The mission of Hamilton Middle School is to promote achievement, citizenship, and self-esteem by establishing a positive learning environment enhanced by technology.

Overview of School

Hamilton Middle School is located in the North Central District (The Heights) of Houston Independent School District and serves 1,093 students in grades six through eight. As reflected in the Houston Independent School District Profiles, the average daily attendance rate for students is 94.2%. The annual dropout rate is 0.2%.
The student body ethnicity reflects that 77% of the students are Hispanic, 13% are African American, 9% are Caucasian and 1% Asian. Approximately 82% of all students receive free or reduced lunches.

Forty-six (46) percent of the student body is classified "At-Risk," 13% are limited English proficient (LEP), 18% are receiving special education services, and 19% are classified as Gifted and Talented.

There are 64 teachers employed at the school. More than 73% of the faculty members have more than three years of teaching experience, with 61% of this group having more than eleven years of experience.

Forty-one (41%) percent of the faculty is African American, 11% is Hispanic, and 45% is Caucasian. Approximately 41% of the teachers hold a Master’s degree. The teacher attendance rate is 96%.

The 2000 TAAS administration indicated the following percentages of students meeting minimum expectations:

The 2000 TAAS-Schoolwide scores reflect an increase in reading from 73% to 80% at the sixth grade level and in math from 67% to 80%. In the seventh grade, the percentage of students meeting minimum expectations in reading decreased from 83% to 73%. Seventh grade math scores decreased from 84% meeting minimum expectations to 75%. Math scores in the eighth grade increased from 80% to 88%, and reading scores decreased from 90% passing ratio to 88% in 2000. Writing scores at the eighth grade level showed a decrease from 82% meeting minimum expectations in 1999 to 78% meeting minimum expectations in 2000.

The 2000 HISD School Accountability Rating is ACCEPTABLE, NO PROGRESS.

The administration, faculty, parents, and community of Hamilton Middle School have united to form a shared decision-making model that will serve the needs of our students, parents, and teachers.

Hamilton’s goal is to enrich the school environment through the use of modern technology thereby facilitating academic and social growth among students and improving the morale and effectiveness of the teachers and staff. The Quality Management SDM approach is used to establish a learning environment that will produce productive individuals with problem-solving capabilities for a technologically advanced society.

The objectives of the SDM Committee are to implement new technology and methodology that will provide:

• effective administrative tools (scheduling, attendance, etc.),
• effective instructional management (curriculum, media, library, etc.),
• curriculum support tools (technology related educational programs for students),
• telecommunications to administrative infrastructure and throughout the world (computer networking).

The role of the members of the SDMC will be to:

• understand the Shared Decision-Making Process,
• provide leadership in goal setting,
• make decisions pertaining to recommended solutions to identified problems and issues brought forth by task force committees,
• provide leadership for implementation and evaluation of programs and operations,
• serve as a liaison between SDMC and the faculty and community member,
• disseminate information gathered in Task Force committee meetings for communication to faculty, staff, and community,
• maintain and update the School Improvement Plan.

The SDM Committee for 2000-2001 will be comprised of the principal, parents, community representatives, members of the faculty, and staff.

COMMITTEE MEMBERS:

• The principal will serve as chairperson
• Eight classroom teachers nominated and elected by secret ballot of the classroom teachers
• Four professional staff (with professional certification) nominated and elected by secret ballot
• Two community representative appointed by the principal
• One business representative appointed by the principal
• Two parent representatives selected from parent organization
• One non-instructional staff member nominated and elected by the non-instructional staff members

SDMC EXECUTIVE BOARD:

The seven members SDMC Executive Board will be comprised of the following:

1. Chairperson

2. Budget Committee Chairperson

3. Staffing Committee Chairperson

4. Curriculum Committee Chairperson

5. Secretary

6. Documentation Coordinator

7. Technology Systems Advisor

The term of office is for two year staggered terms.

