Hudson High School 21 ST CENTURY L EARNING PLANSCollege. Dual credit cours e s a va i l a bl e a re E ngl i sh 1301-1302, Gove rnm e nt 2305-2306, Hi st ory 1301-1302, Spe e c h 1315,

Hudson High School

21ST CENTURY LEARNING PLANS

2016-2017

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

Mission Statement

1 Developed by Education Service Center Region XV

JoanRagland

Typewritten text

October 12, 2016

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.


Planning and Decision Making Committee

Name

Position Parent, Business,

Community, Teacher, etc

Term Begin/End Date

Signature

John Courtney Principal 2015-2017

Jeff Walker Associate Principal 2015-2017

April Lopez Assistant Principal 2015-2017

Zach Allen Teacher 2016-2018

Trent Phillips Teacher 2016-2018

Lisa Jones Teacher 2015-2017

Suzanne Ratcliff Teacher 2015-2017

Marlene Caldera Teacher 2015-2017

Meredith Stanford Teacher 2015-2017

Kathleen Hughes Teacher 2015-2017

Kristin Adams Teacher 2015-2017

Emily Meisel Teacher 2015-2017

Sunny Lucas Counselor 2015-2017

Teresa Matthews Intervention Therapist 2015-2017

Sam Huffstetler Parent Representative 2015-2017

Kelly Ferrara Business Representative 2015-2017


Comprehensive Needs Assessment

A Comprehensive Needs Assessment was conducted with the Committee on September 26, 2016.

Participants in Attendance Data Sources Examined

John Courtney ● 2015-2016 CIP

Jeff Walker ● 2015-2016 Texas Performance Report Card

April Lopez ● DMAC Campus Principal Reports

Suzanne Ratcliff ● PBMAS Campus Data Report

Meredith Stanford ● 2015-2016 Community Based Accountability

Claudia Lara

Kathleen Hughes

Emily Meisel

Kristin Adams

Teresa Matthews

Trent Phillips

Zach Allen

Sam Huffstetler


Comprehensive Needs Assessment

Title 1 Schoolwide Component #1

Hudson High School is located in a rural area on the outskirts of Lufkin, Texas. Hudson ISD covers approximately 76.6 square miles 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 810 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 allowing students to earn 7 credits per year. Hudson High School 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.

Hudson High School received 4 out of 7 performance distinctions according to the 2016 Accountability Summary. Distinctions were earned in the following categories: Math, Science, Top 25% Student Progress, Top 25% Closing Performance Gaps, and Postsecondary Readiness. All standards were met and all system safeguards were met which included: Performance, Participation and Graduation rates.

AP courses are offered in World History, U.S. History, English Language, Spanish, Chemistry, and Calculus AB. AP is an open enrollment program. Pre-AP/Advanced courses are available in English, World Geography, Geometry, Algebra II,


Pre-Calculus, Biology, Physics, 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, Speech 1318, Psychology 2301, Sociology 1301, General A&P 2404, College Algebra and Physics 1401/1402 (taught on the high school campus), Statistics, and Math for business majors. An Early College High School (ECHS) Co-op for the Angelina County schools has been created for the 2016-17 school year and has added course options through Angelina College for high school students to be a part of. Areas included are Paralegal studies, Diesel Mechanics, Automotive Mechanics, and Cosmetology. A locally established criteria for enrollment consisting of grades and attendance has been made for students that desire to take the ECHS courses to ensure students are aware of the serious demands of outside coursework. Traditional dual credit students 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 online 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.

Academically, the 2016 U.S. News and World Report ranked Hudson High School with a Silver medal by 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 continues to 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: promotion of parental involvement for campus/community service through campus groups, finding opportunities for student physical activity/wellness education, LPAC/ESL focus areas on getting students who are fluent in Spanish to take a Credit by Exam


in order to move ahead, increasing ESL student awareness of clubs and extracurricular groups to be involved with on campus.

In addition to the CBAM group, parent contact is also considered to be an important piece to the process for teachers as it is an ongoing initiative for HHS every year. The administration also monitors 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.

