Tier 1 Report

Tier 1 Finall Report June 16, 2009

Fi Year Five Y Pl Plan Initiatives I ii i • • • • •

AIMSweb Mathletics V Voyager Math M h READ 180 Efficacy ! Staff Survey Results ! Parent Efficacy Training Update

• Rochester R h P Public bli Schools S h l and d the h Diversity Di i Council C il

AIMSweb ! AIMSweb BENCHMARK: Screening g tools used with all students 3 times a year to identify at-risk students to consider for intervention. ! AIMSweb PROGRESS MONITORING: Used weekly, bi-weekly, or monthly to monitor the progress of students and to make adjustments to instruction for students receiving interventions. interventions

AIMSweb Assessments Include… Test of Early Numeracy (K-1) ! ! ! !

Oral counting N b identification Number id tifi ti Quantity discrimination Missing number

Math CBM (1-5) Math-CBM (1 5) Computation/Facts Test of Early Literacy (K-1) ! ! ! !

Letter Naming Fluency Letter Sound Fluency Phonemic Segmentation Fluency Nonsense Word Fluency

Reading-CBM (K-5) Oral Reading O g Maze-CBM (1-5) – optional Reading Comprehension

District s c Results es s from o Elementary e e a y Level: e e Mathematics Computation

Grade 2 – Fall,, Winter and Spring

Grade 3 – Fall,, Winter and Spring

Grade 4 – Fall,, Winter and Spring

Grade 5 – Fall,, Winter and Spring

Mathletics ! Supplement pp to Everyday y y

Math Curriculum ! Provides intensive

intervention designed to accelerate students’ achievement

1st Grade Unit 1H: Fact Families - 27 total points

2ndd Grade d Unit i 1G: Money - 15 total points

Mathletics Next Steps • Expand use of Mathletics to Tier II and some Tier III sites (i.e., primarily for Special Education students at Tier III) • Utilize district developed curriculum guide to align i t intervention ti with ith core iinstruction t ti

Vo age Voyager Vmath V th is i a math th iintervention t ti program designed d i d ffor thirdthi d through eighth-grade students who struggle in math. • Targets learning gaps and helps build a strong foundation in the essential skills of numeracy • Flexible methods of implementation • Scaffolded instruction with built-in error analysis • Multiple assessment opportunities identify students’ needs and provide continuous student feedback that is critical to instilling confidence and student growth • VmathLive - the online component of Vmath – increases students’ time on task as they can practice math independently, prepare for tests, and compete in games and puzzles against other students across the globe in real-time competitions

Initial/Final by Demographic Category: All Grades 100.0% 3GR 4GR 5GR 6GR 7GR 8GR

90.0% 80.0% 70.0%

ELL 44 33 25 28 28 34

F/R Lunch SPED All 70 12 105 60 28 85 58 17 97 59 22 121 65 37 115 62 19 127

60.0% 50.0%

ELL Initial ELL Final

40.0%

F/R Initial 30.0%

F/R Final Fi l SPED Initial

20.0%

SPED Final 10.0% 0.0%

All Initial All Final 3GR

4GR

5GR

6GR

7GR

8GR

ELL Initial

27.0%

25.5%

27.0%

38.7%

30.0%

31.7%

ELL Final

63.1%

45.3%

45.2%

55.2%

47.2%

45.3%

F/R Initial

27.3%

26.4%

28.1%

38.2%

33.8%

34.0%

F/R Final

60 8% 60.8%

46 4% 46.4%

43 2% 43.2%

56 9% 56.9%

49 4% 49.4%

48 2% 48.2%

SPED Initial

28.7%

27.5%

25.8%

34.4%

34.3%

28.1%

SPED Final

54.2%

44.9%

41.1%

54.2%

45.2%

51.2%

All Initial

28.0%

27.8%

28.8%

38.2%

34.4%

34.5%

All Final

62.2%

47.7%

45.4%

58.3%

50.5%

51.0%

Initial/Final by Race All Grades 100.0% 90.0% 8 % 80.0% 70.0%

Asian

Black

Hispanic White

All

3GR

12

27

20

41

105

4GR

10

25

13

35

85

5GR

4

19

15

57

97

6GR

15

23

10

72

121

7GR

11

30

10

64

115

8GR

17

32

6

72

127

60.0% 50 0% 50.0%

Initial (Asian) Final (Asian)

40.0%

Initial (Black)

30.0%

Final (Black)

20 0% 20.0%

Initial (Hispanic) Final (Hispanic)

10.0% 0.0%

Initial (White) 3GR

4GR

5GR

6GR

7GR

8GR

Initial (Asian)

