v What building-based data have you collected to show evidence of implementation of strategies included in your 05-06 plan?
We have collected DIBELS (Dynamic Indicators of Basic Early Literacy Skills) data in the fall, winter, and spring, in order to look at individual students’ progress over time. From fall 2005 to winter 2006, we have moved 6% of our 1st-5th grade (non-BOC) students out of the “at risk” category and into the “low risk” category. This test is particularly relevant because it maps the progress of students rather than comparing different groups of students.
v In addition to the test data analyzed above, what other forms of evidence of impact on student learning have you considered? (examples: CBA’s Assess to Learn, DRA)
Our 2nd Grade DRA scores gained 6 percentage points from spring 2004 to spring 2005 (from 81% to 87% meeting standard.) We are hoping to implement the new Houghton Mifflin Curriculum Based Assessment tools in 2006-2007, provided they are available, because they mirror WASL reading tasks.
v Based on your data analysis, which academic strategies included in your current plan have demonstrated positive effects on student achievement?
From last year to this year, our reading scores remained in a holding pattern (DRA up slightly, WASL down slightly), while our writing scores improved. As a whole, our staff is becoming more skilled in their implementation of NUA and GLAD strategies. It is our hope that an infusion of research-based writing curriculum and teacher training will continue to positively influence our writing scores. We have added Handwriting Without Tears, Spellography, and Step Up Writing as supplementary writing curricula in 2005-2006.
o Which subgroups of students are showing growth?
From spring 2004 to spring 2005, we have seen growth on the writing WASL in the following subgroups: The percentage of male students passing the writing WASL increased from 10% to 23%. In special education, the percentage of students passing the writing WASL increased from 35% to 42%. The percentage of African American students passing the writing WASL increased tremendously from 0% to 30%.
o To what extent is the achievement gap being reduced?
In general, the achievement gap is remaining static in reading and gradually closing in writing.
o What measure are you using to determine whether or not the achievement gap is being reduced?
We use standardized test scores, such as WASL, DIBELS, and DRA scores to measure whether our achievement gap is being reduced.
o Are there other indicators of the success of your overall program? (examples: staff and student surveys, increase in the number of students selecting to attend your school, improved attendance, reduced truancy and discipline rates).
As a staff, we have increased the intensity of our instruction by aligning our curriculum and our teaching practices K-5 in the following ways.
· First through fifth grade teachers, including BOC teachers are implementing Guided Reading on a daily basis, using Houghton Mifflin materials that support our core program.
· All teachers are using Step Up to Writing, according to a school-wide developmental continuum.
· All intermediate (non-BOC) teachers are using Spellography.
· All teachers are using Math Excel for daily practice in math skills.
· All kindergarten through third grade students who are not at benchmark are being tutored in reading and math daily, according their needs based on ongoing assessments.
· Our evening events, produced by our staff, are well and enthusiastically attended. These events include Multicultural Night, Literacy Night, Roller Skating, Art Walk, and Talent Night.
· We are in our fourth year of implementing student mediators to assist out on the playground.
· Our buddy program is very successful in pairing up our kindergarten and first grade students with fourth and fifth grade students.
· We have also implemented two all-day SIT days (Fall, and Spring) for each teacher to have time to sit down with the student intervention team and discuss their students, and classroom dynamics.
o Based on your data analysis are there instructional practices you have implemented that data would suggest are not benefiting subgroups of your population?
By looking at our data, we can surmise that our current math program was not meeting the needs of our students. We hope that we have remedied this situation by implementing daily math skills practice (Math Excel), math tutors, and a math lab with a math specialist.
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