cypress grove intermediate college station i.s.d. campus...

Cypress Grove Intermediate College Station I.S.D.

CAMPUS IMPROVEMENT PLAN

2013-2014

Our Mission: Fan the flame of success by guiding our students to become better thinkers, learners, and individuals.

Our Vision:

To become a better thinker: skilled, focused, and independent To become a better learner: adaptable, curious, and motivated To become a better individual: at school, locally, and globally

The College Station Independent School District does not discriminate on the basis of race, religion, color, national origin, sex, or handicap, in providing education services. Glynn Walker, Director of Personnel, 1812 Welsh, College Station, TX 77840 (979-764-5411) has been designated to coordinate compliance with the non-discrimination requirements of Title IX. Catherine George, Director of Special Services, 1812 Welsh, Suite 120, College Station, TX 77840 (979-764-5433) has been designated to coordinate compliance with the non-discrimination requirements of Section 504 of the Rehabilitation Act.

Cypress Grove Intermediate CIP for 2013-2014 Page 1

Table of Contents Cypress Grove Executive Summary Pages 2-3

Goal 1: Create a learning environment that provides educational opportunities in which all students achieve academic success. Objectives and Activity Statements Pages 4-6

Goal 2: Cypress Grove will provide educational opportunities that will meet the unique needs of all students. Objectives and Activity Statements Pages 7-8

Goal 3: Cypress Grove will support and expect all staff to incorporate innovative practices based on student need and current educational research in order to promote student success. Objectives and Activity Statements Pages 9-10

Goal 4: Parents and Community Members Will Be Actively Engaged in the Education of Students at Cypress Grove. Objectives and Activity Statements Pages 11-12

Goal 5: Cypress Grove will provide a safe and supportive learning environment for all students. Objectives and Activity Statements Page 13

2012-2013 Leading Indicator Data for Cypress Grove Discipline Data for 12-13 Pages 14-16 Grade and STAAR Data for 12-13 Pages 17-26

Campus Improvement Plan Committee 7


2013-2014 Campus Improvement Plan Cypress Grove’s Executive Summary

The 2012-2013 data used to prepare for the 2013-2014 Campus Improvement Plan includes both grade data, STAAR testing data, and discipline data. While this information is given in detail at the end of this CIP, a summary of the data shows areas of continued need for Cypress Grove. Grade data for the 2012-2013 school year was compiled and compared to the data from the 2011-2012 school year. This grade data shows that in all subject areas and all ethnicities and student groups that students are as likely or more likely to score an A and less likely to score a D or F. In other words, grades are higher in all populations of students. When this grade data was compared to the STAAR scores for 2013 however, it is clear that there is still some work to be done. Theoretically, we decided that students scoring an A or a B should also pass the STAAR. So we compared the percentage of students who scored an A or B as compared to the percentage of students who passed the STAAR. What we found was that STAAR scores for African Americans reading and science showed a lower percentage of students passing than the percentage who made an A or B in those classes for the year. In other words, the student did fine in the class, but did not pass the STAAR. This was also true for Hispanics in 5th grade Science and Hispanics in 5th grade Math and African Americans in 5th grade Math. Our goal with this information was to determine if what we are doing in the classroom is also improving our student scores on standardized tests. The answer is that some areas are seeing this improvement across the board—in both grades and STAAR passing percentages including 6th grade Math for Hispanic students and economically disadvantaged students and 5th grade Reading for Hispanic students. Part of our focus then for 2013-2014 is to implement true Professional Learning Communities which will include our teachers working together to intervene and help students early. We will be restructuring our Success Class to be sure our interventions and working with struggling students does not depend solely on the student arriving for tutorials after school. The Success Class time will now be used for providing targeted interventions and helping students during the school day on a consistent basis. The students not needing interventions during this restructured time will have an opportunity for enrichment activities, which may help to challenge our students with new thinking and learning.


