HISD�s Mission, Vision, Beliefs, Constraints, and Goals

  • Mission

    The Board of Education’s mission is to equitably educate the whole child so that every student graduates with the tools to reach their full potential.

    Vision

    Every child shall have equitable opportunities and equal access to an effective and personalized education in a nurturing and safe environment. Our students will graduate as critical thinkers and problem solvers; they will know and understand how to be successful in a global society.

    Beliefs

    • We believe that equity is a/the lens through which all policy decisions are made.
    • We believe that there should be no achievement gap among socio-economic groups or children of ethnic diversity.
    • We believe that the district must meet the needs of the whole child, providing wraparound services and social and emotional supports.
    • We believe our classrooms/schools should be safe, vibrant, joyful spaces where students are guaranteed access to a challenging and deep educational experience.
    • We believe that instruction should be customized/personalized to meet the learning needs for each individual child, including students with disabilities, gifted and talented students, and English Language Learners, so they have the support and opportunity they need to flourish.
    • We believe that recruitment and retention of qualified and effective personnel are the keys to enhancing the quality of education and increasing student achievement.
    • We believe that the community has a right to transparent operations across the district in all schools, departments, and divisions.
    • We believe that meaningful engagement with the community is important in all major decision-making.

    Goal 1

    The percentage of students reading and writing at or above grade level as measured by the percent of students at the Meets Grade Level standard on STAAR for grade 3 through English II shall increase by three percentage points annually from 37% to 46% between spring 2017 and spring 2020.

    • Goal Progress Measure 1.1:End of year reading data collected on the District-wide screener shall annually show a three-percentage point improvement in the percentage of students reading on grade level from 38% to 44% between spring 2018 and spring 2020. Results on the District-wide screener will be presented to the board after the beginning of the year, middle of the year, and end of the year testing windows.
    • Goal Progress Measure 1.2: Grades 4 and 7 students shall be assessed in writing in the Fall and Spring; percent of students meeting the grade level standard shall increase at least three percentage points annually from 22% in spring 2018 to 28% in spring 2020. Results will be presented to the board after the fall and spring testing windows.

    Goal 2

    The percentage of graduates meeting the Global Graduate standards as measured by the College and Career Readiness component of the Texas accountability system shall increase three percentage points annually per year from the 2017 graduates baseline of 52 percent up to 67 percent by 2022.

    • Goal Progress Measure 2.1: The percentage of students completing (earning a 70 or better) a career and technical education (CTE) course shall be reported for each semester and shall show improvement of two percentage points annually from 63.0 percent in Spring 2017 to 69.0 percent in Spring 2020.
    • Goal Progress Measure 2.2: The percentage of students completing (earning a 70 or better) an Advanced Placement (AP) or International Baccalaureate (IB) course shall be reported for each semester and shall show improvement of 1 percentage point annually from 39.1 percent in Spring 2017 to 42.1 percent in Spring 2020.
    • Goal Progress Measure 2.3: The percentage of students completing (earning a 70 or better) a dual credit or dual enrollment course shall be reported for each semester and shall show improvement of 1 percentage points annually from 10 percent in Spring 2017 to 13 percent in Spring 2020.

    Goal 3

    Among students who exhibit below satisfactory performance on state assessments, the percentage who demonstrate at least one year of academic growth, as measured by the STAAR Progress Measure, shall increase three percentage points annually in reading and in math from 57 percent in spring 2017 to 66 percent in spring 2020.

    • Goal Progress Measure 3.1: The percentage of students identified as needing intervention in reading on the district’s screener who demonstrate growth from the beginning to the end of year benchmarks shall increase three percentage points annually from 48% in spring 2018 to 57% in spring 2021. Results will be reported after each testing window.
    • Goal Progress Measure 3.2: The percentage of students identified as needing intervention in math on the district’s screener who demonstrate growth from the beginning to end of year benchmarks shall increase three percentage points annually from 58% in spring 2018 to 67% in spring 2021. Results will be reported after each testing window.

    Constraint Progress Measures

    Constraint 1
    The superintendent shall not permit the district to operate without a community school and feeder pattern framework, including a definition, processes, and goals.

    • Constraint Progress Measure 1.1: The district shall launch cohort one of Every Community, Every School with a minimum of 15 schools (5 percent) by the end of the 2017–2018 school year and shall increase annually until all schools (100 percent) are served in 2022.
    • Constraint Progress Measure 1.2: The district will develop tools for campuses to conduct a needs assessment, access to a provider database, a data tracker, and professional development in 2017–2018, and shall increase usage annually from 0 percent in Fall 2017 to 100 percent of campuses access the tools and training by 2022.


    Constraint 2
    The superintendent shall not require teachers to administer more than two district-created assessments per semester.

    • Constraint Progress Measure 2.1: The number of District-required, District-created assessments shall not increase from one per semester in fall 2017 to more than two per semester in spring 2020.


    Constraint 3
    The superintendent shall not allow achievement gaps for student groups, including African-American, Hispanic, economically disadvantaged students, students receiving special education services, and English Learners (ELs), to increase in reading and mathematics.

    • Constraint Progress Measure 3.1: The reading and math performance gap between economically and non-economically disadvantaged students, as measured by the percent of students at the Approaches Grade Level Standard on STAAR, shall decrease by one percentage point annually from 17 percentage points in spring 2017 to 14 percentage points in spring 2020.
    • Constraint Progress Measure 3.2: The reading and math performance gap between English Learners (ELs) and Non-English Learners (Non-ELs), as measured by the percentage of students at the Approaches Grade Level Standard on STAAR, shall decrease by one percentage point annually from 22 percentage points in spring 2017 to 19 percentage points in spring 2020.
    • Constraint Progress Measure 3.3: The reading and math performance gap between students receiving special education services and students not receiving special education services, as measured by the percentage of students at the Approaches Grade Level Standard on STAAR, shall decrease by one percentage point annually from 45 percentage points in spring 2017 to 42 percentage points in spring 2020.


    Constraint 4
    The superintendent shall not allow struggling schools to operate without highly qualified leaders and teachers in core subjects.*

    • Constraint Progress Measure 4.1: The percentage of campus administrators at struggling schools rated as effective or above shall increase by two percentage points annually from 65 percent in 2017 to 73 percent by 2020.
    • Constraint Progress Measure 4.2: The percentage of first year teachers at struggling schools shall decrease by two percentage points annually from 10 percent in 2017 to four percent by 2020.
    • Constraint Progress Measure 4.3: The percent of teaching positions at struggling schools held by teachers certified in their assigned subject areas and grade levels shall increase each semester from 99 percent in 2017 until 100 percent is reached and maintained through 2020.

    *Struggling schools include Improvement Required (IR) schools, formerly IR schools, and schools receiving an overall accountability scale score of 65 or less. Teacher qualification should consider certification and experience.


    HISD’s Mission, Vision, Beliefs, Constraints, and Goals (.pdf)
    Board Monitoring System: Click here to view Board Monitoring System reports.