Hello I need help for the below home project. I am going to work on the voice part for the power point but rest of the project needs to be prepared until Saturday 11 am(around noon).

This plan is going to be for District

Final Project

Each student is required final project at the end of the course.Students will review a School Improvement Plan (SIP)/Campus Improvement Plan (CIP) for their school or a school in their district, for the purpose of conducting a needs assessment.Locate an SIP/CIP during the first week of the course.

Budget plan and budget timeline based on three priority items selected from the SIP/CIP. Students will utilize the understandings they have gained from course discussions, readings, and all other experiences for project.

The final project will consist of a power point presentation OR Prezi with voice over. The presentation should be of a quality that could be shared with colleagues in the workplace. The final project is worth15 pointsand must include the following:

A power point or Prezi presentation (with brief narrative and bullet points) that includes between 15-20 slides with voice over narration

Summary of highlights from the SIP/CIP

Identification of three priority items selected from the SIP/CIP

Justification of funding for the chosen priority items

Identification of coding allocations for each chosen priority item

Action plan for addressing the chosen priority items

Proposed budget calendar/timeline

References

It is expected that all references will be in APA format. Follow guidelines posted in course.

DISTRICT IMPROVEMENT PLAN - AUSTIN 2015-2016 School Year Agenda Demographic Academic Achievement DIP Categories Student Achievement Staff Quality School Culture & Climate Curriculum & Instruction Family & Community Involvement Technology Goals and Strategies Click icon to add picture Demographics Demographics - Cluster School Total Pop HSA HSANA HSE HSPS HSIA HSS Total Numbe Special Pop. r % Gender Number % 1972 51.4% 6% Male 1865 48.6% 39% Female 3837 100.0% 29.6% Total 7.7% Demographi Numbe 231 566 SPED 151 807 504 LEP 1137 565 GT 296 903 Free/Reduced Lunch Number % 467 Free/Reduced 1984 51.7% 529 Paid 1853 48.3% 3837 Total 3837 100.0% Miscellaneous % Mobility Rate 12.8% Drop-out 0% Average Daily Attendance 97% cs r Hispanic Asian African American Caucasian Native American Total % 2033 641 53% 16.7% 444 704 11.6% 18.3% 15 .4% 100.0 3837 % As of 11/5/2015 Demographics - HSA Special Pop. Number % SPED 43 7.6% 504 7 1.2% LEP 328 58% GT 22 3.9% Free/Reduced Lunch Free/Reduced Number % 483 85.3% Paid 83 14.7% Total 566 100.0% Total 566 0 76 1 85 HSA By Grade 2 3 4 52 58 58 Gender Male Female Total Number Demographics Hispanic Asian African American Caucasian Native Total 5 58 % 317 249 566 56% 44% 100% Number % 468 82.7% 18 3.2% 55 25 0 566 9.7% 4.4% 0% 100% 6 7 8 66 58 55 As of 11/5/2015 Demographics - HSANA Special Pop. Number % SPED 42 5.2% 504 42 5.2% LEP 133 16.5% GT 65 Free/Reduced Lunch Number 8.1% % Free/Reduced 398 49.3% Paid 409 50.7% Total 807 100.0% Total 807 6 117 HSANA By Grade 7 8 9 113 103 126 10 152 Gender Male Female Total Number 424 383 807 Demographics Hispanic Asian African American Caucasian Total 11 101 % 52.5% 47.5% 100.0% Number % 419 51.9% 147 18.2% 91 149 807 11.3% 18.5% 100.0% 12 95 As of 11/4/2015 Demographics - HSE Special Pop. Number % SPED 53 9.4% 504 43 7.6% LEP 152 26.9% GT 34 Free/Reduced Lunch Number 6.0% % Free/Reduced 345 61.1% Paid 220 38.9% Total 565 100.0% Total 565 6 124 Gender Male Female Total Number Demographics Hispanic Asian African American Caucasian Native Total HSE By Grade 7 8 9 10 11 12 97 97 73 79 