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.
Domain: "Equitable Educational Opportunities"
Title: "Support English Language Learners"
Description: Using Title 3 funds, Rose Park purchased the EL Achieve Program for all English Language Development teachers. Teachers participated in professional development in effectively using the program for instruction. According to the WIDA Access Composite Level Yearly Growth data for 2017-18 55% of ELL’s met the average of Desired Increase, up from 22% in 2016-17; 15% met the average of Small Increase, up from 7% in 2016-17; and 26% had an Average of Decrease, down from 66% in 2016-17. According to school-wide SAGE/EOL data for 2018, 28% of ELL’s scored proficient in ELA, up from 20% in 2017; 33% of ELL’s scored proficient in Math, up from 27% in 2017; and 17% of ELL’s scored proficient in Science, up from 9% in 2017.
Domain: "Instructional Factors"
Title: "Targeted, Focused Science Instruction"
Description: Rose Park teachers in 5th and 6th grades worked monthly with a district science coach to plan and implement high quality science instruction. In sixth grade, the teachers participated in the cohort to learn and implement the new SEED standards. Scheduled instructional time for science was increased and protected from interruption. Additionally, a school-wide focus on increasing student achievement in reading informational text across content, supported access to science curriculum. According to 2018 SAGE Science data, 31% of fifth grade students achieved a score of proficient, up from 20% in 2017. 31% of sixth grade students achieved a score of proficient, up from 4% in 2017.