AGENDA TIME I. METROPOLITAN BOARD OF PUBLIC EDUCATION 2601 Bransford Avenue, Nashville, TN 37204 Regular Meeting – November 14, 2017 – 5:00 p.m. Anna Shepherd, Chair CONVENE and ACTION 5:00 A. Establish Quorum 5:05 5:20 5:30 5:45 II. III. IV. V. B. Pledge of Allegiance C. 30 Seconds in My District… AWARDS AND RECOGNTIONS - OUR PEOPLE A. T.J. Williams – Maplewood High School B. Latoya Cobb – Amqui Elementary School C. Melissa Knapp – Harpeth Valley Elementary School AND THE GOOD NEWS IS… - OUR STUDENTS A. Student Ambassadors Stratford STEM Magnet School a. Charlie Utley - Academy of Science and Engineering b. Payton Simmons - Academy of National Safety and Security Technologies B. H.G. Hill Middle School C. J.T. Moore Middle School PUBLIC PARTICIPATION - OUR COMMUNITY The Board will hear from those persons who have requested to appear at this Board meeting. In the interest of time, interest of time, speakers are requested to limit remarks to three minutes or less. Comments will be timed. A. Ahmed White – Smithson Craighead Academy B. John Raphael – Smithson Craighead Academy C. Mark Faulkner – Smithson Craighead Academy GOVERNANCE ISSUES- OUR ORGANIZATION A. Actions 1. Consent a. Approval of Minutes – 9/26/17 and 10/17/ 2017 – Regular Meetings b. Recommended Approval of Change Order #3 for East Nashville Magnet High School Stadium Improvements – Romach, Inc. c. Recommended Approval of Change Order #4 for Overton High School Additions and Renovations American Constructors, Inc
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AGENDA
TIME
I.
METROPOLITAN BOARD OF PUBLIC EDUCATION 2601 Bransford Avenue, Nashville, TN 37204
Regular Meeting – November 14, 2017 – 5:00 p.m. Anna Shepherd, Chair
CONVENE and ACTION
5:00 A. Establish Quorum
5:05
5:20 5:30
5:45
II. III. IV. V.
B. Pledge of Allegiance C. 30 Seconds in My District… AWARDS AND RECOGNTIONS - OUR PEOPLE A. T.J. Williams – Maplewood High School B. Latoya Cobb – Amqui Elementary School C. Melissa Knapp – Harpeth Valley Elementary School AND THE GOOD NEWS IS… - OUR STUDENTS A. Student Ambassadors Stratford STEM Magnet School
a. Charlie Utley - Academy of Science and Engineering b. Payton Simmons - Academy of National Safety and
Security Technologies B. H.G. Hill Middle School C. J.T. Moore Middle School PUBLIC PARTICIPATION - OUR COMMUNITY The Board will hear from those persons who have requested to appear at this Board meeting. In the interest of time, interest of time, speakers are requested to limit remarks to three minutes or less. Comments will be timed. A. Ahmed White – Smithson Craighead Academy B. John Raphael – Smithson Craighead Academy C. Mark Faulkner – Smithson Craighead Academy
GOVERNANCE ISSUES- OUR ORGANIZATION A. Actions
1. Consent a. Approval of Minutes – 9/26/17 and 10/17/ 2017 – Regular Meetings
b. Recommended Approval of Change Order #3 for East Nashville Magnet High School Stadium Improvements – Romach, Inc. c. Recommended Approval of Change Order #4 for Overton High School Additions and Renovations American Constructors, Inc
Metropolitan Board of Public Education Agenda – Page 2 November 14, 2017
5:55 7:00
VI. VII.
d. Awarding of Purchases and Contracts (1) Allovue, Inc. (2) Southern Kitchen Services, LLC (3) Tennessee Department of Children’s Services e. Legal Settlement L-16217 ($55,000)
REPORTS – OUR ORGANIZATION A. Director’s Report
1. KPI Report
B. Board Chairman’s Report 1. Chair Report 2. Announcements
ADJOURNMENT
METROPOLITAN BOARD OF PUBLIC EDUCATION MEETING AND WORK SESSION – Minutes
Tuesday, September 26, 2017
Members present: Sharon Gentry, Jo Ann Brannon, Jill Speering (Vice-chair), Christiane Buggs, Tyese
Hunter, Mary Pierce, Amy Frogge Members absent:
Anna Shepherd (Chair), Will Pinkston, and Mary Pierce
Meeting called to order at 5:00 PM
CONVENE and ACTION Ms. Speering called the meeting to order.
PLEDGE OF ALLEGIANCE Dr. Felder led the pledge.
30 SECONDS IN MY DISTRICT...
Each Board Member gave a brief update on each of their districts. AND THE GOOD NEWS IS...
A. Nashville Tools for Schools gave a brief presentation of their work and partnership with the district.
B. MNPS Music Students who traveled to Charlottesville, VA preformed an original
song for the Board.
GOVERNANCE ISSUES
A. Consent Agenda a. Approval of Minutes – 08/15/2017 and 08/22/2017 - Meetings
b. Recommended Award of Contract for General Construction for Hillsboro High School Additions & Renovations American Constructors, Inc.
c. Recommended Approval of Supplement #1 for Martin Luther King, Jr. Magnet High School
Additions & Renovations Phase II – Bauer Askew Architecture PLL d. Awarding of Purchases and Contracts (1) Blackboard, Inc.
(2) Educational Based Services, Inc. (3) Pomeroy North America
(4) Robert J. Young
e. Legal Settlement Claim C-35590 ($8,000) f. Legal Settlement Claim C-35651 ($3,000) g. Legal Settlement Claim C-35369 ($48,000) h. Legal Settlement Claim C-35607 ($3,000) i. Legal Settlement Claim C-35346 ($15,000) j. Legal Settlement Claim C-35557 ($6,000) k. Legal Settlement Claim C-35324 ($19,000) l. Legal Settlement Claim C-35556 ($16,100) m. Legal Settlement Claim L-16298 ($15,000) n. Compulsory Attendance Waivers
Motion to approve consent agenda as read. Motion by Jo Ann Brannon, second by Tyese Hunter.
Final Resolution: Motion Passess Yes: Sharon Gentry, Jo Ann Brannon, Jill Speering, Christiane Buggs, Tyese Hunter, Amy Frogge
B. BEP Ms. Frogge deferred the item to a later meeting.
WRITTEN INFORMATION TO THE BOARD (not for discussion)
A. Fiscal Year 2016-2017 Operating Budget Financial Reports B. Fiscal Year 2017-2018 Operating Budget Financial Reports
ADJOURNMENT
Ms. Speering adjourned the meeting at 5:21 p.m.
BOARD WORK SESSION The Board held a work session and discuss the following topics:
New Eagle View Elementary Attendance Zone MNPS Next
TVAAS Results
ADJOURNMENT Board Work Session adjourned at 7:03 p.m.
b. RECOMMENDED APPROVAL OF CHANGE ORDER #3 FOR EAST NASHVILLE
MAGNET HIGH SCHOOL STADIUM IMPROVEMENTS – ROMACH, INC.
We are requesting approval to make the following changes to this contract:
1. Revised scope due to Metro ADA drawing review $ 384.50 2. Reimbursement of NES Service Fee 9,143.78 3. Reimbursement of Sewer Tap Fee 903.00 4. Provide and install foundation drain at bleacher
grade beam 3,842.54 5. Add voltage transformer at scoreboard 796.66 6. Micropiles added during bleacher submittal process 9,032.02 7. Remove and replace unsuitable soils 32,016.00 8. Add flagpole 3,315.51 9. Add bracing of urinal screens 656.40 10. Add utility truck 9,968.52 11. Coat and restripe track 31,447.50 12. Add relocation of lighting fixtures due to conflict with
duct work 1,010.92 13. Delete owner’s contingency (50,000.00)
Total change order amount $ 52,517.35
It is recommended that this change order be approved.
Legality approved by Metro Department of Law.
FUNDING: 45017.80404317
DATE: November 14, 2017
GOVERNANCE ISSUES
A. ACTIONS
1. CONSENT
c. RECOMMENDED APPROVAL OF CHANGE ORDER #4 FOR OVERTON HIGH SCHOOL
ADDITIONS AND RENOVATIONS – AMERICAN CONSTRUCTORS, INC. We are requesting approval to make the following changes to this contract: 1. Addition to Contract Contingency $652,160 2. Allowance for Site Drainage repair $ 75,000 3. Move Fire Alarm Panel $ 10,000 4. Repair Auditorium seats $ 10,000 5. Additional Asbestos Abatement $ 10,840 6. Allowance for ADA Inspector items $ 20,000 7. Allowance for additional door hardware $ 57,000 8. Allowance to add toilet to Clinic $ 15,000 Total $850,000 It is recommended that this change order be approved. Legality approved by Metro Department of Law. FUNDING: 45015.80404215 DATE: November 14, 2017
GOVERNANCE ISSUES
A. ACTIONS
1. CONSENT
d. AWARDING OF PURCHASES AND CONTRACTS
VENDOR: Allovue, Inc.
SERVICE/GOODS: Awarded from RFP 18-2. Allovue provides the consulting and implementation of Priority-Based Budget (PBB) framework across central office departments. Allovue assists departments to align their department priorities with district priorities and to align all budget requests with department priorities. Additionally, Allovue will work with departments to identify measurable, intended outcomes related to proposed programs and budget requests. The project will be phased in over a 3-year time period with approximately 20 programs per year being implemented.
TERM: November 15, 2017 through June 30, 2020
FOR WHOM MNPS Central Office Departments
COMPENSATION: $200 per/hour inclusive of travel
Estimated hours: Year 1: 450 x $200 per hour = $ 90,000 Year 2: 350 x $200 per hour = $ 70,000 Year 3: 350 x $200 per hour = $ 70,000
3-year Total: $230,000
Total Compensation under this contract is not to exceed $300,000.
OVERSIGHT: Office of Director of Schools
EVALUATION: Based on deliverables detailed in the contractor’s proposal and the benefits achieved relative to the cost.
MBPE CONTRACT NUMBER: TBD
SOURCE OF FUNDS: Operating Budget
GOVERNANCE ISSUES
A. ACTIONS
1. CONSENT
d. AWARDING OF PURCHASES AND CONTRACTS
VENDOR: Southern Kitchen Services, LLC
SERVICE/GOODS: Awarded from RFP 18-3. This contract is for the cleaning of kitchen hoods and exhaust ducts at schools.
TERM: November 15, 2017 through October 31, 2020
FOR WHOM: MNPS Schools
COMPENSATION: Service charge is a minimum of $325 per site with a maximum of $525 per site.
Total compensation for this contract is not to exceed $225,000.
OVERSIGHT: Nutrition Services
EVALUATION: Contractor will be evaluated on timeliness and successfulness of performance as outlined in contractor’s scope of work.
