Southeast Region Data Presentation First 20 Day Report 2011-12

Charjean Since 1950

Charjean Since 1950 GROW THINK LEARN

Southeast Region Data PresentationFirst 20 Day Report 2011-12

Memphis’ Premier Elementary School

SCHOOL DEMOGRAPHICS

Current Enrollment -394

Special Education PopulationSpeech –9CLUE- 12

Resource – 26Self Contained - 0

Ethnicity/Race- African-American – 306

- Hispanic – 105- White – 0- Asian – 0

- American Indian - 0

Special Education Population

- 47

TCAP –Alt (Portfolios) -2

Membership 1 Students- 184

ELL- 126

DEMOGRAPHICS 20 Day Period OAG 2+ Years SPED Count Students 5+ ABS ELL Count

1 20 45 1 1092 20 45 5 1093 11 47 26 117456789

Attendance

20 Day Report

96.8

93.4 94

Suspensions

20 Day Report

2 3 3

Referrals 20 Day Report

9 9 6 6 12 10

Expulsions

20 Day Report

0 0 0

Fights 20 Day Report

0 0 0

1 2 3 4 5 6 7 8 9

ATTENDANCE & BEHAVIOR

ACADEMIC REPORTMath

-What’s working-What’s not working

Reading / Language Arts -What’s working -What’s not working

Student Attendance -What’s working -What’s not working

Teacher Attendance -What’s working -What’s not working

Referrals -What’s working -What’s not working

IncidentsInterventions-What’s working-What’s not working

Over Age for Grade-What’s working-What’s not working

MATH

What’s working 1. Team Planning Meetings 2. Meeting the Stanford Math 90 Minute Expectation 3. Implementation of Calendar Math 4. Weekly assessments in TCAP format

What’s not working -Based on data1. Effective Data Analysis2. Quadrant D Math Instruction3. Small Group Instruction4. Knowledge of the math series5. Percent Correct First Attempt in Stanford Math

Grade 3 Data Analysis Mastery

Formative Assessment C

Stewart Lambert Smith Taylor0

10

20

30

40

50

6053% (10)

39% (7) 39% (7)44% (7)

The Self-Directed Improvement System™ SDIS™ | Action Plan

Data

Execute

Proficiency Target-60%

Feedback

Strategy

Baseline Assessments

Formative Assessment CThird Grade MathArea: Data Analysis

Data AnalysisMastery 42% (31) Non

58%(43)Hispanic 48% (10)

Black 42% (21)Number Tested -74(53-B

21-H)Mastery

Stewart 42% (8) H= 100% (2)Lambert 22% (4) H= 25% (3)Smith 39% (7)Taylor 13% (2) H= 31% (5)* Data Analysis is a significant problem in grade 3*Teachers need more effective strategies for :SPI 0306.5.2 Data tables/GraphsSPI 0306.5.3 Predictions of Data* Are teachers doing a sound job of checking for understanding?* Interventionists are needed to work more with students’ individual needs.* Teacher must better utilize Teach 5 & 6• Students are not receiving enough

practice on geometry and measurement

• Students in Mrs. Smith and Taylor classes will need more support.

• Are Teachers using ESL strategies acquired from ESL Conference?

1)Analyze data in weekly PLCs.2)Teachers will develop individualized lessons/re-teaching opportunities weekly.3)Engage in “Check for Understanding” PD provided faculty (Mar.-Apr.)4) Engage in PD for rigorous instruction provided by select faculty (Mar.-Apr.)5)Provide (bubble) students with daily small group instruction.6) Leadership Team(daily) will support teachers7)Provide daily interventions/web-based and programs with fidelity to increase skill mastery.8) Teachers will use outside resources to help teach deficient skills. (i.e.. Jumpstart, TCAP Coach, ISAT, MASC, NAEP, & NY state assessment) Practice tests will mirror the State testing in developing weekly and unit tests.9) Leadership team will aid teachers with pedagogy and content knowledge.10) Teacher will utilize student peer tutoring daily.11) Tutoring will be provided during the day

and after school, and on Saturdays(Sept.-Apr.)

12) Motivation using tangible rewards and classroom celebrations.

13. Opportunities for class competition on skills.

14. Teacher will utilize strategies/resources provided by Regional Coaches.

*Teachers/ Leadership Team will be responsible for weekly implementation/monitoring of data for Strategies 1, 2, 5, 7, 8, 10, 12, 13, & 14(Aug.-May).*Facilitator will be responsible for monitoring strategies weekly 2, 7, 8, & 12 (Dec.-May.)*Facilitator and Principal will be responsible for monitoring of district and school site professional development monthly(Strategies 3 & 4). Aug-May*Regional Coaches /Principal will be responsible for Strategy 6 & 14. (Dec.-May)*In-school tutoring, After care, and Saturday Academy will be implemented/monitored by interventionist, select teachers, and leadership team for strategy 11 weekly (Sept.-Apr.)*Principal, TAS, and leadership team will monitor and help with strategy 6 & 9 weekly. (Aug-May)

The Discovery Formative Assessment C results showed 3 of 4 classes did not meet the Benchmark in the area of Geometry Measurement.