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 postsecondary 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 needs 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 ● 2015-2016 CIP ● ACT Campus and National Report ● SAT Campus Data ● 2015-2016 AP Data ● 2016 District STAAR Summary Report ● 2015-2016 Technology Survey ● PSAT/NMSQT Summary Report ● PBMAS Campus Data Report ● 2015-2016 TSI Report ● Skyward Attendance Report ● 2016 Campus Accountability Summary ● 2015-2016 Community Based Accountability Measures ● 2015-2016 GT Evaluation ● 2015-2016 TELPAS


The following information is a review of the 2016 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 2015-2016 school year. State Assessment The State of Texas Assessment of Academic Readiness (STAAR) End of Course Exam (EOC), results were obtained from the 2014 - 2016 Accountability Summaries. STAAR - EOC: Algebra I

Year Passed/ Level 2

W H AA ECD SE

2016-Alg 1 93% 94% 89% 90% 91% 59% (including STAAR-A)

2015-Alg 1 97% 95% 96% 80% 94% 100%

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

Strengths: Performance for Hudson High School continues to remain 9 percentage points above the State Level II passing standard for

students in the Algebra test.


STAAR - EOC: English I Reading/Writing

Year Passed/ Level II

W H AA ECD SE

2016 71% 74% 64% 77% 62% 11% (including STAAR-A)

2015 78% 82% 71% 50% 67% 67%

2014 74% 76% 64% 53% 61% 32%

STAAR - EOC: English II Reading/Writing


W H AA ECD SE

2016 82% 84% 81% 63% 76% 10% (including STAAR-A)

2015 77% 78% 71% 78% 64% 33%

2014 77% 76% 74% 62% 64% *

Strengths: Performance for Hudson High School continues to remain above State averages for students taking the English I and English II

EOC’s. The Level II passing percentage for students taking the English II EOC rose 5% from the prior year.


STAAR - EOC: Biology

Year Passed/

Level II W H AA ECD SE

2016 98% 99% 96% 90% 96% 41%

(including STAAR-A)

2015 100% 100% 100% 100% 100% 100%

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

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

STAAR - EOC: U.S. History


W H AA ECD SE

2016 98% 98% 100% 100% 97% 64%

(including STAAR-A)

2015 99% 100% 100% 91% 99% 86%

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


Strengths: The campus continues to do very well with the U.S. History EOC as evident by the Level 2 passing rates. 2013 was a year in which few students took the exam due to scheduling and retakes.

Needs Assessment Focus Areas for 2015-2016 Application and analysis process with functions: Algebra 1 Focus Areas: Students did not do as well with Readiness Standards relating to problem solving and analyzing mathematical information. Graphing functions and utilization of quadratic functions was also an area of concern. The reporting category of 5 showed to be at 62% mastery , and will be monitored for progress in 2016-17. Evaluation and problem solving will be emphasized in the strategies incorporating higher level evaluation/synthesis techniques. Composing expository and persuasive essays: English I and English II Focus Areas: Students did not do as well demonstrating the ability to compose a variety of written texts with a clear, controlling thesis; coherent organization; sufficient development; and effective use of language and conventions. Reporting Category 4 was at 48% mastery. The implementation of writing strategies across the curriculum will be emphasized in formative and summative assessments. Using textual evidence appropriately in written responses: English I and English II Focus Areas: Students did not do as well demonstrating the ability to provide textual evidence in an appropriate way when responding to questions related to a variety of written texts across reading genres. Reporting Category 1 was at 50% mastery. Continued emphasis will be placed on annotating texts in order to provide continued practice on using textual evidence for written texts across the different genres. Understanding biomolecular physiology and cell structure: Biology Focus Areas: Students did not do as well with content including the function of various biomolecules. Investigating and explaining functions of photosynthesis, homeostasis, molecule formation, and cellular energy production were shown to be lower performing as well. Reporting category 2 was at 67% mastery, and category 4 was at 67% mastery. These reporting categories will be monitored to track improvement throughout the 2015-16 school year. Emphasis will be created to incorporate cellular formation, structure, and function in order to address this needed area.


Process of the governmental role in U.S. History: U.S. History Focus Areas: Students did not do as well with Readiness Standards relating to demonstrating and evaluating the impact of the Progressive Era reforms, the major eras in U.S. history from 1877 to present, the U.S. involvement in World War II, and the process of the governmental role in U.S. history. Reporting category 1 is at 74%. This category will be monitored to track improvement throughout the course of the year. Emphasis on the impacts of certain eras in history along with the process of the governmental role will be incorporated to address these areas of need.

