According to the 2017 end-of-year MAP data, 72% of our fourth graders and 80% of fifth graders were at or above the 50th percentile in reading. About 64% of fourth graders met their reading Fall to Spring growth target while about 72% of fifth graders met their reading growth targets. In math, 74% of fourth graders and 73% of fifth graders were at or above the 50th percentile in math. Fall to Spring growth targets for math were met by 75% of fourth graders and 65% of fifth graders. 

Fourth graders scored 68% Proficient and Advanced in reading on the PAWS test. Data in the subgroups show that 43% of Native Americans, 41% of low socio-economic students, and 30% of special education students were proficient and advanced in reading. Math data shows 70% of fourth graders scored proficient and advanced. Data in the subgroups show that 50% of Native Americans, 46% of low socio-economic students, and 37% of special education students are proficient and advanced in math.

Fifth graders scored 71% proficient and advanced in reading on the PAWS test. Data in the subgroups show that 13% of Native Americans, 54% of low socio-economic students, and 5% of special education students are proficient and advanced in reading. Math data shows 75% of fifth graders scored proficient and advanced. Data in the subgroups show that 27% of Native Americans, 61% of low socio-economic students, and 25% of special education students are proficient and advanced in math.

School improvement efforts are continually being addressed during staff meetings, Wednesday Early Out (WEO) professional development time, and weekly grade level data review team meetings. A master schedule is developed every spring with input from staff that allows for interventions plus enrichment opportunities for students. Baldwin Creek Elementary uses Chromebooks, iPad apps, audio books, engagement strategies, and differentiation to inspire all levels of learners. 

During reading time, the delivery of instruction begins with whole group instruction for the first 30 minutes and then students receive small group guided instruction based on their skill level. Students needing more intensive support attend the Title I classroom for 30-45 minutes four times a week. Novel studies occur to challenge the proficient to advanced students. Constructive responses happen on a regular basis and writing is incorporated consistently across curricular areas. 

To ensure that classroom instruction and interventions are delivered methodically and systemically, grade level data review meetings are scheduled every week. In the course of the meeting, critical conversations occur around many data points including Journeys weekly tests, MAP, Star Reading, PAWS, and other common assessments. Furthermore, the continuity of delivering curriculum and assessment with fidelity, plus best instructional practices are woven into the meeting time. The data review agenda is set at the prior week’s meeting with teacher input and is facilitated by the Instructional Facilitator.