Striving Schools Compstat Report

Striving SchoolsCompstat Report

Sheffield High SchoolOctober 15, 2009

Current Enrollment - 863 students

Special Education Population- 157 SPED Students- 14 CDC Students

Gateway Portfolios-2 (Portfolio) Student

Free and Reduced Lunch- 736 Students- 85%Membership 1 Students- 818 Students

Ethnicity/Race- 91% African American-8% Hispanic/Latino-.2% Asian- .1% Caucasian

School Demographics

9th 10th 11th 12th Total

Current Enrollment 265 251 169 178 863

Membership One 258 260 165 155 838

Number of SWD Not including CDC

48 44 25 34 157

Agenda• Academic Report

-Math-Reading / Language Arts-Formative Assessment-Number of Star Reports

• Non Academic Reports Attendance

-Week, 20-Day, Year (Students) -Week, 20-Day, Year (Teachers)

Discipline -Referrals -Incidents -Gender

Graduation -Number of Seniors -Number of On-Time Graduates

Academic Report• Math

-What’s working-What’s not working

• Reading / Language Arts -What’s working -What’s not working

• Formative Assessment -What’s working -What’s not working

• Number of Star Reports-Interventions-What’s working-What’s not working

Math

What’s working 1. Freshman Academy -Team Teaching 2. Common Objectives taught in Freshman Academy Core Classes 3. Co-Teaching /Full Inclusion

What’s not working1. Attendance – failing students are missing multiple days,

repeatedly late for class, and not making up missed work2. Differentiation of Instruction

The Self-Directed Improvement System™ SDIS™ | Action Plan

Data

Proficiency Target

FeedbackStrategy

Baseline Assessmen

ts

1. Why do students not attend school regularly?

2. Why are the non-Freshman Academy students performing better on the assessment ?

3. Why are more Exceptional children performing within the lower level as compared to their counterparts?

4. Why are the Stanford Math Intervention students performing at lower levels?

1. Increase parental contact2. Peer Observations3. Co-Teaching Professional

Development Sessions4. After School

EOC/Gateway Tutoring 5. Monitor Stanford Math

Usage more diligently

Teachers Tutor T, W, TR 2:30-4:00pmAcademic Counsel used daily with freshman students Freshman Academy Friday Blitz

Algebra I students will increase PROFICIENT or ADVANCED PROFICIENT

score on End of Course by 10%: Increase ACT Math Average from 15 to 17or

higher

Discovery Formative Assessment (Test P)

0.00

10.00

20.00

30.00

40.00

50.00

60.00

Level 1 Level 2 Level 3 Level 4

Per-

cent-

ages

Out of 163 students


Number Theory 17.2 17.2 51.5 14.1

Algebraic Expressions 25.2 23.9 25.8 25.2

Geometry 24.5 38.0 24.5 12.9

Measurement 14.1 36.2 29.4 20.2

Probability 11.0 31.3 27.0 30.7

Number Theory Algebraic Expressions Geometry Measurement Probability0.00

10.00

20.00

30.00

40.00

50.00

60.00Level 1 Level 2Level 3 Level 4

Percentages

Algebra I Formative Assessment

9th grade non-9th gradeAcademy Students Academy Students(out of 128) (out of 35)

Level 1 23.43% 11.43%(0-8 correct)Level 2 32.81% 11.43%(9-12 correct)Level 3 34.38% 22.86%(13-18 correct)Level 4 9.38% 54.29%(19-30 correct)

Comparison of Freshman Academy

Level 1 Level 2 Level 3 Level 40%

10%

20%

30%

40%

50%

60%

Freshman Academynon-Freshman Academy

Exceptional vs. Non–Exceptional Exceptional Children

non-Exceptional Children

(out of 27) (out of 136)

Level 1 25.93% 19.12%(0-8 correct)Level 2 14.81% 31.62%(9-12 correct)Level 3 18.52% 34.56%(13-18 correct)Level 4 40.74% 14.71%(19-30 correct)

Level 1

Level 2

Level 3

Level 4

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

Exceptional Childrennon-Exceptional Children

Stanford Math Intervention

Stanford Math Intervention Students

non-Stanford Math Intervention Students

(out of 89 ) (out of 74)

Level 1 26.97 12.16

Level 2 41.57 13.51

Level 3 26.97 37.84

Level 4 4.49 36.49


5

10

15

20

25

30

35

40

45

Stanford Math In-tervention Students (out of 89 )

non-Stanford Math Intervention Stu-dents (out of 74)

Reading / Language Arts

What’s working 1. 9th Grade Academy – Team Teaching 2. Collection of Baseline Data – identifies starting

pointsWhat’s not working 1. Student Attendance 2. Staffing for the 2009-10 year 3. Block schedules meeting patterns

