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Fall TLT board report 9 2012


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Fall TLT board report 9 2012

  1. 1. Our Schools will Empower Learning, Energize Achievement, Embrace Community Each Student Real-World-ReadyAnnual Teaching & Learning Report September 20, 2012
  2. 2. Putting Our Strategic Directions into Action 2
  3. 3. 3
  4. 4. More of the Story is Coming Your Way…Principals will be sharing their work with theboard over the next 3 months during board worksessions… October: November: December: BHS RN HB BAHS ST HV ERJH WB MWS MJH GP EN NJH SO VV 4
  5. 5. From simple beginnings…. 5
  6. 6. After one year… 6
  7. 7. 7
  8. 8. • Scope & Sequence • Content, Context, Tools for Teachers Criteria, Cognitive Type• Units of Instruction • Detail of each Unit – Essential Learning Outcomes – Learning Targets – I CAN statements – Assessments – and more!• Google Calendar 8
  9. 9. Curriculum Management 2012-13 • K-6 Math • K-6 Writing • K-12 Science • K-12 ESL • 7-12 ELA • 7-12 Math • 7-12 Social Studies 9
  10. 10. Developing a System: Intervention and Enrichment• A system of intervention and enrichment is being developed so that our district responds in a comprehensive and systematic way for students who need either additional academic support or challenge. 10
  11. 11. What Happens When Students Dont Learn? Providing Additional Academic Support• When students don’t learn, students will receive tiered level of intervention to meet their academic needs. 11
  12. 12. What Happens When Students Dont Learn?Providing Additional Academic Support • Core Instruction (traditional classroom Tier 1 setting) where 80 % of student needs are generally met • More strategic academic intervention Tier 2 delivered for 10-15% of students who require additional academic guidance • For 5-10% of students who need more Tier 3 intensive research-based academic interventions 12
  13. 13. At the Classroom Level: Instructional Intervention• Support at the classroom level is addressed through instructional interventions either proactively or in response to instruction.• Instructional intervention occurs through: –Pre-teaching –Re-teaching (remediation) –Differentiation 13
  14. 14. Additional Instructional Support: Strategic or Intensive Intervention• An academic interventionist provides research-based strategic or intensive academic interventions for students who need additional support beyond what their classroom teacher does and/or can provide. 14
  15. 15. What Happens When Students Already Know? Providing Extension or Enrichment• Students who demonstrate an understanding of the most essential concepts may receive some level of enrichment. 15
  16. 16. What Happens When Students Already Know? Providing Extension or Enrichment• Extension and enrichment occur at the classroom level through differentiation, inquiry, and/or problem-based learning.• K-6 enrichment specialists provide additional extension or enrichment to support the core curriculum. 16
  17. 17. System of Intervention and Enrichment: 2012-2013 Areas of Concentration• Refine role of K-6 math & reading interventionists• Clarify role of interventionists & classroom teachers, ESL, SPED• Identify research-based Tier 3 instructional interventions (K-6)• Support implementation of co-teaching• Provide professional development to refine approach to co-teaching• Continue development of data protocols• Develop proactive instructional interventions for Tier 1 and Tier 2• Provide professional learning to support development of proactive instructional interventions• Clarify role of 7-12 interventionists• Complete comprehensive study of gifted and talented (enrichment)• Clarify SAT/TAT (student assistance team or teacher assistance team) processes and procedures 17
  18. 18. ADSIS Program Alternative Delivery of Specialized Individual Services (ADSIS)The program’s goal is to reduce the number of students who are referred for specialeducation services by delivering innovative instructional services to support students who need additional academic support. 18
  19. 19. Features of the ADSIS Program• Innovative educational programming through the use of: – Co-Teaching – Instructional Technology (iPads) – Data Collection and Monitoring – Collaborative Action Research – Other Strategic or Intensive Academic Support 19
  20. 20. Students and Schools Served• Students who require additional academic support in math and reading will participate and are identified through multiple measures.• Currently, three of our elementary schools will participate: – Edward Neill – Sky Oaks – Vista View 20
  21. 21. About ADSIS in ISD 191• ISD 191 was awarded an additional $492,000 in state aid.• The maximum request through the application process is $500,000.• Our district can apply for the additional funding for the 2013-2014 school year.• The intent is to develop innovative instructional programs that can be replicated for all of our elementary schools. 21
  22. 22. Annual Report Assessment DataThe testing data for the AnnualReport represents 191 studentachievement on the statetests including:•GRAD Mathematics, Reading and Writing•MCA-III Mathematics•MCA-II Reading•MCA-III ScienceAs well as 191 student achievement on EACH OF THESE TESTS AREthe fall and spring MAP (Measures of SUMMATIVE ASSESSMENTSAcademic Progress) assessment
  23. 23. Reading Achievement Highlights• MAP scores ahead of National Norms – Grades 1-3 slightly behind National Norms – Grades 4-9 make gains• MCA scores remain behind the State – Grades 5 and 6 ahead of State – Gains in grades 3, 6, and 8 over 2011 – Black student group makes gains
  24. 24. Reading Student Group Highlights MCA-II READING PROFICIENCY BY SUBGROUP Test Year 2009-Test Year 2011 100.0% 90.0% 80.0% 70.0%Average Proficiency Rate 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 0.0% All Students White As/Pac Isl Black Hispanic FRP Sp. Ed. LEP TY 2010 TY 2011 TY 2012
  25. 25. Math Achievement Highlights• MAP scores ahead of National Norms – Grades 1-3 slightly behind National Norms – Grades 5-9 make gains from 2011• MCA scores remain behind the State – Grade 6 ahead of State – Gains in grades 3, 6, 7 and 8 from 2011 – ALL student group makes gains to reduce gap
  26. 26. Math Student Group Highlights MCA-II/III MATH PROFICIENCY BY SUBGROUP Test Year 2009-Test Year 2010100.0% 90.0% 80.0% 70.0% 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 0.0% All Students White As/Pac Isl Black Hispanic FRP Sp. Ed. LEP TY 2010 TY 2011 TY 2012
  27. 27. GRAD Achievement Highlights• Math and Reading tests are slightly below State scores• Nearly 95% of ninth graders pass GRAD Writing test• Majority of 191 students pass GRAD on first attempt
  28. 28. Assessment & Data Updates• Kindergarten Inventory: – Literacy Measures – Mathematics Measures – Parent Survey Data Collection• School Level Reports: – Standard reports of student achievement – Shows trend and student group results – Posted on district & school website
  29. 29. Recommendation:The ISD 191 Board of Education approve the 2011-12 AnnualReport on Curriculum, Instruction, and Student Achievement 29