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Title I Middle School

Campus Improvement Plan: 2014‐2015 School Based Improvement Committee

CarpenterMiddleSchool Principal: Courtney J. Washington Mission Statement: At Carpenter Middle School, our mission is to provide a safe environment which promotes respect and motivates students to learn and to act responsibly. We believe education is the shared responsibility of the student, home, school and community. #WeAreCarpenter

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TitleIMiddleSchoolCampusImprovementPlan2014‐2015 CarpenterMiddleSchool

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CampusVerificationPage Planning Timelines

CoreWork Diagnostics, Analysis of Critical Actions, and STAAR 2013/2014 Gap Analyses: (by June 2014)

Needs analysis, goal setting and strategic planning: (June, July & August 2014)

Preliminary SBIC Plan Complete: (by August 18, 2014)

Campus teacher data analysis day: (August 18‐21, 2014)

SBIC Plan due in September 2014

Meeting Dates 2013‐2014 Meeting 1: SBIC approves the improvement plan (by September 22, 2014): 9/22/2014

Meeting 2: Progress monitoring and review of strategic plan (by February 2, 2015): 2/2/2015

Meeting 3: Evaluate effectiveness of implementation of strategic plan and meeting of goals (by June 12, 2015): 6/4/2015

Title I Status and Components Addressed (The following required components have been addressed in this SBIC plan.) Title I Targeted Assistance Components 1 ‐ 8 Title I Schoolwide Components 1 – 10

1. ☒ CNA: Comprehensive Needs Assessment 2. ☒ ISR: Effective methods and instructional strategies based on scientifically‐based research 3. ☒ THQ: Teaching by highly qualified staff 4. ☒ OPD: High quality and ongoing professional development for teachers, principals and paraprofessionals 5. ☒ IPI: Increasing parental involvement 6. ☒ TRA: Transition to different grade levels and schools 7. ☒ TTD: Involvement of teachers in testing decisions beyond state 8. ☒ MSP: Monitoring student progress and providing additional assistance 9. ☒ FSP: Coordination and integration of federal, state and local services and programs 10. ☒ AHQ: Strategies to attract highly qualified and high‐quality teachers to high‐need schools

☐ Non‐Title I ☒ Title I Schoolwide ☐ Title I Targeted Assistance ☐ TA Campus transitioning to Title I Schoolwide


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SBICCommitteeCommittee Member’s Name Role Year 1st Participated on SBIC

Joe deLarios Faculty Member 2013

Lisa Waterman Faculty Member 2014

Joan Johnson Faculty Member 2014

Peyton Haller Faculty Member 2014

Debbie Duguid Faculty Member 2014

Robert Adler Faculty Member 2014

Courtney Washington Principal 2010

John Tedford District Professional 2014

Bryan McCord Campus Professional, Non‐teaching 2014

Wendy Prater Campus Professional, Non‐teaching 2014

Karen Miller Support Staff Member 2014

Kat Beckman Parent‐Selected by PTA 2013

Therese Nozykowski Parent‐Selected by Principal 2014

Tony Wang Parent 2014

Sarah Albers Parent 2014

Thomas Mendillo Parent 2014

Gloria Ellis Parent 2014

Ryan Steele (Principal at Christie Elementary) Community Member 2014

Stephanie Mills (Custer Road United Methodist Church) Community Member 2014

Dakarai Stephens (Herbalife gym and nutrition center) Business Representative 2014

Waiting to hear back from multiple local businesses Business Representative


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DistrictandCampusGoals1. Increase the percentage of students meeting STAAR Satisfactory performance rates. 2. Ensure that all students meet STAAR and MAP Growth Standards in all subject areas. 3. Increase Satisfactory and Advanced performance rates for Economically Disadvantaged student group – Closing Performance Gaps. 4. Increase the percentage of students meeting STAAR Advanced performance rates. 5. Increase high school graduation rates and ensure students are on track to graduate. 6. Ensure that all students graduate College and Career Ready or are on track to College and Career Readiness. 7. Ensure that all student groups (7 race/ethnicity and Sp.Ed, ELL, ED) meet the Accountability Safeguard measures (55% meet Level II on STAAR/EOC).

Campus‐Wide Goals Title I Components

Applicable Student Groups

Health, Fitness and Attendance: The campus will utilize their coordinated health program and analyze their student fitness data to set goals and objectives to encourage the health, fitness and attendance of their students. FSP All

Violence Prevention and Bullying: The violent incidents will meet the target measure. Measure: Decrease referrals/reports by 5%. FSP All

Parental Involvement: The campus will provide for a program to encourage and increase participation of parents in regular, two‐way and meaningful communication involving student academic learning and school activities. IPI All

Highly Qualified: The highly qualified rate will meet the 100% target measure. THQOPD AHQ

All


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ComprehensiveNeedsAssessmentPrior to setting long‐range goals or measurable campus performance objectives, effective campus planning and decision‐making teams reviewed the most current, accurate needs assessment information available. Teams used this review to determine the effectiveness of educational programs for each and every student population served.

DEMOGRAPHICS Demographics refer to the characteristics or make‐up of the school and help us understand who we are currently working with and how we implement strategies, initiatives, programs and services to meet their needs.

☒Enrollment ☒ Attendance ☒ Ethnicity ☐ Gender ☐ Mobility/Stability ☒ Special Program Participation ☒ At‐Risk by Category ☒ Teacher‐Student Ratios ☐ Graduation, Completion, Dropout, and GED rates ☒ Course/Class Assignments ☐ College/University/Dual Credit/Advanced ☒ Placement Enrollment

STUDENT ACHIEVEMENTStudent Achievement data refers to the annual and longitudinal reviews from varied sources of formal and informal data. These data provide insights about the degree to which students are acquiring the knowledge and skills expected for each grade level and course of study.

