Sample District Overview (REVISED)
1. Identify the data analyzed for the Needs Assessment including:
a) Teacher/principal/administrator data sources:
•Certified and Administrator Self-Assessment Survey completed in Fall of 2014
•Formal mini observations and normal observations accumulated using TalentEd with summative results
•Staff feedback surveys after each training and professional development activity.
•Certified and Classified Survey completed at the end of the school year—
•Professional Learning Community groups surveyed throughout the year and at end of school year
•Yearly PLC survey for all teachers—professional development needs
•PLC Assessment and Data Review at each school board meeting through building PLC reports
•Collaborative Team Leaders fall feedback survey and monthly meeting input
•Administrator, teacher, board needs assessment done in August 2014
•Highly qualified status of teachers
•Staff needs assessment—ESOL endorsements, SIOP or GLAD trained for certified.
•Building Data-parent involvement, participation in Parent-Teacher Conferences and parent feedback.
b) Student data sources:
•Common Formative Assessment (Math and Reading Teachers)
•Professional Learning Community Data – 5 week cycles using priority standards, and/or teacher
skills/standards data.
•Math Proficiencies at the middle and high school
•English Language Proficiency Assessment (ELPA) Data
•ADEPT (A Development English Proficiency Test)
•Kindergarten Assessment Data
•STAR Reading and Math (Elementary)
•DIBELS Data (Elementary)
•AIMS Web Data (Middle School)
•Attendance and Enrollment Data
•Response To Intervention – Tiered Intervention Data
•Student Discipline Data from Synergy K-12 (SIS)
•Student SWIS Data (Elementary and Middle School)—PBIS (Positive Behavior Intervention Supports)
program reports, Behavior Incidents, Student Behavior Intervention Data, Team Meeting Notes)
2. Describe:
a) who was involved (must include representation from principals, teachers, and Title I teachers when
applicable)
Superintendent, Administrators, Curriculum Director, Special Programs Director, Reading Specialists, ELD
Instructors, General Education Teachers, Targeted Teacher Teams, Building Level Leadership Teams,
Building PBIS Teams, District Achievement Gap and Equity Committee, Compact Advisory Committee,
NWRESD Staff, ODE Staff, Parents, and School Board Members
b)and what the data analysis revealed.
Reading and Math Achievement Data Analysis
Overall, students in the ABC School District performed as well, or better for the last two years in reading
when compared to the state average.
Title IIA Odyssey Training Materials
August 2015
Sample District Overview (REVISED)
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Hispanic Student Subgroups and those who are Economically Disadvantaged are beginning to
make steady gains in their reading achievement in the middle and high school grades.
In the area of reading, our students with Limited English Proficiency or those with disabilities
continue to be of greatest concern, especially when looking at achievement trends in Reading
through the elementary and middle school years.
Overall, students in the ABC School District performed as well, or better as a whole last year in Math
when compared to the state average. With an increase in rigor and cut scores over the last several
years, our rate of success still hovers at between 65-73% in from the upper elementary grades
through high school.
 Students in grades 3-5 experienced a drop overall in their Math Achievement scores from 20122013 to 2013-2014; Math achievement decreased 15% overall at 3rd grade, 22% at 4th grade,
and 15% at 5th grade.
 Students in the Hispanic, Limited English Proficiency, Economically Disadvantaged subgroups, as
well as our Students with Disabilities continue to perform at levels significantly lower than their
peers with Reading and Math as measured by the OAKS assessment.
Achievement Gap
Our Hispanic and Limited English students are performing in the classroom at rates equal to their peers
when looking at student academic performance at periodic term reporting periods, but perform at levels
significantly lower as measured by the OAKS assessment.
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Although they attend school at the same rate, there is a consistent widening achievement gap
between our Limited English Proficient students and all other subgroups in Reading and Math.
