Tiffany Fuhrmeister

MIAA 330
Assessment Data
Cam Wong
Assessment Data for Mable Barron Elementary School

Mable Barron Elementary is a K-8 School within the Lincoln Unified School District.
Based on the 2013-2014 school year Mable Barron had 747 students enrolled. The entire
district has six K-8 schools, two K-6 elementary schools, one middle school, one
alternative education high school and one high school.

Mable Barrons highest

population is Hispanic or Latino at 40.6 %, which is close to the districts entire

population at 42.7%. The second highest population is White at 36.2 % compared to that
of the districts population at 27.3%. The third highest population is the African
American population at 11.8% that is .1% less than the districts entire population. Mable
Barron has a smaller population of Asian, Filipino and Native American students. The
total percentages of English Learners at Mable Barron are 12.5%. Of those English
Learners 9.5% are Spanish speakers while the second is Filipino at 1.5% which is a small
percent compared to Spanish speakers. Students who receive free and reduced lunch are
56.4 %. Mable Barron is a Title One school and has one K-2 special education class on
their campus.

The following scores are based on the last CST scores, which were given in the 20122013 school year. Our district is currently working on finding common assessments such

as MAP for K-2 and will be using interim assessments from SBAC for grades 3-8 when
available.

In the 2012-2013 school years, the student population attending Mable

Barron scored a proficient and advanced student in mathematics was 56%, which was
higher than the districts percentage of 49%. I know that many of the teachers at my site
do an hour of math tutoring after school 2 times a week including myself, serving
students who were working at basic, below basic and far below basic. There was one
teacher or more at every grade level with the exception of 7th and 8th grade. Another
factor is many teachers at our site that have extensive math trainings. The sub groups
that scored proficient and advanced in mathematics in the three main sub groups were
Hispanics/Latinos at 47%, White at 69%, African American at 35%, and the smaller
subgroups percentages were much over the 50%.

Based on the information above and that over half of all students at Mable Barron
were meeting math standards for their grade level, it indicates that math instruction and
teacher training in mathematics has a high emphasis. Common core and the necessity for
students to understand math, explain it, and demonstrate it will be the norm in the
upcoming years. This year in my own class, it has been a learning year, for myself and
the students, with the change to common core to determine where student were in their
skills and how to get them where they needed to be. My grade level would take a look at
the module and give a small pre-assessment on skill, concept and vocabulary. I think
mathematical language has been the biggest shift this year with not just our language
learners, but all students. The one conclusion I can come to with the study of the data, is
that many of the Mable Barron students have a strong math foundation and that is good

any way you look or analyze. There is more work to be completed with our students with
the Common Core State Standards.
The following progression on Geometry is essential in developing spatial reasoning
skills. It is critical that students be able to understand geometry because it plays into
math arithmetic and concepts as well as the sciences. The Geometry Progression can be
found in the links below through the Engage New York website which is the math
common core curriculum that is being used in Lincoln Unified School District. It can be
concluded that as students move up though the grade spans the geometry standard
increases and by the time student reach 8th grade math it is a considerable amount of
geometry seen though out the math in 8th grade.

The Geometry Progression

Engage New York
K-8
Kindergarten:
CCSS: Geometry
Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes,
cones, cylinders, and spheres).
Analyze, compare, create, and compose shapes.
The following Module (link) below addresses these standards and have assessments
included.
https://www.engageny.org/resource/kindergarten-mathematics-module-2
1st Grade
CCSS: Geometry
Reason with shapes and their attributes.
The following Module (link) below addresses these standards and have assessments
included.
https://www.engageny.org/resource/grade-1-mathematics-module-5
2nd Grade
CCSS Geometry
Reason with shapes and their attributes.
The following Module (link) below addresses these standards and have assessments
included.
https://www.engageny.org/resource/grade-2-mathematics-module-8
3rd Grade
CCSS Geometry
Reason with shapes and their attributes.
The following Module (link) below addresses these standards and have assessments
included.
https://www.engageny.org/resource/grade-3-mathematics-module-7
4th Grade
CCSS Geometry
Draw and identify lines and angles, and classify shapes by properties of their lines
and angles.
The following Modules (link) below addresses these standards and have assessments
included.
https://www.engageny.org/resource/grade-5-mathematics-module-5
https://www.engageny.org/resource/grade-5-mathematics-module-6

5th Grade
CCSS Geometry
Graph points on the coordinate plane to solve real-world and mathematical
problems.
Classify two-dimensional figures into categories based on their properties
The following Modules (link) below addresses these standards and have assessments
included.
https://www.engageny.org/resource/grade-5-mathematics-module-5
https://www.engageny.org/resource/grade-5-mathematics-module-6
6th Grade
CCSS Geometry
Solve real-world and mathematical problems involving area, surface area, and
volume.
The following Module (link) below addresses these standards and have assessments
included.
https://www.engageny.org/resource/grade-6-mathematics-module-5
7th Grade
CCSS Geometry
Draw, construct, and describe geometrical figures and describe the relationships
between them.
Solve real-life and mathematical problems involving angle measure, area, surface
area, and volume.
The following Modules (link) below addresses these standards and have assessments
included.
https://www.engageny.org/resource/grade-7-mathematics-module-3-topic-c-overview
https://www.engageny.org/resource/grade-7-mathematics-module-6
8th Grade (Algebra
CCSS Geometry
Understand congruence and similarity using physical models, transparencies, or
geometry software.
Understand and apply the Pythagorean theorem.
Solve real-world and mathematical problems involving volume of cylinders, cones,
and spheres.
The following Modules (link) below addresses these standards and have assessments
included.
https://www.engageny.org/resource/grade-8-mathematics-module-2
https://www.engageny.org/resource/grade-8-mathematics-module-3
https://www.engageny.org/resource/grade-8-mathematics-module-4-topic-e-overview
https://www.engageny.org/resource/grade-8-mathematics-module-5
https://www.engageny.org/resource/grade-8-mathematics-module-7-topic-c-overview

References
Common Core Standards Writing Team. (2013,September 19). Progressions for the
Common CoreState Standards in Mathematics (draft). Grades K5,Geometry. Tucson,
AZ: Institute for Mathematics and Education, University of Arizona.
California Common Core Standards Electronic Version
http://www.cde.ca.gov/be/st/ss/documents/ccssmathstandardaug2013.pdf
ED-Data website
https://www.ed-data.k12.ca.us/Pages/Home.aspx
Engage NY Curriculum & Assessments
https://www.engageny.org/common-core-curriculum