Lamar High SchoolAn International Baccalaureate World School
Five-Year Plan: Fall 2012 - Spring 2017
with2012-2013 School Improvement Plan
Mission andVision
StudentExpectations
BestPractices
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Table of Contents
Lamar High School Positioning Statement .........................................................................4
The Five-Year Plan Fall 2012 – Spring 2017 .......................................................................4
Mission and Vision .................................................................................................................4
Student Expectations .............................................................................................................5
Best Practices ............................................................................................................................6
Lamar High School Long Range Planning Process ...........................................................7
School Improvement Plan – 2012-13 .................................................................................11
Executive Summary .............................................................................................................11
Action Plan .............................................................................................................................14
Addendum ..............................................................................................................................18
Lamar High School Five-Year PlanFall 2012- Spring 2017 with the
2012-2013 School Improvement Plan
Positioning StatementLamar High School provides the best opportunity for a diverse group of students to receive a rigorous, internationally accredited education, with a broad range of extracurricular activities, in a safe and nurturing environment.
Mission and Vision
SDMC Observations
What evidence did we observe from our future students? 1. High-levels of active student to student and student to
teacher engagement. 2. Whole class and small group instruction, discussion,
problem-solving, and posing and answering high-level questions.
3. Being engaged in multiple activities at the same time. 4. Instructional is student centered rather than teacher
centered. 5. Teachers serve as a facilitator or coach to learning. 6. High levels of research and problem-solving. 7. Interactive, inclusive technology 8. Numerous resources 9. Collaborative learning 10. Positive teacher student rapport 11. Student are very social, highly relational and collaborative 12. Students are more knowledgeable about their world and
more technologically connected.
Research Dr. Stephen Klineberg, reports that we must “grow into a more environmentally and aesthetically and appealing urban destination, and develop the research centers that fuel the engines of growth in the new economy. Dr. Stephen Klineberg states that we must “develop into a much more unified and inclusive multi-ethnic society, in which equality of opportunity is truly made available to all citizens and all of its communities are empowered to participate as full partners in shaping the Houston future.”
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Our Actions—1The vision of Lamar High School is to provide a quality education in a safe, student-centered learning environment that facilitates high quality educational opportunities for every student. Both faculty and staff will generate teaching and learning that supports critical thinking, high achievement, ethical behavior, and respect for intercultural diversity. Leadership, service and positive character traits will be nurtured by and for all. Teachers, administrators, staff, students, and parents alike are charged with preparing each student to be productive citizens in a technological and global society.
IB Mission StatementThe International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.
To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.
These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
LHS Mission StatementM. B. Lamar High School encourages ALL students to be inquiring and knowledgeable individuals who can achieve their highest potential within an atmosphere of shared responsibility, academic challenge, intercultural understanding and mutual respect.
Our Actions—2Technology will have a pervasive presence that will be acknowledged, not only as a vehicle for presenting instruction but also for driving a majority of instruction. In this technology-driven environment, highly-engaging, interactive, student-centered instructional activities remain necessary to ensure learning. Student enthusiasm participation and ability to learn independently and cooperatively will be guided by non-traditional instructional strategies. Instructional staff will support these important factors to meet the ongoing needs of students.
IB Learner ProfileThe aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.
Lamar High Schools aims to develop students who are:Inquirers, Knowledgeable, Thinkers, Communicators, Principled, Open-minded, Caring, Risk-takers, Balanced, and Reflective.
Student Expectations
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SDMC Observations
What evidence did we observe from our future students? 1. High-levels of active student to student and student to
teacher engagement. 2. Whole class and small group instruction, discussion,
problem-solving, and posing and answering high-level questions.
3. Being engaged in multiple activities at the same time. 4. Instruction is student centered rather than teacher
centered. 5. Teachers serve as a facilitator or coach to learning. 6. High levels of research and problem-solving. 7. Interactive, inclusive technology 8. Numerous resources 9. Collaborative learning 10. Positive teacher student rapport 11. Student are very social, highly relational, open-minded
and collaborative 12. Students are more knowledgeable about their world
and more technologically connected. 13. Students desire interdependence while maintaining
independence.
Research Daniel Willingham: Why Don’t Students like School?: People are naturally curious, but we are not naturally good thinkers; unless the cognitive conditions are right, we will avoid thinking.” (p. 3) Gary Small, M.D.: iBrain: “Researchers have already developed a neurochip that links together living brain cells and silicon circuits. The electronic currents in the semiconductor material of the chip record the electrical currents of the neuron, allowing direct communication between living cells and machines.” (p. 187) “Digital Natives are much more likely to multitask than are Digital Immigrants.” (p. 32) “Digital Natives are compelled to buy the hottest and the latest devices—they will happily replace perfectly functioning equipment with a new innovation because it’s faster, clearer, more powerful, bigger, or smaller—whatever is in fashion.” Mike Schmoker: Focus—Elevating the Essentials to Radically Improve Student Learning: “Good lessons respect the limits of memory and the average attention span; importantly, learners need the chance to process new information every few minutes. If we want all students to learn, they need frequent opportunities to talk, write, share, and compare their thoughts.” (pp. 71, 72)
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Best Practices
Our Actions—3
Professional learning will support teachers and students in developing the knowledge, skills, practices, and dispositions necessary to help students perform at the highest international levels of rigor. We will increase equity of access to advanced academic classes providing a high quality education for every student. Teachers will take an active role in their continuous development and leaning. In if all of our learning we will seek to find ways to help students better understand their responsibilities to use their own talents and knowledge to help make our world a more peaceful and productive place for all people.
