A Detailed Investigation

By James Strickland-AP/PLC Co.

The Community of Willow SpringResides in two counties (Wake and Johnston)275 people per square mile, on averageThe median age is 33.8 (U.S. is 37.6)Approximately 66% of Adults out of High

school are married while 8% of this group are divorced

About 85% are of the residents are White, 9% percent Black, 6% percent Latino, and 1% percent reported as other

Median Income is $46,641 (U.S. is 50,233)

Willow Springs Elementary DemographicsApproximately 1000 students9.6% of Students are LEP4.0% of Students are ESL26.5% of Students are F/R Lunch74.3% Made better than a I or II on the Math

and Reading EOG in 200793.7% Made better than a I or II on the Math

and Reading EOG in 2006

The Growth Composite

7476788082848688909294

2000 2002 2004 2006 2008

Growth Composite

As you will notice there is significant growth up until 2006.

What is with the sudden stop?

Most Recent PerformancesClick Here to view our chart to see how far

we are in the process towards reaching our 2014 Goal*.

Where Would You Like To Go From Here?Interested in Seeing the Ways We Sought to

Improve our Staff?

Interested in Seeing our Student Data and Interventions?

Interested in Seeing Where We will be Heading in the Future?

TWC Survey 2008The Teacher Working Conditions Survey

identified areas for improvement within our school environment. The analysis of the data can be found here.

These areas for improvement, Non-Instructional Time available for Teachers, Access to the School Budget the availability of Office Supplies, and the agreement by teachers in the choice of staff development functions were targeted in a fall survey of 2008 to gage consistency, reliability, and verifiability of the answers

Winter Survey ‘08Two addition components to the survey, our

overall satisfaction of our school’s hiring practices, and our teacher’s view of the effectiveness of their PLC’s were also assessed.

Hiring Practices was added because it was on the borderline of being unsatisfactory though slightly acceptable (above 80%)

PLC’s were added because the program is a popular movement in Wake County and we wanted to see how well we were executing the program.

Winter Survey 2008The Willow Springs Survey

The Willow Springs Report

PowerPoint (Synopsis) of the Report

Spring SurveyThe Spring Survey had two purposes:

1) Determine if the interventions implemented over the past few months had a significant and positive effect

2) “Dig Deeper” in some of the questions that still haven’t given us a clear understanding as to why the staff felt as they did on some topics.

*In addition to the teacher survey we also decided to conduct a Teacher Assistant survey to determine what if any issues they may need addressing

Teacher Surveys and ResultsThe Teacher Survey

The Results

Teacher Assistant Survey and Results

Percdent ParticipatedTotal that agreePercentage 96.2963

like I belong at this school 25 96%that the staff cares about me 23 88%

that the staff values my input as a professional 21 81%clear about what my job is at this school 23 88%

I know how to complete essential clerical tasks 26 100%empowered to help with teaching 22 85%

empowered to help my students with their learning 24 92%the students respect me as an authority figure 26 100%

my ass is tance enriched the learning experience of the s tudents 24 100%that my teacher treats me respectfully and professionally 24 92%

I was allowed to help develop classroom activities 22 85%I was given the opportunity to help develop classroom rules 22 85%

treat me with respect 23 88%collaborate with each other to make students successful 15 60%

are committed to continuous improvement 17 65%allow me to implement instructional duties and activities 17 65%

Be a participant in my grade-level PLC's 10 40%Be a participant in the SIP Team 7 28%

Click Here to Continue

The Teacher Assistants, overall, feel like they are treated appropriately. A desire for more access to relevant teacher meetings and committees was noted however.

