Berlin Elementary School Spring 2014 Assessments and Initiatives March 26, 2014

Demographic Data for Berlin , Pre-K Current # of students % girls % boys % FRL # IEP (K- 6 only) #

Across all the grades tested with NECAP (3-7), what percentage of our students were proficient or proficient with distinction, in all content areas, through the end of last year?

How do this year’s NECAP (grades 3-7) scores compare to NECAP scores from the past three years?

How do the NECAP scores (grades 3-7) compare to current local data in reading?

How do the NECAP scores compare to current local data in math, grades 3-7?

How are our first and second graders scoring in reading on the Fountas and Pinnell?

How do our fall and winter F&P scores compare?

Identified Student Needs

Student Needs Percentages of students (1-6, based on NECAP) that currently qualify for academic interventions: Math – 46 % Reading – 41 %

Behavioral Data Total Number of Office Disciplinary Referrals this Year: 241 Total Number of Students with Referrals: 58 Number of Referrals at Each Grade Level: – Kindergarten: 63 – Grade 1: 5 – Grade 2: 17 – Grade 3: 67 – Grade 4: 23 – Grade 5: 39 – Grade 6: 27

Behavioral Data Percentage of Students with one or more Office Disciplinary Referrals: 30% Percentage of Office Disciplinary Referrals from Non- Classroom Settings: 59% Percentage of Office Disciplinary Referrals from Classrooms: 41% Percentage of Students with 5 or More Office Disciplinary Referrals: 9% Percentage of Students with 10 or More Office Disciplinary Referrals: 5%

Successes Students currently in grades two and three – the students who have accessed Tier II of MTSS – as classes scored 83 and 82 percent proficient in reading on the F&P, respectively. This is strong evidence that supports our system of early identification of academic needs and early targeted interventions. 83 percent of third graders scored proficient on the RiverDeep in mathematics.

Implications and Trends More students need interventions than can be served by our Teacher Leaders. This underscores the need for the highest quality first instruction and a multi-tiered system of support that ensures success for all students. Our school-wide schedule needs to address optimal learning times, the integration of subjects, and allow for a MTSS for all students.

Connections to Our Continuous Improvement Plan Mathematics – Current work and needs: Non-Negotiables implemented in January Comprehensive Programmatic Review underway Substantial professional development Tier I and II interventions in place, but limited Need Multi-Tiered System of Support for all students.

Connections to Our Continuous Improvement Plan Writing – Current work and needs: Selected and implemented Lucy Calkins Program in January and assessed all students using L.C. rubrics. Added writing data to Data Wall

Connections to Our Continuous Improvement Plan School Climate – Current work and needs: Positive Behavioral Interventions and Supports – year one implementation Responsive Classroom Professional Development on Trauma Need skilled behavioral support that allows teachers and staff to focus on instruction for all students