Another piece of this puzzle is the area of discipline. In the first semester, the amount of recidivism, or repeat offenders to the office, was reduced dramatically (nearly 70% at one point!). However, the overall trends in discipline data (greater percentage of students from African American, Special Education and Low Socio-Economic status written referrals than their total percentage on campus) remains in effect; however, we have seen minor drops in our discipline percentages for our African American students (down 3% from last year), our Special Education students (down 5% from last year) and our Free and Reduced status students (down 10% from last year). Our work with these students has included mediation and counseling of students and training for teachers. Moving forward, we will be working with our campus Foundations (Safe and Civil Schools) Committee to work on plans for intervention for behavior including a Behavioral RtI structure in place for 2013-2014 in an effort to further reduce our referral percentages in these areas.


Goal 1: Create a learning environment that provides educational opportunities

in which all students achieve academic success.

Objectives Objective A: Technology will be incorporated into instruction, learning, and management.

Objective B: Increase the core subject area grades of African-American, Hispanic, & Economically Disadvantaged students to a level at or above the grades of White students.

Objective C: Educate students with knowledge and skills needed for success in secondary, higher education and future careers.

Activity Statements

Goal 1

Activity Person Responsible

Resource/Cost Time Frame

Evaluation

1 Dedicate campus staff development time to technology training and integration that focuses on engaging students.

Technology Specialist, Administrative Staff

Staff time

Ongoing -Sign-in sheets -Walk-through forms -Professional Development Day agendas

2 Incorporate digital media into classroom activities

Classroom teachers

Staff time

Ongoing -Student projects include digital media -Walk-through forms - STAR charts


Goal 1



Evaluation

3 Professional Learning Communities will provide the support structure to establish learning targets, align curriculum, and incorporate research based instructional strategies and interventions.

-All Staff Staff Time, Learning by Doing books (provided by PTO), Learning Tree Video Training

Ongoing -Improved attendance, grades, and discipline by low performing students -Master schedule reflects PLC needs (teachers conference by grade/subject)

4 At-risk student population will be identified and receive delivery of compensatory education reading & math

-Reading Teacher/ESL Teacher-- 2.0 FTE

State Comp. Ed. 1.0 FTE $103,256

Each Six Weeks

-Six Weeks Benchmarks -Student Grade Data

5 Cypress Grove will utilize an online student data repository and reporting system to support Response to Intervention

-Teachers -Administration

Staff Time Ongoing -System in place -Data input throughout year as needed for students

6 Teams will meet at least once per six weeks to discuss students being referred for the RtI process.

-Team leaders -Team teachers -Administration -Math and Reading Intervention Teachers

-Staff Time Each Six Weeks

-Six Weeks Team RtI meeting minutes -Team meeting sign-in sheets


Goal 1



Evaluation

7 Structure Success class time for individual/small group interventions daily for core area classes.

-Administration -PLC Teams -Individual Teachers

-Staff Time Ongoing -PLC meeting notebooks -Bell Schedule -Student grade data


Goal 2: Cypress Grove will provide educational opportunities that will meet the unique needs of all students.

Objectives Objective A: Students identified as Gifted and Talented will be representative of the Cypress

Grove student population.

Objective B: Interventions for all Cypress Grove students will be provided prior to making a referral for special education testing.

Objective C: Opportunities will be provided which encourage and increase student participation in school-sponsored activities.

Activity Statements

Goal 2



Evaluation

1 Principles of differentiated instruction will be incorporated into classroom instruction

-Teachers -Enrichment Specialist -Administration

None Ongoing -Teacher lesson plans -Walk-through forms

2 Include underrepresented students groups in activities leading to enrichment and G/T opportunities

-Enrichment Specialist -Club Sponsors -Teachers

Staff time August – May

Data analyzed and recommendations for adjustments made.

3 Cypress Grove will consistently follow the district’s set of practices and procedures developed for Response to Intervention (RTI).

RTI Teams All Staff

Staff time Ongoing Procedures and practices evaluated yearly CBM Data and Intervention Data


Goal 2



Evaluation

4 Foster a sense of student ownership and pride in the school using clubs, Student Council, organizations, and bulletin boards

Enrichment Specialist Club Sponsors Teachers

Campus Budget

Ongoing -Club Membership Rolls -Hallway displays -School and facility cleanliness, etc.

