CREEKSIDE ELEMENTARY SCHOOL
D AT A R E V I E W
FOR
F Y 2 015
OUR DATA REVIEW: CRCT
(3-5) Subject
2013
2014
Gains/Losses
Reading
90%
91%
+1
Language Arts
84%
88%
+4
Math
72%
77%
+5
Science
73%
74%
+1
Social Studies
75%
77%
+2
OUR DATA REVIEW: CRCT
Gains/Losses
(3rd to 4th) Subject
2013
2014
Reading
91
90
-1
Language Arts
80
85
+5
Math
63
71
+8
Science
72
71
-1
Social Studies
79
78
-1
(4thto 5th) Subject
2013
2014
Reading
88
95
+7
Language Arts
86
97
+11
Math
76
94
+18
Science
70
81
+11
Social Studies
73
78
+5
Gains/Losses
CRCT – READING 3RD GRADE
Subgroups
2013
2014
GAINS/LOSSES
Black
80
77
-3
White
93
98
+5
Asian
100
100
0
Hispanic
67
80
+13
Multiracial
100
100
0
SWD
42
65
+23
ED
83
85
+2
Male
83
88
+5
Female
91
88
-3
CRCT – LANGUAGE ARTS 3RD GRADE
Subgroups
2013
2014
GAINS/LOSSES
Black
71
73
+2
White
88
92
+4
Asian
100
100
0
Hispanic
50
80
+30
Multiracial
100
100
0
SWD
50
53
+3
ED
75
78
+3
Male
75
78
+3
Female
85
88
+3
CRCT – MATH 3RD GRADE
Subgroups
2013
2014
GAINS/LOSSES
Black
55
53
-2
White
72
85
+13
Asian
100
83
-17
Hispanic
50
40
-10
Multiracial
60
100
+40
SWD
50
35
-15
ED
58
60
+2
Male
70
66
-4
Female
54
71
+17
CRCT – SCIENCE 3RD GRADE
Subgroups
2013
2014
GAINS/LOSSES
Black
60
57
-3
White
83
84
+1
Asian
100
83
-17
Hispanic
100
80
-20
Multiracial
80
100
+20
SWD
40
47
+7
ED
64
63
-1
Male
81
69
-12
Female
61
74
+13
CRCT – SOCIAL STUDIES 3RD GRADE
Subgroups
2013
2014
GAINS/LOSSES
Black
72
64
-8
White
84
89
+5
Asian
100
100
0
Hispanic
100
80
-20
Multiracial
100
100
0
SWD
40
35
-5
ED
76
70
-6
Male
81
78
-3
Female
77
76
-1
CRCT – READING 4TH GRADE
Subgroups
2013
2014
GAINS/LOSSES
Black
85
84
-1
White
92
96
+4
Asian
100
100
0
Hispanic
100
100
0
Multiracial
66
100
+34
SWD
75
63
-12
ED
84
88
+4
Male
90
88
-2
Female
86
93
+7
CRCT – LANGUAGE ARTS 4TH GRADE
Subgroups
2013
2014
GAINS/LOSSES
Black
60
57
-3
White
83
84
+1
Asian
100
100
0
Hispanic
100
80
-20
Multiracial
80
100
+20
SWD
75
63
-12
ED
81
82
+1
Male
90
78
-12
Female
82
90
+20
CRCT – MATH 4TH GRADE
Subgroups
2013
2014
GAINS/LOSSES
Black
65
61
-4
White
85
80
-5
Asian
100
100
0
Hispanic
100
100
0
Multiracial
100
100
0
SWD
66
13
-53
ED
66
63
-3
Male
79
74
-5
Female
73
66
-7
CRCT – SCIENCE 4TH GRADE
Subgroups
2013
2014
GAINS/LOSSES
Black
58
58
0
White
80
83
+3
Asian
100
100
0
Hispanic
100
100
0
Multiracial
66
100
+34
SWD
40
30
-10
ED
59
62
+3
Male
69
70
+1
Female
71
72
+1
CRCT – SOCIAL STUDIES 4TH GRADE
Subgroups
2013
2014
GAINS/LOSSES
Black
65
72
+7
White
80
83
+3
Asian
100
100
0
Hispanic
67
100
+33
Multiracial
67
100
+33
SWD
40
30
-10
ED
64
73
+9
Male
75
80
+5
Female
71
76
+5
CRCT – READING 5TH GRADE
Subgroups
2013
2014
GAINS/LOSSES
Black
90
94
+4
White
95
96
+1
Asian
100
100
0
Hispanic
100
66
-34
Multiracial
100
100
0
SWD
67
88
+21
ED
91
94
+3
Male
93
91
-2
Female
93
98
+5
CRCT – LANGUAGE ARTS 5TH GRADE
Subgroups
2013
2014
GAINS/LOSSES
Black
96
95
-1
White
92
98
+6
Asian
100
100
0
Hispanic
100
100
0
Multiracial
100
100
0
SWD
63
100
+37
ED
94
95
+1
Male
94
100
+6
Female
97
94
-3
CRCT – MATH 5TH GRADE
Subgroups
2013
2014
GAINS/LOSSES
Black
88
89
+1
White
100
98
-2
Asian
100
100
0
Hispanic
100
100
0
Multiracial
100
100
0
SWD
100
66
-34
ED
92
91
-1
Male
93
92
-1
Female
95
95
0
CRCT – SCIENCE 5TH GRADE
Subgroups
2013
2014
GAINS/LOSSES
Black
80
72
-8
White
93
88
-5
Asian
100
100
0
Hispanic
100
100
0
Multiracial
100
100
0
SWD
50
36
-14
ED
85
74
-11
Male
73
81
+8
Female
92
80
-12
CRCT – SOCIAL STUDIES 5TH GRADE
Subgroups
2013
2014
GAINS/LOSSES
Black
86
63
-23
White
90
94
+4
Asian
100
100
0
Hispanic
100
100
0
Multiracial
88
50
-38
SWD
96
45
-51
ED
87
68
-19
Male
84
76
-8
Female
93
80
-13
HOW ARE WE ADDRESSING OUR GAP…..
