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Cucamonga School District Report of Student Performance Cucamonga School District 2009

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Cucamonga School District Report of Student Performance Cucamonga School District 2009

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    2. No Child Left Behind (NCLB) As you know, the No Child Left Behind Act established requirements for ALL schools to ensure that ALL students meet high academic standards. The accountability section of NCLB required EVERY state to”: Adopt standards Adopt assessments Establish proficiency levels – I’ll talk about these in a moment And develop an plan to ensure that ALL students are “proficient or above” by Spring 2014 As you know, the No Child Left Behind Act established requirements for ALL schools to ensure that ALL students meet high academic standards. The accountability section of NCLB required EVERY state to”: Adopt standards Adopt assessments Establish proficiency levels – I’ll talk about these in a moment And develop an plan to ensure that ALL students are “proficient or above” by Spring 2014

    3. I am going to begin by looking at how California has addressed the required tenants of NCLB. 1. California has adopted content standards, in fact ours are the most rigorous in the United States. 2. California has an adopted assessment system STAR. This testing system includes the California Standards Test or (CSTs), which are designed to measure the achievement of students on the state’s academic content standards The different content areas tested with the CSTs are weighted and used to derive an Academic Performance Index for each school and the district. 3. NCLB required Proficiency Levels. For California the levels are Far Below Basic, Below Basic, Basic, Proficient, and Advanced So, that is how the State has addressed NCLB – now let’s look at the federal accountability requirements. I am going to begin by looking at how California has addressed the required tenants of NCLB. 1. California has adopted content standards, in fact ours are the most rigorous in the United States. 2. California has an adopted assessment system STAR. This testing system includes the California Standards Test or (CSTs), which are designed to measure the achievement of students on the state’s academic content standards The different content areas tested with the CSTs are weighted and used to derive an Academic Performance Index for each school and the district. 3. NCLB required Proficiency Levels. For California the levels are Far Below Basic, Below Basic, Basic, Proficient, and Advanced So, that is how the State has addressed NCLB – now let’s look at the federal accountability requirements.

    4. This whole STATE system now becomes the first anchor toward the federal system – Where the state measures API outcomes, the Federal Government looks at Adequate Yearly Progress (AYP). The Federal Accountability program, Adequate Yearly Progress (AYP) has four components: The first component is a measure established by individual states, for California it is the Academic Performance Index. A school or district must have an API of 650 or 1 point of growth The second component of AYP is the participation rate on the CSTs, which is 95%. The third is attainment of annual Measurable Objectives in ELA and Math. In order to meet the lofty goal of all students proficient by 2014, the federal government has set benchmarks, which rise each year. These benchmarks are called Annual Measurable Objectives, which currently are 46% for ELA and 47.5% for mathematics. 4) for high schools, an increase in the graduation rate annually until the rate is 100%. This whole STATE system now becomes the first anchor toward the federal system – Where the state measures API outcomes, the Federal Government looks at Adequate Yearly Progress (AYP). The Federal Accountability program, Adequate Yearly Progress (AYP) has four components: The first component is a measure established by individual states, for California it is the Academic Performance Index. A school or district must have an API of 650 or 1 point of growth The second component of AYP is the participation rate on the CSTs, which is 95%. The third is attainment of annual Measurable Objectives in ELA and Math. In order to meet the lofty goal of all students proficient by 2014, the federal government has set benchmarks, which rise each year. These benchmarks are called Annual Measurable Objectives, which currently are 46% for ELA and 47.5% for mathematics. 4) for high schools, an increase in the graduation rate annually until the rate is 100%.

    5. AYP API This slide shows the differences between AYP and API. AYP is about moving all students to the proficient/advanced level, regardless of where they are and API is about moving students from one proficiency level up to the next each year. This slide shows the differences between AYP and API. AYP is about moving all students to the proficient/advanced level, regardless of where they are and API is about moving students from one proficiency level up to the next each year.

    6. AMOs: English/Language Arts Elementary and Middle Schools and Elementary Districts This slide shows the AMO targets for elementary and middle schools, and for elementary districts. Currently, 46% of the students in the school as well as each subgroup must perform at the “Proficient” or “Advanced” levels on the California Standards Test in English/Language Arts in order to meet the AMO. currently, each annual target increases significantly each year until 2014, when all students are expected to perform at the proficient level. This slide shows the AMO targets for elementary and middle schools, and for elementary districts. Currently, 46% of the students in the school as well as each subgroup must perform at the “Proficient” or “Advanced” levels on the California Standards Test in English/Language Arts in order to meet the AMO. currently, each annual target increases significantly each year until 2014, when all students are expected to perform at the proficient level.

