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! 1

CONTINUOUS IMPROVEMENT PLANNING RESOURCE

Lowe’s Grove Magnet Middle School Dr. Tekeisha Mitchell, Principal Introduction

The Continuous Improvement Planning Resource has been developed to provide feedback to each of the 54 schools within Durham Public Schools.!The purpose of this report is to provide a snapshot of school-level data that can be used to determine administrative and educational decisions. This report reflects data on various indicators of school performance from district and state administrative records from the 2012-13, 2013-14, and 2014-15 school years. The types of data included are: demographic, retention, suspension and climate data. Although these data are by no means comprehensive, they include types of data to define needs, select improvement strategies, initiate change and monitor progress. A supplemental report, distributed in August, will include data unavailable at the time of this report. NC READY Accountability Model In the 2012-13 school year, the NC READY Accountability Model was adopted by the State Board of Education to replace the existing ABC’s of Public Education. Concurrently, North Carolina transitioned to the use of new assessments aligned with the Common Core State and NC Essential Standards. As a result of these transitions, the 2012-13 academic year provides baseline data for these new assessment and accountability models. The NC READY Accountability Model focuses on career and college readiness as part of the state’s overall plan to raise performance standards to help prepare students for their post-high school pathways. To this end, there are three READY Accountability Measures: Performance Composite – Current school year performance as calculated by the percentage of student EOG and/or EOC test scores that are considered grade-level proficient or higher (levels 3, 4, and 5); Growth – EVAAS data is used to assess student growth to provide an indication of the rate at which students within a school learned over the past year.1 The standard is roughly equivalent to a year’s worth of growth for a year of instruction. Growth is reported for each school as Exceeded Growth Expectations, Met Growth Expectations, or Did Not Meet Growth Expectations using EVAAS calculations; Annual Measurable Objectives (AMO) – AMO status is based on whether the students and each identified subgroup within a school met academic performance targets set by the state with the goal of reducing the percentage of non-proficient students by one-half within six years. These targets are set to meet federal and/or state requirements.2 Middle School Area NC READY Accountability Model

The primary components of the NC READY Accountability Model for students in grades 6-8 are the End-of-Grade (EOG) tests in Reading and Math. Students in grade 8 also complete the Grade 8 Science EOG test. The primary purpose of the EOG tests is to measure students’ academic performance (proficiency), progress (AMO targets met) and growth (EVAAS student and school growth). Only the Reading and Math EOGs are included within the federal Annual Measurable Objectives (AMO) Model. Certain students with specific disabilities are allowed to complete the NCEXTEND1 alternate assessments in lieu of these students’ grade-specific Math or Reading EOG test. NCEXTEND1 scores factor into performance and AMO calculations, but not growth calculations.

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!1 Retrieved from http://www.ncpublicschools.org/docs/newsroom/news/2013-14/20131025/ready-packet.pdf 2 See 2013 NC READY Accountability Background Brief for more information about AMO targets and measures.

!!!!!!Contents!CONTENTS

Introduction!• North!Carolina!Accountability!Model

! ! !!!!!!!!!!!!!!!!!!!!!!!!!!!!!Page!1!!

Enrollment!Data!• Demographic!Data!• Retention!• Suspension! ! !!!!!!!!!!!Page!2@3!

!Standardized!Test!Results!• End!of!Grade!Exams!• End!of!Course!Exams! !!!!!!!!!!!Page!3@7!

!Additional!Assessments!• CogAT! ! !!!!!!!!!!Page!8!

!College!and!Career!Readiness!• ACT!Explore!!! !!!!!!!!!!!!Page!9!

!School!Climate!• Teacher!Working!Conditions!• Teacher!Turnover!!• Student!Climate!Survey!!!!!!!!Page!9@13!!!

!Methodology! ! !!!!!!!!!!!Page!14!!!!

DPS!Mission!Statement!

In#collaboration#with#our#community#and#parents,#the#mission#of#Durham#Public#Schools#is#to#provide#all#students#with#an#outstanding#education#that#motivates#them#to#reach#their#full#potential#and#enables#them#to#discover#their#interests#and#talents,#pursue#their#goals#and#dreams,#and#succeed#in#college,#in#the#

!