1 2 3 4 5 6# of students

2 8 40 113 19 1

% of Students

1.1 4.4 21.9 61.7 10.4

0.5


Data

Execute

Proficiency Target

Feedback

Strategy

Baseline Assessmen

ts2009 TCAP Writing

Assessment2009 English II Gateway

ScoresIncrease the number of students who score 4 or more on the TCAP Writing Assessment

Literacy Coach / Instructional Facilitator will do monthly professional development with English teachers

-Writing Mini-lessons a. 11th Grade English classes b. Practice with timed writings c. Evaluate essays from previous writing assessments d. Analyze parts of the essay-Teacher Training1. Effective Strategies (PD)2. Data Analysis (Learning

Express)

1. Why have students not improved in their overall writing?

2. Why do the writing scores continue decrease?

2007 2008 2009

Below 13 15 15

Proficient 67 52.5 50.9

Advanced 20 32.5 33.6

Assessment Percentages - English

AYP Sub-group

1.0 2.0 3.0 4.0 5.0 6.0 # of Tests Scorable

# of Students Passing

% Passing

AF AM 12 47 59 56 8 1 183 65 35.52Asian 0 0 0 1 0 0 1 1 100Caucasian 0 0 1 0 0 0 1 0 0Hispanic 2 3 5 2 0 0 12 2 16.67Unknown 0 0 2 0 0 0 2 0 0ED 14 43 61 53 7 1 179 61 34.08Not ED 0 2 3 5 1 0 11 6 54.55Unknown 0 5 3 1 0 0 9 1 11.11SWD 6 12 7 2 0 0 27 2 7.41WO SWD 8 34 57 56 8 1 164 65 39.63Unknown 0 4 3 1 0 0 8 1 12.50LEP 3 5 7 3 0 0 18 3 16.67SEP 11 41 57 55 8 1 173 64 36.99Unknown 0 4 3 1 0 0 8 1 12.5

2009 TCAP Grade 10 Persuasive Writing

2009 TCAP Grade 11 Persuasive Writing

Number of Star Reports

What’s working 1. Allows parental involvement. 2.Explanation for failing grades. 3.An intervention time schedule.

What’s not working 1. Accountability of students.


Data

ExecuteWho?

Does What?

When?

Proficiency Target

FeedbackStrategy

Baseline Assessmen

tsSample Item

Sample Item

Sample ItemSample Item

Sample Item

Sample Item

Student Attendance

What’s working 1.ISS- (In School Suspension). 2. Attendance Tracking (identifying truant students). 3.Parent notification by letter and phone for poor attendance.

What’s not working 1. Student attendance in class and not making up assignments. 2. Inaccurate attendance taken by teachers. 3. Incorrect phone numbers and addresses in SMS for

students.


Data

Execute

Proficiency Target

FeedbackStrategy

Baseline Assessmen

tsChancery SMS Reports ADA/ADM Report K12 Attendance Summary

1. Why do same students continue to be absent without severe consequences?

2. Why aren’t suspensions being cleared by parents in a timely manner?

3. Why is student attendance not entered accurately and timely?

• Incentives for 95% higher attendance• Contact parent/guardian regarding

student absent daily• Parent Warnings• Parent/Student conference• Attorney General Letters issued• SARB/SART Meetings• Juvenile Court referrals• Family Specialist attend monthly PD

for new strategies for improving attendance

1. Family Specialist will monitor attendance and implement incentives for students with 95% attendance rate each nine weeks.

2. PTSA will sponsor a monthly breakfast for the homeroom with the highest attendance rate.

Increase student attendance rate to 95% for 2009-2010

1st 20 Days

2nd 20 Days

2008-2009 90% 84%2009-2010 94.8% 88.7%YTD 91.5%

Teacher Attendance

What’s working 1. Hallways are quieter as a result of regular

teacher attendance 2. Continuity of student routines in classroom 3. Better student performance on data-driven

measuresWhat’s not working 1. Interruption of student progress due to

absenteeism


Data

Execute

Proficiency Target

Feedback Strategy

Baseline Assessmen

ts20 Day Attendance Report Check-InGrade Level and Floor TeamAttendance Evaluation

Teacher 20-Day Attendance DataSubstitute Sign-In Sheet

1. Team/Floor Meetings Regarding Teacher Attendance

2. Air Quality Control Inspection

1. Provide Incentives For Teachers

Administration will monitor the teacher attendance per 20 days

98-100%Teacher Attendance Rate

Teacher Attendance

Discipline

• ReferralsWhat’s working1. Freshman Academy Team Conferences between teachers,

students, and parents2. Behavior Specialist implements intervention efforts for chronic

minor infractions3. In-School Suspension Coordinator addresses minor infractions

What’s not working4. Consistent and school-wide implementation of the established

procedures5. Overnight suspensions


Data

ExecuteWho?

Does What?