    7. AMOs: Math Elementary and Middle Schools and Elementary Districts This graph shows the AMO targets for elementary and middle schools and for elementary districts. Currently, schools are expected to have at least 47.5% of their students perform at the “proficient” or “advanced” level in mathematics. Thereafter, the percent of elementary and middle school students performing at the “proficient” or “advanced” levels increases annually by 10.5%. This graph shows the AMO targets for elementary and middle schools and for elementary districts. Currently, schools are expected to have at least 47.5% of their students perform at the “proficient” or “advanced” level in mathematics. Thereafter, the percent of elementary and middle school students performing at the “proficient” or “advanced” levels increases annually by 10.5%.

    8. California Modified Assessment Results for Middle School Modified Assessment for Special Education Students. Administered for the first time in 2008-09 in grades 6-8. Proficiency levels will not be available from the state until November. RCMS scores are impacted due to this situation. You may remember that the state has adopted a new modified standards test for students with disabilities, called the California Modified assessment. This was administered for the first time at the elementary level two years ago, and for the first time at the middle school last spring. The state has established the proficiency levels for the elementary, but not yet for the middle school. The state does not expect to have the proficiency levels determined until November. So, the scores of the students who took the CMA are not included in Rancho’s scores, so I do expect that the scores will change somewhat when included in November.You may remember that the state has adopted a new modified standards test for students with disabilities, called the California Modified assessment. This was administered for the first time at the elementary level two years ago, and for the first time at the middle school last spring. The state has established the proficiency levels for the elementary, but not yet for the middle school. The state does not expect to have the proficiency levels determined until November. So, the scores of the students who took the CMA are not included in Rancho’s scores, so I do expect that the scores will change somewhat when included in November.

    9. Cucamonga School District California Standards Test Results With that background of how all of the accountability pieces fit together and the information about the impact of the CMA on Rancho’s scores, I am going to begin with the results of the California Standards Tests. The California Standards Tests (CSTs) are designed to assess the achievement of students in California public schools on the State’s academic content standards that specify what California students are to learn in each grade level and subject area. With that background of how all of the accountability pieces fit together and the information about the impact of the CMA on Rancho’s scores, I am going to begin with the results of the California Standards Tests. The California Standards Tests (CSTs) are designed to assess the achievement of students in California public schools on the State’s academic content standards that specify what California students are to learn in each grade level and subject area.

    10. California Standards Test English/Language Arts Percent of Cucamonga School District Students Meeting the State Performance Standard 2007 to 2009 This graph shows the percent of Cucamonga School District students that have met the performance standard (percent scoring “proficient” plus percent scoring “advanced”) for 2007-2009. Over the three year period, there are increases in grades 3, 4, 5, 6, and 7. From 08 to 09 there are increases in grades 2, 4, 5, and 7. Reminder: The AMO target is 46%. Grades 2, 4, 5 and 7 exceed the target. This graph shows the percent of Cucamonga School District students that have met the performance standard (percent scoring “proficient” plus percent scoring “advanced”) for 2007-2009. Over the three year period, there are increases in grades 3, 4, 5, 6, and 7. From 08 to 09 there are increases in grades 2, 4, 5, and 7. Reminder: The AMO target is 46%. Grades 2, 4, 5 and 7 exceed the target.

    11. California Standards Test English/Language Arts Percent of Students Meeting the State Performance Standard 2007-2009 Cucamonga Elementary School This chart shows the percent of Cucamonga Elementary School students who have met the performance standard over the three year period in English/Language arts. Grades 4 and 5 scored above the 46% requirement to meet AYP. Over a three year period, the percent of students scoring proficient or advanced in English/Language Arts has increased in grades 2, 4 and 5. This chart shows the percent of Cucamonga Elementary School students who have met the performance standard over the three year period in English/Language arts. Grades 4 and 5 scored above the 46% requirement to meet AYP. Over a three year period, the percent of students scoring proficient or advanced in English/Language Arts has increased in grades 2, 4 and 5.

