Berlin Elementary SchoolSpring 2014

Assessments and Initiatives

March 26, 2014

Demographic Data for Berlin 2010-2015, Pre-K-6

2010 2011 2012 2013 2014Current

# of students

211 212 214 212 210% girls 55.4 46.2 54.2 51.8 50.4% boys 44.5 53.8 45.8 48.2 49.6% FRL 39 51.8 48.5 52.3 51# IEP (K-6 only)

20 26 34 25 22# 504 4 6 4 4 5

Across all the grades tested with NECAP (3-7), what percentage of our students were proficient or proficient with distinction, in all content areas,

through the end of last year?

How do this year’s NECAP (grades 3-7) scores compare to NECAP scores from the past three years?

How do the NECAP scores (grades 3-7) compare to current local data in reading?

How do the NECAP scores compare to current local data in math, grades 3-7?

How are our first and second graders scoring in reading on the Fountas and Pinnell?

How do our fall and winter F&P scores compare?

Identified Student Needs

Student Needs

• Percentages of students (1-6, based on NECAP) that currently qualify for academic interventions:

• Math – 46 %• Reading – 41 %

Behavioral Data

• Total Number of Office Disciplinary Referrals this Year: 241• Total Number of Students with Referrals: 58• Number of Referrals at Each Grade Level:– Kindergarten: 63– Grade 1: 5– Grade 2: 17– Grade 3: 67– Grade 4: 23– Grade 5: 39– Grade 6: 27

Behavioral Data

• Percentage of Students with one or more Office Disciplinary Referrals: 30%

• Percentage of Office Disciplinary Referrals from Non-Classroom Settings: 59%

• Percentage of Office Disciplinary Referrals from Classrooms: 41%

• Percentage of Students with 5 or More Office Disciplinary Referrals: 9%

• Percentage of Students with 10 or More Office Disciplinary Referrals: 5%

Successes

• Students currently in grades two and three – the students who have accessed Tier II of MTSS – as classes scored 83 and 82 percent proficient in reading on the F&P, respectively. This is strong evidence that supports our system of early identification of academic needs and early targeted interventions.

• 83 percent of third graders scored proficient on the RiverDeep in mathematics.

Implications and Trends

• More students need interventions than can be served by our Teacher Leaders. This underscores the need for the highest quality first instruction and a multi-tiered system of support that ensures success for all students.

• Our school-wide schedule needs to address optimal learning times, the integration of subjects, and allow for a MTSS for all students.

Connections to Our Continuous Improvement Plan

• Mathematics– Current work and needs:• Non-Negotiables implemented in January• Comprehensive Programmatic Review underway• Substantial professional development• Tier I and II interventions in place, but limited

• Need Multi-Tiered System of Support for all students.

Connections to Our Continuous Improvement Plan

• Writing– Current work and needs:• Selected and implemented Lucy Calkins Program in

January and assessed all students using L.C. rubrics.• Added writing data to Data Wall

Connections to Our Continuous Improvement Plan

• School Climate– Current work and needs:• Positive Behavioral Interventions and Supports – year

one implementation• Responsive Classroom• Professional Development on Trauma

• Need skilled behavioral support that allows teachers and staff to focus on instruction for all students