SCHOOL DATA ANALYSIS

SCHOOL DATA ANALYSIS

TEMPLATE

Bell City High School

2008-2009

Division of Educational Improvement and Assistance

Office of Student and School Performance

Louisiana Department of Education

Student Information
List the number of students in each area
Total at School	# of Grade 4 and above	Students with Disabilities	Gifted and Talented	504	Option III	LEP	Homeless	Migrant
543	382	62	21	23	8	0	1	0

Students with Disabilities, ages 3-5, By setting
List the number of students in each area
In the regular Early Childhood Program at least 80% of time	In the regular Early Childhood Program 40% to 79% of time	In the regular Early Childhood Program less than 40% of time	In Early Childhood Special Education - separate class	In Early Childhood Special Education - separate school
0	0	0	0	0
In Early Childhood Special Education - residential facility	Receiving special education and related services at home	Receiving special education and related services at service provider location
0	0	0

SER (Special Education Reporting) - December 1 FAPE count

Students with Disabilities, ages 6-21, By setting
List the number of students in each area
Inside the Regular Class 80% or more of the Day	Inside the Regular Class no more than 79% and no less than 40% of the day	Inside the Regular Class less that 40% of the day	Separate School	Residential Facility
34	7	3	0	0
Hospital/Homebound	Correctional Facility
0	0

SER (Special Education Reporting) - December 1 FAPE count

Subgroups by Ethnicity
Native/Alaskan American	Asian/Pacific Islander/Pacific Islander	African American		Hispanic	White
	0	29		0	514
Economically Disadvantaged Profile
# of Free/Reduced Lunch Students:			Percent of Free/Reduced Lunch Students:

SUMMARY REPORT OF STUDENT ACHIEVEMENT DATA

DIBELS Instructional Recommendation (Optional to enter data here, or insert reports)

YEAR		# Students Assessed	At Risk (Intensive Intervention Needed)		At Some Risk (Strategic Intervention Needed)		Benchmark (Low Risk of Reading Failure)
			# Students	Percent	# Students	Percent	# Students	Percent
Spring	Kindergarten
	First Grade
	Second Grade
	Third Grade
Fall	Kindergarten
	First Grade
	Second Grade
	Third Grade
Spring	Kindergarten
	First Grade
	Second Grade
	Third Grade
Fall	Kindergarten
	First Grade
	Second Grade
	Third Grade

DEVELOPMENTAL READING ASSESSMENT SCORES (Optional to enter data here, or insert reports)

YEAR	GRADE LEVEL	NUMBER OF STUDENTS ASSESSED	% BELOW GRADE LEVEL	% ON GRADE LEVEL	% ABOVE GRADE LEVEL
Second Grade
Third Grade
First Grade
Second Grade
Third Grade
Second Grade
Third Grade
First Grade
Second Grade
Third Grade
Second Grade
Third Grade
First Grade
Second Grade
Third Grade
Second Grade
Third Grade
First Grade
Second Grade
Third Grade

WHOLE SCHOOL SPS: CRT (LEAP/GEE) Trend Data Bell City High
Index Category	Index Year	Index Year	Index Year	Index Year 2007	Index Year 2008	# of Students	Index Objective* for 2009	Index Objective* for year two
English/Language Arts
1 4^th Grade CRT Index: ELA	81.4	95.0	83.3	106.1	101.6	31	104.7
2 8^th Grade CRT Index: ELA	76.6	78.9	95.5	74.5	83.1	62	89.2
3 HS Grade CRT Index: ELA	90.6	95.8	90.7	68.5	90.0	30	95.0
4 School CRT Index: ELA
Math
1 4^th Grade CRT Index: Math	82.4	90.0	93.6	108.5	106.5	31	108.7
2 8^th Grade CRT Index: Math	87.5	75.0	83.8	75.5	85.5	62	91.2
3 HS Grade CRT Index: Math	84.4	116.7	79.6	77.2	105.0	30	107.5
4 School CRT Index: Math
Science
5 4^th Grade CRT Index: Science	90.2	95.0	75.6	111.0	104.8	31	107.4
6 8^th Grade CRT Index: Science	78.1	77.8	75.8	75.5	61.3	62	71.1
7 HS Grade CRT Index: Science	93.5	66.1	101.6	77.6	61.0	41	70.8
8 School CRT Index: Science
Social Studies
9 4^th Grade CRT Index: Social Studies	74.5	82.0	87.2	100.0	90.3	31	95.3
10 8^th Grade CRT Index: Social Studies	71.9	81.1	80.3	59.2	43.5	62	56.3
11 HS Grade CRT Index: Social Studies	87.1	69.6	81.3	81.0	58.5	41	68.8
12 School CRT Index: Social Studies
All Subjects
13 4^th Grade CRT Index: All Subjects	82.1	90.5	84.9	106.4	100.8	31	104.0
14 8^th Grade CRT Index: All Subjects	78.5	78.2	83.8	71.2	68.3	62	77.0
15 HS Grade CRT Index: All Subjects	88.9	89.5	88.6	75.3	75.7	41	83.1
16 School CRT Index: All Subjects

Schools should supply a minimum of three (3) years of data.

