Pillar 1: Student Learning and Progress

MEASURES OF ACADEMIC PROGRESS (MAP) END OF YEAR ASSESSMENTS

Lo Avg: 12%

Avg: 19% Lo: 7%

GRADES 3-5 MATH MATH

ASSESSMENT

High: 25%

High Avg: 38% Lo Avg: 8% Lo: 8%

Avg: 20%

GRADES 3-5 READING

ASSESSMENT

High: 35%

High Avg: 29%

Lo Avg: 12% Lo: 6%

High: 25%

Avg: 22%

GRADES 6-8 MATH MATH

ASSESSMENT

High Avg: 35% Lo Avg: 10% Lo: 6%

High: 24%

Avg: 21%

GRADES 6-8 READING

ASSESSMENT

High Avg: 38%

TO WHAT DEGREE: …Are all students demonstrating growth? …Are all students achieving mastery of course expectations? …Is student data impacting the design of instruction for students who have not yet learned or who have already learned? …Are all students able to articulate their progress and learning need?

STAAR/EOC 2021-2022 DATA

Percentage of Students Achieved Passing Standard in READING

Grade 3 87% Texas Average 77% Grade 4 87% Texas Average 77% Grade 5 91% Texas Average 80% Grade 6 85% Texas Average 69% Grade 7 93% Texas Average 78% Grade 8 96% Texas Average 82% English I EOC 91% Texas Average 63% English II EOC 95% Texas Average 71%

Percentage of Students Achieved Passing Standard in MATH

Grade 3 78% Texas Average 70% Grade 4 80% Texas Average 69% Grade 5 89% Texas Average 75% Grade 6 85% Texas Average 72% Grade 7 74% Texas Average 59% Grade 8 93% Texas Average 69% MS Algebra I 100% Texas Average74% HS Algebra I 80% Texas Average 74% Combined Algebra I 89% Texas Average 74%

AP EXAMS

Percentage of Students Scoring 3 or Higher

AP 2-D ART AND DESIGN — 3 Students SHS 100% | School 100% | Texas 82% | Global 86.7%

AP ENGLISH LITERATURE AND COMPOSITION — 31 Students SHS 69.8% | School 96.8% | Texas 66.9% | Global 77.9%

AP PHYSICS — 37 Students SHS 54.1% | School 54.1% | Texas 29.1% | Global 43.3%

SETTING GOALS

Sara Staley Why is it important for students to set and keep track of goals?

It helps to motivate the students to want to increase their score/level especially since they are making a prediction on what they think it will be. For multiplication facts it gives them the satisfaction of knowing they have mastered a certain number. It is clearly motivation for themselves.

What was the overall goal/purpose of creating the goal-setting program? How did you implement the project?

The overall goal was for the students to be aware of their own progress and goals and learning/deciding what they can do to help them meet their goals. I met with team leaders over the summer and we felt very passionately about students owning their data. We wanted to start small this first year so we went with MAP data (Measure of Academic Progress), our HMH Level (our district’s adopted reading curriculum), and multiplication facts.

How did students respond to this program?

They enjoyed recording their progress and were proud of their own learning. They were happy to see their progress. Like all “new” things, some classes embraced it more than others but I expect even more buy-in this year as students were excited about their progress.

How did scores improve?

Many of our student scores increased because they were intrinsically motivated and they wanted to see the level go up and their bar graph increase.

Is there anything else you’d like to add?

I look forward to adding to this goal this year. I have lots of ideas... stay tuned! I want students to own their learning and be proud of their accomplishments!

PILLAR 1 | STUDENT LEARNING AND PROGRESS

SIX ESL (ENGLISH AS A SECOND LANGUAGE) STUDENTS EXITED PROGRAM IN 2022

SES teachers who are certified in ESL helped English Language Learners achieve the top-scoring rank of Advanced High on their state-mandated assessments (TELPAS). Thanks to the teachers’ use of strategies and tools to support students’ growth in reading, listening, speaking and writing in Pre-K to first grade, these students are now Proficient English Speakers not only in every day language, but with academic language, as well.

Less than once a month: 25%

Once a month: 14% READING WITH ROSIE

Rosey is a Certified Therapy Pet through Love On A Leash®, a 501(c) (3) nonprofit organization. In addition to being a therapy pet, she and her handler, Mindy Pease, have gone through additional therapy training through Intermountain Therapy Animals where she achieved certification as a Reading Education Assistance Dogs© (R.E.A.D©)

Sunnyvale ISD has an RTI (Response to Intervention) Program and included in this program is reading assistance. The

“Reading with Rosey” Program was created in 2017 at the SES campus. On average, Rosey is at the elementary campus two days a week and reads with four to five children each of these days.

DID YOU KNOW?

SISD students met their goal of reading a million pages during 2021-2022 in the #RRAMM Raiders Read a Million Challenge, hosted by the SISD Library Services Every day: 4% Department!

A few times a week: 15%

HOW OFTEN DO YOU ACCESS YOUR RAIDER’S GRADES THROUGH PARENT PORTAL?

356 parents answered this survey question.

About once a week: 21%

A few times a month: 21%

TO WHAT DEGREE: …Are all students demonstrating growth? …Are all students achieving mastery of course expectations? …Is student data impacting the design of instruction for students who have not yet learned or who have already learned? …Are all students able to articulate their progress and learning need?

K-2 END OF YEAR (EOY) mCLASS DATA 2021-2022

READING

Well Below Benchmark Below Benchmark At Benchmark Above Benchmark

Kindergarten - 143 Students

17 __ 12% 14 __ 10% 38 __ 27% 74 __ 51%

Grade 1 - 135 Students

13 __ 10% 17 __ 13%

35 __ 26% 70 __ 51%

Grade 2 - 151 Students

14 __ 9% 19 __ 13% 31 __ 21% 87 __ 57%

MATH

Intensive Strategic Benchmark

Kindergarten - 143 Students

15 __ 10% 40 __ 28%

Grade 1 - 135 Students

12 __ 9% 49 __ 36%

Grade 2 - 150 Students

19 __ 13%

72 __ 48% 88 __ 62%

74 __ 55%

59 __ 39%

ADDRESSING SISD’S MATH NEEDS

SISD is investing in our Raiders’ growth in Math. With a new curriculum from Eureka Math (K-5) and Carnegie Math for 6th grade - High School Algebra I, II and Geometry), Math will be a focus for 202223. Most notably, teachers will benefit from two Math instructional coaches who have joined the Professional Paige Wester Learning Staff. Paige Wester will coach SES and SIS teachers and Miranda Thompson will coach SMS and SHS teachers, helping them with math strategies in the classroom.

Miranda Thompson

WHY FOCUS ON MATH FOR THE 2022-23 SCHOOL YEAR?

As a district, we continue to evaluate the effects of the pandemic on the academic progress of our students. The most evident effect is on growth and progress in math, as math requires time on task to practice the concepts that are taught. A review of data from this past year shows that students are performing at typical levels in areas such as geometry, data analysis, and measurement. However, Dr. Christi Morgan performance levels indicate that students would benefit from more focused, conceptually-based instruction to support their growth in complex concepts, such as numerical and algebraic relationships and probability. We will be transitioning to the use of Eureka Math in K-5th grade and Carnegie Math in 6th grade-Geometry, which includes new materials, teacher training, and coaching from our two instructional coaches. We look forward to this focus on math as we continue to support the growth of our students!