The math department will increase level III performance ...



Math:The math department will increase level III performance, in 7th, 8th and Algebra by 3%Strengths:Consistent planning through KCT and PLCKCT and PLC are structured around campus & departmental goalsSIOP and AVID strategies are incorporated into daily lessonsVertical alignment collaboration throughout all grade levelsTeachers are constantly growing and learning by attending PD through the district, as well as A+Every classroom has projectors, document camerasNeeds/Areas of Concern:Overall weakness in vocabulary: both content and non-contentLesson execution59% of Sped students did not meet STAAR standard Level III performance is at 16% for 7th grade and 3% for 8th grade36% of students did not growStrategies:Use data to target intervention groups after each assessmentAnalyze student work in KCT to develop interventionUtilize differentiated instruction methods to meet the needs of all studentsMath teachers will participate in coaching cycle with instructional specialist or A+ coach to improve first line of instructionFocus on increasing student discourse within the classroom.Tutorial interventions based on DMAC data as well as teacher observation.Aligning and re-aligning instruction through the use of data.Math teachers will continue to attend PD in order to strengthen their skills and gather more ideas for differentiated and engaging instruction.Science:During the 2017-2018 school year, we will increase our STAAR score to 80% through student-centered lesson planning in vertically aligned teams by tracking student growth through data analysis weekly.Strengths:Grade level assessments aligned with TEKS and SE’s.Weekly Check Points and CCA’s are constructed to ensure DOK (Depth Of Knowledge) by using higher level and OER questioning.Use of DMAC to collect, analyze and draw conclusions from data to determine strengths and weakness of TEKS and SE’s for re-teaching and re-evaluating science lessons and assessment questions.District level PLC, Science PLC and Daily KCT will be used for instructional modifications, designs and strategies and develop CER’s and Scenario’s. ?Science mobile iPad and laptop station as well as use of the science computer lab incorporates technology based interactive lessons that foster meaningful student learning. ?Project Base Learning Initiative through STEM scienceConcerns:Utilizing assessment data to target individual student needs by TEKSIn class time constraints: Are teachers utilizing classroom time wiselyIncreasing ELL growth from 34% (below minimum state standards) by 40% Increasing SPED growth from 52% (below minimum state standards) to 58%Increasing Hispanic growth from 58% to 64%Identifying evidence to support the workability of science interventions StrategiesData Driven Push-In and Pull-Outs – Specialist driven instruction and assessment for bubble students based on data from evaluated TEK’s to increase STAAR performance. SIOP Strategies - For the delivery of instruction to all learners. Thinking Map usage to assist students in organizing their thinking and deploy higher level thinking skillsJason Project – A STEM program that incorporates hands on labs, games, activities, reading assignments and assessments.CRUBIES – Implementation of testing strategy to Cover answer choices, Read and Re-Read, Underline, Identify key concepts, Eliminate, Select the best answer.KCT - Planning days to include assessments, data, Lesson development and strategies9 week Targeted TEK Initiative based on STAAR data to increase scores by 5%Pilot the Alief ISD’s SHO Initiative non mastered TEKS.Utilizing ASP to provide ELL students interventions Science teacher CLC/SAC student interventions on a weekly basses.Provide a virtual reality learning experience via zSpace by minimum 1 lab per month/per teacher Based on targeted tested TEKS from DCA’s execute a comprehensive review to increase STAAR scores by 5%Science/ Math Collaboration with griddables to master decimals placementTeachers using DMAC data to disseminate population deficienciesELAR:ELAR will increase student progress (Index 2) within the African American and Hispanic population by 5% in both reading and writing.Strengths:Writing increased by 4% overallELL passing percentage increased 6% in Reading & 9% in writingTEKS/testing standards aligned on content area pacing guidesAssessments are written to align with the STAAR testEvery classroom has the following technology: document cameras and projectors.Campus has 6 computer labs that are aligned for 21st Century learning skills- including a distance learning lab.The campus monitors, evaluates and renews curriculum needs based on students needs in PLC, KCT, lesson plans and campus walk-throughs.ELA and ESL use the workshop model as their instructional design and delivery to maximize student engagement, so students are doing the majority of the reading, writing, talking, and thinking.Needs/Areas of Concern:57% of our ELL population did not met standard in reading.68% of our ELL population did not met standard in writing.Our ELL and regular students had a difference of 29% in writing59% of our African American students met standard in writing56% of our Hispanic students met standard in writingUse our data to make sure that each student gets an intervention, if needed.We need to study the evidence to see if our interventions are having an impact on student learning beyond the primary classroom instructionStrategies:ELAR will continue to focus on aligning