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This report highlights the transformative strategies implemented to boost student and teacher success in a diverse school environment with a high poverty rate and significant challenges in reading, math, and writing proficiency. Over two years, notable gains were made in student achievement, particularly closing the achievement gap for Hispanic students. While struggling areas exist, such as low graduation rates, the introduction of data-driven decision-making, proficiency-based grading, and targeted interventions aim to address these challenges and foster continuous growth and improvement within the educational community.
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Ensuring Student and Teacher Success through School Transformation Darbie Dennison & Carren Poff
Demographics • 740 students • 38 classroom teachers • High poverty rate • Free and Reduced Lunch Rates: • Elementary Average (5 schools) 84.7% • Ontario Middle School 78.4% • Ontario High School 65.4%
Current Status • Successes: • We have made gains in reading, math and writing over the last two years • We have continued to close the achievement gap between whites and Hispanics • Areas of Concern: • OHS still struggles with a low graduation rate • We still need to develop a viable math intervention program
Data Driven Decisions • Super Spread Sheet • Houses student information data, used by teachers to quickly access data • Teacher can quickly filter lists of their students, and their programs such as ELL, Sped, TAG, test scores. • IObservation Protocol • Portal for recording teacher observations, discussions and reflections. • Big 3—Behavior tracking • Google doc that allows teachers to document and/or assign lunch detention for dress code violations, tardies, and disrespect toward staff.
Successful Programs We Hope To Sustain • Curriculum alignment with the CCSS & proficiency- based grading • Language! intervention program • Project Lead the Way • Freshman Success • Aspire Community Mentor Program • Increased college credit opportunities • Summer school programs • Challenge Day!
Alignment to CCSS and Moving to Proficiency-Based Grading • Goal 1: Teachers across departments will align their curriculum with state content and Common Core State Standards by June of 2013. • Goal 2: Teachers will implement a proficiency-based assessment model that is aligned with their content standards and CCSS during the 2013/2014 school year.
In The Past • Teachers taught what they liked ~ no common standards, and no school-wide system to measure growth • No tracking of standard skills and no standard grammar/writing expectations or testing norms—other than state tests • Hesitancy to embrace research-based changes as they became available • No common language defining student skill levels or what needed to be taught each year • Over-reliance on completing daily practice for grades and extra credit • Behaviorally-based grading systems • Writing samples at teacher’s discretion . . . with some students never receiving a score-just a grade based on number of paragraphs • Over-reliance on novels • “We have arrived ~ no updates necessary” attitude
Now • Common departmental skills taught, tested, and tracked • Alignment of standards taught and tested across all grade levels • Departmental agreement on common grammar, writing systems, or skills tracking • Weekly PLC’s to track, share, and discuss progress • Graduation requirements, skill proficiency, and work samples have new level of importance • Nation has adopted (and is rolling out) Common Core State Standards • Reliance on test scores only to prove proficiency • More experience with informational text & focus on skill rather than story • No extra credit to muddy the measurement waters! • ALWAYS EVOLVING
Leveling “Sub Skills” Literary Device: Grade-level Focus
Work Sample Safety Net IF STUDENT DOESN’T PASS OAKS WRITING, THEN …. 6 PERSUASIVE WORK SAMPLES BANKED 6 EXPOSITORY WORK SAMPLES BANKED IF PASSING WORK SAMPLES NOT FOUND IN THESE, STUDENT CAN USE AS A BASE WRITING IN WRITING LAB TO MEET STATE REQUIREMENT – NOT STARTING FROM SCRATCH
Assessment and Grading Procedures • Practice is not graded, but feedback will be given! • Proficiencies are sole source of grades for the class • No extra credit . . . either you know it or you don’t • To Pass Course Student Must: • Have an average of 70% (2) or higher on each Learning Target at the end of each semester and • Pass the course with an grade point average of 70% (2) or higher • Students track their progress at end of each unit for parent report
HOW MARZANO GRADING SCALE WORKS WITH TRADITIONAL GRADING DRAFT
Misc. Details • Every assignment mirrors proficiency • Attach Learning Targets or Writing rubric to every pertinent assignment • Secure proficiencies/testing environment • Formative assessments used regularly – attempt to make them as “hands-off” for teacher as possible • Late work policy left to teacher • One retake opportunity for each proficiency per semester
Options to Complete Credit Recovery • Odysseyware • Summer School • Complete failed proficiencies after school by end of first semester
Student/Parent Support • After/Before school help • End of Unit Tracking and letter home • Multiple formative assessments • Practice format mirrors proficiency format • Use of Power Teaching methods • Constant connection between Learning Targets and class work • Posted Learning Targets • Connection between CRLS and success on proficiencies • Clear parent communication of skills • Acknowledgement of practice or lack thereof • Upload daily to Family Link so parents can track grades • Departmentally cohesive and collaborative approach to parent teacher conference potential questions and issues
Department Mini Lessons Everyone teaches using standard material in first few weeks: • Plagiarism • Annotation • Inference • MLA • Summary paragraph