27 3% 27.3%

31 0% 31.0%

29 5% 29.5%

37 6% 37.6%

32 4% 32.4%

35 3% 35.3%

Final (Asian)

65.8%

50.8%

43.5%

54.9%

58.7%

54.0%

Initial (Black)

27.9%

23.8%

27.9%

39.2%

32.6%

32.8%

Final (Black)

55.2%

43.4%

40.1%

60.0%

48.9%

43.8%

Initial (Hispanic)

27.7%

27.8%

28.1%

33.8%

30.2%

34.3%

Final (Hispanic)

62 7% 62.7%

49 1% 49.1%

47 1% 47.1%

48 4% 48.4%

40 4% 40.4%

54 0% 54.0%

Initial (White)

29.1%

29.1%

29.6%

38.8%

36.2%

35.1%

Final (White)

65.8%

49.8%

47.1%

60.0%

51.4%

53.3%

All Initial

28.0%

27.8%

28.8%

38.2%

34.4%

34.5%

All Final

62.2%

47.7%

45.4%

58.3%

50.5%

51.0%

Final (White) All Initial All Final

V Voyager: Next N t Steps St • Expand use of Vmath to Tier II and some Tier III sites (i.e., primarily for Special Education students at Tier III) • Use “out-of-level” with some students with special needs • Incorporate program updates which include: Assessment •Incorporation of Quantile Framework

Instructional Design •8 modules •4 page lesson format •Hands on lessons built in •Hands-on •Gizmos lessons built in

Technology •Gizmos simulations

New Features •Included ELL/SpEd strategies •Concept development •Problem solving g and algebraic g thinking •Reteach lessons

READ 180 80 A research-based, intensive reading intervention program designed for students in elementary through high school who are reading below grade level

Executive Summary • A At end d off year, 8 off 13 schools h l demonstrated d d approximately i l 2 years’ growth. • At the end of the year, 3 of 13 schools were within 15 Lexiles of making ki 2 years off growth. th • One school, Golden Hill began the program mid-year and made over a year’s growth in that time. • Students St d t with ith a hi higher h number b off READ 180 8 software ft sessions i had higher Lexile gains. • Teachers demonstrated increasing mastery of READ 180 instructional model and practices during coaching visits. visits

Summary y Gains Mean Lexile Gain for READ 180 Students by Elementary School 300

275 252

250

236 116

Lexile Gain

200

203 125

108

2 years’ G Growth th

58

150

1 year’s

100

Growth

159 128

127

145 1/2 year’s

50

Growth

0 n =46e/45m Bamber Valley ES

n =55e/46m Riverside Central ES Mid-year Gain

n =56e/49m Ben Franklin ES

n =58e/50m Gage ES

Mid to End of Year Gain

All ll elementary l schools h l showed h d positive gains. * n = # students analyzed at end and mid-year of implementation. 100 Lexiles is approximately equal to a years growth at grades 3-5.

Summary y Gains Mean Lexile Gain for READ 180 Students by Middle School 250

200

200

198 180

Lexile Gain

68 150

48

122

2 years’

135

Growth

65

100

1 year’s ’

130 50

Growth

132

78

70

0 n =36e/30m Kellogg MS

n =9e/8m Friedell MS Mid-Year Gain

n =107e/90m John Adams MS

n =30e/25m Willow Creek MS

Mid to End of Year Gain

All middle schools showed positive gains. * n = # students analyzed at end and mid-year of implementation. 75 Lexiles is approximately equal to a years growth at grades 6-8.

1/2 year’s Growth

Summary y Gains Mean Lexile Gain for READ 180 Students by High School 120

109 100

28

80 Lexile Gain

2 years’

93

Growth

90

71

35 47

66

60 1 year’s Growth

40

81

69 58

66

43

20

Growth

2 0 n =115e/92m John Marshall HS

n =29e/43m Century HS

n =52e/55m Mayo HS

Mid Year Gain Mid-Year

1/2 year’s

n =15e/11m Burr Oak

n =44e/0m Golden Hill

Mid to End of Year Gain

All high schools showed positive gains. • n = # students analyzed at end and mid-year of implementation. 50 Lexiles is approximately equal to a years growth at grades 9-12. • Golden Hill not included in mid-year data export.

