1
DISTRICT 180
SCHOOL IMPROVEMENT GRANT (1003g)
SCHOOL QUARTERLY AND ANNUAL REPORTS 2011-2014
Tier I and II Schools
School Name:
Waggener High School
Intervention Model:
School’s Tier Status:
Turnaround Model
Tier I
Reporting Dates (e.g., 10-03-11):
Oct.
10-28-11*
2011-2012
Dec
Mar.
12-214-2-2012
11**
** data is
**the data
only
is only
through 5
through
week of
week 5 of
5th 6
6 weeks
weeks
June
Oct.
2012-2013
Dec
Mar.
June
Oct.
2013-2014
Dec
Mar.
June
6-13-12
*All data is reported through the 6 week mark unless otherwise noted. KDE: ONGSD: DT: JBL 07072011
2
Non-Cognitive Data
Attendance [Report in Percentages]
Baseline
June 2011
Oct.
2011-2012
Dec.
Mar.
June
9th grade
89.8
91.6
89.9
89.2
88.0
10th grade
90.1
92.6
90.0
89.4
88.4
11th grade
90.3
93.7
92.4
89.7
88.7
12th grade
89.9
92.2
91.2
89.4
87.2
Total School
90.0
92.4
90.8
89.4
88.0
Teacher
Attendance
%
94.9
98.3
95.8
95.4
95.5
Oct.
2012-2013
Dec.
Mar.
June
Oct.
2013-2014
Dec.
Mar.
June
6th grade
7th grade
8th grade
Retention Rate [Report in Percentages]
Baseline June 2011
June 2012
June 2013
June 2014
Grade 6
Grade 7
Grade 8
Graduation Rate
[Report in Percentages]
Baseline June 2010
Baseline June 2011
59.20
59.08
June 2012
June 2013
June 2014
KDE: ONGSD: DT: JBL 07072011
3
Baseline June 2011
June 2012
June 2013
June 2014
Dropout Rate
3.3
1.8
[Report in Percentages]*
*Dropout calculated by number of W23, W24, and W25 divided by second month school membership. This percent is
only an estimate; it does not reflect KDE accountability rules (i.e. 30 days membership at this school).
Behavior Interventions (Beyond Universal)
2011-2012
Baseline
June 2011
% of students served
Dec./Jan
June
% of students progressing
to a less intensive tiered
intervention
Dec./Jan
June
Grade 6
Grade 7
Additional Comments about the increase or decrease
of special education students’ referrals:
Waggener increased their referral of students to
behavioral intervention at end of last school
year. Currently a system of intervention through
the Student Services advisory is addressing the
student needs for Tier 2 and Tier3 supports.
Additional Comments about the increase or decrease
of African American students’ referrals:
Grade 8
Grade 9
50
73
27
33
38
Grade 10
55
56
34
75
13
Grade 11
40
75
21
76
8
Grade 12
56
70
23
68
12
At the close of 2010-2011 there had been an
increase in AA male referrals, currently a system
of intervention is being established through the
Student Advisory team.
KDE: ONGSD: DT: JBL 07072011
4
2012-2013
Baseline
June 2012
% of students served
Dec./Jan
June
% of students progressing
to a less intensive tiered
intervention
Dec./Jan
June
Additional Comments about the increase or decrease
of special education students’ referrals:
Grade 6
Grade 7
Additional Comments about the increase or decrease
of African American students’ referrals:
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
Behavior Interventions (Beyond Universal)
2013-2014
Baseline
June 2013
% of students served
Dec./Jan
June
% of students progressing
to a less intensive tiered
intervention
Dec./Jan
June
Additional Comments about the increase or decrease
of special education students’ referrals:
Grade 6
Grade 7
Grade 8
Additional Comments about the increase or decrease
of African American students’ referrals:
Grade 9
Grade 10
Grade 11
Grade 12
KDE: ONGSD: DT: JBL 07072011
5
Additional Comments Concerning Non-Cognitive Data:
After re-staffing was put in place, one key component the principal created and designed was a Student Services Department that
would address the complex needs of the student population focusing on the increase in Special Education and African American
needs for support. The first area of redesign was the counseling department and coordination of student grant based programs
through the RTI resources teacher who would lead the Student Services Advisory team. The Student Services advisory team’s
mission is to create ways to intervene and support student based on their individualized needs through Tier 1 and Tier 2
interventions.
December:
Attendance has been a real struggle with our truant students. We currently had two different clerks calling specific grade levels
however, the results from this effort did not show gains in attendance for those student who have chronic attendance issue. Now
we are looking at pairing truant students with a member of the administrative staff and/ or RTI team that will contact them in the
morning to wake them up and attempt to get them to school on a regular basis. The student services advisory team will also be
revising the current Tiered intervention system for attendance to be more aggressive with students who chronically miss
instructional time.
Successes are being made on the behavioral front with students who were chronic offenders of school rules. Students who had
offenses like failure to obey staff directives, dress code, inappropriate language have been greatly decreased through one on one
intervention plans and connection with an adult mentor. The intervention plan create a framework that helps the student create
behavioral cues that stop the disruptive behaviors that were inhibiting the student from being successful. We will continue to
develop and structure systems to support our student with more aggressive behaviors and/ or drug and alcohol abuse with the
support from Seven Counties services. We will be developing an angry management groups and drug and alcohol abuse groups
to support student with their social and emotional needs which will impact the student success in the classroom.
KDE: ONGSD: DT: JBL 07072011
6
Academic/Cognitive Data
KPREP Core Content Test [Proficient/Distinguished Results in Percentages]
Baseline 2010-2011
2011-2012
2012-2013
2013-2014
Reading Grade 6
Reading Grade 7
Reading Grade 8
English II
53.85 (KCCT RD)
Mathematics Grade 6
Mathematics Grade 7
Mathematics Grade 8
Algebra II
37.57 (KCCT MA)
Science Grade 7
Biology
26.46 (KCCT SC)
Social Studies Grade 8
US History
25.93 (KCCT SS)
On-Demand Writing Grade 8
On-Demand Writing Grade 10 & 11
30.18 (KCCT ODW)
KDE: ONGSD: DT: JBL 07072011
7
Reading Interventions
2011-2012
Baseline
June
2011
% of students served
Oct
Dec
Mar
June
% of students progressing to a
less intensive tiered
intervention
Oct
Dec
Mar
June
Grade 6
Grade 7
Grade 8
Grade 9
17
6
49
54
5
15
21
Grade 10
4
18
92
94
3
18
25
Grade 11
8
0
54
88
22
8
11
Grade 12
0
0
55
90
81
32
Additional Comments about the increase or
decrease of special education students’
referrals:
Based on 2010-2011 school year there
were no noted increases in students being
referred in the area of Reading within
special education.
Additional Comments about the increase or
decrease of African American students’
referrals:
Based on the high failure rate of AA males
in English1 and English 2, an intervention
course was established within the master
schedule so that students were able to
receive additional support within the school
day and in addition to their current English
course.
