Decatur County Board of Education Mrs. Jennifer Wilkinson, Administrator 725 Louise St Bainbridge, GA 39819-4625 Document Generated On January 10, 2013
TABLE OF CONTENTS Introduction 1 Assessment Scores 2 Areas of Notable Achievement 3 Areas in Need of Improvement 5
Introduction The Student Performance Diagnostic provides an institution with a process to report summative student assessments. This diagnostic is significant to the accreditation and continuous improvement process as it serves as a resource for schools to view content area assessment results required by the state, district, or other entities, determine the quality and reliability of the given assessments, and show the alignment of the assessments to the school's curriculum. The performance level computed at the completion of the diagnostic is used by the external review team as a comprehensive report to understand fully the institution's assessment program; the diagnostic should be used in the same manner by the institution as it engages in improvement planning. Page 1
Assessment Scores 1. Quality Score Enter the average assessment quality score from the Student Performance Worksheet (this average is based on the score for each assessment based on the rubric below). 4.0 2. Alignment Score Enter the average assessment alignment score from the Student Performance Worksheet (this average is based on the score for each assessment based on the rubric below). 4.0 3. Disaggregation/Analysis Score Enter the average disaggregation/analysis score from the Student 4.0 Performance Worksheet (this average is based on the score for each assessment based on the rubric below ). 4. Student Results Status Enter the average student results status score from the Student 18.0 Score Performance Worksheet. 5. Improvement Score Enter the average improvement score from the Student Performance 8.0 Worksheet. 6. Overall Student Performance Enter the average overall student performance score from the 38.0 Score Student Performance Worksheet. Page 2
Areas of Notable Achievement Which area(s) are above the expected levels of performance? From spring of 2010 to spring of 2012, there was a significant increase in 4th grade reading scores with an improvement of 0.14. There was also a significant gain for 4th grade students in math and social studies with an improvement of 0.10 and 0.09 respectively. Describe the area(s) that show a positive trend in performance. From spring of 2010 to spring of 2012, 3rd grade English/Language Arts scores increased from 83% to 90% in the meets and exceeds category. Scores for 3rd grade students in the area of English/Language Arts have remained constant at 90% for the spring of 2011 and 2012 school years. Scores indicate that certain subgroups have shown improvement from spring 2010 to spring of 2012. Positive trends in performance of subgroups will be addressed in the indicator 1.2-Trend Toward Increasing Performance. Which area(s) indicate the overall highest performance? Overall highest levels of performance were in 4th grade reading, math, and social studies content areas. The Student Performance Worksheet indicates an improvement of 0.14 in reading, 0.10 in math, and 0.09 in social studies. Data from the 2010-2011 school year show that all gifted students met or exceeded in all subject areas and 100% of Gifted students exceeded in the content area of math. Data from the 2011-2012 school year showed improvement and showed that 100% of gifted students exceeded in all areas. Which subgroup(s) show a trend toward increasing performance? Data from State Longitudinal Data System (SLDS) reports indicate a trend toward increased performance from 2010 to 2012 among 4th grade black males in the Meets and Exceeds category. Reading scores improved from 90% to 95%, science scores improved from 72% to 86%, and social studies scores increased from 66% to 73%. In reading, further evaluation of test data from the spring of 2010 and 2012, show that the performance level of EL students has increased. Test data in the content area of reading from the 2009-2010 school year reported EL students performing at 4% in the Does Not Meet category, 75% in the Meets category, and 21% in the Exceeds category. Data of EL students from the 2011-2012 school year shows 0% in the Does Not Meet Category, 67% in the Meets category, and 33% in the Exceeds category. In addition, test data in the content area of English/Language Arts reports a positive performance with 0% Does Not Meet, 89% Meets, and 11% Exceeds. For this same school year, EL students had 100% in the Meets category for social studies. Between which subgroups is the achievement gap closing? The achievement gap between black males and all students is significant. Review of SLDS data from 2010-2012 show that black males have made progress in the area of social studies in closing the achievement gap. All students reported the following scores from 2010-2012 in social studies: 74% and 77%. Black males have increased their scores in social studies from 66% to 73%. The gap in social studies has been reduced from an 8% to a 4% difference. Page 3
Which of the above reported findings are consistent with findings from other data sources? Evidence discussed in Areas of Notable Achievement can be further supported through the assessment data found within the Balanced Score Card. The Balanced Score Card can be found on the Elcan-King website and on page eight of the 2012-2013 School Wide/School Improvement Plan. The Balanced Score Card has information beginning with the 2010-2011 school year through the 2011-2012 school year. The spreadsheet with performance level results for 3rd and 4th grade students can be found in 's evidence folder #1. Page 4
Areas in Need of Improvement Which area(s) are below the expected levels of performance? From spring of 2010 to spring of 2012, there was a decrease in the performance levels of 3rd grade students in reading and social studies scores with an improvement score of -0.05 and 0.01 respectively. Performance levels of 3rd grade students meeting and/or exceeding in the areas of math and science decreased significantly from 80% to 69%. In science, 3rd grade students meeting and/or exceeding decreased from 86% to 69%. Describe the area(s) that show a negative trend in performance. From spring 2010 until spring 2012, test results indicate that there is a negative trend among 3rd grade students in the areas of reading, math, and science. When evaluating the meets and exceeds scores for all students, decreases in all three areas were documented. In reading there was a decrease from 89% to 87%, in math there was a decrease from 77% to 69%, and in science there was a decrease from 77% to 69%. Which area(s) indicate the overall lowest performance? The overall lowest areas of performanare for 3rd grade students are math and science with only 69% of students meeting and exceeding in both content areas. Which subgroup(s) show a trend toward decreasing performance? After evaluating subgroup performance data, 3rd grade black males show a trend of decreasing performance in multiple subject areas. Performance levels in the areas of reading, math, science and social studies for 3rd grade black males have decreased significantly from 2010 to 2012. Reading scores declined from 83% to 59%, math scores declined from 55%-50%, science declined from 72%-40%, and social studies declined from 62%-55%. Between which subgroups is the achievement gap becoming greater? After evaluating subgroup performance data, the achievement gap is becoming greater among 3rd grade black males and all students. Performance for reading, math, science, and social studies for 3rd grade black males has decreased significantly from 2010-2012. Reading scores went from 83% to 59%, math scores went from 55% to 50%, science went from 72% to 40%, and social studies went from 62% to 55%. The gap continues to increase between 3rd grade black males and all students when comparing 2012 scores in the same content areas. Comparison of all students and 3rd grade black males is as follows: reading - 87% and 59%; math - 69% and 50%; science - 73% and 40%; and social studies - 77% and 55%. Data demonstrates that the achievement gap is siginficant between 3rd grade black males and all students. Page 5
Which of the above reported findings are consistent with findings from other data sources? Evidence discussed in Areas in Needs of Improvement can be further supported through the assessment data found within the Balanced Score Card. The Balanced Score Card can be found on the Elcan-King website and on page eight of the 2012-2013 School Wide/School Improvement Plan. The Balanced Score Card has information beginning with the 2010-2011 school year through the 2011-2012 school year. The spreadsheet containing evidence of black males for the 2009-2010 school year can be found within Elcan-King's evidence folder #1. Page 6