Impact Schools - sp Impact … · to SY 14-15 CCRPI Data SY 11-12 SY 12-13 SY 13-14 Overall Score...

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SCCPSS Board Accountability Committee Chevron Report Impact Schools May 2015

Transcript of Impact Schools - sp Impact … · to SY 14-15 CCRPI Data SY 11-12 SY 12-13 SY 13-14 Overall Score...

Page 1: Impact Schools - sp Impact … · to SY 14-15 CCRPI Data SY 11-12 SY 12-13 SY 13-14 Overall Score 50.4 56.9 49.1 Achievement 32.1 34.5 31.7 Progress 12.8 12.4 13.4 Ach. Gap 4 9 4

SCCPSS Board Accountability Committee Chevron Report

Impact Schools

May 2015

Page 2: Impact Schools - sp Impact … · to SY 14-15 CCRPI Data SY 11-12 SY 12-13 SY 13-14 Overall Score 50.4 56.9 49.1 Achievement 32.1 34.5 31.7 Progress 12.8 12.4 13.4 Ach. Gap 4 9 4

Impact Schools Chevron Reports

Purpose of the Impact Schools Chevron Reports The Chief Academic Officer has identified eleven schools for additional support and intervention in order to improve academic achievement. These reports have been created for monitoring the schools’ progress based on key performance indicators. A brief summary of the information published within the Impact Schools Chevron Reports is provided below.

For each Impact School, Academic Affairs School Governance staff identified a goal that is focused on improving end-of-year literacy & numeracy outcomes as measured by the district’s benchmark assessments, which consist of mCLASS: DIBELS and mCLASS: Math for grades K-1, and the Scholastic Reading Inventory (SRI) and Measures of Academic Progress: Math (MAP) for grades 2-5. An area of concern is also noted for each school. Specific objectives are enumerated, which are designed to support achievement of the overall Goal and improvement within the area of concern.

The Quantitative Data section provides data with a direct relationship to the Goals/Objectives, including information on students’ performance in the areas of literacy and numeracy as measured by the district’s benchmark assessments in reading and math; students’ course performance as measured by teacher-assigned grades; and the school accountability data reported under Georgia’s Single Statewide Accountability System. The two tables at the top of this section provide the percentage of students meeting grade-level performance targets for reading and math as measured by the BOY (fall), MOY (winter), and EOY (spring) administrations of the benchmark assessments. All data for grades K-1 reports a single On Target percentage, as the performance targets at these grade levels are based on national norms that are unique to each individual assessment window. The assessment tools used for grades K-1 are mCLASS:DIBELS and mCLASS:Math. The data for grades 2-5 also reflect the percentage of students meeting BOY, MOY, and EOY grade-level performance targets for the reading and math benchmarks. At these grade levels, two different numbers are reported for BOY and MOY; the first represents the percentage of students who are On Target for the assessment window, and the second represents the percentage of students who have met the end-of-grade-level performance target established by the district. The assessment tools used for grades 2-5 are the SRI Reading Assessment and NWEA MAP. The Teacher Assigned Grades table includes disaggregation by content area and grade level, with results displayed by quarters. The percentage of grades earned by numeric band and an overall pass rate are provided. The final two tables in this section of the report provide the school’s accountability outcomes, including a 3-year history of College & Career Ready Performance Index (CCRPI) scores, along with the school’s current Priority, Focus, Alert, or Reward status.

Goals / Objectives

Quantitative Data

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The Financial Data section includes information on the school’s budget allocation by source and category for fiscal year 2015. Enrollment and demographic data, including the percentage of Economically Disadvantaged (ED), English Learner (EL) and Students with Disabilities (SWD) are also provided. The 10th day enrollment count is used in conjunction with the funding source data to calculate the total allocation per student and the general fund allocation per student.

The Qualitative Data section of the report includes recommendations from the Instructional Audit performed for each Impact School. Each recommendation includes a specific Action, or strategy to be taken to ensure the recommendations are implemented within the school.

The Additional Data section includes information with a more indirect relationship to the specified Goal. This data may help tell “the story behind the numbers” and/or identify factors that may contribute to the Impact designation. The table at the top left of this section includes information on the percentage of students by days absent; the school’s total number of discipline referrals and percentage of students (unduplicated) who were referred for out-of-school suspension (OSS) or an alternative placement; the student mobility rate, which measures the percentage of students enrolling and withdrawing; the percentage of students assigned to Tier 2 or Tier 3 level Response to Intervention (RTI); and the teacher attendance rate. Each of these data points are reported quarterly; however, the absence data will be reported as the cumulative total across quarters in order to track absolute attendance status relative to CCRPI criteria. The Student Retention table provides the percentage of students overall and by each grade level who were marked retained in the end of year Student Record data collection. The TAPS Score Distribution table reports the SY 2013-14 distribution of ratings on the Teacher Assessment of Performance Standards portion of the teacher evaluation system, which only includes evaluator ratings based on observations and walkthroughs. The Teacher/Administrator Experience table provides information on the number of years of teacher and administrator experience, both overall and within the Impact school building.

The Principal’s Corner provides the building administrator with an opportunity to provide commentary and additional insight into the school’s report. This section includes Points of Pride, which gives the principal an opportunity to highlight the positive items occurring at the school.

Financial Data

Qualitative Data

Additional Data

Principal’s Corner

Page 4: Impact Schools - sp Impact … · to SY 14-15 CCRPI Data SY 11-12 SY 12-13 SY 13-14 Overall Score 50.4 56.9 49.1 Achievement 32.1 34.5 31.7 Progress 12.8 12.4 13.4 Ach. Gap 4 9 4

SCCPSS Impact Schools Chevron Reports v3 May 2015

Impact Schools Chevron Report Otis J. Brock, III Elementary School

1804 Stratford Street Savannah, GA 31401

Go

als

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ves

Goal: To improve student achievement and growth as measured by the Scholastic Reading Inventory (SRI) and MAP Assessment in grades 2-5 and mCLASS and DIBELS in K-1 by reducing the percentage of students below proficient by 10% from May 2014 to May 2015. Area of Concern: 7.8% point drop in CCRPI yet 100% of teachers rated proficient Objectives:

Administrative staff will systematically review lesson plans, observe teachers, and provide feedback on a regular basis utilizing the TKES platform.

Teachers with low growth percentiles will be placed on Professional Development Plans.

Principal will participate in the Academic Affairs Instruction Leadership Small Group Forum to increase awareness of effective feedback.

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*3-yr cycle

covers SY 12-13

to SY 14-15

CCRPI Data SY 11-12 SY 12-13 SY 13-14

Overall Score 50.4 56.9 49.1

Achievement 32.1 34.5 31.7

Progress 12.8 12.4 13.4

Ach. Gap 4 9 4

Subgroup 0 0 0

Status Reason

Priority* No N/A

Focus* No N/A

Alert No N/A

Reward No N/A

SY 13-14Accountability

Status

General Fund Grants Software/Equip. Staff (S&B) Staff Devlpmt. Utilities/Phone Other Total

$3,909,949 $1,318,168 $24,921 $4,738,271 $3,700 $95,987 $365,238 $5,228,117

FY 2015 AllocationFY 2015 Funding Source

Enrollment

(10th day)ED EL SWD

Max Core

Class Size

586 95% < 1% 11% 23

Total Allocation per

Student

General Fund

Allocation per Student

$8,922 $6,672

Measure: %

On TargetBOY MOY EOY

Gr K Reading 47% 32%

Gr 1 Reading 44% 35%

Gr K Math 2% 6%

Gr 1 Math 19% 15%

Measure: % On Target /

% at EOY Grade LevelBOY MOY EOY

Gr 2 Reading NA / 10% 58% / 30%

Gr 3 Reading 57% / 23% 54% / 33%

Gr 4 Reading 46% / 28% 52% / 40%

Gr 5 Reading 53% / 39% 56% / 54%

Gr 2 Math NA / 0% 43% / 19%

Gr 3 Math 33% / 3% 42% / 7%

Gr 4 Math 33% / 5% 29% / 18%

Gr 5 Math 35% / 16% 44% / 38%

Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4

Pass % 85% 85% 81% 90% 92% 81% 77% 94% 100% 81% 86% 88%

90-100 19% 12% 11% 18% 17% 10% 10% 16% 24% 22% 27% 14%

80-89 35% 36% 31% 21% 33% 29% 31% 40% 63% 34% 34% 35%

70-79 31% 37% 39% 51% 42% 42% 36% 38% 13% 25% 25% 39%

60-69 12% 13% 17% 10% 8% 19% 23% 7% 1% 11% 10% 11%

<60 3% 2% 2% 0% 0% 0% 0% 0% 0% 8% 4% 1%

Pass % 90% 89% 91% 84% 85% 76% 88% 99% 89% 91% 86% 91%

90-100 17% 14% 14% 16% 23% 29% 14% 20% 15% 19% 14% 23%

80-89 49% 35% 36% 23% 27% 24% 34% 32% 24% 30% 39% 29%

70-79 24% 40% 41% 45% 35% 23% 40% 47% 50% 42% 33% 39%

60-69 10% 10% 9% 16% 12% 24% 13% 1% 10% 9% 13% 9%

<60 1% 1% 1% 0% 3% 0% 0% 0% 1% 0% 0% 1%

Ma

th

Grade 4 Grade 5Teacher-

Assigned Grades

Grade 2 Grade 3

Re

ad

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Page 5: Impact Schools - sp Impact … · to SY 14-15 CCRPI Data SY 11-12 SY 12-13 SY 13-14 Overall Score 50.4 56.9 49.1 Achievement 32.1 34.5 31.7 Progress 12.8 12.4 13.4 Ach. Gap 4 9 4

SCCPSS Impact Schools Chevron Reports v3 May 2015

Impact Schools Chevron Report Otis J. Brock, III Elementary School

1804 Stratford Street Savannah, GA 31401

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RECOMMENDATIONS FROM INSTRUCTIONAL AUDIT Provide timely, systematic data-driven interventions. ACTION: Continue refining the Intervention Block schedule which utilizes all available staff and uses a research-based program to reach the lowest-performing students. Analyze assessment results to provide feedback to students and to adjust instruction. ACTION: Senior Director of Accountability, Assessment, & Reporting will provide individualized Data Team training with your staff as a whole and in grade groups to assist with differentiated instruction. Enables students to attain higher levels of learning through differentiated instruction. ACTION: I-4 Arrange for staff

to have a refresher training on Differentiated Instruction.

Ensure that all teachers have a shared understanding of expectations for standards by implementing standards-based classrooms school-wide. ACTION: Arrange for teachers to visit Gadsden Elementary to have a clearer understanding of your expectations regarding standards.

Guides the school’s work in curriculum, assessment, instruction, and professional learning. ACTION: Continue to

monitor instruction for quality and high-level thinking skills.

Monitor professional learning closely and consistently to measure the impact on teacher practice and student

learning. ACTION: Professional Development Plans should be provided for struggling teachers and monitored

closely.

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Points of Pride

Morning Tutorial Program, 21st Century Community Learning Program, Dedicated Reading & Math Labs, 4H Project Achievement Winners, Career Fair, Career Exploratory Clubs, Schoolwide Weekly Career Hour, Monthly Schoolwide Themes, Vibrant Community Partnerships with Gulfstream, International Paper, Savannah State University, SCAD, Armstrong Atlantic State University, JetBlue, Title I Distinguished School, Solid Increase in SRI Proficiency Grades 2-5, Celebration of School Name Change from Francis Bartow to Otis J. Brock III, Anticipating New Building Construction Beginning March 2015

Principal's Story Behind the Numbers

As a school with a 98% poverty rate, we are challenged with helping our students overcome obstacles associated with high poverty. In order to meet our students’ needs, we have increased our focus on increasing parental involvement through multiple outreach events. We have also volunteered to pilot the APTT program in order to increase parental involvement in the educational process. We have implemented a FLEX block of instructional time, utilizing data to group our students based on needs and delivering effective targeted instruction. Due to this, our students had substantial gains as measured by MAP and SRI.