5 Teachers will analyze data to identify and nominate students for Gifted and Talented in under-represented populations

-Teachers -Enrichment Specialist

Staff Time Ongoing Nominated students screened for possible placement in GT program

6 Structure Success class time for individual/small group interventions for core area classes and enrichment and outside interests daily.

-Administration -PLC Teams -Individual Teachers

-Staff Time -Supplies for enrichment (PTO and activity funds) -Intervention materials (Campus budget)

Ongoing -PLC meeting notebooks -Bell Schedule -Student grade data


Goal 3: Cypress Grove will support and expect all staff to incorporate innovative practices

based on student needs and current educational research

in order to promote student success.

Objectives

Objective A: Cypress Grove will provide for continuing professional development opportunities focused on current educational research.

Objective B: Curriculum will be aligned to the Texas Essential Knowledge and Skills (TEKS) in all content areas.

Activity Statements

Goal 3


Resource/Cost Time Frame Evaluation

1 Cypress Grove will provide focused professional development that is coordinated between the district initiatives and campus needs (i.e. Student Engagement, Response to Intervention, & Differentiated Instruction, Professional Learning Communities)

-Campus Leadership Team -Staff Development Committee

Campus, District funds

Faculty Meetings Staff Development August – May

-Agendas -Sign-in sheets -Workshop attendance


Goal 3



2 Cypress Grove Foundations team will provide professional development based on current research to promote student success.

-Administration -Foundations Team

Campus, District, State funds TEA

Faculty Meetings Staff Development August - May

Surveys, Record of implementation, Staff Development Agendas and Sign-in sheets

3 Research-based interventions and progress monitoring will be provided for at-risk students

-Teachers -Administration -Specialists

-Local funds -Staff Time

Ongoing Procedures and practices evaluated yearly CBM Data and Intervention Data and Grade Data

4 Professional Learning Communities will provide the support structure to establish learning targets, align curriculum and incorporate research-based instructional strategies for teaching strategies and interventions.

All Staff -Staff Time Ongoing -Staff development reflects team sessions -Student success rate through leading indicators shows student success


Goal 4: Parents and Community Members Will Be Actively Engaged in the Education of Students at Cypress Grove.

Objectives

Objective A: Parental involvement will be representative of the Cypress Grove student population.

Objective B: Cypress Grove will increase community involvement and awareness on our campus.

Activity Statements

Goal 4



1 Schedule activities during and after school to involve parents in their child’s education.

-Administrative Team -Enrichment Specialist -PTO -Teachers

Campus Budget PTO Funds

August – May

Survey or Evaluation Sheets at events, Sign-in sheets

2 Encourage teams and teachers to use community members as resources to support academics

-Principal -Enrichment Specialist - VIPS -Teachers

None Ongoing Speaker List

3 Use community members as mentors for students assigned to LEAP. Work with high school principals to investigate the idea of mentors students from the high schools for intermediate school students.

-Administration -LEAP staff

Staff Throughout school year

Mentor List


Goal 4



4 Encourage community service on each team i.e. Food Drives, Relay for Life, Salvation Army ringing of the bell, charitable contributions in community

-Principal -Student Council -Teachers

Staff Ongoing Community Projects List

5 The campus website, School Messenger, and district/campus social media outlets will be used to actively communicate with parents and community members.

-Administration -Campus Technology Specialist -Staff

Staff Time Ongoing -School messenger and other resources used by parents and community


Goal 5: Cypress Grove will provide a safe and supportive learning environment for all students.

Objectives

Objective A: Cypress Grove will manage student behavior in a manner that is consistent with

the rest of the district

Objective B: Reduce African American and Economically Disadvantaged Student discipline

referrals.

Activity Statements

Goal 5



Evaluation

1 Continue to review and revise Cypress Grove’s school-wide anti-bullying campaign during the year as needed.

-Administration -Counselor -Teachers

Staff Time Ongoing School-wide bullying incident trajectory

2 Campus will re-evaluate discipline plan and positive behavior plan in place to determine new ways to reduce recidivism

-Administration -Campus -Leadership Team -Foundations Committee

Staff time Ongoing -Plan changes in place for Fall 2013

3 Cypress Grove will introduce an intervention plan to be implemented when students have ongoing or persistent actions requiring disciplinary consequences.

