November, 2013 Next steps – Need to look at new assessment rubric and start looking at monitoring measurable objectives, identifying sub groups and targeted strategies

Naples Elementary School SY CSI Status Report | End of Year Data Review

Goal 1: Reading Comprehension Goal 1 (G1): All students at Naples Elementary School will improve in reading comprehension by making connections Measurable Objectives: M1: 75% of Second, Third, Fourth, Fifth and Sixth grade students will Demonstrate a proficiency in reading comprehension in English Language Arts by 06/07/2013 as measured by achievement at or above the ‘Proficient’ Lexile range on the Scholastic Reading Inventory (BoY, Mod, EoY). M2: 75% of Fourth, Fifth and Sixth grade students will Demonstrate a proficiency in reading comprehension in English Language Arts by 06/07/2013 as measured by achieving 75% mastery on the Reading Street Baseline local assessment. (Pilot) M3: 75% of Kindergarten, First, Second and Third grade students will Demonstrate a proficiency in Reading Comprehension by making connections in English Language Arts by 06/07/2013 as measured by Instructional level achievement ‘At or Above the Standard’ on the Benchmark Assessment System (BoY, Mid, EoY). M4: 75% of Third, Fourth, Fifth and Sixth grade students will Demonstrate a proficiency in Reading Comprehension in English Language Arts by 06/07/2013 as measured by achievement ‘At or Above the Standard’ (51st-99th % tile) on the TerraNova Reading Subtest (March).

Goal 1 Data Points from School Profile Terra Nova Multiple Assessments 3 rd Edition: Reading Subtest SRI Lexiles (SRI) Developmental Reading Assessment (DRA)

TMNA 3 rd Edition Reading SY Gr ad eSubjectN % Above Standard (76th-99th %tile) % At the Standard (51st- 75th %tile) % Partially Met the Standard (26th-50th %tile) % Below the Standard (1st- 25th %tile) Median Percentile % At/Above Standard Reading Reading Reading Reading Reading Reading Reading Reading Reading Reading Reading Reading Reading Reading Reading Reading Reading SY  3 rd grade had 14% of students in the bottom quarter.  At/Above standard range in grades 4-6 are above 75% of students, 3 rd grade is high still at 72%. Longitudinal changes  3 rd grade has maintained a relatively high (above 8%) percentage of students in the bottom quarter.  4 th and 5 th grade performance fluctuates over the four years.  6th grade has maintained very high percentage of students above the 50 th percentile with all four years equal to or greater than 75%.

Scholastic Reading Inventory End of Year Lexiles Grade SY SY NMeanN GradeDoDEA ‘At the Standard’ Lexile Levels 4 600L to 900L 5 700L to 1000L 6 800L to 1050L Findings: Grades 4-6 are within DoDEA’s end of year ‘at the standard’ ranges. Mean scores are very close to the range upper limit. Mean scores for grades 2, 4, 6 improved from the previous year whereas grades 3 and 5 declined.

Goal 2: Math Goal 2 (G2): All students at Naples Elementary School will improve their understanding of math number sense and operational concepts Measurable Objectives: M1: 75% of Kindergarten, First and Second grade students will Demonstrate a proficiency in number sense and operational concepts in Mathematics by 06/07/2013 as measured by 75% correct on the Everday Mathematics Assessments (BoY, Mid, EoY). M2: 75% of Third, Fourth and Fifth grade students will Demonstrate a proficiency in number sense and operational concepts in Mathematics by 06/07/2013 as measured by 75% correct on the EnVision Math Assessments (BoY, Mi, EoY). M3: 75% of Sixth grade students will Demonstrate a proficiency in number sense and operational concepts in Mathematics by 06/07/2013 as measured by 75% correct on the 7th Grade Placement Test. M4: 75% of Third, Fourth, Fifth and Sixth grade students will Demonstrate a proficiency in number sense and operational concepts in Mathematics by 06/07/2013 as measured by achievement ‘At or Above the Standard’ (51st-99th % tile) on the TerraNova Math Subtest (March).

