2014-15

End-of-Year Goals Report

The District’s goals for 2014-15 are: 1. 100% of Ripon teachers will use a data dashboard to monitor

the Response to Intervention (RtI) procedures and practices implemented by their school as part of the RASD comprehensive RtI Model.

2. 100% of Ripon teachers/educational specialists will write a Student Learning Objective (SLO) to demonstrate student growth aligned to the school literacy SLO.

The District’s goals for 2014-15 are: 100% of Ripon teachers will use a data dashboard to monitor the Response to Intervention (RtI) procedures and practices implemented by their school as part of the RASD comprehensive RtI Model.

This is the first year for the RtI dashboard goal. The administrative team requests that this goal be carried over to next year. This past year multiple dashboard software systems were reviewed. A small team from across the district complete a pilot with one dashboard. In June, the administrative team recommended using Educlimber for the 2015-16 school year. The software would be used in all buildings by the administration and the RtI teams in each school next year.

RHS/LCHS End-of-Year Goals Report

SLO & RtI Information

Duringthe2014-15schoolyear,eachhighschoolstudentinthe2017graduatingclasswillshowgrowthand/orachievementinliteracybygainingimportantcontentvocabularyasevidencedbyRHS/LCHSBuildingSLOassessment.Studentswithascoreof90.1%-100%atthebeginningoftheyearwillremainorshowgrowthwithinthe90.1%-100%rangebytheendoftheyear.Studentswithascoreof80.1%-90%atthebeginningoftheyearwillimprovebyanaverageof10%.Studentswithascoreof70.1%-80%atthebeginningoftheyearwillimprovebyanaverageof10%.Studentswithascoreof60.1%-70%atthebeginningoftheyearwillimprovebyanaverageof10%.Studentswithascoreof0-60%atthebeginningoftheyearwillimprovetheirscorebyatleastanaverageof10%bytheendoftheyear.

School Learning Objective

End-of-Year Status of GoalAtthecompletionoftheSLOcycleforthe2014-2015schoolyear,RHS/LCHShasmetthegoalthatitcreated.EachpercentilegroupthatwasdesignatedintheRHS/LCHSBuildingSLO,demonstrated10%asgroup,whenallofthedatawascollectedandaveraged.Inparticular,thereweretremendousgainsmadebythe0%to60%group,whichsawthenumberofstudentssittinginthisgroupdecreasedby363students.ThatisadecreasethatwasnotanticipatedbytheBLTgroupthathelpedtowritetheRHS/LCHSBuildingSLO,butitwasonethatthegroupwasverypleasedtosee.

Additionally,thedataalsoshowsthatthetoppercentilegroupincreasedby183students.Again,thishugeincreasewasnotexpectedbytheBLTgroup,butitisindicativeoftheemphasisthatthefacultyplacedondevelopingvocabularyskillsnotonlyinthestudentswhoneededthemostinterventionwork,butalsowiththestudentswhoneededadditionalacademicchallenges.

Overall,thefacultyofRHS/LCHSdeservesagreatdealofcreditformakingvocabularyafocusineachandeverysingleclass.ThestudentsofRHS/LCHSwilldemonstratethebenefitfromthisSLO,ontheirassessmentsnotonlyintheirclasses,butalsoonthestatestandardizedteststhattheyarerequiredtocomplete.

Evidence Of Goal CompletionThisisanoverallsnapshotofthepost-testdataforthe2014-2015RHS/LCHSBuildingSLO,whichispostedbelow.

Aggregate Number of students per category for RHS/LCHS

90.1%-100% 234

80.1%-90% 202

70.1%-80% 163

60.1%-70% 103

0-60% 126

Evidence Of Goal Completionhttps://docs.google.com/a/ripon.k12.wi.us/spreadsheets/d/1S92z-vbgWpV1TyiPfYMcES_wMCK984fYVKw_OL1Pgfg/edit#gid=145704432

Lessons LearnedIntheend,thefacultyofRHS/LCHSwasabletosuccessfullycompleteit'sfirstBuildingSLOprocess.WhiletherewillbeadjustmentstotheBuildingSLOassessmenttemplatethatwasutilizedthisschoolyear,andthefacultywillalsoberequiredtoattachagradetotheSLOassessmentsthatthestudentstake,theoverallprocesswentsmoothly.

