1. 2014-15 End-of-Year Goals Report

2. The District’s goals for 2014-15 are: 1.100% of Ripon teachers will use a data dashboard to monitor the Response to Intervention (RtI) procedures and practices implemented by their school as part of the RASD comprehensive RtI Model. 1.100% of Ripon teachers/educational specialists will write a Student Learning Objective (SLO) to demonstrate student growth aligned to the school literacy SLO.

3. The District’s goals for 2014-15 are: 100% of Ripon teachers will use a data dashboard to monitor the Response to Intervention (RtI) procedures and practices implemented by their school as part of the RASD comprehensive RtI Model. This is the first year for the RtI dashboard goal. The administrative team requests that this goal be carried over to next year. This past year multiple dashboard software systems were reviewed. A small team from across the district complete a pilot with one dashboard. In June, the administrative team recommended using Educlimber for the 2015-16 school year. The software would be used in all buildings by the administration and the RtI teams in each school next year.

4. RHS/LCHS End-of-Year Goals Report SLO & RtI Information

5. ​​ During the 2014-15 school year, each high school student in the 2017 graduating class will show growth and/or achievement in literacy by gaining important content vocabulary as evidenced by RHS/LCHS Building SLO assessment. Students with a score of 90.1%-100% at the beginning of the year will remain or show growth within the 90.1%-100% range by the end of the year. Students with a score of 80.1%-90% at the beginning of the year will improve by an average of 10%. Students with a score of 70.1%-80% at the beginning of the year will improve by an average of 10%. Students with a score of 60.1%-70% at the beginning of the year will improve by an average of 10%. Students with a score of 0-60% at the beginning of the year will improve their score by at least an average of 10% by the end of the year. School Learning Objective

6. End-of-Year Status of Goal ​ At the completion of the SLO cycle for the 2014-2015 school year, RHS/LCHS has met the goal that it created. Each percentile group that was designated in the RHS/LCHS Building SLO, demonstrated 10% as group, when all of the data was collected and averaged. In particular, there were tremendous gains made by the 0% to 60% group, which saw the number of students sitting in this group decreased by 363 students. That is a decrease that was not anticipated by the BLT group that helped to write the RHS/LCHS Building SLO, but it was one that the group was very pleased to see. Additionally, the data also shows that the top percentile group increased by 183 students. Again, this huge increase was not expected by the BLT group, but it is indicative of the emphasis that the faculty placed on developing vocabulary skills not only in the students who needed the most intervention work, but also with the students who needed additional academic challenges. Overall, the faculty of RHS/LCHS deserves a great deal of credit for making vocabulary a focus in each and every single class. The students of RHS/LCHS will demonstrate the benefit from this SLO, on their assessments not only in their classes, but also on the state standardized tests that they are required to complete.

7. Evidence Of Goal Completion ​​ This is an overall snapshot of the post-test data for the 2014-2015 RHS/LCHS Building SLO, which is posted below. Aggregate Number of students per category for RHS/LCHS 90.1%-100%234 80.1%-90%202 70.1%-80%163 60.1%-70%103 0-60%126

8. Evidence Of Goal Completion https://docs.google.com/a/ripon.k12.wi.us/spreadsheets/d/1S92z- vbgWpV1TyiPfYMcES_wMCK984fYVKw_OL1Pgfg/edit#gid=145704432

9. Lessons Learned ​ In the end, the faculty of RHS/LCHS was able to successfully complete it's first Building SLO process. While there will be adjustments to the Building SLO assessment template that was utilized this school year, and the faculty will also be required to attach a grade to the SLO assessments that the students take, the overall process went smoothly. Next school year however, there will be a building SLO that is already in place before the 2015-2016 school year begins. The assessment template will already be adjusted, and there will be specific designated late start meeting task to complete at the beginning of the 2015-2016 school year, in order to help begin the SLO process much sooner than it did during the 2014-2015. There were also faculty members who felt rushed with the process, especially faculty members who had semester only classes, and working on these SLO items in advance of next school year, will help to alleviate any undue stress that was placed on the staff this school year. The 2014-2015 RHS/LCHS Building SLO however, earned the entire faculty a score of 3, and it also helped to improve the vocabulary skill sets of the sophomore class. This will be particularly important, as that sophomore group heads into 11th grade, where they will be required to take the ACT Test.