MBPE CONTRACT NUMBER: TBD
SOURCE OF FUNDS: Nutrition Services Fund
GOVERNANCE ISSUES
A. ACTIONS
1. CONSENT
e. AWARDING OF PURCHASES AND CONTRACTS VENDOR: Tennessee Department of Children’s Services
SERVICE/GOODS: Amendment 1 to the Grant Contract. The grant is for MNPS to employ a District Trauma-Informed Schools Coordinator to promote widespread awareness about the impacts of adverse childhood experiences (ACEs) on school success, lifelong health, and wellness. That information will drive trauma-informed school culture and practices throughout the district. This supports and enhances district priorities. The results of this Coordinator service improve academic achievement and school success for MNPS students. The Coordinator creates and updates ACEs training materials; establishes and supports a team of MNPS ACEs trainers; provides and coordinates district-wide professional development activities; establishes and supports trauma-informed culture and school-wide practices at one (1) district pilot school and ten (10) trauma-informed focus schools; promotes district-wide implementation; implements the Handle With Care notification system so district schools are notified when a student is a victim of or witness to an incident resulting in a police report (collaboration with the MNPD); and actively participates in ACE Nashville and other community collective impact groups. The grant is also used to employ a trauma-informed practitioner at the district’s trauma- informed pilot school to provide trauma-informed support for building staff and trauma- specific interventions for students at Fall Hamilton Enhanced Option School. This amendment extends the term an additional year and increases funding.
TERM: Amendment 1 extends the term an additional year for a new term of: October 17, 2016 through June 30, 2018.
FOR WHOM Fall-Hamilton Enhanced Option School (pilot school), and trauma- informed focus schools including: Bellshire Design Center, Eakin Elementary School, Hermitage Elementary School, Inglewood Elementary School, Meigs Magnet Middle School, Murrell School, Napier Elementary School, Tulip Grove Elementary School, Warner Enhanced Option Elementary School, and Waverly Belmont Elementary School.
COMPENSATION: Amendment 1 adds additional grant revenue of $200,000.
OVERSIGHT: Student Support Services
EVALUATION: Quarterly reports summarizing grant activities, outputs and outcomes are provided to DCS as required using their grant monitoring template.
MBPE CONTRACT NUMBER: 2-00380-01A1
SOURCE OF FUNDS: Grant Revenue – Adverse Childhood Experiences
(ACEs) Initiative
EXCEEDINGGREATEXPECTATIONS
1
School Board Meeting November 14, 2017
2
Our FoundationOUR VISION
• Metro Nashville Public Schools will be the
fastest-improving urban school system in
America, ensuring that every student
becomes a life-long learner prepared for
success in college, career and life.
OUR MISSION
• We deliver a great public
education to every student, every
day.
OUR VALUES
• Whole learner, literacy,excellence,
relevance, innovation, talent,
collaboration, equity and diversity.
Strategic Framework Goal Areas
3
Strategic Planning Phases
Gather Input
& Information
Strategic Framework Annual & Baseline
Measures
Implementation
& Planning
Develop Infrastructure
& Skills
4
PLANNED
Strategic Planning Phases
Gather Input
& Information
Strategic Framework Annual & Baseline
Measures
Implementation
& Planning
Develop Infrastructure
& Skills
5
ACTUAL
APR 2017 to NOV 2017 JUL 2016 to JAN 2017 DEC 2016 to APR 2017
APR 2017 to NOV 2017 DEC 2017 to JUN 2018
PHASE PHASE
PHASE PHASE PHASE
MNPS Accountability and Assessment Results
TCAP/TNReady Results
TNReady was administered in 2016-17 for the first time in
grades 3-8 and for the second time in selected high school
courses
The new TNReady performance standards meet or exceed
the ACT college readiness standards
The majority of MNPS students and Tennessee students at
each tier fall short of the new On Track requirements for
English/Language Arts and Mathematics
The percentage of MNPS students scoring On Track or
higher is below the statewide percentage in all subject areas
7
2017 MNPS and Statewide TNReady Results for
English/Language Arts
25.4 25.8 24.7
34.0 33.6 34.3
0
25
50
75
3-5 ELA 6-8 ELA HS ELA
Perc
ent O
n T
rack
or
Maste
red
Grade Span/Subject
MNPS TN
8
2017 MNPS and Statewide TNReady Results for
Mathematics
29.225.9
12.5
40.135.8
21.5
0
25
50
75
3-5 Math 6-8 Math HS Math
Perc
ent O
n T
rack
or
Maste
red
Grade Span/Subject
MNPS TN
9
2017 MNPS and Statewide TNReady Results for
Science
39.5
46.7
36.2
55.861.4
51.0
0
25
50
75
3-5 Science 6-8 Science HS Science
Perc
ent O
n T
rack
or
Maste
red
Grade Span/Subject
MNPS TN
10
MNPS TNReady High School End of Course
Exam Results for 2016 and 2017
22.8
12.2
34.4
24.7
12.5
36.2
0
25
50
75
HS ELA HS Math HS Science
Perc
ent O
n T
rack
or
Maste
red
Grade Span/Subject
2016 2017
11
2017 MNPS TNReady Grades 3-8 Results by
Student Subgroup for English/Language Arts
30.723.0
36.4 35.5 34.519.6
40.449.5
63.6
43.7
36.9
45.5 46.941.4
39.6
45.141.2
27.3
21.3
30.6
16.1 16.120.7
31.8
13.3 8.6 7.64.3 9.5
2.0 1.5 3.4 9.01.2
0.7 1.5
0%
25%
50%
75%
100%
All Asian Black Hispanic NativeAmerican
White EconomicDisadv
ELL SWD
Perc
ent of S
tudents
% Below % Approaching % On Track % Mastered
2017 MNPS TNReady Grades 3-8 Results by
Student Subgroup for Mathematics
36.921.9
46.538.8 36.2
24.4
47.2 46.1
67.3
35.4
33.1
35.038.8 41.4
34.2
35.8 37.0
21.521.5
30.1
15.9 19.1 19.0
30.0
14.8 14.6 8.46.2 14.9
2.6 3.3 3.411.4
2.2 2.3 2.8
0%
25%
50%
75%
100%
All Asian Black Hispanic NativeAmerican
White EconomicDisadv
ELL SWD
Perc
ent of S
tudents
% Below % Approaching % On Track % Mastered
District State Accountability Status:
Achieving
Achieving is the 2nd highest of 4 performance categories:
Exemplary, Achieving, Progressing, In Need of Improvement
Districts designated as Achieving are meeting the
growth expectation for all students and historically
underserved student groups, on average.
14
State Recognition: Reward Schools
for Performance and Progress
East End Preparatory School
Hume-Fogg High
Martin Luther King Jr School
Meigs Middle
15
State Recognition: Reward Schools
for Performance
Glendale Elementary
Lockeland Elementary
Percy Priest Elementary
Purpose Prep
16
State Recognition: Reward Schools
for Progress
Cameron College Preparatory
KIPP Nashville Collegiate High
KIPP Nashville College Prep
LEAD Prep Southeast
New Vision Academy
Rose Park Middle
17
State Recognition: Improving
Priority Improving
Inglewood Elementary
John B. Whitsitt Elementary
Focus Improving – Gap Closure
May Werthan Shayne Elementary
18
Our Students
Key Performance Indicators (KPIs)
20
2017-18 Priorities by Goal Area
PRIORITY 1 Curriculum, Instruction
& Assessment
PRIORITY 2 School Culture &
Climate
PRIORITY 3 College & Career
Readiness
PRIORITY 4 Organizational
Development & Effectiveness
PRIORITY 6 Equity & Access
PRIORITY 5 Performance
Management & Operational Efficiency
PRIORITY 7 Family & Community
Engagement
Interdependencies Across Areas
21
Our Students [Priorities]
PRIORITY 1 Curriculum, Instruction
& Assessment
PRIORITY 2 School Culture &
Climate
PRIORITY 3 College & Career
Readiness
MNPS KPIsPerformance Management & Alignment
22
Schools
• Academic, Behavioral, SEL & Climate KPIs
• State Accountability Measures
• School Improvement Plans
District
•KPIs by Strategic Framework Goal Area•State Accountability Measures•Priority Project Plans
• Policy Governance
• Director of Schools Evaluation
Quarterly Monitoring & Reporting
23
GOLD FAST Early Reading & Math MAP-R & MAP-M TVAAS FAST Curriculum Based
Measures EL – English Proficiency Students with Disabilities
Note: The district did not receive TVAAS results for elementary schools in 2017 due to the state’s
failure to administer TNReady in 2016. The state did not compute TVAAS for grade 4. For grades 5
and up they measured gains over two years – from 2015 to 2017. Since testing begins in grade 3, we
did not have growth data for elementary schools.
English Proficiency of English Learners
29
EL AMAO 1 and 22014 ELDA
Assessment2015 ACCESSAssessment
2016 ACCESSAssessment
2017 ACCESS 2.0 Assessment***
English Language Fluency (Any
Improvement)67% 76.2% 79.0% 34.6%***
English Language Fluency (0.7 from
previous year)N/A*
48.3%(state target
39.7%)51.0%
13.7% ***(state target not
defined)
English Language Fluency (Based on
Differentiated Criteria)
N/A N/A N/A 41.2%****
Proficiency 19.3%9.4%**
(state target 4.7%)13.6%
14.5%*** (state target not
defined)
*Implemented in 2015 with ACCESS to measure language growth
**New criteria for exit rate changed to 5 total composite and 5 literacy composite.
***Implemented new standards, scoring scales, and criteria for ACCESS in 2017
****Differentiated Criteria for the Growth Standard uses either one year or two year growth metrics. Since new
standards, scoring scales, and criteria were adopted for ACCESS in 2017, we expect the two year growth rate
to drop from 2016-17 to 2017-18.
2017 TNReady MNPS Results for All Students and for Exceptional Ed Students
Note: Results include Multi-State Alternative Assessment (MSAA) data for severely
disabled students.
Subject Grades
All Students Exceptional Education
# Tested% On Track
or Mastered # Tested% On Track
or Mastered
English/LA 3-8 37,011 25.6 4678 9.1
9-12 14,829 26.7 1479 6.3
3-12 51,840 25.9 6157 8.4
Math 3-8 37,178 27.6 4694 11.2
9-12 15,053 14.8 1303 4.5
3-12 52,231 23.9 5997 9.7
Family Engagement
#
Students Having ParentWith Account
16246(17.27%)
Parent Accounts 11735
Parent Logins 130927
Average Weekly Logins 7050
31
Parent Portal
Account Use
2017-18 # of schools
Active SSO 69
Pending SSO 3
School Level Parent Advisory Group or Coalition
4
TOTAL 73
Active School Support
(SSO)/PTA/PAC
organization
Note: Data represents date range of 7/3/17 to
11/9/17 from the district level Infinite Campus Portal
Usage Summary Report.
Active = Organization has completed required
paperwork and may fundraise on behalf of their
school.
Pending/Incomplete = Organization has submitted
required paperwork but have some required
documents missing and they may not fundraise.
MNPS High School Graduation Rate by Subgroup
78
.7%
84
.4%
73
.0%
86
.9%
78
.4%
73
.2% 80
.7%
75
.3%
53
.6%
71
.0%
81
.6%
85
.9%
77
.4% 8
6.4
%
81
.4%
79
.2%
82
.3%
79
.3%
54
.6%
73
.5%81
.0%
85
.9%
76
.4%
87
.6%
82
.0%
75
.5% 81
.9%
79
.5%
60
.3%
71
.7%8
0.3
%
86.1
%
74.8
%
88.0
%
81.6
%
74.1
% 81.1
%
75.6
%
58.2
%
68.9
%
0%
25%
50%
75%
100%
All Female Male Asian Black Hispanic White EconDisadv
SpecialEd
LEP
Pe
rce
nt o
f S
tud
en
ts
2014 2015 2016 2017
32
Advanced Academics
Program# Tests
Attempted % Passed
Advanced Placement 5162 45%
International Baccalaureate 967 43%
Cambridge 727 53%
# Awarded
IB Diploma 39
CP Certificate 29
Industry Certification & Pathway Dual Credit
34
NOTE: In 2017-18, the large increase in participation is due to district funding availability.
