End Of The Year School Improvement Report Guidelines

FORT BRAGG DISTRICT

USING RESULTS FOR CONTINUOUS IMPROVEMENT SY 2015-2016

CSI Goal Assessments Annual Summative Assessment Student Performance Report

Shughart Middle School

4800 Camel Rd. Cameron, NC 28326

Principal: Karen Jones

Page 1 of 17 DDESS: Fort Bragg District Continuous School Improvement Annual Summative Assessment Student Performance Report Shughart Middle School SY 2015-2016

MAKING CONNECTIONS: SUMMARY SHEET: ASSESSMENTS, MEASURES, STRATEGIES School Goal 1: All students will increase their ability to analyze text, evidenced by drawing conclusions, inferring relationships, and identifying theme and story elements. Progress will be measured by the selected system-wide and local assessments. Assessments  Assessment 1.1: TerraNova 3rd Edition Multiple Assessment Reading Subtest o Measurable Objective:  Assessment 1.2: TerraNova 3rd Edition Multiple Assessment Analyze Text OPI o Measurable Objective:  Assessment 1.3: Scholastic Reading Inventory o Measurable Objective:

Implemented research-based and best practice strategies: (whole group and targeted sub group)

 Cornell notes.

Data Analysis Procedures: Baseline data and all subsequent data are collected at the same time each year of the school improvement cycle. The length of the cycle is the amount of time it takes to meet the chosen objectives on each assessment in the goal area. Baseline data are collected prior to the use of the stated activities/interventions/strategies.

DoDEA Page 2 of 17 Created: 1 April 2014 Revised: 24 April 2014 DDESS: Fort Bragg District Continuous School Improvement Annual Summative Assessment Student Performance Report Shughart Middle School SY 2015-2016 GOAL 1: DATA ANALYSIS SUMMARY Assessment 1.1: TerraNova 3rd Edition Multiple Assessment Reading Subtest Measurable Objective:

Figure 1: TerraNova 3rd Edition Multiple Assessment Reading Subtest Results by Grade Level and Year

Table 1: Change in Student Performance Change (base to most Achievement Number Grade Statement of Findings recent) (Years) of Students (%) 6 +14 pct pts 4 7 -9 pct pts 4 8 +2 pct pts 4

DoDEA Page 3 of 17 Created: 1 April 2014 Revised: 24 April 2014 DDESS: Fort Bragg District Continuous School Improvement Annual Summative Assessment Student Performance Report Shughart Middle School SY 2015-2016 Assessment 1.2: TerraNova 3rd Edition Multiple Assessment Analyze Text OPI Measurable Objective:

Figure 2: TerraNova 3rd Edition Multiple Assessment Analyze Text OPI Results by Grade Level and Year

Table 2: Change in Student Performance Change (base to most Achievement Number Grade Statement of Findings recent) (Years) of Students (%) 6 +10 pct pts 4 7 -6 pct pts 4 8 +6 pct pts 4

DoDEA Page 4 of 17 Created: 1 April 2014 Revised: 24 April 2014 DDESS: Fort Bragg District Continuous School Improvement Annual Summative Assessment Student Performance Report Shughart Middle School SY 2015-2016 Assessment 1.3: Scholastic Reading Inventory Measurable Objective:

Figure 3: Scholastic Reading Inventory EOY Results by Grade Level and Year

Table 3: Change in Student Performance Change (base to most Achievement Number Grade Statement of Findings recent) (Years) of Students (%) 6 -1 pct pt 1 7 +2 pct pts 1 8 +3 pct pts 1

DoDEA Page 5 of 17 Created: 1 April 2014 Revised: 24 April 2014 DDESS: Fort Bragg District Continuous School Improvement Annual Summative Assessment Student Performance Report Shughart Middle School SY 2015-2016 OVERALL COMPARATIVE ANALYSIS – Goal 1

Assessment Grade 6 Grade 7 Grade 8 TerraNova 3rd Edition Multiple Assessment Reading Subtest ^ ! ^ TerraNova 3rd Edition Multiple Assessment Analyze Text OPI ^ ! ^ Scholastic Reading Inventory EOY Assessment ! ^ ^

Key for Comparative Analysis ^ = Improved @ = Remained the same ! = Not Improved * = Met Objective

NEXT STEPS: GOAL 1

Think about the change in each individual assessment between the baseline year and the current year for all students and for the targeted sub group of students and the progress made towards meeting the measurable objectives when responding to the questions in Appendix A.

