Panorama High School Comprehensive Needs Assessment Panorama High School Comprehensive Needs Assessment School Target Setting: Performance Meter and Key.

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RECLASSIFICATION

Presentation transcript:

Panorama High School Comprehensive Needs Assessment Panorama High School Comprehensive Needs Assessment School Target Setting: Performance Meter and Key Leading Indicators English Language Arts

Performance Meter

Think Pair Share 1. Please review the data for English Language Arts Secondary- (Proficient and Advanced) & the Secondary-(Below Basic and Far Below Basic). 2. In addition, please look at the (%) percentage of English Learners on Track for Acquiring English Proficiency (AMAO1) & (%) percentage of Long Term English Learners (students who have been English Learners longer than 6 years.) What trends do you see there? Please share once again with your colleague. You have 1 minute. 1. Please share with the person next to you some of the trends you noticed and what the data shows. You have 1 minute.

Share out Please share out any trends you may have noticed or ask your partner any questions you may have?

Performance Meter

DATA ANALYSIS Panorama High School increased in the number of students in ELA-Secondary proficient and advanced for three consecutive years from 21% to 33% Continue to show progress to meet our minimum target of 43% for the school year. ELA-Secondary Far Below Basic and Below Basic Students decreased for three consecutive years from 44% to 28 %. We need to continue to show progress to meet our minimum target of 19%.

DATA ANALYSIS (2) Percentage of English Learners on Track for ELA Proficiency on CELDT increased for the past three years from 47% to 67%. (A growth of 20% in the past 2 years). The Percentage of Long Term English Learners has remained high from 74% increasing to 76%.

Long Term English Learners Who are these students? Where can we find these students?

Demographics of LTEL’s (Long Term English Learners)

LTEL Reclassification To Reclassify LTEL’s must: 1. Earn a “B” or higher in ELA CST (We would like to see Proficient and Advanced) 2. Earn a 4 or 5 score on the CELDT exam. 3. Earn a “C” or higher in their English Course

Outcomes Long Term English Learner are a subgroup of ELA- Secondary we must move the students from BB to Basic and Basic to Proficient and advanced. Moving LTEL students would give us a huge boost on the performance meter and better equip EL’s to succeed in all Core classes with Academic Language Development. Long Term English Learners have remained the same, but we have increased Reclassification numbers. This signifies that we must move our LTEL’s into English proficiency through reclassification.

RTI Model for Reclassification Things we did: Strategically focused on English Language Learners with CELDT to practice with CST questions. Gave CELDT prep to students who met CST criteria Created Cohorts with teacher for students preparing to reclassify with progress portfolio. Worked on Scaffolding Vocabulary and Delivery of Instruction by Differentiated Instruction. Analysis-How did we do?

Panorama H.S. Reclassification Results

Things we need to continue to do to progress: Promoting Student Engagement Continuously Checking for Understanding Scaffold Vocabulary Lesson Plan and Deliver Instruction to promote a Critical Thinking environment in our Classrooms.

Things we need to continue to do to progress: Strategically Plan to focus on Long Term English Learners as we did for Short term EL’s in all academic core classes to learn the academic language. Continue our work with the Periodic Assessments and prepare for the Common Core. Continue to work within our Cohort for professional growth and to plan common goals.

Let us work together as a team! Let us work together as a team! P.H.S. M.H.S S.H.S