1. Hapeville Elementary School 2012 Assessment Data (K-5) Mrs. Jennifer Couch, Principal Ms. Susan Young, Assistant Principal Ms. C. McKenzie Lee, DSS

2. 1 st Grade Instructional Assessment Data

3. 1 st Grade Standards Assessed: ELA Domains: Vocabulary and Comprehension Vocabulary Standards: The student acquires and uses grade-level words to communicate effectively. The student: ELA1R5.b66% Recognizes grade-level words with multiple meanings. ELA1R5.c87% Identifies words that are opposites (antonyms) or have similar meanings (synonyms). Comprehension Standards: The student uses a variety of strategies to understand and gain meaning from grade-level text. The student: ELA1R6.b71% Makes predictions using prior knowledge. ELA1R6.c70% Asks and answers questions about essential narrative elements (e.g. beginning- middle-end, setting, characters, problems, events, and resolution) of a read-aloud or independently read text. ELA1R6.d30% Retells stories read independently or with a partner. ELA1R6.e63% Distinguishes fact from fiction in a text. ELA1R6.g75% Identifies the main idea and supporting details of informational text read or heard. ELA1R6.i76% Recognizes cause-and-effect relationships in text. ELA1R6.j62% Identifies word parts to determine meanings. ELA1R6.k73% Begins to use dictionary and glossary skills to determine word meanings. ELA1R6.l86% Recognizes plot, setting, and character within texts, and compares and contrasts these elements among texts. ELA1R6.m53% Recognizes and uses graphic features and graphic organizers to understand text. Key: Achievement < 70% proficiency

4. 1 st Grade Standards Assessed: ELA Domains: Phonological Awareness and Writing Phonological Awareness Standards: The student demonstrates the ability to identify and orally manipulate words and individual sounds within those spoken words. The student: ELA1R2.a82%Isolates beginning, middle, and ending sounds in single-syllabic words. ELA1R2.b78%Identifies onsets and rimes in spoken one-syllable words. ELA1R2.c68% Adds, deletes, or substitutes target sounds to change words (e.g. change top to stop; change smile to mile; change cat to cap.) ELA1R2.d73% Distinguishes between long and short vowel sounds in spoken, one-syllable words (can and cane) WritingStandards: The student begins to understand the principles of writing. ELA1W1.e65%Write in complete sentences with correct subject-verb agreement. ELA1W1.f66%Uses nouns (singular and plural) correctly. ELA1W1.g77%Begins to use personal pronouns (e.g. I, me, we, us) in place of nouns. ELA1W1.h61%Uses singular possessive nouns. ELA1W1.i55% Begins to write different types of sentences (e.g. simple/compound and declarative/interrogative) ELA1W1.j58%Begins to use common rules of spelling. ELA1W1.k68% Begins to use a variety of resources (picture dictionaries, the Internet, books) and strategies to gather information to write about a topic. ELA1W1.l64% Uses appropriate end punctuation (period and question mark) and correct capitalization of initial words and common proper nouns (e.g. personal names, months). ELA1W1.m68%Uses commas in a series of items. Key: Achievement < 70% proficiency

5. 1 st Grade Standards Assessed: Mathematics Domains: Numbers and Operations Numbers and Operations Standards: The student demonstrates the ability to identify and orally manipulate words and individual sounds within those spoken words. The student: M1N1.a79% Represent numbers up to 100 using a variety of models, diagrams, and number sentences. Represent numbers larger than 10 in terms of tens and ones using manipulatives and pictures. M1N1.b83%Correctly count and represent the number of objects in a set using numerals. M1N1.c88%Compare small sets using the terms greater than, less than, and equal to. M1N1.d85% Understand the magnitude and order of numbers up to 100 by making ordered sequences and representing them on a number line. M1N1.e52% Exchange equivalent quantities of coins by making fair trades, involving combinations of pennies, nickels, dimes, and quarters up to one dollar; count out a combination of coins needed to purchase items up to one dollar. M1N1.f68% Identify bills ($1, $5, $10, $20) by name and value and exchange equivalent quantities by making fair trades involving combinations of bills; count out a combination of bills needed to purchase items that total up to twenty dollars. M1N2.a70% Determine to which ten a given number is closest using tools such as a sequential number line and chart. M1N2.b65% Represent collections of less than 30 objects with 2-digit numbers and understand the meaning of place value. M1N3.a75% Identify one ore ten than, one less than, 10 more than, and 10 less than a given number. M1N3.b56% Skip count by 2s, 5s, and 10s, forwards and backwards; to and from numbers up to 100. M1N3.c76%Compose/decompose numbers up to 10 (e.g. 3+5=8, 8=5+2+1). Key: Achievement < 70% proficiency