-Administration -Campus Leadership Team -All Staff -Foundations Team

Staff Time Fall 2013 -Intervention plan in place -Implementation by Fall 2013

The following pages show the Leading Indicator Data for Cypress Grove for 2012-2013 through the 5th six weeks.


Discipline for 12-13 1st and 2nd

six weeks COMBINED **Recidivism dropped dramatically from this time in 11-12—by about 70%!

We have also narrowed the gap in the area of AA referrals and SPED students (between

the percentage of those students on campus and their representation in the area of

referrals).

Ethnicity Total

Population

Percentage at

CG

Number of

Students With

referrals

Number of

Incidents Percentage of total

referrals

Asian 8% 0 0 0%

Black 9.5% 28 31 34.8%

Hispanic 19% 16 18 20%

Multi Ethnic 1.5% 2 3 3%

White 62% 36 37 41.5%

Other Eth <1% 0 0 0%

Non Sped 92% 67 73 82%

Sped 8% 15 16 17.9%

Non

Free/Reduced 72% 29 31 34.8%

Free/Reduced 28% 53 58 65%

Bottom Line 770 Students 82 Students

had a

referral

89 incidents

by those 82

students

Still over-

represented AA,

SPED, and Low SES

referrals


Discipline for 12-13 3rd Six Weeks

Ethnicity Total

Population

Percentage at

CG

Number

of

Students With

referrals

Number of


referrals

Asian 8.4% 0 0 0%

Black 9% 10 12 24%

Hispanic 20% 9 12 24%

Multi Ethnic 2.2% 2 3 6%

White 61% 15 23 46%

Other Eth O% 0 0 0%

Non Sped 88% 33 43 86%

Sped 12% 5 7 14%

Non

Free/Reduced 73.5% 19 26 52%

Free/Reduced 26.5% 19 24 48%

Bottom Line 772 Students 36 Students

had a

referral

50 incidents

by those 36

students

Still over-represented AA,

SPED, and Low SES

referrals; This six weeks

also over represented in

Hispanic and MultiEthnic


Discipline conclusions through the 4th six weeks: These 4th six weeks numbers as compared to 11-12 show a drop in the total number of referrals from 217 at the 4th six weeks in 11-12 to 193 through that same period of time for 12-13. The percentage of students in the African American category also dropped from 39% to 33% during this same time period. Special Education referral percentages have also dropped from 24.2% last year to 19% this year and free and reduced percentages have dropped from 68.3% to 58.6%.

Discipline for 12-13 4th six weeks

Ethnicity Total

Population

Percentage

at CG

Number of

Students With

referrals

Number of


referrals

Asian 8.4% 0 0 0%

Black 9% 53 64 33%

Hispanic 20% 37 42 22%

Multi Ethnic 2.2% 4 6 3.1%

White 61% 62 81 42%

Other Eth 0% 0 0 0%

Non Sped 88% 124 156 81%

Sped 12% 32 37 19%

Non

Free/Reduced 73.5% 62 80 41.4%

Free/Reduced 26.5% 94 113 58.6%

Bottom Line

Facts and

Figures:

772 Students

156 students

with a

referral

(20% of total

pop.)

54 referrals

by 38 students for 4

th six

weeks

193 total referrals for 12-13 through 4

th six

wks

Still over-represented

AA, SPED, and Low

SES referrals; also

over represented in

Hispanic and

MultiEthnic


English/Language Arts (In number of students)

Hispanic English/Language Arts Asian English/Language Arts

E/LA Cypress Grove A B C D or F E/LA Cypress Grove A B C

D or F

2nd Six wks all Hispanic students 66 56 10 7 2nd Six wks all Asian students 47 4 1 2

3rd Six wks all Hispanic students 80 46 13 14 3rd Six wks all Asian students 46 6 0 3

4th Six wks all Hispanic students 56 62 14 19 4th Six wks all Asian students 45 12 0 1

5th Six wks all Hispanic students 86 55 8 7 5th Six wks all Asian students 53 2 2 1