OverallWithin

BuildingOverall

Within

BuildingOverall

Within

Building

Teachers 20% 40% 67% 56% 13% 4%

AP

Principal

<= 3 Yrs 4-19 Yrs >= 20 Yrs

Teacher / Administrator Experience

Student

RetentionEOY 13 EOY 14

Total 18% 21%

Gr K 12% 8%

Gr 1 10% 10%

Gr 2 20% 36%

Gr 3 13% 8%

Gr 4 20% 46%

Gr 5 34% 30%

Ineffective Needs Dev. Proficient Exemplary

0% 0% 100% 0%

TAPS Score Distribution: SY 13-14

Q1 Q2 Q3 Q4

Students Absent 0-2 days* 82% 49% 33%

Students Absent 3-5 days* 14% 29% 27%

Students Absent >5 days* 5% 22% 41%

Total Discipline Referrals 38 39 50

Students Referred for OSS 2% 4% 7%

Students Referred for Alt. Placmt. < 1% 0% 0%

Student Mobility Rate 12% 10% 9%

Students in RTI Tier 2 10% 12% 14%

Students in RTI Tier 3 7% 7% 8%

Teacher Attendance Rate 93% 88% 90%

*Absence data is reported as cumulative % across quarters

Page 6: Impact Schools - sp Impact … · to SY 14-15 CCRPI Data SY 11-12 SY 12-13 SY 13-14 Overall Score 50.4 56.9 49.1 Achievement 32.1 34.5 31.7 Progress 12.8 12.4 13.4 Ach. Gap 4 9 4

SCCPSS Impact Schools Chevron Reports SCCPSS Impact Schools Chevron Reports v3 May 2015

Impact Schools Chevron Report

East Broad Street K-8 School: Elementary Grades 400 East Broad Street Savannah, GA 31401

Go

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ves

Goal: To improve student achievement and growth as measured by the Scholastic Reading Inventory (SRI) and MAP Assessment in grades 2-5 and mCLASS and DIBELS in K-1 by reducing the percentage of students below proficient by 10% by from May 2014 to May 2015. Area of Concern: Only 1/15 points earned for CCRPI Achievement Gap Objectives:

Administrative staff will systematically review lesson plans, observe teachers, and provide feedback on a regular basis utilizing the TKES platform with a special emphasis on co-teaching.

Teachers with low growth percentiles will be placed on Professional Development Plans.

Principal will participate in the Academic Affairs Instruction Leadership Small Group Forum to increase awareness of effective feedback.

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*3-yr cycle

covers SY 12-13

to SY 14-15

Status Reason

Priority* No N/A

Focus* No N/A

Alert No N/A

Reward Yes Progress

SY 13-14Accountability

Status

CCRPI Data SY 11-12 SY 12-13 SY 13-14

Overall Score 53.5 60.6 41.6

Achievement 30.7 31.3 29.4

Progress 13.8 14.3 11.2

Ach. Gap 8 12 1

Subgroup 0 2 0

Enrollment

(10th day)ED EL SWD

Max Core

Class Size

701 95% < 1% 13% 23

Total Allocation per

Student

General Fund

Allocation per Student

$9,496 $7,128

NOTE:

includes

grades K-8

General Fund Grants Software/Equip. Staff (S&B) Staff Devlpmt. Utilities/Phone Other Total

$4,997,032 $1,659,964 $18,787 $6,132,416 $3,700 $134,326 $367,767 $6,656,996

FY 2015 AllocationFY 2015 Funding Source

Measure: %

On TargetBOY MOY EOY

Gr K Reading 61% 69%

Gr 1 Reading 70% 53%

Gr K Math 7% 37%

Gr 1 Math 29% 42%

Measure: % On Target /

% at EOY Grade LevelBOY MOY EOY

Gr 2 Reading NA / 10% 66% / 49%

Gr 3 Reading 57% / 16% 47% / 26%

Gr 4 Reading 40% / 16% 44% / 35%

Gr 5 Reading 57% / 35% 57% / 48%

Gr 2 Math NA / 2% 36% / 18%

Gr 3 Math 34% / 3% 30% / 13%

Gr 4 Math 26% / 5% 20% / 14%

Gr 5 Math 27% / 5% 15% / 11%

Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4

Pass % 88% 94% 99% 97% 88% 79% 93% 98% 93% 60% 65% 99%

90-100 25% 35% 18% 23% 16% 10% 6% 16% 12% 8% 12% 27%

80-89 26% 27% 39% 52% 29% 37% 35% 41% 21% 30% 13% 22%

70-79 37% 32% 42% 22% 43% 32% 52% 41% 60% 22% 40% 50%

60-69 10% 6% 1% 3% 13% 4% 7% 2% 7% 33% 23% 2%

<60 3% 0% 0% 0% 0% 16% 0% 0% 0% 6% 12% 0%

Pass % 92% 98% 100% 100% 89% 99% 100% 100% 93% 44% 80% 33%

90-100 48% 50% 23% 11% 16% 9% 41% 19% 12% 5% 8% 3%

80-89 31% 23% 56% 56% 30% 29% 30% 55% 42% 21% 31% 13%

70-79 13% 25% 21% 33% 43% 61% 29% 26% 39% 18% 41% 17%

60-69 9% 2% 0% 0% 11% 1% 0% 0% 7% 55% 20% 60%

<60 0% 0% 0% 0% 0% 0% 0% 0% 0% 2% 0% 7%

Ma

th

Grade 4 Grade 5Teacher-

Assigned Grades

Grade 2 Grade 3

Re

ad

ing

Page 7: Impact Schools - sp Impact … · to SY 14-15 CCRPI Data SY 11-12 SY 12-13 SY 13-14 Overall Score 50.4 56.9 49.1 Achievement 32.1 34.5 31.7 Progress 12.8 12.4 13.4 Ach. Gap 4 9 4

SCCPSS Impact Schools Chevron Reports SCCPSS Impact Schools Chevron Reports v3 May 2015

Impact Schools Chevron Report

East Broad Street K-8 School: Elementary Grades 400 East Broad Street Savannah, GA 31401

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RECOMMENDATIONS FROM INSTRUCTIONAL AUDIT Provide timely, systematic data-driven interventions. ACTION: Continue refining the Intervention Block schedule which utilizes all available staff and uses a research-based program to reach the lowest-performing students. Analyze assessment results to provide feedback to students and to adjust instruction. ACTION: Senior Director of Accountability, Assessment, & Reporting will provide individualized Data Team training with your staff as a whole and in grade groups to assist with differentiated instruction. Ensure that all teachers have a shared understanding of expectations for standards by implementing standards-based classrooms school-wide. ACTION: Arrange for teachers to visit Gadsden Elementary to have a clearer understanding of your expectations regarding standards. Enables students to attain higher levels of learning through differentiated instruction. ACTION: Arrange for staff to

have a refresher training on Differentiated Instruction. Guide the school’s work in curriculum, assessment, instruction, and professional learning. ACTION: Continue to monitor instruction for quality and high-level thinking skills. Cultivates and sustains a culture of trust and respect that ensures positive interactions and promotes a sense of community. ACTION: Work with the Leadership Team and grade level groups to solicit input and promote collaboration.

Monitor professional learning closely and consistently to measure the impact on teacher practice and student learning. ACTION: Professional Development Plans should be provided for struggling teachers and monitored closely.

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Points of Pride

East Broad Street K8 School is a 2014-2015 Title I Reward School. The school is one of 10 schools in the State of Georgia selected to implement the Academic Parent Teacher Team initiative to increase parent involvement.

Principal's Story Behind the Numbers

One concern that the administrative team has for the school is the lack of redelivery knowledge teachers display when preparing lessons for students. The teachers know the content but are unable to redeliver information to students in a manner that helps the students progress on tests and classwork.

OverallWithin

BuildingOverall

Within

BuildingOverall

Within

Building

Teachers 36% 53% 52% 44% 12% 3%

AP

Principal

Teacher / Administrator Experience (All Grades)

<= 3 Yrs 4-19 Yrs >= 20 Yrs

Ineffective Needs Dev. Proficient Exemplary

0% 0% 100% 0%

TAPS Score Distribution: SY 13-14

Student

RetentionEOY 13 EOY 14

Total 12% 19%

Gr K 5% 5%

Gr 1 13% 4%

Gr 2 16% 21%

Gr 3 13% 17%

Gr 4 8% 36%

Gr 5 19% 42%

Q1 Q2 Q3 Q4

Students Absent 0-2 days* 79% 47% 34%

Students Absent 3-5 days* 16% 26% 24%

Students Absent >5 days* 6% 27% 42%

Total Discipline Referrals 24 40 53

Students Referred for OSS 3% 4% 5%

Students Referred for Alt. Placmt. 0% 1% 0%

Student Mobility Rate 11% 14% 9%

Students in RTI Tier 2 12% 16% 16%

Students in RTI Tier 3 2% 3% 3%

Teacher Attendance Rate 96% 92% 93%

*Absence data is reported as cumulative % across quarters

Page 8: Impact Schools - sp Impact … · to SY 14-15 CCRPI Data SY 11-12 SY 12-13 SY 13-14 Overall Score 50.4 56.9 49.1 Achievement 32.1 34.5 31.7 Progress 12.8 12.4 13.4 Ach. Gap 4 9 4

SCCPSS Impact Schools Chevron Reports SCCPSS Impact Schools Chevron Reports v3 May 2015

Impact Schools Chevron Report

East Broad Street K-8 School: Middle Grades 400 East Broad Street Savannah, GA 31401

Go

als

/Ob

jecti

ves

Goal: To improve student achievement and growth as measured by the Scholastic Reading Inventory (SRI) and MAP Assessment in grades 2-5 by reducing the percentage of students below proficient by 10% from May 2014 to May 2015. Area of Concern: Only 5/15 points earned for CCRPI Achievement Gap Objectives:

Administrative staff will systematically review lesson plans, observe teachers, and provide feedback on a regular basis utilizing the TKES platform with a special emphasis on co-teaching.

Teachers with low growth percentiles will be placed on Professional Development Plans. Principal will participate in the Academic Affairs Instruction Leadership Small Group Forum to increase awareness of effective feedback. Intervention Block will be implemented and monitored

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General Fund Grants Software/Equip. Staff (S&B) Staff Devlpmt. Utilities/Phone Other Total

$4,997,032 $1,659,964 $18,787 $6,132,416 $3,700 $134,326 $367,767 $6,656,996

FY 2015 AllocationFY 2015 Funding Source

*3-yr cycle

covers SY 12-13

to SY 14-15

CCRPI Data SY 11-12 SY 12-13 SY 13-14

Overall Score 61.9 59.9 58.2

Achievement 36.8 34.4 36.6

Progress 15.6 14.6 16.6

Ach. Gap 7 7 5

Subgroup 2 2.9 0

Enrollment

(10th day)ED EL SWD

Max Core

Class Size

701 95% < 1% 13% 23

Total Allocation per

Student

General Fund

Allocation per Student

$9,496 $7,128

NOTE:

includes

grades K-8

Reading on

Gr LevelBOY* MOY* EOY

Numeracy

on Gr LevelBOY* MOY* EOY

Grade 6 61% / 42% 62% / 56% Grade 6 17% / 13% 20% / 22%

Grade 7 56% / 36% 52% / 46% Grade 7 20% / 14% 20% / 17%

Grade 8 49% / 37% 56% / 58% Grade 8 45% / 34% 30% / 47%

* % On Target / % at EOY Grade Level

Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4

Pass % 70% 59% 65% 90% 97% 98% 59% 81% 88% 69% 82% 81%

90-100 2% 2% 2% 41% 35% 35% 5% 5% 9% 19% 12% 18%

80-89 20% 11% 16% 27% 25% 28% 17% 39% 35% 22% 12% 23%

70-79 48% 46% 47% 22% 37% 35% 37% 37% 44% 28% 58% 40%

60-69 22% 42% 28% 10% 4% 2% 15% 7% 12% 19% 4% 16%

<60 9% 0% 7% 0% 0% 0% 25% 12% 0% 12% 14% 4%

Pass % 69% 58% 65% 84% 94% 93% 69% 81% 84% 100% 96% 91%

90-100 9% 4% 7% 11% 24% 33% 9% 7% 13% 22% 13% 16%

80-89 22% 13% 16% 40% 37% 47% 29% 26% 27% 40% 33% 44%

70-79 38% 41% 42% 33% 33% 13% 31% 48% 44% 38% 50% 31%

60-69 31% 41% 36% 16% 7% 7% 31% 20% 16% 0% 4% 7%

<60 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 2%

Pass % 56% 76% 73% 63% 87% 96% 88% 94% 86% 98% 89% 91%

90-100 10% 5% 0% 2% 3% 20% 2% 5% 5% 20% 11% 20%

80-89 12% 30% 27% 12% 22% 49% 49% 38% 37% 29% 46% 20%

70-79 34% 41% 46% 49% 62% 27% 37% 51% 44% 49% 32% 51%

60-69 44% 24% 27% 37% 11% 2% 12% 5% 12% 2% 11% 5%

<60 0% 0% 0% 0% 3% 2% 0% 0% 2% 0% 0% 5%

Gra

de

8

Reading/ELA Math Science Social Studies

Gra

de

6G

rad

e 7

Teacher-

Assigned Grades

Status Reason

Priority* No N/A

Focus* No N/A

Alert No N/A

Reward Yes Progress

SY 13-14Accountability

Status

Page 9: Impact Schools - sp Impact … · to SY 14-15 CCRPI Data SY 11-12 SY 12-13 SY 13-14 Overall Score 50.4 56.9 49.1 Achievement 32.1 34.5 31.7 Progress 12.8 12.4 13.4 Ach. Gap 4 9 4

