Pictured left to right, Marcia Grabow, Angie Martinez, Aaron Bronson and Debi Gutknecht.

Curriculum

In their book, Student Voice: The Instrument of Change, Russell Quaglia  and Michael Corso ask educators to capture the voices of students and to make them partners in their education. In Part I: Listening, there are some tidbits that align to our Strategic Plan.

How can we engage students more fully in their learning and school experiences?

In what ways can educators prompt a greater commitment by students in their education?

How can we help students develop aspirations, where they have dreams and are inspired to work toward them?

• Invite students to post questions and thoughts about class.
• Ask students about their hopes and dreams.
• Incorporate student interests in lessons.
• Ask students what they thought of a particular lesson.
• Help students set goals and craft plans to achieve them and reflect on their progress.
• Offer a variety of courses to engage all learners.
• Seek student input and feedback on a regular basis.
• Involve students in decision-making groups and committees.
• Conduct student focus groups.

Let's continue our collective momentum to achieve Quaglia's innovative ways of inspiring and involving students by listening to them. 

Learn more about this on February 17th, Collaboration Day, where Russell Quaglia himself will be here to engage with us!

Data and Assessment

In thinking about our future, it's helpful to look at our current situation.  A quick quiz on student achievement (for more details, see the  Student Achievement and Next Steps  report that was presented at the October 2016 School Board Meeting).  

A reminder - ethnicity is not a risk factor; it's a proxy for students that are English Learners and Economically Disadvantaged.

1. On the ISAT, are proficiency rate gaps between Hispanic and non-Hispanic generally larger for English Language Arts (ELA) or Mathematics?
2. On the IRI, how does the gap vary with grade level?
3. How much did Carey and WRHS Dual Credit enrollment increase from 2014-15 to 2015-16? What % of enrollment was from Hispanic students?

Answers:

1. The proficiency rate of Hispanic students is about 30 - 35% lower than that of non-Hispanic students for both ELA and Mathematics.
2. In Spring 2015-16, the percent of students at benchmark was about 30% lower for Hispanic students in KG and 1st grade, and about 15% lower in 2nd and 3rd grade.
3. Carey enrollment tripled and WRHS enrollment increased by 49% from 2014-15 to 2015-16 (Carey from 9 courses to 34 courses; WRHS from 335 to 499 courses). In 2015-16, Hispanic students earned 6% of the Carey credits and 33% of the WRHS credits.

Educational Programs

Student Supports

As student achievement is our business, it is also important to keep the many needs of all of our students in mind. At this time of year, let's be especially mindful of those students who have unique needs due to homelessness. Take this quick quiz to see if you know how we can help our students who are or might be homeless.

1. How many students do you think currently meet homeless criteria?
2. Who do you contact if you think a student might be homeless?
3. What are some of the services that we can provide if a student might be homeless?

Answers:

1. Currently there are 21 students who meet the criteria.
2. Social Workers are your contact regarding students who might be or currently meet the homeless criteria. These tireless educators keep track of the needs of these students and help meet those needs in various ways.
3. The district can provide many services to students who meet the criteria. These services may include the following depending upon individual need:

• Immediate enrollment - regardless of necessary records/documents
• Access to free school meals
• School supplies and fees
• Academic needs
• Health care
• Clothing/Personal care needs