57 38 % 283 282 565 50.1% 49.9% 100.0% Number % 473 83.7% 13 2.3% 31 48 0 565 5.5% 8.5% 0% 100.0% As of 11/4/2015 Demographics - HSI Special Pop. Number % SPED 24 5.1% 504 16 3.4% LEP 222 47.5% GT 26 Free/Reduced Lunch Number 5.6% % Gender Male Female Total Number % 236 231 467 50.5% 49.5% 100.0% Demographics Number % Hispanic 397 Asian 10 2.1% 85.5% Free/Reduced 275 58.9% African American 21 4.5% Paid 192 41.1% Caucasian 3 8.4% Total 467 100.0% Total 467 Total 467 0 69 HSI By Grade 1 2 80 83 3 4 80 100.0% 5 81 74 As of 11/4/2015 Demographics - HSS Special Pop. Number SPED 28 5.3% 504 12 2.3% LEP Gender Male Female Total % 165 31.2% GT 47 Free/Reduced Lunch Number % 215 40.6% Paid 314 59.4% Total 529 100.0% Total 529 HSS By Grade 1 2 3 71 93 77 0 104 % 264 265 529 Demographics 8.9% Free/Reduced Number Number 49.9% 50.1% 100.0% % Hispanic 138 26.1% Asian 152 28.7% African American 101 19.1% Caucasian 137 25.9% 1 .2% 529 100.0% Native American Total 4 5 89 95 As of 11/4/2015 Demographics - HSPS Special Pop. Number % SPED 41 4.5% 504 31 3.4% LEP 137 15.0% GT 102 11.3% Free/Reduced Lunch Number % Free/Reduced 267 29.6% Paid 635 70.3% Total 903 100.0% Gender Male Female Total Number Demographics % 448 455 903 49.3% 50.4% 100.0% Number % Hispanic 137 15.2% Asian 301 33.3% African American 145 16.1 % Caucasian 306 33.9% 14 1.6% 903 100.0% Native American Total HSPS By Grade Tota 0 1 2 3 4 5 6 7 8 9 10 11 12 l As of 11/4/2015 903 84 97 94 86 92 91 90 92 75 38 21 24 19 Staff Demographics - District Demogr aphics Hispanic Asian African American Caucasian % 29% 15% Highly Gender % Male 29% Qualified Female 71% Teacher 9% Employee Retention 76% % 100% Paraprofession 100% als Average Daily Attendance 97% 79% Highest Degree Earned % Teaching Staff By Year* % Bachelors 100% Beginning 33% Masters 24% 1- 5 Years 66.97% Doctorate 1% 6 - 10 Years .01 11 - 20 Years Due to error in PEIMS data this information is not correct but will is Over 20 Years apart of the TAPR Report. .01 .01 2015-2016 Budget Budget Program/Service Title I Part A Payroll - Instructional Support Instructional Contract Services Instructional Supplies Title II Part A Payroll - Instructional Support Instructional Contract Services Instructional Supplies Title III Payroll - Instructional Support Instructional Contract Services IDEA B Formula Payroll - Instructional Support Instructional Contract Services Funds Budgeted 2015-2016 $520,939 $5,788 $52,093 $124,658 $0.00 $0.00 $91,298 $0.00 $286,597 $54,897 Other General Education Instructional Materials Supplies and Equipment $6,684,146.17 $61,500 $40,000 Student Achievement Data Sources Texas Academic Performance Reports (TAPR) STAAR Data PBMAS Data MAP Data Special Programs Evaluations Multi-Year Trends Drop-out Rates Graduation Records Report Cards Promotion/Retention Rates ACT/SAT Data Study Island ALEKS 2015 STAAR Reports STAAR Scores by Grade and Subject District Designation Summary 3 Year Averages HPS 2015 2014 2013 State 2015 2014 2013 3 Reading 67% 75% 85% 3 Reading 77% 76% 79% 4 Reading 71% 76% 77% 4 Reading 74% 74% 72% 4 Writing 62% 71% 62% 4 Writing 70% 73% 71% 5 Reading 78% 88% 91% 5 Reading 78% 76% 77% 5 Science 67% 71% 68% 5 Science 72% 73% 73% 6 Reading 83% 86% 86% 6 Reading 76% 77% 71% 7 Reading 85% 84% 86% 7 Reading 75% 75% 77% 7 Writing 79% 78% 74% 7 Writing 72% 70% 70% 3 Year Averages HPS 2015 2014 2013 State 2015 2014 2013 8 Reading 85% 92% 97% 8 Reading 77% 76% 79% 8 Science 74% 68% 81% 8 Science 74% 74% 72% 8 Social Studies 82% 64% 60% 8 Social Studies 70% 73% 71% Algebra 1 86% 90% 95% Algebra 1 97.8% 80% 78% Biology 96% 97% 95% Biology 99.2% 89% 84% English 1 72% 79% NA English 