what type of student achievement data did you analyze? And what were the main findings generated from the analysis?
Graduates Meeting UC A-G Criteria 2011-2013
Fewer students are meeting UC A-G Criteria: Decrease from 60.3% in 2011 to 46.9% in 2013. African American students meeting UC A-G Criteria dropped significantly.
Four-Year Cohort Graduation Rate 2011-2013
Consistent 96% to 98% graduation rate. Also based on Single Plan for Student Achievement (SPSA) goals, SCPA exceeded the goal to increase the graduation rate to 98.2% by 2013. Graduation rate in 2013 increased to 99.4%. Factors contributing to this might be employment of graduation coach and implementation of credit recovery program.
Attendance Rate Data 2011-2013
Consistent 96% attendance rate.
CAHSEE Results by Grade 10
Some inconsistency between SARC CAHSEE data shown above and data reported on SPSA. The SPSA report states that SCPA exceeded the 2011-2012 ELA CAHSEE Goal with 94% of 10th graders passing and 93% of 10 graders passing the MATH CAHSEE. The above report indicates a lower percentage (SARC Report, 2014).
CAHSEE Results by Grade 10 Student Group
A greater number of students who are African Americans and Students with Disabilities are not proficient (SARC Report, 2014).
Student Enrollment by Grade and by Group
SCPA has a diverse population with a large number of socioeconomically disadvantaged students. African American students 203, Filipino 296, Hispanic 512, White (non-Hispanic) 213. ELLs 76, and Students with Disabilities 132.
Title III Annual Measurable Achievement Objective (AMAO) Data 2011-2013
CELDT annual progress and attaining proficiency levels is fairly consistent with a slight decrease (need to pull 2014 CELDT data and breakdown by student groups).
ELA & Math CST Data Trend Reports
ELA CST results showed school-wide improvement from 64% proficient and advanced in 2011 to 71% proficient and advanced in 2012. Data pulled for 2013 shows ELA CST holding at 70%. Math CST results show a slight improvement from 2012 to 2013 with an increase from 36% to 38%. Data from 2011-2012 Demographic Group Focus (SCPA SPSA Report) showed improvement in all demographic groups except for African-American students who are 32.5% at or above proficient, ELL students who are 24.8% at or above proficient and socio-economically disadvantaged students who are 37.5% at or above proficient in Math.
PBIS Site Collected Data on Students Grades 6-8
Referrals by Grade Level Grades 6-8
Positive Behavior Interventions and Support (PBIS) Data shows a high number of referrals for students in grades 6-8. Majority of the referrals are for grades 7 and 8th.
Periods and Times Incidents Occurred
Students Groups
Majority of students receiving referrals are African American
Reasons for Disciplinary Action and Referrals
Majority of referrals were written for disruptive behavior or defiance.
Questions that data sparked
1. Why was there a decline in African American students meeting graduation UC A-G Criteria from 2011-2013?
2. Why are referrals and behavior incidents for middle school students, particularly grades 7 and 8 so high?
3. Why are the majority of the referrals from African American students?
4. Whether the intensive interventions put into place to support ELLs is working? These interventions include: Use of Learning Upgrade, Acuity, Rosetta Stone, and intensive and explicit small group work. According to SPSA goals, ELLs will improve performance from 33.1% to 66.7% on the CELDT and from 31% to 67.7% in the California Star test, and 66.1% of ELLs will score proficient or advanced in Math and ELA CSTs (Next Steps: Meet with ELD Coordinator to secure missing CELDT results, confirm, and assess data).
5. Given all of the interventions in Math, including a common prep period, increased tutoring, and development of an Action Research Committee to analyze data, clarify problems and create an action plan to implement, why have Math scores increased only slightly?
2. Why are referrals and behavior incidents for middle school students, particularly grades 7 and 8 so high?
3. Why are the majority of the referrals from African American students?
4. Whether the intensive interventions put into place to support ELLs is working? These interventions include: Use of Learning Upgrade, Acuity, Rosetta Stone, and intensive and explicit small group work. According to SPSA goals, ELLs will improve performance from 33.1% to 66.7% on the CELDT and from 31% to 67.7% in the California Star test, and 66.1% of ELLs will score proficient or advanced in Math and ELA CSTs (Next Steps: Meet with ELD Coordinator to secure missing CELDT results, confirm, and assess data).
5. Given all of the interventions in Math, including a common prep period, increased tutoring, and development of an Action Research Committee to analyze data, clarify problems and create an action plan to implement, why have Math scores increased only slightly?
Three priority needs
1. Supporting student groups in grades 6-8 grade.
2. Monitoring and supporting English Language Learners (ELLs)
3. Continuing to work with target groups in Math.
2. Monitoring and supporting English Language Learners (ELLs)
3. Continuing to work with target groups in Math.
Which target group did you select to work with and why
The PBIS program and data collection is new for our school this year and fits with SCPAs school-wide goal to improve our school climate and culture. Since the performance of our middle school students impacts our high school achievement, the Arts, and attrition rates at our school, this is an area where more attention is needed. Particularly increasing student engagement at the middle school level. Attendance for this group is good, but many do not have an interest in the Arts and we lose them by the end of the 9th grade. In terms of the school climate and culture at our school, the focus in the past was on the high school, both in terms of the Arts and the academics. Since last year, we are making an effort to validate our middle school students. We held an 8th grade promotion for the first time last year and this year we are increasing Arts performance opportunities at the middle school level and cultural opportunities and experiences for the middle school students.
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