! 2

Enrollment Data Demographic Data: The following table depicts the enrollment, average attendance rate, and demographic makeup Lowe's Grove Magnet Middle School (LGMS). The average attendance rate at Lowe’s Grove decreased slightly from the 2013-14 to 2014-15 school year and is slightly lower than the district average. Overall, Lowe’s Grove is comprised of over 90% Black and Hispanic students (66% and 24%, respectively). In 2014-15, approximately 79% of students were identified as economically disadvantaged (ED), 9% were identified as limited English proficiency (LEP), and 16% were identified as exceptional children (EC). Student demographics remained relatively consistent between the 2013-14 and 2014-15 school years other than a slight decrease in the percentage of students identified as exceptional children (EC). Compared to district averages, Lowe’s Grove has a substantially higher proportion of students identified as economically disadvantaged (ED) and a higher proportion of EC identified students. Conversely, Lowe’s Grove has slightly lower proportion of LEP identified students compared to the district average.

Table 1: Enrollment, Average Attendance Rate, and Demographic Makeup!

Tot

al

Enr

ollm

ent

Att

enda

nce

Am

eric

an

Indi

an

Asi

an

Bla

ck

His

pani

c

Paci

fic

Isla

nder

Whi

te

Tw

o or

M

ore

Rac

es

FRL

LE

P

EC

LGMS 2012-13 647 94.40 0.15 1.83 66.16 23.02 0.15 6.40 2.29 82.40 10.7 19.22

LGMS 2013-14 692 93.21 0.29 1.16 68.79 21.10 0.00 6.65 2.02 79.05 9.39 18.35

LGMS 2014-15 733 91.66 0.27 1.50 66.17 24.15 0.14 5.73 2.05 78.99 9.00 16.37

DPS 2014-15 34037 94.30 0.42 2.37 48.29 27.69 0.09 18.42 2.72 59.88 13.33 11.95

Note: All data, with the exception of total enrollment, is listed as the percentage of total enrollment; Enrollment data extracted from North Carolina Department of Public Instruction: PowerSchool (2013-14); Attendance data extracted from NCDPI http://www.ncpublicschools.org/fbs/accounting/data/; Demographic data from Research and Accountability: Mergedemo Table (2014-2015)

Retention: In 2014-15, 0.14% of students at Lowe’s Grove were retained, which is a 0.14 percentage point increase from 2013-14 when no students were retained, and 0.08 percentage points higher than the district average. The potential reason codes for retention are: academic, administrative decision, attendance, and state standards. Lowe’s Grove students were retained solely for attendance reasons in 2011-12 and 2012-13. In 2013-14, the top reasons for all DPS middle school retentions were academic (80.00%) and administrative (20.00%). Reasons for 2014-15 retentions were not available at the time of analysis.

Table 2: Percent of Students Retained Table 3: Top Three Reasons for Retention Lowe’s Grove Magnet Middle DPS* Retention Reason Codes

2011-12 2012-13 2013-14 2014-15 2014-15 1st 2nd 3rd

0.63 1.08 0.00 0.14 0.06 LGMS 2011-12

Attendance (100%)

Data source: Data extracted from North Carolina Department of Public Instruction: NCWISE Historical Retentions (2011-2013) and PowerSchool (2013-14); 2014-15 Reason Codes not available at time of analysis. *Note: Each value is an average of all DPS middle schools

LGMS

2012-13 Attendance

(100%)

LGMS 2013-14 N/A

DPS* 2013-14

Academic (80%)

Administrative (20%)

Academic (80%)

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! 3

Enrollment Data, Continued Suspension: As of July 9, 2015, 25.65% of students at Lowe’s Grove were suspended in the 2014-15 school year, which is a 5.13 percentage point decrease from 2013-14, but higher than the district average (+6.08 percentage points). The average number of days of In School Suspension (ISS) decreased by 0.21 days and the average number of days in Out of School Suspension (OSS) increased by 1.31 days from 2013-14 to 2014-15, resulting in an ISS average lower than the district average (-1.02 days) but an OSS average higher than the district average (+5.14 days). In examining the percentage of students suspended by grade, the proportions changed slightly from 2013-14, particularly for 6th grade. In comparison to the 2014-15 district average, the proportions of suspensions by grade are similarly distributed between the three grades.

