Assistant Superintendent Suzanne Hull spent a good portion of the Sept. 11 Fulton School Board meeting presenting and explaining student performance data for each of the district's schools.
Now that state MAP test and End Of Course exam results are in, what does the district do with them?
Although there has not been time to do a thorough, in-depth analysis, Fulton administrators and teachers have identified strengths and areas of concern and used those to help develop building goals for 2013-14.
For Bartley Elementary, Principal Connie Epperson's notes on performance data include:
•Students need more exposure to constructed response and multiple choice with higher level depth of knowledge questioning.
•Continue to utilize Spellography and Fundations programs, which seem to be working.
•Writing practices need to become more focused and consistent between grade levels.
•Everyday Math has gaps that need to be addressed.
•In math, overall improvement is needed in the area of measurement, algebraic relationships and data and probability.
Bush Elementary Principal Lynn Engle's notes on performance data include:
•Students need to continue interventions focusing on phonics, comprehension, fluency, vocabulary development and the writing process.
•Resources such as Buckle Down, Brain Pop, Rebecca Sitton Spelling, Study Island, Accelerated Reading, Explorations in Non-fiction Writing and Story Works are working.
•Students need to learn multiplication facts because Everyday Math doesn't spend a lot of time covering that area. Engle also noted that some parents do not understand Everyday Math and are teaching their children other ways to solve math problems - an issue which will be discussed at the school's Family Math Night tonight at 6:30.
For McIntire Elementary, Principal Beth Houf's notes on student peformance include:
•Students need more exposure to constructed response and higher-level depth of knowledge questioning.
•Use more non-fiction reading.
•Collaborations between grade levels in reading are working.
•Students need more exposure to geometry at levels two and three of depth of knowledge in math.