Non‐Cognitive Data Points
School:
Principal: Knight Middle School
Cathy Gibbs
KLT Members: Gibbs, Bale, Petters, Day, Howard, Cheek, Napper, Connell, Priefer, Wagner, Grindon, Holt, Ryan, Jeffreys, Levites, Repp, Allen, Shelby, McGovern, Smith, McCown, Todd, Stacy
The following tabs in orange all relate to non‐cognitive data points. There are two tabs for data entry this area including attendance, and persistence to graduation. Once instructional teams enter and review the data, return to this tab and record the SMART goals for each of the appropriate areas. You may add additional smart goals on this tab as you improvement plan requires. Remember that SMART goals ask you to set goals that adhere to the following:
SMART Goals S=Specific M=Measureable A=Action Oriented R=Realistic T=Time Sensitive
Attendance SMART Goal
By June 2016 school‐wide student attendance will increase from 93% to 94% as measured each quarter compared to 2014‐15. By June 2016 teacher attendance will increase from 95.4% to 96.4% as measured each quarter compared to 2014‐15.
MS Retention Rate SMART Goal
By June 2016 the school‐wide retention rate will decrease from 0.04% to 0% and will be measured each grading period by tracking grades.
Graduation Rate SMART Goal
N/A
Drop Out Rate SMART Goal
N/A
Attendance
Tracking Tool
School:
Principal: Knight Middle School
Cathy Gibbs
Attendance
October 2014 Baseline
October 2015 Data 8/12/15 ‐ 9/29/15
Class Percent Count
Present
Class Count
Percent Present
6th Grade
130
95.4
131
7th Grade
153
94.3
8th Grade
130
Dec. 2014 Baseline
December 2015 Data 9/21/15 ‐ 11/6/15
Class Percent Count
Present
Class Count
Percent Present
94.5
133
94.2
130
128
93.6
153
92.4
95
159
94.3
129
413
94.9
418
94.1
Count
Percent Present
Count
32
97.6
30
March 2015 Baseline
March 2016 Data 11/9/15 ‐ 2/19/16
June 2015 Baseline
June 2016 Data 2/22/16‐5/26/16 Class Percent Count
Present
Class Count
Percent Present
Class Count
Percent Present
Class Count
Percent Present
93.30%
129
92.5
129
91
131
92.2
129
92
127
92.4
153
90
124
90.1
152
91
123
91.4
93.9
161
92.8
130
92.2
163
90
130
92.4
163
91.2
415
93.5
418
92.8
412
91.8
416
90.3
413
91.8
415
91.5
Percent Present
Count
Percent Present
Count
Percent Present
Count
Percent Present
Count
Percent Present
Count
Percent Present
Count
Percent Present
96.2
32
95.1
30
94.9
33
95.5
34
94.9
33
93.5
33
95.5
Total Student Attendance
Teacher Attendance
Knight Middle School Attendance Plan 2015‐16 2015 16 Addressing Student Absences: First Absence Automated dialer contacts home every day absent Letter sent home by attendance clerk Third Absence Fourth Absence Conference with student and phone call to parents by Youth Service Center Coordinator Fifth Absence Monthly Home Visits Counselors will coordinate home visits. All members of the attendance committee will do home visits. Sixth Absence Letter sent home and referral made to Central Office by Home School Liaison Additional Notes: 
Daily wake-up calls will be made to students who are frequently absent and/or tardy.

Each counselor will identify top 10 students that will be monitored during the month.
Conferences will be conducted between counselor and student to explain expectations,
encourage daily attendance, etc.
Attendance
Data Questions
School Name:
Principal: Knight Middle School
Cathy Gibbs
Data Questions‐First Quarter
What does the data tell us?
The data tells us student attendance has gone down eight tenths from this year to last year. However, the number of students enrolled has increased from 413 ‐ 418. Teacher attendance has also decreased one and four tenths from this time last year, while we also have two less teachers. What does the data not tell us?
The data does not tell us the reasons students are absent or other circumstances that cause them to be absent on any given day. It does not tell us if there are repeat absences from the same student or they are coming from multiple students over time. It also does not tell us personal reasons or health reasons that the teacher attendance may have gone down. Once again, it does not tell us of absences are from the same teachers or different teachers over time. What are causes for celebration?
Causes for celebration are we are still over 94% as a school for student attandance. Teacher attendance is still over 96% What are the opportunities for improvement?
Increase 7th grade attandance rate, which is the lowest, and in turn this will increase the overal school attendance.
What are the next steps (PDSA/DIPP) and the connection/implication for an updated CSIP and 30 Day Plans?
Next steps are to continue the protocol in the attendance plan and increase parent communication to get students to school every day and on time! Counselors will also meet with students and they will plan individual counseling with parents as needed. Data Questions‐Second Quarter
What does the data tell us?
Looking at our data we have consistently dropped across all grade levels. The largest drop is in the 6th.
What does the data not tell us?
The data doesn’t tell us where we lost our students in the 7th grade nor does it tell us the gain of students in the 8th grade. The data doesn’t show the work that is being done to help improve attendance (phone calls to all that are absent, auto dialer, conference with students that are frequently truant, etc.). Conversations that are had when parents/guardians are able to be reached.
What are causes for celebration?
Students that have perfect attendance, shout out to students that have made a greater effort to be present at school. Team recognitions. Causes for celebrations are taking place
across multi levels. Staff make a big deal on how glad they are to see students who have been frequently absent when they see them in the hallways or in class.
What are the opportunities for improvement?
The opportunities for improvement are to be more consistent with the follow up and follow through on those students with 6 or more absences. Create incentives for students to be present everyday so they will know that you are holding them accountable.
What are the next steps (PDSA/DIPP) and the connection/implication for an updated CSIP and 30 Day Plans?
Continue to implement the Attendance Plan. Follow‐up with chronic absentees to improve their attendance. Continue to recognize those with perfect attendance.
Data Questions‐Third Quarter
What does the data tell us?
6th grade is down 1.5% from this time last year; 7th grade is up .1% from this time last year; 8th grade is down 2.2% from this time last year. Overall student is down 1.5% from this time last year. Teacher attendance is down .6% from this time last year.
What does the data not tell us?
Reasons for the decrease in student and teacher attendance rate when the number of staff and students are similar or the same as last year.
What are causes for celebration?
7th grade is up .1% from this time last year. We gained additional students in 8th grade and have maintained the same numbers in the other grades.
What are the opportunities for improvement?
At the 6th and 8th grade levels as well as overall student and teacher attendance.
What are the next steps (PDSA/DIPP) and the connection/implication for an updated CSIP and 30 Day Plans?
Implement more attendance incentives for students and staff. Continue to implement the attendance plan.
Data Questions‐Fourth Quarter
What does the data tell us?
Seventh grade attendance was better than last year Sixth grade, eighth grade, and school‐wide attendance was down from last year. Teacher attendance was 2% above the same timeframe from last year.
What does the data not tell us?
The data does not tell us the reasons for student absences. It does not tell us that duirng state testing our average daily attendance was over 05% each day. What are causes for celebration?
7th grade attendance; teacher attendance; student and staff attendance during the testing window.
What are the opportunities for improvement?
Focus on attendance from the beginning of the school year. When announcing the attendance toward the end of the school year of each grade level team, students seemed to take more interest in that. What are the next steps (PDSA/DIPP) and the connection/implication for an updated CSIP and 30 Day Plans?
The attendance plan needs to be thoroughly reviewed and adjusted. Recognition for individual perfect attendance, recognition for daily team attendance, as well as contact with absentees on a daily basis should be incorporated into the attendance plan for next school year.
Persistence to Graduation
Tracking Tool
School:
Principal: Knight Middle School
Cathy Gibbs
Gibbs, Bale, Petters, Day, Howard, Cheek, Napper, Connell, Priefer, Wagner, Grindon, Holt, Ryan, Jeffreys, Levites, Repp, Allen, Shelby, McGovern, Smith, McCown, Todd, Stacy
ILT Members:
Middle School
Retention Rate in %
6th Grade
7th Grade
8th Grade
6th Grade
Language Arts
Mathematics
Science
Social Studies
Unified Arts
7th Grade
Language Arts
Mathematics
Science
Social Studies
Enrichment
Unified Arts
8th Grade
Language Arts
Mathematics
Science
Social Studies
Unified Arts
2014
Actual
2015
Actual
Goal
1.54
3.9
0
0.4
0
0
0
0
0.78
2016
Actual
Goal
2017
Actual
0
0.8
0
Number of Students with U's within a Grading Period
1st Grading Period
#
%
0
0
13
0
0
0.0%
0.0%
9.9%
0.0%
0.0%
1st Grading Period
#
%
0
8
0
5
0
0
0.0%
6.3%
0.0%
3.8%
0.0%
0.0%
1st Grading Period
2nd Grading Period
3rd Grading Period
4th Grading Period
# (130)
1
4
%
0.8%
3.1%
# (128)
0
0
%
0.0%
0.0%
# (129)
3
9
%
2.3%
7.0%
4
1
0
3.1%
0.8%
0.0%
21
2
0
16.4%
1.6%
0.0%
14
5
1
10.8%
3.9%
0.8%
2nd Grading Period
3rd Grading Period
4th Grading Period
# (128)
5
2
0
%
3.9%
1.6%
0.0%
# (124)
0
4
3
%
0.0%
3.2%
2.4%
# (124)
9
8
0
%
7.2%
6.5%
0.0%
4
0
2
3.1%
0.0%
1.6%
2
0
4
1.6%
0.0%
3.2%
4
3.2%
0
0.0%
2nd Grading Period
3rd Grading Period
#
%
# (160)
%
# (160)
%
31
4
16
0
0
19.5%
2.5%
10.1%
0.0%
0.0%
11
4
15
0
0
6.9%
2.5%
9.4%
0.0%
0.0%
11
5
8
0
1
6.9%
3.1%
5.0%
0.0%
0.6%
4th Gradng Period
# (163)
%
10
6.1%
4
2.5%
17
10.4%
1
0.6%
0
0.0%
5th Grading Period 6th Grading Period
#(131)
%
2
13
17
7
1
1.5%
9.9%
13.0%
5.3%
0.7%
#(129)
2
6
16
5
2
%
1.6%
4.7%
12.4%
3.9%
1.6%
5th Grading Period 6th Grading Period
#(125)
%
#(123)
%
8.0%
2
1.6%
10
0
0.0%
0
0.0%
3
2.4%
0
0.0%
4
3.2%
5
3.9%
0
0.0%
5th Grading Period
2
1.6%
6th Grading Period
#(164)
%
#(163)
%
12
4
8
1
0
7.3%
2.4%
4.9%
0.6%
0.0%
13
1
0
0
0
8.0%
0.6%
0.0%
0.0%
0.0%
Data Questions‐First Quarter
What does the data tell us?
The data tells us only 13 students got a U in 6th grade, 13 Us were earned in 7th grade, and 51 Us were earned in 8th grade. The 8th grade was the grade with the highest number of Us and content areas with Us, with the largest number of Us in ELA. A whole class of kids is not passing 8th grade ELA.
What does the data not tell us?
The data does not tell us if the Us are coming from the same person, if they are failing more than one class. It does not tell us how close they are to getting a D. The data also does not tell us if the students have high absentism or are not understanding the content as to the reason they may be failing. It does not tell us that the large group of 8th grade studetns not passing ELA are all from the same teacher but one student.
What are causes for celebration?
Cause for celebration are that the number of Us is lower in every grade compared to what they were last year after the first grading period. This means that more kids are in class more of the time and understanding the content better than ever before. It also means that our Tier 3 interventions and WIN (Tier 2) are helping support the students to reach proficiency.
What are the opportunities for improvement?
Opportunities for improvement are to more closely monitor students at the midterm of the grading period to flag potential failures. We need to use WIN classes to their fullest potential in areas of concern to push students toward proficiency.
What are the next steps (PDSA/DIPP) and the connection/implication for an updated CSIP and 30 Day Plans?
Analyze interventions already put in place for failing students and ensure they are assigned to WIN to master content standards. Allow teachers to reflect on other strategies they have put in place, or need to put in place for students to be successful. Parent contacts are super important and teachers will need to be sure they have contacted any parent of a student that has the potential to get a D or U for the grading period. This includes a midterm status update as well as a 2‐way contact to the parent. Data Questions‐Second Quarter
What does the data tell us?
