ANALYSIS OF RELEVANT DATA. ● See table above for Goal 1-4
ANALYSIS OF RELEVANT DATA. A) Goal 1: Academic Proficiency and Growth will increase: ● See table above for Goal 1
B) Goal 2: Student wellbeing and positive behavior will increase as shown below: (MTSS for attendance and behavior logs) ● See table above for Goal 2
C) Goal 3: Community & Parental Involvement • See table above for Goal 3
D) Goal 4: Staff retention and absenteeism (instructional and non-instructional) ● See table above for Goal 4
ANALYSIS OF RELEVANT DATA. (see Appendix B)
1) Analysis of State and local assessments proficiency rates indicate a need for a viable, written curriculum, relevant to Goals 1-5 and Benchmarks 1-5.
2) K-12 Mathematics curriculum and K-6 Reading Foundation curriculum adoption during the 2016-17 school year of research-based materials and practices provide a strong foundation to continue the work identified in the Strategic Plan.
3) Analysis of teacher evaluation, student achievement scores, teacher turnover, teacher evaluation at a basic level, low academic progress, and high teacher turnover indicate a need for a system to support rapid acceleration relevant to Goal 5 and Benchmark 5.
4) Analysis of MiPhy (Michigan Profile for Healthy Youth) Data and the ACES (Adverse Childhood Experiences Study) high-level of risk and trauma indicate a need for a system to provide wraparound services to our students and families. MiPhy data demonstrates high percentages of suicide ideation and feelings of depression among students. ACES data demonstrates high levels of childhood trauma in adults living in our community, this is associated with poor academic, health and social outcomes later in life.
5) Strong evidence of multiple agencies, organizations and partners willing to support MHPSAS and interested in the success of the students and continuation of Tiger traditions.
ANALYSIS OF RELEVANT DATA. A) Analysis of NWEA and M-STEP data supports the 36-month Goal 1 and Benchmark 1 because current student growth and proficiency benchmarks in NWEA and M-STEP scores indicate a need for improved, targeted instructional design and planning for students in Mathematics for grades 3, 4, and 5. Current student scores on the NWEA assessment and from the 2016 M-STEP assessment are as follows: NWEA M-STEP Grade 2: 36% 24% N/A Grade 3: 10% 11% 13.21% Grade 4: 13% 12% 8.16% Grade 5: 12% 7% 3.12%
B) Analysis of NWEA and M-STEP data supports the 36-month Goal 1 and Benchmark 1 because current student growth and proficiency benchmarks in NWEA and M-STEP scores indicate a need for improved, targeted instructional design and planning for students in English Language Arts for grades 3, 4, and 5. Current student scores on the NWEA assessment and from the 2016 M-STEP assessment are as follows: NWEA M-STEP Grade 2: 30% 16% N/A Grade 3: 18% 14% 16.04% Grade 4: 15% 21% 11.22% C) Analysis of current Professional Learning Community and Collaborative Learning Cycle processes and minutes supports the 36-month Goal 3 and 18-month Benchmark 3 because there is limited evidence of consistency in the use of data and a teacher driven process to direct student instruction across the grade levels.
ANALYSIS OF RELEVANT DATA a. Analysis of Comprehensive Needs Assessment and Index Score on Chronic Absenteeism supports 21% reduction in chronic absenteeism as a 36 month goal and/or 11% reduction in chronic absenteeism at 18 months. With only 70.08% of students not chronically absent it indicates a need for changes to truancy policy and reporting of absenteeism
b. Analysis of Courses Passed Data and Comprehensive Needs Assessment, Index Score on Chronic Absenteeism, and K12 Tracker that monitors student class live class attendance and passing rates supports an increase in Student/Teacher engagement behavior and interactive participation around content, as measured by courses passed, by 15% at 36 months and 7.5% at 18 months. Student engagement is a need to increase passing rates.
c. Analysis of NWEA growth data & Index Score supports a student growth increase by 18% on M-STEP Mathematics and 15% on M- STEP English Language Arts (ELA) assessment at 36 months and a student growth increase by 9% on M-STEP English Language Arts (ELA) and 7% on M-STEP Mathematics at 18 months.
ANALYSIS OF RELEVANT DATA. 1) Analysis of our process, perception, and achievement data supports 36-month goal 1 and/or 18-month benchmark 1 because walkthroughs, staff surveys, and state and local assessments indicate a need to ensure that appropriate curriculum is in place, resources are available to teachers to deliver the curriculum, and that instruction is actually happening inside the classroom.
2) Analysis of our demographics and student learning data supports both 36-month goal 2 and/or 18-month benchmark 2 because our behavior and attendance data indicate a need for improvement in our wrap around services.
3) Analysis of our achievement data supports 36-month goal 3 and/or 18-month benchmark 3 because our state and local assessment data indicate a need for addressing students’ academic needs and a need to refine a collaborative instructional/learning culture.
