UW Lab School Accountability Report - ACSD#1 · Gonzales-Garcia, ronwyn Field, Annika Pelkey, Lena...

2014

Principal: Margaret Hudson

UW Lab School Accountability Report

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UW LAB SCHOOL

2013-2014 ACCOUNTABILITY REPORT

TABLE OF CONTENTS

Student Celebrations, Recognitions and Awards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 3

Staff Celebrations, Recognitions and Awards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 4

League of Democratic Schools Annual Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 5

Coordinated School Health Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 9

Demographics and School Data Comparison Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 12

2010-2011 to 2012-2013 End of Year MATH Data Comparison– PAWS & MAP . . . . . . . . . p. 13

2010-2011 to 2012-2013 End of Year READING Data Comparison– PAWS & MAP . . . . . . p. 14

2011-2012 to 2012-2013 End of Year K-9 MATH MAP Data by Grade Level . . . . . . . . . . . . p. 15

2011-2012 to 2012-2013 End of Year K-9 READING MAP Data by Grade Level . . . . . . . . . p. 16

PAWS Results from 2005-2006 through 2013-2014 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p.17

2013 9th Grade ACT EXPLORE Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 19

Comparison of Percentage of UW Lab School PAWS Proficiency Levels . . . . . . . . . . . . . . . . p. 20

2012-2013 Grade Level Cohort Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 22

Disaggregated Data from 2010-11 to 2012-13 PAWS Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 25

2013-2014 Narrative Accountability Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 28

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ACSD#1 Spelling Bee:

- 1st Place: Lena Weinstein-Warren (8th grade)

- 2nd Place: James Wilson (7th grade)

National Level National History Day Awards:

- 11th Place for Junior Paper: Ruby Novogrodsky

State Level National History Day Awards:

- Noah Dreiling (7th Grade) and James Wilson (7th Grade)

- Ruby Novogrodsky (7th Grade)

- Catie Weathermon (8th grade)

- Ned Shaver (7th Grade) and Ruston Armstrong (7th Grade)

- Connor Hamp (9th Grade)

- Sonja Visnak (9th grade)

- Maggie Clerkin (8th Grade)

- Jackson Page (Grade 8) and Garrett Alameda (Grade 8)

- Chloe

Regional Level National History Day Awards:

Battle of the Books Awards:

- District Champions for Grades 7, 8, 9—Gilbert Hart, Ari Moffett, James Wilson, Ciara

Johnson, and Noah Dreiling

- 3rd Place for Grades Grades 5, 6—Joseph Blasko, Zavria Brizuela, Roby Novogrodsky,

and Joe Kelley

- 4th Place for Grades 3, 4—Leila Johnson, Zane Tillman, Yousuf

Abdelkader, Katie Kvenild, Rece Ziegler, and Charlotte Fraley

Greeley Jazz Festival Awards:

- Show Choir (Superior Rating)

- Jazz Band (Superior Rating)

- Outstanding Soloists (Abijah Ahern and Curtis Carlson)

Music in the Parks Awards:

- Show Choir (Superior Rating)

- Jazz Band (Superior Rating)

- Best Instrumental Solo : Abijah Ahern (7th grade)

ACSD#1 2012-2013 Premiere Art Show

- Leila Johnson

- Eleanor MacConnell

Learning Resource Center Most Books Read:

- Jamison Bade (K)

Arbor Day Poster Winners:

- Aida Bantjes (5th grade)

- Marlena Meyer (5th grade)

Women in Science Participants:

- Lindsey Meyer, Emily Brande, Annalyse Johnston, Sarah Holles, Maggie

Clerkin, Cathryn Lang, Layla Abdelkader, Mireille Tian, Michaiah Jones, Mariana

Gonzales-Garcia, Bronwyn Field, Annika Pelkey, Lena Weinstein-Warren, and Ani

Briere (7th Grade)

- Cannon Stuckert, Dakoata Hardin, Layne Ogle, Sonja Visnak, and Danielle Dillon

(8th Grade)

- Sarah Pope, Kayla Sherrodd, and Lora Sherrodd (9th Grade)

A few STUDENT Celebrations, Recognitions & Awards from 2013-2014 . . .

ACSD#1 Spelling Bee:

- 1st Place: Lena Weinstein-Warren (8th grade)

- 2nd Place: James Wilson (7th grade)

National Level National History Day Awards:

- 11th Place for Junior Paper: Ruby Novogrodsky (6th Grade)

State Level National History Day Awards:

- 2nd Place for Junior Website: Noah Dreiling & James Wilson (7th Grade)

- 2nd Place for Junior Paper: Ruby Novogrodsky (6th Grade)

District Level National History Day Awards:

- 1st Place for Junior Website: Noah Dreiling & James Wilson (7th Grade)

- 1st Place for Junior Paper: Ruby Novogrodsky (7th Grade)

- 2nd Place for Junior Exhibit: Catie Weathermon (7th grade)

- 1st Place for Junior Documentary: Ned Shaver & Ruston Armstrong

(6th Grade)

- 3rd Place for Senior Paper: Sonja Visnak (9th grade)

- 3rd Place for Junior Website: Maggie Clerkin (8th Grade)

- 2nd Place for Junior Paper: Chloe Seitz (7th Grade)

- Senior Paper: Connor Hamp (9th Grade)

- Junior Group Exhibit: Jackson Page & Garrett Alameda (7th Grade)

ACSD#1 Battle of the Books

- 2nd Place for 4th Grade: Anna Chen, Grace Robson, Ireland Earl, Anna

Gatlin, Isabel Naschold, and Beth Ferris

- 2nd Place for 5th Grade: Katilynn Idler, Katie Kvenild, Sydney

Holles, and Charlotte Fraley

Martin Luther King Days of Dialogue Art Award:

- Simret Proctor (Kindergarten) & Owen McLaughlin (Kindergarten)

Greeley Jazz Festival Awards:

- Middle School Show Choir (Superior Rating)

- Middle School Jazz Band (Superior Rating)

- Outstanding Soloists: Abijah Ahern (Grade 8) and Curtis Carlson (Grade 9)

ACSD#1 2012-2013 Premiere Art Show

- Rowan Ahern (3rd Grade), Anna Chen ( 4th Grade), Colby Blumel (2nd

Grade), and Jordyn Seegmiller (Kindergarten)

Learning Resource Center Most Books Read:

- Individual Award: Jonathan Vaske (Kindergarten)

- Class Award: Mrs. Nowell’s Kindergarten Class

Women in Science Participants:

- Savannah Seegmiller, Annie Liu (6th Grade)

- Catie Weathermon, Breanna Gaddis, Tayiah Graves, (7th Grade)

- Ani Briere , Annika Pelkey, Isla Skinner, Emily Brande, Sarah Beth

Holles, Lena Weinstein Warren, Bronwyn Field, Maggie Clerkin,

Mariana Garcia Gonzalez, Layla Abdelkader , Lindsey Meyer (8th Grade)

- Cannon Stuckert, Sonja Visnak, Dakoata Hardin-Martin, Layne Ogle (9th

Grade)

iGame/uCompute Club Top Attendance Awards:

- Ned Shaver (6th Grade), Ruston Armstrong (6th Grade), Liam

Uncapher (7th Grade), Nick Ferris (6th Grade), Samuel Garcia (5th

Grade), Hank Shaver (5th Grade), Mariana Garcia-Gonzales (8th

Grade)

Junior High School Conference Swim Champions

- Noah Richardson, Catie Weathermon, Maggie Clerkin, Jordan

DeYoung, Kaitlyn Lewis, Layla Abdelkader, Zach Hodson, Tayiah

Graves, Leah Urquart, Daniel Barberis, Saydree Hendricks

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Ashoka Changemaker Schools Network

- UW Lab School

Wyoming 2014 Arch Coal Teacher Achievement Award:

