P. Smith - DATA Overview Analysis 2.pptx

8/10/2019 P. Smith - DATA Overview Analysis 2.pptx

1/34

DATA OverviewWoodland High

School

Pamala D. SmithKennesaw State University

Education Specialist InstructionalTechnology

ITEC 7305

Fall 2014


2/34


3/34

Purpose

The purpose of the data overview is presentdemographic data, student achievementdata, analyze major standardized test result

to view how well our school is performing interms of EOCT, CCRPI, and AP scores as aschool, district, and state level during theperiod of 2008 -2014.

Identify several student learning problems

and offer suggestions for addressing theseproblems and offer suggestion for continuousimprovement.


4/34

Data to analyze School Demographic Data

Student Enrollment

Teacher/Administration

Race/Ethnicity

Attendance

Discipline

Overall Performance

College and Career Ready Performance Index

Trends Graduation Rate/Trends

Advanced Placement

Standardized Test


5/34

0

50

100

150

200

250

300

350

400

450

9th Grade 10th Grade 11th Grade 12th Grade

NumberofStudents

Woodland High School

Enrollment 2014

(1458)


6/34

09 5 4

189 191

140

200

1524

14 14

160

134

148138

16 20 14 14

0

50

100

150

200

250

9th Grade 10th Grade 11th Grade 12th Grade


Enrollment by Grade Level/Ethnicity/Race

2013-2014Total Enrollment: 1458

American Indian Asian Black Hawaiin Hispanic White Two or more races


7/34

66%

27%

7%

African American

Caucasian

Mixed, Hispanic, Asian

Woodland High School Total

Demographics


8/34

4%

85%

11%

Woodland High SchoolAdministration-Staff

2013-2014

Administrators

Teachers

Paraprofessionals


9/34

66%

17%

17%

Other Demographical Data

Free/Reduced Lunch Special Education Students ESOL Students



10/34

Demographics Summary

Woodland Enrollment 2013-2014approximately 1,458 students

66% of students are African American(black). Largest % of studentdemographics.

Caucasians (white) are the next largestgroup with 27%

Majority of student body includes Asians,Hispanic, Mixed with 7%.


11/34

Other demographics summary:

Teachers (85%); Administrators (4%); andParaprofessionals (11%).

Students receiving free or reduced lunch(66%);

Special Education Students & ESOLstudents (17% respectively)


12/34

Trend Attendance by Absence

Category 2007 -2014

44%

47%46%

48%

42%43%

47%

0%

10%

20%

30%

40%

50%

60%

2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014

Zero Absences

1 to 5 Absences

6 to 10 Absences

> 10 AbsencesPercent

Years


13/34

WHS Trend in Absences For 2008-2014 the trend seems to remain

high but constant ranging from 42%-48%for 1-5 absences.

For the 2013-2014 school year,attendance seemed to improve forstudents having zero absences.

Students seem to be attending school on

a regular basis than in the past few years.


14/34

WHS Student Discipline

2013-2014Disciplinary Referrals decreased by

13%

Only 29* Disciplinary Hearings lastschool year.

*Lowest in school history.

2014-2015 CURRENTLY WE have adover 29 in the first 3VE


15/34

Overall PerformanceWoodland High School


16/34

79.9

69.6

84.6

0

10

20

30

40

50

60

70

80

90

2011-2012 2012-2013 2013-2014

College and Career Ready Performance Index

Series1


CCRPI Trends


17/34

Achievement

Points

Progress

Points

Achievement

Gap

Points

Challenge

ETB Points

CCRPI Total

Score

All Henry Co. High Schools

44

17

6.3

3.3

71

Union Grove High 53 19 11 2.9 86

Dutchtown High 47 18 11 4.3 80

Ola High School 49

18

8.7

3.1

79


2013 46.42012 47.9

1617.7

3.810

3.43.6

69.679.2

Eagle's Landing High School 44 17 3.8 3.8 68

Stockbridge High School 40 14 10 2.2 66

Henry County High School40

16

7.5

2.6

66

Locust Grove High 42 16 6.3 1.4 66

Luella High School 43 15 5 0.7 64


18/34

College and Career Ready Performance

Index/Trends Summary For the 2011-2014 there seemed to be a gap in

the performance for the middle year of 2013-2014showing students performing at 69.6% but the2013-2014 show an increase in scores withstudents performing at 84.6%.

In terms of Woodland HS performance comparedto other schools in the District, WHS is in the

middle of the CCRPI total scores at 79.2 for 2012and 69.6 for 2013.

Although they are mid-level with other school inthe county, there was a slight decrease in scores.