Economically Disadvantaged (ECD): The data indicated ECD students performed at, or around, a similar standard with their non-ECD

peers. The common student expectations noted within each subject area reflected lower performance in areas of investigation, evaluation, and elaboration of subject content. The focus areas to be targeted for ECD will be directly aligned with the focus areas for all student populations because of the similarities found. Data will be continuously monitored to track any discrepancies that may indicate needed strategies as the school year progresses.

English Language Learners: English Language Learners 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 Advisory Period, 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.

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 student's’ IEP, but the rigor is there with the understanding that they will be tested according to the new special education STAAR-Accommodated exam. Beginning in 2015-16 the STAAR-Modified test was was discontinued and replaced with STAAR-A. STAAR-A was of greater rigor in comparison to the modified version which led to a drastic decline in the percentage of students meeting the Level II standard. Special Education staff will directly focus on preparing students for the rigor and online version of this test. Student schedules incorporate an Advisory Period with an English teacher to ensure maximum use of instructional time during the school day for remediation/accelerated instruction purposes.


Hudson High School

State Compensatory Education 2016-2017

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: $191,348.43 Total FTEs funded through SCE at this District/Campus: 1.50 FTEs (See chart below) Object Position FTE Amount Budgeted Fund 199 Salaries: Teacher Aide 0.50 $9,221.30 Fund 211 Salaries: Social Worker 1.00 $71,170.13 Total Salary Coded 1.50 FTEs $80,391.43 Object Detail Amount Budgeted

Contracted Services Stubblefield Learning Center

$92,357

Contracted Services EOC Remediation $500


Student Travel Travel/Meals $5,000 Awards Attendance Incentives $3,000 Misc. Operating Costs General $2,500 Software >$5,000 Penda Accelerated

Instruction $7,600

Expenditure Totals $110,957 TOTAL $191,348.43

State Compensatory Education

Total SCE funds allotted to this Campus Budget $191,348.43 Total FTEs funded through SCE at this District/Campus 1.50 FTEs Students are exited from the State Compensatory Education program when they no longer meet the requirements of the program.


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.

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.

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


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)

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


Goal 1 – Digital Learning Hudson ISD will strive to develop and implement an environment of engaged digital learners by providing appropriate time and training for educators and the necessary infrastructure and personnel.

● Objective 1.1: For the 2015-2018 school years, each campus will provide services and resources that allow students to develop skills in locating, evaluating, and synthesizing information to solve problems.

Activity/Strategy Title 1 School

wide Compo

nent (#1-10)

Person(s) Responsible

Timeline Resources Formative Evaluation

Algebra 1: TEK A(4)(C) - Students will write linear functions that estimate solutions and make predictions for real world strategies. Strategy: Students will graph equations representing real world situations such as growth of a savings account, the balance of a loan, and the cost of manufacturing a product.

Algebra 1 Teachers Twice per 9-weeks grading p. eriod

-Desmos -TI Calculators

-Comprehension of this activity will be monitored during weekly assignments -9-weeks assessments

English 1: TEK E1:3-10- Students will provide text evidence to support student reading across genres utilizing some form of technology. Strategy: Students will annotate text using a variety of programs that pertains to and supports their understanding of the text.These annotations will be used to analyze the relevance of text to a particular purpose.

English 1 Teachers At least once per 9 weeks -Classroom materials -Laying the Foundation Annotation Guide -Khan Academy -iAnnotate - Google Docs comment option -Differentiation posters

-At least bi-weekly formative assessments -Once a 9 weeks on nine week assessments

English 2: TEK E2:3-10- Students will provide text evidence to support student reading across genres using some form of technology. Strategy:

English 2 Teachers At least once per 9 weeks -Classroom materials -Laying the Foundation Annotation Guide -Khan Academy -iAnnotate

-At least bi-weekly formative assessments


Students will annotate texts using a variety of programs that pertains to and supports their understanding of the text.

-Google Docs comment option -Differentiation posters

-Once a 9 weeks on nine week assessments

Biology: TEK 10B - Understanding of metabolic processes, energy conversions, and interactions and functions of systems in an organism Strategy: Students will utilize an interactive software program to compare transportation and response methods among plants. Along with this, students will be able to witness the process of transport within a plant through a hands on lab that we will be conducting using celery.