Nextschoolyearhowever,therewillbeabuildingSLOthatisalreadyinplacebeforethe2015-2016schoolyearbegins.Theassessmenttemplatewillalreadybeadjusted,andtherewillbespecificdesignatedlatestartmeetingtasktocompleteatthebeginningofthe2015-2016schoolyear,inordertohelpbegintheSLOprocessmuchsoonerthanitdidduringthe2014-2015.Therewerealsofacultymemberswhofeltrushedwiththeprocess,especiallyfacultymemberswhohadsemesteronlyclasses,andworkingontheseSLOitemsinadvanceofnextschoolyear,willhelptoalleviateanyunduestressthatwasplacedonthestaffthisschoolyear.

The2014-2015RHS/LCHSBuildingSLOhowever,earnedtheentirefacultyascoreof3,anditalsohelpedtoimprovethevocabularyskillsetsofthesophomoreclass.Thiswillbeparticularlyimportant,asthatsophomoregroupheadsinto11thgrade,wheretheywillberequiredtotaketheACTTest.

RHS/LCHS DataWall

RHS/LCHS DataWallThe data wall continues to be a driving force behind the way that the Student Services Team and the Faculty at RHS/LCHS monitors the progress of our students. We believe that with the continuation of our SLO Goal for next school year, we will be able to reduce the number of juniors who are credit deficient, and thus keep our students on track to graduate with their peers.

RMS/CCMS End-of-Year Goals Report

SLO & RtI Information

#1. During the 2014-15 school year, each middle school student identified as "Economically Disadvantaged" Status (non-special education) under the Wisconsin Student Assessment System (WSAS) and targeted by collaborative teams will show considerable growth and/or achievement in literacy by gaining important content vocabulary as evidenced by rubric scores using writing rubrics aligned to the Common Core State Language Standards for Literacy in All Subjects . All identified students with a score of 3 or higher at the beginning of the year will remain at a 3 or higher by the end of the year; all identified students with a score of 2 at the beginning of the year will attain a score of 3 or higher by the end of the year; all Identified students with a score of 1 will attain a score of 2 or higher by the end of the year OR the total rubric score increase for all identified students combined will be equal or higher than the total number of students in that group scoring a 1 or 2 at the beginning of the year.

RMS/CCMS SLO #1

RMS/CCMS SLO #2

#2. During the 2014-15 school year, each middle school student identified as "Economically Disadvantaged" Status (non-special education) under the Wisconsin Student Assessment System (WSAS) and targeted by collaborative teams will show considerable growth and/or achievement as evidenced by their scale scores on the STAR Reading and Math Assessment Screener. Economically Disadvantaged students will meet or exceed the "moderate growth rate" that corresponds with their percentile rank achieved with each of three screeners OR the total growth for all targeted students combined will be more than 1941 scale score points in Math and 3409 scale score points in Reading by the end of the 2014-15 school year.

End of Year Goal Status All of the collaborative teams met their SLOs. Some of the collaborative teams exceeded their goals. Had we done a more complete job of writing our SLOs, nearly all teams would have exceeded their goals. What does that mean? It means our collaborative teams did an excellent job in all areas. We spent the entire year working with data, analyzing scores, writing objectives, creating RtI plans, and helping individual students achieve to a higher level.

The most rewarding part of the entire process was the SLO scoring meetings I had with each team. I was surprised, because I thought it would be more routine. However, what I found is that it was a unique opportunity to meet with each team and have a deep discussion about the intricate details of the entire year. These conversations were the most rewarding and informative sessions of the entire year and set the tone for making improvements next year.

Collaborative Team Data Example

Lessons Learned We learned that it is vitally important to read, re-read, evaluate, re-evaluate, and discuss the SLO language many times. Even with a high degree of attention paid by a large number of educated adults, we still found an error in our SLO language that prevented us from exceeding our goal. Small differences in the language make logic errors that are inescapable.

We created the "either/or" goals to allow for two different options for goal completion. For these particular goals, some teams did not exceed the goal based on the first half of the goal statement, so they looked at the second part of the goal statement that reads:

“the total rubric score increase for all identified students combined will be equal or higher than the total number of students in that group scoring a 1 or 2 at the beginning of the year.”

The part of the goal that reads "equal or higher than" means that if the students scores were MUCH higher, the team could still only meet the goal. Instead, the goal should have read, "at least equal to". This would allow teams to score an "exceeds" if the scores were higher than equal.