Grade 4 Geometry & Measurement Mastery


King Smith-Diop Tate0

5

10

15

20

25

30

35

40

45

50

32% (7)

46% (11) 45% (10)


Data

Execute


Feedback

Strategy


Discovery Formative Assessment C

Fourth Grade MathArea: Geometry &

Measurement

Geometry & Measurement

Mastery 42% (28) Non 58%(39)

Hispanic 47% (7)Black 38% (19)

Number Tested -67(52-B 15-H)

MasteryKing 29% (6) H=50% (1)Smith 21% (5) H= 25% (6)Tate 45% (10)

* Geometry & Measurement are a significant problem in grade 4*Teachers need more effective strategies for :SPI 0406.4.1 Classify Lines/SegmentsSPI 0406.4.5 Identify AttributesSPI 0406.4.9 Area/Perimeter of Rectangle* AA students are not as successful in Geometry & Measurement as Hispanic students.* Are teachers doing a sound job of checking for understanding?* Interventionists are needed to work more with students.* Teacher must better utilize Teach 5 & 6 of the TEMS• Students are not receiving enough

practice on Math Process• Are Teachers using ESL strategies

acquired from ESL Conference?

1)Analyze data in weekly PLCs.2)Teachers will develop individualized lessons/re-teaching opportunities weekly.3)Engage in “Check for Understanding” PD provided faculty (Mar.-Apr.)4) Engage in PD for rigorous instruction provided by select faculty (Mar.-Apr.)5)Provide (bubble) students with daily small group instruction.6) Leadership Team(daily) will support teachers7)Provide daily interventions/web-based and programs with fidelity to increase skill mastery.8) Teachers will use outside resources to help teach deficient skills. (i.e.. Jumpstart, TCAP Coach, ISAT, MASC, NAEP, & NY state assessment) Practice tests will mirror the State testing in developing weekly and unit tests.9) Leadership team will aid teachers with pedagogy and content knowledge.10) Teacher will utilize student peer tutoring daily.11) Tutoring will be provided during the

day and after school, and on Saturdays(Sept.-Apr.)





The Discovery Formative Assessment C results showed over 50% of Basic and Below for grade four in the area of Geometry & Measurement.

Grade 5 Geometry & Measurement Mastery


Babakus Grandberry Sansone0

10

20

30

40

50

60

70

Test "B"Test "C"

11% (2)

68% (13)

42% (8)

57% (12)59% (10)

29%(5)


Data

Execute


Feedback

Strategy


Formative Assessment CFifth Grade MathArea: Geometry &

Measurement

Geometry & Measurement

Mastery 54% (23) Non 46%(34)


Number Tested -57 (48-B -9 H)

MasteryBabakus 33% (4) H=44% (4)Grandberry 68% (13)Sansone 11% (2)* Geometry and Measurement continues to be a significant problem in grade 5*Teachers need more effective strategies for :SPI 0506.4.1 Area of Triangles and ParallelogramsSPI 0506.4.4 Surface Area & VolumeSPI0506.4.2 Perimeter and AreaSPI0506.4.5 Length of Line Segments* Are teachers doing a sound job of checking for understanding?* Interventionists are needed to work more with students’ individual needs.* Teacher must better utilize Teach 5 & 6 of the TEMS.• Students are not receiving

enough practice on Geometry and Measurement.






14. Teacher will utilize strategies/resources provided by Regional Coaches..


The results of the Discovery Education Formative

Assessment C showed a 6% decrease of Basic and Below

Basic students from “B” to “C” for fifth grade in the area of

Geometry and Measurement.

Reading / Language ArtsWhat’s working 1. Some Use of Data – Teachers use data results from formative assessments,

common assessments and weekly assessments to drive daily instruction. 2. Common assessments are used weekly to target specific spi’s and GLE’s. 3. TCAP focused lesson plans aligned with curriculum maps are used to

guide literacy instruction to meet diverse needs of students. 4. Flexible groups and small group instruction are provided for below

proficient students. 5. Bell work and Morning Meeting /News and Announcements address

prior taught skills. 6. Interventionists, community tutors, and support staff are used to aid

with small group instruction and one on one assistance. 7. Weekly writing prompts and Discovery Education probes are used to

provide additional practice opportunities in reading, and writing skills.

What’s not working -Based on data1. Whole group teaching is the dominate instructional orientation2. Limited differentiated instruction and checking for understanding3. Effective Use of Data – Teachers use data results from formative

assessments, common assessments and weekly assessments to drive daily instruction.