Goal 2 Data Points from School Profile Terra Nova Multiple Assessments 3 rd Edition: Math Subtest (3 rd -6 th ) Grade Level Curriculum Baseline Assessments (K- 6 th ) Teacher Perception Survey

TNMS 3 rd Edition Math SY Gr ad eSubjectN % Above Standard (76th-99th %tile) % At the Standard (51st-75th %tile) % Partially Met the Standard (26th-50th %tile) % Below the Standard (1st- 25th %tile) Median Percentile % At/Above Standard Math Math Math Math Math Math Math Math Math Math Math Math Math Math Math Math Mathematics SY  Grades 3-5 all have above 8% of students in the bottom quarter.  At/Above %’s do not exceed 75% though do approach and exceed 70%. Longitudinal changes  Bottom quarter changes are mixed, grades 3, 5 increased while 4, 6 decreased.  4 th grade math improved by a 14% gain in the percent of students scoring above the 50 th percentile from last year.  All grade levels appear to have performance fluctuations on the % At/Above Standard indicator.  3 rd and 4 th grade do have consistently high percentages of students in the bottom quarter.

Local Math Curriculum Test GradeNMean K Findings: Percent correct performance is highest among grades K, 1, and 5. Grades 2-4 is relatively average. Grade 6 is barely passing.

Teacher Perception Survey

Data Local and System-Wide Assessment Results and Analysis.

G1 M1: 75% of Second, Third, Fourth, Fifth and Sixth grade students will Demonstrate a proficiency in reading comprehension in English Language Arts by 06/07/2013 as measured by achievement at or above the ‘Proficient’ Lexile range on the Scholastic Reading Inventory (BoY, Mid, EoY).

G1 M2: 75% of Fourth, Fifth and Sixth grade students will Demonstrate a proficiency in reading comprehension in English Language Arts by 06/07/2013 as measured by achieving 75% mastery on the Reading Street Baseline local assessment. (Pilot)

G1 M3: 75% of Kindergarten, First, Second and Third grade students will Demonstrate a proficiency in Reading Comprehension by making connections in English Language Arts by 06/07/2013 as measured by Instructional level achievement ‘At or Above the Standard’ on the Benchmark Assessment System (BoY, Mod, EoY).

G1 M4: 75% of Third, Fourth, Fifth and Sixth grade students will Demonstrate a proficiency in Reading Comprehension in English Language Arts by 06/07/2013 as measured by achievement ‘At or Above the Standard’ (51st-99th % tile) on the TerraNova Reading Subtest (March).

November, 2013 A next step for your team/school is to start really looking at subgroups....for example, looking at students on the bubble and what Strategy/Strategies can help them. Look at writing an Objective that focuses on reducing the number in the bottom quarter or 3rd quarter. Or, look at student performance by grade level and determine if a Measurable Objective for different grade levels is necessary. I don't necessarily see any glaring areas for this except with TN Reading (3rd versus 6th disparity). Some of your Measurable Objectives look like they may need to be raised b/c of the % already meeting them.

G2 M1: 75% of Kindergarten, First and Second grade students will Demonstrate a proficiency in number sense and operational concepts in Mathematics by 06/07/2013 as measured by 75% correct on the Everyday Mathematics Assessments (BoY, MoY, EoY).

G2 M2: 75% of Third, Fourth and Fifth grade students will Demonstrate a proficiency in number sense and operational concepts in Mathematics by 06/07/2013 as measured by 75% correct on the enVision Math Assessments (BoY, MoY, EoY).

G2 M3: 75% of Sixth grade students will Demonstrate a proficiency in number sense and operational concepts in Mathematics by 06/07/2013 as measured by 75% correct on the 7th Grade Placement Test.

G2 M4: 75% of Third, Fourth, Fifth and Sixth grade students will Demonstrate a proficiency in number sense and operational concepts in Mathematics by 06/07/2013 as measured by achievement ‘At or Above the Standard’ (51st-99th % tile) on the TerraNova Math Subtest (March).