2012-2013
Baseline
June
2011
% of students served
Oct
Dec
Mar
June
% of students progressing to a
less intensive tiered
intervention
Oct
Dec
Mar
June
Additional Comments about the increase or
decrease of special education students’
referrals:
Grade 6
Grade 7
Grade 8
Grade 9
Additional Comments about the increase or
decrease of African American students’
referrals:
Grade 10
Grade 11
Grade 12
KDE: ONGSD: DT: JBL 07072011
8
2013-2014
Baseline
June
2011
% of students served
Oct
Dec
Mar
June
% of students progressing to a
less intensive tiered
intervention
Oct
Dec
Mar
June
Additional Comments about the increase or
decrease of special education students’
referrals:
Grade 6
Grade 7
Additional Comments about the increase or
decrease of African American students’
referrals:
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
Math Interventions
2011-2012
Baseline
June
2011
% of students served
Oct
Dec
Mar
June
% of students progressing to a
less intensive tiered
intervention
Oct
Dec
Mar
June
Grade 6
Additional Comments about the increase or
decrease of special education students’
referrals:
Based on 2010-2011 no students were
referred for Math within special education.
Grade 7
Grade 8
Grade 9
2
5
52
69
58
5
12
Grade 10
10
3
73
27
47
8
23
Grade 11
3
20
97
97
83
48
Grade 12
0
3
10
19
42
38
Additional Comments about the increase or
decrease of African American students’
referrals:
Due to the gap in African American
performance an intervention course for
Math was created within the master
schedule to provide additional support.
Currently the students enrolled in the Math
intervention course are 75% AA.
KDE: ONGSD: DT: JBL 07072011
9
2012-2013
Baseline
June
2011
% of students served
Oct
Dec
Mar
June
% of students progressing to a
less intensive tiered
intervention
Oct
Dec
Mar
June
Additional Comments about the increase or
decrease of special education students’
referrals:
Grade 6
Grade 7
Additional Comments about the increase or
decrease of African American students’
referrals:
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
2013-2014
Baseline
June
2011
% of students served
Oct
Dec
Mar
June
% of students progressing to a
less intensive tiered
intervention
Oct
Dec
Mar
June
Additional Comments about the increase or
decrease of special education students’
referrals:
Grade 6
Grade 7
Grade 8
Grade 9
Additional Comments about the increase or
decrease of African American students’
referrals:
Grade 10
Grade 11
Grade 12
KDE: ONGSD: DT: JBL 07072011
10
Explore and Plan [Report in Percentages]
Baseline Fall 2010
Fall 2011*
Plan
[% Below Benchmark]
96.1
93.4
# students
205
152
English
66.3
60.5
Math
93.7
88.8
Reading
79.0
74.3
Fall 2012
Fall 2013
*Plan data will be included in December Quarterly Report.
Interventions for Explore and/or Plan [Report in Percentages]
Percent of students
receiving support as a
result of Explore or Plan
scores.
10% of the freshmen
students are currently
enrolled in the Reading
Intervention course.
17% of Junior students are
enrolled in the Math
intervention course.
December:
Currently we have 20% of
our Freshmen in an
Intervention courses. We
also have intervention
course to support English
2 and Algebra 2.
Describe interventions and/or
supports
Data to show results for the
interventions and/or supports
6 week course using KCAS Reading
standards and Quality Core English
standards
Students are tracking their progress on
each identified standards and tracking
their growth on their Project Proficiency
English 1 exams and Alg 2 exams.
6 week course using Quality Core
Math standards.
Teachers are creating work portfolio of
student work based on each standards
as a progress monitoring tool.
The Intervention reading course
supports students who are below
grade level readers and /or not
meeting the standards of English
through individualize instruction and
small group learning environment.
The intervention course for Algebra 1
is based on the standards being
measured each six weeks. Students
are identified based on need for
remediation of past standards and
difficulty with mastery of current 6
weeks standards.
Students track their progress on each
identified standards and tracking their
growth on their Project Proficiency
English 1 exams and Algebra 1 exams.
Comments
Once the diagnostic and proficiency
exams are given, we will be able to
establish a percentage of growth from
one exam to the next on the same
standards.
Teachers are creating work portfolio of
student work based on each standards
as an additional progress monitoring tool.
KDE: ONGSD: DT: JBL 07072011
11
Percent of students
receiving support as a
result of Explore or Plan
scores.
100% of students will
participate in 8 week
course once to twice a
week during their advisory
period that will address the
student areas of growth
identified from Plan and /
or Compass scores that
have been given this year.
March :
100% of Algebra 2
students are receiving an
additional trimester of
algebra 2.
Describe interventions and/or
supports
Data to show results for the
interventions and/or supports
The interventions curriculum will be
designed in a collaboration of ERSs
and curriculum coach that will support
the areas of growth identified in
Compass and Plan. For Example,
Freshmen will work on reading skills
and mastering effective use of time
during a timed test. Junior will focus
on how to deconstruct ACT like
questions to identify what the
question is asking.
Currently in class intervention are
occurring with additional supports
through trained peer tutors are
provided to identified students who
consistency don’t meet the identified
standards More students are requiring
additional support due to the
complexity of the current content.
Each student will track their progress on
the practice exams and timed test
provided throughout the course.
Wildcat Rewind
54% of seniors who have
not met their benchmark
for ACT or COMPASS are
receiving additional
support weekly during their
CAT time.
Senior English and Math teachers are
assisting identified students on
reading and math skills prior to taking
their final COMPASS exam.
85% of all juniors are
receiving additional
content support in the End
of Course courses for the
six weeks prior to the
exams.
End of Course teachers identified
students who with additional support
and review of previous standards
could be more successful.
Comments
Each instructor of the course will compile
tracking data and submit to the ERSs to
identify the effectiveness of the
curriculum and to monitor student
progress throughout the course.
Each instructor of the course will compile
tracking data and submit to the ERSs to
identify the effectiveness of the
curriculum and to monitor student
progress throughout the course.
KDE: ONGSD: DT: JBL 07072011
12
Percent of students
receiving support as a
result of Explore or Plan
scores.
30% of freshmen and 35%
sophomore were targeted
to participate in the wildcat
rewind for additional
support in mastering
standards and reviewing
previous standards.
June:
ACT boot camp53% of the incoming
seniors were identified
based on their ACT
performance in March to
receive intensive support
in the areas of : English,
Math and Reading prior to
taking the scheduled ACT
on June 9.
Describe interventions and/or
supports
Data to show results for the
interventions and/or supports
Comments
Sophomore and Freshmen English
and Math teachers identified students
who needed additional support in
mastering previous standards.
Students were regroups and
organized in either English or Math
content for support during their CAT
time.
Students were divided in to scoredomain specific groups based on their
English, Reading and Math score
from ACT in March 2012.
Each teacher created student specific
support lessons that addressed their
specific deficiencies in each of the
areas.
Students were given skills reports each
day that showed their score on the ACT
like assessments. A compiled list has
been created with each students ACT
scores and then the scores from June 9th
will be compared to see the growth and
effect of the intervention.
Students also practice ACT like
assessments on the TRUIMPH
programs daily.
KDE: ONGSD: DT: JBL 07072011
13
Ninth Grade Course Failures [Report in Percentages]
English
Language
Arts
Mathematics
Science
Social
Studies
Baseline
June 2011
0
25
25
0
34
34
0
44
44
0
44
44
Oct.