Industry Certifications
2014-
2015
2015-
2016
2016-
2017
2017-2018Enrolled to
Test
Tested 307 437 700 1333
Passed 140 207 415
Passage
Rate
46% 47% 59%
Pathway Dual Credit
2014-
2015
2015-
2016
2016-
2017
2017-2018Enrolled to
Test
Tested 953 1372 983 1805
Passed 422 604 749
Passage
Rate
44% 44% 76%
35
Composite Results
Average Score
2016 2017
# of Graduates 4394 4412
# Tested 3865 4027
Participation Rate 88% 91%
# 21 or Higher
(Composite)
1209 1278
% 21 or Higher
(Composite)
31.3% 31.7%
Exam Results by
Subject
Subject
Average Score
2016 2017
Composite 18.7 19.0
English 18.1 18.1
Math 18.1 18.4
Reading 19.3 19.3
Science 18.9 19.3
MNPS ACT Results for 2016 and 2017
Chronic Absence
36
84.2%
15.8%
83.1%
16.9%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
Non-Chronically Absent Chronically Absent
2015-2017 % Chronically Absent vs. Non-Chronically
Absent Students
2015-2016 2016-2017
59.6%
24.6%
11.9%3.8%
55.5%
27.5%
12.4%
4.5%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
Satisfactory Borderline Moderate Severe
Non-Chronically Absent Chronically Absent
2015-2017 Breakdown by Attendance Category
2015-2016 2016-2017
NOTE: Chronic absence is defined as missing 10% or more of available school days for any reason (excused, unexcused,
suspension, etc).
Satisfactory 95% or more of all attendance days
Borderline 91% - 95% of all attendance days
Moderate 80% - 90% of all attendance days
Severe <80% of all attendance days
Pre-K Chronic Absence
37
76.1%
23.9%
74.7%
25.3%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
Non-Chronically Absent Chronically Absent
2015-2017 Pre-K Data%Chronically Absent vs. Non-Chronically
Absent Students
2015-2016 2016-2017
Discipline
38
10,337
565 251
8,357
390 2020
2,000
4,000
6,000
8,000
10,000
12,000
Suspended Remanded to ALC Expelled
2015-2017 # of Students with Discipline Incidents Resulting in Loss of Instruction Time
by Behavior Response Type
2015-2016 2016-2017
KPI Data Collection – Underway
• FAST Curriculum-Based Measures (Early Reading, Early Math, CBM Reading, CBM Math)
• Social Emotional Learning – School Admin team tier one behavior strategy training
• MTSS (Multi-Tiered System of Support) – School conditions indicator and implementation progress monitoring
39
40
PHASE 2: Priority Plan Presentations
January February March AprilPRIORITY 1
Curriculum, Instruction & Assessment
PRIORITY 2 School Culture & Climate
PRIORITY 3 College & Career Readiness
PRIORITY 4 Organizational
Development & Effectiveness
PRIORITY 6 Equity & Access
PRIORITY 5 Performance Management
& Operational Efficiency
PRIORITY 7 Family & Community
Engagement
Consistent Presentation Structure What is the current state? (Problem) What are we doing about it? What help is needed?
PHASE 3 2018-19 Priority Planning Begins
2018-19 School Year
Next Steps
• Establishing a system to monitor the work
• Building capacity of key leaders to support and execute priority work with fidelity
• Continuing work to connect district strategies to direct school supports
• Supporting school prioritization of KPIs
• Aligning school-based budgets to KPIs
• Assessing school needs vs. available resources
• Prioritizing budget requests/needs vs. availability of budget resources
• Surveying schools currently underway re: school climate and culture
• Evolving budget priorities from 17/18 academic supports to 18/19 SEL supports
41
Questions?
42
Last Revised: 11/08/17 Page 1
School Key Performance Indicators (KPIs) & Data Analysis Guidance OUR STUDENTS: Create an environment that promotes active student engagement and consistent improvement
in academic achievement among pre-k-12 students from all backgrounds and programs.
PURPOSE: This document covers the following three aspects of the MNPS Multi-tiered system of support (MTSS): 1 - Academics; 2 - SEL/Behavior (Climate); 3 - School Organization & Capacity Building. These KPIs will enable MNPS to focus efforts and resources to empower each MNPS student to exceed great expectations. The indicators included in this document are intended to act as a roadmap for data conversations among students, schools, staff, families, community partners and all central office supports. We commit to regularly reflecting and regrouping our actions by questioning how specific efforts help or hinder progress on these indicators.
Exceeding Great Expectations MTSS – Academics_ Key Performance Indicators (Target Range) Tools for Data Analysis GOLD (student performance assessment)
Pre K • 80% of all students will be on or above the appropriate developmental band in social-emotional, physical, language, literacy, math, cognition domains
• Monitor three checkpoint outcome measures from fall, winter, and spring at school level, classroom level, as well as within and across all subgroups
• Review MTSS School Assessment Tool results FAST Early Reading FAST Early Math
K - 1st
• Each year, reduce the percentage of all students considered at risk (below the 25th national percentile) by 3 - 5%
• Monitor three (3) benchmark outcome measures from fall, winter, and spring at school level, classroom level, as well as within and across all subgroups
• Review MTSS School Assessment Tool results MAP-R & MAP-M
2nd - 8th • 60% of all students will meet or exceed their projected RIT scores • Growth rate of 3 - 5 percentage points in the 4th quintile or
higher
• Monitor three (3) benchmark outcome measures at school level, classroom level, as well as within and across all subgroups
• Review MTSS School Assessment Tool results
TVAAS 4th - 12th • School-wide TVAAS scores at 3 or above (Composite and all tested areas)
• Review scores from previous school year. Utilize student level TVAAS Projection Report to identify students in need of additional support
• Review MTSS School Assessment Tool results
FAST Curriculum-Based Measures (Early Reading, Early Math, CBM Reading, CBM Math)
K - 12th • Overall movement through the tiers of 3 -5% per year (all students moving from tier III to tier II, and from tier II to tier I)
• Monitor CBM screening and progress monitoring measures for students receiving skills-based interventions
• Review MTSS School Assessment Tool results
English Proficiency of English Learners
K - 12th • Growth in four language domains Composite score of ACCESS by 1 proficiency level
• Review WIDA ACCESS scores from previous years • Monitor program patterns which minimally includes the number of students
exiting and time in program
Proficiency of Students with Disabilities (SWDs)
Pre K - 12th • Increase percentage of Exceptional Education students reaching proficiency by 3 - 5 percentage points each year in reading and math on the end of year summative assessments
• MAP, Fastbridge & end of year summative assessments, team evaluations and LRE data
Family Engagement Pre K - 12th • Increase the number of opportunities parents have to partner academically with the school
• Increase the percentage of students having parents with portal accounts and who access their students record by 3 - 5%
School Key Performance Indicators (KPIs) & Data Analysis Guidance
Exceeding Great Expectations
MTSS – Academics_ Key Performance Indicators (Target Range) Tools for Data Analysis Graduation Rate
9th – 12th • Annual gains in Graduation Rates of 2 - 3% school-wide and across all subgroups
• Review graduation rates from previous school year within and across all subgroups
• Monitor At-Risk Student List Report to identify students at risk of drop out • Monitor cohort data rosters • Track retention/promotion rates from year to year • Review MTSS School Assessment Tool results
Advanced Placement 9th - 12th • Increase the testing participation rate by 3 - 5% • Increase the number of students achieving a passing score (AP
score of 3 or higher, or IB score of 4 or higher, or a Cambridge score of A-E) on an advanced academic examination by 3 - 5% (Years 2-4)
• Increase the number of students receiving an IB diploma, Cambridge AICE diploma, or the CP (Career-related Programme) certificate by 3 - 5%
• Review enrollment of students taking courses, the number of students testing, and the number of students passing the exam
• View data within and across all subgroups to ensure opportunities are equitable
International Baccalaureate
9th - 12th
Cambridge 9th - 12th
Pathway Dual Credit/Dual Enrollment
10th - 12th • Annual gains in participation of 3 - 5% each year • Annual gains in pass rate of 3 - 5% (years 2-4)
• Review participation and pass rates for all students and subgroups • Review past student performance success rate
ACT 11th • Increase number of all students scoring 21+ on the ACT Composite Score by 2 - 3 percentage points
• School-wide average ACT composite score increases by 2 - 3 tenths of a point
• Review TVAAS projections for every student that aligns to ACT • Review Analyze ED data • Review ACT school wide report • Review students’ scheduling progression in preparation for ACT
Industry Certifications 12th • Annual gains in participation of 3 - 5% each year
• Annual gains in pass rate of 3 - 5% (years 2-4) • Review participation and pass rates for all students within and across
subgroups • Review past student performance success rate
NOTE: A formative assessment for 9th – 12th grade is TBD. Once determined, the information in this document will be updated.
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School Key Performance Indicators (KPIs) & Data Analysis Guidance
Pre K -12th • Annual gains in satisfactory student attendance (Students with Average Daily Attendance of 95% or higher) – measured by a 3 - 5% reduction of students that do not have satisfactory attendance school-wide and across all subgroups
• Reduce the percentage of chronically absent students by 5% across all subgroups
• The percentage of chronically absent Pre-K students will be at or below the state average of 22%
• Increase number of students with an At Risk Attendance Flag being referred for additional services and support
• Review the following Data Warehouse Reports: Attendance Dashboard, At Risk Students List and Chronic Absence Summary Report at mid-terms and the conclusion of each quarter
• Review data by school level, grade level, as well as within and across all subgroups
• Review MTSS School Assessment Tool results
Social Emotional Learning Pre K -12th • 100% of school administration team will be trained on a tier one behavior strategy
• 3 - 5% decrease in the number of student discipline incidents (Demonstrates the level of SEL training and implementation)
• Review Panorama and SEL Climate Walk-Through Rubric outcome measures
• Review SEL 5 Core Competencies in the elementary report card • Review Fidelity Checks of tier I behavior strategy • Review MTSS School Assessment Tool results
Discipline
Pre K - 12th • 3 - 5% decrease in the number of students with discipline incidents resulting in loss of instructional time ( e.g. out of school suspension, remanded to Alternative Learning Centers, and expulsion)
• Increase number of students with an At Risk Discipline Flag being referred for additional services and support
• Review the following Data Warehouse Reports: Discipline Dashboard, At Risk Students List, OSS-Expelled- Remanded Report, and Incident Counts Threshold Student Lists at mid-terms and the conclusion of each quarter
• Review data by school level, grade level, as well as within and across all subgroups to ensure equitable and equal treatment
• Monitor and audit application of processes to ensure practices are aligned with policies
• Review MTSS School Assessment Tool results Family Engagement Pre K - 12th • Form a minimum of one formal parent group (active school
support/PTA/PAC organization) at your school to strengthen collaboration between families and educators to enhance parent voice
• Increase Parent Survey participation 3 - 5% NOTE: Beginning in year two (2018-19) indicators will be based on specific opportunities for improvement identified in the parent survey baseline data trends.
