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CCSD August 2014 STUDENT ACHIEVEMENT DATA REPORTING.

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Presentation on theme: "CCSD August 2014 STUDENT ACHIEVEMENT DATA REPORTING."— Presentation transcript:

1 CCSD August 2014 STUDENT ACHIEVEMENT DATA REPORTING

2  Monitor our student achievement progress through standardized assessment: trends, comparisons, and big picture lens  Report progress, gaps, and goals to our stake holders: CCSD families, school board and SIAC, school teams, and the state  Set goals for growth and closing achievement gaps based on identified trend data ASSESSMENT DATA WHAT IS ITS PURPOSE?

3  Drive instruction—it is not used in a formative way as a primary resource to drive instructional groups or daily planning  Judge schools or districts—good vs. bad  Drive curriculum choices or instructional design ASSESSMENT DATA WHAT ISN’T ITS PURPOSE?

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5 ZOOMING OUT MATH TRENDS OVERTIME--IOWA

6 ZOOMING OUT MATH TRENDS OVERTIME--MAP

7 ZOOMING IN ON GRADE 4 STATE AND SUBGROUPS--IOWA

8 ZOOMING IN ON GRADE 4 STATE AND SUBGROUPS--MAP

9 ZOOMING IN ON GRADE 6 STATE AND SUBGROUPS--IOWA

10 ZOOMING IN ON GRADE 6 STATE AND SUBGROUPS--MAP

11 ZOOMING IN ON GRADE 8 STATE AND SUBGROUPS--IOWA

12 ZOOMING IN ON GRADE 8 STATE AND SUBGROUPS--MAP

13 ZOOMING IN ON GRADE 11 STATE AND SUBGROUPS--IOWA

14 ZOOMING IN ON GRADE 10 STATE AND SUBGROUPS--MAP

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16 ZOOMING OUT TRENDS OVERTIME--IOWA

17 ZOOMING OUT TRENDS OVERTIME--MAP

18 ZOOMING IN ON GRADE 4 STATE AND SUBGROUPS--IOWA

19 ZOOMING IN ON GRADE 4 STATE AND SUBGROUPS--MAP

20 ZOOMING IN ON GRADE 6 STATE AND SUBGROUPS--IOWA

21 ZOOMING IN ON GRADE 6 STATE AND SUBGROUPS--MAP

22 ZOOMING IN ON GRADE 8 STATE AND SUBGROUPS--IOWA

23 ZOOMING IN ON GRADE 8 STATE AND SUBGROUPS--MAP

24 ZOOMING IN ON GRADE 10 STATE AND SUBGROUPS--IOWA

25 ZOOMING IN ON GRADE 10 STATE AND SUBGROUPS--MAP

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27 ZOOMING OUT—TRENDS OVERTIME

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29 WHAT ARE YOUR BIG PICTURE THOUGHTS?  What does the data overtime tell us?  What does the “zoom in” data tell us about grade levels and subgroups?  What can we celebrate?  What goals do we need to set?

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31  NCLB requires schools to meet AYP (Adequate Yearly Progress)  Achieve a state set objective for proficiency in reading and math – grades 3 rd -5 th  The proficiency level has increased across years, this year’s objective was 100% proficient AYP—EVEN A CLOSER LOOK

32  In 2013-2014, Prairie 4th grade students in the designated schools did not meet the AYP goal of 100% or the growth formula in the area of Reading  In 4th grade 69.78 - 77.27% of the total tested students on the Iowa Assessments were proficient and in the white sub-group 70.51-82.84% of students were proficient  Hill was designated as SINA because the majority of it’s students came from a SINA school WHY OUR ELEMENTARY SCHOOLS DID NOT MAKE READING AYP

33 District/BldgReading StatusMath Status DistrictDINA-2Met AYP HSSINA-9Removed SINA PointSINA-4 CreekSINA-4 CrestSINA-1Delay HeightsSINA-3Watch HillSINA-3*Watch ViewSINA-1Watch RidgeMet AYPWatch EdgeDelayMet AYP

34 S CHOOL A CHIEVEMENT D ATA ( PERCENT PROFICIENT IN R EADING AND M ATH ) 2013-2014 S CHOOL Y EAR School Name 3rd-4th Reading 3rd-4th Math Prairie Crest69.7879.12 Prairie Ridge84.1587.50 Prairie View 77.2782.95 Prairie Heights79.5589.07

35  Our Elementary teaching and para-professional staff are considered “highly qualified” according to the definitions of NCLB  All of our elementary schools tested 100% of our students and met the required 95% participation rate  All of our elementary buildings showed improvement in the area of math and none are SINA schools this year CELEBRATION/IMPROVEMENT IN RELATION TO AYP

36  Collaborating through grade-level learning teams to monitor student data to guide instruction  Fostering students’ ability to create high quality work through goal setting and self- and peer-assessment  Developing and implementing formative assessments to differentiate instruction  Implementing flexible, small group and individualized instruction to improve students’ skills CONTINUOUS IMPROVEMENT


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