2. EPAS Local Growth Models
A value-added approach for setting
individual student growth targets and
monitoring student progress
3. The Meaning of Growth
Identify which students are at risk of not making grade-level proficiency
ECRA promotes the use of Growth Percentiles. Growth percentiles
express the difference between projected and actual achievement as a
percentile. This enables schools and districts to:
Document whether each student’s growth was similar to, greater than,
or less than typical growth
Set rigorous but attainable individual student growth targets.
5. How data can be used:
College and Career Opportunities
• Planning for College Early
– Each admission requirement varies by school
– Research the possible schools of interest on the
college/university website
– Utilize Career Cruising
6. How data can be used: College Opportunities
• Community College (ECC)
– Exempt from taking placement tests with ACT
scores of:
• English 20 or higher
• Reading 18 or higher
• Math 23 or higher Course Requirements:
7. How data can be used: College Opportunities
ADMISSION
PROFILE
ACT GPA RANK
NORTHERN ILLINOIS
UNIVERSITY (NIU)
20-25 2.85-3.47 50-78 PERCENTILE
WESTERN ILLINOIS
UNIVERSITY (WIU)
20 2.5/4.0 50-78 PERCENTILE
ILLINOIS STATE
UNIVERSITY (ISU)
22-26 3.12-3.76 50-78 PERCENTILE
UNIVERSITY OF
ILLINOIS (U of I)
VARIES BY “COLLEGE”
EDUCATION ACT 25-29
BUSINESS ACT 28-32
LIBERAL ARTS & SCIENCES ACT 27-32
MEDIA ACT 26-30
8. How data can be used: College Opportunities
ADMISSION PROFILE ACT GPA RANK
AUGUSTANA UNIVERSITY 23-28 3.0 OR
ABOVE
50-78 PERCENTILE
JUDSON UNIVERSITY 21 2.5 OR
ABOVE
50-78 PERCENTILE
9. How data can be used: Course Selections
Make course selections that have:
o Rigor, Relevance, and Relationships
o Help you prepare for your future
o Take MORE than the core graduation requirements
District 300 Requirements:
English= 4 years
Math= 3 years (through Algebra 2)
Science= 2 years
Social Studies= 3 years (World History, US History, Economics and
Government)
Foreign Language/Art/Music= 1 Year
10. November 1st, 2010 to Winter Break:
Counselors discuss course selection
with next year’s seniors, juniors, and sophomores.
December 17th, 2010:
All senior, junior, and sophomore Course Request Forms
returned to Student Services.
11. How data can be used: Course
Selections
Elgin Community College (ECC)
Course Requirements/ Recommendations:
4 years of English
3 years of Math
3 years of Science
3 years of Social Studies
75% of students at ECC who did not take a math
class senior year had to take a remedial math
course
12. How data can be used: Course
Selections
• Most ALL State School
– High School Course
Requirements/Recommendations:
• 4 years of English
• 3-4 years of Math
• 4 years of Lab Science
• 4 years of Social Studies
• 4 years Foreign Language
13. How data can be used: Course
Selections
• Private School (Augustana)
– High School Course
Requirements/Recommendations:
• 4 years of English
• 3-4 years of Math
• 2 years of Lab Science
• 3 years of Social Studies
• 2 years Foreign Language
14. (Educational Planning and Assessment)
• Process which helps students identify career and educational goals
• Grade 8: Explore
• Grade 9: PLAN
• Grade 10: IACT
• Grade 11: ACT
• (Measure of students’ academic readiness for postsecondary success)
15. English ACT Question
Wearing Jeans in School
In 1970, the school board
in Pittsfield, New
Hampshire, approved a
dress code that
prohibited students
from wearing certain
types of clothing.
31. Given that all of the choices are
true, which one would best
illustrate the term dress code as
it is used in this sentence?
A. NO CHANGE
B. clothing that was inappropriate.
C. clothing, including sandals, bell-
bottom pants, and “dungarees”
(blue jeans).
D. clothing that is permitted in
some schools today.
16. Reading WorkKeys
High Plains Insurance
FROM: James R. Whitney, Chief Executive Officer
TO: Sales Division
You are encouraged to attend a seminar titled
“Techniques for Customer Retention” on July 14. It is
from 9:00 A.M. to 4:00 P.M. at the Hotel DeMeers.
