Washington - Kansas City, Kansas Public Schools
Washington - Kansas City, Kansas Public Schools Washington - Kansas City, Kansas Public Schools
setting with a lower student teacher ratio. In a smaller setting, it is easier to identify the starting point with individual students and work from there. Observation and assessment follow again to check the measure of achievement after additional instruction has been received. Reading: 1.4.10 (Topic, Main Idea, Supporting Details, Theme) - 71.9% 1.3.01 (Vocabulary in Context) - 71% 1.4.02 (Text Features) - 69.8% 1.4.15 (Recognizing Fact/Opinion, Propoganda, Bias & Stereotypes) - 69.1% 1.4.9 (Paraphrase/Summarize) - 69% 1.4.8 (Cause and Effect) - 67% 1.4.7 (Comparison/Contrast) - 66.9% 1.4.6 (Text Structure) - 60% 1.4.5 (Inferences & Conclusions) - 59.3% 1.4.14 (Persuasive Text) - 59.1% 2.1.1 (Characters) - 57.5% 2.1.2 (Setting) - 55.6% 1.4.11 (Author's Purpose) - 55.1% 2.1.3 (Plot Elements) - 54.4% 1.3.4 (Figurative Language) - 53.3% 1.3.3 (Structural Analysis) - 50.3% Math 4.2.K5 (Line of Best Fit) - 55.0% 2.3.A2 (Analysis of Real World Linear Functions) - 52.1% 1.2.K3 (Properties Knowlege) - 50.9% 3.1.A1 (Applications of the Pythagorean Theorem) - 48.1% 1.3.A1 (Real World Estimation) - 45.5% 4.1.K3 (Probability & Odds) - 43.8% 3.4.K4 (Equations of Parallel & Perpendicular Lines) - 43.3% 3.4.K6 (Changing Linear Equations to Slope-Intercept Form) - 42.5% 4.2.K4 (Effects of Outliers) - 41.9% 2.3.K6 (Knowledge of Graphs of Linear Functions) - 41.5% 2.2.A2 (Linear Equations & Inequalities Applications) - 38.8% 4.2.A1 (Data Analysis) - 35.5% 3.3.A1 (Analysis of Changes made to Perimeter, Area, Volume) - 32.9% 2.2.K3 (Systems of Equations Knowledge) - 31.2% 1.4.A1 (Formula Applications) - 27.5% -- Kansas City, Washington High School -- Page 4 of 50
IB. DATA ANALYSIS READING Compare how the different subgroups and grades scored on the assessment. Juniors In reading, we tested 188 students with 41.42% scoring at or above proficient, 30.76% approaching standard, and 27.81% were on academic warning. In the area reading at the 11th grade, we scored best in: 1.4.10 (Topic, Main Idea, Supporting Details, Theme) - 71.9% 1.3.01 (Vocabulary in Context) - 71% 1.4.02 (Text Features) - 69.8% 1.4.15 (Recognizing Fact/Opinion, Propoganda, Bias & Stereotypes) - 69.1% At the junior level, the weakest areas were: 1.4.11 (Author's Purpose) - 55.1% 2.1.3 (Plot Elements) - 54.4% 1.3.4 (Figurative Language) - 53.3% 1.3.3 (Structural Analysis) - 50.3% At the junior level, 44.09% of the students receiving free or reduced lunch scored at the proficient level or higher. African-American juniors had 36.64% of the students scoring proficient or higher. Female juniors had 43.84% of the students scoring proficient or higher. Junior males had 39.58% of the students scoring proficient or higher. Sophomores At the sophomore level, 225 students were tested. Of these students, 26.67% scored at the proficient or above level. In the area reading at the 10th grade, we scored best in: 1.4.10 (Topic, Main Idea, Supporting Details, Theme) - 67.9% 1.3.01 (Vocabulary in Context) - 66% 1.4.02 (Text Features) - 64.5% 1.4.07 (Comparison/Contrast) - 60.4% At the sophomore level, the weakest areas were: 1.4.11 (Author's Purpose) - 48% 2.1.03 (Plot Elements) - 46.9% 1.3.03 (Structural Analysis) - 46% 1.3.04 (Figurative Language) - 45.8% At the sophomore level, 19% of the students receiving free or reduced lunch scored at the proficient level or higher. African-American sophomores had 20% of the students scoring proficient or higher. Caucasion sophomores had 50% of the students scoring proficient or higher. Female sophomores had 31% of the students scoring proficient or higher. Sophomore males had 23% of the students scoring proficient or higher. Freshmen In reading, we tested 49 students with 8.16% scoring at or above proficient, 22.45% approaching standard, and 69.39% were on academic warning. In the area reading at the 9th grade, we scored best in: 1.3.01 (Vocabulary in Context) - 59.2% 1.4.10 (Topic, Main Idea, Supporting Details, Theme) - 56.1% 1.4.15 (Recognizing Fact/Opinion, Propoganda, Bias & Stereotypes) - 55.1% 1.4.02 (Text Features) - 51.5% At the freshman level, the weakest areas were: 1.3.04 (Figurative Language) - 40.1% 1.4.14 (Persuasive Text) - 39.8% 1.4.11 (Author's Purpose) - 37.2% 2.1.03 (Plot Elements) - 36.7% -- Kansas City, Washington High School -- Page 5 of 50