SCCPSS Impact Schools Chevron Reports SCCPSS Impact Schools Chevron Reports v3 May 2015

Impact Schools Chevron Report

East Broad Street K-8 School: Middle Grades 400 East Broad Street Savannah, GA 31401

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RECOMMENDATIONS FROM INSTRUCTIONAL AUDIT Provide timely, systematic data-driven interventions. ACTION: Continue refining the Intervention Block schedule which utilizes all available staff and uses a research-based program to reach the lowest-performing students. Analyze assessment results to provide feedback to students and to adjust instruction. ACTION: Senior Director of Accountability, Assessment, & Reporting will provide individualized Data Team training with your staff as a whole and in grade groups to assist with differentiated instruction. Ensure that all teachers have a shared understanding of expectations for standards by implementing standards-based classrooms school-wide. ACTION: Arrange for teachers to visit Gadsden Elementary to have a clearer understanding of your expectations regarding standards. Enables students to attain higher levels of learning through differentiated instruction. ACTION: Arrange for staff to

have a refresher training on Differentiated Instruction. Guide the school’s work in curriculum, assessment, instruction, and professional learning. ACTION: Continue to monitor instruction for quality and high-level thinking skills. Cultivates and sustains a culture of trust and respect that ensures positive interactions and promotes a sense of community. ACTION: Work with the Leadership Team and grade level groups to solicit input and promote collaboration.

Monitor professional learning closely and consistently to measure the impact on teacher practice and student learning. ACTION: Professional Development Plans should be provided for struggling teachers and monitored closely.

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Points of Pride

East Broad Street K8 School is a 2014-2015 Title I Reward School. The school is one of 10 schools in the State of Georgia selected to implement the Academic Parent Teacher Team initiative to increase parent involvement.

Principal's Story Behind the Numbers

One concern that the administrative team has for the school is the lack of redelivery knowledge teachers display when preparing lessons for students. The teachers know the content but are unable to redeliver information to students in a manner that helps the students progress on tests and classwork. Additionally, on the middle school level, we are concerned about the lack of diversity in our ability to offer courses for advanced students. We are unable to offer any high school credit courses.

Ineffective Needs Dev. Proficient Exemplary

0% 0% 100% 0%

TAPS Score Distribution: SY 13-14

OverallWithin

BuildingOverall

Within

BuildingOverall

Within

Building

Teachers 36% 53% 52% 44% 12% 3%

AP

Principal

Teacher / Administrator Experience (All Grades)

<= 3 Yrs 4-19 Yrs >= 20 Yrs

Student

RetentionEOY 13 EOY 14

Total 27% 22%

Gr 6 20% 12%

Gr 7 19% 35%

Gr 8 51% 21%

Q1 Q2 Q3 Q4

Students Absent 0-2 days* 76% 48% 36%

Students Absent 3-5 days* 17% 25% 24%

Students Absent >5 days* 6% 27% 40%

Total Discipline Referrals 16 17 18

Students Referred for OSS 10% 8% 7%

Students Referred for Alt. Placmt. 0% 0% 0%

Student Mobility Rate 8% 14% 8%

Students in RTI Tier 2 12% 16% 16%

Students in RTI Tier 3 2% 3% 3%

Teacher Attendance Rate 96% 92% 93%

*Absence data is reported as cumulative % across quarters

Page 10: Impact Schools - sp Impact … · to SY 14-15 CCRPI Data SY 11-12 SY 12-13 SY 13-14 Overall Score 50.4 56.9 49.1 Achievement 32.1 34.5 31.7 Progress 12.8 12.4 13.4 Ach. Gap 4 9 4

SCCPSS Impact Schools Chevron Reports SCCPSS Impact Schools Chevron Reports v3 May 2015

Impact Schools Chevron Report

Gadsden Elementary School 919 May Street Savannah, GA 31415

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Goal: To improve student achievement and growth as measured by the Scholastic Reading Inventory (SRI) and MAP Assessment in grades 2-5 and mCLASS and DIBELS in K-1 by reducing the percentage of students below proficient by 10% from May 2014 to May 2015. Area of Concern: No points received on CCRPI for SWD Performance Objectives:

Administrative staff will systematically review lesson plans, observe teachers, and provide feedback on a regular basis utilizing the TKES platform with a special emphasis on co-teaching.

Teachers with low growth percentiles will be placed on Professional Development Plans.

Principal will participate in the Academic Affairs Instruction Leadership Small Group Forum to increase awareness of effective feedback.

Implement and monitor Intervention Block with emphasis on SWD

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covers SY 12-13

to SY 14-15

Status Reason

Priority* No N/A

Focus* No N/A

Alert No N/A

Reward No N/A

SY 13-14Accountability

Status

CCRPI Data SY 11-12 SY 12-13 SY 13-14

Overall Score 49.7 58.7 69.7

Achievement 33.5 36.6 38.4

Progress 14.2 15.1 17.3

Ach. Gap 1 6 13

Subgroup 0 0 0

General Fund Grants Software/Equip. Staff (S&B) Staff Devlpmt. Utilities/Phone Other Total

$4,301,004 $1,696,060 $208,595 $5,194,039 $1,700 $112,787 $479,943 $5,997,064

FY 2015 Funding Source FY 2015 Allocation

Enrollment

(10th day)ED EL SWD

Max Core

Class Size

731 96% 0% 11% 26

Total Allocation per

Student

General Fund

Allocation per Student

$8,204 $5,884

Measure: %

On TargetBOY MOY EOY

Gr K Reading 63% 73%

Gr 1 Reading 46% 41%

Gr K Math 8% 34%

Gr 1 Math 20% 37%

Measure: % On Target /

% at EOY Grade LevelBOY MOY EOY

Gr 2 Reading NA / 14% 82% / 64%

Gr 3 Reading 67% / 18% 63% / 41%

Gr 4 Reading 60% / 40% 72% / 69%

Gr 5 Reading 82% / 50% 84% / 78%

Gr 2 Math NA / 5% 56% / 35%

Gr 3 Math 52% / 8% 65% / 40%

Gr 4 Math 47% / 16% 62% / 46%

Gr 5 Math 49% / 17% 51% / 45%

Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4

Pass % 92% 94% 98% 96% 98% 98% 100% 99% 100% 90% 88% 99%

90-100 21% 17% 22% 24% 24% 27% 14% 26% 50% 22% 27% 21%

80-89 30% 35% 37% 51% 55% 46% 46% 49% 29% 34% 41% 40%

70-79 41% 42% 39% 21% 19% 25% 40% 24% 21% 34% 20% 38%

60-69 8% 6% 2% 4% 2% 3% 0% 1% 0% 9% 12% 1%

<60 0% 0% 0% 0% 1% 0% 0% 0% 0% 1% 0% 0%

Pass % 96% 97% 98% 96% 96% 100% 100% 100% 101% 80% 95% 96%

90-100 25% 29% 23% 31% 23% 43% 26% 27% 27% 22% 31% 25%

80-89 40% 37% 39% 43% 57% 38% 41% 49% 47% 16% 35% 40%

70-79 31% 31% 36% 22% 16% 19% 33% 24% 27% 42% 29% 31%

60-69 5% 3% 2% 4% 4% 1% 0% 0% 0% 20% 4% 4%

<60 0% 1% 0% 0% 1% 0% 0% 0% 0% 1% 1% 0%

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Grade 2 Grade 3

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Page 11: Impact Schools - sp Impact … · to SY 14-15 CCRPI Data SY 11-12 SY 12-13 SY 13-14 Overall Score 50.4 56.9 49.1 Achievement 32.1 34.5 31.7 Progress 12.8 12.4 13.4 Ach. Gap 4 9 4

SCCPSS Impact Schools Chevron Reports SCCPSS Impact Schools Chevron Reports v3 May 2015

Impact Schools Chevron Report

Gadsden Elementary School 919 May Street Savannah, GA 31415

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RECOMMENDATIONS FROM INSTRUCTIONAL AUDIT

Provide timely, systematic data-driven interventions. ACTION: Implement a functioning Intervention Block

schedule which utilizes all available staff and uses a research-based program to reach the lowest-performing

students with emphasis on SWD

Analyze assessment results to provide feedback to students and to adjust instruction. ACTION: Senior Director of Accountability, Assessment, & Reporting will provide individualized Data Team training with your staff as a whole and in grade groups to assist with differentiated instruction. Monitor professional learning closely and consistently to measure the impact on teacher practice and student learning. ACTION: Professional Development Plans should be provided for struggling teachers and monitored closely.

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Points of Pride

1. Gadsden's CCRPI score increased 11 percentage points over last year & 20 percentage points over the last 2 years. 2. Gadsden's 2013-2014 CRCT student growth was the second highest in the Savannah-Chatham County School District. Our school was highlighted on WSAV TV's "Top Three on Three" - CRCT. 3. Gadsden encourages parents as partners. We have a parent center to provide support & assistance as needed. Our PTA meetings are very well attended & generally standing room only. 4. Gadsden has been recognized as a model for Standards-Based instruction.

Principal's Story Behind the Numbers

Gadsden is an inner-city school serving a very high percentage of at-risk students (98% Free/Reduced Lunch; 99% Minority). A large number of our students enter school woefully behind their peers and have greater home and community disadvantages. We face many challenges, and while the school’s enrollment has grown by nearly 10% since the start of the academic year, this has not stood in the way of academic gains. Small group instruction is a component of the daily literacy block with staff being well-trained in the use of teacher-led guided reading and a variety of intervention programs. A Targeted Reading Block has allowed teachers to utilize data to form flexible groups focusing on vocabulary, word study, fluency, comprehension, or enrichment. Gadsden also leads the district in the use of Odyssey’s Compass Learning and the site has expanded the program beyond the district requirement to include kindergarten and first grade students. All staff members were provided in-depth training from certified presenters in the use of the program. Gadsden will continue to train staff in the use of several intervention programs that are currently in place so that teachers can use them effectively when providing instruction.

