Transcript of Student Achievement Pre K-5 Community and Schools Coming Together - be a part of the experience.
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- Student Achievement Pre K-5 Community and Schools Coming
Together - be a part of the experience
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- Sandwich C.U.S.D. #430 The interest you show In your investment
Pays dividends And makes cents
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- Lynn G. Haskin Elementary PreK-3 Enrollment of 270
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- Prairie View Elementary PreK-3 Enrollment of 270
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- Woodbury Elementary PreK-3 Enrollment of 201
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- Herman E. Dummer Elementary Grades 4-5 Enrollment of 370
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- No Child Left Behind Sandwich School District #430 School
Report Card 2010
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- Adequate Yearly Progress & Academic Achievement Targets
2002 2003 40% 2003 2004 40% 2004 2005 47.5% 2005 2006 47.5% 2006
2007 55% 2007 2008 62.5% 2008 2009 70% 2009 2010 77.5% 2010 2011
85% 2011 2012 92.5% 2012 2013 92.5% 2013 2014 100% Target 2013 -
2014
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- Disaggregation of Subgroups Low income status + Students with
disabilities + Limited-English proficient + Race/ethnicity 6
groups
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- ISAT and PSAE 2010 Testing Schedule ISAT PSAE Subject Tested
3456789101112**** Reading Mathematics Science Writing
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- State Achievement Scores Sandwich Schools
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- Subgroups Sandwich Schools
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- Assessments and Interventions Sandwich Schools
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- WHAT ASSESSMENTS DO WE USE? Illinois Standard Achievement Test
Gates-MacGinitie Reading Tests AIMSweb Common Quarterly Assessments
Tests and Quizzes
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- WHY DO WE TAKE SO MANY TESTS? Required vs. Optional The
Illinois Standards Achievement Test (Reading, math & science)
(State-normed) Gates-MacGinitie (Vocabulary and comprehension)
(Nationally-normed)
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- WHY DO WE TAKE SO MANY TESTS? AIMSweb (Fluency &
comprehension) (Nationally- normed) Common Assessments (based on
Power Standards) (Developed by teachers) (Grade level-normed) Tests
and quizzes(Classroom level)
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- WHAT DO WE ACTUALLY DO WITH THIS INFORMATION? 1.Determine
current academic level of student 2.Provide interventions to
struggling students- Response to Intervention (RtI) 3.Track student
progress 4.Evaluate validity of assessments and make changes if
needed
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- RtI Model Intensive Intervention-5% Targeted Intervention-15%
Universal Intervention-80%
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- Building Interventions Shared and Utilized Lexia Symphony Math
Michael Hagerty Harcourt Orton-Gillingham Read Naturally SPIRE Zoo
Phonics Edmark Explode the Code Reading Plus Quick Reads DRA 2
Reading A-Z PALS Jolly Phonics Talking Letters Hooked on Phonics
Scott-Foresman Focus Basals
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- S.P.I.R.E. S.P.I.R.E. focuses on the phonics and phonemic
awareness aspects of reading. S.P.I.R.E. is presented to students
in small groups of no more than 3 or 4.
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- Harcourt Intervention Each grade level has an intervention kit
that goes along with the Harcourt Trophies Reading Series. Students
who are struggling with the regular reading series can receive
extra support from the intervention kits.
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- DETERMINING CURRENT ACADEMIC LEVEL OF EACH STUDENT One of the
most important aspects of an assessment is the insight they give
about a students level of performance Each assessment is a picture,
but several assessments together is an album By looking at this
album the educational team (principal, teachers, psychologist, etc)
will get an idea of student strengths and weaknesses By using these
assessment results, students that need help in an area can be given
extra help or additional instruction
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- PROVIDING INTERVENTIONS TO STUGGLING STUDENTS The district
maintains a library of interventions that can be used to assist a
student in learning These interventions can be in the form of
staff, materials or both Some interventions include one-to-one
teacher direct instruction, Lexia, Reading Plus, Symphony Math,
SPIRE, and Read Naturally Interventions are usually given during
the day, but can be provided before or after school
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- TRACKING STUDENT PROGRESS One of the most important parts of an
intervention is to check for success Not every student will fit one
intervention By gathering data in the fall, winter, and spring,
student success can be evaluated over time For some students data
may be gathered more often, even weekly The district adopted
AIMSweb as our standard tool to track progress
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- EVALUATING THE VALIDITY OF AN ASSESSMENT AND MAKING CHANGES AS
NEEDED Not all evaluations meet the needs of every school or
district Many times a standard or purchased assessment may not
track content that a district finds important In order to make sure
students understand what we teach, local assessments are developed
and administered to all students at a grade level Student responses
are measured as a whole to evaluate teacher instruction, curriculum
content, and student understanding Teachers work together to
improve their performance, tweak curriculum or assessments, and
provide interventions to students
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- BENCHMARKING AND PROGRESS MONITORING AIMSweb is the standard
K-8 grade benchmarking and progress monitoring tool All students
are assessed Fall, Winter and Spring (benchmarking) Students are
assessed in both Math and Reading Students with identified concerns
receive intervention and are assessed more often, sometimes every
two weeks (progress monitoring) Progress monitoring is used to
track progress of the student and effectiveness of the
intervention
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- Why are a Common Set of Standards Important? Clarity: designed
to help teachers, students, and parents understand what is expected
of them to be ready to enter the workforce or college Consistency:
levels the playing field so all students will be held to the same
rigorous expectations Global Society: internationally benchmarked
to high performing countries
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- Evolution not a revolution The transition process begins with
local review and discussion No changes will be in place for 2011
Spring ISAT and PSAE assessments. New assessment system in place
2014-2015.
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- For Additional Information Visit
http://www.isbe.net/common_core/ Our Students... Prepared for
success after high school Our Promise... Leadership, Advocacy,
& Support Our Future Strong communities, competitive
workforce
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- QUESTIONS