Performance

Working with a growth mindset to create joyful, rigorous and personalized classrooms.

Achievement Percentile Rank Report

DPS School Performance Framework

2015-2016 Performance/Awards/Successes Overview

  • Steele PARCC English Language Arts (ELA) and Mathematics 2014/2015 and 2015/2016 School Year Score Comparison

  • Literacy 2014/2015 Literacy 2015/2016 Math 2014/2015 Math 2015/2016
    3rd Grade 69.6% 76.4% 75.9% 81.9%
    4th Grade 63.9% 77.9% 60.2% 62.3%
    5th Grade 73.4% 71.6% 64.1% 73%
    Overall 68.6% 75.1% 66.8% 72.3%
  • Piloting a new curriculum in grades K-3.

  • 90% of our K-through-3 students had “at or above grade level” reading scores, according to DRA assessments. (These are assessments where students read and respond to literature.) This is up from 84% the year before.

2014-2015 Performance/Awards/Successes Overview

  • Steele PARCC English Language Arts (ELA) and Mathematics 2015 Scores

  • Participation Rate School % Met or Above District % Met or Above State % Met or Above Percentile Rank 2015 PARCC (DPS) Percentile Rank 2014 TCAP (DPS) Change in Percentile Rank
    ELA (3-5) 97.4 68.6 31.9 40.2 93 90 +3
    Math (3-5) 97.4 66.8 26.4 The state does not compute this 94 94 0
  • Steele PARCC English Language Arts (ELA) and Mathematics 2015 Scores By Grade

  • Demographic Category ELA % Met or Above Math % Met or Above
    Overall 68.6 66.8
    3rd Grade 69.6 75.9
    4th Grade 63.9 60.2
    5th Grade 73.4 64.1

2016-2017 Goals

  • Expand the Teacher Leader Program to ensure that we have systems at Steele for Distributive Leadership
  • Implement new math and literacy curricula in grades K-through-3
  • Ensure continued focus on challenging students and working collaboratively to meet student needs
  • Help students develop critical thinking skills, so that they can actively engage in their world and have an equal voice in our school community

2015-2016 Goals

  • Successfully implement our Differentiated Roles program to support teachers, students and families so that we can live in a “Growth Mind-Set”

  • A continued focus on challenging students and focusing on student work so that we can work collaboratively to meet their needs