Week+2+School+Data+Needs+Assessment

=School Data Needs Assessment = = =  =__**//Administrative Leadership Team Challenge://** __= = =  //Team Members for the week of 03/16/2009 include the principal, the instructional facilitator , and a teacher .//


Achievement Preparatory School (APS) is a learning community that provides supportive, enriching, and challenging learning opportunities to help all learners achieve in order to be prepared for high school, college, and life.

**__DRAFT GOALS__:**
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 * <span style="color: rgb(0,128,0); font-family: Verdana,Geneva,sans-serif;">Goal 1: All students will achieve a minimum of 75% on benchmark assessments measuring progress toward achievement of VSC standards in order to achieve proficiency on the reading, mathematics, and science MSA.
 * <span style="color: rgb(0,128,0); font-family: Verdana,Geneva,sans-serif;">Goal 2: Teachers will identify individual learning needs of students who are barely or nearly proficient and advanced across all subgroups to create, implement, and reflect upon learning plans designed to close the achievement gap (by 50% for each subgroup?) -added by Stacey as an idea???.
 * <span style="color: rgb(255,0,255); font-family: Verdana,Geneva,sans-serif;">I feel like this goal may be too broad... can we choose 2 specific subgroups to focus on closing the achievement gap with? Maybe African American and White? i.e. Teachers at APS will identify individual learning needs of African American students performing at the basic level as measured by MSA and will implement targeted instructional plans to narrow the achievement gap between African Americans and white students to within 5% of each other.
 * <span style="color: rgb(0,0,0); font-family: Verdana,Geneva,sans-serif;">I like the idea of focusing on specific subgroups. The question I have... Is it kosher to do this? If we do have this goal, I think we should focus on African American and students with IEPs. Are we already addressing the achievement gap with goal 1? (Stacey)
 * <span style="color: rgb(0,0,255);">It's fine to target subgroups as identified on MSA-- nationalities, SE, FaRMs. The latter is tough because it's private, and the teachers don't technically know who those kids are, but the others are fair game-- although I don't know if we "need" to target that way. After all, this is NO child left behind, and it's not uncommon to focus on one group so much that we loose another. (I'm wondering if some of the specifics realted to subgroup needs won't be teased out in the action steps created to help reach the goal.) To close the gap though, the focus HAS to go beyond basic, which is why I suggested the "bubble kids"-- a term we've been using for kids who are barely in one category or nearly in another. I think it's likely okay to simply add a measure. I like the 5% idea.
 * <span style="color: rgb(0,128,0); font-family: Verdana,Geneva,sans-serif;">Goal 3: All members of the learning community will consistently implement our PBIS plan and disciplinary policies in order to create and sustain a safe culture and climate that focuses on learning, <span style="color: rgb(186,3,186);">as measured by an increase on student climate surveys from 41% feeling safe in school to 80%.
 * <span style="color: rgb(0,0,255);">I'm diggin' the %! I was thinking "all" targeted adult behaviors-- which is part of the problem-- but I like that the measure Jennifer proposed looks at the impact of adult ownership.
 * <span style="color: rgb(0,0,0);">Do we have detention, suspension and referral data?
 * <span style="color: rgb(0,0,255);">Yes, I can get this data. I think it is okay to work with the climate data we have on hand for the purpose of this assignment. If, however, you both think this is essential, I'll get it.

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<span style="color: rgb(255,0,255);"> Questions to Answer
 * = <span style="color: rgb(128,0,128); font-family: 'Arial Black',Gadget,sans-serif; background-color: rgb(192,192,192);"><span style="color: rgb(128,0,128); font-family: 'Arial Black',Gadget,sans-serif; background-color: rgb(255,255,255);">

||= <span style="color: rgb(128,0,128); font-family: 'Arial Black',Gadget,sans-serif; background-color: rgb(192,192,192);"><span style="color: rgb(128,0,128); font-family: 'Arial Black',Gadget,sans-serif; background-color: rgb(255,255,255);"> Team Members Comments and Suggestions