Use Trend Data Calculator

WHOLE SCHOOL SPS: CRT (iLEAP) Trend Data Bell City High
Index Category	Index Year 2006	Index Year 2007	Index Year 2008	Index Year	Index Year	# of Students	Index Objective* for 2009	Index Objective* for year two
English/Language Arts
5 3^rd Grade CRT Index: ELA	101.19	123.2	97.1			34	100.9
6 5^th Grade CRT Index: ELA	88.37	85.4	107.3			41	109.4
7 6^th Grade CRT Index: ELA	93.52	89.8	80.2			48	86.8
8 7^th Grade CRT Index: ELA	90.00	81.7	92.3			52	96.9
9 9^th Grade CRT Index: ELA	75.00	83.3	63.5			37	72.9
10 School CRT Index: ELA
Math
11 3^rd Grade CRT Index: Math	113.0	114.3	97.1			34	100.9
12 5^th Grade CRT Index: Math	97.67	86.6	115.9			41	116.5
13 6^th Grade CRT Index: Math	75.93	80.6	84.4			48	90.3
14 7^th Grade CRT Index: Math	68.89	71.2	73.1			52	80.9
15 9^th Grade CRT Index: Math		78.6	62.2			37	71.8
17 School CRT Index: Math
Science
16 3^rd Grade CRT Index: Science	103.57	100.0	102.9			34	105.8
17 5^th Grade CRT Index: Science	94.19	95.1	104.9			41	107.4
18 6^th Grade CRT Index: Science	75.93	74.1	85.4			48	91.2
19 7^th Grade CRT Index: Science	77.78	73.1	81.7			52	88.1
18 School CRT Index: Science
Social Studies
20 3^rd Grade CRT Index: Social Studies	107.14	105.4	94.1			34	98.4
21 5^th Grade CRT Index: Social Studies	101.16	96.3	101.2			41	104.3
22 6^th Grade CRT Index: Social Studies	76.85	93.5	90.6			48	95.5
23 7^th Grade CRT Index: Social Studies	63.33	72.1	69.2			52	77.7
19 School CRT Index: Social Studies

WHOLE SCHOOL SPS: CRT (iLEAP) Trend Data (continued) Bell City High
All Subjects
24 3^rd Grade CRT Index: All Subjects	106.25	110.7	97.8	34	101.5
25 5^th Grade CRT Index: All Subjects	95.35	90.9	107.3	41	109.4
26 6^th Grade CRT Index: All Subjects	80.56	84.5	85.2	48	91.0
27 7^th Grade CRT Index: All Subjects	75.00	74.5	79.1	52	85.9
28 9^th Grade CRT Index: All Subjects	69.41	81.0	62.8	37	72.4
20 School CRT Index: All Subjects

WHOLE SCHOOL SPS: NRT Trend Data Do Not Use
Index Category	Index Year	Index Year	Index Year	Index Year	Index Year 2007	# of Students	Index Objective* for year one	Index Objective* for year two
Grade 3
29 Reading Index	77.5	82.1	107.5
30 Language Index	117.6	98.8	94.5
31 Math Index	89.9	94.2	92.0
32 Science Index	89.0	102.5	115.8
33 Social Studies Index	73.5	87.0	96.2
34 Composite Index	86.0	91.8	102.0
Grade 5
35 Reading Index	98.1	91.9	78.0
36 Language Index	134.8	131.4	122.9
37 Math Index	101.9	109.1	104.9
38 Science Index	109.9	106.0	86.6
39 Social Studies Index	116.3	108.3	121.4
40 Composite Index	112.2	107.0	105.6
Grade 6
41 Reading Index	64.6	95.6	82.8
42 Language Index	70.1	106.8	92.2
43 Math Index	60.1	81.9	81.8
44 Science Index	70.7	98.0	81.1
45 Social Studies Index	68.3	101.6	76.2
46 Composite Index	65.0	96.3	83.1
Grade 7
47 Reading Index	88.6	76.7	104.5
48 Language Index	110.2	108.7	135.9
49 Math Index	84.8	85.4	106.4
50 Science Index	69.6	89.2	112.4
51 Social Studies Index	79.0	89.4	107.1
52 Composite Index	85.0	88.7	113.3

Schools should supply a minimum of three (3) years of data.

Use Trend Data Calculator

WHOLE SCHOOL SPS: NRT Trend Data Bell City High
Index Category	Index Year	Index Year	Index Year	Index Year	Index Year 2007	# of Students	Index Objective* for year one	Index Objective* for year two
Grade 9
53 Reading Index	56.8	87.6	73.5
54 Language Index	73.2	102.4	85.9
55 Math Index	74.1	105.9	96.1
56 Science Index	67.1	99.6	74.7
57 Social Studies Index	77.3	96.4	78.3
58 Composite Index	67.2	95.7	82.2

Schools should supply a minimum of three (3) years of data.

Use Trend Data Calculator

SUBGROUP: % Proficient Trend Data (Grade 3) Bell City High
Category	Year 2007	Year 2008	Year	Year	Year	# of Students	Proficiency Goal * for 2009	Proficiency Goal * for year two
ELA – Grade 3
59 School (Total Population)	89.3%	79.4%				34	82.8%
60 Native/Alaskan American	N/A	N/A				0	N/A
61 Asian/Pacific Islander/Pacific Islander	N/A	N/A				0	N/A
62 African American	N/A	N/A				0	N/A
63 Hispanic	N/A	100%				1	At goal
64 White	89.3%	78.8%				33	82.3%
65 Limited English Proficient	N/A	N/A				0	N/A
66 Economically Disadvantaged	89.5%	76.0%				25	80%
67 Students with Disabilities	N/A	60%				5	66.7%

Math – Grade 3
68 School	82.1%	82.4%				34	85.3%
69 Native/Alaskan American	N/A	N/A				0	N/A
70 Asian/Pacific Islander	N/A	N/A				0	N/A
71 African American	N/A	N/A				0	N/A
72 Hispanic	N/A	100%				1	At goal
73 White	89.3%	81.8%				33	84.8%
74 Limited English Proficient	N/A	N/A				0	N/A
75 Economically Disadvantaged	73.7%	76.0%				25	80.0%
76 Students with Disabilities	N/A	80.0%				5	83.3%

Schools should supply a minimum of three (3) years of data.