    12. California Standards Test English/Language Arts Percent of Students Meeting the State Performance Standard 2007-2009 Los Amigos Elementary School This chart shows the percent of Los Amigos Elementary School students who have met the performance standard over the three year period in English/Language Arts. Grades 2, 4 and 5 scored above the 46% requirement to meet AYP. Over a three year period the percent of students proficient or advanced in English/Language Arts has increased in grades 2, 3, 4 and 5. This chart shows the percent of Los Amigos Elementary School students who have met the performance standard over the three year period in English/Language Arts. Grades 2, 4 and 5 scored above the 46% requirement to meet AYP. Over a three year period the percent of students proficient or advanced in English/Language Arts has increased in grades 2, 3, 4 and 5.

    13. California Standards Test English/Language Arts Percent of Students Meeting the State Performance Standard 2007-2009 THE ONTARIO CENTER SCHOOL This chart shows the percent of THE ONTARIO CENTER SCHOOL students who have met the performance standard over the three year period. Grades 2, 4 and 5 scored above the 46% requirement to meet AYP. Over a three year period the percent of students proficient or advanced in English/Language Arts has increased in grades 3, 4 and 5. This chart shows the percent of THE ONTARIO CENTER SCHOOL students who have met the performance standard over the three year period. Grades 2, 4 and 5 scored above the 46% requirement to meet AYP. Over a three year period the percent of students proficient or advanced in English/Language Arts has increased in grades 3, 4 and 5.

    14. California Standards Test English/Language Arts Percent of Students Meeting the State Performance Standard 2007-2009 Rancho Cucamonga Middle School This chart shows the percent of Rancho Cucamonga Middle School students who have met the performance standard in English/Language Arts. Grades 7 scored above the 46% requirement to meet AYP. Over a three year period the percent of students proficient or advanced in English/Language Arts has increased in grade 7. This chart shows the percent of Rancho Cucamonga Middle School students who have met the performance standard in English/Language Arts. Grades 7 scored above the 46% requirement to meet AYP. Over a three year period the percent of students proficient or advanced in English/Language Arts has increased in grade 7.

    15. California Standards Test 4th Grade Writing Percent Scoring in Each Proficiency Level 2007 to 2009 Fourth grade students participate in a writing assessment as part of the California Standards Test. As you know, writing has been an area of focus in the district. We have developed writing prompts and scoring rubrics for each grade level which are administered three times during the year, we have adopted a supplemental writing program for the elementary grades, and have had training throughout the implementation of the program. Our writing scores reflect the results of this area of focus. Rubric scores are 0, 2, 4, 6 and 8. Students scoring proficient or advanced on the English Language Arts California Standards Test are generally receiving a rubric score of 6 or higher on the writing assessment portion. In 2008, 36% of our students scored a 6 or higher. In 2009, 61% of our fourth grade students scored a 6 or higher.Fourth grade students participate in a writing assessment as part of the California Standards Test. As you know, writing has been an area of focus in the district. We have developed writing prompts and scoring rubrics for each grade level which are administered three times during the year, we have adopted a supplemental writing program for the elementary grades, and have had training throughout the implementation of the program. Our writing scores reflect the results of this area of focus. Rubric scores are 0, 2, 4, 6 and 8. Students scoring proficient or advanced on the English Language Arts California Standards Test are generally receiving a rubric score of 6 or higher on the writing assessment portion. In 2008, 36% of our students scored a 6 or higher. In 2009, 61% of our fourth grade students scored a 6 or higher.

    16. California Standards Test 7th Grade Writing Percent Scoring in each proficiency level 2007 to 2009 Seventh grade students also participate in a writing assessment as part of the California Standards Test. This chart displays the percent of students falling in each rubric score cell for 2007 through 2009. In 2008, 70% of our 7th grade students’ received rubric scores of 6 or above. We did have a decrease in 2009, only 37% of our 7th grade students received rubric scores of 6 or above. This concludes the ELA portion of the CSTs, now we are going to look at the math CSTs. Seventh grade students also participate in a writing assessment as part of the California Standards Test. This chart displays the percent of students falling in each rubric score cell for 2007 through 2009. In 2008, 70% of our 7th grade students’ received rubric scores of 6 or above. We did have a decrease in 2009, only 37% of our 7th grade students received rubric scores of 6 or above. This concludes the ELA portion of the CSTs, now we are going to look at the math CSTs.