Subgroup Analysis Lexile Gain for Elementary Students 300 263 253 242

250

Le exile Gain

200

111

242

240

239

232

230

226

223 2 years’’

106 130

127

90

112

95

96

Growth

78 121

150

1 year’s

100

Growth

152

147 112

50

0

n =90e/87m Caucasian

n =75e/59m Not Free & Reduced Lunch

n =23e/23m Asian

115

n =38e/33m Hispanic

149

128

137

134

148 102

n =98e/83m Female

Mid-Year Gain

No demographic groups with 20 or less records to exclude.

n =117e/107m Male

n =140e/131m Free & Reduced Lunch

Mid to End of Year Gain

n =77e/69m ELL

n =52e/47m African American

n =57e/52m SPED

1/2 year’s Growth

Subgroup Analysis Lexile Gains for Middle School Students 200 186

184

180

173

173

160 74

Le exile Gain

140

74

145

48

2 years’

143 135

77 42

120

Growth

32

68 100 80 60

1 year’s

112

110

Growth

125 101

96

40

103

77

1/2 year’s Growth

20 0 n =116e/91m Not Free & Reduced Lunch

n =138e/111m Caucasian

n =138e/102m Male

n =107e/79m SPED

Mid to End of Year Gain

n =71e/57m Female

Mid-Year Gain

Demographic groups with 20 or less students excluded: Asian, Hispanic, Native American & ELL.

n =28e/26m African American

n =93e/68m Free & Reduced Lunch

Subgroup Analysis Lexile Gain for High School Students 120 111 105

104 2 years’

100

92 39 47

Lex xile Gain

80

46

22

Growth

89

88

87

22

21

22

60

68

67

24

1 year’s ’

35 40

72

70 58

58

67

67

65 1/2 year’s

44

20

0

G Growth th

32

n =112e/109m Caucasian

n =115e/101m Free & Reduced Lunch

n =105e/96m Female

Growth

n =28e/24m Asian

Mid-Year Gain

n =123e/99m Male

n =113e/94m Not Free & Reduced Lunch

n =44e/32m ELL

Mid to End of Year Gain

Demographic groups with 20 or less students excluded: Asian, Hispanic, Native American & ELL.

n =75e/42m SPED

n =53e/53m African American

READ 180: 80 N Nextt St Steps • Expand use of READ 180 to Tier II and some Tier III sites • Purchase the Lbook to support instruction for students who are English Language Learners • Use of co-teaching model in targeted classrooms • Purchase of the STRETCH Strategy Guide which is designed to support high school students with strategies for thinking deeply, reading critically and writing analytically

Professional Development

Pacific Education Group Pacific Education Group is a company committed to the mission of addressing systemic issues of educational inequity by providing guidance to districts as to how to meet the needs of underserved student of color populations.

• Leadership d hi Training i i • Site Equity Leadership Team (SELT) • District Equity Leadership Team (DELT) ! Th The main i ttask k off DELT is i to t lead, l d oversee, and d manage the th dynamic d i processes of transformational change. PEG helps p educators focus on heightening g g their awareness of institutional racism and developing effective strategies for closing the achievement gap in their schools. A foundation for PEG-led principal leadership development and teacher action-research work is Beyond Diversity, a nationally recognized seminar aimed at helping administrators, teachers, students and parents identify define and examine the powerful intersection of race and schooling. identify, schooling

Efficacy: Staff Update

E d off Year End Y Status St t • Ad Administered i i d 4th Quarter Q Efficacy Effi Survey S to Tier Ti 1 sites i • Identified areas of need for Tier 1 buildings and staff for 2009 2010 2009-2010 • Met with Tier 2 schools to collect information on current initiatives and needs • Based B d on their h i ffeedback, db k we are d developing l i iindividual di id l roll out plans for the 2009-2010 school year

4th Quarter Efficacy Survey Tier 1 Sites Efficacy y Survey y & Needs Assessment Name: ___________________ Area: ____________ Building: Please place a 1, 2, or 3 next to the top three areas of need that could be served by an Efficacy coach for the 2009-2010 school year. year _____ Identify Proficiency Targets (Essential Outcomes) _____ Refine Targets _____ Develop p Common Formative Assessments _____ Manage Classroom data and put into a useful form for ease of analysis _____ Manage Department/Team data and put into a useful form for ease of analysis _____ Manage Building data and put into a useful form for ease of analysis _____ Facilitate data-based team meetings _____ Help me make useful feedback and select strategies for improvement _____ Help my team make useful feedback and select strategies for improvement _____ Help my building make useful feedback and select strategies for improvement _____ Observe a classroom lesson/student interaction and provide supportive feedback as it relates to strategies _____ Provide access to needed data _____ Provide more information on growth mindset and self efficacy

S Survey: Pl Planning i ffor the th Future F t • The new survey format offers a much more useful tool to identify specific needs for individual teachers, teams, and b ildi buildings. • Coaches will contact Tier 1 staff early in 2009-2010 to develop pp plans based on their needs assessment requests q from this spring.

Tier 1 : 4th Q Quarter Efficacy Survey Data Elementary Schools 1.

Help my team make useful feedback and select strategies for improvement

2 2.