|| -- Stacy Bryan, Instructional Facilitator In 2008: -Students with IEPs in grades 6, 7 and 8 have the smallest percentages scoring proficient or advanced in reading or math. -Proficient/advanced scores for math in grades 6, 7, and 8 (with the exception of grade 6 Asian/Island Pac. Islander) are all lower than the reading scores for proficient and advanced. -Females outperformed males scoring proficient/advanced scores for grades 6, 7, and 8 in reading. -Proficient and advanced math scores drop by grade (6th = 68.6, 7th = 58.6, 8th = 40.2). <span style="color: rgb(0,0,255);">This is a common trend across the nation. -With the exception of 7th grade reading scores, white students outperformed African American students (in both reading and math). <span style="color: rgb(0,0,255);">A concern is that, if this trend continues, even when we meet AYP, there may still be an achievement gap. -Edgewood has 44.4 % of all students scoring at a basic level in math as compared to 24.0% of students in MD are basic. --Stacey Pearl, Principal
 * < 1) What does the data tell us about our schools performance on the state assessment? || <span style="color: rgb(0,0,255);">According to the data for the last several years, EMS has not met AYP for several different subgroups in several content areas. The most consistent group and area not meeting AYP is students with disabilities in the area of math. Other subgroups and content areas wax and wane between meeting and not meeting AYP. With the slope increasing for meeting AYP, it is possible that the school will continue to be in need of improvement. The school is in the Restructuring Implementation stage of School Improvement.

<span style="color: rgb(0,0,255);"><span style="color: rgb(255,0,255);">-Math scores in grades 6,7, and 8 are significantly lower than Reading scores, however there has been consistent progress and improvement in the math scores over the course of the last 5 years -students in grade 8 seem to be performing lower overall than students in grades 6 and 7 Reading interventions have been in place for many, many more years than math interventions. Math was addressed through multiple curriculum revisions, and then the purchase of various texts-- but not via intervention until two years ago-- and even then, with only one program. -<span style="color: rgb(255,0,255);">-Jennifer Barton, teacher

<span style="color: rgb(186,3,186);"> || --Stacy Bryan, Instructional Facilitator
 * < <span style="color: rgb(0,0,0);">2) Did our school meet AYP in all areas? If so, by what margin did we meet AYP? Are there particular subgroups that require additional support to meet or exceed AYP? || <span style="color: rgb(0,0,0);"><span style="color: rgb(0,0,255);">In 2008, the school met AYP in all areas except students receiving special education services for reading or math; there were several subgroups making AYP based on the confidence interval, including ELL. Students with disabilities, African American students, students receiving FaRMs, and ELL would all benefit from additional support to meet and/or exceed AYP.

-The school met AYP (in 2008) in all areas except students receiving special education services for reading or math. -Trends in the data show that African American students and students who qualify for free and reduced meals are the largest groups who are not proficient in reading and math. -In 2007, Edgewood did not meet AYP for proficiency in math (all students), and African American students, special education students and students receiving free and reduced lunch did not meet AYP for both reading and math. The school was identified as a school for improvement. --Stacey Pearl, Principal <span style="color: rgb(219,6,203);">-Edgewood met AYP overall in 2004, 2005, 2006, and 2008. They did not meet AYP in 2007 -They met AYP in 2008 in all areas except Special Education -Other groups that have faltered between meeting and not meeting AYP over the past 5 years include African American, FARMS, Special Education --Jennifer Barton, teacher ||
 * < 3) What does the climate survey data tell us? || <span style="color: rgb(0,0,255);">PARENTS/COMMUNITY:

Few parents returned the surveys, and so there were significant portions missing from that stakeholder group. There appears to be limited parent involvement. I want to caution us not to fall into the trap of using limited parent involvement as an excuse for not reaching children. We can do much more in this area, but parents don't control what happens in our classrooms.

Approximately half of the parents surveyed indicated that materials and equipment were not up to date.

Approximately 55% of parents surveyed indicated that the curriculum meets all student needs.

Approximately 55% of parents indicated that their children experienced a smooth transition from elementary to middle school.

