state of the school · ocee elementary school overview diverse student population growing hispanic,...

State of the School

Ocee Elementary School

Ocee Elementary SchoolOverview

Diverse Student Population

Growing Hispanic, ELL, and Economically Disadvantaged population

Designated as “Flexible” school by Fulton County School System for high levels of performance

Asian/Pac Islander, 29.40%

Black, 7.80%

Hispanic, 13.80%

Multi-Racial, 6.40%

White, 42.60%

2017-2018 ENROLLMENT

Ocee Elementary SchoolUnderperforming Student Groups

Economically Disadvantaged and English Language Learners are fastest growing population in school and community

Growing concerns about engaging these groups and their families

15.80%

12.30%

9.40%

0

0.02

0.04

0.06

0.08

0.1

0.12

0.14

0.16

0.18

EconomicallyDisadvantaged

English LanguageLearners

Students withDisabilities

2017-2018 Enrollment

Purpose of Presentation

Provide feeder pattern student performance and growth overview

Highlight areas of school and feeder pattern success

Highlight areas of school and feeder pattern that need improvement

Feeder Pattern AchievementCCRPI Score by Component

97.3

88.5

65

92.59696.4

89.180.9

92.788.4

100 97.188.9 89.4 89.7

0

10

20

30

40

50

60

70

80

90

100

Content Mastery Progress Closing Gaps Readiness Climate Rating

2017-2018

Ocee ES Taylor Road MS Chattahoochee HS

Biggest disparity between feeder pattern. Represents performance of ED, ELL &

SWD Students.

Feeder Pattern ELA & Math Performance6.

79%

19.2

9%

43.7

5%

30.1

6%

7.13

%

20.7

7%

51.7

2%

20.3

8%

4.07

%

14.6

0%

51.6

4%

29.6

9%

BEGINNING DEVELOPING PROFICIENT DIST INGUISHED

ELA PERFORMANCEOcee ES Taylor Road MS Chattahoochee HS

3.80

%

23.1

0%

39.1

3%

33.9

7%

4.87

%

21.3

8%

35.5

3%

38.2

1%

7.22

% 11.7

8%

38.1

1% 42.8

9%

BEGINNING DEVELOPING PROFICIENT DIST INGUISHED

MATH PERFORMANCEOcee ES Taylor Road MS Chattahoochee HS

Fewer students in distinguished

category at TRMS in ELA.

Higher % of students in distinguished

category at CHSin Math.

Renewed Focus on Growth for ALL

Clear evidence of high performance on GAMS (97.3)

School missed 12/30 performance targets based on scores from previous year

Concern about overall growth of different student groups in all subjects

Science continues to be area of concern school-wide

Traditionally under-performing demographic groups continue to struggle in all subjects

Growth & AchievementOcee ES - ELA

Low Typical High Low Typical High Low Typical High Low Typical HighBeginning Learner Developing Learner Proficient Learner Distinguished Learner

Total 78.57% 14.29% 7.14% 42.50% 22.50% 35.00% 27.18% 30.10% 42.72% 6.25% 28.75% 65.00%

78.57%

14.29%7.14%

42.50%

22.50%

35.00%27.18% 30.10%

42.72%

6.25%

28.75%

65.00%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

ELA Growth by Achievement Level

Recurring trend of low growth for low

performing students.

Higher levels of growth for high

performers in ELA.

Growth vs. AchievementOcee ES - Math

Low Typical High Low Typical High Low Typical High Low Typical HighBeginning Learner Developing Learner Proficient Learner Distinguished Learner

Total 63.64% 18.18% 18.18% 46.15% 40.38% 13.46% 50.54% 24.73% 24.73% 21.43% 28.57% 50.00%

63.64%

18.18% 18.18%

46.15%40.38%

13.46%

50.54%

24.73% 24.73% 21.43%28.57%

50.00%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

2017-2018 MathRed areas demonstrate low growth

in math despite varying achievement levels.

Content Mastery by Demographic Group% of Levels 2-4 Compared to Target

ELA Math

Clear and present need to support traditionally underperforming demographic groups in ELA. Similar trends in math except for Economically Disadvantaged students who performed

+6% higher than performance target earning bonus points for that group.

Content Mastery by Subgroup(% Levels 2-4)

Science Social Studies

Considerable performance gaps for Economically Disadvantaged students and Students with Disabilities in SS and Science. Aggregate score for all students in science brought below

target due to underperformance of three student demographic groups.

ELA ProgressGrowth Percentiles by Demographic Group

22.13%14.29% 19.05%

28.57%18.18%

33.33% 38.10%24.30%

7.66%

4.76%9.52%

5.71%

4.55%

3.33%

19.05%

8.41%

22.98%28.57%

23.81%

34.29%

22.73%

33.33%

9.52%

16.82%

47.23% 52.38% 47.62%31.43%

54.55%

30.00% 33.33%

50.47%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

ALL STUDENTS ASIAN / PACIFICISLANDER

BLACK ECONOMICALLYDISADVANTAGED

ENGLISHLEARNERS

HISPANIC STUDENTS WITHDISABILITY

WHITE

2017-2018 ELA Growth1-29 30-40 41-65 66-99

Highest overall growth for one group in ELL

despite missing performance target.

Math ProgressGrowth Percentiles by Student Group

33.61% 33.33% 28.57% 32.43%20.00%

28.13%38.10% 37.96%

10.50% 9.52% 23.81% 13.51%

8.00%

15.63%4.76% 8.33%

24.79%20.63%

9.52% 21.62%

24.00%

28.13% 28.57% 27.78%

31.09% 36.51% 38.10% 32.43%48.00%

28.13% 28.57% 25.93%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

ALL STUDENTS ASIAN / PACIFICISLANDER

BLACK ECONOMICALLYDISADVANTAGED

ENGLISHLEARNERS

HISPANIC STUDENTS WITHDISABILITY

WHITE

Growth Percentiles by Student Demographic Group1-29 30-40 41-65 66-99

Highest overall growth for one group in ELL.

More than 20% of each student group in low growth category

in math.

Reflection on Data

Strong culture and performance within feeder pattern

New CCRPI measure has uncovered areas for improvement related to student growth

Overall math performance is high, but growth is lagging

Despite lower performance targets, Students with Disabilities are still not reaching the bar

Decreased emphasis on science and social studies is evident in performance

Next StepsStay the Course

Implement instructional frameworks with fidelity

Determine continued areas for professional development related to ELL, ED, and SWD

Align budgetary resources to areas of need

Ensure cultural foundations for learning are in place PBIS

Mindfulness

Social & emotional learning