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Berlin Elementary School Spring 2014 Assessments and Initiatives

Berlin Elementary School Spring 2014 Assessments and Initiatives. March 26, 2014. Demographic Data for Berlin 2010-2015, Pre-K-6.

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Berlin Elementary School Spring 2014 Assessments and Initiatives

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  1. Berlin Elementary SchoolSpring 2014 Assessments and Initiatives March 26, 2014

  2. Demographic Data for Berlin 2010-2015, Pre-K-6

  3. Across all the grades tested with NECAP (3-7), what percentage of our students were proficient or proficient with distinction, in all content areas, through the end of last year?

  4. How do this year’s NECAP (grades 3-7) scores compare to NECAP scores from the past three years?

  5. How do the NECAP scores (grades 3-7) compare to current local data in reading?

  6. How do the NECAP scores compare to current local data in math, grades 3-7?

  7. How are our first and second graders scoring in reading on the Fountas and Pinnell?

  8. How do our fall and winter F&P scores compare?

  9. Identified Student Needs

  10. Student Needs • Percentages of students (1-6, based on NECAP) that currently qualify for academic interventions: • Math – 46 % • Reading – 41 %

  11. Behavioral Data • Total Number of Office Disciplinary Referrals this Year: 241 • Total Number of Students with Referrals: 58 • Number of Referrals at Each Grade Level: • Kindergarten: 63 • Grade 1: 5 • Grade 2: 17 • Grade 3: 67 • Grade 4: 23 • Grade 5: 39 • Grade 6: 27

  12. Behavioral Data • Percentage of Students with one or more Office Disciplinary Referrals: 30% • Percentage of Office Disciplinary Referrals from Non-Classroom Settings: 59% • Percentage of Office Disciplinary Referrals from Classrooms: 41% • Percentage of Students with 5 or More Office Disciplinary Referrals: 9% • Percentage of Students with 10 or More Office Disciplinary Referrals: 5%

  13. Successes • Students currently in grades two and three – the students who have accessed Tier II of MTSS – as classes scored 83 and 82 percent proficient in reading on the F&P, respectively. This is strong evidence that supports our system of early identification of academic needs and early targeted interventions. • 83 percent of third graders scored proficient on the RiverDeep in mathematics.

  14. Implications and Trends • More students need interventions than can be served by our Teacher Leaders. This underscores the need for the highest quality first instruction and a multi-tiered system of support that ensures success for all students. • Our school-wide schedule needs to address optimal learning times, the integration of subjects, and allow for a MTSS for all students.

  15. Connections to Our Continuous Improvement Plan • Mathematics • Current work and needs: • Non-Negotiables implemented in January • Comprehensive Programmatic Review underway • Substantial professional development • Tier I and II interventions in place, but limited • Need Multi-Tiered System of Support for all students.

  16. Connections to Our Continuous Improvement Plan • Writing • Current work and needs: • Selected and implemented Lucy Calkins Program in January and assessed all students using L.C. rubrics. • Added writing data to Data Wall

  17. Connections to Our Continuous Improvement Plan • School Climate • Current work and needs: • Positive Behavioral Interventions and Supports – year one implementation • Responsive Classroom • Professional Development on Trauma • Need skilled behavioral support that allows teachers and staff to focus on instruction for all students

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