DoDEA Page 6 of 17 Created: 1 April 2014 Revised: 24 April 2014 DDESS: Fort Bragg District Continuous School Improvement Annual Summative Assessment Student Performance Report Shughart Middle School SY 2015-2016 Appendix A – GOAL 1 All teachers should be able to discuss the following based on the information from this report. This is not an exercise for one person or a few people to complete. Areas of Notable Achievement (Bullets and/or short answer) 1. Which area(s) are above the expected levels of performance?  At this time there are no areas above the expected level of performance. 2. Describe the area(s) that show a positive trend in performance.  There is a positive trend for improvement based on the Terra Nova 3rd edition multiple assessment analyze text OPI for grades 6 and 8. The 6th and 8th grade levels have increased the number of students in the high mastery range. The 6th grade shows the most improvement with 10 percentage points from the baseline year of 2012. 3. Which area(s) indicate the overall highest performance?  The 6th grade scored the highest level of performance on the 2016 Terra Nova 3rd Edition Multiple Assessment Reading Subtest with 71% of students scoring above the median. 4. Which subgroup(s) show a trend toward increasing performance?  At this time subgroups have not been identified. 5. Between which subgroup is the achievement gap closing?  At this time subgroups have not been identified. 6. Which of the above reported findings are consistent with findings from other data sources?  At this time there are no current local reading assessments. When new assessment measures are in place, these will be incorporated into the CSI measures and results. Areas in Need of Improvement (Bullets and/or short answer) 1. Which area(s) are below the expected levels of performance?  All areas are below the goal of having 75% of students scoring above the median. 2. Describe the area(s) that show a negative trend in performance.  The 7th grade TerraNova 3rd Edition Mutiple Assessment Reading Subtest shows a negative trend from the baseline with 9% fewer students scoring above the median in 2016.  The 7th grade TerraNova 3rd Edition Multiple Assessment Analyze Text OPI Result shows a negative trend from the baseline with 6% fewer students obtaining high mastery in 2016.

DoDEA Page 7 of 17 Created: 1 April 2014 Revised: 24 April 2014 DDESS: Fort Bragg District Continuous School Improvement Annual Summative Assessment Student Performance Report Shughart Middle School SY 2015-2016 3. Which area(s) indicate the overall lowest performance?  The 7th grade Analyzing Text is the overall lowest area of performance with 35% of students scored in the high mastery range. 4. Which subgroup(s) show a trend toward decreasing performance?  At this time subgroups have not been identified. 5. Between which subgroup is the achievement gap becoming greater?  At this time subgroups have not been identified. 6. Which of the above reported findings are consistent with findings from other data sources?  DoDEA is implementing the CCRS. Due to this transition, the local assessments are no longer aligned and will not be utilized. When new assessment measures are in place, these will be incorporated into CSI measures and results. All teachers, staff, students, and other stakeholders-parents should collaboratively answer the questions/statements below. All stakeholders should use the information from the following questions/statements in their instructional planning (teachers/staff), completing assignments (students), and supporting the goals (other stakeholders-parents). Using the Results