6th
The students are improving in academics. Our WIN sessions, incentives, and tighten expectations have improve students overall. Students have adjusted to the work load.
7th
The majority of our students are passing all their core content classes and are working at their best ability. We only have 2 students that need to have Math Course Recovery and lose a United Arts class.
8th
Which students are failing, especially across contents. Which teachers had the most failures. (Repp LA, Science) What does the data not tell us?
6th
Behavior is/can affect students academics. Students who are often absent are struggling to keep up. ECE students need more support inside and outside the classroom. Majority of the ECE students are not passing core classes.
7th
The two students that are failing, are not trying at all and are not motivated to learn. One of the students, has turned it around this 3rd marking period and will be successful in Math. 8th
Attendance summaries, behavior reports (BIL, etc), ECE, past scores, grades, Teacher requirements for passing grade (gradebook set up and amount of grades), All of the attempts to prevent failures, Does not tell us Ds, which are students who are on the bubble. What are causes for celebration?
6th
Less students are failing from first to second grading period. Improvement in assessment scores. 7th
That 138/140 students are passing all their core content classes. That one of the two students in Math has made a huge improvement this marking period. 8th
Less ECE failures than last year. Less failures from 1st to 2nd grading period. What are the opportunities for improvement?
6th
Plan needs to be put in place to help the students who are struggling academically. WIN is often cancelled or student is needed for different teachers. 7th Communication with parents of one student needs to improve. The 7th grade team has had a conference with both parents and made several attempts to help the student and parents be successful. 8th
More consistent WIN time allowed during Tues and Thursdays. Some scheduled closed WINs get cancelled or shortened and become ineffective. Not enough opportunities to hold closed WINs given the rotations between contents and special calendar circumstances. We can get feedback to students quicker to motivate their work effort. Conferences, weekly progress reports, etc. Always more parent communication What are the next steps (PDSA/DIPP) and the connection/implication for an updated CSIP and 30 Day Plans?
6th
Encourage ECE students to use accommodations. Try to continue to use positive praise. Contact parent’s individually to encourage them to keep the students in school.
7th Teachers will continue to encourage students and not lower our standards for our students. It proves that high expectations equal high performance. 8th More consistent WIN times and interventions between teachers and student procedures. Be quick with essential standards checks to get students sooner. Idea for WIN being during 7th period so that it is not as disrupted and behavior would be easier to manage throughout the day. Can we set a BLAST class for a 6 weeks with students who failed a class or standard to reteach? Factor attendance – need to motivate students and parents Compare grades, kprep, map, prof assmnts, etc to get a more overall picture for true failures. Consider if grades are a good indicator, evaluate standards based grading ideas/ how we set up grade book. Data Questions‐Third Quarter
What does the data tell us?
6th Grade:
3rd Grading Period ‐ That more students are starting to fall behind and grades are declining. The same students are consistently failing across all content areas. ECE students are once again not doing so well.
4th Grading Period ‐ Most of the students that are failing are in Science. The least amount of failing students are in ELA. More students failed social studies and math this term. It is consistently the same students who are not passing our classes.
7th Grade:
3rd Grading Period – The majority of our students are passing all their core content classes and are working at their best ability. We only have 2 students that need to have Math Course Recovery and lose a United Arts class.
4th Grading Period – • We have 6 kids that are endanger of failing 7th grade. • It’s mostly Language Arts and Math
8th Grade:
3rd Grading Period ‐ The same students are failing repeatedly and/or in various classes using the number of failures per teacher, per 6 weeks. 4th Grading Period – Students in danger of failing the 8th grade and the number of students who have failed each grading period.
What does the data not tell us?
6th Grade:
3rd Grading Period ‐ The students are not passing the assessments that are given. Most of the students who fail have low test scores. That the category for test/projects weigh a lot and that it is effecting the students grades. The students had multiple assessments in the last two weeks of school before break. ECE students do not have collaboration teachers to help differentiate and test.
4th Grading Period – Students’ absences and behavior contribute to their failures. Science teacher is not able to pull students during WIN sessions.
7th Grade:
3rd Grading Period – The two students that are failing, are not trying at all and are not motivated to learn. One of the students, has turned it around this 3rd marking period and will be successful in Math. 4th Grading Period – • The student attendance has hindered their failure rate. • Suspension days
• Will VS. SKILL‐students that are trying and those who are not. • On student is in the transition room all the time, and is still failing. 8th Grade:
3rd Grading Period ‐ Attendance, behavior, and home contact records. The majority of students on this list are easily identified from the entire team as students who have behavioral issues, low attendance, or poor response from parent/guardian. We can infer that these issues greatly affect the students’ academics and are difficult to overcome. 4th Grading Period – What is being done on the student’s end to help with failures? Are the same students who were failing from last year the same from this year? What about the 7th graders that advanced to 8th grade during the year, are they on track to graduate? What are causes for celebration?
6th Grade:
3rd Grading Period – The majority of students are passing language arts and math. 4th Grading Period – Less students are failing than in previous grading periods. 7th Grade:
3rd Grading Period – • That 138/140 students are passing all their core content classes. • That one of the two students in Math has made a huge improvement this marking period. 4th Grading Period – • Most kids are passing
• Scores are going up
• Kids are excited about proficiency scores
8th Grade:
3rd Grading Period ‐ The trend is that there are less failures as each 6 weeks have progressed. We have implemented specific academic interventions through WIN and also from knowing and understanding the students better as time has gone on. 4th Grading Period ‐ most students are on track to be promoted to high school at the end of the year.
What are the opportunities for improvement?
6th Grade:
3rd Grading Period ‐ More intervention time for the other subjects such as social studies and math. More collaboration time with the ECE teachers to ensure students are getting the help and assistance they need to be successful. 4th Grading Period – Try to help students improve grades before the end of the six weeks. Contact parents and send progress reports home.
7th Grade:
3rd Grading Period – Communication with parents of one student needs to improve. The 7th grade team has had a conference with both parents and made several attempts to help the student and parents be successful. 4th Grading Period – • Taking ownership of learning
• More classroom rewards
• More lunch detentions
• WIN motivation‐to get the kids excited about going
8th Grade:
3rd Grading Period ‐ More overall support and more specific interventions for the students in areas besides academics. Open communication regarding student issues and interventions between teachers and administrators. Students tracking their own learning is an area of improvement. Similar to a behavior sheet, but for grades, a tracking sheet lets a student easily see their academic progress in a class. As part of this, we also recognize that everyone benefits from routine, deep, self‐ reflection to digest and understand the data from assessments (this is our current academic skill for 8th grade). 4th Grading Period – Students in danger of failing pulled for course recovery. BLAST, WIN.
What are the next steps (PDSA/DIPP) and the connection/implication for an updated CSIP and 30 Day Plans?
6th Grade:
3rd Grading Period ‐ Incorporate more study hall or make‐up sessions for WIN to help students who are absent or behind. Give out progress reports closer to report grade time to encourage students to improve their grades. Give more time for projects and test corrections. 4th Grading Period – Continue to keep students inform of their progress. Use WIN to improve students’ scores. Encourage students to sign up for BLAST. Encourage students to come to school.
7th Grade:
3rd Grading Period – Teachers will continue to encourage students and not lower our standards for our students. It proves that high expectations equal high performance. 4th Grading Period – • Implement more motivational strategies for the students
8th Grade:
3rd Grading Period ‐ Keep tracking what we do within this report, but also use this time to share and compare with other school academic and behavior data. 4th Grading Period – Refine strategies necessary to meet goals.
Data Questions‐Fourth Quarter
What does the data tell us?
5th Grading Period
6th Grade: ELA and Science U’s have decreased. However, more students have failed social studies and math.
7th Grade:
• We have 6 kids that are endanger of failing 7th grade. • It’s mostly Language Arts and Math
8th Grade:
Tardy and attendance policy appears to have helped improved grades.
6th Grading Period
6th Grade: Except for over a 50% decrease in U’s in math, all the other subject areas remained about the same for the 6th grading period. Science is the course that students have failed most often.
7th Grade: There were few failures during the last grading period across all content areas – only 2 in Language Arts and 2 in Social Studies. There was one overall failure for the year in 7th grade.
8th grade: Except for Language Arts with 13 U’s and Math with 1 U, there were no other U’s 6th grading period.
What does the data not tell us?
5th Grading Period 6th Grade: That the students who are absent never get their make‐up work. That not all teachers pull students for WIN. 7th Grade:
• The student attendance has hindered their failure rate. • Suspension days
• Will VS. SKILL‐students that are trying and those who are not. • On student is in the transition room all the time, and is still failing. 8th Grade:
Why certain students aren’t in course recovery.
6th Grading Period
6th Grade: The data does not tell us how teachers encouraged students to complete assignments so that they would pass.
7th Grade: The data does not tell us how the teachers identified students in danger of failing and provided additional time for student to work.
8th Grade: The data does not tell us why there are so many student failures in one content area, but not in the rest.
What are causes for celebration?
5th Grading Period
6th Grade: We have seen a lot of growth throughout the year. Students are being held more accountable.
7th Grade:
• Most kids are passing
• Scores are going up
• Kids are excited about proficiency scores
8th Grade:
Only 3 needing course recovery; tardy and attendance policy helped
6th Grading Period
Course Recovery was very helpful in helping kids learn content and pass courses. We have only one failure school‐wide for the year. What are the opportunities for improvement?
5th Grading Period
6th Grade: Changing up and rotating the Win schedule around for more teachers to have opportunities for closed sessions. Giving students incentives to improve their test scores. 7th Grade:
• Taking ownership of learning
• More classroom rewards
• More lunch detentions
• WIN motivation‐to get the kids excited about going
8th Grade:
End of the year apathy for students
6th Grading Period
For next school year, we need to ensure students are enrolled in Course Recovery at the beginning of second semester as we will be using Edunuity. We also need to take advantage of WIN time to ensure students are learning and not getting behind.
What are the next steps (PDSA/DIPP) and the connection/implication for an updated CSIP and 30 Day Plans?
5th Grading Period
6th Grade: Continue to work on essential standard and preparing for KREP. Encourage students who are absent to come to school. 7th Grade:
• Implement more motivational strategies for the students
8th Grade:
Keep focus as we finish year; try to get students energized for KPREP, etc
6th Grading Period
Next year we need to focus more on attendance to get kids in school more often. We need to use WIN effectively. And engage students in their own learning. Academic Indicators
School:
Principal: Knight Middle School
Cathy Gibbs
ILT Members: Gibbs, Bale, Petters, Day, Howard, Cheek, Napper, Connell, Priefer, Wagner, Grindon, Holt, Ryan, Jeffreys, Levites, Repp, Allen, Shelby, McGovern, Smith, McCown, Todd, Stacy
The following tabs in green all relate to Academic Indicator data points. Once instructional teams enter and review the data, return to this tab and record the SMART goals for each of the three areas. Remember that SMART goals ask you to set goals that adhere to the following:
SMART Goals S=Specific M=Measureable A=Action Oriented R=Realistic T=Time Sensitive
Formative Assessment SMART Goals
By May 2016 students will meet proficient/distinguished delivery targets for each content area as indicated below:
Reading 38.5%
Math 32.7%
Science N/A
Social Studies 41.9%
Writing 38.1%
9th Grade Success SMART Goals
NA
EPAS SMART Goals‐include goals for appropriate assessments at your level (MS‐EXPLORE; HS‐PLAN and ACT)
N/A
END OF COURSE (EOC) SMART Goals
N/A
Gap Groups SMART Goals
By May 2016 GAP students will meet proficient/distinguished delivery targets for each content area as indicated below:
Reading 36%
Math 31.5%
Science N/A
Social Studies 38.9%
Writing 37%
need GAP smart goals
Middle School Formative Data ‐ Proficiency Assessments
Annual Tracking Tool
Formative Assessments Used for Monitoring Student Progress: CASCADE
[Results reported as Percentages of Total at Proficiency or above] Middle School
Assessment
Proficiency 1
Goal
PA1
Proficiency 2
Goal
PA2
Proficiency 3
Goal
PA3
Proficiency 4
Goal
PA4
ELA/Reading Grade 6
PA
38.5
44.4
38.5
53.28
38.5
40.3
38.5
30.9
ELA/Reading Grade 7
PA
38.5
30.5
38.5
22.12
38.5
31.9
38.5
42.9
ELA/Reading Grade 8
PA
38.5
51.3
38.5
34.07
38.5
37.7
38.5
50
Mathematics Grade 6
PA
32.7
46.3
32.7
36.6
32.7
52.5
32.7
not given
Mathematics Grade 7
PA
32.7
36.4
32.7
26.05
32.7
20
32.7
21.2
Mathematics Grade 8
PA
32.7
12.3
32.7
35.33
32.7
31.6
32.7
not given
Science Grade 6
PA
51.7
40
69.4
not given
Science Grade 7
PA
46.3
61.5
53.2
not given
Science Grade 8
PA
39.7
37.14
90
not given
Social Studies Grade 6
PA
41.9
39
41.9
57.5
41.9
52
41.9
not given
Social Studies Grade 7
PA
41.9
24.6
41.9
20.66
41.9
27.5
41.9
not given
Social Studies Grade 8
PA
41.9
40.9
41.9
29.71
41.9
49
41.9
49.2
Middle School Formative Data ‐ Proficiency Assessments
Data Questions‐First Quarter
What does the data tell us?
