Advanced Academics March 2016mesquite.ss12.sharpschool.com/UserFiles/Servers/Server_567636/File... · opportunities to pursue their future successes and happiness – able to compete

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Advanced Academics March 2016

In 2009, Mesquite ISD established a College Readiness Committee as a way to create a systemic change and work to establish and support advanced academics and a college-going culture. By 2011, the focus broadened and the name was changed to Advanced Academics Committee. Each high school now has an Advanced Academics Contact that also serves on the committee as well as coordinators and district people responsible for gifted, advanced placement, and dual credit. All of these areas now are routinely fostered and supported by monthly meetings of the committee. Each high school has an Advanced Academics Committee that meets at the campus level to coordinate and support advanced academics on their campus.

The Academics Committee is driven by the following vision and mission.

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRxqFQoTCJawnZne9McCFcuTDQodW_kG4A&url=http://www.acteventservices.com/clients/&psig=AFQjCNEMjGCrONh8hfs2k3HGPCZ7x6KEGA&ust=1442258616321032

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Advanced Academics February 2016

VISION

That advanced academics will be embedded into the vocabulary of all students. That all students will have a plan that includes post-secondary education as an option, and that the ranks of students taking AP and dual credit will grow in number and success.

MISSION

All students will graduate having the tools, resiliency, and opportunities to pursue their future successes and happiness – able to compete with graduates across the globe and create their own destinies.


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Mesquite ISD begins in kindergarten helping to establish and nurture a vision of college in each child’s future. Children of poverty do not come to school with this vision, and it is the district’s responsibility to set the vision, keep it alive and help make it a reality for our students.

• Every kindergarten student receives a book (English or Spanish) that creates excitement about having dreams, setting goals and working to make those dreams a reality. High school graduation is just a step and college is the catalyst to living your dreams.

• Gifted students are also identified in kindergarten and differentiated in-class instruction begins early for this group of students.

• At grade 3, gifted students travel to Rugel Elementary one day per week to interact and receive instruction with their intellectual peers. Gifted identification continues throughout the elementary years.

• Seven Future Quest lessons are imbedded in the curriculum at each elementary grade level and teach all students about the importance of an education beyond high school.

• In middle school the pool of advanced academic students widens as additional students are identified and served through pre-advanced placement classes.

• In 8th grade the pool deepens as Superintendent Scholars are identified and provided additional preparation for PSAT in 9th and 10th grades before taking the 11th grade PSAT and potentially qualifying as Merit Scholars.



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• In high school the pool expands again as additional students are added to advanced placement classes, and AP and regular high achieving students can now take dual credit classes.

• Also in high school, CTE work force education credits can be earned through DCCCD and applied towards a professional certificate or associates degree. CTE pre-employment lab students can earn professional licenses and certifications while still in high school.

Our advanced academics program is truly a K-12 program, with something for everyone. Fostering and supporting our students’ dreams is also done through two identified college and career weeks, one in fall and one in spring. Numerous activities, speakers and guests as well as tangible reminders (bracelets and lanyards) are provided to keep the dream alive. College Night is held at Eastfield College in September to expose our students to an array of colleges and universities. Each high school hosts FAFSA completion nights on campus with volunteers to help parents and students complete their forms. Research shows that FAFSA completion is the number one predictor of whether a student goes to college. Navigating the college application process can be a major detriment to students, especially students of poverty. Our goal is to remove as many obstacles as possible and enable students to pave the way to a future full of opportunities.



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G/T

The mission of the Advanced Academics Department is to meet the educational needs of all students, including students whose readiness levels are above their age peers. The department works consistently to stay in compliance with the state in regards to identifying and serving academically gifted students K – 12. By encouraging gifted students to become autonomous learners through a challenging program, future generations will have the socially and ethically responsible leaders, producers, inventors, philosophers, and visionaries who can make valuable contributions to our world as well as our community. The department also provides staff development for our teachers in the district, including, but not limited to, teachers of identified gifted students.

ABLE: Per Texas state guidelines, the identification process begins in kindergarten for our ABLE (Alternatives for Brighter Learner Opportunities) Program. Students identified ABLE in K-2nd grade are clustered with other identified students in a trained teacher’s classroom. Teachers differentiate content, pacing, depth, and complexity, especially in areas where students have mastered the content, to ensure that all students are learning, progressing, and thriving in the classroom and beyond.

