Student+Academic+Goals

School Improvement Goal: All students in grades 4-12 will improve their math scores compared with baseline data.
**How we will know when this goal has been met:** Students will perform better on norm referenced and criterion referenced assessments. We will have comparative data from report card grades, MAP, and NeSA-M tests. (Confidence and excitement for math will be noted as exhibited by Accelerated Math scores and numbers of correct problems in Math Club and Math Olympiad.)  1. 35.78% poverty rate 2. 3rd Quarter Report Card Grades 3. ACT Scores |||||| ** Standardized Assessments: ** * || > the baseline year, scores will increase by 10% over the previous year's score ** Summary: ** ** Math: Overcoming the Rich Poor Hurdle ** Project MORPH (Math: Overcoming the Rich Poor Hurdle) was funded by the Nebraska Department of Education through the American Recovery and Reinvestment Act of 2009. The premise of the project was to provide differentiated instruction to address high poverty concerns among the target population within the Cody-Kilgore Public School district. More specifically, the project provided technology support to math classes at Cody-Kilgore Elementary and High School.  During the 2009-10 school year approximately (56.41%) of the student population was at the poverty level as compared to (41.22%) within the state, which represents an increase of (20.63%) from the prior academic year. Additionally, math achievement has been affected by a lack of professional development in that 50% or more of the staff had not had adequate professional development in the integration of technology in the classroom. Project MORPH was developed to address two primary areas: student achievement and professional development. Goals included: Project MORPH was implemented and supported by Accelerated Math (AM) a software tool that monitors and manages mathematics skill practice. Mobile computer labs, Promethean ActivBoards and other related resources, supported accelerated Math. **Student Learning Outcomes** **Goal 1:** The percentage of students meeting or exceeding standards in mathematics will increase by 10% over the baseline percentage. **Table 1** <span style="font-family: Arial,Helvetica,sans-serif;">**__Overall Mathematics Performance Percentages for All Students by Grade Level (2010 – 2011)__** <span style="font-family: Arial,Helvetica,sans-serif;">Based on state reporting standards complete data is not available for all grade levels due to fewer than 10 students who were tested. This limitation does not allow for a complete comparative analysis. However, Table 1 notes math performance continues to improve. More students met or exceeded state standards in mathematics than those that did not. <span style="font-family: Arial,Helvetica,sans-serif;">**Table 2** <span style="font-family: Arial,Helvetica,sans-serif;">**__Math Pretest - Posttest Scaled Scores__**
 * <span style="font-family: Arial,Helvetica,sans-serif;">** Support Data (Three sources used to select the goal) **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">MAP |||| <span style="font-family: Arial,Helvetica,sans-serif;">** Local Assessments: **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Accelerated Math Stars Assessment
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">MAP
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">ALTS
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">3rd Quarter Report Card (Math Grades) ||
 * <span style="font-family: Arial,Helvetica,sans-serif;"> Strategy/Intervention: **Accelerated Math and Stars Assessment** |||| <span style="font-family: Arial,Helvetica,sans-serif;">** Research Supporting This Intervention: **
 * <span style="font-family: Arial,Helvetica,sans-serif;">** Activities to Implement the Intervention ** || <span style="font-family: Arial,Helvetica,sans-serif;">** Person(s) Accountable ** ||||= <span style="font-family: Arial,Helvetica,sans-serif;">** Timeline ** || <span style="font-family: Arial,Helvetica,sans-serif;">** Resources ** || <span style="font-family: Arial,Helvetica,sans-serif;">** Staff Development Outcome ** ||