1 97% 67% NA English 2 82% 87% NA English 2 95.8% 69% NA US History 98% 96% NA US History 93.7% 92% NA District Demographics - Systems safeguard Distri ct AA Hisp White Asian 2+ SPED ED ELL 3 Reading 82% 89% 74% 88% 92% - 50% 73% 43% 71% 72% 59% 79% 91% 91% 17% 59% 49% 62% 69% 46% 68% 91% 73% 17% 46% 41% 78% 70% 67% 89% 96% 100% 44% 71% 55% 67% 61% 53% 76% 90% 83% 0% 56% 43% 83% 79% 76% 90% 98% 100% 43% 74% 57% 85% 84% 81% 89% 95% 100% 59% 81% 62% 79% 81% 71% 85% 98% 100% 50% 76% 56% 4 Reading 4 Writing 5 Reading 5 Science 6 Reading 7 Reading 7 Writing District Demographics - Systems safeguard Distri ct AA Hisp White Asian 2+ SPED ED ELL 8 Reading 85% 93% 79% 91% 90% - 53% 78% 39% 74% 86% 62% 86% 88% - 57% 62% 33% 82% 89% 74% 88% 92% - 50% 73% 43% 86% 79% 81% 98% 100% 100% 78% 85% 75% 96% 96% 95% 100% 100% 100% 80% 95% 84% 72% 72% 65% 88% 95% 88% 30% 65% 25% 83% 89% 77% 91% 100% - 50% 79% 46% 98% 100% 95% 100% 100% - 100% 95% 79% 8 Science 8 Social Studies Algebra 1 Biology English 1 English 2 US History PBMAS 2015 Performance Based Monitoring Analysis Systems 3- 8 Content Math Reading Science Social Studies Writing Sub Population Cut Point District % Rate 2015 Performance Level Indicator LEP (Current) 70 63.1% 1 LEP (Denial) 70 52.4 * SPED 70 43.5 2 LEP (Current) 70 59.1% 2 LEP (Denial) 70 57.1 * SPED 70 50.0 2 LEP (Current) 65 39.3% 3 LEP (Denial) 65 20.0 * SPED 65 31.6 3 LEP (Current) 65 34.5% NA LEP (Denial) 65 * 0 SPED 65 42.9 NA LEP (Current) 70 45.4% 3 LEP (Denial) 70 20.0 * SPED 70 28.2 3 NA indicates not sufficient group size for rating PBMAS 2015 Performance Based Monitoring Analysis Systems EOC Content Math Reading Science Social Studies Sub Population Cut Point District % Rate 2015 Performance Level Indicator LEP (Current) 60 72.5% 0 SPED 60 63.2% 0 LEP (Current) 37.6 47.65 * SPED 31.7 38.5% * LEP (Current) 60 84.8% 0 SPED 60 78.9% 0 LEP (Current) 60 76.9% 0 SPED 60 72.7% 0 NA indicates not sufficient group size for rating 2015 TELPAS District Composite Rating Composite 2015(2014) # of Students Beginning Intermediate Advanced Advanced High K 102 (106) 16% (22%) 37% (28%) 32% (26%) 15% (24%) 1 128 (84) 9% (2%) 25% (25%) 31% (24%) 35% (49%) 2 102 (84) 4% (1%) 36% (37%) 24% (38%) 36% (24%) 3 111 (72) 5% (7%) 26% (32%) 44% (38%) 24% (24%) 4 106 (65) 3% (9%) 33% (26%) 42% (43%) 23% (22%) 5 86 (58) 2% (2%) 17% (10%) 45% (47%) 35% (41%) 6 87 (59) 1% (2%) 17% (14%) 52% (54%) 30% (31%) 7 68% (32) 0% (0%) 10% (13%) 49% (41%) 41% (47%) 8 35 (40) 3% (0%) 6% (10%) 51% (73%) 40% (18%) 9 42 (26) 2% (0%) 21% (19%) 43% (38%) 33% (42%) 10 26 (20) 4% (0%) 8% (5%) 46% (40%) 42% (55%) 11 15 (8) 7% (0%) 0% (0%) 67% (75%) 27% (25%) District Progress Rating Progress 2015(2014) # of Students One Level Two Level Three Level No Progression K NA NA NA NA NA 1 119 (79) 57% (66%) 12% (6%) 2% (6%) 29% (22%) 2 99 (75) 42% (28%) 4% (1%) 2% (0%) 52% (71%) 3 106 (66) 41% (35%) 3% (0%) 0% (0%) 57% (65%) 4 104 (58) 32% (19%) 2% (0%) 0% (0%) 66% (81%) 5 83 (50) 57% (58%) 0% (4%) 0% (0%) 43% (38%) 6 84 (50) 39% (34%) 0% (0%) 0% (0%) 61% (66%) 7 63 (31) 44% (55%) 3% (0%) 0% (0%) 52% (45%) 8 30 (32) 47% (22%) 0% (0%) 0% (0%) 53% (78%) 9 36 (18) 50% (56%) 0% (0%) 0% (0%) 50% (44%) 10 22 (20) 59% (0%) 0% (5%) 0% (40%) 41% (55%) 11 14 (8) 43% (0%) 0% (0%) 0% (75%) 57% (25%) MAP District, HSA, HSANA, HSE, HSIA, HSS, HSPS Winter/Spring MAP Report - Mean RIT School Math PG Math 2-5 HSA 0 - 151.9 (+13.2) 1 - 173.2 (+16.7) 2 - 195.1 (+17.4) 3 - 192.0 (+6.2) 6 - 226.9 (+6.3) 0 - 151.2 4 - 203.7 (+7.2) 7 - 233.8 (+5.4) (+12.9) 5 - 216.9 (+5.4) 1 - 168.0 (+14.6) 2 - 187.1 (+12.1) HSANA Math 6+ Reading PG 8 - 225.2 (+1.3) 9 - 