Approaches to Learning
The goal of ATL is to enable students to apply a range of ATL skills in different learning situations. As students are engaged, they will become aware of the special nature of ATL and will come to understand it as common to all subjects. Their understanding of its purpose in teaching and learning and their engagement with a school-wide ATL framework will give students the tools to recognize their responsibilities for their own learning and the community’s responsibilities for maintaining productive, cooperative and safe learning environments. Students’ ongoing reflections on their learning and on the learning processes will lead to deeper awareness and understanding of themselves as learners and of their preferred learning styles. As teachers plan to integrate this area with their subject content, they should consider approaches to learning in terms of the learning expectations.
SDMC Observations
What evidence did we observe from our future students?
1. High-levels of active student to student and student to teacher engagement.
2. Whole class and small group instruction, discussion, problem-solving, and posing and answering high-level questions.
3. Being engaged in multiple activities at the same time.
4. Instruction is student centered rather than teacher centered.
5. Teachers serve as a facilitator or coach to learning.
6. High levels of research and problem-solving. 7. Interactive, inclusive technology 8. Numerous resources 9. Collaborative learning 10. Positive teacher student rapport 11. Student are very social, highly relational, open-
minded and collaborative 12. Students are more knowledgeable about their
world and more technologically connected. 13. Students desire interdependence while
maintaining independence.
Research “Successful schools tend to envision a system focused on the future. The goal is to teach students how to think—not simply what to know.” Dr. Will Daggett: International Center for Leadership and Education “High expectations for students are not the [only] driving variable. What truly matters is how high the expectations that the staff have for themselves.” Dr. Todd Whitaker: What Great Principals Do Differently “…a number of studies have provided evidence that…the one factor that surfaced as the single most influential component of an effective school is the individual teachers within that school.” Dr. Robert Marzano: The Art and Science of Teaching “If students become engaged in the right ‘stuff,’ they are likely to learn what we want them to learn.” Phillip C. Schlechty: Working on the Work “Schools are like airport hubs; student passengers arrive from many different backgrounds for widely divergent destination. Their particular takeoffs into adulthood will demand different flight plans (Levine, 2002, p. 336).” Dr. Carol Ann Tomlinson: Fulfilling the Promise of the Differentiated Classroom
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Lamar High School Long Range Planning Process Review of the First Five-Year Plan (Fall 1998-Spring 2003)—Focus on Learning In 1997, the SDMC began the study of current and future needs of Lamar High School. The charge was to change the way teaching and learning occurred in the classroom. Based upon the research of Educational Impact, Lamar sought ways to make a more student-friendly and more productive learning environment. A primary consideration was to emphasize student personalization and individualization. The restructuring plan developed two driving concepts: organize students into smaller groups for better access and accountability; provide staff development for all staff, students, and volunteers in order to accommodate the necessary skills, practices, and strategies. Review of Second Five-Year Plan (Fall 2003-Spring 2008)—Focus on Student Personalization In 2007, the SDMC began the first steps of the Third Five-Year Plan by reviewing the Second Five-Year Plan. Members reminded themselves of the foundational beliefs included in the previous plan and agreed that these must be embedded in the ensuing plans. Heading the list is the goal that all students will learn and the charge that “whatever it takes” must be done to guarantee student success. A common thread is the idea that learning is accomplished through student-centered, inclusive and global learning strategies. Another major tenet is the importance of an emotionally and physically safe learning environment. Inherent in this belief is the need for character education for all students and an overriding attitude of common decency. With a vision toward tomorrow and a wont to foster student leadership, the necessity to constantly search for the “right things” for students to learn is unavoidable. Review of the Third Five-Year Plan (Fall 2008-Spring 2012)—Focus on Differentiated and Interactive Learning Development of the Fourth Lamar High School Five-Year plan began in 2011 with an SDMC review of the Third Five-Year Plan. The foundational beliefs included in the previous plan are embedded and supported by the current plan. A priority of the previous plan was the initiation of multi-sensory instruction, wherein emotional attachments to topics and interdisciplinary connections exist. Another initiative was the establishment of positive, student-centered classrooms. Finally, the previous plan recommended the elimination of excessive use of one type of technology and supplanted it with fully integrated technology central to classroom instruction. Considerations for the Fourth Five-Year Plan (Fall 2012-Spring 2017)—Focus on Collaborative, Brain-based Student-to-Student, and Technology Infused Learning
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To assure relevant topics are the focus of all learning, the SDMC embraced the following guiding concepts:
• student/teacher interaction • classroom arrangement and learning environment • differences and similarities of today’s students compared to students five years
ago • predictions about instructional needs of today’s students as they enter Lamar High