 * ^  ||^   || <span style="font-family: Arial,Helvetica,sans-serif;">** Beginning ** || <span style="font-family: Arial,Helvetica,sans-serif;">** End ** ||^   ||^   ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Project MORPH: **Mathematics: Overcoming the Rich/Poor Hurdle**
 * <span style="font-family: Arial,Helvetica,sans-serif;">All students will score above the 20th percentile unless documentation explaining extraordinary circumstances exists
 * <span style="font-family: Arial,Helvetica,sans-serif;">The percentage of students meeting or exceeding standards in mathematics will increase by 10% over the baseline percentage
 * <span style="font-family: Arial,Helvetica,sans-serif;">For those students whose scores place them below the 70th percentile in
 * <span style="font-family: Arial,Helvetica,sans-serif;">Staff Development || * <span style="font-family: Arial,Helvetica,sans-serif;">Kate Fullerton
 * <span style="font-family: Arial,Helvetica,sans-serif;">Duke Waln
 * <span style="font-family: Arial,Helvetica,sans-serif;">Stacey Adamson || <span style="font-family: Arial,Helvetica,sans-serif;">Fall 2010 || <span style="font-family: Arial,Helvetica,sans-serif;">Fall 2011 || * <span style="font-family: Arial,Helvetica,sans-serif;">Dr. Willie Carrington, MORPH Evaluator
 * <span style="font-family: Arial,Helvetica,sans-serif;">Jeff McQuistan
 * <span style="font-family: Arial,Helvetica,sans-serif;">Terri Nollette || * <span style="font-family: Arial,Helvetica,sans-serif;">Differentiated Instruction Workshop
 * <span style="font-family: Arial,Helvetica,sans-serif;">Accelerated Math
 * <span style="font-family: Arial,Helvetica,sans-serif;">STAR Math Assessment
 * <span style="font-family: Arial,Helvetica,sans-serif;">Data Analysis ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Accelerated Math Program
 * <span style="font-family: Arial,Helvetica,sans-serif;">Title I - Individualized Instruction and Support
 * <span style="font-family: Arial,Helvetica,sans-serif;">Collect Pre and Post Test Data || * <span style="font-family: Arial,Helvetica,sans-serif;">Kate Fullerton
 * <span style="font-family: Arial,Helvetica,sans-serif;">Title I Staff
 * <span style="font-family: Arial,Helvetica,sans-serif;">Math Teachers || <span style="font-family: Arial,Helvetica,sans-serif;">Spring 2010 || <span style="font-family: Arial,Helvetica,sans-serif;">Ongoing ||  ||   ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Differentiated Instruction Training for PK-12 Teachers
 * <span style="font-family: Arial,Helvetica,sans-serif;">Lesson Creation to Infuse into Classroom Instruction
 * <span style="font-family: Arial,Helvetica,sans-serif;">APL Instructional Strategies Training || * <span style="font-family: Arial,Helvetica,sans-serif;">Kate Fullerton || <span style="font-family: Arial,Helvetica,sans-serif;">Spring 2011 || <span style="font-family: Arial,Helvetica,sans-serif;">Ongoing ||  ||   ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Track Interventions Over Time - Evaluation
 * <span style="font-family: Arial,Helvetica,sans-serif;">Data Retreat
 * <span style="font-family: Arial,Helvetica,sans-serif;">Implications for Classroom Instruction || * <span style="font-family: Arial,Helvetica,sans-serif;">Dr. Willie Carrington, MORPH Evaluator
 * <span style="font-family: Arial,Helvetica,sans-serif;">Stacey Adamson
 * <span style="font-family: Arial,Helvetica,sans-serif;">Duke Waln
 * <span style="font-family: Arial,Helvetica,sans-serif;">Kate Fullerton ||  ||   ||   || * <span style="font-family: Arial,Helvetica,sans-serif;">Targeted Focus
 * Geometry and PreAlgebra
 * Questioning Techniques for ACT (Science) ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">The percentage of students meeting or exceeding standards in mathematics will increase by 10% over the baseline percentage.