• Review school level results of District Parent Survey and Family Engagement Readiness Survey
• Review parent focus group results
NOTE: A schools’ climate can consist of many aspects including areas like safety (emotional, intellectual, and physical), common high expectations, trust among students, trust among adults, trust between students and adults, connectedness among teachers, connectedness among students, behavior, absences/attendance, family engagement, and Social and Emotional Learning. The Panorama survey will measure several elements of a school climate and will provide schools with specific areas of refinement and reinforcement.
Last Revised: 11/08/17 Page 4
School Key Performance Indicators (KPIs) & Data Analysis Guidance
Pre K - 12th • Schools will have the necessary conditions in place for implementation of MTSS, as measured through a score of at least 80% on the MTSS School Assessment Tool
• Schools will increase fidelity of implementation each year, as measured through School Assessment Tool and implementation walk-throughs
• Review MTSS School Assessment Tool results • Review feedback from MTSS Leadership, Development, and School
Leadership team meetings • Review data from school visits and walkthroughs
Last Revised: 11/08/17 Page 5
School Key Performance Indicators (KPIs) & Data Analysis Guidance
ADDENDUM A
MNPS MTSS Definition & Visual
MTSS (Multi-Tiered System of Support) is a comprehensive framework of evidence based, system-wide practices to support a timely response to a continuum of academic, social-emotional, and behavioral needs, using data-based decision making to empower each MNPS student to exceed great expectations. See Figure 1
Figure 1: MTSS Comprehensive Framework Model
Last Revised: 11/08/17 Page 6
School Key Performance Indicators (KPIs) & Data Analysis Guidance
ADDENDUM B
Probing Questions – consider as you review data and determine adjustments to practice
GOLD (student performance assessment) Are work samples provided for each learning objective assessed? What evidence did you discover in the student’s work samples that indicate student is above, at or below expectations? How do work samples reflect valid student growth from fall to winter and winter to spring? How is data used to develop lesson plans at each developmental level? How will teachers use this information to adjust small groups in literacy and math? How will you identify and provide effective instruction around key objectives that fall below expectations? How do you ensure that all students (including SWDs) have access to high-quality differentiated core instruction (Tier I)? Do the outcomes vary among subgroups? What does it look like for super-subgroups? What does the subgroup data tell you? What can you do to address your findings/gaps? (e.g. family meetings,
equity & diversity trainings for staff, classroom management) FAST Early Reading & Math How will teachers use the information from this skills based assessment to inform practice and guide instruction? Do the outcomes vary among subgroups? What does it look like for super-subgroups? What does the subgroup data tell you? What can you do to address your findings/gaps? (e.g. family meetings,
equity & diversity trainings for staff, classroom management)How will teachers use data to differentiate instruction to ensure growth for all students? How do you ensure that all students (including SWDs) have access to high-quality differentiated core instruction (Tier I) in ELA and math? How are you using these assessments to identify students for interventions targeted to meet specific skill needs and to progress monitor outcomes for those students? MAP-R (Reading) & MAP-M (Math) How will your school use RIT data to progress monitor all students that fall below the 2nd quintile? What interventions does your school intend to implement for students below the 2nd quintile? Are those students being progress monitored? If a large percentage of students fall below the 2nd quintile, what is being done to change core instruction? What interventions are being implemented to ensure growth for students meeting or exceeding projected growth? Do the outcomes vary among subgroups? What does it look like for super-subgroups? What does the subgroup data tell you? What can you do to address your findings/gaps? (e.g. family meetings,
equity & diversity trainings for staff, classroom management) How are you using this RIT data to drive work of the professional learning community at your school? How do you ensure that all students (including students with disabilities) have access to high-quality differentiated core instruction (Tier I) in ELA and math? How are you using these assessments as part of the universal screening process to identify students for intervention, remediation, and enrichment? How are you using Fastbridge data to help determine skills-based needs of students falling below the 25th percentile on MAP? TVAAS What can be learned from previous year’s data? Do the outcomes vary among subgroups? What does it look like for super-subgroups? What does the subgroup data tell you? What can you do to address your findings/gaps? (e.g. family meetings,
equity & diversity trainings for staff, classroom management)Are there trends over the last three years? In reviewing progress monitor data with MAP, are there correlations with previous year TVASS scores? How are you using the diagnostic reports available through TVAAS to make adjustments to classroom practices and regular observations?
FAST Curriculum-Based Measures (Early Reading, Early Math, CBM Reading, CBM Math) What is your school's tier based intervention model? How are you using CBM screening assessments to identify students (including SWDs) for interventions targeted to meet specific skill needs? What skills-based interventions for ELA (using evidence-based practices) are being implemented for students falling below the 25th percentile? What skills-based interventions for Math (using evidence-based practices) are being implemented for students falling below the 25th percentile?
Last Revised: 11/08/17 Page 7
School Key Performance Indicators (KPIs) & Data Analysis Guidance
Is regular progress monitoring (using FAST) being conducted for students receiving Tier II and III and special education interventions in reading and math? Do students have access to interventions at increasing levels of intensity? How does the data-based decision making process facilitate transitions between tiers? Are you discussing students with disabilities in your data team meetings? English Proficiency of English Learners What percentage of students made progress in their reading, writing, listening, and speaking (ACCESS)? How long on average have students been active in the EL program? Are those students making progress in language and achievement? How will teachers use data to differentiate instruction to ensure growth for all students? What evidenced English Language strategies are present throughout your school to consistently support English Language Learners in their literacy growth? Are high school EL students also achieving in content classes? Proficiency of Students with Disabilities (SWDs) Are you analyzing data for SWDs using MAP and Fastbridge to determine if students are showing growth toward the end of year summative assessment? Are you using behavior data to determine how much instructional time is lost due to suspension/discipline? Does your data in Easy IEP (Individualized Education Plan) align with interventions that are being provided to SWDs? Are special education teachers providing intensive interventions aligned to the student’s area of need as outlined in the IEP as well as data from MAP and Fastbridge? How are you monitoring the IEPs written for students to make sure they are instructionally appropriate as outlined in the IAIEP rubric provided? Are you utilizing your individual student data (MAP/Fastbridge) to make sure students are receiving intervention and supports in their specific area of need (Data Based Decision Making)? Do you have interventions scheduled into the day and are SWDs receiving their most intensive interventions (from Exceptional Education teachers) in addition to the core instruction (from general
education teachers)? Are you utilizing the guidance for interventionist linked to the TEAM rubric for special education teachers? Are your special education teachers providing core content only to students on an alternative assessment? (all other students should be in general education setting with core content experts) For students on an alternative assessment, are special education teachers teaching core content connectors aligned to TN state standards and providing interventions in addition to core content
standards? Have you analyzed your least restrictive environment data (LRE) on a regular basis to make sure SWDs are included in the general education setting 80% or greater of their day. Are general education teachers differentiating instruction to support SWDs access to core instruction? Family Engagement Academics What strategies do we have in place to reach more parents/families regarding their students’ overall school performance? How do we tailor our outreach to meet the needs of our culturally diverse families? What are we doing to ensure educators have the capacity to engage parents around their student’s overall school performance? What practices (e.g. positive phone calls, texts, home
visits, data chats) are educators expected to use and how you support and hold them accountable to those practices? Who’s trained to monitor and communicate with families via the Infinite Campus portal at the school and classroom level? School Climate What does the data say regarding parent perception of your school? Does your school have effective two way communication strategies in place to reach all families of all demographics? Does the communication take place in multiple languages? Does your school have a strategy to recruit and retain parent leaders? Does your school have a functioning parent support group? What strategies does your school have in place to consistently and intentionally engage parents of Non-English Language backgrounds and disabilities to participate in their child's school? What is your school’s strategy to identify and form collaborations with external partners aligned with your school’s strategic goals? What impact does having or not having engaged families have on the schools’ overall climate? What other elements of climate (e.g. SEL, discipline, chronic absences, tier I behavior approach) does the school need to pay attention to the most in order to impact improvement in the
engagement of families in the learning process? What professional development have you offered your staff through Equity and Diversity University to build their capacity to engage families?
Last Revised: 11/08/17 Page 8
School Key Performance Indicators (KPIs) & Data Analysis Guidance
Graduation Rate • What can be learned from previous year’s data? • Do the outcomes vary among subgroups? What does it look like for super-subgroups? What does the subgroup data tell you? What can you do to address your findings? (e.g. family meetings,
equity & diversity trainings for staff, classroom management)Are there trends over the last three years? • What supports are in place for students identified through early warning indicator reports? • What is your process for identifying over age under credit students? What are your intervention strategies for over age under credit students (School options and Non-Traditional Options)? How are you working to make sure SWDs are on track to graduate? Are your counselors involved in course of study and alignment to graduation requirement for SWDs? Advanced Placement, International Baccalaureate, and Cambridge How are students identified and/or selected for AP, IB, and Cambridge courses? Are we capturing all students with the potential to succeed in these classes? Are additional supports accessible to all students (i.e. Do they require internet at home, etc.)? What are we doing to support students who are not successful with grades and have low test scores in these courses? Are all subgroups reflected in the enrollment in these courses? Is there disproportionality? How will you address any gaps? Do the outcomes vary among subgroups? What does it look like for super-subgroups? What does the subgroup data tell you? What can you do to address your findings? (e.g. family meetings,
equity & diversity trainings for staff, classroom management) How are students who participated in Advanced Academics identified? Are Advance Academics students enrolled in these courses? Pathway Dual Credit/Dual Enrollment • How/when are students being encouraged to participate in pathway dual credit test options? • How representative is enrollment within Dual Credit/Dual enrollment of your student demographics? • What are some additional resources or supports that you will need/strategies you will use to address any gaps in successful performance? Are additional supports accessible to all students (e.g. Do
they require internet at home, etc.)? • How/when are students supported to complete the extra work to be successful in passing the challenge exam? • How are students recognized and celebrated within the academy/school for being pathway dual credit/dual enrollment students? • How do teachers help support the pathway teachers in prepping and mentoring dual credit/enrollment students? • How are pathways teachers monitored to see if they are following NSCC (or other post-secondary) resources? Is your school utilizing PLT time to help students prepare for pathway dual credit/dual enrollment exams? Do the outcomes vary among subgroups? What does it look like for super-subgroups? What does the subgroup data tell you? What can you do to address your findings/gaps? (e.g. family meetings,
equity & diversity trainings for staff, classroom management) ACT What can be learned from previous year’s data? What percentage of students met the college readiness benchmark (Reading 22, English 18, Science 23, Math 22, & Composite 21)? What instructional strategies are in place for students who are not on track to meet the benchmark? How is the school using the College Readiness Rubric? Have students taken Biology, Chemistry, Physics, and Algebra 1 and 2 in advance of ACT test? Do the outcomes vary among subgroups? What does it look like for super-subgroups? What does the subgroup data tell you? What can you do to address your findings/gaps? (e.g. family meetings,
equity & diversity trainings for staff, classroom management) Industry Certifications • How/when are students being encouraged to participate in industry certification test options? • How representative is participation and pass rates of your student demographics?
