Ch á vez Elementary School

1. Chávez Elementary School Review of Data School Improvement Process School Year 2009 -2010

2. Why use data? How should we use it? • Data isn’t meant to replace our knowledge, experience, insights, and intuitions. • Data complements each of these, helping us avoid “blind spots” or generalizations that need a more sophisticated understanding. • Data is best used as a source of information that leads to reflection. Numbers are numbers, but their meanings are determined through reflective analysis and thoughtful discussion.

3. How will we respond to the data we review today? • As we approach each data source, consider your state of mind: what assumptions do you bring to the data? What predictions are you making? • After reviewing sets of data, ask yourself: • What important points seem to “pop out?” • What are some of the patterns and trends that emerge? • What seems to be surprising or unexpected? • Then consider the information that’s missing. What other information should be gathered? In what directions do we need to examine the data in greater detail or from another perspective?

4. and remember… As we examine the data, there are two tendencies that sometimes occur: • To focus ononlythe negative or the needs that are apparent and to ignore strengths and positive “assets” in the school. • To be offended or get defensive with data that points out needs, challenges, or concerns.

5. We’ll begin with student demographic data.

6. How has the overall enrollment changed across time?

7. What do we know about our students? ENROLLMENT BY LOW INCOME AT CHÁVEZ

8. Chavez How does Chávez’s level of economically disadvantaged students compare to the District and State?

9. This Year’s Enrollment by Low Income: MMSDSeptember, 2009 District Elementary Avg. = 49%

10. This Year’s Enrollment by Low Income: MMSDSeptember, 2009 District Elementary Avg. = 49%

11. Chavez RACIAL/ETHNIC DIVERSITY AT CHÁVEZ

12. Chavez How does Chávez’s diversity of students compare to the District and State?

13. IN COMPARISON TO THE DISTRICT, CHÁVEZ HAS HAD A LOWER MOBILITY RATE

14. What is our density of Special Education students at Chávez ?

15. What is the English Language Learner Density at Chávez?

16. What about student engagement data?

17. What do we know about how our students are engaged? ATTENDANCE RATES FOR ALL STUDENTS: CHÁVEZ AND MMSD ELEMENTARY SCHOOLS The District’s goal is 94% attendance rate for all students…

18. What about student learning data?

19. How do our students’ primary reading test scores compare to the District averages?

20. Does an achievement gap exist when we consider our primary reading test scores for low-income students? When does it appear? become more significant?

21. Adequate Yearly Progress Annual Measurable Objectives % Proficient/Advanced

22. Basic / Minimal Proficient / Advanced Criteria that determines a school’s status (AYP): Reading – 74% When we consider the “high stakes” test for reading, how did our students perform? WKCE - Reading: November, 2008 100% 90% 91% 80% 84% 81% 70% 60% 50% 40% 30% 20% 10% 0% Third Grade Fourth Grade Fifth Grade

23. CHAVEZ MMSD WI How do our Proficiency/Advanced levels compare to the District and State? WKCE – Reading, 2008: Proficiency/Advanced 100 90 91 % 80 84 % 82% 81% 81% 79 % 76% 70 72 % 74% 60 50 40 30 20 10 0 Fifth Grade Third Grade Fourth Grade

24. What have been the long-term trends in reading achievement? WKCE - Reading, 2002-08: Fourth Grade Proficiency/Advanced %

25. When we disaggregate the reading data by various groups of students, what are our Proficiency/Advanced levels ? We’ll start with gender… WKCE - Reading, 2008: Proficiency/Advanced %

26. Then we’ll look at race/ethnicity… WKCE - Reading, 2008: Proficiency/Advanced %

27. …and Economic Status. WKCE – Reading, 2008: Proficiency/Advanced %

28. When we compare the students that we could instructionally impact (FAY) to Wisconsin schools with similar levels of economic disadvantage, how did we do in bringing our students up to proficiency in reading?