 * <span style="font-family: Arial,Helvetica,sans-serif;">For those students whose scores placed them below the 70th percentile in the baseline year, scores will increase by 10% over the previous year’s score.
 * <span style="font-family: Arial,Helvetica,sans-serif;">All students will score above the 20th percentile unless documentation explaining extraordinary circumstances exists.
 * <span style="font-family: Arial,Helvetica,sans-serif;">All teachers who teach math will understand how to use Accelerated Math.
 * <span style="font-family: Arial,Helvetica,sans-serif;">All teachers who teach math will implement Accelerated Math in the classroom.
 * <span style="font-family: Arial,Helvetica,sans-serif;">All teachers who teach math will understand how to differentiate math instruction.
 * <span style="font-family: Arial,Helvetica,sans-serif;">All teachers who teach math will participate in student-led math family night.
 * || <span style="font-family: Arial,Helvetica,sans-serif;">**03** || <span style="font-family: Arial,Helvetica,sans-serif;">**04**  || <span style="font-family: Arial,Helvetica,sans-serif;">**05**  || <span style="font-family: Arial,Helvetica,sans-serif;">**06**  || <span style="font-family: Arial,Helvetica,sans-serif;"> **07**  || <span style="font-family: Arial,Helvetica,sans-serif;">**08**  || <span style="font-family: Arial,Helvetica,sans-serif;">**11**  ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">**Exceeds Standards** || <span style="font-family: Arial,Helvetica,sans-serif;">0%  || <span style="font-family: Arial,Helvetica,sans-serif;">57%  || <span style="font-family: Arial,Helvetica,sans-serif;">0%  || <span style="font-family: Arial,Helvetica,sans-serif;">70%  || <span style="font-family: Arial,Helvetica,sans-serif;">43%  || <span style="font-family: Arial,Helvetica,sans-serif;">10%  || <span style="font-family: Arial,Helvetica,sans-serif;">38%  ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">**Meets Standards** || <span style="font-family: Arial,Helvetica,sans-serif;">71%  || <span style="font-family: Arial,Helvetica,sans-serif;">43%  || <span style="font-family: Arial,Helvetica,sans-serif;">77%  || <span style="font-family: Arial,Helvetica,sans-serif;">20%  || <span style="font-family: Arial,Helvetica,sans-serif;">57%  || <span style="font-family: Arial,Helvetica,sans-serif;">90%  || <span style="font-family: Arial,Helvetica,sans-serif;">46%  ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">**Below Standards** || <span style="font-family: Arial,Helvetica,sans-serif;">29%  || <span style="font-family: Arial,Helvetica,sans-serif;">0%  || <span style="font-family: Arial,Helvetica,sans-serif;">23%  || <span style="font-family: Arial,Helvetica,sans-serif;">10%  || <span style="font-family: Arial,Helvetica,sans-serif;">0%  || <span style="font-family: Arial,Helvetica,sans-serif;">0%  || <span style="font-family: Arial,Helvetica,sans-serif;">15%  ||
 * **Class** ||= **No. of Students** ||= **Pretest Mean** ||= **Posttest Mean** ||= **Change** ||
 * Adv Math ||= 1 ||= 1116 ||= 1184 ||= +68 ||
 * Algebra 1 ||= 14 ||= 854 ||= 884 ||= +30 ||
 * Algebra 2 ||= 8 ||= 927 ||= 976 ||= +49 ||
 * Geometry ||= 6 ||= 942 ||= 925 ||= -17 ||
 * Bus Math ||= 4 ||= 846 ||= 906 ||= +60 ||
 * Math 7 ||= 11 ||= 804 ||= 904 ||= +100 ||
 * Math 8 ||= 7 ||= 869 ||= 923 ||= +54 ||
 * Paced Math ||= 1 ||= 811 ||= 867 ||= +56 ||
 * Pre Algebra ||= 8 ||= 873 ||= 881 ||= +8 ||
 * Statistics ||= 3 ||= 937 ||= 1006 ||= +69 ||
 * Math 6 ||= 1 ||= 678 ||= 812 ||= +134 ||
 * Math 5 ||= 3 ||= 657 ||= 850 ||= +193 ||
 * Math 5 ||= 5 ||= 765 ||= 848 ||= +83 ||
 * Math 5 (2) ||= 8 ||= 690 ||= 793 ||= +103 ||
 * Math 4 ||= 4 ||= 608 ||= 777 ||= +169 ||
 * Math 3 ||= 1 ||= 559 ||= 653 ||= +94 ||
 * Math 3 ||= 6 ||= 523 ||= 650 ||= +127 ||
 * Math 2 ||= 1 ||= 577 ||= 696 ||= +119 ||
 * Total ||= 92 ||=  ||=   ||=   ||

