Introduction

Parker Martin - Physical Education Teacher

Lincoln County High School - Biology Data
Audience: School Administration
The Biology Plan: How Can We
Increase Student Progress?

Lincoln County High School

7/15/18
LCHS Science Department &
Administration
Purpose

● Create an action plan that will

increase student achievement
and proficiency
● Analyze past and present data
for student achievement
strengths and weaknesses
School Demographics
Total Enrollment - 376

Minority Enrollment - 36%

Economically Disadvantaged Enrollment -

61%

Full Time Teachers - 26

School Demographics

● More 9th grade students than any other

grade level
School Demographics

● 58% of students qualify for reduced

meals, while 11% of students have a
disability
School Demographics

● Predominantly white and black

population of students, with no other
subgroup coming relatively close.
Why Biology?
● Data from 2014-2017 indicated some
interesting changes in proficiency in
relation to Physical Science and Biology.
● 2015-2016 EOCT data indicates that
Physical Science standards proficiency was
a strength for our students, whereas
Biology is a weakness. In the 2014-2015
data as well as 2016-2017 data Biology was
a strength.
● An overall downward trend in Biology was
present
•In 2014-2015 Biology was the leader in proficient/distinguished learners,
as when in the year 2015-2016 Physical Science was leader in
proficient/distinguished learners
•While in 2016-2017 Biology regained the higher level, while Physical
Science jumped to a very high level of beginning and developing learners.
Biology Data
● The following data has been collected
from:
◦ State Longitudinal Data System (SLDS)
◦ 2014-2017 Governor's Office of Student
Achievement
◦ School Improvement Plans
◦ 2017 College and Career Ready
Performance Index (CCRPI)
 2014-2015 Report Card

•28.3% of students did not meet the standards as

qualifying as beginning learners.
•Out of those students, 44.1% were African
American students.
 2014-2015, Continued
Subgroup Biology
Performance
● P= Subgroup met
the Participation
Black P
Rate, but did meet
Hispanic P either the State or
White P Subgroup
Economically P
Performance
Disadvantaged Targets
Students with P
Disability
● All other subgroups
(i.e. Asian, Islanders)
were Not Applicable
2015-2016 Report Card

● Economically Disadvantaged students performed at a much lower

level, with less than 30% proficient, as opposed to almost 50%
proficiency out of students that were not at a level of economic
disadvantage.
 2016-2017 Report Card n=94

•50% of students were considered proficient and above on

the WINTER EOCT
•55% of students were considered proficient and above on
SPRING EOCT
•Percentage of students who were proficient in the Spring
was higher due to Honor’s class this semester.
 LCHS EOCT Overall Data

* Biology- 10th Grade course 2014, 9th and 10th grade

course 2015, 9th grade course 2016
Summary
● LCHS students are showing a trend of
overall weakness in Biology.
● African American students are struggling
significantly more than their peers.
● What strategies can we implement to
solve this problem?
Suggestions
● Change the course sequence, allowing
Biology to be taught 9th grade year.
◦ Therefore, not as much time will pass
from 7th grade Life Science to Biology
● There are many factors, but the proximity
of these courses could help to vastly
improve scores
● Biology teachers need to evaluate their
assessments for depth of knowledge levels.
● Data Team needs to research new
instructional strategies to incorporate.
 New Course Sequence

2014 & Prior 9th 2015 9th Graders Honors 2016 9th 2016 9th Graders
Graders Graders
Physical Science Biology Biology Environmental
Science
Biology Physical Science Physical Science Biology
Chemistry Chemistry Chemistry Physical Science
Physics or Physics or Physics Chemistry or
Environmental Environmental Anatomy
Science Science Physiology
 New Course Sequence

2014 & Prior 9th 2015 9th Graders Honors 2016 9th 2016 9th Graders
Graders Graders
Physical Science Biology Biology Environmental
Science
Biology Physical Science Physical Science Biology
Chemistry Chemistry Chemistry Physical Science
Physics or Physics or Physics Chemistry or
Environmental Environmental Anatomy
Science Science Physiology
Task
● End of the Year Remediation
◦ Analyze scores for all students who did not
pass the EOCT
◦ Evaluate which standards the student
struggled with
◦ Develop a new instructional strategy to
remediate student before the re-test
● Collaboration
◦ In two weeks, we will meet again and share
strategies/successes/failures