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Page 1: Crete Public Schools

Crete Public Schools

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Nebraska – Crete Public Schools Demographics

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Students Eligible for Free/Reduced Priced Meals

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Nebraska – Crete Public Schools Demographics

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Crete-NeSA-Reading

Reading 09-10 10-11Grade 3 61% 67%Grade 4 75% 64%Grade 5 69% 59%Grade 6 55% 75%Grade 7 71% 73%Grade 8 67% 74%Grade 11 76% 71%

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PastAll staff

Mixed groups

Extended time (four hours)

Series of questions – What are our current levels of performance? – What do trends show?

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Current

Rotation of three groups-three sessions-each an hour

Each Group--60 participants

Demographics

Data Overview

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Purpose

All Staff Members-Best connection to the community

Need to know the good

Need a full picture of many sources of data

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Data SlidesProcess

Involvement

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ImprovementCrete-NeSA-Reading

Reading 09-10 10-11Grade 3 61% 67%Grade 4 75% 64%Grade 5 69% 59%Grade 6 55% 75%Grade 7 71% 73%Grade 8 67% 74%Grade 11 76% 71%

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NeSA- Reading 2010-2011 Grades 3-8 & 11

71%

74%

73%

75%

59%

64%

67%

67%

71%

74%74%

70%75%

71%

0%

20%

40%

60%

80%

100%

G-3 G-4 G-5 G-6 G-7 G-8 G-11

Crete

Nebraska

Perspective

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Highest and Lowest

Standards-Reading 9-10 3 4 5 6 7 8 11

Vocabulary              

3.1.5a L  L   L   L L

3.1.5c       H H H  

3.1.5d     L L L H L

Comprehension              

3.1.6.a   H       L  

3.1.6b H           H

3.1.6c     H H H H L

3.1.6d   L L H      

3.1.6e L   H   L L H

3.1.6f H       H    

3.1.6g L L L   L    

3.1.6h   H          

3.1.6j H H         H

3.1.6k     H L      

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 Highest and Lowest Standards

Math 10-11 3 4 5 6 7 8 11

3.1.1 Number Sense/System L   L

H H L L H L NT

3.1.2 Operations L     L  NT NT  NT 

3.1.3 Computation NT        L L  

3.1.4 Estimation         H H  

3.2.1 Characteristics of Objects H H H H NT  NT  H H

3.2.2. Coordinate Geometry L       H H    

3.2.3 Transformations              

3.2.4 Spatial Modeling              

3.2.5 Measurement   H L L L   L H

3.3.1 Relationships       H     L

3.3.2 Modeling in Context              

3.3.3 Procedures         L   L

3.4.1

Data Display & Analysis/Probability Concepts H H L H        

3.4.2 Predictions and Inferences   L          

3.4.3 Inferences     H L       H L

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Closing—4 X 6 Card

Name

Celebration

Concern

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NRTs

CelebrationsSome grades show improvement

In places, at-risk subgroups score similarly to traditionally high-performing subgroups.

ChallengesMatching curriculum better to NRTs

Helping students want to do better on NRTS

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4th Grade SubgroupsMath

% Meeting or Exceeding Standards

Male ____ Free/Reduced ____

Female ____ Non F/R ____

White ____ ELL ____

Hispanic ____ Non ELL ____

62%

60%

86%

36%

44%

82%

21%

72%

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4th Grade Students

Students Below Standard in Math = 50

How many in ELL? ____

How many Absent > 10 days? ____

How many since Kinder? ____

How many free/reduced? ____

21

923

(11 since Kinder)

41

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Questions

What does your grade see as our biggest challenge?

What suggestions would you make to address this challenge?

What is your team’s role?

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Middle School

Goal: All teachers have ownership– Not just core teachers

Divided teachers into teams– Reading– Math– ELL– SPED– General Ed

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Middle School

Explained how to use data filter

Questions asked of Math/Rdg. teams– Looked for trends/patterns in Math, Reading

passing vs. courses taken (RM level, diff. math)

Who passed in 09-10 but failed in 10-11– Scaled Score—How close were they either way?

Which kids need extra help this year to pass/stay passing?

Written response

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CMS Student Ownership

Data Folders– Students graph the results of their

assessments each year on color-coded sheets

– Benchmarks are marked on the sheets so the students know if meeting/exceeding

– Longitudinal assessment data for each student in one place

– Folders follow students from year to year

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CMS Student Ownership

Students Keep Assessment Data For:– Reading

NeSA, DIBELS (5-6), AimsWeb (7-8), Stanford– Math

NeSA, AimsWeb, Stanford– Science

NeSA, Stanford– Social Studies

Stanford – NeSA-W– Stanford Total Language, Vocabulary, Complete Battery– ELDA

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Middle School

Questions asked of teams-written response– General Ed questions

Find 10 lowest/highest students on each list. Any on both?

What area was the biggest struggle for low kids…vocab or comprehension?

– With those lists, teachers then were asked how they could target instruction to middle/high kids while still meeting needs of lower students

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Evolution

Simpler

Palatable

Useable

A start

Gained professionally in how to read and use a variety of data