Brooks Elementary School SUCCESS AND NOTHING LESS! 2nd Nine Weeks

Kindergarten STAR Data Goal: All kindergarten students will be Transitional or Probable readers by May. (75% are Transitional/Probable Readers) Early Emergent Late Transitional Probable Total # BOY(Beginning of the Year) MOY(Middle of the Year) 9 21% 3 7% 7 16% 7 17% 5 12% 20 47% 26 63% 43 41 Early Emergent reader: Student is beginning to understand that printed text has meaning. The student is learning that reading involves printed words and sentences, and that print flows from left to right and from the top to the bottom of the page. Late Emergent reader: Student can identify most of the letters of the alphabet and can match most of the letters to their sounds. The student is also beginning to “read” picture books and familiar words around the home. Transitional reader: Student has mastered alphabet skills and letter-sound relationships. The student can identify many beginning and ending consonant sounds and long and short vowel sounds, and is probably able to blend sounds and word parts to read simple words. Probable reader: Student is becoming proficient at recognizing many words, both in and out of context. The student spends less time identifying and sounding out words, and more time understanding what was read. Probable readers can blend sounds and word parts to read words and sentences more quickly, smoothly, and independently than students in the other stages of development.

1st STAR Data Urgent Intervention Intervention On Watch Goal: To move all first grade students out of the red and yellow group(Urgent Intervention/Intervention) to blue or green group ( On Watch/At or Above Grade Level) by May. (69% are On Watch/At or Above Grade Level) Urgent Intervention Intervention On Watch At or Above Grade Level Total # BOY(Beginning of the Year) MOY(Middle of the Year) 4 9% 3 7% 6 13% 10 21% 15 32% 22 47% 27 59% 43 41

2nd STAR Data Urgent Intervention Intervention On Watch Goal: To move all second grade students out of the red and yellow group(Urgent Intervention/Intervention) to blue or green group ( On Watch/At or Above Grade Level) by May. (89% are On Watch/At or Above Grade Level) Urgent Intervention Intervention On Watch At or Above Grade Level Total # BOY(Beginning of the Year) MOY(Middle of the Year) 7 16% 1 2% 9 20% 4 9% 15 32% 15 34% 22 47% 24 55% 43 41

2nd Nine Weeks ELS Exam Projected MAAP Proficiency 3rd- 6th ELA Proficient/Advanced Bubble Students ( At least 6 points from being Proficient) 3rd Grade 21.6% 4th Grade 25.6% 3’s (23%) 5th Grade 8.6% 3’s (54%) 6th Grade 26% 3’s (40%) All Students 19.3% 3’s (38.6%)

2nd Nine Weeks ELS Exam Projected MAAP Proficiency 3rd – 6th Math Proficient/Advanced 3rd Grade 23.5% 4th Grade 43.6% 5th Grade 34.8% 6th Grade 28.6% All Students 32.2%

ELA Growth Percentages   All Grade Level Bottom 25 3rd Grade N/A 4th Grade 35.9% 58.3% 5th Grade 34.8% 69.2% 6th Grade 57.1% 81.8% All Students 44.2% 69.4% Growth calculation: Example- If a student moved from low Basic (2018 MAAP Score) to high Basic (2nd Nine Weeks Data) Growth calculation Bottom 25: Example – If a student moved from low minimal(2018 MAAP Score) to high Minimal(2nd Nine Weeks Data)

Math Growth Percentages   All Grade Level Bottom 25 3rd Grade N/A 4th Grade 71.8% 58.3% 5th Grade 26.1% 30.8% 6th Grade 77.1% 83.3% All Students 55.8% 56.8%

Brooks Elementary 2018 Accountability Data Score- 361- C (3rd & 4th Grade Students) A – 442 B - 377 C – 328 D – 269 F – 268 or less Reading Mathematics Other Subjects Proficiency 23.8 29.8 Science Proficiency N/A   Growth All Students 56.1 65.2 Growth Lowest Performing Students 68.2 66.7

Brooks Elementary 2nd Nine Weeks Data Score - 324- D (3rd – 6th Grade Students) A – 442 B - 377 C – 328 D – 269 F – 268 or less Reading Mathematics Other Subjects Proficiency (19.3) (32.2) Science Proficiency N/A   Growth All Students (44) (55.8) 19.3 + 32.2 + 44 + 55.8 + 69.4 + 56.8 = 324 Goal: 53 More Points 324 + 53 = 377 (B) (Increase each category by 9%) Growth Lowest Performing Students (69.4) (56.8)

Strategies & Action Steps When will it be completed? ELA Improvement Plan Strategies & Action Steps Who is Responsible? When will it be completed? Continue to teach comprehension strategies: inferring, sequencing, cause/effect, fact/opinion, questioning – through Reader’s Workshop approach and Journeys (Online practice using Study Island & ELS) Classroom Teachers Lead Teacher (New Position) Bailey Consultants Ongoing Classroom Language Lessons with a focus to improve the five pillars of reading (phonics, phonemic awareness, vocabulary, comprehension, fluency) during centers. (Online practice using Study Island & ELS) Lead Teacher Progress monitor at risk students bi-weekly (Intervention Groups) and adjust instruction based on data Intervention groups will receive an additional 30 minutes of instruction from the lead teacher 2 to 3 days a week 21st Century afterschool teachers will collaborate with other teachers to share areas of weaknesses and strategies 21st Century Teachers Conference often with students to reinforce goals Principal

Strategies & Action Steps When will it be completed? Math Improvement Plan Strategies & Action Steps Who is Responsible? When will it be completed? Implement math workshop structures to support balanced math: Whole group instruction; Small group instruction (guided math); Centers and Online practice (Study Island & ELS) Classroom Teachers Lead Teacher Bailey Consultants Ongoing Utilize the four steps to problem solving to provide feedback and differentiate instruction for all students. Progress monitor at risk students bi-weekly (Intervention Groups) and adjust instruction based on data Principal Students receive an additional 30 minutes of instruction from the PE teacher 3 to 4 days a week Classroom Teacher PE Teacher 21st Century afterschool teachers will collaborate with other teachers to share areas of weaknesses and strategies 21st Century Teachers Conference often with students to reinforce goals