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