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,
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Produced by the CAP instructional team 3
Department Contribution Racial Equity Office Funding and Program Monitoring Evaluation and Assessment, Dyslexia/504 Department and MTSS Identification of students; Pre and Post assessment; 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 Student Engagement and Counseling Services SEL and Student Enrichment Partnerships
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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
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All Hands on Deck
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Student Experiences Enrichment Experiences Technology Social Emotional Learning Service: Cara Mia Theater and Dallas ISD Visual Performing Arts Production: Student led composition of music and theater script Performance: Student led on stage for peers Device: HP Chromebooks and Macbooks Deployment: Technicians were on- site to deploy 249 devices Onsite Tech Support: Provided for the full 2 week program SEL Practices: Relationship building, Self Awareness and Self Management Activities: Intentional play focused on teamwork, Community connection circles and Mindfulness practices Focus areas: College Awareness and Teen Equity Summit Extensions: Guest Readers 7
What were the goals?
Oral Reading Fluency Rate (ORF) An Increase in Oral Reading Fluency Rate (ORF) based on the individual student baseline The average words correct per minute score for participating students will increase by at least 8 words from the pre to the post running record administration. *Pre Program *Last Day of Program Self Perception and Agency as a Reader Increase positive self perceptions about student capacity for and successful engagement in the reading process At least 50% of students show an increase in positive perceptions about themselves as readers on student survey *First Day of Program *Last Day of Program
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Attendance Matters
Number of Days Attended Students N % 1 50 12.4 2 18 4.5 3 17 4.2 4 15 3.7 5 16 4.0 6 28 6.9 7 39 9.7 8 52 12.9 9 69 17.1 10 100 24.8 *Attendance data for 13 students could not be verified so they were excluded. Percentages may not add to 100.0 due to rounding.
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Oral Reading Fluency
20 40 60 80 100 120 3rd Grade 6th Grade 9th Grade
CAP Running Record Results Words Correct per Minute (wcpm)
WCPM Pre WCPM Post
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10 words per minute on average (27.2 to 36.5 wcpm)
5 words per minute on average (91.6 to 96.6 wcpm)
12 words per minute (96.6 to 108.8 wcpm)
3rd Grade
Survey Item Response Options Diff. Don't Like It/ It's OK Like It/ Love It Pre Post Pre Post Do you like spending your free time reading? 35.2 22.2 64.8 77.8 13.0 Do you like starting a new book? 24.1 18.5 75.9 81.5 5.6 Do you like reading different kinds of books? 27.8 13.0 72.2 87.0 14.8 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 Do you like learning from a book? 14.8 13.0 85.2 87.0 1.9 Do you like to read out loud in class? 66.7 35.2 33.3 64.8 31.5 *Preliminary Data 11
6th Grade
Survey Item Response Options Diff. Don't Agree/ Kind of Agree Mostly Agree/ Totally Agree Pre Post Pre Post I am a good reader. 39.6 34.4 60.4 65.6 5.2 The books I read in class are easy. 51.0 34.4 49.0 65.6 16.7 I make few mistakes when I read. 22.9 24.0 77.1 76.0
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 read in class. 46.9 41.7 53.1 58.3 5.2 *Preliminary Data 15
9th Grade
Survey Item Response Options Strongly Disagree/ Disagree Strongly Agree/ Agree 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
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 My teachers think I am a good reader. 22.6 19.4 77.4 80.6 3.2 I can figure out the meaning of a word in a sentence. 32.3 22.6 67.7 77.4 9.7 I enjoy spending my free time reading books. 64.5 64.5 35.5 35.5 0.0 I look forward to starting a new book. 64.5 48.4 35.5 51.6 16.1 *Preliminary Data 12
Social Emotional Learning daily supports Counselor and Special Education teacher support Positive feedback from teachers and students on text selections and professional learning Efficient deployment of devices and students immediately engaged in technology Student experience with Education is Freedom on the UNTD campus was a positive look at college environment
Change the timeframe of the program so that student contact information remains current (June implementation) Consider parent concerns about busing student to an unfamiliar school site (Select sites closer to home school) Consider leveraging more support from home campus relationships to build motivation to register AND attend (Solicit more engagement from home campus in recruitment and retention) Consider the skill set of the teacher in supporting significant deficits and in building relationships with students demonstrating disengagement /lack
training with consistent support)
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