Duties for Executive Board Officers:

Chairperson:

1. Conduct meetings

2. Serve as official school representative for all SDMC functions

3. Prepare SDMC Agenda and distribute to faculty/staff

Budget Committee Chairperson:

1. Oversee affairs of Budget Committee

2. Conduct Budget Committee meetings

Staffing Committee Chairperson:

1. Oversee affairs of Staffing Committee

2. Conduct Staffing Committee meetings

Curriculum Committee Chairperson:

1. Oversee affairs of Curriculum Committee

2. Conduct Curriculum Committee meetings

Secretary:

1. Take minutes of all meetings and submit to Documentation Coordinator

2. Distribute minutes to faculty/staff

Documentation Coordinator:

1. Gather documentation of all projects and record in SDMC Log

2. Make duplicate copies of all SDMC communications

3. Duplicate SDMC Log and maintain the record in the main office

4. Place SDMC minutes in SDMC Log

5. Collect Agenda Request Forms and bring to Executive Board for                  placement on the agenda

Technology Systems Advisor:

                                        1. Appointed by Chairperson

2. Serve as liaison between school and HISD Technology infrastructure
3. Serve as instructor, advisor, facilitator, and troubleshooter for technology related issues

Election Committee:

A five person Election Committee will be named by the principal. The primary function of this committee will be to canvass votes, to count votes, and declare the winning parties. This committee will be composed of three teachers, one administrator, and one ancillary staff member (i.e., librarian, school nurse).

Nomination:

The call for nominations for an elected post will go out a minimum of three days prior to the election whenever possible. A meeting will be held from 2:30 p.m. to 4:00 p.m. for the purpose of submitting nominations to the Election Committee. It will be the responsibility of this commission to ascertain if each nominee is willing to serve or wishes to have his/her name withdrawn. The Election Committee will prepare and print ballots in sufficient number for each voting faculty/staff member to be allotted one ballot.

Voting:

After the Election Committee prepares the ballots, the election will be held within three working days of the nominations meeting. In the same manner, an after-school meeting will be held from 2:30 p.m. to 4:00 p.m. Faculty and staff will initial a roster containing the names of all those eligible to vote. Each voting member will receive one ballot to mark and return to the ballot box. All voting will be completed by 4:00 p.m. at which time the poll will close and the Election Committee will count the votes. Any interested party may observe the counting of the votes. Winners of elections will be determined by receiving the majority of the votes cast. Official declaration of the election winners will be made the following workday.

Voting by the faculty and staff will be done on a voluntary basis. The voting will be executed in the most expeditious manner possible by calling a special meeting for the express purpose of fulfilling an election. Ballots will be held for ten days for the purpose of recounting in case of a challenge.

Meetings:

SDMC meetings will be held at 3:30 p.m. on the second Monday of the month. All meetings will be held in room 115. Minutes will be taken by the Secretary, approved by the Chairperson, and distributed to the faculty and staff.

The SDMC Executive Board will meet on the first Monday of the month at 3:30 p.m. At that time the Documentation Coordinator will present the Agenda Request Forms for placement on the agenda for the next SDMC meeting.

The Chairperson will call emergency meetings as necessary.

Any agenda items not discussed at the current meeting will become unfinished business for the next scheduled meeting.

All meetings will be open to any faculty/staff/parent who wishes to attend.

Attendance:

SDMC members will attend all scheduled meetings. SDMC members will be required to be in attendance throughout the entire meeting in order to provide the necessary quorum for voting on TASK Force recommendations.

If the SDMC member becomes unable to attend SDMC meetings on a regular basis, a formal resignation in writing must be submitted to the principal.

Agendas:

Any faculty/staff member, parent community representative, or student may submit a concern to be discussed at the SDMC meeting. All concerns must be submitted in writing on the Agenda Request Forms located in the library prior to the next scheduled meeting of the SDMC Executive Board.

All Agenda Request Forms will be placed in the SDMC log by the Documentation Coordinator who is responsible for maintaining and making duplicate copies of all Agenda Request Forms, correspondence, minutes, proposals, and actions of the SDMC and Task Force committees. The Agenda Request Forms will be submitted by the Documentation Coordinator to the Executive Board one week prior to the SDMC meeting for placement on the agenda. The SDMC Agenda will be distributed to the faculty and staff prior to the regularly scheduled meeting of the SDMC. All concerns will be addressed at the SDMC meeting if time allows.

Monitoring of School Improvement Plan:

The SIP will be monitored monthly during the regularly scheduled SDMC meeting. It will be an agenda item during the Curriculum Committee monthly meetings. The Chairperson of the Curriculum Committee will update the SDMC on any revisions or modifications made to the SIP by the Curriculum Committee. The SDMC may also make revisions or modifications to the SIP.