No proficiency data for QR1.
What does the data not tell us?
NA
What are causes for celebration?
NA
What are the opportunities for improvement?
NA
What are the next steps (PDSA/DIPP) and the connection/implication for an updated CSIP and 30 Day Plans?
NA
Middle School Formative Data ‐ Proficiency Assessments
Data Questions‐Second Quarter
What does the data tell us?
Proficiency Assessment 1
Reading:
The 6th and 8th grade are meeting their delivery target in reading. The 8th grade is well above its target, half of the students were proficient on the first assessment. Math:
The 6th and 7th grade met their delivery target. Almost half of the students in 6th grade were proficient on the test. 8th grade math is significantly below the proficiency target.
Science:
Between 40 and 50% of all of our students are proficient in science. SS:
The data tells us that no grade is meeting the proficiency target for social studies. The 6th and 8th grade are very close to meeting it.
What does the data not tell us?
Reading:
The data does not tell us the student progression in relationship to the essential standards and their learning target checks. It does not speak of attendance issues in the building and that most of those students are falling to novice if they aren't already. The data for all three grade levels does not tell us if they were sleepy or dealing with other extrinsic issues that we can’t change that could possibly have impacted their performance. Overall, ECE performance is higher than it was last year.
Math:
The data does not tell us that the percent of students absent everyday is 10‐12% and these students that are consistently absent are mostly novice. They are not able to even get the instruction to prove if they know the content when it comes time to demonstrate what they know. The proficiency is not completely connected to the Essential Standards that the teachers are teaching, and therefore students are performing better or worse on the standards assessed accordingly. Science:
The data does not tell us the student progression toward each standard or those that are essential. We are giving multiple learning target checks to ensure mastery. Students are performing very well on these checks. Because it is not completely aligned to the proficiency assessment, students score a bit lower because theit may have not been a focus on some content. Data also does not identify student attendance issues or testing environment that may play a role on the outcome.
SS:
The data does not tell us that the students did pretty good overall on the essential standards that we covered (HEI and Geographic/Historical Tools), but did not do as well in the other areas. They also seemed to have trouble remembering information from early on in the school year. The 7th grade teacher was not here for the Proficiency, this could have played a role in the effort the students gave while testing. What are causes for celebration?
Reading:
There are 42% of our students scoring proficing in reading according to the first proficiency test. Essential standards focus is helping students make the progress they need to be at grade level. More ECE students are moving up. Math:
All 6th and 7th grade scores have a higher percent P/D than last year. We have even had an increade in the number of P/D since the MAP assessment in the fall. We are extremely excited that 47% of the students are P/D in the 6th grade. Science:
Causes for celebration are that our kids are awesome in science. It is the highest performing subject in the school when looking at the proficiency assessments. Teachers also feel that they are geting better at what they are doing and have a stronger focus on the content. This allows students to reallybe a part of the content and learn from teachers that understand their content. SS:
Student responses are getting better on their ERQs due to the CRE focus all teachers are putting in their classrooms. The 7th graders scored higher on the first proficiency this year than they did last year. What are the opportunities for improvement?
Reading:
Over half of the school is still not at grade level in reading. We have a huge number of apprentice students, which is a great opportunity to work with kids and get them to that next level. WIN has not been consistent and time has been cut short, this takes a toll on our learning target checks and intervention we need to zero in on kids that need extra support. Math:
We need to come up with a better way to manage students be monitored to take the test. There are several that are absent on a daily basis, and it is hard to administer make‐
ups with so much going on. We also need to enforce time limits while students are testing to build their testing stamina. Meaningful test reviews will also allow studnets to take the test more seriously and come from intentional planning. As a whole, we see a lot of opportunity to move students forward. There are a huge number of apprentice studnets that just need to be pushed. Better use of WIN time and consistency in the schedule will allow us to do this.
Science:
Time is always an issue. We need to schedule labs on non‐WIN days if we can so students have more time to work on them and gain full understanding of the target for the day. We also need to focus on moving the apprentice kids up to the next level. Collaboration time will also be beneficial so that we can work as a science department to talk through essential standards and content we have taught that someone else may not have. We need to incorporate more test taking strategies for sudents that are below the reading level to help them during the assessments. SS:
There are still too many students demonstrating that they are apprentice. We need to focus on them and put plans in place to move them forward. We need to improve our i
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What are the next steps (PDSA/DIPP) and the connection/implication for an updated CSIP and 30 Day Plans?
Reading:
We will continue to hit the standards and to pull students who are able to potentially be moved. Learning target checks will continue to be implemented and monitored with our coach. Some teachers will make small focus groups to push students to the next level
Math:
The math department will choose kids that are on the bubble of moving to apprentice and proficient and implement specific strategies to bump them up. This will involve strategic WIN classes, one‐on‐one conferencing, and tracking student data. We will also implement strategy cards to help kids as they are working that may be stuck, have got it, or are ready for an extension to the lesson.
Science:
We will choose kids to target to get them to the next level and invite them to WIN classes. Continued time to coach will also solidify our plans and ensure essential standards are chosen and mapped out completely. Continue to work on differentiating for ECE students and students who struggle with meeting standards while promoting test taking strategies.
SS:
Some next steps are to utilize texts that will engage the learner and stay on track with the essential standards. This will help keep on pace with the curriculum map and be sure the students are with us. We also need continued tome to collaborate as a department and with coaches to ensure lesson design is aligned to the essential standards. Middle School Formative Data ‐ Proficiency Assessments
Data Questions‐Third Quarter
What does the data tell us?
Proficiency Assessment 2
Reading – Overall, novices are down and p/d are up. This is not the case for 7th grade, but not by significant numbers. Standards/targets worked on since the beginning of the year (standards 1, 2, and 3 for example) are continuing to improve. Math ‐ The data tells us the number of novice students in 8th grade decreased by a huge amount. The number of novice students in 6th and 7th grades increased. The number of 8th graders scoring P/D more than doubled from the first proficiency. We met the delivery target in 6th and 8th grades.
Science – 6th: Structures and Properties (83.2 %) and Chemical Reactions (68.1%). The students struggled the most with forces and motions (41.6%).7th: Kids are getting it! There was about a 20% increase in PD, and over 60% of the kids are P/D. 8th: The data tells us that the percent of students scoring Novice decreased, and the percent of students scoring proficient increased. The number of students scoring Apprentice increased and percent of students scoring Distinguished decreased.
Social Studies – 6th: Twelve percent of students scored novice, 8.3% fewer students scored novice on this assessment compared to the first assessment. Sixty‐one percent of students scored proficient/distinguished compared to 38.2% on the first assessment.
7th: There were fewer P/D students than in proficiency 1. Twenty‐one of 115 students scored proficient/distinguished. Thirty‐four percent of students scored Novice.
8th: The number of novice students increased substantially in comparison to the proficiency one. The number of distinguished students fell dramatically. This proficiency covered material that is crucial to understanding our government. While students understood general ideas, they tested poorly on questions that tested very specific content. What does the data not tell us?
Reading – The specifics of where the students are still struggling (vocab in context v. figurative language, etc.). Outside factors which may be influencing students’ performance.
Math ‐ The data does not tell us that some questions on the assessment were skills the teachers had not yet taught. Data does not tell us that some students did poorly because of the number of days they missed school and lack of motivation while taking the test. Material has gotten more difficult, yet scores in all grades are better than they were last year after proficiency 2.
Science – 6th: The ECE students did not ask for their accommodations during the test. The students that were absent missed review days, which could have improved their test scores. That some students could not retain the information taught over a 12‐week period.
7th: A lot of kids did better on the ERQ than the MC, and this data specifically may not show that. I think many students perform better orally also, or when given the ability to respond freely, as opposed to a multiple choice question. 8th: There is no way to see which standards were missed from low ERQ scores due to writing or answers to actual content questions.
Social Studies – 6th: The data does not tell us the amount of student absences, participation, grades in class, and student needs. Also, the data doesn’t describe the testing conditions that day and that the students received an extra day to review their answers before submitting the test. 7th: The students that have left and that have come in since Proficiency 1 is not noted on this report. The test was given after Winter Break and after a week of 3 snow days. Having big breaks in the lessons taught hurt proficiency scores, in my opinion.
8th: The data does not show true student understanding of a significant portion of the material covered in class. Also, not all of the content was taught in class. The rigor of several questions was very high. Some questions were taken from a text that we were not using.
What are causes for celebration?
Reading – The number of decreased novices, and the number of increased proficient/distinguished students.
Math ‐ In 6th grade, there were 43% P/D with over 10% D, which is amazing and way higher than last year. Distinguished students in 7th grade remained consistent from the first test. There are more P/D kids than ever before. There is a lot of room for growth from N and A students to move to the next level. Kids are growing, not necessarily at the rate we need them to yet, but they are improving.
Science – 6th: Over 44 % of the 6th grade students received a score of a proficient or a distinguished on the test. 7th: High PD scores. Apprentices reduced by almost 50%. Also, and this isn’t in the data here, but the kids have been doing a lot more close reading of the questions, as well as CER work and close reading in general, which is exciting, and might even help improve reading/writing skills etc. 8th: The percent of students scoring Novice decreased, and the percent of students scoring proficient increased.
Social Studies – 6th: The scores were higher than last year’s proficiency 2 scores. Scores were higher than 2015 proficiency 1 scores. Novice and Apprentice scores were reduced by almost half. Percentage of distinguished students tripled.7th: The P/D scores, although lower, are still higher than last year’s P/D for 7th grade and for the 6th grade (last year’s) Proficiency 2 scores.
8th: Students scored well on essential standards questions. Three targeted students moved from novice to apprentice.
What are the opportunities for improvement?
Reading – Students at the apprentice level who just need a bump to get to proficient. Standards 5 and 6 which continue to be a source of struggle for our students. Math ‐ Focused interventions, increase engagement in class, WIN, BLAST, flashbacks. We also need to continue to focus on novice reduction. Focus on students whose scores went down from the first to second proficiency. Science – 6th: Students struggled the most with communicating their thoughts on the ERQ. Some students did not answer all parts of the question. Most students missed part C of the ERQ. 7th: Apprentices could definitely still be reduced. I would LOVE to see 0% novice, but that is definitely always going to be a challenge. 8th: Move the students from apprentice to proficient and the proficient to distinguished.
Social Studies – 6th: Apprentice scores can be lowered, with proficient and distinguished scores increasing.
7th: There is still a huge opportunity for improvement on Proficiency 3 since 79% of students are still scoring Novice and Apprentice. I am hoping with constant, uninterrupted instruction, the Proficiency 3 scores will be higher as they were last year.
8th: There is opportunity to move apprentice students to proficient due to the very high number of apprentice students. Clearly, apprentice numbers grew as students moved lower from the prior test.
What are the next steps (PDSA/DIPP) and the connection/implication for an updated CSIP and 30 Day Plans?
Reading ‐ Use focused WIN time for novice reduction (same kids every week), continue teaching standard 6 through the teaching of standards 9 (comparing texts) and 8 (argument). Working on other incentives to create more student ownership of performance.
