Learning
Academy of Learning and Leadership
Performance Data Report
Fall 2009
The Academy of Learning and Leadership is uncompromisingly committed to the learning and development of our 400 students. Our certified and dedicated faculty and staff are proactively addressing the performance of our students with targeted teaching and thorough test preparation. Our Continuous Learning Improvement Plan (CLIP) focuses on ALL’s organizational and instructional goals, especially data-driven instruction and the timeline of expectations of faculty, staff, and students. (Read the CLIP on the Learning page of this website.)
We have an extraordinary learning community with exceptional resources for learning and teaching: new facilities, caring community, excellent educators, community partnerships, after- school programming, outdoor classroom/community garden, children’s health programs, new library, and 58 ALL employees who care deeply about the 400 children in our care.
The two charts below compare the past two years of student test performance. They demonstrate the progress we are making toward meeting academic achievement expectations for the 2009-2010 school year. 2009-2010 results will be available in April 2010 and June 2010 following release of the WKCE and SDRT test scores.
Academy of Learning and Leadership
| Year-over-Year Growth toward Academic Criteria | |||
|---|---|---|---|
| Academic Criteria | 07-08 | 08-09 | Goal to meet or exceed |
| Average grade level advancement SDRT Grades 1-3 | .5 | .9 | 1.0+ |
| 4th-8th Graders maintaining proficient or advanced in reading | 66.7% | 79% | 75% |
| 4th-8th Grades maintaining proficient or advanced in math | 63.2% | 73.7% | 75% |
| Growth of 2nd-3rd Graders below grade level in reading | .7 | .8 | 1.0+ |
| 4th-8th Graders below proficient in reading who advanced one level proficiency or one quartile | 42.3% | 41.9% | > 42.3% |
| 4th-8th Graders below proficient in math who advanced one level proficiency or one quartile | 29.2% | 47.4% | > 29.2% |
The reading performance of our students in grades 1-3 is measured multiple measures, including the Stanford Diagnostic Reading Test. Growth on SDRT of the cohort of students enrolled at least three years at ALL, as first graders in 2006-2007, as second graders in 2007-2008, and as third graders in 2008-2009, shows growth on the Spring SDRT of more than one year or one year in each category of the test.
| SRDT One Year Growth in GLE of Cohort of Students Enrolled Over Grades 1-3 |
||||
|---|---|---|---|---|
| N=15 | Phonetic Analysis | Vocabulary | Comprehension | SDRT Total |
| 2008 | 2.0 | 1.2 | 1.7 | 1.6 |
| 2009 | 3.2 | 2.6 | 2.7 | 2.6 |
| Growth | 1.2 | 1.4 | 1.0 | 1.0 |
Our WKCE student performance has not demonstrated the growth we see students indicate on weekly formative and benchmark performance measures. We are addressing this standardized test challenge through understanding students’ learning needs, building increasingly more coherent curriculum, and carefully-focused test preparation and administration.
In order to increase motivation and performance on standardized tests, we are actively engaging students and parents to participate in goal setting, to better understand tests, and to increase student test-taking skills.
We are actively using MAP (Measures of Academic Progress) data to identify, measure, and promote continued growth toward proficiency as well as to inform instruction. Additionally, we use the MAP Descartes Learning Continuum to identify specific skills in reading and math. Local Measurement of Academic Progress (MAP) testing is administered four times per year.
We have implemented summer school and individual student tutoring. In 2009, we held summer school for 75 students with the goals of improving academic performance in reading and math. The program was supported by the ALL operations budget and PAVE. It was assessed for effectiveness by Alverno College. The reading achievement goal was met by 82.4% of the students in the program. We will offer five weeks of summer school for 150 Academy students in June and July of 2010.
We continue to increase our return rate of students each September. (73% 08-09) (75.5% for 09-10) (Goal is 80% for 2010-11.) Our retention rate of students within the year was 77.2% in 08-09. Our goal for 2009-10 is 80%.
No Child Left Behind
Supplemental Services Program - SES
Supplemental Educational Services (SES) are tutoring programs designed to improve the academic performance of students in Title I schools that have not met state targets for increasing student achievement. The SES law was created when the No Child Left Behind Act (NCLB), the major program of federal aid for public schools, was enacted in 2001. NCLB included new provisions regarding accountability for student achievement that required states to identify academic improvement goals, described as Adequate Yearly Progress (AYP), for all schools to meet. Schools receiving Title I aid that fail to attain the goals three or more consecutive years are required to offer families of low-income students in the identified schools the opportunity to enroll their students in SES tutoring.
The goal of supplemental educational services is to ensure that more students achieve proficiency on the state's academic standards in reading and math. Services may include such assistance as tutoring, remediation, and academic intervention and must take place outside the regular school day. Eligible children are from low-income families, as determined by qualifying for free or reduced price school meals, for the purpose of allocating funds under Title I. Priority is given to the lowest-achieving children whenever funds are insufficient to meet the requests of all eligible children and their parents.
SES tutoring sessions can take place in the student’s school, another school, a place in the neighborhood like a community center, or in the home. The cost for the tutoring is paid by the school district with federal Title I funds – there is no cost to the family. This option remains available to parents as long as the child’s school remains identified for improvement.
Free Tutoring For Eligible Students
Beginning in January 2010, the Academy of Learning and Leadership will offer Supplemental Educational Services to eligible students for the remainder of the 2009-10 school year. SES is an opportunity to receive additional instruction in Math and Reading through independent qualified providers approved by the Wisconsin Department of Public Instruction. The approved providers offer students extra academic help anytime outside of the regular school day. After school is the most common time of SES, but it could also take place before school and on weekends.
Providers many offer services in a variety of settings: schools, public libraries, provider offices, family homes, community centers, and places of worship. Many providers offer "hands on" tutoring by trained instructors. Others offer internet-based instruction that students can access through a computer at home, in a school, or at a community center.
SES is offered free of charge to all eligible students. In order to be eligible to participate, students must attend the Academy and qualify for free or reduced meals. The number of seats available is limited. If enrollment exceeds available seats, a selection process will be used to select the children who get seats. Priority will be given to low-income, non-proficient students.
Contact your child's principal in order to make an informed decision about this unique educational opportunity.
For further information on SES, go to Wisconsin's SES Website
