1. Crestwood Elementary School Review of Data School Improvement Process October 26, 2009

2. We’ll begin with student demographic data.

3. How has the overall enrollment changed across time?

4. What do we know about our students? ENROLLMENT BY LOW INCOME AT CRESTWOOD

5. How does Crestwood’s level of economically disadvantaged students compare to the District and State?

6. This Year’s Enrollment by Low Income: MMSD September, 2009 District Elementary Avg. = 49%

7. This Year’s Enrollment by Low Income: MMSD September, 2009 District Elementary Avg. = 49%

8. Data on our students… RACIAL/ETHNIC DIVERSITY AT Crestwood

9. How does Crestwood’s diversity of students compare to the District and State? 2008-09 School Year

10. Data on our students… IN COMPARISON TO THE DISTRICT, CRESTWOOD HAD LOWER MOBILITY LEVEL AND HAS A SIMILAR DENSITY OF SPECIAL EDUCATION STUDENTS Mobility rate: move in/out per 100 students CURRENT SPECIAL EDUCATION DENSITY

11. What about student engagement data?

12. What do we know about how our students are engaged? ATTENDANCE RATES FOR ALL STUDENTS: CRESTWOOD AND MMSD ELEMENTARY SCHOOLS The District’s goal is 94% attendance rate for all students…

13. While the overall attendance data is above the 94% goal, it’s been a mixed story for our African-American students across the District… ATTENDANCE RATES FOR AFRICAN-AMERICAN STUDENTS: CRESTWOOD AND MMSD ELEMENTARY SCHOOLS …and all student groups at Crestwood Last year: Hispanic = 94.1% Asian = 94.8% White = 95.8%

14. What do we know about how our students are engaged? SUSPENSION RATES FOR ALL STUDENTS: CRESTWOOD AND MMSD ELEMENTARY SCHOOLS Rates are based upon number of suspensions per 100 students

15. What about student learning data?

16. How do our students’ primary reading test scores compare to the District averages? PRIMARY READING TESTS, SPRING 2009

17. Does an achievement gap exist when we consider our primary reading test scores for minority students? When does it appear? become more significant? PRIMARY READING TESTS, SPRING 2009

18. Does an achievement gap exist when we consider our primary reading test scores for low-income students? When does it appear? become more significant? PRIMARY READING TESTS, SPRING 2009

19. Adequate Yearly Progress ReadingMath Starting Point2001-0261%37% 2002-0361%37% 2003-0461%37% Intermediate Goal2004-0567.5%47.5% (Begin new 3-8 tests)2005-0667.5%47.5% 2006-0767.5%47.5% Intermediate Goal2007-0874%58% 2008-0974%58% 2009-1074%58% Intermediate Goal2010-1180.5%68.5% Intermediate Goal2011-1287%79% Intermediate Goal2012-1393.5%89.5% Goal: All Proficient2013-14100% Annual Measurable Objectives % Proficient/Advanced

20. When we consider the “high stakes” test for reading, how did our students perform? WKCE - Reading: November, 2008 Criteria that determines a school’s status (AYP): Reading – 74%

21. How do our Proficiency/Advanced levels compare to the District and State? WKCE – Reading, 2008: Proficiency/Advanced %

22. What have been the long-term trends in reading achievement? WKCE - Reading, 2005-08: Fourth Grade Proficiency/Advanced %

23. When we disaggregate the reading data by various groups of students, what are our Proficiency/Advanced levels ? We’ll start with gender… WKCE - Reading, 2008: Proficiency/Advanced %

24. Then we’ll look at race/ethnicity… WKCE - Reading, 2008: Proficiency/Advanced %

25. …and Economic Status. WKCE – Reading, 2008: Proficiency/Advanced % Third grade low income students: two small of a group to make a comparison

26. When we compare the students that we could instructionally impact (FAY) to Wisconsin schools with similar levels of economic disadvantage, how did we do in bringing our students up to proficiency in reading?

27. A 3 Year Comparison of Crestwood 5th Grade WKCE Reading Scores

28. When we consider the “high stakes” test for mathematics, how did our students perform? WKCE - Mathematics: November, 2008 Criteria that determines a school’s status (AYP): Math – 58%

29. How do our Proficiency/Advanced levels compare to the District and State? WKCE - Mathematics, 2008: Proficiency/Advanced %

30. What have been the long-term trends in mathematics achievement? WKCE - Mathematics, 2005-08

31. When we disaggregate the math data by various groups of students, what are our Proficiency/Advanced levels ? We’ll start with gender… WKCE – Mathematics, 2008: Proficiency/Advanced %

32. Then we’ll look at race/ethnicity… WKCE - Mathematics, 2008: Proficiency/Advanced %

33. …and Economic Status. WKCE – Mathematics, 2008: Proficiency/Advanced % Third grade low income students: two small of a group to make a comparison

34. When we compare the students that we could instructionally impact (FAY) to Wisconsin schools with similar levels of economic disadvantage, how did we do in bringing our students up to proficiency in math?

35. Although not yet factored into AYP and other considerations, the importance of science achievement measured through the WKCE will soon increase. How do our Proficiency/Advanced levels compare to the District and State? WKCE - Science, 2008: Proficiency/Advanced %

36. Six-Trait Scores: Fifth Grade

38. Finally, what relationships data do we have?

39. Parents/guardians participate in school activities… CrestwoodDistrict No Opinion/ Don’t Know 0%4% Strongly Agree 54%30% Agree43%55% Disagree3%10% Strongly Disagree 0%1.% Crestwood Elementary School vs. District Elementary Schools-Staff Survey

40. CrestwoodDistrict No Opinion/ Don’t Know 0%1% Strongly Agree66%45% Agree31%45% Disagree3%8% Strongly Disagree 0%2% Our school culture values caring, celebration, and humor.

41. Our school has traditions and recognition events that are meaningful to staff. Crestwood Elementary School vs. District Elementary Schools-Staff Survey CrestwoodDistrict No Opinion/ Don’t Know 0%5% Strongly Agree43%24% Agree51% Disagree6%18% Strongly Disagree 0%2%

42. Crestwood Elementary School vs. District Elementary Schools-Staff Survey CrestwoodDistrict No Opinion/ Don’t Know 3%6% Strongly Agree18%7% Agree50%38% Disagree29%45% Strongly Disagree 0%4% Students in this school are free from bullying.

43. Conclusions from our Data Crestwood’s student achievement as measured by the state standardized test scores (WKCE) in reading, math, science, and social studies have historically been high and they remain so. When compared to other Wisconsin schools with similar demographics Crestwood students rank among the highest on the WKCE in reading. There is a significant achievement gap as measured by the WKCE between our white students and our students of color. The number of minority students, particularly African- American students at our school has increased significantly over the past few years. Our school’s suspension rate is significantly lower than the district average. Our school’s attendance rate among African- American is lower than the average for the district. Our school’s poverty rate has risen fairly dramatically over the past few years.

44. Goal #1: Consistent and systematic collaboration among staff will improve our academic program and raise the percentage of minority students who are proficient in reading, language arts, and math by 3% at the end of 2 years. Madison Metropolitan School District School Improvement Process: Action Plan School: Crestwood Year: 09-10 Principal: Howard Fried Date Developed: 10/09

45. Goal #2: Develop a series of initiatives which utilizes Crestwoods’ ongoing strengths and at the same time prepares us for the inevitable changes that our future will bring.