Standing Committees:

There will be four standing committees. Each committee will set its own procedures. Members of the SDMC will volunteer to chair one of the four standing committees. These individuals will automatically become part of the Executive Board. SDMC members not on the Executive Board will join one of the following standing committees to help address concerns and formulate recommendations and policies:

Budget Committee

Curriculum Committee

Staffing Committee

Technology Committee

Planning, staff development, and school organization are addressed through each of the Standing Committees of the SDMC. In addition, the Co-nect Design Team addresses planning and organization through the five Benchmarks:

• shared accountability,
• project-based learning,
• comprehensive assessment,
• team-based school organization,
• sensible use of technology.

Meetings of the Co-nect Design Team are held approximately every two weeks, while the Curriculum Committee meets monthly.

The faculty and staff at large will be encouraged to join one of the standing committees. Each standing committee will include one chairperson from the SDMC, three SDMC members, and volunteers from the faculty and/or staff at large. Department Chairs and Team Leaders are ex-officio members of the Curriculum Committee. Standing Committees will have a designated monthly meeting day.

TASK FORCE COMMITTEE:

Task Force Committees will be formed to help generate a positive school atmosphere and outlook on behalf of students, teachers, and parents. SDMC members encourage staff members to participate in any areas of interest. Task Force Committees are formed as the need arises. Task Force Committees will have designated meeting days.

Procedures for submitting concerns other than those which go directly to the BUDGET, CURRICULUM, TECHNOLOGY, or STAFFING STANDING COMMITTEES:

1. Teacher, parent, community, or student concern is submitted to SDMC EXECUTIVE BOARD on Agenda Request form located in the school library.

2. Documentation Coordinator collects Agenda Request Forms and submits them to SDMC EXECUTIVE BOARD.

3. SDMC EXECUTIVE BOARD places concern on agenda.

4. Individual submitting Agenda Request Form may appear in person to detail concern at SDMC Meeting.

5. SDM COMMITTEE forms TASK FORCE COMMITTEE (QUALITY CIRCLE) to research and make recommendations. Concerned individual may participate in or chair the TASK FORCE COMMITTEE.

6. TASK FORCE COMMITTEE reports to SDM COMMITTEE to present the research and make recommendations.

7. SDM COMMITTEE decides whether to accept the recommendations or return the issue back to the TASK FORCE COMMITTEE for revision.

8. SDM COMMITTEE accepts TASK FORCE COMMITTEE recommendations and makes plans for implementation.

Decision-making Process

Every attempt will be made to reach sufficient consensus on all proposed actions taken by the SDMC.

The SDMC has 18 voting members. A quorum will consist of ten voting members. Each member, including the principal, will have one vote.

Procedures and/or process for reaching consensus:

I. Defining the problem: Determine the critical factor in the situation that has to be changed before anything else can be changed. In defining the problem the conditions for its solution must be determined. The objectives for the solution must be thought through and set.

II. Analyzing the problem: Classify the problem and find the facts through research. Classify the problem to determine who must make the decision. Classification shows who has to do what in order to convert the decision into effective action. After this is done, the facts can be gathered.

III. Developing alternative solutions: Develop several alternatives for every problem. Examine and test the validity of basic assumptions. All alternatives should be considered including "take no action."

IV. Find the best solution: Consider the risks of each course of action against the expected gains. Ask, "Which of the possible lines of action will give the greatest results with the least effort; will obtain the needed change with the least necessary disturbance of the organization?" Consider the timing of a course of action. Consider the limitation of resources, including the human beings who will carry out the decision.

Administrative Veto:

The principal will retain a veto power that will not be used arbitrarily. Should the veto power be exercised, the principal will explain the reason to the SDMC, which will then re-examine the issue.

If the re-examination fails to resolve an issue, the principal will explain the rationale for the veto to the total faculty at a meeting. Faculty members would then be afforded the opportunity to respond to the explanation(s) and provide suggestions for other possible solutions.

When no other alternative is feasible in the judgment of the principal and the decision would be deemed as not in the best interests of the well being of the students or to the educational well-being of the institution and the community, the veto may be used. There is no intention to veto systematically any program or procedure simply because either one does not fit the philosophy or opinion of the principal. The veto will be used only if absolutely necessary.

All Agenda Request Forms (ARF) will be logged in a three ring binder. Names of Task Force Committee Members addressing the concern will be recorded. Task Force Committees will be responsible for submitting research results and recommendations to the Documentation Coordinator who will place this documentation into the SDMC log. Actions taken for implementation of recommendation will be documented in the SDMC log.

The SDMC Log for each school year will be filed in the school library. All SDMC minutes will also be on file in the SDMC Log and available to all members of the community. Minutes will be distributed to the faculty and staff. Copies of SDMC minutes will also be available to community members in the school library and main office. Actions taken by the SDMC will be available to the PTA.

