| What trends emerge across grade levels, subgroups, and core content areas? |
The area of reading proficiency across the grade levels is a challenge throughout the years. The trend is that our KG students move onto first grade 70% or higher but then fall in the 50s from grade 1 to grade 5.
KG- 69%, Grade 1- 56%,
Grade 2- 58%, Grade 3- 52%,
Grade 4- 53%, and Grade 5- 57%.
Learning gains: Grade 3- 67%,
Grade 4- 63%, Grade 5- 60%
L25% Learning Gains: Grade 3- 67%, Grade 4- 69%, Grade 5- 64%
ESE and ELL subgroup data is an area of concern for proficiency.
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Primary grades math proficiency has dropped this year.
KG- 62%, Grade 1- 74%,
Grade 2- 61%, Intermediate math proficiency has made gains.
Grade 3- 60%, Grade 4- 75%, and Grade 5- 75%.
Learning gains: Grade 3- 100%, Grade 4- 85%, Grade 5- 84%
L25% Learning Gains: Grade 3- 100%, Grade 4- 79%, Grade 5- 77%
Our L25% gains in math has increased.
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Proficiency scores in science have increased from 52% to 67%.
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| Which data component showed the most improvement? What new actions did your school take in this area? |
The data component showing the most improvement was our science proficiency scores increasing from 52% to 67%. The teacher staff was adjusted for grade 5 science, a science coach worked closely with the teachers in collaborative planning to ensure alignment with standards, spiral review was intention, and last year our grade 4 teachers were specific about teaching the standards to mastery. |
| Which data component showed the lowest performance? Explain the contributing factor(s) to last year's low performance and discuss any trends. |
The percent proficient in ELA for grades 1, 3, and 4 has decreased. Contributing factors included our ESE and ELL subgroups, lack of stamina for reading on the computer for an extended amount of time for PM3. Our module assessment data was trending higher in proficiency than the PM3 results. In addition, they struggled to apply effective test-taking strategies to assist with comprehension of text on the computer-based assessments. |
| Which data component showed the greatest decline from the prior year? Explain the factor(s) that contributed to this decline. |
The grade 4 ELA proficiency was the data component showing the greatest decline from the prior year. The SY24 grade 4 student group was a much higher cohort than the SY25 grade 4 student group. We anticipated a drop in the proficiency as this year's group had 10 students enter United States school system for the first time last year. Most of these students had never been in school prior to joining us. |
| Which data component had the greatest gap when compared to the state average? Explain the factor(s) that contributed to this gap and any trends. State data can be found here. |
The ELA Grade 3 proficiency is the data component having the greatest gap compared to the state average. Contributing factors included our ESE and ELL subgroups, lack of stamina for reading on the computer for an extended amount of time for PM3. Our module assessment data was trending higher in proficiency than the PM3 results. In addition, they struggled to apply effective test-taking strategies to assist with comprehension of text on the computer-based assessments. |
| Rank your highest priorities (maximum of 5) for school improvement in the upcoming school year. |
Proficiency in ELA, Math and Science will be our highest priorities. Training on the implementation of effective Tier 1 instruction in ELA to increase reading proficiency as well as guiding data analysis to identify skills for small group instruction and interventions. There will be a schoolwide focus on increasing stamina during independent reading, incorporating effective test-taking strategies on ELA computer-based lessons and assessments, and reinforcing vocabulary in all content areas to increase comprehension for all student subgroups. Intentional planning for small group instruction/interventions and analysis of low performing standards to match the skill lesson for the small group instruction (including instruction provided by Resource Teachers, ESE inclusion teacher and the ELL staff). We have discussed that amount of time we teach phonics in isolation, how often students are pulled out of the class for special services creating gaps in their learning. Strategic scheduling will be addressed to re work these factors that could be impacting student success. |