0
30
30
0
44
44
0
45
45
0
28
28
2011-2012
Dec.
Mar.
0
0
14
13
14
13
11
15
23
22
34
38
5
0
34
25
39
25
0
0
25
28
25
28
June
1
16
17
0
30
30
0
32
32
0
12
12
Oct.
2012-2013
Dec.
Mar.
June
Oct.
2013-2014
Dec.
Mar.
June
*October report is based on 6 weeks progress reports since trimester/semester not completed as of report deadline.
Reported as % “I”(top row), % “U” (middle row), and % Total “U” & “I” (bottom row).
College Readiness [Report in Percentages]
Baseline Spring 2011*
Spring 2012
ACT
% Below CPE Benchmarks
84.3
87.0/76.2
# students
210
146/181
English
64.8
73.3/63.0
Math
77.1
76.0/49.2
Reading
70
78.8/63.0
% Seniors with Interventions
80
87
% Seniors with Interventions Passing College
Placement Exams
6.8
n/a
Spring 2013
Spring 2014
*Reports 12th graders 2011-2012 (ACT score from March 2011)/Updated college readiness based on additional ACT test
and COMPASS test.
KDE: ONGSD: DT: JBL 07072011
14
Career Readiness* [Report in Percentages]
Baseline Fall 2010
Fall 2011
0.0
0.0
*Career Ready
Fall 2012
Fall 2013
*Work Keys or any industry recognized certificates that a school might use (e.g., CISCO, Microsoft).
Content Focus – English Language Arts/Literacy
SIG ANNUAL SMART GOAL
FOR ALL STUDENTS
(Report of Progress on SMART Goals listed in
SIG Application)
Name of Assessment:
Goal: I. Reduce the percentage of students not “proficient” or “distinguished”
by at least 10% annually.
II. Progress towards meeting our 2015 college and career readiness
percentage (65%) goal for our graduates.
Person Responsible: Katy Zeitz/ Natalie Bedell
Baseline 2011
2011-2012
Goal
52.0
58.5
62.7
66.4
53.9 (KCCT)
58.5
62.7
66.4
11th ACT READING
21.2
44
51
58
12th RD COMPASS
(ACT + COMPASS)
5.2 (35.2)
39
48
56
10th EOC ENGLISH II
Met
Goal
Actual
2013-2014
Actual
9th CASCADE
Actual
2012-2013
Met
Goal
Actual
Met
If goal was not met, what additionally will the district be doing to assist the school in reaching goals?
KDE: ONGSD: DT: JBL 07072011
15
SIG BENCHMARK DATA FOR ALL STUDENTS (Report of Progress on Benchmark Goals listed in SIG Application)***
Baseline
June 2011
Oct.
Dec.
Mar.
%
Proficient
or above
CASCADE
52.0
CASCADE
26.1
CASCADE
40.5
CASCADE
37.5
% Novice
CASCADE
4.6
CASCADE
48.7
CASCADE
31.8
CASCADE
29.2
%
Proficient
or above
KCCT
53.9
% Novice
KCCT
14.0
% CR PLAN:
EN – 39.5
RD – 25.7
% ACT RD 20+: 0.0
% COMP (JCPS P) 85+: 0.0
% COMP (D) 85+: 17.8
% NONE: 82.2
% ACT RD 20+: 0.0
% COMP (JCPS P) 85+:0.0
% COMP (D) 85+: 26.9
% NONE:73.1
%
College
Ready
ACT(MAR)
22.2
COMP(D) 85+
23.1
% ACT RD 20+: 0.0
% COMP (JCPS P) 85+: 0.0
% COMP (D) 85+: 26.8
% NONE: 73.2
%
College
Ready
ACT
35.2
COMP(D) 85+
15.6
% ACT RD 20+: 19.4
% COMP (JCPS P) 85+: 4.0
% COMP (D) 85+: 12.0
% NONE: 64.6
% ACT RD 20+: 0.0
% COMP (JCPS P) 85+:0.0
% COMP (D) 85+: 30.9
% NONE:69.1
% ACT RD 20+: 23.7
% COMP (KDE P) 85+: 4.1
% COMP (JCPS P) 85+: 2.4
% COMP (D) 85+: 8.3
% NONE:61.5
Name of
Assessment::
9
th
10
th
11
th
12
th
2011-2012
June
EOC Not Available – will be
reported in Oct.
ACT RD Not Available – will
be reported in Oct.
%ACT RD 20+: 27.5
% KDE COMP RD 85+: 9.3
***See Appendix for details on quarterly measures.
SIG BENCHMARK DATA FOR SUB GROUPS (Report of Progress on Benchmark Goals listed in SIG Application)***
Baseline
June 2011
AfricanAmerican
9
CASCADE
48.4
10
KCCT
39.00
2011-2012
Oct.
CASCADE
21.3
% CR PLAN
EN – 27.0
RD – 16.2
Dec.
CASCADE
33.9
Mar.
CASCADE
38.2
% ACT RD 20+: 0.0
% COMP (D) 85+: 12.0
% NONE: 88.0
% ACT RD 20+: 0.0
% COMP (D) 85+: 14.9
% NONE:85.1
June
EOC Not Available – will be
reported in Oct.
KDE: ONGSD: DT: JBL 07072011
16
11
Free/Reduced
Lunch
Students with
Disabilities
ACT(MAR)
3.9
COMP(D) 85+
11.5
COMP(D) 85+
7.1
12
COMP/ACT
1.6/20.5
9
CASCADE
50.7
CASCADE
41.9
10
KCCT
44.00
% CR PLAN
EN – 30.8
RD – 22.1
11
ACT(MAR)
15.6
12
COMP/ACT
3.4/23.5
9
CASCADE
30.4
CASCADE
3.7
10
KCCT
13.0
% CR PLAN
EN – 16.0
RD – 12.0
11
ACT(MAR)
0.0
12
COMP/ACT
0.0/0.0
COMP(D) 85+
13.9
COMP(D) 85+
8.3
COMP(D) 85+
0.0
COMP(D) 85+
5.3
% ACT RD 20+: 0.0
% COMP (D) 85+: 16.5
% NONE: 83.5
% ACT RD 20+: 5.4
% COMP (JCPS P) 85+: 1.4
% COMP (D) 85+: 10.8
% NONE: 82.4
CASCADE
39.8
% ACT RD 20+: 0.0
% COMP (JCPS P) 85+: 0.0
% COMP (D) 85+: 15.9
% NONE:84.1
% ACT RD 20+: 0.0
% COMP (JCPS P) 85+: 0.0
% COMP (D) 85+: 16.4
% NONE: 83.6
% ACT RD 20+: 11.7
% COMP (JCPS P) 85+: 2.5
% COMP (D) 85+: 8.3
% NONE: 77.5
CASCADE
17.9
% ACT RD 20+: 0.0
% COMP (JCPS P) 85+: 0.0
% COMP (D) 85+: 10.7
% NONE: 89.3
% ACT RD 20+: 0.0
% COMP (JCPS P) 85+: 0.0
% COMP (D) 85+: 4.2
% NONE: 95.8
% ACT RD 20+: 0.0
% COMP (JCPS P) 85+: 0.0
% COMP (D) 85+: 4.5
% NONE: 95.5
% ACT RD 20+: 0.0
% COMP (D) 85+: 22.5
% NONE:77.5
% ACT RD 20+: 8.3
% COMP (KDE P) 85+: 4.2
% COMP (JCPS P) 85+:1.4
% COMP (D) 85+: 5.6
% NONE:80.6
CASCADE
37.5
% ACT RD 20+: 0.0
% COMP (JCPS P) 85+:0.0
% COMP (D) 85+: 20.7
% NONE:79.3
% ACT RD 20+: 0.0
% COMP (JCPS P) 85+:0.0
% COMP (D) 85+: 20.5
% NONE:79.5
% ACT RD 20+: 12.8
% COMP (KDE P) 85+: 2.6
% COMP (JCPS P) 85+:2.6
% COMP (D) 85+: 7.7
% NONE:74.4
CASCADE
15.4
% ACT RD 20+: 0.0
% COMP (JCPS P) 85+:0.0
% COMP (D) 85+: 7.4
% NONE:92.6
% ACT RD 20+:0.0
% COMP (JCPS P) 85+:0.0
% COMP (D) 85+: 8.7
% NONE:91.3
% ACT RD 20+:4.5
% COMP (KDE P) 85+: 0.0
% COMP (JCPS P) 85+: 0.0
% COMP (D) 85+: 4.5
% NONE:90.9
ACT RD Not Available – will
be reported in Oct.
