Striving SchoolsCompstat Report
Sheffield High SchoolOctober 15, 2009
Current Enrollment - 863 students
Special Education Population- 157 SPED Students- 14 CDC Students
Gateway Portfolios-2 (Portfolio) Student
Free and Reduced Lunch- 736 Students- 85%Membership 1 Students- 818 Students
Ethnicity/Race- 91% African American-8% Hispanic/Latino-.2% Asian- .1% Caucasian
School Demographics
9th 10th 11th 12th Total
Current Enrollment 265 251 169 178 863
Membership One 258 260 165 155 838
Number of SWD Not including CDC
48 44 25 34 157
Agenda• Academic Report
-Math-Reading / Language Arts-Formative Assessment-Number of Star Reports
• Non Academic Reports Attendance
-Week, 20-Day, Year (Students) -Week, 20-Day, Year (Teachers)
Discipline -Referrals -Incidents -Gender
Graduation -Number of Seniors -Number of On-Time Graduates
Academic Report• Math
-What’s working-What’s not working
• Reading / Language Arts -What’s working -What’s not working
• Formative Assessment -What’s working -What’s not working
• Number of Star Reports-Interventions-What’s working-What’s not working
Math
What’s working 1. Freshman Academy -Team Teaching 2. Common Objectives taught in Freshman Academy Core Classes 3. Co-Teaching /Full Inclusion
What’s not working1. Attendance – failing students are missing multiple days,
repeatedly late for class, and not making up missed work2. Differentiation of Instruction
The Self-Directed Improvement System™ SDIS™ | Action Plan
Data
Proficiency Target
FeedbackStrategy
Baseline Assessmen
ts
1. Why do students not attend school regularly?
2. Why are the non-Freshman Academy students performing better on the assessment ?
3. Why are more Exceptional children performing within the lower level as compared to their counterparts?
4. Why are the Stanford Math Intervention students performing at lower levels?
1. Increase parental contact2. Peer Observations3. Co-Teaching Professional
Development Sessions4. After School
EOC/Gateway Tutoring 5. Monitor Stanford Math
Usage more diligently
Teachers Tutor T, W, TR 2:30-4:00pmAcademic Counsel used daily with freshman students Freshman Academy Friday Blitz
Algebra I students will increase PROFICIENT or ADVANCED PROFICIENT
score on End of Course by 10%: Increase ACT Math Average from 15 to 17or
higher
Discovery Formative Assessment (Test P)
0.00
10.00
20.00
30.00
40.00
50.00
60.00
Level 1 Level 2 Level 3 Level 4
Per-
cent-
ages
Out of 163 students
Level 1 Level 2 Level 3 Level 4
Number Theory 17.2 17.2 51.5 14.1
Algebraic Expressions 25.2 23.9 25.8 25.2
Geometry 24.5 38.0 24.5 12.9
Measurement 14.1 36.2 29.4 20.2
Probability 11.0 31.3 27.0 30.7
Number Theory Algebraic Expressions Geometry Measurement Probability0.00
10.00
20.00
30.00
40.00
50.00
60.00Level 1 Level 2Level 3 Level 4
Percentages
Algebra I Formative Assessment
9th grade non-9th gradeAcademy Students Academy Students(out of 128) (out of 35)
Level 1 23.43% 11.43%(0-8 correct)Level 2 32.81% 11.43%(9-12 correct)Level 3 34.38% 22.86%(13-18 correct)Level 4 9.38% 54.29%(19-30 correct)
Comparison of Freshman Academy
Level 1 Level 2 Level 3 Level 40%
10%
20%
30%
40%
50%
60%
Freshman Academynon-Freshman Academy
Exceptional vs. Non–Exceptional Exceptional Children
non-Exceptional Children
(out of 27) (out of 136)
Level 1 25.93% 19.12%(0-8 correct)Level 2 14.81% 31.62%(9-12 correct)Level 3 18.52% 34.56%(13-18 correct)Level 4 40.74% 14.71%(19-30 correct)
Level 1
Level 2
Level 3
Level 4
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
Exceptional Childrennon-Exceptional Children
Stanford Math Intervention
Stanford Math Intervention Students
non-Stanford Math Intervention Students
(out of 89 ) (out of 74)
Level 1 26.97 12.16
Level 2 41.57 13.51
Level 3 26.97 37.84
Level 4 4.49 36.49
Level 1 Level 2 Level 3 Level 40
5
10
15
20
25
30
35
40
45
Stanford Math In-tervention Students (out of 89 )
non-Stanford Math Intervention Stu-dents (out of 74)
Reading / Language Arts
What’s working 1. 9th Grade Academy – Team Teaching 2. Collection of Baseline Data – identifies starting
pointsWhat’s not working 1. Student Attendance 2. Staffing for the 2009-10 year 3. Block schedules meeting patterns
1 2 3 4 5 6# of students
2 8 40 113 19 1
% of Students
1.1 4.4 21.9 61.7 10.4
0.5
The Self-Directed Improvement System™ SDIS™ | Action Plan
Data
Execute
Proficiency Target
Feedback
Strategy
Baseline Assessmen
ts2009 TCAP Writing
Assessment2009 English II Gateway
ScoresIncrease the number of students who score 4 or more on the TCAP Writing Assessment
Literacy Coach / Instructional Facilitator will do monthly professional development with English teachers
-Writing Mini-lessons a. 11th Grade English classes b. Practice with timed writings c. Evaluate essays from previous writing assessments d. Analyze parts of the essay-Teacher Training1. Effective Strategies (PD)2. Data Analysis (Learning
Express)
