Overview of Data:

 Student performance on the 2006 Maryland School Assessment indicated the following gains:

In third grade, Reading performance decreased by 1 percentage point from 71% to 70% proficiency. In math grade 3 decreased 5 percentage points from 77.2% to 72.1% proficiency.

In grade 4, Reading performance increased by 3.3 percentage points from 81% to 84.3% proficiency.  In math, grade 4 performance was at 86% proficiency, a 16 point increase from 70%. 

Students’ performance in grade 5 increased from 67% to 69.4% proficiency.  This was a 2.4 point increase.  Math performance in grade 5 decreased from 71% to 58.1%, a 13 point decrease.

                To begin the 2006 academic year, Kettering Elementary had significant gains in Reading and Math on the MSA 2006 assessments.  We met the AMO (Annual Measurable Objectives) for all subgroups in each content Reading and Math.  Consequently, we did meet Adequate Yearly Progress for SY 2005-2006.  Since all subgroups met their AMO, our status is in good standing.

The proposed next steps for 2006-2007 for implementation to improve student achievement are:

We will conduct a math in-service for target (Special Ed., African American, ESOL & FARMS) groups that will benefit all students.

We will conduct a cooperative teaching/inclusion in-service to target special education students in the general education classroom.

We will have smaller groups for differentiated instruction due to an increase in school population for target groups.

Strategies such as Touch math, more manipulatives, technology and assistance from paraprofessionals will be utilized.

We will continue to ensure that all IEP’s include goals that target individual academic needs. 

Our FARMS students will receive additional small group instruction.

An intervention program (Extended Learning) will be conducted again for identified students.

The 2006 MSA results for race/ethnicity and gender, reflect that students of the African American sub-

group scored 74.3% in reading.  This subgroup is our dominant ethnic group.  There were a total of 210 students tested.  Of these students, 156 scored proficient.   In grade 3, there were 78 students taking the test and 56 scored proficient.  In grade 4, reading performance was 82.5% proficient.  There were 63 students tested and 52 of these scored proficient.  In grade 5, reading performance was at 70.6% proficient.  There were 68 students tested of which 48 scored proficient.

 Trends in 2005 MSA for Reading show among the African American subgroup that overall performance was at 70.2%.  Two hundred fifty five of the 363 scored proficient in reading. 

While in 2004, overall reading performance among the African American subgroup was at 64.5% proficient.  Student performance shows there were 169 test takers, 109 scored proficient in reading.

The annual measurable target for K-5 in Reading for 2006 was 62.5.  The AMO for 2005 was 58.2.

According to the 2006 AMO (62.5) our reading performance in grades 3-5 surpassed the targets established for that academic year.  The projected AMO for 2006-2007 for reading is 67.2%.  For math the AMO target for 2007 is 63.9.  We will continue our efforts to meet or exceed these targets for SY 2007.

According to MSA ‘06 results in Mathematics the following trends indicate:

In 2006, math performance in grade 3 decreased from 77.2% proficient to 71.8%..  This is a 5 point decrease.   There were 56 of 78 African Americans who performed proficient in math.

In 2005, math performance in grade 3 accelerated to 76.4% proficiency level.  There were 68 of 89 test takers who scored proficient.  This was a 9 percentage point increase.

In 2004, math performance in grade 3 was at 67.1% proficient.  There were 47 of 70 African Americans who performed proficient in math.

In 2005, grade 4 math performance was at 69.7 (70%) overall proficiency.   There were 62 of 89 test takers who scored at the proficient level.  Performance in math increased from 67.1 to 70, 3 percentage points from 2004-2005.

In grade 4, performance in mathematics, comparing all races, indicates that in 2006, overall performance in math was 86.2% proficient.  There were 55 of 65 test takers who scored proficient.  Performance in math increased from 70% to 86%, an increase of 16 percentage points from 2005-2006.

Grade 5 math performance shows the following trends from 2003-2006:

In 2005, Grade 5 math performance was at 71% proficient.  There were 68 of 96 test takers who scored proficient.

In 2004, grade 5 math performance was at 52.3% proficient.  There were 56 of 107 test takers who scored proficient.  This was an increase of 19 percentage points.

This spring, the MSA 2006 data reflects that grade 5 was 59.4% proficient.  There were 41 of 69 test takers who scored proficient.  This was a decrease of 13 percentage points from the MSA 2005 performance..

The annual measurable target for mathematics for K-5 for 2006 was 58.8%.  The AMO for 2005 was 49.7.

