2018-19 Final Land Trust Report
School Land Trust Financial Allocation for 2017-18
School Land Trust Financial Allocation for 2018-19 $93,699.00
School Land Trust Financial Allocation for 2017-18 $80,262.00
Grades K-3 monitored Dibels performance from the beginning of the year (BOY) to the end of the year (EOY). Grades 4-6 only monitored from middle of year (MOY) to the EOY.
Grades 1 & 3 noted significant growth 14% and 10% respectively. 5th grade noted 2% growth. Grades 2,4,6, and Kindergarten demonstrated negative growth.
Fountas & Pinnel
Fountas & Pinnell testing is conducted by individual teachers with individual students. The following scores represent average growth for Kindergarten and 1st grade respectively. _______________ Grades 2-6 were not available at the time of submission.
|Grade||BOY||MOY||EOY||Growth BOY to EOY|
Jordan School District Benchmark performance for Oakcrest Elementary School students is listed below. On the Pre-Test, students exhibited an average of 23% proficient. Student proficiency performance on the post-test was 77%. This represents an average growth on Benchmark assessments of 54%. The highest grade-level growth is noted in Kindergarten and 1st grade.
The following graphic shows the percentage of students performing on or above grade level at Oakcrest Elementary on SAGE Math Assessment (Grades 3-6) from year to year. From 2014-2016 the percentage of students performing at proficiency grew by 14.2%. Last year, however, the percentage of students performing at proficiency decreased by 3.5%.
Oakcrest Elementary’s SAGE scores have consistently improved from 2014 to the present. Student proficiency growth has increased 6.6% since 2014. The following graphic shows Oakcrest Elementary’s growth compared to the District and the State.
We identified an evidence-based instructional strategy (EBIS) to be implemented school-wide. The EBIS was Questioning. The Assessment to Achievement Leadership Team attended 5 days of training on instructional implementation and best practices for implementing the questioning and returned to the school to train the faculty and monitor the progress of implementation. The school A2A team met weekly. Teacher to teacher observations showed the following results.
According to John Hattie, questioning, when implemented properly, produces a year worth of student academic growth. The strategies of “No Opt Out” and QAR were implemented throughout the school. The data bear out that we are exceptional at depth of knowledge 1&2 questions. As a school, we need to work on DOK 3 and 4 activities.