Advanced Academics Gifted/Talented Programs

February 2016


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QUEST: Students who are identified G/T in 3rd-6th grade participate in the QUEST program. Students are pulled out of the regular classroom one day a week to attend QUEST where they interact with intellectual peers and participate in learning activities and project-based learning with added depth and complexity that goes beyond grade-level curriculum. When these students are not at QUEST, they are placed in a trained teacher’s classroom and clustered with other identified students.

G/T and Pre-AP Middle School Classes: 7th and 8th grade students are identified for specific content areas of math, science, English language arts, and social studies. Students are clustered with other identified students, placed with a trained teacher, and given more rigorous content and projects to meet their educational needs. Pre-AP classes are provided for students not identified as G/T students to challenge and prepare them for rigorous pre-AP and AP courses in high school. Students in 8th grade G/T and Pre-AP Math receive high school algebra credit. Students in 8th grade G/T English receive high school credit for English 1.

G/T in High School: Numerous Pre-AP, AP, and G/T courses are offered (teachers are G/T trained) at the high school level. Several programs are offered to support the academic and social/emotional needs of G/T students. Students in G/T English are clustered together in a special three-year program with 9th, 10th, and 11th grade G/T students. The mentorship program enables students to work with community mentors in a specialized field study. Inclusion in the Karen Dillard College PSAT Prep program is based on students’ PSAT scores. Students attend preparatory classes in Dallas and/or Plano and network with other G/T students from Highland Park, Frisco, and other surrounding districts. This is an eye-opening experience for Mesquite ISD students on many levels.


February 2016


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February 2016

Curriculum Processes: In addition to the TEKS, academically gifted curriculum focuses on research skills, critical thinking, creative/productive thinking, group dynamics, and collaborative problem solving.

Staff Development: The advanced academics coordinator, facilitators, and QUEST teachers provide an array of staff development opportunities for teachers to receive their initial 30 hours and annual updates to stay in compliance with TEA when serving identified G/T students. Our workshops focus on (but are not limited to) differentiation for all students’ readiness levels, nature and needs of gifted students, and identification and assessment of gifted students.

Destination Imagination: The Advanced Academics Department organizes, supports, and plans for Destination Imagination. While the classroom experience provides for G/T students’ academic needs, DI serves areas of giftedness in leadership, creativity, collaboration, and innovation. This program gives all students the opportunity to join a DI Team where they experience innovative tasks and projects, creative problem solving, and teamwork. In the past few years, we have had several teams advance to state, and last year a team advanced to global finals. Parents are encouraged to be team managers for DI teams, so this is a wonderful opportunity to connect with parents and the community. Because Mesquite ISD hosts the East Regional Tournament each year, we build relationships and bridges throughout our Mesquite community and beyond. This also allows for positive public relations opportunities throughout the region.


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ACHIEVEMENTS:

• Each cohort group identified for KD College Prep PSAT program has improved their PSAT scores by more than 20 points.

• Students identified for KD College Prep PSAT Program are more in-the-know in regards to the college application process. This program has also given us opportunities to develop stronger connections to parents.

• ABLE, QUEST, and middle school G/T and Pre-AP lay a solid foundation for those special populations of students to learn beyond the basics, and to thrive in and out of the classroom setting.

• More students are involved in successful DI Teams (creative problem solving) and advancing to state competition. • Algebra I at middle school has expanded to include non-GT students.

CHALLENGES:

• Identify, serve, and meet the educational needs of students at every grade level • Identify, serve, and meet the educational needs of new enrollees in a timely manner. • Discern between students who are more suited for AP or Dual Credit and helping them stay on that rigorous

path to college readiness; AP teachers are trained to serve and accommodate G/T students. • Meet G/T students’ educational and emotional needs, ensuring they do not become at risk for failure,

especially as they progress to high school. • Train teachers in a timely manner to serve G/T students and to meet state requirements.


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CHALLENGES cont.:

• The Mesquite ISD Gifted Program Design rates in compliance or recommended in every category of Family/Community Involvement Section 5 in the Texas State Plan for the Education of Gifted Students. We are not exemplary in any of these areas.

• Be more equitable in our identification of students across the district, regardless of ethnicity or socio-economic status.