10. RHS/LCHS DataWall ​​

11. RHS/LCHS DataWall The data wall continues to be a driving force behind the way that the Student Services Team and the Faculty at RHS/LCHS monitors the progress of our students. We believe that with the continuation of our SLO Goal for next school year, we will be able to reduce the number of juniors who are credit deficient, and thus keep our students on track to graduate with their peers.

12. RMS/CCMS End-of-Year Goals Report SLO & RtI Information

13. #1. During the 2014-15 school year, each middle school student identified as "Economically Disadvantaged" Status (non-special education) under the Wisconsin Student Assessment System (WSAS) and targeted by collaborative teams will show considerable growth and/or achievement in literacy by gaining important content vocabulary as evidenced by rubric scores using writing rubrics aligned to the Common Core State Language Standards for Literacy in All Subjects. All identified students with a score of 3 or higher at the beginning of the year will remain at a 3 or higher by the end of the year; all identified students with a score of 2 at the beginning of the year will attain a score of 3 or higher by the end of the year; all Identified students with a score of 1 will attain a score of 2 or higher by the end of the year OR the total rubric score increase for all identified students combined will be equal or higher than the total number of students in that group scoring a 1 or 2 at the beginning of the year. RMS/CCMS SLO #1

14. RMS/CCMS SLO #2 #2. During the 2014-15 school year, each middle school student identified as "Economically Disadvantaged" Status (non-special education) under the Wisconsin Student Assessment System (WSAS) and targeted by collaborative teams will show considerable growth and/or achievement as evidenced by their scale scores on the STAR Reading and Math Assessment Screener. Economically Disadvantaged students will meet or exceed the "moderate growth rate" that corresponds with their percentile rank achieved with each of three screeners OR the total growth for all targeted students combined will be more than 1941 scale score points in Math and 3409 scale score points in Reading by the end of the 2014-15 school year.

15. End of Year Goal Status All of the collaborative teams met their SLOs. Some of the collaborative teams exceeded their goals. Had we done a more complete job of writing our SLOs, nearly all teams would have exceeded their goals. What does that mean? It means our collaborative teams did an excellent job in all areas. We spent the entire year working with data, analyzing scores, writing objectives, creating RtI plans, and helping individual students achieve to a higher level. The most rewarding part of the entire process was the SLO scoring meetings I had with each team. I was surprised, because I thought it would be more routine. However, what I found is that it was a unique opportunity to meet with each team and have a deep discussion about the intricate details of the entire year. These conversations were the most rewarding and informative sessions of the entire year and set the tone for making improvements next year.

16. Collaborative Team Data Example

17. Lessons Learned ​ We learned that it is vitally important to read, re-read, evaluate, re-evaluate, and discuss the SLO language many times. Even with a high degree of attention paid by a large number of educated adults, we still found an error in our SLO language that prevented us from exceeding our goal. Small differences in the language make logic errors that are inescapable. We created the "either/or" goals to allow for two different options for goal completion. For these particular goals, some teams did not exceed the goal based on the first half of the goal statement, so they looked at the second part of the goal statement that reads: “the total rubric score increase for all identified students combined will be equal or higher than the total number of students in that group scoring a 1 or 2 at the beginning of the year.” The part of the goal that reads "equal or higher than" means that if the students scores were MUCH higher, the team could still only meet the goal. Instead, the goal should have read, "at least equal to". This would allow teams to score an "exceeds" if the scores were higher than equal.

18. MPES/Quest End-of-Year Goals Report SLO & RtI Information

19. Murray Park and Quest Elementary Schools During the 2014 -15 school year, 100% of the students will improve in comprehension and/or fluency as measured by the DRA assessment. Each student will move up at least one grade level in instructional reading from spring 2014 to spring 2015. Furthermore, students who are below grade level will increase their instructional reading level by 1.5 years or grade level expectations or the class as a whole will meet or exceed the total average expected growth goal target. (10 points) Each classroom made the average expected growth.