Biology Teachers 2nd 9-weeks Online resources including PENDA, KHAN Academy, and iPad utilization We will be doing a lab that will demonstrate how water can move up the plant through the xylem within the transport system.

-Daily work production -9 week assessments -DMAC data evaluation -Lab results and reports

US History: TEK 11(A)- Students will describe U.S. involvement in world affairs, including the end of the Cold War, the Persian Gulf, the Balkans Crisis, 9/11, and the global War on Terror. Strategy: Students will be reading primary and secondary source documents covering topics related to world affairs in which they will have to prove their answers with textual evidence.

US History Teachers -Ongoing -Spring semester primarily

-Classroom materials -Online resources -Primary source documents - Secondary Source Documents

- Document based questions - Unit assessments - 9 week assessments

US History: TEK 21(A)- Students will analyze the effects of landmark U.S. Supreme Court decisions, including Brown v. Board of Education, and other U.S. Supreme Court decisions such as PLessy v. Ferguson, Hernandez v. Texas, Tinker v. Des Moines, Wisconsin v. Yoder, and White v. Regester. Strategy:

US History Teachers -Ongoing -Spring semester primarily

-Classroom materials -Online resources -Primary source documents

- Document based questions - Unit assessments - 9 week assessments


Students will read excerpts from the Supreme Court rulings and use textual evidence from these rulings to prove their answers to the questions that will be provided in class.

● Objective 1.2: Each 9-weeks students will be presented an opportunity to utilize technology through evaluating and synthesizing information within a presentation, project, or assignment that is comprised of higher-level thinking skills in accordance with Bloom's Taxonomy.

Activity/Strategy Title 1 School

wide Compo

nent (#1-10)



All Business Classes- Students will use their business skills to format and write application letters to businesses and colleges.

Business Teachers Fall 2016 -Example handouts and online examples -Computers -Printers

Letters written to colleges and prospective employers

AV1 and AV2: Students will use their video skills to create a short “About Me” video that can be sent out for job interviews or with college applications.

AV Teacher Fall 2016 Classroom Cameras Evaluation of video in terms of length, dialogue, picture compensation, audio, and titles

Professional Development: Technology training will be made available to teachers through Technology Showcases

4 Technology Staff, Administration, teachers

Fall 2015 and Spring 2016

District personnel Successful event, online teacher surveys

Staff Technology: Teachers will incorporate Google classroom into the presentation of course curriculum and assignments.

4 Technology Staff, HDOT, Joan Ragland, teachers

Implemented on a continuing basis throughout the 2015-2016 school year.

-Staff development days -interdepartmental collaboration

Informal and formal walk-throughs, teacher websites, student assignments


Goal 2 – Learning Standards Hudson ISD will provide a culture of purposeful learning that embraces diverse methodology needed for meaningful student learning.

● Objective 2.1: Each nine weeks, Hudson ISD students will showcase selected, acquired skills to promote their mastery of 21st century skills in order to cultivate community support of teaching programs.

Activity/Strategy

Title 1 Schoolwide Component

(#1-10)



Spanish - TEK 5A: Teachers will incorporate guest speakers with the goal of expanding the students’ knowledge of how a second language can be of academic, social, and professional importance. Spanish, Culinary, and Art Classes: Students will showcase what they have learned about the Spanish customs and culture in culmination with the Spanish classes, the art classes, and the culinary arts program.

Spanish Teachers Once per 9-weeks Teacher product -Student responses -Student report of findings via daily work activities

Cross-Curricular: Teachers will incorporate a soft skills rubric for student presentations of course assignments.

All campus teachers One per 9-weeks grading period

Campus materials Student presentations and assignments

CTE & English Courses: The campus will utilize community members and organizations to expose students with communication/job related skills within the local job force.

5 CTE program/director, English Department,

2016-2017 Lions club, Key Club, Leadership Lufkin, Local Businesses, Angelina Health District, National Restaurant Association, FCCLA, CBAM, and SBDMC

-Teacher, student, and community member feedback -student certifications


Audio Visual & Culinary Classes: Audio Visual Technology classes will offer students the opportunity to build a documentary of their exposition of other courses on campus; ie. Culinary, Health Science, AG shop, and extracurricular programs.