• Help bridge the gap in verbal and nonverbal performance among G/T ELL and economically disadvantaged students.

GOALS:

• Offer more support and advocate for G/T students K-12. • Offer more support to K-12 G/T teachers. • Foster more innovation and creativity in our students (and teachers) involved in the G/T program. • Pursue more innovative thinking and products, and outside-the-box problem solving for students. • Increase Superintendent Scholar’s PSAT scores for more National Merit and other Achievement Scholarship

opportunities. • Improve G/T training opportunities for teachers and utilize teacher leaders to help train each other.


February 2016


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• From 2012—2014 enrollment in middle school G/T Algebra 1 averaged 270. After opening the course to Pre-AP students in 2015-2016, enrollment in G/T and Pre-AP Algebra 1 averages 570.

• In 2015, gifted students in Mesquite ISD outperformed gifted students across the state in their passing percentage on STAAR in every subject, at every grade level.

• In 2015, gifted students in Mesquite ISD scored better than gifted students across the state at the advanced level in 18 of the 22 STAAR and EOC tested areas.

• The number of schools participating in DI increased from 22 schools last year to 27 schools this year (23% increase). The number of teams increased from 60 teams last year to 69 teams this year (15% increase).

• The Mesquite ISD Gifted Program Design rates recommended or exemplary in every category of Student Assessment Section 1, Service Design Section 2, Curriculum and Instruction Section 3, and Professional Development Section 4 in the Texas State Plan for the Education of Gifted Students. According to the TSP for the Gifted and Talented, we are strongest in the sections of Service Design and Professional Development.


February 2016


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February 2016

Superintendent’s Scholars

Students are selected in the 8th grade based on their PSAT 8/9 (formerly ReadiStep) to participate in the Karen Dillard College Prep Program. The goal of this program is to improve students’ already high PSAT scores to help them qualify for National Merit and other awards. Students identified for KD College Prep PSAT Program are more in-the-know in regards to the college application process and have improved PSAT scores. This program has also given us opportunities to develop stronger connections to parents.

165170175180185190195200205

10th gradePSAT

AverageScore 2014

11th gradePSAT

AverageScore 2015

Cohort 1 Superintendent Scholars

10th-11th PSAT Score Growth

Cohort 110th-11thGradeAverageScores

INCREASE of22 points or12.5%

150155160165170175180185190195

9th gradePSAT Average

Score 2014

10th gradePSAT Average

Score 2015

Cohort 2 Superintendent Scholars

9th-10th PSAT Score Growth

Cohort 2 9th-10th GradeAverage Scores

INCREASE of 25 pointsor 15%


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The Gifted and Talented Program in Mesquite ISD will offer the optimum educational experience for all students identified K-12. Every K-6th grade teacher is trained to serve gifted students, specializing in differentiation to meet the needs of all learners. The Advanced Academics department will develop a talent pool program for elementary age students not yet identified as G/T but with potential. QUEST classrooms are equipped with current technologies to maximize students’ learning experiences. QUEST will have guest speakers 4 times a year related to concepts and themes for that year. QUEST students will go on 2 field trips each school year, connected to concepts and themes. Middle school G/T and Pre-AP classrooms are equipped with current technologies to maximize students’ learning experiences. All middle school and high school G/T and Pre-AP teachers are also trained to serve G/T students. The Advanced Academics Department will offer opportunities for content-based 6-hour updates for G/T teachers across all grade levels. Summer Camps will be offered for G/T students. Once a year, we will host a G/T night at the PDC for parents to see student projects and hear guest speakers discuss current trends and issues related to gifted students. Every G/T identified student in Mesquite ISD will have a mentor. Every G/T identified student in Mesquite ISD will have an ongoing long-term project based on his or her passions and interests. Every high school campus will have a PSAT/SAT/ACT College Prep class taught internally to support all students, including G/T. We will track G/T students’ post-secondary endeavors. Our hope is G/T students will feel connected, relevant, and vital to their community and have a strong sense of self-efficacy.


February 2016


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Advanced Placement (AP) allows students to take college level courses in high school, take tests to earn credit for college classes, save money on college tuition, and get classroom experience that colleges and universities recognize. AP courses are specifically designed to help students prepare for AP exams. Mesquite ISD offers numerous opportunities for Advanced Placement courses and testing, not only for students to earn college credit, but to ready them for the rigor of college courses and the stamina to stay the course for college completion.

