Comprehensive Needs Assessment

School Improvement Plan Data Components

Strengths (data trend statements)

• White subgroup met AMO target in reading and math for three consecutive years • SWD performance composite (reading and math) from 27% to 30% - three year positive trend (17% > 27% > 30%)

Student Achievement

• Reading ⚬ Overall 3-5 reading proficiency (level 3-5s) - increase of 4% from 58% to 62% ⚬ Black subgroup increase of 4% = 36% > 42% > 46% (positive 3 year trend) ⚬ Hispanic/Latino increase of 22% = 19% > 33% > 55% (positive 3 year trend) • Math ⚬ Overall 3-5 math proficiency (level 3-5s) - increase of 4% from 52% to 56% (positive 3 year trend) = 50% > 52% > 56% ⚬ Level II subgroup increase of 4% - positive 3 year trend = 5% > 13% >17% ⚬ 3-5th overall SWD increase of 4% = positive 3 year trend = 14% > 23% > 27% ⚬ 3-5th overall Black subgroup increase of 8% = positive 3 year trend = 30% > 33% > 41% • Science - 5th grade - increase of 16% - 3 year positive trend = 46% > 59% >75%

School:

Conn ES

Plan Year

2016-2018

Concerns (data trend statements) • While considering our AMO targets, E.D. students have shown a 10 point decrease over the past three years in Reading. • For the past 2 years in math, the “all” subgroup has fallen short of AMO targets with a cumulative increase in the gap between proficiency and AMO target of 5.0 percentage points. • ED (Economically Disadvantaged) - For the past 5 years in reading, the ED subgroup failed to meet AMO target with a current gap of 12.9 percentage points between proficiency and AMO target (4s and 5s). • For the past 2 years in math, the “black” subgroup has fallen short of AMO targets with a cumulative increase in the gap between proficiency and AMO target of 6.2 percentage points. The black subgroup continues not meeting AMO target in reading by 5.5 percentage points. • For the past 5 years in math, the ED (Economically Disadvantaged) subgroup failed to meet AMO target with a current gap of 18.8 percentage points between proficiency and AMO target (4s and 5s). • In Math, the female cohort decreased in proficiency from 47% in third grade (2012-13) to 42% in fifth grade (2014-2015.) In Reading, the female cohort in 3rd grade was 50% (2012-13) and they decreased to 44% in 5th grade (2014-15) • Since the 13-14 school year our students with Yellow TRC increases from BOY to MOY(13/14 +8 percentage points, 14/15 + 19 percentage points, 15/16 +12 percentage points.) • Current 2nd grade students - Percent proficient (TRC) has decreased over the past 3 years (13-14 65% proficient, 14-15 48% proficient 15-16 21% proficient.) (focus is on cohort reading performance) • Over the last 3 years our gap in students with green composite increases in relation to WCPSS. Each year we start within 1% of WCPSS, but end the year 3 percentage points below in 13/14, and 4 percentage points in 14/15. BOY to MOY for 15/16 gap increases from 1 percentage point to 7. • Over a 3 year period our EVAAS Growth for 4th grade has decreased in Reading by 2.5 scale points. (focus is 4th grade reading instruction)

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Comprehensive Needs Assessment

School Improvement Plan

Perception

Staff and Student Demographics

Process Data

Data Components

Strengths (data trend statements) • Over the past three years students using mathematical models as evidence has remained high as indicated on county/school math walkthrough data. • Over the past three years, there has been positive growth of small group instruction (guided reading/strategy groups) within literacy across all grade levels as indicated on county/school literacy walkthrough data. • Over the past three years, teachers have improved using a variety of instructional resources to teach reading as evidenced in school/county walkthrough data.

School:

Conn ES

Plan Year

2016-2018

Concerns (data trend statements) • 0% of K-5 CAFE menus have strategies posted by students or have student goals as evidenced by school/county walkthrough data. • In 2013-14 there was a 35% Teacher to Student Engagement down to 9% in 2015-16. Student Engagement has decreased from 35% to 9% over the past two years as indicated in county walkthrough data feedback summaries. • The use of technology remains consistently low in the area of math instruction as indicated over past three years on county math walkthrough data. • Over the past three years county and school math walkthrough information indicates a lack of consistent mathematical discourse (math talk) during math instruction.