Standardized Test Results End of Grade Exams: The North Carolina End-of-Grade exams (EOGs) are used to assess students’ knowledge in reading and mathematics in grades 6 and 7 and reading, mathematics, and science in grade 8.3 In 2012-13, four achievement levels were reported for each test, but in the fall of 2013, college-and-career readiness Academic Achievement Standards and Academic Achievement Descriptors for the EOG were developed, indicating five levels of proficiency.4

• Students performing at Level 1 have limited command of the knowledge and skills in Common Core Standards and NC Essential Standards and will need academic support to engage successfully in the content area.

• Students performing at Level 2 have partial command of the knowledge and skills in Common Core Standards and NC Essential Standards and will likely need academic support to engage successfully in the content area.

• Students performing at Level 3 have sufficient command of the knowledge and skills in Common Core Standards and NC Essential Standards. They are academically prepared in the content area.

• Students performing at Level 4 have solid command of the knowledge and skills in Common Core Standards and NC Essential Standards. They are academically prepared in the content area.

• Students performing at Level 5 have superior command of the knowledge and skills in Common Core Standards and NC Essential Standards. They are academically well-prepared in the content area.

Students at Levels 4 and 5 meet grade-level and college and career readiness standards, while students at Level 3 only meet grade-level standards. The results reported below capture the percentage of students who completed the regular administration of each EOG who scored a Level 3 or above (proficient or above proficient).

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!3 Retrieved from: http://www.ncpublicschools.org/accountability/testing/eog 4 Retrieved from: http://www.ncpublicschools.org/docs/accountability/policyoperations/assessbriefs/assessbrief5levels14.pdf

Table 4: Suspension Figures Table 5: Percent of Suspensions by Grade

LGMS 2012-13

LGMS 2013-14

LGMS 2014-15

DPS* 2014-15

LGMS 2012-13

LGMS 2013-14

LGMS 2014-15

DPS* 2014-15

# of Students Suspended 196 213 188 156.44 6th 38.33 34.74 29.79 27.41 % of Students Suspended 30.29 30.78 25.65 19.57 7th 42.00 32.86 35.11 35.23 # of Suspensions 600 517 468 453.56 8th 19.67 32.39 35.11 37.36 Average # of Days In ISS 3.62 1.97 1.76 2.78 Data source: Data extracted from School Safety Portal (SSP);

(2012-2015); Data as of July 9, 2015. *Note: Each value is an average of all DPS middle schools Average # of Days In OSS 4.36 5.29 6.60 1.46

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! 4

Standardized Test Results, Continued Based on data received by July 9, 2015, the percentage of 6th grade students who scored proficient or higher in math by grade level standards (levels 3, 4, and 5) at Lowe's Grove Middle was 14.8% in 2014-15, a slight decrease when compared to results from 2013-14 (-3.1 percentage points). The Lowe's Grove Middle 2014-15 6th grade math grade level proficiency percentage is substantially lower than the district average of 35.7%.

Based on data received by July 9, 2015, the percentage of 6th grade students who scored proficient or higher in reading by grade level standards (levels 3, 4, and 5) at Lowe's Grove Middle was 35.7% in 2014-15, a slight increase when compared to results from 2013-14 (+3.3 percentage points). The Lowe's Grove Middle 2014-15 6th grade reading grade level proficiency percentage is moderately lower than the district average of 43.7%.

Figures 1 & 2: 6rd Grade EOG Academic Achievement Levels

Data Source: Data retrieved from NCDPI Accountability Services: READY Accountability Portal (2012-2015), !!!!!!!http://www.ncaccountabilitymodel.org/SASPortal/mainUnchallenged.do?unchallenged=yes; DPS Research and Accountability – PCSUM Table (2013-2015).

0!

20!

40!

60!

80!

100!

1! 2! 3! 4!

63.1!

19.9!13.3!

3.7!

33.6!42.7!

20.8!

2.9!

Percen

tage)

Academic)Achievement)Levels)

Lowe's Grove Middle 6th Grade EOG: 2012-13

Math! Reading!

0!

20!

40!

60!

80!

100!

1! 2! 3! 4! 5!

63.5!

18.7!

4.8!9.5!

3.6!

63.7!

21.5!

6.3! 7.2!1.3!

36.4!31.2!

7.9!

20.9!

3.6!

39.1!

25.1!

11.5!20.9!

3.4!

Percen

tage)


)Lowe's Grove Middle 6th Grade EOG: 2013-14 and 2014-15

Math!2013714! Math!2014715! Reading!2013714! Reading!2014715!

