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Columbus Tustin Middle School

Columbus Tustin Middle School. 3-Year Achievement Results Analysis September 2013. School API 10-Year Growth Trend. 3-Year API Growth Analysis – . CST– English/Language Arts. Percent of Students Scoring Proficient or Advanced. CST– Mathematics.

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Columbus Tustin Middle School

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  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 –

  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 2012 Subgroup 2011 2013 3-Year Growth All Students African American Asian Filipino Hispanic or Latino White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities • 61.5% • N/A • 89.4% • 100.0% • 54.1% • 85.2% • N/A • 54.0% • 42.3% • 40.0% • 63.2% • N/A • 98.2% • 78.6% • 56.2% • 85.1% • N/A • 55.3% • 44.2% • 28.8% • +1.7 • N/A • +8.8 • -21.4 • 2.1 • -.1 • N/A • +1.3 • +71.9 • -11.2 • 61.6% • N/A • 93.2% • 93.8% • 54.7% • 83.8% • N/A • 52.6% • 42.3% • 26.7%

  11. Significant Subgroup Data – 2013 AYP Comparison of Percent Proficient or Above – Mathematics 2012 Subgroup 2011 2013 3-Year Growth • +13.5 • N/A • +17.7 • -17.9 • +12 • +12.7 • N/A • +11.7 • +5.1 • -3.8 All Students African American Asian Filipino Hispanic or Latino White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities • 45.9% • N/A • 78.7% • 75% • 40.1% • 65.8% • N/A • 40% • 33.9% • 23.8% • 58.4% • N/A • 96.4% • 57.1% • 52.1% • 78.5% • N/A • 51.7% • 39% • 20% • 59.4% • N/A • 95.5% • 87.5% • 54.1% • 75.7% • N/A • 54.2% • 48.5% • 24%

  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 6th 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.

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