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Program Evaluation Planning and Reporting
6/11/2012

What were the Identified Weaknesses in the Needs Assessment?

What strategies/action steps were written to target these weaknesses?

MYR Results: What was the Level of Implementation?

Did we meet benchmarks?

What Data Supports that we have been effective in increasing student achievement?

Reading

 

1.        Increase number of proficient students on the ARMT.

2.        Increase number of Special Education students who make gains in reading.

 

 

1.       Use direct, explicit instruction.

2.       Implement RtI.

3.       Increase reading time with AR.

4.       Provide intervention for non-proficient students.

 

Full

 

Partial

 

No

 

Yes

 

Somewhat

 

No

Steps 2 and 4 are fully met.

Steps 1 and 3 are partially met.

Step 1 (86%) and Step 3 (85%)

STAR reports reveal that reading levels in K-5 are increasing. There were also gains in formative reading assessments (EQTs). Walk-through observations were conducted; documentation is provided.

Math

 

1.        Increase the number of students scoring proficient in math on the ARMT.

 

 

1.        Indentify areas of need through item analysis.

2.        Collaboration between intervention /resource teachers and regular classroom teachers regarding student progress.

3.        In-remediation for non-proficient students.

4.        After-school tutoring for non-proficient students.

 

Full

 

Partial

 

No

Yes

Somewhat

No

Step 1: Fully met.

Step 2: Partially met (86%)

Step 3: Fully met

Step 4: Fully met

STAR Math reports reveal that grades 3, 4, and 5 made gains of at least 16 to 23 percentage points in math achievement. The matrix of non-proficient students along with intervention and after-school tutoring documentation show that non-proficient students were offered intervention opportunities.

 

Culture

GED Program

1.        GED Interest Surveys

2.        Conduct follow-up contacts

3.        Provide encouragement

 

Full

 

Partial

 

No

 

Yes

 

Somewhat

 

No

Increase Reading Time

1.        Counselors will implement scaffolded guidance sessions on Accelerated Reader (AR) for grades 3, 4, and 5 Special Education students

All three goals of the school culture component have been met.

Surveys and attendance records provide documentation for the GED program. Currently, 38 students in the GED program have successfully completed the program. Our pass rate is 75%, (9 points higher than the state rate of 66%). Contact logs have been kept by counselors as documentation of the academic goal for reading with special education students. The mentoring program has been implemented and has been a benefit to students with attendance and behavior deficiencies.

Mentoring Program

1.        Counselors and attendance paraprofessional will indentify students who would benefit from participation in a mentoring program.