☒ State Assessment Data ☒ TELPAS and AMAO Results ☐ SAT/ACT/PSAT Results ☒ Advanced Course/Dual Enrollment Data ☒ Standardized, Norm‐Referenced, Criterion‐Referenced Tests and Measures ☒ State and AYP Data Tables ☒ Texas Success Initiative (TSI) Data ☒ Course/Class Grades ☐ Graduation, Completion, Dropout, and GED Rates; Diploma Types ☐ Promotion/Retention Rates ☒ Classroom and Program Assessments and Other Data Student Work

CURRICULUM, INSTRUCTION AND ASSESSMENTThe curriculum/curricula collectively describes the teaching, learning, and assessment materials and resources available for a given course of study. These are aligned with the TEKS and other standards, incorporating instruction and assessment processes. ☒ Standards‐Based Curriculum Resources and Materials ☒ Scope and Sequence; Pacing Guides; and/or Other Focus Documents ☒ Foundation Course/Class Materials ☒ Enrichment Course/Class Materials ☐ Technology ☒ Instructional Design/Delivery; High‐Yield Strategies ☒ Lesson Study/Delivery Processes ☒ Collaborative Horizontal and Vertical Team Alignment Processes ☒ Student‐Specific/Differentiated Strategies and Processes ☐Other Assessments ☒ Class, School, and Special Program Schedules

TechnologyTechnology refers to modeling and applying digital tools and resources for students, staff, and other stakeholders to advance teaching and learning, and connect to real‐world experiences, including post‐secondary opportunities.

☐ Technology Infrastructure, Networks, etc. ☒ Technology Hardware and Software ☐ Classroom Technology Needs by Area, Class, Department, etc. ☒ STaR Chart ☒ Professional Development/Teacher Preparation ☒ Needs in Technology ☐ Leadership and Administrative Support Structures for Technology Implementation ☒ Resource Allocations ☐ Technology Policies and Procedures ☐ Technology Plan ☒ Assessment of Technology Skills for Students, Staff and Other Stakeholders

SCHOOL CULTURE AND CLIMATE School culture refers to the organization's values, beliefs, transitions, and customs which shape the personality and climate of the organization. It determines how parents, community, staff and students feel about the school and affects how people interact within the system.

☒ Surveys ☒ Questionnaires ☒ Focus Groups ☐ Interviews ☒ Feedback Data ☒ Classroom and School Walkthrough Data ☒ Parent Conferences, Meetings, etc.

STAFF QUALITY, RECRUITMENT AND RETENTIONStaff Quality, Recruitment and Retention refers to the school organization's level of high‐quality, highly‐effective staff, particularly in high‐poverty schools. This area is also focused on assessing the effect of recruitment and retention strategies on staffing patterns. ☒ Teacher Certification/Qualification Data ☒ Paraprofessional and Other Staff Qualifications ☒ Staff Effectiveness in Relation to Student Achievement ☒ PDAS and/or Other Staff Effectiveness Data ☐ Staff Mobility/Stability ☒ Special Program Qualifications, e.g., Bilingual/ESL, Special Education, etc. ☐ Professional Development Data ☒ Teacher‐Student Ratios ☐ Graduation, Completion, Dropout, and GED rates ☒ Course/Class Completions, Grades, & Other Data ☒ Recruitment and Retention Strategies & Other Data

SCHOOL CONTEXT AND ORGANIZATIONSchool Context and Organization refers to the processes, structures, decision‐making, and overall leadership aspects of the organization, including how these areas address quality teaching and learning. ☒ School Structure or Make‐Up, e.g., Teaming, Looping, etc. ☒ Decision‐Making Processes ☒ Master Schedule ☒ Leadership: Formal and Informal ☒ Supervision Structure Support Structures: Mentor Teachers ☒ Duty Rosters ☒ Schedule for Student Support Services, e.g., Counseling, Social Work, Library, etc. ☐ School Map & Physical Environment ☒ Program Support Services, e.g., Extracurricular Activities, After School Programs, etc. ☒ Communication: Formal and Informal

FAMILY AND COMMUNITY INVOLVEMENT Family and Community Involvement refers to how these stakeholders are informed, invested and involved as partners in supporting the school community to maintain high expectations and high achievement for all students. ☐ Family and Community Participation Counts by Type of Activity ☒ Parent Volunteer Information ☒ Parent Activity Evaluations and Feedback ☐ Parent and Community Partnership Data ☐ Mobility/Stability ☐ Demographic Data x Community Service Agencies and Support Services


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Campus‐WideCriticalActions

Campus‐Wide and/or Classroom Level Critical Actions Areas for improvement identified by Campus Needs Assessment: NCEA CoreWork Diagnostics and STAAR/EOC Gap Analysis.

Address any student groups that did not meet Accountability Safeguards.

Title I Components

Applicable Student

Grades and/or Groups

1. Increase the academic achievement in Reading for all students with an emphasis on African American, Special Education and English Language Learner Students.

☒ CNA ☒ ISR ☐ THQ ☒ OPD ☐ IPI

☐ TRA ☐ TTD ☒ MSP ☒ FSP ☐ AHQ

All

2. Increase the academic achievement in Mathematics for all students with an emphasis on African American, Economically Disadvantaged, Special Education and English Language Learner Students.



All

3. Increase the academic achievement in Writing for all students with an emphasis on African American and English Language Learner Students.



All

4. Increase the academic achievement in Social Studies for all students with an emphasis on African American, Hispanic, Economically Disadvantaged and Special Education Students.



All

5. Increase the academic achievement in Science for all students with an emphasis on Hispanic, Economically Disadvantaged and Special Education Students.



All

6. Incorporate AVID strategies in all classes to improve the instructional delivery and student achievement levels.



All

7.

☐ CNA ☐ ISR ☐ THQ ☐ OPD ☐ IPI

☐ TRA ☐ TTD ☐ MSP ☐ FSP ☐ AHQ

8.

☐ CNA ☐ ISR ☐ THQ ☐ OPD ☐ IPI

☐ TRA ☐ TTD ☐ MSP ☐ FSP ☐ AHQ


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TeamCritical‐ActionsELA (Reading and Writing) Critical Actions

Areas for improvement identified by STAAR/EOC Needs Assessment and NCEA Diagnostic Reports Title I

Components


Participate in classroom visits and team‐teaching (Reading and English) in order to improve the instructional practices of the team and improve teacher effectiveness.


☐ TRA ☐ TTD ☐ MSP ☒ FSP ☒ AHQ

ALL

Differentiate learning opportunities and incorporate reading strategies/signposts and AVID strategies to increase comprehension.



ALL

Increase the academic achievement in Reading for all students with an emphasis on English Language Learners and Special Education students.



ALL

Increase the academic achievement in Writing for all students with an emphasis on African American and English Language Learner Students.



ALL

Mathematics Critical Actions Areas for improvement identified by STAAR/EOC Needs Assessment and NCEA Diagnostic Reports Title I Components


Participate in classroom visits and team‐teaching in order to improve the instructional practices of the team and improve teacher effectiveness.