In school year 2011-2012, the TI Foundation awarded Mesquite ISD the National Math and Science Initiative Grant, consisting of $3,000,000 over a 5-year period, bolstering our AP Program over the last five years. The grant has provided MISD with teacher training and mentoring, vertical teaming, collaboration, and student and teacher financial incentives. Super Saturdays have brought teachers and students from across the district together allowing students opportunities to hear other voices (instructor and student) and pick up new perspectives and knowledge that help them on their AP tests. Students earning college credit for scores on AP tests is the greatest benefit of the NMSI grant.

Advanced Academics Advanced Placement (AP) Program

February 2016


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Description Cont. – AP Achievements

ACHIEVEMENTS:

• In 2014 (3 years into the Texas Instruments Foundation NMSI Grant) Mesquite ISD was recognized as an AP Honor District. • Communication between AP teachers across the district has increased, both vertically and

horizontally, as a result of the NMSI grant (sharing ideas and lessons, etc.) • Vertical teaming has increased greatly as a result of the NMSI grant. Middle school teachers have

become an integral part of the AP program. • More students are earning college credit on AP Exams. • More AP courses are open to more students, such as AP Human Geography which is an AP course

open to freshmen. • Because of the focus on AP, more students are becoming AP Scholars.


February 2016


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AP SCHOLARS: The AP Program recognizes high school students who have demonstrated outstanding college-level achievement through AP courses and exams with the AP Scholar Awards. Although there is no monetary award, each award-winning student receives a certificate, and the award is acknowledged on any AP score report that is sent to colleges after the award has been conferred.

AP Scholar Granted to students who receive scores of 3 or higher on three or more AP Exams.

AP Scholar with Honors Granted to students who receive an average score of at least 3.25 on all AP Exams taken, and scores of 3 or higher on four or more of these exams.

AP Scholar with Distinction

Granted to students who receive an average score of at least 3.5 on all AP Exams taken, and scores of 3 or higher on five or more of these exams.

National AP Scholar

Granted to students in the United States who receive an average score of at least 4 on all AP Exams taken, and scores of 4 or higher on eight or more of these exams.


February 2016


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MISD TOTALS SHOW A 214% INCREASE IN AWARDS EARNED!

2012 2013 2014 2015

AP Scholar 51 80 121 159

AP Scholar with Honors 12 27 25 35

AP Scholar with Distinction 11 9 14 36

National AP Scholar 0 1 1 2

TOTALS 74 117 161 232


February 2016


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AP Subjects: MISD offers AP classes for 27 out of 36 exam subjects.

English Language 13%

US History 12%

Psychology 12%

Spanish Language

10% Physics 1 9%

English Literature

7%

Human Geography

7%

Biology 5%

US Government and Politics 4%

World History 4%

Calculus 4%

Environmental Science 4%

Statistics 3%

All Art Exams 2%

Spanish Literature 2%

Physics 2 1%

Chemistry 1%

AP Exams Taken By Subject 2015*

*3684 Exams taken in MISD


February 2016


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Description Cont. – AP

Challenges:

• Discerning between students who are more suited for AP and/or Dual Credit and helping them stay on that path to college readiness.

• Acquiring funding for AP Exam Fees for the 75% of students who are economically disadvantaged. High schools raise funds to support AP testing and contributions can be made to the Mesquite Foundation Scholar Dollars fund to support AP test funding for economically disadvantaged students.

• Hire and retain AP teachers who have the training, skills, and expertise to provide an optimum AP curriculum.

• Continue to increase students earning credit on AP Exams in all areas.

Goals:

• Appropriately identify and support students for AP Classes and AP Exams. • Increase the number of qualifying scores for all AP exams. • Continue to support funding of AP tests.


February 2016


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0

500

1000

1500

2000

2500

3000

3500

4000

2012 2013 2014 2015

1600

2003

2940

3684

AP Exams Taken 2012-2015

AP TestsTaken

Effectiveness Indicators AP EXAM PARTICIPATION: The number of MISD students taking AP Exams has increased by 130% over the last 4 years!