!

! 5

Standardized Tests Results, Continued

Based on data received by July 9, 2015, the percentage of 7th grade students who scored proficient or higher in math by grade level standards (levels 3, 4, and 5) at Lowe's Grove Middle was 16.1% in 2014-15, a slight decrease when compared to results from 2013-14 (-1.9 percentage points). The Lowe's Grove Middle 2014-15 7th grade math grade level proficiency percentage is lower than the district average of 30.1%.

Based on data received by July 9, 2015, the percentage of 7th grade students who scored proficient or higher in reading by grade level standards (levels 3, 4, and 5) at Lowe's Grove Middle was 33.2% in 2014-15, consistent with results from 2013-14 (+0.1 percentage points). The Lowe's Grove Middle 2014-15 7th grade reading grade level proficiency percentage is moderately lower than the district average of 41.6%.

!Figures 3 & 4: 7th Grade EOG Academic Achievement Levels

Data Source: Data retrieved from NCDPI Accountability Services: READY Accountability Portal (2012-2015), !!!!!!!http://www.ncaccountabilitymodel.org/SASPortal/mainUnchallenged.do?unchallenged=yes; DPS Research and Accountability – PCSUM Table (2013-2015).

0!20!40!60!80!

100!

1! 2! 3! 4!

54.3!

23.6! 20.1!

2.0!

38.2! 42.7!

15.6!3.5!Percen

tage)



Math! Reading!

0!

20!

40!

60!

80!

100!

1! 2! 3! 4! 5!

59.9!

22.0!

7.0! 8.8! 2.2!

64.7!

19.3!

3.2!10.8!

2.0!

30.4!36.6!

9.3!19.8!

4.0!

34.0! 32.8!

8.0!

23.2!

2.0!

Percen

tage)


Lowe's Grove Middle 7th Grade EOG: 2013-14 and 2014-15

Math!2013714! Math!2014715! Reading!2013714! Reading!2014715!

!

!

6


Based on data received by July 9, 2015, the percentage of 8th grade students who scored proficient or higher in math by grade level standards (levels 3, 4, and 5) at Lowe's Grove Middle was 19% in 2014-15, a moderate increase when compared to results from 2013-14 (+6 percentage points). The Lowe's Grove Middle 2014-15 8th grade math grade level proficiency percentage is substantially lower than the district average of 36%.

Based on data received by July 9, 2015, the percentage of 8th grade students who scored proficient or higher in reading by grade level standards (levels 3, 4, and 5) at Lowe's Grove Middle was 29% in 2014-15, a moderate increase when compared to results from 2013-14 (+8 percentage points). The Lowe's Grove Middle 2014-15 8th grade reading grade level proficiency percentage is substantially lower than the district average of 42.5%.

Based on data received by July 9, 2015, the percentage of 8th grade students who scored proficient or higher in science by grade level standards (levels 3, 4, and 5) at Lowe's Grove Middle was 39.1% in 2014-15, a moderate decrease when compared to results from 2013-14 (-4 percentage points). The Lowe's Grove Middle 2014-15 8th grade science grade level proficiency percentage is substantially lower than the district average of 58.2%.

Figures 5 & 6: 8th Grade EOG Academic Achievement Levels

Data Source: Data retrieved from NCDPI Accountability Services: READY Accountability Portal (2012-2015), !!!!!!!!http://www.ncaccountabilitymodel.org/SASPortal/mainUnchallenged.do?unchallenged=yes; DPS Research and Accountability – PCSUM Table (2013-2015).

0!20!40!60!80!100!

1! 2! 3! 4!

68.2!

18.9!11.4!

1.5!

35.5!44.8!

18.2!

1.5!

31.7! 32.2! 31.2!

5.0!Percen

tage)



Math! Reading! Science!

0!

20!

40!

60!

80!

100!

1! 2! 3! 4! 5!

58.5!

28.5!

4.5! 8.0!0.5!

55.8!

25.1!

6.5! 9.5!3.0!

47.0!

32.0!

8.0!12.5!

0.5!

41.1!

29.9!

9.5!16.0!

3.5!

40.1!

16.8!8.6!

28.4!

6.1!

42.6!

18.3!8.7!

26.5!

3.9!