School in five years To address these guiding concepts, the SDMC studied the research of Dr. Stephen Klineberg, Ph.D. of Rice University’s Kinder Institute for Urban Research, and conducted classroom observations at eight Houston area elementary and middle schools. Alignment to Lamar High School’s Mission Statement, Vision, and the IB Mission Statement was a priority. Dr. Klineberg’s research supports the changing face of Houston and the transformation of economic and demographic changes over the past thirty years, and the impact on education. “The ‘resource economy’ of the industrial era, for which the city was so favorably position, has been replaced by a new high-tech, knowledge-based, fully worldwide marketplace. The traditional ‘blue collar path’ to financial security has now largely disappeared. Almost all the good-paying jobs today require high levels of technical skills and educational credentials. In this increasingly unequal, hourglass economy, ‘What you earn,’ as the saying goes, ‘depends on what you’ve learned’.” Dr. Klineberg states that as result of these findings major new immigrant flows-non-European and a striking socioeconomic diversity—is rapidly transforming the composition of the Houston populations. “Houston is at the forefront of the new diversity that is refashioning the socio-political landscape of urban America. Houston is one of the most culturally diverse metropolitan areas in the country and all of its ethnic communities are now ‘minorities.’ Younger generations are disproportionately non-Anglo and generally far less privileged, in terms of their levels of income, education, health status, and life chances.” Klineberg continues to state that to prosper in the high technology, knowledge-based, worldwide economy we will need to nurture a far more educated workforce and fashion policies to reduce the growing inequities and prevent the rise of a new urban underclass. We will need to grow into a more environmentally and aesthetically and appealing urban destination, and develop the research centers that will fuel the engines of growth in the new economy. And, we will need to, “Develop into a much more unified and inclusive multiethnic society, in which equality of opportunity is truly made available to all citizens and all of its communities are empowered to participate as full partners in shaping the Houston future.”
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Classroom Observations The SDMC campus observations produced the following findings:
• Student-teacher interaction o High level of active student-to-student and student-to-teacher engagement o Whole class and small group instruction, discussion, problem-solving, and
posing and answering high-level questions o Students were engaged in multiple activities at the same time o Instruction was student-centered rather than teacher-centered o Teachers served as a facilitator or coach to learning o High levels of research and problem-solving o Interactive, inclusive technology
• Classroom arrangement and learning environment o Students working in groups of four to six o Visually stimulating instructional environment o Numerous resources o High levels of technology integration o Collaborative learning o Positive teacher-student report
• Differences and Similarities from Five Years Ago o Students today are more enthusiastic and desire to be engaged in the
learning. o Students are highly comfortable with technology and expect electronic
strategies to lead their learning. o Students are very social, highly relational, open-minded, and
collaborative. o Students today are likely to want and need instant gratification. o Students are more advanced, collaborative, inquisitive, creative, and
engaging. o Students tend to be more outgoing, willing to share ideas, and more
socially engaged in learning. o Students are more knowledgeable about their world and more
technologically connected. o Students desire interdependence while maintaining independence.
• Specific instructional needs five years from now o Large working spaces o Teachers who are technically savvy o Creative instructional strategies that include technology, hands-on,
interactive activities o Rigorous math and reading instruction o Small class sizes o Student expectations for choice and or multiple-learning activities o Technology must become an integral part of all learning
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Conclusion
By 2017, students and teachers will be “technology savvy”. They will benefit
from instruction that includes technology, which will be an integral part of all learning. Teachers will plan and manage instruction that represents high rigor, interactive engagement in cooperative/differentiated groups. There will not be power points for instruction; instead, there will be movement within the classroom and an environment of interdependence and independence between teacher and student.
Technology will have a pervasive presence that will be acknowledged, not only as
a vehicle for presenting instruction but also for driving a majority of instruction. In this technology-driven environment, highly-engaging, interactive, student-centered instructional activities remain necessary to ensure learning. Student enthusiasm participation and ability to learn independently and cooperatively will be guided by non-traditional instructional strategies. Instructional staff will support these important factors to meet the ongoing needs of students.
Finally, our SDMC studies have identified five critical areas for further research
and discussion • Exploration of brain-based learning and student engagement • Exploration of rigor as a key ingredient for student success • Exploration of differentiated instruction • Identification and incorporation of instructional technology that prepares
students for the technology revolution • Development of a more unified and inclusive multiethnic learning
environment Commitment to our foundation as an IB World School will encompass all of our work and shape our final outcomes.
Page 11Executive Summary 2010 – 2011
Mirabeau B. Lamar High School
Dr. James A. McSwain, Principal
2012-2013
Continuous School Improvement Planning Goals Houston Independent School District
Executive Summary
Information Brief narrative summary of how we do business, why we exist and who we are. Lamar High School provides a high-quality education in a safe, student-centered learning environment that facilitates educational opportunities for every student where leadership, service, and positive traits are nurtured, thereby, preparing each student to be productive citizens in a technological and global society. Lamar serves a diverse student population of 35% Hispanic, 27% African-American, 32% White, and 2% Asian, 3% Pacific Islander, 1% Two or more races, and >1% Native American. The faculty and staff will generate teaching and learning that supports critical thinking, high achievement, ethical behavior, and a respect for intercultural diversity. We provide college preparation for all students. Lamar is an International Baccalaureate World School, with the largest Middle Years Program in the U.S. All ninth and tenth grade students participate in the IB Middle Years Programme. In 2011-2012, more than 1600 exams were taken for IB Diploma classes (52% of the senior class). IB Diplomas were granted to106 students (15% of the senior class). Lamar students contributed more than 31,000 hours of community service. In collaboration with the Houston Community College, there are presently 643 students in grades 11 and 12 enrolled in dual-credit courses, both classroom and online. In 2012, there are 1,400 students in grades 9-12 enrolled in IB Pre-Diploma, IB Diploma, and AP classes. In 2012, 97% of seniors were Texas Recommended Scholars. Approximately 82% of Lamar graduates attend college or some other form of post-secondary training. In 2012, Lamar maintained Recognized in the state’s accountability system. Lamar has closed the achievement gaps in ELA and Social Studies, and is committed to that goal in Math and Science.