(The information below will need to be more expansive than bullets or short answer.) 1. What inference can be made about the impact of the strategy on student performance based on the data? • The data suggests that Cornell Notes did not have a significant positive impact on students’ ability to analyze text. Many staff members felt that Cornell Notes were not implemented with fidelity. Some staff members expressed that Cornell Notes were a better strategy to organize ideas and notes rather than analyze text. At this time it is clear that the strategy of Cornell Notes is not increasing student achievement and it is time for Shughart Middle school to research and adopt a new intervention that directly relates to analyzing text. 2. Was the measurable objective met?  The measurable objective was not met. 3. Will the strategy(s) continue? Be modified? Change? a. If the answer to this question is yes, the strategy(s) will continue state why. b. If the answer to this question is the strategy(s) will be modified, describe the modifications. c. If the answer to this question is the strategy(s) will change, detail the new strategy and why this strategy will better address the needs of the students.  The strategy will change for the 2016-2017 school year. The CSI team researched several different strategies and presented the findings to the stakeholders. The stakholders selected Annotating Text as the new strategy to help increase students’ abilities to analyze text. Annotating helps readers reach a deeper level of engagement and promotes active reading. It makes the reader “dialogue with the text” (Porter-O’Donnell, 2004). Research has found that annotation is an important component of deep reading and that readers annotate for a wide range of reasons, including improving comprehension of the source materials, marking passages to quote in the readers' own texts or for later review, facilitating critical thinking, interpreting and commenting upon the text, and recording the reader's immediate and DoDEA Page 8 of 17 Created: 1 April 2014 Revised: 24 April 2014 DDESS: Fort Bragg District Continuous School Improvement Annual Summative Assessment Student Performance Report Shughart Middle School SY 2015-2016 unselfconscious reactions to the text (Wolfe, 2000). The research is clear that annotation will help our students delve deeper into text that they read across the content areas. This strategy will be taught to all staff members during the fall of 2016 and implementation will be expected by the spring semester 2017.

MAKING CONNECTIONS:

DoDEA Page 9 of 17 Created: 1 April 2014 Revised: 24 April 2014 DDESS: Fort Bragg District Continuous School Improvement Annual Summative Assessment Student Performance Report Shughart Middle School SY 2015-2016 SUMMARY SHEET: ASSESSMENTS, MEASURES, STRATEGIES School Goal 2: All students will be able to increase math communication, which is evidenced through modeling and describing ideas through verbal, written, and/or graphical representations. Progress will be measured by the selected system-wide and local assessments. Assessments  Assessment 2.1: TerraNova 3rd Edition Multiple Assessment Math Subtest o Measurable Objective:  Assessment 2.2: TerraNova 3rd Edition Multiple Assessment Math Communication OPI o Measurable Objective:

Implemented research-based and best practice strategies: (whole group and targeted sub group)

 Cornell notes.

DoDEA Page 10 of 17 Created: 1 April 2014 Revised: 24 April 2014 DDESS: Fort Bragg District Continuous School Improvement Annual Summative Assessment Student Performance Report Shughart Middle School SY 2015-2016 GOAL 2: DATA ANALYSIS SUMMARY Assessment 2.1: TerraNova 3rd Edition Multiple Assessment Math Subtest Measurable Objective:

Figure 2.1: TerraNova 3rd Edition Multiple Assessment Math Subtest Results by Grade Level and Year

Table 2.1: Change in Student Performance Change (base to most Achievement Number Grade Statement of Findings recent) (Years) of Students (%) 6 +8 pct pts 4 7 -2 pct pts 4 8 +7 pct pts 4

DoDEA Page 11 of 17 Created: 1 April 2014 Revised: 24 April 2014 DDESS: Fort Bragg District Continuous School Improvement Annual Summative Assessment Student Performance Report Shughart Middle School SY 2015-2016 Assessment 2.2: TerraNova 3rd Edition Multiple Assessment Math Communication OPI Measurable Objective:

Figure 2.2: TerraNova 3rd Edition Multiple Assessment Math Communication OPI Results by Grade Level and Year

Table 2.2: Change in Student Performance Change (base to most Achievement Number Grade Statement of Findings recent) (Years) of Students (%) 6 +5 pct pts 4 7 +7 pct pts 4 8 +3 pct pts 4

DoDEA Page 12 of 17 Created: 1 April 2014 Revised: 24 April 2014 DDESS: Fort Bragg District Continuous School Improvement Annual Summative Assessment Student Performance Report Shughart Middle School SY 2015-2016 OVERALL COMPARATIVE ANALYSIS – Goal 2

Assessment Grade 6 Grade 7 Grade 8 TerraNova 3rd Edition Multiple Assessment Math Subtest ^ ! ^ TerraNova 3rd Edition Multiple Assessment Math Communication OPI ^ ^ ^

Key for Comparative Analysis ^ = Improved @ = Remained the same ! = Not Improved * = Met Objective

NEXT STEPS: GOAL 2

DoDEA Page 13 of 17 Created: 1 April 2014 Revised: 24 April 2014 DDESS: Fort Bragg District Continuous School Improvement Annual Summative Assessment Student Performance Report Shughart Middle School SY 2015-2016 Appendix B – GOAL 2 All teachers should be able to discuss the following based on the information from this report. This is not an exercise for one person or a few people to complete. Areas of Notable Achievement (Bullets and/or short answer) 1. Which area(s) are above the expected levels of performance?