%ACT RD 20+: 7.4
% KDE COMP RD 85+: 11.1
EOC Not Available – will be
reported in Oct.
ACT RD Not Available – will
be reported in Oct.
%ACT RD 20+: 15.0
% KDE COMP RD 85+: 9.4
EOC Not Available – will be
reported in Oct.
ACT RD Not Available – will
be reported in Oct.
%ACT RD 20+: 3.6
% KDE COMP RD 85+: 3.6
KDE: ONGSD: DT: JBL 07072011
17
Content Focus – Mathematics
SIG ANNUAL SMART GOAL
FOR ALL STUDENTS
(Report of Progress on SMART Goals listed in
SIG Application)
Goal: I. Reduce the percentage of students not “proficient” or “distinguished”
by at least 10% annually.
II. Progress towards meeting our 2015 college and career readiness
percentage goal for our graduates.
Person Responsible: Katy Zeitz/ Natalie Bedell
Name of Assessment:
Baseline 2011
2011-2012
Met
Goal
Actual
2013-2014
Actual
Goal
9th CASCADE
57.0
43.8
49.5
54.5
10th Plan Math
5.4
18
30
41
37.6 (KCCT)
43.8
49.5
54.5
3.8 (26.7)
33
42
52
11th EOC Algebra II
Actual
2012-2013
Met
Goal
Actual
Met
th
12 MA COMPASS
(ACT + COMPASS)
If goal was not met, what additionally will the district be doing to assist the school in reaching goals?
KDE: ONGSD: DT: JBL 07072011
18
SIG BENCHMARK DATA FOR ALL STUDENTS (Report of Progress on Benchmark Goals listed in SIG Application)***
Name of
Assessment::
9th
10
11
th
th
12th
Baseline
June
2011
2011-2012
Oct.
Dec.
Mar.
June
CASCADE
5th 6 wks: 22.8
6th 6 wks: 41.9
CASCADE
5th 6 wks: 42.7
6th 6 wks: 32.4
%
Proficient
or above
CASCADE
57.0
CASCADE
24.1
CASCADE
34.2
CASCADE
24.2
% Novice
CASCADE
20.2
CASCADE
38.6
CASCADE
32.2
CASCADE
34.4
%
College
Ready
% CR
PLAN
5.4
% CR PLAN:
11.2
% ACT MA 19+: 0.0
% COMP (JCPS P) 36+: 0.0
% COMP (D) 50+: 8.9
% NONE: 91.1
% ACT MA 19+: 0.0
% COMP (JCPS P) 36+:0.0
% COMP (D) 50+: 11.4
% NONE:88.6
CASCADE (%P/D)
5th 6 wks: 21.9
6th 6 wks: 16.6
%
Proficient
or above
KCCT
37.6
KCCT
28.0
% ACT MA 19+: 0.0
% COMP (JCPS P) 36+: 0.0
% COMP (D) 50+: 13.7
% NONE: 86.3
% ACT MA 19+: 0.0
% COMP (JCPS P) 36+:0.0
% COMP (D) 50+: 13.5
% NONE:86.5
EOC Not Available – will be
reported in Oct.
% Novice
COMP(D)
50+
6.5
COMP(D)
50+
5.8
% ACT MA 19+: 20.6
% COMP (JCPS P) 36+: 2.9
% COMP (D) 50+: 4.0
% NONE: 72.6
% ACT MA 19+: 22.5
% COMP (KDE P) 36+: 17.2
% COMP (JCPS P) 36+: 0.6
% COMP (D) 50+: 1.8
% NONE:58.0
%ACT MA 19+: 23.1
% KDE COMP MA 36+: 27.5
%
College
Ready
ACT
26.7
***See Appendix for details on quarterly measures
KDE: ONGSD: DT: JBL 07072011
19
SIG BENCHMARK DATA FOR SUB GROUPS (Report of Progress on Benchmark Goals listed in SIG Application)***
AfricanAmerican
Free/Reduced
Lunch
2011-2012
Baseline
June 2011
Oct.
Dec.
Mar.
9
CASCADE
57.4
CASCADE
18.2
CASCADE
23.3
CASCADE
23.5
10
% CR
PLAN
0.0
% CR PLAN
1.4
11
KCCT
22.1
COMP(D)
50+
2.4
% ACT MA 19+: 0.0
% COMP (JCPS P) 36+: 0.0
% COMP (D) 50+: 6.7
% NONE: 93.3
% ACT MA 19+: 0.0
% COMP (JCPS P) 36+: 0.0
% COMP (D) 50+:5.5
% NONE:94.5
12
COMP/ACT
1.2/11.6
COMP(D)
50+
4.3
% ACT MA 19+: 8.1
% COMP (JCPS P) 36+: 2.7
% COMP (D) 50+: 2.7
% NONE: 86.5
% ACT MA 19+: 0.0
% COMP (JCPS P) 36+:0.0
% COMP (D) 50+: 6.8
% NONE:93.2
% ACT MA 19+: 0.0
% COMP (JCPS P) 36+:0.0
% COMP (D) 50+: 5.6
% NONE:94.4
% ACT MA 19+: 9.7
% COMP (KDE P) 36+: 18.1
% COMP (JCPS P) 36+:0.0
% COMP (D) 50+: 1.4
% NONE:70.8
9
CASCADE
56.2
CASCADE
23.4
CASCADE 34.2
10
% CR
PLAN
3.9
% CR PLAN
10.6
11
KCCT
28.2
COMP(D)
50+
2.7
12
COMP/ACT
1.7/17.5
COMP(D)
50+
6.1
% ACT MA 19+: 15.8
% COMP (JCPS P) 36+: 2.5
% COMP (D) 50+: 2.5
% NONE: 79.2
9
CASCADE
32.3
CASCADE
5.9
CASCADE 20.0
CASCADE
22.6
% CR PLAN
4.0
% ACT MA 19+: 0.0
% COMP (JCPS P) 36+: 0.0
% COMP (D) 50+: 3.6
% ACT MA 19+: 0.0
% COMP (JCPS P) 36+:0.0
% COMP (D) 50+: 3.7
Students with
Disabilities
% CR
PLAN
5.9
KDE: ONGSD: DT: JBL 07072011
10
% ACT MA 19+: 0.0
% COMP (JCPS P) 36+: 0.0
% COMP (D) 50+: 8.0
% NONE: 92.0
% ACT MA 19+: 0.0
% COMP (JCPS P) 36+: 0.0
% COMP (D) 50+: 8.6
% NONE: 91.4
CASCADE
24.5
% ACT MA 19+: 0.0
% COMP (JCPS P) 36+:0.0
% COMP (D) 50+: 9.0
% NONE:91.0
% ACT MA 19+: 0.0
% COMP (JCPS P) 36+:0.0
% COMP (D) 50+: 8.7
% NONE:91.3
% ACT MA 19+:16.2
% COMP (KDE P) 36+: 18.8
% COMP (JCPS P) 36+: 0.0
% COMP (D) 50+: 0.9
% NONE:64.1
June
CASCADE
5th 6 wks: 17.2
6th 6 wks: 40.0
CASCADE (%P/D)
5th 6 wks: 11.8
6th 6 wks: 20.0
EOC Not Available – will be
reported in Oct.