During the noon break, lunch will be served. If you
want to eat at the seminar luncheon, bring $8.50 that
day to purchase your meal. You must make that lunch
reservation by 3:00 P.M. on July 10. Just contact the
Human Resources Division’s Victor Luchetti or Gloria
Rogers.
17. We expect a lot of traffic in our building that morning. Therefore,
departments will be released to leave for the seminar at different
times. Check your department bulletin board.
Limited parking at the hotel prevents employees from driving
individually. Employees attending the seminar should ride the city
bus unless they travel in a carpool. We recommend the bus. If you
need to carpool, check your department bulletin board. It will have
a sign-up sheet for volunteer drivers. The city bus schedule for that
day is as follows:
Leaves Tremont St. at 8:22; arrives at the Hotel DeMeers at 8:43.
Leaves Tremont St. at 8:32; arrives at the Hotel DeMeers at 8:51.
Notify your supervisor of any problem that would prevent you from
attending.
18. 1. You are planning to carpool to the seminar. According to this memo,
how should you determine when to leave?
A. Ask Gloria Rogers.
B. Ask James R. Whitney.
C. Ask your supervisor.
D. Check the department bulletin board.
E. Look at the carpool sign-up sheet.
2. You work in the sales division and will be on a business trip on July
14. According to the memo shown you should:
A. Check the bulletin board for information about the next
seminar.
B. Tell Gloria Rogers about your business trip.
C. Tell Vitor Luchetti that you will be out of town then.
D. Tell your supervisor about your travel plans.
E. Use the sign-up sheet to volunteer for the next seminar.
19. How data can be used:
Test Preparation
Prepare for the test
Inside of School
ACT Online
KeyTrain
High School Run ACT Prep Program
Outside of School
ACT Prep Material from Bookstore
ACT Online
Private ACT Programs
Practice ACT Tests
20. How data can be used: During
Advisory
• It is important that students engage in the
advisory lessons to help prepare:
– ACT Preparation
– Test Taking Strategies
– Skills on how to take the tests seriously
21. How data can be used: Interventions
• Reading Interventions (Scantron Performance
Series, Aimsweb, SIMS, Specific Reading
Programs)
• Math Interventions (Scantron Achievement
Series)
• Academic Support Center / Tutoring
Center/Peer Tutoring
• Flex scheduling
25. Problem of Bullying in Schools
• Perhaps more than any other school safety
problem, bullying affects a students sense of
security
• Bullying is widespread and perhaps the most
underreported safety problem on school campuses
• Bullying is common at schools and occurs at all
grade levels, although most frequently during
elementary school. It occurs less often in middle
school and high school, but still frequently. High
school freshmen are particularly vulnerable
26. Problem of Bullying in Schools
• Once thought of as a rite of passage or relatively
harmless behavior that helps build young peoples
character…
• Bullying is now known to have long lasting harmful
effects, for both the victim and the bully
• Bullying victims suffer psychological harm long after
the bullying stops
• Research has shown , without intervention , bullies are
much more likely to engage in future criminal behavior
than their peers
27. Reluctance to Report
Reasons why victims do not report bullying:
• fear retaliation
• feeling shame at not being able to stand up for themselves
• fear they would not be believed
• not wanting to worry parents
• having no confidence that anything would change
• thinking their parents’ or teachers’ advice would make the
problem worse
• fear their teacher would tell the bully who told on him/her
• thinking it would be worse to be thought of as a snitch
28. Bullying or Normal Conflict?
• NOT all conflicts rise to bullying
• Pushing, kicking or hitting is not in and of its-
self bullying behavior…
• Single occurrences typically are not bullying
• Bullying typically involves power seeking and
control over the targeted person. Usually
involves repeated attacks and over a period of
time.