ALL

Differentiate learning opportunities by using AVID strategies and higher order questioning for students who demonstrate early mastery of learning objectives.



ALL

Increase the academic achievement in Mathematics for all students with an emphasis on African American, Economically Disadvantaged, Special Education and English Language Learner Students.



ALL


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Science Critical Actions Areas for improvement identified by STAAR/EOC Needs Assessment and NCEA Diagnostic Reports

Title I Components





ALL




ALL

Increase academic achievement in Science for all students with an emphasis on Hispanic, Economically Disadvantaged and Special Education Students.



ALL

Social Studies Critical Actions Areas for improvement identified by STAAR/EOC Needs Assessment and NCEA Diagnostic Reports

Title I Components





ALL




ALL

Increase the academic achievement in Social Studies for all students with an emphasis on African American, Hispanic, Economically Disadvantaged and Special Education Students.



ALL


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ELAImprovementPlan(ReadingandWriting) Critical Action: Participate in classroom visits and team‐teaching (Reading and English) in order to improve the instructional practices of the team and improve teacher effectiveness.

Critical Action addresses the following Title I components: ☒ CNA ☒ ISR ☐ THQ ☒ OPD ☐ IPI ☐ TRA ☐ TTD ☒ MSP ☒ FSP ☐ HQA

…

Strategies for Accomplishing Critical Action: Department and Grade Level Production meetings will focus on best practices from Professional Development experiences regarding student learning and instructional delivery.

Action Step Project Lead, Staff,Title I Funding,

Resources, Timeline Formative & Summative Notes and Reflections

Share materials and discuss best practice instructional strategies as a department, including any cross‐curricular opportunities for concept/skill enrichment.

Dept. Chairs, ELAR Department, District Specialists, Admin. Team, ESL Department, AVID Teacher Oct. ’14‐June ’15

Invite ELAR Curriculum Specialists to participate in campus level department meetings to provide feedback

Monthly department meetings Implementation of skills focused on reading strategies

(Tuesday and Thursday) Incorporate AVID strategies to support engagement and

learning Summative Notes: At monthly department meetings, instructional strategies, including AVID strategies were presented. Unfortunately, the Tuesday/Thursday idea revised due to the PLUS schedule. We will discuss a better option in the fall with the new reading specialist. ELAR curriculum coordinators attended some meetings and had great ideas on how to tweak curriculum to fit our needs. Documentation: See Department Head for detailed notes of the strategies.

Conduct learning walks/walk‐throughs and use data to improve classroom instructional strategies.

Dept. Chair, District Specialists, Admin. Team Oct. ’14‐June’15

Create rubric to identify specific targets Weekly observations and feedback Plano Walk Through and Eduphoria data Share PWT data three times a year

Summative Notes: This year, we looked at the walk through data and discussed areas of strengths and weaknesses. We are going to, as a department; focus on our higher questioning strategies, more kinesthetic learning, and a better use of technology in the


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classroom.

Share effective instructional practices such as AVID strategies during grade level and/or during department production meetings to improve student achievement.

Dept. Chairs, ELAR Department, District Specialists, ESL ELAR Teacher, AVID Teacher Oct. ’14‐June ’15

Conference notes Monthly department meetings Actively seek out professional development focused on

English instruction and state/local standards Incorporate AVID strategies with the support of AVID

teacher Summative Notes: At the monthly department meetings, teachers were encouraged to share AVID strategies in the classroom. A culture of learning from each other while implementing change was fostered. We also created some ideas and resources we want to explore to further implement AVID in the fall.

Develop and implement reading enrichment activities for all students during Cowboy Connection (advisory).

Dept. Chair, Reading Department, District Specialist, ESL Reading Teacher Sept. ’14‐June ’15

Enrichment lessons for all grade levels on Wednesdays and Thursdays developed by Reading Specialist

Summative Notes: This approach was not implemented as consistently as planned. The concept and design will have to be revisited by the new reading specialist.

Critical Action: Differentiate learning opportunities and incorporate reading strategies/signposts and AVID strategies to increase comprehension.


…

Strategies for Accomplishing Critical Action: Develop early mastery lessons and activities that extend students’ thinking and are aligned to the learning objectives of the written curriculum.



Identify gifted students and students who have demonstrated early mastery of grade‐level learning objectives and develop early‐mastery materials relative to each academic objective.

Dept. Chair, ELAR Department, District Specialists, ESL ELAR Teacher Oct. ’14‐June ’15

Incorporate a system of pre‐assessments Group students within the classroom for more

differentiated instruction Incorporate supplemental instructional materials that align

to the learning objectives of the written curriculum


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Summative Notes: Pre‐assessments were used to design instruction. The curriculum assessments were challenging to use for measurable data; however, we will look at using some different assessments for data collection. Differentiated instruction was used and enrichment opportunities provided for higher level students.

Critical Action: Increase the academic achievement in Reading for all students with an emphasis on English Language Learners and Special Education students.


…

Strategies for Accomplishing Critical Action: Continually collaborate as a department to focus on ways to best serve our students using data, best instructional practices, AVID strategies and district curriculum.



Vertically discuss student level of preparedness and plan interventions based on grades and assessment performance data.

ELAR Team, Dept. Chair, District ELAR Specialist, Campus ELAR Specialists, ESL ELAR Teacher Oct. ‘14‐ June ‘15

Meeting notes, report cards, MAP data, STAAR assessment data

Summative Notes: The team is currently organizing a vertical alignment document to achieve common processes and terms experience for students. This should help students retain information better from year to year.

Analyze learning objectives as a team during weekly grade level production meetings and discuss ways to scaffold/differentiate lessons.


Lesson Plan Template, curriculum planner using the Understanding by Design

Lesson plans, assessments, curriculum planner and Descartes questions from NWEA that correlate to each students MAP score

Summative Notes: Learning objectives were analyzed at weekly production meetings. The Reading teachers analyzed NWEA information; ELA teachers will add this strategy to the plan of


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action for idea next year.Participate in Reading Workshop to improve reading comprehension skills and to develop an appreciation for reading.

ELAR Team, Dept. Chair, District ELAR Specialist, Campus ELAR Specialists, ESL ELAR Teacher District ESL Support Oct. ‘14‐ June ‘15

Teacher notes for each student pertaining to their reading growth over the course of the year

Participate in weekly reading workshop and goal‐setting, and conference with students bi‐weekly

Students will be asked to read a minimum of eight books per semester

Summative Notes: MAP goal sheets were used so students could see where they were and where they needed to be academically. Reading workshops and goal setting were implemented. The idea of an eight book minimum was debated. The department has some ideas on how to improve implementation of this strategy next year.