ANALYSIS OF RELEVANT DATA a) M-STEP over the last 3 years has made us reflect on our lack of social studies and science curriculum (see charts below). We need to implement curriculums that address the Common Core State Standards and are student engaging. We need a coordinated intervention program to help all students be successful. GRADE 3 2015 2016 2017 ELA/Proficient 03% 08% 00% ELA/Part Proficient 20% 21% 09% ELA/Not Proficient 78% 71% 91% MATH/Proficient 00% 12% 06% MATH/Part Proficient 37% 33% 17% MATH/Not Proficient 63% 54% 77% SS/Proficient N/A N/A N/A SS/Part Proficient N/A N/A N/A SS/Not Proficient N/A N/A N/A SCI /Proficient X/X X/X X/X XXX /Part Proficient X/X X/X X/X XXX /Not Proficient N/A N/A N/A GRADE4 2015 2016 2017 ELA/Proficient 10% 08% 03% ELA/Part Proficient 21% 15% 06% ELA/Not Proficient 69% 77% 91% MATH/Proficient 02% 08% 00% MATH/Part Proficient 48% 40% 29% MATH/Not Proficient 48% 52% 71% SS/Proficient N/A N/A N/A SS/Part Proficient X/X X/X X/X XX/Xxx Xxxxxxxxxx X/X X/X X/X XXX /Proficient 02% 00% 00% SCI /Part Proficient 02% 12% 03% SCI /Not Proficient 95% 89% 97% GRADE 5 2015 2016 2017 ELA/Proficient 09% 14% 00% ELA/Part Proficient 14% 29% 23% ELA/Not Proficient 77% 57% 71% MATH/Proficient 03% 07% 00% MATH/Part Proficient 23% 25% 18% MATH/Not Proficient 74% 68% 82% SS/Proficient 03% 00% 00% SS/Part Proficient 46% 36% 23% SS/Not Proficient 51% 64% 77% GRADE 6 2015 2016 2017
a) We are small enough to make a BIG difference.
b) We have an aligned mission and vision.
c) We provide additional opportunities such as bussing, after school activities, free summer programs.
d) We have a lack of certified teachers.
e) We have a lack of parent support.
f) We have a student absenteeism problem.
ANALYSIS OF RELEVANT DATA. A) Analysis of Attendance data in xxxxxxxxxxxx.xxx and SYNERGY supports the need for continued investment and focus on creating academic environments that are engaging and supportive of students. (36/18-Month Attendance Goal and Benchmark 5.A.)
B) Analysis of Suspension data in SYNERGY supports the need for continued investment and focus on creating supportive educational environments in order to diminish excessive exclusionary practices. (36/18-Month Behavior Goal and Benchmark 5.B.)
C) Analysis of M-STEP, SAT, MME, DIBELS, and NWEA data in ELA and Mathematics supports the need for continued focus on the improvement of Tier 1 instruction in core content areas, given the number of students that continue to score below or well below proficiency on summative assessments and screeners. (36/18-Month Academic Growth and Achievement Goal and Benchmark 5.C.)
D) Analysis of strengths and offerings of community partners supports the need for integrating community partnerships in a manner that strongly connects community goals and supports to district needs.
ANALYSIS OF RELEVANT DATA. A) Relevant Data for Goal 1: An analysis of Detroit Leadership Academy MS/HS achievement data from 2014-2015, 2015-2016 and 2016-2017 indicates that students are far below achieving the proficiency target in grades 6-8 M-STEP Reading and Math as well as in grade 11 SAT College Readiness benchmarks. Proficient 3% 10% 9% Partially Proficient 8% 19% 31% Not Proficient 90% 71% 60% Proficient 3% 0% 3% Partially Proficient 11% 7% 31% Not Proficient 87% 93% 66% Proficient 8% 9% 13% Partially Proficient 13% 18% 33% Not Proficient 79% 73% 52% Proficient 0% 0% 0% Partially Proficient 13% 18% 21% Not Proficient 87% 88% 79% Proficient 5% 19% 16% Partially Proficient 19% 23% 45% Not Proficient 77% 58% 39% Proficient 0% 7% 0% Partially Proficient 12% 7% 6% Not Proficient 88% 85% 94% Proficient N/A 13% 16.1% Not Proficient N/A 87% 83.9% Proficient N/A 10% 0% Not Proficient N/A 90% 100% As the data shows, at least 50% of all students at Detroit Leadership Academy MS/HS have been not proficient in reading and math since the 2014-2015 school year (the one exception is the 2016-2017 class of 8th grade students, who had a majority of students fall into partially proficient and 39% in not proficient). While English Language Arts is the relative strength, the percentage of students proficient has never eclipsed 19% through grades 6-8 and 11. Additionally, grade 7 is the only case in which the percentage of students proficient had three consecutive years of improvement. Most troubling is students’ levels of proficiency in mathematics. While students in grades 6-8 have not had more than 7% of students proficient over the past three years, the percentage of grade 11 students proficient has not been above 10% for the two reported years. The Academy has struggled to attract and retain high- quality, certified Mathematics teachers with the required content knowledge and instructional skill base to implement grade-level material in addition to effective intervention support. While the Academy’s strategies to support student achievement are focused on the improvement of both English Language Arts and Mathematics, the school is putting laser-like dedication into the plan for Mathematics support, including the implementation of monthly content support sessions for all Mathematics teachers, weekly coaching cycles provided by the MS and HS Instructional Coaches, formative data cycles to keep an active pulse on student mastery and need for real-time remediation, a revised approach to Tier I...
ANALYSIS OF RELEVANT DATA. A. ACADEMIC:
a. NWEA Reading proficiency and math proficiency K-12 (See Appendix B)
b. NWEA Growth for math and reading growth K-12 (See Appendix B)
c. AIMS proficiency for reading K-5 (See Appendix B)
d. M-Step % proficient for math and reading 3-5 (See Appendix B)
e. Baseline to be determined PSAT and SAT for 2016-2017, 9-12
f. Baseline to be determined regarding student proficiency on classroom assessments for K-12 for 2016-2017
g. The district’s theory of action is to focus intensely on English Language Arts and Mathematics; as we deepen the understanding of literacy and numeracy, we expect academic improvement in Science and Social Studies