Membership

Hamilton Middle School

Hamilton Middle School TAAS-Schoolwide scores reflect a slight drop in overall student achievement in some areas due to inclusive testing of special populations that were exempt from the TAAS in the past.

Achievement Needs:

The gifted and talented Magnet Program continues to be the population that has maintained a TAAS score above 95%. The target population with the most need continues to be the Hispanic and economically disadvantaged groups although some significant gains have occurred.

Hamilton made gains in math at the eighth grade level. There was a decrease from 84% passing in 1999 to 75% passing in 2000 at the seventh grade level. A gain was achieved at the eighth grade level with an increase from 80% in 1999 to 88% in 2000.
Hispanic students scored lower than other ethnic groups in math with a passing score of 78% at the sixth grade level and 87% at the eighth grade level. An 8% increase occurred from sixth grade to seventh grade, with 64% meeting minimum expectations in 1999 to 72% in 2000.
African-American student scores for the1999-2000 school year show a decrease at the eighth grade level and an increase at the sixth and seventh grade levels. The overall passing rate for 1999-2000 is 67% for sixth grade, 86% for seventh grade, and 85% at the eighth grade level. An increase of 19% occurred from the sixth grade in 1998-1999 to the seventh grade during the 1999-2000 school year. A 15% gain occurred from seventh grade to eighth grade with 70% of the seventh grade passing in 1999 to 85% passing in 2000.
Anglos continue to score higher at all grade levels. The 2000 passing ratio was 94% at the sixth grade level, 88% at the seventh grade level, and 94% at the eighth grade level. A 6% increase occurred from seventh to eighth grade with 88% passing in 1999 to 94% passing in 2000.
The economically disadvantaged population scored 80% in the sixth grade, 73% in the seventh grade, and 86% in the eighth grade. A gain of 5% occurred from seventh grade to eighth grade, with 81% passing in 1999 to 86% passing in 2000.

The lowest score in sixth grade mathematics concepts was in problem solving using solution strategies at 40% passing. The lowest seventh grade score was in problem solving using mathematical representation at 22%. The eighth grade scored lowest in problem solving using solutions strategies with 38% passing.

In the use of problem solving, the lowest scores at the sixth grade level occurred in objective 11, problem solving using solution strategies, with a passing rate of 40%, objective 13, evaluation of the reasonableness of a solution, with a passing rate of 42% and objective 12, mathematical representation, with a ratio of 73%.

At the seventh grade level the lowest score also occurred in objective 12. In the use of problem solving using mathematical representation the overall passing rate was 19%.

At the eighth grade level, the lowest scores occurred in objectives 11 and 12. The use of problem solving using solution strategies overall passing rate was 37% and in the use of mathematical representation the overall passing rate was 36%.
A close examination, therefore, shows that the above objectives are those in which the Hispanic and economically disadvantaged scored the lowest and which must be addressed in order for these students to achieve. Consideration of the 2000 Stanford 9 results indicates a similar pattern and a similar need for all groups.

The passing rate for all Hamilton math students has improved, but the special needs of the Hispanic population and the economically disadvantaged still must be addressed.

Reading:

A gain occurred at the sixth grade level and a drop occurred at the seventh grade level in the overall performance on the reading portion of the 2000 TAAS. Sixth grade reading scores increased from 73% in 1999 to 80% in 2000. Seventh grade passing rate decreased from 83% in 1999 to 73% in 2000. There was a substantial decrease in the over all eighth grade TAAS scores. Eighth grade overall scores decreased from 90% in 1999 to 88% in 2000.
A longitudinal comparison by grade level reflects no growth from sixth grade passing ratio in 1999 of 73% to 73% of the seventh grade passing in 2000. The 1999 seventh grade score of 83% increased by 5% with a passing score of 88% on the 2000 eighth grade TAAS.

The 2000 TAAS results reflect an increase of 9% in the scores of African-American students from sixth grade to seventh grade as evidenced by a passing rate of 82% in 1999 to 91% in 2000. An increase of 7% also occurred from seventh grade to eighth grade with a passing rate of 88% in 1999 to 95% in 2000.

Hispanic students decreased 9% from sixth grade to seventh grade with a passing rate of 78% in 1999 to 69% in 2000. A gain of 6% occurred from seventh grade to eighth grade with a passing rate of 80% in 1999 to 86% in 2000.

