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School of Science/Engineering “SEM…Where the possibilities are endless”

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

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School of Science/Engineering “SEM…Where the possibilities are endless”

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

  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 -66.7 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 2012- 2013 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 44.8. 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. PRESENTATION OF THE DATA - Campus Action Plan 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?

  6. Title I Campus Action Plan 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?

  7. Title I Campus Action Plan 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?

  8. Title I Campus Action Plan 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?

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