2022-2023 CONCORD's K-12 Benchmark Assessment Growth Goals And Concord Community Schools
Return to Learn - Continuity of Learning Plan
As we return to school in the fall, our first priority will be to ensure the well-being of all members of our school community. Because of the wide range of experiences students had during the previous two school years, we anticipate that students will come to school in the fall with a wider than usual range of competencies Concord Community Schools will prioritize face to face instruction as it helps to best support the academic, social, and emotional needs of our students. The following plan describes our efforts to maintain the continuity of learning in the best interest of our students, staff and community. It discusses cleaning, mitigation, instruction, instruction, and learning loss.
This plan is subject to change based on the changing health data in the area and guidance from the MHHS, JCHD, and CDC.
Managing Communicable Diseases in Schools
QUALITY EVIDENCE-BASED ASSESSMENT PRACTICES
Concord Community School District believes that benchmark assessment evidence can be used to monitor and evaluate patterns and trends in school/district academic performance and to identify effective instructional programs. However, we also believe a balanced assessment system in tandem with collaborative professional learning communities will more adequately support teaching and learning in our district. Therefore, we have written goals that meet the letter of the law with the full understanding that our district always goes above and beyond to service, support and advance students from where they are to where they need to be.
EDUCATIONAL GOALS
The goals below were developed using the INSPECT Interim Benchmark assessment suite which is a locally-driven, but state aligned assessment. This assessment suite will be in its third year of implementation at Concord Community Schools. The assessment tool is designed to assess the high rigor, college and career readiness standards, including Common Core Standards and the state of Michigan ELA and Math K-12 standards. The assessment data will be discussed during monthly horizontal meetings and used to make instructional adjustments to ensure the required core content is covered. The assessment data, progress toward goals, and strategy selections can be found at the end of this document.
Concord Community Schools MATH Learning Goals
Goals for the MATH INSPECT Benchmark Assessments K-12 | |||||||||
Middle of the Year Goal | |||||||||
50% of all K-12 students will demonstrate mastery or progress towards mastery of the Michigan Math standards from September - January as measured by the INSPECT Interim Benchmark Assessments. |
Goal Reporting - Achievement on MATH Benchmark Assessment (Percent Proficient)
MidYear Percent Proficient/Growth Math | |||||||
Grade Level | Total Proficient | Female | Male | Special Education | SED | African American | ELL |
Kindergarten | 80% | 82% | 76% | 60% | 83% | 50% | |
1st Grade | 69% | 76% | 84% | 0% | 76% | 67% | |
2nd Grade | 61% | 63% | 60% | 78% | 60% | 55% | |
3rd Grade | 93% | 88% | 65% | 63% | 81% | 100% | |
4th Grade | 81% | 78% | 70% | 70% | 67% | 83% | |
5th Grade | 93% | 87% | 93% | 70% | 82% | 100% | |
6th Grade | 63% | 50% | 63% | 83% | 55% | 33% | |
7th Grade | 47% | 52% | 70% | 80% | 68% | 50% | |
8th Grade | 69% | 68% | 76% | 50% | 67% | 100% | |
Algebra I | 58% | 56% | 64% | 63% | 52% | 38% | |
Geometry | 47% | 50% | 54% | 75% | 52% | 50% | |
Algebra II | 77% | 58% | 26% | 86% | 75% | 86% | |
Total | 74% | ||||||
Summary: We have exceeded our goal of 50% of our students demonstrating mastery and/or growth by 24%. Backwards design instructional units, the Modern Classroom Project instructional framework, and an emphasis on relationships and small group instruction appear to be having an impact. We will continue the second half of the year with these as our focus, but we need to additionally address chronic absenteeism that impacts student outcomes. The first step is gathering feedback and making adjustments. | |||||||
End of the Year Goal | |||||||||
75% of all K-12 students will demonstrate mastery or progress towards mastery of the Michigan Math standards from September - June as measured by the INSPECT Interim Benchmark Assessments. |
End of Year Percent Proficient/Growth Math | |||||||
Grade Level | Total Proficient | Female | Male | Special Education | SED | African American | ELL |
Kindergarten | 80% | 83% | 76% | 60% | 83% | 50% | |
1st Grade | 69% | 76% | 86% | 0% | 76% | 67% | |
2nd Grade | 61% | 63% | 59% | 78% | 60% | 55% | |
3rd Grade | 93% | 88% | 66% | 63% | 80% | 100% | |
4th Grade | 81% | 78% | 70% | 70% | 68% | 83% | |
5th Grade | 93% | 87% | 93% | 70% | 82% | 100% | |
6th Grade | 63% | 50% | 63% | 83% | 55% | 33% | |
7th Grade | 47% | 52% | 71% | 80% | 68% | 50% | |
8th Grade | 70% | 68% | 77% | 50% | 67% | 100% | |
Algebra I | 58% | 56% | 64% | 63% | 52% | 38% | |
Geometry | 47% | 50% | 54% | 75% | 52% | 50% | |
Algebra II | 77% | 58% | 26% | 85% | 75% | 86% | |
Total | 70% | ||||||
Summary: We missed our end of the year goal by 5%. We have been able to continue to demonstrate proficiency, but our students struggled with the comprehensive assessments this year in 7th grade, geometry, and algebra I. Backwards design instructional units, the Modern Classroom Project instructional framework, and an emphasis on relationships and small group instruction will continue to be a focus next year. . We spent considerable amounts of time gathering and analyzing data connected to our chronic absenteeism problem that impacts student outcomes. We were able to make some changes through the second semester and will continue to make changes next year. | |||||||
