R-2 (Grades K5-12 Reading/English Language Arts)

Shorewood School District Results: Indicators R-2 (Grades K5-12 Reading/English Language Arts)

Certification of the Superintendent: I certify this report to be accurate

Making reasonable progress toward achieving the desired results Making reasonable progress with the exceptions noted Failing to make reasonable progress XX Presentation of Indicators for Approval _____ Presentation of Baseline Data for Approval

Comments: These are the interpretations and indicators for the subject area of reading/ELA from K5 to 12th grade. These indicators are a combination of standardized test scores used in determining school/district school report cards, and classroom based assessments teachers indicated they are used to determine academic mastery in their classroom. Indicators have been determined through grade level conversations with the Director of Curriculum & Instruction. Data will be collected over the summer so that standardized testing data and grade data are reported for the same cohort.

Signed, ______, Superintendent Date: April 25, 2017 Prepared by: T. Joynt

Disposition of the Board: Date: April XX, 2017 Monitoring: ______

Making reasonable progress toward achieving the desired results Making reasonable progress with the exceptions noted Failing to make reasonable progress ______Approval of Indicators ______Approval of Baseline Data

Signed: ______, Board President Date: ______

Comments:

Monitoring Page 1 of 5 Definition of Terms:

 Classroom Assessments Reporting Sheet: The classroom assessments reporting sheet is used by kindergarten teachers to keep track of a kindergarten student’s progress on the following assessments: letter recognition, letter sounds, concepts about print, and phonemic awareness.  High Frequency Words: High Frequency Words assessments help measure a student’s ability to recognize and read high-frequency words, or sight words. These words are essential to fluent reading and, since many are not decodable, repeated exposure and memorization are crucial for student to be able to read quickly and fluently.  Running Records: Running Records allow teachers to assess reading behavior as students read from developmentally appropriate texts. They are used most often to monitor reading behavior and progress. Running Records also help teachers place students with an appropriate text.  Final Grade: A final grade is used to determine a student’s level of readiness in English classes 7-12. These grades are weighted differently depending on the course (some more heavily on literacy, others heavier on writing and communicating). The teacher for each course determines how a final grade will be determined.  Forward: Forward is the state assessment given to 3-8 and 10th graders in the areas of Reading and Math at all grades levels, and Science & Social Studies at the 4th, 8th and 10th grade level.  ACT: The state of Wisconsin offers the ACT to all juniors enrolled in a public school district. This is comprised of English, Reading, Math, Science and Writing.  ELL: English Language Learner. A student whose native language is not English. ELL students have a level between 1 and 6 (a level 7 is a native speaker of English). A level one is experiencing the language for the first time, and level 6 is functioning at almost the same level as a native English speaker.

 SES: Socio-Economic Status. This data is pulled for students that are reporting they need “free” or “reduced” lunch.

Demonstrate mastery in a body of knowledge and skills within each discipline: Reading/English Language Arts

SUPERINTENDENT Interpretation:

Mastery shall mean students have possession, display great skill, knowledge, or technique that will make them successful at the next level of curriculum.

Reading shall mean phonemic awareness, fluency, vocabulary, and comprehension.

English Language Arts shall mean reading, writing, listening, speaking and communicating

Monitoring Page 2 of 5 Superintendent BoE

Reas Failing to Reaso Failing to onabl make nable make e reasonab Progre reasonable Progr le ss* progress* ess* progress*

SUPERINTENDENT Indicators: o K5 o Percent of students that are “Developing” or above on the “Classroom Assessments Reporting Sheet.” o Grades K5-2 o Percent of students that are at their grade level benchmark for “High Frequency Words.” o Grades K5-6 o Percent of students that met their Grade level benchmark for “Running Records” assessments o Grades 7-12 o Percent of student that are “C” or above on their final grade in their English Language Arts class. o Grades 3-8 o Percent of students “Proficient” or better on the Reading section of the Forward Exam o Grade 11 o Percent of students “Proficient” or better on the English section of the Statewide ACT o Grade 11 o Percent of students “Proficient” or better on the Reading section of the Statewide ACT

Superintendent Baseline Evidence:

o Kindergarten “Classroom Assessments Reporting Sheet” Fall 2017 Current Target Fall 2018 % Change Target Hispanic Asian Black White Male Female Non SES Low SES Non ELL ELL Overall

o Grades K5-2 “High Frequency Words” Fall 2017 Current Target Fall 2018 % Change Target Hispanic Asian

Monitoring Page 3 of 5 Black White Male Female Non SES Low SES Non ELL ELL Overall

o Grades K5-6 “Running Records” Fall 2017 Current Target Fall 2018 % Change Target Hispanic Asian Black White Male Female Non SES Low SES Non ELL ELL Overall

o Grades 7-12 “Final Grade” Fall 2017 Current Target Fall 2018 % Change Target Hispanic Asian Black White Male Female Non SES Low SES Non ELL ELL Overall

o Grades 3-8 “Forward: Reading Section” Fall 2017 Current Target Fall 2018 % Change Target Hispanic Asian Black White Male Female Non SES Low SES Non ELL ELL Overall

o Grade 11 “ACT Statewide: English Section” Fall 2017 Current Target Fall 2018 % Change Target

Monitoring Page 4 of 5 Hispanic Asian Black White Male Female Non SES Low SES Non ELL ELL Overall

o Grade 11 “ACT Statewide: Reading Section” Fall 2017 Current Target Fall 2018 % Change Target Hispanic Asian Black White Male Female Non SES Low SES Non ELL ELL Overall

Board Comments:

Next Steps:

Monitoring Page 5 of 5