 At this time there are no scores at the expected levels of performance.

2. Describe the area(s) that show a positive trend in performance.

 All areas show a positive trend in performance with the exception of 7th grade math subtest.

3. Which area(s) indicate the overall highest performance?

 The area with the overall highest performance is the 8th grade TerraNova 3rd Edition Multiple Assessment Math Subtest with 64% of students scoring above the median.

4. Which subgroup(s) show a trend toward increasing performance?

 At this time subgroups have not been identified. 5. Between which subgroup is the achievement gap closing?

 At this time subgroups have not been identified. 6. Which of the above reported findings are consistent with findings from other data sources?

 DoDEA is implementing the CCRSM. Due to this transition, the local district math assessments are no longer aligned and will not be administered. When new assessment measures are in place, these will be incorporated into CSI measures and results.

Areas in Need of Improvement (Bullets and/or short answer) 1. Which area(s) are below the expected levels of performance?

 All areas are below the expected levels of performance.

DoDEA Page 14 of 17 Created: 1 April 2014 Revised: 24 April 2014 DDESS: Fort Bragg District Continuous School Improvement Annual Summative Assessment Student Performance Report Shughart Middle School SY 2015-2016 2. Describe the area(s) that show a negative trend in performance.

 There are no areas that show a negative trend. All areas show some positive gains and some decreases, but there has not been a consistent trend over time.

3. Which area(s) indicate the overall lowest performance?

 The 6th grade TerraNova 3rd Edition Multiple Assessment Math Communication OPI indicated 32% of students where at high mastery.

4. Which subgroup(s) show a trend toward decreasing performance?

 At this time subgroups have not been identified. 5. Between which subgroup is the achievement gap becoming greater?

 At this time subgroups have not been identified. 6. Which of the above reported findings are consistent with findings from other data sources?

All teachers, staff, students, and other stakeholders-parents should collaboratively answer the questions/statements below. All stakeholders should use the information from the following questions/statements in their instructional planning (teachers/staff), completing assignments (students), and supporting the goals (other stakeholders-parents). Using the Results

Appendix C The Annual Student Performance Report is used to do the following:  Maintain and consistently use a comprehensive assessment system that produces data from multiple assessment measures, including locally developed and standardized assessments about student learning and school performance.  Ensure consistent measurement across classrooms and courses.  Ensure assessments are reliable and bias free.  Regularly and systematically evaluate its comprehensive student assessment system for reliability and effectiveness in improving instruction, student learning, and the conditions that support learning.  Continuously collect, analyze, and apply learning from a range of data sources, including comparison and trend data about student learning and instruction.  Ensure systematic processes and procedures for collecting, analyzing, and applying learning from data sources are documented and used consistently by professional and support staff.  Systematically and consistently use results to design, implement, and evaluate continuous improvement action plans related to student learning.  Use data to determine the effectiveness of strategies, modifications to or changes in research-based strategies and strategies, faculty and staff professional development needs, and the fidelity of implementation processes.  Ensure professional and support staffs are trained in the evaluation, interpretation, and use of data.  Engage in a continuous process to determine verifiable improvement in student learning.  Ensure policies and procedures clearly define and describe a process for analyzing data that determine verifiable improvement in student learning.  Evaluate results for significant improvement.  Monitor and communicate comprehensive information about student learning, conditions that support student learning, and the DoDEA Page 16 of 17 Created: 1 April 2014 Revised: 24 April 2014 DDESS: Fort Bragg District Continuous School Improvement Annual Summative Assessment Student Performance Report Shughart Middle School SY 2015-2016 achievement of school improvement goals to stakeholders using multiple delivery methods and in appropriate degrees of sophistication for all stakeholder groups.

DoDEA Page 17 of 17 Created: 1 April 2014 Revised: 24 April 2014