%ACT MA 19+: 11.1
% KDE COMP MA 36+: 23.5
CASCADE
5th 6 wks: 22.9
6th 6 wks: 38.9
CASCADE (%P/D)
5th 6 wks: 16.5
6th 6 wks: 14.7
EOC Not Available – will be
reported in Oct.
%ACT MA 19+: 16.5
% KDE COMP MA 36+: 30.7
CASCADE
5th 6 wks: 28.0
6th 6 wks: 40.0
CASCADE (%P/D)
5th 6 wks: 0.0
6th 6 wks: 0.0
20
% NONE: 96.4
% NONE:96.3
% ACT MA 19+: 0.0
% COMP (JCPS P) 36+:0.0
% COMP (D) 50+: 0.0
% NONE:100
% ACT MA 19+: 0.0
% COMP (KDE P) 36+:4.5
% COMP (JCPS P) 36+:0.0
% COMP (D) 50+: 0.0
% NONE:95.5
11
KCCT
4.2
COMP(D)
50+
0.0
% ACT MA 19+: 0.0
% COMP (JCPS P) 36+: 0.0
% COMP (D) 50+:0.0
% NONE:100
12
COMP/ACT
0.0/0.0
COMP(D)
50+
0.0
% ACT MA 19+: 0.0
% COMP (JCPS P) 36+: 0.0
% COMP (D) 50+:0.0
% NONE:100
EOC Not Available – will be
reported in Oct.
%ACT MA 19+: 0.0
% KDE COMP MA 36+: 10.7
Additional SMART Goals
(May duplicate as necessary)
OTHER SIG
SMART GOALS
(Report of Progress
on any and all other
SMART Goals listed
in SIG Application)
Goal:
PROGRESS TOWARD GOAL (NARRATIVE):
SUPPORTING EVIDENCE (name of assessment):
KDE: ONGSD: DT: JBL 07072011
21
Data Summary Questions
Data Summary for October 2011
1. What does the data tell us?
Non-cognitive Data: % Attendance rate has increased by 2.4% from June 2011 to October 2011
KCCT Baseline Data even though we did not meet our AMO we did show increase in reading performance by 12% and Math
by 11%. As we progress with the reading and math intervention courses we will be able to see increase in proficiency
success on Proficiency exams.
Plan- 96% of 10th grade did not meet Plan benchmarks in fall 2010, these students have now been targeted for intervention
courses to support their instructional needs prior to taking the ACT in March 2012.
Based on Freshmen Failure data, we showed increase in all Core areas except Social Studies. Currently those failures are
being addressed with the freshmen ESS and freshmen intervention course enrollment.
College readiness 87% did not meet the ACT Benchmarks, the identified students are enrolled in intervention course and
taking the Compass test that they have met the CPE benchmark.
Cascade-Reading for 9th grade show 26% decrease in proficiency from 2011 baseline
Math for 9th grade shows a 33% decrease in proficiency from 2011 baseline
2. What does the data not tell us?
It does not show the effect of the intervention courses overtime. It does not show the diagnostic and proficiency growth within
the areas of all EOCs
3. What are causes for celebration?
We were able to celebrating the successful increase in KCCT in both reading and math.
4. What are the opportunities for improvement?
KDE: ONGSD: DT: JBL 07072011
22
We have students who have not mastered Plan and ACT benchmarks so through the intentionality of the intervention course
students will be able to meet those benchmarks.
5. What are our next steps?
Continue to provide individualized intervention and track student progress
Data Summary for December 2011
1. What does the data tell us?
Non- cognitive data shows a decrease in attendance of 2. 5%. Attendance has been a real struggle with our truant students. In response to
the decrease we are pairing truant students with a member of the administrative staff and/ or Student Services Advisory team that will
contact the student in the morning to wake them up and attempt to get them to school on regular bases. The student services advisory team
will create an aggressive plan for addressing absentees both on an individual student level and as a whole class competition.
Data shows that the behavioral interventions in Tier 2 we have put in place are addressing the needs of the AA male students. Those AA
male students who were identified through disciplinary data have behavior intervention plans customized to meet their need and we are
seeing significantly less disciplinary referrals for these students due to the Tier 2 supports put in place. In addition, no AA male students
have been referred for ECE placements this year, instead several AA ECE students have been moved from most restrictive environment to
full time collaboration.
Reading interventions are growing exponentially, interventions increased by 43%- 74% based on the grade level. Math interventions have
also grown from a minimum of 3% of students receiving interventions to 47-77% of students receiving support to show mastery of
standards and success on Project Proficiency exams. The interventions are making an impact on student’s success with Project
Proficiency exams and student identifying areas they need support.
December Plan data shows an increase of 2.7% in students scoring above benchmark with significant growth in all three areas. English
showed an increase of 5.8%, Math showed an increase of 4.9% and Reading showed an increase of 4.7% in benchmark performance.
Based on SIG Benchmark data for Literacy, gains were made in English 1 Proficiency of 14.4% and decrease of Novice of 16.9%. Gains
were made in Reading Proficiency in two of three sub groups: African American showed increase of 12.6% and Special education
increase of 14.2%. Based on SIG Benchmark data for Math, gains were made in Algebra 1 Proficiency of 10.1% and decrease of Novice
by 6.4%. Gains were made in Math Proficiency in all three sub groups African American increase of 12.6%, Free and Reduced Lunch
increase of 10.8% and Special education increase of 14.2%.
KDE: ONGSD: DT: JBL 07072011
23
Freshman failures decreased 16% in English and 10% in Math due to teachers working on intervene with students instead of failing the
students. Freshman academy is also taking on the task of standards based grading as a whole to further support student mastery of
standards instead of student compliance.
