COMMUNITY FORUM

Dunlap Community School District #323 October 22, 2012

Goals: Improve student growth and achievement

Partnership with families & community

Values/Beliefs:Children learn at different rates and ways

Continual stakeholder feedback guides improvement

Purpose of the Forum

(Goal 4) Partner with families (Goal1) Provide information on student

achievement and how data is used to support student learning

(Values/Beliefs) Seek input, feedback, and ideas

Transparency Accurate/Informational

Confidentiality Some questions may be better answered by your

child’s teacher/principal

What information are you seeking?

What questions do you hope to have answered?

Collect Questions

Using the sticky notes at your place, respond to the questions above. You’ll be sharing these in groups of 2

or 3 in a moment!

Warm Up/Introductions!

Find someone from another table you haven’t met

Introduce yourselfShare your response…

What information are you seeking?

What questions do you hope to have answered?

Adequate Yearly Progress

No Child Left Behind

No Child Left Behind (2001) requires:

95% of all students in grades 3-8 and 11th grades be assessed (District 99.5%)

Schools meet the 91% attendance rate for elementary and middle schools (District 95.7%)

High Schools meet the minimum of 82% graduation rate (District 88.6%)

All students meet the minimum AYP (85% ) All subgroups (45 students or more) meet

AYP (85%)White, Black, Hispanic, Asian/Pacific Islander,

Native America, Multi-Racial/Ethnic, Limited English Proficient, Students with Disabilities, and Economically Disadvantaged

What is Adequate Yearly Progress?

Percent of FAY students meeting /exceeding expectations as per the ISAT and PSAE in reading & math as compared to the state’s minimum target

2012 District Performance

Reading Math0

10

20

30

40

50

60

70

80

90

100 92 9493 959297

7180

6774

8287

All White Asian African American IEP Low SES

AYP Minimum

District Data can be found at…

http://iirc.niu.edu/

Closing the Achievement Gap

Reading: IEP and Non IEP Subgroups

Math: IEP and Non IEP Subgroups

Reading: Black and White Subgroups

Math: Black and White Subgroups

Reading: Low Income and Non Low Income

Math: Low Income and Non Low Income

Dunlap’s Measures for Student Growth and Achievement

PerformanceAssessments

DistrictAssessments

Aimsweb, STAR, EXPLORE, PLAN

Classroom Continuous

Improvement

Teacher CreatedFormative & Summative

Tests

ISAT/PSAE/ACT

District AssessmentSystem

Ability Assessment

CogAT

Commercial (textbook)

exams

Reflect and Discuss

No Child Left Behind = 1 assessment + 1 data point

Dunlap Assessment System = a variety of assessments + numerous data points

At your table share your thoughts concerning: No Child Left Behind’s requirement for reporting student achievement and Dunlap’s practice for measuring student growth

Services for Students with Disabilities

Inclusive Philosophy

Expanded Services

Targeted Research-based Interventions

Response to Intervention

TIER III

TIER II

TIER I

Tier III

Intensive, Individual Interventions as designed by the Building Based Teams Tier II

Specific Skill Remediation

Tier IClassroom Interventions

Elementary Process

ISAT data is reviewed Aimsweb assessments are given in

the Fall, Winter, & Spring Students needing additional support

are identified (using Decision Matrix of District RTI Plan)

Interventions are chosen for individual students

Student progress is monitored

Aimsweb Reading Improvement Report

ComprehensionFluency

Aimsweb Math Improvement Report

COMPUTATION

Middle School Grade level teams review & triangulate the

assessment data ISAT STAR Reading & Math Textbook Inventory (Language Arts)

Grade level teams provide interventions Spartan Learning Community & Panther Pride (all

students) Specific RTI interventions identified as appropriate

All students create individual SMART Goals & progress is monitored.

Suggestions for improvement :

High School

Data reviewed includes: EXPLORE (9th grade)

PLAN (10th grade)

Mock ACT (11th grade)

Given in November

College Readiness is defined as …

Minimum English, Reading, Math, and Science assessment scores required for students to have a 50 % chance of obtaining a “B” or higher or about a 75% chance of obtaining a “C “or higher in the corresponding college course.

Building College Readiness

EXPLORE Score Report

http://www.act.org/explorestudent/score/

Suggestions for improvement

Dunlap High School

Support includes: Math RTI Study Halls

Language Arts RTI Study Halls

Peer Tutoring (National Honor Society)

10 week intensive ACT Prep

System Interventions

Continuous Improvement Classrooms Students set goals and monitor progress

Professional Learning Communities What is it we want all students to know How will we know they know it What will we do when they don’t What will we do when they already now

Ground rules created by students

Classroom mission

statements

Classroom and student

measurable goals

Quality tools and PDSA used regularly

The Continuous

Improvement Classroom

Classroom data centers

Classroom meetings

facilitated by students

Student-led conferences

Student data folders

Classroom Continuous Improvement

Professional Learning Teams

Weekly Collaboration among Grade level, Department &/or Course Teams

Curriculum (What) Instruction (How) Student Achievement

Data Analyze assessment

data Intervention Planning

Support Enrichment

Stakeholder Feedback

What is working well?

What areas need to be improved?

Possible Solutions

What’s next?

Information & Feedback will be shared with the: District Leadership Team Building Leadership Teams All stakeholders through our District Blog

Feedback will be used for Continuous Improvement

Meeting Feedback