Columbus Tustin Middle School 3-Year Achievement Results Analysis September 2013

School API 10-Year Growth Trend

3-Year API Growth Analysis – Name of School Base 2010 Growth 2011 Diff Base 2011 Growth 2012 Diff Base 2012 Growth 2013 Diff Average Growth Per Year SCHOOLWIDE Asian N/A Hispanic or Latino White SES Disadvantaged English Learners Students with Disabilities

CST– English/Language Arts Percent of Students Scoring Proficient or Advanced

CST– Mathematics Percent of Students Scoring Proficient or Advanced

CST– Algebra 1 Percent of Students Scoring Proficient or Advanced

CST– Geometry Percent of Students Scoring Proficient or Advanced

CST– Science (Grade 8) Percent of Students Scoring Proficient or Advanced

CST– Social Science (Grade 8) Percent of Students Scoring Proficient or Advanced

Significant Subgroup Data – 2013 AYP Comparison of Percent Proficient or Above – English/Language Arts All Students African American Asian Filipino Hispanic or Latino White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities All Students African American Asian Filipino Hispanic or Latino White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities 63.2% N/A 98.2% 78.6% 56.2% 85.1% N/A 55.3% 44.2% 28.8% 63.2% N/A 98.2% 78.6% 56.2% 85.1% N/A 55.3% 44.2% 28.8% % N/A 93.2% 93.8% 54.7% 83.8% N/A 52.6% 42.3% 26.7% 61.6% N/A 93.2% 93.8% 54.7% 83.8% N/A 52.6% 42.3% 26.7% 61.5% N/A 89.4% 100.0% 54.1% 85.2% N/A 54.0% 42.3% 40.0% 61.5% N/A 89.4% 100.0% 54.1% 85.2% N/A 54.0% 42.3% 40.0% Subgroup 3-Year Growth +1.7 N/A N/A

Significant Subgroup Data – 2013 AYP Comparison of Percent Proficient or Above – Mathematics All Students African American Asian Filipino Hispanic or Latino White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities All Students African American Asian Filipino Hispanic or Latino White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities 58.4% N/A 96.4% 57.1% 52.1% 78.5% N/A 51.7% 39% 20% 58.4% N/A 96.4% 57.1% 52.1% 78.5% N/A 51.7% 39% 20% % N/A 95.5% 87.5% 54.1% 75.7% N/A 54.2% 48.5% 24% 59.4% N/A 95.5% 87.5% 54.1% 75.7% N/A 54.2% 48.5% 24% 45.9% N/A 78.7% 75% 40.1% 65.8% N/A 40% 33.9% 23.8% 45.9% N/A 78.7% 75% 40.1% 65.8% N/A 40% 33.9% 23.8% Subgroup 3-Year Growth N/A N/A

Percent of Students Redesignated English Proficient ( )

How our School is Responding to the Data – Stand alone ELD class for all EL students including SPED – Self contained 6 th grade class – 3 cohorts of cored Math/Science in grade 6 – Core plus classes for grade 7 and 8 for students who are not yet proficient but do not need ELD support – Pre-Algebra Sheltered and Algebra AB (2 per math) – Study center

Transition to Common Core Steps we are taking in – Thinking Maps: deepening our implementation of as a signature practice to provide the framework for increasing the levels of thinking asked of students – AVID: extending our school wide program with a concentration in focused note taking (emphasizing non-fiction writing weekly) and active reading strategies – EL supports (Constructing Meaning and Systematic ELD) targeting 50% purposeful student talk and targeted vocabulary development – Performance Tasks: expand the use from 1 per semester to 1 per quarter – Growth Mindset: school wide instruction through homeroom/tutorial 1 week, targeted intervention groups ongoing in tutorial.