February 2016


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0

200

400

600

800

1000

1200

1400

1600

2012 2013 2014 2015

693

865

1238

1437

Students Passing AP Exams 2012-2015

AP ExamsPassed

Effectiveness Indicators Cont. AP EXAM PASSING RATES: The number of MISD students passing AP Exams has increased by 107% over the last 4 years!


February 2016


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Students in AP Courses in Mesquite ISD will outperform surrounding districts regardless of socio-economic status. Students taking Advanced Placement courses will take corresponding AP exams and earn college credit. The Advanced Academics Department will track students’ postsecondary progress when they leave Mesquite ISD. AP teachers will receive initial training, as well as updates each year to maximize their expertise as a teacher. All content areas (including social studies and foreign languages) will receive support through Super Saturdays, training, collaboration, vertical teaming, and mentoring. Paying for AP tests will not be an obstacle for students. Students and teachers will be provided financial incentives for college credit earning AP exam scores.


February 2016


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MISD’s dual credit program exists through a partnership with Dallas County Community Colleges (DCCCD). Mesquite ISD partners with DCCCD campuses to offer dual credit for students in grades 11 and 12 so that they have the opportunity to earn college credit in entry level courses while still in high school. There are two different types of credit that students can earn while in high school in Mesquite ISD: 1) Dual credit, offered in core classes and in some Career and Technical Education classes, is earned by students who meet TSI(Texas Success Initiative) standards, by scoring within a designated range on the TSI test, and are considered “college ready.” The students take basic or entry level courses that are required by most four year colleges and receive credit that counts towards their degree or program. 2) Workforce Education Credit(WECM), for some courses offered through Career and Technical Education, is credit students can take in career specific programs and entry level courses for which students can earn credit that will count towards a certification program or degree at DCCCD. Students who are taking WECM courses are not required to meet TSI standards in order to enroll.

Dual credit courses offer important financial benefits to MISD students and their families. Students are not required to pay tuition for these courses and, if successful in the courses, receive college credit while still in high school. In addition to the measurable financial benefits of dual credit opportunities, successful completion of dual credit courses also offers other perks to students: exposure to the rigor of college level instruction, navigating and understanding the college application process and greater confidence in academic abilities as they relate to college.

Advanced Academics Dual Credit Program

February 2016


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Description cont. – Dual Credit Achievements

• 632 students participated in dual credit in the 2014-2015 school year • 352 students took classes for dual credit at Eastfield College during the summer of 2015 • Dual credit participation has grown each year since 2004-2005 • In addition to English 1301 and 1302, MISD now offers English 2322 and 2323 at 5 high school campuses allowing

students to earn up to 12 hours in college English before graduating high school • MISD also offers GOVT 2305 at 5 high school campuses • In addition to the courses offered at our MISD campuses, MISD and DCCCD collaborate to offer 14 dual credit

courses at Eastfield College. MISD students who meet TSI standards can take designated courses at Eastfield College, tuition free.

• Overall, MISD offers 25 courses for dual credit and 3 for WECM credit • MISD received $55, 366, $81.18 per student, in reimbursements from DCCCD for students that participated in dual credit.

• A 226 day counselor positon has been added at high school to address “summer melt” issues, improve communication between MISD and DCCCD, and ensure greater student success in dual credit summer courses

• Stipends for dual credit teachers were approved and implemented for the 2015-2016 school year. Teachers receive $500 per section(1 section = 20 students) that they teach of a dual credit course

• MISD students earned 4000 college credit hours through dual credit, saving them $208,000 in college tuition • Increasing overall participation in dual credit


February 2016


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CHALLENGES:

• Increasing overall participation in dual credit • Recruiting greater numbers of MISD students to participate in dual credit • Student participation is not maximized due to a number of factors, including: inconsistent recruiting and

limited course offerings and course sections • Increasing dual credit numbers and maintaining healthy participation in AP courses and using discernment

about which path is best for which student • Reaching greater numbers of high achieving students who are in regular classes and who could be very

successful in dual credit • Preparation for TSI • Aligning instruction for “college readiness” in grades 9 and 10 with the goal that more students would score a

4000 on the English 2 EOC and be TSI exempt for dual credit courses beginning their junior year. • Limited course offerings and course sections at high school campuses • Credentialing MISD teachers to teach dual credit • Providing consistent and effective services to students in the area of dual credit


February 2016


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CHALLENGES:

• The processes for recruiting and enrolling students in dual credit courses are unclear and inconsistent. • Personnel responsible for dual credit differs from campus to campus and roles and duties are

inconsistent. • Students who enroll in summer courses at DCCCD need more oversight, guidance and follow up to help

prevent missed start and drop dates and course failures. • A consistent process that ensures students enrolled in dual credit courses are dropped from the class if

the student withdraws from school. Failure to drop a student results in the student receiving an “F” in the course.

