Southeast Region Data Presentation First 60 Day Report 2011-12

Charjean Since 1950

Charjean Since 1950 GROW THINK LEARN

Southeast Region Data PresentationFirst 60 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 – 287

- Hispanic – 117- White – 0- Asian – 0

- American Indian - 0

Special Education Population

- 47

TCAP –Alt (Portfolios) -2

Membership 1 Students- 184

ELL- 109

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 26 117

Attendance

20 Day Report

96.8

93.4 94

Suspensions

20 Day Report

2 3 3

Referrals 20 Day Report

9 9 6

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 Geometry & Measurement MasteryFormative Assessment B

Stewart Lambert Taylor Smith0%

10%

20%

30%

40%

50%

60%

70%

53% (10)

67% (12)

41% (6)

33% (7)Series1

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

Data

Execute

Proficiency Target-60%

Feedback

Strategy

Baseline Assessments

Formative Assessment BThird Grade MathArea: Geometry &

Measurement

Geometry & Measurement

Mastery 48% (35) Non 52%(38)

Hispanic 64% (14)Black 41% (21)

Number Tested -73(51-B 22-H)

MasteryStewart 53 % (10) H=100% (2)Lambert 67% (12) H= 62% (8)*Smith 33% (6)*Taylor 41 % (7) H= 57% (4)* Geometry and Measurement is a significant problem.*Teachers need more effective strategies for :SPI 0306.4.4 Perimeters of PolygonsSPI 0306.4.5 Measure/ToolsSPI 0306.4.7 Add/Sub LengthsSPI 0306.4.3 Line of Symmetry* AA students aren’t 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• Students are not receiving enough

practice on geometry and measurement

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

1)Analyze data in weekly PLCs.2)Teachers will develop individualized lessons/re-teaching opportunities weekly.3)Engage in Teach 5 & Teach 6 weekly PD provided by facilitator/principal (Oct.-Mar.) and faculty (Oct. – Mar.).4) Engage in PD for better planning provided by select faculty (Oct.-Mar.)5)Provide Tier II and Tier III students with daily small group instruction.6)Regional Coaches (as scheduled) and Leadership Team(daily) will support Smith and Taylor. 7)Provide daily interventions/web-based and programs with fidelity to increase skill mastery.8)Embed lower level Bloom’s and Checking for Understanding strategies in daily lesson deliveries.9) TAS and leadership team will aid teachers weekly 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) Practice tests will mirror the State testing in developing weekly and unit tests.

*Teachers/ Leadership Team will be responsible for weekly implementation/monitoring of data for Strategies 1, 2, 5, 7, 10, & 12(Aug.-May).*Facilitator will be responsible for monitoring strategies weekly 2, 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 and Principal will be responsible for Strategy 6. (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 9 weekly. (Aug-May)

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

Grade 4 Math Process MasteryFormative Assessment B

King Smith Tate0

10

20

30

40

50

60

70 62% (13)

41% (9)

52% (11)


Data

Execute


Feedback

Strategy


Discovery Formative Assessment B

4th MathArea: Math Process

Math ProcessMastery 44% (29) Non

56%(37)Hispanic 56% (9)Black 40% (19)

Number Tested -63 (47-B 16-H)

Mastery*King 41% (9) H=100% (2)Smith 62% (13) H= 50% (7)Tate 52% (11)* Math Process is a significant problem in grade 4*Teachers need more effective strategies for :SPI 0406.1.2 Decimal RepresentationsSPI 0406.1.1 Property Conclusions* AA students are not as successful in Math Process 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

1)Analyze data in weekly PLCs.2)Teachers will develop individualized lessons/re-teaching opportunities weekly.3)Engage in Teach 5 & Teach 6 weekly PD provided by facilitator/principal (Oct.-Mar.) and faculty (Oct. – Mar.).4) Engage in PD for better planning provided by select faculty (Oct.-Mar.)5)Provide Tier II and Tier III students with daily small group instruction.6)Regional Coaches (as scheduled) and Leadership Team(daily) will support Smith and Taylor. 7)Provide daily interventions/web-based and programs with fidelity to increase skill mastery.8)Embed lower level Bloom’s and Checking for Understanding strategies in daily lesson deliveries.9) TAS and leadership team will aid teachers weekly 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 B results showed a large percentage of Basic and

Below for grade four in the area of Math Process.

Charjean Elementary School

Formative Assessment Mastery- Grade 5

Area: Geometry and Measurement

Babakus Grandberry Sansone0

10

20

30

40

50

60

Column1

57% (12)59% (10)

29 (5)


Data

Execute


Feedback

Strategy


Formative Assessment BFifth Grade MathArea: Geometry &

Measurement

Geometry & Measurement

Mastery 48% (27) Non 52%(28)


Number Tested -55 (45-B -10 H)

Mastery*Babakus 57% (12) H=80% (8)Grandberry 59% (10)Sansone 29% (5)* Geometry and Measurement is a significant problem in grade 5*Teachers need more effective strategies for :SPI 0501.4.5 Length of a LineSPI 0501.4.3 Identify 2D/3D objectsSPI501.1.4.2 Perimeter and Area* AA students are not as successful in Geometry and 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 Geometry and Measurement

1)Analyze data in weekly PLCs.2)Teachers will develop individualized lessons/re-teaching opportunities weekly.3)Engage in Teach 5 & Teach 6 weekly PD provided by facilitator/principal (Oct.-Mar.) and faculty (Oct. – Mar.).4) Engage in PD for better planning provided by select faculty (Oct.-Mar.)5)Provide Tier II and Tier III students with daily small group instruction.6)Regional Coaches (as scheduled) and Leadership Team(daily) will support Smith and Taylor. 7)Provide daily interventions/web-based and programs with fidelity to increase skill mastery.8)Embed lower level Bloom’s and Checking for Understanding strategies in daily lesson deliveries.9) TAS and leadership team will aid teachers weekly 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 results of the Discovery Education Formative

Assessment B showed a large percentage of Basic and Below Basic students 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.