Last year’s Act data is disappointing with 87% of the senior class needing interventions to support them, we have a plan designed to
support this enormous needs school wide. We have redesigned the focus of advisory to solely support these students who did not meet
benchmarks. Starting in January 2012, each student will have intervention course through their advisory which will support their
individually identified need based on Plan and Compass deficiencies. The curriculum for the course will be designed by the ERSs and
curriculum coach based on several programs like Triumph and Cambridge.
2. What does the data not tell us?
It does not show the effect of the intervention courses as it pertains to student success on EOCs. We also lack data on the performance of
students on district assessment in relationship to the End of Course exams.
3. What are causes for celebration?
We are celebrating the successes on the behavioral front with students who were identified as chronic offenders and need for Tier 2 and 3
inventions. Students with offenses of failure to obey staff directives, dress code, and inappropriate language have been greatly decreased
through one on one intervention plans and connection with an adult mentor. The intervention plan creates a framework that supports the
student in creating behavioral cues that eliminate disruptive behaviors which were inhibiting the student from being successful. Our next
challenge will be addressing the more aggressive and illegal behaviors (Tier 3) such as drug and alcohol abuse with the additional support
from Seven Counties services. They will be developing anger management groups and drug and alcohol abuse support groups to assist our
student with their social and emotional needs which will impact the student success in the classroom.
We are celebrating the success of interventions in both Math and Reading. It has provided students who are not meeting the benchmarks
and/ or standards a support system that addresses their needs in a personalized, targeted learning environment. Teachers are working
extremely hard within their PLCs to create systems that support student mastery of assigned standards. English teachers have created
“Bounce” sessions to provide to support to students who are lacking the competency in standards. Algebra teachers have created “Boot
Camp” for students to have the additional supports with mastery of math standards. School wide we had a “Pacesetter Camp” which
provides students with afterschool supports to recovery I or U from the past trimester.
KDE: ONGSD: DT: JBL 07072011
24
We are celebrating the success in Freshman Academy with Freshman failures decreased 16% in English and 10% in Math due to
teachers working on intervening with students instead of failing the students.
We continue to celebrate with students their success in attendance and grades within each 6 weeks and trimester. A breakfast invitation
is sent to all students with perfect attendance. Honor Roll and Principal Honor Roll students are invited to attend a desert reception to
honor their grades and successes in the classroom. At the end o f the trimester, we have a Pinning celebration in which students are
recognized and awarded lanyard pin(s) for their attendance, honor roll, principal honor roll and marked improvements. We also
recognize students of the month with students presented with a rewards and their picture featured in the front hall. This month, three of
the students of the month previously had been identified as needing behavioral interventions with more than 15 behavioral occurrences
each. Now they demonstrated and lead their classmates in both academics and appropriate leadership as a student.
4. What are the opportunities for improvement?
We continue to build and strengthen the instructional practices of all staff so that fewer students require the intervention and make
benchmarks within their daily rigorous instruction. We continue to grow the instructional practices that allow teachers to have a
diverse array of strategies that support the diverse needs of their students through descriptive feedback and individualized support when
needed. We continue to support all students in becoming College and Career ready by creating an environment that maintains high
expectation and demonstrates a caring and supporting environment.
5. What are our next steps?
Our next big steps are as follows:
 The advisory-based intervention course will focus on support students with making the benchmarks for ACT and Plan. The
interventions curriculum will be designed by ERSs and curriculum coach to support the areas of growth identified in Compass
and Plan.
 Attendance warfare- In response to the decrease in attendance, pairing truant students with a member of the administrative staff
and/ or Student Services Advisory team that will contact the student each morning to wake them up and attempt to get them to
school on regular bases. The student services advisory team will create a school wide competition plan that will support student
attendance and will allow students to encourage their peers to come to school and be successful.
KDE: ONGSD: DT: JBL 07072011
25
Data Summary for March 2012
1. What does the data tell us?
Non- cognitive data shows a decrease in attendance of 1.4% for the second attendance cycle. Attendance continues to be a real struggle
with our truant students. The pairing truant students with a member of the administrative staff and/ or Student Services Advisory team
showed limited success, however the school wide attendance kick off was more successful. During the 6 week time period of the
Attendance kick off each grade level competed for privileges i.e. free homecoming dance tickets , sweatpants as part of dress code and
attendance to prep rally. Each grade level made increases on average of 2% with the freshmen and seniors winning with 92.7% average
daily attendance. The student services advisory team is working on creating an aggressive plan for addressing absentees for an individual
student.
Data shows that the behavioral interventions in Tier 2 are addressing the needs of the all students with a drop in suspension by 57% through
the 5th - 7th calendar months. Over 300 students have been identified through disciplinary and academic data have intervention plans
customized to meet their need and we are seeing significantly less disciplinary referrals for these students due to the Tier 2 supports put in
place. The intervention support have assisted with significant changes in academic remediation through Pacesetters over 125 students
from January to March remediate one course they had failed during 1st or 2nd trimester.
Reading interventions are growing exponentially; interventions increased on average of 34% at the Junior and senior course level due to
biweekly focus on ACT and Compass interventions during CAT time. Math interventions have also grown within the freshmen and senior
courses by an average 11.5% due to the increase in training of peer tutors as supports for student in learning their standards and success on
Project Proficiency exams. The interventions are making an impact on student’s success tracked by Project Proficiency exams and student
identifying areas they need support.
Based on SIG Benchmark data for Literacy, English 1 Proficiency showed a decrease of Novice by 3%. Gains were made in Reading
Proficiency on Compass in three of the three grade levels Sophomore, Junior and Senior of an average of 5.4% African American showed
increase in all four levels of an average of 3.6% and Free/ Reduced lunch students showed an increase of 3.6% at all four levels.
Based on SIG Benchmark data for Math, gains were made in sophomore math of 2.5% and senior compass of 14.6% . Gains were made
in Math Proficiency in all three sub groups: African American increase of 15.9%, Free and Reduced Lunch increase of 16.9% and Special
education increase of 5.5%.
Freshman failures showed a decrease in Science of 14 % and English of 1% due to teachers taking on standards based grading practices as a
way to support student mastery of standards instead of student compliance. Both Science and English teachers feel their students own their
learning more because their students now clearly understand the learning targets and standards they must master in order to reach mastery.
KDE: ONGSD: DT: JBL 07072011
26
2. What does the data not tell us?
It does not show the effect of the intervention courses as it pertains to student success on EOCs. We also lack data on the performance of
students on district assessment in relationship to the End of Course exams.
3. What are causes for celebration?
We continue to celebrate the successes on the behavioral front with students who were identified as chronic offenders and need for Tier 2
and 3 inventions we have continue to decrease student suspension each calendar month. Students with intervention plans and connection
with an adult mentor are making lasting changes on students academic success, those who were traditionally not performing in school are
now becoming positive leadership within the building. Our next challenge will be addressing the more aggressive and illegal behaviors
(Tier 3) such as drug and alcohol abuse with the additional support from Seven Counties services. They will be developing anger
management groups and drug and alcohol abuse support groups to assist our student with their social and emotional needs which will
impact the student success in the classroom.
