1. Parent Discussion Meeting
Johnson School of the Arts

2. Reporting Requirements to the State for Adequate Yearly Progress (AYP)
Achievement for reading and math
Participation rate goal: 94.5% at time of testing
High School graduation rate goal: 89.4%
Attendance rate goal for elementary/middle school: 95.8%
Say: “Here are some items you may have recorded.”
In addition to reporting proficiency, participation, graduation and attendance are reported.
Refer participants to IDM PowerPoint for specific student achievement goals.
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3. A Watch School
In January 2004, a report was issued by the Iowa DE identifying school buildings and districts which did not meet requirements for AYP for one year.
These school buildings and/or districts are placed on a “One-Year Watch List”. They are not subject to any federal sanctions but are encouraged to analyze achievement results and determine why goals were not met.
Direct participants attention to the schools in AEA10 that are on the watch list—see handout.
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4. Schools in Need of Assistance
If a school building or district
doesn’t meet AYP for two years, then the school or district becomes a school in need of assistance (SINA).
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5. During the first year of being designated as SINA…
Any student may transfer to another public school in the district (as long as this building is not a SINA school).
Transportation to this school is provided by the district.
Technical assistance is provided by the AEA support team in partnership with LEA leadership team.
Two year action plan is developed.
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6. What does being an official SINA School mean?
Title I schools are required to…
Complete an audit and diagnose the findings in order to determine root causes,
develop & implement a two-year action plan,
develop a budget to support the first year of the action plan, and
submit the action plan and budget for peer review.
Note that this is a summary of the SINA Support process until the plan is submitted to the DE for approval.
These requirements are imbedded in the five stages you will see on the next slide.
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7. BUILDING CAPACITY Audit Phase Evaluation Phase Diagnosis Phase
State Support for Schools in Need of Assistance
Audit Phase
Evaluation Phase
Diagnosis Phase
Implementation Phase
Insert in the handout a full size picture of the support process.
The purpose for this slide is to provide participants with a brief review of the entire State SINA Support process. Points in the support process to emphasize:
Key questions for each phase - these provide a summary of the goal for each phase
Here are the key questions:
Audit Phase: What is the current reality in the District/School?
Diagnosis Phase: Based on the Audit data, what is the highest priority and what do we need to do? Be sure to emphasize that this phase is designed to look at why the problems exist and what we might do about it.
Design Phase: What is our plan to meet our goals? Be sure to emphasize the need for formative evaluation throughout the implementation of the action plan.
Implementation Phase: Is the plan being implemented as designed? Be sure to emphasize the need for implementing the plan, including the research-based professional development, with fidelity, but to remain flexible if the formative data indicates that parts of the plan are not working.
Evaluation Phase: Is the plan producing the results we anticipated? This includes looking at student achievement data as well as other summative data like climate/culture survey data, implementation logs related to the professional development, etc. The key indicator will be the student achievement data - has it improved and by how much.
After sharing the overview, stop and have the participants check their understanding of the first three slides with a partner. You might have them share a key learning, a new “aha”, and possibly have a few participants share with the whole group. Encourage participants to see the alignment with this support framework and CSIP.
As the audit is the first step, let’s begin with a good review of the audit.
Design Phase
BUILDING CAPACITY
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8. Johnson School of the Arts Mission Statement
The Johnson Elementary School of the Arts community is an innovative, respectful, educational environment focusing on academic achievement through an arts infused curriculum. Our model embraces diversity and provides enriched opportunities to meet individual learning needs.
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9. Areas of School Improvement Focus at JSA
Reading
Math
Social/Emotional Growth
Arts Infusion
Motivation/Morale
Social Studies/ Science
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10. Current Services in Reading at JSA
Assessment information used to guide teaching
At home reading requested by classroom teacher every night
School-wide Title Teachers (5 staff)
Reading instruction scheduled on a block with Title, Special Education, and Classroom teacher support
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11. School Improvement Actions
Analyze student data for benchmark achievement as well as growth results. Use analysis to set goals and monitor progress.
Staff learning in the five components of literacy instruction
Staff learning on preparation for standardized testing
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12. Looking deeply at student data…
Charting ERA growth of students according to benchmarks and expectations
Monitor individual student growth of students on the ITBS. JSA Fourth Graders made an average of 0.9 growth on the Reading Comprehension NGE.
For example, one fourth grade student scored 1.1 NGE in the third grade and 3.0 NGE in the fourth grade on the Reading Comprehension test giving excellent growth, yet the student is still not proficient according to benchmarks and expectations
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