Last Revised: 11/08/17 Page 9
School Key Performance Indicators (KPIs) & Data Analysis Guidance
• What are some additional resources or supports that you will need/strategies you will use to address any gaps in pass rates? Are additional supports accessible to all students (i.e. Do they require
internet at home, etc.)? • How/when are students supported to complete the extra work to be successful in passing the certification exam? • How are students recognized and celebrated within the academy for being industry certification student? • How do teachers help support the pathway teachers in prepping and mentoring industry certification students? • How are pathways teachers monitored to see if they are utilizing certification resources? • Is your school utilizing PLT time to help students prepare for industry certification exams? Are students working with a business partner mentor to prepare for the exam? Do the outcomes vary among subgroups? What does it look like for super-subgroups? What does the subgroup data tell you? What can you do to address your findings? (e.g. family meetings,
equity & diversity trainings for staff, classroom management) Chronic Absence Is chronic absence concentrated among particular students? Is it higher or lower among particular grades? What might explain some of these differences? What additional information is needed to identify barriers or effective strategies in place? Is chronic absence a sign of low levels of school outreach to and engagement of parents? Is chronic absence a sign of challenging social, health and/or economic conditions in the community? Does the level of need (reflected in the severity of absences) compare to availability of supports to improve attendance in your school? How do school disciplinary practices contribute to the chronic absence rate? What impact does absenteeism have on the schools’ overall climate? What other elements of climate (e.g. SEL, family engagement, discipline, tier I behavior approach) does the school need to pay attention to the most in order to impact improvement in chronic
absenteeism? Does the school provide increasingly intensive evidence based behavior interventions to meet student need? Has the school identified strategies to improve active student engagement? Do the outcomes vary among subgroups? What does it look like for super-subgroups? What does the subgroup data tell you? What can you do to address your findings? (e.g. family meetings,
equity & diversity trainings for staff, classroom management) What impact is teacher attendance having on students, staff and climate of school? What supports can you put in place or assistance you’ve requested to address/determine root cause? Social Emotional Learning Has the school identified a Tier 1 approach to MTSS for behavior? Has the school identified an MTSS SEL/behavior lead? How is the effectiveness of your tier I behavior strategy being measured? Does the school’s master schedule allow for all students (including SWDs) to participate in a community gathering, restorative circle, or morning meeting? If a walk through has been completed, were the next steps implemented? Were additional supports put in place? How is the school using data analysis tools to guide practices around the work of SEL? How is the school using discipline data to drive work of the professional learning community at your school? With families/community? What impact does the current state of SEL (student and adult) have on our schools’ overall climate? What other elements of climate (e.g. family engagement, chronic absences, tier I behavior approach) does the school need to pay attention to the most in order to impact improvement in SEL and its
core competencies? Do the outcomes vary among subgroups? What does it look like for super-subgroups? What does the subgroup data tell you? What can you do to address your findings? (e.g. family meetings,
equity & diversity trainings for staff, classroom management) Discipline Does the school have a school-wide classroom management strategy? Is instructional time lost, due to class disruptions that impede learning but not referred to administration, documented and communicated? If so, how? What professional development has been provided around classroom management and culture?
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School Key Performance Indicators (KPIs) & Data Analysis Guidance
Does our school discipline policy and practice ensure students do not miss instruction due to unnecessary suspensions? What level of severity are the majority of discipline offenses? Are discipline offenses concentrated among particular subgroups? What do offenses look like for super-subgroups? What does the subgroup data tell you? What can you do to address your
findings? (e.g. family meetings, equity & diversity trainings for staff, classroom management) Are offenses high among particular grades? Are there outliers in behavior referral rates across faculty members? Are discipline responses consistent across the administration team? What impact does our approach and management of discipline have on the schools’ overall climate? What other elements of climate (e.g. SEL, family engagement, chronic absences, tier I behavior approach) does the school need to pay attention to the most in order to impact improvement in
discipline? Has the school identified a Tier 1 approach to MTSS for behavior and been trained in/provided training in that approach? Does the school provide evidence based behavior interventions to meet student need? Has the team considered a functional behavior assessment and a behavior intervention plan for a student with repeated behavior concerns? MTSS (Multi-Tiered System of Support) Has the school identified two leads for coordination of MTSS within the school (academics and behavior), defined their roles, and communicated roles and responsibilities within the school? Has the school identified an MTSS Leadership Team and Data Teams, defined roles, and communicated team roles and responsibilities? How does the School MTSS Team and/or School Leadership Team monitor the percentages of students responding to core instruction; interventions; and enrichment, and make programmatic
decisions based on data analysis? What schedules, processes, and protocols ensure that MTSS Data Teams meet every five (5) weeks to review data and make academic and behavior decisions for students? What system is in place for documenting interventions and student progress and communicating with parents? Does the school’s master schedule allow for all students (including SWDs) to have access to core instruction in literacy and math; Personalized Learning Time; and a daily community gathering,
restorative circle, or morning meeting? What additional professional development is needed to support data-based decision-making and delivery of interventions? Has the school team analyzed discipline data to determine area of implementation weakness in the area of behavior? Has the team considered how many students are being referred to special day school? Has the team utilized the behavior consulting process before referring to special day school?
MNPS School Level Accountability/Assessment Data (November 2017)
1 589 8055 Acad of Computer Sci CS Hunters Land 289 27.7 32.2 297 24.6 29.3 297 53.9 56.8
1 375 5 Alex Green ES NW Whites Creek 101 11.9 17.4 102 6.9 12.7
1 114 125 Bass Adult SW
1 116 126 Bass ALC SW Hillwood
1 117 725 Bass Transitions SW Hillwood
1 135 45 Bellshire ES NW Hunters Lane 203 11.8 17.3 204 11.3 16.8
1 165 70 Buena Vista ES NW Pearl-Cohn 85 14.1 19.5 86 11.6 17.1
1 787 704 Whites Creek HS NW Whites Creek 0 0 0 502 9.2 14.9 502 1.4 7.6
% On
Track/
Master
2018
AMO
#
Tested
MNPS
Schl #
TN
Schl # School
2017 TNReady ELA
Quad-
rant Cluster
#
Tested
Dist-
rict
#
Tested
% On
Track/
Master
2018
AMO
2017 TNReady Math 2017 TNReady Science 2017 TNReady HS ELA 2017 TNReady HS Math
#
Tested
% On
Track/
Master
2018
AMO
#
Tested
% On
Track/
Master
2018
AMO
% On
Track/
Master
2018
AMO
Note: There is a 1-year lag in state accountability reporting for ACT and graduation rate. Some schools are missing TNReady results due to insufficient student counts for state to generate Annual Measurable Objectives (AMOs). 1
MNPS School Level Accountability/Assessment Data (November 2017)
Acad of Computer Sci
Alex Green ES
Bass Adult
Bass ALC
Bass Transitions
Bellshire ES
Buena Vista ES
Cockrill ES
Creswell MS
Cumberland ES
Davis ELC
Haynes MS
Hull-Jackson ES
Joelton ES
Joelton MS
John Early MS
Jones ES
KIPP College Prep
LEAD Academy HS
Moses McKissack MS
Old Cockrill Acad
Purpose Prep
Republic HS
Robert Churchwell ES
Robert E. Lillard ES
Rocketship TN
Whites Creek HS
School Engl Math Read Scie All 4 Engl Math Read Scie Comp
Note: There is a 1-year lag in state accountability reporting for ACT and graduation rate. Some schools are missing TNReady results due to insufficient student counts for state to generate Annual Measurable Objectives (AMOs). 2
MNPS School Level Accountability/Assessment Data (November 2017)
Composite ELA Math Science English I English II English III Algebra I Algebra II
Note: There is a 1-year lag in state accountability reporting for ACT and graduation rate. Some schools are missing TNReady results due to insufficient student counts for state to generate Annual Measurable Objectives (AMOs). 3
MNPS School Level Accountability/Assessment Data (November 2017)
Integr Math II Integr Math III Biology Chemistry U.S. HistoryIntegr Math I
Numer-
acy
Literacy
& Numer Science
Geometry
Note: There is a 1-year lag in state accountability reporting for ACT and graduation rate. Some schools are missing TNReady results due to insufficient student counts for state to generate Annual Measurable Objectives (AMOs). 4
MNPS School Level Accountability/Assessment Data (November 2017)
Note: There is a 1-year lag in state accountability reporting for ACT and graduation rate. Some schools are missing TNReady results due to insufficient student counts for state to generate Annual Measurable Objectives (AMOs). 5
MNPS School Level Accountability/Assessment Data (November 2017)
% On
Track/
Master
2018
AMO
#
Tested
MNPS
Schl #
TN
Schl # School
2017 TNReady ELA
Quad-
rant Cluster
#
Tested
Dist-