--Stacy Bryan, Instructional Facilitator STUDENTS: Over 50% of students believe that they understand the school's mission and that they have a caring principal and assistant principal. Students have identified that the school's facilities are an issue. Less than 50% of students reported that they feel safe, and less than 50% of students reported that they believed the school has academic resources to help all students learn. Less than 50% of students believe that students and adults show respect, fairness and understanding. --Stacey Pearl, Principal

<span style="color: rgb(219,6,203);">TEACHERS: 97% of teachers agree or strongly agree that communication is is good more than 80% of teachers believe they are involved in school improvement planning and given adequate information regarding that 70% of teachers disagree that space and equipment within the building are adequate more than 90% of teachers feel the staff is highly qualified and that the school supports a positive learning environment ||
 * < <span style="color: rgb(0,0,0);"><span style="color: rgb(0,0,0);">4) What questions does the data raise? What additional information do we need to address the questions?

|| <span style="color: rgb(0,0,0);">1) What are the special education resources are at Edgewood and what are the service delivery models within the school setting? <span style="color: rgb(0,0,255);">(FYI: My comments reflect the status of the school last year, which is the year for which most of this data was relevant. In reality, we've done a LOT since then, and I promise it's the last time I'll mention that!) > > <span style="color: rgb(0,0,0);"><span style="color: rgb(0,0,255);"> <span style="color: rgb(0,0,0);"> <span style="color: rgb(0,0,0);">2) What does the written math curriculum at Edgewood look like and is it aligned with the taught curriculum? * <span style="color: rgb(0,0,255);">The mathematics curriculum is the Maryland VSC. HCPS created pacing guidelines, texts, etc. to supplement the VSC. >> >> >> >> <span style="color: rgb(0,0,0);"> <span style="color: rgb(0,0,255);"><span style="color: rgb(0,0,255);"><span style="color: rgb(0,0,0);">3) What professional development has happened over the past 3 years at Edgewood? PD is a difficult thing in this school because there is such significant turn over in staff. Many topics are repeated over and over, requiring significant differentiation for veterans, but also initial exposure for new teachers. In 2007-2008, most PD plans were altered due to MSDE requirements to complete the TCNA process, which was cumbersome. <span style="color: rgb(0,0,255);"> <span style="color: rgb(0,0,255);"><span style="color: rgb(0,0,255);"> <span style="color: rgb(0,0,0);">4) What is the current behavior/discipline model/program? EMS is a PBIS School, and has been awarded exemplar status twice, missing it last year because several teachers were not able to cite the RAMS Code of Conduct. In the three years of implementation, referrals and suspesions have dropped significantly. (I can get this data if you'd like it.) There are aspects of PBIS that need to be improved upon. In the end-of-the-year Plus Delta Analysis and the TCNA, teachers expressed concerns about inconsistent implementation of policies and procedures ont he part of the administraiont, and the administration said the same about the teachers!
 * <span style="color: rgb(0,0,0);"><span style="color: rgb(0,0,255);">EMS has twelve special education teachers, seven paraeducators, two inclusion helpers, a Speech Language Pathologist, and a School Counselor. Assessments are completed by a School Psychologist who works full time with only our school, and assists with FBAs and BIPS, as well as with crisis intervention, and an Educational Evaluator, who also completes assessments for the high school next door.
 * <span style="color: rgb(0,0,255);">Most IEP services are delivered in a fully inclusive general education setting. Students are on the diploma track, and most take the MSA with accomodations. (In 2009, just as an aside, some students took the Mod-MSA.)