Sixth grade Anglo student scores reflect a 1% increase from a score of 87% in 1999 to 88% for the same population on the 2000 seventh grade TAAS. From seventh grade to eighth grade a passing rate of 94% in 1999 and 2000 was maintained.

Sixth grade student scores of the economically disadvantaged reflect a 2% increase with a passing rate of 68% in 1999 to 70% in 2000 from sixth to seventh grade. From seventh grade to eighth grade an increase of 10% occurred with a passing rate of 77% in 1999 to 87% in 2000.

ESL sixth grade students of 1999 scored 39% on the reading portion of the TAAS. The same students scored 26% in 2000, a decrease of 13% meeting minimum expectations. The 1999 seventh grade ESL student scores reflect a 2% increase from seventh grade to eighth grade with a passing ratio of 35% in 1999 to 37% in 2000.

At-risk sixth grade student scores reflect an increase of 7% with a passing ratio of 43% in 1999 to 50% on the seventh grade test in 2000. Seventh grade at-risk students scored 56% in 1999 and increased by 21% in the eighth grade with a passing ratio of 77% in 2000.

Special Education student scores reflect a decrease of 4% from sixth grade to seventh grade with 54% passing in 1999 to 50% of the same population passing in 2000. Only a 1% increase occurred from seventh grade to eighth grade with 67% of the seventh grade students passing in 1999 to 68% of the same population passing in 2000.

G/T sixth grade reading scores reflect a decrease of 1% from sixth grade to seventh grade, with a passing ratio of 100% in 1999 to 99% in 2000. Seventh grade G/T student scores maintained a passing ratio of 100% in 1999 and 2000.

The 2000 TAAS results show students at all three grade levels scored low on the fifth reading objective, drawing inferences and generalizations.

The second lowest score on the 2000 TAAS is unique among the three grade levels. Sixth grade students had difficulty with the sixth objective, point of view, propaganda, and fact and opinion. The second lowest score for the seventh grade student is the third objective, summarization. Eighth grade students had difficulty with the sixth reading objective, point of view, propaganda, and fact/opinion.

Strategies need to be developed to address these low areas in the TAAS reading scores.

Writing:

The writing portion of the TAAS is administered in the eighth grade. Writing scores for eighth grade students dropped from 82% passing in 1999 to 78% in 2000.

The performance level of African-American students was 95%, an increase of 3% over 1999 test scores of 92%. Hispanic student scores reflect a decrease of 4% from 77% in 1999 to 73% in 2000. Anglo students have a 15% decrease from a score of 97% in 1999 to 82% in 2000. Economically disadvantaged student scores reflect a decrease of 3% from 78% passing in 1999 to 75% passing in 2000. A decrease of 19% is reflected in the ESL population with a passing score of 39% in 1999 as compared to 20% passing in 2000. The performance level of at-risk students reflects a decrease of 5% from 66% in 1999 to 61% in 2000. Eighth grade Special Education student scores show an increase of 11% with a passing ratio of 60% in 1999 to 71% in 2000. G/T students dropped from 100% passing ratio in 1999 to 93% in 2000.

All disaggregated student group scores reflect the greatest objective deficiency in written composition. A score of three of four is needed to demonstrate mastery. The following chart represents the 2000 writing scores:

Rating: 0 1 2 3 4

Percent: 1 15 61 23 0

Of the papers receiving a score of one, the deficiency is in support or elaboration of a given topic. The second lowest score is in objective 7, proofread for spelling, capitalization, and punctuation errors within the context of a written passage. Objective 5, recognize appropriate sentence construction within the context of a written passage, is the third lowest area.

A variety of teaching strategies need to be designed to address all facets of the writing process.

ESL

Of the 31 sixth grade ESL students tested in 2000, 35% met minimum expectations on the reading portion of the TAAS and 68% in math. Thirty-six percent (36%) of the 35 ESL seventh grade students met minimum expectations in reading and 46% in math.

Thirty-seven (37%) of the 27 eighth grade ESL students taking the TAAS met minimum expectations in reading and 54% in math. The lowest scores on the ESL eighth grade reading portion are in drawing inferences and generalizations with 26% passing, followed by point of view/propaganda and fact/non-fact with a 26% passing ratio. The highest scores are in both relationships and outcomes with a 42% passing rate and supporting details with a 48% passing rate.

