Phase Three: Sutton Elementary School Closing the Achievement Gap Diagnostic 2018-2019 Phase Three: Closing the Achievement Gap Diagnostic Sutton Elementary School Danna Johnson 2060 Lewis Lane Owensboro, Kentucky, 42301 United States of America Last Modified: 12/27/2018 Status: Open Powered by AdvancED eProve
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Phase Three: Sutton Elementary School Closing the Achievement GapDiagnostic 2018-2019
Phase Three: Closing the Achievement Gap Diagnostic
Sutton Elementary School Danna Johnson
2060 Lewis Lane Owensboro, Kentucky, 42301
United States of America
Last Modified: 12/27/2018 Status: Open
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Phase Three: Closing the Achievement Gap Diagnostic Report - Generated on 01/29/2019
Sutton Elementary School
TABLE OF CONTENTS
I. Achievement Gap Group Identification .................................................................................................. 3 II. Achievement Gap Analysis ................................................................................................................... 4 III. Planning the Work ................................................................................................................................ 6 ATTACHMENT SUMMARY....................................................................................................................... 7
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Phase Three: Closing the Achievement Gap Diagnostic Report - Generated on 01/29/2019
Sutton Elementary School
Phase Three: Closing the Achievement Gap Diagnostic
I. Achievement Gap Group Identification
Schools should use a variety of measures and analysis to conduct its annual GAP report pursuant to KRS 158.649. Complete the Achievement Gap Group spreadsheet and attach it. Please see attached Sutton Elementary School Spreadsheet
ATTACHMENTS Please be sure to upload the files in the Attachments section at the end of the diagnostic.
Phase Three: Closing the Achievement Gap Diagnostic Report - Generated on 01/29/2019
Sutton Elementary School
II. Achievement Gap Analysis
A. Describe the school's climate and culture as they relate to its gap population. Sutton Elementary School completes data analysis on student achievement throughout the school year. Data Action Team meetings occur in September, February and May analyzing assessment data. Data boards are created during the analysis and students are targeted for specific interventions in reading and math that score below the 40th% in MAP. Interventions include researched based reading programs, KCM numeracy interventions, Leveled Literacy Interventions, computer-based literacy and numeracy programs, ESS services through the daytime waiver program, and after-school services. Student progress in interventions is reviewed during our monthly response to intervention meetings with teachers. At those meetings, the team determines to continue interventions or create a new plan based on student progress.
B. Analyzing gap trends and using specific data from the previous two academic years, which gaps has the school successfully closed and which ones persist? Use the work steps below to answer. After analyzing achievement within gap groups in the areas of reading and math, all gap groups perform below the overall score of all students in the areas of reading and math. However, in analyzing our gap group achievements it should be noted that Sutton's gap groups do perform higher than the state's gap groups in the areas of reading and math. In looking at the trend data there are some years where specific gap groups were not reported due to the number of students tested were below ten. However, free and reduced students and students with disabilities data did indicate a drop in achievement from 2017-2018 in the area of reading. Analysis of data indicated transciency within the fourth-grade group and the specific areas of identification is for students with disabilities in reading.
C. Based upon the analysis of the gap data, identify the gap groups and content areas where the school has shown improvement. Based upon analysis, the students with disabilities have shown improvement in the area of math from 2016 to 2018. In 2016, 45% of students with disabilities were scoring proficient or distinguished compared to 47% of students scored proficient or distinguished in 2018.
D. Based upon the analysis of the gap data, identify the gap groups and content areas where the school has lacked progression or regressed. Based upon the analysis, students in the areas of free and reduced lunch and disabilities are scoring significantly below the student group in the area of reading. The free and reduced lunch group scored 46% proficient and distinguished, students with disabilities scored 23.6% proficient and distinguished compared to our overall group which was 66.2% proficient or distinguished in reading.
E. Describe in detail the school's professional development plan and extended school services plan as related to its achievement gaps. (Note: Schools that missed any gap target the previous school year need documentation of superintendent approval of PD and ESS plans as related to achievement gaps. Schools missing the same target two consecutive years will be reported to the local board and the Commissioner of Education, and their school improvement plans will be subject to review and approval by KDE).