2,8 AV Technology & Culinary/Hospitality teachers

Once in the Fall of 2016and once in the Spring of 2017

AV Tech equipment, CTE funds

-Project results - weekly formative checks/evaluations

Culinary & Hospitality/Tourism classes: The Culinary and Hospitality/Tourism courses will incorporate out of class opportunities for student engagement using community and local campus events.

Course specific teachers, CTE director, Administration

2016-2017 Community Relations and Partnerships, CTE funds

Community response and feedback via survey

Objective 2.2: Students will be surveyed once a semester to obtain feedback regarding content related activities in order to enhance student validation.

Activity/Strategy


(#1-10)



Sociology & Psychology: Students will be surveyed to determine psychological and social stereotypes and values in order to accumulate tangible data with student input.

Sociology & Psychology teacher

Once per semester Teacher and student created surveys

Survey results

Spanish: Student surveys will be conducted to get student input on how they could incorporate usage of the Spanish language beyond the classroom.

Spanish teachers Once a semester Teacher created surveys

Survey results

Goal 3 – Assessments for Learning


Hudson ISD will promote multiple assessment opportunities that integrate depth, complexity, and individualized concepts while providing collaborative opportunities for teacher planning and development.

● Objective 3.1: Students will be given diverse opportunities to illustrate their mastery of readiness standards through authentic assessments once per nine weeks.

Activity/Strategy


(#1-10)



Algebra 1: TEK A.2A - Student is expected to determine the domain and range of a linear function in mathematical problems; determine reasonable domain and range values for real-world situations, both continuous and discrete; and represent domain and range using inequalities Strategy: Students will work in pairs to create word problems. The students will write an equation that represents the problem and determine the domain and range of the equation and a reasonable domain and range for the application. Students will then present their problems with the class.

Algebra Teachers

Once per 9-week grading period

Classroom materials

Comprehension checks will be given upon completion of the activity followed by evaluation through the 9-weeks assessment

English 1: TEK E1:15- Students will compose a well-thought out expository essay. Strategy: -Students will utilize graphic organizers in order to organize and correctly structure their essays. -Students will compose varied sentence structures following the modeled writing format.

English 1 Teachers At least once per 9 weeks

- Classroom materials - Graphic organizers created by department -Kahn Academy -Tutorial video made by department -Modeled writing sentences - Differentiation posters

-Once a 9 weeks


-Students will produce final products which demonstrate the writing process. English 2: TEK E2:16- Students will compose a well-thought out persuasive essay. Strategy: -Students will utilize graphic organizers in order to organize and correctly structure their essays. -Students will compose varied sentence structures following the modeled writing format. -Students will produce final products which demonstrate the writing process.

8 English 2 Teachers At least once per 9 weeks

- Classroom materials - Graphic organizers created by department -Kahn Academy -Tutorial video made by department -Modeled writing sentences - Differentiation posters

-Once a 9 weeks

Teachers will implement writing opportunities for students allowing students to specifically elaborate over learning objectives within each subject area

High School Teachers Each 9-week grading period throughout the 2016-17 school year

Google classroom platform, turnitin.com, student email, 9-weeks assessments

Student formative and summative assessments

Biology: TEK 9(A)- Students will compare the structures and functions of different types of biomolecules. Strategy: Students will complete graphic organizers comparing the four groups of biomolecules, participate in a lab investigating biomolecules in food, complete guided reading, and view online videos

Biology Teachers Weekly; starting with Unit 3

-Science Notebooks -Graphic organizers -Textbooks -Online resources including PENDA, KHAN Academy, and YouTube

-Weekly review -Unit exams -9 week assessments

Biology: TEK 8B - Students will categorize organisms using a hierarchical classification system based on similarities and differences shared among groups. Strategy: Students will utilize venn diagrams and other graphic organizers to display characteristics and present their material as part of an assignment.

Biology Teachers Weekly; Starting with Unit 3

-Science Notebooks -Graphic organizers -Textbooks -Online resources including PENDA, KHAN Academy

-Student product as a part of the assignment


● Objective 3.2: Hudson High School staff will have an opportunity to collaborate departmentally, as well as by grade level,

once a semester in order to discuss student achievement based data from the authentic assessments.