Implement Saturday morning tutorials to support English Language Learners in the area of Reading comprehension.

ELAR Team, Dept. Chair, District ESL Support Oct. ‘14‐ June ‘15

Saturday morning tutorial sessions ESL curriculum and instructional materials

Summative Notes: ESL students participated in a comprehensive instructional plan for twelve weeks beginning in January.

Critical Action: Increase the academic achievement in Writing for all students with an emphasis on African American and English Language Learner students.


…




Participate in writing activities as prescribed in the curriculum including the Writers’ Workshop and cross curricular activities to improve writing skills.


Writers’ Workshop, October and February Summative Notes: This was a very successful. The writing scores of seventh grade reflect the emphasis, organization, and skill used to improve writing this year.


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Analyze learning objectives as a team during weekly grade level production meetings and plan the level at which an objective is to be taught and discuss ways to scaffold/differentiate lessons.


Lesson Plan Template, curriculum planner using the Understanding by Design

Lesson plans, assessments, curriculum planner and Descartes questions from NWEA that correlate to each students MAP score

Summative Notes: Learning objectives were analyzed at weekly production meetings. The Reading teachers analyzed NWEA information; ELA teachers will add this strategy to the plan of action for idea next year.

Share effective instructional practices such as AVID strategies during grade level and/or during department meetings to improve student achievement.

ELAR Team, Dept. Chair, District ELAR Specialist, Campus ELAR Specialists, ESL ELAR Teacher, AVID Teacher Oct. ‘14‐ June ‘15

Lesson plans, assessments, curriculum planner Incorporate AVID strategies with the support of AVID

teacher Meeting notes, report cards, MAP data, STAAR assessment

data Summative Notes: The team is currently organizing a vertical alignment document to achieve a common processes and terms experience for students. This should help students retain information better from year to year.

Implement Saturday morning tutorials to support English Language Learners in the area of Writing development.

ELAR Team, Dept. Chair, AdminOct. ‘14‐ June ‘15

Saturday morning tutorial sessions ESL curriculum and instructional materials

Summative Notes: ESL students participated in a comprehensive instructional plan for twelve weeks beginning in January. There was student growth.


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MathematicsImprovementPlanCritical Action: Participate in classroom visits and team‐teaching in order to improve the instructional practices of the team.


…

Strategies for Accomplishing Critical Action: Department and Grade Level Production meetings will focus on best practices from Professional Development regarding student learning and instructional delivery.



Maximize district resources to assist teachers with targeted lesson design and delivery.

Dept. Chair, Math Department, District Specialists, Admin. Team, ESL Department Oct. ’14‐June ’15

Invite Math Curriculum Director to participate in campus level department meetings

Monthly department meetings, notes Summative Notes: The Middle School Math Specialist provided classroom instructional strategies to improve student engagement. Documentation: See Department Head and/or the Math Specialist for detailed notes of the strategies.



Create rubric to identify specific targets Weekly observations Plano Walk Through and Eduphoria data Share data three times per year

Summative Notes: The Administrative team conducted walk‐throughs and provided the Dept. Chair with data to improve instructional strategies. Critical thinking will continue to be an area of focus for teachers during regularly scheduled meetings. Documentation: See Grade Level teams/Department head for detailed notes.


Dept. Chair, Math Department, District Specialists, ESL Math Teacher, AVID Teacher Oct. ’14‐June ’15


Math instruction and state/local standards Incorporate AVID strategies with the support of AVID

teacher Summative Notes: The Math Specialist and AVID teacher shared


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ideas at the department meetings throughout the year to increased awareness of strategies that could easily being incorporated into daily lesson plans. Documentation: See the Math Specialist, AVID Teacher, or the Department chair for detailed notes.

Critical Action: Differentiate learning opportunities and AVID strategies for all students, particularly students who demonstrate early mastery of learning objectives.


…





Dept. Chair, Math Department, District Specialists, ESL Math Teacher, Descartes questions from NWEA, individualized math computer programs Oct. ’14‐June ’15

Put a system of pre‐assessments in place Regroup students within the classroom for more


to the learning objectives of the written curriculum Use individualized computer programs like Think Through

Math and Mathia to challenge students Develop peer tutoring opportunities within the classroom

and during Cowboy Connection on Wednesdays, as needed Summative Notes: Having a new curriculum as well as new TEKS teachers made it challenging for teachers to put a system of pre‐assessments in place this year. Teachers did incorporate many supplemental materials to differentiate instruction. The PLUS Period was established to promote academic recovery for students and to provide enrichment for students not needing recovery time.


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Documentation: Classroom Teacher’s lesson plans

Develop enrichment activities for targeted students during Cowboy Connection (advisory).

Dept. Chair, Math Department, District Specialist, ESL Math Teacher Sept. ’14‐June ’15

Enrichment lessons for all grade levels (daily) Summative Notes: The PLUS Period was used to provide enrichment activities for students that were not in need of academic recovery. Documentation: Classroom teachers lesson plans

Critical Action: Increase the academic achievement in Mathematics for all students with an emphasis on African American, Economically Disadvantaged, Special Education and English Language Learner Students.

Critical Action addresses the following Title I components: ☒ CNA ☒ ISR ☐ THQ ☒ OPD ☐ IPI ☐ TRA ☐ TTD ☒ MSP ☒ FSP ☒ HQA

…




Vertically discuss student level of preparedness and plan interventions based on grades and assessment performance data.

Math Team, Dept. Chair, District Math Specialist, Campus Math Specialists, Admin. Team (Asst. Principal), ESL Math Teacher Oct. ‘14‐ June ‘15


Summative Notes: We met as a department to vertically discuss the TEKS. Topics were which TEKS were thoroughly covered, covered but needs significant revisit, introduced but not to mastery, and those not covered at all. Documentation: See Math Department Head for detailed notes.

Analyze learning objectives as a team during weekly grade level production meetings and use backwards planning design to create assessments based on these learning objectives.

Math Team, Dept. Chair, District Math Specialist, Campus Math Specialists, ESL Math Teacher Oct. ‘14‐ June ‘15

Lesson Plan Template (created by Whitney Evans), curriculum planner using the Understanding by Design process.