• Communication between MISD and DCCCD is inconsistent, but is improving, around enrollment, verification of eligibility, and student records.

• Increase outreach and education to students and parents regarding the benefits, implications and responsibilities of dual credit.

• Improve communication between counselors and students and their families. • Increase awareness about dual credit, college readiness and post- secondary options for ALL students.


February 2016


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Goals:

• Restructuring the dual credit process in order to reach a larger number of students, work more efficiently and have a protocol that is clear and consistent across all high school campuses

• Clearly establish where the duties related to dual credit belong and implement those duties consistently and equitably

• Broaden recruiting for dual credit and continue to incentivize recruiting for dual credit teachers • Credential more MISD teachers to become dual credit instructors across more subject areas • Implement preparation for PSAT, SAT,ACT or TSI broadly in hopes that more students are “college ready” as

they begin exploring post-secondary options • Include follow up with students signing up for dual credit in summer courses in the “Summer Melt” program

in order to decrease failures and missed drop dates • Provide more education and assistance to students and their parents as they navigate post-secondary options


February 2016


February 2016


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• Enrollment, Recruitment and Completion Process • 1034 students (summer, fall and spring enrollment combined) enrolled in a dual credit course in the

2014-2015 school year. • Overall Student Success

• Students scoring a 4000 or better on STAAR EOC for English II, are considered TSI exempt and are considered “college ready”, according to TSI standards.

• 2633 students across the district scored a 4000 or better on the English II EOC. • Students may also take the TSI test and, if they meet the standard, are considered “college ready” and

may take dual credit courses. • 871 students in 2015-2016 received college credit for dual credit course.


February 2016


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40 72 72 219 250 335 530 497 626 382 682 105 245 319 788

1048

1655

2524 2718 2485 3387

4004

0500

100015002000250030003500400045005000

2004-2005 2006-2007 2008-2009 2010-2011 2012-2013 2014-2015

Mesquite ISD Dual Credit History Dual credithours earned

Number ofstudents


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• All students will be empowered with the knowledge and opportunity to reach for their dreams. • Our school cultures will shift in such a way that all students become future planners; they see college/post –secondary

education/ workforce certification as attainable options. • All students entering 10th grade will understand dual credit and TSI requirements and have a “plan” for their academic

path that includes earning college credit while still in high school. • Instruction aligns in such a way that students entering 9th grade can be considered “college ready”/ TSI exempt, by

scoring a 4000 or better on the English 2, EOC, by the end of 10th grade. • The opportunity will exist for all students to have intensive preparation for PSAT, SAT/ACT/TSI. • MISD will have dedicated personnel to provide oversight and assistance to high school campuses in recruiting,

enrollment and follow-up with students. • Students and their families will have a clear understanding of their post -secondary options and the benefits and

responsibilities of those options. • Every high school will have multiple credentialed instructors and sections of dual credit offerings. • Core and elective dual credit offerings will grow in a way that offers students opportunities to grow academically, save

money and have greater success in college after graduation from high school. • Every high school will have a parent outreach program that effectively educates and empowers students and their

parents in regards to college and all other post-secondary options.


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$2,159,500

$110,814

$50,000 $5,000

$40,000 $50,000 $55,100 $2,000

Salaries - $2,159,500 (Includes salaries for AA Coord, 2facilitators, all Quest and GT teachers)

Gifted Supplies - $110,814

Future Quest - $50,000 (College Awareness curriculum,College Week supplies/activities, Kinder Books).Advanced Academic Committies - $5,000

PSAT for 10th grade/GT 9th grade - $40,000

Superintendent Scholars - $50,000

Destination Imagination - $55,100

Dual Credit Textbooks - *$57,000*District was reimbursed $55,000 by Eastfield College



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Advanced Academics March 2016mesquite.ss12.sharpschool.com/UserFiles/Servers/Server_567636/File... · opportunities to pursue their future successes and happiness – able to compete