DATA REVIEW

9th Lit2011--2012 = 71%2012--2013 = 77%2013--2014 = 75%

2% decrease from last year11.7% below State target

4% above system strategic plan target

Our Data

Performance Measure(s)% of students scoring at Meets or Exceeds on the 9th Grade Literature EOCT

Actual2013-2014

Actual2012-2013

Actual2011-2012

All 74.9 73.9 71.8Reg. ed 79.8 80.5 78.4SPED 40.1 34.8 38.8Female 81.9 76.3 77.6Male 68.6 72.6 66.9Black 68.9 69.4 67.7White 86.4 84.1 82.0ED 73.1 69.5 73.6Non-ED 89.5 74.5 82.6

American Lit2011--2012 = 71%2012--2013 = 90%

2013--2014 = 91.1%1.1% increase from last year

0.3% above State target 2.1% above system strategic plan target

* Notates transitional year for American Literature. Moved from 10th grade to 11th grade. Scores reflect small population tested.

Performance Measure(s)% of students scoring at Meets or Exceeds on the American Literature EOCT

Actual2013-2014

Actual2012-2013

Actual2011-2012

All 90.5 88.7 71.2Reg. Ed 95.5 93.2 78.0SPED 36.4 N/A 27.2Female 93.5 86.4 77.6Male 88.0 92.2 65.4Black 88.6 85.1 65.8White 93.3 92.4 83.5ED 89.4 62.5 71.9Non-ED 94.2 78.2 87.2

Physical Science2011--2012 = 54%

2012--2013 = 71.4%2013--2014 = 89.5%

18.1% increase from last year8.2% above State target

8.5% above system strategic plan target

* Notates transitional year for Physical Science. Moved from 9h grade to 11th grade. Scores reflect small population tested.

 Performance Measure(s)% of students scoring at Meets or Exceeds on the Physical Science EOCT Actual

*2013-2014Actual

*2012-2013Actual

2011-2012All 89.0 71.3 62.1Reg. Ed 90.3 77.6 67.6SPED N/A 40.0 31.6Female 88.5 64.9 64.1Male 91.0 77.7 60.1Black 87.0 62.3 54.7White 91.4 88.1 76.0ED 69.3 56.9 57.28Non-ED 90.0 87.7 77.2

Biology2011--2012 = 63%

2012--2013 = 66.3%2013--2014 = 71%

4.7% increase from last year6% below State target

2% below system strategic plan target

  Performance Measure(s)% of students scoring at Meets or Exceeds on the Biology EOCT Actual

2013-2014Actual

2012-2013Actual

2011-2012All 70.2 66.5 62.2Reg. ed 76.8 84.5 68.7SPED 20.8 22.0 24.4Female 66.9 71.9 64.1Male 73.6 59.9 55.5Black 61.7 59.8 54.2White 87.0 79.7 86.0ED 48.0 60.5 50.5Non-ED 86.2 75.6 81.5

US History2011--2012 = 60%2012--2013 = 59%2013--2014 = 58%

1% decrease from last year15.8% below State target

3% below system strategic plan target

  Performance Measure(s)% of students scoring at Meets or Exceeds on the U S History EOCT

Actual2013-2014

Actual2012-2013

Actual2011-2012

All 58.0 59.0 60.1Reg. ed 62.0 62.0 64.6SPED 13.0 33.0 29.0Female 53.0 59.0 59.8Male 69.0 58.0 60.0Black 50.0 49.0 55.2White 73.0 70.0 72.0ED 52.9 53.0 50.0Non-ED 73.8 73.3 77.8

Economics2011--2012 = 73%

2012--2013 = 60.3%2013--2014 = 69.5%

9.2% increase from last year10% below State target

6.5% above system strategic plan target

  Performance Measure(s)% of students scoring at Meets or Exceeds on the Economics EOCT

