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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 Student Achievement Pre K-5
Sandwich C.U.S.D. #430 The interest you show In your investment Pays dividends And makes cents
No Child Left BehindSandwich School District #430School Report Card 2010
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
Disaggregationof Subgroups Low income status + Students with disabilities + Limited-English proficient + Race/ethnicity 6 groups Multi-Racial, Asian, American Indian, Hispanic, Black, White
State Achievement Scores Sandwich Schools
Subgroups Sandwich Schools
Assessments and Interventions Sandwich Schools
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? • 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 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? • 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
RtI Model • Intensive Intervention-5% • TargetedIntervention-15% • Universal Intervention-80%
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. 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.
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 • 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 • 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 • 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 • 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 • 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? 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
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.
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 THANK YOU FOR YOUR TIME!