The AMO for 2004 was 44.1 and the baseline was 41.4 for SY 2003.  According to the AMO for 2006, we have showed significant gains in mathematics. Our overall performance for all subgroups in math is 71.6 (72%) for SY 2006.  We have met all annual measurable objectives this year for mathematics, therefore we met the AYP criteria.

                Our overall performance in reading was 70.6% (71%) not meeting AYP in 2005.  the special Education subgroup did not meet their AMO. 

                Our overall performance in mathematics was 66.8 (67%) not meeting AYP for 2005. although there was an increase from 60.7% in 2004 to 66.8% (67%) in math, the special education subgroup missed their annual measurable objective by 1 point.

                It is to be noted that performance in mathematics overall continues to increase from 66.8% (67%) in 2005 to 71.6% (72%) proficient in 2006.  We’ve met AYP (Adequate Yearly Progress) for 2006 in reading and math.

                During 2005, we did not have a Hispanic subgroup as in the previous school year.  In 2006, the subgroup FARMS (Free and Reduced Meals), were at 62.5% proficient in reading.  There were 55 of 88 test takers.  The AMO for SY 2006 for FARMS was 62.5%.  While in 2005, there were 64.2% FARMS students (104 of 162 test takers) who were proficient.  There was a slight decrease this year from 64.2% to 62.5%.  The AMO target was 62.5%.  In 2004, the FARMS subgroup performed at 56.6% proficient.  There were 43 of 76 test takers scoring proficient..  This was a 7 point increase from 56.6% in 2004 to 64.2% in 2005.  The FARMS subgroup exceeded the AMO of 44.7 for 2004 and 49.7 for 2005, as well as the AMO for 2006 at 62.5%.

                There were notable trends in performance with the special education subgroup.  Performance in overall reading (2006) was 40.7%.  There were 11 of 27 test takers who scored proficient.  In 2005, special education subgroup’s performance was at 26.3%.  There were 5 of 19 test takers who scored proficient.  This is a 14.4 percentage point increase.

                In 2004, the special education subgroup’s performance in reading was 6.3%.  One of 16 students tested scored proficient.  In 2003, performance for special education was at 8.3% proficient.  One of 12 test takers scored proficient.  There has been tremendous growth in reading from 2003-2006 among the special education subgroup.

                Performance in mathematics for the FARMS subgroup reflects:

                In 2006, there was 62.1% proficiency.  There were 54 of 87 test takers who scored proficient.  The AMO was 58.8 for this subgroup.  In 2005, there was 58.0% proficiency.  There were 94 of 162 test takers who scored at the satisfactory level.  There was an increase of 4 percentage points from 2005 to 2006.  While in 2004, the FARMS group scored 55.3% proficient, there were 42 of 76 test takers.  The previous year, 2003, the FARMS subgroup scored 43.2 proficient in math.  Trends indicate tremendous growth in mathematics among the FARMS subgroup.

                The overall Special Education subgroup performance in mathematics for 2006 is 30.8.  There were 8 of 26 test takers who scored proficient.  In 2005, the special education subgroup scored 10.5% proficient.  There was a 20.3 point increase.  According to these results, while math is increasing, we received safe harbor to meet AYP in math.  The AMO for math 2006 was 58.8.  The confidence interval for special education in math was (34.2-83.3).  The confidence interval for special education in reading for 2006 was (38.8-86.1).  We scored 40.7.  This indicates that we met the AMO ’06 for both reading and math this year in special Education; last year we did not meet the AMO established. 

                Kettering Elementary School’s student achievement continues to show accelerated growth.  Our 2006 MSA proficiency levels comparing the local and state scores show the following:

                For 2006, grade 3 reading performance was at 71.3% proficient which is 9 points above the mean for Prince George’s County (62%).  It is to be noted that the state’s performance in reading is 78.3% proficient.

                The 2006 MSA reading performance for grade 4 is 83.1% proficient which is 16 points above the mean for Prince George’s County (67.%).  The state performance in reading is 82% proficiency.

                In grade 5, 2006 MSA reading score is 70% proficient which is 8 points above the mean for Prince George’s County (62%).  The state performance in reading is 77% proficient.

                Mathematics was a priority area for school improvement this year.  Performance in comparison to the local and state levels is as follows:

                Overall performance in math was 71.6%, 14.3% over Prince George’s County’s performance at 57%.