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SUBGROUP: % Proficient Trend Data (Grade 4) Bell City High
Category	Year 2004	Year 2005	Year 2006	Year 2007	Year 2008	# of Students	Proficiency Goal * for 2009	Proficiency Goal * for
ELA – Grade 4
77 School	55.0%	78.0%	66.7%	56.1%	83.9%	31	86.6%
78 Native/Alaskan American				N/A	N/A	0	N/A
79 Asian/Pacific Islander/Pacific Islander				N/A	N/A	0	N/A
80 African American	50.0%	100.0%	100%	50.0%	N/A	2	57.1%
81 Hispanic				N/A	N/A	0	N/A
82 White	55.0%	77.0%	65.8%	56.4%	83.9%	31	86.6%
83 Limited English Proficient				N/A	N/A	0	N/A
84 Economically Disadvantaged	56.7%	66.0%	64.0%	81.5%	84.2%	19	86.8%
85 Students with Disabilities	20.0%	44.0%	12.5%	33.3%	100%	1	At goal

Math – Grade 4
86 School	63.0%	72.0%	71.8%	80.5%	61.3%	31	67.7%
87 Native/Alaskan American				N/A	N/A	0	N/A
88 Asian/Pacific Islander				N/A	N/A	0	N/A
89 African American	50.0%	33.0%	100%	50%	N/A	0	N/A
90 Hispanic				N/A	N/A	0	N/A
91 White	63.0%	74.0%	71.1%	82.1%	61.3%	31	67.7%
92 Limited English Proficient				N/A	N/A	0	N/A
93 Economically Disadvantaged	63.0%	66.0%	68.0%	77.8%	89.5%	19	91.2%
94 Students with Disabilities	60.0%	44.0%	25.0%	33.3%	100%	1	At goal

Schools should supply a minimum of three (3) years of data.

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SUBGROUP: % Proficient Trend Data (Grade 5) Bell City High

Category

Year

2007

Year

2008

Year

# of Students

Proficiency Goal *

for 2009

Proficiency Goal *

for year two

ELA – Grade 5

95 School

65.9%

85.4%

87.8%

96 Native/Alaskan American

N/A

97 Asian/Pacific Islander

N/A

98 African American

100%

50%

58.3%

99 Hispanic

N/A

100 White

64.1%

87.2%

89.3%

101 Limited English Proficient

N/A

102 Economically Disadvantaged

65.5%

86.4%

88.6%

103 Students with Disabilities

14.3%

66.7%

72.2%

Math – Grade 5

104 School

68.3%

87.8%

89.8%

105 Native/Alaskan American

N/A

106 Asian/Pacific Islander

N/A

107 African American

100%

At goal

108 Hispanic

N/A

109 White

66.7%

87.2%

89.3%

110 Limited English Proficient

N/A

111 Economically Disadvantaged

72.4%

90.9%

92.4%

112 Students with Disabilities

28.6%

33.3%

44.4%

Schools should supply a minimum of three (3) years of data.

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SUBGROUP: % Proficient Trend Data (Grade 6) Bell City High
Category	Year 2007	Year 2008	Year	Year	Year	# of Students	Proficiency Goal * for 2009	Proficiency Goal * for year two
ELA – Grade 6
113 School	70.4%	62.5%				48	68.8%
114 Native/Alaskan American	N/A	N/A				0	N/A
115 Asian/Pacific Islander/Pacific Islander	N/A	100%				1	At goal
116 African American	50%	66.7%				3	72.2%
117 Hispanic	N/A	N/A				0	N/A
118 White	72.9%	61.4%				44	67.8%
119 Limited English Proficient	N/A	N/A				0	N/A
120 Economically Disadvantaged	69.4%	65.7%				35	71.4%
121 Students with Disabilities	50%	37.5%				8	47.9%

Math – Grade 6
122 School	66.7%	66.7%				48	72.2%
123 Native/Alaskan American	N/A	N/A				0	N/A
124 Asian/Pacific Islander	N/A	100%				1	At goal
125 African American	50%	66.7%				3	72.2%
126 Hispanic	N/A	N/A				0	N/A
127 White	68.8%	65.9%				44	71.6%
128 Limited English Proficient	N/A	N/A				0	N/A
129 Economically Disadvantaged	61.1%	71.4%				35	76.2%
130 Students with Disabilities	83.3%	50%				8	58.3%

Schools should supply a minimum of three (3) years of data.

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SUBGROUP: % Proficient Trend Data (Grade 7) Bell City High
Category	Year 2007	Year 2008	Year	Year	Year	# of Students	Proficiency Goal * for 2009	Proficiency Goal * for year two
ELA – Grade 7
131 School	55.8%	73.1%				52	77.6%
132 Native/Alaskan American	N/A	N/A				0	N/A
133 Asian/Pacific Islander	N/A	N/a				0	N/A
134 African American	50%	60%				5	66.7%
135 Hispanic	N/A	N/A				0	N/A
136 White	56%	74.5%				47	78.7%
137 Limited English Proficient	N/A	N/A				0	N/A
138 Economically Disadvantaged	39.3%	75.9%				29	79.9%
139 Students with Disabilities	12.5%	50%				8	58.3%

Math – Grade 7
140 School	55.8%	55.8%				52	63.1%
141 Native/Alaskan American	N/A	N/A				0	N/A
142 Asian/Pacific Islander	N/A	N/A				0	N/A
143 African American	0%	60%				5	66.7%
144 Hispanic	N/A	N/A				0	N/A
145 White	58%	55.3%				47	62.8%
146 Limited English Proficient	N/A	N/A				0	N/A
147 Economically Disadvantaged	53.6%	51.7%				29	59.8%
148 Students with Disabilities	12.5%	50%				8	58.3%

Schools should supply a minimum of three (3) years of data.

