What can we learn about our students from data?

Folder Key

Yellow (Y): Problem Behaviors

Turquoise (T): Risk and Protective Factors

Red (R): Demographics

Manila (M): ACEs

Blue (B): AzM2 Remote vs. In-Person

Green (GN): PSAT

Gray (GY): ACT

Purple (P): Low Income & AzM2

Pink: PBIS

Black: AzM2 Historical

Digital versions of all data are available in the Canvas Staff course.

Table Number:

Folder: Y2

What do you notice?

• Below the state average scores
• Highest occurrence: witnesses seeing others bullied
• Lowest occurrence: physical fighting
• ~34% witnessed bullying vs. ~8% have bullied

Why do you think any changes you noticed happened? What questions does it raise?

• Increase in threats/injured with a weapon
• Appears to be a rise in fear, possibly from the imposed isolation
• Social norms may have been forgotten/changed due to lockdowns
• Why are students more fearful, and why are they threatening violence with weapons?
• What is considered a weapon?

Does this indicate a need for action? How so?

• Yes
• More emphasis on proper communication
• Awareness/self-reflection
• Perception of the situation

Describe the data you have.

Problem Behaviors At School

Ranges: 2018 & 2020

10th and 12th Grades

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Table Number:Y1

Folder: Y1

What do you notice?

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People don’t see themselves as victims as bullying as much as they see others being bullied. A lot of the disruptive behaviors like being intoxicated on campus, getting in fights, and suspensions, were surprisingly low.

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Why do you think any changes you noticed happened? What questions does it raise?

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More kids felt safe at school last year (could be related to masks or social distancing?)

Does this indicate a need for action? How so?

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We might need to teach kids what bullying is, as so many seem to be seeing it with few reporting it. It might be good to define bullying.

Describe the data you have.

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There are problem behaviors at school for 10th and 12th graders between 2018 and 2020.

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Table Number:

Folder: Y3

What do you notice?

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• RM’s lowest number was people who got into a physical fight
• The highest number was witnessing bullying
• 15% of students say they come to school drunk or high (Grade 12)

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Why do you think any changes you noticed happened? What questions does it raise?

• We noticed a lot of people who have witnessed bullying-but it went down from 2018 to 2020
• RM is well below most of the data but the trend is the same

Does this indicate a need for action? How so?

• Yes, the words students use with each other on a daily basis leads to bullying behavior and larger issues
• We see the need for education on issues of language, bullying, and social media rather than suspensions
• Mountain Lion Talks, PBIS, and Red Mountain Way lessons are important

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Describe the data you have.

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Problem Behaviors at school:

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Attendance, feeling unsafe at school, picked on or bullied, drunk or high, physical fights on campus, threatened or injured with a weapon

Table Number:

Folder: T1

What do you notice?

• There are way more risk factors than protective factors.
• Fewer protective factors but % are higher
• Larger numbers of factor of both types come from peer group and Individual groups while family is 2nd.
• Protective factors decline from 10t to 12th.
• Risk factors increase from 10 to 12

Why do you think any changes you noticed happened? What questions does it raise?

• As you get older you become more independent creating a bigger distance from protective factors.
• As you get older reward base factors become less of a motivator causing higher influence to risk factors
• How do we nurture the protective factors in students as they get older and after high school.
• Is the motivation rewards not working or are teachers not using them as much compared teachers/influencers of younger children?

Does this indicate a need for action? How so?

• Yes!
• Protective factors are focused on younger students, so we need to figure out how to increase the protective factors for the older students.
• Need to prepare and support students for after highschool.
• Cater the protective factors based on the needs of older students

Describe the data you have.

Protective Factors-Decrease problem behaviors

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Risk Factors-Increase problem behaviors

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Table Number: 2

Folder: T2

What do you notice?

• Neighborhood data
• Info about families
• Drops in prosocial protective factors, esp. 10th graders
• Much of the data has socioeconomic connections

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Why do you think any changes you noticed happened? What questions does it raise?

• Our neighborhood is becoming richer.
• Drug use is experiencing a drop after a rise
• Decrease in family conflicts and antisocial behaviors
• Parents are more supportive of drug use for older students and antisocial behaviors
• All protective factors have dropped; students considered high risk has increased

Does this indicate a need for action? How so?