Comprehensive Needs Assessment Brief narrative summary of results of needs assessment. Lamar’s strengths in student achievement include aggregate TAKS scores on all tests for the following sub groups: African-American – 89.7%; Hispanic – 87.7%; White – 97%; Economically disadvantaged – 87.2%; all students – 89%. Areas for improvement are indicated by the disaggregated TAKS scores for the following grades: 9th grade math – 75%; 10th grade math – 79% and science – 76%, and disaggregated by ethnicity: African-American math – 74%; Hispanic math – 72% and science – 70%, with Economically Disadvantaged at 70% in math and science, and disaggregate STAAR 9th grade EOC scores for Hispanic writing—64%, African-American writing—75%. Lamar’s Master Teacher Academy lesson designs for core subjects combine CLEAR curriculum TAKS
Page 12Executive Summary 2010 – 2011
aligned with Kilgo scope and sequence, student expectations, and teaching pedagogy that utilizes brain-based strategies, Bloom’s higher levels of cognition, Marzano’s strategies for instructional rigor, Erickson’s areas of complexity, IB Middle Years Programme strategies of rigor, relevance, and relationships, authentic formative and summative assessments, the Lesson Cycle, Lamar’s Teaching Model, and modifications and accommodations of differentiated instruction for all student populations. Based on the specifics of the comprehensive needs assessment, Lamar HS is on the forefront of engagement, differentiated instruction, and building success and achievement for students. This is evident in the support Lamar receives from parents, teachers, and members of the business community.
Inquiry Process and Analysis Brief narrative summary of where we are now and where we want to be. Lamar’s academic strengths and student successes are a direct result of data driven decisions implemented through best practices for teaching and learning which are developed and expanded through weekly Subject Area Team planning and Interdisciplinary Clusters groups while working closely with student interventions that are systematic, timely, and directive. Lamar’s areas for improvement focuses on data driven decisions for incoming students and continuous improvement in 9th and 10th grade math and science. SMART Goals, based on root cause, address student achievement and college preparedness: 1. On the 2013 TAKS, Lamar High School will continue to close the achievement gap for all students in all subgroups. All subgroups will achieve 80% or above and Hispanic and Economically Disadvantaged students, specifically, will each increase from 77% to 80% or higher on TAKS, and will achieve or maintain 80% or above on 9th grade STAAR/EOC. 2. Lamar High School graduating seniors will demonstrate college preparedness by completing at least one advanced academic course during their high school career. This will increase from 75% for the class of 2012 to 78% for the class of 2013. 3. Lamar High School graduating seniors will demonstrate college preparedness by maintaining or increasing the percentage of college ready graduates in English / Language Arts and Math from 74% to 76%, as identified in the AEIS report.
Quality Design and Planning Brief narrative summary of our gaps and how we will get to where we want to be. Lamar’s SMART goals are supported by the IB middle Years Programme and Diploma Programme, data driven decisions utilizing best practices for teaching and learning implemented through weekly Subject Area Teams and Interdisciplinary Cluster meetings. Lamar’s four-stage Pyramid of Interventions is initiated at the classroom level, moves to the Interdisciplinary Cluster, and ultimately to the Family Offices and Student Service Center. No zeros can be given without Interdisciplinary Cluster approval. Criterion-referenced assessment corresponds to subject-specific objectives and is not subject to teacher judgment. Lamar’s annual Professional Development Conference, developed and implemented by teacher leaders and members of the administrative team occurs the four days prior to the fall semester. Weekly meetings of Subject Area Teams and Interdisciplinary Clusters continue to study best practices for teaching and learning, authentic formative and summative assessments, criterion-referenced assessment through collaboration and peer observations.
Page 13Executive Summary 2010 – 2011
Lamar has numerous business and community partnerships that produce mentoring programs, and collaborations with the Business Administration magnet program, and the Student Service Center mentoring and tutorial programs.
Continuous Improvement Monitoring and Evaluation Brief narrative summary of how we will monitor and evaluate our efforts throughout the school year. On-going assessment uses common assessments (at least 2 per grading cycle), six-week tasks, and standardized test scores (TAKS; EOC) to inform instruction and learning. Teacher leadership teams (SATs and IDCs) and the administrative leadership team meet weekly to provide systems for continuous monitoring and evaluation. The Site-Based Decision Making Committee (SDMC) meets monthly to monitor and evaluate implementation of the Continuous School Improvement Plan and Lamar’s third five-year plan.
