Panorama High SchoolComprehensive Needs Assessment

School Target Setting: Performance Meter and Key Leading

Indicators

English Language Arts

Performance Meter

Think Pair Share1. Please review the data for English Language Arts Secondary-

(Proficient and Advanced) & the Secondary-(Below Basic and Far Below Basic).

2. In addition, please look at the (%) percentage of English Learners on Track for Acquiring English Proficiency (AMAO1) & (%) percentage of Long Term English Learners (students who have been English Learners longer than 6 years.) What trends do you see there? Please share once again with your colleague.

You have 1 minute.

3. Please share with the person next to you some of the trends you noticed and what the data shows.

You have 1 minute.

Share outPlease share out any trends you may have

noticed or ask your partner any questions you may have?

Performance Meter

DATA ANALYSISPanorama High School increased in the number of

students in ELA-Secondary proficient and advanced for three consecutive years from 21% to 33%

Continue to show progress to meet our minimum target of 43% for the 2012-13 school year.

ELA-Secondary Far Below Basic and Below Basic Students decreased for three consecutive years from 44% to 28 %.

We need to continue to show progress to meet our minimum target of 19%.

DATA ANALYSIS (2)Percentage of English Learners on Track for

ELA Proficiency on CELDT increased for the past three years from 47% to 67%. (A growth of 20% in the past 2 years).

The Percentage of Long Term English Learners has remained high from 74% increasing to 76%.

Long Term English Learners

Who are these students?

Where can we find these students?

Demographics of LTEL’s (Long Term English Learners)

Short Term -108 Students

25%

LTEL's -320 Students

75%

428 Total English Learners

LTEL ReclassificationTo Reclassify LTEL’s must:

1. Earn a “B” or higher in ELA CST (We would like to see Proficient and Advanced)

2. Earn a 4 or 5 score on the CELDT exam.

3. Earn a “C” or higher in their English Course

OutcomesLong Term English Learner are a subgroup of ELA-

Secondary we must move the students from BB to Basic and Basic to Proficient and advanced.

Moving LTEL students would give us a huge boost on the performance meter and better equip EL’s to succeed in all Core classes with Academic Language Development.

Long Term English Learners have remained the same, but we have increased Reclassification numbers. This signifies that we must move our LTEL’s into English proficiency through reclassification.

RTI Model for ReclassificationThings we did:

Strategically focused on English Language Learners with CELDT to practice with CST questions.

Gave CELDT prep to students who met CST criteria

Created Cohorts with teacher for students preparing to reclassify with progress portfolio.

Worked on Scaffolding Vocabulary and Delivery of Instruction by Differentiated Instruction.

Analysis-How did we do?

Panorama H.S. Reclassification Results

Things we need to continue to do to progress:

Promoting Student Engagement

Continuously Checking for Understanding

Scaffold Vocabulary

Lesson Plan and Deliver Instruction to promote a Critical Thinking environment in our Classrooms.

Things we need to continue to do to progress:Strategically Plan to focus on Long Term

English Learners as we did for Short term EL’s in all academic core classes to learn the academic language.

Continue our work with the Periodic Assessments and prepare for the Common Core.

Continue to work within our Cohort for professional growth and to plan common goals.

Let us work together as a team!

P.H.S.

M.H.S

S.H.S