OverallWithin

BuildingOverall

Within

BuildingOverall

Within

Building

Teachers 32% 42% 49% 53% 19% 6%

AP

Principal

<= 3 Yrs 4-19 Yrs >= 20 Yrs

Teacher / Administrator Experience

Ineffective Needs Dev. Proficient Exemplary

0% 0% 100% 0%

TAPS Score Distribution: SY 13-14

Student

RetentionEOY 13 EOY 14

Total 9% 9%

Gr K 2% 1%

Gr 1 4% 7%

Gr 2 12% 13%

Gr 3 12% 3%

Gr 4 12% 18%

Gr 5 14% 15%

Q1 Q2 Q3 Q4

Students Absent 0-2 days* 85% 56% 41%

Students Absent 3-5 days* 13% 29% 26%

Students Absent >5 days* 3% 15% 34%

Total Discipline Referrals 2 11 11

Students Referred for OSS < 1% 1% 1%

Students Referred for Alt. Placmt. 0% 0% 0%

Student Mobility Rate 12% 10% 9%

Students in RTI Tier 2 10% 13% 12%

Students in RTI Tier 3 1% 4% 5%

Teacher Attendance Rate 97% 95% 96%

*Absence data is reported as cumulative % across quarters

Page 12: Impact Schools - sp Impact … · to SY 14-15 CCRPI Data SY 11-12 SY 12-13 SY 13-14 Overall Score 50.4 56.9 49.1 Achievement 32.1 34.5 31.7 Progress 12.8 12.4 13.4 Ach. Gap 4 9 4

SCCPSS Impact Schools Chevron Reports v3 May 2015

Impact Schools Chevron Report

Garden City Elementary School 4037 Kessler Avenue Garden City, GA 31408

Go

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Goal: To improve student achievement and growth as measured by the Scholastic Reading Inventory (SRI) and MAP Assessment in grades 2-5 and mCLASS and DIBELS in K-1 by reducing the percentage of students below proficient by 10% from May 2014 to May 2015. Area of Concern:: 29% of second graders and 24% of fourth graders were retained last school year Objectives:

Provide Professional Development to second and fourth grade teachers regarding the Response to Intervention process

Implement a system of formative assessments to more effectively monitor student progress

Counselors will meet individually and in small groups with target groups of students not meeting standards

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covers SY 12-13

to SY 14-15

Status Reason

Priority* No N/A

Focus* No N/A

Alert No N/A

Reward No N/A

SY 13-14Accountability

Status

CCRPI Data SY 11-12 SY 12-13 SY 13-14

Overall Score 56.7 62.3 65.8

Achievement 37.7 37.5 39.2

Progress 13.4 15.2 15.6

Ach. Gap 4 8 8

Subgroup .6 .6 2.5

General Fund Grants Software/Equip. Staff (S&B) Staff Devlpmt. Utilities/Phone Other Total

$4,703,347 $1,148,077 $104,066 $5,233,045 $1,700 $148,468 $364,145 $5,851,424

FY 2015 Funding Source FY 2015 Allocation

Enrollment

(10th day)ED EL SWD

Max Core

Class Size

751 88% 16% 10% 26

Total Allocation per

Student

General Fund

Allocation per Student

$7,792 $6,263

Measure: %

On TargetBOY MOY EOY

Gr K Reading 59% 81%

Gr 1 Reading 48% 61%

Gr K Math 9% 57%

Gr 1 Math 16% 48%

Measure: % On Target /

% at EOY Grade LevelBOY MOY EOY

Gr 2 Reading NA / 19% 65% / 44%

Gr 3 Reading 64% / 22% 67% / 42%

Gr 4 Reading 58% / 35% 65% / 55%

Gr 5 Reading 73% / 51% 76% / 65%

Gr 2 Math NA / 10% 69% / 44%

Gr 3 Math 68% / 11% 73% / 51%

Gr 4 Math 50% / 19% 54% / 42%

Gr 5 Math 55% / 31% 60% / 52%

Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4

Pass % 96% 85% 97% 98% 92% 100% 96% 94% 98% 98% 86% 94%

90-100 18% 12% 30% 29% 17% 41% 21% 16% 28% 21% 27% 21%

80-89 39% 36% 46% 48% 33% 39% 48% 40% 35% 38% 34% 43%

70-79 39% 37% 21% 21% 42% 20% 27% 38% 35% 39% 25% 30%

60-69 4% 13% 5% 2% 8% 0% 4% 7% 1% 3% 10% 7%

<60 1% 2% 0% 0% 0% 0% 0% 0% 0% 0% 4% 0%

Pass % 95% 89% 90% 96% 85% 98% 98% 99% 95% 94% 86% 89%

90-100 38% 14% 30% 44% 23% 38% 43% 20% 22% 36% 14% 19%

80-89 40% 35% 30% 37% 27% 46% 34% 32% 48% 30% 39% 30%

70-79 17% 40% 30% 15% 35% 14% 21% 47% 25% 28% 33% 40%

60-69 5% 10% 8% 5% 12% 2% 2% 1% 5% 6% 14% 11%

<60 0% 1% 1% 0% 3% 0% 0% 0% 0% 0% 0% 0%

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Grade 2 Grade 3

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Page 13: Impact Schools - sp Impact … · to SY 14-15 CCRPI Data SY 11-12 SY 12-13 SY 13-14 Overall Score 50.4 56.9 49.1 Achievement 32.1 34.5 31.7 Progress 12.8 12.4 13.4 Ach. Gap 4 9 4

SCCPSS Impact Schools Chevron Reports v3 May 2015

Impact Schools Chevron Report

Garden City Elementary School 4037 Kessler Avenue Garden City, GA 31408

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RECOMMENDATIONS FROM INSTRUCTIONAL AUDIT

Provide timely, systematic data-driven interventions. ACTION: Implement a functioning Intervention Block

schedule which utilizes all available staff and uses a research-based program to reach the lowest-performing

students.

Cultivates and sustains a culture of trust and respect that ensures positive interactions and promotes a sense of

community. ACTION: Encourage your office staff to attend PL regarding customer service.

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Q1 Q2 Q3 Q4

Students Absent 0-2 days* 84% 58% 38%

Students Absent 3-5 days* 13% 26% 30%

Students Absent >5 days* 3% 16% 32%

Total Discipline Referrals 102 81 86

Students Referred for OSS 1% 1% 2%

Students Referred for Alt. Placmt. 0% < 1% 0%

Student Mobility Rate 11% 12% 9%

Students in RTI Tier 2 8% 13% 25%

Students in RTI Tier 3 1% 2% 3%

Teacher Attendance Rate 94% 94% 95%

*Absence data is reported as cumulative % across quarters

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Points of Pride

Continuous improvement of CCRPI score of a 3 year period Grade 5 Writing reflects an 18-poinit gain from 12-13 to 13-14 school year Math pass rate for grades 3-5 reflects an increase from 67% to 75% from 12-13 to 13-14 school year Sixteen certified professionals holding/pursuing ESOL Endorsement to better serve our growing population of English Speakers of Other Languages Increased communication with non English speaking families Increased parent involvement with academic based family night activities Preliminary data reflects the percentage of students demonstrating proficiency on EOY benchmark assessment data; DIBELS - K 82%; 1st 52%; MAP – 2nd Grade 89%; 3rd Grade 85%; 4th Grade 77%; 5th Grade 74%

Principal's Story Behind the Numbers

Garden City Elementary School will continue to chart and analyze data to identify the needs of students to plan instruction to support mastery of grade level standards. The school's leadership team has review the CCRPI report for SY 14, and identified 3 areas of focus in an effort to improve the achievement and academic progress of students. MOY district benchmark assessment data reflects an increase at all grade levels in the percentage of students meeting benchmark as noted. Kindergarten & 1st Grade: DIBELS & mCLASS and Grades 2-5 SRI & MAP. Instructional recommendations and student success plans have been developed to support increased levels of student achievement. The school is progressing toward meeting the identified goal of reducing the percentage of students below proficient by 10% on benchmark assessments. Preliminary results indicate the area of concern with the percentage of 2nd and 4th grade students being retained is reducing significantly at 2nd grade. Formative assessments are continuously used school wide to determine the levels of mastery of grade level standards with student success plans and remedial instruction in place to further support progress toward learning goals.

Ineffective Needs Dev. Proficient Exemplary

0% 7% 86% 7%

TAPS Score Distribution: SY 13-14

OverallWithin

BuildingOverall

Within

BuildingOverall

Within

Building

Teachers 32% 66% 58% 34% 9% 0%

AP

Principal

<= 3 Yrs 4-19 Yrs >= 20 Yrs

Teacher / Administrator Experience

Student

RetentionEOY 13 EOY 14

Total 15% 13%

Gr K 7% 5%

Gr 1 11% 5%

Gr 2 19% 29%

Gr 3 16% 7%

Gr 4 17% 24%

Gr 5 31% 13%

Page 14: Impact Schools - sp Impact … · to SY 14-15 CCRPI Data SY 11-12 SY 12-13 SY 13-14 Overall Score 50.4 56.9 49.1 Achievement 32.1 34.5 31.7 Progress 12.8 12.4 13.4 Ach. Gap 4 9 4

SCCPSS Impact Schools Chevron Reports v3 May 2015

Impact Schools Chevron Report

Haven Elementary School 5111 Dillon Ave Savannah, GA 31405

Go

als

/Ob

jecti

ves

Goal: To improve student achievement and growth as measured by the Scholastic Reading Inventory (SRI) and MAP Assessment in grades 2-5 and mCLASS and DIBELS in K-1 by reducing the percentage of students below proficient by 10% from May 2014 to May 2015. Area of Concern: 14.3 point drop in CCRPI yet 97% of teachers rated proficient Objectives:

Administrative staff will systematically review lesson plans, observe teachers, and provide feedback on a regular basis utilizing the TKES platform.

Teachers with low growth percentiles will be placed on Professional Development Plans.

Principal will participate in the Academic Affairs Instruction Leadership Small Group Forum to increase awareness of effective feedback.

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General Fund Grants Software/Equip. Staff (S&B) Staff Devlpmt. Utilities/Phone Other Total

$2,983,168 $1,158,924 $62,316 $3,679,756 $3,715 $96,863 $299,442 $4,142,092

FY 2015 Funding Source FY 2015 Allocation

*3-yr cycle

covers SY 12-13

to SY 14-15

Status Reason

Priority* No N/A

Focus* No N/A

Alert No N/A

Reward No N/A

SY 13-14Accountability

Status

CCRPI Data SY 11-12 SY 12-13 SY 13-14

Overall Score 41.8 56.6 42.3

Achievement 30.9 32.4 31.2

Progress 9.4 14.2 11.1

Ach. Gap 1 9 0

Subgroup 0 0 0

Enrollment

(10th day)ED EL SWD

Max Core

Class Size

445 95% 0% 14% 22

Total Allocation per

Student

General Fund

Allocation per Student

$9,308 $6,704

Measure: %

On TargetBOY MOY EOY

Gr K Reading 57% 56%

Gr 1 Reading 67% 40%

Gr K Math 5% 25%

Gr 1 Math 20% 40%

Measure: % On Target /

% at EOY Grade LevelBOY MOY EOY

Gr 2 Reading NA / 11% 67% / 46%

Gr 3 Reading 62% / 14% 55% / 30%

Gr 4 Reading 22% / 14% 32% / 22%

Gr 5 Reading 44% / 23% 50% / 42%

Gr 2 Math NA / 3% 49% / 25%

Gr 3 Math 55% / 6% 64% / 40%

Gr 4 Math 28% / 7% 16% / 11%

Gr 5 Math 37% / 7% 33% / 31%

Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4

Pass % 78% 88% 94% 100% 100% 98% 59% 97% 83% 63% 84% 83%

90-100 14% 19% 18% 13% 13% 17% 5% 2% 14% 0% 7% 7%

80-89 37% 39% 34% 40% 57% 53% 19% 51% 21% 26% 33% 21%

70-79 27% 30% 42% 47% 30% 28% 35% 44% 48% 37% 44% 55%

60-69 23% 12% 6% 0% 0% 2% 41% 4% 17% 37% 15% 14%

<60 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 5%

Pass % 85% 95% 93% 100% 100% 100% 100% 91% 96% 95% 100% 85%

90-100 19% 15% 16% 17% 26% 9% 45% 27% 19% 21% 15% 14%

80-89 33% 58% 45% 64% 50% 59% 42% 32% 54% 30% 33% 30%

70-79 33% 22% 32% 19% 24% 32% 13% 32% 23% 44% 52% 41%

60-69 13% 4% 3% 0% 0% 0% 0% 7% 4% 2% 0% 14%

<60 3% 1% 4% 0% 0% 0% 0% 2% 0% 2% 0% 2%

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Grade 2 Grade 3

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Page 15: Impact Schools - sp Impact … · to SY 14-15 CCRPI Data SY 11-12 SY 12-13 SY 13-14 Overall Score 50.4 56.9 49.1 Achievement 32.1 34.5 31.7 Progress 12.8 12.4 13.4 Ach. Gap 4 9 4

SCCPSS Impact Schools Chevron Reports v3 May 2015

Impact Schools Chevron Report

Haven Elementary School 5111 Dillon Ave Savannah, GA 31405

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RECOMMENDATIONS FROM INSTRUCTIONAL AUDIT Ensure that all teachers have a shared understanding of expectations for standards by implementing standards-based classrooms school-wide. ACTION: Arrange for teachers to visit Gadsden Elementary to have a clearer understanding of your expectations regarding standards. Provide a orderly, well-managed learning environment. ACTION: Schedule a refresher course for your staff in PBIS. Provide timely, systematic data-driven interventions. ACTION: I-9 Implement a functioning Intervention Block schedule which utilizes all available staff and uses a research-based program to reach the lowest-performing students. Central Office will assist in facilitating the purchase of SRA materials and provide appropriate training. Analyze assessment results to provide feedback to students and to adjust instruction. ACTION: Senior Director of Accountability, Assessment, & Reporting will provide individualized Data Team training with your staff as a whole and in grade groups to assist with differentiated instruction. Maintain the school building, campus and equipment to ensure a safe, clean and inviting learning environment. ACTION: Work with Maintenance and Operations to assist in improving overall building cleanliness. Guide the school’s work in curriculum, assessment, instruction, and professional learning. ACTION: Continue to monitor instruction for quality and high-level thinking skills.

