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DRAPER ELEMENTARY SCHOOLWIDE DATA

School Community Council Nov. 14, 2013

National Assessments

IOWA – 3rd Grade

IOWA - 5th Grade

READING Compared to National Norms

MATH Compared to National Norms

State Assessments

2012-13 CRT

CRT

2012-13 Legislative “Grade”

2012-13 UCAS Report

2012-13 Direct Writing Assessment

District Assessments

MATH - Kindergarten

MATH – 1st Grade

MATH – 2nd Grade

MATH – 3rd Grade

MATH – 4th Grade

MATH – 5th Grade

READING - Kindergarten

READING – 1st Grade

READING – 2nd Grade

READING – 3rd Grade

READING – 4th Grade

READING – 5th Grade

MATH Compared to District

READING Compared to District

2012-13 READING
Draper Elementary AIMSweb RCBM Benchmark Data 2012-2013
450 416 400 367 350 389

Total Number of Students

300 250 200 150 117 100 50 0 Fall Spring 1st-5th Grade Whole School Benchmark ( CSD Benchmark) Winter 39 32 103 95

25

2012-13 MATH
Draper Elementary AIMSweb MCOMP Benchmark Data 2012-2013
500 450 410 400 444 456

Total Number of Students

350 300 250 200 150 100 50 0

72 40

60 17

65 15

Fall

1

Wint

Spring

1st- 5th Grade Whole School Benchmark (CSD Benchmark)

Fall 2013-14 Reading
Draper Elementary AIMSweb RCBM Benchmark Data 2013-2014
450 400

381

350

Total Number of Students

300

250

200

150

129

100 64 50

0

Fall

Winter

Spring

1st -- 5th Grade Whole School Benchmark Data (CSD Benchmark)

Fall 2013-14 MATH
700

Draper Elementary AIMSweb MCOMP Benchmark Data 2013-2014
600

500 451

Total Number of Students

400

300

200

100

86
37

0

Fall

1 Wint

Spring

1st- 5th Grade Whole School Benchmark (CSD Benchmark)

Dual Immersion Fall Achievement Data

School Assessments

Behavior Data

THINK TIME
Think Time Montly Totals 2012-2013
60 25

Think Time Montly Totals 2013-2014

50 20 Total Number of Think Times Total Number of Think Times

40

K 1 2

K 15 1 2 3 10 4 5

30

3 4

20

5

SPED

SPED
5

10

0 September October

0 September October

Office Discipline Referral Data

2013-14 Office Referrals by Infraction
ODRs By Infraction
8 7 6 5

4
3 2 1 0

August

September

October

November

2013-14 Office Referrals by Grade

2013-14 Office Referrals by Location
ODRs By Location
6 5

4

3

2

1

0 Bus Bathroom Classroom Computer Lab August Hallway September Lunchroom October PE November Playground Fieldtrip School Grounds

Dragon Scale Data
Positive Recognition of Students 2013-2014
3500

Total Number of Positive Student Recognition Tickets

3145

3000

2500

2000
1725

1500

Dragon Scales

1000

500

0
September October

Instructional Walk-Through Data

Instructional Walk-Through Data
Student Engagement
Down Time 4%

Off Task 20%

Active 58%

Passive 18%

Instructional Walk-Through Data
Instructional Structures

Individual 25%

Whole Group 53%

Small Group 22%

Instructional Walk-Through Data
Managing Transitions or Down Time
Not Teaching 6%

Teaching 94%

Instructional Walk-Through Data
Feedback
68.00 67.40

66.00

64.00

62.22 62.00 60.78 60.00

58.00

56.00 Positive Feedback/HR Corrective Feedback/Hr Neut. Feedback/Hr

Instructional Walk-Through Data
Number of Classrooms with Ratios of Affirmatives to Correctives
14 12 10 8 6 4 2 0 13 13

#>0(Pos/Cor)

#<0 (Pos/Cor)

More affirmatives than correctives

More correctives than affirmatives

Instructional Walk-Through Data
Opportunities to Respond Per Hour
80 70 60

60 Average Number per Hour

50

40 30

30

20

10

0 Grp-OTR/Hr Oportunities to Respond Ind-OTR/Hr

School Achievement Plans

2012-13 School Achievement Report

2012-13 School Achievement Report

Our School Improvement Goals for THIS Year (2013-14)
• Draper Elementary will increase the number of K-5

students at or above benchmark by 5% (when comparing Fall 2013 Reading CBM data to Spring 2014 Reading CBM data). • Draper Elementary will increase the number of K-5 students at or above benchmark by 5% (when comparing Fall 2013 Math CBM data to Spring 2014 Math CBM data).

How Will We Get There?
• Focus on student outcomes (data boards,

progress monitoring, formative assessment, mastery learning, team problem-solving) as a Grade Level Team • Evidence-based and quality core instruction • Skill-based small group instruction for Math and ELA • Improving instruction through public practice & feedback • Recognizing and encouraging student gains and grade level successes