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SUBGROUP: % Proficient Trend Data (Grade 8) Bell City High
Category	Year 2004	Year 2005	Year 2006	Year 2007	Year 2008	# of Students	Proficiency Goal * for 2009	Proficiency Goal * for
ELA – Grade 8
149 School	59.0%	64.0%	69.7%	54.2%	56.5%	62	63.7%
150 Native/Alaskan American				N/A	N/A	0	N/A
151 Asian/Pacific Islander				N/A	N/A	0	N/A
152 African American	100.0%	100.0%	0%	50%	16.7%	6	30.6%
153 Hispanic				N/A	N/A	0	N/A
154 White	58.0%	63.0%	71.9%	54.3%	60.7%	56	67.3%
155 Limited English Proficient				N/A	N/A	0	N/A
156 Economically Disadvantaged	56.3%	52.0%	55.6%	48.1%	40.6%	32	50.5%
157 Students with Disabilities	17.0%	0.0%	0%	21.4%	12.5%	8	27.1%

Math – Grade 8
158 School	72.0%	59.0%	70.6%	62.5%	67.7%	62	73.1%
159 Native/Alaskan American				N/A	N/A	0	N/A
160 Asian/Pacific Islander				N/A	N/A	0	N/A
161 African American	100.0%	50.0%	0%	50%	0.0%	6	16.7%
162 Hispanic				N/A	N/A	0	N/A
163 White	71.0%	59.0%	72.7%	63%	75.0%	56	79.2%
164 Limited English Proficient				N/A	N/A	0	N/A
165 Economically Disadvantaged	81.3%	52.0%	73.7%	66.7%	53.1%	32	60.9%
166 Students with Disabilities	67.0%	17.0%	0%	35.7%	37.5%	8	47.9%

Schools should supply a minimum of three (3) years of data.

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SUBGROUP: % Proficient Trend Data (Grade 9) Bell City High
Category	Year 2007	Year 2008	Year	Year	Year	# of Students	Proficiency Goal * for 2009	Proficiency Goal * for year two
ELA – Grade 9
167 School	72.2%	45.9%				37	55.0%
168 Native/Alaskan American	N/A	N/A				0	N/A
169 Asian/Pacific Islander/Pacific Islander	N/A	N/A				0	N/A
170 African American	0%	33.3%				3	44.4%
171 Hispanic	N/A	100.0%				1	At goal
172 White	78.8%	45.5%				33	54.5%
173 Limited English Proficient	N/A	N/A				0	N/A
174 Economically Disadvantaged	70.6%	53.3%				15	61.1%
175 Students with Disabilities	33.3%	10.0%				10	25.0%

Math – Grade 9
176 School	58.3%	43.2%				37	52.7%
177 Native/Alaskan American	N/A	N/A				0	N/A
178 Asian/Pacific Islander	N/A	N/A				0	N/A
179 African American	0%	0.0%				3	16.7%
180 Hispanic	N/A	100.0%				1	At goal
181 White	63.6%	45.5%				33	54.5%
182 Limited English Proficient	N/A	N/A				0	N/A
183 Economically Disadvantaged	64.7%	60.0%				15	66.7%
184 Students with Disabilities	0%	10.0%				10	25.0%

Schools should supply a minimum of three (3) years of data.

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SUBGROUP: % Proficient Trend Data (Grade 10) Bell City High

Category

Year

2004

Year

2005

Year

2006

Year

2007

Year

2008

# of Students

Proficiency Goal *

for 2009

Proficiency Goal *

for

ELA – Grade 10

185 School

72.0%

78.0%

74.1%

52.2%

71.0%

75.8%

186 Native/Alaskan American

N/A

187 Asian/Pacific Islander

N/A

188 African American

100%

At goal

189 Hispanic

N/A

190 White

72.0%

78.0%

74.1%

53.3%

70.0%

75.0%

191 Limited English Proficient

N/A

192 Economically Disadvantaged

66.7%

79.0%

75.0%

31.8%

70.6%

75.5%

193 Students with Disabilities

20.0%

50.0%

33.3%

44.4%

Math – Grade 10

194 School

69.0%

86.0%

51.9%

67.4%

65.6%

71.4%

195 Native/Alaskan American

N/A

196 Asian/Pacific Islander

N/A

197 African American

100%

0.0%

16.7%

198 Hispanic

N/A

199 White

69.0%

86.0%

51.9%

68.9%

67.7%

73.1%

200 Limited English Proficient

N/A

201 Economically Disadvantaged

67.0%

93.0%

37.5%

59.1%

61.1%

67.6%

202 Students with Disabilities

20.0%

100%

25.0%

37.5%

Schools should supply a minimum of three (3) years of data.

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SUBGROUP: % Proficient Trend Data (Whole School)

Category

Year

2007

Year

2008

Year

# of Students

Proficiency Goal *

for 2009

Proficiency Goal *

for year two

ELA – Whole School

203 School

65%

303

70%

204 Native/Alaskan American

N/A

205 Asian/Pacific Islander

N/A

206 African American

50%

57.1%

207 Hispanic

N/A

208 White

65.9%

287

70.8%

209 Limited English Proficient

N/A

210 Economically Disadvantaged

60.3%

184

66%

211 Students with Disabilities

21.4%

32.6%

Math – Whole School

212 School

67%

303

71.7%

213 Native/Alaskan American

N/A

214 Asian/Pacific Islander

N/A

215 African American

43.8%

51.8%

216 Hispanic

N/A

217 White

68.3%

287

72.8%

218 Limited English Proficient

N/A

219 Economically Disadvantaged

65.2%

184

70.2%

220 Students with Disabilities

33.3%

42.8%

Schools should supply a minimum of three (3) years of data.