Actual2013-2014

Actual2012-2013

Actual2011-2012

All 69.5 60.4 73.1Reg. ed 74.0 62.2 74.5SPED 7.0 41.0 54.0Female 73.4 57.6 70.5Male 64.2 62.9 76.4Black 62.0 52.4 62.9White 87.2 78.9 93.1ED 59.8 59.3 64.7Non-ED 77.9 74.3 77.8

Coordinate Algebra2011--2012 = N/A%2012--2013 = 28%

2013--2014 = 24.4%3.6% decrease from last year

20.7% below State target 6.6% below system strategic plan target

*Coordinate Algebra replaced Math I in 2012/2013 as a result of the transition to Common Core.

  Performance Measure(s)% of students scoring at Meets or Exceeds on the Coordinate Algebra EOCT

Actual2013-2014

Actual2012-2013

Actual2011-2012

All 19.0 28.4 N/AReg. ed 20.9 32.0 N/ASPED 3.7 2.0 N/AFemale 22.0 24.9 N/AMale 16.1 30.9 N/ABlack 11.8 17.0 N/AWhite 30.0 37.2 N/AED 22.0 17.7 N/ANon-ED 50.6 35.7 N/A

Analytic Geometry2011--2012 = N/A%2012--2013 = N/A%2013--2014 = 23.7%

Baseline Year. No previous dataNo State target

*Analytic Geometry replaced Math II in 2013/2014 as a result of the transition to Common Core.

  Performance Measure(s)% of students scoring at Meets or Exceeds on the Analytic Geometry EOCT

Actual2013-2014

Actual2012-2013

Actual2011-2012

All 23.8 N/A N/AReg. Ed 25.9 N/A N/ASPED 2.2 N/A N/AFemale 19.0 N/A N/AMale 29.0 N/A N/ABlack 19.6 N/A N/AWhite 29.0 N/A N/AED 22.0 N/A N/ANon-ED 44.0 N/A N/A

• Percent of graduates entering TCSG/USG not requiring remediation or learning support courses; or scoring program ready on the Compass; or scoring at least 22 out of 36 on the composite ACT; or scoring at least 1550 out of 2400 on the combined SAT; or scoring 3 or higher on two or more AP exams ; or scoring 4 or higher on two or more IB exams.

2011-12 = 48.5%

Percent of graduates earning high school credit(s) for accelerated enrollment via ACCEL, Dual HOPE Grant, Move On when Ready. Early College, Gateway to College, Advanced Placement courses, or International Baccalaureate courses

2012-13 = 42.8%

2011-12 = 28.5% 2012-13 = 26.9%

AP Exam School TotalsScore Eng. Lit

CompEng. Lang

CompUS Gov.

PolicyUS History Biology Total

Exams% of Total

Exams

2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014

5

4 1 2 1 1 1 2 4 2.4 4.2

*3 1 1 6 2 1 12 3 8 12 22 14.3 23.2

2 2 18 15 5 18 8 11 33 46 39.3 48.4

1 11 1 22 16 3 3 3 37 23 44.0 24.2

Total 1 14 47 10 11 84 95 100.00 100.00

*Scores of 3 or higher awards college credit nation-wideOpen Enrollment is allowed for ALL AP Courses

CTAE Pathway Completers FY12 = 61 Completers; 48% passed the EOPA

FY13 = 139 Completers; 54% passed the EOPAFY14 = 158 Completers; 60% passed the EOPA

Our Data

2013-2014Percent of students scoring at Meets or

Exceeds on the Georgia High School Writing Test = 92.2%

Target = 100%

Our Data

What Does The Data Tell Us?

• What get’s monitored gets done!

• Administrators must hold time in the classroom sacred

• We need to dig deeper to determine specific areas of focus

• More work needs to be done related to differentiated instruction in order to meet the needs of ALL students

• More targeted interventions are needed to be put in place to reduce discipline in order to keep students in the classroom

So….. Where Do We Go From Here

Looking Ahead We Will …….

