SAC 10/15:
- Review our UIP
What does the data show?
- Data is based on PSAT, SAT, and if new comers take the ACCESS, this contributes to our Reading/Writing
- We went down in Growth, particularly with multilingual learners and students with disabilities
- In science we are exceeding in all students and meets for minority students
- When parents opt our students out of state testing, this hurts our data, for example, only 38 juniors took the science CMAS, out of 400+ Juniors!
- We use Alex, NMEA MAP, or Common Lit to test for math and Reading/Writing
- Common lit shows incredible growth due to our cross content literacy program. 40% are above grade level!
- Math scores are a bit confusing because we lost some students in pre-Algebra, but the math achievement drop, this could be about attendance
Who is achieving and who is not?
- IEP and Multilingual students are struggling the most, our goal is to increase their measured score by 4 scaled points for the year
- These lower scores in reading contribute to lower achievement in science and other classes
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What is to be done?
- Common literacy practices across the disciplines, including social sciences, sciences, math, etc.
- Common language about these practices
- These are based in AVID strategies
- Cross-content numeracy—mathematical concepts across the discipline
- Use DDI (data driven instruction) to leverage new curriculum
Attendance Data:
- We went from 36.30% in 2022, but we went to 22.70% in 2025
- This is one our UIP goals
- Using our Engagement specialist and student support team, we have programs like prosocial soccer and plan to look at attendance and grades to attend functions like Homecoming
90 Day Plan:
- Shorter measure of time then the UIP
- All stakeholders are involved
- The THREE BIG ROCKS
- Observation/feedback to align instruction and what good practice look like
- 4 observations are done a week
- Uses a walk through tool
- Continue the language and literacy structures across the disciplines
- Standards aligned numeracy instruction
2. Understand the connection between FTE and staffing
3. Review the fundraising allocations, including booster clubs and CASF grant funding
CASF Grant:
$39,499+ 10k from the previous year, and with matching donation, we awarded $63,000+ in grants to teachers in every content area, including SPED, music, art, etc.
Differentiated Learning: (this is our last year, which may go away next year)
5,.2 DDI leads for 1.0 total FTE
Engagement Specialist 1.0 FTE
Principal Carroll is committed to keeping our engagement specialist due to our success in attendance data
FTE:
27:1 from previous year of 26:1
56.22 FTE, staffed at 1517 , grew to 1591 (we are about 1568 in Oct)
Principal Carroll appealed this growth to get more FTE due to this growth
Every 27 kids means another teacher
CHS Booster:
Raise money for uniforms, scholarships, grants, new nets and scoreboard