29. Types of Bullying
• Physical Aggression: harm to a person or persons property
– Pushing, shoving, hitting, kicking, ruining property, physically
humiliating, locking in a closed space, inflicting bodily harm
• Social/Relational Aggression: harm to a person’s group
acceptance
– Gossip, embarrassing or purpose, spreading rumors, public humiliation,
manipulating situation to assure rejection
• Intimidation: harm to a person through pressure or fear
– Extortion, threatening looks, threaten to reveal personal information,
playing dirty tricks
• Verbal Aggression: harm to person through hurtful verbal abuse
– Mocking, name-calling, taunting, teasing
• Written Aggression: harm to a person through written words
– Note passing, graffiti, writing hurtful things to others to see
30. The Effects of Cyber-bullying
Cyber-bullying can seem more extreme to the victim than
being bullied in person because of several factors:
• It occurs in the child's home. Being bullied at home can take away the
place the child feels most safe
• It can be harsher. Often kids say things online that they would not say
in person, mainly because they can not see the other persons reaction
• It can be far reaching. Kids can send emails making fun of someone to
their entire class or school with a few clicks, or post them on a website
for the whole world to see.
• It can be anonymous. Cyber-bullies often hide behind screen names
and email addresses that do not identify who they are. Not knowing
who is responsible for bullying messages can add to a victims insecurity
Cyber-bullying can invade a child's social and emotional life with
their friends & classmates. It can expose a secret or label them a
social misfit for all to see.
31. Cyber-bullying & Parenting
• Set up email and chat accounts with your children, know who their
“buddy” and “friend” lists are. Have the ability to view what is happing on
their chat pages
• Discuss cyber-bulling with your child and ask them if they have ever
experienced it or seen it happen to someone. Tell your child:
– if someone sends them a mean or threatening message, don’t respond. Save it, print it
and show it to an adult
– Don’t put anything on line you don’t want their classmates to see, even in a personal
email
– Never send a message to anyone they would not tell to them in person.
– Delete and discourage bullying on line…don’t go along with the bully…stand up for the
victim
Tell your child that you will NOT blame them if they are cyber-bullied.
Emphasize that you won’t take away their computer privileges – this is the
main reason kids don’t tell adults when they are cyber-bullied
32. Is My Child Being Bullied
May be a victim of bullying if he or she:
comes home from school with torn or dirty clothing, or damaged
books;
has cuts, bruises or scratches;
has few, if any, friends to play with;
seems afraid to go to school, or complains of headaches or stomach
pains
doesn’t sleep well or has bad dreams;
loses interest in school work; drop in grades
seems sad, depressed or moody;
is quiet , sensitive or passive.
If your child shows several of these warning signs:
TALK to Them
Schedule a conference with the school staff to discuss your concerns
33. D-300 Anti-Bullying Committee
• At the request of the Superintendent of
Schools
• Directed by the Board of Education’s
Disciplinary Committee
• A committee was assembled to review district
response to bullying
34. Anti-Bullying Committee - Focus
• Address personal interaction and cyber bullying
• Reporting methods and report process for bullying
• Problem assessment process – To determine how deep and
wide the problem is?
(individualized / classroom / grade /building level)
• Behavior intervention - How to stop the behavior and what to
do with the aggressor ?
• Prevention piece:
Curriculum based – education of teachers and students
…determining if we currently have an educational piece in
place that addresses bullying …or is there a need to create one
to specifically address bullying behavior
35. Committee Membership Represents
• All levels of education
– elementary / middle / high school
• Curriculum
• P.B.I.S.
• Psychologist
• Social Workers
• Special Ed
• Safety
• Technology
• Transportation
• Parents
36. Committee Progress
• Created an Elementary, Middle and High School
template of intervention
– Using a multi-step process of parent notification, discipline, intervention, police
involvement and follow-up with all parties involved
– Including a written contract between the aggressor, parent and the
school…detailing prohibited behavior and consequences if the behavior continues
– Anti-bullying pledges by the students and faculty the start of school and a parent
pledge if their child has been identified as displaying bullying behavior
– Increased interventions and discipline to modify behavior
• Reporting
– Developing a page on the district’s web site with anti-bulling links and
interventions to include the anti-bullying contracts and administrative process
– Bully reporting form. Allowing on line reporting and anonymous reporting of bully
behavior
– Behavior recording and tracking on Infinite Campus to flag continued behavior
teacher to teacher, grade to grade, school to school