• Protective factors need to be reinforced
• Prosocial involvement: develop a culture that encourages this
• Clubs could help ameliorate the negative trends in prosocial involvement

Describe the data you have.

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Resilience: Risk and Protective Factors

Protective factors include the rewards and opportunities for family attachment, prosocial involvement, and belief in moral order. Risk factors include drug and gun availability, family behaviors and attitudes, academic failure, peer interactions, and individual attitudes.

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Table Number:

Folder: T3

What do you notice?

• Protective Factors: Decrease in prosocial rewards between 10th and 12th grade
• Risk Factors: Increase in failure rates and commitment to school. Increase in family conflicts

Why do you think any changes you noticed happened? What questions does it raise?

• Protective: Students are more independent and making their own decisions.
• Risk: Increase in accessibility (marijuanan laws), increase in social acceptance.

Does this indicate a need for action? How so?

• Increase opportunities to get students more involved in prosocial activities.
• Increase our role in rewarding prosocial behavior
• We are already in the process of creating action plans through Red Mtn Way and CORE program to remedy the risk factors.

Describe the data you have.

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Risk and protective factors that affect likelihood of problem behaviors in students. Categories include: Family, Community, School, Peers

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Table Number:

Folder: R1

What do you notice?

• More diverse.
• Increase in free/reduced lunch.
• Reduction in families with English as a first language
• The percentage of single family households are decreasing

Why do you think any changes you noticed happened? What questions does it raise?

• With the increase in population, diversity is naturally increasing. When this happens, the statistics related to these families will naturally vary. Also, wages have not kept up with the cost of living throughout the last few decades which can contribute to financial instability within those families, causing them to need more assistance from the community.

Does this indicate a need for action? How so?

• As a school community and society as a whole it is important to be cognizant of these trends and sensitive to the needs of the families in our community. This data can tell you a lot about what our student population is going through and the help that we could potentially provide them.

Describe the data you have.

All high schools, Red Mountain, Fremont, and Shepherd: Shows between years 1989-2021 (30 years)- total number of students, ethnicity, single family home as dwelling, one parent families, English as Primary Language, and free/reduced lunch.

Table Number:

Folder: R2

What do you notice?

• Increase in students - peaked in 2018; now it is starting to drop
• More hispanic than white students for the past few years
• Decrease in one-parent homes; possibly more foster/group homes? Do we have statistics on that?
• Increase in free/reduced lunch

Why do you think any changes you noticed happened? What questions does it raise?

• Parents choosing a different choice: primavera, charter schools, homeschool, private school (scholarships)
• Moving to different areas

Does this indicate a need for action? How so?

• Possibly more Spanish speaking history, science, math, etc. classes
• More ELL or ELA classes
• Keeping Wednesday as a half day/early release and focus on catching up/one-on-one time
• Need to start tracking data on foster/group homes
• Tracking students who work after school
• Track special ed - increase or decrease

Describe the data you have.

• Demographics on highs schools and junior highs

Table Number:

Folder: R3

What do you notice?

• The community has become more ethnically diverse over the last 3 decades.
• Single family homes have gone down.
• Those students who speak English as a primary language has gone down.
• One-parent families has gone down.
• Those students on free/reduced lunch has gone up.

Why do you think any changes you noticed happened? What questions does it raise?

• We believe that the percentages have changed due to the affordability of housing in Mesa.
• In our opinion, open enrollment has also played a role.

Does this indicate a need for action? How so?

• We feel that work is already being done to address the changes. SEL training and continuing discussions on providing equity within education help address the need.

Describe the data you have.

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Break down of ethnic groups for the feeder junior highs, RMHS and across the district going back years.

Table Number:

Folder: M1

What do you notice?

• The survey was given pre- pandemic
• Survey is subjective: what is the definition of an alcoholic/fighting?
• The age groups are different, 10th graders and 12th graders.

Why do you think any changes you noticed happened? What questions does it raise?

• There is only one year of data...
• Is the trend going to continue after the pandemic?
• When will be go back to “normal” ?

Does this indicate a need for action? How so?

• Teachers need to be aware of the ACEs students face
• Being aware of their emotional/mental health as best as possible to send them to the right support person (counselor, social worker, nurse, etc.)