Use Trend Data Calculator

SUMMARY REPORT OF STUDENT ATTENDANCE AND DROPOUT DATA

WHOLE SCHOOL SPS: Attendance and Dropout Trend Data Bell City High
Index Category	Index Year 2004	Index Year 2005	Index Year 2006	Index Year 2007	Index Year 2008	# of Students	Index Goal * for next year
Attendance Index	116.0	115.5	99.7	98.8	95.0		102.0

Dropout Index	171.5	165.9	186.7	192.3	200.0		At Goal

See http://www.louisianaschools.net/lde/pair/1451.asp

DIBELS/DRA TREND DATA ANALYSIS

Step 1: Identify weakest/highest grade for current year

Look for the percent of students performing at the lowest/highest levels in the spring tests across years (DIBELS --At Risk/Benchmark, DRA -- % Below Grade Level/% Above Grade Level).

Compare fall to spring results and note any persistent improvements/declines.

If there is a high/low percentage, what grade level has the highest/lowest percentage? This should be noted as a potential weakness/strength.

SPS – WHOLE SCHOOL TREND DATA ANALYSIS

This document presents some suggested steps for evaluating SPS data across several years. The steps do not cover all possible data analyses, but are intended to help uncover potential target areas for school improvement.

Step 2: Identify weakest/strongest area for current year

Look for the lowest/highest index score across all areas (LEAP/GEE/iLEAP, Attendance, and Dropout) for the current year.

NOTE: This "current weakness/strength" could be caused by a variety of factors (ex: "good class/bad class" syndrome) and may not necessarily reflect an immediate school improvement concern for the school.

If the current year lowest/highest index score has been low for the past few years (ex: 2003-2005), then it should be noted as a potential weakness/strength.

Step 3: Identify any declining/improving trends

Look for declining/improving trends over the past year or two for areas that were identified in step 2.

NOTE: Some declining/improving trends may be the result of population shifts and may not necessarily reflect problematic areas.

If any index has steadily or substantially declined/improved over recent years, then it should be noted as a potential weakness/strength.

Step 4: Identify any grade level weaknesses/strengths

Compare grade level academic indexes (previous NRT, LEAP/GEE/iLEAP) and evaluate grade level performance (ex: Does one grade have substantially lower/higher indexes than all other grades?).

NOTE: Be sure to look at data across all years before concluding that a grade level weakness/strength exists.

If any grade level index is consistently lower/higher than other grade indexes in the school, then it should be noted as a potential weakness/strength.

Step 5: Identify any subject level weaknesses/strengths

Compare LEAP/GEE/iLEAP indexes by subject.

Low/High index scores across grades within a particular subject should be noted as a potential weakness/strength.

Low scores in some grades and high scores in other grades in the same subject may also indicate grade level weaknesses/strengths within a particular subject (which should be noted along with other grade level findings in Step 3).

% PROFICIENT - SUBGROUP TREND DATA ANALYSIS

Step 6: Identify weakest/strongest area for current year by subgroup

Look for the lowest/highest % Proficient score across all subgroups (Indian, Asian/Pacific Islander, Black, Hispanic, White, LEP, Poverty, and Special Education) for the current year for both ELA and Math.

If the current year lowest/highest % Proficient score has been low/high for the past few years (ex: 2003-2005), then it should be noted as a potential weakness/strength.

Step 7: Identify any declining/improving trends for subgroups

Look for subgroup % Proficient scores in ELA and/or Math that have declined/improved over the past few years.

NOTE: Some declining trends may be the result of population shifts and may not necessarily reflect problematic areas.

If any subgroup % Proficient scores have steadily or substantially declined/improved over the past few years, then it should be noted as a potential weakness/strength.

Step 8: Identify achievement gap issues

Compare each subgroup’s % Proficient scores to the Whole School or other subgroup % Proficient scores in ELA and Math and evaluate subgroup performance (ex: Are any subgroups consistently below/above the Whole School proficiency score in ELA and/or Math?)

NOTE: Be sure to look at data across all years before concluding that a subgroup weakness/strength exists.

If any subgroup % Proficient score is consistently or substantially lower/higher than the Whole School or other subgroup % Proficient scores then it should be noted as a potential weakness/strength.

Step 9: Identify any subject level weaknesses/strengths by subgroup

Compare Math % Proficient scores to ELA % Proficient scores (ex: Is one subject typically higher/lower than the other subject for the subgroups?)

Low/High % Proficient scores ACROSS subgroups within a particular subject should be noted as a potential school wide weakness/strength in that subject.

Low/High % Proficient scores in ELA or Math for any subgroup across 2-3 years should be noted as a potential subject-level weakness/strength for that subgroup.

Step 10: Determine major weaknesses/strengths for school

Analyze and discuss all potential weaknesses/strengths from steps 1 through 10 and determine 2 or 3 major weaknesses/strengths.