- Jennifer Mellizo

- Teresa Strube

Presidential Award for Excellence in Math and Science Teaching

Award Finalist:

- Joanie James

Funds for Teachers Grant Award—Exploring China’s Ancient and

Modern Architecture to Document Sustainable Methods and

Enhance a 7th/8th Grade STEM/Geography/Culture Unit:

- Theresa Williams

Wyoming State Historical Society Clara M. and Henry T. Jensen

Outstanding Teacher Award:

- Joanie James

James C. Hurst Each Student-A Person Award Nominee:

- Julie Norris

Belize Education Project:

- Stella Nowell

Association of Teacher Educator’s Conference Presenters:

- Joanie James, Ashley Koch, Teresa Strube, and Theresa Williams

Registered United State Tennis Association Teacher/Club Leader:

- John Hennings

National Network of Educational Renewal Conference Presentation:

- Joanie James and Theresa Williams

Wyoming All-State Music Festival Coordination Team:

- Jennifer Mellizo

TAH/Literacy Content Provider (Alaska)

- Cindy Webb

Benin, Africa Project-Exploring the Art & Culture:

- Jennifer Mellizo

- Sharon Mathiesen

College of Education International Travel Scholarship:

- Jennifer Mellizo

AdvancEd Accreditation Leadership Team:

- Julie Norris, Meredith McLaughlin, Jill Walford, and Margaret Hudson

ACSD#1 English Language Arts In-depth Study:

- Joanie James, Margaret Hudson, Stella Nowell, Julie Kortum,

Ashley Koch, and Dee Swanson

Wyoming National Board Certification Initiative State Board Member:

- Margaret Hudson

College of Education Adjunct Instructor (EDEL 4309-Literacy Methods):

- Julie Norris

College of Education Adjunct Instructor (EDAD 5040-Leadership for

Instruction):

- Margaret Hudson

A few STAFF Celebrations, Recognitions & Awards from 2013-2014. . .

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National League of Democratic Schools (NLODS)

2013-20134Annual Report - UW LAB SCHOOL (ACSD#1—Laramie, Wyoming)

Charter member of League

League member from 2004—

present

The League of Democratic

Schools is organized to:

1) promote professional

development that emphasizes

the growth of students as

individuals who are successful

members of a democratic

Society; and

2) help preserve schools that

successfully advance the

Agenda for Education in a

Democracy.

The fundamental purpose of

school . . . is to teach children

their moral and intellectual

responsibilities for living and

working in a democracy. This is

the public function of schools . . .

If this public function is

paramount, then there are

significant implications for

schools and those who teach

and learn in them. Schools

must be structured in ways that

reflect the teaching of the

conditions necessary for a

democracy, and the curriculum

in the schools must focus both

directly and indirectly on the

teaching of these conditions

(Soder, 2001, p. 194).

School Celebrations

The UW Lab School community was involved in several

school celebrations during the 2013-2014 school year.

In October, a community assembly was planned and

facilitated by our 6th grade students to recognize the

school for receiving the Ellbogen Meritorious Schools

Award. Thirty-one percent of the school’s teachers have

accomplished National Board Certification (NBC), one of

the highest credentials in teaching. Community members

that joined our celebration included; Mary Garland (the

Ellbogen Foundation), Chris Rothfuss (Albany County

Senator), Kay Persichitte (College of Education Dean),

Audrey Kleinsasser (UW School University Partnership

and WNBCI Board Member), Mike Hamel (ACSD1

Assistant Superintendent), Bob Besler (ACSD1 School

Board), Lawrence Perea (ACSD1 School Board), Julie

Radosevich (ACSD1 School Board), and many of our

wonderful UW Lab School parents.

The community celebrated our students as they

performed in concerts throughout the year and in the mu-

sical, Annie. Over one hundred of the kindergarten

through 9th grade students in the school participated in the

production. The entire Laramie community was invited

to the performance and the auditorium was filled to ca-

pacity for the dress rehearsal and two evening perfor-

mances.

Additionally, the state of Wyoming celebrated two Arch

Coal Teacher Achievement Award winners from the UW

Lab School. Teachers are nominated by community

members and nine UW Lab School teachers have

received this award in the past five years.

Community Engagement and Partnerships

The UW Lab School strives to engage the community

in school activities and events. A variety of partner-

ships are also maintained. The following section will

highlight a few of the community engagement activi-

ties and partnerships from the 2013-2014 school year.

AdvancED Accreditation Process – Community

engagement in the accreditation process began with

parent, student, and staff involvement in the 2012

stakeholder survey. The results of this survey were

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National League of Democratic Schools

Mission

Our mission at the UW

Lab School is to create

a positive learning

community that will

recognize, foster,

and assess continuous

improvement toward high

levels of academic

and social achievement

for ALL students,

pre-service teachers,

faculty and staff.

analyzed by staff and posted in the school so additional

information and comments could be gathered. UW Lab

School staff identified strengths and weaknesses to

inform focus areas for the school improvement plan by

reviewing a variety of information including: the stake-

holder survey results; vision, mission, and beliefs

documents; NLODS annual reports; annual Coordinated

School Health Reports; and a variety of student

performance data. The community was engaged in the

development of the UW Lab School Improvement Plan

including involvement from the following stakeholder

groups: the school improvement leadership team,

school staff, parent, students, and University of

Wyoming representatives (pre-service teachers and

College of Education faculty). The plan was shared

with additional stakeholders through the school website,

the school newsletter, and site council meetings.

UW Lab School Reconfiguration Conversations –

Members of the community have participated in

conversations about possible reconfiguration of the

school when the new 9th-12th grade high school opens in

the fall of 2016. Discussions have been taking place for

several years and many stakeholders have been

involved. As a result of these discussions, the school

decided to pilot a 1st/2nd grade multi-age combination in

two classrooms. The conversations have also caused

the school staff to revisit our commitment to the

school’s mission, values, and beliefs. This has led to

increasing opportunities for integrated, cross-age

curriculum during the upcoming school year. A global

theme is being implemented with integrated learning

opportunities around the following countries: China,

Africa, South America, and Australia. A variety of

school/community connections influenced the selection

of the focus countries. One of the Lab School math/

science teachers received a Fund for Teachers grant

award to visit China over the summer. The trip focused

on the connections between the culture, ancient and modern

architecture, and sustainability. Last year, the school’s art

and music teachers traveled to Benin, Africa. The music

teacher is completing a PhD focusing on the oral music

traditions of Benin and her graduate work will include an

original musical production which will be performed by the

K-5 students. One of the Spanish teachers is a native of

Chile and the school has been and continues to be involved

with a biojewelry for Breast Cancer project raising money

for mammogram machines for rural South American areas.

Finally, an artist in residency from Australia will return to

the school in the spring. Ashoka Changemaker Schools Network - In June, the

UW Lab School was invited to join the Ashoka

Changemaker Schools Network. After the school was

identified for consideration by Ashoka, the Changemaker

Schools application process involved a phone conversation

with an Ashoka staff member, a school visit, a self-

evaluation, and a phone conference selection panel. Upon

completion of this process, the team at Ashoka shared that

they were inspired and encouraged by the Lab School’s

commitment to cultivating empathy in students, as well as

our aspiration to ensure all children become changemakers.

Ashoka’s goal is to ensure every child grows up to be a

changemaker: an empathetic individual who can work in

teams to solve problems. In order to achieve this goal, the

Changemaker Schools Network was created. The network is

a national community of leading schools that serve as

models for cultivating these skills in students. Schools in

the network benefit from opportunities to share their best

practices, collaborate with other Changemaker Schools,

and connect with social entrepreneurs, young leaders,

universities, and companies in the Ashoka community.