20. Murray Park and Quest Elementary Schools Each classroom made the average expected growth. Third Grade Classrooms Room A - 10.8 Room B - 13 Room C - 12.3 Room D - 15 Room E - 10 All but 13 students are at or above grade level.

21. Murray Park and Quest Elementary Schools Fourth Grade Classrooms Room A - 13.8 Room B - 13 Room C - 10.56 Room D - 18.26 Room E - 16.36 All but 15 students are at or above grade level.

22. Murray Park and Quest Elementary Schools Fifth Grade Classrooms Room A - 12.25 Room B - 14.5 Room C - 15.88 Room D - 11.67 Room E - 13.8 All but 13 students are at or above grade level

23. Murray Park and Quest Elementary Schools Lessons learned from the teachers are posted in the 2015 End-of-Year Goals Report - Narrative2015 End-of-Year Goals Report - Narrative

24. BPES/Journey End-of-Year Goals Report SLO & RtI Information

25. During this school year, 100% of the kindergarten students will improve in comprehension and fluency as measured by DRA. Each student will move up at least a grade level in instructional reading from fall to spring. Furthermore, students who are below grade level will increase their instructional reading level by 1.5 years, or grade level expectations or the class as a whole will meet or exceed the total average expected growth goal target. Mid Year DRA: 2 End of the Year DRA: 4 #84 students or 83% of our kindergarten students reached or exceeded end of year grade level benchmark expectations. #17 students or 17% of our Kindergarten students did not reach end of year grade level benchmark expectations.

26. During this school year, 100% of the first grade students will improve in comprehension and fluency as measured by DRA. Each student will move up at least a grade level in instructional reading from fall to spring. Furthermore, students who are below grade level will increase their instructional reading level by 1.5 years, or grade level expectations or the class as a whole will meet or exceed the total average expected growth goal target. Mid Year DRA: 12 End of the Year DRA: 16* #73 students or 78% of our first grade students reached or exceeded end of year grade level benchmark expectations. #21 students or 22% of our first grade students did not reach end of year grade level benchmark expectations. * In April 2015 the end of the year grade level benchmarks were adjusted to reflect a change of the district testing timeline.

27. During this school year, 100% of the second grade students will improve in comprehension and fluency as measured by DRA. Each student will move up at least a grade level in instructional reading from fall to spring. Furthermore, students who are below grade level will increase their instructional reading level by 1.5 years, or grade level expectations or the class as a whole will meet or exceed the total average expected growth goal target. Mid Year DRA: 24 End of the Year DRA: 28* #102 students or 93% of our second grade students reached or exceeded end of year grade level benchmark expectations. #8 students or 7% of our second grade students did not reach end of year grade level benchmark expectations. #4 of the #8 students are receiving services in special education and #1 of the #8 students moved to the district in February. #3 students or 3% of the students who are below benchmark are regular education students who attended the full academic year. * In April 2015 the end of the year grade level benchmarks were adjusted to reflect a change of the district testing timeline.

28. Student Progress Monitoring Template

29. SLO Reflection Throughout the year, staff members met in collaborative grade level teams to discuss student needs, specific student skill deficits, reading strategies and student progress. These discussions then guided regular instruction in the area of reading and determined our Response to Intervention (RtI) and Title I groups. In addition, staff members attended workshops in the area of reading instruction and worked with Nicole Lehr, Literacy Coach (Cesa #6) and Jill Puhlmann-Becker, RASD Reading Specialist to learn more about phonics instruction and running record assessments. Running records help us better focus on student strengths and error patterns which is extremely beneficial in determining remediation efforts. In the end, all grade level teams met or exceeded their SLO using the total average growth goal target model. Of particular interest are the results of our second grade students. Of our #107 students, only #8 of these students (or 7%) did not meet grade level benchmarks. Of these #8 students, #3 students are regular education students and attended all year, #1 students enrolled in February and #3 students receive special education services. We are proud of this accomplishment particularly given that #20 of these same students at the end of last year (1st grade) were not at grade level. Our focused attention to instruction and using data to drive instruction is having a profound impact on student learning. The Student Progress Monitoring Template is one document that I use to monitor student performance and support services offered.