	Weakness	Strength
Step 1: Weakest/Strongest Area (DIBELS/DRA) for Current Year
Step 2: Weakest/Strongest Area (SPS) for Current Year	The weakest area for this year is our 8^th grade social studies and high school social studies.	Our current strengths are math 5^th, 8^th and high school. As well as ELA in the 5^th, 7^th, and high school. Science is also strong in the 3^rd and 5^th grade levels.
Step 3: Declining/Improving Trends for SPS Indicators	Our declining trends include: 5^th grade science from 75.8 in 06 to 61.3 in 08 H.S. science from 101.6 in 06 to 61.0 in 08 8^th grade social studies from 80.3 in 06 to 43.5 in 08 H.S. social studies from 81.3 in 06 to 58.5 in 08	Our improving trends include: H.S. math from 79.6 in 06 to 105.0 in 08 5^th grade math from 97.67 in 06 to 115.9 in 08 5^th grade ELA from 88.37 in 06 to 107.3 in 08 5^th grade Science from 94.19 in 06 to 104.9 in 08 6^th grade Science from 75.93 in 06 to 85.4 in 08
Step 4: SPS Grade Level Weaknesses/Strengths	Our declining class includes 4^th grade which have gone down in everything. This can be explained from the class that is now in 5^th grade which has a lot of advanced students. The 9^th grade has also gone down considerably.	Our strongest class that has made the most gains would be our 5^th graders. This is mostly because the 5^th graders from last year are a very advanced group of students. Even before last year however 5^th grade was on an upward trend.
Step 5: SPS Subject Level Weaknesses/Strengths	Our subject level weakeness school wide include science and social studies at all levels.	Our subject level strengths at all levels include ELA and Math.
Step 6: Subgroup Weakest/Strongest Area for Current Year	Our weakest subgroup is our students with disabilities. They have gone down in the 5^th, 6^th 8^th and 9^th grades.	Our strongest subgroup is our African American students. They have gone up in 5^th grade Math, 6^th grade ELA and Math, as well as 7^th grade ELA and Math.
Step 7: Declining/Improving Trends for Subgroups	A declining trend is our 9^th grade Students with Disabilities in ELA going from 33.3% to 10% in one year. Along with our 8^th grade Math SWD going from 35.7% to 37.5%. 8^th Grade ELA, SWD from 17% to 12.5%.	Improving trends include our African Americans and our Economically Disadvantage students. 7^th grade ED in ELA went from 39.3% to 75.9% 7^th grade ED in Math went from 50% to 60% 6^th grade ELA from 50% to 66.7%
Step 8: Achievement Gap Issues	Our students with disabilities generally score much lower than our whole schools scores	Our African American students generally are at our school’s score or just below the score.
Step 9: Subgroup Subject Level Weaknesses/Strengths	3^rd grade ELA students with disabilities 5^th grade Math students with disabilities 6^th grade ELA students with disabilities 8^th grade ELA students with disabilities	3^rd grade Math students with disabilities 5^th grade ELA students with disabilities 6^th grade Math students with disabilities 8^th grade Math students with disabilities
Step 10: Major Weaknesses/Strengths	Our major weakness school wide is our students with disabilities subgroup. As far as a weakness subject wise it would be social studies and science.	Our strength as a school includes our African American subgroups. As far as school wide subject area that includes ELA and Math.

LEAP/GEE Assessment Worksheet: 4^th Grade

Complete one for 4^thgrade LEAP, 8^th grade LEAP, and 10^th and 11^th grades GEE using the School Performance Report.

1: Highest Percent Correct/How many items? 1a. ELA: Use conventions of language 1b. MATH: Patterns, Relations, and Functions 1c. SCIENCE: Science and the environment *1d. SOCIAL STUDIES: History*		1a. ELA: 71% 1b. Math: 78% 1c. Science: 77% 1d. Social Studies: 66%	1a. ELA: 8.5 of 12 1b. Math: 7.0 of 9 1c. Science: 7.7 of 10 1d. Social Studies: 12.6 of 19
2: Lowest Percent Correct/How many items? 2a. ELA: Read, Analyze and respond to literature 2b. MATH: Measurement 2c. SCIENCE: Science as Inquire/Earth & Space *2d. SOCIAL STUDIES: Economics*		2a. ELA: 55% 2b. MATH: 53% 2c. SCIENCE: 67% 2d. SOCIAL STUDIES: 56%	2a. ELA: 4.4 of 8 2b. MATH: 5.3 of 10 2c. SCIENCE: 9.4 of 14 2d. SOCIAL STUDIES 6.2 of 11
Multiple Choice items	72%
Constructed Responses	58%
Multiple Choice items	65%
Constructed Responses	54%
Writing (essay)	72%
Using Information Resources	61%
Reading and Responding	61%
Proofreading	67%
Multiple Choice items	73%
Short Answer	66%
Science tasks	61%
4: Best Scores/Worst Scores		Math, Patterns Relations and Functions	Math, Measurement

LEAP/GEE Assessment Worksheet: 8^th Grade

Complete one for 4^thgrade LEAP, 8^th grade LEAP, and 10^th and 11^th grades GEE using the School Performance Report.

1: Highest Percent Correct/How many items? 1a. ELA: Read, Comprehend and Respond 1b. MATH: Patterns, Relations and Functions 1c. SCIENCE: Science as Inquiry *1d. SOCIAL STUDIES: Geography*		1a. ELA: 78% 1b. Math: 72% 1c. Science: 60% 1d. Social Studies: 54%	1a. ELA: 7.8 of 10 1b. Math: 4.3 of 6 1c. Science: 8.3 of 14 1d. Social Studies: 10.2 of 19
2: Lowest Percent Correct/How many items? 2a. ELA: Read, Analyze, and Respond to Literature 2b. MATH: Number and Number Relations 2c. SCIENCE: Science and the Environment *2d. SOCIAL STUDIES: History*		2a. ELA: 48% 2b. MATH: 55% 2c. SCIENCE: 45% 2d. SOCIAL STUDIES: 40%	2a. ELA: 5.8 of 12 2b. MATH: 8.8 of 16 2c. SCIENCE: 6.3 of 14 2d. SOCIAL STUDIES 11.2 of 28
Multiple Choice items	64%
Constructed Responses	51%
Multiple Choice items	47%
Constructed Responses	38%
Writing (essay)	69%
Using Information Resources	64%
Reading and Responding	59%
Proofreading	61%
Multiple Choice items	58%
Short Answer	46%
Science tasks	46%
4: Best Scores/Worst Scores		ELA/ Read, Comprehend and Respond	Social Studies, History

LEAP/GEE Assessment Worksheet: 10^th Grade and 11^th Grade

Complete one for 4^thgrade LEAP, 8^th grade LEAP, and 10^th and 11^th grades GEE using the School Performance Report.