Of the 25 ESL eighth grade students tested on the writing portion of the TAAS, 20% met minimum expectations. The lowest score is 4% in the use of spelling, capitalization, and punctuation, followed by 0% in written composition and 8% in sentence construction. The highest scores are in English usage with 36% passing.

Benchmark scores on the RPTE (Reading Proficiency Tests in English) given in April 2000 will help establish the appropriate placement level of ESL student during the 2000-2001 school year. "The RPTE indicates where the ESL students fall on a continuum that begins with ‘no English reading proficiency and ends with ‘English reading proficient.’ Following the baseline administration, performance standards will be set, and LEP students who have demonstrated the established level of English reading proficiency will no longer take the RPTE. A LEP student no longer required to take the RPTE will take the TAAS in English." (HISD Training, Spring 2000)

Strategies need to be developed to address the specific needs of ESL students as they prepare to take the TAAS and Stanford 9 in the 2000-2001 school year.

The target goal for 1999-2000 school year was not reached. A 1% decrease is reflected in the eighth grade TAAS Social Studies scores with 66% passing in 1999 to 65% passing in 2000. The performance level of African-American students is 67%, Hispanic 62%, and economically disadvantaged 61%. Of the 27 ESL students tested, only 19% met minimum expectations. The at-risk population-passing ratio is 49%. The G/T student population was the exception to the projected target, scoring at 92%.

Students scored lowest on objective 6, sociological and cultural influences on U.S. history, and objective 5, historical concepts and information. Strategies to address the low scores for objectives 6 and 5 are ongoing in the history department.

A TAAS Item Analysis completed by the history department, using the 1999 TAAS eighth grade Social Studies practice test, reflects the following needs:

1. reduce the amount of time spent in the grade classes on re-teaching basic geography skills;
2. increase the amount of time devoted to teaching American government and law, especially topics concerned with the U.S Constitution and the balance of power between state and federal governments;
3. include in the teaching of Texas government strategies that compare and contrast it with the federal government;
4. employ teaching strategies that ensure the students can read and interpret information presented in graphs and charts;
5. employ teaching strategies that ensure that students have a good understanding and recall of content information for the time periods: 1770-1800 and 1840-1860;
6. Maximize the time in the eighth grade classroom to ensure that as much chronological flow of history as possible is covered prior to the TAAS test.

Eighth grade science 2000 TAAS scores reflect a 4% increase with an 83% passing ratio in 1999 to 87% in 2000. African-American students scored the lowest with 81% meeting minimum expectations. The overall passing rate for Hispanic students is 85% and 100% for Anglos. The economically disadvantaged students scored 84%. Of the 26 ESL students taking the TAAS, 62% have a passing ratio, and the at-risk population, a 76% passing ratio. G/T students continue to maintain a high passing rate from 99% in 1999 to 100% in 2000.

Objective 4, characteristics of the universe/matter and energy, will be a point of department emphasis since African-American students scored lowest in that objective with a 53% passing rate. Hispanic students scored 55%, and Anglo students scored 81%. The science department, through the creation of benchmark activities can address this deficiency. There is also a need to increase technology-based activities.

The second lowest passing rate occurred in objective 3, living system interdependency/genetic change. African-American students scored 71%, Hispanic students 66%, and Anglo students 94%.

The science department needs to analyze TAAS and Stanford 9 test scores early in the year to identify weak skills in the students and to create departmental remedial strategies such as cross team (cluster) tutoring, inter-team group lessons, and benchmark activities correlating grade levels. The science department also needs to complete benchmark labs that will correlate the grade levels, emphasize the classification of data, and communicate data with opportunities for students to infer, generalize, and predict. Science teachers need to continue workshops in math through the North Central district MAHAHO program and Project STAR in order to promote integrated science/math training and to address student deficiencies in technology and research skills.

Attendance:

Hamilton Middle School has experienced a slight increase in attendance. The attendance rate for the 1999-2000 school year is 94.2%. The Attendance Committee needs to work hard to provide incentives for students to maintain good attendance. The Committee will have to continue its efforts to reach the goal of 95% student attendance in the 2000-2001 school year. The Committee needs to continue to implement activities that assist students in understanding the importance of attendance.

End-of-Course Exam:

Twenty-five students (25) took the Algebra I End-of-Course examination during the 1999-2000 school year. The 25 students taking the Algebra EOC 2000 achieved a 100% passing rate. Nineteen (19) students or 76% Mastered All Objectives

Algebra teachers from Hamilton and in the North Central District participate in professional development such as TEKS Training by the Rice University Mathematics School Project (RUMSP) and TexTeam: Algebra I Institute. These effective workshops focus on mathematics content and instructional strategies.

