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2008 2009 Student Achievement Report
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- 2. MISSION STATEMENT The JeffersonDavis County School District promotes a rigorous, safe, and nurturing environment in which students are empowered to achieve their full intellectual and social potential by combining high standards, discipline, and character education, with a commitment to individualism, creativity and diversity as students prepare to contribute to our global society.
- 3. VISION STATEMENT All studentsin Jefferson Davis County School District will achieve life-long learning, reach proficiency in all academic areas, and will contribute to our community in a positive manner.
- 4. WE BELIEVE… Schoolshould reflect a caring community; a safe and fair environment in which the school staff, with the support of parents, guide the children toward respecting others, understanding the varied cultures of our society, and striving for academic and behavioral excellence. That ongoing communication and collaboration among classroom teachers, support staff, and the principal result in an integrated program for all students, including those with special needs.
- 5. WE BELIEVE… Allour students, including those with special needs, should be prepared for a rapidly changing technological world and should be able to access information, solve problems, think critically, make decisions, and learn to cooperate and work productively with others. That students progress in achieving the established instructional and social goals should be frequently and systematically monitored using a variety of assessment techniques. Our students should become enthusiastic, life-long learners and productive citizens.
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- 12. AYP Adequate YearlyProgress, or AYP, is a measurement defined by the United States federal No Child Left Behind Act that allows the U.S. Department of Education to determine how every public school and school district in the country is performing academically according to results on standardized tests. Successful progress Adequate Yearly Progress requires that every public school completes three requirements annually. Requirements for the percentage of growth is determined on a state-by-state basis. At least 95 percent of all students are tested for reading and mathematics; At least 95 percent of all students meet the minimum annual target for meeting or exceeding standards for reading and mathematics, and; At least 95 percent of all students meet the minimum annual target for attendance rate for elementary and middle schools or graduation rate for high schools. Additionally, state education agencies must determine the yearly progress of districts, and identify districts in need of improvement. Unsuccessful progress Every state education agency is required to determine which schools do not meet AYP every year. However, a specific designation by the U.S. Department of Education called "Federal school improvement status" applies only to schools that receive Title I funds. State education agencies are required to determine what larger goals are required of every school as they fail to perform annually. Title I schools that do not meet AYP for two consecutive years are placed in "School Improvement Status" and must offer alternative school attendance opportunities to students within their schools. If these same schools do not make AYP for three consecutive years, they must offer both alternative school attendance opportunities and opportunities for students to increase their learning outside of school time. If those schools miss AYP for a fourth consecutive year, they are designated as being in "Corrective Action" and must choose among strategies outlined by NCLB. A fifth year of missing AYP results in a restructuring planning year when the school is shut down, and then a sixth year of missing AYP requires that the restructuring plan be implemented.[NCLB restructuring options include: Reconstitution: Replacing school staff, including the principal, relevant to the failure in the school. Contracting: contracting with an outside entity to operate the school. State takeovers: turning the school operations over to the state education agency.
