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
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.
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.
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.
PRESENTATION OF THE DATA - Campus Action Plan
Key Action
Progress -Indicators of
Success
Leader Actions
Implemented
Staff Actions
Implemented
• The Principal will conduct a
• Staff will participate in staff
minimum of 3 team-building
meetings evaluating and
exercises and Core Belief
reinforcing core beliefs.
activities during staff meetings
• Staff will communicate the
by the end of first semester.
District Core Beliefs in
• The principal will provide
correspondence to parents
feedback to staff aligned with the
and students.
district's Core Beliefs
• The principal/campus leadership
As indicated by the 2013-2014
team will develop a parent
SEM Spring Parent Survey, 75% of
survey to measure parents
SEM parents will be aware of the
understanding and awareness of
District Core Beliefs .
the district's Core Beliefs. $100
• The principal will conduct parent
meetings ( grade level, weekly,
parent portal
drives/PTSA,
drives, of your indicators of
Based upon your analysis of implemented leader and staff actions
and progress
monitoring
to increase parental involvement
success, What is working? What do you need to start doing?$500
What do you need to stop doing?
• Campus leadership will use
technology to communicate with
students and parents to increase
parental involvement . $2,000
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 2013-2014 fall
Climate Survey. 80% of the staff
will Agree or Strongly Agree with
the districts “Core Beliefs” by June
1. 2013.
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Title I Campus Action Plan
Key Action
Progress -Indicators of
Success
Leader Actions
Implemented
Staff Actions
Implemented
• Leadership team will facilitate
• Teachers will attend DDI
DDI training during the fall and
professional development.
spring semester. $1,000
• Leadership team will ensure
• Teachers will develop student
that teachers analyze student
profiles.
data using multiple data points
during collaborations (as
• Teachers will meet with and/or
appropriate).
mentor struggling students.
• 100% of SEM teachers have
• Principal/Leadership
$500.00
students profile data at least
Team/Parents will identify and
once each six-weeks as
implement mentorship
• Teachers will develop
indicated by the Principal's data
opportunities and to assist
intervention plans by the end
checklist.
struggling students. (i.e.
of the first semester which
mentorship club) $1,800
include specific tutoring dates,
• Principal/Leadership Team/will
mock exams, and AP/STAAR
meet face to face with
prep sessions.
Based upon your analysis of implemented leader and staff actions
and
progress
monitoring of your indicators of
struggling
students
to develop
success, What is working? What do you need to start doing?anWhat
do you
need toplan.
stop doing?
academic
intervention
• Principal provide instructional
materials for after school clubs
(PSAT/SAT-Mentorship Club)
$1000
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 2014.
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Title I Campus Action Plan
Key Action
Progress Indicators of
Success
Leader Actions
Implemented
Staff Actions
Implemented
• Conduct book studies and staff
• Teachers will provide students
development that focus on Student
with extended learning
Engagement for talented and gifted, ESL
opportunities in the form of
students, African American students,
academic field trips or contests.
and struggling students. $1,500
$5,000
• Provide NMSI training in the form of
• Teachers will provide students
consultants, mentors, and professional
with extended learning
development for all Pre-AP and AP
opportunities in the form of
Teachers. $35,000
academic field trips that support
• Reduce the overall
• Provide professional development,
the Core Content areas.
achievement gap
novels and instructional materials to the • Teacher will provide students
between AA, His, and
History/English Departments $12,000
with extended learning
white students by no
• Provided instructional resources, and
opportunities in the form of
more than 15% in all
materials such as office and school
academic UIL which support
Academic Areas on all AP
supplies to students. $ 10,000
additional learning in the Core
exams
including
all
core
•
Provide
lab
supplies,
and
manipulatives
Based upon your analysis of implemented leader and staff actions and progress monitoringContent
of yourareas.
indicators of
academic
areas,
foreign
needed
in
math
and
science
classrooms.
•
Teachers
will
attend local and
success, What is working? What do you need to start doing? What do you need to stop doing?
languages, and computer
$5,000
national conferences to receive
science and engineering.
• Support extended learning
professional development to
opportunities, instructional materials,
increase student academic
• Increase overall English,
manipulative,s and supplies that support
achievement.
and History , Math,
the science and math core classes in the
• Teachers will continue AP course
Science STAAR
form of robotics, engineering, web
redesigns in ensure a rigorous
(commended)/ AP
design/ software programming. $5,000
curriculum and alignment with
performance
AP College Board standards.
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
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Title I Campus Action Plan
Key Action
4. Prepare students
with the Habits of
Mind and skill sets
needed to be College
and Career Ready.
Progress Indicators of
Success
Leader Actions
Implemented
Staff Actions
Implemented
• 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
• Campus Leadership will provide students
with a college application mentor
• Staff will mentor five
seniors for the college
application process.
• 100% of freshman will
use student planners
• 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
• 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
• Increase the number of
National Merit Scholars
Based upon your analysis offrom
implemented
leader and staff actions and progress monitoring of your indicators of
2012.
success, What is working? What do you need to start doing? What do you need to stop doing?
• 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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