Sutton Elementary School completes data analysis on student achievement throughout the school year. Data Action Team meetings occur in September, February and May analyzing assessment data. Data boards after-school during the analysis and students are targeted for specific interventions in reading and math that score below the 40th% in MAP. Interventions include researched based reading programs, KCM numeracy interventions, Leveled Literacy Interventions,
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Phase Three: Closing the Achievement Gap Diagnostic Report - Generated on 01/29/2019
Sutton Elementary School
computer-based literacy and numeracy programs, ESS services through the daytime waiver program, and after-school services. Student progress in interventions is reviewed during our monthly response to intervention meetings with teachers. At those meetings, the team determines to continue interventions or create a new plan based on student progress. This year, kindergarten and first grade teachers are receiving professional development in guided reading instruction with Jan Richardson. Third, fourth and fifth grade teachers are using Wit and Wisdom and are receiving on going professional development throughout the school year. Currently, our district is participated in the Striving Readers' grant which literacy teachers are participating in literacy based professional development. Teachers also participate in job embedded professional development through professional learning community groups.
ATTACHMENTS Please be sure to upload the files in the Attachments section at the end of the diagnostic.
F. Describe the processes, practices and/or conditions that have prevented the school from closing existing and persistent achievement gaps. After analyzing data, all special education teachers that teach resource reading will use Read Well, by Sopris West to teach the foundations of reading. In third, fourth and fifth grades, a new reading program, Wit and Wisdom has been implemented in all literacy classrooms. Transciency and cap size classrooms among students continues to be a problem in third, fourth and fifth grade classrooms. Currently, there are 26 new students and all classrooms in these grade levels are at cap size or higher making it difficult to meet the educational needs of all students.
G. Describe the process used to involve teachers, leaders, and other stakeholders in the continuous improvement and planning process as it relates to closing the achievement gap. List the names and roles of strategic partners involved. All stakeholders are involved in continuous improvement and the planning process as it relates to student achievement. All teachers serve within the response to interventions committee and all teachers participate in Sutton Action Teams: Leadership, Culture, Academics and Student Leadership. Teams meet in vertical team planning in the areas of ELA, math, science and arts and humanities. These teams meet monthly and report back to the faculty as it relates to student achievement. Tiffany Hoffman, Crystal Richards, Mary Booth, Rachael Roberts, Susan Bratcher, Vanessa Gentry, Casey Wallace, Amy Schertzinger, Margaret Douglas, Dita Neely, Melissa Riney, Mandy Walker, Tiffany Smith, Beth Worth, Jaime Quattrocchi, Gina Davis, Victoria Coleman, Carrie Colbert, Jennifer Settle, Monica Huff, Blake Roberts, Vic Harrison, Kim Kingsley, Jamie Self, Krista Thompson, Jennifer Thurman, Lore' North, Jennifer Wells, Sarah Hagan, Melody Hayden, Michelle Whitmer, Renee Guinn, Karen Poe and Amber Bryant.
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Phase Three: Closing the Achievement Gap Diagnostic Report - Generated on 01/29/2019
Sutton Elementary School
III. Planning the Work
Gap Goals List all measurable goals for each identified gap population and content area for the current school year. This percentage should be based on trend data identified in Section II and based on data such as universal screeners, classroom data, ACT, and Response to Intervention (RTI). Content areas should never be combined into a single goal (i.e., Combined reading and math should always be separated into two goals – one for reading and one for math – in order to explicitly focus on strategies and activities tailored to the goal).
Goal 3: Increase the average combined reading and math proficiency ratings for all students in the consolidated gap group from 48.5% in 2018 to 65% by 2022. Objective 1: During the 2018-2019 school year, increase the percentage of gap students scoring proficient or better in reading form 37.6% to 45%. Objective 2: During the 2018-2019 school year, increase the percentage of gap students scoring proficient or better in math from 59.4% to 65%. Please see attachment for strategies and activities
ATTACHMENTS Please be sure to upload the files in the Attachments section at the end of the diagnostic.
Closing the Gap Step 1: Download the Closing the Achievement Gap Summary spreadsheet. Step 2: Complete your findings and answers. Step 3: Upload the Completed Closing the Achievement Gap Plan Summary spreadsheet.
Please see attachment
ATTACHMENTS Please be sure to upload the files in the Attachments section at the end of the diagnostic.
