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School of Science/Engineering “SEM…Where the possibilities are endless” Campus Action Plan Title I -Allocations 2013-2014.

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Presentation on theme: "School of Science/Engineering “SEM…Where the possibilities are endless” Campus Action Plan Title I -Allocations 2013-2014."— Presentation transcript:

1 School of Science/Engineering “SEM…Where the possibilities are endless” Campus Action Plan Title I -Allocations

2 Campus Needs Assessment –Campus Action Plan Academic Needs An analysis of STAAR EOC, ACT/SAT, Advanced Placement results, and the Campus Data Packet revealed the need to address the student achievement for the following student populations, African American (AA), Hispanic (His), and Low Socioeconomic (Low SES) in various content areas. In all content areas with the exception of History and Writing 100% of students Met Standard on the first administration of the STAAR/EOC exams. After the summer administration of the STAAR EOC, 100% of students met Standard. The Need analysis will focus mostly on student achievement at Advanced Level III for each STAAR exam. STAAR EOC Reading Overall, Reading had double digit gains (33% to 74%) on all STAAR EOC exams. There is a 20 point achievement Gap between AA(59.1), His(52.3), LowSES(54.9) student groups and their White(73.7) peers in Reading I. In Reading I, there was a slight overall increase in student performance in 3 of the 5 Reporting Categories. Writing 98.9% of students met standard on the first administration of the 2013 Writing exam. 100% of students met standard after the second administration of the exam. Overall there was a decrease of 9% in students meeting the Advance Level III performance category in writing. Writing had significant achievement gaps between the Hispanic student group and their peers by a margin of 11 STAAR EOC Math All students met the standard on all math exams. Overall students preformed better in each math reporting category compared the previous year. The AA student group made double digit gains (70% to 91.1%) from the previous year’s performance. The Hispanic (90% to 83)and Low SES ( 93.9 to 87.8) student groups had a decrease in overall performance on their mathematics exams. The most significant drop in student group performance was in Algebra II for His and Low SES. STAAR EOC Science All students met standard in all subjects including Biology, Chemistry and Physics. On all science exams there is an improvement in overall performance for each reporting category. Each student group increased their student achievement performance in Biology from the previous year (57.0 to 72.5) and Chemistry (57.0 to 63.5) from the previous year. There are achievement gaps between AA and Low SeS student groups and their peers on all three science exams. STAAR EOC History 98.4 of students met standard on the first administration of the STAAR exam (AA- 95.1, Low SES-98.1, His-98.8). The white student group had a 100% pass rate. There was a decrease in performance in all 4 reporting categories for World Geography. In World Geography our Advanced Level 3 student achievement performance increased (60.2 to 67.7). World history had a 47.7% Advanced level 3 performance rate. World History had achievement gaps between the AA-31.6, His-39.5, Low SES 35.4 student groups and their white peers.

3 Campus Needs Assessment- Campus Action Plan SAT/ACT SAT Critical Reading participation increased from 96.4 to 97.1 percent. Math (96.4 to 97.1) and Writing (96.4 to 97.1) followed the same trend. Student achievement performance increased slightly in reading (567 to 568) but decreased in mathematics 656 to 632. Performance and participation levels remained about the same on ACT. There are achievement gaps between AA, His, Low SES and their white peers in Reading and Writing performance on SAT and ACT. AP The overall passing rate on AP exams from increased from 49% to 56% the average mean score increase from 2.6 to 2.9. Mathematics and Computer Science program continues to achieve at about the same rates (Cal AB-82.8, Comp Sci A 83.3). Work will focus on improving pass rates in the following subjects Calculus BC 64.2, and Statistics 57.8, English Literature-45.0, English Language Some improvement was made in the following subjects Biology (30 to 58.2), World History (28.6 to 42.5), U.S. History (22.5 to 29.6) and Human Geography 45.2 to 59.6). Environmental (68.4 to 65.3) had a slight decrease in performance. Quality of Instruction Needs Based on the data and level of student performance for the past three years including 2013, the campus has; gained three new teachers (2-AC interns) to improve the overall quality of the SEM program. One teacher will work with U.S. History and World History and the other teacher will work with Chemistry and PreAP Biology. A third teacher will help teach Latin III and Latin IV. The campus has added five new courses to the program to improve college readiness which includes Anatomy and Physiology, PSAT, Latin III and IV, Nuclear Science, Principals of Computer Science. Several courses have under gone a redesign including, AP Biology, AP Chemistry, Pre-AP English I, Single Block Calculus, Calculus BC, Computer Apps Design for Comp Science, Engineering.