As noted above all math classes excluding Geometry experienced an increase in scaled scores based on their pretest and posttest results. Collectively among all classes showing improvement a mean average of 54.8% was noted.

<span style="font-family: Arial,Helvetica,sans-serif;">**Goal 2:** For those students whose scores placed them below the 70th percentile in the baseline year, scores will increase by 10% over the previous year’s score. <span style="font-family: Arial,Helvetica,sans-serif;">Based on Star Math posttest results significant improvement was observed among all students excluding those taking geometry. Out of a total of six students two experienced a decline in performance as measured by their scale score.

<span style="font-family: Arial,Helvetica,sans-serif;">All math teachers involved in the project participated in scheduled professional development, which focused on differentiated instruction, student assessment, reporting, and operational elements of the Accelerated Math program. Based on an evaluation survey the provided professional development provided by Renaissance Learning rated strongly relative to meeting the needs of participants. <span style="font-family: Arial,Helvetica,sans-serif;">On Thursday, May 12, 2011 the district hosted a family fun night in conjunction with the project. Parents were invited to observe student work as well as receive a printed progress report. Summary** <span style="font-family: Arial,Helvetica,sans-serif;">Research suggests that raising student achievement begins with a solid foundation of basic skills to motivate students to learn. Technology can assist in accomplishing this goal.
 * Professional Development**
 * Goals (4, 5 and 6)**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Based on 2010 – 2011 state achievement data for mathematics more students met or exceeded the state standard than those that did not
 * <span style="font-family: Arial,Helvetica,sans-serif;">Performance improved at all grade levels except geometry as noted by pre and post assessment with Accelerated Math
 * <span style="font-family: Arial,Helvetica,sans-serif;">Most students reported an increase in scale score which measures growth over time and across grades
 * <span style="font-family: Arial,Helvetica,sans-serif;">Growth in mathematics were noted among all sub-populations
 * <span style="font-family: Arial,Helvetica,sans-serif;">Collectively teachers expressed a high level of engagement relative to the staff development offering provided
 * <span style="font-family: Arial,Helvetica,sans-serif;">Professional development focused on differentiated instruction and assessment
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students and staff directly benefitted from the use of new/acquired technology
 * <span style="font-family: Arial,Helvetica,sans-serif;">The family fun night was an overwhelming success and achieved its objective of informing parents and the community of the project

<span style="font-family: Arial,Helvetica,sans-serif;">**Future Plans** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Cody-Kilgore will continue to use Accelerated Math in a variety of ways, such as for promoting gifted students, review opportunities for struggling students, and for use in the special education department just to name a few. The Morph project data showed through results from Accelerated Math that Geometry was the only subject area that declined from the Fall testing to the Spring testing. Pre-Algebra was another area of concern with a minimum increase in performance. Cody-Kilgore Unified Schools has been pleased with the results and use of Accelerated Math within their mathematics curriculum.