Percen

tage)



Math!2013714! Math!2014715! Reading!2013714!

Reading!2014715! Science!2013714! Science!2014715!

!

! 7


End of Course Exams: The North Carolina End-of-Course exams (EOCs) are used to assess a student’s knowledge of subject-related concepts as specified in the North Carolina Essential Standards and/or Common Core State Standards to provide a global estimate of the student’s mastery of the material in a particular content area. Based on data received by July 9, 2015, the percentage of students who scored proficient or above by grade level standards (levels 3, 4, and 5) in Math I at Lowe's Grove Middle was 69.6% in 2014-2015, slightly higher when compared to results from 2013-2014 (+3 percentage points). The percentage of students proficient by grade level standards in Math I at Lowe's Grove Middle is substantially higher than the overall district average of 44.9%.

Figure 7 & 8: Math I EOC Academic Achievement Levels

Data Source: Data retrieved from NCDPI Accountability Services: READY Accountability Portal (2012-2015), http://www.ncaccountabilitymodel.org/SASPortal/mainUnchallenged.do?unchallenged=yes; DPS Research and Accountability – PCSUM Table (2013-2015).

0!

20!

40!

60!

80!

100!

1! 2! 3! 4! 5!

11.1!22.2!

29.6!37.0!

0.0!

17.4! 13.0!21.7!

37.0!

10.9!Percen

tage)


Lowe's Grove Middle Math I EOC: 2013-14 and 2014-15

2013714! 2014715!

!

!

8

Additional Assessments

CogAT: The Cognitive Abilities Test (CogAT), administered to all sixth grade students in Durham Public Schools, measures the development of the three cognitive abilities considered to be the most important for success in school: verbal, quantitative, and nonverbal (spatial and figural). The school receives an ability profile for each of their students that indicates the level and pattern of the scores, i.e., whether the student’s scores were similar in all three tested areas, or they demonstrated a relative strength or weakness in one or more areas.

The table below displays the percentage of students scoring at each level at Lowe’s Grove Middle School, as well as the percentage of students with similar scores, and those with relative strengths and weaknesses. Notable differences in CogAT scores between the 2013-14 and 2014-15 school years include a slight decrease in the percentage of students scoring in the low range, a slight increase in the percentage of students scoring in the average range, and a slight decrease in the percentage of students scoring in the high range, as well as a slight decrease in the percentage of students with similar scores in the three areas. In comparison to 2014-15 district averages, Lowe’s Grove has a higher proportion of students scoring in the low range, a lower proportion of students scoring in the high range, a slightly higher proportion of students with similar scores in all three areas, as well as slightly lower proportions of students demonstrating either a relative strength or weakness in one or more areas.

Table 6: Percent of Students by CogAT Levels, Score Consistency, and Relative Strengths/Weaknesses

Low Average High Similar Scores > =1 Strength > =1 Weakness

LGMS 2013-14 (N=201) 37.81 56.22 5.97 48.26 33.83 31.34

LGMS 2014-15 (N=172) 36.05 59.88 4.07 45.35 33.14 32.56

DPS 2014-15 (N=1825) 24.93 60.11 14.96 42.08 36.93 35.45 Note: Expressed as a percentage Data source: DPS administrative data

!

! 9

College & Career Readiness

It is Lowe’s Grove Magnet Middle School’s mission to provide their students with an education that enables them to succeed in college and the workforce. Indicators such as performance on assessments which measure college and career relevant skills demonstrate the readiness of Lowe’s Grove students for life after graduation. ACT Explore: The ACT Explore, administered to all 8th grade students in Durham Public Schools, assesses skills in four areas needed for success in high school and after graduation: English, Mathematics, Reading, and Science. Each assessment is scored from 1-32, and the composite is an average of the four scores. The table below displays the average English, Math, Reading, Science and Composite scores of students at Lowe’s Grove from the 2012-13, 2013-14, and 2014-15 school years. In 2014-15, Lowe’s Grove’s average composite score was 12.4. This is similar to the 2013-14 school year and slightly lower than the district average of 13.7.

Figure 9: Average ACT Explore Scores .!