MPES/Quest End-of-Year Goals Report

SLO & RtI Information

Murray Park and Quest Elementary Schools

During the 2014 -15 school year, 100% of the students will improve in comprehension and/or fluency as measured by the DRA assessment. Each student will move up at least one grade level in instructional reading from spring 2014 to spring 2015. Furthermore, students who are below grade level will increase their instructional reading level by 1.5 years or grade level expectations or the class as a whole will meet or exceed the total average expected growth goal target. (10 points)

Each classroom made the average expected growth.

Murray Park and Quest Elementary Schools

Each classroom made the average expected growth.

Third Grade Classrooms

Room A - 10.8

Room B - 13

Room C - 12.3

Room D - 15

Room E - 10

All but 13 students are at or above grade level.

Murray Park and Quest Elementary Schools

Fourth Grade Classrooms

Room A - 13.8

Room B - 13

Room C - 10.56

Room D - 18.26

Room E - 16.36

All but 15 students are at or above grade level.

Murray Park and Quest Elementary Schools

Fifth Grade Classrooms

Room A - 12.25

Room B - 14.5

Room C - 15.88

Room D - 11.67

Room E - 13.8

All but 13 students are at or above grade level

Murray Park and Quest Elementary Schools

Lessons learned from the teachers are posted in the 2015 End-of-Year Goals Report - Narrative

BPES/Journey End-of-Year Goals Report

SLO & RtI Information

During this school year, 100% of the kindergarten students will improve in comprehension and fluency as measured by DRA. Each student will move up at least a grade level in instructional reading from fall to spring. Furthermore, students who are below grade level will increase their instructional reading level by 1.5 years, or grade level expectations or the class as a whole will meet or exceed the total average expected growth goal target. Mid Year DRA: 2End of the Year DRA: 4 #84 students or 83% of our kindergarten students reached or exceeded end of year grade level benchmark expectations.#17 students or 17% of our Kindergarten students did not reach end of year grade level benchmark expectations.

During this school year, 100% of the first grade students will improve in comprehension and fluency as measured by DRA. Each student will move up at least a grade level in instructional reading from fall to spring. Furthermore, students who are below grade level will increase their instructional reading level by 1.5 years, or grade level expectations or the class as a whole will meet or exceed the total average expected growth goal target. Mid Year DRA: 12End of the Year DRA: 16*#73 students or 78% of our first grade students reached or exceeded end of year grade level benchmark expectations.#21 students or 22% of our first grade students did not reach end of year grade level benchmark expectations. * In April 2015 the end of the year grade level benchmarks were adjusted to reflect a change of the district testing timeline.

During this school year, 100% of the second grade students will improve in comprehension and fluency as measured by DRA. Each student will move up at least a grade level in instructional reading from fall to spring. Furthermore, students who are below grade level will increase their instructional reading level by 1.5 years, or grade level expectations or the class as a whole will meet or exceed the total average expected growth goal target. Mid Year DRA: 24End of the Year DRA: 28* #102 students or 93% of our second grade students reached or exceeded end of year grade level benchmark expectations.#8 students or 7% of our second grade students did not reach end of year grade level benchmark expectations.#4 of the #8 students are receiving services in special education and #1 of the #8 students moved to the district in February.#3 students or 3% of the students who are below benchmark are regular education students who attended the full academic year. * In April 2015 the end of the year grade level benchmarks were adjusted to reflect a change of the district testing timeline.

Student Progress Monitoring Template

SLO ReflectionThroughout the year, staff members met in collaborative grade level teams to discuss student needs, specific student skill deficits, reading strategies and student progress. These discussions then guided regular instruction in the area of reading and determined our Response to Intervention (RtI) and Title I groups.

In addition, staff members attended workshops in the area of reading instruction and worked with Nicole Lehr, Literacy Coach (Cesa #6) and Jill Puhlmann-Becker, RASD Reading Specialist to learn more about phonics instruction and running record assessments. Running records help us better focus on student strengths and error patterns which is extremely beneficial in determining remediation efforts.

In the end, all grade level teams met or exceeded their SLO using the total average growth goal target model. Of particular interest are the results of our second grade students. Of our #107 students, only #8 of these students (or 7%) did not meet grade level benchmarks. Of these #8 students, #3 students are regular education students and attended all year, #1 students enrolled in February and #3 students receive special education services. We are proud of this accomplishment particularly given that #20 of these same students at the end of last year (1st grade) were not at grade level. Our focused attention to instruction and using data to drive instruction is having a profound impact on student learning.

The Student Progress Monitoring Template is one document that I use to monitor student performance and support services offered.