227.5 (+4.8) 10 - 229.8 (+2.8) 0 - 163.2 (+16.2) 1 - 188.2 (+18.7) 2 - 204.3 (+19.5) 3 - 203.5 (+8.1) 6 - 229.3(+4) 0 - 166.6 4 - 213.9 (+5.9) 7 - 232.5 (+4.6) (+18.8) 5 - 225.6 (+7.1) 1 - 188.1 (+17.1) 2 - 194.8 (+10.5) HSI 0 - 153.3 (+7) 1 - 178.1 (+6.8) 2 - 194.9 (+6.1) 3 - 195.2 (+5.5) 4 - 207.4 (+4) HSE 3 - 200.7 3 - 199.3 (+2.6) 6 - 220.0 (+1.3) 4 - 209.6 (+2.5) 7 - 222.5 (+3.7) 5 - 215.9 (+2.5) 0 - 152.6(+7.7) 3 - 191.8 (+5.6) 1 - 172.8 (+4.8) 4 - 198.5 (+5.5) 2 - 186.1 (+2.3) 5 - 211.8 (+6.8) 6 - 216.8 (+3.9) 7 - 221.1 (+1.8) 8 - 230.3 (+26.3) 9 - 231.2 (+1.5) 10 -237.2 (+3.3) 0 - 165.2 Reading 6+ 3 - 187.6 (+5.1) 6 - 213.3 (+5.1) 4 - 196.2 (+4.4) 7 - 217.2 (+2.4) 5 - 207.5 (+2.2) 8 - 240.1 (+2.9) 9 - 242.7 (+5.2) 10 - 248.4(+3.1) HSS HSPS Reading 2-5 6 - 226.8 (+7) 5 - 203.0 (+5.1) 6 - 209.1 (+1.1) 7 - 212.9 (+3.4) 8 - 220.2 (+4.2) 9 - 220.5 (+0.4) 10 - 232.5(+5.4) 0 - 167.4 3 - 202.7 6 - 216.2 (+8) Winter/Spring MAP Reports - Mean RIT School Language Language Science Science HSA 2 - 177.2 (+12.8) 3 - 188.7 (+5.2) 4 - 194.8 (+2.3) 5 - 206.7 (+2.5) 6 - 211.9 (+2.8) 7 - 214.0 (-1.7) 4 - 198.1 (+5.3) 5 - 205.1 (+3) 6 - 206.7 (+2.7) 7 - 212.2 (+2.6) HSANA 8 - 224.2 (+2.1) 9 - 225.8 (+4.9) 10 - 227.4 (+1.2) 8 - 219.3 (+2.7) HSS 2 - 191.8 (+6.4) 3 - 200.2 (+4.7) 4 - 207.7 (+1.2) 5 - 215.5 (+4.7) 6 - 216.6 (+1.6) 7 - 220.6 (+7.2) 4 - 203.6 (+2.7) 5 - 209.4 (+2.6) HSI 3 - 187.4 (+4.6) 4 - 195.1 (+3) HSE 5 - 199.4 (+1.4) 6 - 206.3 (-0.7) 7 - 209.6 (-2) 8 - 217.3 (+0.8) 9 - 218.4 (+0.2) 10 - 225.9 (+1.8) 5 - 198.8 (+.7) 6 - 201.2 (-2.1) 7 - 199.7 (-2.3) 8 - 210.3 (+2.1) HSPS 3 4 5 6 7 - 219.2 (+4.6) 8 - 225.3 (+2.5) 9 - 225.6 (+4.2) 10 - 234 (+4.4) 4 - 206.7 (+3.9) 5 - 211.0 (+3.8) 6 - 209.9 (+1.3) 7 - 211.8 (+1) 8 - 216.7(+1) - - - - 201.5 (+8.4) 209.7 (+4.4) 216.4 (+5.6) 214.3(+3.0) 6 - 211.2 (+3.5) 7 - 213.0 (+4.2) 3 - 188.6 (*) 4 - 199.2 (+5.6) Student Growth Summary Report HSA Readin g 0 36.4% 1 Math Languag e Scienc e HSS Reading 45.5% * * 0 79.5% 41.9% 53.7% * * 1 2 50.0% 75.0% 47.1% * 3 50.0% 47.8% 45.7% 4 58.5% 73.6% 5 56.9% 6 7 Language Science 64.4% * * 49.1% 69.1% * * 2 42.6% 87.0% 35.0% * * 3 50.7% 73.0% 58.7% * 50.9% 76.9% 4 53.2% 55.7% 45.6% 62.8% 62.7% 58.0% 60.0% 5 52.6% 72.7% 64.9% 62.7% 68.5% 72.2% 51.0% 55.8% 6 43.2% 68.9% 52.7% 59.5% 54.7% 67.9% 35.8% 55.8% 7 58.6% 67.1% 64.7% 57.4% HSANA Reading Math Language Math Science 8 48.0% 58.2% 50.0% 52.8% 9 58.0% 61.7% 64.3% * 10 64.0% 67.5% 51.6% * Student Growth Summary Report HSE Reading Math Language Science 5 55.6% 57.3% 36.4% 37.6% 6 53.4% 59.8% 40.4% 32.7% 7 50.0% 50.0% 31.6% 45.3% 8 63.0% 65.4% 44.3% 45.7% 9 47.7% 54.8% 47.0% * 10 58.0% 56.0% 59.6% * HSI Reading Math Language Science HSPS Reading Math Language Science 0 86.4% 78.1% * * 1 61.9% 70.6% * * 2 17.6% 59.4% * * 3 65.0% 41.7% 61.8% * 4 52.0% 67.1% 58.4% 68.8% 5 68.1% 69.7% 69.0% 67.4% 6 69.8% 69.6% 58.0% 53.4% 7 68.3% 81.2% 56.5% 44.9% 0 * * * * 8 79.3% 69.6% 56.1% 53.4% 1 * * * * 9 86.2% 64.3% 56.0% * 2 * * * * 10 88.0% 47.8% 60.0% * 3 54.8% 54.5% 47.5% * 4 62.1% 53.5% 55.4% 82.9% Click icon to add picture District Based Assessment Average Results and Rank HSA HSI HSE HSPS HSS 3 ELA 39% (34th) 55% (16th) NA 67% (7th) 60% (12th) 3 Writing 28% (31st) 35% (21st) NA 57% (3rd) 52% (7th) 3 Math 33% (31st) 52% (23rd) NA 73% (5th) 77% (4th) 4 ELA 50% (34th) 58% (30th) NA 82% (3rd) 77% (9th) 4 Writing 62% (11th) 49% (25th) NA 62% (12th) 67% (8th) 4 Math 36% (31st) 58% (16th) NA 69% (5th) 63% (11th) 4 Sci 79% (16th) 73% (19th) NA 87% (8th) 79% (15th) 5 ELA 63% (23rd) NA 39% (34th) 84% (3rd) 42% (10th) 5 Writing 68% (25th) NA 47% (32nd) 89% (*) 81% (9th) 5 Math 53% (26th) NA 