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Points of Pride

Implementation of an intervention block (REAL TIME) for 3rd-5th grade utilizing the SRA Corrective Reading Program. Every homeroom teacher is responsible for holding a tutorial session for their students once a week either before or after school. Revamping our 21st Century Program to address the needs of students attending based on lagging and current data.

Principal's Story Behind the Numbers

I am very excited about the implementation of our intervention block and the progress we are making. I do realize that we have our work cut out for us; however, my staff and I are willing and ready to go above and beyond the call of duty to meet the needs of ALL of our students. I am very grateful for the additional support provided to Haven from Academic Affairs and Professional Learning in regards to assisting the Impact Schools.

OverallWithin

BuildingOverall

Within

BuildingOverall

Within

Building

Teachers 44% 59% 54% 41% 3% 0%

AP

Principal

<= 3 Yrs 4-19 Yrs >= 20 Yrs

Teacher / Administrator Experience

Ineffective Needs Dev. Proficient Exemplary

0% 3% 97% 0%

TAPSScore Distribution: SY 13-14

Student

RetentionEOY 13 EOY 14

Total 19% 18%

Gr K 13% 7%

Gr 1 10% 12%

Gr 2 39% 34%

Gr 3 18% 12%

Gr 4 9% 30%

Gr 5 25% 26%

Q1 Q2 Q3 Q4

Students Absent 0-2 days* 83% 50% 38%

Students Absent 3-5 days* 14% 32% 28%

Students Absent >5 days* 3% 18% 35%

Total Discipline Referrals 74 45 57

Students Referred for OSS 8% 6% 8%

Students Referred for Alt. Placmt. < 1% 0% 0%

Student Mobility Rate 20% 15% 14%

Students in RTI Tier 2 14% 25% 25%

Students in RTI Tier 3 3% 4% 4%

Teacher Attendance Rate 93% 91% 90%

*Absence data is reported as cumulative % across quarters

Page 16: Impact Schools - sp Impact … · to SY 14-15 CCRPI Data SY 11-12 SY 12-13 SY 13-14 Overall Score 50.4 56.9 49.1 Achievement 32.1 34.5 31.7 Progress 12.8 12.4 13.4 Ach. Gap 4 9 4

SCCPSS Impact Schools Chevron Reports v3 May 2015

Impact Schools Chevron Report

Hodge Elementary School 3609 Hopkins Street, Savannah, GA 31405

Go

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/Ob

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ves

Goal: To improve student achievement and growth as measured by the Scholastic Reading Inventory (SRI) and MAP Assessment in grades 2-5 and mCLASS and DIBELS in K-1 by reducing the percentage of students below proficient by 10% from May 2014 to May 2015. Area of Concern: Drop in CCRPI Achievement & Achievement Gap scores yet 100% of teachers rated proficient or exemplary Objectives:

Incorporate reading instructions/ strategies and interventions that articulate scope and sequence of skills to ensure continuous integration of a rich curriculum of literary and informational text.

Utilize professional development to improve teachers’ knowledge and skills to influence classroom

practices with a focus on instructional practices that are specifically related to math matters and how

students understand it; and to strengthen instructional alignment with actual classroom conditions.

Collaborate with parents in the philosophy of partnership wherein power and responsibility are shared.

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*3-yr cycle

covers SY 12-13

to SY 14-15

Status Reason

Priority* No N/A

Focus* No N/A

Alert No N/A

Reward No N/A

SY 13-14Accountability

Status

Software/Equip. Staff (S&B) Staff Devlpmt. Utilities/Phone Other Total

$25,277 $3,647,298 $3,470 $117,232 $246,322 $4,039,599

FY 2015 Allocation

General Fund Grants

$3,106,114 $933,485

FY 2015 Funding Source

Enrollment

(10th day)ED EL SWD

Max Core

Class Size

446 91% 0% 9% 22

Total Allocation

per Student

General Fund

Allocation per Student

$9,057 $6,964

CCRPI Data SY 11-12 SY 12-13 SY 13-14

Overall Score 53.3 54.2 52

Achievement 34.7 33.2 32.8

Progress 12.1 13 15.7

Ach. Gap 5 7 3

Subgroup 0 0 0

Measure: %

On TargetBOY MOY EOY

Gr K Reading 44% 57%

Gr 1 Reading 40% 48%

Gr K Math 1% 40%

Gr 1 Math 11% 39%

Measure: % On Target /

% at EOY Grade LevelBOY MOY EOY

Gr 2 Reading NA / 19% 62% / 53%

Gr 3 Reading 56% / 18% 51% / 40%

Gr 4 Reading 31% / 18% 47% / 32%

Gr 5 Reading 59% / 41% 66% / 62%

Gr 2 Math NA / 6% 49% / 32%

Gr 3 Math 37% / 6% 42% / 30%

Gr 4 Math 24% / 7% 21% / 17%

Gr 5 Math 39% / 17% 50% / 43%

Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4

Pass % 93% 87% 95% 95% 88% 94% 56% 89% 93% 86% 88% 93%

90-100 34% 26% 30% 30% 30% 27% 0% 2% 3% 10% 10% 8%

80-89 35% 41% 26% 30% 29% 40% 27% 27% 22% 36% 36% 40%

70-79 24% 20% 39% 35% 29% 27% 29% 60% 68% 40% 42% 45%

60-69 7% 13% 5% 5% 11% 5% 42% 12% 7% 13% 13% 8%

<60 0% 0% 0% 0% 1% 0% 2% 0% 0% 0% 0% 0%

Pass % 95% 93% 90% 94% 91% 92% 62% 88% 86% 94% 95% 100%

90-100 30% 36% 49% 19% 26% 22% 6% 10% 5% 30% 40% 28%

80-89 35% 41% 17% 49% 33% 39% 18% 14% 25% 34% 44% 52%

70-79 30% 16% 24% 26% 32% 31% 38% 64% 56% 30% 11% 20%

60-69 6% 7% 11% 5% 8% 8% 38% 13% 14% 6% 5% 0%

<60 0% 0% 0% 1% 1% 0% 0% 0% 0% 0% 0% 0%

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Page 17: Impact Schools - sp Impact … · to SY 14-15 CCRPI Data SY 11-12 SY 12-13 SY 13-14 Overall Score 50.4 56.9 49.1 Achievement 32.1 34.5 31.7 Progress 12.8 12.4 13.4 Ach. Gap 4 9 4

SCCPSS Impact Schools Chevron Reports v3 May 2015

Impact Schools Chevron Report

Hodge Elementary School 3609 Hopkins Street, Savannah, GA 31405

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Recommendations from Instructional Audit

Ensure that all teachers have a shared understanding of expectations for standards by implementing standards-

based classrooms school-wide. Action: Arrange for teachers to visit Gadsden Elementary to have a clearer

understanding of expectations regarding standards.

Provide timely, systematic data-driven interventions. Action: Implement a functioning Intervention Block schedule

which utilizes all available staff and uses a research-based program to reach the lowest-performing students.

Analyze assessment results to provide feedback to students and to adjust instruction. Action: Senior Director of

Accountability, Assessment, & Reporting will provide individualized Data Team training with the staff as a whole

and in grade groups to assist with differentiated instruction.

Work toward cultivating a culture of trust and respect that ensures positive interactions and promotes a sense of

community. Action: Principal will develop a plan to include Poverty Simulation and Diversity Training for staff.

Guide the school’s work in curriculum, assessment, instruction, and professional learning. Action: Principal will

continue to monitor instruction for quality and high-level thinking skills.

Monitor professional learning closely and consistently to measure the impact on teacher practice and student

learning. Action: Professional Development Plans should be provided for struggling teachers and monitored

closely.

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Points of Pride

• New school facility that includes thirty-six (36) K-5 classrooms, an art room, a music room, a computer lab, media center, and a 6,000 Square Foot gymnasium! • Ms. Bynikini Frazier, current Savannah-Chatham County Public School System Teacher of the Year • Dr. Marianna Amina, one of the 2016 Teacher of the Year finalists • Allied Health collaboration partnership with Mercy University, School of Medicine and South University

Principal's Story Behind the Numbers

For a particularly high-poverty urban school with a large proportion of students who enter school already behind their peers & who have greater home and community disadvantages, we face many challenges. Retention data suggest that we may not be retaining K-1 students earlier, before standardized testing occurs, which may account for some of the retention increase in later grades. Not evident in the data presented, teachers in grades 2nd, 4th & 5th tended to teach lower-level skills, have less experience teaching at the grade level, lack advanced degrees, & devote more attention to student behavior than academics. Other challenges our school addresses persist with ongoing turnover to build instructional capacity & to ensure that students in all classrooms have effective teachers. Recommendations may include collaborative sponsored intensive summer workshops, monthly meetings for teachers within content areas, & work sessions in schools for understanding how to analyze student assignments against the standards.

Student

RetentionEOY 13 EOY 14

Total 11% 16%

Gr K 10% 2%

Gr 1 3% 1%

Gr 2 16% 37%

Gr 3 17% 17%

Gr 4 8% 24%

Gr 5 15% 18%

Ineffective Needs Dev. Proficient Exemplary

0% 0% 96% 4%

TAPS Score Distribution: SY 13-14

OverallWithin

BuildingOverall

Within

BuildingOverall

Within

Building

Teachers 55% 66% 34% 29% 11% 5%

AP

Principal

<= 3 Yrs 4-19 Yrs >= 20 Yrs

Teacher / Administrator Experience

Q1 Q2 Q3 Q4

Students Absent 0-2 days* 86% 56% 42%

Students Absent 3-5 days* 11% 26% 24%

Students Absent >5 days* 2% 18% 35%

Total Discipline Referrals 103 145 112

Students Referred for OSS 3% 6% 7%

Students Referred for Alt. Placmt. < 1% < 1% 0%

Student Mobility Rate 14% 10% 14%

Students in RTI Tier 2 27% 26% 25%

Students in RTI Tier 3 2% 4% 5%

Teacher Attendance Rate 97% 94% 95%

*Absence data is reported as cumulative % across quarters

Page 18: Impact Schools - sp Impact … · to SY 14-15 CCRPI Data SY 11-12 SY 12-13 SY 13-14 Overall Score 50.4 56.9 49.1 Achievement 32.1 34.5 31.7 Progress 12.8 12.4 13.4 Ach. Gap 4 9 4

SCCPSS Impact Schools Chevron Reports v3 May 2015

Impact Schools Chevron Report

Port Wentworth Elementary School 507 South Coastal Highway Port Wentworth, GA 31407

Go

als

/Ob

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ves

Goal: To improve student achievement and growth as measured by the Scholastic Reading Inventory (SRI) and MAP Assessment in grades 2-5 and mCLASS and DIBELS in K-1 by reducing the percentage of students below proficient by 10% from May 2014 to May 2015. Area of Concern: Very small (1.9%) gain in CCRPI yet 100% of teachers rated proficient Objectives:

Administrative staff will systematically review lesson plans, observe teachers, and provide feedback on a regular basis utilizing the TKES platform.

Teachers with low growth percentiles will be placed on Professional Development Plans.

Principal will participate in the Academic Affairs Instruction Leadership Small Group Forum to increase awareness of effective feedback.