We continue to celebrate the success of interventions in both Math and Reading. Students who are not meeting the benchmarks and/ or
standards now ask for additional support from their teacher and/ or peer tutor. We will be expanding the peer tutor program to English
next year and possibly all End of Course subjects. Teachers are working extremely hard within their PLCs to create systems that support
student mastery of assigned standards through common formative assessments and unified lessons planning. School wide we have
“Bounce”, “Boot camp” and “Pacesetter Camp” which provides students with additional supports to recovery I or U, and/ or non mastered
standards post the proficiency exams and trimester grades. In addition, we have added the “Wildcat Rewind” for support in English and
Math at all levels and the additional support for EOC courses US History and Biology to further provide students with the skills needs to
show proficiency on the upcoming exams.
We are celebrating the ACT support established in January that provided each student with support on Plan, ACT and Compass. The
curriculum for the course was designed by the ERSs and curriculum coach based on several programs i.e. Triumph and Cambridge and we
were able to see significant student growth in the area of Math. Junior students who took the ACT exam felt like they had received the
additional support need to demonstrate their proficiency in the four tested areas. Next year, ACT review will be incorporated in all
English and Math classes as part of the curriculum with additional support in the CAT time weekly.
4. What are the opportunities for improvement?
We continue to build and strengthen the instructional practices of all staff so that fewer students require the intervention and make
benchmarks within their daily rigorous instruction. Next year, the ERSs and curriculum coach in conjunction with Ms. Zeitz will create a
tier teacher professional development program that will enhance teacher practice and become a non-negotiable practice in all classrooms.
We will continue to grow collaboration and PLC with more goals setting and tracking of student progress. As well as, each department
working on creating instructional alignment within courses and benchmark skills for each core course. The Instructional Leadership Team
KDE: ONGSD: DT: JBL 07072011
27
continues to improve their in practices of providing a diverse array of strategies that support the diverse needs of the teachers and
providing more descriptive feedback and individualized support when needed. We continue to grow supports for all students in becoming
College and Career ready by creating an environment that maintains high expectation and demonstrates a caring and supporting
environment as well as building intervention supports for students who struggle with meeting the established benchmarks.
5. What are our next steps?
Our next big steps are as follows:
 The advisory-based intervention course will focus on support students in End of Course subjects, English / Math (9th and 10th
grade) and Senior College and Career readiness benchmarks. The interventions curriculum will be designed and taught by core
content teachers to support the standards in the Quality Core, ACT and College and Career readiness needed at each level and
course.
 Attendance warfare- The student services advisory team will create a school wide plan that will support student attendance and will
allow students to encourage their peers to come to school and be successful.
Data Summary for June 2012
1. What does the data tell us?
Non- cognitive data shows a consistent decrease of 4.4% from October to June attendance cycle. Attendance continues to be a real struggle
with our truant students. The pairing truant students with a member of the administrative staff and/ or Student Services Advisory team showed
limited success, however the school wide attendance kick off was more successful. As we create plans of attack on Attendance for next year,
each 6 weeks will have a attendance focus and reward for students who struggle with regular attendance. The student services advisory team is
creating an aggressive plan for addressing absentees for an individual student and student mentor to support the student who have situation that
limit their success.
Data shows that the behavioral interventions in Tier 2 are addressing the needs of the all students with a drop in suspension by 57% through
the 5th - 7th calendar months. Over 300 students have been identified through disciplinary and academic data have intervention plans
customized to meet their need and we are seeing significantly less disciplinary referrals for these students due to the Tier 2 supports put in
place. The academic intervention support systems have assisted with significant changes in academic remediation over 300 students from
March to June have remediate one course, recovered standards meeting competency and/ or remediated COMPASS benchmarks.
Reading interventions grew exponentially throughout the last trimester with support and focus on College and Career readiness and End of
Course preparation. Seniors showed the greatest growth with 49% of student moving to less intensive support. Math interventions have also
grown within the freshmen, sophomore and senior courses by an average 11.5% due to the increase in training of peer tutors as supports for
KDE: ONGSD: DT: JBL 07072011
28
student in learning their standards and success on Project Proficiency exams. The interventions are making an impact on student’s success
tracked by Project Proficiency exams and student identifying areas they need support.
2. What does the data not tell us?
It does not show the effect of the intervention courses as it pertains to student success on EOCs. We also lack data on the performance of
students on district assessment in relationship to the End of Course exams
3. What are causes for celebration?
We continue to celebrate the successes on the behavioral front with students who were identified as chronic offenders and need for Tier 2
and 3 inventions we have continue to decrease student suspension each calendar month. Students with intervention plans and connection with
an adult mentor are making lasting changes on students academic success, those who were traditionally not performing in school are now
becoming positive leadership within the building. Our next challenge will be addressing the more aggressive and illegal behaviors (Tier 3)
such as drug and alcohol abuse with the additional support from Seven Counties services. They will be developing anger management groups
and drug and alcohol abuse support groups to assist our student with their social and emotional needs which will impact the student success in
the classroom.
We continue to celebrate the success of interventions in both Math and Reading. Students who are not meeting the benchmarks and/ or
standards now ask for additional support from their teacher and/ or peer tutor. We will be expanding the peer tutor program to English next
year and possibly all End of Course subjects. Teachers are working extremely hard within their PLCs to create systems that support student
mastery of assigned standards through common formative assessments and unified lessons planning. School wide we have “Bounce”, “Boot
camp” and “Pacesetter Camp” which provides students with additional supports to recovery I or U, and/ or non mastered standards post the
proficiency exams and trimester grades. In addition, we have added the “Wildcat Rewind” for support in English and Math at all levels and the
additional supports for EOC courses US History and Biology to further provide students with the skills needs to show proficiency on the
upcoming exams.
We are celebrating the ACT support established in January that provided each student with support on Plan, ACT and Compass. The
curriculum for the course was designed by the ERSs and curriculum coach based on several programs i.e. Triumph and Cambridge and we
were able to see significant student growth in the area of Math. Junior students who took the ACT exam felt like they had received the
additional support need to demonstrate their proficiency in the four tested areas. Next year, ACT review will be incorporated in all English and
Math classes as part of the curriculum with additional support in the CAT time weekly.
4. What are the opportunities for improvement?
We continue to build and strengthen the instructional practices of all staff so that fewer students require the intervention and make
benchmarks within their daily rigorous instruction. Next year, the ERSs and curriculum coach in conjunction with Ms. Zeitz will create a tier
KDE: ONGSD: DT: JBL 07072011
29
teacher professional development program that will enhance teacher practice and become a non-negotiable practice in all classrooms. We will
continue to grow collaboration and PLC with more goals setting and tracking of student progress. As well as, each department working on
creating instructional alignment within courses and benchmark skills for each core course. The Instructional Leadership Team continues to
improve their in practices of providing a diverse array of strategies that support the diverse needs of the teachers and providing more
descriptive feedback and individualized support when needed. We continue to grow supports for all students in becoming College and Career
ready by creating an environment that maintains high expectation and demonstrates a caring and supporting environment as well as building
intervention supports for students who struggle with meeting the established benchmarks.
