Ortiz Middle School Middle School Level

Noelia Longoria, Principal

2012-2013
Continuous School Improvement Planning Goals Houston Independent School District

Executive Summary
Information
Daniel Ortiz Jr. Middle School is located at 6767 Telephone Road in the Glenbrook Valley Community. The current enrollment is 1031. Ortiz MS serves students in grades 6 th, 7th, and 8th. The ethnic breakdown of the student population is 73.23% Hispanic, 18.72% African American, 1.74% White, and 5.56% Asian/Pacific Islander. Approximately 8.63% of the students qualify for special education services and 22% are English language learners (ELL). Ortiz offers the English as a Second Language program for ELL students and the Special Education instruction is provided via the Inclusion Model, Life Skills, and the Behavior Student Center. Our school is a school-wide Title I school, and 97% of the families are classified as economically disadvantaged, Furthermore, 13% of the students are enrolled in the Gifted and Talented program and receive instruction in preadvanced placement classes. 95% percent of the students are considered At-Risk. The attendance rate for 2010-2011 was 96%, and the dropout rate was 0.09%. Neighborhood associations include the Glenbrook Valley Civic Club and the Meadowbrook Civic Club. Mission, Visions, Values, and Demographics: The mission of Ortiz MS is to motivate and inspire students to excel in learning and in life while preparing students academically, socially, and emotionally for working cooperatively in a competitive, technological, and global society. Our values are to prepare students to be responsible, productive citizens by providing real-life learning opportunities that address the diverse needs of our community. student population is 73.23% Hispanic, 18.72% African The American, 1.74% White, and 5.56% Asian/Pacific Islander.

Comprehensive Needs Assessment

After review of the 2012 HISD Raw Score and State Percentile, and our 2011-2012 smart goals using Stanford 10, the following are areas to be addressed: We need to increase our raw score for 6th grade in the following subjects: Reading and Math. 6th grade Reading had a raw score of 29 against the HISD district average 31. 6th grade Math had a raw score of 27 against the HISD district average of 30. In addition, we need to increase our raw score for 7th grade in the following subjects: Reading and Writing. 7 th grade Reading had a raw score of 30 against the HISD district average of 32. 7 th grade Writing had a raw score of 41 against the HISD district average of 43. 7th grade Math was two points above the district average Ortiz 27 against HISD 25. Furthermore, we need to increase our raw score for 8th grade in the following subjects: English, Math, and Social Studies. 8th grade Reading had a raw score of 32 against the HISD district average of 34. 8th grade Math had a raw score of 26 against the HISD district average of 29. 8th grade Social Studies had a raw score of 24 against the HISD district average of 27. Ortiz 8th grade science maintained the same raw score as the district at 33. Our Smart goals, using Stanford 10 scores at the 50th percentile or above, for 6th, 7th, 8th Reading; 6th and 8th Math; and 7th Science were not met. In 6th grade, Readings goal of 43% was not met with 23% along with 6th grade Maths goal of 60% was not met with 45%. 6th grade Science exceeded their goal of 56% with 70% a 14 point increase. In 7 th grade, Readings goal of 32% was not met with 30%, a two point deficient, while Sciences goal 80% was not met with 71%, a 9 point deficient, but 7th grade math exceeded the goal of 25% with 27% -- a 2 point gain. In 8th grade, 8th grade Readings goal of 47% was not met with 29% and 8th grade Maths goal of 29% was not met with 26% while science exceeded their goal of 76% with 86% goal.
Executive Summary 2012-2013

Our Teaching Practices for each grade level consists of 3 ELAR teachers, 3 Math teachers, 2 Science, and 2 Social Studies teachers. Grade level subjects meet daily. During the meeting time(s), Teachers met as Professional Learning Communities (PLC) to plan for instruction, to develop common assessments, and to complete data analysis. Our Leadership Practices consist of a Dean of Instruction, Department Chairpersons, and Instructional Coordinator that works collaboratively to conduct: informal observations, review data from the Curriculum Based Assessments, discuss concerns/needs, monitor areas for improvement, and develop solutions for improving instructional practices and support. Full time mentors provide support for new teachers in each content area for additional support and guidance in improving instruction.

Ortiz Middle School STAAR RAW Scores ELA MATH SCIENCE SOCIAL STUDIES WRITING
Smart Goals using Stanford 10 50th percentile or Above 2012 to Actual

6 Ortiz 29 27 HISD 31 30 Ortiz 30 27

7 HISD 32 25 Ortiz 32 26 33 24

8 HISD 34 29 33 27

41
6 7

43
8

Reading Math Science

Actual 23% 45% 70%

Goal 43% 60% 56%

Actual 41% 57% 71%

Goal 52% 70% 80%

Actual 29% 53% 86%

Goal 47% 74% 76%

Documentation of needs assessment such as charts and graphs should be placed in the Addendum.