Describe the data you have.

Adverse Childhood Experiences

ACE’s Data on experiences/baggage students may come to our classroom.

Alcoholism, drug use, incarceration, divorce/separation, fighting adults are the adverse childhood experiences (ACEs)

Table Number:

Folder: M2

What do you notice?

• Students have a tougher home life than people realize

Why do you think any changes you noticed happened? What questions does it raise?

• How many students are not reporting?
• How much has the data changed since last year?
• How do teachers receive training on SEL?

Does this indicate a need for action? How so?

• Yes, we need to raise self awareness and explicitly teach coping strategies. We should also keep check-in Wednesday. Increase staff training on SEL.
• Open lines of communication on students well being- how to relay it to other teachers- synergy (email).

Describe the data you have.

Roughly 30% have lived with an alcoholic

24% have lived with a drug user

21% with someone who is incarcerated

43% live with someone who is divorced

35% live with adults who insult them or put them down

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61% have at least 1 adverse childhood experience

Table Number:

Folder: M3

What do you notice?

• Similar responses between the 10th and 12th grade reponses.

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Why do you think any changes you noticed happened? What questions does it raise?

• No changes same year data, nothing to compare it too.
• 10th and 12th grade

Does this indicate a need for action? How so?

• Being aware that students have personal/social issues that as teachers we may not be aware of.
• Welcome students at door, choose words carefully, be kind, encouraging, etc.

Describe the data you have.

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Adverse home life...situations that school success.

(divorce, incarceration, drug and alcohol use, domestic abuse).

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Table Number:

Folder: B1

What do you notice?

• 10th grade: remote students performed better at RM
• District wide, In-person performed better
• 8th grade: in person performance was better at the district level
• Feeder: Shepherd: higher remote Fremont: higher in person
• RM was above MPS average

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Why do you think any changes you noticed happened? What questions does it raise?

• Testing integrity; more resources at home for those that were remote
• Testing anxiety: social emotional tie w/ being at home (comfort)
• Dedicated math & English teachers

Does this indicate a need for action? How so?

• Continue addressing SEL needs
• Have a party and reconnect with English and Math Teachers who rock
• Give math and English teachers a stipend $$

Describe the data you have.

• 8th and 10th grade - remote vs. in person ELA and math AzM2
• District wide: both 8th and 10th grade performed better in person (including Fremont)
• RM and Shepherd performed better remote rather than in person (RM 14% higher for ELA; 17% higher)

Table Number:

Folder: B2

What do you notice?

• Kids are doing slighter better (approx 2%)- ELA- feeder schools (Math is reversed)
• Feeder schools (junior high schools - higher than district average) ELA and Math (in person and remote)
• Remote passing at RMHS was higher than in person
• Highest participation across the district
• Missing ELL data

Why do you think any changes you noticed happened? What questions does it raise?

• What did Shepherd do for Remote Learning that was so beneficial to higher test scores (ELA and Math higher?
• How is SES impacting these scores? (how accurate is our free reduced lunch

Does this indicate a need for action? How so?

• What do we still need to do to continue to increase scores? (with an ever changing demographic)
• The need to continue to improve and not become complacent.

Describe the data you have.

Passing and participation rates for In person and remote scores for 8th grade and 10th grade students for Math and ELA throughout the district.

Table Number:

Folder: B3

What do you notice?

• ​

Why do you think any changes you noticed happened? What questions does it raise?

• ​

Does this indicate a need for action? How so?

• ​

Describe the data you have.

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Table Number:

Folder: B4

What do you notice?

• ​

Why do you think any changes you noticed happened? What questions does it raise?

• ​

Does this indicate a need for action? How so?

• ​

Describe the data you have.

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Table Number:

Folder: GN1

What do you notice?

• The % of students - lower range scores stayed the same from 2019 to 2020
• The % of students - higher range scores gained 3% from 2019 to 2020
• STUDENTS THAT MET Math Benchmark
• Down 3% from 2019 to 2020/ down 5% in 2018
• RMHS still out performed district and state average

Why do you think any changes you noticed happened? What questions does it raise?

• There were fewer test takers, so impacts the %
• Students caught on that this isn’t “THE Test” so maybe didn’t try as hard?
• Bigger population valuing trades vs. college/univ

Does this indicate a need for action? How so?