These opportunities have included visiting other

Changemaker Schools, presenting at conferences, and being

featured in media outlets like Forbes, PBS Parents, and

GOOD. The school is working with the network to

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2013-2014 Annual Report

connect with schools and or Ashoka fellows in China and

Africa to support our integrated curriculum experiences.

One of our students is working with Ashoka on a blog

posting for one of their media outlets. The school will

work this year to share stories about best practices, school

-university partnerships, and community engagement.

Ashoka plans to offer support through three key levers:

Articulating, Amplifying, and Growing.

Articulating - Ashoka’s history is built on telling a

different kind of story: equipping social entrepreneurs

with the language and framework they need to explain

who they are, and what is truly systems-changing

about their work. They want to work with schools to

help them tell their story, identify the core design

principles behind how they do what you do, and

provide both a framework and a set of resources to

showcase why a different vision of the purpose of

school is critical to our nation’s future.

Amplifying - Too often, great teaching is locked

behind closed doors: rarely leaving the confines of a

single classroom or school building. Consequently,

they intend to share the stories that unpack how

schools do what they do, and provide both a set of

inspirational role models and an accompanying set of

distilled practices that other educators can apply to

their own schools. Rather than focus exclusively on

the school, they hope to highlight specific individuals

at each campus – the teachers and principals who each

day help children develop the capacity to grow

intellectually, socially and emotionally. Through a

combination of inside-the- classroom video series, key

education conferences, features and guest-blogging

opportunities with various media partners, they

believe they can help ensure that those stories attain

maximum reach.

Growing - The Network recognizes that while each

school shares a powerful vision, each also brings a

different set of needs, challenges, and areas for

growth. Accordingly, they commit to work with school

teams to identify school-specific concrete goals and to co-

create action plans that help each school extend the influ-

ence of their work over the course of the year. In addition,

they will act as connectors and facilitators, helping to

match school leaders to opportunities within the Ashoka

network and facilitating collaboration between change-

maker schools both in Wyoming and around the country.

School University Partnership Activities -Over five

hundred college students visited the school each semester

of the 2013-2014 school year to complete observation

hours, interviews, practicums, and internships. Several

research projects involved UW Lab School students and

staff. These included: an International Instructional

Technology study about the perceptions of mobile devices

in the classroom (looking at creativity and divergent

thinking) comparing data from Nambia and South Africa;

the iTest Project (Visualization Basics: Using Gaming to

Improve Computational Thinking) which focused on

culturally responsive pedagogy, gaming and robotics

instruction, robotics competition, and professional

development to implement applications across the

curriculum; and an iPad Research Project (New Literacies

Study) examining the use of iPads in the classroom and

how student take up new literacies.

UW Lab School staff continue to enroll in graduate classes,

serve as adjunct instructors, provide guest lectures, and

serve on College committees. In turn, College faculty are

members of school committees such as the Site Council and

hiring teams. Dr. Michael Day, College of Education

Dean, began several new traditions between the school

faculty and the College faculty. These include: an annual

holiday party with both staffs; inclusion of the Lab School

faculty and students in College of Education events such as

the grand opening of the College’s new Literacy Research

Center and Clinic and participation in the annual

commencement ceremony.

Vision

To serve as a model

for effective,

learner-centered

Kindergarten through

9th grade education

as part of a public

school district and

teacher education

institute promoting

the development

of competent and

democratic citizens.

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National League of Democratic Schools

People are born

free, they are

not born wise.

The purpose of

schooling in a

democracy is to

make free people

wise.

-Paraphrased from Staff,

Social Sciences I,

College of the

University of Chicago,

1949

Civic Engagement

The Lab School continues to link standards-based

learning to meaningful service learning and community

service for students at all levels. Examples from the

2013-2014 school year highlighting student efforts to

take individual and collective action to make a

difference follow.

One of the Lab School teachers spent one week with

the Belize Education Project taking 100 pounds of

donated school supplies. Second and 3rd grade students

created holiday cards for the Laramie Care Center

which were delivered for Easter. Fourth and 5th grade

students raised nearly $5000 from their annual Sweet

Shoppe, Rummage Sale, and Silent Auction. The

money was donated to local, state, and global charities

they researched and selected. Music students

donated iPods loaded with music for teachers to take to

a school they were visiting in Benin, Africa. An

African Celebration night highlighted student and

community art and music while raising approximately

$600 for the school in Benin - The International Center

for Art and Music at Ouidah (CIAMO). In addition,

2nd, 3rd, 4th, and 5th grade students participated in

“Good Will Ambassadors Program” to raise funds for

CIAMO. This involved creating art work that gets

reproduced on a variety of items through the Original

Works Company.

Middle School Advisory Groups participated in a

variety of projects including: a bake sale to support the

local Interfaith Good Samaritan organization and the

Marion Mission, creating holiday cards for nursing

home residents and spending time visiting while

delivering the cards; visiting the Early Care and Educa-

tion Center to read to the various age groups and help

with an art activity; wrote thank you cards to first

responders in our community; and collected can tabs to

fund clean houses for a children’s hospital.

The middle school Force of Altruism group collaborated

with the 6th grade Social Studies class on the second annual

Pie Party for Peace festival raising nearly $1000 for three

international agencies chosen by the students (Water

Missions International, The Nicaraugua Project, and Marion

Medical Mission). In addition, the Force of Altruism group

regularly volunteered at the Soup Kitchen and Clothing

Cottage, made several trips to Interfaith hospitality Network

to help with food distribution, Provided childcare for

younger students during school events, held two taco sales

and a food drive for charity, and served as ambassadors for

the school during the Ashoka site visit, school tours, and

other events. In one of the 6th and 7th grade Language Arts

classes, students spent a day volunteering at ACRES farm.

One of the 7th and 8th grade Social Studies classes

volunteered one day as a clean up crew for the Happy Jack

Recreational Area in Medicine Bow. As part of the 2014

Let’s Move in Schools Program, Eighth and 9th grade P.E.

students distributed materials in the community and led

activities related to wellness.

Student Engagement and Voice

Students are involved in middle school advisory groups or

elementary class meetings to discuss issues, solve problems,

and make decisions. Students provide input into activities

and service projects throughout the year. Classroom

learning activities at all levels often involve students in

complex, authentic learning through collaborative groups,

simulations, research projects, and presentations. These

activities allow for student voice and require students to

work together, communicate, compromise, and consider

multiple perspectives. Middle school students select from a

variety of options to meet individual needs to support or

extend their learning and interests. Student representatives

serve on student council, site council, and teacher interview

teams. Three-way conferences are utilized for students, par-

ents, and teachers to communicate about progress, reflect on

strengths and challenges, and set goals.

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Coordinated School Health Report

UW Lab School

2013-2014 School Year

The UW Lab School continued to provide many opportunities for Kindergarten–9th grade students to learn about nutrition, physical activity, and other

factors promoting health and wellness. Curriculum units and activities that highlighted these opportunities during the 2013-14 school year are described

below:

Physical Education:

All K-9 students participated in a comprehensive physical education program incorporating physical activity along with information on health, growth and

development, nutrition and well-being (K/3 students – 90 minutes per week; 4/5 students – 150 minutes per week; 6/9 students – 90-135 minutes per week

plus two self-selected exploratory electives per week, many of which focus on physical activity or wellness. Weekly swimming lessons at the Laramie

Recreation Center continued to be part of the PE program for Kindergarten-5th grade students. This year, 8th and 9th grade students participated in the

2014 Let’s Move in Schools Program. In this program, the students distributed materials and led activities related to wellness exercises that can be done

with spare time throughout the day. Students with disabilities and special health care needs were provided with individualized options for physical activi-

ty and learning about nutrition, health, and other health and wellness factors.