Inquiry Process and Analysis

Areas of Improvement: We need to continue to improve our ELA, Math, Science, and Social Studies raw scores. In addition, we are not meeting our smart goals in our goal subjects. Summary of root cause effect analysis of academic strengths We evaluate our efforts through disaggregating data from the common assessments by a Dean of Instruction, Department Chairs, and Teacher Coordinator. In addition, we have core common planning time for each grade level in their subject to evaluate common assessment as a team with the Dean of Instruction, Department Chairs, and Teacher Coordinator to collaborate on instructional strategies, create assessments, and plan tutorial interventions. Common Assessments: Every 2 weeks we have a common assessment for each grade level and core subject. Teachers disaggregate the data and turn in the results to the lead teacher. Department Chairs and administrators will meet weekly to monitor progress of students through Common Assessment Data and recommend adjustments and areas for additional focus. Department Chairs will assist in curriculum development as well as co-teaching with the teachers that need support. Building Leadership Capacity: School will provide content instructional coordinators and department chairs to support and help the teachers to increase level of quality instruction and learning that is student-centered, engaging, aligned, rigorous and relevant. The Department Chairs and the Dean of Instruction will assist in curriculum planning, pacing calendars, creating Common Assessments, attending professional development, and providing resources to help plan and
Executive Summary 2012-2013

improve instructional delivery. Goal 1: Smart Goals Students will increase their Stanford 10 Reading Test Scores, at or above the national 50th percentile as follows: 6th grade from 23% on 2012 to 30% on the May Stanford 2013 to 37% on the 2014 May Stanford to 44% on the 2015 Stanford. 7th grade from 41% on 2012 to 48% on the May Stanford 2013 to 56% on the 2014 May Stanford to 63% on the 2014 Stanford. 8th grade from 29% on 2012 to 35% on the May Stanford 2013 to 42% on the 2014 May Stanford to 48% on the 2015 Stanford. Students will increase their Stanford 10 Mathematics Test Scores, at or above the national 50th percentile as follows: 6th grade from 45% on 2012 to 53% on the May Stanford 2013 to 59% on the 2014 May Stanford to 60% on the 2015 Stanford. 7th grade from 57% on 2012 to 63% on the May Stanford 2013 to 69% on the 2014 May Stanford to 75% on the 2014 Stanford. 8th grade from 53% on 2012 to 59% on the May Stanford 2013 to 65% on the 2014 May Stanford to 70% on the 2015 Stanford. Students will increase their Stanford 10 Science Test Scores, at or above the national 50th percentile as follows: 6th grade from 48% on 2012 to 56% on the May Stanford 2013 to 63% on the 2014 May Stanford to 70% on the 2015 Stanford. 7th grade from 76% on 2012 to 80% on the May Stanford 2013 to 84% on the 2014 May Stanford to 88% on the 2014 Stanford. 8th grade from 72% on 2012 to 76% on the May Stanford 2013 to 80% on the 2014 May Stanford to 82% on the 2015 Stanford.

Goal 2:

Goal 3:

Quality Design and Planning

PLCs: Core subject teachers will be provided with common planning time and professional development time to plan the course outline to be covered for the entire year based on Project Clear (district curriculum) and areas of weakness in state assessments. Based upon common assessment data, lessons will be updated periodically to target strengths and weaknesses to reteach. Intervention: We will continue to focus on disaggregating data, using core content support classes, and flexibly grouping students after common assessments for instructional interventions. Professional Development: We will continue using Curriculum planning, CLEAR, Thinking Maps, Margaret Kilgo assessment training for instructional professional development. Partnerships: We will continue to provide and encourage community involvement with engaged stakeholders.

Continuous Improvement Monitoring and Evaluation

We evaluate our efforts through disaggregating data from the common assessments. In addition, we have core common planning time for each grade level in their subject to evaluate common assessment data from the Department Chairs, collaborate on instructional strategies, create assessments, and plan tutorial interventions. Common Assessments: Every 2 weeks we have a common assessment for each grade level and core subject. Teachers disaggregate the data and turn in the results to the Teacher Coordinator. Department Chairs and administrators will meet weekly to monitor progress of students through Common Assessment Data and recommend adjustments and areas for additional focus. Department Chairs will assist in curriculum development as well as co-teaching with the teachers that need support.
Executive Summary 2012-2013

Building Leadership Capacity: Ortiz will provide content area department chairs support and help teachers increase their level of quality instruction. In addition, Ortiz will assist teachers with resources to create student-centered, engaging, aligned, rigorous and relevant instruction in all classrooms. The Department Chairs will assist in curriculum planning, pacing calendars, creating Common Assessments, attending professional development, and providing resources to help plan and improve instructional delivery. PLCs: Core subject teachers will be provided with common planning time and professional development time to plan the course outline to be covered for the entire year based on Project Clear (district curriculum), Springboard and areas of weakness in state assessments. Based upon common assessment data, lessons will be updated periodically to target strengths and weaknesses to re-teach.

Executive Summary 2012-2013