Math ‐ Use BLAST and WIN to target students and personally invite them. Create a plan for those students that are most likely to move to the next level. Re‐teach key elements and work with students to find different strategies to help them improve. Pull small groups additionally once a week on Wednesdays. Continue teaching focus topics kids struggle
with through warm‐ups, exit slips, and flashbacks.
Science –
6th: Give the students different opportunities to communicate their thoughts through writing. Give students the opportunities to practices CER or ERQ. Let students see examples
of exemplary answers and work.
7th: I would like to continue to formatively assess MORE, both more often and more diversely. A lot of times I use the same techniques. I also want to work on encouraging students to track their own learning more. 8th: Teachers are using the strategies outlined in the CSIP. Scores indicate a trend toward achieving the CSIP proficiency score goal.
Social Studies – 6th: Next steps would be stronger interventions and more one on one help/conferencing to further reduce Apprentice scores. Also, extra help given to proficient students to help them reach distinguished scores would be a logical next step. Giving direct instructions and providing students with better problem solving strategies, as well as the reading and comprehension skills needed to find and answer in‐depth questions would be beneficial.
7th: Continuing to use differentiated instruction to help all students reach the next level of proficiency. I have gone back and forth between the two books we have and have included other resources as well (videos, Brain Pop, guided note‐taking, group work). I will continue to do this and find other ways to engage students.
8th: Next steps include spending more time on big ideas to gain a deeper understanding of the content. Also, instruction needs to be differentiated for the high number of novices. Finally, as many WIN sessions as possible should be used for social studies to improve on big ideas.
Middle School Formative Data ‐ Proficiency Assessments
Data Questions‐Fourth Quarter
What does the data tell us?
Proficiency Assessment 3
Reading:
That our P/D numbers have not increased as significantly as they did from RPA1 to RPA2. Novice numbers decreased.
Math:
The data tells us that while novice reduction is on track of reduction through each proficiency, we still need to increase the number scoring proficient and distinguished overall. The 8th graders are maintaining their decline of novice students while the number of proficient/distinguished is staying steady. The 7th grade novice students are consistently increasing while the proficient/distinguished students are decreasing. The novice percentage in 6th grade is remaining the same and proficient/distinguished students are increasing. Science:
6th: Most of the students understood the questions under the section Structures and Properties (83.2 %) and Chemical Reactions (68.1%). The students struggled the most with forces and motions (41.6%).
7th: Kids are getting it! There was about a 20% increase in PD, and over 60% of the kids are P/D. 8th: The data tells us that the percent of students scoring Novice decreased, and the percent of students scoring proficient increased. The number of students scoring Apprentice increased and percent of students scoring Distinguished decreased.
Social Studies:
6th: Nineteen percent of students scored novice, 7% more students scored novice on this assessment compared to the second assessment. Fifty‐five percent of students scored proficient/distinguished compared to 61% on the second assessment.
7th: The data suggests students did well overall on the essential standards (Economics), scoring 57%. Students struggled with other standards, even ones that have been previously taught in class. On a formative assessment, students did not appear to remember material from previous units. Thirty‐two students scored novice on proficiency 3. 8th: The percentage of students testing proficient and distinguished returned to almost the same level as proficiency one. The number of novice and apprentice students is the same as the first proficiency; however, the number of novices is still higher than the first proficiency. Also, constitutional principles were again tested and students did not score well in this area.
Proficiency Assessment 4
Reading: 30.9% of 6th grade students scored proficiency or distinguished on PA4 which is below the goal of 38.5% of students scoring at that level. The proficiency goal was surpassed in both 7th (42.9%) and 8th (50%).
Math:
Math Proficiency Assessment 4 was only given in 7th grade. Teachers were given the option of whether to give it or not due to the timeline for administration being
very close to KPREP testing. We did not want to “burn kids out” prior to the state testing. 21.1% of 7th graders scored proficient/distinguished on PA4. This was well below the goal of 38.5%
Science:
Students were not given Science PA4 due to the timeframe being too close to KPREP testing.
Social Studies:
Only 8th grade students took PA4 for Social Studies. 49.2% of the students scored proficient/distinguished on PA4. This exceeds the goal of 41.9%. What does the data not tell us?
Proficiency Assessment 3
Reading:
Why students struggled more on this RPA. We believe it is because the passages were more complex than they have seen before, and the standards assessed included standards we know students have not yet mastered (particularly standards 8 and 9).
Math:
The data does not tell us that some students did poorly on questions because the material had not yet been taught. The short answer question in 7th grade was very difficult for students and decreased many scores overall because of it. Some students did not seem to try their best as they usually do. The number of students that are absent plays a role in student success. While students take make up tests, they seem to rush through and therefore their grade takes a hit due to this. Science:
6th: The ECE students did not ask for their accommodations during the test. The students that were absent missed review days, which could have improved their test scores. That some students could not retain the information taught over a 12‐week period.
7th: This was a particularly difficult unit for students. The pacing for the unit was slower than I planned because students struggled with the material. Students did not have enough time to finish the assessment. 8th: There is no way to see which standards were missed from low ERQ scores due to writing or answers to actual content questions.
Social Studies:
6th: The data does not tell us the amount of student absences, participation, grades in class, and student needs. Also, the data doesn’t describe the testing conditions that day and that the students received an extra day to review their answers before submitting the test. 7th: The data does not indicate the difference in this year’s test as compared to last year’s test. There are 24 multiple‐choice questions this year, and increase of 9 questions from last year. 8th: The data does not show that the ERQ was stated in a way that was not a true ERQ and was confusing to many students. The face of the question appeared to require a simple one‐sentence answer.
Proficiency Assessment 4
Reading: The data does not tell us about specific standards or that one 6th grade class has had a sub for most of the year.
Math: That the PA4 was given prior to teaching all of the content. Social Studies: The data does not tell us what standards students did not understand.
What are causes for celebration?
Proficiency Assessment 3
Reading:
Many students are consistently making gains. Novices are down. ERQ averages are up in all three grade levels. Students are beginning to show mastery of Standards 5 and 6 (which had previously been areas for improvement).
Math:
There are several ECE students that have increased their overall score, this is huge growth for them. The 8th graders are maintaining a solid performance in the apprentice and proficient levels. This year’s 7th graders are scoring better than last year’s 7th graders. The 6th grade scored over 50% proficient and distinguished on the 4th proficiency test. Science:
6th: Over 44 % of the 6th grade students received a score of a proficient or a distinguished on the test
7th: Eighty‐eight percent of students scored proficient or distinguished. Only 4% of students scored novice on the assessment. 8th: 100% of students scored proficient or distinguished.
Social Studies:
6th: The number of students scoring distinguished increased from 18% to 21%. The scores were higher than last year’s proficiency 3 scores. Scores were higher than 2015 proficiency 1 scores.
7th: Twenty‐nine percent of students scored Proficient or Distinguished, which is more P/D scores than on Proficiency 3 last year.
8th: The number of P & D students increased significantly when compared to the second proficiency.
Proficiency Assessment 4
Reading: Both 7th and 8th grade met the proficiency goals. Overall as a school we project meeting KPREP goals in reading.
Math: We will celebrate the 21.2% of students who met the proficiency goals. Social Studies: 8th grade students have exceed the goal, so we are projecting that we will meet the Social Studies goals on KPREP.
What are the opportunities for improvement?
Proficiency Assessment 3
Reading:
Standard 9 is a definite area of growth, and Standard 8 needs reinforcement. Math:
Opportunities for improvement include more novice reduction and proficient and distinguished. We also need to focus on and hold accountable the students that dropped a performance level from the previous test and make sure they don’t lose ground with their mathematical performance. We need to invite more kids to BLAST and refine strategic groups for WIN and the Wednesday pull out groups. Science:
6th: Students struggled the most with communicating their thoughts on the ERQ. Some students did not answer all parts of the question. Most students missed part C of the ERQ. 7th: More opportunities for remediation after school and during WIN. Students are invited, but the attendance rate for sessions after school is minimal.
8th: Maintain the high performance levels from all students.
Social Studies:
6th: Apprentice scores can be lowered with proficient and distinguished scores increasing
6th: Apprentice scores can be lowered, with proficient and distinguished scores increasing.
7th: There is still a huge opportunity for improvement since 79% of students are still scoring Novice and Apprentice. I am hoping with constant, uninterrupted instruction, students will improve.
8th: The number of novice students continues to be higher than the first proficiency. Constitutional principles must be reviewed.
Proficiency Assessment 4
Reading: Take advantage of double blocking in language arts; refer students to summer BLAST.
Math: Refer students to summer BLAST; refer students to course recovery.
Social Studies: Continue to actively engage students in their learning.
What are the next steps (PDSA/DIPP) and the connection/implication for an updated CSIP and 30 Day Plans?
Proficiency Assessment 3
Reading:
Use focused WIN time for novice reduction (same kids every week), continue teaching standard 9 and emphasizing standard 8 (argument) and standard 6 (point of view). Continue work with student incentives to increase student ownership and engagement (we have had some success with this; we need to maintain this success).
Math:
We will continue to review past content through bell ringers, exit slips, and WIN sessions. We must make sure students attend interventions and apply differentiation strategies to ensure student success. We will use the data to begin planning for class schedules for the 16‐17 school year.
Science:
6th: Give the students different opportunities to communicate their thoughts through writing. Give students the opportunities to practices CER or ERQ. Let students see examples
of exemplary answers and work.
7th: I would like to continue to formatively assess MORE, both more often and more diversely. A lot of times I use the same techniques. I also want to work on encouraging students to track their own learning more. 8th: Teachers are using the strategies outlined in the CSIP. Scores indicate a trend toward achieving the CSIP proficiency score goal.
Social Studies:
6th: Next steps would be stronger interventions and more one on one help/conferencing to further reduce Apprentice scores. Also, extra help given to proficient students to help them reach distinguished scores would be a logical next step. Giving direct instructions and providing students with better problem solving strategies, as well as the reading and comprehension skills needed to find and answer in‐depth questions would be beneficial.
7th: Continuing to use differentiated instruction to help all students reach the next level of proficiency. I have gone back and forth between the two books we have and have included other resources as well (videos, Brain Pop, guided note‐taking, group work). I will continue to do this and find other ways to engage students.
8th: Content will continue to emphasize big ideas with connections to both current events and nice to know content being made to the big ideas. Further, constitutional principles will be retaught.
Proficiency Assessment 4
Reading:
continue to double block language arts in 2016‐17; provide reading intervention during the school day to those with the lowest MAP scores; incorporate reading strategies, close reading and vocabulary development, across content areas. Math: In 2016‐17 students scoring apprentice, proficient, and distinguished will be assigned to a STEAM class with a focus on math. Novice students will be assigned to iLit (reading) or Compass Learning (math) interventions based on their MAP scores.
Social Studies:
Actively engage students in learning; re‐teach standards as necessary.
Middle School Formative Data ‐ MAP
Annual Tracking Tool
Formative Assessments Used for Monitoring Student Progress: MAP
[Results reported as Percentages of Total AT Proficiency or above] Schools should add other subjects to the report as appropriate.
Middle School
Assessment
Fall 2015
Goal
Actual
Goal
Winter 2015
Actual
Goal
Spring 2016
Actual
ELA/Reading Grade 6
MAP
38.5
36.2%
38.5
37.4%
38.5
43.1%
ELA/Reading Grade 7
MAP
38.5
40.8%
38.5
40.7%
38.5
35.5%
ELA/Reading Grade 8
MAP
38.5
32.0%
38.5
30.5%
38.5
36.1%
ELA/Reading ‐ Black
MAP
29.4
25.7%
29.4
24.4%
29.4
18.8%
ELA/Reading ‐ Hispanic
MAP
37.8
39.5%
37.8
45.0%
37.8
38.1%
ELA/Reading ‐ ECE
MAP
33.1
9.0%
33.1
7.4%
33.1
9.6%
ELA/Reading ‐ F/R
MAP
35.7
28.5%
35.7
32.7%
35.7
35.7%
Mathematics Grade 6
MAP
32.7
22.8%
32.7
16.3%
32.7
26.8%
Mathematics Grade 7
MAP
32.7
24.8%
32.7
21.4%
32.7
27.7%
Mathematics Grade 8
MAP
32.7
22.9%
32.7
24.2%
32.7
20.9%
Mathematics ‐ Black
MAP
27.8
18.8%
27.8
14.0%
27.8
11.9%
Mathematics ‐ Hispanic
MAP
29.3
23.3%
29.3
14.3%
29.3
19.4%
Mathematics ‐ ECE
MAP
29.6
5.5%
29.6
3.9%
29.6
10.0%
Mathematics ‐ F/R
MAP
31.4
17.8%
31.4
18.4%
31.4
20.9%
Middle School Formative Data ‐ MAP
Data Questions‐First Quarter
What does the data tell us?
