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Student Data Presentation
- 1. Student Data Presentation Why Response to Intervention (RTI)? 2010-2011
- 8. The chart below shows the level at which our incoming students place in mathematics when entering Sierra High
- 9. The chart below shows the level at which our incoming students place in English when entering Sierra High and their level of readiness for college level English.
- 17. Entering Students ’ Algebra 1 Performance History
- 18. Entering Students ’ English Performance History
- 19. PLC'S The staff participated in district PLC work in science, math and English. This year teachers are doing individual teacher logs to share out information on assessments both formal and informal: quizzes, CFU, chapter tests. The teacher logs will be shared at out weekly to identify and to target students needing intensive and/or strategic intervention. ELD Last spring, the staff restructured the master schedule to include an additional hour of instruction after lunch just for ELD instruction. All students, including EO's, are given the EDGE placement test and are placed in the appropriate ELD course in the afternoon. RTI Sierra's master schedule now accommodates Tiers 1-3. Students who are behind or need re-teaching are identified weekly and are required to stay after school until the work is completed at proficiency. See master schedule slide. In addition, the entire Sierra High team is participating in the Building Effective Schools Together , BEST, training. EDI The academic coach is meeting on a regular basis to do classroom observations on the implementation of EDI strategies. Currently, the staff is practicing writing and communicating their learning objectives (content and language based) and methods for checking for understanding. To add, the staff is taking SIOP and Step Up to Writing.
- 21. Thank you for participating in the Sierra High Student Data Presentation. Please complete the brief five question survey below.
Notes de l'éditeur
- For our returning 17 students: Showing a 2.7 point increase in Edge score over last year. 35% of our returning students increased levels in Edge when returning this year.
- For our returning 17 students: Showing a 2.7 point increase in Edge score over last year. 35% of our returning students increased levels in Edge when returning this year.
- For our returning 17 students: Showing a 2.7 point increase in Edge score over last year. 35% of our returning students increased levels in Edge when returning this year.
- For our returning 17 students: Showing a 2.7 point increase in Edge score over last year. 35% of our returning students increased levels in Edge when returning this year.
- For our returning 17 students: Showing a 2.7 point increase in Edge score over last year. 35% of our returning students increased levels in Edge when returning this year.
- For our returning 17 students: Showing a 2.7 point increase in Edge score over last year. 35% of our returning students increased levels in Edge when returning this year.
- For our returning 17 students: Showing a 2.7 point increase in Edge score over last year. 35% of our returning students increased levels in Edge when returning this year.
- For our returning 17 students: Showing a 2.7 point increase in Edge score over last year. 35% of our returning students increased levels in Edge when returning this year.
- For our returning 17 students: Showing a 2.7 point increase in Edge score over last year. 35% of our returning students increased levels in Edge when returning this year.
- For our returning 17 students: Showing a 2.7 point increase in Edge score over last year. 35% of our returning students increased levels in Edge when returning this year.
- For our returning 17 students: Showing a 2.7 point increase in Edge score over last year. 35% of our returning students increased levels in Edge when returning this year.
- For our returning 17 students: Showing a 2.7 point increase in Edge score over last year. 35% of our returning students increased levels in Edge when returning this year.
- # of students entering SHS with/without D/F ’s
- # of students entering SHS with/without D/F ’s