Data Source: Results extracted from ACT Explore: School Profile Summary Report (2015)

School Climate

North Carolina Teachers’ Working Conditions Survey: The North Carolina Teacher Working Conditions Survey (NCTWCS) is an anonymous survey of North Carolina school-based certified employees (teachers, administrators, counselors, social workers, psychologists, instructional facilitators, speech pathologists, etc.), sponsored by the state of North Carolina and administered by the New Teacher Center biennially, in even-numbered years. To ensure data is collected on teacher working conditions every year, Durham Public Schools administers the survey in odd-numbered years (DTWCS), consistent with the state’s administration of the survey. The Teachers’ Working Conditions Survey assesses school-based, certified employees' perceptions of their school’s teaching conditions. Multiple questions are included for each of eight domains: use of time, facilities and resources, managing student conduct, community support and involvement, teacher leadership, school leadership, professional development, and instructional practices and support. Additionally, educators are asked about the overall teaching conditions at their school. The figures below represent survey participants' agreement (strongly agree or agree) with the Overall Rating question, "Overall, my school is a good place to work and learn."

0.0!

5.0!

10.0!

15.0!

20.0!

25.0!

30.0!

English! Math! Reading! Science! Composite!

10.9!13.5!

11.9!14.3!

12.8!10.7!

13.0!11.7!

13.9! 12.5!11.2! 12.1! 11.7!

13.7! 12.4!12.4!13.6! 12.9!

15.1!13.7!

Score)

Content)Area)

Lowe's Grove Middle ACT Explore: 2012-13 through 2014-15

LGMS!2012713!

LGMS!2013714!

LGMS!2014715!

DPS!2014715!

!

! 10

School Climate, Continued

Figures 10 & 11: TWCS Survey Results

Data Source: DPS Research and Accountability (2015)

The table below includes individual domain grades of: Strong, Emerging, or Needs Improvement, based on a cumulative analysis of all teacher working conditions factors by domain for each school.

S=Strong: The average of all factors in a domain indicates 80% or greater agreement. No more than two factors receive 75% or lower agreement. No factors in a domain receive less than 50% agreement.

E=Emerging: The average of all factors in a domain indicates 70% or greater agreement. No more than two factors receive 65% or lower agreement. No factors in a domain receive less than 50% agreement. A school with an average level of agreement of ≥ 80%, but with more than two factors with ≤ 75% agreement will receive an emerging grade for that domain.

N=Needs Improvement: The average of all factors in a domain indicates less than 70% agreement. A school with an average level of agreement of ≥ 70%, but with more than two factors with ≤ 65% agreement will receive a grade of “needs improvement” for that domain. A school with one or more factors with less than 50% agreement will receive a grade of “needs improvement” for that domain.

(+) indicates the majority of domain factor questions received ≥ 90% agreement. (-) indicates the majority of domain factor questions received < 50% agreement.

0!20!40!60!80!100!

2013!DTWCS!

2014!NCTWCS!

2015!DTWCS!

66.7!

35.3! 29.3!

Percen

tage)Agreemen

t)

Lowe's Grove Middle Overall Rating: My school is a good

place to work and learn

0!20!40!60!80!100!

2013!DTWCS!

2014!NCTWCS!

2015!DTWCS!

81.5! 78.0! 80.1!

Percen

tage)Agreemen

t)

Durham Public Schools Overall Rating: My school is a good

place to work and learn

Table 6: 2015 TWCS Domain Grades Lowe’s Grove Middle Domain Grade

Time N-

Facilities and Resources N

Community Support & Involvement N-

Managing School Conduct N-

Teacher Leadership N-

School Leadership N-

Professional Development N-

Instructional Practices and Support N

!

! 11

School Climate, Continued The table below includes a selection of teacher working conditions domain factor questions with a comparison of the percentage of respondents’ agreement with these questions from the 2014 NCTWCS to the 2015 DTWCS.

Table 7: TWCS Factor Results for Selected Questions Lowe’s Grove Magnet Middle School

Response Rate=66.18%5

Domain Factor (Question Text)

Percent Agree for the 2014

NCTWCS

Percent Agree for the 2015 DTWCS

Change in Percent

Agree from the 2014 to

the 2015 TWCS

Facilities and Resources

Teachers have sufficient access to instructional technology, including computers, printers, software and internet access. 78.8% 63.0% -15.8

Facilities and Resources The school environment is clean and well maintained. 88.7% 91.0% +2.3

Facilities and Resources

The reliability and speed of Internet connections in this school are sufficient to support instructional practices. 46.2% 58.0% +11.8

