Trend Data Dawes Intermediate School PowerPoint to...
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Trend Data Dawes Intermediate School PowerPoint to Stakeholders
Transcript of Trend Data Dawes Intermediate School PowerPoint to...
Trend Data Dawes Intermediate SchoolPowerPoint to Stakeholders
Basic Information
DAWES• Non-Title School• Current Enrollment is 565 Students
DAWES• 3rd-5th Grades• 32 Highly Qualified Teachers and 5 Paraprofessionals
DAWES
• 1 Principal and ½ Assistant Principal• 1 Counselor 1 Librarian• I Technology Teacher 1 Speech Teacher• 1 Reading Coach 7 Special Ed Teachers
School ProfileEnrollment and Demographic Profile Summary Chart
2014-2015 2015-2016 2016-2017Asian 19 17 19Black 91 102 110Hispanic 17 21 25White 408 387 408Other 3 4 4
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School ProfileEnrollment
2014-2015 2015-2016 2016-20173rd grade 181 172 1894th grade 177 188 1845th grade 180 177 193
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Student LearningDawes Intermediate Results for ACT ASPIRE
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English Math Reading Science Writing
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3rd 4th 5th
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English Math Reading Science Writing
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3rd 4th 5th
Student Learning5th Grade Cohort from 2013-2014 to 2015-2016 – Math ACT ASPIRE
Year 1 (2013-2014) Total number of studentsYear 1 (2013-2014) Number of students at/above proficientYear 2 (2014-2015) Total number of studentsYear 2 (2014-2015) Number of students at/above proficient
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Female Male
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Students with exceptional needs General education students
Year 1 (2013-2014) Total number of studentsYear 1 (2013-2014) Number of students at/above proficientYear 2 (2014-2015) Total number of studentsYear 2 (2014-2015) Number of students at/above proficient
Student Learning5th Grade Cohort from 2013-2014 to 2015-2016 – Reading ACT ASPIRE
Year 1 (2013-2014) Total number of students
Year 1 (2013-2014) Number of students at/above proficient
Year 2 (2014-2015) Total number of students
Year 2 (2014-2015) Number of students at/above proficient0
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African American Asian Hispanic White Other
Summary: This chart shows the population race/ethnicity for the cohort of students taking the 5th grade reading ACT ASPIRE for the past two years.
Student Learning5th Grade Cohort from 2013-2014 to 2015-2016 – Math ACT ASPIRE
Year 1 (2013-2014) Total number of students
Year 1 (2013-2014) Number of students at/above proficient
Year 2 (2014-2015) Total number of students
Year 2 (2014-2015) Number of students at/above proficient
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African American Asian Hispanic White Other
Summary: The fifth grade tested population was 74% white, 16% black, 4% Asian, and 3% Hispanic. The white students outperformed the black students in reading by 27 percentage points and in math by 25 percentage points. Females performed higher in math and reading with gaps of 12 percentage points in each subject. The Hispanic population scored highest in math, and the Asian students and white students scored within 4 percentage points of one another, while the African American students were significantly behind. In reading, the Hispanic and white population were the highest within 1 percentage point of each other while Asians and African Americans were significantly behind. The data might be skewed since there are only 8 Hispanic students and 5 Asian students tested.
Student LearningStrategies and Goals for Future Success
Strategies:1. Professional development opportunities for the implementation of math journaling with additional
planning time to collaborate with the Language Arts teachers for integrating writing in math class. 2. There will be an implementation of expository writing strategies that will focus on daily journaling
with word problems, weekly multi-step mathematical problems and writing prompts, grading rubricsand co-teaching cross-curriculum to observe the effectiveness of the math strategies being implemented.
Goals:Use strategies to engage students in learning that will narrow the achievement gaps betweenfemale and male students in math.
Student EngagementDiscipline
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Minor Bus Misbehavior Bullying, Cybering, HarrassingBehavior
Act of Physical Aggression Leaving Without Permission
Chart Title
Grade 3 Grade 4 Grade 5
Student EngagementStudent Attendance
2014-2015 2015-2016 2016-2017Series1 96 97 98
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Student EngagementGraduation Rates
Summary: Baker High School is the feeder pattern high school for Dawes Intermediate. Their graduation rate is at 93%.
Recommendation: Through programs like 80/20 and other informational outlets, the seriousness of the consequences of not graduating from high school can be shared with parents and students.
2013-2014 2014-2015 2015-2016Series1 93 89 93
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Baker High School Graduates
Parent/Community SupportStudent Club Data
3rd Graders 4th Graders 5th Graders2015-2016 45 60 672016-2017 57 43 60
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Parent/Community SupportStudent Survey
Parent/Community SupportStudent Survey
This is an example of the student survey given to our students the last four years. This shows students feel safe and are happy in their environment.
Parent/Community SupportParent/Teacher Conferences
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Grade 3 Grade 4 Grade 5
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Summary: 100% of 4th and 5th grade parents met with the teachers to receive their child’s test scores from last year’s state testing. Third grade has notyet tested, so parents meet about current report card and progress report grades. 100% of 3rd grade parents met with the teachers to receive current Information. Recommendations: Explain the importance of parents attending conference night as early as the second grade transition meeting. A letter of explanation canbe sent to the third grade parents also. We should continue to have parent/teacher conferences as needed at parent request and teacher discretion.
Parent/Community Support
•Dawes realizes the importance of a strong community/school relationship and participates in a plethora of events. We include community sponsors in school events and we participate in community events. These include:
•PTA•Realtor Caravan to Feeder Pattern Schools•Business Partners in Education•Dawes Business Leaders- Dawes Biz Connect•Junior Achievement- “JA in a Day”•Community Service-Local shelter , local food bank, local orphanage, American Diabetes Association, American Cancer Society•Career Planning with STEM Focus•Curriculum Related Guest Speakers to Provide Real-World Connections•Community Leaders Speak at Monthly Character Breakfast•Business Training Room Equipped with 21st Century Technology•Hawk’s Park- outdoor gardens•Junior Master Gardening Program – 4H•St. Jude’s•Shamrock Shuffle benefiting Cerebral Palsy Foundation
Parent/Community SupportPTA Participation
Our PTA is very active with the school and community. They participate in the following activities:
1. Serve as goodwill ambassadors to promote the school in the community2. Fundraise to help fund needs in the schools3. Lead PTA meetings and volunteer to serve food or assist with activities linked to the meetings4. Coordinate weekly food distributed secretly to 5 needy families5. Run the Santa Shop for the students in order to use proceeds to purchase Christmas for the needy in the school6. Help set up and run book fair to purchase books for the school library
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PTA Membership
Members
Summary: Our PTA consistently gets a 100% participationin membership and receives awards for this feat.Recommendation: Allow parents to see the benefits of thismembership to the school and create more opportunities for parental involvement.
Parent/Community SupportPartners in Education
Recommendation: Continue to look for new Partners in Education to ensure appreciation is shown to current partners so they’ll continue theirpartnership over many years.
Our Partners in Education at Dawes Intermediate School are involved in many activities at our school. We ask them to participate in our Career Fair, teach a class for JA in a Day, tutor students, or provide incentives for our Honor Roll and Perfect Attendance students. Our partners range from engineers, medical professionals, fast food restaurants, and Coast Guard members that serve as tutors.
Parent/Community SupportPTA
Summary: Parents and the community are involved heavily in making our school a success. Dawes is not only a part of, but it also hosts the Dawes Biz Connect to allow local businesses to meet to support each other. Dawes gives back to the community.
Recommendations: Dawes should continue to look for Partners in Education and ways to welcome the community into our school to help the school stay successful and to encourage local businesses and community involvement.