                In grade 3, we scored 71.3% in math, which is 1.3 points above the mean for Prince George’s County which was 70%.  The state performance in math is 79% proficiency.

                In grade 4, our performance is 86.2% for 2006, which is 14 points above the mean for Prince George’s County (72%).  The state performance in math is 82% proficient.

                Grade 5 performance in math at Kettering for 2006 is 59.4% proficiency, which is 1 point below the mean for Prince George’s County (60%).  The state performance for 2006 in math is 73% proficient.

According to our milestone data, our spring ’06 data for Scholastic Reading Inventory reveals that 66% of our students are reading on grade level, 34% below grade level. Of the 66%, 15% are above grade level.  Students in grades 2-5 were administered the test in May.  The data indicates the following:

Grade 2:    BGL 33%, OGL/AGL 67% Grade 3: BGL 41%, OGL/AGL 59%   

Grade 4: BGL 25%, OGL/AGL 75% Grade 5: BGL 22%, OGL/AGL 78%

Comparing the May ’06 administration of SRI to January ’06 SRI, students in Grades 2-5 increased the Reading performance from 62% proficient to 67% proficient.  This was a 5 point increase.

                Based on the 2006 performance we will continue to focus on the 34% of test takers who scored below grade level.

                Students in grades 3-5 took Quarterly benchmarks in September ’05, December ’05 and May ’06.  In the first quarter, benchmark results for Reading showed:

                Grade 3 performance showed that 27% of the students scored at the proficient level.  In grade 4, only 36% of the students scored proficient and in grade 5, 29% of the students scored proficient.

                The second quarter benchmark for reading administered in December ’05 showed the following increases:  Grade 3 scored 51% proficiency, which was a 24 point increase.  Grade 4 scored 39% proficient, a 3 point increase and in grade 5, the benchmark showed 42% of the students scored proficient.  This was a 13 point increase over the September ’05 benchmark.

                The end-of-year May’o6 Reading benchmark indicated the following:

                Students in grade 3 increased their proficiency level to 63%.  In grade 4, 61% scored proficient and in grade 5 reading performance was at 52% proficient.

                It is to be noted that the areas of weaknesses on the end-of-yearMay’06 Quarterly benchmark showed student performance in grades 3-5 was low in Understanding and identifying text features for information and Knowledge of informational texts.

                Student achievement in mathematics on the Quarterly benchmarks from September ’05, December ’05 and May ’06 showed the following: 

                During first quarter math benchmark in grade 3, only 59% scored at proficient level; in grade 4, 70% of the students scored proficient and in grade 5 only 42% scored proficient.

                Mid year (Dec. ’05), test results show that in grade 3, 51% were proficient, in grade 4 performance decreased from 70% proficient in September ’05 to 36% proficient; in grade 5 only 15% of the students were at the proficient level.

                The end-of-year May ’06 quarterly math benchmark results indicate that in grade 3 only 49% of the students were at the proficiently level, in grade 4, 46% proficient and in grade 5, 49% scored proficient.  There were shifts in math performance with an apparent decrease in all grades 3-5.

                The areas of weaknesses for math performance overall were targets in applying knowledge of fractions, decimals and place value, estimating and applying measurement formulas and properties of geometric figures; knowledge of rational numbers and place value. 

                The focus will be to continue to increase math performance to 100% proficiency.

                The 2006 AMO target for attendance, which is also included to determine Adequate Yearly Progress, is 94%.  According to the State, the satisfactory rate for attendance is 94%.  Our attendance rate for 2006 in grades 1-5 is 95.5% (96%), which is an increase over last year’s attendance, which dropped drastically for the very first time.  The trends in attendance for our school have been the following:

                                2006-95.5%, 2005-93.9%, 2004-95.5%, 2003-94.4%, 2002-94.2%, 2001-94.9%, 2000-95.2%, 1999-94.7%, 1998-95.2%, 1997-95.2%, 1996-95.8%, 1995-95%, 1994-95.9%

                Each year, we have met the satisfactory attendance rate and AYP for MSA in 2003, 2004, 2005 and 2006.  We made significant gains in attendance rates this academic year, ’05-’06 due to attendance incentives and more parental involvement.

                Examining the 2006 AYP attendance rate in Grades 1-5, we ended the year with 95.5%.  Details in attendance by grade levels shows:

                Grade 1-94.8%, Grade 2-95.8%, Grade3-96%, Grade 4-95.4%, Grade 5-95.7%