Mirabeau B. Lamar High School High School
Dr. James McSwain, Principal
2012-2013
Continuous School Improvement Planning Goals Houston Independent School District
Action Plan
Presented and approved by faculty on May 17, 2012.
Presented to parents and community on May 17, 2012.
Signatures
(Signature on file)
PTO/PTA Parent Representative Date (Signature on file)
Teacher Representative Date (Signature on file)
Principal Date (Signature on file)
School Improvement Officer Date (Signature on file)
Chief School Officer Date
The signatures of the School Improvement Officer and the Chief School Officer indicate that this document has been reviewed by them
and they certify that this document meets all district requirements for a School Improvement Plan.
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Pag
e 1
of 3
M
. B. L
amar
Hig
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2012
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3 G
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less
on
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b; M
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fic tr
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ng d
ates
Page 15
Pag
e 2
of 3
4.
Cam
pus-
wid
e pr
ofes
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al d
evel
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focu
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Inst
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Adm
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trato
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haus
; mon
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incl
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rate
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S
peci
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duca
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Fund
s A
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201
2 to
May
201
3
Goa
l 2:
Lam
ar H
igh
Sch
ool g
radu
atin
g se
nior
s w
ill d
emon
stra
te c
olle
ge p
repa
redn
ess
by c
ompl
etin
g at
leas
t one
adv
ance
d ac
adem
ic c
ours
e du
ring
thei
r hig
h sc
hool
car
eer.
Thi
s w
ill in
crea
se fr
om 7
5% fo
r the
cla
ss o
f 201
2 to
78%
for t
he c
lass
of
2013
. (al
igne
d w
ith A
ctio
n 2)
Stra
tegy
/Act
ion
Per
son
Res
pons
ible
Fo
rmat
ive/
Sum
mat
ive
Mea
sure
men
t R
esou
rces
N
eede
d Ti
mel
ine
5.
Mor
e st
uden
ts w
ill b
e en
cour
aged
to
take
adv
ance
d ac
adem
ic c
ours
es
thro
ugh
teac
her r
ecom
men
datio
ns
and
reco
rds
revi
ew o
f cur
rent
and
in
com
ing
stud
ents
.
Adv
ance
d A
cade
mic
Sta
ff;
Aca
dem
ic
Adv
isor
s;
Reg
istra
r; Te
ache
r A
dvoc
ates
; S
ubje
ct A
rea
Team
s (S
AT)
Num
ber a
nd p
erce
nt o
f st
uden
ts c
ompl
etin
g te
nth
grad
e P
erso
nal P
roje
ct;
num
ber a
nd p
erce
nt o
f st
uden
ts re
ceiv
ing
the
IB
Dip
lom
a; n
umbe
r and
pe
rcen
t of s
tude
nts
rece
ivin
g IB
Cer
tific
ates
. nu
mbe
r and
per
cent
of
stud
ents
taki
ng A
dvan
ced
Pla
cem
ent c
ours
es;
num
ber a
nd p
erce
nt o
f st
uden
ts ta
king
Dua
l Cre
dit
cour
ses.
IB a
nd A
P tr
aini
ng;
Pro
fess
iona
l D
evel
opm
ent
budg
et
June
201
2 to
Jun
e 20
13
6.
Dai
ly b
efor
e an
d af
ter s
choo
l te
ache
r-le
d se
min
ars
will
sup
port
skill
s ne
eded
in a
dvan
ced
acad
emic
cl
asse
s fo
cusi
ng o
n ga
ps le
arne
rs
may
hav
e to
inhi
bit s
ucce
ss.
Adv
ance
d A
cade
mic
Sta
ff
Num
ber a
nd p
erce
nt o
f st
uden
ts c
ompl
etin
g10th
gr
ade
Per
sona
l Pro
ject
; nu
mbe
r and
per
cent
of
stud
ents
rece
ivin
g th
e IB
D
iplo
ma;
num
ber a
nd
perc
ent o
f stu
dent
s re
ceiv
ing
IB C
ertif
icat
es.
num
ber a
nd p
erce
nt o
f st
uden
ts ta
king
Adv
ance
d P
lace
men
t cou
rses
; nu
mbe
r and
per
cent
of
stud
ents
taki
ng D
ual C
redi
t co
urse
s.
Tuto
rial b
udge
t; A
dvan
ced
Aca
dem
ic s
tude
nt
skill
set
dat
a.
June
201
2 to
Jun
e 20
13
Page 16
Pag
e 3
of 3
7.
The
Lam
ar N
inth
Gra
de S
umm
er
Aca
dem
y w
ill n
urtu
re c
hara
cter
istic
s of
the
IB L
earn
er P
rofil
e,
spec
ifica
lly, t
o fa
mili
ariz
e in
com
ing
stud
ents
with
ski
lls n
eede
d to
su
ccee
d in
adv
ance
d ac
adem
ic
clas
ses.
Adv
ance
d A
cade
mic
sta
ff;
Inst
ruct
iona
l S
peci
alis
t; D
irect
or
of C
olle
ge
Adv
isem
ent;
Sum
mer
Aca
dem
y te
ache
r tea
ms
Num
ber o
f nin
th g
rade
st
uden
ts s
ucce
ssfu
lly
com
plet
ing
one
or m
ore
adva
nced
aca
dem
ic
cour
ses.
