Kindergarten GKIDS Data Overview

1. Kindergarten GKIDS Data Overview Intended for district administrators, Hand-in-hand administration, and staff. Hand-in-hand primary school 2014 Presented by: Alacia Herring

2. The data shared will be used to identify strong and weak areas of student achievement in GKIDS Language Arts and Math assessments. This data can be used to develop an action plan with long-term and short-term goals helping staff members focus on solutions for improvement of learner-centered problem(s).

3. GKIDS: Percentage of students at or above proficiency • Students tested at HNH: Created by: Alacia Herring 2014

4. GKIDS: Percentage of students at or above proficiency Created by: Alacia Herring 2014 Students tested at HNH:

5. Hand-in-hand compared to state by Standards Created by: Alacia Herring 2014 Students tested at HNH:

6. Hand-in-hand compared to state by Standards Created by: Alacia Herring 2014 Students tested at HNH:

7. Hand-In-Hand Data by GKIDS Domains Created by: Alacia Herring 2014

8. Hand-In-Hand Data by GKIDS Domains Created by: Alacia Herring 2014

9. GKIDS Language by element Created by: Alacia Herring 2014

10. GKIDS Math By Elements Created by: Alacia Herring 2014

11. Enrollment Status at Hand-In-Hand Created by: Alacia Herring 2014

12. Hand-in-hand enrollment Created by: Alacia Herring 2014

13. Weak Area in Language Arts Created by: Alacia Herring 2014

14. Reading element by Demographics Created by: Alacia Herring 2014

15. Weak Area in math Created by: Alacia Herring 2014

16. Math Element by Ethnicity Created by: Alacia Herring 2014

17. Language Arts Strengths • Gains were made by the white sub-group in reading C-V-C words (ELACCKRF2d). • Gains were made by every subgroup in reading sight words, with the exception of SWD (ELACCKRF3c). . Weaknesses • Sight words and reading emergent reader texts continue to be weak areas of performance for HNH students when compared to other standards in LA.

18. Math Strengths • Gains were made by every subgroup in “Meets/Exceeds” excluding “SWD” on representing objects with a written numeral. Black students were the only subgroup that did not make gains in “Meets” on this standard. • GKIDs math: All sub-groups made gains in exceeding on counting to 100. Weaknesses • The “All” sub-group decreased on determining whether a group is greater than/less than/ or equal to another (MCCKCC6). The “black” sub-group made a slight increase in “meets”. • Every sub-group decreased on identifying 2-D flat and 3-D solid shapes. • Counting and adding/subtracting continues to be weak area overall for HNH students when compared to other standards in Math.

19. What Can we do? • Build a foundation for looking at our data and learning the process I just overviewed for using it to establish a purpose for student instruction. • Use our data to identify student’s strengths and weaknesses in all content areas. • Break down our data to identify student learning problems. • Verify the cause of the problems and don’t just assume we know why increases or decreases are happening in the data. • Generate Solutions to improve data results. • Implement the solutions and monitor the results. • See student achievement increasing at HNH Primary School!!!

20. References Hand-In-Hand Primary School. (2012-2014). GKIDS Data. Thomas County Schools: Thomasville, GA.