Would write goals differently next time -- include all growth vs. just high growth

Fall growth measures a full year's worth of growth (fall 2022 to fall 2023) vs. one quarter (fall 2023 to winter 2023)

This falls with what we've seen historically - often see a dip in the winter MAP scores in terms of growth and then back up in the spring.

(This had to do with the decision last school year to not do winter MAP, but teachers asked to reinstitute it because it's useful for instructional purposes)

(NB MAP reports that are available keep changing so it's challenging to compare apples to apples in a very long-term longitudinal way)

Average RIT scores (raw scores, ie. 212) went up this time like they usually do 

Slight dip in overall schoolwide achievement percentile (70 / 64 for ELA, 68/ 64 for math) 

Reading goal (looking for negative numbers **next time could write all of the goals in the same direction, ie. looking for positive numbers for both) - n less than 10 is considered statistically insignificant  

Perspective check: scores typically decrease from Fall to Winter

For reading goal, this is a checkpoint -- goal is from spring 2023 to spring 2024

Reading goal final data will not include kindergarten cohort, to be able to show spring to spring -- could also show Fall 2023 to spring 2024 to include kindergarteners 

Question posed why the winter MAP scores tend to be lower than the fall scores --

several factors could play into it, like 1st 6 weeks are school and classroom culture setting; tend to be more standards focused quarters 2, 3, 4; a very different climate in the rhythms of the school year with how students may use their time to take the test (Aug vs December vs May) 

Winter MAP is mostly intended and useful as an instructional guide for educators (not for parents to worry about), teachers are looking at trends 

RTI plans, language interventions, tier 2 reading instruction etc are what students whose reports show that they need targeted help are getting it (grade level teams are talking about who those students are and how to get them the help they need)

How does this relate to our strategic plan goal to improve communication with parents about their children's learning experiences - how to give the wider context to parents about these reports, the in-house experience of how teachers & staff are monitoring and responding to students' learning trajectories 

Not a possibility to compare to Dekalb or state (not finished testing yet; not always published publicly)

Other goals:

Language will not be available until after STAMP dating in the spring

Attendance:

How we're tracking: reports of unexcused absences and unexcused tardies 

After 3 unexcused absences, parent has to meet with counselor & complete a contract 

After 10 unexcused consecutive absences, withdrawal (had to happen once this year, after many attempts at communications)

Team meeting all together on this topic once a month

Revision of parent handbook to include all absences (not currently looking at excused absences); also need to consider students being consistently picked up early (like a tardy, but not being tracked like a tardy currently)

Important to communicate all of the efforts and interventions being taken across both campuses toward this goal this year

Nationwide dip in attendance post COVID

High school credits at risk at the middle school level 

Short discussion on topic number 1: publishing parties, Literacy Night for March

• Increase opportunities for in person parental involvement on campus
• Improve communication with parents around their children’s learning experiences, including differentiation and rigor
• Set and periodically measure progress toward schoolwide goals, including around increasing student achievement across groups
• Continue to provide professional development for teachers in a targeted way with related coaching prior to and following trainings