<span style="font-family: Arial,Helvetica,sans-serif;">__ Reading __
==<span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif;">School Improvement Goal: All students in Grades K-6 will improve their reading comprehension and vocabulary scores compared with baseline data. == <span style="font-family: Arial,Helvetica,sans-serif;">**How we will know when this goal has been met:** Students in Grades 2-6 will exhibit improved Reading Skills scores. Comprehension, vocabulary, and fluency measures on DIBELS will be increased over time. Report card grades and NeSA-R and MAP results will be tracked over time. <span style="font-family: Arial,Helvetica,sans-serif;"> 1. 35.78% poverty rate <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">2. 3rd Quarter Report Card Grades <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">3. Norm referenced assessments <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">4. Staff dialogue |||||| <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Standardized Assessments: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">**curriculum.** <span style="font-family: Arial,Helvetica,sans-serif;"> Objective: ** Increase fluency thereby increasing comprehension ** (RTI conference) |||| <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Research Supporting This Intervention: <span style="font-family: Arial,Helvetica,sans-serif;">* || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16pt;">**Targeted goal:** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">**Improve reading comprehension and vocabulary at the elementary level** All elementary staff attended a “Reading First” training in Summer 09. Data and inspiration from that training drove some curriculum changes and areas of focus for our elementary reading program. Fluency, comprehension, vocabulary, and phonics are the pillars of our reading curriculum. Based on our reading test scores, for instance, we deduced that we needed to improve vocabulary/word usage overall and increase fluency practice for upper grades. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">In February, 2010, two staff members attended a workshop on using DIBELS results to guide teaching. They did a follow-up presentation to the rest of the staff. Then in April, 2010, Roxy Schow, a staff developer for ESU10, led an outstanding in-service for all staff on reading strategies and response to DIBELS data for all elementary staff. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">In the fall of 2010, Cody-Kilgore started the Pre-K Program for early literacy. Two staff members visited other successful Pre-K programs while developing the curriculum. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Currently, the K-1 grades have an extended reading time of 120 minutes. They use “Baggy Books” which are read five times, then to the teacher. They use “We Both Read” books for a home/school connection. K-6 supplement the core reading program with “Leveled Readers”, K-3 supplement with “Phonics Readers”. K-3 use a daily phonics practice. Grades 4-6 started an interactive phonics program called “Rewards”. The 4th grade will continue with it in the future. All classrooms are using repeated readings and “6 Minutes to Fluency” to target fluency. Upper grades use a Daily Vocabulary program, with follow-up word games and assessments. Grade 6 is using “English from the Roots Up” which teaches Greek and Latin roots for vocabulary development.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Support Data (Three sources used to select the goal)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">MAP
 * <span style="font-family: Arial,Helvetica,sans-serif;">DIBELS |||| <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Local Assessments:
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">DIBELS
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">MAP
 * <span style="font-family: Arial,Helvetica,sans-serif;">NESA ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Strategy/Intervention: **Comprehension, fluency, and vocabulary are the pillars of our reading**
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Activities to Implement the Intervention || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Person(s) Accountable ||||= <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Timeline || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Resources || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Staff Development Outcome ||
 * ^  ||^   || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Beginning || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">End ||^   ||^   ||
 * * Reading First Training
 * <span style="font-family: Arial,Helvetica,sans-serif;">DIBELS workshop
 * Reading Strategies and Response to DIBELS Data
 * Pre-K Program for early literacy
 * Training and modeling for aides
 * <span style="font-family: Arial,Helvetica,sans-serif;">Baggy books
 * <span style="font-family: Arial,Helvetica,sans-serif;">We Both Read books
 * <span style="font-family: Arial,Helvetica,sans-serif;">Leveled Reader books
 * <span style="font-family: Arial,Helvetica,sans-serif;">Phonics Readers
 * <span style="font-family: Arial,Helvetica,sans-serif;">Daily Phonics Practice and Interactive Phonics Program called Rewards
 * <span style="font-family: Arial,Helvetica,sans-serif;">Repeated readings
 * <span style="font-family: Arial,Helvetica,sans-serif;">Six Minutes to Fluency book
 * <span style="font-family: Arial,Helvetica,sans-serif;">Daily Vocabulary
 * <span style="font-family: Arial,Helvetica,sans-serif;">English From The Roots Up
 * <span style="font-family: Arial,Helvetica,sans-serif;">Book-It Program
 * <span style="font-family: Arial,Helvetica,sans-serif;">Daily Poetry
 * <span style="font-family: Arial,Helvetica,sans-serif;">Memorizing Poetry
 * <span style="font-family: Arial,Helvetica,sans-serif;">Nursery Rhymes
 * <span style="font-family: Arial,Helvetica,sans-serif;">DEAR Time
 * <span style="font-family: Arial,Helvetica,sans-serif;">Teacher Read Aloud
 * <span style="font-family: Arial,Helvetica,sans-serif;">Daily Analogies
 * <span style="font-family: Arial,Helvetica,sans-serif;">Traveling Bookmobile
 * <span style="font-family: Arial,Helvetica,sans-serif;">Gift to new families (Brain Research Book)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Differientiated Instruction
 * <span style="font-family: Arial,Helvetica,sans-serif;">APL Training
 * <span style="font-family: Arial,Helvetica,sans-serif;">Reading Text Book Committee || * Elementary Staff
 * <span style="font-family: Arial,Helvetica,sans-serif;">Title 1/ Special Ed 6th Grade
 * <span style="font-family: Arial,Helvetica,sans-serif;">Elementary and Middle School Staff
 * <span style="font-family: Arial,Helvetica,sans-serif;">Pre-K Title 1/Special Ed
 * <span style="font-family: Arial,Helvetica,sans-serif;">Elementary Staff
 * <span style="font-family: Arial,Helvetica,sans-serif;">1st Grade
 * <span style="font-family: Arial,Helvetica,sans-serif;">1st Grade
 * <span style="font-family: Arial,Helvetica,sans-serif;">K-6 Staff
 * <span style="font-family: Arial,Helvetica,sans-serif;">K-3 Staff
 * <span style="font-family: Arial,Helvetica,sans-serif;">4-6 Staff
 * <span style="font-family: Arial,Helvetica,sans-serif;">Elementary Staff
 * <span style="font-family: Arial,Helvetica,sans-serif;">Elementary Staff
 * <span style="font-family: Arial,Helvetica,sans-serif;">4-6 Grade
 * <span style="font-family: Arial,Helvetica,sans-serif;">6th Grade
 * <span style="font-family: Arial,Helvetica,sans-serif;">Elementary Staff
 * <span style="font-family: Arial,Helvetica,sans-serif;">4th Grade
 * <span style="font-family: Arial,Helvetica,sans-serif;">Elementary Staff
 * <span style="font-family: Arial,Helvetica,sans-serif;">K and 1st Grade
 * <span style="font-family: Arial,Helvetica,sans-serif;">K-6 Staff
 * <span style="font-family: Arial,Helvetica,sans-serif;">K-6 Staff
 * <span style="font-family: Arial,Helvetica,sans-serif;">4-6 Grade
 * <span style="font-family: Arial,Helvetica,sans-serif;">Pre-K-6th Grade
 * <span style="font-family: Arial,Helvetica,sans-serif;">K-6 Staff
 * <span style="font-family: Arial,Helvetica,sans-serif;">K-6 Staff
 * <span style="font-family: Arial,Helvetica,sans-serif;">3rd and 5th Grade Teachers || * <span style="font-family: Arial,Helvetica,sans-serif;">June 2009
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 * April 2010
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 * <span style="font-family: Arial,Helvetica,sans-serif;">Feb 2011 ||  ||   ||   ||