- Page 1 and 2: HIGH SCHOOL Please submit to: Conni
- Page 3: Part IA. COLLABORATION AND PLANNING
- Page 7 and 8: 10th Grade 1.4.11 (Author's Purpose
- Page 9 and 10: Since only 19 freshmen were test in
- Page 11 and 12: -- Kansas City, Washington High Sch
- Page 13 and 14: -- Kansas City, Washington High Sch
- Page 15 and 16: Washington High School Percent of S
- Page 17 and 18: II. Data Disaggregation by Demograp
- Page 19 and 20: Reading Targets based on the Kansas
- Page 21 and 22: F. Motivation G. Other SCIENTIFICAL
- Page 23 and 24: Kansas City, Kansas School Improvem
- Page 25 and 26: GEOMETRY Figures Applications of th
- Page 27 and 28: G. Other SCIENTIFICALLY BASED RESEA
- Page 29 and 30: Describe what your school will impl
- Page 31 and 32: V. PROFESSIONAL DEVELOPMENT FOR SCI
- Page 33 and 34: By having Wednesday in-service time
- Page 35 and 36: Describe the school’s teacher-men
- Page 37 and 38: VI. HIGHLY QUALIFIED STAFF How wil
- Page 39 and 40: District Policy - Parent/Community
- Page 41 and 42: VIII. TEACHER INVOLVEMENT Describe
- Page 43 and 44: X. ASSISTANCE TO STUDENTS IN NEED
- Page 45 and 46: XII. COLLABORATION AND INTEGRATION
- Page 47 and 48: Parents were encouraged to become a
- Page 49 and 50: opportunities to connect their lear
IB. DATA ANALYSIS<br />
READING<br />
Compare how the different subgroups and grades scored on the assessment.<br />
Juniors<br />
In reading, we tested 188 students with 41.42% scoring at or above proficient, 30.76% approaching standard, and 27.81% were on<br />
academic warning. In the area reading at the 11th grade, we scored best in:<br />
1.4.10 (Topic, Main Idea, Supporting Details, Theme) - 71.9%<br />
1.3.01 (Vocabulary in Context) - 71%<br />
1.4.02 (Text Features) - 69.8%<br />
1.4.15 (Recognizing Fact/Opinion, Propoganda, Bias & Stereotypes) - 69.1%<br />
At the junior level, the weakest areas were:<br />
1.4.11 (Author's Purpose) - 55.1%<br />
2.1.3 (Plot Elements) - 54.4%<br />
1.3.4 (Figurative Language) - 53.3%<br />
1.3.3 (Structural Analysis) - 50.3%<br />
At the junior level, 44.09% of the students receiving free or reduced lunch scored at the proficient level or higher.<br />
African-American juniors had 36.64% of the students scoring proficient or higher.<br />
Female juniors had 43.84% of the students scoring proficient or higher.<br />
Junior males had 39.58% of the students scoring proficient or higher.<br />
Sophomores<br />
At the sophomore level, 225 students were tested. Of these students, 26.67% scored at the proficient or above level. In the area<br />
reading at the 10th grade, we scored best in:<br />
1.4.10 (Topic, Main Idea, Supporting Details, Theme) - 67.9%<br />
1.3.01 (Vocabulary in Context) - 66%<br />
1.4.02 (Text Features) - 64.5%<br />
1.4.07 (Comparison/Contrast) - 60.4%<br />
At the sophomore level, the weakest areas were:<br />
1.4.11 (Author's Purpose) - 48%<br />
2.1.03 (Plot Elements) - 46.9%<br />
1.3.03 (Structural Analysis) - 46%<br />
1.3.04 (Figurative Language) - 45.8%<br />
At the sophomore level, 19% of the students receiving free or reduced lunch scored at the proficient level or higher.<br />
African-American sophomores had 20% of the students scoring proficient or higher.<br />
Caucasion sophomores had 50% of the students scoring proficient or higher.<br />
Female sophomores had 31% of the students scoring proficient or higher.<br />
Sophomore males had 23% of the students scoring proficient or higher.<br />
Freshmen<br />
In reading, we tested 49 students with 8.16% scoring at or above proficient, 22.45% approaching standard, and 69.39% were on<br />
academic warning. In the area reading at the 9th grade, we scored best in:<br />
1.3.01 (Vocabulary in Context) - 59.2%<br />
1.4.10 (Topic, Main Idea, Supporting Details, Theme) - 56.1%<br />
1.4.15 (Recognizing Fact/Opinion, Propoganda, Bias & Stereotypes) - 55.1%<br />
1.4.02 (Text Features) - 51.5%<br />
At the freshman level, the weakest areas were:<br />
1.3.04 (Figurative Language) - 40.1%<br />
1.4.14 (Persuasive Text) - 39.8%<br />
1.4.11 (Author's Purpose) - 37.2%<br />
2.1.03 (Plot Elements) - 36.7%<br />
-- <strong>Kansas</strong> <strong>City</strong>, <strong>Washington</strong> High School --<br />
Page 5 of 50
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