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8/14/2019 DraperData for SCC

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DRAPER ELEMENTARY

SCHOOLWIDE DATASchool Community Council

Nov. 14, 2013


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National Assessments


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IOWA3rdGrade


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IOWA - 5thGrade


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READING Compared to National Norms


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MATH Compared to National Norms


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State Assessments


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2012-13 CRT


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CRT


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2012-13 Legislative Grade


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2012-13 UCAS Report


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2012-13 Direct Writing Assessment


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District Assessments


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MATH - Kindergarten


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MATH1stGrade


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MATH2ndGrade


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MATH3rdGrade


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MATH4thGrade


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MATH5thGrade


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READING - Kindergarten


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READING1stGrade


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READING2ndGrade


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READING3rdGrade


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READING4thGrade


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READING5thGrade


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MATH Compared to District


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READING Compared to District


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2012-13 READING

367

117

39

389

103

32

416

95

25

0

50

100

150

200

250

300

350

400

450

TotalNumberofStudents

1st-5th Grade Whole School Benchmark ( CSD Benchmark)

Draper Elementary AIMSweb RCBMBenchmark Data 2012-2013

FallWinter Spring


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2012-13 MATH

410

72

40

444

60

17

456

65

15

0

50

100

150

200

250

300

350

400

450

500

1

TotalNumberofStuden

ts

1st- 5th Grade Whole School Benchmark (CSD Benchmark)

Draper Elementary AIMSweb MCOMPBenchmark Data 2012-2013

Fall Wint Spring


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Fall 2013-14 Reading

381

129

64

0

50

100

150

200

250

300

350

400

450

TotalNumberofStudents

1st -- 5th Grade Whole School Benchmark Data (CSD Benchmark)

Draper Elementary AIMSweb RCBMBenchmark Data 2013-2014

Fall Winter Spring


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Fall 2013-14 MATH

451

86

37

0

100

200

300

400

500

600

700

1

Tota

lNumberofStudents

1st- 5th Grade Whole School Benchmark (CSD Benchmark)

Draper Elementary AIMSweb MCOMPBenchmark Data 2013-2014

Fall Wint Spring


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Dual Immersion Fall Achievement Data


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School Assessments


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Positive Behavior Intervention & Support Data


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THINK TIME

0

10

20

30

40

50

60

September October

TotalNumberofThinkTimes

Think Time Montly Totals2012-2013

K

1

2

3

4

5

SPED

0

5

10

15

20

25

September October

TotalNumberofThinkTimes

Think Time Montly Totals2013-2014

K

1

2

3

4

5

SPED


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Office Discipline Referral Data


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2013-14 Office Referrals by Infraction

0

1

2

3

4

5

6

7

8

ODRs By Infraction

August September October November


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2013-14 Office Referrals by Grade


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2013-14 Office Referrals by Location

0

1

2

3

4

5

6

Bus Bathroom Classroom Computer Lab

Hallway Lunchroom PE Playground Fieldtrip SchoolGrounds

ODRs By Location

August September October November


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Dragon Scale Data

1725

3145

0

500

1000

1500

2000

2500

3000

3500

September October

TotalNumberofPositiveStudent

RecognitionTic

kets

Positive Recognition of Students 2013-2014

DragonScales


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PBIS Data

Things to Celebrate:

1. Almost 100% of staff and students knew all three

school rules.

2. Posters are hanging in all major areas of the building

and give specific examples. Posters are explicit and give

visual representation of desired behavior.

3. Students are being reinforced consistently by staff. All

staff and faculty had given a "Dragon Scale" in the past

two months to students.

4. All staff and faculty knew what "lockdown" meant and

what the procedure is for a lockdown situation.


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PBIS Data

Recommendations:

1. A next step would be to get volunteers familiar with the schoolrules and able to hand out "Dragon Scales." The only adult in thebuilding who was asked about the school rules that did not know themor report handing out a "Dragon Scale" was a parent volunteer.

2. Communicate with parents and the community what the PBISsystem is in the school. This could be done in multiple ways such as:Back to School Night, PTA newsletters, grade level newsletters,volunteer training, when volunteers sign in in the office handing them"Dragon Scales" they can pass out, teacher disclosure statements,etc.

3. PBIS posters need to be posted in all classrooms. Begin buildinga connection between school-wide PBIS and the classroom.

4. Make sure the Student Referral Form includes a place to list the"problem behavior," "persons involved," and "probable motivation"and distinguishes between Major and Minor behaviors.


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Instructional Walk-Through Data

Active

58%

Passive

18%

Off Task

20%

Down Time

4%

Student Engagement


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Whole Group

53%

Small Group

22%

Individual

25%

Instructional Structures


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Teaching94%

Not Teaching6%

Managing Transitions or Down Time


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67.40

60.78

62.22

56.00

58.00

60.00

62.00

64.00

66.00

68.00

Positive Feedback/HR Corrective Feedback/Hr Neut. Feedback/Hr

Feedback


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13 13

0

2

4

6

8

10

12

14

#>0(Pos/Cor) #


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60

30

0

10

20

30

40

50

60

70

80

Grp-OTR/Hr Ind-OTR/Hr

AverageNumberperH

our

Oportunities to Respond

Opportunities to Respond Per Hour


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School Achievement Plans


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2012-13 School Achievement Report


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2012-13 School Achievement Report


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Our School Improvement Goals for

THIS Year (2013-14) Draper Elementary will increase the number of K-5

students at or above benchmark by 5% (when comparing

Fall 2013 Reading CBM data to Spring 2014 Reading

CBM data).

Draper Elementary will increase the number of K-5students at or above benchmark by 5% (when comparing

Fall 2013 Math CBM data to Spring 2014 Math CBM

data).


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How Will We Get There?

Focus on student outcomes (data boards,progress monitoring, formative assessment,mastery learning, team problem-solving) as aGrade Level Team

Evidence-based and quality core instruction

Skill-based small group instruction for Math andELA

Improving instruction through public practice &feedback

Recognizing and encouraging student gains andgrade level successes

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