Griswold Community School Annual Progress Report 2015-2016
District Vision The Griswold Community School’s Vision is: • • • • •
A welcoming community of enthusiastic, life-long learners. Where learning is extended far beyond the classroom, benefiting home, community, and career. An environment that is safe and supportive for learners of all ages and backgrounds. Committed to excellence through our highly-skilled, caring professionals that motivate and inspire all learners to engage in rigorous and relevant curriculum. Working with the community to ensure resources build upon cutting-edge technologies to support the 21st century citizen.
The Mission of the Griswold Community School District, in partnership with our families and communities, is to provide leadership for positive change to ensure the best learning opportunities for everyone in a safe and caring environment.
Griswold 2015-2016 Annual Progress Report Table of Contents Reading Proficiencies .................................................................................................................................. 3 Reading Proficiencies at Every Grade Level and Schoolwide ................................................................... 4 Reading Proficiencies Trends...................................................................................................................... 5 Math Proficiencies ...................................................................................................................................... 6 Math Proficiencies at Every Grade Level and Schoolwide ........................................................................ 7 Math Proficiencies Trends........................................................................................................................... 8 Science Proficiencies ................................................................................................................................... 9 Science Proficiencies at Every Grade Level and Schoolwide ................................................................. 10 Science Proficiencies Trends ................................................................................................................... 11 Test of Equity Socioeconomic (3rd – 5th Grades) ..................................................................................... 12 Test of Equity Gender .............................................................................................................................. 13 Test of Equity Special Education ............................................................................................................ 14 Test of Equity Socioeconomic (6th – 8th Grades)...................................................................................... 15 Test of Equity Gender .............................................................................................................................. 16 Test of Equity Special Education ............................................................................................................ 17 Test of Equity Socioeconomic (9th – 11th Grades).................................................................................... 18 Test of Equity Gender .............................................................................................................................. 19 Test of Equity Special Education ............................................................................................................ 20 Collapsed Trend in Subgroup 3rd – 5th ................................................................................................. 21-23 Collapsed Trend in Subgroup 6th – 8th ................................................................................................. 24-26 Collapsed Trend in Subgroup 9th – 11th ............................................................................................... 27-29 Multiple Assessment Summaries-ASVAB ................................................................................................. 30 Progress with Early Intervention Goals – Phonemic Awareness ............................................................ 30 Post Secondary Intentions and Graduation Rates ................................................................................... 31 ACT and Average Daily Attendance ......................................................................................................... 32 Plan of Action for APR ......................................................................................................................... 33-36
The tables on the next several pages are results from the Iowa Assessments. The Iowa Assessments are given to students across the nation, which allows a school to make comparisons not only to other students in the state of Iowa, but also to other students in the nation as a whole. The Iowa Department of Education requires a school to look at the Standard Scores to determine proficiency on these tests. The developmental national standard score is a score used to describe the location of a student’s test performance on an achievement continuum. The table below shows the national standard scores that have been assigned to typical performance of grade groups on each test at grades 1-11 in the spring of the year. Grade 1 2 3 4 5 6 7 8 9 10 11 NSS 150 168 185 200 214 227 239 250 260 268 275 Because it is widely believed that the rate of growth in most achievement areas decreases as grade level increases, the developmental standard score scale seems to reflect typical students development more realistically than the national grade equivalent scale, which presumes equal annual growth between grades. The NSS scores are more appropriate form measuring individual growth at the secondary level and they can be averaged for making group comparisons and for monitoring the change of grade groups over time. Data from the 2015 testing will be the first year of using Iowa Assessments and National Standard Scores to determine proficiencies.
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Griswold Community Schools Achievement in Reading ITBS/ITED 2014-2015 Long Range Goal – All K-12 students will achieve at high levels in reading comprehension, prepared for success beyond high school. Annual Improvement Goal for 2014-15 – Increase the proficiency of all 4th grade students on the Reading Comprehension test of the Iowa Assessment from 65% in 2013-14 to 80% in 201415. Outcome – This goal was met. The goal was to increase proficiency of all 4th grade students on the Reading Comprehension test of the Iowa Assessments from 65% to 80%. This group of students scored 88% proficient. Action Plan to Continue to Improve: The entire Action Plan is provided at the back of the APR. The strategies that will be implemented are refining the use of quality literary books, implementing curriculum materials with fidelity and supporting collections and evaluation of data. Annual Improvement Goal for 2015-16: Increase the proficiency of all 3-5 Grade students on the Reading Comprehension test of the Iowa Assessments from 74% in 2014-2015 to 80% in 2015-2016. 1st – 11th Grades
3rd – 5th Grades
6th – 8th Grades
9th – 11th Grades
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Reading Proficiencies at Every Grade Level – Griswold
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Griswold Community Schools Achievement in Math ITBS/ITED 2014-2015 Long Range Goal - All K-12 students will achieve at high levels in mathematics, prepared for success beyond high school. Annual Improvement Goal for 2014-15 – Students in grades 6-8 will reduce the gap between SES and nonSES students on the Mathematics Test of the Iowa Assessments from 23% on 2013-14 to 20% in 2014-15. Outcome This goal was met. The Gap was reduced significantly from 20% to only 6%. Action Plan to Continue to Improve: Teachers reviewed the Iowa Assessment data and determined that students were weak in geometry skills as they enter high school. The algebra I teacher will incorporate some geometric concepts into his coursework so students are introduced to them before assessments in the Spring. Upper level teachers will continuously review/revisit concepts from earlier math courses so they are fresh in students’ minds. We also use ALEKS. This internet-based program will help students work on deficient areas to build their skills. Special education students will be progress monitored and care will be given to providing students with additional instruction in areas of need. Annual Improvement Goal for 2015-16: Students in grades 9-11 will reduce the gap between IEP and nonIEP students on the Mathematics Test of the Iowa Assessments from 69% on 2014-15 to 60% in 2015-16.