Sum
mer
Aca
dem
y bu
dget
; IB
Onl
ine
Cur
ricul
um C
entre
June
201
2 to
Jun
e 20
13
Goa
l 3:
Lam
ar H
igh
Sch
ool g
radu
atin
g se
nior
s w
ill d
emon
stra
te c
olle
ge p
repa
redn
ess
by m
aint
aini
ng o
r inc
reas
ing
the
perc
enta
ge
of c
olle
ge re
ady
grad
uate
s in
Eng
lish
/ Lan
guag
e A
rts a
nd M
ath
from
74%
to 7
6%, a
s id
entif
ied
in th
e A
EIS
repo
rt. (a
ligne
d w
ith A
ctio
n 3)
Stra
tegy
/Act
ion
Per
son
Res
pons
ible
Fo
rmat
ive/
Sum
mat
ive
Mea
sure
men
t R
esou
rces
Nee
ded
Tim
elin
e
8.
Gra
de le
vel a
ppro
pria
te in
form
atio
nal
mee
tings
and
act
iviti
es fo
r all
pare
nts
and
stud
ents
will
be
prov
ided
to in
form
and
pr
epar
e st
uden
ts fo
r pos
t sec
onda
ry
optio
ns.
Dire
ctor
of C
olle
ge
Adv
isem
ent;
Aca
dem
ic
Dea
ns
Cal
enda
r and
topi
c lis
ts fo
r ev
enin
g pa
rent
/stu
dent
se
min
ars.
Mee
ting
spac
e,
publ
icity
, and
in
form
atio
nal
mat
eria
ls.
July
, 201
2 -
Aug
ust,
2013
9.
Sop
hom
ores
and
juni
ors
will
take
the
PS
AT
and
CO
MP
AS
S te
sts
in p
repa
ratio
n fo
r app
licat
ion
to c
olle
ge. A
lso,
all
juni
ors
will
all
take
the
SA
T du
ring
the
scho
ol d
ay.
Dire
ctor
of C
olle
ge
Adv
isem
ent;
Aca
dem
ic
Dea
ns
Num
ber a
nd p
erce
nt o
f st
uden
ts in
the
clas
s of
20
13 w
ho a
re e
xem
pt fr
om
TSI r
equi
rem
ents
.
HIS
D a
nd c
ampu
s bu
dget
. Fa
ll an
d sp
ring
sem
este
rs,
2012
-201
3
10. A
ll pr
ofes
sion
al s
taff
will
rece
ive
train
ing
in In
tern
atio
nal B
acca
laur
eate
pr
ogra
m a
nd s
trate
gies
, diff
eren
tiate
d in
stru
ctio
n an
d in
terv
entio
n, a
nd b
rain
-ba
sed
lear
ning
.
Adv
ance
d A
cade
mic
st
aff;
Aca
dem
ic
Adv
isor
s; A
dult
Adv
ocat
es; D
irect
or o
f P
rofe
ssio
nal
Dev
elop
men
t
Teac
her t
rain
ing
will
be
mon
itore
d by
mea
ns o
f th
e La
mar
Moo
dle
site
, an
d IB
and
Adv
ance
d A
cade
mic
trai
ning
re
cord
s.
Inte
rnat
iona
l B
acca
laur
eate
; A
SC
D; B
ook
stud
y
Dai
ly fr
om
Aug
ust,
2012
to
Jul
y 20
13
Page 17
Page 18
SIP Addendum 2010-2011 Page 1 of 6
Addendum M. B. Lamar High School
James A. McSwain, Principal
2012—2013
Continuous School Improvement Planning Houston Independent School District
Each school year the principal of each school campus, with the assistance of the campus-level committee, must develop, review and revise the campus improvement plan for the purpose of improving student performance for all student populations, including students in special education programs under Education Code Chapter 29, subchapter A, with respect to the academic excellence indicators and any other appropriate performance measures for special needs populations. Education Code 11.252 (b). Each campus improvement plan must:
Utilize a school wide planning team to complete the needs assessment (NCLB). o Organizational structure, shared-decision making, methods of communication
and membership and composition of the SDMC (Addendum). Assess the academic achievement for each student in the school using the academic excellence
indicator system (AEIS). Identify data sources and analyze data (NCLB). o Who are we? Where are we now? o Where are we today? (FIP). o Specified in Executive Summary under “Analysis”.
Set the campus performance objectives based on the academic excellence indicator system, including objectives for special needs populations, including students in special education programs under Education Code Chapter 29, subchapter A. Clarify the vision for reform (NCLB).
o Why do we exist? Where do we want to be? What are the gaps? o Where are we now? How do we want to be? How will we get there? (FIP) o Specified in Executive Summary under “Information” – Mission, Vision, Values. o SMART Goals specified in Executive Summary under “Analysis”.
Identify how the campus goals will be met for each student. o How do we do business? How can we get to where we want to be?