rict
#
Tested
% On
Track/
Master
2018
AMO
2017 TNReady Math 2017 TNReady Science 2017 TNReady HS ELA 2017 TNReady HS Math
#
Tested
% On
Track/
Master
2018
AMO
#
Tested
% On
Track/
Master
2018
AMO
% On
Track/
Master
2018
AMO
2 225 130 Cole ES SE Cane Ridge 348 16.7 21.9 349 24.4 29.1
2 235 145 Crieve Hall ES SW Overton 150 50.0 53.1 152 63.8 66.1
2 612 538 William Henry Oliver MS SW Overton 805 30.7 35.0 810 27.5 32.0 809 54.1 57.0
Note: There is a 1-year lag in state accountability reporting for ACT and graduation rate. Some schools are missing TNReady results due to insufficient student counts for state to generate Annual Measurable Objectives (AMOs). 6
MNPS School Level Accountability/Assessment Data (November 2017)
School
Cole ES
Crieve Hall ES
Granbery ES
Haywood ES
John Overton HS
May Werthan Shayne ES
McMurray MS
Tusculum ES
Valor Flagship Acad
Valor Voyager
William Henry Oliver MS
Engl Math Read Scie All 4 Engl Math Read Scie Comp
Note: There is a 1-year lag in state accountability reporting for ACT and graduation rate. Some schools are missing TNReady results due to insufficient student counts for state to generate Annual Measurable Objectives (AMOs). 7
MNPS School Level Accountability/Assessment Data (November 2017)
School
Cole ES
Crieve Hall ES
Granbery ES
Haywood ES
John Overton HS
May Werthan Shayne ES
McMurray MS
Tusculum ES
Valor Flagship Acad
Valor Voyager
William Henry Oliver MS
# Stu
NCE
Growth Level
NCE
Growth Level
NCE
Growth Level
NCE
Growth Level
SS
Growth Level
SS
Growth Level
SS
Growth Level
SS
Growth Level
SS
Growth Level
2017 TVAAS Growth Scores
Composite ELA Math Science English I English II English III Algebra I Algebra II
Note: There is a 1-year lag in state accountability reporting for ACT and graduation rate. Some schools are missing TNReady results due to insufficient student counts for state to generate Annual Measurable Objectives (AMOs). 8
MNPS School Level Accountability/Assessment Data (November 2017)
School
Cole ES
Crieve Hall ES
Granbery ES
Haywood ES
John Overton HS
May Werthan Shayne ES
McMurray MS
Tusculum ES
Valor Flagship Acad
Valor Voyager
William Henry Oliver MS
SS
Growth Level
SS
Growth Level
SS
Growth Level
SS
Growth Level
SS
Growth Level
SS
Growth Level
SS
Growth Level
2017 TVAAS Growth Scores (continued)
Overall
Comp-
osite Literacy
Social
Studies
2017 TVAAS School-wide Composites
Integr Math II Integr Math III Biology Chemistry U.S. HistoryIntegr Math I
Note: There is a 1-year lag in state accountability reporting for ACT and graduation rate. Some schools are missing TNReady results due to insufficient student counts for state to generate Annual Measurable Objectives (AMOs). 9
MNPS School Level Accountability/Assessment Data (November 2017)
Note: There is a 1-year lag in state accountability reporting for ACT and graduation rate. Some schools are missing TNReady results due to insufficient student counts for state to generate Annual Measurable Objectives (AMOs). 10
MNPS School Level Accountability/Assessment Data (November 2017)
% On
Track/
Master
2018
AMO
#
Tested
MNPS
Schl #
TN
Schl # School
2017 TNReady ELA
Quad-
rant Cluster
#
Tested
Dist-
rict
#
Tested
% On
Track/
Master
2018
AMO
2017 TNReady Math 2017 TNReady Science 2017 TNReady HS ELA 2017 TNReady HS Math
#
Tested
% On
Track/
Master
2018
AMO
#
Tested
% On
Track/
Master
2018
AMO
% On
Track/
Master
2018
AMO
3 105 10 Amqui ES NW Hunters Lane 209 7.7 13.5 215 13.5 18.9
3 200 105 Chadwell ES NE Maplewood 130 23.1 27.9 128 21.1 26.0
3 560 160 Dan Mills ES NE Stratford 190 45.3 48.7 191 45.0 48.4
3 315 235 Gateway ES NW Hunters Lane 109 24.8 29.5 110 19.1 24.2
3 350 270 Goodlettsville ES NW Hunters Lane 134 30.6 34.9 134 34.3 38.4
3 355 275 Goodlettsville MS NW Hunters Lane 502 12.0 17.5 504 8.9 14.6 503 32.0 36.3
3 365 285 Gra-Mar MS NE Maplewood 336 7.7 13.5 338 13.9 19.3 336 19.9 24.9
3 452 358 Hunters Lane HS NW Hunters Lane 0 1025 14.8 20.1 1044 4.1 10.1
3 510 365 Isaac Litton MS NE Stratford 460 18.7 23.8 464 16.6 21.8 463 43.6 47.1
3 120 375 Jere Baxter MS NE Maplewood 289 5.9 11.8 288 8.3 14.0 286 19.9 24.9
3 501 8085 KIPP ES CS Maplewood
3 545 622 Madison MS NW Hunters Lane 507 7.9 13.7 506 6.7 12.5 515 20.6 25.6
3 710 625 Stratton ES NW Hunters Lane 223 19.3 24.3 224 28.1 32.6
3 495 635 Tom Joy ES NE Maplewood 155 10.3 15.9 157 3.2 9.3
Note: There is a 1-year lag in state accountability reporting for ACT and graduation rate. Some schools are missing TNReady results due to insufficient student counts for state to generate Annual Measurable Objectives (AMOs). 11
MNPS School Level Accountability/Assessment Data (November 2017)
School
Amqui ES
Chadwell ES
Dan Mills ES
Gateway ES
Goodlettsville ES
Goodlettsville MS
Gra-Mar MS
Hunters Lane HS
Isaac Litton MS
Jere Baxter MS
KIPP ES
Madison MS
Maplewood HS
Neelys Bend ES
Neelys Bend MS
Old Center ES
Smithson-Craighd Acad
Stratton ES
Tom Joy ES
Engl Math Read Scie All 4 Engl Math Read Scie Comp
Note: There is a 1-year lag in state accountability reporting for ACT and graduation rate. Some schools are missing TNReady results due to insufficient student counts for state to generate Annual Measurable Objectives (AMOs). 12
MNPS School Level Accountability/Assessment Data (November 2017)
School
Amqui ES
Chadwell ES
Dan Mills ES
Gateway ES
Goodlettsville ES
Goodlettsville MS
Gra-Mar MS
Hunters Lane HS
Isaac Litton MS
Jere Baxter MS
KIPP ES
Madison MS
Maplewood HS
Neelys Bend ES
Neelys Bend MS
Old Center ES
Smithson-Craighd Acad
Stratton ES
Tom Joy ES
# Stu
NCE
Growth Level
NCE
Growth Level
NCE
Growth Level
NCE
Growth Level
SS
Growth Level
SS
Growth Level
SS
Growth Level
SS
Growth Level
SS
Growth Level
2017 TVAAS Growth Scores
Composite ELA Math Science English I English II English III Algebra I Algebra II
Note: There is a 1-year lag in state accountability reporting for ACT and graduation rate. Some schools are missing TNReady results due to insufficient student counts for state to generate Annual Measurable Objectives (AMOs). 13
MNPS School Level Accountability/Assessment Data (November 2017)
School
Amqui ES
Chadwell ES
Dan Mills ES
Gateway ES
Goodlettsville ES
Goodlettsville MS
Gra-Mar MS
Hunters Lane HS
Isaac Litton MS
Jere Baxter MS
KIPP ES
Madison MS
Maplewood HS
Neelys Bend ES
Neelys Bend MS
Old Center ES
Smithson-Craighd Acad
Stratton ES
Tom Joy ES
SS
Growth Level
SS
Growth Level
SS
Growth Level
SS
Growth Level
SS
Growth Level
SS
Growth Level
SS
Growth Level
2017 TVAAS Growth Scores (continued)
Overall
Comp-
osite Literacy
Social
Studies
2017 TVAAS School-wide Composites
Integr Math II Integr Math III Biology Chemistry U.S. HistoryIntegr Math I
Note: There is a 1-year lag in state accountability reporting for ACT and graduation rate. Some schools are missing TNReady results due to insufficient student counts for state to generate Annual Measurable Objectives (AMOs). 14
MNPS School Level Accountability/Assessment Data (November 2017)
Note: There is a 1-year lag in state accountability reporting for ACT and graduation rate. Some schools are missing TNReady results due to insufficient student counts for state to generate Annual Measurable Objectives (AMOs). 15
MNPS School Level Accountability/Assessment Data (November 2017)
% On
Track/
Master
2018
AMO
#
Tested
MNPS
Schl #
TN
Schl # School
2017 TNReady ELA
Quad-
rant Cluster
#
Tested
Dist-
rict
#
Tested
% On
Track/
Master
2018
AMO
2017 TNReady Math 2017 TNReady Science 2017 TNReady HS ELA 2017 TNReady HS Math
#
Tested
% On
Track/
Master
2018
AMO
#
Tested
% On
Track/
Master
2018
AMO
% On
Track/
Master
2018
AMO
4 460 15 Andrew Jackson ES NE McGavock 214 41.6 45.3 214 29.0 33.4
4 252 165 Dodson ES NE McGavock 176 19.3 24.3 176 28.4 32.9
4 260 175 Donelson MS NE McGavock 707 18.1 23.2 706 15.4 20.7 704 29.0 33.4 0
4 265 180 Dupont ES NE McGavock 158 27.2 31.8 158 22.8 27.6
4 270 190 Dupont-Hadley MS NE McGavock 599 24.2 28.9 599 27.0 31.6 598 61.0 63.4
4 275 185 Dupont-Tyler MS NE McGavock 553 16.3 21.5 562 12.8 18.3 550 28.9 33.3
4 415 320 Hermitage ES NE McGavock 118 26.3 30.9 118 28.0 32.5
4 420 327 Hickman ES NE McGavock 220 24.5 29.2 219 23.3 28.1
4 100 450 Margaret Allen MS SE Antioch 431 15.5 20.8 433 10.6 16.2 427 25.5 30.2
4 530 465 McGavock ES NE McGavock 101 13.9 19.3 101 20.8 25.8
4 717 637 Tulip Grove ES NE McGavock 203 24.1 28.8 203 27.6 32.1
4 730 650 Two Rivers MS NE McGavock 444 18.5 23.6 447 12.8 18.3 442 34.8 38.9
Note: There is a 1-year lag in state accountability reporting for ACT and graduation rate. Some schools are missing TNReady results due to insufficient student counts for state to generate Annual Measurable Objectives (AMOs). 16
MNPS School Level Accountability/Assessment Data (November 2017)
School
Andrew Jackson ES
Dodson ES
Donelson MS
Dupont ES
Dupont-Hadley MS
Dupont-Tyler MS
Hermitage ES
Hickman ES
Margaret Allen MS
McGavock ES
McGavock HS
Opry Mills Acad
Pennington ES
Ruby Major ES
Stanford ES
STRIVE Collegiate Acad
Tulip Grove ES
Two Rivers MS
Engl Math Read Scie All 4 Engl Math Read Scie Comp
Note: There is a 1-year lag in state accountability reporting for ACT and graduation rate. Some schools are missing TNReady results due to insufficient student counts for state to generate Annual Measurable Objectives (AMOs). 17
MNPS School Level Accountability/Assessment Data (November 2017)
School
Andrew Jackson ES
Dodson ES
Donelson MS
Dupont ES
Dupont-Hadley MS
Dupont-Tyler MS
Hermitage ES
Hickman ES
Margaret Allen MS
McGavock ES
McGavock HS
Opry Mills Acad
Pennington ES
Ruby Major ES
Stanford ES
STRIVE Collegiate Acad
Tulip Grove ES
Two Rivers MS
# Stu
NCE
Growth Level
NCE
Growth Level
NCE
Growth Level
NCE
Growth Level
SS
Growth Level
SS
Growth Level
SS
Growth Level
SS
Growth Level
SS
Growth Level
2017 TVAAS Growth Scores
Composite ELA Math Science English I English II English III Algebra I Algebra II
Note: There is a 1-year lag in state accountability reporting for ACT and graduation rate. Some schools are missing TNReady results due to insufficient student counts for state to generate Annual Measurable Objectives (AMOs). 18
MNPS School Level Accountability/Assessment Data (November 2017)
School
Andrew Jackson ES
Dodson ES
Donelson MS
Dupont ES
Dupont-Hadley MS
Dupont-Tyler MS
Hermitage ES
Hickman ES
Margaret Allen MS
McGavock ES
McGavock HS