Summative Notes: At the weekly grade level meetings, each teacher brought the District Unit Plan using Stage I to study the TEKS for creating the Unit test first then used Stage 3 to plan the


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lessons to correlate to the test. Documentation: Classroom teacher’s lesson plans

Understand the level at which an objective is to be taught and assessed, and discuss ways to scaffold/differentiate lessons.

Math Team, Dept. Chair, District Math Specialist, Campus Math Specialists, ESL Math Teacher Oct. ‘14‐ June ‘15

Lesson plans, assessments, curriculum planner and Descarte questions from NWEA that correlate to each students MAP score.

Summative Notes: Each teacher used the District Unit Plans Stage 2 and Stage 3 to make sure the lessons were taught and assessed at the correct level. Documentation: Classroom teacher lesson plans and tests.


Math Team, Dept. Chair, District Math Specialist, Campus Math Specialists, ESL Math Teacher, AVID Teacher Oct. ‘14‐ June ‘15


teacher Summative Notes: The District Math Specialist, the Department Head, and the AVID teacher shared effective instructional practices during grade level and department meetings.

Documentation: Math Specialist, Department Head, and Avid teacher detailed notes on the various strategies presented.


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ScienceImprovementPlan

Critical Action: Participate in classroom visits and team‐teaching in order to improve the instructional practices of the team and improve teacher effectiveness.

Critical Action addresses the following Title I components: ☒ CNA ☒ ISR ☐ THQ ☐ OPD ☐ IPI ☐ TRA ☐ TTD ☒ MSP ☒ FSP ☐ HQA

…

Strategies for Accomplishing Critical Action: Department and Grade Level Production meetings (specifically geared toward the new Science Curriculum and Technology integration) will focus on best practices from Professional Development regarding student learning and instructional delivery.




Dept. Chair, ScienceDepartment, District Specialists, Admin. Team, ESL Department, Sped teacher Oct. ’14‐June ’15

Invite Science Curriculum Coordinator to participate in campus level department meetings

Monthly department meetings Classroom reflection document

Summative Notes: The Middle School Science Curriculum Coordinator provided classroom instructional strategies to improve student engagement. At monthly department meetings, instructional strategies, including AVID strategies were presented. Documentation: See Department Head for detailed notes of the strategies.

Conduct learning walks and walk‐throughs, and use data to improve instructional delivery.

Admin. Team Oct. ’14‐June’15

Create rubric to identify specific targets Plano Walk Through and Eduphoria data Share Plano Walk Thru data at least 3 times a year.

Summative Notes: The Administrative team conducted walk‐throughs and provided the Dept. Chair with data to improve instructional strategies. Critical thinking will continue to be an area of focus for teachers during regularly scheduled meetings. Documentation: See Grade Level teams/Department head for detailed notes.


Dept. Chair, Science Department, District Specialists, ESL Science Teacher, SPED Teacher, AVID Teacher Oct. ’14‐June ’15

Grade‐level meeting Monthly department meetings Actively seek out professional development focused on

Science instruction and state/local standards District pullout / PDH Incorporate AVID strategies with the support of AVID


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teacherSummative Notes: The Science Department Chair and AVID teacher shared ideas at the department meetings throughout the year to increased awareness of strategies that could easily being incorporated into daily lesson plans. Several AVID training sessions were scheduled throughout the year. Two Science teachers attended the AVID Summer institute. Documentation: See Science Department Chair or AVID Teacher for detailed notes.

Critical Action: Differentiate learning opportunities and incorporate AVID strategies for all students, particularly students who demonstrate early mastery of learning objectives.


…





Dept. Chair, Science Department, District Specialists, ESL Science Teacher Oct. ’14‐June ’15

Put a system of pre‐assessments in place Provide differentiated, enriched assignments

Summative Notes: Teachers incorporated many supplemental materials to differentiate instruction. Teachers also utilized formative assessments throughout the year to measure student understanding. The PLUS Period was established to promote academic recovery for students and to provide enrichment for students not needing recovery time. Documentation: Classroom Teacher’s lesson plans

Develop enrichment activities for all students during Cowboy Connection (advisory).

Dept. Chair, Science Department, District Specialist,

Enrichment lessons for all grade levels on Thursdays (alternating with history) prepared by teachers and District


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ESL Science TeacherSept. ’14‐June ’15

SpecialistSummative Notes: Enrichment lessons in Science were provided to all teachers on Thursdays to be presented during the Advisory period during the first semester The PLUS Period was used to provide enrichment activities as well as STAAR prep for students that were not in need of academic recovery. Documentation: Classroom teachers lesson plans

Develop high‐yield individualized instruction to the learning of students who demonstrate early mastery.

District Specialists, AVID Teacher Oct. ’14‐June ’15

Incorporate supplemental instructional materials that align to the learning objectives of the written curriculum

Incorporate AVID strategies with the support of AVID teacher

Summative Notes: The PLUS Period was used to provide enrichment activities for students that were not in need of academic recovery. Documentation: Classroom teachers lesson plans

Critical Action: Increase academic achievement in Science for all students with an emphasis on Hispanic, Economically Disadvantaged and Special Education Students.


…




Vertically discuss student level of preparedness, analyze the level at which an objective is to be taught and discuss ways to scaffold/differentiate lessons.

Science Team, Dept. Chair, District Science Specialist, Admin. Team, ESL Science Teacher Oct. ‘14‐ June ‘15


Lesson Plan Template Summative Notes: We meet as a department to vertically discuss the TEKS. Topics were which TEKS were thoroughly covered, covered but needs significant revisit, introduced but not to mastery, and those not covered at all.


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Documentation: See Science Department Chair for detailed notes.


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SocialStudiesImprovementPlan

Critical Action: Participate in classroom visits and team‐teaching in order to improve the instructional practices of the team and improve teacher effectiveness.


…

Strategies for Accomplishing Critical Action: Department and Grade Level Production meetings will focus on best practices from Professional Development regarding student learning and instructional delivery.




Dept. Chair, Social Studies Department, District Specialists, Admin. Team, ESL Department Oct. ’14‐June ’15

Invite Social Studies Curriculum Director to participate in campus level department meetings

Monthly department meetings Summative Notes: Department utilized district resources multiple times throughout the year, including but not limited to ESL, Social Studies and Curriculum coordinator.



Create rubric to identify specific targets Weekly observations Plano Walk Through and Eduphoria data Share PWT data three times a year

Summative Notes: Walkthrough data was disseminated to department members and utilized to increase classroom instructional strategies.