6. 1 st Grade Standards Assessed: Mathematics Domains: Numbers and Operations Numbers and Operations Standards: The student demonstrates the ability to identify and orally manipulate words and individual sounds within those spoken words. The student: M1N3.d68% Understand a variety of situations to which subtraction may apply: taking away from a set, comparing two sets, and determining how many more or how many less. M1N3.e70% Understand addition and subtraction number combinations using strategies such as counting on, counting back, doubles and making tens. M1N3.f62% Know the single-digit addition facts to 18 and corresponding subtraction facts with understanding and fluency. (Use strategies such as relating to facts already known, applying the commutative property, and grouping facts into families.) M1N3.g79% Apply addition and subtraction to 2 digit numbers without regrouping (e.g.15 + 4, 80-60, 56 + 10, 100-30, 52 + 5). M1N3.h59% Solve and create word problems involving addition and subtraction to 100 without regrouping. Use words, pictures and concrete models to interpret story problems and reflect the combining of sets as addition and taking away or comparing elements of sets as subtraction. M1N4.a69% Use informal strategies to share objects equally between two to five people. M1N4.b71% Build number patterns, including concepts of even and odd, using various concrete representations. (Examples of concrete representations include a hundreds chart, ten grid frame, place value chart, number line, counters, or other objects.) M1N4.c51% Identify, label, and relate fractions (halves, fourths) as equal parts of a collection of objects or a whole using pictures and models. Key: Achievement < 70% proficiency

7. 1 st Grade ELA Standards Assessed: Mathematics Domains: Measurement, Geometry and Data Measurement Standards: Students will measure basic quantitative attributes of concrete objects. M1M1.a74% Directly compare and/or order length, height, weight, and capacity of concrete objects. M1M1.b64% Estimate and measure using a non-standard unit that is smaller than the object to be measured. M1M2.a61% Tell time to the nearest hour and half hour and understand the movement of the minute hand and how it relates to the hour hand. M1M2.b64% Begin to understand the relationship of calendar time by knowing the number of days in a week and months in a year. M1M2.c73% Compare and/or order the sequence or duration of events (e.g., shorter/longer and before/after). Geometry Standards: Students will understand the concepts of basic geometric shapes and spatial relationships of concrete objects. M1G1.a72%Build, draw, name, and describe triangles, rectangles, pentagons, and hexagons. M1G1.b85% Build, represent, name, and describe cylinders, cones, and rectangular prisms. M1G261% Students will compare, contrast, and/or classify geometric shapes by the common attributes of position, shape, size, number of sides, and number of corners. M1G358% Students will arrange and describe objects in space by proximity, position, and direction (near, far, below, above, up, down, behind, in front of, next to, and left or right of). Data Standards: Students will pose questions, collect, organize and interpret data about themselves and their surroundings. M1D1.a69% Interpret tally marks, picture graphs, and bar graphs. M1D.b65% Pose questions, collect, sort, organize and record data using objects, pictures, tally marks, picture graphs, and bar graphs. Key: Achievement < 70% proficiency

8. 2 nd Grade Instructional Assessment Data

9. 2 nd Grade Standards Assessed: ELA Key: Achievement < 70% proficiency Vocabulary and Comprehension VocabularyStandards: ELA2R3.b82% Recognizes grade-level appropriate words with multiple meanings. ELA2R3.c93% Recognizes and applies the appropriate usage of homophones, homographs, antonyms, and synonyms. ELA2R3.d96% Determines the meaning of unknown words on the basis of content. Comprehension Standards: ELA2R4.b58% Makes predictions from text content. ELA2R4.d78% Recalls explicit facts and infers implicit facts. ELA2R4.e61% Summarizes text content. ELA2R4.f76% Distinguishes fact from fiction. ELA2R4.g83% Interprets information from illustrations, diagrams, charts, graphs, and graphic organizers. ELA2R4.i74% Identifies and infers main idea and supporting details. ELA2R4.k77% Identifies and infers cause-and-effect relationships. ELA2R4.l82% Recognizes plot, setting, and character within text, and compares and contrasts these elements among texts. ELA2R4.m68% Recognizes the basic elements of a variety of genres (e.g., poetry, fables, folktales.) ELA2R4.o70% Recognizes author’s purpose. ELA2R4.p71% Uses word parts to determine meanings.