19/34

Graduation Trends, 2011-2014

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2010-2011 2011-2012 2012-2013 2013-2014

Woodland HS

District

State

School Year

Graduation

Rate%


20/34

WHS Graduation Rate: A Closer Look2013-2014

85%89%

76%80%

93%

49%

78%79%

0%

72%

80% 79%

49%

73%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Woodland HS

DistrictGraduation

Rate%

Demographics


21/34

WHS Graduation Rate/Trend

Summary 2013-2014 Largest ethnic group is the multi-racial with a

rate of 93% followed by blacks at 89% and whitesclosely behind at 80%.

Rates were equal for the WHS and district forstudents with disabilities at 49%. Thus, WHS had a78% rate for the economically disadvantages.

WHS is seems to be a little better than otherschools in the district. WHS rate exceeds thedistricts rate at 85%.


22/34

0 0 0 0 0

42 40

0 0 0 0 0 0

38

78

8691

82

91 9095

6570

79

69

80

72 7369

7783

75 7376 74

68 69 66 65

73 7478

0

6773 73

84

75 77

0

10

20

30

40

50

60

70

80

90

100

2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014

Woodland EOCT 7- Year Trend

(All Students)

Coord Algebra Analytic Geometry 1st yr 9th English 11th English

Biology Physical Science U.S. History Economics


23/34

EOCT Subjects40 38

95 92

73 7478 77

3935

8893

75

85

73

82

0

10

20

30

40

50

60

70

80

90

100

Woodland

District (Henry)

State

EOCT Meets

46

53

39

3229

37

32

64

4542

27

4240 39

0

10

20

30

40

50

60

Woodland

District

State

EOCT Exceeds


24/34

EOCT Summary Trending scores for 2007-2014 shows that 9thgrade

English and 11thgrade English seems to show asteady increase in scores for students.

There was no data available for coordinate algebrauntil the 2012-2013 school year because this was anew EOCT. Analytical geometry is also new and wasnot introduced until the 2013-2014 school year.

In the areas of 9th& 11thgrade English, biology, U.S.

History, and Economics there was an increase in allareas.

Physical science was showed a decrease in scoresfor the 2013-2014 school year.


25/34

GHSGT Writing 2013-2014

Woodland High

96 97

87

95 96

79

85

95

70

0

20

40

60

80

100

120

All Students Regualar Education Special Education

Woodland HS

District (Henry)

State

Percent,%


26/34

GHSGT Writing Summary2013-2014

WHS scored above the district and state on theGHSGT in Writing. Especially in the for our special

education students. WHS had an 87% passingrate.

For regular education, WHS scored just slight

above the district and state averages.


27/34


28/34

AP Subject # Students

Enrolled

# Students

Tested

% Students

Taking Exam

# 3 or Higher % Scoring 3 or

Higher

AP Biology 29 13 45% 6 46%

AP Calculus 13 7 54% 1 14%AP Chemistry 15 7 47% 1 14%

AP Language 108 75 69% 30 40%

AP Literature 77 36 47% 28 78%

AP Environmental 30 2 7% 0 0%

AP Human Geog. 49 42 86% 22 52%

AP Music Theory 6 4 67% 0 0%

AP Physics 11 3 27% 1 33%

AP Psychology 141 24 17% 6 25%

AP Spanish 15 7 47% 7 100%

AP Statistics 11 6 55% 6 100%

AP Studio Art; 2D 12 2 17% 0 0%

AP Studio Art- Port. 12 2 17% 2 100%

AP Govt 45 11 24% 4 36%

AP US History 75 40 53% 19 48%

AP World History 73 57 78% 25 44%

AP Macroeconomics 18 9 50% 0 0%


29/34

Advanced Placement Summary

There was somewhat a decrease in theachievement gap for students a WHS becausethe scored below state averages althoughthese students scored 3% or higher.

This is still positive and that students arecontinually learning and teachers arededicated in helping these students to learn.


30/34


31/34

Suggestions/area of Focus for

Continuous Improvement(2014-2015)

Technology Integration for all courses

9thGrade Study TransitionStudy Skills

Course Improvements to give students theextra help that they may need

Multi-Tiered Support Systems (MTSS)

Implement Personalized Learning (PLA)

Professional Learning for teachers andadministration


32/34

This data overview hopefully provokes

suggestions and ideas in that willencourage developmental strategies tocontinuously improve or increase testscores, implement personalized learning

which will give students variousopportunities to get the extra help thatthey need in a particular subject area.


33/34

Teachers and students can utilize

various web or digital tools andresources in order to implementappropriate interventions foraddressing identified student learning

problems.

This will also aide in implementingand increasing technology into theclassroom which addresses someareas of our school improvementplan.


34/34

P. Smith - DATA Overview Analysis 2.pptx

Documents