MATH‐ The data tells us that there are 23% proficient in 6th grade math. In 7th grade there are 25% proficient/distinguished. The 8th grade math students scored 23% proficient/distinguished. READING‐ The data tells us that there are 36% proficient/distinguished in 6th grade reading. In 7th grade there are 41% proficient/distinguished. The 8th grade reading students scored 32% proficient/distinguished. What does the data not tell us?
The data does not tell us attendace issues that impact their lack of learning. It does not tell us specifically which questions students got wrong and right. The data does not tell us what students have not yet learned and they scored poorly on. It does not tell us the length of time it took a student to take the test and about the surrounding environment. All grade levels are over 40% for apprentice which makes for a huge opportunity to move forward to proficient. What are causes for celebration?
MATH ‐ There were at least 22% in each grade level that were proficient or distinguished. Reading ‐ The starting points for our MAP scores are another cause for celebration because we are at or close to our delivery target for KPREP this year . What are the opportunities for improvement?
We need to dive deeper into the apprentice students and recognize those that are just a few points away from proficient and develop plans for them to move forward. Focus closely on instruction in WIN classes and altering student schedules to meet their needs in a Tier 3 class. New teachers need to be taught to use the Des Cartes continuum on NWEA to alter lessons accordingly for te regular classroom and for the WIN class. Students need to know their next goal so they know what they are working toward. What are the next steps (PDSA/DIPP) and the connection/implication for an updated CSIP and 30 Day Plans?
Enrichment and differentiation for the apprentice kids that are on the bubble. WIN for those students that have almost met the standards and need a smaller environment to master the standards. Target the number of students that are on the bubble that are needed to help meet the KPREP delivery target, while maintaing those that are already proficient. Plan goal setting conferences and teach students to track their own data to use as a self‐motivator.
Middle School Formative Data ‐ MAP
Data Questions‐Second Quarter
What does the data tell us?
No new data for QR2. Winter MAP data will be reported on QR3.
What does the data not tell us?
What are causes for celebration?
What are the opportunities for improvement?
What are the next steps (PDSA/DIPP) and the connection/implication for an updated CSIP and 30 Day Plans?
Middle School Formative Data ‐ MAP
Data Questions‐Third Quarter
What does the data tell us?
Reading
The data tells us 6th and 7th grade are increasing at a steady rate because the percent proficient has remained close to where it was in the fall. So students are growing to maintain their status. The data tells is the 8th graders are not moving at the same pace as the others because they decreased by a percent and a half. The ECE GAP group is well below the delivery target.
Math
The 6th grade math students took a huge dip in proficiency by not increasing at the rate necessary to maintain their status. The 7th grade took a slight decrease, while the 8th graders increased proficiency. All GAP groups are well below the delivery target. What does the data not tell us?
Reading
The data does not tell us the huge gains some students made on the test, but still did not move to the next level. It also does not tell us the number of kids that were only a point or two from the next level. The data does not tell us the length of time it takes the students to take the test and the effort they put into it. All of these outstanding factors play a role in the testing environment. Math
The data does not tell us the huge gains some students made on the test, but still did not move to the next level. It also does not tell us the number of kids that were only a point or two from the next level. The data does not tell us how much effort students put into the test and if they use their scratch paper and calculator to assist them. What are causes for celebration?
Causes for celebration are 7th grade reading is above the delivery target. Hispanic students are above the delivery target in reading also. Students are growing to maintain their status, but not enough to catch up to grade level to where they need to be. All students, however, had a goal setting conference prior to testing in which they reflected on all of their assessment scores and set a goal for the MAP test in each subject. All students were very motivated when they took the test because of this, wanting to know if they met their goal or not. Many students were even wanting to take it again to have another chance to meet their goal. We were very proud of their efforts. Overall, all students gave their best effort.
What are the opportunities for improvement?
There are many opportunities for improvement. Testing environments can always be better. As students finish the test while others are still working, students have work to do, but many times they are still distracted easily and disrupted. What are the next steps (PDSA/DIPP) and the connection/implication for an updated CSIP and 30 Day Plans?
Next steps are to keep the environment more controlled after testing so all students have the opportunity to test without disruptions. Continuing the goal setting conferences will also take place and help guide students to do their best.
Middle School Formative Data ‐ MAP
Data Questions‐Fourth Quarter
What does the data tell us?
Math
The data tells us we are above 20% P/D in math in every grade. The 6th grade had 26.8%, 7th grade 27.7%, and the 8th grade had 20.9% scoring P/D on the spring MAP assessment. The 6th and 7th grades had a large increase in proficiency from the winter to spring MAP assessment. We are reducing novices!
Reading
The data tells us we are meeting our delivery target in 6th grade reading. Not only have we had a large increase in P/D for 6th grade reading, but also in 8th grade reading proficiency from the winter. We are reducing novices! What does the data not tell us?
The data does not tell us that while we are still not meeting our delivery targets (in all but 6th grade reading), we are having huge gains in student scores. Students are jumping 7 or 10 points, but still not moving to the next performance level. The data does not exhibit this success. The data also does not tell about the testing environment and motivation behind students’ hard work. The data does not tell us that the ECE students receiving accommodations received them for the reading (reader) and math (calculator) test.
What are causes for celebration?
Students are really buying into the importance of the test and doing their best. They took their time and wanted to be sure they were in the environment to do their best. Once again we can celebrate novice reduction and those students that grew, although they did not make it to the next performance level. Many ECE student scores are increasing by double digit numbers which is getting them closer and closer to scoring apprentice. What are the opportunities for improvement?
There is still huge opportunity for improvement. We need to continue to reduce novices and plan to do this by having a laser like focus on students and plan their interventions very strategically. Teachers are taking the opportunities to work with and move kids through WIN, BLAST, and differentiating in the classroom on a daily basis. We also need to continue to work with and push students to maintain their proficient status. What are the next steps (PDSA/DIPP) and the connection/implication for an updated CSIP and 30 Day Plans?
Next steps are to establish invitations to attend Saturday School and to continue to implement closed WIN sessions with students intentionally chosen. We will also continue to flashback content that has been taught all year long as a constant reteaching of what students have learned this year. Data will be used to determine student schedule placement for the fall of the 2016 – 2017 school year so that they are created to fit all academic needs.
On Demand Writing
Annual Tracking Tool
Complete the data table for the respective assessments as new data is received during the school year. Identify any areas to target for intervention and support including any identified gap group students. Copy and paste your targeted intevention plan on this tab after the data questions. 2015‐16 Fall Data
2015 Data (KPREP)
On Demand Writing
Number of Students
% NAPD
KPREP
Actual
Actual
Total School
Novice
Apprentice
Prof/Distinguished
# of stud.
School Instructional Actual
Rubric
2015‐16 Winter Data
% Meeting Benchmark
Goal
Actual
Number of Students
Actual
% Meeting Benchmark
Goal
Actual
2015‐16 Spring Data
Number of Students
Actual
% Meeting Benchmark
Goal
Actual
268
56
131
68
22.0%
0‐4
51.4%
5‐8
9‐11
29
133
110
12‐16
75
20.6%
0‐4
46.0%
5‐8
11
42
43
20
26.7%
39.0%
8.4%
14
3.7%
17
4.5%
38.3%
89
23.2%
110
20.3%
53.3%
145
136
39.0%
73.2%
108
141
39.0%
66.2%
6th Grade
Novice
Apprentice
Prof/Distinguished
26
58
42
33.3%
9‐11
12‐16
39.0%
9.5%
2
1.6%
6
4.3%
36.2%
21
17.1%
44
31.7%
54.3%
62
38
39.0%
81.3%
37
52
39.0%
64.0%
7th Grade
0‐4
5‐8
9‐11
12‐16
9
51
36
21
39.0%
7.6%
8
7.0%
4
4.0%
43.6%
44
38.6%
43
40.6%
48.7%
38
24
39.0%
54.4%
29
25
39.0%
53.5%
8th Grade
Novice
Apprentice
Prof/Distinguished
30
73
26
23.3%
0‐4
56.6%
5‐8
20.2%
9‐11
9
37
44
12‐16
44
39.0%
6.7%
4
2.7%
7
5.1%
27.6%
24
16.3%
23
16.9%
65.7%
45
74
39.0
81.0%
42
64
39
78.0%
On Demand Writing
Data Questions‐First Quarter
What does the data tell us?
No data for QR 1.
What does the data not tell us?
NA
What are causes for celebration?
NA
What are the opportunities for improvement?
NA
What are the next steps (PDSA/DIPP) and the connection/implication for an updated CSIP and 30 Day Plans?
NA
On Demand Writing
Data Questions‐Second Quarter
What does the data tell us?
The data tells us that the most of the scores were in the mid‐range for the on‐demands (35 % for the 5‐8 range, 33% for the 9‐11 range). There were not a lot of scores in the lowest range (8% for 0‐4). The remainder (23%) were in the highest range, which was 12‐16.
What does the data not tell us?
It does not tell us which specific things the students struggled with other than a general category. For example, the rubric might have told us that the student scored low in language and conventions. However, that could have included grammar, mechanics, word choice, and tone.
What are causes for celebration?
A cause for celebration is that we had the least amount of students in the lowest range (8%). What are the opportunities for improvement?
We can improve by getting more students to the highest range. Teachers can do this by working on purpose/focus, idea development, structure such as transition words, and grammar. What are the next steps (PDSA/DIPP) and the connection/implication for an updated CSIP and 30 Day Plans?
The next step would be for teachers to go over the skills with their students. In addition, each student needs to look over the scored rubric so he or she knows the areas to work on.
On Demand Writing
Data Questions‐Third Quarter relative to intervention work
What does the data tell us?
No new data for QR3. Both the winter and spring on‐demand writing data will be on QR4.
What does the data not tell us?
What are causes for celebration?
What are the opportunities for improvement?
What are the next steps (PDSA/DIPP) and the connection/implication for an updated CSIP and 30 Day Plans?
On Demand Writing
Data Questions‐Fourth Quarter relative to intervention work
What does the data tell us?
Winter:
The data tells us that there has been school‐wide growth with writing. Every grade level improved their average, most by 2 points.
Spring:
School‐wide, we have maintained the percent of students performing at the P/D level (on a school‐developed rubric). We have seen an increase of 13 points in the % of P/D students. What does the data not tell us?
Winter:
The data does not tell us the baseline for students who came later in the year. It is difficult to determine the growth for these students. Also since Ms. Esler and Mr. Barnett’s students were split before this WPA it is more difficult to determine a particular class growth. In addition, Ms. Parker took some of Ms. Smith’s previous students so that particular class growth was harder to determine.
Spring:
Student improvement in each individual mode (Each writing proficiency assessment is on a different mode, so overall writing growth analysis is possible, but not within modes).
What are causes for celebration?
Winter:
The fact that most grade levels grew by 2 points is significant. For example, Hamilton’s classes went from 8.2 to 10.4. Shelby’s classes went from 9.6 to 11.6. Esler’s classes increased from 8.8 to 10.6. Repp’s classes increased from 8.7 to 10.8. Howard’s classes improved from 10.5 to 12. Smith’s scores increased across all grade levels.
Spring:
Students showed growth from the fall even though the 3rd writing proficiency was passage‐based and argumentative (more complex and lengthy than the 2nd writing proficiency, which was stand‐alone and informational).
What are the opportunities for improvement?
Winter:
Students need to be stronger with citing evidence and explaining their evidence across all grade levels. They also need to use more transition words.
Spring:
Student growth on passage‐based writing proficiencies. Students were not able to maintain the high levels of performance they showed on the stand‐
alone proficiency.
What are the next steps (PDSA/DIPP) and the connection/implication for an updated CSIP and 30 Day Plans?
Winter:
The next steps will be working with students on the correct way to cite evidence, how to explain textual evidence, and how to use transition words.
Spring:
Next steps are to maintain the use of on‐demand writing as a proficiency of writing instruction. Implications for next year include increased opportunities for students to create lengthy written pieces based on passages/text.