12-13 1st six weeks Hispanic 83 50 13 7 12-13 1st six weeks Asian 61 8 0 0

12-13 2nd six weeks Hispanic 100 40 5 13 12-13 2nd six weeks Asian 63 3 1 0

12-13 3rd six weeks Hispanic 95 49 7 13 12-13 3rd six weeks Asian 61 6 0 0

12-13 4th six weeks Hispanic 85 55 12 11 12-13 4th six weeks Asian 56 7 1 1

12-13 5th six weeks Hispanic 77 62 13 9 13-14 5th six weeks Asian 57 6 2 0

Black English/Language Arts White English/Language Arts

E/LA Cypress Grove A B C D or F E/LA Cypress Grove A B C

D or F

2nd Six wks all black students 27 49 8 5 2nd Six wks all white students 282 175 31 24

3rd Six wks all black students 40 40 8 9 3rd Six wks all white students 383 108 19 22

4th Six wks all black students 25 38 15 16 4th Six wks all white students 308 154 30 34

5th Six wks all black students 37 36 10 15 5th Six wks all white students 372 110 16 22

12-13 1st six weeks black 27 32 7 9 12-13 1st six weeks white 331 137 10 12

12-13 2nd six weeks black 38 25 5 4 12-13 2nd six weeks white 367 94 14 15

12-13 3rd six weeks black 25 37 3 5 12-13 3rd six weeks white 341 110 15 10

12-13 4th six weeks black 25 33 12 5 12-13 4th six weeks white 315 143 16 9

12-13 5th six weeks black 23 34 9 12 12-13 5th six weeks white 302 148 13 17

Free/Reduced English Language Arts

E/LA Cypress Grove A B C D or F

2nd Six wks all ethnicities F/R 93 98 21 17

3rd Six wks all ethnicities F/R 104 89 19 34

4th Six wks all ethnicities F/R 69 87 34 35


12-13 1st six weeks F/R 91 94 19 20 = 12- 13

12-13 2nd six weeks F/R 120 69 16 16

12-13 3rd six weeks F/R 98 85 12 19

12-13 4th six weeks F/R 78 91 27 16

12-13 5th six weeks F/R 81 85 22 21


Percent Change in Grade Categories by Ethnicity 11-12 vs. 12-13

Hispanic: As: (48 v. 55) +8% Bs: (37 v. 32) -5% Cs: (8 v. 6) -2% Ds/Fs: (8 v. 6) -2%

Asians: As: (88 v. 93) +5% Bs: (11 v. 9) -2% Cs: (1 v. <1)-1% Ds/Fs: (1 v. <1) -1%

Black: As: (34 v. 37) +3% Bs: (43 v. 44) +1% Cs: (10 v. 9) -1% Ds/Fs: (12 v. 9) -3%

White: As: (64 v. 68) +4% Bs: (27 v. 27) 0% Cs: (5 v. 3) -2% Ds/Fs: (5 v. 3) -2%

Free/Reduced: As: (40 v. 42) +2% Bs: (38 v. 39) +1% Cs: (9 v. 9) 0% Ds/Fs: (11 v. 9) -2%