Stewart Lambert Taylor Smith0%

5%

10%

15%

20%

25%

30%

35%

40%

45%42% (8)

16% (3)18% (4)

22% (4)

Series1

Grade 3 Language & Vocabulary MasteryFormative Assessment B


Data

Execute


Feedback

Strategy


Discovery Formative Assessment B3rd Reading

Area: Language and Vocabulary

Language & Vocabulary

Mastery 25% (18) Non 75%(53)



MasteryStewart 42 % (8) H=100% (2)Lambert 16% (3) H= 0% (13)*Smith 22% (4)*Taylor 18 % (3) H= 0% (7)

* Language and Vocabulary is a significant problem in grade 3*Teachers need more effective strategies for:301.1.2 Use of Verbs301.4.4 Reference Sources* 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.• 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

1)Analyze data in weekly PLCs.2)Teachers will develop individualized lessons/re-teaching opportunities weekly.3)Engage in Teach 5 & Teach 6 weekly PD provided by facilitator/principal (Oct.-Mar.) and faculty (Oct. – Mar..).4) Engage in PD for better planning provided by select faculty (Oct.-Mar.)5)Provide Tier II and Tier III students with daily small group instruction.6)ELL/SPED students receive instruction twice daily (regular classroom and ELL/SPED pull-out).7)Provide daily interventions/web-based programs with fidelity to increase skill mastery.8)Embed lower level Bloom’s and Checking for Understanding strategies in daily lesson deliveries.9) TAS and leadership team will aid teachers weekly with pedagogy and content knowledge.10) Teacher will utilize student peer tutoring daily.11) Tutoring will be provided during the



13) Teachers will attend NABE Conference in Dallas, TX.

The Discovery Formative Assessment B results

showed a large percentage of Basic and Below

for grade three in the area of Language and

Vocabulary.*Teachers will be responsible for weekly implementation/monitoring of data for Strategies 1, 2, 5, 7, & 10 (Aug-May).*Facilitator will be responsible for monitoring strategies weekly 1, 2, 8, 12, & 13 (Dec.-May).*Facilitator will be responsible for monitoring district and school site PD monthly.(Strategy 3, & 4). Aug-May*ELL/SPED teachers will be responsible for daily monitoring of Strategy 6 (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 9 weekly (Aug-May).

Grade 4 Writing/Research MasteryFormative Assessment B

King Smith Tate05

101520253035404550 45% (10)

48% (10)

19% (4)


Data

Execute


Feedback

Strategy


Discovery Formative Assessment B4th Reading

Area: Writing/Research

Writing/ResearchMastery 38% (26) Non

62%(41)Hispanic 38% (6)Black 38% (18)


MasteryKing 45% (10) H= 50% (1)Smith 48% (10) H= 36% (5)*Tate 19% (4)* Writing/Research is a significant problem in grade 4*Teachers need more effective strategies for :SPI 0401.4.3 Graphic OrganizerSPI 0401.3.1 Purpose for WritingSPI 0401.3.5 Rearrange Sentences* Both AA and Hispanic students are equally unsuccessful in Writing/Research.* 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 Writing/Research.







for grade three in the area of Writing/Research.

*Teachers will be responsible for weekly implementation/monitoring of data for Strategies 1, 2, 5, 7, & 10 (Aug-May).*Facilitator will be responsible for monitoring strategies weekly 1, 2, 8, 12, & 13 (Dec.-May).*Facilitator will be responsible for monitoring district and school site PD monthly.(Strategy 3, & 4). Aug-May*ELL/SPED teachers will be responsible for daily monitoring of Strategy 6 (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 9 weekly (Aug-May).


Grade 4 Writing/Research MasteryFormative Assessment B

Babakus Grandberry Sansone0

10

20

30

40

50

60

70

19% (4)

65% (11)

29% (5)


Data

Execute


Feedback

Strategy


Discovery Formative Assessment B5th Reading

Area: Literature

LiteratureMastery 40% (22) Non

60%(33)Hispanic 30% (3)Black 42% (19)

Number Tested -55 (45-B -10 H)

Mastery*Babakus 19% (4) H=30% (3)Grandberry 65% (11)Sansone 29% (5)* Literature is a significant

problem in grade 5*Teachers need more effective strategies for :SPI501.4.3 Effect of SoundSPI501.8.9 Author’s PurposeSPI501.8.6 Theme of a Passage * Hispanic students are not as successful in Literature as AA 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 Literature







for grade fifth in the area of Literature.

*Teachers will be responsible for weekly implementation/monitoring of data for Strategies 1, 2, 5, 7, & 10 (Aug-May).*Facilitator will be responsible for monitoring strategies weekly 1, 2, 8, 12, & 13 (Dec.-May).*Facilitator will be responsible for monitoring district and school site PD monthly.(Strategy 3, & 4). Aug-May*ELL/SPED teachers will be responsible for daily monitoring of Strategy 6 (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 9 weekly (Aug-May).



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 60 Day Report 2011-12