Creating Accelerated Performance (CAP) Board Briefing October 3, - PowerPoint PPT Presentation

Creating Accelerated Performance (CAP) Board Briefing October 3, 2019

CAP Review 2 Purpose : Accelerate the achievement of students at critical transitional grades who have not demonstrated proficiency in reading Target Audience : Rising 3rd, 6th & 9th grade African American & EL students STAAR/Terra Nova/ACP Method for Identification: Strategy: Create a year long experience that will accelerate student achievement by focusing on key foundational reading skills aligned to six week district-wide curriculum units.

Making a Difference 3 Produced by the CAP instructional team

Contributors 4 Department Contribution Racial Equity Office Funding and Program Monitoring Evaluation and Assessment, Dyslexia/504 Department Identification of students; Pre and Post assessment; and MTSS Student Perception Survey; Running Records and Student Interventi0on Plans Communications Marketing and Program Collateral; Website; and School Messenger Reminders Food and Child Nutrition Services Meal Preparation and Meal Service Teaching and Learning Curriculum Design, PD, Teen Equity Summit/Guest Speakers and PLC support Technology Deployment of devices Transportation Pick-up and drop-off service from student neighborhood stops and to off site field experiences HCM Recruitment of Teachers and Staff Visual and Performing Arts Student Field Experience School Leadership Program Implementation and Student Recruitment Safety and Security Student Monitoring and UNT Dallas site Parent Advocacy & Student Support Services SEL and Student Enrichment Partnerships Student Engagement and Counseling Services

Budget 5 June 2019 Expenditures Approximate Cost Curriculum/Resources/Materials $158,770.12 Marketing $10,599.83 Total Expenditures $169,369.95 September 2019 Expenditures Approximate Cost Personnel (Extra Duty/Subs/Benefits) $42,924.13 Personnel (Stipends for Teachers ) $248,862.00 Rental (UNT Dallas) $24,760.00 After School Enrichment/Student Experiences/Contracted Services $141,015.00 Marketing $11,429.85 Transportation $49,500.00 Food Services $26,874.00 Total Expenditures $545,364.98

Student Attendance 6 All Hands on Deck Students registered for Average Daily Attendance CAP (beginning of Average Daily by Campus summer) Attendance Dade Middle 110 41 UNTD 228 71 Roberts Elementary 95 44 Atwell Middle 159 90 Thornton Elementary 61 23 Overall 653 269

Key Components 7 Enrichment Social Emotional Experiences Learning Student Experiences Technology Service: Cara Mia SEL Practices: Device : HP Focus areas: Theater and Dallas Relationship building, Chromebooks and College Awareness ISD Visual Self Awareness and Macbooks and Teen Equity Performing Arts Self Management Deployment : Summit Production: Student Activities: Intentional Technicians were on- Extensions: Guest led composition of play focused on site to deploy 249 Readers music and theater teamwork, devices script Community Onsite Tech Performance: connection circles Support : Provided Student led on stage and Mindfulness for the full 2 week for peers practices program

Student Achievement 8 What were the goals? Growth Topic Goal(s) Anticipated Benchmark Outcomes Measurement Cycles Oral Reading An Increase in Oral Reading The average words *Pre Program Fluency Rate Fluency Rate (ORF) based on correct per minute score *Last Day of (ORF) the individual student baseline for participating students Program will increase by at least 8 words from the pre to the post running record administration. Self Perception At least 50% of students *First Day of Increase positive self and Agency as a show an increase in Program perceptions about student Reader positive perceptions *Last Day of capacity for and successful about themselves as Program engagement in the reading readers on student survey process

Student Achievement 9 Attendance Matters • Attendance Rate of CAP Students (N=404) Achievement results were represented in Students Number of Days attendance bands. Attended N % 50 12.4 1 • Only students attending 18 4.5 2 more than 50% of the 3 17 4.2 total days were 4 15 3.7 anticipated to meet 5 16 4.0 goals. 6 28 6.9 • There were 404 students 7 39 9.7 who attended at least 1 52 12.9 8 day of CAP programming 9 69 17.1 but only 268 were 10 100 24.8 included in the growth *Attendance data for 13 students could not be verified so measurement set. they were excluded. Percentages may not add to 100.0 due to rounding.