 * <span style="color: rgb(0,0,0);"><span style="color: rgb(0,0,255);">The Classroom Support Program <span style="color: rgb(0,0,255);"> (CSP) is a program staffed by 1.5 SE teachers, 2 Paras, and school counselor. This program serves students with severe emotional disturbances. Children are ideally included in regular classes throughout the school, but occasionally return to the CSP classroom for additional services. Likewise, in times of crisis, students may return to the CSP classroom for instruction. All of these students are on a diploma track and take the regular MSA with accomodations.
 * <span style="color: rgb(0,0,255);">The Life Skills Program is staffed by 1 SE teacher, 1 para, and 1 IH. Students in this program are predominantly self-contained, working on life skills, and functioning significantly below grade level. These students have multiple disabilities, and are typically intellectually limited. They are included for portions of their day, including physical education, unified arts, and at times, for other content area experiences. All of these students are on a certificate track and take the Alternative MSA.
 * <span style="color: rgb(0,0,255);">Students with IEPs participate in reading and mathematics intervention programs with non-disabled peers.
 * <span style="color: rgb(0,0,255);">Students who are suspended are provided FAPE in In-School Suspension.
 * <span style="color: rgb(0,0,255);">The department chair does not teach.
 * <span style="color: rgb(0,0,255);">The SE department owns ten spell checkers, one voice-to-text software package, and five Alphasmart Pros. SE teachers can access a laptop lab available to all teachers, and a desk top computer lab. Assistive technology referrals can be and are submitted on a case-by-case basis, so sometimes technology is provided to the child, not to the school in particular.
 * <span style="color: rgb(0,0,255);">6th grade
 * <span style="color: rgb(0,0,255);">General math students use Everyday Math.
 * <span style="color: rgb(0,0,255);"><span style="color: rgb(0,0,255);">Available intervention: Knowing Mathematics in 2005-2006, 2006-2007, 2007-2008
 * <span style="color: rgb(0,0,255);">7th grade
 * <span style="color: rgb(0,0,255);"><span style="color: rgb(0,0,255);">Mathematics 7 for general math
 * <span style="color: rgb(0,0,255);"><span style="color: rgb(0,0,255);">Algebra A
 * <span style="color: rgb(0,0,255);">Full Year Algebra
 * <span style="color: rgb(0,0,255);"><span style="color: rgb(0,0,255);">Available intervention: Knowing Mathematics in 2005-2006, 2006-2007 and None in 2007-2008. Navigator was approved at the county level, but our schedule would not allow for the 90 minutes of daily instruction required.
 * <span style="color: rgb(0,0,255);">8th grade
 * <span style="color: rgb(0,0,255);">Mathematics 8
 * <span style="color: rgb(0,0,255);">Transitions
 * <span style="color: rgb(0,0,255);">Algebra A
 * <span style="color: rgb(0,0,255);">Algebra B
 * <span style="color: rgb(0,0,255);">Geometry
 * <span style="color: rgb(0,0,255);">Available intervention: Knowing Mathematics in 2005-2006 and Ramp Up To Algebra in 2006-2007, 2007-2008
 * <span style="color: rgb(0,0,255);">Professional Learning Communities were introduced five years ago.
 * <span style="color: rgb(0,0,255);">In 2007-2008, PLCs worked as interdisciplinary teams to Team Action Plans, which engaged teams and departments in data reflection, drilling down to the individual student level, and planning for instruction to help move all students forward. PLC's also worked as content areas focusing on content area literacy.
 * <span style="color: rgb(0,0,255);">In 2006-2007 PLC's worked as content areas and focused on creating and reflecting on common assessments.
 * <span style="color: rgb(0,0,255);">In 2005-2006 PLC's were formed based on self-identified common interests.
 * <span style="color: rgb(0,0,255);">Professional Development Sessions Included the Following Topics:
 * <span style="color: rgb(0,0,255);">Unlocking the VSC- 2005-2008
 * <span style="color: rgb(0,0,255);">Writing Effective Objectives- 2006-2007
 * <span style="color: rgb(0,0,255);">HCPS Best Bets-- Questioning, Using Analogies to Create Schema, Note Making, Vocabulary- 2005-2008
 * <span style="color: rgb(0,0,255);">Discipline with Dignity- Mendler
 * <span style="color: rgb(0,0,255);">Understanding Poverty- Payne
 * <span style="color: rgb(0,0,255);">In 2006-2007, teachers engaged in walk-throughs; plans were canceled for 2007-2008 due to TCNA requirements.
 * <span style="color: rgb(0,0,255);">In 2005-2007, new teachers visited veteran teachers for a full day, both on and off campus.

