Creating the Profile

 

Impact Area I: Improving Developmental Outcomes and Academic Achievement

 

Summary

There is a 4.74% gap in reading proficiency between students with disabilities and general education students at Chambers Public School. (Please see Creating the Profile Data Summary on Page 1.)  Chambers Public School has seen a 1.05-point increase in vocabulary scores from the 2020-2021 to the 2021-2022 school year on the MAP assessment for general education students. Students with disabilities have shown a 2.87-point increase during that same span. (Please see Creating the Profile Data Summary on Page 2.)  

 

Chambers Public School has been implementing the myView Literacy Curriculum in grades K-5 and the myPerspectives Literacy Curriculum in grades 6-12. As of April 12, 2022, 100% of teachers trained are implementing with 100% fidelity. (Please see Creating the Profile Data Summary on Page 4.)  Due to professional advancement, a teacher in the primary grades has resigned. The new teacher will need to receive training over the myView Literacy Curriculum during the summer of 2022 in order to implement the curriculum with fidelity. 

 

After reviewing data prior to 2019-2020, it was determined that there was a lack of consistency in the reading curricula employed by both general education students and special education students in grades K-12. Therefore, the district implemented myView Literacy Curriculum in grades K-5 and the myPerspectives Literacy Curriculum in grades 6-12. Due to the change in curriculum, we have changed our goal. The goal of Chambers Public School is to increase the number of students increasing their MAP reading scores by at least 2 points in 5% increments annually. The goal was achieved in 2020-2021 and in 2021-2022. (Please see Creating the Profile Data Summary on Page 2). 

 

Fidelity was monitored using the 5D+ Rubric for Instructional Growth and Teacher Evaluation. In addition, each teacher submitted monthly reports in which they documented the use of vocabulary strategies in class instruction. (Please see Creating the Profile Data Summary on Page 3.)  These reports ensure that implementation milestones are met on schedule. 

 

Chambers Public School Board has been very supportive of adopting new curriculum to best meet the needs of both special education and general education students. In addition, the Elementary and Secondary School Emergency Relief Fund has help to finance professional development opportunities for teachers. 

 

Strengths

The TIP is embedded into the District Strategic Plan and the Continuous Improvement Plan. (Please see Chambers Strategic Plan on Page 28 and CIP Action Plans on Page 4.)  Chambers Public School adopted the myView Literacy Curriculum and myPerspectives Literacy Curriculum during the 2019-2020 school year. Pearson School provided extensive training opportunities for staff during the spring and summer of 2020. The myView Literacy Curriculum and the myPerspectives Literacy Curriculum were chosen because of the strong vocabulary instruction components. As a result of this training, 100% of the English-Language Arts instructors implement the myView Literacy Curriculum and myPerspectivies Literacy Curriculum with 100% fidelity. (Please see Creating the Profile Data Summary on Page 4.) Since the district implemented the myView Literacy Curriculum and the myPerspectives Literacy Curriculum, general education students’ MAP reading scores have increased from 190.07 to 206.58 points and special education students’ MAP reading scores have increased from 184.71 to 196.75. (Please see Creating the Profile Data Summary on Page 5.) We will re-evaluate student performance in the fall when students complete the Fall 2022 MAP Assessment. 

 

The myView Literacy Curriculum and the myPerspectives Literacy Curriculum was chosen by teachers because the curriculum is research-based. In addition, each daily lesson incorporates strategies that are helpful to all students but especially special education students. These strategies include the following: explicit instruction, scaffolded supports, strategies that promote active student engagement, and the use of instructional technology.

 

In addition to the adoption of a new English Language Arts curriculum in grades K-12, students in grades K-6 are provided Title I services. This provides interventions to students in need of reading and vocabulary improvement. The services are provided through whole-class instruction, small-group instruction, and individual instruction. All students in grades K-6 also have the opportunity to attend a bi-weekly BOOST program to help them excel academically. Special education students are given individual instruction time with the speech-language pathologist, the special education instructor, or other resource personnel. 

 

Chambers Public School is a 1:1 technology school with every student in grades K-12 having access to a laptop. This technology allows students to complete activities online and use programs that help improve learning. Special education students are allowed accommodations such as speech to text to help them succeed in the classroom.

 

The administration at Chambers Public School holds monthly parent meetings. In addition, the superintendent holds monthly coffee meetings for patrons at the gas stations in Chambers. Both the parent meetings and coffee meetings help keep parents and patrons aware of important school issues and initiatives. Parent and patron groups play a key role in driving the instruction at Chambers Public School. 

 

The special education teacher meets with teachers throughout the school year to ensure the needs of special education students are being met. She ensures that the accommodations presented in IEP are being followed. 

 

Chambers Public School will be altering the grading system for all grades during the 2022-2023 school year. Grades K-3 will adopt standards-based grading. This will allow parents to be better aware of student performance on specific outcomes. 

