Second Nine Weeks Exam analysis and Strategic Plan goals
SECOND NINE WEEKS EXAM ANALYSIS AND STRATEGIC PLAN GOALS Presented by: Mrs. M. Cain, Principal BENCHMARK ASSESSMENT DATA THIRD GRADE ELA DATA # of students tested first nine weeks 43 # of students tested second nine weeks 41 Level 1st Nine Weeks 2nd Nine Weeks % of increase or decrease
4.9% decrease Level 2 11% 23% 12.2% percentage of students failing increased byincrease 48.8% Level 1 20% 50% 36.6% increase THIRD GRADE MATH DATA # of students tested first nine weeks 43 # of students tested second nine weeks 40 Level
1st Nine Weeks 2nd Nine Weeks % of increase or decrease Level 5 11.3% 13% 12.5% of students Level 4 18% 15%
12.5% percentage of students failing decreased by 2.5% increase FOURTH GRADE ELA DATA # of students tested first nine weeks 38 # of students tested second nine weeks - 36 Level 1st Nine Weeks 2nd Nine Weeks % of increase or decrease Level 5 13%
37% 5% Level 1 33.3% decrease percentage of students failing decreased by 31% 42% 8.3% increase 25% FOURTH GRADE MATH DATA # of students tested first nine weeks 39 # of students tested second nine weeks 37 Level 1st Nine Weeks 2nd Nine
Weeks % of increase or decrease Level 5 8% 27% 18.9% increase Level 4 13% 11% 2.7% decrease
Level 3 8% 30% 21.6% increase Level 2 Level 1 3% 14% 10.8% Percentage of students failing decreased by increase 43.2% 69% 19% 54.1% decrease
FIFTH GRADE ELA DATA # of students tested first nine weeks 47 # of students tested second nine weeks - 48 Level 1st Nine Weeks 2nd Nine Weeks % of increase or decrease Level 5 8 1 14.6% decrease
increase Level 1 23 of students24 percentage failing increased2.1% by increase 12.5% FIFTH GRADE MATH DATA # of students tested first nine weeks 46 # of students tested second nine weeks - 49 Level 1st Nine Weeks 2nd Nine Weeks % of
2 10.2% decrease Level 2 9 7 4.1% Percentage of students failing increased bydecrease 36.7% Level 1 18 38 40.8% SIXTH GRADE ELA DATA Level # of students tested first nine weeks 26 # of students tested second nine
weeks - 28 1st Nine 2nd Nine % of Weeks Weeks increase or decrease Level 5 2 2 7.1% of students Level 4 3 5
percentage of students failing decreased by 3.6% SIXTH GRADE MATH DATA # of students tested first nine weeks 27 # of students tested second nine weeks 29 Level 1st Nine Weeks 2nd Nine Weeks % of increase or decrease Level 5 10 1
6 6.9% increase of students failing increased62.1% by Level 1 percentage 0 18 69.0% increase STAR DATA Winter Screening Results for Early Literacy and Reading 2018-2019 Grade Level At/Above Benchmark On Watch Interventio
n Urgent Interventio n Kindergarte 21 Students n 57% 37 Students 3 Students 8% 1 Student 3% 12 Students 32% First Grade 20 Students 37 Students 54%
6 Students 16% 1 Student 3% 10 Students 27% Second 17 Students Grade 47% 36 Students 6 Students 17% 9 Students 25% 4 Students 11%
Third Grade 16 Students 42 Students 38% 8 Students 19% 8 Students 19% 10 Students 24% 4TH GRADE STAR READING 5TH GRADE STAR READING 6TH GRADE STAR READING 3RD GRADE STAR MATH 4TH GRADE STAR MATH 5TH GRADE STAR MATH
6TH GRADE STAR MATH STRATEGIES FOR IMPROVEMENT IMPROVE STUDENT ATTENDANCE MONTHLY ATTENDANCE CELEBRATIONS IMPROVE TEACHER ATTENDANCE AWARDING ACADEMIC EXCELLENCE I.T. Montgomery Elementary Schools Responsive Classroom Initiative Teachers please check-out the appropriate books from Counselor Fipps office to continue to support the RC initiative. This plan will be due each Monday when you submit your tests/quizzes. We want to encourage our students to share their thoughts and ideas verbally to increase their understanding and to support their social and emotional needs. The Group Activity and Morning Meeting should be aligned to your lesson plans and lesson outlines. Components
Monday Tuesday Wednesday Thursday Friday Greeting Sharing Group Activity Morning Message* Attach messages 3 Energizers to Use for the Week (can be used with any subject, at any time and will be a component of the Principals Observation. Energizer 1 Energizer 2 Energizer 3
