draper elementary schoolwide data
TRANSCRIPT
8/14/2019 Draper Elementary Schoolwide Data
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National Assessments
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IOWA – 3rd Grade
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IOWA - 5th Grade
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READING Compared to National Norms
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MATH Compared to National Norms
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State Assessments
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2012-13 CRT
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CRT
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2012-13 Legislative “Grade”
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2012-13 Direct Writing Assessment
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District Assessments
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MATH - Kindergarten
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MATH – 1st Grade
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MATH – 2nd Grade
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MATH – 3rd Grade
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MATH – 4th Grade
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MATH – 5th Grade
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READING - Kindergarten
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READING – 1st Grade
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READING – 2nd Grade
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READING – 3rd Grade
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READING – 4th Grade
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READING – 5th Grade
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MATH Compared to District
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READING Compared to District
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2012-13 READING
367
117
39
389
103
32
416
95
25
0
50
100
150
200
250
300
350
400
450
T o t a l N u m b e r o f S t u d e n t s
1st-5th Grade Whole School Benchmark ( CSD Benchmark)
Draper Elementary AIMSweb RCBM Benchmark Data 2012-2013
FallWinter Spring
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2012-13 MATH
410
72
40
444
60
17
456
65
15
0
50
100
150
200
250
300
350
400
450
500
1
T o t a l N u m b e r o f S t u d e n
t s
1st- 5th Grade Whole School Benchmark (CSD Benchmark)
Draper Elementary AIMSweb MCOMP Benchmark Data 2012-2013
Fall Wint Spring
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Fall 2013-14 Reading
381
129
64
0
50
100
150
200
250
300
350
400
450
T o t a l N u m b e r o f S t u d e n t s
1st -- 5th Grade Whole School Benchmark Data (CSD Benchmark)
Draper Elementary AIMSweb RCBM Benchmark Data 2013-2014
Fall Winter Spring
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Fall 2013-14 MATH
451
86
37
0
100
200
300
400
500
600
700
1
T o t a
l N u m b e r o f S t u d e n t s
1st- 5th Grade Whole School Benchmark (CSD Benchmark)
Draper Elementary AIMSweb MCOMP Benchmark Data 2013-2014
Fall Wint Spring
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Dual Immersion Fall Achievement Data
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School Assessments
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Behavior Data
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THINK TIME
0
10
20
30
40
50
60
September October
T o t a l N u m b e r o f T h i n k T i m e s
Think Time Montly Totals2012-2013
K
1
2
3
4
5
SPED
0
5
10
15
20
25
September October
T o t a l N u m b e r o f T h i n k T i m e s
Think Time Montly Totals2013-2014
K
1
2
3
4
5
SPED
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Office Discipline Referral Data
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2013-14 Office Referrals by Infraction
0
1
2
3
4
5
6
7
8
ODRs By Infraction
August September October November
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2013-14 Office Referrals by Grade
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2013-14 Office Referrals by Location
0
1
2
3
4
5
6
Bus Bathroom Classroom Computer Lab
Hallway Lunchroom PE Playground Fieldtrip SchoolGrounds
ODRs By Location
August September October November
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Dragon Scale Data
1725
3145
0
500
1000
1500
2000
2500
3000
3500
September October
T o t a l N u m b e r o f P o s i t i v e S t u d e n t
R e c o g n i t i o n T i c
k e t s
Positive Recognition of Students 2013-2014
DragonScales
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Instructional Walk-Through Data
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Instructional Walk-Through Data
Active
58%
Passive
18%
Off Task
20%
Down Time
4%
Student Engagement
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Instructional Walk-Through Data
Whole Group
53%
Small Group
22%
Individual
25%
Instructional Structures
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Instructional Walk-Through Data
Teaching94%
Not Teaching6%
Managing Transitions or Down Time
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Instructional Walk-Through Data
67.40
60.78
62.22
56.00
58.00
60.00
62.00
64.00
66.00
68.00
Positive Feedback/HR Corrective Feedback/Hr Neut. Feedback/Hr
Feedback
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Instructional Walk-Through Data
13 13
0
2
4
6
8
10
12
14
#>0(Pos/Cor) #<0 (Pos/Cor)
Number of Classrooms with Ratios of Affirmatives to Correctives
More affirmatives than correctives More correctives than affirmatives
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Instructional Walk-Through Data
60
30
0
10
20
30
40
50
60
70
80
Grp-OTR/Hr Ind-OTR/Hr
A v e r a g e N u m b e r p e r H
o u r
Oportunities to Respond
Opportunities to Respond Per Hour
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School Achievement Plans
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2012-13 School Achievement Report
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2012-13 School Achievement Report
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Our School Improvement Goals for
THIS Year (2013-14)• Draper Elementary will increase the number of K-5
students at or above benchmark by 5% (when comparing
Fall 2013 Reading CBM data to Spring 2014 Reading
CBM data).
• Draper Elementary will increase the number of K-5students at or above benchmark by 5% (when comparing
Fall 2013 Math CBM data to Spring 2014 Math CBM
data).
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How Will We Get There?
• Focus on student outcomes (data boards,progress monitoring, formative assessment,mastery learning, team problem-solving) as aGrade Level Team
• Evidence-based and quality core instruction
• Skill-based small group instruction for Math andELA
• Improving instruction through public practice &feedback
• Recognizing and encouraging student gains andgrade level successes