Faculty In-Service October 10, 2012

The Data

Student Characteristics Fairbury Schools continue to be higher than the state average.

Student Characteristics Snapshot data from the month of October for each of the years listed.

Student Characteristics The District average will increase as there are approx. 20 students awaiting verification.

NeSA Reading Cohort Data Class of 2020 (This year’s 5 th graders) Girls Growth: 19% Boys Growth: 43% F/R Growth: 37% SPED Growth: 29%

NeSA Reading Cohort Data Class of 2019 (This year’s 6 th graders) Girls Growth: 26% Boys Growth: 33% F/R Growth: 33% SPED Growth: 12%

NeSA Reading Cohort Data Class of 2018 (This year’s 7 th graders) Girls Growth: 21% Boys Growth: 23% F/R Growth: 26% SPED Growth: 7%

NeSA Reading Cohort Data Class of 2017 (This year’s 8 th graders) Girls Growth: 6% Boys Growth: 22% F/R Growth: 3% SPED Growth: 6%

NeSA Reading Cohort Data Class of 2016 (This year’s 9 th graders) Girls Growth: 13% Boys Growth: 10% F/R Growth: 22% SPED Growth: 2%

MAP Reading Cohort Data Class of 2020 (This year’s 5 th graders) Chart shows higher percentages in the 3 rd and 4 th quartiles

MAP Reading Cohort Data Class of 2019 (this year’s 6 th graders) Chart shows higher percentages in the 3 rd and 4 th quartiles

MAP Reading Cohort Data Class of 2018 (this year’s 7 th graders) Chart shows higher percentages in the 3 rd and 4 th quartiles

MAP Reading Cohort Data Class of 2017 (this year’s 8 th graders) Chart shows higher percentages in the 3 rd and 4 th quartiles

MAP Reading Cohort Data Class of 2016 (this year’s 9 th graders) 8 th graders did not test in the spring of 2012.

MAP Reading Cohort Data Class of 2015 (this year’s 10 th graders)

The Data

NeSA Math Cohort Data Class of 2020 (this year’s 5 th graders) Girls Growth: 17% Boys Growth: 41% F/R Growth: 34% SPED Growth: 27%

NeSA Math Cohort Data Class of 2019 (this year’s 6 th graders) Girls Growth: 23% Boys Growth: 29% F/R Growth: 25% SPED Growth: 1%

NeSA Math Cohort Data Class of 2018 (this year’s 7 th graders) Girls Growth: 18% Boys Growth: 36% F/R Growth: 20% SPED Growth: 15%

NeSA Math Cohort Data Class of 2017 (this year’s 8 th graders) Girls Growth: 22% Boys Growth: 7% F/R Growth: 3% SPED Growth: -9%

NeSA Math Cohort Data Class of 2016 (this year’s 9 th graders) Girls Growth: 16% Boys Growth: 6% F/R Growth: 16% SPED Growth: 19%

MAP Math Cohort Data Class of 2020 (this year’s 5 th graders)

MAP Math Cohort Data Class of 2019 (this year’s 6 th graders)

MAP Math Cohort Data Class of 2018 (this year’s 7 th graders)

MAP Math Cohort Data Class of 2017 (this year’s 8 th graders)

MAP Math Cohort Data Class of 2016 (this year’s 9 th graders) 8 th graders did not test in the spring of 2012

MAP Math Cohort Data Class of 2015 (this year’s 10 th graders)

The Data

ACT Data

The Positive Highlights Cohort data is very positive – scores are improving. Cohort data is very positive – scores are improving NeSA scores are showing improvement in the disaggregated areas – Male, Female, Free/Reduced Lunch and SPED NeSA scores are showing improvement in the disaggregated areas – Male, Female, Free/Reduced Lunch and SPED.

New District Goals All students will improve reading comprehension across the curriculum. All students will improve vocabulary across the curriculum All students will improve math skills in the area of number sense. All students will improve math skills in the area of data analysis/probability.

Formative and Summative Assessments C4L Course/Curriculum Assessments MAP DIBELS NeSA

Where do we go from here????

SMART GOALS What are they? What are they? Why use them? Why use them? How do you write them? How do you write them?

What Are SMART GOALS? S pecific, strategic M easurable A ttainable R esults-oriented T ime-bound

Goal Writing:101 Specific: The outcome or end result is very clear to me and all audiences. Specific: The outcome or end result is very clear to me and all audiences. Measurable: You can tell if you have achieved your goal because you can count it or see it. Measurable: You can tell if you have achieved your goal because you can count it or see it. Attainable: While achieving the outcome might be a challenge, it is possible with the current team and resources. Attainable: While achieving the outcome might be a challenge, it is possible with the current team and resources. Results-Oriented: The goal is inline with the results expected by the district CSIP, APR, Building goals and plans. Results-Oriented: The goal is inline with the results expected by the district CSIP, APR, Building goals and plans. Time bound: A specific date has been set by which to achieve the goal. Time bound: A specific date has been set by which to achieve the goal.

Why SMART Goals? Goals are something that you want to achieve in the future Goals are something that you want to achieve in the future SMART goals assist in “getting focused” on what to focus efforts toward SMART goals assist in “getting focused” on what to focus efforts toward SMART goals help define exactly what the “future state” looks like and how it will be measured SMART goals help define exactly what the “future state” looks like and how it will be measured SMART goals show others how their work “aligns” and relates to the focus of the school SMART goals show others how their work “aligns” and relates to the focus of the school

How To Write SMART Goals Identify the “big, hairy audacious, critical-few” goals that need to be worked on (The Most Important Ones!) Identify the “big, hairy audacious, critical-few” goals that need to be worked on (The Most Important Ones!) –Consult the data! –What are the greatest areas in need of improvement? Dig deep and get specific (disaggregate!) Dig deep and get specific (disaggregate!) If all you did was spend time on the identified SMART goals, would the time be well-spent? If all you did was spend time on the identified SMART goals, would the time be well-spent?

SMART GOALS Examples

SMART Goals Examples Within the next 2 years, reduce by 50% the number of students needing remedial reading assistance after 9th grade. Within the next 2 years, reduce by 50% the number of students needing remedial reading assistance after 9th grade. Increase the percentage of students in the proficient and above proficient levels in informative writing skills. Increase the percentage of students in the proficient and above proficient levels in informative writing skills. Develop students’ scientific inquiry skills and understanding of their applications. Develop students’ scientific inquiry skills and understanding of their applications. Increase automaticity of addition and subtraction math facts by 20% within a 6-month period. Increase automaticity of addition and subtraction math facts by 20% within a 6-month period. Reduce from 30% to 5% the percent of students receiving “failure” grades in algebra. Reduce from 30% to 5% the percent of students receiving “failure” grades in algebra.

SMART Goals Examples 60% of 8th graders will score at or above state average on the reading component of the state test. 60% of 8th graders will score at or above state average on the reading component of the state test. Reduce fighting from 46% to less than 10% by spring break. Reduce fighting from 46% to less than 10% by spring break. Improve all students’ application of scientific inquiry strategies to diverse investigative questions demonstrated on the district performance assessment. Improve all students’ application of scientific inquiry strategies to diverse investigative questions demonstrated on the district performance assessment. Increase the number of students in the intermediate and high achievement levels in reading comprehension by at least 4% in grades 4, 8, and 11. Increase the number of students in the intermediate and high achievement levels in reading comprehension by at least 4% in grades 4, 8, and 11.

It’s on Google Docs!