When?

Proficiency Target

FeedbackStrategy

Baseline Assessmen

ts2009 PBIS and Blue Ribbon Data

08-09 Discipline Data09-Current Discipline Data

Why are office referrals increasing during the second 20 day period?

Have teachers use more class management skills Refer students to support staff as an alternative the main office

Teachers,counselors,and support staff work collectively to identify the problem students.

The number of office referrals will decrease by 12% from 2008-2009.

Expulsions

Suspensions

Fights

Graduation

• 2009-2010 Total Number of Seniors - 175What’s working

1. Transcript Readiness Forms2. 9th Grade Repeater Homeroom

What’s not working 1. Seniors passing Gateway 2. Sequential Scheduling of Classes


D

A

T

A

Execute (Who does What, When)

Proficiency Target

66%(state projected target for 2009-

2010)

162(Number of students in cohort that

need to graduate to meet proficiency target)

Feedback (Why?)

Strategy

Baseline Assessmen

ts• SMS Data• Gateway Report• Drop Out Report• Graduation Report (EIS Roster)• Transcript Reviews• Report Card/Progress Report

Data • Overage for Grade Data• ACT Data• PLAN DATA • SAT• PSAT Data

• # of students in cohort - 230• # of on-time grads -145• # Seniors need to pass Gateway this year # Alg.

1- 25, # Eng 10 - 14 and # Biology - 17• Drop out Rate for 2008 is % - 30.5%• # of students unsuccessful in meeting graduating

requirements - 2• Graduation Rate % - 53.6%• Transcript reviews of seniors # University path-

134, # Tech - 15 and # Dual - 1• # of seniors with failing grades - 10• 26.8% of students OVAG• 6.7% of SPED students OVAG/5.7% of ESL

students OVAG• 15.1 Average ACT Score # for all test takers• 15.9 Average PLAN Score # for all test takers

1. Why are students dropping out of school? 2. Why aren’t administrators, guidance team and teachers using early intervention strategies to assist at risk students?3. Why aren’t the guidance team and teachers exposing students to more ACT Prep material?

1. Develop a focus group to determine what’s working and what’s not working as related to students dropping out of school.2. Make faculty, students and parents aware of interventions for students that are overage for grade.3a. Provide ACT prep practice test.3b. Schedule motivational speakers and college tours.

1.Family Specialist, Guidance Team and Graduation will provide monthly parent and workshops for at risk students.2. Guidance team will visit classrooms

and provide lessons regarding post high school activities.

3. The PDSCC will implement Saturday ACT prep sessions for Juniors and Seniors

12.4% increase needed to improve graduation rate

from 53.6% (2008-09 actual) to 66%(2009-10 target)

Number of Seniors

What’s working 1. Course Recovery/Tutoring 2. Gateway Tutoring for December Test 3. Intervention Plan for failing grades (STAR Reports)

What’s not working 1. Attendance – not attending classes; not making

up assignments

Ensure that current Seniors maintain their attendanceEnsure that current Juniors are on track to becoming Seniors next school year


Data

Execute

Proficiency Target

FeedbackStrategy

Baseline Assessmen

ts83 % Passing all 3

Parts

15.9 Aver. ScoreOn ACT

145 studentsOn target for graduation

• Increased Senior Enrollment from 149 to 175

• Number of seniors currently passing Gateway

1. Why have 100% of the seniors not passed all three parts of the Gateway?

2. Why haven’t the average ACT score increased?

• Implement academic progress review per semester

• Phone Calls to Seniors Parents

• ACT Mock Test• ACT Tutoring

• Guidance Counselors• Literacy and Math

Coaches• Homeroom Teachers• Graduation Coach

Number of On-Time Graduates

What’s working 1. SS Credit Recovery 2. Gateway Tutoring What’s not working 1. Attendance – resulting in non-proficient

Gateway Scores


Data

Execute

Proficiency Target

Feedback1. Why are there so many SPED

students who need to pass the Gateway?

2. Why have we lost 85 of the students who started in this cohort?

Strategy

Baseline Assessmen

ts2006-2007 Cohort Graduation Eligibility

145 of the 230 students that started in the 2006-2007 cohort are eligible for on-time graduation

# students in cohort that need to

pass Gateway this year : 25 Alg. I,

14 Eng. II and 17 Biology

# of SPED students that need to

pass Gateway : 12 Alg. I, 4 Eng II,

10 Biology

# of ESL students that need to pass

Gateway : 1 Alg. I, 3 Eng II, 2 Biology

• Locate graduating juniors• Target at-risk seniors • Gateway Blitz

1. Guidance Counselors will complete spring registration with students to ensure graduation requirements are met.

2. Graduation Coach will complete

Increase the number of students graduating on-time.

Summary

What are the Next Steps…

Documents

Striving Schools Compstat Report