The Learning Journey
Christie Kay, Teacher, Solana Pacific SchoolLisa Denham, Principal, Skyline SchoolLeslie Fausset, Superintendent
The Learning Journey
•Board of Education Engagement and Involvement
•Introduction of District Assessment System/Building Teacher Capacity
•Building Teacher Capacity/Professional Development
•Re-allocation of Resources
•English/Language Arts Adoption
The growth of each student is substantial and measurable.
Skyline S. Vista S. Highlands S. Santa Fe Carmel Creek S. Pacific0
20
40
60
80
100
120
57
50
39
17
55
19
54
68
47
17
49
17
52
74
52
21
66
27
53
84
51
24
89
21
59
96
64
41
112
30
English Learner Enrollment 2007 - 2011
2007 # of EL's2008 # of EL's2009 # of EL's2010 # of EL's2011 # of EL's
2005 2006 2007 2008 2009 2010 20110%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2% 2% 3% 1% 2% 1% 1%4% 3% 3% 3% 2% 2% 3%
13% 12% 12% 11% 11% 11% 8%
31%28% 29% 30% 27% 26%
23%
51% 55% 53% 55% 58% 60% 65%
District ELA
2006 2007 2008 2009 2010 20110%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
1% 1% 1% 1% 1% 1%4% 5% 4% 3% 3% 4%7% 9% 8% 8% 8% 8%
25% 26% 25% 22% 22% 22%
61% 60% 62% 65% 66% 66%
District Math
2006 2007 2008 2009 2010 20110%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
1% 2% 1% 1% 2% 2%4% 3% 1% 2% 1% 2%
19% 17%11% 10% 6% 6%
47%44%
38%29%
25% 27%
29% 34%
48%58%
66% 64%
District Science
A Principal’s PerspectiveLisa Denham
Skyline School
Continuous School Improvementat Skyline School
• Analyzing multiple sources of student data
• Identifying improvement areas• Developing site strategic plan
Trend Data Over the Past 4 Yearsfor English Language Arts
88% Proficientor Advanced
12% non- proficient
California Standards Test (CST) API Data for Significant Subgroups
CST Percentage of Students Proficient and Above for Significant Subgroups
Grade Level Team Meetings
• Review of CST grade level results• Review of Measures of Academic Progress (MAP) results for reading and mathematics• Review of grade level assessments (reading fluency, Treasures assessments, ELD assessments, writing prompts, etc.)
6th Grade SMART Goal for Reading
By June 2013, 88% of students will demonstrate proficient reading comprehension by analyzing and evaluating text meaning, as measured by MAP reading assessment.
Response to Intervention (RtI)
Reading/Language ArtsTier 1 – Core Curriculum – Treasures, Treasures ELDTier 2 – Core Curriculum, Compass Learning SoftwareTier 3 – Read 180, Treasures ELDTier 3 – Learning Center – Treasures/Triumphs, Treasures ELD
MathematicsTier 1 – C ore Curriculum Tier 2 – Core Curriculum, Compass Learning Software, FASTT Math, Dream Box, Before/After School Extended Learning TimeTier 3 – Learning Center
Professional Learning Communities
Weekly collaborative grade level meetings - regularly collecting, analyzing and using data to inform instruction.
• Treasures weekly unit assessments• District reading/language arts benchmark assessments• Winter and Spring MAP assessments• Math assessments• Writing prompts
Consistent and systematic use of district adopted curriculum
Implementation of research-based instructional strategies (GLAD, ELD, essential elements of instruction, etc.,) to positively impact the learning of students.
A Teacher’s PerspectiveChristie Kay
Solana Pacific School
DesCarte & Learning
Ladder for Differentiation
Classroom & Student
Goal Setting
Lexile Scores
Leveled classroom libraries
Primary Classroom
Upper Grade Classroom
Grade Level Smart Goals
Classroom Assessmentsusing Data Director
Next Steps•Begin Focus on Common Core Standards
•Continue Attention on Below-Proficient Students
•Monitor Intervention Systems
•Build Local Assessment System for English Learners
•Continue the Journey