41% (33rd) 69% (9th) 85% (1st) 5 Sci 75% (19th) NA 59% (29th) 86% (5th) 80% (9th) Average Results and Rank HSA HSE HSPS HSS 6 ELA 71% (16th) 67% (20th) 69% (17th) 81% (5th) 6 Math 53% (15th) 40% (33rd) 43% (30th) 63% (6th) 6 Sci 55% (11th) 23% (31st) 52% (12th) 60% (8th) 6 Soc Stu. 82% (26th) 67% (31st) 90% (15th) 99% (2nd) 7 ELA 84% (6th) 68% (20th) 64% (*) 76% (10th) 7 Writing 68% (15th) 66% (19th) 66% (*) 72% (10th) 7 Math 74% (4th) 30% (35th) 57% (16th) 55% (20th) 7 Sci 75% (7th) 33% (29th) 76% (*) 62% (14th) 7 Soc Stu. 85% (14th) 52% (29th) 88% (*) 97% (1st) Average Results and Rank HSE HSPS HSANA 8 ELA 74% (28th) 93% (6th) 88% (13th) 8 Math 25% (34th) 74% (4th) 73% (5th) 8 Sci 36% (34th) 82% (7th) 86th (3rd) 8 Soc Stu 67% (28th) 82% (16th) 92% (8th) 9 ELA 55% (23rd) 63% (19th) 80% (8th) 9 Writing 77% (24th) 86% (13th) 85% (15th) Alg 1 31% (29th) 44% (22nd) 42% (24th) Biology 52% (18th) 33% (*) 67% (5th) World Geo 91% (7th) 82% (15th) 88% (9th) Average Results and Rank HSE HSPS HSANA 10 ELA 82% (13th) 76% (22nd) 85% (8th) 10 Writing 78% (23rd) 92% (2nd) 86% (15th) Geo 39% (20th) 77% (6th) 53% (18th) Chem 59% (27th) 76% (15th) 77% (14th) World History 47% (24th) 50% (*) 64% (15th) Alg 2 23% (*) 78%(*) 54% (12th) PreCal 23% (*) 82% (6th) 60% (14th) US History 55% (22nd) 64% (21th) 74% (16th) Click icon to add picture Benchmark Average Results and Rank HSA HSI HSE HSPS HSS 2nd Math 57% (21st) 66% (14th) NA 76% (4th) 67% (11th) 2nd Reading 73% (18th) 60% (27th) NA 86% (7th) 79% (10th) 3rd Math 18% (32nd) 29% (25th) NA 52% (7th) 46% (11th) 3rd Reading 52% (34th) 61% (30th) NA 83% (6th) 79% (11th) 4th Math 19% (31st) 23% (26th) NA 53% (2nd) 37% (12th) 4th Reading 60% (31st) 62% (30th) NA 85% (9th) 88% (3rd) 4th Writing 24% (35th) 42% (29th) NA 58% (14th) 68% (6th) 5th Math 62% (21st) NA 40% (35th) 78% (8th) 74% (11th) 5th Reading 68% (21st) NA 52% (32nd) 83% (6th) 77% (10th) 5th Science 67% (22nd) 48% (33rd) 83% (5th) 79% (9th) NA Average Results and Rank HSA HSE HSPS HSS HSANA 6th Math 71% (12th) 46% (33rd) 57% (23rd) 73% (9th) NA 6th Reading 90% (16th) 74% (37th) 90% (17th) 95% (5th) NA 7th Math 70% (4th) 34% (33rd) 55% (16th) 50% (19th) NA 7th Reading 91% (9th) 77% (33rd) 87% (21st) 90% (14th) NA 7th Writing 64% (26th) 53% (32nd) 68% (19th) 81% (5th) NA 8th Math NA 47% (35th) 84% (8th) NA 72% (23rd) 8th Reading NA 67% (32nd) 85% (10th) NA 64% (12th) 8th Science NA 36% (33rd) 60% (9th) NA 69% (3rd) 8th Soc. Studies NA 48% (20th) 69% (3rd) NA 67% (4th) Average Results and Rank HSE HSPS HSANA Biology 70% (20th) 79% (9th) 82% (6th) English 1 48% (24th) * 65% (10th) Algebra 1 49% (30th) 61% (22nd) 62% (21st) English 2 67% (25th) * 76% (21st) US History 76% (22nd) 83% (17th) 90% (10th) SAT/ACT Tested - 96.2% Average SAT Scores - 1492 ELA/Writing - 971 Math - 521 Average ACT Scores - 24.5 ELA - 24.3 Math - 24.9 Science - 23.5 Advanced Placement Participation Rates All subjects - 46.9% ELA - 30.0% Math - 9.9% Science - 14.1% Social studies - 32.4% Examinees >= Criterion All subjects - 61.0% ELA - 46.9% Math - 66.7% Science - 63.3% Social studies - 33.3% Advanced Placement 5 4 3 2 1 Total Tests Passing Percentage 1 7 7 17 19 51 29.4% 3 8 23 26 36 96 35.4% 39 66 79 71 32 287 64.1% Austin Average 43 81 109 114 87 434 53.7% Texas 45414 76356 110203 122275 153350 507598 United States 559451 843442 1101883 976679 877773 4359228 Global 598613 874220 1128959 993667 893647 4489106 Campus HSPS HSE HSANA 45.7% 57.5% 58.0% Advanced Course/Dual Enrollment Completion (Grades 11-12) Subject Percent Any subject 63.8% ELA 39% Math 34.4% Science 20.4% Social Studies 39.9% Advanced Course/Dual Enrollment Percent