Dept. Chair, Social Studies Department, District Specialists, ESL Social Studies Teacher, AVID Teacher Oct. ’14‐June ’15


Social Studies instruction and state/local standards Incorporate AVID strategies with the support of AVID

teacher Summative Notes: AVID strategies were presented and shared numerous times throughout the year by both the campus AVID Teacher and the PISD trainers. AVID strategies were then used in the classroom to varying degrees of success. Cornell note taking was the most used of the AVID strategies.


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Critical Action: Differentiate learning opportunities and incorporate AVID strategies for all students, particularly students who demonstrate early mastery of learning objectives.


…





Dept. Chair, Social Studies Department, District Specialists, ESL Social Studies Teacher Oct. ’14‐June ’15

Put a system of pre‐assessments in place Regroup students within classrooms for more


to the learning objectives of the written curriculum Summative Notes: Pre‐assessments were put into place to measure student abilities as well as supplemental instructional material to further develop skills of gifted and early mastery students.

Develop enrichment activities for all students during Cowboy Connection (advisory).

Dept. Chair, Social Studies Department, District Specialist, ESL Social Studies Teacher Oct. ’14‐June ’15

Enrichment lessons for all grade levels on Thursdays (alternating with science)

Summative Notes: PLUS Periods were used to enrich social studies based learning for the purpose of master of the TEKS.

Critical Action: Increase the academic achievement in Social Studies for all students with an emphasis on African American, Hispanic, Economically Disadvantaged and Special Education Students.


…

Strategies for Accomplishing Critical Action: Continually collaborate as a department to focus on ways to best serve our students using data, best intuitional practices, AVID strategies and district curriculum.



Vertically discuss student level of preparedness, analyze the level at Social Studies Team, Dept. Chair, Meeting notes, report cards, MAP data, STAAR assessment


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which an objective is to be taught and discuss ways to scaffold/differentiate lessons.

District Social Studies Specialist, Admin. Team, ESL Social Studies Teacher Oct. ‘14‐ June ‘15

data Lesson Plan Template, curriculum planner using the

Understanding by Design Lesson plans, assessments, curriculum planner and

Descarte questions from NWEA that correlate to each students MAP score.

Summative Notes: Vertical Alignment was introduced and integrated into department meetings.


Social Studies Team, Dept. Chair, District Social Studies Specialist, Admin. Team, ESL Social Studies Teacher, AVID Teacher Oct. ‘14‐ June ‘15


teacher Summative Notes: Effective instructional practices were demonstrated and shared at monthly department meetings by all members at various times.


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Health,FitnessandAttendance

Critical Action: The campus will utilize their coordinated school health program and analyze their student fitness data to set goals and objectives to encourage the HEALTH, FITNESS and ATTENDANCE of their students. (SB 892; Education Code 11.253(d); BQ LEGAL) Strategies for Accomplishing Critical Action:

Applicable Students

Action Step Responsible Staff/Resources Timeline Formative & Summative Notes

COORDINATED SCHOOL HEALTH: Forms are available on inside.pisd K‐8 Designate a Campus Wellness Captain and establish a Campus

Wellness Team; set meetings, establish measurable goals and document progress toward goal completion. (Required ‐ Form Provided)

Principal

Campus Wellness Plan

All Year Meeting NotesWeekly health tip announcements by nurse, FANS manager and coaching staff. Summative Notes: The action steps were followed as described above.

K‐8 Include at least one Parent on Campus Wellness Team. (Required)

Campus Wellness Captain


All Year Committee ListPTA Wellness Chair Meeting Notes Summative Notes: The action steps were followed as described above.

K‐8 Ensure that all components of the Coordinated School Health curriculum are delivered in an appropriate setting, i.e. classroom component requires use of a classroom. (Required)

Principal Coordinated School Health Curriculum

All Year Curriculum GuideSummative Notes: The action steps were followed as in the curriculum guide.

K‐8 Create a Coordinated School Health bulletin board inside the school building for students, staff and parents to view. (Required)

P.E. Teacher/ Staff

Coordinated School Health Curriculum

All Year Pictures of BoardSummative Notes: See documentation from PE teachers, Athletic Director, nurse and FANS manager

K‐8 Notify parents/community members of Family Wellness Nights/Health Fairs through use of marquee, newsletter, web page, myPISD.

Campus Wellness Captain/Principal


All Year FlyersE‐News Summative Notes: See documentation from PE teachers and Athletic Director

FITNESS: Forms are available on inside.pisd


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Applicable Students


3‐8 Analyze student fitness data to set program goals for school year. (Required ‐ Form Provided)

P.E. Teacher Program Goal Form

All Year Fitness‐gram Guide

Summative Notes: The action steps were followed as described above.

3‐8 All eligible students will be assessed using fitness test components. (Required ‐ Form Provided)

P.E. Teacher Student Exemption Form

All Year Fitness‐gram Guide


4th & 7th (NEW ACTION STEP) Ensure all data for 3rd ‐8th grade students is entered on timely basis, fitness report cards are printed (4th and 7th grade) and sent to parents or linked through myPISD. (Required)

P.E. Teacher Fitnessgram Student Report

All Year Fitness‐gram Report Card


PHYSICAL ACTIVITY REQUIREMENTS: Forms are available on inside.pisd

K‐8 Ensure students are receiving required physical education classes/minutes for each school year and achieving moderate to vigorous physical activity (MVPA) 50% of the physical education class period. (Required ‐ Form Provided)

Principal Recommended sample schedules are available upon request MVPA Form

All Year Fitness‐gram Report CardSummative Notes: See master schedule

K‐8 Measure MVPA and physical activity time using pedometers and heart rate monitors. (Required)

P.E. Teacher Pedometers; heart rate monitors

All Year Observations

Summative Notes: See documentation from PE teachers and Athletic Director

K‐8 Ensure physical education staff is using a sequential and developmentally appropriate curriculum which has students active at least 70%‐90% of class time. (Required ‐ Form Provided)

Principal Yearly Plan Form, Lesson Plans Visible During Class Time Observation

All Year Curriculum Guide

Summative Notes: The action steps were followed as in the curriculum guide.

K‐5 (NEW ACTION STEP) Ensure students are receiving daily Principal N/A


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Applicable Students


unstructured play during recess. (Required)K‐5 (NEW ACTION STEP) Ensure students are receiving

opportunities for brain breaks and short activity breaks. (Required)

Principal Resources available upon request

All Year N/A

ATTENDANCE: Forms are available on inside.pisd (Please complete cells below)

K‐8 Monitor attendance of students and follow up on prominent and chronic absences. (Required)

Principal All Year Pinnacle and TEAMS ReportsCampus Documentation Forms Tardy Stations Summative Notes: The tardy station proved to be successful in reducing the number of tardies to class per period. The plan will continue next year.