4 Campus Needs Assessment- Campus Action Plan Needs Related to System Evaluation (philosophy, processes, implementation, capacity): Staff Based on the data and level of student performance for the past three years including 2013, the campus has; gained three new teachers (2-AC interns) to improve the overall quality of the SEM program. One teacher will work with U.S. History and World History and the other teacher will work with Chemistry and PreAP Biology. A third teacher will help teach Latin III and Latin IV. The campus has added five new courses to the program to improve college readiness which includes Anatomy and Physiology, PSAT, Latin III and IV, Nuclear Science, Principals of Computer Science. Several courses have under gone a redesign including, AP Biology, AP Chemistry, Pre-AP English I, Single Block Calculus, Calculus BC, Computer Apps Design for Comp Science, Engineering. Progress Monitoring-AP Courses In the past we did not closely monitor student data in AP courses. Instructional reports were analyzed only after students completed the AP course. Teachers will monitor student progress for AP courses (90% of our program) through the use of student profiles and technology. Spot Observations Based on the Teacher Spot Observations from 2012, teachers will need increase the level of Student Engagement by using technology, research based practices, and real world examples. Students must also learn the Habits of Mind to support their CCR progress. Professional Development Most teachers do not attend regular staff development (as very little exists for AP teachers) other than the AP Annual Conference and the NMSI 2 day or 5 day workshops in the summer in addition to LTF training. Teachers need ongoing professional development and instructional supports for their specific content area (most teachers teach more than one prep). NMSI consultants and mentors will support AP/Pre-AP teachers with professional development and coaching. New Teachers/New Courses Two teachers are AC interns and will require mentors. Four teachers are teaching new subjects for the first time and several courses are new or have undergone a redesign, teachers will require ongoing support and training.

5 5 Based upon your analysis of implemented leader and staff actions and progress monitoring of your indicators of success, What is working? What do you need to start doing? What do you need to stop doing? PRESENTATION OF THE DATA - Campus Action Plan Key Action Progress -Indicators of Success Leader Actions Implemented Staff Actions Implemented 1. Develop a positive campus culture that is aligned to the mission, and district’s core beliefs. 75% of the of the staff at SEM will Agree or Strongly Agree with the districts “Core Beliefs” as measured by the fall Climate Survey. 80% of the staff will Agree or Strongly Agree with the districts “Core Beliefs” by June As indicated by the SEM Spring Parent Survey, 75% of SEM parents will be aware of the District Core Beliefs. The Principal will conduct a minimum of 3 team-building exercises and Core Belief activities during staff meetings by the end of first semester. The principal will provide feedback to staff aligned with the district's Core Beliefs The principal/campus leadership team will develop a parent survey to measure parents understanding and awareness of the district's Core Beliefs. $100 The principal will conduct parent meetings ( grade level, weekly, parent portal drives/PTSA, drives, to increase parental involvement $500 Campus leadership will use technology to communicate with students and parents to increase parental involvement. $2,000 Staff will participate in staff meetings evaluating and reinforcing core beliefs. Staff will communicate the District Core Beliefs in correspondence to parents and students.

