Community and schools coming together be a part of the experience
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Community and Schools Coming Together - be a part of the experience. S tudent Achievement Pre K-5. Sandwich C.U.S.D. #430. The interest you show In your investment Pays dividends And makes cents. Lynn G. Haskin Elementary PreK-3 Enrollment of 270.

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Community and Schools Coming Together - be a part of the experience

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Community and schools coming together be a part of the experience

Community and Schools Coming Together - be a part of the experience

Student Achievement Pre K-5


Sandwich c u s d 430

Sandwich C.U.S.D. #430

The interest you show

In your investment

Pays dividends

And makes cents


Lynn g haskin elementary prek 3 enrollment of 270

Lynn G. Haskin ElementaryPreK-3 Enrollment of 270


Prairie view elementary prek 3 enrollment of 270

Prairie View ElementaryPreK-3 Enrollment of 270


Woodbury elementary prek 3 enrollment of 201

Woodbury ElementaryPreK-3 Enrollment of 201


Herman e dummer elementary grades 4 5 enrollment of 370

Herman E. Dummer ElementaryGrades 4-5 Enrollment of 370


No child left behind sandwich school district 430 school report card 2010

No Child Left BehindSandwich School District #430School Report Card 2010


Community and schools coming together be a part of the experience

100%

Target

2013 - 2014

2009

2010

77.5%

2003

2004

40%

2008

2009

70%

2010

2011

85%

2012

2013

92.5%

2002

2003

40%

2004

2005

47.5%

2005

2006

47.5%

2006

2007

55%

2007

2008

62.5%

2011

2012

92.5%

2013

2014

100%

Adequate Yearly Progress & Academic Achievement Targets


Community and schools coming together be a part of the experience

Disaggregationof Subgroups

Low income status +

Students with disabilities +

Limited-English proficient +

Race/ethnicity

6 groups

Multi-Racial, Asian, American Indian, Hispanic, Black, White


Community and schools coming together be a part of the experience

ISAT and PSAE 2010 Testing Schedule


State achievement scores

State Achievement Scores

Sandwich Schools


Subgroups

Subgroups

Sandwich Schools


Assessments and interventions

Assessments and Interventions

Sandwich Schools


What assessments do we use

WHAT ASSESSMENTS DO WE USE?

  • Illinois Standard Achievement Test

  • Gates-MacGinitie Reading Tests

  • AIMSweb

  • Common Quarterly Assessments

  • Tests and Quizzes


Why do we take so many tests

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)


Why do we take so many tests1

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)


What do we actually do with this information

WHAT DO WE ACTUALLY DO WITH THIS INFORMATION?

  • Determine current academic level of student

  • Provide interventions to struggling students-Response to Intervention (RtI)

  • Track student progress

  • Evaluate validity of assessments and make changes if needed


Community and schools coming together be a part of the experience

  • RtI Model

  • Intensive Intervention-5%

  • TargetedIntervention-15%

  • Universal Intervention-80%


Community and schools coming together be a part of the experience

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-ForesmanFocus Basals


S p i r e

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.


Harcourt intervention

HarcourtIntervention

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.


Determining current academic level of each student

DETERMINING CURRENT ACADEMIC LEVEL OF EACH STUDENT

  • One of the most important aspects of an assessment is the insight they give about a student’s 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


Providing interventions to stuggling students

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


Tracking student progress

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


Evaluating the validity of an assessment and making changes as needed

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


Benchmarking and progress monitoring

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


Why are a common set of standards important

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


Community and schools coming together be a part of the experience

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.


For additional information visit

Realizing Illinois

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


Questions

QUESTIONS

THANK YOU

FOR YOUR TIME!


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