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Welcome Back Class Name: Leading Collaborative School Improvement VIIDates: Aug. 20, 2008 – May 1, 2009Dept. No#: Undergraduate EDUC #198E Graduate EDUC #548NCost: 3 Credits – State Renewal Credit ($ 0.00) 3 Credits – University of Sioux Falls ($ 120.00) Graduate or Undergraduate Completed forms may be placed in the box at the back of the room or mailed to C/SAC, Office of Staff Development. Questions? See Dixie at the registration table in the back of the room.
Data Retreat for School Improvement 2008 • Barb Rowenhorst • ESA 7 • Janet Hensley • TIE Rapid City
How will we organize data for our retreat? Which data is important to us? How shall we prepare for our retreat?
Outcomes • To analyze your school’s effectiveness and set goals for improvement. • To develop reading and math goals on your building improvement plan. • To plan for a school improvement “kick-off” at your building.
DakotaSTEP School Improvement and Why Standards Retreat Identify Areas of Need Strategies Assm’t
DakotaSTEP Basic Information
Dakota-STEP Tested Areas • Reading: 3-8 and 11 • Math: 3-8 and 11 • Science: 5, 8 and 11 Not reported on AYP Report Card
State Report Card • Available to the parents, community, media • South Dakota Department of Education Website http://doe.sd.gov • “Accessing the State Report Card” Handout
AYP Indicators • Making Adequate Yearly Progress (AYP) according to the federal definition requires achieving all of several specific objectives. • Reading achievement • Math achievement • Student testing participation rate • Student attendance rate (elementary/middle school) • Graduation rate (high school)
Subgroups A great deal of “Making AYP" depends on the performance of the following “all group” and the ten designated subgroups. • All -All Students Combined • Subgroups: • White Students • Black or African American Students • Asian/Pacific Islander Students • Native American Students • Hispanic Students • Economically Disadvantaged (Free & Reduced Lunch) • Students with Disabilities • Limited English Proficiency • Gender • Migrant Students
NCLB • Data analysis is a critical component of No Child Left Behind (NCLB). • NCLB is an opportunity to use data to transform teaching and learning. • State Accreditation- Data Retreat Required • Previously – only schools in improvement • Accreditation – every school in the district
DakotaSTEP Department of Education Website 2008 “District” Report Card www.sdesa7.org
School Improvement • 1st year not meeting AYP = Alert • 2nd consecutive year = school improvement level 1 • 3rd year = level 2 • 4th year = level 3 • 5th year = level 4 • 6th year = level 5 If AYP is met 2 consecutive years, then you start over with a blank slate.
Page 8 Report Card
DakotaSTEP Multi-Year Proficiency Levels Line Graphs www.sdesa7.org
Proficiency Levels: Line GraphsWill E. Everlearn School AMO AMO CI 2-Yr Avg. SH CI
Discussion Guide: School • Look at ALL years • Look at ALL proficiency levels • Look at ALL Subgroups • Watchnumber of students who were tested
Reminder: School Packet • “School” 2008 Data Reports • BLT Website – Posted
Goals • Broad math and reading statements, tied to content area or academic indicators, based upon identified needs • SMART GOAL: • Specific • Measurable • Attainable • Results oriented • Timely
A Goal Statement (action verb) (object) GOAL: so that (which & how many students) will demonstrate (level of quality) (performance or behavior) as evidenced by (measurement device) (by when)
GOAL: To improve reading achievement K-5 so that 43% of 3rd-5th grade students will demonstrate proficient or advanced levels on grade level reading content standards as evidenced by Dakota STEP test by Spring 2009 by meeting AMO, Safe Harbor, or Confidence Interval allowance
Building Improvement Plan • Kick-Off
