CREEKSIDE ELEMENTARY SCHOOL DATA REVIEW FOR FY 2015

OUR DATA REVIEW: CRCT (3-5) Subject Gains/Losses Reading90%91%+1 Language Arts84%88%+4 Math72%77%+5 Science73%74%+1 Social Studies75%77%+2

OUR DATA REVIEW: CRCT (3 rd to 4 th ) Subject Gains/Losses Reading9190 Language Arts Math Science7271 Social Studies7978 (4 th to 5 th ) Subject Gains/Losses Reading Language Arts Math Science Social Studies7378+5

CRCT – READING 3 RD GRADE Subgroups GAINS/LOSSES Black White Asian100 0 Hispanic Multiracial100 0 SWD ED Male Female9188-3

CRCT – LANGUAGE ARTS 3 RD GRADE Subgroups GAINS/LOSSES Black White Asian100 0 Hispanic Multiracial100 0 SWD ED Male Female8588+3

CRCT – MATH 3 RD GRADE Subgroups GAINS/LOSSES Black White Asian Hispanic Multiracial SWD ED Male Female

CRCT – SCIENCE 3 RD GRADE Subgroups GAINS/LOSSES Black White Asian Hispanic Multiracial SWD ED6463 Male Female

CRCT – SOCIAL STUDIES 3 RD GRADE Subgroups GAINS/LOSSES Black White Asian100 0 Hispanic Multiracial100 0 SWD ED Male Female7776

CRCT – READING 4TH GRADE Subgroups GAINS/LOSSES Black8584 White Asian100 0 Hispanic100 0 Multiracial SWD ED Male Female8693+7

CRCT – LANGUAGE ARTS 4TH GRADE Subgroups GAINS/LOSSES Black White Asian100 0 Hispanic Multiracial SWD ED Male Female

CRCT – MATH 4TH GRADE Subgroups GAINS/LOSSES Black White Asian100 0 Hispanic100 0 Multiracial100 0 SWD ED Male Female7366-7

CRCT – SCIENCE 4TH GRADE Subgroups GAINS/LOSSES Black58 0 White Asian100 0 Hispanic100 0 Multiracial SWD ED Male Female7172+1

CRCT – SOCIAL STUDIES 4TH GRADE Subgroups GAINS/LOSSES Black White Asian100 0 Hispanic Multiracial SWD ED Male Female7176+5

CRCT – READING 5TH GRADE Subgroups GAINS/LOSSES Black White Asian100 0 Hispanic Multiracial100 0 SWD ED Male Female9398+5

CRCT – LANGUAGE ARTS 5TH GRADE Subgroups GAINS/LOSSES Black9695 White Asian100 0 Hispanic100 0 Multiracial100 0 SWD ED Male Female9794-3

CRCT – MATH 5TH GRADE Subgroups GAINS/LOSSES Black White Asian100 0 Hispanic100 0 Multiracial100 0 SWD ED9291 Male9392 Female95 0

CRCT – SCIENCE 5TH GRADE Subgroups GAINS/LOSSES Black White Asian100 0 Hispanic100 0 Multiracial100 0 SWD ED Male Female

CRCT – SOCIAL STUDIES 5TH GRADE Subgroups GAINS/LOSSES Black White Asian100 0 Hispanic100 0 Multiracial SWD ED Male Female

HOW ARE WE ADDRESSING OUR GAP….. Our focus this year will be the following:  Student will participate in the following assessments throughout the year to measure progress with certain skills.  DIBELS Next to measure literacy skills K-3, Reading Fluency & Comprehension 1-5  SRI (Scholastic Reading Inventory) to measure Lexile (1-5)  OAS (Online Assessment System) will become or merge with GOFAR (Georgia Online Formative Assessment Resources) later this school year.  GKIDS (Georgia Kindergarten Inventory of Developing Skills)

HOW ARE WE ADDRESSING OUR GAP….. Our focus this year will be the following for students…  Refining our Instructional Focus Time (IFT) from 8:00-8:50  EIP services provided at this time with pull out instruction  17 or less students  Work on isolated skills that students are missing  Main focus is Math for grades 2-5 during IFT  Small group instruction  Interventions, progress monitoring

HOW ARE WE ADDRESSING OUR GAP….. Our focus this year will be the following for teachers… To Ensure Teachers are Teaching Standards with Fidelity  Continuation of administrative focus walk observations  Weekly feedback on walk through and lesson plans  Emphasis on instructional strategies, planning, and academically challenging environment  Collaborative Weekly Team Meetings  Data Analysis, Focus on Instructional Strategies to Increase Student Achievement, creating common assessments aligned to CCGPS, analysis of student work.  Teachers will “unpack” standards for the upcoming week to discuss and focus on key elements of standards; what needs to be taught within that standard.

HOW ARE WE ADDRESSING OUR GAP…..(CONT.) Our focus this year will be the following for teachers… To Ensure Teachers are Teaching Standards with Fidelity  Collaborative Weekly Team Meetings  Math teachers have been given the grade level standards overview from Georgia Department of Education for their grade level to discuss in meetings and use as a guide for lesson.  Vertical Team Meetings for discussion of standards, knowledge of what is being taught in other grade levels, and working together to identify gaps between grade levels & what can be done to close the skill gap.

HOW ARE WE ADDRESSING OUR GAP….. Our focus this year will be the following for teachers… To Ensure Students are Mastering Standards  Use of formative, benchmark, and summative assessments, as well as student work, to continually revise instructional practices and meet students need with differentiating instructions.  Review of pre/post common assessment test data to be used for instruction  Analyzing data by subgroups  Pulse check on these students not preforming well through out the month  have they improved  interventions in place for them after pre/post test  conferencing with the students on their progress  Meet to analyze data to determine appropriate groupings for Instructional Focus Time (IFT) for interventions and extension activities.

HOW ARE WE ADDRESSING OUR GAP….. Our focus this year will be the following for teachers… To Ensure Students are Mastering Standards  Continued use of Study Island Software, Alpha Skills, and Math Exemplars  Collaboration with our CIS representative to provide tutors and mentors  Collaboration with YES program on what students are working on and their weaknesses

HOW ARE WE ADDRESSING OUR GAP….. Our focus this year will be the following for students working on grade level or above….  Students performing above grade level receive extension services during the Instructional Focus Time (IFT).  3 rd, 4 th, 5 th work with Gifted or Regular Education teachers on extension activities  K-2 work with Exploratory Teachers  Extension activities relating to standards being taught in the classroom.  Text Talk Activities: Vocabulary enrichment through literacy for students who do not need phonics and sight word instruction  Advanced Content Math for students who already met standards on pre- assessment.  Use of formative, benchmark, and summative assessments, as well as student work, to continually revise instructional practices to extend the learning of these students.

HOW ARE WE ADDRESSING OUR GAP….. Our focus this year on Professional Learning… Book Study: “The Excellent 11/End of Molasses Classes” Writing Traits Literacy Block Discipline: Dealing with Difficult Students TKES Standards DIBLES Next Training for new teachers Formative Instructional Practices (FIP) District PL: Academic Rigor, DOK Math in the Fast Lane Strategies

THANK YOU “Learning with Courage, Honesty, and Dignity”