April 2013 STAAR Reading, Grade 5

Economic Disadvantage

Total Students

Percent Score

Scale Score

Met / Satisfactory

Commended / Advanced

Cypress Grove Intermediate

School 22.75% 356 75.29% 1590.93 87.92% 31.46%

Asian 21.88% 32 80.97% 1630.03 96.88% 46.88%

Black/African American 66.67% 27 58.19% 1485.37 48.15% 14.81%

Hispanic 46.58% 73 71.77% 1560.56 86.3% 19.18%

Two or More Races 12.5% 8 82.75% 1645 100% 37.5%

White 9.72% 216 77.50% 1606.6 91.67% 35.19%

April 2013 STAAR Reading, Grade 6


Total Students

Percent Score

Scale Score

Met / Satisfactory


Cypress Grove Intermediate School

26.94% 386 76.17% 1653.63 85.49% 34.72%

American Indian/Alaskan Native 100% 1 38% 1411 0% 0%

Asian 21.21% 33 81.70% 1717.52 87.88% 54.55%


Hispanic 45.07% 71 71.04% 1610.61 81.69% 19.72%

Two or More Races 0% 7 81.43% 1685.43 100% 42.86%

White 14.47% 235 79.55% 1676.5 91.49% 40.43%

11-12 Hispanic Students 143

12-13 Hispanic Students 149 +6

11-12 Asian Students 54

12-13 Asian Students 64 +10

11-12 Black Students 92

12-13 Black Students 73 -19

11-12 White Students 520

12-13 White Students 476 -44

11-12 F/R Students 242

12-13 F/R Students 213 -29

11-12 Overall population 809

12-13 Overall population 770 -39


Conclusions for English/Language Arts:

English/Language Arts students in the 12-13 school year were more likely to make an A than in 11-12

and the percentages of students making Cs, Ds, and Fs dropped or stayed the same in all population

groups. Overall, this data shows that students’ grades were higher in 12-13 than in 11-12.Minimal gains

were seen for the African American, Asian, White and Free/Reduced status students; however, the

increases for Hispanic, were significant.

STAAR scores correlate in that the percentages of As+Bs for 2013 are roughly equal to the percentages of

students passing with the Met/Satisfactory rating with the exception of African American students, whose

As+Bs percentages are about 33% higher than their Met/Satisfactory percentages. This shows an area of

needed focus for 2013-2014 as the African American students are showing good progress in their grades,

but are then not passing the STAAR exam.


Math (In number of students)

Hispanic Math

Asian Math

Math Cypress Grove A B C D or F

Math Cypress Grove A B C

D or F

2nd Six wks all hispanic students 46 53 25 17

2nd Six wks all asian students 41 12 0 1

3rd Six wks all hispanic students 40 55 22 26

3rd Six wks all asian students 41 11 1 2

4th Six wks all hispanic students 44 55 19 24

4th Six wks all asian students 48 10 0 1



12-13 1st six weeks hispanic 47 62 20 14

12-13 1st six weeks Asian 51 12 2 0

12-13 2nd six weeks hispanic 59 57 15 18

12-13 2nd six weeks Asian 49 13 1 0

12-13 3rd six weeks hispanic 60 59 18 14

12-13 3rd six weeks Asian 52 10 0 1

12-13 4th six weeks Hispanic 38 64 19 19

12-13 4th six weeks Asian 46 7 2 0



Black Math

White Math


Math Cypress Grove A B C

D or F

2nd Six wks all black students 14 37 16 25

2nd Six wks all white students 268 172 41 39

3rd Six wks all black students 12 34 21 22

3rd Six wks all white students 253 171 45 51

4th Six wks all black students 11 37 14 23

4th Six wks all white students 252 184 32 47



12-13 1st six weeks black 12 27 15 18

12-13 1st six weeks white 223 210 23 18

12-13 2nd six weeks black 16 26 20 11

12-13 2nd six weeks white 274 162 24 16

12-13 3rd six weeks black 22 19 12 16

12-13 3rd six weeks white 233 172 28 30

12-13 4th six weeks black 7 30 13 16

12-13 4th six weeks white 196 144 35 17



Free/Reduced Math






= 12- 13

12-13 1st six weeks F/R 42 95 36 38

12-13 2nd six weeks F/R 60 88 34 31

12-13 3rd six weeks F/R 61 78 34 31

12-13 4th six weeks F/R 40 76 40 33

12-13 5th six weeks F/R 46 82 30 30


19% Hispanic

9% Asian

10% African American

60% Caucasian

25% Low SES


Hispanic: As: (32 v. 35) +3% Bs: (38 v. 42) +4% Cs: (14.5 v. 13) -1.5% Ds/Fs: (16 v. 10) -6%

Asians: As: (77 v. 81) +4% Bs: (18 v. 16) -2% Cs: (<1 v. 2) +2% Ds/Fs: (2 v. 1) -1%

Black: As: (15 v. 20) +5% Bs: (40 v. 37) -3% Cs: (18 v. 21) +4% Ds/Fs: (27 v. 21) -6%