all curriculum, instruction, and assessments with the TEKS.ELAR teachers will give student choice in reading and writing materials to increase engagement.Instruction will be data-driven, aligned instruction and interventions based on DCA data from students’ daily assessments (student work) and formal (DMAC & CCA) assessments. ELAR teachers will work with small groups on remedial instruction based on the data.ELAR and ESL will continue working together using the SIOP model for lesson preparation, interaction, practice, application, and coaching.Data will be used to make sure that each student receives an intervention if needed.We will monitor interventions for impact on student learningSelected teachers will complete a coaching cycle with specialist and A + coachAll teachers will provide intervention Teachers will utilize silent sustained Reading once a week.All teachers will incorporate vocabulary building. AVID/SIOP strategies will be included in daily instruction. Social Studies:100% of teachers will utilize the agreed upon strategies to improve student achievement in the designated areas of need based on the 2016 – 2017 campus data analysis. To track student progress department checkpoints will be used that utilize previous year’s CCA and DCA questions. To determine success of strategy implementation an increase of 3% should occur in the 2017 – 2018 campus data. Strengths:Focusing on deeper thinking using thinking mapsProviding ongoing training for teachers during district and campus PLC’sImplementing Special Education accommodationsCreating and using SIOP focused common lessonsConsistent team planning during KCTProviding additional opportunities to explore content with after-school programsAreas of Concern:Students ability to comprehend 17th, 18th and 19th Century primary sourcesOverall weakness in vocabulary: academic & non academic All students (48% passing) below minimum state standard of 60% ELL population (15% passing) below minimum state standard of 60% African American population (49% passing) below minimum state standard of 60%Hispanic population (39% passing) below minimum state standard of 60%Strategies/Suggestions:In an effort to improve student performance we will:Focus on quality vocabulary instruction each weekFocus on literacy by writing a minimum of two days per weekFocus on test taking strategies Focus on processing activity completed by student for data analysisPractice analyzing primary sources Focus on ELL student population by implementing Sheltered Instruction Observation Protocol (SIOP) Provide more training opportunities for SIOP strategiesLesson leader: collaborate on lesson planning in Hook Line Sinker formatUse appropriate accommodations in the classroom and for assessmentFollow the district guidelines for Pre AP student extension and enrichmentImplement content planning 4 days a week for 7th and 8th grade teamsUtilize in class support tutors to work with students during in class time to improve students comprehensionESL:The Killough ELL department will advance 60% of LEP students (in both 7th and 8th grade) by at least one proficiency level this school year by increasing effective strategies and rigor in classes where ELL students are present, through effective modeling, weekly strategy shares and monthly walkthroughs and feedback.StrengthsAll ESL teachers are SIOP trainedAll subjects raised ELL STAAR passing by 3%All but 1 of 7 Social Studies teachers are SIOP trained6-8 teachers will receive SIOP 3-day training this year.We have added Advanced Sheltered ESL ELAR classes for both 7th and 8th grade.ESL teachers meet with their content area teachers during KCT to increase the rigor of their lessons ESL Department Chair collaborates with the specialist team to present ESL strategies to all content teachers ESL teachers utilize technology in daily lessonsMonthly SIOP shout-outs at staff meetingsContent and Language Objectives are posted daily across all content areasOur ESL Dept. had the highest 8th grade TELPAS progress (57%) and attainment (41%) scores and second highest 7th grade progress (58%) and attainment (36%) scores in the district.Concerns70% of our LEP population are long-term ELLs (have been in US schools for five or more years).7th grade ELL writing scores 8th grade ELL writing scores Rigor in sheltered ESL classesIntermediate ELL math classesStrategiesCampus-wide SIOP initiative in the 2nd year of implementation (Lesson Preparation, Interaction & Practice/Application)ESL teachers will be SIOP ambassadors on their content teams, helping teachers use relevant and successful strategiesILT SIOP based walk-throughs across all content areas completed monthly with timely & constructive feedbackInformation about ESL exit criteria will be given to parents at parent nights throughout the yearTeachers will create lessons that increase opportunities for students to speak and write across all content areas using SIOP and AVID strategies.Literacy intervention will be made available for those who qualify.Department Chair will work alongside the Social Studies department to help increase the success of ELL students in Social Studies content, including, but not limited to prescribed TEKS tutorials.Pull small groups for focused instructionAdditional computers in room 376 for ELL use in test prepCounseling DepartmentTo motivate students to achieve higher academic standards & good citizenshipAll 7th graders will complete 6 Navigate unitsStrengthsMore than 90% of students receive High School creditsIncrease