• Over the past three years Conn has had 100% highly qualified teaching • Over the past three years, classroom referrals account for over 40% of staff, with 38.8% (higher than the state/district) of teachers holding advanced referrals. 2013-14 46%, 2014-15 41% as of 2015-16 quarter 1 - 50.3% quarter 2 degrees, and 8 teachers with a NBCT license. - 47.5% • Students with disabilities accounted for 42% of referrals in 2014-15 and currently account for 32% in Quarter 1 and 22% in Quarter 2 of referrals in 2015-2016

• In 2014-2015 the teacher turnover rate increased from 10.1% in 2013-2014 to 18.6% • Over the last 2 years, African American students constitute a disproportionally higher number of referrals. 2014-15 - 72% 2015-16 - Quarter 1 - 73% / Quarter 2 - 78%.

• Across a 3 year time period based on the TWC there has been a 26.9 • Over a 3 year time period there has been an increase from 92.9% to 96.4% percentage point decrease in teachers who agree with the statement, in teacher agreement that school leadership makes a sustained effort to offer "Teachers are allowed to focus on educating students with minimal new teacher support. interruptions." • Over a 3 year time period there has been an increase from 95.5% to 100% agreeing with the statement "Teachers work in professional learning communities to develop and align instructional practices."

• Over a 3 year time period based on TWC there is a 15.1 percentage point decrease in teachers agreement with the statement, "There is an atmosphere of trust and mutual respect in this school."

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Comprehensive Needs Assessment

School Improvement Plan

School:

Conn ES

Plan Year

2016-2018

Priority Concerns/Problem Statement

Root Causes/Hypothesis (ICEL)

• ED (Economically Disadvantaged) - For the past 5 years in reading, the ED subgroup failed to meet AMO target with a current gap of 12.9 percentage points between proficiency(level 4, 5s) and AMO target (4s and 5s). • For the past 5 years in math, the ED (Economically Disadvantaged) subgroup failed to meet AMO target with a current gap of 18.8 percentage points between proficiency(level 4, 5s) and AMO target (4s and 5s).

• lack of engagement • lack of differentiated instruction • lack of cultural awareness and how to appropriately align instruction/instructional practices to children needing increased academic, social, emotional, and behavioral support

Align professional development to instructional strategies that promote high student engagement. Staff members will work toward developing cultural proficiency by seeking to understand the influence that poverty has on student motivation.

For the past three years, Conn students' green composite scores align within 1% of WCPSS during the Beginning of Year (BOY) assessment period. However, by End of Year (EOY), Conn students' growth does not occur at the same rate as WCPSS with an average discrepancy of 6% points.

Lack of continuity and consistency within a common literacy block and not holding teachers accountable for differentiating reading instruction Contributing factors:

• Develop a long-term strategic literacy plan and identify a common literacy structure and expectations. • Hold teachers accountable for implementation of literacy block/structure expectations • Provide high-quality professional development on researched-based literacy best practices • Collaboration between special education, interventionists, and classroom teachers on a monthly basis

• Teachers strongly encouraged but not required to follow Daily 5 structure • Lack of literacy professional development over the past three years (emphasis on math and technology)

Solutions (evidence based)

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Comprehensive Needs Assessment

School Improvement Plan

School:

Conn ES

Plan Year

2016-2018

Priority Concerns/Problem Statement

Root Causes/Hypothesis (ICEL)

Solutions (evidence based)

Over the past three years, Conn’s current second grade cohort reading comprehension has significantly declined by 51% percentage points as measured on the TRC.

Conn's current second graders have experienced a lack of appropriate differentiated reading instruction over the past two years. The students have experienced an unstable school environment which has contributed to the inconsistency of quality reading instruction. Contributing factors have been: • significant population change to cohort resulting in fewer students reaching benchmark • little to no TA support during 1st grade year • teacher absences • change in administration • change in CCR personnel

Create a system of support for cohort to include: • Instructional support via continuous coaching cycles for classroom teachers (3rd/4th grade teachers) to enhance student engagement strategies in both reading and math • Consistency in intervention support interventionists/special education teachers looping with cohort • small(er) classes to support core instruction • Student Support Team will work closely with classroom teachers to provide social, emotional, and behavioral support

Data Summary Describe your conclusions Conn has identified three primary concerns that are contributing to slow proficiency growth and an increased achievement gap between the highest performing subgroup (white) and lowest performing subgroup (Economically Disadvantaged students). To improve, Conn will focus on differentiating student learning during core literacy and math instruction as well as increasing the cultural proficiency of staff members. Implementing a balanced literacy program, Daily 5 and Daily Café, with fidelity supported by sustained high-quality researched-based literacy professional development will promote an increase in the percentage of students who are proficient as measured by mClass composite, TRC assessments, and End of Grade Assessments. Additionally, teachers will increase student engagement and motivation by becoming culturally proficient and providing instructional best practices that align to the academic, social, emotional, and diverse learning needs of all students.

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