A Journey to Improving Student Achievement

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A Journey to Improving Student Achievement

• beginning with . . .

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11 Student Achievement Goals
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District SBCs

• Standards
• Benchmarks
• Checkpoints

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Curriculum Maps . . .

• contain what students should know and be able to
  do.
• Content
• Skills
• Assessments
• contain the alignment of the SBCs to assessments
  of the curriculum
• will be found under Community Resources and
  Parent Resources on the districts web page.

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Annual Progress Report (APR)a state report
(1997-to present)

• Tracks student achievement disaggregated in
• reading comprehension
• mathematics
• science
• for grades 2-8, 9 and 11
• States district goals based on
• Primary district-wide assessment (ITBS/ITED)
• Multiple district-wide assessments
• DIBELS (K-5)
• CBM (1-5)
• NWEA (3-8)
• PLAN (10)
• Tracks other indicators
• Graduation Rate
• Attendance Rate

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Annual Yearly Progress (AYP)a federal report
(NCLB)

• Tracks student achievement ( proficient on
  ITBS/ITED) disaggregated subgroups in
• reading comprehension
• mathematics
• for grades 3-5, 6-8, and 11
• Tracks participation rate
• Tracks attendance rate

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2004-2009 Comprehensive School Improvement Plan
(created in 2003)

• Fall 03 - 1st Comprehensive Site Visit
• During 2003 - 2004 the first CSIP was written and
  submitted
• This plan contained
• data about our student learning needs
• how those needs will be met
• evidence that learning has changed
• program and service evaluation to ensure improve
  student learning
• Fall 04 - 2nd Comprehensive Site Visit

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5 District Goals

• All K-12 students will achieve at high levels in
  reading.
• All K-12 students will achieve at high levels in
  mathematics.
• All K-12 students will achieve at high levels in
  science.
• All K-12 students will integrate technology into
  their learning (reading, math, and science).
• All students will feel safe at and connected to
  school.

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Professional Development
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Washington Goals

• Implement building-wide structured school
  improvement using IPDM.
• Increase all classrooms' access to print.
• Improve reading comprehension across all
  sub-groups through research-based instruction
  strategies building-wide.

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Washingtons Indicators

• The 3rd grade average RIT score will increase.
• The percent of students scoring in the at risk
  area in oral reading fluency will decrease.
• The percent of students scoring above the 50th
  percentile in IA Student Norms will increase.

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Washington Professional Development

• Emphasis is on improving reading by
• beginning co-teaching and collaboration
• reviewing fluency and access to print
• implementing vocabulary strategies (December
  through May)
• infusing guided reading strategies (January)

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Schuler Goal

• Students in grades 4 and 5 will
• improve reading comprehension
• on standardized tests during the
• 2007-2008 school year.

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Schuler Indicators

• Comparison of the 4th and 5th graders mean RIT
  score in the fall to spring RIT score on NWEA/MAP
  reading goal strand 2 (reading comprehension)
• Percentage of students in grades 4 and 5 who
  achieve the expected growth target on NWEA/MAP
  reading assessment from fall to fall and fall to
  spring.
• Percentage of students who score at or above
  grade level NGE (4.2, 5.2) on ITBS reading
  comprehension test in grades 4 and 5, including
  data disaggregated by subgroup.
• Percentage of students who score at or above the
  proficient level on ITBS reading comprehension
  test in grades 4 and 5, including data
  disaggregated by subgroups.

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AMS Goal

• Students in grades 6,7, and 8 will
• improve reading comprehension through
• direct instruction on vocabulary
• strategies on standardized tests during
• the 2007-2008 school year.

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AMS Indicators

• Percentage of students in grades 6 - 8 who
  achieve the expected (typical) growth target on
  NWEA/MAP reading assessment from fall to fall and
  fall to spring.
• Percentage of students who score at or above
  grade level (NGE 6.2, 7.2, and 8.2) on ITBS
  reading comprehension test in grades 6-8,
  including data disaggregated by subgroup.
• Percentage of students who score at or above the
  proficient level (41st percentile or above using
  national norms) on ITBS reading comprehension
  test in grades 6-8, including data disaggregated
  by subgroups (male, female, SES, and IEP).

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Schuler and AMS Professional Development

• implementing the Instructional Decision Making
  Model
• updating curriculum maps
• continue to incorporate vocabulary strategies
  from last year
• introducing strategies for teaching structural
  analysis of words through explicit instruction

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AHS Goal

• Increase the number of students in the
• 9th and 11th grades that are proficient in
• reading.
• 100 of teachers will incorporate an outside
  reading unit into each course.
• Two sections of Second Chance Reading will be
  offered to address non proficient readers.

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High School Indicators

• The number of SES students in 11th grade scoring
  above the 50th percentile on ITED reading
  comprehension.
• The percentage of students in grades 8, 9, and 11
  who score at the proficient level (50th
  percentile or above using national norms) on the
  ITED Reading
• Comprehension, including data disaggregated by
  subgroup.
• The number of Resource and Self-contained SPED
  students in 9-12 will improve their individual
  reading scores by one grade level each year.
• The number of English core scoring above the 10th
  grade NPR on the reading portion of the PLAN.

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AHS Professional Development

• Classroom Instruction that Works
• Summarizing
• Note Taking
• Crisis Management Review
• CPR training
• Threat Assessment
• Rigor and Relevance -rubrics for assessing
• Curriculum Mapping
• Building Goals

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Public Links

• Annual Progress Reports (APR)
• Comprehensive School Improvement Plan (CSIP)
• Student Achievement Data
• AEA Achievement Data
• School Profiles (AYP)
• Create own NCLB charts
• Educational Statistics

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