Priority #1
Student Growth
Provide both rigorous and proactive teaching of standards using the elements of intentional design, with a specific focus on helping students help themselves to achieve maximum growth.
| Strategic Priority One | Student Growth |
|---|---|
| Why is this important? | Measures of student academic growth can give teachers a more nuanced understanding of student achievement that is useful for instruction. Academic growth happens for students even when they are below proficiency levels. The teacher gets insights into a student’s starting point and progress throughout the year so that he/she can adapt instruction accordingly. The student is encouraged and applauded for their achievements and given feedback on areas that remain challenging; Their future teachers understand his/her achievement and their starting point for new learning. With growth data, teachers and coordinators are able to better pinpoint whether specific instructional strategies and interventions hold promise and can adjust over the course of the school year. |
| Action steps related to the priority | 1. Testing – MAPS testing will be done in the fall, winter, and spring to diagnose growth and gaps. 2. Interventions – Interventions will be administered for students needing extra support. 3. Goals – Students use growth goals to develop a plan to attain their goals. 4. Planning – Intentional design leads to standards being taught at the correct time and correct grade levels. |
| Evidence of Implementation | -Began using secondary literacy resources in 2020 -Khan Academy is being used for Math -Hiring extra help to fill in gaps -Social Emotional Learning (SEL) focus for grades 6-12 -Began blending learning last year -Provided blended learning training for staff -Using Elementary level online material Teachers: -Teachers have increased time to communicate with families – see survey -Facilities and resources are all 100% as of 3/29/21 -92% of teachers have time to engage in professional development (PD) -96% of students report being allowed to revise their work -Teachers have opportunities to discuss strengths and challenges with students Students: -7% increase in the overall feelings about the school between ’19 and ’20 -Survey shows an increase in students’ perception of the district on every measure -85% of students report feeling supported by adult -61% of students would strongly recommend this school to others (91% overall rating) -There are some discrepancies with student reports of liking school (eg. 25% report not liking school) Families: -30% increase in families reporting that they will be listened to since last school year -100% of families feel that they can speak with Principal when needed -High percentage of parents report involvement in homework and/or interest in school at home -100% of families report that communication is easy to follow and understand -17% of families feel that the school is not a friendly environment |
| Evidence of Impact | Academically we have always been a “good” school. We usually average around 70% that are above average on MAPS. Our demographics are changing; We are starting to have more absences, more students earn Ds and Fs, and there is increased demand on our Response to Intervention (RTI) system. We are working on ways to make sure teachers understand how to handle those situations. |
Documents:
KC Curriculum 25-26
MAPS Scores 25-26
DIBELS 25-26
Professional Development
Teacher Evaluation
Teacher SLO
ACT/SAT Scores
KC Handbook
KC Discipline Form
KC Cell Phone Policy
Attendance Policy
SEL
Additional Info
Intervention