Counseling:

Individual and small group sessions address specific health and wellness concerns as needed. During weekly classroom guidance lessons for K-5 stu-

dents, health content related to growth, development and well-being are addressed. An example of topics included: feelings; controlling feelings; shar-

ing /stating feelings; goals; drugs; alcohol and tobacco awareness; identifying and managing stress; identifying and managing anger; and coping with peer

pressure. The Smart Girls Program continued this school year for 6th - 9th grade students. This program focused on the empowerment of young women,

building healthy relationships, and developing assertiveness, as well as building positive self-esteem and realistic body image. Information and curriculum

from the Hathaway Education Program was provided for all 8th and 9th grade students and addressed healthy communication skills, decision making, and

conflict resolution. Sixth and 8th grade students also participated in the Wyoming Prevention Needs Assessment, a state-wide process to assess and moni-

tor high risk behaviors among adolescents.

Kindergarten/1st Grade:

The kindergarten and 1st grade classrooms once again began the year with the traditional outdoor education camp unit. The unit addressed a variety of

health and wellness topics including: bus safety, water safety, outdoor safety, the buddy system, and what to do if you get lost. Weekly classroom guid-

ance sessions addressed a variety of topics related to health and wellness.

Instruction throughout the year highlighted such topics as healthy food choices, the importance of drinking water, hand washing, covering coughs and

sneezes, preventing the spread of germs, and the importance of wearing sun screen, and safety in a variety of situations. Throughout the year, students

were provided information and screening for vision, hearing, and dental health. The Laramie Fire Department performed a Life & Fire Safety Presentation

using clowns, characters, and puppets for kindergarten through third grade students during Fire Prevention Week.

10

2nd/3rd Grade:

The traditional outdoor education experience focusing on science but also aspects of physical activity and wellness took place in the fall. Other health

and wellness lessons and activities throughout the year included: nutrition; fire safety; hand washing and germs. Students were engaged in the reading

and discussion of a variety of functional and expository reading material focused on topics related to nutrition, physical activity, and wellness.

Classroom meetings were held to address concerns that arise at school, role play ways to handle feelings and emotions in social situations, and work on

stress and anxiety relief techniques such as deep breathing, visualization, walking away, etc. Students experienced weekly classroom guidance address-

ing topics related to emotional health and positive interpersonal interactions. Students were also provided with a dental screening and dental health in-

formation as well as vision and hearing screenings.

4th/5th Grade:

Outdoor education for the 4th and 5th graders included a three-day camp, a Curt Gowdy field trip, and winter outdoor recreation and education days. All

of these experiences emphasized a variety of physical activities and wellness activities such as down-hill skiing and snowboarding, cross-country skiing,

snowshoeing, canoeing, archery, mountain biking, a 40 foot climbing wall and zip line, fire safety and fire building, hiking, snow science, avalanche

safety and igloo building. The students also discussed the importance of physical activities for health.

Students were engaged in frequent reading and discussion of expository articles about the importance of nutrition and physical activity. Weekly class-

room guidance addressed a variety of topics including drug and tobacco use, responsible use of medicinal drugs, safety, abuse and neglect issues, bully-

ing, etc. Dental screening and dental health information was provided for all students along with vision and hearing screening. The school nurse provid-

ed instruction to the boys and girls separately about the changes they will experience in puberty and the importance of physical hygiene.

During a “Your Future” math simulation, the students became 18-year olds who live independently and pay their own bills. The students were required

to smoke during the first month of the simulation and learn that smoking is expensive for their health and their pocketbooks. Students participated in

extensive discussion about the effect of smoking on their health. They also learned to make good financial decisions to minimize the stresses of inde-

pendent living. After seeing how expensive it is to live alone, own a car, etc., many decided to share expenses with a roommate, sell their car and get a

bike, quit smoking, and cut expenses in other ways.

Individual student project presentations focused on a variety of areas including topics related to nutrition, physical activity, health and wellness. Exam-

ples of this include presentations on the Digestive System. Belly Dancing, and a variety of activities that promote wellness such as music, art, and sports.

Team building and community building activities occurred throughout the year and classroom meetings addressed concerns in the classroom/

community, problem solving, conflict resolution, and character development (Keys of Excellence).

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6th-9th Grade:

Outdoor education opportunities, such as the 7th grade trip to Keystone Science School, included physical activities and activities promoting student

wellness. Middle school students also had the opportunity to participate in snow shoeing as well as both downhill and cross country skiing.

Nutrition, health, and wellness topics are often integrated into curriculum units in the middle school. As part of a 6th grade Social Studies unit (Pie Party

for Peace), students completed extensive research regarding health problems created by lack of access to clean water. Additionally, lessons on malaria

and AIDS served as a warm-up to the preparation for research into global issues. In 7/8 Social Studies, students learned firsthand (through simulation)

about the win-win scenario created by the Civilian Conservation Corps in which urban-bound young men were allowed to both earn money for their

families and much needed physical exercise in fresh air to create and maintain infrastructure in our national parks and forest. In 6/7 Language Arts, stu-

dents volunteered one day at ACRES farm and learned about the nutritional value of the vegetables grown there. 9th grade students in Biology complet-

ed a unit on four Sack Babies where they kept journals for a week documenting the care of an infant. They simulated the life of a single teen parent and

reflected on the difficulties of teen parenting. They also attended a presentation with a guest speaker from Laramie Reproductive Health. In Art classes,

social issue art projects promoted conversations about health and wellness including topics such as genetic coding, sexual orientation, body image, and

body disorders.

Other:

Because high sugar foods such as candy and soda have no nutritional value and due to the increasing number of students with food allergies, the school

staff agreed that this type of food/drinks would not be provided in the classrooms for rewards or treats. The staff also agreed that the use of food to cre-

ate community traditions and rituals would be carefully considered with attention to the food allergens, health concerns, and religious practices of the

children involved. Students were encouraged to bring healthy items for daily snacks and for school celebrations including birthdays. The school con-

tinued to participate in the Albany County School District’s Fresh Fruit and Vegetable Program which provided fruit or vegetable snacks twice each

week as well as information about nutrition.

Training sessions for school staff were provided on a variety of topics including: the school’s Food Allergen policy; allergy symptoms and response;

blood-born pathogens; and training specific to individual student health care and/or 504 plans. Topics including responsibility, respect, and tolerance

were addressed in the curriculum and as part of the culture of the school.

A variety of opportunities promoting health, wellness, and physical activity were provided as weekly exploratory electives or after-school activities for

students and staff. Examples of this include: self-defense, belly-dancing, yoga, bowling, fun run club, indoor/outdoor games, and Zumba.

12

UW Lab School -Demographics and School Data Comparison Report 2013-2014

Principal: Demographics Margaret Hudson Female: 51% Black 5%

Enrollment Male: 49% Hispanic 10% Total 233

Asian 6% K 17 6 29

1 18 7 32 Regular Education 91% American Indian >1% 2 19 8 30

3 20 9 21 Special Education 9% White 78% 4 24

5 23 LEP 2% Free & Reduced 15%

*Not comparable to previous years as test items were changed to address Common Core State Standards and new cut scores for proficiency were implemented.

Indicator 14-15

Goal

08-09 09-10 10-11 11-12 12-13 % Change from

12-13 to 13-14

13-14*

Math 5%

Increase -3% (+2% goal

not met)

% of students scoring proficient or higher on

PAWS Math (3rd-8th / N=150)

80% (3-8) 84% (3-8) 90% (3-8) 92% (3-8) 89% (3-8) * *57% (3-8)

% of students scoring at/above spring

median/projected proficient score on MAP

Math (3rd-8th / N=150)

No Data 68% (at/

above median) 70% (at/

above median)

88% (projected

proficient)

70% (at/

above median)

84% (projected

proficiency)

70% (at/

above median) 87% (projected

proficiency)

-2/-3% median

-4/-5% proj.

prof.

