Goal #1: Exemplary Student Achievement Action Steps and Benchmark Update September 24, 2013 Indiana School Board s Association Centerville-Abington Community Schools, in partnership with families and the community, educates all students to be lifelong learners and responsible citizens. 1
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Intervention #1- All students will increase academic vocabulary in grades K-12 in order to increase text understanding. Intervention #2- All students will participate in a sustained reading program to increase reading comprehension. 4
A. Building Academic Vocabulary by Robert Marzano was used as a resource by all buildings to build vocabulary lists. (completed) B. Each grade level and content area reviewed and revised selected academic vocabulary terms every year. (ongoing) C. Each teacher used the researchedbased six-step process as they taught the academic vocabulary. (ongoing) D. Each teacher administered a vocabulary assessment and recorded pre and post-test scores in the data warehouse. (ongoing) 5
All students will increase their vocabulary at the rate of 80% mastery by the post test assessment in each building, at each grade level, and in each content area. 6
CHS Sem 2 CHS Sem 1 Pretest Post-Test CJHS Sem 2 CJHS Sem 1 0 10 20 30 40 50 60 70
Over the last 5 years, grades 7 through 12 have seen a minimum increase of 35% from pre to post vocabulary tests. In 2012-13 the reading scores on the SAT, and the ACT were all above the state average. Over the last 3 years, the ECA pass rate for English 10 was above the state average. 8
Grade 6 Grade 5 Pretest Post-Test Grade 4 Grade 3 0 10 20 30 40 50 60 70 80 90
Over the past five years, grades 3-6 have made tremendous gains from the fall to spring vocabulary tests. Grades 3 and 4 have reached the set benchmark of 80%mastery as grades 5 and 6 continue to improve and work towards the goal of 80% mastery. Students increased vocabulary is demonstrated in our grade 3-6 students being at or above grade level in reading %ile growth for NWEA and STAR expected reading levels over the past 5 years. 10
Grade 2 Grade 1 Pretest Post-test Kindergarten 0 10 20 30 40 50 60 70 80 90 100
Over the last 5 years, Kindergarten through Second Grade students have shown substantial growth in the vocabulary development from Pre to Post. Kindergarten through Second Grade students have achieved mastery of the vocabulary test of 80% or more. 12
Intervention #2- All students will participate in a reading program to improve reading comprehension in grades K-12. 13
Action Steps for Intervention #2 A. Students in grades 1-6 used sustained reading programs with the accelerated reader program for reading practice throughout the year and assessed progress with the STAR Reading tests. (ongoing) B. Students in grades 7-12 used the Reading Counts program to practice reading and assessed with tests on the same system. (ongoing) 14
All students in grades K-2 will reach their expected grade level (text level) in the spring of each year. Text Level and STAR reading test results will show improvement over time. All students in grades 3-6 will improve their STAR reading level and comprehension level at or above grade level. 15
Kindergarten students do not take the STAR reading test. We normally see a larger growth for First Grade, from Pre to Post, due to the nuances of taking the test for the first time. The data trend supports that theory. The Second grade showed growth from Pre to Post of about 5 percentage points.
Grade 6 Grade 5 Pretest Post-test Grade 4 Grade 3 0 10 20 30 40 50 60 70 80
Over the past five school years, grades 3-6 have increased the amount of students at or above the expected level for reading comprehension from fall to spring. Once again, we contribute this growth to the implementation of SSR(Sustained Silent Reading), Daily Remediation for struggling readers, and a school wide focus on Reading Comprehension data by students, staff, and parents. 18
The reading NWEA Measures of Academic Progress RIT scores will show percentile growth from fall to spring. All students in grades 7-12 will reach 75% mastery on the Scholastic Reading Counts reading comprehension quizzes. 19
7-12 Reading Counts Summary 2008-2013 73 72.5 72 71.5 71 70.5 % at 75% 70 69.5 69 68.5 9 10 11 12 13
All cohorts showed improvement from the Fall to Spring over the five year data collection period on Reading Counts. On average, grade levels increased a minimum of 4% per year. In the spring of 2012 all cohorts finished at or above grade level using the NWEA lexile averages except for the 7 th grade. 21
A RIT score at the 50% tile means the student is performing at grade level. A RIT score at the 75% tile means the student is performing one grade level above. 22
Grade 12 Grade 11 Fall Grade 10 Spring Grade 9 0 10 20 30 40 50 60 70 80
The high school reading RIT percentile growth has improved consistently at all grade levels in the six years of using NWEA. Throughout the data collection period, all grades averaged a growth of 4% or higher. In 2012, the 12 th grade had the highest %tile at 82 nd %tile since NWEA testing began in 2008.
Grade 8 Pretest Post-test Grade 7 49 50 51 52 53 54 55 56 57 58
In the past 5 school years both 7 th and 8 th grade showed RIT growth at or above grade level. The junior high attributes steady growth to the implementation of sustained silent reading for 20 minutes everyday. 26
Grade 6 Grade 5 Pretest Post-test Grade 4 Grade 3 0 10 20 30 40 50 60 70
For the past five school years, grades 3-6 have been at or above grade level reading RIT percentiles scores. We attribute this growth to the implementation of SSR (Sustained Silent Reading), remediation for struggling readers, and a focus on reading comprehension data by students and staff. 28
Grade 2 Pretest Grade 1 Post-test Kindergarten 0 10 20 30 40 50 60 70
Kindergarten does not take the fall NWEA. The Kindergarten and First Grade test has the questions read to them with each child using head phones. Kindergarten and First Grade were above the expected for their grade level. Second Grade is the first year the students read the questions. Second Grade showed eight percent growth in RIT score during this time period.
Teachers are using scores to inform them of the individual student s instructional level. Teachers are using scores to help place students in appropriate instructional programs. Scores are helping teachers make decisions on appropriate instructional strategies in the classroom. Scores are helping teachers differentiate the curriculum to meet the needs of each student. 31
All buildings have shown student growth in Intervention #1 and Intervention #2. All buildings continue to monitor progress over time and make adjustments when necessary. Using student assessment results, all buildings have verified that the goal of improving reading comprehension is being addressed and are very pleased with the progress at all grade levels. 32