Newark Central School District
Third Quarter/2013 - 2014
High School Improvement Plan Monitoring Report
Grades 9-12
Date of Board Meeting: May 7, 2014
Quarterly Assessment Performance
English Assessments
Course
Quarter 1 Assessment
Average
65% and above
English 9
English
10
English
11
Quarter 2 Assessment
Average
End of Year
Assessment
Average
Quarter 3 Assessment
Average
75% and above
65% and above
75% and above
65% and above
75% and above
End of
Year
Goal
65% and
above
75% and
above
#
#
%
%
65% and
above
#
136/169
%
80
#
105/169
%
62
#
147/171
%
86
#
115/171
%
67
#
142/160
%
89
#
136/160
%
85
%
86%
133/149
89
103/149
69
126/146
86
102/146
70
134/147
91
113/147
77
86%
117/156
75
97/156
62
119/155
77
71/155
46
140/149
94
108/149
72
86%
Math Assessments
Course
Quarter 1 Assessment
Average
65% and above
80% and above
Quarter 2 Assessment
Average
65% and above
80% and above
Quarter 3 Assessment
Average
65% and above
80% and above
End of Year
Assessment
Average
65% and
above
#
%
80% and
above
#
%
End of
Year
Goal
65% and
above
%
#
%
#
%
#
%
#
%
#
%
#
%
Integrated
Algebra
86/148
58
31/148
21
83/151
55
11/151
7
99/144
69
35/144
24
86%
Integrated
Algebra 1A
34/51
67
18/51
35
19/54
35
4/54
7
36/46
78
12/46
26
86%
Geometry
82/95
86
43/95
45
78/93
84
43/93
46
76/93
82
38/93
41
92%
Algebra 2
Trigonometry
59/95
62
27/95
28
40/89
45
22/89
25
47/83
57
25/83
30
45%
Social Studies Assessments
Course
Quarter 1 Assessment
Average
65% and above
Global 9
Global 10
US History
and Govt.
Quarter 2 Assessment
Average
85% and above
65% and above
End of Year
Assessment
Average
Quarter 3 Assessment
Average
85% and above
65% and above
85% and above
65% and
above
#
%
85% and
above
#
%
End of
Year
Goal
65% and
above
%
#
%
#
%
#
%
#
%
#
%
#
%
82/167
107/158
49
68
41/167
30/158
25
19
112/172
110/152
65
72
57/172
38/152
33
25
135/159
123/141
85
87
79/159
99/141
50
70
63%
63%
86/154
56
30/154
19
115/152
76
33/152
22
108/147
73
31/147
21
83%
Science Assessments
Course
Quarter 1 Assessment
Average
65% and above
Living
Environment
Earth Science
Chemistry
Physics
85% and above
Quarter 2 Assessment
Average
65% and above
85% and above
Quarter 3 Assessment
Average
65% and above
85% and above
End of Year
Assessment
Average
65% and
above
#
%
85% and
above
#
%
End of
Year
Goal
65% and
above
%
#
%
#
%
#
%
#
%
#
%
#
%
91/149
61
19/149
13
84/158
53
18/158
11
89/146
61
15/146
10
85%
79/104
52/66
58/77
76
79
75
42/104
16/66
33/77
40
24
43
89/124
41/64
55/77
72
64
71
42/124
9/ 64
21/77
34
14
27
86/118
41/66
63/75
73
62
84
42/118
9/ 62
33/75
36
15
44
67%
72%
83%
ANALYSIS & ACTION
STRENGTHS:
Strengths areas were selected based on a three quarter trend of approaching, meeting or exceeding the end of year goal:
 English 9 and English 10
o Teachers are noting that with increased accountability, engagement and/or motivation student progress towards meeting unit
objectives increases favorably.
 Earth Science
o Lab completion was a struggle last year with that group of students. This year’s group is working along on labs very well, and from that,
there is the obvious gain in level of understanding of the material.
o The After Hours Learning Center has been especially helpful at keeping students on track as they go through the year, specifically the
academies prior to the quarterly assessments.
o This is the first year our Earth Science teachers have worked with the literacy coach, assistance with vocabulary strategies and reading
strategies is invaluable.
AREAS OF FOCUS:
 Primary Area(s) of Focus
o Algebra 2 Trigonometry
 The teaching team is indicating that the assessment being used is an accurate predictor and as a result, they anticipate meeting
their goal.
o Integrated Algebra
 When the results are analyzed on a case-by-case basis, it is important to note that most students are experiencing positive
momentum in their scores. The assessment, by design is rigorous and in some cases is not scaled so it functions to give students
a clear glimpse at their needs moving into the last eight weeks of the school year.
o Global History and Geography (Regents)
 Writing continues to be an area of concern. Students seem to score approximately a 2/5 when their work is measured against
the Regents essay rubric.
 Assessments are being improved to better measure deficits, however due to time constraints lengthy Regents parallel tasks are a
challenge to fully implement.
 Secondary Area(s) of Focus
o English 11
 Students preparing to take the English 11 Regents for the second time this year are receiving specifically designed remediation
through the Learning Center and AIS. Students not available for this service are encouraged to attend extended day instruction.
ACTIONS:
 After Hours Learning Center opportunities are scheduled to occur every Tuesday and Wednesday for the duration of the school year.
Academies will run frequently in June. A dunk tank is in play as an incentive to bring student to these extended day opportunities.
 The May 16 early release day agenda is heavily focused on the development of plans to remediate. For example, teachers may:
o Carefully examine all of their ADAP’s and quarterly assessment scores to identify students regularly performing on the bubble (48-54 IEP
students and 58-64 gen. ed. students). For example, Integrated Algebra students will be expected to work on: (1) Justifying written
work (2) Factoring quadratic expressions (3) Providing appropriate solutions for inequalities. Specific instructional strategies include
continued practice and pop quizzes to assess progress.
o Develop plans/tools for struggling students designed to maximize their success as measured by a year-end summative assessment.
o Examine recent trends relevant to success on year-end summative assessment and react with the development and/or revision of
review tools. For example, Integrated Algebra students will be expected to complete bi-weekly topic reviews. Reviews were developed
based on the needs of “bubble” students scoring between a 58 and 64 on recent assessments.
 School based incentives designed to increase engagement and deepen student to staff connections include:
o Lip Sync event
o Kan Jam tournament
o Freshman bowling event
 Global History and Geography teachers are experimenting with motivational strategies designed to encourage students to persevere through all
the lengthy writing prompts on any given assessment.
 Global History and Geography teachers are using Regents rubrics to score lengthy writing prompts.