Activity/Strategy


(#1-10)



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

4 Campus and district staff

August & October 2016, January 2017

-Ipads, macbooks, and various applications

-Presentations -teacher products

Cross-Curricular: Teachers will meet and collaborate to align 9-weeks assessments and then recover data to determine areas of focus

All teachers, Administration, Curriculum department

Once per 9-weeks -DMAC -TEKS Resource System -9-weeks assessments

9-weeks assessment evaluation

Cross-Curricular: Teachers will implement cross curricular strategies focusing on student driven assignments. Specifics of the assignment will focus on varied techniques allowing for student interest to be incorporated.

SBDMC, Core department leaders, Administration

Once per semester -Campus technology -staff development time

-Student products -formal and informal walk-throughs

● Objective 3.3: Each grading period teachers will present information related to assessment data with students to increase their understanding of readiness standards.


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



Cross-Curricular: Teachers will present 9-weeks assessment data results to the students to provide specific feedback to learning objectives.

Teachers, Administration

Once per 9-weeks DMAC 9-weeks assessment and semester exam data evaluation

Cross-Curricular: 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 Varied techniques will be done so each 9-weeks

Staff development training

Documentation of various forms of assessments being utilized in classrooms


Goal 4 – Accountability Hudson ISD will foster meaningful student learning, utilizing local control for desirable outcomes, and serving the needs of the whole student.

● Objective 4.1 Hudson ISD students will receive daily instruction based upon approved standards and community based accountability measures to develop the needs of the whole child.

Activity/Strategy


(#1-10)



Cross Curricular: Teachers will continue to utilize authentic assessment modalities such as: multiple content writing, projects, portfolios, cross-curricular lessons, etc.

8 Teachers, curriculum department, technology department, administration

These concepts will be used throughout every grading period 2015-2016

Assessment training -Informal/Formal walk-throughs, -Documentation of various forms of assessments being utilized in classrooms

Algebra 1: TEK A.1G - The student is expected to display, explain and justify mathematical ideas and arguments using precise mathematical language in written or oral communications. Strategy: Students will justify solutions to one or more problems on each unit test utilizing written form with precise mathematical language.

Algebra teachers Once per 9-weeks Teacher and student materials

9-weeks assessment forms

Yearbook: Students will be provided the opportunity to investigate campus happenings and report directly on the campus web page. This will be done so in newsletter format

Yearbook staff, Program directors, Administration


and will incorporate all/any occurrences on campus. Spanish: Students will use technology to “skype” with Spanish-speaking individuals or learners in order to expose them to a broader cultural perspective.

Spanish teachers, Library Media Resource Specialist

Once per semester for each class

Nepris -Student responses -Student products in daily work

● Objective 4.2: Students will showcase content knowledge through diverse and meaningful platforms utilizing soft-skills.

Teachers will provide opportunities for students to showcase soft-skills once a semester.

Activity/Strategy


(#1-10) Person(s)

Responsible Timeline Resources Formative

Evaluation

Cross-Curricular: Teachers will incorporate soft-skills rubrics into student presentations within course content

Teachers, CTE Director, Administration

Once per semester, once per 9-weeks recommended

-Assignment development time -department planning time

-Assignment rubrics -student presentations/products

Community Service: The high school group, “Hornets Helping Hands,” will take part in community service opportunities. This group will combine with NHS, student council, and other organizations to promote community service opportunities throughout the year.

Administration, campus group leaders

Twice per semester during the 2015-16’ school year

-Community Relations and Partnerships -student activity funds

Student products, Participant evaluations


● Objective 4.3: The campus will continue to seek viable input from professional collaboration from the Campus Leadership

Team and Community Based Accountability Measures group once per nine weeks.

Activity/Strategy


(#1-10) Person(s)

Responsible Timeline Resources Formative

Evaluation

Administration: Campus administration will provide access to the CBAM group, Campus Leadership Group, and teachers with the Campus Plan and CBAM measures

Administration, Campus Leadership Group, CBAM committee

Once per semester -Google platform -Scheduled meetings

-Sign in sheets -documents

Community: Teachers, students, and community members will be inquired about the educational process and taken as viable input

Administration, SBDMC Once per 9-weeks -Scheduled meetings -Community events

-Feedback from involved personnel -Google form on website for all students to use for community service hours that they complete.