in student presentations for college and career readinessCounselor webpage has been successfully updated using School WiresConcernsHow to better empower parents with Challenging studentsHow to empower students to want to achieveSelf- motivation of students StrategiesAcademic planning conferences with studentsStreamline time to complete 4 year plans/endorsement information Continue Honor Roll Celebrations Continue VIP celebration – students with passing grades, no office referrals, and very limited tardies and absences 8th Grade Parent NightSpecial Education:The special education life skills department will continue to have a 100% passing rate on the STAAR ALT 2 results, 2017.The special education department will ARD each student who did not reach standard criteria on the STAAR A and STAAR in reading/writing/math and develop a reading and writing accelerated instruction program for the 7th and 8th graders so as to improve STAAR and STAAR A reading/writing scores by 5%.The special education department will devise a system to provide digital reading and writing in the classrooms at least 50% of the time as documented by in-class-support support logs and student success checklists, monitoring digital reading and writing.Strengths: All eligible students are trained with STAAR A tutorials and are proficient in text-to-speech software.67% of Grade 7 reading students who were in SPED and took regular STAAR passed and received a level II satisfactory level.80% of Grade 7 math students who were in SPED and took regular STAAR passed and received a level II satisfactory level.67% of Grade 7 writing students who were in SPED and took regular STAAR passed and received a level II satisfactory level.100% STAAR Alt. 2 students passed in all core subject areasPercentage of referrals for behavioral concerns in sped went down by ??% from 2015-2016 *find the number*All sped students were trained and proficient with text-to-speech software before STAAR A was administered.All students who were eligible for transitional services received transition goals and services and created a grad plan based on their interest indicatorsAreas of Concern: 38% of 8th grade students who were in SPED and took regular reading STAAR passed and received a level II satisfactory level; 63% received unsatisfactory.17% of 8th graders who were in SPED and took regular science STAAR passed and received a level II satisfactory level; 63% received unsatisfactory.0% of 8th grade students who were in SPED and took regular social studies STAAR passed.20% of 7th graders passed STAAR A reading27% of 7th graders passed STAAR A math0% of 8th graders passed STAAR A reading10% of 8th graders passed STAAR A mathStrategies for the Upcoming Year:Utilize Read and Write software and/or Schoology to familiarize students with online testing in the classroom in all core curriculum, general education classrooms; including days that the students are not testingBehavioral interventions and collaboration among teachers, administrators, etc to continue to reduce students’ removal from classes.Consistent use of support logs, student success checklists to monitor support in the general education classroomsAccelerated Instruction Programs with use of prescriptive interventions for kiddos who failed the STAAR/STAAR A in reading, writing and/or mathTechnology:Increase the integration of technology by completing training with each core content department a minimum of one time during the 2017 -2018 school year, which will improve teacher and student use of technology that connects with the TEKS.Strengths: All teachers are level 1 technology certified Opportunities for staff and tech specialist to share technology strategies have been offered through KCTAreas of Concern: need for basic computer skills for students such as keyboarding, using spreadsheets, creating databases, and coding/programmingLow number of teacher’s use of technology integrated lessons in the classroomStrategies for the Upcoming Year:Increase KCT visits to support with planning inclusion of technology in lessonsIntegrate more digital learning into the STEM/STEAM programIncrease the support of technology in our Parent CenterLibrary:Increase library usage over last year by 5% in circulation and 5% in visitation.Strengths: 24 staff members and 45 students are participating in the staff-student book club.We average 70 – 80 students in morning library every day.Increased collaboration between librarian and technology specialist through makerspace.Ipads are regularly used for classroom assignments and research.Areas of Concern: Only five ELAR teachers regularly bring their classes to the library for circulation.Few students attend After School Library on Tuesdays.Few teachers and students use databases for researchCirculation and visitation decreasedStrategies for the Upcoming Year:Continue to purchase current, high interest, well reviewed materials that support the curriculum and student interest.Plan book talks during circulation visits and showcase new books on displays and on announcements.Update furniture and fixtures to provide a more welcoming and student friendly environment.Train teachers in use of databases and digital resources.Continue Eagle Readers book club (staff/student book club).Promote makers pace activities during afterschool libraryInstitute campus wide literacy promotion with teacher signs modeling what they are reading for staff and students. ................
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