CAMPUS IMPROVEMENT PLAN

Holland High School

2006-2007

Mission Statement

The Holland Independent School District, in partnership with parents and community, will provide a quality education for all students, empowering them to pursue productive and fulfilling lives in an ever-changing, interdependent world.

Campus Improvement Team

Britt Gordon, Chairperson

Karen Roasa - Counselor

Melany Cearley – Asst. Principal/Counselor

Priscillia Cortez– High School Teacher

Kapa Johnson– High School Teacher

PARENTS

Randy Evans

BUSINESS/COMMUNITY

Terry Johnson

Debbie McKeon

COMPREHENSIVE NEEDS ASSESSMENT (TIA 12)

Holland High School conducted comprehensive needs assessments based on AEIS data such as TAKS performance, attendance rates, dropout rates, and SAT/ACT data. In addition, for general education and for special programs, the data were disaggregated for all population groups, including male and female. Individual student’s strengths and weaknesses were identified by disaggregating TAKS data by grade level, subject area, and objectives.

The needs assessment also consisted of identifying needs for all subject areas, grade levels, and each special program considering the six areas of decision making (planning, curriculum/instruction, staffing, staff development, school organization, budgeting) and through the Effective Schools Correlates (Instructional Leadership, Instructional Focus, High Expectations, School Climate, and Parental Involvement). Holland High School is not considered a Title I School.

Surveys were disseminated to all faculty, staff, and parents, including business and community representatives serving on the district and campus improvement committees. District and campus improvement plans from the 2005-06 school year were reviewed and revised based on the achievement of specific goals and objectives. As a result, the 2006-07 district and campus improvement plans reflect all of the aforementioned needs in order to improve student performance.

Goal #1

All student groups taking the TAKS reading, writing, and math tests will meet or exceed the state standard of 90% passing by the year 2007 to achieve a campus rating of Exemplary.

Objectives

Refer to strategies for regular education students and special programs students.

STRATEGIES	PERSONS RESPONSIBLE	RESOURCES	FORMATIVE EVALUATIONS	TIMELINES	SUMMATIVE EVALUATIONS
Disaggregate TAKS Reading objectives (Gd. 9-11) and focus on weaknesses below 90% mastery. (TIA13) Basic Understanding 10 Literary Elements and Techniques 10-11 Analysis and Evaluation 9-11 Revising and editing 10	Classroom teachers Principals	AEIS data Summary Reports Teachers	Lesson plans Benchmark tests	Weekly June November, January, March	TAKS Reading
Implement the following initiatives/activities to address Reading weaknesses below 85% mastery: (TIA13)	Literacy Coordinator				TAKS Reading
§ Dyslexia services		Local funds	Neihaus Assessment	6 weeks

STRATEGIES	PERSONS RESPONSIBLE	RESOURCES	FORMATIVE EVALUATIONS	TIMELINES	SUMMATIVE EVALUATIONS
§ Critical Thinking Skills and Current Events (All Level)		Local Funds	Lessons Plans	Weekly
§ Root Word Study (All Level)		Local Funds	Lesson Plans	Weekly
§ Consistently implement the pre-referral process when necessary		Local funds	CAP Matrix	Daily
§ Grand Central Station (High School)		SCE funds $2000	Progress Reports	Weekly	TAKS Reading
§ Purchase videos to increase language and experiences	Principal	Local.State	Student success	Weekly	TAKS Reading
§ Ongoing Situation Drills for Higher Level Thinking	Teachers			Weekly
§ Additional Implementation of short answer type questions (ele)	Teachers			Weekly
STRATEGIES	PERSONS RESPONSIBLE	RESOURCES	FORMATIVE EVALUATIONS	TIMELINES	SUMMATIVE EVALUATIONS
Staff development and follow up TLA Conference (Librarian) Critical Thinking Conference Vertical Teaming Opportunities Gifted and Talented Workshops		Local Funds	Staff Development calendar Agendas/sign-in sheets Lesson plans	August As scheduled Weekly
Disaggregate TAKS Reading objectives (Gd.9-11) and focus on weaknesses below 85% mastery. (TIA13) Basic Understanding 10 Literary Elements and Techniques 9-11 Analysis and Evaluation 9-11 Revising and editing 10	Classroom teachers and Principals	AEIS Data Summary Reports Teachers	Lesson Plans Benchmark Tests	Weekly June November, January, March	TAKS Reading
Implement initiatives and strategies to address Reading weaknesses below 85% mastery for Special Education students. (TIA13)	Classroom Teachers and Special Education Teachers				TAKS Reading

STRATEGIES	PERSONS RESPONSIBLE	RESOURCES	FORMATIVE EVALUATIONS	TIMELINES	SUMMATIVE EVALUATIONS
· Dyslexia		Local Funds	Neihaus Assessment	6 weeks
· After-school tutoring (All Levels)		Local Funds	Item Analysis Progress Reports	3 weeks
· TAKS Reinforcement Activity Period (Middle and High School)		Local Funds	Item Analysis Progress Reports	3 weeks
Alternative Book Reviews		Local funds	Reports, Projects

STRATEGIES	PERSONS RESPONSIBLE		RESOURCES	FORMATIVE EVALUATIONS	TIMELINES	SUMMATIVE EVALUATIONS
Critical Thinking Skills and Current Events (All Level)			Local Funds	Lessons Plans	Weekly
Videos to increase language and experience		Classroom teachers			Throughout year
Root Word Study (All Level)			Local Funds	Lesson Plans	Weekly