10. 2 nd Grade Standards Assessed: ELA Writing Standards: The student begins to understand the principles of writing and applies them to their writing. ELA2W1.c88% Uses transition words and phrases. ELA2W1.l79% Consistently writes in complete sentences with correct subject/verb agreement. ELA2W1.m75% Uses nouns (singular, plural, possessive) correctly. ELA2W1.n63% Uses singular possessive pronouns. ELA2W1.o84% Uses singular and plural personal pronouns. ELA2W1.p56% Uses increasingly complex sentence structure. ELA2W1.q66% Uses common rules of spelling. ELA2W1.r85% Uses appropriate capitalization and punctuation (periods, questions marks and exclamation marks) at the end of the sentences (declarative, interrogative, and exclamatory; simple and compound). ELA2W1.s64% Begins to use commas (e.g., in a series, in dates, after a friendly letter greeting, in a friendly letter closing, and between cities and states), and periods after grade- appropriate abbreviations. ELA2W1.t80% Uses a variety of resources (encyclopedia, Internet, books) to research and share information on a topic. ELA2W1.u72% Recognizes appropriate use of quotation marks. ELA2W1.v75% Uses the dictionary and thesaurus to support word choices. Key: Achievement < 70% proficiency

11. 2 nd Grade Standards Assessed: Math Key: Achievement < 70% proficiency Numbers and Operations Standards: The student begins to understand the principles of writing and applies them to their writing. M2N1.a62% Represent numbers using a variety of models, diagrams, and number sentences (e.g., 4703 represented as 4,000 + 700 + 3, and units, 47 hundreds + 3, or 4,500 + 203). M2N1.b94% Understand the relative magnitudes of numbers using 10 as a unit, 100 as a unit, or 1000 as a unit. Represent 2-digit numbers with drawings of tens and ones and 3-digit numbers with drawings of hundreds, tens, and ones. M2N1.c64% Use money as a medium of exchange. Make change and use decimal notation and the dollar and cent symbols to represent the collection of coins and currency. M2N2a.72% Correctly add and subtract two whole numbers up to three digits each with regrouping. M2N2.b64% Understand and use the inverse relation between addition and subtraction to solve problems and check solutions. M2N2.c87% Use mental math strategies such as benchmark numbers to solve problems. M2N2.d57% Use basic properties of addition (commutative, associative, and identity) to simplify problems (e.g. 98 + 17 by taking two from 17 and adding it to the 98 to make 100 and replacing the original problem by the sum 100 + 15). M2N2.e68% Estimate to determine if solutions are reasonable for addition and subtraction. M2N3.a59% Understand multiplication as repeated addition. M2N3.b84% Use repeated addition, arrays, and counting by multiples (skip counting) to correctly multiply 1-digit numbers and construct the multiplication table. M2N3.c83% Use the multiplication table (grid) to determine a product of two numbers. M2N3.d86% Use repeated subtraction, equal sharing, and forming equal groups to divide large collections of objects and determine factors for multiplication.

12. Hapeville Elementary School 2012 3 rd – 5 th CRCT Data

13. Reading English/ Language Arts MathScience Social Studies 3 rd 82% 71%66%51% 4 th 86%88%68%65%54% 5 th 79%87%72%61%68% Average82.3%85.6%70.3%64%57.6%

14. 2009 – 2010 To 2011 - 2012

15. Reading Data Progression Over Time 4 th grade showed a 6 percentage point increase in Reading overall!! Percentage of students meeting or exceeding Year Standards Assessed

16. ELA Data Progression Over Time 3 rd grade showed a 4 percentage point increase in ELA. 4 th grade showed an 8 percentage point increase in ELA overall. Percentage of students meeting or exceeding Year Standards Assessed

17. Math Data Progression Over Time 3 rd grade showed a 4 percentage point increase in Math overall!! Percentage of students meeting or exceeding Year Standards Assessed

