End of the Year School Improvement Report Guidelines

DDESS: Fort Bragg District

Continuous School Improvement Annual Summative Assessment Student Performance Report

Shughart Middle School

SY 2014-2015

FORT BRAGG DISTRICT

USING RESULTS for CONTINUOUS IMPROVEMENT

SY 2014-2015

CSI Goal Assessments

Annual Summative Assessment Student Performance Report

Shughart Middle School

4800 Camel Rd.

Cameron, NC 28326

Principal: Karen Jones

Making Connections:

Summary Sheet: Assessments, Measures, Strategies

School Goal 1: All students will increase their ability to analyze text, which is drawing conclusions, inferring relationships, and identifying theme and story elements. Progress will be measured by the selected system-wide and local assessments.

Assessments

Ø Assessment 1.1: TerraNova 3rd Edition Multiple Assessment Reading Subtest

o Measurable Objective:

Ø Assessment 1.2: TerraNova 3rd Edition Multiple Assessment Analyze Text OPI

o Measurable Objective:

Ø Assessment 1.3: Scholastic Reading Inventory

o Measurable Objective:

Implemented research-based and best practice strategies: (whole group and targeted sub group)

Ø Cornell notes.

Data Analysis Procedures:

Baseline data and all subsequent data are collected at the same time each year of the school improvement cycle. The length of the cycle is the amount of time it takes to meet the chosen objectives on each assessment in the goal area. Baseline data are collected prior to the use of the stated activities/interventions/strategies.

Goal 1: Data Analysis Summary

Assessment 1.1: TerraNova 3rd Edition Multiple Assessment Reading Subtest

Measurable Objective:

Figure 1: TerraNova 3rd Edition Multiple Assessment Reading Subtest Results by Grade Level and Year

Table 1: Change in Student Performance

Grade / Change
(base to most recent)
(%) / Achievement
(Years) / Number
of Students / Statement of Findings
6 / +9 pct pts / 3
7 / -6 pct pts / 3
8 / +1 pct pts / 3

Assessment 1.2: TerraNova 3rd Edition Multiple Assessment Analyze Text OPI

Measurable Objective:

Figure 2: TerraNova 3rd Edition Multiple Assessment Analyze Text OPI Results by Grade Level and Year

Table 2: Change in Student Performance

Grade / Change
(base to most recent)
(%) / Achievement
(Years) / Number
of Students / Statement of Findings
6 / +12 pct pts / 3
7 / +8 pct pts / 3
8 / +8 pct pts / 3

Assessment 1.3: Scholastic Reading Inventory

Measurable Objective:

Figure 3: Scholastic Reading Inventory EOY Results by Grade Level and Year

Table 3: Change in Student Performance

Grade / Change
(base to most recent)
(%) / Achievement
(Years) / Number
of Students / Statement of Findings
6 / Baseline / Baseline
7 / Baseline / Baseline
8 / Baseline / Baseline

OVERALL COMPARATIVE ANALYSIS – Goal 1

Assessment / Grade 6 / Grade 7 / Grade 8
TerraNova 3rd Edition Multiple Assessment Reading Subtest / ^ / ! / ^
TerraNova 3rd Edition Multiple Assessment Analyze Text OPI / ^ / ^ / ^
Scholastic Reading Inventory EOY Assessment / Baseline / Baseline / Baseline
Key for Comparative Analysis / ^ = Improved / @ = Remained the same / ! = Not Improved / * = Met Objective

NEXT STEPS: Goal 1

Think about the change in each individual assessment between the baseline year and the current year for all students and for the targeted sub group of students and the progress made towards meeting the measurable objectives when responding to the questions in Appendix A.

Appendix A – GOAL 1

All teachers should be able to discuss the following based on the information from this report. This is not an exercise for one person or a few people to complete.

Areas of Notable Achievement

(Bullets and/or short answer)

1. Which area(s) are above the expected levels of performance?

· At this time there are no areas above the expected level of performance.