1. Why have students not improved in their overall writing?
2. Why do the writing scores continue decrease?
2007 2008 2009
Below 13 15 15
Proficient 67 52.5 50.9
Advanced 20 32.5 33.6
Assessment Percentages - English
AYP Sub-group
1.0 2.0 3.0 4.0 5.0 6.0 # of Tests Scorable
# of Students Passing
% Passing
AF AM 12 47 59 56 8 1 183 65 35.52Asian 0 0 0 1 0 0 1 1 100Caucasian 0 0 1 0 0 0 1 0 0Hispanic 2 3 5 2 0 0 12 2 16.67Unknown 0 0 2 0 0 0 2 0 0ED 14 43 61 53 7 1 179 61 34.08Not ED 0 2 3 5 1 0 11 6 54.55Unknown 0 5 3 1 0 0 9 1 11.11SWD 6 12 7 2 0 0 27 2 7.41WO SWD 8 34 57 56 8 1 164 65 39.63Unknown 0 4 3 1 0 0 8 1 12.50LEP 3 5 7 3 0 0 18 3 16.67SEP 11 41 57 55 8 1 173 64 36.99Unknown 0 4 3 1 0 0 8 1 12.5
2009 TCAP Grade 10 Persuasive Writing
2009 TCAP Grade 11 Persuasive Writing
Number of Star Reports
What’s working 1. Allows parental involvement. 2.Explanation for failing grades. 3.An intervention time schedule.
What’s not working 1. Accountability of students.
The Self-Directed Improvement System™ SDIS™ | Action Plan
Data
ExecuteWho?
Does What?
When?
Proficiency Target
FeedbackStrategy
Baseline Assessmen
tsSample Item
Sample Item
Sample ItemSample Item
Sample Item
Sample Item
Student Attendance
What’s working 1.ISS- (In School Suspension). 2. Attendance Tracking (identifying truant students). 3.Parent notification by letter and phone for poor attendance.
What’s not working 1. Student attendance in class and not making up assignments. 2. Inaccurate attendance taken by teachers. 3. Incorrect phone numbers and addresses in SMS for
students.
The Self-Directed Improvement System™ SDIS™ | Action Plan
Data
Execute
Proficiency Target
FeedbackStrategy
Baseline Assessmen
tsChancery SMS Reports ADA/ADM Report K12 Attendance Summary
1. Why do same students continue to be absent without severe consequences?
2. Why aren’t suspensions being cleared by parents in a timely manner?
3. Why is student attendance not entered accurately and timely?
• Incentives for 95% higher attendance• Contact parent/guardian regarding
student absent daily• Parent Warnings• Parent/Student conference• Attorney General Letters issued• SARB/SART Meetings• Juvenile Court referrals• Family Specialist attend monthly PD
for new strategies for improving attendance
1. Family Specialist will monitor attendance and implement incentives for students with 95% attendance rate each nine weeks.
2. PTSA will sponsor a monthly breakfast for the homeroom with the highest attendance rate.
Increase student attendance rate to 95% for 2009-2010
1st 20 Days
2nd 20 Days
2008-2009 90% 84%2009-2010 94.8% 88.7%YTD 91.5%
Teacher Attendance
What’s working 1. Hallways are quieter as a result of regular
teacher attendance 2. Continuity of student routines in classroom 3. Better student performance on data-driven
measuresWhat’s not working 1. Interruption of student progress due to
absenteeism
The Self-Directed Improvement System™ SDIS™ | Action Plan
Data
Execute
Proficiency Target
Feedback Strategy
Baseline Assessmen
ts20 Day Attendance Report Check-InGrade Level and Floor TeamAttendance Evaluation
Teacher 20-Day Attendance DataSubstitute Sign-In Sheet
1. Team/Floor Meetings Regarding Teacher Attendance
2. Air Quality Control Inspection
1. Provide Incentives For Teachers
Administration will monitor the teacher attendance per 20 days
98-100%Teacher Attendance Rate
Teacher Attendance
Discipline
• ReferralsWhat’s working1. Freshman Academy Team Conferences between teachers,
students, and parents2. Behavior Specialist implements intervention efforts for chronic
minor infractions3. In-School Suspension Coordinator addresses minor infractions
What’s not working4. Consistent and school-wide implementation of the established
procedures5. Overnight suspensions
The Self-Directed Improvement System™ SDIS™ | Action Plan
Data
ExecuteWho?