18. Science Data Progression Over Time 3 rd grade showed an 8 percentage point increase in Science overall. 4 th grade showed a 15 percentage point increase in Science overall. 5 th grade showed a 11 percentage point increase in Science overall. Percentage of students meeting or exceeding Year Standards Assessed

19. Social Studies Data Progression Over Time 5 th grade showed a 28% increase in Social Studies overall. Percentage of students meeting or exceeding Year Standards Assessed

20. To increase student achievement, the following slides present the percentage of students who scored LESS THAN 70% in the respective domains on the 2012 CRCT. Although the CRCT’s proficient level is below 70%, this data will support classroom differentiated instruction.

21. READING READING Percentage of Students who scored LESS THAN 70% 3rd – 5th Grade 31% 23% 22% 60% 73% 60% 3 RD GRADE4 TH GRADE5 TH GRADE STRENGTHSLiterary Comprehension Reading Skills and Vocabulary Acquisition WEAKNESSESReading Skills and Vocabulary Acquisition Information and Media Literacy Percentage of students scoring less than 70% Domains Assessed (Only 3 rd grade assessed) (Only 4 th and 5 th grades assessed)

22. ENGLISH/ LANGUAGE ARTS ENGLISH/ LANGUAGE ARTS Percentage of Students who scored LESS THAN 70% 3rd – 5th Grade 40% 51% 45% 33% 40% 3 RD GRADE4 TH GRADE5 TH GRADE STRENGTHSResearch and Writing WEAKNESSESGrammar and Sentence Construction Domains Assessed Percentage of students scoring less than 70%

23. MATH MATH Percentage of Students who scored LESS THAN 70% 3rd – 5th Grade 52% 63% 44% 47% 44% 63% 52% 31% 48% 42% 48% 61% 57% 64% 52% 3 RD GRADE4 TH GRADE5 TH GRADE STRENGTHSMeasurementGeometryNumbers and Operations WEAKNESSESNumbers and OperationsData and ProbabilityAlgebra Domains Assessed Percentage of students scoring less than 70%

24. SCIENCE SCIENCE Percentage of Students who scored LESS THAN 70% 3rd – 5th Grade 76% 85% 80% 58% 72% 62% 67% 55% 43% 3 RD GRADE4 TH GRADE5 TH GRADE STRENGTHSEarth Science WEAKNESSESPhysical ScienceLife Science Domains Assessed Life Science is the study of living things. Earth Science is the study of the solar system, landforms, and the resources of the earth. Physical Science is the study of matter, and energy. Percentage of students scoring less than 70%

25. SOCIAL STUDIES SOCIAL STUDIES Percentage of Students who scored LESS THAN 70% 3rd – 5th Grade 78% 85% 91% 72% 87% 55% 79% 82% 58% 70% 95% 71% 3 RD GRADE4 TH GRADE5 TH GRADE STRENGTHSCivicsEconomicsCivics WEAKNESSESEconomicsCivicsHistory Domains Assessed Civics and Economics examine the roles citizens play in the political, governmental, and economic systems in the United States. History is the study of past events Percentage of students scoring less than 70%

26. What can you do at home? READ! READ! READ! EVERYDAY! WITH YOUR CHILD! TO YOUR CHILD! Create a dictionary at home that gives multiple definitions for words (ex. Fly 1. to move across a distance without touching the ground 2. to look good to the observer 3. a zipper on your pants 4. an insect. Create a graphic organizer to complete before, during, and while reading stories read or read aloud. Design a chain of events on small squares of paper and rearrange them in sequential order. Determine whether stories are fact (real) or fiction (fake). Identify the parts of words that your child knows and use context clues to determine meanings.

27. PRACTICE EVERYDAY! Practice skip counting by 1, 2, 5 and 10. Allow your child to write down times of the day when they do certain activities at home. Determine the highest bill to be used to make a purchase. Count back the change. Name the shape, list the number of sides, and corners (ex. What shape is a refrigerator) Allow your child to divide food into equal groups and equal pieces and write the fraction. Use cards and dominoes to add and subtract. *Activities will be shown on September 27, 2012 during Curriculum Night. Create different types of graphs around your house. (tally mark, bar graph) What can you do at home?