Schools may choose to describe up to two additional pieces of information about how their school is supporting students. These self-reported indicators are not factored into school accountability calculations but provide the opportunity for schools to highlight successful programs or practices in addition to the indicators included in school accountability.
EQUITABLE EDUCATIONAL OPPORTUNITIES
Reading Support for all Students
Students had their reading abilities assessed three times during the second and first semester of the 2018-19 school year. They were assessed on their middle of year benchmark test, one progress monitor, and one end of year benchmark. The goal of this practice is to identify students who may need extra reading support and then provide interventions to work to ensure that all students are proficient or well above proficient in reading at their grade level. Through this program we were able to provide support to all students regardless of proficiency level and 77% of our kindergarten- 2nd grade students and 72% of our students in 3rd- 6th grade were proficient on the end of level assessments.
Implementing Professional Learning Communities
Teachers built a collaborative environment by participating in collaborative planning twice monthly during PLC meetings. These meetings were conducted during shared planning time that is integrated into teacher's weekly schedules. Each PLC team will report their work to the administration by providing a copy of each meeting's minutes using an online form. Teachers submitted the PLC form documenting their collaborative work 19 times (out of a possible 25 PLC meetings)from February 15th until the end of the school year. Each submission documented the standard discussed and assessed during the meeting and the interventions and extensions provided along with the students who would be part of each group.