In 2014 Hispanic Kindergarteners performed only slightly below their White peers in the area of
CCSS Math Numbers and Operations standards, but arrived at Kindergarten knowing only 13
English letter sounds —and fewer than 5 Spanish letter names. Peers in the white subgroup
arrived at Kindergarten being able to correctly identify over 20 English letter names on average.
Whereas between 2010 and 2013, we had closed the gap between our subgroups in terms of 4
year graduation rates, in 2013-2014, we began to see a 8-10% discrepancy between our total
average graduation/completion rate and our Hispanic and LEP subgroup.
Due to staff mobility, only about 35% of our current teaching staff has received training in
Sheltered Instructional Strategies.
Professional Learning Team Data
Our teams continue to believe in the power of PLCs but have voiced a need for continued time, growth
of leadership capacity, and guidance in their efforts to continue to become more focused on student
learning and efficient in practice.
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Many PLC teams would like support to transition to a fully standards-based instruction,
assessment, and grading model.
Groups need to build upon their comfort in identifying priority standards for focus, while
ensuring that all standards are taught.
Secondary PLC teams need continued support in experiencing meaningful PLC data cycles that
make clear connections to student learning and classroom instruction.
Teams and leaders have requested ongoing professional learning and support to continue to
grow as PLC teams.
Title IIA Odyssey Training Materials
August 2015
Sample District Overview (REVISED)
New Teacher Mentor Program
The ABC School District is part of Oregon Department of Education grant for new teacher mentor grant.
Although we have only had the grant for a year, we have had 12 or more other new teachers in the past
3 years that have used the New Teacher Center Mentor program. We have been able to hold on to
those teachers especially in the lower grades and we have seen improvement in student achievement in
the lower grades. We think a part of the increase in student achievement has to do with the support we
give new teachers as well as work in the area of standards.
Positive Behavior Interventions and Supports (PBIS)
Although three of four ABC schools have PBIS teams in place; this program has not been adequately
supported in funding or targeted professional development from the district for a number of years. We
have worked to revitalize our implementation of positive behavior support programs but it appears that
we need to ensure that we are approaching behavior consistently and using a clear method of data
analysis and problem solving to maximize the effectiveness of our systems and individual supports. Each
school has established clear and consistent expectations, yet each is experiencing a growing number of
disciplinary incidents that are resulting in lost time learning for our students.
3. The prioritized professional development and highly qualified staff needs of our district include:
1. Maintain high-qualified staff.
2. Increase the capacity of Professional Learning Communities to be high-functioning teams.
3. Continue support for new teachers through Mentor program to improve practice and increase
retention.
4. Meet the needs of all students through program design and classroom instruction to reduce
achievement gap for students with disabilities, English Learners and economically disadvantaged
students.
5. Implement a consistent behavioral intervention and support system to engage students and improve
performance.
4. Description of plan development process and inclusion of parents and school personnel in planning:
Teachers provided assistance in collecting data and analyzing data. Teachers who were involved were
able to provide help with providing insight into what strategies would help with improving the data that
was presented. For instance, PLC leaders and ELD teachers were helpful in providing insight to
improvement in the area of math and language arts, as well as instruction related to ELD students. Their
input was important in not only the review and analysis of the data but when selecting appropriate
strategies and activities.
Paraprofessionals were included in the survey process. Those paraprofessionals who worked directly
with students both in the classroom or in pull-out type classes were provide surveys that would allow
the district to gain feedback on what strategies they may need to help them when working with
students. This information was ta
Title IIA Odyssey Training Materials
August 2015
Sample District Overview (REVISED)
Parents are provided input at least twice during the school year related to the Title IIA plan. Each year
the district sponsors a Title parent information night. At this meeting student achievement data and
staff survey results are provided for parents to review. Parents are then given the opportunity through
surveys to give feedback on what areas they feel are would be helpful for their child as well as the
overall district.
The district also administers multiple surveys to teachers, PLC leaders, and administrators.
Title IIA Odyssey Training Materials
August 2015