    17. California Standards Test Mathematics Percent of Cucamonga School District Students Meeting the State Performance Standard 2007 to 2009 This graph shows the percent of Cucamonga School District students that have met the performance standard (percent scoring “proficient” plus percent scoring “advanced”) for 2007-2009. Over a three year period, there were increases in grades 2, 4, 5, 6, and 7. From 07-08, there were increases in grades 3, 4, 5, and 7. Reminder: The AMO target is 47.5%. Grades 2, 4, 5, 7 and Algebra exceeded the target for AYP.This graph shows the percent of Cucamonga School District students that have met the performance standard (percent scoring “proficient” plus percent scoring “advanced”) for 2007-2009. Over a three year period, there were increases in grades 2, 4, 5, 6, and 7. From 07-08, there were increases in grades 3, 4, 5, and 7. Reminder: The AMO target is 47.5%. Grades 2, 4, 5, 7 and Algebra exceeded the target for AYP.

    18. California Standards Test Mathematics Percent of Students Meeting the State Performance Standard 2007-2009 Cucamonga Elementary School This chart shows the percent of Cucamonga Elementary School students who have met the performance standard in mathematics. Grade 2 and 5 scored above the 47.5% requirement to meet AYP. From 08 to 09, there were increases in the percent of students scoring proficient and advanced in grades 3 and 5. This chart shows the percent of Cucamonga Elementary School students who have met the performance standard in mathematics. Grade 2 and 5 scored above the 47.5% requirement to meet AYP. From 08 to 09, there were increases in the percent of students scoring proficient and advanced in grades 3 and 5.

    19. California Standards Test Mathematics Percent of Students Meeting the State Performance Standard 2007-2009 Los Amigos Elementary School This chart shows the percent of Los Amigos Elementary School students who have met the performance standard in mathematics. All grade levels scored above the 47.5% requirement to meet AYP. From 08 to 09, there were increases in the percent of students scoring proficient and advanced in grade 2, 3 and 5. This chart shows the percent of Los Amigos Elementary School students who have met the performance standard in mathematics. All grade levels scored above the 47.5% requirement to meet AYP. From 08 to 09, there were increases in the percent of students scoring proficient and advanced in grade 2, 3 and 5.

    20. California Standards Test Mathematics Percent of Students Meeting the State Performance Standard 2007-2009 THE ONTARIO CENTER SCHOOL This chart shows the percent of ONTARIO CENTER SCHOOL students who have met the performance standard in mathematics. Grades 2, 4 and 5 scored above the 47.5% requirement to meet AYP. From 08-09, there is an increase in the percent of students scoring proficient or advanced in grade 4 and grade 5 remained the same. This chart shows the percent of ONTARIO CENTER SCHOOL students who have met the performance standard in mathematics. Grades 2, 4 and 5 scored above the 47.5% requirement to meet AYP. From 08-09, there is an increase in the percent of students scoring proficient or advanced in grade 4 and grade 5 remained the same.

    21. California Standards Test Mathematics Percent of Students Meeting the State Performance Standard 2007-2009 Rancho Cucamonga Middle School This chart the percent of Rancho Cucamonga Middle School students who have met the performance standard in mathematics. Grade 7 and Algebra scored above the 47.5% requirement to meet AYP. From 08 to 09, there was an increase in the number of students scoring proficient and advanced in grade 7.This chart the percent of Rancho Cucamonga Middle School students who have met the performance standard in mathematics. Grade 7 and Algebra scored above the 47.5% requirement to meet AYP. From 08 to 09, there was an increase in the number of students scoring proficient and advanced in grade 7.

    22. California Standards Test 5th & 8th Grade Science Percent of Cucamonga Students Meeting the Performance Standard 2007-2009 Fifth and eighth grade students are tested in science. This graph shows the percent of 5th and 8th grade students who have met the performance standard, 44%, up 10 percentile points in grade 5 and 33% in grade 8. Fifth and eighth grade students are tested in science. This graph shows the percent of 5th and 8th grade students who have met the performance standard, 44%, up 10 percentile points in grade 5 and 33% in grade 8.