1: Highest Percent Correct/How many items? 1a. ELA: Use Conventions of Language 1b. MATH: Data Analysis, Probability, Discrete Math 1c. SCIENCE: Science and the Environment *1d. SOCIAL STUDIES: Geography/Economics*		1a. ELA: 80% 1b. Math: 74% 1c. Science: 69% 1d. Social Studies: 56%	1a. ELA: 9.6 of 12 1b. Math: 8.9 of 12 1c. Science: 5.5 of 8 1d. Social Studies: 7.3 of 13 9.0 of 16
2: Lowest Percent Correct/How many items? 2a. ELA: Read, Analyze, & Respond to Literature 2b. MATH: Algebra 2c. SCIENCE: Earth and Space Science *2d. SOCIAL STUDIES: History*		2a. ELA: 58% 2b. MATH: 55% 2c. SCIENCE: 38% 2d. SOCIAL STUDIES: 48%	2a. ELA: 2b. MATH: 2c. SCIENCE: 2d. SOCIAL STUDIES
Multiple Choice items	65%
Constructed Responses	47%
Multiple Choice items	52%
Constructed Responses	49%
Writing (essay)	80%
Using Information Resources	59%
Reading and Responding	70%
Proofreading	75%
Multiple Choice items	54%
Short Answer	51%
Science tasks	51%
4: Best Scores/Worst Scores		ELA, Use of Conventions of Language	Science, Earth and Space Science

iLEAP Data Analysis Worksheet

Grade Level: _3__

Select the strengths and weaknesses across all four core areas

Strengths *Percent Correct by Standard*	# of Items	Weaknesses *Percent Correct by Standard*	# of Items	Priority Rank for Improvement
ELA: Use of Conventions of Language 69%	26.9 of 29	Using Information Resources 51%	4.1 of 8	1
MATH: Data Analysis, Probability and Discrete Math 82%	6.6 of 8	Algebra 57%	4.5 of 8	2
SCIENCE: Life Science 82%	6.6 of 8	Earth and Space Science 53%	4.2 of 8	4
SOCIA: Economics 73%	7.3 of 10	Geography/ History 62%	6.2 of 10/4.4 of 17	3

School Summary of ITBS/ITED Results

Subject Area	National Percentile Rank (NPR)
Reading
Language
Mathematics

iLEAP Data Analysis Worksheet

Grade Level: _5_

Select the strengths and weaknesses across all four core areas

Strengths *Percent Correct by Standard*	# of Items	Weaknesses *Percent Correct by Standard*	# of Items	Priority Rank for Improvement
ELA: Using Information Resources 84%	6.7 of 8	Writing 60%	6.6 of 11
Math: Algebra 85%	5.1 of 6	Measurement 60%	7.2 of 12
Science: Life Science 77%	7.0 of 9	Physical Science 58%	5.2 of 9
Social Studies: Geography 63%	12.7 of 20	History 46%	9.2 of 20

School Summary of ITBS/ITED Results

Subject Area	National Percentile Rank (NPR)
Reading
Language
Mathematics

iLEAP Data Analysis Worksheet

Grade Level: _6_

Select the strengths and weaknesses across all four core areas

Strengths *Percent Correct by Standard*	# of Items	Weaknesses *Percent Correct by Standard*	# of Items	Priority Rank for Improvement
ELA: Using Information Resources 62%	5.0 of 8	Writing 55%	7.1 of 13
Math: Data Analysis & Probability 67%	7.4 of 11	Algebra 49%	3.4 of 7
Science: Science as Inquiry 61%	12.2 of 20	Physical Science 55%	11 of 20
Social Studies: Geography 59%	6.5 of 11	History 55%	15.9 of 29

School Summary of ITBS/ITED Results

Subject Area	National Percentile Rank (NPR)
Reading
Language
Mathematics

iLEAP Data Analysis Worksheet

Grade Level: _7__

Select the strengths and weaknesses across all four core areas

Strengths *Percent Correct by Standard*	# of Items	Weaknesses *Percent Correct by Standard*	# of Items	Priority Rank for Improvement
ELA: Using Information Resources 65%	5.2 of 8	Writing 56%	9.5 of 17
Math: Number and Number Relations 62%	9.4 of 15	Measurement 33%	3.7 of 11
Science: Science and the Environment 59%	4.7 of 8	Life Science 56%	11.1 of 20
Social Studies: Geography 51%	3.1 of 6	History 44%	6.2 of 14

School Summary of ITBS/ITED Results

Subject Area	National Percentile Rank (NPR)
Reading
Language
Mathematics

iLEAP Data Analysis Worksheet

Grade Level: _9_

Select the strengths and weaknesses for both ELA and Mathematics

Strengths *Percent Correct by Standard*	# of Items	Weaknesses *Percent Correct by Standard*	# of Items	Priority Rank for Improvement
ELA: Using Information Resources 66%	5.3 of 8	Reading 46%	38.9 of 84
Math: Measurement 54%	3.8 of 7	Number and Number Relation 40% Patterns, Relations and Functions	9.9 of 25/ 2.4 of 6

School Summary of ITBS/ITED Results

Subject Area	National Percentile Rank (NPR)
Reading
Language
Mathematics

Not Observed = 0 (Overall, the item was not observed)

Very Rarely Observed = 1 (Overall, the item was observed less than 25% of the time)

Sometimes Observed = 2 (Overall, the item was observed 25 to 50% of the time)

Frequently Observed = 3 (Overall, the item was observed 51 to 75% of the time)

Extensively Observed = 4 (Overall, the item was observed 76 to 100% of the time)