Running Records Results 10 Oral Reading Fluency CAP Running Record Results Words Correct per Minute (wcpm) 120 3 rd grade students increased of • 100 10 words per minute on average (27.2 to 36.5 wcpm) 6 th grade students increased of • 80 5 words per minute on average (91.6 to 96.6 wcpm) 9 th grade students increased of 60 • 12 words per minute (96.6 to 108.8 wcpm) 40 20 0 3rd Grade 6th Grade 9th Grade WCPM Pre WCPM Post

Student Perception Survey 11 3 rd Grade Rising Third Grade Pre and Post Survey (N=53): Part I Response Options Don't Like It/ Like It/ It's OK Love It Survey Item Pre Post Pre Post Diff. Do you like spending your free time reading? 35.2 22.2 64.8 77.8 13.0 24.1 18.5 75.9 81.5 5.6 Do you like starting a new book? 27.8 13.0 72.2 87.0 14.8 Do you like reading different kinds of books? Do you like it when a teacher asks you questions about what you read? 24.1 20.4 75.9 79.6 3.7 Do you like reading for school? 31.5 29.6 68.5 70.4 1.9 14.8 13.0 85.2 87.0 1.9 Do you like learning from a book? Do you like to read out loud in class? 66.7 35.2 33.3 64.8 31.5 *Preliminary Data

Student Perception Survey 15 6 th Grade Rising Sixth Grade Pre and Post Survey (N=96): Part II Response Options Don't Agree/ Mostly Agree/ Kind of Agree Totally Agree Pre Post Pre Post Survey Item Diff. I am a good reader. 39.6 34.4 60.4 65.6 5.2 51.0 34.4 49.0 65.6 16.7 The books I read in class are easy. I make few mistakes when I read. 22.9 24.0 77.1 76.0 -1.0 It is easy for me to understand the stories I read in class. 52.1 39.6 47.9 60.4 12.5 I am confident that I can do a good job on important reading tests. 27.1 27.1 72.9 72.9 0.0 I can figure out the meaning of a hard word in a sentence. 53.1 43.8 46.9 56.3 9.4 I can easily understand the main idea of a story. 37.5 36.5 62.5 63.5 1.0 I can remember information from the stories I 46.9 41.7 53.1 58.3 5.2 read in class. *Preliminary Data

Student Perception Survey 12 9 th Grade Rising Ninth Grade Pre and Post Survey (N=31): Part I Response Options Strongly Disagree/ Strongly Agree/ Disagree Agree Survey Item Pre Post Pre Post Diff. I like to read. 48.4 35.5 51.6 64.5 12.9 I feel calm when I read. 48.4 32.3 51.6 67.7 16.1 I feel good about my ability to read. 22.6 19.4 77.4 80.6 3.2 I like reading different kinds of books. 32.3 48.4 67.7 51.6 -16.1 I feel proud inside when I think about how well I read. 29.0 22.6 71.0 77.4 6.5 I think reading can be relaxing. 41.9 29.0 58.1 71.0 12.9 22.6 19.4 77.4 80.6 3.2 My teachers think I am a good reader. I can figure out the meaning of a word 32.3 22.6 67.7 77.4 9.7 in a sentence. I enjoy spending my free time reading 64.5 64.5 35.5 35.5 0.0 books. 64.5 48.4 35.5 51.6 16.1 I look forward to starting a new book. *Preliminary Data

Considering Feedback 13 Change the timeframe of the program Celebrations so that student contact information Social Emotional Learning daily supports remains current (June implementation) Counselor and Special Education teacher support Consider parent concerns about busing student to an unfamiliar school site (Select sites closer to Positive feedback from teachers and home school) students on text selections and professional learning Consider leveraging more support Efficient deployment of devices and from home campus relationships to Considerations students immediately engaged in build motivation to register AND technology attend (Solicit more engagement from home campus in recruitment and retention) Student experience with Education is Freedom on the UNTD campus was a positive look at college Consider the skill set of the teacher in environment supporting significant deficits and in building relationships with students demonstrating disengagement /lack of motivation (Narrow and deep training with consistent support)

Thank you!