Phase Three: Closing the Achievement Gap Diagnostic Report - Generated on 01/29/2019
Sutton Elementary School
ATTACHMENT SUMMARY Attachment Name Description Item(s)
Goals for the Gap Groups in Reading andMath
Gap goals III
Sutton Elementary School Gap GroupIdentification Summary Sheet 2018-2019
This is a summary of the gap groups identified at Sutton. III
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Gap Group/Total number of students Percentage of Total School Population African American--5 3% Hispanic--9 6% Asian--0 0% Two or More Races--10 7% English Learners--0 0% Free/Reduced Learners--70 47% Disabilities-17 9% Consolidated Group--32 21%
Comprehensive Improvement Plan for Schools
Rationale School improvement efforts focus on student needs through a collaborative process involving all stakeholders to establish and address priority needs, district funding, and closing achievement
gaps between identified subgroups of students. Additionally, schools build upon their capacity for high-quality planning by making connections between academic resources and available
funding to address targeted needs.
Operational definitions of each area within the plan Goal: Long-term three to five year target based on Kentucky Board of Education required goals. Schools may supplement with individual or district goals.
Objective: Short-term target to be attained by the end of the current school year.
Strategy: Research-based approach based on the 6 Key Core Work Processes designed to systematically address the process, practice or condition that the district will focus its efforts upon in
order to reach its goals/objectives.
Activity: The actionable steps used to deploy the chosen strategy.
Key Core Work Processes: A series of processes that involve the majority of an organization’s workforce and relate to its core competencies. These are the factors that determine an
organization’s success and help it prioritize areas for growth.
Measure of Success: the criteria that you believe shows the impact of our work. The measures may be quantifiable or qualitative, but they are observable in some way. Without data on what is
being accomplished by our deliberate actions, we have little or no foundation for decision-making or improvement.
Progress Monitoring: is used to assess the plan performance, to quantify a rate of improvement based on goals and objectives, and to evaluate the effectiveness of the plan.
Guidelines for Building an Improvement Plan ● There are 6 required District Goals: Proficiency, Separate Academic Indicator, Achievement Gap Closure, Graduation rate, Growth, and Transition readiness.
● There are 5 required school-level goals:
For elementary/middle school: Proficiency, Separate Academic Indicator, Gap, Growth, and Transition readiness.
For high school: Proficiency, Separate Academic Indicator, Gap, Graduation rate, and Transition readiness.
● There can be multiple objectives for each goal.
● There can be multiple strategies for each objective.
● There can be multiple activities for each strategy.
1: Proficiency Goal Goal 1: Increase the percentage of students scoring proficient or better in combined reading and mathematics from 66.2% in 2018 to 80% by 2022.
Which Strategy will the district use to address this goal? (The
Strategy can be based upon the six Key Core Work Processes listed below or another research-based approach. Provide
justification and/or attach evidence for why the strategy was
chosen.)
● KCWP 1: Design and Deploy Standards
● KCWP 2: Design and Deliver Instruction
● KCWP 3: Design and Deliver Assessment Literacy
● KCWP 4: Review, Analyze and Apply Data
● KCWP 5: Design, Align and Deliver Support
● KCWP 6: Establishing Learning Culture and Environment
Which Activities will the district deploy based on the strategy or strategies
chosen? (The links to the Key Core Work Processes activity bank below may be a helpful resource. Provide a brief explanation or justification for
the activity.
● KCWP1: Design and Deploy Standards Classroom Activities
● KCWP2: Design and Deliver Instruction Classroom Activities
● KCWP3: Design and Deliver Assessment Literacy
Classroom Activities
● KCWP4: Review, Analyze and Apply Data Classroom Activities
● KCWP5: Design, Align and Deliver Support Classroom Activities
● KCWP6: Establishing Learning Culture and Environment
Classroom Activities
In the following chart, identify the timeline for the activity or
activities, the person(s) responsible for ensuring the fidelity
of the activity or activities, and necessary funding to execute
the activity or activities.
Objective Strategy Activities to Deploy Strategy Measure of Success Progress Monitoring Date & Notes Funding
Goal 2: Increase the percentage of students scoring proficient or better in science in 2018 from 49.3% to 65%, in writing from 40.3% to 60%, in social studies from 60.3% to 70% by 2022.
Which Strategy will the district use to address this goal? (The Strategy can be based upon the six Key Core Work Processes
listed below or another research-based approach. Provide
justification and/or attach evidence for why the strategy was
chosen.)