68% (at/above

median) 83% (projected

proficiency)


median score on MAP Math (K, 1, 2, & 9/

N=74)

70% (at/


above median) 71% (at/above

median) -2/-3% median


median score on MAP Math (K-9th / N=224) 70% (at/


above median) -2/3% median 69% (at/above

median)

Reading 4%

Increase +/-0% (+2%

goal not met)

% of students scoring proficient or higher on

PAWS Reading (3rd-8th / N=150)

70% (3-8) 83% (3-8) 84% (3-8) 88% (3-8) 87% (3-8) * *80% (3-8)


median/projected proficient score on MAP

Reading (3rd-8th / N=150)

No Data 72% (at/



proficient)

74% (at/


proficiency)

81% (at/

above median)

87% (projected

proficiency)

+3/+4% median

+1/1% proj.

prof.

84% (at/above

median)

88% (projected profi-

ciency)

% of students scoring at/above spring median

score on MAP Reading (K, 1, 2, & 9/ N=74) 73% (at/


above median)

77% (at/above

median)

-3/-4% median


median score on MAP Reading (K-9th /

N=224)

73% (at/

above median)

81% (at/

above median)

+/-0/+/-0% 81% (at/above

median)

13

2010-2011

PAWS

Math

2011-2012

PAWS

Math

2012-2013

PAWS

Math

2010-2011

MAP Math

*at/above

median

**projected

proficiency

2011-2012

MAP Math

*at/above

median

**projected

proficiency

2012-2013

MAP Math

*at/above

median

**projected

proficiency

*2013-2014

PAWS

Math

2013-2014

MAP Math

*at/above

median

**projected

proficiency

3rd Grade

100% 95% - 100% + *70%

**95%

*68% -

**95% N/C

*78% +

**94% - 50% *63% -

**95% +

4th Grade

86%

100% +

91% - *73%

**86%

*77% +

**86% N/C

*68% -

**82% - 67% *70% +

**91% +

5th Grade

86% 91% + 96% + *77%

**86%

*65% -

**78% -

*70% +

**96% + 43% *48% -

**65% -

6th Grade

85% 92% + 86% - *52%

**89%

*64% +

**76% -

*67% +

**89% + 48% *75% +

**86% -

7th Grade

92% 85% + 93% + *71%

**92%

*56% -

**78% -

*79% +

**90% + 62% *70% -

**80% -

8th Grade

89% 92% + 64% - *76%

**78%

*88% +

**88% +

*59% -

**74% - 71% *82% +

**82% +

3rd-8th

Avg.

90% 92% + 89% - *70%

**88%

*70% N/C

**84% -

*70% N/C

**87% +

57% *68% -

**83% -

2010-11, 2011-12, 2012-13, and 2013-14 End of Year Data Comparison of Math Proficiency Percentages by Grade Level

PAWS and MAP

*2013-2014 PAWS results are not comparable to previous years as test items were changed to address Common Core State Standards and new cut scores for proficiency were implemented.

14

2010-2011

PAWS

Reading

2011-2012

PAWS

Reading

2010-2011

MAP Reading

*at/above

median

**projected

proficiency

2011-2012

MAP Reading

*at/above

median

**projected

proficiency

2012-2013

PAWS

Reading

2012-2013

MAP Reading

*at/above

median

**projected

proficiency

2013-2014

PAWS

Reading

2013-2014

MAP Reading

*at/above

median

**projected

proficiency

70% 79% + *40%

**50%

*68% +

**74% +

100% +

*100% +

**100% +

3rd Grade

74%

*63% -

**74% -

86% 100% + *73%

**86%

*68% -

**86% N/C

86% - *77% +

**91% +

4th Grade

96% *100% +

**100% +

81% 87% + *73%

**86%

*74% +

**83% -

87% N/C *70% -

**78% -

5th Grade

70% *78% +

**83% +

81% 84% + *74%

**82%

*64% -

**80% -

89% + *82% +

**89% +

6th Grade

83% *86% +

**93% +

92% 85% - *92%

**92%

*74% -

**74% -

90% + *90% +

**90% +

7th Grade

83% *83% -

**83% -

90% 92% + *83%

**89%

*96% +

**100% +

70% - *67% -

**74% -

8th Grade

71% *93% +

**93% +

83% 88% + *73%

**81%

*73% N/C

**83% +

87% - *81% +

**87% +

3rd-8th

Avg.

80% *84% +

**88% +

2010-11, 2011-12, 2012-13, and 2013-14 End of Year Data Comparison of Reading Proficiency Percentages by Grade Level

PAWS and MAP

*2013-2014 PAWS results are not comparable to previous years as test items were changed to address Common Core State Standards and new cut scores for proficiency were implemented. .

15

2011-12 Math % Growth


2011-12 Math % Proficient


2011-12 Math % Median





K No Data 59% No Data No Data 53% 65% 60% No Data 80%

1st 41% 77% No Data No Data 53% 53% 71% No Data 71%

2nd 90% 94% 100% 100% 95% 83% 75% 85% 70%

3rd 79% 56% 95% 94% 68% 78% 84% 95% 63%

4th 73% 59% 86% 82% 77% 68% 87% 91% 70%

5th 65% 65% 78% 96% 65% 70% 48% 65% 48%

6th 72% 63% 76% 89% 64% 67% 68% 86% 75%

7th 74% 79% 78% 90% 56% 79% 63% 80% 70%

8th 70% 63% 88% 74% 88% 59% 56% 82% 82%

9th 85% 74% No Data No Data 80% 91% 62% No Data 62%

Avg. 72% 69% 86% (2nd-8th)

84% (3rd-8th)

89% (2nd-8th)

87% (3rd-8th)

70% (K-9th)

70% (K, 1, 2, & 9)

70% (3rd-8th)

71% (K-9th)

73% (K, 1, 2, & 9) 70% (3rd-8th)

67% 83% (2nd-8th)

83% (3rd-8th)

69% (K-9th)

71% (K, 1, 2, & 9)

68% (3rd-8th)

2011-2012, and 2012-2013 End of Year Math Data by Grade Level—MAP

16

2011-12 Reading % Growth


2011-12 Reading % Proficient


2011-12 Reading % Median





No Data 71% No Data No Data 53% 77% K 80% No Data 73%

56% 59% No Data No Data 67% 65% 1st 35% No Data 82%

79% 83% 90% 83% 84% 83% 2nd 65% 65% 65%

68% 78% 74% 100% 68% 100% 3rd 63% 74% 63%

59% 73% 86% 91% 68% 77% 4th 55% 100% 100%

48% 74% 83% 78% 74% 70% 5th 57% 83% 78%

28% 54% 80% 89% 64% 82% 6th 54% 93% 86%

63% 59% 74% 90% 74% 90% 7th 73% 83% 83%

65% 67% 100% 74% 96% 67% 8th 44% 93% 93%

45% 61% No Data No Data 86% 96% 9th 57% No Data 86%

57% 68% 71% (2nd-8th)

83% (3rd-8th)

86% (2nd-

8th)

87% (3rd-

8th)

73% (K-9th)

73% (K, 1, 2, & 9))

73% (3rd-8th))

81% (K-9th)

80% (K, 1, 2, & 9))

81% (3rd-8th))

Avg. 58% 88% (2nd-8th) 84% (3rd-8th)

81% (K-9th)

77% (K, 1, 2, & 9))

84% (3rd-8th))

2011-2012, and 2012-2013 End of Year Reading Data by Grade Level—MAP

17

Proficiency Assessments for Wyoming Students (PAWS) Results for Math and Reading from 2005-2006 to 2013-2014

All 3rd through 8th grade students took the PAWS Math and Reading tests during the 2013-2014 school year. *The 2013-2014 PAWS test results are not comparable to previous years as test items were changed to address Common Core State Standards and new cut scores for proficiency were implemented. The new baseline shows that overall, 57% of 3rd-8th graders performed at proficient or advanced levels in Math and 80% of 3rd-8th graders performed at proficient/advanced levels in Reading. Historical PAWS data over the past 8 years can be seen below. The percentage of students performing at proficient/advanced levels by grade level, as well as for the district (ACSD) and state (WYO), are included.