White: As: (51 v. 51) 0% Bs: (32 v. 35) +3% Cs: (8 v. 7) -1% Ds/Fs: (8 v. 5) -3%

Free/Reduced: As: (21 v. 25) +4% Bs: (40 v. 43) +3% Cs: (17 v. 18) +1% Ds/Fs: (23 v. 16) -7%

April 2013 STAAR Mathematics, Grade 5

Economic

Disadvantage

Total

Students

Percent

Score

Scale

Score

Met /

Satisfactory

Commended

/ Advanced

Cypress Grove Intermediate School 22.69% 357 74.26% 1642.56 83.19% 31.65%

Asian 20% 30 88.67% 1780.43 96.67% 66.67%


Hispanic 48.61% 72 66.58% 1586.83 70.83% 23.61%

Two or More Races 12.5% 8 78.25% 1659.88 87.5% 50%

White 9.55% 220 76.99% 1655.75 89.55% 31.82%

April 2013 STAAR Mathematics, Grade 6


Total Students

Percent Score

Scale Score

Met / Satisfactory


Cypress Grove Intermediate School 27.47% 364 70.50% 1683 89.56% 27.75%

American Indian/Alaskan Native 100% 1 25% 1413 0% 0%

Asian 19.05% 21 83.71% 1784 95.24% 61.9%

Black/African American 81.08% 37 53.11% 1572 62.16% 10.81%

Hispanic 44.93% 69 65.84% 1646 88.41% 18.84%

Two or More Races 0% 8 73.75% 1730 87.5% 50%

White 14.91% 228 73.60% 1703 94.3% 29.39%


12-13 Hispanic Students 144 1


12-13 Asian Students 69 15


12-13 Black Students 81 8


12-13 White Students 463 57


12-13 F/R Students 196 46


12-13 Overall population 772 37


Conclusions for Math:

Ds and Fs have reduced in all areas. Students in our most vulnerable populations (Free/Reduced, African

American, and Hispanic) are now more like to pass and to get an A than in 11-12. Met standard scores

for both 5th

and 6th

grades are nearly equal to or surpass the percentage of As + Bs for each ethnicity. The

exceptions being the 5th

grade African American scores, whose percentage for met standard are roughly

10% less than their combined As + Bs, and 5th

grade Hispanic scores which fall about 7% below their

combined As and Bs.

With the STAAR scores combined (5th

and 6th

graders together) as the grade data is, our students aligned

well—overall, student records indicate that the percentage of students making an A or B are roughly

equal to the percentage of students who passed STAAR.


Science (In number of students)

Hispanic Science

Asian Science

Science Cypress Grove A B C D or F

Science Cypress Grove A B C

D or F



















Black Science

White Science

Science Cypress Grove A B C D or F

Science Cypress Grove A B C

D or F



















Free/Reduced Science

Free/Reduced Cypress Grove





= 12- 13

12-13 1st six weeks F/R 73 93 23 18

12-13 2nd six weeks F/R 69 102 26 11

12-13 3rd six weeks F/R 67 92 25 15

12-13 4th six weeks F/R 56 97 23 20

12-13 5th six weeks F/R 85 82 12 20













12-13 Overall population 772 41 Percent Change in Grade Categories by Ethnicity 11-12 vs. 12-13

Hispanic: As: (35 v. 48) +13% Bs: (44 v. 38) -6% Cs: (11 v. 7) -4% Ds/Fs: (8 v. 7) -1%

Asians: As: (79 v.84) +5% Bs: (18 v. 14) -4% Cs: (3 v. 2) -1% Ds/Fs: (<1 v. <1) 0%

Black: As: (18 v. 28) +10% Bs: (50 v. 53) +3% Cs: (16 v. 10) -6% Ds/Fs: (17 v. 9) -8%

White: As: (60 v. 70) +10% Bs: (30 v. 25) -5% Cs: (4 v. 3) -1% Ds/Fs: (5 v. 2) -3%

Free/Reduced: As: (25 v. 35) +10% Bs: (47 v. 46) -1% Cs: (14 v. 11) -3% Ds/Fs: (15 v. 8) -7%