STRATEGIES TO INCREASE MATH PROFICIENCY Issue bell ringer (weekly) sheet 2. Individual Study Island notes 3. Issuance of Notes on Friday for upcoming week 4. Prepare Math Worksheet * Place Value (place value sheets should e 5. Multiplication Facts Addition, Subtraction 6. Fact Drill One number per week School-wide fact drill 1. CONTINUED Fact sheet at night 7. (Four per sheet) 8. Personal Fact Chart 9. Ability grouping (Schedules stay the same) (Upcoming) 10. Utilize strategies that students will be tested on 11. Derive bell ringers from practice test
12. Math Vocabulary 13. Direct instruction: Monday-Wednesday, Independent Practice: Thursday 14.Urgent Intervention (Bottom 25% 3rd grade) OBSERVATION CRITERIA PER STRATEGY 1. Compile all the questions from the Item Sampler, Practice Test 1 and Practice Test 2. These questions will be used for Bell Ringers and Exit tickets. They will also be used on weekly tests. 2. Use the vocabulary for each Objective being taught weekly. Provide copies of vocabulary in advance with definitions and examples. Vocabulary has already been given. 3. Place value sheets and multiplication sheet should be done Monday- Thursday. Prepare these each week. Check daily as a part of your morning routine. 4. Bottom 25% will be retested bi-weekly for identification of areas of deficiency. Intervention folders should be made for each of these students. Class time should be allotted to work with these students one on one.
CONTINUED 5. Student test and quiz data will be tracked weekly. 6. Use ELS and Study Island to create quizzes and assessments. 7. Develop a plan to cover all objectives not covered 1st Nine Weeks during Nine weeks exam week (ASAP). 8. Review and revise data walls weekly and explain data to students. 9. EACH of these items will be checked for accuracy each Wednesday STRATEGIES TO INCREASE ELA PROFICIENCY 1. Weekly Comprehension meetings with teachers 2. Synchronization of Science and Social Studies Standard to ELA Standards 3. Cold Writes (Guided Practice and Independent Practice) 4. Post Anchor Charts on Recurring Skills 5. Continue work with Study Island in the Compute Lab
But He answered and said, "I was not sent except to the lost sheep of the house of Israel." 3. Limited commission . was to Israel . Matthew 10:5-6 . 5 These twelve Jesus sent out and commanded them, saying:...
Spanish Translation of 2017-18 California Cash for College FAFSA LAB PowerPoint Presentation Aplicando para Ayuda Financiera Estudiantil 2018-19 Thank you for coming to our California Cash for College workshop.
Boolean Algebra. Boolean . algebra. is a set of rules first laid out by George Boole (1815-1864) for manipulating Boolean expressions. The rules are similar to the rules of regular algebra for manipulating numeric expressions. Our book lists these rules...
Moss, G.C.: International Commercial Law . or Lectures on Comparative Law. M Andenas and D Fairgrieve, 'There is A World Elsewhere' (Available as ebook) Sir Basil Markesinis, JørgFedtke, Engaging With Foreign Law (Hart Publishing, Oxford 2009, Comparative Law in Commercial...
1. With the scapula placed dorsal to the vertebral column 2. With the scapula superimposed over the lung fields Scapula Dorsal to the Vertebral Column Push the leg dorsally so the scapula is positioned dorsal to the vertebral column. Patient...
A et B12 contrôle l 'activité des ostéoblastes et ostéoclastes Fracture et réparation de l 'os Réparation d 'une fracture A : formation d 'un hématome (6 à 8 heures après la facture) B : formation d 'un cal fibro-...
The Ancient Maya wrote in a beautiful, highly artistic script. They carved with it, painted with it, and wrote it in in their bark-paper books. But, Bishop Diego de Landa did not share my view of their artistry. To him,...
Ready to download the document? Go ahead and hit continue!