K‐8 (NEW ACTION STEP) Using Fitnessgram and attendance data, set measurable goals for students who have prominent and chronic absences and whose fitness test scores fall outside the Healthy Fitness Zone. (Required)

Principal Student Goal Form

All Year Pinnacle and TEAMS ReportsCampus Documentation Forms Summative Notes: See documentation from PE teachers and Athletic Director


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ViolencePreventionandBullying

Critical Action: VIOLENCE PREVENTION and discipline management programs must provide for prevention of and education concerning unwanted physical or verbal aggression, sexual harassment and other forms of BULLYING in school, on school grounds and in school vehicles. (HB 283) Strategies for Accomplishing Critical Action: Applicable Students Action Step Responsible Staff/Resources Timeline Formative & Summative Notes

Staff PREVENTION: Identify high risk areas. (Required) Principal/Admin

Intern/Asst. Principal

Staff feedback/ survey All Year Duty Schedule, Rapid Eye, Campus Security Audit Campus Survey conducted to address needs. Summative Notes: Completed under the leadership of administration and supported by District Security Specialist

Monitor high risk areas. (Required) Principal Designee

Staff assignments/ schedule

All Year Duty Schedule, Rapid Eye, Campus Security Audit Summative Notes: Completed under the leadership of administration and supported by District Security Specialist

Follow Campus Rules/Expectations. (Required) Principal Code of Conduct, District Handbook Campus Handbook

All Year August, February and May grade‐level meetings of R.O.D.E.O., District Code of Conduct Grade level administrators will have an office on grade level hall; preventative measures/visibility. Summative Notes: Completed as planned above

Staff EDUCATION: Participate in annual staff training on bullying/sexual

harassment. (Required) Principal or designee

Handouts/PowerPoint October Sign in sheet, certificatesSummative Notes: Completed and documented as planned

Review referral process. (Required) Principal or designee

Campus referral plan All Year Discipline Spreadsheet, TEAMS report, CMS Discipline Management Sheet


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Applicable Students Action Step Responsible Staff/Resources Timeline Formative & Summative Notes

Summative Notes: Completed and documented on form created by administrative team.

Staff INTERVENTION: Establish recommended intervention strategies for

classroom/campus. (Required) Principal or designee (campus discipline staff)

Discipline Management Plan

August CMIT, R.O.D.E.O., Friday Night Roundup, Administrative Conferences Peer Mediation Request Forms Grade Level Team Meetings, Ruby Payne Training Summative Notes: Completed as planned by administrators, AVID teacher, CMIT teacher, and PALS lead teacher

Implement campus referral plan. (Required) Principal or designee

Campus Referral Plan All Year R.O.D.E.O, Student Management Forms, Positive Behavior Supports/Incentives Summative Notes: Completed as planned

Utilize Discipline Management strategies. (Required) Principal or designee

Discipline Management Plan

All Year Positive Behavior Supports, CMIT, R.O.D.E.O. Summative Notes: Completed as planned supported by administration and CMIT teacher

All Students

PREVENTION:

State clear student expectations/campus rules/citizenship. (Required)

Principal or designee

Code of Conduct/ Student‐Parent Handbook

All Year Advisory, Student Handbook, E‐news, Grade Level Meeting, Posters and Signs Grade level administrators will have an office on grade level hall; preventative measures/visibility. Summative Notes: Completed as planned

Monitor high risk areas. (Required) All staff Schedule (if necessary) All Year Duty Schedule, Sign in/out LogSummative Notes: Completed under the leadership of administration

All EDUCATION:


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Applicable Students Action Step Responsible Staff/Resources Timeline Formative & Summative Notes

Students Explain referral process/contacts. (Required) All teachers Referral Plan All Year Meeting Notes, PDH and Staff Meetings

Summative Notes: Completed as planned

All Students

INTERVENTION: (Please complete cells below)

Apply classroom interventions: (Required) All teachers Code of Conduct, RODEO procedures, Character Counts lesson planning

Teacher Documentation Summative Notes: Completed as planned led by administrators, counselors and Character Counts lead teacher

Employ discipline interventions: (Required) Designated staff CMS behavioral plan, RODEO procedures

All Year Teacher and Admin DocumentationPeer Mediation Request Forms Summative Notes: Completed under the leadership of administration and PALS/Peer Mediation Sponsor

Use other intervention strategies as necessary/appropriate. (Required)

Administrative staff or counselors

Code of Conduct, RODEO procedures, Character Counts lesson planning

All Year Teacher and Admin Documentation Meeting Notes Peer Mediation Request Forms Summative Notes: Completed as planned

Conference with parents/students. (Required) Teachers or other staff

Form to document parent contact

All Year CMIT Notes, Meeting NotesSummative Notes: Completed as needed based on behaviors of concern


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ParentInvolvement

Critical Action: The campus will provide for a program to encourage and increase participation of parents in regular, two‐way and meaningful communication involving student academic learning and school activities. Critical Action addresses the following Title I components: ☐ CNA ☐ ISR ☐ THQ ☐ OPD ☒ IPI ☐ TRA ☐ TTD ☐ MSP ☐ FSP ☐ HQA

Strategies for Accomplishing Critical Action:

Action Step Project Lead, Staff, Title I Staff,Resources, Timeline Formative & Summative Notes and Reflections

Suggested Action Step: Require all parents to register students via Parent Portal in order to have access to Enews, grades, attendance, and electronic information.

Principal/Asst. PrincipalsCounselors Campus Staff

Summer Newsletter, E‐News Correspondence, Parent Meetings, PTA Support Summative Notes: Opened labs during Schedule Pick Up, Open House and Meet the Teacher Night

Suggested Action Step: Identify parents without computer/internet access to offer hard copies of school information.

Counselors Registrar

Parent Portal Reports and FormsSummative Notes: To add to plan of action for next year

Suggested Action Step: PTSA representative meets with the principal on a monthly basis to gain insight to student/parent needs.

Principal PTA President

Monthly Meetings, Other Meetings as neededSummative Notes: Completed monthly with teacher and Principal support

Suggested Action Step: Communicate information through E‐News and Social Media

PrincipalLibrarian (E‐News Coordinator)

Weekly Messages, Messages as neededSummative Notes: Maintained by librarian in the Fall and the CTA in the spring with Principal support

Suggested Action Step: Upgrade and maintain the campus website for easy access and increased communication with the community.