• Reflect on demographics and career/college path?
• How is purpose of taking PSAT presented?
• ​

Describe the data you have.

• The font is small :)
• PSAT 2018-2020

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Table Number:

Folder: GN2

What do you notice?

• Number of testers decreased due to COVID. The state cut in half from 24,000 to 12,000.
• State wide benchmarks met increased 13% in 2020

Why do you think any changes you noticed happened? What questions does it raise?

• COVID.
• Red Mountain stayed relatively the same
• The ones that took the test were the ones who were (most likely) higher level students
• Test takers decreased, but benchmarks increased

Does this indicate a need for action? How so?

• 50% are NOT meeting benchmark
• What was Red Mountain doing pre-COVID?
• In 2019, 75% met english benchmarks
• English keep doin’ what you’re doin’
• Focus on Mathematics
• Revisit basics?
• Potential yearly pre & post-test in May

Describe the data you have.

2018-2020 PSAT results

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Table Number:

Folder: GN3

What do you notice?

• The number of test takers decreased from 2018 and 2019. There was an increase in the percentage that met benchmarks in reading and Math in 2020 Nationally. Schoolwise our percentage decreased by 4% from 2018-2020. There is an increase in the number of students that met no benchmarks for the school from 23% to 25%.

Why do you think any changes you noticed happened? What questions does it raise?

• The changes may have occurred due to 4th quarter 2019 having many changes with different learning platforms being used due to restrictions with Covid 19. Some students struggled to adapt with the online platform of learning. Students may need personal touch from teaching in person.

Does this indicate a need for action? How so?

• This indicates a need for stronger connection between staff and students and higher expectations when in the classroom may encourage great learning progression. Increase tutoring or mentoring opportunities for learning. Give time to allow student to learn and catch up on the learning time missed. Have specific goals in mind to meet the next goal in learning.

Describe the data you have.

We have PSAT scores. Number of people taking the test, those who met benchmarks, those who met math test scores and score distributions.

Table Number:

Folder: GN4

What do you notice?

• ​

Why do you think any changes you noticed happened? What questions does it raise?

• ​

Does this indicate a need for action? How so?

• ​

Describe the data you have.

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Table Number:

Folder: GY1

What do you notice?

• Overall average is above national average
• 10th grade scores are about 5 points lower than 11th/12th
• Ethnicity groups other than White or Asian averaged about 4 points lower and are below national average (20.6)
• English average is lower than than math/science/reading average

Why do you think any changes you noticed happened? What questions does it raise?

• Does first language impact our students scores
• At home influence of post-secondary opportunities that don’t require ACT
• What about the students who didn’t test?

Does this indicate a need for action? How so?

• Emphasize importance of opportunities from test
• Look into differences between ethnicity groups
• Understand different challenges or mindsets students/households may have

Describe the data you have.

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ACT Data by test area broken down by gender and ethnicity and grade

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Table Number:

Folder: GY2

What do you notice?

• Broken down by demographic groups: grade level, nationality, month the test was taken, gender, etc.
• Mean average score is 21
• Scores trend upward as they move up in grade levels
• Males & Females have the same overall average score

Why do you think any changes you noticed happened? What questions does it raise?

• Experience/familiarity with the test
• Why did only 5 Pacific Islander, 11 American Indian, 19 Black/African American, and 25 Asian students take the ACT last year out of all 10th-12th graders compared to 572 White students?

Does this indicate a need for action? How so?

• Get practice tests in front of the students early
• Intervention and scaffolding for underserved populations

Describe the data you have.

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Demographics of ACT scores for 2020-2021 - all subjects.

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Table Number:

Folder: GY3

What do you notice?

• Time of the year matters .
• Number of testers increases throughout the year
• Females showing strong in English and Males testing stronger in Math and Science.
• Seniors testing better.

Why do you think any changes you noticed happened? What questions does it raise?

• COVID had an impact on number of tester AND test scores.
• September scores were high - kids taking it then more motivated and college bound?
• Are kids taking this multiple times?

Does this indicate a need for action? How so?

• Females could use more boost in Math/Science
• Males could use more boost in ELA
• More prep at the lower levels
• Encourage early testing

Describe the data you have.