    23. California Standards Test 8th Grade History-Social Science Percent of Cucamonga Students Meeting the Performance Standard 2007-2009 Eighth grade students also take a History-Social Science CST. This test assesses the history-social science content standards for grades six through eight. This graph shows the percent of 8th grade students that met the performance standard in the spring of 2006, 2007, and 2008, showing no change. Eighth grade students also take a History-Social Science CST. This test assesses the history-social science content standards for grades six through eight. This graph shows the percent of 8th grade students that met the performance standard in the spring of 2006, 2007, and 2008, showing no change.

    24. Cucamonga School District APIs Next, we are going to look at the State accountability measure, the Academic Performance Index results. Next, we are going to look at the State accountability measure, the Academic Performance Index results.

    25. The Cucamonga School District’s API increased 3 points from the prior year. A current API of 748.The Cucamonga School District’s API increased 3 points from the prior year. A current API of 748.

    26. Cucamonga Elementary. Increased 6 points from the prior year. A current API of 726.Cucamonga Elementary. Increased 6 points from the prior year. A current API of 726.

    27. Next is Los Amigos. Increased 20 points. Their current API is 776.Next is Los Amigos. Increased 20 points. Their current API is 776.

    28. Next, THE ONTARIO CENTER SCHOOL. Decreased 1 points from last year. A current API of 774.Next, THE ONTARIO CENTER SCHOOL. Decreased 1 points from last year. A current API of 774.

    29. Last is RCMS. Decrease 2 points from last year. A current API of 737.Last is RCMS. Decrease 2 points from last year. A current API of 737.

    30. The next indicator for Adequate Yearly progress is the participation rate on the California Standards Test. The federal requirement is that at least 95% of all students enrolled in the school or district on the first day of testing must take the California standards test.The next indicator for Adequate Yearly progress is the participation rate on the California Standards Test. The federal requirement is that at least 95% of all students enrolled in the school or district on the first day of testing must take the California standards test.

    31. CST Participation Rate This table shows the participation rates for the district and all of our schools. As you can see, we met this part of the target.This table shows the participation rates for the district and all of our schools. As you can see, we met this part of the target.

    32. The third indicator for Adequate Yearly Progress are the Annual Measurable Objective targets. The third indicator for Adequate Yearly Progress are the Annual Measurable Objective targets.

    33. Annual Measurable Objectives Cucamonga School District English/Language Arts This line graph displays the AMO for English/language arts on the California Standards Test (red line) and the status for Cucamonga School District (yellow line). In 2009, 46.1% of our students scored proficient or advanced in ELA. Our district is above this AMO target of 46%. This line graph displays the AMO for English/language arts on the California Standards Test (red line) and the status for Cucamonga School District (yellow line). In 2009, 46.1% of our students scored proficient or advanced in ELA. Our district is above this AMO target of 46%.

    34. Significant Subgroups-English Language Arts Percent of Students Meeting the Performance Standard As I said, In order to meet AYP, the student population as a whole group must meet the AMO targets as well as any significant subgroups. This chart shows the significant subgroups in the district. A sub group is numerically significant when there are 100 or more students in the group OR 50 or more students who make up at least 15% of the total population. EXPLAIN… Explain PIAs I said, In order to meet AYP, the student population as a whole group must meet the AMO targets as well as any significant subgroups. This chart shows the significant subgroups in the district. A sub group is numerically significant when there are 100 or more students in the group OR 50 or more students who make up at least 15% of the total population. EXPLAIN… Explain PI

    35. Annual Measurable Objectives Cucamonga School District Math This line graph displays the AMO for Mathematics (red line) based on the California Standards Tests and the status for Cucamonga School District (yellow line). In Mathematics, 48.8% of our students scored proficient or advanced and, as a result, our district is higher than the AMO target of 47.5%. This line graph displays the AMO for Mathematics (red line) based on the California Standards Tests and the status for Cucamonga School District (yellow line). In Mathematics, 48.8% of our students scored proficient or advanced and, as a result, our district is higher than the AMO target of 47.5%.

    36. Significant Subgroups-Mathematics Percent of Students Meeting the Performance Standard This is the subgroup information for math. This is the subgroup information for math.

    37. You have now seen the California Standards Tests scores, the participation rates and the AMO targets. Now, we are going to put it all together to show you the status of each school and the district in terms of meeting Adequate Yearly Progress as is reflected in the 2009 Accountability Progress Report. You have now seen the California Standards Tests scores, the participation rates and the AMO targets. Now, we are going to put it all together to show you the status of each school and the district in terms of meeting Adequate Yearly Progress as is reflected in the 2009 Accountability Progress Report.

