November 16 th, 2010 DAAC Visit

Created with past student and teacher feedback. Supports the district’s shared vision.

Prepare students for the 21 st Century Celebrate & respect diverse community Nurture love of learning & inquiry Serve as a lighthouse for other districts

Males = 432 Females = th Grade = th Grade = th Grade = % Hispanic 18% White 5% Asian/Pacific Islander 2% Black 1% American Indian 73% Economically Disadvantaged (583) 12% Special Needs (98) 53% English Language Learners (421) 10% Gifted & Talented (80) 799 students

% Proficient & Advanced th Grade th Grade th Grade Reading

% Proficient & Advanced th Grade th Grade th Grade Writing

% Proficient & Advanced th Grade th Grade th Grade Math

% Proficient & Advanced th Grade Science

What special populations need support? 1. Economically disadvantaged (Free and reduced lunch) 2. English language learners (FEP, LEP & NEP) 3. Special needs (Special education and mental health)

Colorado Growth Model Economically Disadvantaged Free & ReducedNon-Free & Reduced Reading 3546 Writing 3840 Math 3025

Colorado Growth Model ELL Students ELLNon-ELL Reading 3637 Writing 4333 Math 3425

Colorado Growth Model Special Education Students Special EducationNon-Special Ed. Reading 3337 Writing 3239 Math 3330

Reading Align reading content and intervention activities to state CSAP standards Incorporate more frequent opportunities for reading and critical thinking with more frequent and regular formative checks (Qualitative Reading Inventory assessment, silent & oral reading opportunities, comprehension/analysis writing response activities). Structure daily literacy learning to provide re-teaching or additional time for practice during and outside of the school day, focusing on Hispanic, ELL, & IEP students.

Writing Align writing content and intervention activities to state CSAP standards Incorporate more frequent opportunities for writing process thinking with more frequent and regular formative checks (i.e. Trait analysis and writing prompts practice, comprehension/analysis writing, reading response activities, self-evaluative opportunities for students). Structure daily literacy learning to provide re-teaching or additional time for practice during and outside of the school day, focusing on Hispanic, ELL, & IEP students.

Math Align math content and intervention activities to state CSAP standards Incorporate opportunities for concept building – writing and thinking mathematically and problem-solving embedded in course work. More frequent and regular formative checks (i.e. unit assessments, math analysis writing response activities). Structure daily math concept learning to provide re-teaching or additional time for practice during and outside of the school day, focusing on Hispanic, ELL, & IEP students.

Support and Interventions