Determine the resources needed to implement the plan. o How can we get to where we want to be? o What materials do we need, and how will we pay for them? (FIP)
Identify staff needed to implement the plan. o How can we get to where we want to be? o Who will get us there? (FIP)
Set time lines for reaching the goals. o How can we get to where we want to be? o When will we perform the activities? (FIP)
Measure progress toward the performance objectives periodically to ensure that the plan is resulting in academic improvement.
o How will we evaluate our efforts? o How do we know we are getting there? How will we evaluate success? (FIP)
Provide for a program to encourage parental and community involvement at the campus. o Addendum
Include goals and methods for violence prevention and intervention on campus. o Addendum
Create a school profile that includes (NCLB): o Student Needs – (Executive Summary – Analysis) o Curriculum and Instruction (Executive Summary – Quality Planning) o Professional Development (Addendum)
Page 19
SIP Addendum 2010-2011 Page 2 of 6
o Family and Community Involvement – (Addendum) o School Context and Organization – (Executive Summary – Information)
Identify all funding sources in the Resources Needed column of the SMART Goals document. o Fund Sources (GF1, SCE, TI, TII, TIII, AMI, ARI…)
Have not met Adequate Yearly Progress see AYP Section after Professional Development Section.
Principal Signature Date
Needs Assessment The data used for our needs assessment is derived directly from the results of our TAKS and Stanford scores, as well as the TEA Accountability tables, AEIS, data from PEIMS, HISD Chancery, and from teacher and student surveys and parent workshops. Our planning process framework is derived from the work of Dr. Victoria Bernhardt and can be found in the HISD Continuous School Improvement Planning Guide. All of the work is grounded in the concepts of professional learning communities.
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 three 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 CLEAR and the staff development which accompanies it, the use of Model 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 at the feeder pattern, HISD and regional offices. 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 100% of our classroom teachers are appropriately certified for the position they hold.
6. Strategies to increase parental involvement – Open houses and monthly parent meetings are held in both
English and Spanish to increase parents in the school’s 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.
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
Page 20
SIP Addendum 2010-2011 Page 3 of 6
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 and PASS
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.
Organizational 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. It meets monthly and as needed to discuss issues brought forth by the administration, staff, parents, or community. The Council 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 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 Communication 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 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.
Page 21
SIP Addendum 2010-2011 Page 4 of 6
Membership Composition of the Shared Decision-Making Committee
Number of Classroom Teachers (2/3) 8 Number of Parents 5 Number of School-based Professionals (1/3) 4 Number of Community Members 3 Number of Non-Instructional Staff 3 Number of Business Members 1 Principal 1 Students 2
Name of SDMC Member Position (Term expires) James McSwain Principal Robin Bissell Classroom Teacher Simon Chardey Classroom Teacher Joseph David Classroom Teacher Amy Downey Classroom Teacher Tyrone Green Classroom Teacher Kimberly Lis Classroom Teacher Chris Mahendran Classroom Teacher Angela Rice Classroom Teacher Laura Dietert Other School-Based Holly Gibson Other School-Based Jason Spencer Other School-Based Keeley Simpson Other School-Based Ricardo Lozano Non-Instructional Gary Patterson Non-Instructional Brad Weber Non-Instructional Katy Burton Parent Richard Hightower Parent Mandy Nathan Parent Edlyn Pursell Parent Laura Rosenfield Parent Chelsey Izegbu Student Robert St. Clair Student Fran Callahan Community Member Mary Lynn Khater Community Member Patricia Rosenberg Community Member Roberto Gonzalez Business Member
State Compensatory Education Total amount of State Compensatory Education Funds. $132,050 Personnel funded with State Compensatory Education Funds (number of FTEs.)
Teacher, English Teacher, English Total FTEs funded with State Compensatory Education Funds.
0.90 1.00 1.90
Lamar High School uses State Compensatory Funds to provide services to students at-risk of dropping out of school. Four excess cost teachers will be partially funded. One hourly lecturer position is to supervise students at the “Bridge” program. One licensed social worker to counsel students at the “Bridge” in drug and alcohol dependency. Food and supplies are for students at the “Bridge.” State Compensatory Funds are coded in the Resources Needed column of the campus goals as SCE $147,087. These supplemental state compensatory education funds are used to enhance the Title 1 school wide program at our campus.
Parent and Community Involvement Goal For 2012-13, the percent of parents and community members attending PTO meetings will increase by 8%. Formative At the end of the first semester, the percent of parents and community members attending PTO
meetings will be reviewed to determine progress. Summative At the end of the school year, the percent of parents and community members attending PTO
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
Page 22
SIP Addendum 2010-2011 Page 5 of 6
For 2012-13, discipline referrals for drugs, alcohol, and tobacco will be reduced by 8% 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. Summative At the end of the school year, the discipline referrals will be reviewed to determine the percent of
referrals for tobacco, alcohol, and other drug use or possession Strategy Implement and monitor the school wide safety and security plan.
Violence Prevention Goal For 2012-13, the discipline referrals for fighting/assaults will be reduced by 8% from the previous school year. Formative Each grading period the discipline referrals will be reviewed to determine the percent of referrals. Summative At the end of the school year, the discipline referrals will be reviewed to determine the percent of
referrals for fighting and assaults. Strategy Implement and monitor the school wide safety and security plan.