Does What?
When?
Proficiency Target
FeedbackStrategy
Baseline Assessmen
ts2009 PBIS and Blue Ribbon Data
08-09 Discipline Data09-Current Discipline Data
Why are office referrals increasing during the second 20 day period?
Have teachers use more class management skills Refer students to support staff as an alternative the main office
Teachers,counselors,and support staff work collectively to identify the problem students.
The number of office referrals will decrease by 12% from 2008-2009.
Expulsions
Suspensions
Fights
Graduation
• 2009-2010 Total Number of Seniors - 175What’s working
1. Transcript Readiness Forms2. 9th Grade Repeater Homeroom
What’s not working 1. Seniors passing Gateway 2. Sequential Scheduling of Classes
The Self-Directed Improvement System™ SDIS™ | Action Plan
D
A
T
A
Execute (Who does What, When)
Proficiency Target
66%(state projected target for 2009-
2010)
162(Number of students in cohort that
need to graduate to meet proficiency target)
Feedback (Why?)
Strategy
Baseline Assessmen
ts• SMS Data• Gateway Report• Drop Out Report• Graduation Report (EIS Roster)• Transcript Reviews• Report Card/Progress Report
Data • Overage for Grade Data• ACT Data• PLAN DATA • SAT• PSAT Data
• # of students in cohort - 230• # of on-time grads -145• # Seniors need to pass Gateway this year # Alg.
1- 25, # Eng 10 - 14 and # Biology - 17• Drop out Rate for 2008 is % - 30.5%• # of students unsuccessful in meeting graduating
requirements - 2• Graduation Rate % - 53.6%• Transcript reviews of seniors # University path-
134, # Tech - 15 and # Dual - 1• # of seniors with failing grades - 10• 26.8% of students OVAG• 6.7% of SPED students OVAG/5.7% of ESL
students OVAG• 15.1 Average ACT Score # for all test takers• 15.9 Average PLAN Score # for all test takers
1. Why are students dropping out of school? 2. Why aren’t administrators, guidance team and teachers using early intervention strategies to assist at risk students?3. Why aren’t the guidance team and teachers exposing students to more ACT Prep material?
1. Develop a focus group to determine what’s working and what’s not working as related to students dropping out of school.2. Make faculty, students and parents aware of interventions for students that are overage for grade.3a. Provide ACT prep practice test.3b. Schedule motivational speakers and college tours.
1.Family Specialist, Guidance Team and Graduation will provide monthly parent and workshops for at risk students.2. Guidance team will visit classrooms
and provide lessons regarding post high school activities.
3. The PDSCC will implement Saturday ACT prep sessions for Juniors and Seniors
12.4% increase needed to improve graduation rate
from 53.6% (2008-09 actual) to 66%(2009-10 target)
Number of Seniors
What’s working 1. Course Recovery/Tutoring 2. Gateway Tutoring for December Test 3. Intervention Plan for failing grades (STAR Reports)
What’s not working 1. Attendance – not attending classes; not making
up assignments
Ensure that current Seniors maintain their attendanceEnsure that current Juniors are on track to becoming Seniors next school year
The Self-Directed Improvement System™ SDIS™ | Action Plan
Data
Execute
Proficiency Target
FeedbackStrategy
Baseline Assessmen
ts83 % Passing all 3
Parts
15.9 Aver. ScoreOn ACT
145 studentsOn target for graduation
• Increased Senior Enrollment from 149 to 175
• Number of seniors currently passing Gateway
1. Why have 100% of the seniors not passed all three parts of the Gateway?
2. Why haven’t the average ACT score increased?
• Implement academic progress review per semester
• Phone Calls to Seniors Parents
• ACT Mock Test• ACT Tutoring
• Guidance Counselors• Literacy and Math
Coaches• Homeroom Teachers• Graduation Coach
Number of On-Time Graduates
What’s working 1. SS Credit Recovery 2. Gateway Tutoring What’s not working 1. Attendance – resulting in non-proficient
Gateway Scores
The Self-Directed Improvement System™ SDIS™ | Action Plan
Data
Execute
Proficiency Target
Feedback1. Why are there so many SPED
students who need to pass the Gateway?
2. Why have we lost 85 of the students who started in this cohort?
Strategy
Baseline Assessmen
ts2006-2007 Cohort Graduation Eligibility
145 of the 230 students that started in the 2006-2007 cohort are eligible for on-time graduation
# students in cohort that need to
pass Gateway this year : 25 Alg. I,
14 Eng. II and 17 Biology
# of SPED students that need to
pass Gateway : 12 Alg. I, 4 Eng II,
10 Biology
# of ESL students that need to pass
Gateway : 1 Alg. I, 3 Eng II, 2 Biology
• Locate graduating juniors• Target at-risk seniors • Gateway Blitz
1. Guidance Counselors will complete spring registration with students to ensure graduation requirements are met.
2. Graduation Coach will complete
Increase the number of students graduating on-time.
Summary
What are the Next Steps…