Graduation Rate 4 year graduation rate: 98.7% 5 year graduation rate: 98.2% RHSP/DAP Graduates 96.1% Strengths and Improvement Needs Student Achievement Strengths All content areas and student group are above state and region except LEP and SPED groups. Annual dropout rate is 0% Increased Advanced Placement Scores for juniors and seniors PSAT/SAT results are high Successful Tutoring and Saturday School 100% college acceptance Effective integration of technology Supportive Teachers and parents Improvements Needed Staff development in the area of science to close the gap for Hispanic and Economically Disadvantaged students Staff development for differentiated instruction Increased attendance in tutoring session will prepare students for EOC and STAAR scores Awareness about college board and Naviance Succeed For training for general education teachers in the areas of Special Education, ESL, and GT More guidance for collaborative teaching Decreased student to teacher ratio in elementary classrooms School Culture & Climate Strength Safe and secure learning environment Supportive community Community, parents, and staff have high expectations for student achievement in all areas Informative school website Competitive academic environment Student behavior and discipline High Degree of respect for stakeholders Academic Rigor and expectations Parent Involvement Improvements Needed Continue to conduct annual surveys for continuous improvement Continue programs related to internet safety and bullying More Extra curricular activities Administrator involvement in extracurricular activities Professional development Additional course selection Student involvement in extracurricular activities on some campuses Communication between Administration and staff. Schoolwide behavior plan implementation Stronger implementation of schoolwide incentives ie. TIGER claw Staff Quality Strength Professional staff and paraprofessionals - 100% highly qualified High percentage of master teachers Abundant Professional Development opportunities New teacher evaluation program (H-TESS) Improvements Needed Percentage of experienced teachers Staff development opportunities based upon identified - campus instructional needs Improve teacher-parent relations Reduce teacher workload School counselors The need for a consistent curriculum, materials and expectations Decreased student to teacher ratio in elementary classrooms More efficient and timely distribution of information More follow up on professional development Curriculum & Instruction Strength Interactive technology resources in the classroom Varied instructional programs to meet the individual needs of our diverse learners Practice STAAR tests District benchmarks Teachers have access to objective-based data through Eduphoria for assessments including DBAs, Mock STAAR exams, and previous STAAR tests. Many positive learning experiences have been created for students using a variety of learning methods (hands-on activities, technology, ect.) Students are provided many opportunities for tutorials outside of the classroom. Teachers are beginning to incorporate more reading and writing in their classes. NWEA MAP,. PSAT, SAT ect are well researched and tested to be fair and test critical knowledge. Curriculum is aligned to th TEKS in mathematics and science as well as other core classes. Blueprints for District Assessments and allowed viewing of exam by teachers Projects that teach 21st Century Skills Improvements Needed Continue opportunities for staff development to meet the needs of all students Assess the process of vertical and horizontal curriculum for curriculum alignment and