    38. Beginning with the district…API is greater than 650, participation rate is higher than 95% and AMO targets for all students as a group were met, however, several significant subgroups did not meet the AMO targets. So, the CSD did not meet AYP. Again, because we had subgroups that did not meet the target two years in a row in the same content area, the district is identified as a year 1 Program Improvement District. However, because of middle school CMA results not available until November, the Program Improvement status will not be confirmed until November.Beginning with the district…API is greater than 650, participation rate is higher than 95% and AMO targets for all students as a group were met, however, several significant subgroups did not meet the AMO targets. So, the CSD did not meet AYP. Again, because we had subgroups that did not meet the target two years in a row in the same content area, the district is identified as a year 1 Program Improvement District. However, because of middle school CMA results not available until November, the Program Improvement status will not be confirmed until November.

    39. At CES, the API is greater than 650, participation rate is higher than 95% and AMOs for all students were met by safe harbor…, however, there are significant sub groups that did not meet the targets for the first time. So, Cucamonga Elementary did not meet AYP. 09-10 is considered a warning year for CES and if they do not meet their targets next year, they will be identified year 1 PI next year. At CES, the API is greater than 650, participation rate is higher than 95% and AMOs for all students were met by safe harbor…, however, there are significant sub groups that did not meet the targets for the first time. So, Cucamonga Elementary did not meet AYP. 09-10 is considered a warning year for CES and if they do not meet their targets next year, they will be identified year 1 PI next year.

    40. At Los Amigos, the API is greater than 650, participation rate is higher than 95% and AMOs for all students, however not all significant subgroups met the targets. So, Los Amigos did not meet AYP and 09-10 is considered a warning year in terms of PI. At Los Amigos, the API is greater than 650, participation rate is higher than 95% and AMOs for all students, however not all significant subgroups met the targets. So, Los Amigos did not meet AYP and 09-10 is considered a warning year in terms of PI.

    41. At RCMS, the API is greater than 650, participation rate is higher than 95% and AMOs were not met for all students or significant subgroups. So, RCMS did not meet AYP and 09-10 is considered warning year for PI. At RCMS, the API is greater than 650, participation rate is higher than 95% and AMOs were not met for all students or significant subgroups. So, RCMS did not meet AYP and 09-10 is considered warning year for PI.

    42. At TOCS, the API is greater than 650, participation rate is higher than 95% and AMOs were met for all students, however, some significant subgroups did not meet the targets. So, TOCS did not meet AYP and 09-10 is considered a warning year for PI. At TOCS, the API is greater than 650, participation rate is higher than 95% and AMOs were met for all students, however, some significant subgroups did not meet the targets. So, TOCS did not meet AYP and 09-10 is considered a warning year for PI.

    43. District Program Improvement Year 1 Notify Parents after confirmation of PI status from the state in November. Update our LEA Plan. Allocate at least 10% of Title I funds for professional development. If the District is identified PI in November there are three actions we must take: Notify parents Update our LEA Plan-which we have already done. 3. Allocate 10% of our Title I funds for professional development, which again has already been done.If the District is identified PI in November there are three actions we must take: Notify parents Update our LEA Plan-which we have already done. 3. Allocate 10% of our Title I funds for professional development, which again has already been done.

