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Data Analysis for J. Blaine Blayton Elementary School

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by

Krista Root

on 28 February 2013

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Transcript of Data Analysis for J. Blaine Blayton Elementary School

By Ann Colorado & Krista Root Data Analysis for J. Blaine Blayton
Elementary School Background Information The JLARC Report -- 9/12/11

Did you know... Inferences about our program... Our reading program and ELL resources are doing a good job of meeting the needs of our students with limited English proficiency.

Our reading program is not meeting the needs of our students who our economically disadvantaged, have disabilities, African-American students, and boys. The state of Virginia projects its future prison population on 3rd grade Reading SOL pass/failure rates? Four factors most strongly associated with the variation in 3rd grade reading performance in Virginia:

A student's economic status
A student's disability status
A student's family structure (Single-parent household)
A student's LEP status JLARC Report Continued... The lowest average pass rate was for economically disadvantaged black 3rd graders identified as having a disability.

What this shows us is that students who have multiple risk factors are at greater risk of failing the 3rd grade Reading SOL test. So, how have our 3rd graders
been doing over the past three years? Overall Scores Pass Advanced Other Overall
Percentages Pass Proficient Fail 44%
23%
40% 2010
2011
2012 44%
47%
48% 2010
2011
2012 12%
30%
11% 2010
2011
2012 Special Education Pass Advanced Other Spec. Ed.
Percentages Pass Proficient Fail 55%
0%
0% 2010
2011
2012 45%
27%
55% 2010
2011
2012 0%
73%
45% 2010
2011
2012 English Language Learners Pass Advanced Other LEP
Percentages Pass Proficient Fail N/A
0%
0% 2010
2011
2012 N/A
75%
100% 2010
2011
2012 N/A
25%
0% 2010
2011
2012 Pass Advanced Other Free & Red.
Lunch Percentages Pass Proficient Fail N/A
7%
13% 2010
2011
2012 N/A
41%
56% 2010
2011
2012 N/A
51%
32% 2010
2011
2012 Gender Pass Advanced Other Gender Percentages Pass Proficient Fail 36%
28%
27% 2010
2011
2012 46%
40%
59% 2010
2011
2012 18%
33%
14% 2010
2011
2012 Free and Reduced Lunch Ethnicity Pass Advanced Other Ethnicity Percentages Pass Proficient Fail 45%
34%
53% 2010
2011
2012 50%
N/A
0% 2010
2011
2012 0%
60%
36% 2010
2011
2012 2010
2011
2012 2010
2011
2012 2010
2011
2012 51%
18%
47% 43%
55%
42% 6%
27%
11% Male Female White Black Asian White/
Hispanic 45%
4%
12% 50%
N/A
100% 50%
N/A
0% 39%
51%
44% 55%
36%
53% 50%
N/A
100% 16%
15%
3% 0%
N/A
0% 0%
N/A
0% Some Cautions About the Data These three years of data represent three different groups of students, not a cohort. 2011 was an anomaly year. The 2010 data are incomplete because it was the first year the school opened, and the tests for those third graders came from other schools. We are missing data and only have information for overall scores, gender, ethnicity, and special needs students. Our LEP students have high pass rates Low pass rates for students with disabilities. Low pass rates for economically disadvantaged students. Males have lower pass rates overall than females. Clear achievement gap between blacks and whites for 2011 and 2012 school years. Areas of Strength Our performance in the Reporting Category of "Use word Analysis Strategies and Information Resources" is strong for the two years for which we have data. (37.5 and 40.5).

Students did well on questions about characterization (determining feelings and motivation of characters, describe a character.) Areas for Growth There are several question types over the two years on which our students performed lower than the rest of the division, such as
Identifying important details in a passage
Drawing conclusions
Summarizing information from a paragraph Follow-up Questions
from the Data How are we addressing the reading needs of our special needs, economically disadvantaged, minority, and male students? Recommendations from the JLARC Report Reading block 90-120 minutes uninterrupted.

Whole group and small group differentiated instruction.

Use data to guide instruction and grouping.

Use high-quality, engaging, leveled reading materials.

Provide exemplary teacher training in reading instruction.

Provide as much teacher support as possible. What kinds of professional development have our teachers received regarding reading instruction with these groups of students? What strategies are in place for monitoring the reading progress of these groups of students? Is the school-wide reading program being implemented with fidelity, especially with these groups of students? What strategies can we use to address specific problem areas within the reporting categories? Additional Data and Sources Formative reading level data (sources -- DRA2, running records)
Teacher observations of reading lessons (sources -- classroom visits, teacher checklists, lesson plans, interviews)
IEP strategies (sources -- review IEPs, interviews with special education teachers, lesson plans)
Review of Professional Development offerings (sources -- Supervisor of LA, VDOE)
Review attendance records for specific subgroups
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