5. What are our next steps?
Our next big steps are as follows:
 PLC will be a focus school-wide. Each department will have common planning and development system that will impact each
course in that department as well creating a system of supports that moves all students to competency.
 The advisory-based intervention course will focus on support students in End of Course subjects, English / Math (9th and 10th
grade) and Senior College and Career readiness benchmarks. The interventions curriculum will be designed and taught by core
content teachers to support the standards in the Quality Core, ACT and College and Career readiness needed at each level and
course.
 Attendance warfare- The student services advisory team will create a school wide plan that will support student attendance and will
allow students to encourage their peers to come to school and be successful.
 ACT prep plan that will be supported within in each course but also testing supports in CAT time.
Data Summary for October 2012
1. What does the data tell us?
2. What does the data not tell us?
3. What are causes for celebration?
4. What are the opportunities for improvement?
5. What are our next steps?
KDE: ONGSD: DT: JBL 07072011
30
Data Summary for December 2012
1. What does the data tell us?
2. What does the data not tell us?
3. What are causes for celebration?
4. What are the opportunities for improvement?
5. What are our next steps?
Data Summary for March 2013
1. What does the data tell us?
2. What does the data not tell us?
3. What are causes for celebration?
4. What are the opportunities for improvement?
5. What are our next steps?
KDE: ONGSD: DT: JBL 07072011
31
Data Summary for June 2013
1. What does the data tell us?
2. What does the data not tell us?
3. What are causes for celebration?
4. What are the opportunities for improvement?
5. What are our next steps?
Data Summary for October 2013
1. What does the data tell us?
2. What does the data not tell us?
3. What are causes for celebration?
4. What are the opportunities for improvement?
5. What are our next steps?
KDE: ONGSD: DT: JBL 07072011
32
Data Summary for December 2013
1. What does the data tell us?
2. What does the data not tell us?
3. What are causes for celebration?
4. What are the opportunities for improvement?
5. What are our next steps?
Data Summary for March 2014
1. What does the data tell us?
2. What does the data not tell us?
3. What are causes for celebration?
4. What are the opportunities for improvement?
5. What are our next steps?
KDE: ONGSD: DT: JBL 07072011
33
Data Summary for June 2014
1. What does the data tell us?
2. What does the data not tell us?
3. What are causes for celebration?
4. What are the opportunities for improvement?
5. What are our next steps?
Appendix: Guide for COMPASS Coordinators for District COMPASS testing
Participating Schools:
2010-11 Schools
Fern Creek
The Academy @
Shawnee
Valley
Western
2011-12
Schools
Doss
Fairdale
Iroquois
Seneca
Southern
Waggener
KDE: ONGSD: DT: JBL 07072011
34
District COMPASS testing schedule:
October Report
Content
Window 1
Reading (English2)
March Report
Window 3
End of Year
Window 4
10/12/11-10/28/11
11/28/11-12/14/11
1/23/12-2/10/12
4/23 - 5/3/12
No COMPASS
District COMPASS (D)
District COMPASS (D)
No COMPASS
District COMPASS (D)
District COMPASS (D)
District COMPASS (D or P)
District COMPASS (D or
No COMPASS
P)
(using ACT)
(using PLAN)
th
10
January Report
Window 2
Math (Geometry)
No COMPASS
(using EOC)
(using PLAN)
Reading (English 3)
11th
District COMPASS (D)
NO COMPASS
(using CASCADE)
Math
District COMPASS (D)
District COMPASS (D or P) NO COMPASS
No COMPASS
(using
ACT
scores)
(using EOC)
(Algebra 2)
1
Reading
District COMPASS (D)
District COMPASS (D or P)
KDE Placement COMPASS testing
12th
2
(NO SET WINDOW)
Math
District COMPASS (D)
District COMPASS (D or P)
1
Only students who did not meet CPE readiness standards in READING (20) qualify for testing.
2
Only seniors who did not meet CPE readiness standards in MATH (19) qualify for testing.
Important Notes:






When registering, students must enter their 9‐digit JCPS number. If there are less than 9 digits, students will need to add enough leading zeros to make 9 digits. The technical set‐up requirements can be found on the COMPASS resources web page: http://www.act.org/compass/resources.html For DISTRICT COMPASS testing you are not required to create or submit seating charts. All Math Diagnostic tests will include the algebra domain. Please see the reference manual for information about the 8 tests within this domain. JCTC will be entering all additional staff that will get log‐ins. If you want teachers to have their own log‐ins/accounts, please mark them on the proctor ethics roster. All proctors must sign the ethics state roster before administering and exam. Rosters must be submitted to the person below at least 5 work days before the first window (7 days if you need staff accounts). KDE: ONGSD: DT: JBL 07072011
35
DISTRICT COMPASS TESTING LOGISTICS:
For the “10th grader” measure, COMPASS testing will begin in Window 2 and include ALL students in Geometry and English 2 (no matter the student’s grade in school).
Window 1
Window 2
Window 3
Met Diagnostic cut score or PLAN benchmark
No testing
Window 4
Reading ‐ EOC
Math ‐ No testing (previously met cut score or benchmark)
Reading ‐ EOC
PLAN
Math ‐ met diagnostic cut score
Diagnostic
Did not meet diagnostic cut score or PLAN benchmark
Diagnostic Testing
No Testing
Reading ‐ EOC
Math ‐ did not meet cut score
Diagnostic Testing
KDE: ONGSD: DT: JBL 07072011
36
For the “11th grade measure”, COMPASS testing will begin in Window 1 and include ALL students in Algebra 2 and English 3 (no matter the student’s grade in school).
Window1
Window 2
Window 3
Met Diagnostic cut score:
Window 4
Reading: Met placement benchmark ‐ No testing
Math: ACT (no COMPASS)
Placement testing
Reading: Did not meet benchmark: Placement testing Diagnostic
No COMPASS testing
Math: ACT (no COMPASS)
Reading: met diagnostic cut score ‐
Placement testing
Did not meet cut score:
Math: ACT (no COMPASS)
Diagnostic testing
Reading: Diagnostic
Math: ACT
For the 12th grade measure, COMPASS testing will begin in Window 1 and include only students who have not met the CPE Reading benchmark (20) and/or the CPE Math
benchmark (19). Students who would like to meet eligibility for College Algebra in the state of Kentucky (22) MAY take the district COMPASS test. If at any time, a
student meets and ACT benchmark, they will not require further testing.
BEFORE W1
Window 1
Met benchmark:No further testing required
Window 2
Previously met benchmark: No testing required
Window 3
Met placement benchmark or ACT benchmark: No testing required
Window 4
Met placement or ACT benchmark: No testing required
ACT Test Score before window 1
Reading: 20
Met diagnostic cut score: Placement Testing Math:19
Did not meet benchmark: Diagnostic Testing
Did not meet diagnostics cut scores: Diagnostic Testing
Did not meet either a diagnostic cut score, COMPASS placement, or COMPASS placement or ACT benchmark: KDE Placement
Did not meet either a diagnostic cut score, COMPASS placement, or ACT benchmark: KDE Placement
KDE: ONGSD: DT: JBL 07072011