Extended Learning Plan ‐ BLAST
After reviewing the relevant data from the formative assessment tabs, devise an appropriate intervention plan to target the needs identified in the academic data review. Copy and paste that plan into the space below. Devise a manner by which you MONITOR the success of the intervention plan by tracking data, successful transitions, etc.
Include those data tables and the subsequent analysis here, as well.
Knight Middle School – Extended Learning 2015‐2016
Bobcats Learning After School Time
Principal: Cathy Gibbs
BLAST Coordinators: Jennifer Connell and Christen Priefer
Days: Monday, Thursday
Time: 2:30 – 4:00
Mission Statement:
The mission of Knight Middle School is to provide a student‐centered community of excellence that creates a safe environment where the needs of the whole child are met. At Knight Middle School, We Believe:
• that the purpose of education is to produce students who are lifelong learners and productive members of society.
• in teaching the whole child which includes the core academic program, the arts program, making real‐life connections, and meeting the developmental needs of students.
• in being student‐centered where all classrooms are active, engaging, and culturally responsive to all learners.
• in setting high expectations because students will rise to meet those expectations.
• that it is our responsibility to provide both a safe physical environment and a safe learning environment for every student.
• in providing voice for all stakeholders in decision making.
• in respect of self, school, and community.
How will this program ensure student mastery of the standards and/or increase CCR?
This program will ensure student mastery of the standards as well as CCR by promoting learning in differentiated ways. Students will apply both common core and college and career ready standards by demonstrating knowledge through a different lens. Students will be progress monitored via a variety of data sources (behavior dashboard, proficiency exams, TEAM notes, MAP test data, iLit data, Compass Learning data and teacher observations) to ensure mastery. Teachers will adjust plans based on student needs. Feedback from teachers and students will shape student learning.
How will you target students to participate in this program? How will you promote/encourage student attendance?
This program is being promoted through teacher talk, flyers throughout the building, Knight’s Facebook page and Twitter. Students are being encouraged to attend the program by allowing them choice of courses, offering a third meal, and transportation. Students will sign up for courses that interest them. In addition, Knight will target students that are in the bottom 50th PR for Reading and Math on KPREP and individually invite them to participate. How will you communicate to parents about the program and student progress?
The program is being communicated to parents through social media, letters sent home, open house, OneCall, and email. Student progress will be communicated and celebrated at the end of each session.
Progress Monitoring:
• Data will be entered into Infinite Campus by Connell/Priefer. • Teachers will report student progress to Connell/Priefer through culminating activity
BLAST (Bobcats Learning After School Time) ‐ Extended Learning
Annual Tracking Tool
For students attending Extended Learning ‐progress will be tracked throughout the program. Middle School
BLAST 1 9/28/15‐
11/5/15
BLAST 2 11/9/15‐
12/17/15 Number of Students
Number
Hours
Imp. Goal
% Imp. Hours
BLAST 3 1/20/16‐3/10/16 Imp. Goal
% Imp.
Number
Hours
Imp. Goal
% Imp.
BLAST
ELA
6th Grade
18
72
100
100
28
139
100
100
15
93
100
100
7th Grade
11
42
100
100
19
81
100
100
19
115
100
100
8th Grade
12
67
100
100
16
46
100
100
27
94
100
100
Total School
41
181
100
100
63
266
100
100
61
302
100
100
Math
6th Grade
9
37
100
100
0
0
100
NA
10
22
100
100
7th Grade
3
9
100
100
0
0
100
NA
9
64
100
100
8th Grade
12
67
100
100
0
0
100
NA
7
62
100
100
Total School
41
181
100
100
0
0
100
NA
26
148
100
100
6th Grade
3
12
100
100
3
9
100
100
0
0
100
NA
7th Grade
7
19
100
100
3
9
100
100
0
0
100
NA
8th Grade
1
5
100
100
0
0
100
NA
0
0
100
NA
Total School
11
36
100
100
6
18
100
100
0
0
100
NA
Science
BLAST 4 3/21/16‐5/19/16 Number of Students
Hours
Imp. Goal
% Imp.
ELA
6th Grade
35
234
100
100
7th Grade
35
391
100
100
8th Grade
30
167
100
100
Total School
100
792
100
100
6th Grade
8
48
100
100
7th Grade
12
90
100
100
8th Grade
2
27
100
100
Total School
22
165
100
100
Math
BLAST ‐ Extended Learning
Data Questions‐First Quarter
What does the data tell us?
no data for QR1
What does the data not tell us?
NA
What are causes for celebration?
NA
What are the opportunities for improvement?
NA
What are the next steps (PDSA/DIPP) and the connection/implication for an updated CSIP and 30 Day Plans?
NA
BLAST ‐ Extended Learning
Data Questions‐Second Quarter
What does the data tell us?
The data tells us that 100% of the students who stayed for BLAST made improvements in Reading, Writing, Math and/or Science. 47 students regularly attended a 6 weeks session, which yielded 267 extra service hours in the areas of Reading, Writing, Math and/or Science. What does the data not tell us?
The data does not tell us that fewer session choices were available, which reduced the number of students who attended. Students and staff new to the school were
unsure of the program and the expectations which also led to fewer students. What are causes for celebration?
47 students attended the 1st session regularly and made progress toward 1 or more standards. All students had the opportunity to eat a 3rd meal at school and were provided transportation, if necessary. Students created a culminating project, which was then displayed for a BLAST celebration. What are the opportunities for improvement?
Recruitment of students and teachers to provide a variety of differentiated sessions for students
What are the next steps (PDSA/DIPP) and the connection/implication for an updated CSIP and 30 Day Plans?
Teachers need to create Pre and Post assessments for each session. Offer structured planning time for the teachers who are teaching a session. BLAST ‐ Extended Learning
Data Questions‐Third Quarter
What does the data tell us?
The data tells us that 100% of the students that stayed made progress toward specific standards that were identified. It also tells us that more students stayed for ELA based classes and therefore more hours were spent in that area. We had 46 students that regularly attended BLAST which yielded 284 hours of extra service in the area of ELA and Science. What does the data not tell us?
The data does not tell us why some students did not regularly attend. It does not tell us that Math choices were not offered during this session. What are causes for celebration?
46 students attended the 2nd session regularly and made progress in one or more area. All students were given the opportunity to have a 3rd meal, and were provided transportation home. A culminating project was completed in every area that the student attended. What are the opportunities for improvement?
• Pre and Post assessments need to be tracked more accurately and uniformly • Provide a more diverse schedule to include Math opportunities
• Provide teacher planning time
• Recruit more students What are the next steps (PDSA/DIPP) and the connection/implication for an updated CSIP and 30 Day Plans?
Continue to offer a variety of after school opportunities for students in BLAST. Begin to track Pre‐and Post‐assessments more accurately and more uniformly.
BLAST ‐ Extended Learning
Data Questions‐Fourth Quarter
What does the data tell us?
BLAST – Session 3
The data tells us that 100% of students that attended BLAST made progress toward targeted standards. It also states that we obtained 148 extra services hours in Math this session, which we did not have in session 2. The data also tells us we had 56 students attend regularly. In total we had 450 of extra service in the area of ELA and Math. BLAST – Session 4
The data tells us that we had more students attend BLAST. Students also received more hours during this session focusing on standards after school than any other previous session. The data also tells us that 100% the students maintained or increased toward proficiency on the standards targeted. What does the data not tell us?
BLAST – Session 3
The data does not tell us that we had snow days that and parent teacher conferences, which in total was 5 days that we missed for after school services. It also doesn’t show that some students only attended Math sessions but the majority attended both Math and ELA. BLAST – Session 4
The data does not tell us why more students attended. The data does not tell us that some students only attended Math sessions or only ELA sessions. The data does not tell us that certain students were targeted for Math session, with the exception of one Math session, to help increase their proficiency rate. What are causes for celebration?
BLAST – Session 3
We provided more hours of extra service in this session than any other session thus far. We added Math extra service which was missing in session 2. Teacher use of planning time was beneficial and successful for the teachers and students. Teachers used pre and post assessment this session. BLAST – Session 4
More hours were serviced to more students after school than any previous BLAST session. Students that were targeted for Math BLAST gained more one to one attention focusing on standards that not been mastered. Personal invitations/calls from teachers increased attendance in targeted areas. What are the opportunities for improvement?
BLAST – Session 3
Provide more of a variety of Math sessions for students. Continue ironing out the specifics for pre and post assessments. Offer a variety of sessions to interest students.
BLAST – Session 4
Providing students with a variety of sessions that will interest the students. Target students in areas where specific standards can be addressed. These targeted students need to be started in BLAST as soon as possible to increase proficiency. What are the next steps (PDSA/DIPP) and the connection/implication for an updated CSIP and 30 Day Plans?
BLAST – Session 3
Continue to offer a variety of class choices in BLAST and recruit students.
BLAST – Session 4
Summer BLAST will begin July 18th – July 29th, using funding from different sources. BLAST for the 2016‐2017 school year is pending based on funding needs. If/When funding is obtained, start the targeted students early to increase proficiency. Tier 3 Intervention Plan ‐ iLit Reading
After reviewing the relevant data from the formative assessment tabs, devise an appropriate intervention plan to target the needs identified in the academic data review. Copy and paste that plan into the space below. Devise a manner by which you MONITOR the success of the intervention plan by tracking data, successful transitions, etc.
Include those data tables and the subsequent analysis here, as well.
Reading Intervention – iLit
Based on Proficiency data from 2014‐15, MAP data from Spring and Fall 2015, and KPREP data from 2014 and 15 students were assigned to iLit – Inspire Literacy for Struggling Readers as a Tier 3 intervention. During this intervention period, students are working on reading comprehension skills, vocabulary, and writing which is taught blended between teacher and through an iPad. Students also have independent reading time daily. Students attend this 50‐minute class daily during one of their Unified Arts periods. There is a maximum of 12 students per class.
iLit is a tablet based reading intervention designed for students in grades 4‐10. Components include Reading comprehension, listening comprehension, vocabulary and writing. Students, using their iPads, participate in whole class instruction as well as independent reading. GRADE is administered 3 times a year to track student progress.
Tier 3 Intervention Data ‐ iLit Reading
The iLit Reading class is part of the Unified Arts schedule. Students are scheduled primarily based on their MAP scores. QR1 note, after a review of KPREP scores and Fall MAP scores, many iLit intervention schedule changes were made. The new data basically establishes new baseline data for these classes. The iLit GRADE Assessment will be given again in January 2015.
Assessment
Q1
N = number in course Goal ‐ %P/D
MAP
Q2
Actual %P/D
Q3
Goal ‐ %P/D
Actual %P/D
Fall 2015
Goal ‐ %P/D
Q4
Actual %P/D
Goal ‐ Actual %P/D
%P/D
Winter 2016
Grade 6 (N=36)
38.50%
13.90%
38.50%
0%
38.50%
3.30%
Grade 7 (N=30)
38.50%
16.70%
38.50%
0.00%
38.50%
4.20%
Grade 8 (N=26)
38.50%
3.80%
38.50%
0%
38.50%
0%
Proficiency Assessments
RPA1
Goal RPA2
Actual Spring 2016
RPA3
RPA4
Goal
Actual
Goal
Actual
Goal
Actual
Grade 6 38.50%
18.40%
38.50%
10.80%
38.50%
10.00%
38.50%
10.0%
Grade 7 38.50%
9.70%
38.50%
11%
38.50%
8.30%
38.50%
4.20%
6.70%
38.50%
0%
38.50%
0.00%
38.50%
11.8%
Grade 8 38.50%
Students in iLit first semester
Baseline for students in iLIT 2nd semester
Grade Level Equivalent
Grade Level Equivalent
Grade Level Equivalent
Grade Level Equivalent
GRADE
Goal Actual
Goal
Actual
Goal
Actual
Goal Actual
Grade 6
6.2
4.23 6.5
25.90%
6.5
0.00%
6.8
0.00%
Grade 7
7.2
4.34 7.5
13%
7.5
4.00%
7.8
4.20%
Grade 8
8.2
4.22 8.5
0%
8.5
0%
8.8
5.60%
Reading Intervention ‐ iLit
Data Questions‐First Quarter
What does the data tell us?