AYP Trend DataThe Data Team interpreted

and analyzed charts/graphs created by James Strickland to seek out patterns and determine conclusions about the nature of our school populationWhat we found is:

Our scores follow typically of those in

the county but our minority students tend to be affected the greatest by change such as

“renorming” and adjustments in

school calendar

Reading

Willow SpringsStudent Subgroup 2008 2007 2006 2005 2004 2003 2002All Students 73% 92% 91% 91% 90% 90% 89%Female 76% 94% 91% 93% 90% 88% 87% NEED TO ADD SWD,ED,NED,LEP,NLEP,…Scroll down in report to find it,Male 70% 90% 92% 88% 89% 92% 91%Black 59% 82% 86% 86% 77% 80% 67%Hispanic 52% 89% 83% 75% 82% 89% 89%Multi-Racial 67% 86% 85% 95% 95% 80% 95%White 78% 95% 94% 94% 93% 92% 93%

Reading

LEAStudent Subgroup 2008 2007 2006 2005 2004 2003 2002WAll Students 65% 90% 90% 90% 89% 88% 87%Wfemale 68% 92% 92% 92% 92% 90% 89%WMale 63% 88% 88% 88% 87% 87% 86%WAmerican Indian 64% 91% 89% 93% 89% 93% 84%WBlack 40% 80% 80% 79% 78% 77% 71%WHispanic 39% 77% 76% 76% 74% 66% 73%WMulti-Racial 67% 91% 92% 91% 92% 92% 89%WWhite 81% 95% 95% 95% 95% 95% 95%

Math

Willow SpringsStudent Subgroup 2008 2007 2006 2005 2004 2003 2002All Students 88% 85% 83% 89% 89% 94% 93%Female 87% 88% 82% 91% 90% 94% 93%Male 90% 82% 84% 88% 88% 94% 94%Black 72% 74% 65% 81% 72% 84% 78%Hispanic 76% 82% 74% 73% 82% 93% 95%Multi-Racial 67% 82% 85% 95% 95% 95% 80%White 93% 88% 87% 93% 92% 95% 95%

Math

LEAStudent Subgroup 2008 2007 2006 2005 2004 2003 2002WAll Students 77% 75% 74% 86% 86% 90% 90%WFemale 78% 76% 74% 88% 88% 91% 91%WMale 76% 75% 73% 84% 85% 89% 90%WAmerican Indian 79% 76% 69% 89% 83% 93% 82%WBlack 54% 51% 49% 71% 71% 80% 76%WHispanic 62% 59% 57% 72% 71% 75% 82%WMulti-Racial 76% 76% 73% 88% 89% 93% 93%WWhite 90% 89% 88% 95% 95% 95% 95%

EVAASReports, such as this one, produced a list of

Students that were “At-Risk” to Failing the EOG.

This information, if used early enough, was vital in jump starting the interventions, instead of having to wait for the student to demonstrate the need.

ForecastingAdditional reports like this one made by James

Strickland were created to forecast student performance based on the cumulative data of Willow Springs’ Students.

There turned out to be an incredibly strong correlation, less than .01 (p<.01) correlation between the students’ scores when they entered the grade-level and their scores when they finished (In third grade’s case, the correlation was between the pre and post test, which it too had an incredibly strong correlation)

Forecasting ContinuedThis forecasting assumes the teacher will or did not do anything

different from years pastThe forecasting produced an algorithm that allow for modeling

of the current data. This produced some interesting results. Students that enter as a Level I, II, and III will make positive growth. Students that are level IV, especially the three top quartiles of this

subset will actually lose growth or stagnate Minority students made the least amount of growth when compared

to the majority population students with the same/similar starting score

A simulation of the data consistently and accurately predicted the school data within 97% accurately (When using the Max/Min Boundaries)

This information, coupled with the expected amounts of growth each student/subgroup must make could be used to estimate the probability that each subgroup will meet its AYP Target

InterventionsAs a result of our information the teachers

have implemented several interventions:Each grade-level has implemented a data-wall

designed to meet their groups needs. Fourth Grade Example

A remediation time wasEstablished for all grade-levelsMore students were referredto SST and ALP than in yearspast

Proficiency In ReadingEssential Skills (We don't have to do growth nor do we have to do the essential skills it can be anything you want

Student 1 2 3 4 5 6 7 8 9 Average Proficiency Per student1 #DIV/0!