April 2013 STAAR Science, Grade 5


Total Students

Percent Score

Scale Score

Met / Satisfactory


Cypress Grove Intermediate School 22.35% 358 77.50% 4056.2 86.87% 27.37%

Asian 20% 30 84.63% 4322.7 93.33% 43.33%


Hispanic 47.22% 72 71.50% 3840.4 80.56% 11.11%

Two or More Races 12.5% 8 86.38% 4435.1 87.5% 50%

White 9.09% 220 80.25% 4132.1 92.27% 31.82%

Conclusions:

Science students in the 12-13 school year were more likely to make an A than in 11-12 and the

percentages of students making Cs, Ds, and Fs dropped or stayed the same in all population groups.

Overall, this data shows that students’ grades were significantly higher in 12-13 than in 11-12.

STAAR scores for 5th

grade show that Hispanic students percentage of combined As and Bs are about

6% higher than the passing standard percentage. African American percentages of combined As and Bs

are also lower than the percentage of students passing the science STAAR: 53% of students passed

STAAR but 81% made an A or B in the class. This discrepancy shows that even students who are doing

well in the class may not pass the STAAR.

IMPORTANT NOTE: The grade data includes both 5th

and 6th

graders while the STAAR data is only

that of the 5th

graders. We do not have grade data separated by 5th

and 6th

graders at this time.


Social Studies (In number of students)

Hispanic Social Studies

Asian Social Studies

Social Studies Cypress Grove A B C D or F

Social Studies Cypress Grove A B C

D or F



















Black Social Studies

White Social Studies


Social Studies Cypress Grove A B C

D or F



















Free/Reduced Social Studies






= 12- 13

12-13 1st six weeks F/R 112 66 22 6

12-13 2nd six weeks F/R 97 87 17 7

12-13 3rd six weeks F/R 84 70 22 21

12-13 4th six weeks F/R 88 78 13 17

12-13 5th six weeks F/R 85 70 20 24













12-13 Overall population 772 41


Hispanic: As: (50 v. 59) +9% Bs: (33 v.28) -5% Cs: (7 v. 8) +1% Ds/Fs: (10 v. 5) -5%

Asians: As: (86 v.86) 0% Bs: (12 v. 12) 0% Cs: (<1 v. <1) 0% Ds/Fs: (<1 v. <1) 0%

Black: As: (33 v. 37) +4% Bs: (42 v. 42) 0% Cs: (11 v. 13) +3% Ds/Fs: (14 v. 7) -7%

White: As: (72 v. 74) +2% Bs: (21 v. 21) 0% Cs: (4 v. 3) -1% Ds/Fs: (3 v. 2) -1%

Free/Reduced: As: (39 v. 46) +7% Bs: (38 v. 37) -1% Cs: (9 v. 9) 0% Ds/Fs: (13 v. 7) -6%

Conclusions:

Social Studies students in the 12-13 school year were more likely to make an A than in 11-

12 and the percentages of students making Bs, Ds, and Fs dropped or stayed the same in

all population groups. Overall, this data shows that students’ grades were significantly

higher in 12-13 than in 11-12.


Campus Improvement Plan Committee

2013-2014

Name Position Contact Information

Amie Corley Classroom Teacher, Sixth Grade English/Lang. Arts 694-5600

Becky Kubin Classroom Teacher, Sixth Grade Social Studies 694-5600

Cindy Mullen Classroom Teacher, Fifth Grade Science 694-5600

Clark Ealy Central Office Representative 764-5476

Dana Schultea Non-Classroom Professional Staff, Counselor 694-5600

Julie Hoyle Classroom Teacher, Sixth Grade Science 694-5600

Kelli Boriskie Classroom Teacher, Special Education 694-5600

Kelly Kovacs Principal 694-5600

Kerry Bishop Classroom Teacher, Sixth Grade Math 694-5600

Kim Lampo Classroom Teacher, Special Education 694-5600

Omar Espitia Assistant Principal 694-5600

Robin Button Diagnostician 694-5600

Kim Varner Parent Representative, PTO President [email protected]

mailto:[email protected]

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