Managing Student Conduct

Policies and procedures about student conduct are clearly understood by the faculty. 55.8% 57.0% +1.2

Managing Student Conduct The faculty work in a school environment that is safe. 42.3% 56.0% +13.7

Teacher Leadership The faculty has an effective process for making group decisions to solve problems. 42.0% 28.0% -14.0

School Leadership There is an atmosphere of trust and mutual respect in this school. 20.8% 18.0% -2.8

School Leadership The school leadership facilitates using data to improve student learning. 68.0% 83.0% +15.0

School Leadership Teachers receive feedback that can help them improve teaching. 54.2% 56.0% +1.8

School Leadership The procedures for teacher evaluation are consistent. 58.5% 45.0% -13.5

School Leadership The school improvement team provides effective leadership at this school. 51.2% 26.0% -25.2

School Leadership The school leadership makes a sustained effort to address teacher concerns about the use of time in my school. 53.1% 42.0% -11.1

School Leadership The school leadership makes a sustained effort to address teacher concerns about managing student conduct. 38.0% 47.0% +9.0

School Leadership The school leadership makes a sustained effort to address teacher concerns about new teacher support. 36.2% 42.0% +5.8

Professional Development Professional development offerings are data driven. 58.5% 73.0% +14.5

Professional Development

Professional learning opportunities are aligned with the school’s improvement plan. 70.0% 57.0% -13.0

Professional Development

Professional development enhances teachers' abilities to improve student learning. 70.2% 70.0% -0.2

Instructional Practices and Support

Provided supports (i.e. instructional coaching, professional learning communities, etc.) translate to improvements in instructional practices by teachers.

80.4% 78.0% -2.4

Data Source: DPS Research and Accountability (2015)

!

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!5 Teachers self-selected their school when responding to survey. Response rates may include itinerant teachers as well as errors in school selection.

!

! 12


Teacher Turnover: Teacher turnover is determined by using March payroll data to determine the following year employment status of individuals who are employed as classroom teachers. For example, to determine 2013-14 teacher turnover, individuals employed as classroom teachers in March, 2013 who were not employed as teachers within Durham Public Schools in March, 2014 are counted. The following table depicts the turnover rate of Lowe’s Grove, which is the percentage of teachers that stopped teaching in DPS, between the prior March and the current March. Lowe’s Grove’s 2013-14 teacher turnover rate was 34.09%, a moderate increase from the 2012-13 turnover rate. In comparison to the 2013-14 district average, Lowes Grove has higher teacher turnover rate.

Data Source: DPS Human Resources

Student Climate Survey: The Durham Public Schools Student Climate Survey (DPS SCS) is designed to measure students' perceptions of their school climate and other important characteristics of their schools. The DPS SCS is a modified version of the 2006 Chicago Public Schools Student Connection Survey.

The DPS SCS asks students about their perceptions of the following characteristics of their school:

1- Emotional and Physical Safety 2- Student Discipline 3- Teachers' Expectations for Students 4- Student Support 5- Social and Emotional Learning 6- Teachers' and Administrators' Treatment of Students 7- School/Classroom Environment Learning Conditions DPS SCS data is used to improve the school climate, school safety, and student support services provided within schools, classrooms, and buses. A comparative analysis of data for a selection of questions from the 2013, 2014, and 2015 DPS SCS is included in Table 10 below. The corresponding domain from the Teacher Working Conditions Survey is included, where applicable.

Table 8: Teacher Turnover Rate Lowe’s Grove Magnet Middle DPS

2011-12 2012-13 2013-14 2013-14 % Turnover 21.43 23.08 34.09 20.21

!

! 13


Table 9: DPS Student Climate Survey Factor Comparison by Year: 2013-2015 Lowe’s Grove Magnet Middle School

N=228

Domain Factor

(Question Text, with Teacher Working Conditions domain in parentheses, where applicable)

Percent Agree

2013 DPS SCS

Percent Agree

2014 DPS SCS

Percent Agree 2015 DPS SCS

Change in Percent

Agree from the 2014 to

the 2015 DPS SCS

Emotional Safety Most students in this school: treat each other with respect. 73.8% 67.8% 53.5% -14.3

Emotional Safety How much do you agree with the following statements about your school?: Students at this school are often threatened or bullied.