2. Describe the area(s) that show a positive trend in performance.

· There is a positive trend for improvement based on the Terra Nova 3rd edition multiple assessment analyze text OPI for grades 6 through 8. All grade levels have increased the number of students in the high mastery range. The 6th grade shows the most improvement with 12 percentage points from the baseline year of 2012.

3. Which area(s) indicate the overall highest performance?

· The 6th grade scored the highest level of performance on the 2015 Terra Nova 3rd Edition Multiple Assessment Reading Subtest with 66% of students scoring above the median.

4. Which subgroup(s) show a trend toward increasing performance?

· At this time subgroups have not been identified.

5. Between which subgroup is the achievement gap closing?

· At this time subgroups have not been identified.

6. Which of the above reported findings are consistent with findings from other data sources?

· At this time there are no current local reading assessments. When new assessment measures are in place, these will be incorporated into the CSI measures and results.

· Based on Shughart Middle School’s designation as a STEAM and Twenty First Century School we will continue using the Engineering Design Process and Twenty First Century Skills to help students solve problems and increase achievement in all subject areas.

Areas in Need of Improvement

(Bullets and/or short answer)

1. Which area(s) are below the expected levels of performance?

· All areas are below the goal of having 75% of students scoring above the median.

2. Describe the area(s) that show a negative trend in performance.

· The 7th grade TerraNova 3rd Edition Mutiple Assessment Reading Subtest shows a negative trend from the baseline until 2014. There was an improvement from the 2014 to 2015 school year although there is still a decrease from the baseline.

3. Which area(s) indicate the overall lowest performance?

· The 8th grade Analyzing Text is the overall lowest area of performance. Although there has been an 8 percentage point increase from the baseline year. Only 44% of students scored in the high mastery range.

4. Which subgroup(s) show a trend toward decreasing performance?

· At this time subgroups have not been identified.

5. Between which subgroup is the achievement gap becoming greater?

· At this time subgroups have not been identified.

6. Which of the above reported findings are consistent with findings from other data sources?

DoDEA is implementing the CCRS. Due to this transition, the local assessments are no longer aligned and will not be utilized. When new assessment measures are in place, these will be incorporated into CSI measures and results.

All teachers, staff, students, and other stakeholders-parents should collaboratively answer the questions/statements below. All stakeholders should use the information from the following questions/statements in their instructional planning (teachers/staff), completing assignments (students), and supporting the goals (other stakeholders-parents).

Using the Results

(The information below will need to be more expansive than bullets or short answer.)

1. What inference can be made about the impact of the strategy on student performance based on the data?

· There has been some positive improvement but it is not consistent. Cornell notes have been used but not with fidelity. This strategy needs to be impletmented consistently to lead to an increase in student achievement. We will begin to look for a second strategy to help students increase their ability to anyalyze text.

2. Was the measurable objective met?

· The measureable objective was not met.

3. Will the strategy(s) continue? Be modified? Change?

a. If the answer to this question is yes, the strategy(s) will continue state why.

b. If the answer to this question is the strategy(s) will be modified, describe the modifications.

c. If the answer to this question is the strategy(s) will change, detail the new strategy and why this strategy will better address the needs of the students.

· Cornell notes will continue to be used. Research says that Cornell notes are a good tool to increase student achievement. Shughart will work on ways to increase implementation with fidelity. It has also been suggested that we research another strategy to help increase students’ ability to analyze text.

Making Connections:

Summary Sheet: Assessments, Measures, Strategies

School Goal 2: All students will be able to increase math communication, which is modeling and describing ideas through verbal, written, and/or graphical representations. Progress will be measured by the selected system-wide and local assessments.

Assessments

Ø Assessment 2.1: TerraNova 3rd Edition Multiple Assessment Math Subtest

o Measurable Objective:

Ø Assessment 2.2: TerraNova 3rd Edition Multiple Assessment Math Communication OPI

o Measurable Objective:

Ø Assessment 2.3: District EOY Math Assessment

o Measurable Objective:

Implemented research-based and best practice strategies: (whole group and targeted sub group)

Ø Cornell notes.