4. Before school, during school, and after school programs focus on reading skills and strategies.

Charjean Elementary School

Grade 3 Language & Vocabulary Mastery


Stewart Lambert Smith Taylor0

5

10

15

20

25

30

35

40

45

Test "B"Test "C"

26% (5)

5% (1)

33% (6)

25% (4)

42% (9)

16% (3)

22% (4) (4)

18% (3)


Data

Execute


Feedback

Strategy


Discovery Formative Assessment C3rd Reading

Area: Language and Vocabulary

Language & Vocabulary

Mastery 21% (16) Non 79%(59)



MasteryStewart 26 % (5) H=0% (0)Lambert 5% (1) H= 03% (0)*Smith 33% (6)*Taylor 0 % (0) H= 25% (4)

* Language and Vocabulary continues to be a significant problem in grade 3*Teachers need more effective strategies for:0301.1.6 Compound/Simple Sentences0301.1.13 Compound Words, Contractions0301.1.19 Appropriate Vocabulary* Hispanic students are not successful in Lang. &Voc.* Are teachers doing a sound job of checking for understanding?* Interventionists are needed to work more with students’ individual needs.• Teacher must better utilize Teach

5 & 6 of the TEMS• Teachers need training on ESL

strategies• Students are not receiving enough

practice on language and vocabulary

• Stronger emphasis on Basic Reading Strategies







The Discovery Formative Assessment C results

showed a 4% increase of students scoring Basic and Below for grade three in the area of Language and

Vocabulary.*Teachers/ Leadership Team will be responsible for weekly implementation/monitoring of data for Strategies 1, 2, 5, 7, 8, 10, 12, 13, & 14(Aug.-May).*Facilitator will be responsible for monitoring strategies weekly 2, 7, 8, & 12 (Dec.-May.)*Facilitator and Principal will be responsible for monitoring of district and school site professional development monthly(Strategies 3 & 4). Aug-May*Regional Coaches /Principal will be responsible for Strategy 6 & 14. (Dec.-May)*In-school tutoring, After care, and Saturday Academy will be implemented/monitored by interventionist, select teachers, and leadership team for strategy 11 weekly (Sept.-Apr.)*Principal, TAS, and leadership team will monitor and help with strategy 6 & 9 weekly. (Aug-May)

Grade 4 Write/Research Mastery


King Smith-Diop Tate0

5

10

15

20

25

30

35

40

45

50

Test "B"Test "C"

45% (12)

42% (10)

32% (8)

45% (11)

48% (15)

19% (4)


Data

Execute


Feedback

Strategy


Discovery Formative Assessment C4th Reading

Area: Writing/Research

Writing/ResearchMastery 44% (30) Non

56%(38)Hispanic 40% (6)Black 43% (24)


MasteryKing 36% (10) H= 50% (2)Smith 21% (6) H= 21% (4)Tate 32% (8)* Writing/Research continues to be a significant problem in grade 4*Teachers need more effective strategies for :SPI 0401.3.7 Irrelevant SentencesSPI 0401.3.8 Transitional WordsSPI 0401.3.9 Appropriate Title* Are teachers doing a sound job of checking for understanding?* Interventionists are needed to work more with students’ individual needs.* Teacher must better utilize Teach 5 & 6 of the TEMS• Students are not receiving

enough practice on Writing/Research.







The Discovery Formative Assessment C results only showed a small percentage

(3%) of Basic and Belowmoving to proficient for grade

four in the area of Writing/Research.


Grade 5 Information Mastery


Babakus Grandberry Sansone0

10

20

30

40

50

60

70

42% (8)

63% (12)

26% (5)


Data

Execute


Feedback

Strategy


Discovery Formative Assessment C5th Reading

Area: Information

InformationMastery 32% (18) Non

68%(39)Hispanic 56% (5)Black 27% (13)

Number Tested -57 (48-B -9 H)

MasteryBabakus 21% (4) H=44% (4)Grandberry 213% (4)Sansone 26% (5)* Information is a significant problem in grade 5*Teachers need more effective strategies for :SPI501.6.4 Main IdeaSPI501.6.5 Summary of a TextSPI501.6.6 Sequential Order* Are teachers doing a sound job of checking for understanding?* Interventionists are needed to work more with students’ individual needs.* Teacher must better utilize Teach 5 & 6 of the TEMS• Students are not receiving

enough practice on Information.







The Discovery Formative Assessment C results

showed a large percentage of Basic and Below

for grade fifth in the area of Information.



Data

Execute


Feedback

Strategy

Baseline Assessmen

tsSMS attendance

*School wide data for the first reporting periods indicates:1st 20 day period: 96.82nd 20 day period: 93.43rd 20 day period: 94

*Attendance has decreased this year in comparison to last year 2nd reporting period. *Some students are chronically absent.