implementation of college readiness standards Use STAAR data to edit and revise the scope and sequence for each subject area Time increments need to be added to scope and sequence (Year at a Glance) More forms of assessments that are not multiple choice exams PBL and content area teachers need to have more communication and collaboration across the campus Changes in the pacing guide during the school year. Reinforcing skills from previous STAAR tested year (Writing in 3rd, 5th, and 6th) Continue opportunities for staff development to meet the needs of all students Less testing more/classroom instruction Stronger curriculum linked to the TEKS Enough materials for individual classrooms (no shared supplies/materials) School Context & Organization Strength Involved parents and community that support the district and campuses Communication with parents and community via varied sources Successful College counseling program Students have a positive attitude about coming to school because of teachers and classmates; teacher involvement in extra-curricular activities; High academic expectations Teacher to teacher support Relevant on campus training (provide choices) More frequent observations and immediate feedback Refining and clearly defining roles of admin Separate system for upper and lower grades regarding discipline Improvements Needed New technology for communicating with staff, parents, and our community Class sizes across all grade levels and content areas especially at the elementary level Teachers do not feel that they have a voice in how assessments were used to evaluate students and programs as a whole. Teachers want to a part of the discussion at school in regards to decisions made about the school. Consistency with consequences related to school rules; Balance of teacher time in and out of the classroom; Insufficient facility/playground/parking lot safety; School counselor is needed (emotional counseling not college counseling) More resource input and support from teachers on the types of resources we purchase as a school Family and Community Involvement Strength Parents actively involved in their child's education Variety and amount of events; public relations; parent-teacher conferences; School Reach; family attendance at large events (carnivals, Holidays Around the World, etc.); Spanish translation available for most events/communications; Career Day; Lots of academic based opportunities and events Great Special programs Reaching more people of different languages (school websites) Improvements Needed Improve parental involvement for our Hispanic and Economically Disadvantaged student groups Increase response rate to annual Parent Climate survey GED/ESL Classes for parents Social Worker shared with the district or for our campus for students in need. On site School Counselor for students in need More Parent/community outreach summer events, non-tutoring events on Saturdays Better targeted orientations More welcoming school More parent appreciation More opportunities for parents to connect with other parents in the same grade Mentor Parents for new parents Technology Strengths Teacher access to presentation system (laptop, projector, document camera and interactive board) Improvements Needed Continuation of Technology professional development for all stakeholders. Online baseline technology assessment for teachers and staff Centralization of printers at most campuses Online advanced technology assessment for teachers and staff Virtualization of desktops and servers Set a minimum number of mandatory instructional technology trainings District-wide wireless capabilities for all district