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Other reading-related opportunities are the Book-it program, daily poetry, memorizing poetry and nursery rhymes, D.E.A.R. (Drop Everything And Read) time, teacher read aloud, daily analogies, and a traveling Bookmobile which brings books from our county library to supplement our school library.

<span style="font-family: Arial,Helvetica,sans-serif;"> The ongoing textbook committee recently evaluated new reading textbooks in partnership with other Cherry County schools. The new series adopted in the Fall of 2011 is the Treasures Series by MacMillan/ McGraw- Hill. Reading teachers will receive in-service on the various components of the series in the near future. This new reading series tests fluency every week within the students' practice skills books. This series includes a spelling/phonics and grammar program. Individual level readers are included to meet different levels of a student's ability.

<span style="font-family: Arial,Helvetica,sans-serif;">DIBELS is a program that tests fluency and comprehension. An updated DIBELS is being utilized for the 2011-2012 school year.

<span style="font-family: Arial,Helvetica,sans-serif;">Our school changed standardized testing from Sanford to MAP and NeSA in 2010. With our third MAP testing currently underway, we will now have more scores to compare.

<span style="font-family: Arial,Helvetica,sans-serif;">The staff continues to seek effective strategies and materials to improve student comprehension. We have seen strong improvements in vocabulary per MAP testing. Our DIBELS testing has shown a very high percentage of our students meeting grade-level benchmarks for fluency.

<span style="font-family: Arial,Helvetica,sans-serif;">Staff also continues to expand students' experiences in the reading, writing, and speaking areas. Elementary and middle school students yearly participate in the Modern Woodmen speech contest. In the spring 2011, 6 students progressed to the district level of competition and one student placed in the district contest.