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Reinstate Math Lab and Tier 2 tutoring.  PD for SAP teachers. Improve MS student accountability for not meeting academic standards.

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1. Provide time for math teachers of all grade levels and buildings to communicate about course progression.

2. Restructure co-taught classes by taking a closer look at the staff who teach them and the students who qualify or don't qualify for the services.

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Evaluate the resources/curriculum we offer students in our subgroups and work to determine their effectiveness. Between Tiger Time, SAP periods, co-taught classes, credit recovery and study halls our students have multiple opportunities for intervention. Is everyone who needs support getting what they need? Who is delivering support/interventions and do they understand the expectations of their role?  Targeting our resources and reflecting on the effectiveness of our current practices would be helpful.

I believe there is a need for some sort of training in diversity and effectively teaching with a diverse population of students. (I am referring to socioeconomic status, ethnicity, LGBT, EL.) Our entire staff (faculty, support staff, cafeteria workers, custodians, EVERYONE) would benefit from developing a better understanding of our student population.

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Because our subgroups include our EL students, help us to identify these students AND what level they are are so that we can provide appropriate interventions.  Give us more time and guidance to develop these interventions within our departments/content areas.

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Because our subgroups include our EL students, help us to identify these students AND what level they are are so that we can provide appropriate interventions.  Give us more time and guidance to develop these interventions within our departments/content areas.

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Look at demographically similar districts who are successful with their subgroups and identify what they do to close the gap with their subgroups so that we can model strategies/initiatives here.

Analyze service delivery models for students on IEPs in other districts who have more success with closing the gap for their students with special needs. Could we change the way we provide services for students on IEPs so that they have more exposure to the general education content?

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Get an at-risk list from MS for SAP designation. Guidelines for SAP teachers and TigerTime.

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PD for staff dealing with economically disadvantaged students. And a required study skills course early on, followed maybe by some required courses dealing with college and career readiness.

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Accountability at the MS level for those that are not meeting standards (mandatory summer remediation, being retained, or remedial HS courses). Technology for those the are economically disadvantaged.

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We would like to look at Tiger Time and begin to instill the upper levels of enrichment and study that were discussed by the committee a few years ago. Study Halls are also a major issue and a waste of time and resources. We have to focus more on the economically disadvantaged and IEP students in math and ELA.

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With the changing population as evidenced by the increasing amount of economically disadvantaged students coming into our district on a daily basis (transient), are we equipping them and our staff with the proper resources for success?

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1.  Utilize Tiger Time to address students'individual achievement/goals, especially in the GAP groups
2. What can we do for ECD population? What do other districts do to support these students?

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What supports are in place for the SPED and ECD subgroups? Are these resources doing what we think they are doing? Can we better utilize SAP periods?

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1. Reinstating Math Lab. 3. Reinstating Tier2 Tutoring. 2. Assigning students to study hall type periods with content-specific teachers. 3. PD for SAP.

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The largest gaps are consistent across the same subgroups in this data.

Are there external factors affecting this population? Can we minimize this? How?

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Things we are currently doing:

IEP :

We need to continue to expose students on IEPs to as much of the regular education curriculum as possible. We work with them in Tiger Time on the curriculum and ways to fill the gap (students have been moved to be with their case manager during TT in order to keep better track of their progress).

LEP:

Students are able to take ELA within the EL classroom where they received more individualized instruction.

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1. Institute a structured tutoring program involving teachers and students in the role of tutors (ie NHS, StuCo, Future Educators, etc).
2. Communication among the various levels of mathematics taught to provide a more structured progression between topics. Organize ACT-type questions by specific topics that can be shared vertically within the department.

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We could do better in explicitly preparing our students for the ACT. We are currently addressing this through our after-school ACT prep class.

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1. Given the large gap for economically disadvantaged, are our achievement tests simply a test of family income?
2. How much overlap is there among subgroups? Does this explain the IEP/Economically Disadvantaged parallel in the data?