• Continue weekly Administrative group focus walks

• Continue Teaching and Learning sessions in creating assessments and differentiation

• Develop and administer benchmark assessments for EOC subjects

• Continue the implementation of 5 Step Protocol

• Standard Posted

• Essential Question

• I Can Statement (Learning Goal)

• Student Work with Commentary

• Scaffolding & Formative Assessments

• Place more emphasis on Reading and Writing across the curriculum (Introduction of

Reading & Writing prompts in Instructional Focus for all students)

• Continue implementation and monitoring of instructional framework for lesson

planning (opening, mini-lesson, work session and closing)

• Continue Academic Credit Recovery Program after school

• Continue use of Credit Repair Policy

• Continue 9th Grade Intervention-Academic Credit Recovery for students who are .5 to 1.5 credits short in the summer

• Analyze assessment data (formative, summative, benchmark, etc.) to determine progress towards goals

• Utilize sub-subject teams to analyze data for continuous improvement and to drive instruction

• Implement Formative Instructional Practices

• Utilize Instructional Focus Period for continued remediation and enrichment

• Utilize Learning Blade to target math and reading deficiencies of Administratively placed and at-risk 1st time 9th grade students in Freshmen Focus Class

Looking Ahead We will …….

• Continue using SMART Goals and class data to provide descriptive feedback to students, adjust instruction, and provide remediation for students who fall below a 75 average

• Continue writing test prep remediation for all 1st time 11th graders and & re-testers for the 2014 writing test administration and any remaining writing test testers

• Continue providing graduation test prep for any and ALL students currently enrolled under the former graduation cohort that requires this testing

• Work with and monitor teachers as they participate in bi-weekly department meetings to ensure departmental success and continuity

• Continue subject specific meetings to determine and compose common unit assessment items to be used on unit assessments

• Continue Math in the Fast Lane implementation for math improvement

Looking Ahead We will…….

• Provide school-wide professional learning on instructional strategies; Including Depth of Knowledge, Academic Rigor, Formative Instructional Practices, SLDS; On-going Familiarization of TKES

• Support the Collaborative summer unit building to design common curriculum maps and pacing guides for all core academics

• Provide training on writing rigorous assessment items

• Continue Honor Roll/Merit List posted on the Congratulations Wall and in the newspaper/BHS Website

• Implement Perfect Attendance recognition to be posted on the “Congratulations” Wall and website

• Continue Baldwin’s Best – Monthly 9th grade student recognition from each department

• Implement “No Tardies” Incentives to reduce excessive student tardies to class

Looking Ahead We Will. . . . . . . .

Looking Ahead We Will. . . . . . . .• Continue recruitment of parents for Parent Volunteer Group

• Continue and broaden Freshmen Academy Orientation Parent Meetings at the Middle and High School

• Continue partnership with the Chamber of Commerce and businesses to increase onsite participation in school activities (Reality Check)

• Continue the CTAE Showcase – Collaboration with business professionals, secondary education leaders & students to showcase CTAE Pathways

• Continue using the Parent Caller , marquee sign and school website to improve communication between school and home

• Add additional Academic Nights & Informational Sessions to current Open House schedule

• Continue student recruitment to increase student participation in CTAE classes, pathway completion, and end-of-pathway assessment completion/pass rate

• Develop counseling expectations for College and Career Ready Performance Index (CCRPI)

• Provide professional learning for counselors to develop, track, and monitor CCRPI counseling expectations

• Continue providing access to COMPASS test preparation and testing at Baldwin High School

• Implement protocols to monitor students’ grade-to-grade progression and their trajectory towards graduation

• Increase participation in accelerated/dual enrollment courses

• Continue student recruitment to increase student participation in work-based learning, youth apprenticeship, and other extended learning opportunities

• Continue to recruit to build awareness and increase participation in non-traditional classes/programs

Looking Ahead We Will. . . . . . . .

QUESTIONS