Specific Measurable Objective Findings: Objective Did not MeetMet/Exceeded G1.M1None2 nd, 3 rd, 4 th, 5 th & 6th G1.M2*None4 th, 5 th and 6th G1.M3Kinder, 1st, 2 nd, 3rd None G1.M4**3 rd and 4 th 5 th and 6 th G2.M11 st and 2 nd Kinder G2.M23 rd, 4 th and 5thNone G2.M36 th None G2.M44 th 3 rd, 5 th and 6 th *For G1.M was our pilot year for the Reading Streets Benchmark assessment. A select group of teachers at each grade level volunteered. After reviewing the EoY data, the 4 th, 5 th, 6 th grade team will decide if a second data piece is needed. ** For G1.M4 – Kinder and 1 st were close to meeting the benchmark. It should also be noted that all grade levels made significant improvement when comparing their EoY scores with BoY scores.

Overall Success for Goal 1 1.All grade levels scores on the BAS and SRI increased from the BoY to EoY of the school year. On the SRI, the second, third, fourth, fifth and sixth grade students met the objective. 2.As for increases across years (EoY to EoY), on the TNMA-Reading, the percentage of 6 th graders in the top quarters increased consistently from while 3 rd grade’s percentage in the top quarters increased from 2012 to On the BAS, the percentage of Second and Third graders at or above the standard increased from 2012 to On the SRI, the second and fourth grade average scores have increased over the last three years (i.e to 2013). While 3 rd grade’s average score has increased over the last two years (i.e to 2013). 3.Making Connections through Guided Discussion and Guided Reading was implemented at all grade levels. Teachers were given a Needs Assessment to pinpoint Professional Development needs and this was used to plan Professional Development which focused on the current research and teaching best practices. “Mentor teachers” were identified and used to facilitate lessons and provide support for teachers in the implementation of strategies. Classroom teachers were given many opportunities to learn how to use assessment data to guide instruction. Teachers are becoming more proficient with using data to identify student trends and develop appropriate instructional next-steps. Some grade levels have imbedded data discussions as a part of monthly meetings.

Overall Success for Goal 2 1.All grade levels scores on the local math assessments increased from the BoY to EoY of the school year. 2.As for increases across years (EoY to EoY), on the TNMA-Math, the percentage of 3 rd, 4 th and 6 th graders in the top quarters increased consistently from A Needs Assessment was given to teachers at the start of school year to identify Professional Development needs. Professional Development focused on the current research and best practices regarding math centers and using math manipulatives. “Mentor teachers” were identified and used to facilitate lessons and provide support for teachers in the implementation of strategies. Classroom teachers were provided with many opportunities to learn how to use assessment data to guide instruction. Classroom teachers are becoming more proficient with using data to identify student trends and develop appropriate instructional next-steps. Some grade levels have imbedded data discussions as a part of monthly meetings. A Math Coach was utilized by all classroom teachers to develop lessons that afford opportunities for students to move from the concrete to abstract through the use of manipulatives and visual representation. Many classroom teachers have become more consistent with the use of math manipulatives to enhance student learning.

Overall Areas of Need 1.None of our grade levels BoY to the EoY local assessment scores decreased for the school year. 2.On the SRI, the 5 th and 6 th grade EoY scores in 2012 to 2013 decreased. On the BAS, the Kinder and 1 st grade scores decreased from 2012 to On the TNMA-Reading the percentage of students in the top quarter for 4 th grade decreased and there was no change for 5 th grade from 2012 to Teachers will benefit from continued Professional Development opportunities in the implementation of Guided Reading/Guided Discussion and the use of Math Manipulatives. Continued practice with administration and scoring of the BAS assessment will improve fidelity of this assessment tool. Fewer students were able enrolled in support program due a reduction of ISSP staff.

Action to take For SMART Goals 1 and 2 an extensive professional development calendar has been developed to include opportunities for teacher to increase understanding/use of school-wide strategies, data driven instruction, and use of technology to increase learner outcomes. A mentoring program has been implemented to provide understanding of School Vision, SMART Goals, and consistent implementation of strategies in the classroom.