Hawthorne Elementary School Review of Data School Improvement Process Fall, 2009

Why use data? How should we use it? Data isn’t meant to replace our knowledge, experience, insights, and intuitions. Data complements each of these, helping us avoid “blind spots” or generalizations that need a more sophisticated understanding. Data is best used as a source of information that leads to reflection. Numbers are numbers, but their meanings are determined through reflective analysis and thoughtful discussion.

How will we respond to the data we review today? As we approach each data source, consider your state of mind: what assumptions do you bring to the data? What predictions are you making? After reviewing sets of data, ask yourself: –What important points seem to “pop out?” –What are some of the patterns and trends that emerge? –What seems to be surprising or unexpected? Then consider the information that’s missing? What other information should be gathered? In what directions do we need to examine the data in greater detail or from another perspective?

and remember… As we examine the data, there are two tendencies that sometimes occur: 1)To focus on only the negative or the needs that are apparent and to ignore strengths and positive “assets” in the school. 2)To be offended or get defensive with data that points out needs, challenges, or concerns.

We’ll begin with student demographic data.

How has the overall enrollment changed across time?

What do we know about our students? ENROLLMENT BY LOW INCOME AT HAWTHORNE

How does Hawthorne’s level of economically disadvantaged students compare to the District and State?

This Year’s Enrollment by Low Income: MMSD September, 2009 District Elementary Avg. = 49%

This Year’s Enrollment by Low Income: MMSD September, 2009 District Elementary Avg. = 49%

Data on our students… RACIAL/ETHNIC DIVERSITY AT HAWTHORNE

How does Hawthorne’s diversity of students compare to the District and State? School Year

Data on our students… CURRENT ENGLISH LANGUAGE LEARNER (ELL) DENSITY CURRENT SPECIAL EDUCATION DENSITY School Year Data

What about student engagement data?

What do we know about how our students are engaged? ATTENDANCE RATES FOR ALL STUDENTS: HAWTHORNE AND MMSD ELEMENTARY SCHOOLS The District’s goal is 94% attendance rate for all students…

What about student learning data?

How do our students’ primary reading test scores compare to the District averages? PRIMARY READING TESTS, SPRING 2008

Adequate Yearly Progress ReadingMath Starting Point %37% %37% %37% Intermediate Goal %47.5% (Begin new 3-8 tests) %47.5% %47.5% Intermediate Goal %58% %58% %58% Intermediate Goal %68.5% Intermediate Goal %79% Intermediate Goal %89.5% Goal: All Proficient % Annual Measurable Objectives % Proficient/Advanced

How do our Proficiency/Advanced levels compare to the District and State? WKCE – Reading, 2008: Proficiency/Advanced % Criteria that determines a school’s status (AYP): Reading – 74%

What have been the long-term trends in reading achievement? WKCE - Reading, : Fourth Grade Proficiency/Advanced %

When we disaggregate the reading data by various groups of students, what are our Proficiency/Advanced levels ? We’ll start with language… WKCE - Reading, 2008: Proficiency/Advanced %

Then we’ll look at race/ethnicity… WKCE - Reading, 2008: Proficiency/Advanced % When student groups are too small, they aren’t counted as a distinct group in the data.

…and Economic Status. WKCE – Reading, 2008: Proficiency/Advanced %

When we compare the students that we could instructionally impact (FAY) to Wisconsin schools with similar levels of economic disadvantage, how did we do in bringing our students up to proficiency in reading?

Hawthorne compared to other cty schools?

How do our Proficiency/Advanced levels compare to the District and State? WKCE - Mathematics, 2008: Proficiency/Advanced % Criteria that determines a school’s status (AYP): Math – 58%

What have been the long-term trends in mathematics achievement? WKCE - Mathematics,

When we disaggregate the math data by various groups of students, what are our Proficiency/Advanced levels ? We’ll start with language… WKCE – Mathematics, 2008: Proficiency/Advanced %

Then we’ll look at race/ethnicity… WKCE - Mathematics, 2008: Proficiency/Advanced % When student groups are too small, they aren’t counted as a distinct group in the data.

…and Economic Status. WKCE – Mathematics, 2008: Proficiency/Advanced %

When we compare the students that we could instructionally impact (FAY) to Wisconsin schools with similar levels of economic disadvantage, how did we do in bringing our students up to proficiency in math?

