Kingsbury Elementary CompStat Report

1. Anne Allen, Principal Kingsbury Elementary CompStat Report Ne Region October 2010 Monica Ayers, instructional Facilitator

2. School Demographics Current Enrollment - 575 (including Pre K and CDC) SpEd Population- 66(grades 3 and up) TCAP –Alt (Portfolios)- 20 Ed PLAN(All) - 192 Free/Reduced Lunch- 544students / 95% Membership 1 Students - 266 Ethnicity/Race H 54.3% / AA 26.3% /W 16.8% / Other 3% Total SPED Total EdPlan (MEM 1)

3. LOOKING at the DATA

4. TCAP MATH Schoolwide

5. ThinkLink Math Results - 9/10 Identified areas of concern: 3rd - Number Operations, Data Analysis 4th – Number Operations, Geometry/Measurement* 5th – Math Processes, Geometry/Measurement 6th - Algebra We used T/L Test P, along with TCAP results, to place students in interventions.

6. TCAP RLA Schoolwide

7. ThinkLink RLA Results – 9/10 Identified areas of concern: 3rd – Communicate, Writing, Logic, Informational Texts 4th – Communicate, Writing, Literature, 5th – Language & Vocabulary, Logic, Informational Texts, Literature 6th – Logic, Literature We used T/L Test P, along with TCAP results, to place students in interventions.

8. MCS Initiatives • EPGY/Stanford Math • Every K-2nd grade student does 30 minutes per week in the library/computer lab. • Every 3rd grade student does 60 minutes per week in the library/computer lab. • Every IDENTIFIED 4th-6th grade student completes 90 minutes per week in the computer lab* • Headsprout • At KES, we have made the decision to use the benchmarks as designed…and set students back when they need to be set back…rather than focusing on mandatory 80-episode completion

9. EPGY Implementation *All KES-identified intervention students are receiving the required minutes per week faithfully…in grades 4-6 these are the kids who were fell below the bubble (below -4) BUT the EPGY reports will not reflect accurate completion rates due to different time requirements by grade level AND a discrepancy between OUR intervention list and EPGY’s intervention list.

10. Headsprout ALL 1st grade teachers have daily time scheduled in either the Computer Lab OR the Library. The variance in episode average has been due to some teachers moving kids along to reach the 80-episode goal and others using benchmark scores to place students where they need to be.

11. Headsprout

12. Concerns/Potential Roadblocks • Low levels of reading proficiency and pre-literacy skills in KK and 1st grade – Our Title I Literacy Teacher is coordinating with Streets Ministries to construct/implement a tutoring program for emerging and beginning readers in KK and 1st grade. • Headsprout Benchmarks / 80 Episode Completion requirements – • Students are already being benchmarked in AIMSWeb…teachers are frustrated because they spend an inordinate amount of time testing and not enough time teaching. • Teachers are conflicted between using benchmarks to set students where they need to be VERSUS the pressure to complete 80 episodes for every child.

13. Non-Academic area - Attendance • Student attendance - What’s working Teacher/Admin calls to parents / Monday School - Areas for Improvement Continued concern over EXC/UNX tracking • Teacher attendance -What’s working • Weekly incentive for no tardies/absences!! • Award at Honors Program for Perfect Attendance

14. Non-Academic areas - Safety • What’s working • - IDs required of all visitors and badges are provided • - Entrances equipped with cameras enable office staff to stay on top of who is on campus • - Faculty strategically placed before/after school – expanded duty locations • Areas for Improvement • - Reliability of morning crossing guards

15. The Self-Directed Improvement System™ SDIS™ | Action Plan Data Baseline Assessments • 215 students were not proficient on the 2010 TCAP Math (84%) • Initial Discovery results show 188/246 (76%) of students tested were basic/below basic PROFICIENCY TARGET • 2009-2010 TCAP • Discovery 2010-2011 Test P Strategy We will reduce the number of students scoring basic/below basic on TCAP Math by 50%, from 215 students to 107 students on the 2010-2011 test. Feedback Bubble students will remain in the classroom for best 1st teaching. Below-bubble students have been identified as Intervention Students for the purposes of EPGY implementation and that list will be given to EPGY for uploading/replacing their current list. Lesson plans will reflect differentiation. Teachers will implement bi-weekly common assessments to ensure skill mastery & pacing/curriculum map adherence. Did the benefits of EPGY outweigh benefits of classroom instruction for those students who ended up being on the bubble? What specific areas did students barely miss the mark on? What in-class interventions can be put in place? Why were students on the verge of passing spending 90 minutes a week out of class? Plan Execution • Administration • Instructional Facilitator • Teachers • Cluster Members

16. The Self-Directed Improvement System™ SDIS™ | Action Plan Baseline Assessments Data • 205 students scored basic/below basic on the 2010 RLA TCAP (81%) • Initial Discovery results show 187/246 (76%) of students tested were basic/below basic PROFICIENCY TARGET • 2009-2010 TCAP • Discovery 2010-2011 Test P Strategy We will reduce the number of basic/below basic students in RLA by 50%, from 205 students to 103 students on the 2010-2011 test. Continue Parallel Reading blocks for all ELDA 1&2 students in grades 2-6 and implementation of one hour ESL/day for KK and 1st grades. Bubble students will remain in the classroom for best 1st teaching. Lesson plans will reflect differentiation. Teachers will implement bi-weekly common assessments to ensure skill mastery AND pacing/curriculum map adherence. Feedback What in-class interventions can be put in place to keep students in the classroom with a certified teacher? How can we pair AIMSWeb findings with TCAP and Discovery results to achieve a commensurate list of students who can reasonably get (and benefit from) support? Plan Execution • Administration • Instructional Facilitator • Teachers • Cluster Members