● KCWP 1: Design and Deploy Standards
● KCWP 2: Design and Deliver Instruction
● KCWP 3: Design and Deliver Assessment Literacy
● KCWP 4: Review, Analyze and Apply Data
● KCWP 5: Design, Align and Deliver Support
● KCWP 6: Establishing Learning Culture and Environment
Which Activities will the district deploy based on the strategy or strategies
chosen? (The links to the Key Core Work Processes activity bank below
may be a helpful resource. Provide a brief explanation or justification for
the activity.
● KCWP1: Design and Deploy Standards Classroom Activities
● KCWP2: Design and Deliver Instruction Classroom Activities
● KCWP3: Design and Deliver Assessment Literacy
Classroom Activities
● KCWP4: Review, Analyze and Apply Data Classroom Activities
● KCWP5: Design, Align and Deliver Support Classroom Activities
● KCWP6: Establishing Learning Culture and Environment
Classroom Activities
In the following chart, identify the timeline for the activity or
activities, the person(s) responsible for ensuring the fidelity
of the activity or activities, and necessary funding to execute
the activity or activities.
Objective Strategy Activities to Deploy Strategy Measure of Success Progress Monitoring Date & Notes Funding
Goal 3: Increase the average combined reading and math proficiency ratings for all students in the consolidated gap group from 48.5% in 2018 to 65% by 2022.
Which Strategy will the district use to address this goal? (The
Strategy can be based upon the six Key Core Work Processes
listed below or another research-based approach. Provide justification and/or attach evidence for why the strategy was
chosen.)
● KCWP 1: Design and Deploy Standards
● KCWP 2: Design and Deliver Instruction
● KCWP 3: Design and Deliver Assessment Literacy
● KCWP 4: Review, Analyze and Apply Data
● KCWP 5: Design, Align and Deliver Support
● KCWP 6: Establishing Learning Culture and Environment
Which Activities will the district deploy based on the strategy or strategies
chosen? (The links to the Key Core Work Processes activity bank below
may be a helpful resource. Provide a brief explanation or justification for the activity.
● KCWP1: Design and Deploy Standards Classroom Activities
● KCWP2: Design and Deliver Instruction Classroom Activities
● KCWP3: Design and Deliver Assessment Literacy
Classroom Activities
● KCWP4: Review, Analyze and Apply Data Classroom Activities
● KCWP5: Design, Align and Deliver Support Classroom Activities
● KCWP6: Establishing Learning Culture and Environment
Classroom Activities
In the following chart, identify the timeline for the activity or
activities, the person(s) responsible for ensuring the fidelity
of the activity or activities, and necessary funding to execute
the activity or activities.
Objective Strategy Activities to Deploy Strategy Measure of Success Progress Monitoring Date & Notes Funding
Goal 5: Decrease the percentage of student scoring novice in reading from 12.2% in 2018 to 10% in 2019, and reduce students scoring novice in math from 7.4% in 2018 to 6% in 2019.
Which Strategy will the district use to address this goal? (The
Strategy can be based upon the six Key Core Work Processes
listed below or another research-based approach. Provide justification and/or attach evidence for why the strategy was
chosen.)
● KCWP 1: Design and Deploy Standards
● KCWP 2: Design and Deliver Instruction
● KCWP 3: Design and Deliver Assessment Literacy
● KCWP 4: Review, Analyze and Apply Data
● KCWP 5: Design, Align and Deliver Support
● KCWP 6: Establishing Learning Culture and Environment
Which Activities will the district deploy based on the strategy or strategies
chosen? (The links to the Key Core Work Processes activity bank below
may be a helpful resource. Provide a brief explanation or justification for the activity.
● KCWP1: Design and Deploy Standards Classroom Activities
● KCWP2: Design and Deliver Instruction Classroom Activities
● KCWP3: Design and Deliver Assessment Literacy
Classroom Activities
● KCWP4: Review, Analyze and Apply Data Classroom Activities
● KCWP5: Design, Align and Deliver Support Classroom Activities
● KCWP6: Establishing Learning Culture and Environment
Classroom Activities
In the following chart, identify the timeline for the activity or
activities, the person(s) responsible for ensuring the fidelity
of the activity or activities, and necessary funding to execute
the activity or activities.
Objective Strategy Activities to Deploy Strategy Measure of Success Progress Monitoring Date & Notes Funding