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ACT scores by average and content. Demographics broken down by gender, grade, ethnicity, and time frame.

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Table Number:

Folder: GY4

What do you notice?

• ​

Why do you think any changes you noticed happened? What questions does it raise?

• ​

Does this indicate a need for action? How so?

• ​

Describe the data you have.

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Table Number:

Folder: P1

What do you notice?

• Pretty linear
• More people on low income lower scores
• RM is the best because we are on top
• Our feeder junior highs are about middle of the road

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Why do you think any changes you noticed happened? What questions does it raise?

• There’s a significant improvement from our junior highs to high school compared to other feeder junior highs to high school.

Does this indicate a need for action? How so?

• Always look at the data and continue this trend of improvement.

Describe the data you have.

ELA+Math percent passing scores and percent low income comparison.

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Table Number:

Folder: P2

What do you notice?

• There is a correlation between the variables but some schools lie above or below the regression line.
• There is more variation among the jr highs.

Why do you think any changes you noticed happened? What questions does it raise?

Why is sheppard so low. How does it compare to their historical data.

Does this indicate a need for action? How so?

• Yes, for some schools it does, for others it is a matter of maintenance and improvement.

Describe the data you have.

The data compares the percent of low income to the percentage of passing scores on standardized tests.

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Table Number:

Folder: P3

What do you notice?

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We noticed that Red Mountain has the lowest percentage of low income students, but the highest percentage of passing scores for 10th graders among those students.

Why do you think any changes you noticed happened? What questions does it raise?

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It seems that schools with a higher percentage of low income students tend to have lower percentage of those students passing. This may mean that since we at Red Mountain have fewer low income students, we can put more resources toward each one than schools with more low income students can.

Does this indicate a need for action? How so?

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There is a need for action in regards to the schools with a higher percentage of low income students. We think that those schools should receive more resources so that they can help those low income students with the same effectiveness as the schools with fewer such students.

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Describe the data you have.

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The data represents the percentage of 10th graders on free and reduced lunch (low income), and then states what percentage of those students passed the AZ Merit ELA and Math tests for each high school in MPS.

Table Number:

Folder: P4

What do you notice?

• ​

Why do you think any changes you noticed happened? What questions does it raise?

• ​

Does this indicate a need for action? How so?

• ​

Describe the data you have.

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Table Number:

Folder: PK1

What do you notice?

• Our #1 issue in 2018-2019 is defiance/disrespect. However, as the years increase, the defiance accounts are overall decreasing, except with freshman.
• Tobacco is our #2 common issue.

Why do you think any changes you noticed happened? What questions does it raise?

• Covid minimized our interactions with each other, perhaps limiting the incident reports because less students were on campus 2020-2021.
• Freshmen teachers may be more strict and have a shorter leash with their students. Therefore, the incident reports may have increased for freshman because teachers are trying to help freshman learn/understand the practices of Red Mountain.

Does this indicate a need for action? How so?

• Consistent practices among all teachers throughout the whole school.
• We don’t believe anything needs to change. We need to continue what we’re doing. Clear, consistent, and frequent expectations need to continue.
• Keep doing what we’re doing!

Describe the data you have.

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Incident Counts of referrals of inappropriate language, harassment, behavioral incidents, etc.

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More incidents happen between 12pm-1pm than any other time frame. Second time is 2-3pm. Tuesdays are the highest

Table Number:

Folder: PK2

What do you notice?

• Incident reports went down in 2020/21.

Why do you think any changes you noticed happened? What questions does it raise?

• Incidents went down due to: lack of reporting, fewer students on campus, since students were wearing masks, they didn’t engage with each other--good OR bad.
• We think this data doesn’t represent a normal year.

Does this indicate a need for action? How so?

• We can’t assume that the number of incidents will stay low this year. We expect the number of incidents to increase this year.

Describe the data you have.

Incident reports broken down by demographics: time of day, day of the week, ethnicity, grade.

Table Number:

Folder: PK3

What do you notice?

• The incidents of freshmen are going up
• The incidents of seniors are going down
• Incidents of physical aggression are increasing
• Most common infractions: defiance, truancy, tobacco
• All other incident types are decreasing
• Lunchtime and Tuesdays are the most common times for incidents

Why do you think any changes you noticed happened? What questions does it raise?

