Progress Report

Restructured SID task forces to better focus on school-wide goals and to initiate better communication and participation across the different sites. Specific task forces to include, CSSS, Guidance, Wellness, Technology, Curriculum, and Fine Arts. SID task/work forces meet 2-3 times a month to discuss implementation, evidence and student achievement.

Within each task force are sub groups called, work forces. Work forces include, Counseling, SPED, Physical Ed. PBS, EBS, Math, School-Wide Portfolio, Project-Based Learning, Vocational Tech. Ed., Career Education, Language Arts, Reading, Writing, and Assessment.

Each work force discussed specific outcomes for their work force and developed an action plan to address specific need in targeted area with a focus on reading and literacy and career life skills.

Work forces using NCLB requirements as a model to improve SID action plan with a focus on student needs and achievement for reading and community involvement.

Each work force is collecting evidence of implementation of action plan. A more focused effort is being made by each work force to collect, interpret and analyze data.

On-going discussion about changing the vision to reflect the needs of the school. Sites are working on redesigning progress reports to address Standards-Based learning and General Learner Outcomes.

Curricular areas are focusing on standards based lessons with more rigor, relevance and relationships in mind with a focus on competencies rather than content only.

More focus on project-based learning and school-wide portfolios to affect quality instruction and competencies.

On-going assessment of reading comprehension skills are being monitored to track student’s progress in reading and writing. Reading assessment work force is compiling data for testing a pre and post testing as well as mid-point data for the school’s Accelerated Reading Program. Pre and Post testing data is being done with the research based programs of Orton-Gillingham and Gates Macginitie to further monitor progress and achievement in reading.

Assessment is being used to match standards based instruction in the classroom.

ESLL-Language Assessment Scales (LAS )data is used to meet appropriate ESLL services. Additional hours for PTT services provided by District for ESLL students.

Peer review team meetings are held every month to discuss students’ placement, appropriateness of program and instruction and the application of functional behavior assessments for those IDEA/504 students to align with the array of service provided under the CSSS.

To affect positive school climate, data from SWIS was used to articulate and analyze disciplinary referrals. PBS/EBS work force to monitor progress and improvement through activities and incentives. Data shows a definite drop in disciplinary referrals in the 1st and 2nd quarter of school year 2003-2004 compared to referrals generated from the 1st and 2nd quarter of the previous year. (!st quarter data 2002-2004 # of referrals 27. 1st quarter data 2003-2004 # of referrals #4. 85% improvement for positive behavior.) To promote a variety of writing skills, students are involved in the compilation of articles, poems and letters for publishing in the school newspaper. All student and staff essays are submitted on a voluntary basis.