Opry Mills Acad
Pennington ES
Ruby Major ES
Stanford ES
STRIVE Collegiate Acad
Tulip Grove ES
Two Rivers MS
SS
Growth Level
SS
Growth Level
SS
Growth Level
SS
Growth Level
SS
Growth Level
SS
Growth Level
SS
Growth Level
2017 TVAAS Growth Scores (continued)
Overall
Comp-
osite Literacy
Social
Studies
2017 TVAAS School-wide Composites
Integr Math II Integr Math III Biology Chemistry U.S. HistoryIntegr Math I
Note: There is a 1-year lag in state accountability reporting for ACT and graduation rate. Some schools are missing TNReady results due to insufficient student counts for state to generate Annual Measurable Objectives (AMOs). 19
MNPS School Level Accountability/Assessment Data (November 2017)
Note: There is a 1-year lag in state accountability reporting for ACT and graduation rate. Some schools are missing TNReady results due to insufficient student counts for state to generate Annual Measurable Objectives (AMOs). 20
MNPS School Level Accountability/Assessment Data (November 2017)
% On
Track/
Master
2018
AMO
#
Tested
MNPS
Schl #
TN
Schl # School
2017 TNReady ELA
Quad-
rant Cluster
#
Tested
Dist-
rict
#
Tested
% On
Track/
Master
2018
AMO
2017 TNReady Math 2017 TNReady Science 2017 TNReady HS ELA 2017 TNReady HS Math
#
Tested
% On
Track/
Master
2018
AMO
#
Tested
% On
Track/
Master
2018
AMO
% On
Track/
Master
2018
AMO
5 175 80 Caldwell ES NE Maplewood 82 14.6 19.9 84 8.3 14.0
Note: There is a 1-year lag in state accountability reporting for ACT and graduation rate. Some schools are missing TNReady results due to insufficient student counts for state to generate Annual Measurable Objectives (AMOs). 21
MNPS School Level Accountability/Assessment Data (November 2017)
School
Caldwell ES
Cameron College Prep
Carter-Lawrence ES
Cora Howe School
East End Prep
East Nashville Magnet
East Nashville MS
Fall-Hamilton ES
Glenn ES
Hattie Cotton ES
Head MS
Hume-Fogg Magnet
Inglewood ES
Johnson ALC
KIPP Academy ES
KIPP Academy MS
KIPP Collegiate HS
Kirkpatrick ES
Liberty Collegiate Acad
Lockeland ES
M.L. King Jr Magnet
Meigs MS
Murrell School
Napier ES
Nashv School of Arts
Nashville Prep
Nashville Prep
Park Avenue ES
Pearl-Cohn HS
Rose Park MS
Rosebank ES
Ross ELC
Shwab ES
STEM Prep Academy
STEM Prep HS
Stratford HS
Engl Math Read Scie All 4 Engl Math Read Scie Comp
Note: There is a 1-year lag in state accountability reporting for ACT and graduation rate. Some schools are missing TNReady results due to insufficient student counts for state to generate Annual Measurable Objectives (AMOs). 22
MNPS School Level Accountability/Assessment Data (November 2017)
School
Caldwell ES
Cameron College Prep
Carter-Lawrence ES
Cora Howe School
East End Prep
East Nashville Magnet
East Nashville MS
Fall-Hamilton ES
Glenn ES
Hattie Cotton ES
Head MS
Hume-Fogg Magnet
Inglewood ES
Johnson ALC
KIPP Academy ES
KIPP Academy MS
KIPP Collegiate HS
Kirkpatrick ES
Liberty Collegiate Acad
Lockeland ES
M.L. King Jr Magnet
Meigs MS
Murrell School
Napier ES
Nashv School of Arts
Nashville Prep
Nashville Prep
Park Avenue ES
Pearl-Cohn HS
Rose Park MS
Rosebank ES
Ross ELC
Shwab ES
STEM Prep Academy
STEM Prep HS
Stratford HS
# Stu
NCE
Growth Level
NCE
Growth Level
NCE
Growth Level
NCE
Growth Level
SS
Growth Level
SS
Growth Level
SS
Growth Level
SS
Growth Level
SS
Growth Level
2017 TVAAS Growth Scores
Composite ELA Math Science English I English II English III Algebra I Algebra II
Note: There is a 1-year lag in state accountability reporting for ACT and graduation rate. Some schools are missing TNReady results due to insufficient student counts for state to generate Annual Measurable Objectives (AMOs). 23
MNPS School Level Accountability/Assessment Data (November 2017)
School
Caldwell ES
Cameron College Prep
Carter-Lawrence ES
Cora Howe School
East End Prep
East Nashville Magnet
East Nashville MS
Fall-Hamilton ES
Glenn ES
Hattie Cotton ES
Head MS
Hume-Fogg Magnet
Inglewood ES
Johnson ALC
KIPP Academy ES
KIPP Academy MS
KIPP Collegiate HS
Kirkpatrick ES
Liberty Collegiate Acad
Lockeland ES
M.L. King Jr Magnet
Meigs MS
Murrell School
Napier ES
Nashv School of Arts
Nashville Prep
Nashville Prep
Park Avenue ES
Pearl-Cohn HS
Rose Park MS
Rosebank ES
Ross ELC
Shwab ES
STEM Prep Academy
STEM Prep HS
Stratford HS
SS
Growth Level
SS
Growth Level
SS
Growth Level
SS
Growth Level
SS
Growth Level
SS
Growth Level
SS
Growth Level
2017 TVAAS Growth Scores (continued)
Overall
Comp-
osite Literacy
Social
Studies
2017 TVAAS School-wide Composites
Integr Math II Integr Math III Biology Chemistry U.S. HistoryIntegr Math I
Note: There is a 1-year lag in state accountability reporting for ACT and graduation rate. Some schools are missing TNReady results due to insufficient student counts for state to generate Annual Measurable Objectives (AMOs). 24
MNPS School Level Accountability/Assessment Data (November 2017)
Note: There is a 1-year lag in state accountability reporting for ACT and graduation rate. Some schools are missing TNReady results due to insufficient student counts for state to generate Annual Measurable Objectives (AMOs). 25
MNPS School Level Accountability/Assessment Data (November 2017)
% On
Track/
Master
2018
AMO
#
Tested
MNPS
Schl #
TN
Schl # School
2017 TNReady ELA
Quad-
rant Cluster
#
Tested
Dist-
rict
#
Tested
% On
Track/
Master
2018
AMO
2017 TNReady Math 2017 TNReady Science 2017 TNReady HS ELA 2017 TNReady HS Math
#
Tested
% On
Track/
Master
2018
AMO
#
Tested
% On
Track/
Master
2018
AMO
% On
Track/
Master
2018
AMO
5 755 675 Warner ES NE Stratford 111 9.0 14.7 110 4.5 10.5
Note: There is a 1-year lag in state accountability reporting for ACT and graduation rate. Some schools are missing TNReady results due to insufficient student counts for state to generate Annual Measurable Objectives (AMOs). 26
MNPS School Level Accountability/Assessment Data (November 2017)
School
Warner ES
Engl Math Read Scie All 4 Engl Math Read Scie Comp
2017 TNReady HS Science 2017 ACT
Met College Readiness Benchmarks
#
Tested
% 21 or
Above
2016 ACT Composite
% 21 or
Above
2018
AMO
Average Score
#
Tested
% On
Track/
Master
2018
AMO
#
Tested
HS Grad
Rate
Note: There is a 1-year lag in state accountability reporting for ACT and graduation rate. Some schools are missing TNReady results due to insufficient student counts for state to generate Annual Measurable Objectives (AMOs). 27
MNPS School Level Accountability/Assessment Data (November 2017)
School
Warner ES
# Stu
NCE
Growth Level
NCE
Growth Level
NCE
Growth Level
NCE
Growth Level
SS
Growth Level
SS
Growth Level
SS
Growth Level
SS
Growth Level
SS
Growth Level
2017 TVAAS Growth Scores
Composite ELA Math Science English I English II English III Algebra I Algebra II
Note: There is a 1-year lag in state accountability reporting for ACT and graduation rate. Some schools are missing TNReady results due to insufficient student counts for state to generate Annual Measurable Objectives (AMOs). 28
MNPS School Level Accountability/Assessment Data (November 2017)
School
Warner ES
SS
Growth Level
SS
Growth Level
SS
Growth Level
SS
Growth Level
SS
Growth Level
SS
Growth Level
SS
Growth Level
2017 TVAAS Growth Scores (continued)
Overall
Comp-
osite Literacy
Social
Studies
2017 TVAAS School-wide Composites
Integr Math II Integr Math III Biology Chemistry U.S. HistoryIntegr Math I
Numer-
acy
Literacy
& Numer Science
Geometry
Note: There is a 1-year lag in state accountability reporting for ACT and graduation rate. Some schools are missing TNReady results due to insufficient student counts for state to generate Annual Measurable Objectives (AMOs). 29
MNPS School Level Accountability/Assessment Data (November 2017)
Note: There is a 1-year lag in state accountability reporting for ACT and graduation rate. Some schools are missing TNReady results due to insufficient student counts for state to generate Annual Measurable Objectives (AMOs). 30
MNPS School Level Accountability/Assessment Data (November 2017)
% On
Track/
Master
2018
AMO
#
Tested
MNPS
Schl #
TN
Schl # School
2017 TNReady ELA
Quad-
rant Cluster
#
Tested
Dist-
rict
#
Tested
% On
Track/
Master
2018
AMO
2017 TNReady Math 2017 TNReady Science 2017 TNReady HS ELA 2017 TNReady HS Math
#
Tested
% On
Track/
Master
2018
AMO
#
Tested
% On
Track/
Master
2018
AMO
% On
Track/
Master
2018
AMO
6 496 1 A. Z. Kelley ES SE Cane Ridge 313 34.8 38.9 313 46.0 49.4
6 122 430 Lakeview ES SE Antioch 232 28.0 32.5 233 25.8 30.4
6 507 8013 LEAD Prep SE CS Glencliff 487 25.1 29.8 491 26.3 30.9 491 70.1 72.0
6 576 493 Mt. View ES SE Antioch 259 21.6 26.5 262 23.7 28.5
6 618 540 Paragon Mills ES SE Glencliff 252 9.5 15.2 253 17.0 22.2
Note: There is a 1-year lag in state accountability reporting for ACT and graduation rate. Some schools are missing TNReady results due to insufficient student counts for state to generate Annual Measurable Objectives (AMOs). 31
MNPS School Level Accountability/Assessment Data (November 2017)
School
A. Z. Kelley ES
Antioch HS
Antioch MS
Apollo MS
Cambridge ELC
Cane Ridge ES
Cane Ridge HS
Explore Community
Henry C Maxwell ES
Hickory Hollow Acad
Intrepid Prep
J.E. Moss ES
John F. Kennedy MS
Knowledge Acad
Knowledge Acad
Knowledge@Crossings
Lakeview ES
LEAD Prep SE
Mt. View ES
Paragon Mills ES
Engl Math Read Scie All 4 Engl Math Read Scie Comp
Note: There is a 1-year lag in state accountability reporting for ACT and graduation rate. Some schools are missing TNReady results due to insufficient student counts for state to generate Annual Measurable Objectives (AMOs). 32
MNPS School Level Accountability/Assessment Data (November 2017)
School
A. Z. Kelley ES
Antioch HS
Antioch MS
Apollo MS
Cambridge ELC
Cane Ridge ES
Cane Ridge HS
Explore Community
Henry C Maxwell ES
Hickory Hollow Acad
Intrepid Prep
J.E. Moss ES
John F. Kennedy MS
Knowledge Acad
Knowledge Acad
Knowledge@Crossings
Lakeview ES
LEAD Prep SE
Mt. View ES
Paragon Mills ES
# Stu
NCE
Growth Level
NCE
Growth Level
NCE
Growth Level
NCE
Growth Level
SS
Growth Level
SS
Growth Level
SS
Growth Level
SS
Growth Level
SS
Growth Level
2017 TVAAS Growth Scores
Composite ELA Math Science English I English II English III Algebra I Algebra II
Note: There is a 1-year lag in state accountability reporting for ACT and graduation rate. Some schools are missing TNReady results due to insufficient student counts for state to generate Annual Measurable Objectives (AMOs). 33