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1. We can better prepare our MAP students before each test to help them take each round seriously and not 'throw' a round to show improvement. We want scores to reflect accurate data of skills and gaps.-We need to find time for all MAP teachers to develop a plan as to how we can achieve this.
2. Take a closer look at the co-taught classes. Is the structure effective for the students on IEPs? Not on IEPs? The teachers (content knowledge, teaching multiple contents)? What improvements could we make to have more effective environments for student success?

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When curriculum standards changed, the resources available remained. As our curriculum develops, so should the materials used

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1. Are IEP accommodations appropriate and beneficial to student success?
2. The longitudinal data shows that students are more receptive to the MAP test the longer it remains in our district.

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1. Offering new classes to fill in Algebra and Geometry Gaps.
2. Working towards common curricula across every teachers class pertaining to state standards, resulting in every student being on the same timeline regardless of teacher.

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Work on improving ACT readiness within our curriculum.

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How can we address helping our IEP students?

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1.  No PE wavers: research finds exercise reduces stress and anxiety, plus leads to higher academic and social/emotional achievement

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Major area of concern: economically disadvantaged: need more access to tech especially with move to more google classroom interventions

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1. Designated lab time for our subgroup populations to work in small groups
2. Continued attempts to personalize the curriculum in order to help students connect to it and recognize its relevance to real world applications

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There needs to be a district focus on math across the curriculum

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- Latin roots within vocabulary acquisition
- Getting kids to slow down and read for comprehension as opposed to flying through passages
- Standard deviation is too high, meaning that students in the same grade/class are very far apart in ability levels

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After an increase of three points between 8th and 9th grade, a nearly 1.0 decrease in Reading takes place between 9th and 10th grade.

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1). Parent engagement needs to be addressed, in order to understand importance of testing.
2). Creating a plan for intervention for Math and Language Arts.

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The same subgroups (IEP and Economically Disadvantaged) continue to pose the biggest gap in Reading and Math throughout the high school.

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If you have a low score on vocabulary acquisition, you will be low on all of the test scores.

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1. Less direct instruction, more differentiation to reach all students regardless of subgroup
2. More cross-den activities to develop struggling areas

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Action step 1: Implement the study of mentor texts (authentic example texts) in all subject areas.
Action step 2: Coach students to pay more attention to details and read purposefully.

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Use Tiger Time to teach test-taking strategies and teach on areas students are struggling most in

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1) Use informational text from Gale resources to increase vocabulary acquisition.
2) Targeted interventions (SAP?) for students in multiple subgroups.

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Vocabulary acquisition and use is a concern across most of the subgroups.
Decline in ELL scores.

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How much overlap exists between the subgroups that show the largest gaps?

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More intervention and individualized attention as well as practice within the classroom regarding the areas or concern (primary documents and reading information).

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How do you help a student with a circumstantial gap in learning (ELL, transient students, ECD, etc.) to meet, or exceed expected goals in the appropriate amount of time for their grade level?

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Reading information, primary documents and informational texts are three major areas of concern for CFHS sub-groups.

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According to the data, students need more practice reading authentic informational texts in preparation for college or career.

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What issues are causing these gaps and how can the World Language Department support students to help close these gaps?

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Create more opportunities for students to analyze informational texts and primary resources and demonstrate mastery. Use tiger time as an opportunity for targeted subgroups to achieve mastery of informational texts.

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For our specific content, we have to provide more opportunities for our students to read informational text as a form of instruction.

We also must provide more social supports to help students that face difficulties outside of the classroom, so that they have a better chance at achievment inside the classroom.

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Informational texts seems to be an issue with all subgroups.

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Each of the subgroups identified have similar levels of gaps in achievement. Gaps lessen as grade level increases, but large discrepancies occur between the subgroups.

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Proficiency in informational text seems to be an area of concern across a variety of CFHS sub groups, specifically with the African American population

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Reflection - Same 3 subgroups have the biggest gaps. How can we identify what issues are causing these particular gaps. Question - how many of these students overlap subgroups and what strategies can be used to close these gaps?

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Biggest gaps in both reading and math were the same three subgroups - IEP, African American, and LEP