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- 21. MISSISSIPPI CURRICULUM TEST,2ND EDITION 2007-2008 Grade Level Number Tested Mean Scale Score % Minimal % Basic % Proficient % Advanced Language Arts 3 141 143.0 32.6 35.5 27.7 4.3 4 142 141.7 33.1 41.5 21.8 3.5 5 139 146.1 21.6 36.7 40.3 1.4 6 162 140.3 32.7 47.5 17.9 1.9 7 188 141.3 29.3 51.6 19.1 0.0 8 148 139.6 34.5 45.3 19.6 0.7 Mathematics 3 140 145.8 27.9 28.6 38.6 5.0 4 142 142.4 37.3 40.8 21.1 0.7 5 139 147.0 21.6 43.2 30.2 5.0 6 161 143.6 41.6 28.0 28.0 2.5 7 187 142.9 42.8 26.7 27.8 2.7 8 149 141.0 51.0 26.8 20.8 1.3
- 22. MISSISSIPPI CURRICULUM TEST,2ND EDITION 2008-2009 Grade Level Number Tested Mean Scale Score % Minimal % Basic % Proficient % Advanced Language Arts pDenotes higher % Than Previous Year 3 142 146.3 22.5 10% 40.1 p 28.9 p 8.5 p 4 130 143.3 27.7 6% 41.5 p 27.7 p 3.1 p 5 134 142.8 30.6 9% 35.8 p 32.8 p 0.7 p 6 149 143.9 24.5 8.2% 41.5 31.3 p 2.7 p 7 168 142.5 28.6 .7% 45.2 25.0 1.2 p 8 167 142.7 28.7 5.8% 41.3 29.9 p 0.0 Mathematics 3 142 148.8 18.3 9.6% 33.1 43.0 5.6 4 131 145.7 28.2 9.1% 37.4 31.3 3.1 5 134 144.9 32.1 10.5% 33.6 33.6 0.7 6 147 146.6 28.6 13% 29.9 p 36.7p 4.8 p 7 169 146.7 25.4 19.4% 37.3 p 34.3 p 3.0 p 8 167 142.9 32.9 18.1%
- 23. CARVER ELEMENTARY MCT207-08 Grade Level Number Tested Mean Scale Score % Minimal % Basic % Proficient % Advanced Language Arts 3 70 142.2 34.3 37.1 24.3 4.3 4 65 140.0 35.4 47.7 12.3 4.6 5 58 146.7 24.1 34.5 37.9 3.4 6 74 140.6 33.8 47.3 14.9 4.1 Mathematics 3 70 145.4 27.1 32.9 32.9 7.1 4 65 474.6 35.8 41.5 18.5 5% 1.5 p 5 58 148.8 19.0 39.7 31.0 10.3 6 74 146.2 32.4 29.7 32.4 5.4
- 24. CARVER ELEMENTARY MCT208-09 Grade Level Number Tested Mean Scale Score % Minimal % Basic % Proficient % Advanced Language Arts 3 65 146.4 26.2 8.1 33.8 27.7 p 12.3 8%p 4 61 142.2 26.2 9.2 45.9 24.6 12.3%p 3.3 p 5 66 142.6 28.8 33.3 37.9 0.0 6 58 147.9 19.0 14.8 31.0 46.6 31.7%p 3.4 Mathematics 3 65 149.8 16.9 10.2 29.2 44.6 11.7% p 9.2 4 62 146.3 25.8 12.7 41.9 25.8 6.5 5 66 144.5 27.3 2.4 28.8 1.5 6 5 150.0 19.0 13.4 22.4 51.7 19.3 %p 6.9
- 25. JOHNSON ELEMENTARY MCT207-08 Grade Level Number Tested Mean Scale Score % Minimal % Basic % Proficient % Advanced Language Arts 3 71 143.7 31.0 33.8 31.0 4.2 4 77 143.2 31.2 36.4 29.9 2.6 5 81 145.6 19.8 38.3 42.0 0.0 Mathematics 3 70 146.2 28.6 24.3 44.3 2.9 4 77 143.1 36.4 40.3 23.4 0.0 5 81 145.7 23.5 45.7 29.6 1.2
- 26. JOHNSON ELEMENTARY MCT208-09 Grade Level Number Tested Mean Scale Score % Minimal % Basic % Proficient % Advanced Language Arts 3 77 146.4 19.5 11.5 45.5 p 29.9 12.3 4 69 144.2 29.0 2.2 37.7 30.4 2.9 5 68 143.1 32.4 12.5 38.2 27.9 1.5 6 89 141.3 28.1 48.3 21.3 2.2 Mathematics 3 77 148.0 19.5 9.1 36.4 41.6 2.6 4 69 145.2 30.4 6.2 33.3 36.2p 0.0 5 66 145.3 36.8 25.0 38.2 p 0.0 6 89 144.3 34.8 34.8 27.0 3.4
- 27. BASSFIELD HIGH MCT207-08 Grade Level Number Tested Mean Scale Score % Minimal % Basic % Proficient % Advanced Language Arts 7 81 141.9 25.9 48.1 25.9 0.0 8 69 139.9 30.4 52.2 15.9 .4 Mathematics 7 81 145.3 35.8 21.0 37.0 6.2 8 69 144.4 36.2 30.4 30.4 2.9
- 28. BASSFIELD HIGH MCT208-09 Grade Level Number Tested Mean Scale Score % Minimal % Basic % Proficient % Advanced Language Arts 7 71 143.0 28.2 46.5 22.5 2.8 8 74 142.1 31.1 39.2 29.7 0.0 Mathematics 7 72 148.0 16.7 19.1 41.7 34.7 6.9 8 74 144.0 29.7 6.5 37.8 28.4 4.1