Math 05-06 06-07 07-08 08-09 09-10* 10-11 11-12 12-13 **13-14 13-14 ACSD 13-14 WYO 3rd 79% 90% 94% 89% 100% 100% 95% 100% 50% 54% 51% 4th 86% 95% 91% 76% 87% 86% 100% 91% 67% 62% 47% 5th 73% 92% 77% 86% 59% 86% 91% 96% 43% 73% 54% 6th 73% 86% 93% 75% 93% 85% 92% 86% 48% 57% 49% 7th 70% 86% 83% 92% 79% 92% 85% 93% 62% 59% 43% 8th 54% 77% 86% 65% 88% 89% 92% 64% 71% 56% 50% All 72% 87% 87% 80% 85% 90% 92% 89% 57% 60% 49% Reading

05-06 06-07 07-08 08-09 09-10* 10-11 11-12 12-13 **13-14 13-14 ACSD 13-14 WYO

3rd 84% 76% 72% 63% 63% 70% 79% 100% 74% 74% 57% 4th 77% 89% 77% 81% 83% 86% 100% 86% 96% 85% 78%

5th 77% 88% 82% 67% 83% 81% 87% 87% 70% 79% 73% 6th 73% 86% 93% 71% 83% 81% 84% 89% 83% 85% 81% 7th 78% 86% 79% 73% 92% 92% 85% 90% 83% 84% 74% 8th 58% 81% 81% 63% 92% 94% 92% 70% 71% 81% 76% All 74% 86% 81% 70% 83% 84% 88% 87% 80% 70% 60% *Although districts and schools may use the 2009-2010 PAWS data the Wyoming Department of Education will not, on guidance from the US Department of Education.

18

Proficiency Assessments for Wyoming Students (PAWS) Results for Science from 2007-2008 to 2013-2014

All 4th and 8th grade students took the PAWS Science test during the 2012-13 school year. Overall, 58% of 4th and 8th graders performed at proficient or advanced levels. Following are the percentages students performing at proficient or advanced levels by grade for 07-08, 08-09, 09-10, 10-11, 11-12, 12-13, and 13-14 as well as the percentages for the district (ACSD) and state (WYO) for 13-14:

Science 07-08 08-09 09-10* 10-11 11-12 12-13 13-14 13-14ACSD 13-14 WYO 4th 45% 71% 74% 77% 91% 59% 88% 70% 53% 8th 67% 58% 80% 67% 88% 57% 86% 47% 56% All 56% 64% 77% 73% 89% 58% 87% 59% 55%

Student Assessment of Writing Skills (SAWS) Results from 2005-2006 to 2013-2014

All 3rd through 8th grade students took the SAWS Writing test until the 2012-13 school year. All students took a pilot test (PT) in 2011-12 and 2012-13 with no proficiency results reported. During the 2013-14 school year, 3rd, 5th, and 7th grade students took the SAWS Writing Test. Proficiency results were provided for 5th and 7th grade students.

Writing

05-06 06-07 07-08 08-09 09-10* 10-11 11-12 12-13 13-14

3rd 47% 57% 44% 84% 89% 85% PT PT PT

4th 55% 95% 68% 52% 96% 91% PT PT NA

5th 36% 83% 41% 90% 74% 90% PT PT 65% 6th 50% 64% 78% 25% 83% 78% PT PT NA 7th 74% 68% 17% 73% 71% 100% PT PT 86% 8th 35% 92% 67% 50% 92% 100% PT PT NA All 50% 76% 52% 60% 84% 90% PT PT 76%

*Although districts and schools may use the 2009-2010 PAWS data the Wyoming Department of Education will not, on guidance from the US Department of Education.

19

Subject-Benchmark English-14 Math-18 Reading-16 Science-20

UW Lab School

2012, 2013, and 2014 9th Grade ACT EXPLORE Results (Score Range 1-25)

2013 English

2013 Math

2013 Reading

2013 Science

2013 Composite

2014 English

2014 Math

2014 Reading

2014 Science

2014 Composite

2012 English

2012 Math

2012 Reading

2012 Science

2012 Compo-

site Lab School Average

18.0

18.8

18.3

19.3

18.7

18.1

17.9

17.6

18.7

18.3

18.0

18.8

18.3

19.3

18.7

National Average

15.7

16.3

15.4

17.1

16.2

15.7

16.3

15.4

17.1

16.2

15.7

16.3

15.4

17.1

16.2

Percent at/above Benchmark

83%

61%

70%

43%

-

81%

52%

67%

24%

-

100%

59%

65%

35%

-

*Percent Below Basic 1-24%ile

0%

5%

4%

19%

4%

0%

0%

5%

9%

14%

0%

0%

0%

6%

0%

*Percent Basic 25-49%ile

30%

9%

17%

9%

17%

14%

5%

19%

14%

9%

0%

6%

12%

29%

6%

*Percent Proficient 50-74%ile

35%

26%

22%

30%

39%

43%

24%

33%

29%

38%

35%

35%

41%

18%

41%

*Percent Advanced 75-100%ile

35%

61%

57%

61%

44%

38%

52%

43%

48%

38%

65%

59%

47%

47%

53%

*Percent Proficient and Advanced

70%

87%

79%

91%

83%

86%

76%

76%

76%

76%

100%

94%

88%

65%

94%

20

Comparison of Percentage of UW Lab School PAWS Proficiency Levels Over Six Years (Grades 3-8)

Math

Reading

*2013-2014 PAWS results are not comparable to previous years as test items were changed to address Common Core State Standards and new cut scores for proficiency were implemented.

21

Writing (*No Writing Scores for 2011-2012 or 2012-2013. 2013-2014 scores are only for 5th grade and 7th grade.)

Science (Only students in 4th grade and 8th grade take the Science test.)

22

2013-2014 Grade Level Cohort Data

Percentage Proficient on PAWS and Percentage at/above Median/Mean on MAP

*MAP Projected Proficiencies are not available prior to the 2010-2011 school year. (*Median/Mean **Projected Proficiency)

*PAWS is not aligned for cohort tracking (i.e., the difficulty of the test in one grade is not necessarily the same as in another grade).

*The 2013-2014 PAWS scores are not comparable to previous years as test items were changed to address

Common Core State Standards and new cut scores for proficiency were implemented.

2013-14 9th Grade Class Cohort Data


2008-09 2009-10* 2010-11 2011-12 2012-13 2013-2014

Math

PAWS - 76%

PAWS - 59% -

MAP – *45%

PAWS - 85% + MAP – *52% +

MAP—**89%

PAWS—85% N/C MAP—*56% +

MAP—**73% -

PAWS—64% - MAP—*59% +

MAP—**74% +

MAP—*62% +

Reading

PAWS - 81%

PAWS - 83% +

MAP – *55%

PAWS - 81% -

MAP – *74% + MAP—**82%

PAWS—85% +

MAP—*74% N/C

MAP—**74% -

PAWS—70% - MAP—*67% -

MAP—**74% N/C

MAP—*86% +

Writing

PAWS - 52%

PAWS - 74% +

PAWS - 78% +

N/A

N/A

N/A

2008-09 2009-10* 2010-11 2011-12 2012-13 2013-14

Math

PAWS - 89% PAWS - 87% - MAP – 77%

PAWS - 86% - MAP – 77% N/C

MAP—** 86%

PAWS—92% + MAP—64% - MAP—76% -

PAWS—93% + MAP—*79% +

MAP—**90% +

*PAWS—71% MAP—*82% +

MAP—**82% -

Reading

PAWS - 63% PAWS - 83% + MAP – 73%

PAWS - 81% - MAP – *73% N/C

MAP—**86%

PAWS - 84% + MAP—*64% -

MAP—** 80% -

PAWS—90% + MAP- * 90% +

MAP—**90% +

*PAWS—71% MAP- * 93% +

MAP—**93% +

Writing

PAWS - 84%

PAWS - 96% +

PAWS - 90% -

N/A

N/A

N/A

23




*Although districts and schools may use the 2009-2010 PAWS data the Wyoming Department of Education will not, on guidance from the US Department of Education.