Our focus this year will be the following:
 Student will participate in the following assessments throughout the
year to measure progress with certain skills.
 DIBELS Next to measure literacy skills K-3, Reading Fluency & Comprehension 1-5
 SRI (Scholastic Reading Inventory) to measure Lexile (1-5)
 OAS (Online Assessment System) will become or merge with GOFAR (Georgia
Online Formative Assessment Resources) later this school year.
 GKIDS (Georgia Kindergarten Inventory of Developing Skills)
HOW ARE WE ADDRESSING OUR GAP…..
Our focus this year will be the following for students…
 Refining our Instructional Focus Time (IFT) from 8:00-8:50
 EIP services provided at this time with pull out instruction
 17 or less students
 Work on isolated skills that students are missing
 Main focus is Math for grades 2-5 during IFT
 Small group instruction
 Interventions, progress monitoring
HOW ARE WE ADDRESSING OUR GAP…..
Our focus this year will be the following for teachers…
To Ensure Teachers are Teaching Standards with Fidelity
 Continuation of administrative focus walk observations
 Weekly feedback on walk through and lesson plans
 Emphasis on instructional strategies, planning, and academically challenging
environment
 Collaborative Weekly Team Meetings
 Data Analysis, Focus on Instructional Strategies to Increase Student
Achievement, creating common assessments aligned to CCGPS, analysis of
student work.
 Teachers will “unpack” standards for the upcoming week to discuss and focus on
key elements of standards; what needs to be taught within that standard.
HOW ARE WE ADDRESSING OUR GAP…..(CONT.)
Our focus this year will be the following for teachers…
To Ensure Teachers are Teaching Standards with Fidelity
 Collaborative Weekly Team Meetings
 Math teachers have been given the grade level standards overview from Georgia
Department of Education for their grade level to discuss in meetings and use as
a guide for lesson.
 Vertical Team Meetings for discussion of standards, knowledge of what is being
taught in other grade levels, and working together to identify gaps between grade
levels & what can be done to close the skill gap.
HOW ARE WE ADDRESSING OUR GAP…..
Our focus this year will be the following for teachers…
To Ensure Students are Mastering Standards
 Use of formative, benchmark, and summative assessments, as well as student work,
to continually revise instructional practices and meet students need with differentiating
instructions.
 Review of pre/post common assessment test data to be used for instruction
 Analyzing data by subgroups
 Pulse check on these students not preforming well through out the month
 have they improved
 interventions in place for them after pre/post test
 conferencing with the students on their progress
 Meet to analyze data to determine appropriate groupings for Instructional Focus
Time (IFT) for interventions and extension activities.
HOW ARE WE ADDRESSING OUR GAP…..
Our focus this year will be the following for teachers…
To Ensure Students are Mastering Standards
 Continued use of Study Island Software, Alpha Skills, and Math Exemplars
 Collaboration with our CIS representative to provide tutors and mentors
 Collaboration with YES program on what students are working on and their
weaknesses
HOW ARE WE ADDRESSING OUR GAP…..
Our focus this year will be the following for students working on grade level or
above….
 Students performing above grade level receive extension services during the
Instructional Focus Time (IFT).
 3rd, 4th, 5th work with Gifted or Regular Education teachers on extension activities
 K-2 work with Exploratory Teachers
 Extension activities relating to standards being taught in the classroom.
 Text Talk Activities: Vocabulary enrichment through literacy for students who do not
need phonics and sight word instruction
 Advanced Content Math for students who already met standards on preassessment.
 Use of formative, benchmark, and summative assessments, as well as student
work, to continually revise instructional practices to extend the learning of these
students.
HOW ARE WE ADDRESSING OUR GAP…..
Our focus this year on Professional Learning…
• Book Study: “The Excellent 11/End of Molasses Classes”
• Writing Traits
• Literacy Block
• Discipline: Dealing with Difficult Students
• TKES Standards
• DIBLES Next Training for new teachers
• Formative Instructional Practices (FIP)
• District PL: Academic Rigor, DOK
• Math in the Fast Lane Strategies
THANK YOU
“Learning with Courage, Honesty, and Dignity”