Type in the growth by 2 #DIV/0!Percentage in the box 3 #DIV/0!

4 #DIV/0!Mastery = 80% or higher 5 #DIV/0!Proficiency 60-80% 6 #DIV/0!Concern: Below 60% 7 #DIV/0!

8 #DIV/0!9 #DIV/0!

10 #DIV/0!11 #DIV/0!12 #DIV/0!13 #DIV/0!14 #DIV/0!15 #DIV/0!16 #DIV/0!17 #DIV/0!18 #DIV/0!19 #DIV/0!20 #DIV/0!21 #DIV/0!22 #DIV/0!23 #DIV/0!24 #DIV/0!25 #DIV/0!26 #DIV/0!27 #DIV/0!28 #DIV/0!29 #DIV/0!30 #DIV/0!

Average Proficiency Score Per Objective#DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!

Proficiency In MathEssential Skills (We don't have to do growth nor do we have to do the essential skills it can be anything you want

Student place val. add/subt graphs multiply area/per geometry division order of op frac/dec Average Proficiency Per studentJavier1 80 93 95 76 83 75 85 80 83 83.33333

Type in the growth by Anna B. 85 89 74 84 87 88 85 87 84.875Percentage in the box Benjamin 100 96 100 100 88 95 97 100 100 97.33333

Matthew 95 100 89 80 100 90 97 95 97 93.66667Mastery = 80% or higher Zachary 80 96 84 84 68 70 97 80 97 84Proficiency 60-80% Chezney 85 93 84 92 96 85 100 100 97 92.44444Concern: Below 60% Lauren 95 96 100 84 100 90 100 100 97 95.77778

Emma 85 93 89 84 52 80 82 90 60 79.44444Kristen 100 100 95 36 56 85 85 85 63 78.33333Wyatt 90 79 89 52 48 50 91 75 77 72.33333Jonathan 95 89 100 84 76 95 100 100 93 92.44444Nataly 70 68 58 88 56 55 76 75 63 67.66667Madison 85 93 84 84 84 95 85 95 67 85.77778Israel 35 71 63 36 32 40 40 50 30 44.11111Stephanie 95 96 79 64 44 75 79 70 63 73.88889Adelle 90 93 89 100 84 75 97 100 90 90.88889Garrett 85 79 42 40 72 65 46 50 47 58.44444John 90 89 100 92 84 75 97 100 97 91.55556Brandon 60 86 53 48 52 50 82 80 73 64.88889Logan 70 93 84 96 64 70 91 95 73 81.77778Christian 100 89 79 56 88 95 100 80 97 87.11111Ian 80 82 63 56 60 70 82 70 47 67.77778Anna W. 100 96 100 96 96 85 97 100 93 95.88889

24 #DIV/0!25 #DIV/0!26 #DIV/0!27 #DIV/0!28 #DIV/0!29 #DIV/0!30 #DIV/0!

Average Proficiency Score Per Objective84.78261 89.52174 82.30435 74.43478 72.6087 75.68182 86.69565 85 77.86957

Post ‘08-’09“The Banks Affect” refers to the change that Willow Springs

Elementary will feel as the result of Banks Elementary opening nearby

This report estimatedthe amount of staffmembers the schoolwould most likelylose as a result of the new schoolYou will also notice morepredictive data, forecastingthe affects such a change willhave on its testing population

The Banks Affect

an Analysis by James Strickland

Assistant Principal at Willow Springs Elementary

Thank You for ViewingYou may end the show by clicking here.If you are interested in learning about the Staff

Programs, click here.If you are interested in learning about the

Student Data, click here.If you are interested in learning about the

Future of the school click here.

This PowerPoint was created by James Strickland