Lesson plans for each Algebra I concepts were developed through intensive weekly collaborative planning among teachers. High school and middle school algebra teachers met weekly to develop lesson plans. These plans were implemented during the 1998-1999 school year. Teachers will continue during the 2000-2001 school year to develop plans and work collaboratively.

In addition to a continued 100% passing rate for students on the Algebra End-of-Course Examination (EOC), the expected outcome of the Algebra Initiative will be an improvement in the instructional strategies used in the algebra classroom. These new teacher strategies in the teaching of algebra will increase student interest, motivation, and determination to enroll in advanced mathematics courses.

Dropout Rate:

Hamilton Middle School has continued to maintain its target goal of a dropout rate no higher than 1.0%. The dropout rate for the 1998-1999 school year is 0.2%. This dropout rate needs to be maintained at or above this level in 2000-2001.

Program Strengths:

Hamilton Middle School has many areas of strength. Even though the TAAS-Schoolwide scores have dropped slightly due to the inclusiveness of district testing and fewer exemptions, there have been gains in various grade levels and subgroups.

Program strengths are also noted in the area of technology. Technology training has been offered to the entire faculty. A member of the faculty who has expertise in technology training has been appointed as the Technology Advisor for the school. This teacher tech provides staff development to the entire faculty and staff. Over half of the classrooms in the building are equipped with the technology to create multi-media presentations that would enhance the learning environment. Each classroom has at least one computer station. Two science classrooms have been equipped with fifteen Compaq computer stations wired to a satellite dish that gives immediate access to the Internet through the ZapMe! Netspace Network.

Implementation of the Hamilton Middle School Plan for technology continues to be an area of strength. This plan is a comprehensive effort to integrate the use of cutting-edge technology into classroom instruction and to provide students with lifelong learning skills necessary to be productive citizens in the information age.

The two ongoing goals for the 2000-2001 school year are improving achievement and fostering community and parental involvement in the educational process at Hamilton. Major objectives in support of these goals are providing access for every student and teacher to the Internet, a full-service Technology Information Center open to the community, access for every student and teacher to state-of-the-art multimedia computers, classroom facilities for integrating curriculum and technology instruction, a comprehensive teacher training program, in-house technical support, and a leading participation in the Houston Heights Technology Collaborative (HHTC) Project.

The Vanguard program meets the needs of the gifted and talented students by providing differentiation through modifying HISD curriculum in depth, complexity, and pacing. The G/T program draws students from all over the district thus adding to the academic diversity of the school. The G/T TAAS scores remain high.

A Pre-AP program is in its second year of implementation. By the beginning of the 2000-2001 school year all Vanguard teachers will have received the initial 12 hour Pre-AP Level I training in order to meet the needs of district qualified Pre-AP students.

Academic teaming provides the teachers with a common planning period to facilitate team teaching and the creation of interdisciplinary units. Each academic department also meets during a designated period during the school day. The Departmental and the Academic Team periods afford the teachers time to address school issues in a setting of collegiality.

The school climate is strengthened by increased parental involvement as a result of an active PTA and a variety of activities throughout the school year.

Teacher involvement in staff development is encouraged and facilitated by the administration.

Hamilton has embarked on the road to comprehensive school reform. Two programs will be implemented during the 2000-2001 school year, Co-nect and 21^st Century Community of Learners. Both programs lead to team-based school organization and project-based learning in which the parents and community become active partners in the school.

Due to the fact that 74% of Hamilton students are economically disadvantaged and qualify for free or reduced lunch, Hamilton is a schoolwide Title I school. The 2000-2001 preliminary budget is $243,006 to supplement local funding. Title I funds are used to upgrade the entire educational program of the school by supporting the following eight components:

• a comprehensive needs assessment,
• schoolwide reform strategies,
• instruction by highly qualified professional staff,
• professional development,
• strategies to increase parental involvement,
• transition programs from elementary to middle school, and to high school,
• steps to include the teachers in the decision-making process,
• activities to provide students with effective, timely, additional assistance.

Drugs and violence have infiltrated our schools. Each campus needs to provide mechanisms for coping with the increase of drug use among students and the related incidents of violence. The framework and focus for an instructional emphasis on an alcohol and drug use prevention program needs to be: understanding the consequences, learning the facts, and taking action.

