grasp the biological structure of various molecules

2,8 Biology Teachers 2014-2015 Classroom activities Science lab investigations Web-based research

Student product using rubric that reflects appropriate TEKS objectives

SE 4C Hands on activities will be incorporated to acquire knowledge of the structure and function of viruses. Multiple checks for understanding will be provided along with assessment for this topic.

2 Biology Teachers 2014 - 2015 Classroom activities Assessment data

SE 7A – SPED students Students will read "The Raven" by Edgar Allan Poe and identify examples of symbolism, allegory, and allusion within the work.


2014-2015 Books Nine weeks assessments

SE 16A – SPED students Students will become familiar with the components of the rhetorical triangle including appeals to pathos, logs, and ethos and will apply them in an argumentative essay.


2014-2015 Classroom activities Essays and nine weeks assessments

33




● Objective 3.2: Teachers will give students feedback from 2 authentic assessments during the 2014-2015

school year that help the students self-monitor and understand learning progress.

Activity/Strategy


(#1-10)





Teacher surveys

Student surveys and assessments for learning will be conducted in order to discover student’s interests

10 Administration, teachers

2014-2015 Applicable Surveys Survey results

Teachers will utilize and expose students to various assessment methods such as: multiple choice, written responses, open ended questions, essay, projects, portfolios, etc.

8 Teachers 2014-2015 Assessment training Documentation of various forms of assessments being utilized in classrooms

34


Training will be provided for teachers in creating and grading various types of assessment such as: formative, summative, and authentic

4 Administration Within the 1st nine

weeks Assessment training, teacher in-service, work days

Assessments that indicate a student’s strengths and/or weaknesses

Teachers will be provided time to develop real world problem solving activities and collaborate with peers create cross curricular and personal interest activities

8 Administration, teachers

2014-2015 Time as needed Lesson plan documents, learning walks, student products



● Objective 3.3: At least one assessment each semester will include a component that measures student

growth, as related to soft-skills and appropriate communication.

Activity/Strategy Title 1 Schoolwide Component (#1-10)



Teachers will utilize and expose students to various assessment methods such as: multiple choice, true/false, written responses, open ended questions, essays, projects, portfolios, etc.

8 Teachers 2014-2015 Assessment training Documentation of various forms of assessments being utilized in classrooms

Training will be provided for teachers in creating and grading various types of assessment such as: formative,

10 Administration Within the 1st nine

weeks Assessment training Assessments that

indicate a student’s strengths and/or

35


summative, and authentic weaknesses

Teachers will be provided time to develop real world problem solving activities and collaborate with colleagues to create cross curricular and personal interest activities

4,8 Administration, teachers

2014–2015 Time as needed Lesson plan documents, learning walks, student products

A generic soft skill rubric will be provided for teachers so that expectations of students are clear and consistent

Gayle Sims Fall 2014 AVID materials, AVID site team

Teacher and Student feedback


1,4 Administrators 2014-2015 Time as needed for feedback

Teacher surveys

SE 12C A pre-test will be administered over the flow of matter and energy through a trophic level using various models.

2 Biology teachers 2014-2015 Unit 2 Review, and weeks leading up to spring EOC

Student assessments

SE A.02B Students will work collaboratively to coordinate planes with a graph and describe characteristics through group discussion. Other students will draw the graph based upon the original student’s description.

2 Algebra teachers 2014-2015 Graphing calculators, class time

Student products and assessment results

SE 26A U.S. History classes will discuss racial, ethnic, women, and religious minorities within the context of American History utilizing small group discussion and “socratic seminar” discussion techniques. Original source documents will be used when available to guide conversations.

2 U.S. History teachers 2014-2015 Original source materials, teacher presented discussion topics

Student feedback and understanding

36


37


Goal 4 – Accountability

HISD will partner with all stakeholders to create a value-added educational system that creates an atmosphere of learning and an environment in which all students can flourish.

● Objective 4.1: Campuses will foster environments that showcase student success in innovative ways and

encourage students to take pride and ownership in their education as observed in monthly showcase

activities.

Activity/Strategy


(#1-10)



Parental involvement will be encouraged through assignment rubrics in which student interest is a focus. Student projects, CBAM team input, departmental meetins, Dad group information, community service projects will provide outlets for occurrences.

1,5 Teachers, CTE director, Administration

2014 – 2015 Rubric training, time needed

Assignment rubrics, teacher websites

Teachers will continue to utilize various assessment methods such as: multiple choice, true/false, essay, projects, portfolios, etc.

8 Teachers 2014 - 2015 Assessment training Documentation of various forms of assessments being utilized in classrooms

Community awareness and involvement will be incorporated into student work.

2,5 Teachers, Administration

2013 – 2014 Community Relations and Partnerships

Student products, Participant evaluations

Student committees, organizations, and clubs will plan and organize showcase events monthly in order to showcase and promote student achievement and involvement therein.

5,10 Student group sponsors, administrators

2014 – 2015 Newsletters, local paper, monitors in halls, bulletin boards, events, district webpage, community functions

Successful showcase of student achievement


1,4 Administrators 2014-2015 Teacher in-service/workdays, faculty meetings, survey monkey, todaysmeet.com

Teacher survey results and input

38


Administrators and teachers will continue to recognize outstanding students via the ‘Education Spotlight’ with our local newspaper

Administrators and teachers

2014-2015 Newspaper, district webpage

Professional information

G/T Student Focus: 1. Bring G/T students from Primary campuses to the high school to promote mentoring and learning opportunities with the Advanced Social Studies courses. 2. Incorporate field trip opportunities for GT students: Caddo Indian mounds, Medical summit discussion (community/parental involvment), Holocaust Museum & Natural Science exhibit. 3. Incorporate opportunities for parent help: serve breakfast before AP practice exams, community service opportunities with Hornets Helping Hands. 4. Encourage more participation by G/T students in UIL competition and taking Pre-AP and AP courses on campus.

Administration, G/T Director, counseling staff

2014-2015 Campus funds Skyward data, UIL participation

39


Goal 5 – Organizational Transformation

HISD will empower staff and students to be productive 21st century members by focusing on students’ interests and encouraging self-directed learners.

● District administrators will begin to implement flexible schedule planning throughout the 2013-2014 school

year with those concepts being put into place during the 2014-2015 school year.

Activity/Strategy


(#1-10)



Teachers will be provided time to develop real world problem solving activities and collaborate with fellow colleagues to create interdepartmental and cross- curricular activities

4,8 Administration, teachers 2014-2015 Teacher in-service/workdays, early release days

Lesson plan documents, learning walks, student products

The campus will continue to utilize flexible scheduling to accommodate activities such as: study hall, EOC remediation, flexible tutorials, teacher trainings, club meetings, student assemblies, etc.

1,2,10 Administration 2014 – 2015 Funding, district administrative review

District calendar, master schedule

Provide clear expectations and frequent feedback in relation to goals and objectives


Teacher surveys

The PENDA program will be utilized in the math and science departments to promote collaborative learning communities directly aligned to TEKS objectives.

2,9 Teachers 2014 - 2015 PENDA, Computer labs Assessment data

Continue to provide online learning for college and high school credit. Promote online credit acquisition through 6-year plan student meetings, student schedule choice, and recruitment within the CTE department.

10 CTE director, counselors, administration

2014 – 2015 Funding, availability of programs, student input/schedules

Course section data

40


Students receiving EOC Remediation will have a specialized schedule utilizing the tutorial and study hall time periods within the hybrid block schedule.

Counseling staff, Administration, teachers

2014 - 2015 Flexible schedule Student EOC results, teacher and student feedback

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