1st – 11th Grades
3rd - 5th Grades
6th – 8th Grades
9th – 11th Grades
Math Proficiencies at Every Grade Level – Griswold 6
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Griswold Community Schools Achievement in Science ITBS/ITED 2014-2015 Long Range Goal - All K-12 students will achieve at high levels in science, prepared for success beyond high school. Annual Improvement Goal for 2014-15 –Students in grades 9-11 will increase proficiency on the Science Test of the Iowa Assessments from 84% in 2013-14 to 85% in 2014-15. Outcome – This goal was not met. The 9-11 grade students did not increase the number proficient. They dropped from 84% in 2013-14 to 82% in 2014-15. Action Plan: Teachers will gain data concerning students who are missing concepts from Mastery Connect and last year’s Iowa Assessments. Students go to seminar to receive additional instruction. Specific standardized test prep for science will also be provided on an ongoing basis. Annual Improvement Goad for 2015-16: The Grades 9-11 female subgroup taking the Science Test on the Iowa Assessments has declined 20 percentile points from the 2012-13 testing to the 2014-15 testing. Our goal is to increase the percentage of females who are proficient on the Science Test of the Iowa Assessments by 5 percentile points from 75% to 80%.
1st – 11th Grades
6th – 8th Grades
3rd – 5th Grades
9th – 11th Grades
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Science Proficiencies at Every Grade Level – Griswold
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Multiple Assessment Summaries Elementary students take the aReading Tests for FAST during the first week of September, January and May. The percentage indicates the percent of students reading independently at the current grade in May: Lewis/Elliott Kindergarten - 82%/86%, L/E 1st Grade - 95%/84%, L/E 2nd Grade - 59%/61, L/E 3rd Grade 68%/56%, L/E 4th Grade - 100%/82%, and L/E 5th Grade - 90%/70%. Reading –
Math Our multiple assessment for Math was the AMISWeb Math Assessments. We tested the Concepts & Applications and Computation subtests in the winter and spring. Beginning next year we will test three times. The following indicates result comparisons for 6th and 7th grades 6th Grade - In both subtests, 33% of the students moved up to the next percentile group. Concepts & Applications – Winter Spring <10% - 3% <10 - 6% 10-25 – 12.9% 10-25 – 12.9% 25-50 – 32.3% 25-50 – 19.4% 50-75 – 38.7% 50-75 – 38.7% 75-90 – 3% 75-90 – 19.4% >90 – 9% >90 – 3%
Computation Winter <10 – 6% 10-25 – 3% 25-50 – 29% 50-75 – 35,5% 75-90 – 22.5% >90 – 3%
Spring <10 – 9% 10 -25 – 6% 25-50 – 16.1% 50-75 – 41.9% 75-90 – 22,5% >90 – 3%
7th Grade - In the Concepts and Applications subtest, 3.5% of the students moved up to the next percentile group. In the Computation subtest, 17.4% moved up. Concepts & Applications – Winter Spring <10% - 0% <10 - 0% 10-25 – 4.3% 10-25 – 0% 25-50 – 26.1% 25-50 – 4.3% 50-75 – 34.8% 50-75 – 56.5% 75-90 – 21.7% 75-90 – 30.4% >90 – 4.3% >90 – 4.3%
Computation Winter <10 – 0% 10-25 – 0% 25-50 – 4.3% 50-75 – 52.2% 75-90 – 34.8% >90 – 4.3%
Spring <10 – 0% 10 -25 – 4.3% 25-50 – 4.3% 50-75 – 52.2% 75-90 – 34.8% >90 – 4.3%
Science Our multiple assessment for Science was the ASVAB. 100% of our juniors took this assessment. The breakdown on the Science Test was as follows: 90-99% - 0% 50-89% - 66% 41-49% - 31% Below 41% - .3%
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Post-Secondary Intentions Class of 2015 48 Graduates
1% 1% 28% 35%
4 yr. Private College 4 yr. Public College Community College Employment
35%
Other Post Secondary
This is new information as of 3/11/15 from the Bureau of Information and Analysis Services
Graduation Rate: Griswold 2014 class 4-year cohort graduation rate: 97.96% Griswold 2013 class 5-year cohort graduation rate: 97.78% Statewide Graduation Rates: Class 2014 4-year cohort graduation rate: 90.5% Class 2013 5-year cohort graduation rate: 92.3%
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ACT The postsecondary success indicator used at Griswold is the ACT. A score of 20 or higher is used determine probable success in college. 23 of the 49 seniors took the ACT. The average scores were as follows:
Five Year Average of ACT Composite Scores 23 22.5 22 21.5 21 20.5 20 19.5 19
Local State
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Griswold Action 2015-2016 Working on the Universal Tier
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Situation: The need for quality, consistent instruction during the literacy block. Priority Area (Building Block): Instructional Materials and Practices, Enacted & Learned Curriculum, Assessment for Learning, Collaboration Leveled Question/Desired State: To have a quality literacy block across grade levels. Potential Barrier: Instructional time (schedules), lack of understanding of quality literacy block, common vocabulary Strategy & Steps to Remove Barrier
Strategy: Help teachers understand what is included in a quality literacy block. Steps: 1. Identify the pieces we’ve determined through research that must be included in the literacy block. 2. Agree upon a common vocabulary and definition for each piece. (including non examples) 3. Regularly engage in professional learning focused on the Iowa Core literacy standards & implications for teaching & learning Strategy: To train all teachers to implement curriculum materials with fidelity
Resources Needed
Person(s) Responsible
Principal & Teachers Core Curriculum (Making Meaning Box)
Timeline
Monitoring Strategy Implementation (Are we working towards removing the barrier?)
