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Student Achievement Data: MCAP Mathematics (State Assessment)

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Student Achievement Data: MCAP Mathematics (State Assessment)

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Challenge (Aggregate): Mathematics scores declining each year in all grades.
Challenge (Disaggregate): SPED students are not meeting/exceeding expectations.

Discussion:

1. Our school focus has been reading and writing for the past several years, so if we shift and focus on mathematics, we should be able to see student improvement. We can focus on basic skills such as math facts, mathematical vocabulary, and problem solving.

2. We will have 2 math ILTs and a dedicated paraprofessional for math. The paraprofessional can plug in and pull out to help students while the math ILTs can provide teacher support, specifically focusing on differentiation. We also have 2 special educators and 2 special education paraprofessionals who can focus on the special education subgroup. We are also able to become departmentalized, which would allow the teachers to focus solely on mathematics and mathematical differentiation. The math ILTs would also be able to provide professional development to a fewer number of teachers in hopes of improving the teachers’ abilities and in turn improving the student learning

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Challenge: ⅓ or more of teaching staff  teaching outside of certification area

Discussion: There is not enough direct evidence to determine if teachers working outside their certification area has a significant impact on student achievement.

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Student Achievement Data: English Language Proficiency Assessment (WIDA ACCESS

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Student Achievement Data: English Language Proficiency Assessment (WIDA ACCESS

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Challenge: The school did not exit any 2nd grade ESOL students

Discussion: Student outcomes would change if we focused time, resources, and effort on addressing this challenge. Also, we currently have the ability to provide the time, resources, teacher pedagogical content knowledge, and leadership support to address this challenge.

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Student Achievement Data: MCAP English Language Arts (State Assessment)

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Student Achievement Data: MCAP English Language Arts (State Assessment)

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Challenge (Aggregate): The number of 5th grade students demonstrating proficiency in ELA is continually decreasing.
Challenge (Disaggregate): Asian, Black/Af. American, Two or More Races, Hisp/Latino and FARMS students who were in 3rd grade in SY’16 could not maintain proficiency throughout 5th grade grade in 2018

Hispanic/Latino students have the lowest proficiency percentage compared to other subgroups.

Discussion:
The number of 5th grade students demonstrating proficiency in ELA is continually decreasing.

Possible suggestions to increase 5th grade proficiency:

Low students should be pulled consistently by Reading ILT.

Fourth grade teacher loops with students to lower 5th grade class size -- analysis needed prior to start of year to address student enrollment in each grade.

Allow time for 4th and 5th grade teachers to vertically plan to address students’ weaknesses.

Asian, Black/Af. American, Two or More Races, Hisp/Latino and FARMS students who were in 3rd grade in SY’16 could not maintain proficiency throughout 5th grade grade in 2018.
Montpelier does not have appropriate resources to adequately impact all subgroups.  It would be more beneficial to focus on a specific subgroup.

Hispanic/Latino students have the lowest proficiency percentage compared to other subgroups.
Possible suggestions to increase Hispanic/Latino proficiency:

1.  Increased planning time to collaborate with ESOL (and SPED if applicable) teachers

2. Ensure Hispanic/Latino students are pulled consistently for small groups by specialists.

3. Continue bilingual instruction.

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Student Achievement Data: Development Reading Assessment (DRA) (K-2 District Literacy Assessment)

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Student Achievement Data: Development Reading Assessment (DRA) (K-2 District Literacy Assessment)

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Challenge: Second-grade students demonstrating proficiency in reading decreased from SY 2016 to SY 2018.

Discussion: Not a consistent enough trend. A lot of factors are responsible for this challenge. This is what we are all focusing on as teachers in our classroom and is a school-wide goal. Too broad considering varying factors.
Factors that are affecting student outcomes:

-newcomers

-ESOL population varies

-SPED population varies

-Schoolwide Phonic program

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Student Profile Data (Opportunities/Access to a Well-Rounded Curriculum)

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Student Profile Data (Opportunities/Access to a Well-Rounded Curriculum)

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Challenge:
There is a limited focus on opportunities for remediation.

Discussion:
Student outcomes could change in that students who are struggling could improve if we target students who are on the edge of being proficient.

We currently have the ability to address this as teachers could earn an emolument for supporting students before the day begins.  Instructional staff

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Student Achievement Data: Kindergarten Readiness Assessment (State Assessment)

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Student Achievement Data: Kindergarten Readiness Assessment (State Assessment)

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Challenge: Overall readiness is low for children entering kindergarten

Discussion:
1.Community outreach initiatives could address this challenge.  By collaborating with neighborhood daycare centers, family centers, private preschools, and the families we can help promote kindergarten readiness.  This includes aligning KRA expectations with curricula used in each of the above.

With our pre-kindergarten expanding to two full day classes next year, kindergarten and pre-k can collaborate more closely to discuss strengths and needs of children entering kindergarten.

2.We can use professional development days to collaborate with centers and families outside of the school to explain expectations.  Most of the centers know the expectations so we really need to target parents of children who are not enrolled in daycare or preschool prior to beginning kindergarten.  Reaching out to infants and toddlers program and local hospitals could also be helpful.  Orientation is a great time to inform parents and encourage their investment in their children’s education.

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Student Profile (Attendance & Discipline)

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Student Profile (Attendance & Discipline)

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Challenge:
There has been a 3% increase in chronic absenteeism. During the 2017- 2018 school year, 8% of students were absent 18 days or more of the school year

Discussion:

1. The team felt that one area that we could target and improve upon would be chronic absenteeism. The school can implement strategies and early interventions to impact the attendance rate.  The Leadership Committee and Attendance Committee could develop incentives and preventive strategies to address chronic absenteeism.  The attendance of the school was positively impacted when the “PANTS” were in place.  Students learning and assessment scores could increase.  Instead of having quarterly incentives, the school can have more instantaneous incentives like recess, dress down days, movie days etc. Also, during Back-to- School Night parents could be provided with statistical knowledge  about how attendance affects student learning and graduation rates. Newcomers to the country may not be familiar with attendance laws, therefore time during Back-to-School Night could also be spent discussing this matter.

2. Class teachers could strongly encourage students to come to school on a more regular and consistent basis in order to earn weekly cost effective incentives. Leadership could provide a grander incentive based on monthly or quarterly absenteeism rates declining.  Another option would be to praise/reward those students who are here on a 95% basis.