Attendance Goal For 2012-13, the ADA student attendance will be at or above 95%. 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. Summative The year-end ADA will be reviewed to determine if the annual attendance objective was met. 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 For 2012-13 the percent of students meeting ARD expectations will be at or above 85% Formative Each grading period, students’ progress on TEKS will be monitored and reviewed. Summative Results of the TAKS I and/or TAKS Modified tests will be reviewed to determine if the ARD
objectives were met. Strategy Provide differentiated instruction to address learning needs of identified special needs students.
Highly Qualified Teacher Goal For 2012-13, the percent of highly qualified teachers in the core academic areas will be at or above 95%. 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. Summative At the end of the school year, the percent of teachers in the core academic areas who are highly
qualified will be reviewed to see if the objective was met. Strategy Conference with teachers to implement a plan to become highly qualified.
Secondary Drop – Out Prevention Goal For 2012-13, the dropout rate will be 5% or less with no student group exceeding 5%. Formative Each grading period the documentation will be reviewed for students who have checked out of
school. Summative 2012-13 drop-out data will be reviewed. Strategy Monitor school leavers bi-weekly, contact parents and implement intervention plans.
High School AEIS Goal – Ninth Graders The percent of 2012-13 first time ninth grade students who advance to the tenth grade (fall to fall) will be at least 90%. Formative After each grading period, the number of incoming ninth grade students who are at-risk for failing
one or more classes will be reviewed. Summative At the end of the school year (August), the percent of incoming (previous fall) ninth graders who
advanced to the tenth grade will be reviewed to see if the objective was met. Strategy Inform parents and students about graduation requirements and college/career readiness skills
and programs. Guide students to appropriate testing, classes and programs.
High School AEIS Goal – Texas Scholars For 2012-13, the percent of graduates who are Texas Scholars will be at or above 93%. Formative Each semester prepare a list of students who have opted out of the Texas Scholar program by
grade level. Summative At the end of the school year, calculate the percent of graduates who are classified as Texas
Page 23
SIP Addendum 2010-2011 Page 6 of 6
Scholars. Strategy Inform parents and students about graduation requirements and college/career readiness skills
and programs. Guide students to appropriate testing, classes, and programs.
High School AEIS Goal – Advanced Courses For 2012-13, the percent of senior students who have completed at least one advanced course will be at or above 78%. Formative Each semester, the number and percent of students enrolled in at least one advanced course will
be reviewed. Summative At the end of the school year, the percent of students completing at least one advanced course in
high school will be reviewed to see if the objective was met. Strategy Inform parents and students about graduation requirements and college/career readiness skills
and programs. Guide students to appropriate testing, classes, and programs. High School AEIS Goal – International Baccalaureate Exams
For 2012-13, the percent of senior students who take an IB Diploma Programme exam will be at or above 50%. Formative At the beginning of the spring semester, review a list of senior students in IB Diploma classes who
have not indicated their intention to take an IB Diploma exam. Summative At the end of the school year, the number and percent of senior students who took at least one IB
Diploma exam will be reviewed to see if the objective was met Strategy Inform parents and students about graduation requirements and college/career readiness skills
and programs. Guide students to appropriate testing, classes, and programs.
High School AEIS Goal – SAT/ACT Exams For 2012-13, the percent of graduates who take SAT/ACT exams will be at or above 88%. Formative After the first semester, the number of students taking the SAT-1 at least once will be reviewed. Summative At the end of the school year, review the number of students taking the SAT-1 at least once to
determine if the objective was met. Strategy Inform parents and students about graduation requirements and college/career readiness skills
and programs. Guide students to appropriate testing, classes and programs.
M. B. Lamar High School Houston Independent School District
Staff Development Plans 2012-2013
Date Who should attend Purpose
Full Day Staff Development August 20-23, 2012 8:00 – 3:30
Professional Development for all staff
Training all teachers in Subject Area Teams meetings and highly structured collaborative groups for application twice daily
Weekly throughout the year during the school day.
All teachers through their Interdisciplinary Cluster meetings
Professional Development is addressed every week as part of a 60 minute Interdisciplinary Clusters as Lamar focuses on instructional strategies and assessment that support student success.
Each Wednesday afternoon (4:00-5:00 pm) throughout the year
All teachers through their Subject Area Team (SAT)
Professional Development is addressed every week as part of an hour-long SAT meeting, in which teachers meet as subject teams to implement strategies of Differentiated Instruction and Assessment in the Master Teacher Academy lesson designs, six week projects, and common assessments.
Board of Education
Michael L. Lunceford, District V, President
Anna Eastman, District I, First Vice President
Juliet K. Stipeche, District VIII, Second Vice President
Rhonda Skillern-Jones, District II, Secretary
Greg Meyers, District VI, Assistant Secretary
Paula M. Harris, District IV
Lawrence Marshall, District IX
Harvin C. Moore, District VII
Manuel Rodríguez Jr., District III
Administration
Terry B. Grier, Ed.D., Superintendent of Schools
Orlando Riddick, Chief High School Officer
James A. McSwain, Ed.D., Principal, Lamar High School
Houston Independent School DistrictHattie Mae White Educational Support Center
4400 West 18th Street • Houston, Texas 77092-8501
3325 Westheimer Road • Houston, Texas 77098-1003713-522-5960 • Fax: 713-535-3769
www.lamarhs.com
Mirabeau B. Lamar High SchoolAn International Baccalaureate World School
Produced by the Graphics Department at Lamar High School