6 6 Based upon your analysis of implemented leader and staff actions and progress monitoring of your indicators of success, What is working? What do you need to start doing? What do you need to stop doing? Title I Campus Action Plan Key Action Progress -Indicators of Success Leader Actions Implemented Staff Actions Implemented 2. Establish a data driven culture where students' achievement data is collected, analyzed, and used to make instructional and programmatic decisions. 100% of SEM students will use student profiles to monitor their academic progress as indicated by the spring student survey in May % of SEM teachers have students profile data at least once each six-weeks as indicated by the Principal's data checklist. Leadership team will facilitate DDI training during the fall and spring semester. $1,000 Leadership team will ensure that teachers analyze student data using multiple data points during collaborations (as appropriate). Principal/Leadership Team/Parents will identify and implement mentorship opportunities and to assist struggling students. (i.e. mentorship club) $1,800 Principal/Leadership Team/will meet face to face with struggling students to develop an academic intervention plan. Principal provide instructional materials for after school clubs (PSAT/SAT-Mentorship Club) $1000 Teachers will attend DDI professional development. Teachers will develop student profiles. Teachers will meet with and/or mentor struggling students. $ Teachers will develop intervention plans by the end of the first semester which include specific tutoring dates, mock exams, and AP/STAAR prep sessions.

7 7 Based upon your analysis of implemented leader and staff actions and progress monitoring of your indicators of success, What is working? What do you need to start doing? What do you need to stop doing? Title I Campus Action Plan Key Action Progress - Indicators of Success Leader Actions Implemented Staff Actions Implemented 3. Use high leverage, researched based, instructional practices that improve student achievement for Exited LEP Students /(LEP), struggling students, talented and gifted, and underrepresented minorities. Reduce the overall achievement gap between AA, His, and white students by no more than 15% in all Academic Areas on STAAR including Math, English, Science, and History Reduce the overall achievement gap between AA, His, and white students by no more than 15% in all Academic Areas on all AP exams including all core academic areas, foreign languages, and computer science and engineering. Increase overall English, and History, Math, Science STAAR (commended)/ AP performance Conduct book studies and staff development that focus on Student Engagement for talented and gifted, ESL students, African American students, and struggling students. $1,500 Provide NMSI training in the form of consultants, mentors, and professional development for all Pre-AP and AP Teachers. $35,000 Provide professional development, novels and instructional materials to the History/English Departments $12,000 Provided instructional resources, and materials such as office and school supplies to students. $ 10,000 Provide lab supplies, and manipulatives needed in math and science classrooms. $5,000 Support extended learning opportunities, instructional materials, manipulative,s and supplies that support the science and math core classes in the form of robotics, engineering, web design/ software programming. $5,000 Teachers will provide students with extended learning opportunities in the form of academic field trips or contests. $5,000 Teachers will provide students with extended learning opportunities in the form of academic field trips that support the Core Content areas. Teacher will provide students with extended learning opportunities in the form of academic UIL which support additional learning in the Core Content areas. Teachers will attend local and national conferences to receive professional development to increase student academic achievement. Teachers will continue AP course redesigns in ensure a rigorous curriculum and alignment with AP College Board standards.

8 8 Based upon your analysis of implemented leader and staff actions and progress monitoring of your indicators of success, What is working? What do you need to start doing? What do you need to stop doing? Title I Campus Action Plan Key Action Progress - Indicators of Success Leader Actions Implemented Staff Actions Implemented 4. Prepare students with the Habits of Mind and skill sets needed to be College and Career Ready. 100% of Seniors will take the SAT/ACT exams and apply to college as indicated by SEM database. 100% of Seniors will apply to for at least two scholarship as indicated by student surveys 100% of freshman will use student planners Increase the number of National Merit Scholars from Campus Leadership will provide students with a college application mentor Campus Leadership will provide seniors with a Senior Boot camp Campus leadership will provide struggling students with a PSAT/college course. Campus leadership will provide students training on the Habits of Mind. Campus Leadership will provide students with SAT/PSAT materials and study sessions Staff will mentor five seniors for the college application process. Designated Staff will participate in the Senior Boot camp to assist with senior transition into college. Designated Staff will teach students skills, Habits of Mind and other college ready skills in the PSAT/SAT prep sessions/course Designated Staff will participate in the freshman/PSAT Boot camp assist with 8th grade transition into high school. Teachers/counselors will use instructional technology to monitor student progress.


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