In 2007-2008, EMS had an In School Suspension program, and a Time Out Program. Teachers could send children there pending completion of a referral; this was not run as a tradition TO program. Teams create their own lateness policies, hold their own detention, and often send students to each other's classes if the children need to be removed from class, but the teacher does not plan to write an administrative referral. In 2007-2008, team discipline plans were not monitored formally.

We were cited in 2004-2005 for suspending too many African American children for behaviors that their white peers were not being suspended for; in a settlement with the NAACP, EMS made administrative changes, adopted PBIS, and began careful monitoring of suspensions. <span style="color: rgb(0,0,0);">--Stacey Pearl, Principal 1) What role do teachers play in examining and reflecting on data? How is the data used to inform instruction? 2) What can be done to evaluate learning throughout the year, rather than relying on merely MSA scores? --Stacy Bryan, Instructional Facilitator

|| 2) Providing significant opportunities for professional learning communities related to Universal Design for learning. 3) Implement and reflect upon the efficacy of formal reading and mathematics intervention programs provided during and beyond the school day. Stacy Bryan, Instructional Facilitator 4) Focus on providing special education services through co-taught math classes, where both the general education and special education teacher receive weekly professional development and coaching. 5) Implementing a school wide Positive Behavioral Intervention and Supports model. --Stacey Pearl, Principal
 * < <span style="color: rgb(0,0,0);">5) Looking at our needs, what is the intervention that will have the largest, most immediate positive impact on our school and help us reach our instructional goal? || <span style="color: rgb(0,0,255);">1) Extending the amount of time allotted to mathematics from 45 to 90 minutes daily, and providing professional development related to organizing instruction in a 90 minute block.

<span style="color: rgb(219,6,203);">6)Evaluating the effectiveness of the current math program and researching possible resources to supplement the curriculum 7) providing intensive remediation to Special Education students, as well as FARMS and AFrican American students who consistently perform at the basic level 8) targeted small group instruction --Jennifer Barton, teacher || Stacy Bryan, Instructional Facilitator EMS provides an outstanding instructional program where students feel safe and their needs are met so that they are academically prepared for high school, college, and life. --Stacey Pearl, Principal
 * < 6) What is our vision for our school based on that identified need? || <span style="color: rgb(0,0,255);">Initial thought: EMS is the premier school in Harford County where parents want to send their children, not only for special education services, but for a well-rounded education, and where teachers compete for positions.

<span style="color: rgb(255,0,255);">EMS provides a well rounded instructional program, providing both support and enrichment to help all students achieve and and be challenged. --Jennifer Barton, teacher ||  || Stacy Bryan, Instructional Facilitator || Stacy Bryan, Instructional Facilitator ||
 * 7) What is the School Improvement Status of the school? || <span style="color: rgb(0,0,255);">In 2007-2008, EMS engaged in restructuring planning, including identification of an alternative governance: a new principal with a Principal Coach in lieu of a "distinguished principal" because there were no distinguished principals in the state of national pool. The "distinguished principal" option was removed from the governance models available in 2008-2009, and MSDE is watching the coaching model carefully.
 * <span style="color: rgb(0,0,255);">8) What does the data from the TCNA tell us? || <span style="color: rgb(0,0,255);">Teachers worked to complete this survey without administrative involvement in a risk free dialogue. Reading the results, it was evident that there were contradictions in their feedback, but also that there was a general sense of defensiveness in their responses. Teachers seemed less reflective about their own practice, and very willing to point the finger at parents, administrators, and county leadership. They also demonstrated limited understanding about curriculum and assessment, based on their responses to the first two TCNA standards.
 * <span style="color: rgb(0,0,255);">9) What does the data from the technology survey tell us. || <span style="color: rgb(0,0,255);">37 of approximately 95 teachers participated in the survey.

The majority of respondents appear to have basic technology knowledge, and appear interested in learning more about identified software. ||

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