29. When we consider the “high stakes” test for mathematics, how did our students perform? WKCE - Mathematics: November, 2008 Criteria that determines a school’s status (AYP): Math – 58%

30. How do our Proficiency/Advanced levels compare to the District and State? WKCE - Mathematics, 2008: Proficiency/Advanced %

31. What have been the long-term trends in mathematics achievement? WKCE - Mathematics, 2002 - 08

32. When we disaggregate the math data by various groups of students, what are our Proficiency/Advanced levels ? We’ll start with gender… WKCE – Mathematics, 2008: Proficiency/Advanced %

33. Then we’ll look at race/ethnicity… WKCE - Mathematics, 2008: Proficiency/Advanced %

34. …and Economic Status. WKCE – Mathematics, 2008: Proficiency/Advanced %

35. When we compare the students that we could instructionally impact (FAY) to Wisconsin schools with similar levels of economic disadvantage, how did we do in bringing our students up to proficiency in math?

36. Although not yet factored into AYP and other considerations, the importance of science achievement measured through the WKCE will soon increase. How do our Proficiency/Advanced levels compare to the District and State? WKCE - Science, 2008: Proficiency/Advanced %

37. Chavez Six Trait Writing Scores Administered in grades 3 and 5 Scores by Trait Compared to District averages Compared to previous year

38. Third Grade Six-Trait Writing Scores: 2007-2009

39. Third Grade Six-Trait Writing Scores: School-District Comparison, 2009

40. Fifth Grade Six-Trait Writing Scores: 2007-2009

41. Fifth Grade Six-Trait Writing Scores: School-District Comparison, 2009

42. What conclusions can be drawn from the data? • César Chávez Elementary School is currently Madison’s 2nd largest elementary school with 627 students and still growing. • Compared to the District and State our percentage of children on free/reduce lunch is in the lower quarter. We are third school from the bottom with only 25% of free and reduced lunches so we don’t quality for Title 1 funding, SAGE, or other programs that support schools with higher poverty levels. • Compared to the District and State, our WKCE levels (3 -5 grades) in reading and math are at proficient/advanced but when the data is disaggregated our economically disadvantage students are performing significantly lower than their non-disadvantaged peers. We need to focus our planning and resources so that all students are successful. • Writing data is strong and encouraging. This data reinforces the need to continue with our staff development in this area focusing on the Units of Study writing curriculum by Lucy Calkins.

43. What are our next steps?

44. School Improvement Plan (SIP) Our staff targeted literacy, math, and collaboration as our top three priorities. Our instructional and grade level teams along with the Instructional Resource Teacher (IRT) and administrative team will identify and implement strategies to support all students. • Goal #1: All students will increase their skills, knowledge and understanding of standards in Literacy. Through analysis of student data (state, district, and classroom) and using best practices in collaborative teaming, staff will collaborate as instructional teams to help all students, especially those students not proficient nor improved in their literacy skills. • Objective A: Student’s reading will improve by using consistent and research based practices. • Objective B: Student’s writing will continue to improve by using consistent and research based practices. • Goal #2: All students will demonstrate increased understanding and application of standards based content and skills as staff base their instruction on effective teaching practices and a coordinated curriculum that reinforces continuity within and across grade levels in the area of Math. • Objective A: Student math learning will improve by 3-5 % as staff reflect on instructional practices guided by standards, continue to learn principles of effective math teaching and create a mathematical flow from one grade to another.

45. SIP continued… • Goal #3:Collaboration/Climate –Systems for staff to work collaboratively to promote student learning, engagement, and relationships will be established and supported. • Objective A: Collaboration: Collaboration across the building, primarily in grade levels and instructional teams, and other staff members that support students will become more consistent due to scheduling priorities, clarified expectations for teams, and improved strategies that help teams function optimally. Goal #3: Climate: Chávez staff will become more culturally competent and effectively serve the needs of its student population. Students and staff will participate in programs that are designed to improve student climate and relationships. Students and staff will treat each other with respect at Chávez. • Objective B: To refine the school-wide system to teach, affirm and respond to student behaviors in a non-punitive manner.

46. CÉSAR CHÁVEZ ELEMENTARY SCHOOLMission Statement Chávez Elementary School is an academic institution dedicated to the nurturing the intellectual and creative abilities of our students so that they become contributing citizens who are able to successfully make their way in society. Ours is a collaborative effort among staff, families, students and the citizens of Madison and as we carry out our mission we will work with respect for each other, civility, persistence, and gentle good humor so that we may create an atmosphere of tolerance and joy.