Implement and monitor Intervention Block

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*3-yr cycle

covers SY 12-13

to SY 14-15

Status Reason

Priority* No N/A

Focus* No N/A

Alert No N/A

Reward No N/A

SY 13-14Accountability

Status

CCRPI Data SY 11-12 SY 12-13 SY 13-14

Overall Score 78 61.1 63

Achievement 43 40.9 42.2

Progress 17.7 13.3 12.9

Ach. Gap 10 3 4

Subgroup 6.8 2.9 2.9

General Fund Grants Software/Equip. Staff (S&B) Staff Devlpmt. Utilities/Phone Other Total

$4,313,491 $1,306,415 $38,853 $5,168,622 $1,700 $90,199 $320,532 $5,619,906

FY 2015 Funding Source FY 2015 Allocation

Enrollment

(10th day)ED EL SWD

Max Core

Class Size

740 76% 19% 12% 27

Total Allocation per

Student

General Fund

Allocation per Student

$7,594 $5,829

Measure: %

On TargetBOY MOY EOY

Gr K Reading 52% 69%

Gr 1 Reading 55% 59%

Gr K Math 6% 41%

Gr 1 Math 18% 38%

Measure: % On Target /

% at EOY Grade LevelBOY MOY EOY

Gr 2 Reading NA / 26% 86% / 65%

Gr 3 Reading 81% / 31% 71% / 53%

Gr 4 Reading 62% / 50% 67% / 65%

Gr 5 Reading 73% / 50% 75% / 69%

Gr 2 Math NA / 12% 95% / 60%

Gr 3 Math 78% / 20% 82% / 57%

Gr 4 Math 48% / 17% 53% / 35%

Gr 5 Math 53% / 17% 49% / 39%

Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4

Pass % 91% 99% 96% 94% 97% 97% 100% 101% 99% 100% 100% 100%

90-100 33% 34% 22% 18% 21% 29% 33% 40% 25% 37% 25% 30%

80-89 22% 32% 43% 39% 24% 32% 44% 43% 45% 35% 46% 38%

70-79 36% 33% 31% 37% 52% 36% 23% 18% 29% 28% 29% 32%

60-69 9% 2% 4% 6% 3% 3% 1% 0% 2% 0% 0% 0%

<60 1% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%

Pass % 92% 101% 100% 99% 99% 96% 98% 99% 96% 99% 100% 94%

90-100 32% 31% 45% 32% 24% 24% 39% 28% 27% 17% 42% 19%

80-89 34% 35% 30% 40% 44% 40% 32% 50% 50% 31% 29% 39%

70-79 26% 35% 25% 27% 31% 32% 27% 21% 19% 51% 29% 36%

60-69 9% 0% 0% 1% 1% 3% 2% 1% 4% 1% 0% 6%

<60 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%

Ma

th

Grade 4 Grade 5Teacher-

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Grade 2 Grade 3

Re

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Page 19: Impact Schools - sp Impact … · to SY 14-15 CCRPI Data SY 11-12 SY 12-13 SY 13-14 Overall Score 50.4 56.9 49.1 Achievement 32.1 34.5 31.7 Progress 12.8 12.4 13.4 Ach. Gap 4 9 4

SCCPSS Impact Schools Chevron Reports v3 May 2015

Impact Schools Chevron Report

Port Wentworth Elementary School 507 South Coastal Highway Port Wentworth, GA 31407

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RECOMMENDATIONS FROM INSTRUCTIONAL AUDIT Provide timely, systematic data-driven interventions. ACTION: Continue refining the Intervention Block schedule which utilizes all available staff and uses a research-based program to reach the lowest-performing students. Analyze assessment results to provide feedback to students and to adjust instruction. ACTION: Senior Director of Accountability, Assessment, & Reporting will provide individualized Data Team training with your staff as a whole and in grade groups to assist with differentiated instruction. Enables students to attain higher levels of learning through differentiated instruction. ACTION: Arrange for staff to

have a refresher training on Differentiated Instruction.

Ensure that all teachers have a shared understanding of expectations for standards by implementing standards-based classrooms school-wide. ACTION: Arrange for teachers to visit Gadsden Elementary to have a clearer understanding of your expectations regarding standards. Guide the school’s work in curriculum, assessment, instruction, and professional learning. ACTION: Continue to monitor instruction for quality and high-level thinking skills. Cultivates and sustains a culture of trust and respect that ensures positive interactions and promotes a sense of community. ACTION: Schedule training for front office staff. Monitor professional learning closely and consistently to measure the impact on teacher practice and student learning. ACTION: Professional Development Plans should be provided for struggling teachers and monitored closely.

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Pride

PWES 5th Grade Writing scores increased by 10% from 2013 to 2014. PWES received the silver Healthy Generation Alliance Award and the Let's Move Award. PWES received the Weyerhauser Award. The grant allowed the girls in Grades 3-5 to participate in Girls on the Run. We also received the Shape Grant.

Principal's Story Behind the Numbers

At Port Wentworth we strive to educate the “whole child”, considering all that affects each child and using all evident data. We have done the following at Port Wentworth: • Structured our blended /flexible earning segments to accommodate each child. Each child receives intervention/ enrichment instruction in reading and math in addition to the regular blocks using scientifically research based materials; • Implemented grade level professional learning communities which meet weekly to assess data and plan instruction; • Implemented school wide daily math;

OverallWithin

BuildingOverall

Within

BuildingOverall

Within

Building

Teachers 31% 56% 57% 41% 11% 4%

AP

Principal

<= 3 Yrs 4-19 Yrs >= 20 Yrs

Teacher / Administrator Experience

Ineffective Needs Dev. Proficient Exemplary

0% 0% 93% 7%

TAPS Score Distribution: SY 13-14

Student

RetentionEOY 13 EOY 14

Total 13% 12%

Gr K 11% 7%

Gr 1 12% 13%

Gr 2 14% 15%

Gr 3 6% 3%

Gr 4 10% 26%

Gr 5 26% 13%

Q1 Q2 Q3 Q4

Students Absent 0-2 days* 84% 52% 35%

Students Absent 3-5 days* 12% 28% 29%

Students Absent >5 days* 4% 20% 36%

Total Discipline Referrals 40 38 76

Students Referred for OSS 1% 4% 3%

Students Referred for Alt. Placmt. 0% < 1% 0%

Student Mobility Rate 12% 11% 12%

Students in RTI Tier 2 11% 11% 12%

Students in RTI Tier 3 1% 2% 3%

Teacher Attendance Rate 96% 90% 91%

*Absence data is reported as cumulative % across quarters

Page 20: Impact Schools - sp Impact … · to SY 14-15 CCRPI Data SY 11-12 SY 12-13 SY 13-14 Overall Score 50.4 56.9 49.1 Achievement 32.1 34.5 31.7 Progress 12.8 12.4 13.4 Ach. Gap 4 9 4

SCCPSS Impact Schools Chevron Reports v3 May 2015

Impact Schools Chevron Report

Shuman Elementary School 415 Goebel Avenue Savannah, GA 31404

Go

als

/Ob

jecti

ves

Goal: To improve student achievement and growth as measured by the Scholastic Reading Inventory (SRI) and MAP Assessment in grades 2-5 and mCLASS and DIBELS in K-1 by reducing the percentage of students below proficient by 10% from May 2014 to May 2015. Area of Concern: No Achievement Gap points earned for the CCRPI with potential of 15 points. Objectives:

Administrative staff will systematically review lesson plans, observe teachers, and provide feedback on a regular basis utilizing the TKES platform with a special emphasis on co-teaching.

Teachers with low growth percentiles will be placed on Professional Development Plans.

Principal will participate in the Academic Affairs Instruction Leadership Small Group Forum to increase awareness of effective feedback.

Implement and monitor Intervention Block.

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*3-yr cycle

covers SY 12-13

to SY 14-15

Status Reason

Priority* No N/A

Focus* No N/A

Alert No N/A

Reward No N/A

SY 13-14Accountability

Status

CCRPI Data SY 11-12 SY 12-13 SY 13-14

Overall Score 49.4 64.6 46.9

Achievement 33.1 35.7 34.2

Progress 12.3 15.9 11.7

Ach. Gap 3 11 0

Subgroup 0 1 0

General Fund Grants Software/Equip. Staff (S&B) Staff Devlpmt. Utilities/Phone Other Total

$4,240,014 $1,538,338 $88,274 $5,063,312 $2,238 $177,887 $446,641 $5,778,352

FY 2015 Funding Source FY 2015 Allocation

Total Allocation per

Student

General Fund

Allocation per Student

$8,208 $6,023

Enrollment

(10th day)ED EL SWD

Max Core

Class Size

704 95% 0% 13% 26

Measure: %

On TargetBOY MOY EOY

Gr K Reading 48% 48%

Gr 1 Reading 56% 52%

Gr K Math 6% 24%

Gr 1 Math 19% 36%

Measure: % On Target /

% at EOY Grade LevelBOY MOY EOY

Gr 2 Reading NA / 19% 65% / 43%

Gr 3 Reading 74% / 27% 69% / 44%

Gr 4 Reading 41% / 19% 54% / 41%

Gr 5 Reading 56% / 38% 64% / 52%

Gr 2 Math NA / 9% 58% / 31%

Gr 3 Math 60% / 19% 60% / 42%

Gr 4 Math 36% / 11% 40% / 24%

Gr 5 Math 32% / 12% 31% / 24%

Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4

Pass % 100% 99% 97% 99% 99% 91% 84% 87% 93% 95% 92% 96%

90-100 16% 16% 12% 30% 20% 26% 4% 14% 21% 29% 22% 21%

80-89 36% 39% 44% 50% 47% 37% 36% 24% 41% 30% 31% 26%

70-79 48% 44% 41% 19% 32% 28% 44% 49% 31% 36% 39% 49%

60-69 1% 1% 2% 1% 1% 9% 16% 13% 6% 6% 8% 4%

<60 0% 0% 0% 0% 0% 0% 0% 0% 1% 0% 0% 0%

Pass % 98% 98% 95% 92% 99% 98% 88% 93% 96% 90% 100% 89%

90-100 31% 37% 26% 28% 24% 19% 13% 8% 17% 10% 16% 15%

80-89 46% 45% 43% 29% 47% 55% 40% 28% 41% 33% 43% 25%

70-79 21% 16% 26% 35% 28% 24% 35% 57% 38% 47% 41% 49%

60-69 2% 2% 4% 7% 2% 3% 12% 7% 2% 11% 1% 11%

<60 0% 0% 0% 0% 0% 0% 0% 0% 2% 0% 0% 0%

Ma

th

Grade 4 Grade 5Teacher-

Assigned Grades

Grade 2 Grade 3

Re

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Page 21: Impact Schools - sp Impact … · to SY 14-15 CCRPI Data SY 11-12 SY 12-13 SY 13-14 Overall Score 50.4 56.9 49.1 Achievement 32.1 34.5 31.7 Progress 12.8 12.4 13.4 Ach. Gap 4 9 4

SCCPSS Impact Schools Chevron Reports v3 May 2015

Impact Schools Chevron Report

Shuman Elementary School 415 Goebel Avenue Savannah, GA 31404

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RECOMMENDATIONS FROM INSTRUCTIONAL AUDIT Provide timely, systematic data-driven interventions. ACTION: Continue refining the Intervention Block schedule which utilizes all available staff and uses a research-based program to reach the lowest-performing students. Analyze assessment results to provide feedback to students and to adjust instruction. ACTION: Ms. Jackson will provide individualized Data Team training with your staff as a whole and in grade groups to assist with differentiated instruction.

Ensure that all teachers have a shared understanding of expectations for standards by implementing standards-based classrooms schoolwide. ACTION: Arrange for teachers to visit Gadsden Elementary to have a clearer understanding of your expectations regarding standards. Guide the school’s work in curriculum, assessment, instruction, and professional learning. ACTION: Continue to monitor instruction for quality and high-level thinking skills. Cultivates and sustains a culture of trust and respect that ensures positive interactions and promotes a sense of community. ACTION: Work with the Leadership Team and grade level groups to solicit input and promote flexibility. Monitor professional learning closely and consistently to measure the impact on teacher practice and student learning. ACTION: Professional Development Plans should be provided for struggling teachers and monitored closely.

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Pride

Shuman has improved discipline, as evidenced by a decline in the number of suspensions as well as a decline in the total number of discipline referrals. More parents are actively involved in their child's learning. In Q3 we are still looking at a decline the total number of discipline referrals.

Principal's Story Behind the Numbers

Shuman is a high-poverty school with a large proportion of students who enter school already behind their peers and who have greater home and community disadvantages. The student population is transient. We have a hard time retaining teachers due to the day-to-day demands of our student population. Recommendations may include training for teacher in working with a diverse population of students. Also, monthly meetings for teachers within content areas.