The data tells us there are several misplaced students in the class. This is due to the larger number of already proficient students in the class being proficient on the MAP test. It also tells us that all students are on average reading around the same grade level, they are all at 4th grade after two or three
months according to the GRADE assessment. The GRADE data tells us that the 8th graders are behind more than any other grade by about 4 grade levels. What does the data not tell us?
The data is not broken down according to each individual student, which makes it difficult to analyze individual needs, strengths, and weaknesses. It also does not tell us the outliers and why they may be. What are causes for celebration?
There are students who are using the reading strategies in their own reading. Some students now have an excitement for reading as well. There is a student who said that she didn’t like reading until this class. Another cause for celebration is that they are in a regularity of reading. Kids in the classa are reading more now than ever before. Students were able to exit based on their data and this made room for more students in need to enter.
What are the opportunities for improvement?
Assessments need to be improved in this class. Supplementing assessments would lead to better differentiation to target specific student needs and allow students more time to practivce what skills they lack most.
What are the next steps (PDSA/DIPP) and the connection/implication for an updated CSIP and 30 Day Plans?
Develop a specific assessment plan to gather a variety of data points for students to demonstrate mastery of strategies. Change student schedules according to GRADE and MAP data.
Reading Intervention ‐ iLit
Data Questions‐Second Quarter
What does the data tell us?
• The data tells us that we did not meet the set goal and still have a lot of work to do to get these students to proficient and distinguished. What does the data not tell us?
• The data does not tell us that we still have students moving in and out of the class during the first semester. There were students that were placed into iLit as a “holding place” until they could be moved to a more appropriate class. Some students moved out of an iLit class because they asked and then were placed back in based on the fall MAP scores. • The data does not tell us that there students receiving ECE services in reading that are placed in these classes.
• The data does not tell us that the afternoon classes are over populated and the morning classes are under on the number of students. • The data does not tell us if students made progress to move from novice to apprentice.
What are causes for celebration?
• The actual percentage increased from the first quarter to the second quarter in the 6th and 8th grade students, per the data, and 6th grade almost reached the halfway mark of the targeted goal. • Students are improving in classwork by developing vocabulary skills and sentence structure. What are the opportunities for improvement?
• Continue to teach and present new rigorous information to help students to achieve/surpass the goal of reading and writing on grade level. What are the next steps (PDSA/DIPP) and the connection/implication for an updated CSIP and 30 Day Plans?
• I feel like we still need to be working on the next step that was discussed on the earlier quarterly report. The implementation of requiring students to stay in the class for a semester would be the next step. We need to get the correct students into the class and leave them there for at least a semester. Reading Intervention ‐ iLit
Data Questions‐Third Quarter
What does the data tell us?
The data tells us the correct students are finally in my class. If any students had been proficient or distinguished on the MAP test they would have been moved from my class at midterm. The data also tells us that we are making progress as a school. Even the lowest 6th and 7th grade readers that were placed into my class were near 11% on the RPA2.
What does the data not tell us?
The data does not tell us that of the 115 students that I tested with the GRADE test at mid‐term, only 28 students were in my class before semester break and remained after. What are causes for celebration?
The causes for celebration are that RPA2 for both the 6th and 7th grades are near 11% for the students that I currently have in class. What are the opportunities for improvement?
The opportunities for improvement include making the ongoing class changes based on the MAP test in the same manner that it was accomplished this quarter. If we are able to keep the correct students in the class instead of moving them in and out, the class will be more successful. Students that are receiving ECE accommodations in reading need to be individually considered for their placement in the class. Many do not benefit to the same extent as the other students. What are the next steps (PDSA/DIPP) and the connection/implication for an updated CSIP and 30 Day Plans?
Develop a plan to keep the correct students in the class and make adjustments in a timely manner.
Reading Intervention ‐ iLit
Data Questions‐Fourth Quarter
What does the data tell us?
The data tells us that we have identified the students that need to be in this class. It also tells us that we still have a lot of work to move them to proficient
and distinguished. What does the data not tell us?
The data does not tell that that the classes were completely reset in January. The number of students significantly increased in most of the classes. I had one class that had a high number of ECE students that have to be changed again at the beginning of term 5. I struggled with behavior in my seventh period class. During the Grade test, student behavior side tracked the test in that class. What are causes for celebration?
I feel that the ability to react to the MAP data and efficiently move the correct students into and out of the intervention class has greatly improved. I had at least some proficient and distinguished in several different areas (MAP 6thand 7th, RPA 3 6th, RPA4 6th and 8th, GRADE 7th and 8th). What are the opportunities for improvement?
I think that I can improve the way that I deliver the content. I plan to make anchor charts over the summer. I feel like the students that we are identifying at this point need more scaffolding and support than iLit is providing. I have been trying to address language mechanic and writing issues on an individual and small group basis. I want to add additional information for the whole group. I might also try to use the ilit model for small reading groups during the free read time at class opening. This could improve engagement. What are the next steps (PDSA/DIPP) and the connection/implication for an updated CSIP and 30 Day Plans?
In an ideal world, I would like to see two different levels of reading intervention. I had several ECE students in my class this year and many more that I would call unidentified ECE students. ILit is really difficult for these students. The writing aspects can be frustrating and the student spends a lot of time “fighting the program.” These students would benefit from a class that would move slower and concentrate on the absolute basics. Tier 3 Intervention Plan ‐ Compass Learning Math
After reviewing the relevant data from the formative assessment tabs, devise an appropriate intervention plan to target the needs identified in the academic data review. Copy and paste that plan into the space below. Devise a manner by which you MONITOR the success of the intervention plan by tracking data, successful transitions, etc.
Include those data tables and the subsequent analysis here, as well.
Math Intervention – Compass Learning
Based on Proficiency data from 2014‐15, MAP data from Spring and Fall 2015, and KPREP data from 2014 and 2015 students were assigned to Compass Learning – Math as a Tier 3 intervention. If students needed remediation in both reading and math, they were assigned to a reading class as a priority.
During this intervention period, students are assigned math work based on their MAP score. Students attend this 50‐minute class daily during one of their Unified Arts periods. There is a maximum of 20 students per class. The Instructor collaborates with the RTI coordinator to monitor student data on a weekly basis.
Compass Learning is an intervention program that will help remediate skills and standards that the students need assistance with. Compass Learning will create individual learning paths for students based upon their RIT band in math on the benchmark MAP assessment.
Tier 3 Intervention Data ‐ Compass Learning Math
The Compass Learning Math class is part of the Unified Arts schedule. Students are scheduled based on their MAP scores. Students in need of both Reading and Math are assigned to Reading Intervention as a priority. For QR 1, after a review of KPREP scores and Fall MAP scores, many Compass Learning ‐ Math intervenion schedule changes were made. The new data basically establishes new baseline data for these classes. Assessment
Quarterly Report 1
Goal % P/D
MAP
Actual
Fall 2015
Quarterly Report 2
Goal
Actual
Quarterly Report 3
Goal
Actual
Winter 2016
Quarterly Report 4
Goal
Actual
Spring 2016
Grade 6
32.7
16.7%
32.7
0%
32.7
5.3%
Grade 7
32.7
4.8%
32.7
0%
32.7
0%
Grade 8
32.7
2.0%
32.7
0%
32.7
2.4%
Proficiency Assessments
MPA1
MPA2
MPA3
MPA4
Grade 6
32.7
27.9%
32.7
19.0%
32.7
52.6%
32.7
not given
Grade 7
32.7
14.3%
32.7
6.3%
32.7
6.7%
32.7
0.0%
32.7
2.3%
32.7
15.4%
32.7
11.9%
32.7
not given
Grade 8
Number of CL activities completed 1st Grading Period
% meeting Goal or exceeding goal
2nd Grading Period
Goal
% meeting or exceeding goal
3rd Grading Period Goal
% meeting or exceeding goal
4th Grading Period
Goal
% meeting or exceeding goal
5th Grading Period
6th Grading Period
Goal
% meeting or exceeding goal
Goal
% meeting or exceending goal
Grade 6
32
53.0%
32
21%
25
33.0%
25
67.0%
25
58%
25
37%
Grade 7
32
50.0%
32
41%
25
25.0%
25
47.0%
25
47%
25
7%
Grade 8 32
62.0%
32
34%
25
39.0%
25
66.0%
25
64%
25
33%
Math Intervention ‐ Compass Learning
Data Questions‐First Quarter
What does the data tell us?
The data tells us there were a few 6th graders misplaced and this was recognied once they toolk the MAP assessment. Students are not meeting the number of activities set for them for the grading period. Only half or a little more than that have completed at least 32 activiteis for the grading period (which was 27 days)
What does the data not tell us?
The data does not tell us that there are behavior issues in a specific class that interrupts student growth and learning, some students are reluctant and not ‘buying in’ to the program. It also does not tell us about student absences or school functions that prevent students from using the program. Course schedules have been changed multiple times, and the average number of activities completed has been pulled down because of students entering and exiting the course. Students enrolled in the class did not even begin to use the program until the 4th day of school due to setting beginning of the year expectations.
What are causes for celebration?
Some students are proficient and improving in math so they can be exited from the course. Over half of the students in every grade are completing the number of activities expected per day. Many more students are using headphones and scrap paper than in the past.
What are the opportunities for improvement?
Students need more time on task. Student progress is not reflecting in their grades or MAP assessments. Consistently give feedback in class so students see their progress. Students need to have paper and pencil in front of them at all time in order to encourage them to work the math out to increase understanding and correctness. What are the next steps (PDSA/DIPP) and the connection/implication for an updated CSIP and 30 Day Plans?
To increase time on task, we will encourage students to work at home on their own time. Students will also receive a report from the instructor weekly as to their average percent correct, activities completed, and time on task. Students will also conference with the instructor and set goals. White boards will be available for students to work on as well. Setting up a tracking sheet for students to document as they complete each activity with its score will hopefully motivate them as well. Math Intervention ‐ Compass Learning
Data Questions‐Second Quarter
What does the data tell us?
The data tells us that students are growing based on proficiency data results. This is happening at a faster rate in the 6th grade. It also tells us that 41% or less of the students in each grade level are meeting their activity completion goal for the 2nd grading period, which was 30 days. What does the data not tell us?
The data does not tell us that there were students that had a schedule change to enter the class after the grading period had started. This results in less activities completed for the grading period. It does not tell us of the absent students or students that are pulled during the day for some reason to meet with other adults in the building and are not even in class. It does not tell us specific time on task. There were also 4 students who missed the goal by one or two activities. Some students that had about 20 activities completed spent approximately 40 minutes on each, this prevented them from meeting the goal because they spent more time on each task. Students that got more activities completed than normal, rushed through them and completed the task in significantly less time. The instructor in the class had been absent for approximately half of the grading period and there has not been a consistent sub in the room reinforcing the expectations of class, this lack of consistency has resulted in a huge change in student performance. What are causes for celebration?
Causes for celebration are that some students are really taking their time completing the activities and it shows in their scores. Students are able to demonstrate more of what they have learned in addition to current content on the proficiency test and scores are increasing.
What are the opportunities for improvement?
We need consistency in the classroom and students to be continuing to get the feedback and help they need to be successful. They need to continue to be held to high expectations. This essentially means we need more focused, uninterrupted time on task for students to understand and interact with the program. What are the next steps (PDSA/DIPP) and the connection/implication for an updated CSIP and 30 Day Plans?
Next steps will be to devise a plan to get students back on track. Upon return in January, schedules will be changed and it will be a great time to reinforce expectations with whoever is leading the room. The power is in the students seeing what they accomplish each week, and we need that to continue to happen. Conferencing in the classroom weekly will also help reinforce student goals and give them something to strive for. Math Intervention ‐ Compass Learning
Data Questions‐Third Quarter
What does the data tell us?
The data tells us that there was a consistency in student completion from GP 2 to GP 3. Most students were not completing the number of activities they should have in the time they are given. In GP 4, there is a huge increase in the number of students that completed the number of activities. The data also tells us that by lowering the goal to make it more realistic for the students, more are able to attain it. What does the data not tell us?
The data does not tell us that during GP 3 there was no consistency in the CL classroom and routines, procedures, and expectations were not enforced. This is the main reason the percent of students meeting the goal is still so low. Some students were also moved in and out of the class at this time. The data does not tell us the rosters changed in January and some kids have just begun or are no longer participating in the program. It also does not tell us there were many kids that were very close to the goal. Finally, there are approximately 34 students in CL since January. These students take longer to process and work, therefore, they are not meeting the goal due to this. The data does not account for snow days and bad weather that has added to the high absent rate we already have or lack of student motivation. What are causes for celebration?