PrincipalCTA (Website Manager)

Updated as needSummative Notes: Maintained by CTA with Principal support

Suggested Action Step: Partner with PTSA to offer parental programs on a variety of topics (academic, social, etc…).

PrincipalPTA Board

General Meetings incorporating topics of need such as Parent Boot Camp Summative Notes: To add to plan of action for next year

Suggested Action Step: College/Career Readiness‐ Provide website links to PISD's University Ready Program and to the College Board Website. Offer hard copies of College Board information in Counseling Office.

CounselorsAVID Principal/Asst. Principals

College Readiness Programs such as Career DayCollege Preparedness Activities Commitment to Graduate Program Summative Notes: Career Day was completed in the Fall Semester under the direction of our counseling department, College Knowledge during the fall semester, and C2G program was held in the Spring Semester

Suggested Action Step: College/Career Readiness‐Provide information to Career Path Classes and certification information.

CounselorsSpEd Department Chair/Team Leader

Four Year PlansSummative Notes: Completed by counselors during the Spring Semester


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HighlyQualifiedTeacherImprovementPlan

Critical Action: The proficiency rate for HIGHLY QUALIFIED teachers will meet the 100% target measure.

Critical Action addresses the following Title I components: ☐ CNA ☐ ISR ☒ THQ ☐ OPD ☐ IPI ☐ TRA ☐ TTD ☐ MSP ☐ FSP ☒ HQA


Action Step Responsible Staff/Resources Timeline Formative & Summative Notes Plano ISD reviews and modifies the recruitment schedule biannually.

HR HR Employee Recruitment & Retention HR Budget

Aug 2014 ‐July 2015

Per District guidelines/expectationsSummative Notes: Plan was followed per guideline/expectations

Recruiting trips are used to identify highly qualified candidates interested in teaching in Plano ISD.

HR/Campus Administrators

HR Employee Recruitment & Retention HR Budget

Aug 2014 ‐July 2015

Per District guidelines/expectationsSummative Notes: Principal participated in two recruiting trips for Plano ISD.

To attract and retain highly qualified applicants for bilingual students, Plano ISD offers a salary stipend.

HR Operating Fund Aug 2014 ‐July 2015

Per District guidelines/expectationsDistrict Specialists to participate more in hiring practices. Summative Notes: Curriculum Coordinators participate in interview process.

To attract highly qualified applicants, Plano ISD offers pre‐service teachers at local universities the opportunity to student teach at Plano ISD campuses.

HR/Campus Administrators

HR Employee Recruitment & Retention HR Budget

Aug 2014 ‐July 2015


Local on‐going high quality professional development based on campus/district need is provided to all teachers in all core subject areas.

Curriculum Department/Campus Administrators

Campus/Curriculum Budget

Aug 2014 ‐July 2015


The Plano ISD Certification Office follows district hiring procedures to ensure that teachers are not hired if they do not meet “highly qualified” standards.

HR Certification Office

HR Budget Aug 2014 ‐July 2015



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AnnualMeasurableObjective(AMO)A measurement used to determine compliance with the federal No Child Left Behind Act (NCLB). States must develop annual measurable objectives (AMOs) that will determine if a school, district, or the state as a whole is making adequate yearly progress (AYP) toward the goal of having all students proficient in English language arts and mathematics by 2019‐20. For Texas, the AMO target for all grades combined is 79% on the State of Texas Assessments of Academic Readiness (STAAR) English Language Art and mathematics tests. Critical Action: For student groups with 25 or more tests, the campus will implement and provide a plan to increase the performance of student groups that did not meet the NCLB Reading or Mathematics Annual Measurable Objective (AMO) of 79%.


ReadingAMO


Action Step Formative & Summative Notes and Reflections

Analyze SAS data of our African American, Special Education, and English Language Learner populations and incorporate lessons designed to address skill deficits as identified on specific TEK objectives. Based on SAS data, students deficient in the area of Reading will be targeted for additional intervention through Cowboy Connection (advisory) class period, team‐taught classes, TEK focused tutorials, and scheduling into Reading full year classes with Title I support through pull‐out or inclusion instruction.

The ELAR team met 1‐2 times a month to discuss our focus. Sixth grade teachers were encouraged to take at least 1 day per week to implement more Reading strategies using the Accelerated Reading 6 curriculum. The Literacy Specialist supported both 7th and 8th grade reading classes for “push‐in” instruction. Due to a change in the way our Cowboy Connection time was used, students were able to spend 1 extra day each 7 days with their reading teacher. The Reading Teachers met with Title I specialist for evaluation of students. Strands in DesCartes were looked at as well as the class by RIT scores Planning took place together using data. In looking at the STAAR results for our campus, the focus will be on the ELL students and the SPED students. Our ELL students scored significantly lower as did the SPED students who took the STAAR‐A. STAAR A was a challenge for our students because they did not have adequate time to prepare to use the computer system, and they lacked the ability to annotate their passage as they have done all year. The plan is for our ELL students to be in a co‐taught ELL class just as SPED students.

All African American Hispanic White Special Ed Economically

Disadvantaged ELL

% Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests

82 716 75 152 79 246 89 242 70 103 79 383 55 78


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MathematicsAMO


Action Step Formative & Summative Notes and Reflections

Analyze SAS data of our African American, Special Education, Economically Disadvantaged, and English Language Learner populations and incorporate lessons designed to address skill deficits as identified on specific TEK objectives. Based on SAS data, students deficient in Math will be targeted for intervention in Power Math classes, support classes for math during Cowboy Connection (advisory) class period, TEK focused tutorials, and team‐taught classes throughout. Readiness and Supporting Standards will be addressed during planning and instruction.

Since no Standards have been established I am unable to analyze the data until September 2015. Using information from Dash Weerasinghe that allows me to compare items correct in 2015 STAAR, 6th grade would have an 84% passing rate compared to 2014 of 82%. 7th grade had a 78% passing rate for 2015 compared to 62% in 2014. 8th grade had an 85% passing rate compared to 78% on the first administration last year. However, after the second administration in 2014 the passing rate for 8th grade was .92%. Those students not passing will be placed into a Power Math class.

All African American Hispanic White Special Ed Economically

Disadvantaged ELL

% Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests % Passed # Tests

82 716 74 152 79 247 88 242 78 103 77 384 59 78