Data Analysis Procedures:

Goal 2: Data Analysis Summary

Assessment 2.1: TerraNova 3rd Edition Multiple Assessment Math Subtest

Measurable Objective:

Figure 2.1: TerraNova 3rd Edition Multiple Assessment Math Subtest Results by Grade Level and Year

Table 2.1: Change in Student Performance

Grade / Change
(base to most recent)
(%) / Achievement
(Years) / Number
of Students / Statement of Findings
6 / +13 pct pts / 3
7 / -1 pct pt / 3
8 / +8 pct pts / 3

Assessment 2.2: TerraNova 3rd Edition Multiple Assessment Math Communication OPI

Measurable Objective:

Figure 2.2: TerraNova 3rd Edition Multiple Assessment Math Communication OPI Results by Grade Level and Year

Table 2.2: Change in Student Performance

Grade / Change
(base to most recent)
(%) / Achievement
(Years) / Number
of Students / Statement of Findings
6 / +12 pct pts / 3
7 / +4 pct pts / 3
8 / +10 pct pts / 3

Assessment 2.3: District Common Math Assessment

Measurable Objective:

Figure 3: District Common Math Assessment EOY Results by Grade Level and Year

Table 3: All Students: Change in Student Performance

Grade / Change
(base to most recent)
(%) / Achievement
(Years) / Number
of Students / Statement of Findings
6 / Baseline / Baseline
7 / Baseline / Baseline
8 / Baseline / Baseline

OVERALL COMPARATIVE ANALYSIS – Goal 2

Assessment / Grade 6 / Grade 7 / Grade 8
TerraNova 3rd Edition Multiple Assessment Math Subtest / ^ / ! / ^
TerraNova 3rd Edition Multiple Assessment Math Communication OPI / ^ / ^ / ^
District Common Math Assessment / Baseline / Baseline / Baseline
Key for Comparative Analysis / ^ = Improved / @ = Remained the same / ! = Not Improved / * = Met Objective

NEXT STEPS: Goal 2

Appendix B – GOAL 2

All teachers should be able to discuss the following based on the information from this report. This is not an exercise for one person or a few people to complete.

Areas of Notable Achievement

(Bullets and/or short answer)

1. Which area(s) are above the expected levels of performance?

· At this time 8th grade scores on the Fort Bragg Assessment is one area at the expected level of performance.

2. Describe the area(s) that show a positive trend in performance.

· All areas show a positive trend in performance with the exception of 7th grade math subtest.

3. Which area(s) indicate the overall highest performance?

· The area with the overall highest performance is the 8th grade on the Fort Bragg Assessment.

4. Which subgroup(s) show a trend toward increasing performance?

· At this time subgroups have not been identified.

5. Between which subgroup is the achievement gap closing?

· At this time subgroups have not been identified.

6. Which of the above reported findings are consistent with findings from other data sources?

· DoDEA is implementing the CCRSM. Due to this transition, the local district math assessments are no longer aligned and will not be administered. When new assessment measures are in place, these will be incorporated into CSI measures and results.

Areas in Need of Improvement

(Bullets and/or short answer)

1. Which area(s) are below the expected levels of performance?

· All areas are the below the expected levels of performance except 8th grade scores on the Fort Bragg Assessment.

2. Describe the area(s) that show a negative trend in performance.

· There are no areas that show a negative trend. All areas show some positive gains and some decreases but there has not been a consistent trend over time.

3. Which area(s) indicate the overall lowest performance?

· The 6th and 7th grade scores on the Fort Bragg Common Math Assessment were the overall lowest scores. There were only 19% of students scoring at or above the standard.

4. Which subgroup(s) show a trend toward decreasing performance?

· At this time subgroups have not been identified.

5. Between which subgroup is the achievement gap becoming greater?

· At this time subgroups have not been identified.

6. Which of the above reported findings are consistent with findings from other data sources?