OverallWithin

BuildingOverall

Within

BuildingOverall

Within

Building

Teachers 43% 62% 36% 38% 21% 0%

AP

Principal

Teacher / Administrator Experience

<= 3 Yrs 4-19 Yrs >= 20 Yrs

Ineffective Needs Dev. Proficient Exemplary

0% 5% 95% 0%

TAPS Score Distribution: SY 13-14

Student

RetentionEOY 13 EOY 14

Total 11% 10%

Gr K 14% 6%

Gr 1 6% 5%

Gr 2 7% 12%

Gr 3 12% 7%

Gr 4 8% 23%

Gr 5 20% 11%

Q1 Q2 Q3 Q4

Students Absent 0-2 days* 84% 53% 39%

Students Absent 3-5 days* 13% 28% 29%

Students Absent >5 days* 3% 20% 33%

Total Discipline Referrals 19 56 22

Students Referred for OSS < 1% 2% 2%

Students Referred for Alt. Placmt. 0% 0% 0%

Student Mobility Rate 9% 9% 10%

Students in RTI Tier 2 20% 24% 23%

Students in RTI Tier 3 5% 7% 7%

Teacher Attendance Rate 96% 91% 93%

*Absence data is reported as cumulative % across quarters

Page 22: Impact Schools - sp Impact … · to SY 14-15 CCRPI Data SY 11-12 SY 12-13 SY 13-14 Overall Score 50.4 56.9 49.1 Achievement 32.1 34.5 31.7 Progress 12.8 12.4 13.4 Ach. Gap 4 9 4

SCCPSS Impact Schools Chevron Reports v3 May 2015

Impact Schools Chevron Report

Spencer Elementary School 100 Bouhan Street Savannah, GA 31404

Go

als

/Ob

jecti

ves

Goal: To improve student achievement and growth as measured by the Scholastic Reading Inventory (SRI) and MAP Assessment in grades 2-5 and mCLASS and DIBELS in K-1 by reducing the percentage of students below proficient by 10% from May 2014 to May 2015. Area of Concern: No points received on CCRPI for SWD/ED/EL Performance Objectives:

Administrative staff will systematically review lesson plans, observe teachers, and provide feedback on a regular basis utilizing the TKES platform with a special emphasis on co-teaching.

Teachers with low growth percentiles will be placed on Professional Development Plans.

Principal will participate in the Academic Affairs Instruction Leadership Small Group Forum to increase awareness of effective feedback.

Implement and monitor Intervention Block

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*3-yr cycle

covers SY 12-13

to SY 14-15

Status Reason

Priority* No N/A

Focus* No N/A

Alert No N/A

Reward No N/A

SY 13-14Accountability

Status

CCRPI Data SY 11-12 SY 12-13 SY 13-14

Overall Score 56.1 46.1 62.7

Achievement 35.2 30.6 34.7

Progress 14.4 13 3.5

Ach. Gap 4 2 10

Subgroup 1 0 0

General Fund Grants Software/Equip. Staff (S&B) Staff Devlpmt. Utilities/Phone Other Total

$3,409,055 $1,211,524 $40,919 $4,145,264 $1,700 $117,978 $314,718 $4,620,579

FY 2015 Funding Source FY 2015 Allocation

Enrollment

(10th day)ED EL SWD

Max Core

Class Size

547 95% 0% 9% 31

Total Allocation per

Student

General Fund

Allocation per Student

$8,447 $6,232

Measure: %

On TargetBOY MOY EOY

Gr K Reading 42% 76%

Gr 1 Reading 23% 47%

Gr K Math 1% 52%

Gr 1 Math 12% 47%

Measure: % On Target /

% at EOY Grade LevelBOY MOY EOY

Gr 2 Reading NA / 20% 65% / 56%

Gr 3 Reading 47% / 12% 65% / 50%

Gr 4 Reading 43% / 31% 54% / 53%

Gr 5 Reading 55% / 38% 72% / 62%

Gr 2 Math NA / 2% 55% / 42%

Gr 3 Math 48% / 9% 54% / 34%

Gr 4 Math 36% / 7% 34% / 28%

Gr 5 Math 47% / 26% 65% / 59%

Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4

Pass % 90% 90% 91% 100% 100% 100% 100% 99% 100% 100% 100% 100%

90-100 29% 33% 46% 26% 14% 29% 55% 43% 35% 5% 16% 20%

80-89 20% 31% 15% 40% 44% 45% 34% 34% 31% 57% 46% 61%

70-79 41% 26% 30% 34% 42% 26% 11% 22% 34% 38% 38% 19%

60-69 11% 11% 9% 0% 0% 0% 0% 1% 0% 0% 0% 0%

<60 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%

Pass % 100% 93% 95% 101% 96% 100% 100% 95% 98% 101% 100% 100%

90-100 35% 24% 38% 32% 29% 35% 35% 34% 32% 34% 41% 22%

80-89 36% 42% 33% 58% 36% 52% 41% 43% 51% 38% 30% 41%

70-79 29% 27% 24% 11% 31% 13% 24% 18% 15% 29% 29% 37%

60-69 0% 7% 6% 0% 2% 0% 0% 6% 1% 0% 0% 0%

<60 0% 0% 0% 0% 1% 0% 0% 0% 0% 0% 0% 0%

Ma

th

Grade 4 Grade 5Teacher-

Assigned Grades

Grade 2 Grade 3

Re

ad

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Page 23: Impact Schools - sp Impact … · to SY 14-15 CCRPI Data SY 11-12 SY 12-13 SY 13-14 Overall Score 50.4 56.9 49.1 Achievement 32.1 34.5 31.7 Progress 12.8 12.4 13.4 Ach. Gap 4 9 4

SCCPSS Impact Schools Chevron Reports v3 May 2015

Impact Schools Chevron Report

Spencer Elementary School 100 Bouhan Street Savannah, GA 31404

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RECOMMENDATIONS FROM INSTRUCTIONAL AUDIT Provide timely, systematic data-driven interventions. ACTION: Implement a functioning Intervention Block schedule which utilizes all available staff and uses a research-based program to reach the lowest-performing students. Analyze assessment results to provide feedback to students and to adjust instruction. ACTION: Senior Director of Accountability, Assessment, & Reporting will provide individualized Data Team training with your staff as a whole and in grade groups to assist with differentiated instruction. Monitor professional learning closely and consistently to measure the impact on teacher practice and student learning. ACTION: Professional Development Plans should be provided for struggling teachers and monitored closely.

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Points of Pride

1. Spencer Elementary School made the greatest CCRPI gains in the district - a 16.6%. 2. Spencer Elementary School was recognized by WSAV TV for having the greatest gains in the district on the CRCT. 3. Spencer Elementary School was the first re-structured elementary school in the district by superintendent, Dr. Thomas Lockamy, Jr. 4. Spencer Elementary School is an internationally-recognized Positive Behavior Intervention and Support School (PBIS). 5. Spencer Elementary School had no truancy from August, 2014 to December 19, 2014. 6. Spencer Elementary School second grade students had an 18% growth on SRI scores from August, 2014 to November, 2014. 7. Spencer Elementary School has over 100 PTA members and has been a Model PTA for five years. 8. Spencer Elementary School has strong business and community partnerships. 9. Spencer Elementary School has a high staff retention rate. 10. Spencer Elementary School is family-oriented and love their students, parents, staff and community. 11. 2016 Top- Five ISPY 12. Atlanta Falcon’s Fitness TOTY 13. 1st Place – Junior League –Fit Kids’ Fest (Second Year!) 14. Representative -Georgia State Superintendent Teacher Advisory Council Georgia Department of Education 15. Transitioning to Hopkins Transitional Center for Two Years!

Principal's Story Behind the Numbers

1. Spencer Elementary is a high-poverty urban school with a large proportion of students who enter already behind their peers. Our students have greater home and community disadvantages, and face many challenges. 2.

Spencer’s MOY data shows double-digit gains in DIBELS, mCLASS, SRI, and MAP compared to BOY data. 3. Spencer Elementary School has begun K – 5 Intervention-Focus Blocks, Double-Dosing, Before and After-School Tutorial, and successfully completed the Spring Camp for students who are still below the benchmarks. 4. Spencer’s K-1 students must be exposed to SRI and MAP type questions, earlier. K -1 teachers are using Compass Learning and sample SRI and MAP strategies to prepare students for a smoother transition to second grade. 5. Attendance meetings are being held daily to help address student absences. (Most of our student absences are because of illness.) 6. Teachers used SLDs, Go Far formative assessments, OAS, District and State Georgia Milestones and Writing Resources for the first Georgia Milestones Assessment. We recommend for teachers, collaborative sponsored intensive summer workshops, monthly meetings within content areas, and work sessions for

understanding how to analyze student assignments against the standards.

OverallWithin

BuildingOverall

Within

BuildingOverall

Within

Building

Teachers 24% 34% 56% 66% 20% 0%

AP

Principal

<= 3 Yrs 4-19 Yrs >= 20 Yrs

Teacher / Administrator Experience

Ineffective Needs Dev. Proficient Exemplary

0% 3% 97% 0%

TAPS Score Distribution: SY 13-14

Student

RetentionEOY 13 EOY 14

Total 10% 18%

Gr K 0% 0%

Gr 1 0% 0%

Gr 2 4% 43%

Gr 3 20% 5%

Gr 4 7% 46%

Gr 5 38% 26%

Q1 Q2 Q3 Q4

Students Absent 0-2 days* 88% 64% 48%

Students Absent 3-5 days* 9% 23% 32%

Students Absent >5 days* 3% 14% 20%

Total Discipline Referrals 2 2 1

Students Referred for OSS < 1% < 1% < 1%

Students Referred for Alt. Placmt. < 1% 0% 0%

Student Mobility Rate 9% 9% 6%

Students in RTI Tier 2 4% 7% 7%

Students in RTI Tier 3 3% 4% 4%

Teacher Attendance Rate 96% 91% 91%

*Absence data is reported as cumulative % across quarters

Page 24: Impact Schools - sp Impact … · to SY 14-15 CCRPI Data SY 11-12 SY 12-13 SY 13-14 Overall Score 50.4 56.9 49.1 Achievement 32.1 34.5 31.7 Progress 12.8 12.4 13.4 Ach. Gap 4 9 4

SCCPSS Impact Schools Chevron Reports v3 May 2015

Impact Schools Chevron Report

Thunderbolt Elementary School 3313 Louis Street Savannah, GA 31404

Go

als

/Ob

jecti

ves

Goal: To improve student achievement and growth as measured by the Scholastic Reading Inventory (SRI) and MAP Assessment in grades 2-5 and mCLASS and DIBELS in K-1 by reducing the percentage of students below proficient by 10% from May 2014 to May 2015. Area of Concern: 19 point drop in CCRPI yet 97% of teachers rated proficient Objectives:

Administrative staff will systematically review lesson plans, observe teachers, and provide feedback on a regular basis utilizing the TKES platform.

Teachers with low growth percentiles will be placed on Professional Development Plans.

Principal will participate in the Academic Affairs Instruction Leadership Small Group Forum to increase awareness of effective feedback.

Implement and monitor Intervention Block

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Fin

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*3-yr cycle

covers SY 12-13

to SY 14-15

Status Reason

Priority* No N/A

Focus* No N/A

Alert No N/A

Reward No N/A

SY 13-14Accountability

Status

CCRPI Data SY 11-12 SY 12-13 SY 13-14

Overall Score 61.4 60.3 41.3

Achievement 36.1 37.4 30.1

Progress 15.2 12.5 10.7

Ach. Gap 4 8 0

Subgroup 5.6 1.9 0

General Fund Grants Software/Equip. Staff (S&B) Staff Devlpmt. Utilities/Phone Other Total

$2,987,453 $1,279,528 $46,107 $3,830,894 $1,700 $119,087 $269,193 $4,266,981

FY 2015 Funding Source FY 2015 Allocation

Enrollment

(10th day)ED EL SWD

Max Core

Class Size

436 91% 1% 17% 24

Total Allocation per

Student

General Fund

Allocation per Student

$9,787 $6,852

Measure: %

On TargetBOY MOY EOY

Gr K Reading 66% 62%

Gr 1 Reading 58% 45%

Gr K Math 3% 42%

Gr 1 Math 24% 26%

Measure: % On Target /

% at EOY Grade LevelBOY MOY EOY

Gr 2 Reading NA / 9% 62% / 43%

Gr 3 Reading 55% / 22% 61% / 41%

Gr 4 Reading 48% / 32% 65% / 58%

Gr 5 Reading 72% / 47% 74% / 70%

Gr 2 Math NA / 2% 60% / 24%

Gr 3 Math 53% / 7% 58% / 28%

Gr 4 Math 42% / 3% 46% / 30%

Gr 5 Math 36% / 20% 61% / 52%

Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4

Pass % 100% 95% 96% 101% 96% 95% 90% 96% 95% 88% 92% 85%

90-100 40% 35% 21% 28% 33% 27% 8% 10% 17% 11% 12% 12%

80-89 42% 52% 40% 38% 17% 24% 38% 46% 36% 29% 30% 31%

70-79 18% 8% 35% 35% 46% 44% 44% 40% 42% 48% 50% 42%

60-69 0% 4% 2% 0% 4% 6% 10% 3% 5% 8% 8% 12%

<60 0% 2% 2% 0% 0% 0% 0% 0% 0% 3% 0% 3%

Pass % 98% 98% 96% 98% 100% 100% 93% 95% 95% 77% 85% 88%

90-100 44% 42% 23% 36% 41% 29% 8% 6% 17% 11% 11% 19%

80-89 18% 35% 58% 38% 34% 55% 58% 36% 36% 26% 42% 32%

70-79 36% 21% 15% 24% 25% 16% 27% 53% 42% 40% 32% 37%

60-69 2% 2% 2% 2% 0% 0% 6% 5% 5% 16% 11% 9%

<60 0% 0% 2% 0% 0% 0% 0% 0% 0% 7% 5% 3%

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Grade 2 Grade 3

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Page 25: Impact Schools - sp Impact … · to SY 14-15 CCRPI Data SY 11-12 SY 12-13 SY 13-14 Overall Score 50.4 56.9 49.1 Achievement 32.1 34.5 31.7 Progress 12.8 12.4 13.4 Ach. Gap 4 9 4