issued devices Better technology for all students Unfettered access to the internet for students and teachers on Chromebooks Teachers should have more input into technology usage decisions. Parental access to technology and the internet. Wireless access better than previous years Chromebooks Variety of technology available; Amount of technology 1:1 for Goals & Strategies Goal 1 60% of Harmony Science Academy (Austin) ELL and Special Education students will meet state standards in Writing. Strategies Stage 1- Begin the process of analyzing data and learning the student population as well as teacher proficiency level. Stage 2 Training teachers on best practices and review student growth. MAP and DBA testing for student ESL strategies training academic levels Walkthroughs for teacher observation Stage 3 Refining the data analysis and trainings for teachers General Education training on More intensive small group modifications and accomodations instruction Region 13 ELL institute for admin More focused small group and coordinator instruction Explicit Instruction Training for special education teachers Stage 4 Reviewing data and implementing changes to teacher assignments to the upcoming school year Create more oppurtunties for PD in instructing special population After school and Saturday review techer placements for intervention for student success future postions Goal 2 60% of Harmony Science Academy (Austin) ELL and Special Education students will meet state standards in science. Strategies Stage 1- Begin the process of analyzing data and learning the student population as well as teacher proficiency level. Stage 2 Training teachers on best practices and review student growth. MAP and DBA testing for student ESL strategies training academic levels Walkthroughs for teacher observation Stage 3 Refining the data analysis and trainings for teachers General Education training on More intensive small group modifications and accomodations instruction Region 13 ELL institute for admin More focused small group and coordinator instruction Explicit Instruction Training for special education teachers Stage 4 Reviewing data and implementing changes to teacher assignments to the upcoming school year Create more oppurtunties for PD in instructing special population After school and Saturday review techer placements for intervention for student success future postions Goal 3 Increase teacher retention to 90%. Strategies Stage 1- Collect data on teacher/administr ation effectiveness & satisfaction Stage 2 - Develop teachers a Collect data through walk through Provide training for teachers for and observations. areas of most need. Stage 3 - Develop administration Stage 4 Reviewing data and implementing changes to teacher/administr ation assignments to the upcoming school year Provide training for administration Review beginning and end of for areas of most need. year data to determine teachers and administrators success. Review and analyze student data Build PLC and mentor programs Support administration to receive Make changes to assignments (MAP, DBA Benchmark, STAAR) for new and struggling teachers. masters degree in administration based on performance. for teacher overall strengths and or educational leadership. weaknesses. Conduct surveys and talk with teachers about their current level of satisfaction. Provide opportunities for teachers to be involved in the decision making process on the campus. Have principals in the selection process for selection of teachers into the future administration process. Attend multiple job fair to increase the candidate pool to replace teachers with highly qualified applicants