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

2. School API 10-Year Growth Trend

3. 3-Year API Growth Analysis – Name of School Base 2010 Growth 2011 Diff. 2010-11 Base 2011 Growth 2012 Diff. 2011-12 Base 2012 Growth 2013 Diff. 2012-13 Average Growth Per Year 2010-2013 SCHOOLWIDE 81681938218321183384187.3 Asian N/A Hispanic or Latino 7877903792806148068115 7.3 White 9149151 9194918933156.7 SES Disadvantaged 779789107907999 80910 9.7 English Learners 7457472749761126666579 3.7 Students with Disabilities 6276347641580-61586555-31-28.3

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

5. CST– Mathematics Percent of Students Scoring Proficient or Advanced

6. CST– Algebra 1 Percent of Students Scoring Proficient or Advanced

7. CST– Geometry Percent of Students Scoring Proficient or Advanced

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

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

10. 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% 2013 61.6% 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% 2011 2012 Subgroup 3-Year Growth +1.7 N/A +8.8 -21.4 2.1 -.1 N/A +1.3 +71.9 -11.2

11. 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% 2013 59.4% 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% 2011 2012 Subgroup 3-Year Growth +13.5 N/A +17.7 -17.9 +12 +12.7 N/A +11.7 +5.1 -3.8

12. Percent of Students Redesignated English Proficient (2012-13)

13. 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

14. Transition to Common Core Steps we are taking in 2013-14 – 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.