Total (Frequency)	0001 Observer Code	0002 Observer Code	0003 Observer Code	0004 Observer Code	Observation Descriptor
					ARRIVAL-EXCHANGES-DEPARTURE
					Staff members arrive on campus before the prescribed time.
					Students arrive on campus before the prescribed time.
					Duty personnel are in place prior to students’ arriving on campus.
					Duty personnel for the hallways actively monitor students.
					Students talk informally with administrators.
					Students talk informally with instructional staff.
					Staff members talk informally with each other.
					Staff members talk informally with administrators.
					Duty personnel for the commons area actively monitor students.
					Duty personnel for the playground area actively monitor students.
					Students move to their designated areas in an orderly manner.
					Students comply with the directions of the duty personnel.
					Students use low conversation tones when talking in the hallways.
					Students are rewarded for displaying positive behavior.
					Students are not seen loitering on campus during the academic day.
					Security procedures are followed.
					Duty personnel are in place prior to students’ departing campus.
Comments:
0	1	2	3	4	BUILDINGS-EQUIPMENT-GROUNDS
					Playground equipment is in good condition.
					Commons area equipment is in good condition.
					Students respond to the end of recess without additional prompts.
					Students respond to the change of period without additional prompts.
					Students are rewarded for displaying positive behavior.
					Hallways are clean and free of debris.
					Hallways have bulletin boards with academic and/or behavioral themes.
					Hallways have bulletin boards with informational themes.
					Areas outside school buildings are clean.
					Bathrooms on campus are operational and clean.
					School buildings are in need of few repairs.
					Temporary buildings are in need of few repairs.
					Equipment used to air condition and heat buildings is operational.
					School buildings are free from graffiti.
					Building and grounds provide a secure and safe environment.
					Covered walkways protect students from inclement weather.
					Athletic facilities are in need of few repairs.
Comments:
0	1	2	3	4	CAFETERIA
					Students do not complain about the food.
					Teachers eat with students.
					Students move throughout the cafeteria in an orderly manner.
					Students use low conversation tones when talking in the cafeteria.
					Students in the cafeteria follow the directions of the duty personnel.
					Students are rewarded for displaying positive behavior.
Comments:
					LIBRARY/TECHNOLOGY
					Students appear to enjoy spending time in the library.
					Students appear to enjoy spending time in the computer lab.
					Books in the library are in good condition.
					Furniture in the library is in good condition.
					Students follow the directions of the librarian.
					Students follow the directions of the computer lab personnel.
					Students are respectful and careful with computer equipment.
					Students are rewarded for displaying positive behavior.
					A variety of current newspapers and periodicals are available to students.
					The school has current computer technology.
					Computer has current associated educational software for students.
					Students use computers and other technology in school.
					Computers are connected to the Internet.
					Computer security software prevents access of inappropriate materials.
Comments:
					OFFICE AND STAFF AREAS
					The administrative staff greets parents respectfully.
					The administrative staff greets students respectfully.
					Security procedures are followed.
					Students in the office follow the directions of the administrative staff.
					Students are rewarded for displaying positive behavior.
					Intercom announcements by the administrative staff rarely occur during the day.
					Administrative staff members access the Internet from their computers.
					Staff members take their breaks in the staff lounge.
					Staff members express satisfaction with their job.
					Staff members prepare instructional materials in a designated area.
Comments:

Faculty Needs Assessment

STRENGTHS	WEAKNESSES
1.
2.
3.
4.
5.

Instructional Staff Questionnaires

STRENGTHS	WEAKNESSES
1.
2.
3.
4.
5.

Instructional Staff Interviews

STRENGTHS	WEAKNESSES
1.
2.
3.
4.
5.

Instructional Staff Focus Group

STRENGTHS	WEAKNESSES
1.
2.
3.
4.
5.

Student Questionnaires

STRENGTHS	WEAKNESSES
1.
2.
3.
4.
5.

Student Focus Group

STRENGTHS	WEAKNESSES
1.
2.
3.
4.
5.

Parent Questionnaires

STRENGTHS	WEAKNESSES
1.
2.
3.
4.
5.

Parent Focus Groups

STRENGTHS	WEAKNESSES
1.
2.
3.
4.
5.

Administrative Questionnaires

STRENGTHS	WEAKNESSES
1.
2.
3.
4.
5.

Administrator Interviews

STRENGTHS	WEAKNESSES
1.
2.
3.
4.
5.

Assessment

STRENGTHS	WEAKNESSES
1.
2.
3.
4.
5.

Subgroups

STRENGTHS	WEAKNESSES
1.
2.
3.
4.
5.

Classroom Observations - Attributes

STRENGTHS	WEAKNESSES
1.
2.
3.
4.
5.

Classroom Observations - Strategies

STRENGTHS	WEAKNESSES
1.
2.
3.
4.
5.

Contextual Observation

STRENGTHS	WEAKNESSES
1.
2.
3.
4.
5.

Other (Suspension/Expulsions, Attendance/Dropout, Archival Data, Interview Documentation)

STRENGTHS	WEAKNESSES
1.
2.
3.
4.
5.

Part 1:

For Title I Schools: ELA and Math by subgroups should be primary when considering weaknesses that will lead to the goals in the SIP.

This data should reflect findings on step10 of the Trend Data Analysis worksheet.

Rank-order the identified areas of strength (3-5) from the student performance and attendance and/or dropout data and indicate the supporting data sources:

STRENGTHS	DATA SOURCE
1.
2.
3.
4.
5.

Rank-order the identified areas of weakness (3-5) from the student performance and attendance and/or dropout data and indicate the supporting data sources:

WEAKNESSES	DATA SOURCE
1.
2.
3.
4.
5.

The identified weaknesses will lead to the goals.

Part 2:

This data should reflect the findings from the needs assessment as reported on the Data Triangulation sheets.

List the contributing factors from the attitudinal/perceptual, behavioral, and archival data of the previously identified strengths:

CONTRIBUTING FACTORS TO THE STRENGTHS	DATA SOURCE
1.
2.
3.
4.
5.

List the contributing factors from the attitudinal/perceptual, behavioral, and archival data of the previously identified weaknesses:

CONTRIBUTING FACTORS TO THE WEAKNESSES	DATA SOURCE
1.
2.
3.
4.
5.

The contributing factors of the weaknesses will lead to the strategies.