- 29. PRENTISS HIGH MCT207-08 Grade Level Number Tested Mean Scale Score % Minimal % Basic % Proficient % Advanced Language Arts 6 88 140.0 31.8 47.7 20.5 0.0 7 107 140.9 31.8 54.2 14.0 0.0 8 79 139.4 38.0 39.2 22.8 0.0 Mathematics 6 87 141.3 49.4 26.4 24.1 0.0 7 106 141.1 48.1 31.1 20.8 0.0 8 80 138.1 63.8 23.8 12.5 0.0
- 30. PRENTISS HIGH MCT208-09 Grade Level Number Tested Mean Scale Score % Minimal % Basic % Proficient % Advanced Language Arts 7 97 142.1 28.9 44.3 26.8 p 0.0 8 93 143.1 26.9 11.1 43.0 30.1 p 0.0 Mathematics 7 97 145.8 32.0 34.0 p 34.0 p 0.0 8 93 142.0 35.5 28.3 45.2 p 18.3 p 1.1 p
- 31. SUBJECT AREA TESTINGPROGRAM 2007 - 2008 Subject Number Tested Mean Scale Score % Passing Algebra I (2007 Curriculum Framework) 139 648.6 59.0 U.S. History 111 336.2 86.5 Biology I 63 318.6 69.8 English II MC (2006 Curriculum Framework) 111 646.0 54.1
- 32. SUBJECT AREA TESTINGPROGRAM 2008 - 2009 Subject Number Tested Mean Scale Score % Passing Algebra I (2007 Curriculum Framework) 116 649.3 54.3 4.7% U.S. History 117 331.7 84.6 Biology I 151 335.8 79.5 9.7% English II MC (2006 Curriculum Framework) 156 644.2 45.5 8.6%
- 33. SUBJECT AREA TESTINGPROGRAM Prentiss High, 2007 - 2008 Subject Number Tested Mean Scale Score % Passing Algebra I (2007 Curriculum Framework) 50 645.0 40.0 U.S. History 70 332.5 84.3 Biology I 23 307.9 60.9 English II MC (2006 Curriculum Framework) 54 646.9 63.0 Notes: Minimum N-count for reporting is 10 students. Passing = scale score of 300 in Biology & History, 647 Algebra I, 645 in English II English II Writing Assessment Prompt Number Tested Mean Writing Scale % Passing Informative 58 2.0 93.1
- 34. SUBJECT AREA TESTINGPROGRAM Prentiss High, 2008 - 2009 Subject Number Tested Mean Scale Score % Passing Algebra I (2007 Curriculum Framework) 61 643.3 36.1 U.S. History 62 331.2 85.5 Biology I 75 336.4 Good 78.7 p English II MC (2006 Curriculum Framework) 78 642.5 35.9
- 35. SUBJECT AREA TESTINGPROGRAM Bassfield High, 2007 - 2008 Subject Number Tested Mean Scale Score % Passing Algebra I (2007 Curriculum Framework) 89 650.6 69.7 U.S. History 41 342.3 90.2 Biology I 40 324.7 75.0 English II MC (2006 Curriculum Framework) 57 645.1 45.6
- 36. SUBJECT AREA TESTINGPROGRAM Bassfield High, 2008 - 2009 Subject Number Tested Mean Scale Score % Passing Algebra I (2007 Curriculum Framework) 55 656.0 74.5 Good U.S. History 55 332.3 83.6 Biology I 76 335.1 80.3 English II MC (2006 Curriculum Framework) 78 645.9 55.1 9.5
- 37. WORKING TOGETHER WECAN Central Office Administrators Teachers Students Parents Community
- 38. STAY THE COURSEWITH OUR CURRICULUM PLAN Curriculum Director Literacy Coach Math Coach Nine Weeks Assessments Pacing Guides
- 39. DATA (SUCCESS BLUEPRINTS) Success Blueprints! Individual Action Plans that target specific weaknesses in each students test data, prescribe interventions and move students to the next level Data Coaching – Consulting contract with Bailey Consulting to train each teacher on how to use student data to drive instruction
- 40. INCREASE TEACHER CAPACITY Targeted Professional Development for Teachers to build capacity Renewed effort to retain staff Aggressive recruitment program
- 41. INSTRUCTIONAL LEADERSHIP Principalsand Assistant Principals must ensure connection between District’s curriculum plan and teachers 12-15 CIOC observation plan per week plus post conference with teacher Monitor and adjust to effective teaching strategies
- 42. TECHNOLOGY Equip eachclassroom with basic student technological needs Develop forward looking Technology Plan
- 43. PARENTAL INVOLVEMENT Partnerwith Success Blueprints PTA at each school Watch D.O.G.S. (Dads of Great Students) Frequent Open House Opportunities Parenting Sessions (Strengthening Families)