 

Challenges

Nebraska School Board Association conducted a perceptual survey of students, staff, and patrons on behalf of Chambers Public School. The survey revealed that staff felt it had insufficient time to engage in ongoing training opportunities. In response, the district has implemented PLC time for teachers. (Please see Chambers Strategic Plan on Page 24.) Since the implementation of myView Literacy Curriculum and the myPerspectives Literacy Curriculum, two teachers have left the district for professional advancement. These positions were filled. The new hires have not received the same level of training that was provided before implementation. We will have another new hire for the 2022-2023 school year. The district plans on offering intense training to hires since myView Literacy Curriculum and the myPerspectives Literacy Curriculum was implemented during the 2019-2020 school year. Veteran teachers will be able to attend the training as a refresher course. 

 

Another challenge is ensuring that the evidence-based strategy is implemented with fidelity. For the 2021-2022 school year our teachers had 100% fidelity implementing the strategies. However, this is due to multiple reminders to staff by administration. In the future, we hope that teachers will be able to implement the strategies independently and without reminders. 

 

Chambers Public School holds bi-monthly meetings to staff for professional development. During these meetings, specific time is given to address the needs of children with disabilities. Successful strategies are discussed, along with IEP and 504 plan accommodations. 

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Target Met

The annual target goal for Chambers Public School for the 2020-2021 school year was the following: By May 21, 2021, 35% of students with disabilities in grades 3-10 will demonstrate improvement in vocabulary scores by at least one point RIT from their winter 2020 scores, as measured by the MAP assessment. Students met this goal; however, we felt that the goal needed to be changed to adapt to changes in curriculum and assessment. 

 

Goals

Currently 50% of all special education students in grades 3-10 have increased their MAP reading scores by at least 2 points. The goal of Chambers Public School is to increase the number of students increasing their MAP reading scores by at least 2 points in 5% increments annually.  Therefore, by 2025-2026, 70% of all special education students in grades 3-10 will have increased their MAP reading scores by at least 2 points. 

 

Change of Goal Rationale

Our previous goal was for special education students in grades 3-11 to demonstrate improvement in vocabulary scores by at least one point from their baselines scores. We decided to change our goal based on the following factors:

1. Chambers Public School adopted the myView Literacy Curriculum and myPerspectives Literacy Curriculum during the 2019-2020 school year.

2. The Nebraska Department of Education added the NSCAS Winter Growth Pilot assessment for the 2021-2022 school year. Therefore, students in grades 3-8 did not have winter MAP scores to use for data analysis.

3. We feel that data analysis is more accurate and meaningful if MAP reading scores are evaluated rather than the subscore of vocabulary. In addition, data can be triangulated to other assessments if necessary.  

 

Professional Development

Pearson School provided extensive training opportunities for staff during the spring and summer of 2020. The myView Literacy Curriculum and the myPerspectives Literacy Curriculum were chosen because of the strong vocabulary instruction components. As a result of this training, 100% of the English-Language Arts instructors implement the myView Literacy Curriculum and myPerspectives Literacy Curriculum with 100% fidelity. In myView Literacy Curriculum and in myPerspectives Literacy Curriculum, students learn a generative approach to vocabulary using Word Networks. A Word Network is a collection of words related to a topic. Teachers have been trained to use the Word Networks approach during their training with Pearson School. 

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Teachers are also encouraged to use outside resources to supplement their instruction. The school has a TeachersPayTeachers account and teachers are able to purchase resources from this site. In addition, teachers consider experts at the ESU 8 a valuable resource. Chambers Public School encourages teacher to attend professional development opportunities to hone their instructional skills. 

 

Criteria for Measuring Implementation

The effectiveness of professional development and technological assistance is evaluated using the 5D+ Rubric for Instructional Growth and Teacher Evaluation. Recommended adjustments are made on a case-by-case basis. The administrative team will perform walk-through observations quarterly to ensure teachers are implementing vocabulary strategies with fidelity and following the myView Literacy Curriculum and the myPerspective Literacy Curriculum. 

 

The 5D+ Rubric for Instructional Growth and Teacher Evaluation and analysis of data from student performance on the MAP assessment were used to identify teacher leaders who can help mentor other teachers. Teacher leaders coach other teachers in the implementation of the curriculum and share strategies that will help students be successful. 

 

Successful implementation of the curriculum was monitored using the 5D+ Rubric for Instructional Growth and Teacher Evaluation. In addition, each teacher submitted monthly reports in which they documented the use of vocabulary strategies in class instruction. These reports ensure that implementation milestones are met on schedule. 

 

The success of the implementation of the myView Literacy Curriculum and the myPerspectives Literacy Curriculum will be assessed by analyzing MAP reading scores of both general education students and special education students. Content instructional areas subscores will also be evaluated, with special attention given to vocabulary scores. 

 

A spreadsheet is used to compile the MAP data. This allows instructors to see individual student growth or regression over all testing events. 

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