Hamilton Middle School needs to continue to promote the goal of increasing violence prevention and intervention. Schoolwide programs based on the following Safe and Drug-Free Schools and Communities needs assessment must be addressed:

• reduction of the use of tobacco, alcohol, and other drugs among students;
• reduction of violence/improve school safety;
• increased parental involvement in violence-and drug-prevention activities;
• increased community involvement in school activities.

A SDFSC needs assessment was administered to the Hamilton faculty. It was determined that the following activities need to be continued:

• Red Ribbon Rally
• SDFSC Flyers passed out during Heights Festival
• Drug Prevention Month Presentations in October
• "Kick Drugs Out of America Program
• Project Build
• Teacher Training in Gang Awareness/Drug Prevention
• Parental/Community Involvement
• Peers Helping Peers
• Drug-free Clubs (Career Club)

Just as the drug problem can no longer be considered some other campus problem, gang activity can no longer be assumed to occur somewhere else. Gang activity is no longer primarily limited to New York, Chicago, and Los Angeles. This criminal activity has moved to all areas of our country. It is imperative that all schools be aware of any signs of gang related activity in and around the campus. Administrators, teachers, parents, and the community at-large have the responsibility for prevention and intervention in any type of gang related activity.

Causal Factors:

A consensus-building faculty meeting was held to determine the negative causal factors that impacted student achievement. It was determined that the following six factors presented significant barriers to exemplary student achievement:

• poor study skills
• lack of basic skills
• lack of parental involvement/non-supportive home environment
• student and teacher apathy
• poor attendance
• negative image of educational achievement promoted by popular culture/media

Staff development throughout the year will focus on addressing the weaknesses in the student’s academic skills. The Co-nect Design Team together with the SDMC are creating action plans to overcome the barriers to student achievement.

Conclusion:

The SDMC Committee, together with the administration, faculty, and Design Team need to address the factors that inhibit student performance and need to continue developing initiatives and strategies that foster student success. Hamilton will utilize the services and funding offered by Title I, Title II, Title IV, Title VI, and Compensatory Education to supplement the local school budget in order to provide the students with the best educational opportunities available.

Compensatory Education Funds

Personnel Funded by Comp. Ed. FTEs

Teachers 5.0

Total 5.0

The total amount of compensatory funds for Hamilton Middle School is used to fund the personnel positions listed above. The total amount of compensatory funds is $243,006.00.

State Compensatory Funds (I.A.42) are used to fund three teaching positions in mathematics and language arts as well as one counseling position in an effort to reduce class sizes in these critical areas and provide counseling services to our students.

Attach DESCRIPTION PRESENTERS

Aug. 10, 2000 New Teacher Inservice Campus Administrators

Vision 2000-01: Principal

Aug 11, 2000 Design Team & Design Team/Community of

21^st Century Learners Program Coordinator

Community of Learners

Action Plans

LEP Strategies & Hamilton ESL Department

Modifications

Aug 14, 2000 Campus Training/ Administrators & Faculty

Opening of School Representatives

Oct. 10, 2000 Dyslexia Mrs. Thomas, Sp. Ed. Teacher

Balanced Approach to Ann York, North Central

Reading: Project Clear Reading Specialist

(Modules 1 & 20)

Enriching Content Ms. Javellana, Teacher Trainer

Classes for ESL Students

Nov. 1, 2000 Secondary Schools: HISD Consultants/

Schools of Excellence Presenters

Convention

Jan. 2, 2001 Preparation for DEC Mr. Mulet

Audit

Connected University Ann Petrillo

Reading( Project Clear

Modules 3 & 4) Dorothy Andazola, Lead Teacher

Feb. 16, 2001 Districtwide Mathematics Michele Rohr, Mathematics

Staff Development Day Director

Nan Porter, Instructional Sup.

Leonard Thomas, Mathematics Supervisor

April 17,2001 Co-nect Technology/ Mrs. Givens

Project-based Learning Co-nect Design Team

May 28, 2001 Planning for the Collaborative Effort

2001-2002 School between Academic Teams

Year and Departments

Five Early Dismissal Days

Dec. 1, 2000 HHEART Reagan Vertical Team

Jan. 11, 2001 Parent Involvement Parent/Teacher Conferences

Feb. 2, 2001 HHEART Reagan Vertical Team

March 30, 2001 HHEART Reagan Vertical Team

May 31, 2001 2000-2001 School ____________, Principal and

Year in Review/Planning Hamilton Design Team

For School Year 2001-2002