• Fewer seniors are becoming involved in incidents because our practices are working
• There is increased consistency across campus with practices - first and last ten minutes, etc.
• How can we partner with our feeder schools to prepare them for our expectations?

Does this indicate a need for action? How so?

• Some of it has to do with the amount we are allowing students out of classrooms
• We need to consistently enforce high expectations regarding behavior - provide firm structure

Describe the data you have.

Disciplinary incidents - broken down by

• ethnicity, time of day, grade, infraction type, year, day of the week, student grouping (504, ELL, etc.)
• Some of the data is inaccurate - for instance apparently only 11 lies were told last year, and 13 instances of “inappropriate verbal language”

Table Number:

Folder: PK4

What do you notice?

• ​

Why do you think any changes you noticed happened? What questions does it raise?

• ​

Does this indicate a need for action? How so?

• ​

Describe the data you have.

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Table THE CUPRYKS Number:

Folder: BK1

What do you notice?

• Across the district, there was a consistent drop in ELA scores from 2019 school year to 2021 year, although Shepherd held steady from 7th grade from 2019 - 2021
• RM dropped on average 3 points over the past year in ELA scores, but still maintained fairly high test scores based on Mesa averages. % passing in 2021 still surpassed 2016 & 2017 passing avg. at RM.
• AZM2 changed for MA between 2019 and 2021, so it is impossible to gauge change, although RM test scores in MA were well above the state average.

Why do you think any changes you noticed happened? What questions does it ?

• COVID & Remote Learning (obviously)
• Students not taking the exam seriously
• Residual attitude from spring 2020
• Pre AP new curriculum for Sophomores for ELA
• Teachers were NOT able to trained
• New math exam in 2021 (no comparison data)
• # of kids tested

Does this indicate a need for action? How so?

• Ongoing effort to increase testing & resulting proficiency
• Effort to improve student attitude/effort on testing
• Grade incentive helps
• Teach them to measure & take pride i SELF-growth
• Attendance/in-person consistency
• Teaching how skills apply beyond the score and beyond the test
• Celebrate success past & encourage future

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Describe the data you have. We have AZM2 Data for ELA & MA 7th, 8th, and 10th grades. The data shows results over a 5 year period, and analyzes the change over the past year in overall passing scores for individual Mesa schools.

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Table Number:

Folder: BK2

What do you notice?

No data from 2020-2021 due to COVID

ELA 7th grade | Fremont -13 | Mesa Acad-6 | SJH +1

ELA 8th grade | Fremont -12 | Mesa Acad -8 | SJH -2

ELA 10th grade -3 | Middle of Pack | 2021 Above MPS & State

Math 7th grade | FJH -14 | Acad -14 | SJH -15

Math 8th grade | FJH -15 | Acad -12 | SJH -13

Math 10th grade | 2021 Score = 44 | Significantly higher than MPS & State | Rank #1 in MPS w/closest school 9 pts lower

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Why do you think any changes you noticed happened? What questions does it raise?

Lack of online participation increased due to technology issues, low engagement, lack of understanding technology and/or assignments, trying to navigate through Canvas, and COVID depression/anxiety

Does this indicate a need for action? How so?

1. Model how to use technology in class and in Canvas.
2. We need to create a classroom family and community
3. For ELA: Focused cross-curricular writing between English & Social Studies ie. RMHS paragraph
4. For Math: Focused on real-world applications to help students see value of math ie. budgeting, etc.

Describe the data you have.

7th-8th-10th Grade ELA scores from 2016-2021 from MPS Feeder schools + District & State Aves

7th-8th Math scores from 2016-2021 from MPS Feeder schools + District & State Aves

10th Grade Math scores only from 2020-2021 + MPS High schools + AZ state averages

?? What do these numbers represent? Passing rates?

Table Number:

Folder: BK3

What do you notice?

• ​

Why do you think any changes you noticed happened? What questions does it raise?

• ​

Does this indicate a need for action? How so?

• ​

Describe the data you have.

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Table Number:

Folder: BK4

What do you notice?

• ​

Why do you think any changes you noticed happened? What questions does it raise?

• ​

Does this indicate a need for action? How so?

• ​

Describe the data you have.

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