Monitoring Strategy Impact (Has barrier been removed?)
Meeting notes
Walk through data
Iowa Core alignment tool
Monitoring Leveled Question (Is the practice now in place?)
Iowa Core alignment tool
ReadingGuided Reading Differentiated Small Group Instruction(below grade level students should be met with every day) Sustained Silent Independent Reading / reading conferences Partner Reading Teacher Read Aloud Responsive Writing: Journaling Blogging (It will look different at each grade level) Working with Words: Phonics & Phonemic Awareness (lower grades) Vocabulary Word Work
Pd Notes Peer Collaborate Peer Review
Calendar Walk through data
1. Attend literacy institute 2. Review new materials 3. Provide year long professional development on materials 4. Modeling & feedback at classroom level
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(min. once per quarter) Strategy: To support teachers in collecting daily evidence of student learning based on Learning Goals and Success Criteria
Iowa Core Module on Assessment for Learning
Leadership Team
Second Semester
Monitoring System at classroom level Lesson Plan
Monitoring System at classroom level Lesson Plan
Iowa Tier Intervention resources Progress Monitoring data Collaborative time Other formative assessments
Administrators, teaching staff & parents
School year
Iowa Tier Meeting notes Intervention logs Formative assessments (benchmark books, running records)
Iowa Tier Iowa Assessments Other Summative data
1. Begin common study of Iowa Core Module of Assessment for Learning 2. Develop learning goals and success criteria 3. Collect daily evidence of student learning around learning goals and success criteria Strategy: Use data to work as a collaborative team (administrators, teaching staff & parents) to utilize data to promote positive individual outcomes. 1. Select assessments based on purpose 2. Implement and analyze assessment data 3. Use data to make instructional decisions 4. Monitor data to determine effectiveness of instruction 5. Collaborate with all stakeholders on data, instruction and & effectiveness
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APR Mathematics Goals Long Range Goal All K-‐12 students will achieve at high levels in mathematics, prepared for success beyond high school.
2015-‐2016 APR Goals
Planned Actions to Meet Goals
Students in grades 9-‐11 will reduce the gap between IEP and non-‐IEP students on the Mathematics Test of the Iowa Assessments from 69% on 2014-‐15 to 60% in 2015-‐ 16.
Teachers reviewed the Iowa Assessment data and determined that students were weak in geometry skills as they enter high school. The algebra I teacher will incorporate some geometric concepts into his coursework so students are introduced to them before assessments in the Spring. Upper level teachers will continuously review/revisit concepts from earlier math courses so they are fresh in students’ minds. We also use ALEKS. This internet-‐based program will help students work on deficient areas to build their skills. Special education students will be progress monitored and care will be given to providing students with additional instruction in areas of need.
Resources Needed
Who is Responsible? Classroom Teachers Special Education Teachers and Paras
Timeline Progress will be evident on the Iowa Assessment Math Test in the Spring of 2016.
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APR Science Goals 2015-‐2016 APR Long Range Goal Goals All K-‐12 students will achieve at high levels in science, prepared for success beyond high school.
The Grades 9-‐11 female subgroup taking the Science Test on the Iowa Assessments has declined 20 percentile points from the 2012-‐13 testing to the 2014-‐ 15 testing. Our goal is to increase the percentage of females who are proficient on the Science Test of the Iowa Assessments by 5 percentile points from 75% to 80%.
Planned Actions to Meet Goals
Who is Responsible?
Teachers will gain data concerning students who are missing concepts from Mastery Connect and last year’s Iowa Assessments. Students go to seminar to receive additional instruction. Specific standardized test prep for science will also be provided on an ongoing basis.
General Education Teachers
Resources Needed
Timeline Progress will be evident on the Iowa Assessment Science Test in the Spring of 2016.
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