SCCPSS Impact Schools Chevron Reports v3 May 2015

Impact Schools Chevron Report

Thunderbolt Elementary School 3313 Louis Street Savannah, GA 31404

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Recommendations from Instructional Audit Ensure that all teachers have a shared understanding of expectations for standards by implementing standards-based classrooms school-wide. Action: Arrange for teachers to visit Gadsden Elementary to have a clearer understanding of principal expectations regarding standards. Provide timely, systematic data-driven interventions. Action: Continue refining the Intervention Block schedule which utilizes all available staff and uses a research-based program to reach the lowest-performing students. Analyze assessment results to provide feedback to students and to adjust instruction. Action: Senior Director of Accountability, Assessment, & Reporting will provide individualized Data Team training with your staff as a whole and in grade groups to assist with differentiated instruction. Monitor professional learning closely and consistently to measure the impact on teacher practice and student learning. Action: Professional Development Plans should be provided for struggling teachers and monitored closely. Guide the school’s work in curriculum, assessment, instruction, and professional learning. Action: Continue to monitor instruction for quality and high-level thinking skills.

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Q1 Q2 Q3 Q4

Students Absent 0-2 days* 84% 52% 38%

Students Absent 3-5 days* 13% 31% 26%

Students Absent >5 days* 3% 17% 36%

Total Discipline Referrals 17 42 19

Students Referred for OSS 2% 3% 2%

Students Referred for Alt. Placmt. < 1% 0% 0%

Student Mobility Rate 8% 9% 11%

Students in RTI Tier 2 9% 16% 14%

Students in RTI Tier 3 3% 4% 5%

Teacher Attendance Rate 96% 92% 90%

*Absence data is reported as cumulative % across quarters

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Points of Pride

Thunderbolt Elementary is within 10% of making our SRI goal for 5th grade. We implemented SRA Reading for students in grades 3rd-5th grades during the Intervention block and implemented Model Drawing math program and WRITE STEPS writing programs also. We are holding assemblies for students in grades 2nd-5th to review their MAP and SRI scores and talking to students about what is needed for promotion. We are also going to provide students with celebration activities that have shown significant growth. Discipline referrals have decreased due to our school wide discipline plan and monthly PBIS activities. End of the year benchmark assessments indicate the number of students who are in jeopardy of being retained are significantly less than this time last year.

Principal's Story Behind the Numbers

Thunderbolt Elementary is a high-poverty urban school and we have faced many challenges this school year. However, overall, we have made significant gains in the areas of Reading and Math in grades 2nd-5th as compared to where we were at the beginning of the school year. We continue to review grades and benchmark assessments weekly on students that are failing one or more courses and create individual remediation plans to address academic weaknesses. Continued recommendations include implementing a Math remediation program within our Flex block, providing professional development to the staff on effective behavior management strategies and continuing to monitor students performing below grade level have the appropriate supports in place.

OverallWithin

BuildingOverall

Within

BuildingOverall

Within

Building

Teachers 37% 53% 55% 42% 8% 5%

AP

Principal

<= 3 Yrs 4-19 Yrs >= 20 Yrs

Teacher / Administrator Experience

Ineffective Needs Dev. Proficient Exemplary

0% 3% 97% 0%

TAPS Score Distribution: SY 13-14

Student

RetentionEOY 13 EOY 14

Total 11% 21%

Gr K 7% 14%

Gr 1 1% 9%

Gr 2 19% 31%

Gr 3 3% 6%

Gr 4 12% 29%

Gr 5 28% 38%

Page 26: Impact Schools - sp Impact … · to SY 14-15 CCRPI Data SY 11-12 SY 12-13 SY 13-14 Overall Score 50.4 56.9 49.1 Achievement 32.1 34.5 31.7 Progress 12.8 12.4 13.4 Ach. Gap 4 9 4

SCCPSS Impact Schools Chevron Reports v3 May 2015

Impact Schools Chevron Report

Windsor Forest Elementary School 414 Briarcliff Circle Savannah, GA 31419

Go

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/Ob

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Goal: To improve student achievement and growth as measured by the Scholastic Reading Inventory (SRI) and MAP Assessment in grades 2-5 and mCLASS and DIBELS in K-1 by reducing the percentage of students below proficient by 10% from May 2014 to May 2015. Area of Concern: Only .6 points received on CCRPI for SWD/ED/EL Performance Objectives:

Administrative staff will systematically review lesson plans, observe teachers, and provide feedback on a regular basis utilizing the TKES platform with a special emphasis on co-teaching.

Teachers with low growth percentiles will be placed on Professional Development Plans.

Principal will participate in the Academic Affairs Instruction Leadership Small Group Forum to increase awareness of effective feedback.

Implement and monitor Intervention Block

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*3-yr cycle

covers SY 12-13

to SY 14-15

Status Reason

Priority* No N/A

Focus* No N/A

Alert No N/A

Reward No N/A

SY 13-14Accountability

Status

General Fund Grants Software/Equip. Staff (S&B) Staff Devlpmt. Utilities/Phone Other Total

$4,203,471 $1,168,470 $73,420 $4,849,379 $2,883 $115,487 $330,772 $5,371,941

FY 2015 Funding Source FY 2015 Allocation

Enrollment

(10th day)ED EL SWD

Max Core

Class Size

714 77% 19% 15% 31

Total Allocation per

Student

General Fund

Allocation per Student

$7,524 $5,887

CCRPI Data SY 11-12 SY 12-13 SY 13-14

Overall Score 64.5 64.2 61.9

Achievement 42.6 43.8 41.6

Progress 13.9 14.3 14.7

Ach. Gap 3 3 5

Subgroup 4 2.1 0.6

Measure: %

On TargetBOY MOY EOY

Gr K Reading 50% 49%

Gr 1 Reading 42% 46%

Gr K Math 6% 27%

Gr 1 Math 13% 20%

Measure: % On Target /

% at EOY Grade LevelBOY MOY EOY

Gr 2 Reading NA / 24% 72% / 62%

Gr 3 Reading 75% / 30% 70% / 53%

Gr 4 Reading 61% / 45% 74% / 67%

Gr 5 Reading 64% / 46% 71% / 67%

Gr 2 Math NA / 13% 72% / 45%

Gr 3 Math 67% / 20% 71% / 45%

Gr 4 Math 64% / 27% 69% / 48%

Gr 5 Math 48% / 24% 58% / 44%

Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4

Pass % 93% 94% 90% 99% 96% 93% 99% 99% 100% 88% 89% 92%

90-100 55% 52% 24% 42% 24% 32% 33% 24% 37% 16% 39% 29%

80-89 30% 28% 39% 44% 52% 39% 48% 47% 38% 33% 21% 25%

70-79 8% 14% 27% 13% 20% 22% 18% 28% 25% 39% 29% 38%

60-69 2% 4% 11% 1% 2% 7% 1% 1% 1% 11% 8% 8%

<60 6% 3% 0% 0% 2% 0% 0% 0% 0% 1% 2% 0%

Pass % 99% 97% 96% 96% 97% 97% 99% 96% 95% 89% 96% 95%

90-100 41% 33% 40% 46% 30% 35% 46% 35% 44% 14% 27% 33%

80-89 44% 43% 35% 33% 47% 47% 39% 40% 29% 35% 39% 34%

70-79 14% 21% 21% 17% 20% 15% 14% 21% 22% 40% 30% 28%

60-69 1% 2% 4% 4% 4% 3% 2% 4% 4% 9% 4% 6%

<60 0% 1% 0% 0% 0% 1% 0% 0% 1% 2% 1% 0%

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Grade 2 Grade 3

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Page 27: Impact Schools - sp Impact … · to SY 14-15 CCRPI Data SY 11-12 SY 12-13 SY 13-14 Overall Score 50.4 56.9 49.1 Achievement 32.1 34.5 31.7 Progress 12.8 12.4 13.4 Ach. Gap 4 9 4

SCCPSS Impact Schools Chevron Reports v3 May 2015

Impact Schools Chevron Report

Windsor Forest Elementary School 414 Briarcliff Circle Savannah, GA 31419

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RESULTS OF INSTRUCTIONAL AUDIT Ensure that all teachers have a shared understanding of expectations for standards by implementing standards-based classrooms school-wide. ACTION: Arrange for teachers to visit Gadsden Elementary to have a clearer understanding of your expectations regarding standards. Provide timely, systematic data-driven interventions. ACTION I-9 Implement a functioning Intervention Block schedule which utilizes all available staff and uses a research-based program to reach the lowest-performing students. Analyze assessment results to provide feedback to students and to adjust instruction. ACTION Senior Director of Accountability, Assessment, & Reporting will provide individualized Data Team training with your staff as a whole and in grade groups to assist with differentiated instruction. Monitor professional learning closely and consistently to measure the impact on teacher practice and student learning. ACTION Professional Development Plans should be provided for struggling teachers and monitored closely. Work toward cultivating a culture of trust and respect that ensures positive interactions and promotes a sense of community. ACTION Develop a plan to include Poverty Simulation and Diversity Training for staff.

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Points of Pride

Flex Time is offering necessary remediation for students daily in all grades. All teachers are trained in Number Worlds and Singapore Math. We are seeing 100% improvement with Tier 2 students for RTI in the area of math. Four of these nine students will move back to Tier 1 in January. Special Needs students in 5th grade are showing anywhere from 35 points to over 300 point gain in SRI as of the second administration of the test this school year.

Principal's Story Behind the Numbers

Special Needs students continue to show great gains on the SRI and MAP test in all grade levels. However, once they take the CRCT the gains are not shown. We are working on exceeding the grade level benchmark for promotion to see if this will improve their scores on the GMAS. ELL students are very much at a disadvantage as well for the CRCT, GMAS. Once they have been in the country for one year they are expected to take the entire CRCT, GMAS and show growth. This is very hard for students who barely speak English. ELL students in Kindergarten are in the same situation. They are expected to attain a specific target for Reading by January 19. Because of the language barrier it is very, very hard to attain this type of growth.

Ineffective Needs Dev. Proficient Exemplary

0% 0% 100% 0%

TAPS Score Distribution: SY 13-14

Student

RetentionEOY 13 EOY 14

Total 5% 8%

Gr K 7% 8%

Gr 1 7% 5%

Gr 2 7% 11%

Gr 3 2% 4%

Gr 4 6% 15%

Gr 5 0% 8%

OverallWithin

BuildingOverall

Within

BuildingOverall

Within

Building

Teachers 31% 50% 59% 46% 9% 4%

AP

Principal

Teacher / Administrator Experience

<= 3 Yrs 4-19 Yrs >= 20 Yrs

Q1 Q2 Q3 Q4

Students Absent 0-2 days* 85% 58% 40%

Students Absent 3-5 days* 13% 28% 33%

Students Absent >5 days* 2% 14% 27%

Total Discipline Referrals 109 93 82

Students Referred for OSS 1% 1% 2%

Students Referred for Alt. Placmt. < 1% 0% 0%

Student Mobility Rate 10% 8% 6%

Students in RTI Tier 2 4% 7% 5%

Students in RTI Tier 3 2% 3% 3%

Teacher Attendance Rate 97% 92% 90%

*Absence data is reported as cumulative % across quarters