65.6% 73.9% 53.5% -20.4

Emotional Safety How much do you agree with the following statements about your school?: My teachers take accusations of bullying and harassment seriously when it is reported to them.

77.2% 87.0% 53.5% -33.5%

Emotional Safety

How much do you agree with the following statements about your school?: My principal and assistant principals take accusations of bullying and harassment seriously when it is reported to them by other students and myself.

85.0% 91.5% 53.5% -38.0

Student Discipline My teachers do not discipline all students fairly at my school. 50.0% 38.4% 53.5% +15.1

Student Discipline The administrators discipline all students fairly at my school. 65.4% 68.9% 53.5% -15.4

High Expectations My teachers do not have high expectations for all students. 30.5% 25.1% 53.5% +28.4

High Expectations My teachers believe I can do well in school. 94.8% 97.1% 53.5% -43.6

Student Support My teachers listen to what I have to say. 72.5% 82.0% 53.5% -28.5

Student Support My teachers do not review or re-teach material if I do poorly on a test or assignment. 27.1% 19.7% 53.5% +33.8

School/Classroom Environment Learning Conditions

Teachers are allowed to focus on educating students with minimal interruptions. (Time) 68.8% 65.6% 53.5% -12.1


The school environment is clean and well maintained. (Facilities and Resources) 72.7% 70.4% 53.5% -16.9


The physical environment of classrooms in this school supports teaching and learning. (Facilities and Resources)

83.5% 91.4% 53.5% -37.9


This school does a good job of encouraging parent/guardian involvement. (Community Support and Involvement)

78.5% 77.4% 53.5% -23.9


Parents/guardians know what is going on in this school. (Community Support and Involvement)

73.4% 71.7% 53.5% -18.2


Students at this school understand expectations for their conduct. (Managing Student Conduct) 75.4% 74.7% 53.5% -21.2


School administrators consistently enforce rules for student conduct. (Managing Student Conduct) 85.7% 89.2% 53.5% -35.7


Teachers consistently enforce rules for student conduct. (Managing Student Conduct) 85.0% 87.0% 53.5% -33.5


The faculty and students work in a school and classroom environment that is safe. (Managing Student Conduct)

84.3% 83.9% 53.5% -30.4


Overall, my school is a good place to attend and learn. (Overall Rating) 83.6% 81.6% 53.5% -28.1

Data Source: DPS SCS (2013, 2014, 2015)

!

! 14

Methodology

Detailed data on various indicators of school performance were collected for each school from district and state administrative records. Descriptive analysis was conducted to provide a three year trend of student demographic makeup, student suspension and retention, student performance, and perceptions of school climate. Current information on the district is included for comparison. The information provided in this report is a compendium of school level indicators, intended for school administration. It provides both a current snapshot of the school, as well as a baseline for future data analysis. All 2014-15 data are preliminary and for planning purposes only.

The following data sources were used in the analysis:

Demographic Data: Enrollment data extracted from North Carolina Department of Public Instruction: PowerSchool (2013-14); Attendance data extracted from North Carolina Department of Public Instruction: http://www.ncpublicschools.org/fbs/accounting/data/Student demographics from DPS Research and Accountability - Mergedemo Table (2014-15)

Retention: Data extracted from North Carolina Department of Public Instruction: NCWISE Historical Retentions (2011-12) and PowerSchool (2013-2015)

Suspensions: Data extracted from School Safety Portal (SSP) (2013-2015), as of April 30, 2015

End of Grade and End of Course Exams: Durham Public Schools Office of Research and Accountability – PCSUM table (2014-15) CogAT: Data extracted from Riverside data manager.com http://www.riversidedatamanager.com/balancedmanagement/login.aspx (2014-15)

ACT Explore: Results extracted from ACT Explore: School Profile Summary Report (2015)

North Carolina Teacher Working Conditions: Durham Public Schools Office of Research and Accountability (2015)

Teacher Turnover: Durham Public Schools Human Resources

Student Climate Survey: Durham Public Schools administrative data

Acknowledgements: This document was created under the direction of Dr. Stacey Wilson-Norman and Dr. Julie Spencer. The Education Policy Initiative at Carolina was responsible for data analysis and report production. Special thanks to all DPS employees from various departments who provided data during the busiest time of the school year. Without their input, it would have been impossible to produce this Continuous Improvement Planning Resource.

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