Causes of celebration are the increase of students completing the number of activities and quizzes. Systems have been put in place for students to document their progress and keep track of their learning. Communication is also going home weekly to parents so they are aware of what the students are doing. Student attitudes are becoming more positive due to them tracking their learning and the reward system that has been implemented. Increase of consistency with routines and procedures has helped students to know what to expect on a day‐to‐day basis. White boards and calculators are readily available for student use and they are taking advantage of these resources. What are the opportunities for improvement?
Time on task and number of activities completed still needs to be improved. This directly impacts their low quiz scores. Students maximizing their time in class and getting to work right away. Students also need to ask questions if they have them.
What are the next steps (PDSA/DIPP) and the connection/implication for an updated CSIP and 30 Day Plans?
Students will be encouraged to log on to the program after school and on weekends to enhance their mathematic skills. Also, as a class students will be able to see their growth from each week and compete to have the highest quiz scores. Students will have weekly as well as monthly incentives to motivate them to work hard and do their best. Encouraging them to have high quiz scores will force them to complete their entire folder so they can take the quiz!
Math Intervention ‐ Compass Learning
Data Questions‐Fourth Quarter
What does the data tell us?
The data tells us that there was an inconsistency in student completion from GP 5 to GP 6. Most students did not complete the number of activities they should have in the time they are given. In GP 5, the percent that completed the goal number of activities maintained that of GP 4. However, the percentage meeting the goal for GP 6 is very low. What does the data not tell us?
The data does not tell us that the motivation for the kids was to increase their quiz scores. Because of this, students took more time to complete the activities so they could learn what they were doing and then apply it on the quiz. This in turn, increased student overall percentages of correctness on their weekly reports. Percent meeting the goal the last grading period is extremely low due to testing. Students were on a modified schedule for a week and then pulled from class after that to make up tests as needed. This prevented them from working on the program. There were also multiple activities and changes in schedules in the last grading period that altered when kids would go where, which also prevented time on task.
What are causes for celebration?
Causes of celebration are the increase of students completing quizzes which a passing rate. Maintaining consistency with routines and procedures has helped students to know what to expect on a day‐to‐day basis. Students have worked very hard to get their quiz percentages up and earn the reward that is offered to them for this. This has made students really slow down and ask for help as needed because they are motivated by receiving higher scores. They also competed with their activity tracking sheets to ensure they were completed based on the activities and quizzes taken. The kids really responded to this and encouraged them to do their best.
What are the opportunities for improvement?
Time on task and number of activities completed still needs to be improved. Students maximizing their time in class and getting to work right away. Students still need motivation to work. The contests and incentives are helping with this. What are the next steps (PDSA/DIPP) and the connection/implication for an updated CSIP and 30 Day Plans?
What has been implemented since the last quarterly report seems to be working. Students will still be encouraged to log on to the program after school and on weekends to enhance their mathematics skills. Also, as a class students will be able to see their growth from each week and compete to have the highest quiz scores and completely fill out their activity sheet. Students will have weekly as well as monthly incentives to motivate them to work hard and do their best. Encouraging them to have high quiz scores will force them to complete their entire folder so they can take the quiz! In the fall, students will have weekly conferences using the communicator to talk about progress and set goals for the next week. Behavior Interventions: Plan and Data Tracking
School:
Principal: Knight Middle School
Cathy Gibbs
ILT Members: Gibbs, Bale, Petters, Day, Howard, Cheek, Napper, Connell, Priefer, Wagner, Grindon, Holt, Ryan, Jeffreys, Levites, Repp, Allen, Shelby, McGovern, Smith, McCown, Todd, Stacy
The following tabs in orange all relate to non‐cognitive data points. There are two tabs for data entry this area including attendance, and persistence to graduation. Once instructional teams enter and review the data, return to this tab and record the SMART goals for each of the three areas. Remember that SMART goals ask you to set goals that adhere to the following:
SMART Goals S=Specific M=Measureable A=Action Oriented R=Realistic T=Time Sensitive
Behavior Intervention SMART Goal: (Sample could be reduce out of school suspensions for all males)
By June 2016 the number of days of suspension for all students will decrease by 40% from 2014‐15 to 2015‐16 which is 330 days to 198 days. Transition Room Release Plan (Suspension)
Knight Middle School
Students entering Knight Middle School from suspension will spend one unified arts (UA) class in the transition room to allow for academic and social skills training through Edgenuity. This will help ensure the student’s academic and social success. The program will be a single level process based on the completion of the Edgenuity program assigned. The program by seat time should take five (5) academic days to complete. The student will be released back to their regular schedule upon completion of the course. The missed UA coursework will be replaced with the student’s Edgenuity grade. Make‐up may not be assigned by the UA teacher for missed class time.
Coursework:
Unit 1: Taking Control of My Academic Success
Lesson 1: Understanding Motivation
Lesson 2: Evaluating My Study Habits Lesson 3: Understanding My Learning Style
Lesson 4: Taking Proactive Steps to Succeed
Lesson 5: Setting Academic Goals
Unit 2: Strategies for Academic Success Lesson 1: Utilizing a Calendar
Lesson 2: Applying Critical Thinking Skills
Grading:
Quiz: 70%
Assignments: 30%
Total: 100% Behavior Intervention Tracking Tool
Be specific as to targeted group and intended intervention. You may alter the data table to fit your specific plan but continuous monitoring of data at least every six weeks is essential.
Identified Group and Issue
Suspension Days
Behavior Intervention
1st Semester
1st Grading Period
8/12/15‐10/6/15
Goal
Actual
2nd Grading Period
10/7/15‐11/6/15
Goal
Actual
2nd Semester
3rd Grading Period
11/9/15‐12/18/15
Goal
Actual
4th Grading Period
1/4/16‐2/19/16
Goal
Actual
5th Grading Period
2/22/16‐4/1/16
Goal
Actual
6th Grading Period
4/11/16‐5/25/16
Goal
Actual
Teaching Replacement Behaviors
10
17
48
27
88
58
121
67
154
123
198
162
Data Questions‐First Quarter
What does the data tell us?
As of school day 36 for the 2015‐2016 school year, we have reduced suspension days 51%. This is compared to school day 36 from the first quarter of the school year last year.
What does the data not tell us?
The data doesn’t tell us patterns yet. This is news of improvement. It is not showing us repeat offenders for this school year yet. We will wait to determine, through the data, who those students will be and then apply interventions and behavioral reteaching where needed. What are causes for celebration?
A reduction of 51% of our suspension days is cause for celebration.We have also had a reduction in actual suspension incidents as well.
What are the opportunities for improvement?
Our opportunities are always ti teach our students more behavioral instructions, social skills training, and coping strategies when they find themselves in ill social situations.
What are the next steps (PDSA/DIPP) and the connection/implication for an updated CSIP and 30 Day Plans?
Continue our behavioral reteaching, behavioral interventions, peer mediation opportunities, school counselor needs, and our weekly behavior meeting where we analyze data and create next steps. Behavior Intervention Tracking Tool
Data Questions‐Second Quarter
What does the data tell us?
The data tells us that last school year (2014‐2015) we had 76 days of suspension at the end of the second grading period. This year (2015‐2016) we have had 27 days of suspension. That is a 65% reduction so far this school year.
What does the data not tell us?
The data doesn’t tell us who our patterned students with misbehavior are. What are causes for celebration?
The supports, teams, interventions, and reteaching efforts we put in place last year seem to still prove effective into this school year. We will continue to evaluate our efforts as we look at data each grading period.
What are the opportunities for improvement?
We need to dive into the data and look at patterned students to create individual supports as needed.
What are the next steps (PDSA/DIPP) and the connection/implication for an updated CSIP and 30 Day Plans?
We need to dive into the data and look at patterned students to create individual supports as needed. We need to continue to follow the behavior expectations and procedures outlined in the CSIP.
Behavior Intervention Tracking Tool
Data Questions‐Third Quarter
What does the data tell us?
3rd Grading Period: For the 3rd grading period (as of school day 84) we have 58 suspension days this school year. This is compared to 135 days last school year at this same time.
4th Grading Period: Suspensions continue to be down as compared to last year. As of school day 110, the end of the 4th grading period, we have 67 suspension days this year. Last year we had 202 suspensions days. That is a decrease of 67%. Our goal for this year is a reduction of 40%. We are well on our way to meeting our goal.
What does the data not tell us?
3rd Grading Period: The data doesn’t tell us our repeat offenders this school year. We will look further into that now that the school year is further along.
4th Grading Period: This year’s data does not tell us that we reduced suspensions overall last year (as compared to the 13‐14 school year) by 54%. So, the reduction this year is even more successful based on a huge reduction from last school year!
What are causes for celebration?
3rd Grading Period: That is a suspension reduction rate of 58% this school year. It is even more exciting when we remember that we reduced overall days of suspension throughout last school year by 54%. So, we have continued to reduce this year after a dramatic reduction last year. This further confirms that our interventions and supports in place are working for our staff and students.
4th Grading Period: Reduction in suspension days, reduction in needed SRT calls, and reduction of certain behaviors i.e. fighting and drugs.
What are the opportunities for improvement?
3rd Grading Period: Throughout this grading period we were watching our bus suspensions (they are on the rise from last school year.) We have developed a plan to reduce these. Our PBIS and SRT teams have developed expectations to be taught to the whole student body as well as brainstormed a reward system that could be used in the future if needed.
4th Grading Period: Continued focus on specific plans/interventions for students and teachers who have growth areas.
What are the next steps (PDSA/DIPP) and the connection/implication for an updated CSIP and 30 Day Plans?
3rd Grading Period: Monitoring the bus suspensions and continued efforts with our interventions and behavioral supports throughout the building.
4th Grading Period: Continuation in current efforts as they seem to be effective.
Behavior Intervention Tracking Tool
Data Questions‐Fourth Quarter
What does the data tell us?
5th Grading Period:
Our suspension data (as of day 143) and at the end of this current 5th grading period tells us that we have had 123 suspensions days this school year. This is compared to 256 suspensions days this same time last school year. That is a reduction of 52% from last school year (as of day 143).
6th Grading Period:
The data tells us we have had 162 suspension days for this current school year. Last year we had 330 days. That is an overall reduction of 51% from last school year!
What does the data not tell us?
5th Grading Period:
The data does not tell us our repeat offenders. However, we have looked at that data and have interventions in place for those students who have had multiple suspendible offenses.
6th Grading Period:
This specific data set doesn’t tell us our repeat offenders for suspendible offenses. However, our SRT team and administration meet weekly to review student needs and our referral data. We have set systems and interventions in place for repeat offenders. What are causes for celebration?
5th Grading Period:
Our suspension data has been reducing consistently for the last 2 school years. Last year we had an overall reduction of 54% as compared to the school year before that. We had a school goal last year of 50% reduction in suspension days. We clearly met and exceeded that goal. This year our goal was a reduction of another 40% and we are clearly meeting and exceeding that goal (current reduction of 52%).
6th Grading Period:
We met our goal for this school year. Our goal was to reduce overall suspension days 40% from last school year. We have met and exceeded that goal. Last year we had 330 day. This year we had 162 days. That is a 51% reduction!
What are the opportunities for improvement?
5th Grading Period:
We did not have concerns regarding our disproportionality last year. However, this year this is a piece of data we are observing closely. Our weekly behavior meeting and SRT discussions look at the data and discuss interventions and needs to address this concern(s).
6th Grading Period:
Last school year (2014‐2015) we did not struggle with disproportionality as related to suspension data. This year, the latter half of the current school year, we have been monitoring this. This is an area of focus for next year as we start out the year.
What are the next steps (PDSA/DIPP) and the connection/implication for an updated CSIP and 30 Day Plans?
5th Grading Period:
Continue current plan and interventions
6th Grading Period:
We will continue with the systems we have in place that appear to be successful for our students and staff. We will continue with our overall school behavior system, our interventions for re teaching expectations and social skills, when needed, our weekly monitoring of our data, and the use of transition room for Credit Recovery and social skills training, as needed. These systems seem to be successful for the culture and success of Knight Middle School.