Washington - Kansas City, Kansas Public Schools
Washington - Kansas City, Kansas Public Schools Washington - Kansas City, Kansas Public Schools
Classroom teachers will begin administering diagnostic tests to students in August in preparation for the state assessment. The NWEA MAP will allow classroom teachers to identify strengths and weaknesses of the students within their SLCs. Through the use of the MAP, specific strengths and weaknesses in the areas of numbers & computation, algebra, geometry, and data are identified. All teachers of a student have access to the information in the MAP. Student progress is shared weekly with all staff within the SLC and the teachers then identify specific types of remediation that are content specific. As the diagnostic assessments, remediation, and dialogue continue, all SLC members know students' strengths and weaknesses and help students. Also, through the use of benchmark assessments within the math classes, and the sharing of this information with students, parents, advocates, and SLC teachers, all school members are responsible for talking with students around their progress. August & Early September MAP Assessments in reading and math for grades 9 and 10. MAP Information distributed to teachers and parents for each individual student. MAP Information studied in content team study sessions to identify weaknesses that are common within all students, within classes, and individual student weaknesses. Benchmark assessments begin in core content courses. Mid-Sept. -On-going Benchmarks assessments are continued and strengths and weaknesses of individual students, as well as classes of students, are identified. Strengths are celebrated and we use our content team time to identify ways to address the weaknesses of individual students. By the first week of September, Advocacy Advantage (a student tutoring program) has begun and teachers have recommended students. October Scrimmage Tests over assessed indicators that have been taught within the classroom are administered. Data is disaggregated by student and an item analysis is done. Teachers whose students outperformed others are asked to further share differences and observations of these classrooms by other teachers is set up. On-line formative assessments begin being used to assess instruction on tested indicators and to familiarize students with the format used on the state assessment and the tools available. November Benchmark assessments continue. On-line formative assessments continue. Content teams continue to focus on the results of assessments and what needs to change in instruction. Some students will begin state assessments at the end of November to mid-December. December - January MAP assessments are given again to students in grades 9 & 10 in math and reading and individual results are distributed to parents and teachers. Improvements are noted and we look for correlations to adjustments made in teaching. Scrimmage tests are given again to students over the assessed indicators that are taught within the content. These are very thoroughly studied during content team planning periods to identify specific weaknesses of individual students, interventions for these students, and new ways to teach concepts. February Instruction and assessment over benchmarks continues with reviews of student strengths included as bell work to refamiliarize students with skills previously covered. Interventions for students continue and teachers continue to explore new ways to teach/re-teach concepts students struggle with. March State assessments begin for sophomores and juniors. Freshmen in some instances are also assessed. With results from these, we will continue to tweak and study concepts. April - May Information provided from the state assessments continues to drive our instruction and we start looking toward revisions that need to be incorporated at a district level. Study groups continue along with interventions for students. Describe how professional development resources will be sufficient to effectively carry out the schoolwide reform strategies -- Kansas City, Washington High School -- Page 32 of 50
By having Wednesday in-service time, the district has provided the greatest resource of time to study and share collaboratively. As teachers study and practice implementing strategies and studying student work, instructional practices improve, more indivudalized increases will be seen in student achievement. Time for professional development has also been provided in the form of content plan time during the school day. Each of the teachers in the core content areas of science, math, English and social sciences have a common planning period every other day. This provides more time within the school day for us to come together to improve our instruction. During both of these times, we strive to find ways to teach/re-teach concepts that students struggle with. Participants are encouraged to share materials that have been used with students (manipulatives, scaffolding activities, etc.) These are posted in schoolloop, but also shared. The goal is success for all students and successful teachers. Describe the research behind the scientifically based strategies used by the staff. -- Kansas City, Washington High School -- Page 33 of 50
- Page 1 and 2: HIGH SCHOOL Please submit to: Conni
- Page 3 and 4: Part IA. COLLABORATION AND PLANNING
- Page 5 and 6: IB. DATA ANALYSIS READING Compare h
- Page 7 and 8: 10th Grade 1.4.11 (Author's Purpose
- Page 9 and 10: Since only 19 freshmen were test in
- Page 11 and 12: -- Kansas City, Washington High Sch
- Page 13 and 14: -- Kansas City, Washington High Sch
- Page 15 and 16: Washington High School Percent of S
- Page 17 and 18: II. Data Disaggregation by Demograp
- Page 19 and 20: Reading Targets based on the Kansas
- Page 21 and 22: F. Motivation G. Other SCIENTIFICAL
- Page 23 and 24: Kansas City, Kansas School Improvem
- Page 25 and 26: GEOMETRY Figures Applications of th
- Page 27 and 28: G. Other SCIENTIFICALLY BASED RESEA
- Page 29 and 30: Describe what your school will impl
- Page 31: V. PROFESSIONAL DEVELOPMENT FOR SCI
- Page 35 and 36: Describe the school’s teacher-men
- Page 37 and 38: VI. HIGHLY QUALIFIED STAFF How wil
- Page 39 and 40: District Policy - Parent/Community
- Page 41 and 42: VIII. TEACHER INVOLVEMENT Describe
- Page 43 and 44: X. ASSISTANCE TO STUDENTS IN NEED
- Page 45 and 46: XII. COLLABORATION AND INTEGRATION
- Page 47 and 48: Parents were encouraged to become a
- Page 49 and 50: opportunities to connect their lear
By having Wednesday in-service time, the district has provided the greatest resource of time to study and share<br />
collaboratively. As teachers study and practice implementing strategies and studying student work, instructional practices<br />
improve, more indivudalized increases will be seen in student achievement.<br />
Time for professional development has also been provided in the form of content plan time during the school day. Each of<br />
the teachers in the core content areas of science, math, English and social sciences have a common planning period every<br />
other day. This provides more time within the school day for us to come together to improve our instruction.<br />
During both of these times, we strive to find ways to teach/re-teach concepts that students struggle with. Participants are<br />
encouraged to share materials that have been used with students (manipulatives, scaffolding activities, etc.) These are<br />
posted in schoolloop, but also shared. The goal is success for all students and successful teachers.<br />
<br />
Describe the research behind the scientifically based strategies used by the staff.<br />
-- <strong>Kansas</strong> <strong>City</strong>, <strong>Washington</strong> High School --<br />
Page 33 of 50
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