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Southeast Region Data Presentation First 60 Day Report 2011-12

Southeast Region Data Presentation First 60 Day Report 2011-12. Memphis’ Premier Elementary School. Charjean Since 1950. GROW THINK LEARN. SCHOOL DEMOGRAPHICS. Special Education Population - 47 TCAP –Alt (Portfolios) - 2 Membership 1 Students - 184 ELL

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Southeast Region Data Presentation First 60 Day Report 2011-12

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  1. Southeast Region Data PresentationFirst 60 Day Report 2011-12 Memphis’ Premier Elementary School Charjean Since 1950 GROW THINK LEARN

  2. SCHOOL DEMOGRAPHICS • Special Education Population - 47 • TCAP –Alt (Portfolios)-2 • Membership 1 Students - 184 • ELL • 109 • Current Enrollment -394 • Special Education PopulationSpeech –9 • CLUE- 12 • Resource – 26 • Self Contained - 0 • Ethnicity/Race • African-American – 287 • Hispanic – 117 • White – 0 • Asian – 0 • American Indian - 0

  3. DEMOGRAPHICS

  4. ATTENDANCE & BEHAVIOR

  5. ACADEMIC REPORT Math-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

  6. 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 data • Effective Data Analysis • Quadrant D Math Instruction • Small Group Instruction • Knowledge of the math series • Percent Correct First Attempt in Stanford Math

  7. Grade 3 Geometry & Measurement MasteryFormative Assessment B

  8. The Self-Directed Improvement System™ SDIS™ | Action Plan Data Proficiency Target-60% Baseline Assessments Geometry & Measurement Mastery 48%(35) Non 52%(38) Hispanic 64% (14) Black 41% (21) Number Tested -73(51-B 22-H) Mastery Stewart 53 % (10) H=100% (2) Lambert 67% (12) H= 62% (8) *Smith 33% (6) *Taylor 41 % (7) H= 57% (4) The Discovery Formative Assessment B results showed 3 of 4 classes did not meet the Benchmark in the area of Geometry Measurement. Formative Assessment B Third Grade Math Area: Geometry & Measurement Strategy Execute *Teachers/ Leadership Team will be responsible for weeklyimplementation/monitoring of data for Strategies 1, 2, 5, 7, 10, & 12(Aug.-May). *Facilitator will be responsible for monitoring strategies weekly2, 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) 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. Feedback • * 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.

  9. Grade 4 Math Process MasteryFormative Assessment B 52% (11) 41% (9)

  10. The Self-Directed Improvement System™ SDIS™ | Action Plan Data Proficiency Target-60% Baseline Assessments The Discovery Formative Assessment B results showed a large percentage of Basic and Below for grade fourin the area of Math Process. Math Process Mastery 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) Discovery Formative Assessment B 4thMath Area: Math Process Strategy Execute *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) 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. Feedback * 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 Charjean Elementary School

  11. Formative Assessment Mastery- Grade 5Area: Geometry and Measurement 59% (10) 57% (12) 29 (5)

  12. The Self-Directed Improvement System™ SDIS™ | Action Plan Data Proficiency Target-60% Baseline Assessments • Geometry& Measurement • Mastery 48%(27) Non52%(28) • Hispanic 80% (8) • Black 42% (19) • Number Tested -55 (45-B -10 H) • Mastery • *Babakus 57% (12) H=80% (8) • Grandberry 59% (10) • Sansone 29% (5) 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. Formative Assessment B Fifth Grade Math Area: Geometry & Measurement Strategy Execute 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) Feedback * 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 objects SPI501.1.4.2 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 Charjean Elementary School

  13. Reading / Language Arts What’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 data • Whole group teaching is the dominate instructional orientation • Limited differentiated instruction and checking for understanding • Effective Use of Data – Teachers use data results from formative assessments, common assessments and weekly assessments to drive daily instruction. • Before school, during school, and after school programs focus on reading skills and strategies. Charjean Elementary School

  14. Grade 3 Language & Vocabulary Mastery Formative Assessment B

  15. The Self-Directed Improvement System™ SDIS™ | Action Plan Data Proficiency Target-66% Baseline Assessments Language & Vocabulary Mastery 25%(18) Non75%(53) Hispanic 10% (2) Black 35% (18) Number Tested -73(51-B 22-H) Mastery Stewart 42 % (8) H=100% (2) Lambert 16% (3) H= 0% (13) *Smith 22% (4) *Taylor 18 % (3) H= 0% (7) The Discovery Formative Assessment B results showed a large percentage of Basic and Below for grade three in the area of Language and Vocabulary. Discovery Formative Assessment B 3rd Reading Area: Language and Vocabulary Strategy Execute 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 dailyinterventions/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 day and after school, and on Saturdays(Sept.-Apr.) 12) Practice tests will mirror the State testing in developing weekly and unit tests. 13) Teachers will attend NABE Conference in Dallas, TX. *Teachers will be responsible for weeklyimplementation/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). Feedback • * Language and Vocabulary is a significant problem in grade 3 • *Teachers need more effective strategies for: • 301.1.2 Use of Verbs • 301.4.4 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

