Student Achievement Pre K-5 Community and Schools Coming Together - be a part of the experience

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

Prairie View Elementary PreK-3 Enrollment of 270

Woodbury Elementary PreK-3 Enrollment of 201

Herman E. Dummer Elementary Grades 4-5 Enrollment of 370

No Child Left Behind Sandwich School District #430 School Report Card 2010

Adequate Yearly Progress & Academic Achievement Targets % % % % % % % % % % % % Target

Disaggregation of Subgroups Low income status + Students with disabilities + Limited-English proficient + Race/ethnicity 6 groups

ISAT and PSAE 2010 Testing Schedule ISAT PSAE Subject Tested **** Reading Mathematics Science Writing

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? 1.Determine current academic level of student 2.Provide interventions to struggling students- Response to Intervention (RtI) 3.Track student progress 4.Evaluate validity of assessments and make changes if needed

RtI Model Intensive Intervention-5% Targeted Intervention-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-Foresman Focus 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.

Harcourt Intervention 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

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