Manage classroom/ team/building data and put into useful format for ease of analysis

3.

Develop common formative assessments

Middle School

High Schools

1.

Manage classroom/team/ building data and put into useful format for ease of analysis

1.

Manage classroom data and put into useful format for ease of analysis

2.

Help me/my team/my b ld building make k useful f l feedback and select strategies for improvement

2.

Identify proficiency t targets t

3.

Manage building data put into useful and p format for ease of analysis

3 3.

Provide access to needed data

4th Quarter Efficacy Efficac Survey: Sur e : Sample School Number off Responden nts

40 35 30 25 20 15 10 5

13

15

40 35 30

0

Identify Proficiency Targets

Develop Common Formative Assessments

25 20 15

38 31 29

10 5 0

Manage Classroom Manage Manage Building data data and put into Department/Team and put into useful useful format for ease data and put into format for ease of of analysis useful format for ease analysis of analysis

4th Quarter Efficacy Efficac Survey: Sur e : Sample School 40 35 30 25

27

20 15

40

10 5

8

13

0 Observe a classroom Facilitate Data-based Help me/my lesson or student team meetings team/my building make useful feedback interaction and and select strategies provide supportive for improvement feedback as it relates to strategies

35 30 25 20 15 5 10

16

5

14

0 Provide access to needed data

Provide more information on growth mindset and self efficacy

Comments from Tier 1 Sites • I derived so much from your observation of my teaching. By directing my attention to the p positive yyou boosted myy morale and encouraged g me g greatly. y • I need help with managing data, feedback, and figuring out how to use it to help kids. • Regarding Proficiency Targets: Write a kid friendly version of the targets. • I appreciated your help with the Voyager data! Would appreciate that continuing. • Data D t drives d i our staff t ff d development l t and d tteaching. hi T Teachers h have h a full f ll plate. l t W We need d to have a person provide consistent, accurate data in a location that is accessible for study. • One of the primary issues of communication with our department is not having enough time/coaching to analyze data.

Tier i 2 School h l Plans l ffor 2009-2010 • Effi Efficacy C Coaches h met with i h Tier Ti 2 schools to collect information and identify needs In collaboration with needs. each site, we are developing individual roll out plans for the 2009 2009-2010 2010 school year that support their current initiatives.

Tier 2 Sites Bishop Elementary Jefferson Elementary Pinewood Elementary Sunset Terrace Elementary Friedell Middle Kellogg Middle Will Willow C Creek k Middl Middle Mayo High

Parent Efficacy:

Rochester Public Schools y Council and the Diversity

Parent Efficacy Impact Total Number (Percent) of Students with Parents/Guardians in Attendance by Ethnicity Asian/Pacific Islander 57 (9%)

American Indian/Alaskan Native 2 (1%)

Hispanic 76 (11%)

Black 59 (9%)

White 473 (71%)

Total = 473 parents of white students Total = 194 parents of black and brown students (30%)

Parent Efficacy y Impact p Total Number (Percent) of Parents/Guardians in Attendance by Ethnicity * American Indian/Alaskan Native 2 (1%)

Asian/Pacific Islander 26 (7%) Hispanic 31 (9%)

Black 28 (9%)

White 241 (74%)

Total = 241 parents of white students Total = 87 parents of black and brown students (26%) * A total of 421 adults have attended training. 328 were parents of students in Rochester Public Schools. 93 are adults who did not designate their relationship with Rochester Public Schools.

Summer Efficacy Trainings Date

Time

Location

June 10, 17, 24

1pm- 2:15pm

Hawthorne Education Center

June 11,18

10am – 11:50am

Hawthorne Education Center

June 11, 18

1pm-2:30pm

Hawthorne Education Center

June 24

9am-12pm

Century High School- Forum Area- Summer of Service

June 29 & June 30 ((2 sessions)-SPANISH i ) SPANISH

7pm- 8:30pm

Rochester Public LibraryM i R Meeting Room B

July 18

10am-1pm

Rochester Public Library Meeting Room B

July 22

9am-12pm

Century High School- Forum Area - Summer of Service

July 30

9am-12pm

Century High School- Forum area- Summer of Service

August 4

9am-12pm

Century High School- Forum Area- Summer of Service

August 6 & 13 (2 sessions)

7pm- 8:30pm 7pm

Rochester Public Library

August 22- SOMALI

TBD

Somali Parents at RIYO Education Center 1405 Marion Road SE #105

September 25 ENGLISH SPANISH

5:30pm - 8:30pm 5:30pm – 8:30pm

Friendship Place

NOTE:

Childcare, Transportation, Interpreter service available upon request

Please let us know at the time of registration if you need it.

Children are the living messages we send to a time we will not see… ~ Neil Postman