  16. Grade 4 Writing/Research Mastery Formative Assessment B 19% (4)

  17. The Self-Directed Improvement System™ SDIS™ | Action Plan Data Proficiency Target-66% Baseline Assessments The Discovery Formative Assessment B results showed a large percentage of Basic and Below for grade three in the area of Writing/Research. Writing/Research Mastery 38%(26) Non 62%(41) Hispanic 38% (6) Black 38% (18) Number Tested -64(48-B 16-H) Mastery King 45% (10) H= 50% (1) Smith 48% (10) H= 36% (5) *Tate 19% (4) Discovery Formative Assessment B 4thReading Area: Writing/Research Strategy Execute 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 day and after school, and on Saturdays(Sept.-Apr.) 12) Practice tests will mirror the State testing in developing weekly and unit tests. 13) Teachers will attend NABE Conference in Dallas, TX. *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). Feedback * Writing/Research is a significant problem in grade 4 *Teachers need more effective strategies for : SPI 0401.4.3 Graphic Organizer SPI 0401.3.1 Purpose for Writing SPI 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. Charjean Elementary School

  18. Grade 4 Writing/Research Mastery Formative Assessment B 29% (5)

  19. The Self-Directed Improvement System™ SDIS™ | Action Plan Data Proficiency Target-66% Baseline Assessments The Discovery Formative Assessment B results showed a large percentage of Basic and Below for grade fifth in the area of Literature. • Literature • Mastery 40%(22) Non60%(33) • Hispanic 30% (3) • Black 42% (19) • Number Tested -55 (45-B -10 H) • Mastery • *Babakus19% (4) H=30% (3) • Grandberry65% (11) • Sansone 29% (5) Discovery Formative Assessment B 5th Reading Area: Literature Strategy Execute 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 day and after school, and on Saturdays(Sept.-Apr.) 12) Practice tests will mirror the State testing in developing weekly and unit tests. 13) Teachers will attend NABE Conference in Dallas, TX. *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). Feedback * Literature is a significant problem in grade 5 *Teachers need more effective strategies for : SPI501.4.3 Effect of Sound SPI501.8.9 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 Charjean Elementary School

  20. The Self-Directed Improvement System™ SDIS™ | Action Plan Proficiency Target-93% Data Baseline Assessments *School wide data for the first reporting periods indicates: 1st 20 day period: 96.8 2nd 20 day period: 93.4 3rd 20 day period: 94 Attendance will be maintained at 95% daily. SMS attendance Strategy • ParentLink calls to all students’ homes to report attendance data and policy for excused and unexcused absence. • Identify students by name and teacher with less than 93% attendance. • Attendance will be monitored daily through Chancery SMS. • SART Team will meet when needed. • Perfect attendance incentives for students who are present. • Nine weeks incentives with the Principal. Execute Feedback *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 has decreased this year in comparison to last year 2nd reporting period. *Some students are chronically absent. Charjean Elementary School

  21. Referrals What’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 data Select teachers are not being consistent with discipline plan and are not using alternative actions to discipline referrals. Charjean Elementary School

  22. Discipline Expulsions -What’s working- What’s not working Suspensions -What’s working-What’s not working

  23. Student Behavior Summary Report Charjean Elementary School

  24. The Self-Directed Improvement System™ SDIS™ | Action Plan Baseline Assessments Data *Chancery SMS indicates that one of the highest number of referrals were for sexual harassment against other students. (2 referrals) Proficiency Target Chancery SMS Number of referrals to office Strategy • S-team meeting will be conducted • Classroom visits for appropriate touching. • Students who receive referrals to office will be placed in small group counseling sessions. • Character Education, small groups, and individual counseling sessions will be taught and utilized. The number of discipline referrals to the office will decrease from the end of the second reporting period by 2%. Feedback • *One of the highest number of referrals isfor sexual harassmentagainst other students. • *The majority of students being referred are male. • *Students don’t understand appropriate touching. Execute *Principal, Social Worker, and guidance counselor are responsible for implementation/monitoring of strategies 1-4 weekly (Aug-May).

  25. The Charjean Self-Directed Improvement System™ SDIS™ | Action Plan Baseline Assessments Data Proficiency Target 3-Suspensions (2 students new to Charjean) Chancery/PBIS 0 Level 4 & 5 Offenses Strategies • 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 Feedback Execute • The majority of the code of conduct violations are from students new to Charjean. • Parent Counselor • School Psychologist • Social Worker • Resource Teacher • Counselor • Principal

  26. NEXT STEPS • Target specific students on specific skills during Tuesday PLCs (Sept.- Apr.). • Grade 5 Mock Writing daily and weekly Wednesday at 8:30-9:30 (Oct.-Feb). • Continue to employ and make adjustments to School-wide theme: Language, Vocabulary, Writing and Discussion (Aug.-May) • Greater saturated ELL and SPED tutoring program with a focus on language, vocabulary, and writing (Dec.-April). • Schedule Regional Math Coaches for PD Sessions (Dec.- Jan.). • Monitor all intervention programs for accuracy, progress, or lack of progress (Sept.- April). • Use common assessments weekly that mirror state test (Sept.- April) • Leadership team will adjust schedules to meet student and teacher needs (Dec.). • Schedule PD for interventionists and teachers of ESL students (Dec.). • Continue PD on Teach 5 and Teach 6 (Nov.-Mar.).

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