1. ParentLink calls to all students’ homes to report attendance data and policy for excused and unexcused absence.

2. Identify students by name and teacher with less than 93% attendance.

3. Attendance will be monitored daily through Chancery SMS.

4. SART Team will meet when needed.

5. Perfect attendance incentives for students who are present.

6. Nine weeks incentives with the Principal.

*District ParentLink will be responsible for strategy 1.*SMS secretary and guidance counselor will monitor and be responsible for strategy 2.*SMS secretary will be responsible for strategies 4 and 5 through daily monitoring. *Guidance Counselor will be responsible perfect attendance incentives.

*SART Team is responsible for nine week monitoring of strategy 7.

Attendance will be maintained at 95% daily.


ReferralsWhat’s working 1. Responsive School/Morning Meetings 2. Positive learning environment 3. TOTs (Ties on Tuesdays) – Support for male students who

consistently demonstrate disruptive behavior. 4. Small Group Counseling Session (Eat with Counselor) 5. Count of Non-Violent Days with Incentives 6. School-wide incentives 7. Student Self Referrals 8. Peace Corner

What’s not working -Based on data1. Select teachers are not being consistent with discipline plan and are

not using alternative actions to discipline referrals.


Discipline

Expulsions -What’s working- What’s not working

Suspensions -What’s working-What’s not working

Student Behavior Summary Report

ReportingPeriod

Insolent/Insubordination - Refusal

Mis-conduct

Disruptive Behavior with prior unsuccessful Intervention

Fight – Min InjAnd Non Gang

Prof/ Prov/Abusive LanguageSchool Personnel

Threat/Against StudentNon Serious

False Fire Alarm

Bullying –Intim. orHarass

Sexual Harass

Aggravated Batt – TeacherStudent

TotalNumbe

r of Student

s

Reporting Period 1

2 1 0 0 0 2 0 0 2 0 7

Reporting Period 2

1 0 0 0 0 4 0 0 2 0 7

Reporting Period 3

0 1 2 0 0 1 0 0 2 0 6

Total 3 2 2 0 0 13 0 0 6 0 20Charjean Elementary School


Data

Execute

Proficiency Target

Feedback

Strategy

Baseline Assessmen

tsChancery SMS

Number of referrals to office

*Chancery SMS indicates that one of the highest number of referrals were for sexual harassment against other students. (2 referrals)

*One of the highest number of referrals is for sexual harassment against other students.*The majority of students being referred are male.*Students don’t understand appropriate touching.

1. S-team meeting will be conducted2. Classroom visits for appropriate

touching.3. Students who receive referrals to

office will be placed in small group counseling sessions.

4. Character Education, small groups, and individual counseling sessions will be taught and utilized.*Principal, Social

Worker, and guidance counselor are responsible for implementation/monitoring of strategies 1-4 weekly (Aug-May).

The number of discipline referrals to the office will decrease from the end of the second reporting period by 2%.

The Charjean Self-Directed Improvement System™ SDIS™ | Action Plan

Data

Execute

Proficiency Target

Feedback

Strategies

Baseline Assessmen

ts Chancery/PBIS 3-Suspensions (2

students new to Charjean)

• The majority of the code of conduct violations are from students new to Charjean.

• Parent Counselor

• School Psychologist

• Social Worker• Resource

Teacher• Counselor• Principal

0 Level 4 & 5 Offenses

• Meeting with new students.

• Behavior Assembly

*Sessions with Guidance Counselor

*Sessions with the Social Worker

• Have S-Team Meetings to support students and families

• Parent Counselor will assist with home life

• The School Psychologist will observe chronic violators in school environments

• IEP’s will be reviewed and BIP’s implemented or updated

• Monthly PBIS Meeting

NEXT STEPS1. Target specific students on specific skills during Tuesday PLCs (Sept.- Apr.).

2. Grade 5 Mock Writing daily and weekly Wednesday at 8:30-9:30 (Oct.-Feb).

3. Continue to employ and make adjustments to School-wide theme: Language, Vocabulary, Writing and Discussion (Aug.-May)

4. Greater saturated ELL and SPED tutoring program with a focus on language, vocabulary, and writing (Dec.-April).

5. Schedule Regional Math Coaches for PD Sessions (Dec.- Jan.).

6. Monitor all intervention programs for accuracy, progress, or lack of progress (Sept.- April).

7. Use common assessments weekly that mirror state test (Sept.- April)

8. Leadership team will adjust schedules to meet student and teacher needs (Dec.).

9. Schedule PD for interventionists and teachers of ESL students (Dec.).

10.Continue PD on Teach 5 and Teach 6 (Nov.-Mar.).

Documents

Southeast Region Data Presentation First 20 Day Report 2011-12