    44. Next Steps… District Instructional Goals All Students/Subgroups English learners Students with Disabilities Single Plan for Student Achievement School Goals Grade Level Goals RESULTS! STPT Meetings-District Assessment Reports-State Testing Reports Intervention Programs: Classroom, Intervention/Team Time, Learning Centers, After School, Saturday Academy Core Program-Helping all students attain the California Content Standards to meet API and AYP Curriculum Alignment/Pacing Plans Essential Standards Standards Based Instructional Materials-New Math Materials Including Intervention Programs English Language Development Curriculum Councils We made some very significant gains this year which we all should be proud of: we saw gains in several grade levels and content areas, in our elementary writing scores and in the scores of several of our subgroups. We are all concerned about the decreases that we experienced this year and the pending identification of Program Improvement. We have already been working on addressing the decreases in a variety of ways. We have developed District wide instructional goals. Each school has developed a comprehensive school plan, which outlines the school goals, programs and resources available to help all children achieve grade level standards. These plans will be presented to the Board in October. Our RESULTS! reform model is the framework for Structured Teacher Planning Time meetings that occurred during the month of September. We are working on refining the RESULTS: Continuous improvement process so it is being replicated as described in the research to insure that student achievement continues to improve. Each grade level has had a full release day to analyze and reflect upon district and state test results. Whether grade level scores go up or down, it is important for the teams to identify intentional practices that led to positive results and identify what is different from the previous year that may have contributed to the decreases. Grade level teams are developing quality intervention plans and identifying students for intervention or enrichment as appropriate. In addition, STPT meetings will continue through the school year on modified days and with full release days two more times during the school year. Teachers utilize pacing plans, which pace the instruction of the essential standards for each grade level. We have standards aligned textbooks and supplemental instructional materials in all four core areas and we are implementing our new math adoption and math intervention programs. Our curriculum councils will guide our continuous improvement process. We made some very significant gains this year which we all should be proud of: we saw gains in several grade levels and content areas, in our elementary writing scores and in the scores of several of our subgroups. We are all concerned about the decreases that we experienced this year and the pending identification of Program Improvement. We have already been working on addressing the decreases in a variety of ways. We have developed District wide instructional goals. Each school has developed a comprehensive school plan, which outlines the school goals, programs and resources available to help all children achieve grade level standards. These plans will be presented to the Board in October. Our RESULTS! reform model is the framework for Structured Teacher Planning Time meetings that occurred during the month of September. We are working on refining the RESULTS: Continuous improvement process so it is being replicated as described in the research to insure that student achievement continues to improve. Each grade level has had a full release day to analyze and reflect upon district and state test results. Whether grade level scores go up or down, it is important for the teams to identify intentional practices that led to positive results and identify what is different from the previous year that may have contributed to the decreases. Grade level teams are developing quality intervention plans and identifying students for intervention or enrichment as appropriate. In addition, STPT meetings will continue through the school year on modified days and with full release days two more times during the school year. Teachers utilize pacing plans, which pace the instruction of the essential standards for each grade level. We have standards aligned textbooks and supplemental instructional materials in all four core areas and we are implementing our new math adoption and math intervention programs. Our curriculum councils will guide our continuous improvement process.

    45. Next Steps continued… Supplemental Programs Accelerated Reader/Math Learning Headquarters High Point Leveled Books Technology – AIMSweb, English in a Flash, Read 180 Multiple Assessments District Interim Assessments Textbook Assessments Teacher Made Assessments Grades Student Work IEP Goals Professional Development Focus on Marzano – Instructional Strategies ELD Academies/Model Lessons/Coaching New Mathematics Adoption Special Education Mini Workshops at Staff Meetings Technology Training Various Trainings for Instructional Assistants Parent Involvement Parent Education Parent Communication Parent Conferences All of the schools have access to research based supplemental programs. Some of the new programs being used this year include Read 180 at all four schools and AIMS web, which is an computer based assessment tool used to monitor students’ progress. Teachers and administrators use the interim assessments, assessments from the textbooks, teacher made tests, grades, student work, and progress toward meeting IEP goals as information to guide instruction and intervention plans. Professional development is focused on helping teachers and instructional assistants gain strategies to meet the needs of the variety of learners in their classrooms. Principals will use some staff meetings for site based professional development needs. Parent involvement is critical in terms of student achievement. Schools have plans for quality parent education opportunities this year, as well as plans to work on parent communication related to student achievement and we will continue to use Back to School Night and parent conferences as a time to let parents know how they can help at home. All of the schools have access to research based supplemental programs. Some of the new programs being used this year include Read 180 at all four schools and AIMS web, which is an computer based assessment tool used to monitor students’ progress. Teachers and administrators use the interim assessments, assessments from the textbooks, teacher made tests, grades, student work, and progress toward meeting IEP goals as information to guide instruction and intervention plans. Professional development is focused on helping teachers and instructional assistants gain strategies to meet the needs of the variety of learners in their classrooms. Principals will use some staff meetings for site based professional development needs. Parent involvement is critical in terms of student achievement. Schools have plans for quality parent education opportunities this year, as well as plans to work on parent communication related to student achievement and we will continue to use Back to School Night and parent conferences as a time to let parents know how they can help at home.

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