2009-10* 2010-11 2011-12 2012-13 2013-2014

Math

PAWS - 100% MAP – 60%

PAWS - 86% - MAP – *73% +

MAP—**86%

PAWS— 91% + MAP—*65% -

MAP—**78% -

PAWS—86% - MAP—*67% +

MAP—**89% +

*PAWS—62% MAP—*70% + MAP—**80% -

Reading

PAWS - 63% MAP – 50%

PAWS - 86% + MAP – *73% +

MAP—**86%

PAWS—87% + MAP—*74% +

MAP—**83% -

PAWS—89% + MAP—*67% -

MAP—**89% +

*PAWS—83% MAP—*83% + MAP—**83% -

Writing

PAWS - 90%

PAWS - 91% +

N/A

N/A

SAWS - 86%

2009-10* 2010-11 2011-12 2012-13 2013-14

Math

MAP – 70%

PAWS - 100% MAP – *70% N/C

MAP—**95%

PAWS—100% N/C MAP— *77% + MAP—**86% -

PAWS—96% -

MAP—*70% -

MAP- **96% +

*PAWS—48%

MAP - *75% +

MAP - **86% -

Reading

MAP – 50%

PAWS - 70% MAP – 40% -

MAP—**50%

PAWS—100% + MAP—68% +

MAP—**86% +

PAWS—87% -

MAP—*70% +

MAP- **78% -

*PAWS—83%

MAP—*86% +

MAP- **93% +

Writing

N/A

PAWS - 85%

N/A

N/A

N/A

2010-11 2011-12 2012-13 2013-14

Math

MAP— 75%

PAWS—95%

MAP— *68% -

MAP—**95%

PAWS—91% -

MAP—*68% N/C

MAP—**82% -

*PAWS—43%

MAP—*48% -

MAP—**65% -

Reading

MAP— 75%

PAWS— 79%

MAP—*68% -

MAP—**74%

PAWS—86% +

MAP—*77% +

MAP—**91% +

*PAWS—70%

MAP—*78% +

MAP—**83%

Writing

N/A N/A N/A SAWS—65%

24

2011-12 2012-13 2013-14

Math

MAP—*100%

MAP—** 95%

PAWS—100%

MAP—*78% +

MAP—**94% +

*PAWS—67%

MAP—*70% -

MAP—**91% -

Reading

MAP—*84%

MAP—**90%

PAWS—100%

MAP—*100% +

MAP—**100% +

*PAWS—96%

MAP—*100% N/C

MAP—**100% N/C

Writing

N/A N/A N/A


2013-14 3rd Grade Class Cohort Data

2011-12 2012-13 2013-14

Math

MAP—*53%

MAP—*83% +

MAP—**100% +

*PAWS—50%

MAP—*63% -

MAP—**95% -

Reading

MAP—* 67%

MAP—*83% +

MAP—**83% +

*PAWS—74%

MAP—*63% -

MAP—**74% -

Writing N/A N/A N/A

2013-14 2nd Grade Class Cohort Data

2011-12 2012-13 2013-14

Math MAP—*53%

MAP—*53% N/C MAP—*70% +

MAP—**85%

Reading MAP—*53% MAP—*65% + MAP—*65 N/C

MAP—**65%

Writing N/A N/A N/A

25

Disaggregated UW Lab School PAWS Data (Grades 3-8)

Math Proficiency Categories by Ethnicity Group

Reading Proficiency Categories by Ethnicity Group

17

3623.5 18

62

4330

17

35 39 43.5

17 20

50

17

40

43 68

24

1343 70

33

58 55 42.5

43

70

50

67

43

213

35

140

33

8 612

31

100

17

0

20

40

60

80

100

120

Hispanic2011

Hispanic2012

Hispanic2013

Hispanic2014

Asian2011

Asian2012

Asian2013

Asian2014

White2011

White2012

White2013

White2014

Multi-race2012

Multi-race2013

Multi-race2014

Below Basic

Basic

Proficient

Advanced

0

21

3929

0

2940

3322

34 38 3420 17 17

55

7247

59

75

57 40

3366

55 5045

50

83

50

46

0 14 1225

14 2033

11 9 1013 30

0

33

7 0 0 2 28

0 0

0

20

40

60

80

100

120

Hispanic2011

Hispanic2012

Hispanic2013

Hispanic2014

Asian2012

Asian2012

Asian2012

Asian2012

White2011

White2012

White2013

White2014

Multi-race2012

Multi-race2013

Multi-race2014

Below Basic

Basic

Proficient

Advanced

26

Proficiency Categories by Gender

Proficiency Categories by Free & Reduced Lunch

3239

46

20

36 37 38

14 16 17 19.527

15 18 14.5

3018

32 37 35

18

31 3527

5349 38.5

44

57 5952

36

47

73

28

61

6370

51.5

55

65

56 48 48

67

56 53

48

14 1211

22

7 410

4226

10

48

1023

12

34

15 17 12 13 16 14 9 9

15

1 1 4.5 08 11

0 0 0 0 2 2 0 4 311

0

20

40

60

80

100

120

FM11 FM12 FM13 FM14 MM11 MM12 MM13 MM14 FS11 FS12 FS13 FS14 MS11 MS12 MS13 MS14 FR11 FR12 FR13 FR14 MR11 MR12 MR13 MR14

Column3

Column2

Column1

Below Basic

Basic

Proficient

Advanced

17 23 28.5

8

36 41 45

198

14

44

21 19

35 36.5 34

47

64 53.5

25

58 53 45

43 6164

36

46

67

55 5248

36

1416

46

5 7 8.5

2825

18 16

21

14 8 9.513

2

21

0 1.510 6 4

130 2 2 5

0

20

40

60

80

100

120

F&R Math

2011

F&R Math

2012

F&R Math

2013

F&R Math

2014

Non F&R

Math2011

Non-F&R

Math2012

Non-F&R

Math2013

Non-F&R

Math2014

F&R Rdg

2011

F&R Rdg

2012

F&R Rdg

2013

F&R Rdg

2014

Non F&R

Rdg2011

Non-F&R

Rdg2012

Non-F&R

Rdg2013

Non-F&R

Rdg2014

Column3

Column2

Column1

Below Basic

Basic

Proficient

Advanced

27

Proficiency Categories by IEP

Disaggregated Data Narrative

Although many of the subgroups are small in size, there is a need to continue to consider subgroup interventions which will provide necessary

supports. Continued focus will need to occur with the following subgroups: Hispanic and Asian students in Math, Asian and Multi-race

students in Reading, Male students in Math. Free & Reduced Lunch students in Math and Reading, and IEP students in Math and Reading.

Prior to the 2013-2014 PAWS testing, Hispanic students, Asian students, and Multi-race students were performing at a higher level in Math

than White students. The 2013-2014 results show Hispanic students and Asian students performing below the White students in Math while

the Multi-race students have the highest percentage of proficient and advanced scores. In Reading, the 2013-2014 results show Hispanic

students to have the highest percentage of proficient and advanced scores.

Female students performed better than Male students in Math, Science, and Reading on the 2013-2014 PAWS test. This difference is most

evident in Math. Interestingly, in 2012-2013, Male students had higher levels of performance than Female students in all areas, particularly in

Math and Science.

