crete public schools

Crete Public Schools

Nebraska – Crete Public Schools Demographics

Students Eligible for Free/Reduced Priced Meals

Nebraska – Crete Public Schools Demographics

Crete-NeSA-Reading

Reading 09-10 10-11Grade 3 61% 67%Grade 4 75% 64%Grade 5 69% 59%Grade 6 55% 75%Grade 7 71% 73%Grade 8 67% 74%Grade 11 76% 71%

PastAll staff

Mixed groups

Extended time (four hours)

Series of questions – What are our current levels of performance? – What do trends show?

Current

Rotation of three groups-three sessions-each an hour

Each Group--60 participants

Demographics

Data Overview

Purpose

All Staff Members-Best connection to the community

Need to know the good

Need a full picture of many sources of data

Data SlidesProcess

Involvement

ImprovementCrete-NeSA-Reading

Reading 09-10 10-11Grade 3 61% 67%Grade 4 75% 64%Grade 5 69% 59%Grade 6 55% 75%Grade 7 71% 73%Grade 8 67% 74%Grade 11 76% 71%

NeSA- Reading 2010-2011 Grades 3-8 & 11

71%

74%

73%

75%

59%

64%

67%

67%

71%

74%74%

70%75%

71%

0%

20%

40%

60%

80%

100%

G-3 G-4 G-5 G-6 G-7 G-8 G-11

Crete

Nebraska

Perspective

Highest and Lowest

Standards-Reading 9-10 3 4 5 6 7 8 11

Vocabulary              

3.1.5a L  L   L   L L

3.1.5c       H H H  

3.1.5d     L L L H L

Comprehension              

3.1.6.a   H       L  

3.1.6b H           H

3.1.6c     H H H H L

3.1.6d   L L H      

3.1.6e L   H   L L H

3.1.6f H       H    

3.1.6g L L L   L    

3.1.6h   H          

3.1.6j H H         H

3.1.6k     H L      

 Highest and Lowest Standards

Math 10-11 3 4 5 6 7 8 11

3.1.1 Number Sense/System L   L

H H L L H L NT

3.1.2 Operations L     L  NT NT  NT 

3.1.3 Computation NT        L L  

3.1.4 Estimation         H H  

3.2.1 Characteristics of Objects H H H H NT  NT  H H

3.2.2. Coordinate Geometry L       H H    

3.2.3 Transformations              

3.2.4 Spatial Modeling              

3.2.5 Measurement   H L L L   L H

3.3.1 Relationships       H     L

3.3.2 Modeling in Context              

3.3.3 Procedures         L   L

3.4.1

Data Display & Analysis/Probability Concepts H H L H        

3.4.2 Predictions and Inferences   L          

3.4.3 Inferences     H L       H L

Closing—4 X 6 Card

Name

Celebration

Concern

NRTs

CelebrationsSome grades show improvement

In places, at-risk subgroups score similarly to traditionally high-performing subgroups.

ChallengesMatching curriculum better to NRTs

Helping students want to do better on NRTS

4th Grade SubgroupsMath

% Meeting or Exceeding Standards

Male ____ Free/Reduced ____

Female ____ Non F/R ____

White ____ ELL ____

Hispanic ____ Non ELL ____

62%

60%

86%

36%

44%

82%

21%

72%

4th Grade Students

Students Below Standard in Math = 50

How many in ELL? ____

How many Absent > 10 days? ____

How many since Kinder? ____

How many free/reduced? ____

21

923

(11 since Kinder)

41

Questions

What does your grade see as our biggest challenge?

What suggestions would you make to address this challenge?

What is your team’s role?

Middle School

Goal: All teachers have ownership– Not just core teachers

Divided teachers into teams– Reading– Math– ELL– SPED– General Ed

Middle School

Explained how to use data filter

Questions asked of Math/Rdg. teams– Looked for trends/patterns in Math, Reading

passing vs. courses taken (RM level, diff. math)

Who passed in 09-10 but failed in 10-11– Scaled Score—How close were they either way?

Which kids need extra help this year to pass/stay passing?

Written response

CMS Student Ownership

Data Folders– Students graph the results of their

assessments each year on color-coded sheets

– Benchmarks are marked on the sheets so the students know if meeting/exceeding

– Longitudinal assessment data for each student in one place

– Folders follow students from year to year

CMS Student Ownership

Students Keep Assessment Data For:– Reading

NeSA, DIBELS (5-6), AimsWeb (7-8), Stanford– Math

NeSA, AimsWeb, Stanford– Science

NeSA, Stanford– Social Studies

Stanford – NeSA-W– Stanford Total Language, Vocabulary, Complete Battery– ELDA

Middle School

Questions asked of teams-written response– General Ed questions

Find 10 lowest/highest students on each list. Any on both?

What area was the biggest struggle for low kids…vocab or comprehension?

– With those lists, teachers then were asked how they could target instruction to middle/high kids while still meeting needs of lower students

Evolution

Simpler

Palatable

Useable

A start

Gained professionally in how to read and use a variety of data