Although not yet factored into AYP and other considerations, the importance of science achievement measured through the WKCE will soon increase. How do our Proficiency/Advanced levels compare to the District and State? WKCE - Science, 2008: Proficiency/Advanced %

Hawthorne’s Six Trait Writing Scores Administered in grades 3 and 5 Compared to District averages Scores by Trait, compared to previous year

Feb 2009 (08-09) Six Trait Writing Test Results - School to District Comparison School: Hawthorne Elementary, Class: Gr. 03

Feb 2009 (08-09) Six Trait Writing Test Results – 3 Year Comparison Hawthorne Elementary, Class: Gr. 03

Feb 2009 (08-09) Six Trait Writing Test Results - School to District Comparison Hawthorne Elementary, Class: Gr. 05

Feb 2009 (08-09) Six Trait Writing Test Results – 3 Year Comparison Hawthorne Elementary, Class: Gr. 05

Finally, what relationships data do we have?

When it comes to measurements of relationships… School Climate Survey Responses from all students (grades 3-5), parents, and all staff. Comparisons to District, to previous year, and internally between demographic groups.

Significant Findings from the Climate Survey 100% of parents responding to the survey agreed or strongly agreed with the statement: I feel welcome at my child's school.

Hawthorne Elementary School Parent Survey Categorical Averages Commitment to Learning 2.95 Hawthorne 2.86 District Engagement 2.82 Hawthorne 2.69 District Relationships: Staff-Family 2.89 Hawthorne 2.88 District Relationships: Student-Student 2.57 Hawthorne 2.56 District

Significant Findings from Climate Survey 100% of parents responding to the survey agreed or strongly agreed with the statements: I believe the school’s rules are stated clearly and enforced fairly. I feel comfortable contacting my child's teacher(s).

Significant Findings from Students Climate Survey 93% of Hawthorne students agree with the following statements: My teachers really care about me and how well I do in school. I respect my classroom teacher. All students in my school are expected to do their best.

Significant Findings Student Climate Survey 17% of students disagree with the following statement: In our school, students are free from name calling based on the color of their skin % of students disagree with the following statement: In our school, students are free from name calling based upon their looks.

What Conclusions can be drawn from this Data? * Hawthorne Elementary School is wonderfully rich, diverse learning community. * Hawthorne students, families, & staff have positive working relationships with one another. * A high percentage of Hawthorne students are performing well in Literacy & Mathematics. * An achievement gap continues in Literacy & Mathematics performance among Hawthorne students. * Some students do not feel free from harassment based on the color of their skin or their appearance.

What are our Next Steps… Hawthorne School Improvement Plan ’09-’10 Goal #1: Increase Student Achievement in Mathematics Objective A: Through continued embedded Professional Development around mathematics instruction, including implementing Balanced Math and utilizing a wider variety of assessment tools, teachers will increase their ability to determine student’s individual performance levels in key areas of mathematics (i.e. fact fluency, number sense, problem solving skills, analyzing equations & other key areas such as geometry, measurement, data & prob. etc.) & will increase their repertoire of best practices to assist students in developing at their next level of challenge in each of these areas of mathematics.

Ways we’ll measure progress: 75 % of students will be Proficient on the identified Report Card items targeted for improvement : - solving story probs. K-5 - fact fluency 1 – 5 - measurement K-5 All students will show improvement in same targeted Report Card items 75% of students will be Prof. or Adv. WKCE - MA

Goal # 2 Increase Student Achievement in Literacy Objective B: Through continued professional development, classroom & support teachers will increase their ability to assess & determine students’ individual performance skills & next levels of challenge in each area of Reading: (phonemic awareness, phonics, vocab, fluency & comp.) & Writing (6 traits, planning & composing narrative, expository & persuasive text, writing in the content areas, lang. arts components)

Ways we’ll measure progress: 80% of students will be Proficient on identified Report Card items targeted for improvement: - TRL K-5 - Revision of Writing 1 – 5 - Conventions 3 – 5 All students show improvement in same targeted Report Card items 80% Prof. or Adv. 3rd – 5th WKCE - RE

Hawthorne Elementary School PBS School ’09-’10 Joining the PBS – Positive Behavior Support the middle school level, Hawthorne will: Establish a Hawthorne PBS Team Hawthorne PBS Team attend Universal Training Hawthorne PBS Team collaborate w/ Hawthorne staff around PBS initiatives for ’09-’10 to address ’08-’09 Climate Survey results & current needs.