Non-Free & Reduced Lunch students and Non-IEP students continue to have higher proficiency percentages than Free & Reduced Lunch

students and IEP students.

12 17 200

38 40 45.5

199 11

2413 19

34 39 35

5758

36

20

55 54 47

43 6033

37

13

6758 52 51

2525

36

40

7 6 7

29 22

4525

44

14 7 9 116 8 0.5 9 9 14

0 1 0 3

0

20

40

60

80

100

120

IEPMath

2011

IEPMath

2012

IEPMath

2013

IEPMath

2014

Non-IEPMath

2011

Non-IEPMath

2012

Non-IEPMath

2013

Non-IEPMath

2014

IEPReading

2011

IEPReading

2012

IEPReading

2013

IEPReading

2014

Non-IEP

Reading2011

Non-IEPReading

2012

Non-IEPReading

2013

Non-IEPReading

2014

Column3

Column2

Column1

Below Basic

Basic

Proficient

Advanced

28

UW Lab School 2013-2014 Narrative Accountability Report

School improvement goals for the 2013-2014 school year included increasing achievement in Reading and Math by two percent as measured by

the state test, (PAWS), Measures of Academic Performance (MAP) test, and additional assessments. Due to changes in the PAWS test to address

Common Core State Standards and the implementation of new cut scores for proficiency, MAP results were utilized to determine goal achievement.

Neither of the goals were met. New goals to increase achievement in Reading by 4% and Math by 5% were set for the 2014-2015 school year.

READING

Overall, school achievement in Reading during the 2013-2014 school year showed no change from the 2012-2013 school year. Eighty-one

percent (81%) of the Kindergarten through 9th grade students scored at or above the median both years on the MAP test. Over the past three

years, the median score for 3rd through 8th grade students has improved from 73% in 2011-2012, to 81% in 2012-2013, to 84% in 2013-2014.

The 3rd through 8th grade results show an 8.6% increase between 2011-2012 and 2012-2013, as well as a 4% increase between 2012-2013 and

2013-2014. In addition, the MAP projected proficiency for 3rd through 8th grade students increased from 83% in 2011-2012 to 87% in 2012-

2013 (a 4.6% increase), to 88% in 2013-2014 (a 1% increase). Eighty percent (80%) of the 3rd through 8th grade students scored at a proficient

or advanced level on the 2013-2014 PAWS test.

2013-2104 MAP results show increases in the percentage of students at or above the median in grades 1, 4, 5, 6 and 8. The 4th grade cohort group

achieved 100% of the students scoring at or above the median for the past two school years. The 6th grade cohort group steadily improved,

increasing the percent of students at or above the median from 68% in 2011-2012, to 70% in 2012-2013, to 86% in 2013-2014. In addition, the

8th grade cohort group increased the percent of students at or above the median from 64% in 2011-2012, to 90% in 2012-2013, to 93% in 2013-

2014. The 2nd and 3rd grade cohort groups have been identified for targeted instruction and careful monitoring. Sixty-five percent (65%) of the

2nd grade students scored at or above the median during both the 2012-2013 and 2013-2014 school years (as 1st graders). 3rd grade MAP results

show 63% of the students at or above the median despite 83% scoring at or above the median at the end of the previous year (as 2nd graders).

The school will continue to focus on data collection, analysis, and action planning in the area of Reading that includes monitoring student

progress using multiple measures and providing corrective or enrichment instruction as needed. In addition, for the past four summers,

approximately 30 K-6 students identified as at-risk in Reading participated in a Summer Reading Program designed to reduce learning loss over

the break. During the school year, teacher teams will continue to examine the data, revisit the essential learnings that have been identified, review

pacing plans, determine areas of focus, and write action plans to increase student performance in Reading.

WRITING

All 3rd, 5th, and 7th grade students participated in the 2013 State-Wide Writing Assessment System (SWAS). Proficiency results were provided

for 5th and 7th grade. Sixty-five percent (65%) of the 3rd grade and eighty-six percent (86%) of the 7th grade students scored at a proficient or

advanced level.

Increasing achievement in writing was a goal for many years and during the 2010-2011 school year, the focus was narrowed to improving idea

development and organization. Last year, elementary teachers piloted new writing curriculum units. Additionally, Common Core State

Standards aligned rubrics for narrative writing, argumentative writing, and informative writing are being implemented in middle school language

arts classes. Teacher teams continue to experiment with a number of Looking at Student Work protocols and Calibration Protocols for Scoring

Student Work to build consistency in interpreting the standards upon which the rubrics and scoring system are based as well as to determine

strengths and needs to guide instruction.

29

SCIENCE

All fourth and eighth grade students participated in the 2013-2014 PAWS Science testing. School-wide achievement in Science increased

from 58% proficient and advanced on the PAWS test in 2012-2013 to 87% in 2013-2014. The overall results, along with both the 4th and 8th

grade results are well above the state and district averages. Eighty-eight percent (88%) of the 4th grade students scored at the proficient or

advanced level this year. After showing steady improvement over five years, last years 4th grade results decreased from 91% proficient and

advanced in 2011-2012 to 59% in 2012-2013. Eighty-seven percent (87%) of the 8th grade students received proficient or advanced scores

this year.

Science has historically been an area of focus for the school with students at all grade levels engaged in learning scientific concepts and

processes through Science units of study, Science research and presentations, and a variety of outdoor education experiences and field trips.

Additionally, middle school girls participate in the Women in Science Program. As a school we will continue to focus on best practices in

Science and strive to maintain high levels of achievement on a consistent basis.

MATH

Overall school achievement in Math decreased by 3%. Sixty-nine percent (69%) of the Kindergarten through 9th grade students scored at or

above the median on the MAP test in 2013-2014 while 71% were at or above the median in 2012-2013. The same 3% decrease is found when

considering the percentage of 3rd through 8th grade students, with a decrease from 70% at or above the median in 2012-2013 to 68% at or

above the median in 2013-2014. A slightly larger decrease (5%) is evident on the MAP projected proficiency scores for 3rd through 8th grade

students with a drop from 87% in 2012-2013 to 83% in 2013-2014. Fifty-seven percent (57%) of the 3rd through 8th grade student scored at a

proficient or advanced level on the 2013-2014 PAWS test.

2013-2014 MAP results show increases in the percentage of student at or above the median in grades K, 1, 4, 6, and 8. The 9th grade cohort

group has made steady gains in the percentage of students at or above the median over five years (45% in 2009-2010; 53% in 2010-2011; 56%

in 2011-2012; 59% in 2012-2013; 62% in 2013-2014). In addition, there have been increases in the percentage of students scoring at or above

the median over that past three school years for the 8th grade cohort group (64% in 2011-2012; 79% in 2012-2013; 82% in 2013-2014), the

7th grade cohort group (65% in 2011-2012; 67% in 2012-2013; 70% in 2013-2014), and the 6th grade cohort group (68% in 2011-2012; 70%

in 2012-2013; 86% in 2013-2014. The 3rd grade and 5th grade cohort groups have been identified for targeted instruction and careful moni-

toring. 3rd grade MAP results show only 63% of the students at or above the median despite 83% scoring at or above the median at the end of

the previous year (as 2nd graders). Forty-eight percent (48%) of the 5th grade students scored at or above the median, down from 68% at the

end of the previous year (as 4th graders).

The school will maintain the focus on quality instruction and efforts to meet individual student needs in order to achieve high levels of

performance in Math.. During the 2012-14 school years, a new curriculum was implemented for grades K-5. In the 2013-14 school year, up-

dated curriculum updated implemented for grades 6 and 7. This year, additional curriculum resources are being implemented to further ad-

dress Common Core State Standards for grades K-5. In addition, opportunities for enrichment and intervention are provided at all grades, in-

cluding enrichment opportunities for 4th-9th grade students such as Engineering, Gaming and Robotics, and Math Counts.

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