MNPS School Level Accountability/Assessment Data (November 2017)
School
A. Z. Kelley ES
Antioch HS
Antioch MS
Apollo MS
Cambridge ELC
Cane Ridge ES
Cane Ridge HS
Explore Community
Henry C Maxwell ES
Hickory Hollow Acad
Intrepid Prep
J.E. Moss ES
John F. Kennedy MS
Knowledge Acad
Knowledge Acad
Knowledge@Crossings
Lakeview ES
LEAD Prep SE
Mt. View ES
Paragon Mills ES
SS
Growth Level
SS
Growth Level
SS
Growth Level
SS
Growth Level
SS
Growth Level
SS
Growth Level
SS
Growth Level
2017 TVAAS Growth Scores (continued)
Overall
Comp-
osite Literacy
Social
Studies
2017 TVAAS School-wide Composites
Integr Math II Integr Math III Biology Chemistry U.S. HistoryIntegr Math I
Note: There is a 1-year lag in state accountability reporting for ACT and graduation rate. Some schools are missing TNReady results due to insufficient student counts for state to generate Annual Measurable Objectives (AMOs). 34
MNPS School Level Accountability/Assessment Data (November 2017)
Note: There is a 1-year lag in state accountability reporting for ACT and graduation rate. Some schools are missing TNReady results due to insufficient student counts for state to generate Annual Measurable Objectives (AMOs). 35
MNPS School Level Accountability/Assessment Data (November 2017)
% On
Track/
Master
2018
AMO
#
Tested
MNPS
Schl #
TN
Schl # School
2017 TNReady ELA
Quad-
rant Cluster
#
Tested
Dist-
rict
#
Tested
% On
Track/
Master
2018
AMO
2017 TNReady Math 2017 TNReady Science 2017 TNReady HS ELA 2017 TNReady HS Math
7 686 750 Smith Springs ES SE Antioch 201 19.4 24.4 201 31.3 35.6
7 575 208 Thomas A Edison ES SE Antioch 273 20.5 25.5 276 26.4 31.0
7 551 633 Thurgood Marshall MS SE Cane Ridge 818 15.6 20.9 830 13.5 18.9 819 26.6 31.2
7 735 655 Una ES SE Antioch 315 18.1 23.2 314 34.1 38.2
7 805 715 Wright MS SE Glencliff 647 7.6 13.4 650 4.9 10.8 647 17.5 22.7
Note: There is a 1-year lag in state accountability reporting for ACT and graduation rate. Some schools are missing TNReady results due to insufficient student counts for state to generate Annual Measurable Objectives (AMOs). 36
MNPS School Level Accountability/Assessment Data (November 2017)
School
Casa Asafran ELC
Croft MS
Glencliff ES
Glencliff HS
Glengarry ES
Glenview ES
John B. Whitsitt ES
New Vision Acad
Norman Binkley ES
Rocketship United
Smith Springs ES
Thomas A Edison ES
Thurgood Marshall MS
Una ES
Wright MS
Engl Math Read Scie All 4 Engl Math Read Scie Comp
Note: There is a 1-year lag in state accountability reporting for ACT and graduation rate. Some schools are missing TNReady results due to insufficient student counts for state to generate Annual Measurable Objectives (AMOs). 37
MNPS School Level Accountability/Assessment Data (November 2017)
School
Casa Asafran ELC
Croft MS
Glencliff ES
Glencliff HS
Glengarry ES
Glenview ES
John B. Whitsitt ES
New Vision Acad
Norman Binkley ES
Rocketship United
Smith Springs ES
Thomas A Edison ES
Thurgood Marshall MS
Una ES
Wright MS
# Stu
NCE
Growth Level
NCE
Growth Level
NCE
Growth Level
NCE
Growth Level
SS
Growth Level
SS
Growth Level
SS
Growth Level
SS
Growth Level
SS
Growth Level
2017 TVAAS Growth Scores
Composite ELA Math Science English I English II English III Algebra I Algebra II
Note: There is a 1-year lag in state accountability reporting for ACT and graduation rate. Some schools are missing TNReady results due to insufficient student counts for state to generate Annual Measurable Objectives (AMOs). 38
MNPS School Level Accountability/Assessment Data (November 2017)
School
Casa Asafran ELC
Croft MS
Glencliff ES
Glencliff HS
Glengarry ES
Glenview ES
John B. Whitsitt ES
New Vision Acad
Norman Binkley ES
Rocketship United
Smith Springs ES
Thomas A Edison ES
Thurgood Marshall MS
Una ES
Wright MS
SS
Growth Level
SS
Growth Level
SS
Growth Level
SS
Growth Level
SS
Growth Level
SS
Growth Level
SS
Growth Level
2017 TVAAS Growth Scores (continued)
Overall
Comp-
osite Literacy
Social
Studies
2017 TVAAS School-wide Composites
Integr Math II Integr Math III Biology Chemistry U.S. HistoryIntegr Math I
Note: There is a 1-year lag in state accountability reporting for ACT and graduation rate. Some schools are missing TNReady results due to insufficient student counts for state to generate Annual Measurable Objectives (AMOs). 39
MNPS School Level Accountability/Assessment Data (November 2017)
Note: There is a 1-year lag in state accountability reporting for ACT and graduation rate. Some schools are missing TNReady results due to insufficient student counts for state to generate Annual Measurable Objectives (AMOs). 40
MNPS School Level Accountability/Assessment Data (November 2017)
% On
Track/
Master
2018
AMO
#
Tested
MNPS
Schl #
TN
Schl # School
2017 TNReady ELA
Quad-
rant Cluster
#
Tested
Dist-
rict
#
Tested
% On
Track/
Master
2018
AMO
2017 TNReady Math 2017 TNReady Science 2017 TNReady HS ELA 2017 TNReady HS Math
8 770 690 West End MS SW Hillsboro 450 38.2 42.1 449 33.9 38.0 450 59.3 61.8
Note: There is a 1-year lag in state accountability reporting for ACT and graduation rate. Some schools are missing TNReady results due to insufficient student counts for state to generate Annual Measurable Objectives (AMOs). 41
MNPS School Level Accountability/Assessment Data (November 2017)
School
Eakin ES
Glendale ES
Harris-Hillman
Hillsboro HS
J.T. Moore MS
Julia Green ES
Percy Priest ES
Waverly-Belmont ES
West End MS
Engl Math Read Scie All 4 Engl Math Read Scie Comp
Note: There is a 1-year lag in state accountability reporting for ACT and graduation rate. Some schools are missing TNReady results due to insufficient student counts for state to generate Annual Measurable Objectives (AMOs). 42
MNPS School Level Accountability/Assessment Data (November 2017)
School
Eakin ES
Glendale ES
Harris-Hillman
Hillsboro HS
J.T. Moore MS
Julia Green ES
Percy Priest ES
Waverly-Belmont ES
West End MS
# Stu
NCE
Growth Level
NCE
Growth Level
NCE
Growth Level
NCE
Growth Level
SS
Growth Level
SS
Growth Level
SS
Growth Level
SS
Growth Level
SS
Growth Level
2017 TVAAS Growth Scores
Composite ELA Math Science English I English II English III Algebra I Algebra II
Note: There is a 1-year lag in state accountability reporting for ACT and graduation rate. Some schools are missing TNReady results due to insufficient student counts for state to generate Annual Measurable Objectives (AMOs). 43
MNPS School Level Accountability/Assessment Data (November 2017)
School
Eakin ES
Glendale ES
Harris-Hillman
Hillsboro HS
J.T. Moore MS
Julia Green ES
Percy Priest ES
Waverly-Belmont ES
West End MS
SS
Growth Level
SS
Growth Level
SS
Growth Level
SS
Growth Level
SS
Growth Level
SS
Growth Level
SS
Growth Level
2017 TVAAS Growth Scores (continued)
Overall
Comp-
osite Literacy
Social
Studies
2017 TVAAS School-wide Composites
Integr Math II Integr Math III Biology Chemistry U.S. HistoryIntegr Math I
Note: There is a 1-year lag in state accountability reporting for ACT and graduation rate. Some schools are missing TNReady results due to insufficient student counts for state to generate Annual Measurable Objectives (AMOs). 44
MNPS School Level Accountability/Assessment Data (November 2017)
Note: There is a 1-year lag in state accountability reporting for ACT and graduation rate. Some schools are missing TNReady results due to insufficient student counts for state to generate Annual Measurable Objectives (AMOs). 45
MNPS School Level Accountability/Assessment Data (November 2017)
% On
Track/
Master
2018
AMO
#
Tested
MNPS
Schl #
TN
Schl # School
2017 TNReady ELA
Quad-
rant Cluster
#
Tested
Dist-
rict
#
Tested
% On
Track/
Master
2018
AMO
2017 TNReady Math 2017 TNReady Science 2017 TNReady HS ELA 2017 TNReady HS Math
Note: There is a 1-year lag in state accountability reporting for ACT and graduation rate. Some schools are missing TNReady results due to insufficient student counts for state to generate Annual Measurable Objectives (AMOs). 46
MNPS School Level Accountability/Assessment Data (November 2017)
School
Bellevue MS
Big Picture HS
Charlotte Park ES
Cohn Learning
Gower ES
H.G. Hill MS School
Harpeth Valley ES
Hillwood HS
Middle College HS
Sylvan Park ES
Virtual School
Westmeade ES
Engl Math Read Scie All 4 Engl Math Read Scie Comp
Note: There is a 1-year lag in state accountability reporting for ACT and graduation rate. Some schools are missing TNReady results due to insufficient student counts for state to generate Annual Measurable Objectives (AMOs). 47
MNPS School Level Accountability/Assessment Data (November 2017)
School
Bellevue MS
Big Picture HS
Charlotte Park ES
Cohn Learning
Gower ES
H.G. Hill MS School
Harpeth Valley ES
Hillwood HS
Middle College HS
Sylvan Park ES
Virtual School
Westmeade ES
# Stu
NCE
Growth Level
NCE
Growth Level
NCE
Growth Level
NCE
Growth Level
SS
Growth Level
SS
Growth Level
SS
Growth Level
SS
Growth Level
SS
Growth Level
2017 TVAAS Growth Scores
Composite ELA Math Science English I English II English III Algebra I Algebra II
Note: There is a 1-year lag in state accountability reporting for ACT and graduation rate. Some schools are missing TNReady results due to insufficient student counts for state to generate Annual Measurable Objectives (AMOs). 48
MNPS School Level Accountability/Assessment Data (November 2017)
School
Bellevue MS
Big Picture HS
Charlotte Park ES
Cohn Learning
Gower ES
H.G. Hill MS School
Harpeth Valley ES
Hillwood HS
Middle College HS
Sylvan Park ES
Virtual School
Westmeade ES
SS
Growth Level
SS
Growth Level
SS
Growth Level
SS
Growth Level
SS
Growth Level
SS
Growth Level
SS
Growth Level
2017 TVAAS Growth Scores (continued)
Overall
Comp-
osite Literacy
Social
Studies
2017 TVAAS School-wide Composites
Integr Math II Integr Math III Biology Chemistry U.S. HistoryIntegr Math I
Note: There is a 1-year lag in state accountability reporting for ACT and graduation rate. Some schools are missing TNReady results due to insufficient student counts for state to generate Annual Measurable Objectives (AMOs). 49
MNPS School Level Accountability/Assessment Data (November 2017)
Note: There is a 1-year lag in state accountability reporting for ACT and graduation rate. Some schools are missing TNReady results due to insufficient student counts for state to generate Annual Measurable Objectives (AMOs). 50