Concord Community Schools ELA Learning Goals
Goals for the INSPECT Benchmark Assessments K-12 | |||||||||
Middle of the Year Goal | |||||||||
45% of all K-12 students will demonstrate mastery or progress towards mastery of the Michigan ELA standards from September - January as measured by the INSPECT Interim Benchmark Assessments. |
Goal Reporting - Achievement on ELA Benchmark Assessment (Percent Proficient)
MidYear Percent/Growth Proficient ELA | |||||||
Grade Level | Total Proficient | Female | Male | Special Education | SED | African American | ELL |
Kindergarten** | 22% | 25% | 19% | 0% | 24% | 0% | Less than 10% |
1st Grade | 90% | 88% | 91% | 100% | 86% | 67% | |
2nd Grade | 72% | 81% | 78% | 55% | 74% | 100% | |
3rd Grade | 48% | 47% | 48% | 25% | 38% | 80% | |
4th Grade | 33% | 35% | 20% | 20% | 23% | 17% | |
5th Grade | 42% | 43% | 40% | 20% | 43% | 75% | |
6th Grade | 60% | 59% | 65% | 50% | 56% | 50% | |
7th Grade | 71% | 81% | 59% | 80% | 78% | 25% | |
8th Grade | 60% | 68% | 50% | 40% | 64% | 100% | |
9th Grade** | 9% | 8% | 10% | 0% | 10% | 0% | |
10th Grade | 91% | 94% | 89% | 13% | 91% | 100% | |
11th Grade | 35% | 58% | 43% | 40% | 43% | 43% | |
Total | 60% | ||||||
Summary: We have exceeded our goal of 45% of our students demonstrating mastery and/or growth by 15%. Backwards design instructional units, the Modern Classroom Project instructional framework, and an emphasis on relationships and small group instruction appear to be having an impact. We will continue the second half of the year with these as our focus, but we need to additionally address chronic absenteeism that impacts student outcomes. The first step is gathering feedback and making adjustments. | |||||||
End of the Year Goal | |||||||||
70% of all K-12 students will demonstrate mastery or progress towards mastery of the Michigan ELA standards from September - June as measured by the INSPECT Interim Benchmark Assessments. |
End of Year Percent/Growth Proficient ELA | |||||||
Grade Level | Total Proficient | Female | Male | Special Education | SED | African American | ELL |
Kindergarten | 78% | 86% | 67% | 20% | 73% | 80% | |
1st Grade | 95% | 94% | 95% | 100% | 93% | 100% | |
2nd Grade | 83% | 93% | 74% | 67% | 77% | 100% | |
3rd Grade | 24% | 29% | 21% | 11% | 30% | 40% | |
4th Grade | 23% | 45% | 11% | 20% | 23% | 0% | |
5th Grade | 37% | 40% | 33% | 50% | 43% | 25% | |
6th Grade | 60% | 47% | 70% | 50% | 68% | 67% | |
7th Grade | 83% | 87% | 78% | 100% | 92% | 80% | |
8th Grade | 62% | 62% | 57% | 60% | 68% | 50% | |
9th Grade | 83% | 79% | 87% | 89% | 73% | 60% | |
10th Grade | 89% | 90% | 90% | 88% | 89% | 100% | |
11th Grade | 72% | 76% | 72% | 71% | 71% | 67% | |
Total | 66% | ||||||
Summary: We missed our end of the year goal by 4%. We have been able to continue to demonstrate proficiency, but our students struggled with the comprehensive assessments this year in 3rd, 4th, and 5th grade. Backwards design instructional units, the Modern Classroom Project instructional framework, and an emphasis on relationships and small group instruction will continue to be a focus next year. . We spent considerable amounts of time gathering and analyzing data connected to our chronic absenteeism problem that impacts student outcomes. We were able to make some changes through the second semester and will continue to make changes next year. | |||||||
INSTRUCTIONAL FORMAT
PK-12 - Monday-Friday (7:50-2:45). Face to Face Instruction provides for teaching and learning to occur inside the school building. The schedule and class offerings for face to face instruction will vary by building.
Remote and Virtual Learning
SPECIAL EDUCATION STUDENTS
MENTAL HEALTH
To address the mental health needs of our students, we have a community engagement specialist (case manager connected to outside resources), social worker, and contract with outside mental health practitioners as needed. We have added a behavior interventionist, additional MTSS support staff, and we have been awarded the CAHC MDHHS Implementation grant to open a School Wellness Program in 2024.
ADDRESSING LEARNING LOSS
To address learning loss, we will offer summer camps, summer school, and credit recovery programs throughout the year. In 2022, we were notified that we would be eligible to receive 98c Learning Loss grants funds. We have also added a part time elementary reading interventionist, sent our teachers to Math Recovery training, purchased Math Recovery kits, added a math interventionist, and added a math coach. The steps to address learning loss are in our MICIP plan which can be viewed in several different spots on our transparency page.
EXTRACURRICULAR ACTIVITIES AND FIELD TRIPS
Extracurricular activities and field trips are an integral part of the learning experience. They will continue as scheduled.
FOOD SERVICE
The food service department plays a critical role in the health and safety of our students. Food Service will continue according to schedule. Students eat their breakfast from grab and go carts in their classrooms. Lch is served in the cafeteria. All meals are free to our students. After school snacks are available most days, and we have a summer feeding program.
TRANSPORTATION
Transportation is continuing as normal.
DECREASING THE SPREAD OF ILLNESS - PREVENTATIVE MEASURES
The most important action we can take to prevent the spread of any infections is to make sure our community is healthy. It is critical that we eat healthy, balanced meals, drink plenty of water, get a full night of rest, and exercise throughout the day. . Lastly, we understand the importance of mental, emotional, and social health. To that end, parents and staff should screen for symptoms of illness daily.
NUTRITION
Healthy meals are critical to good health. All of our K-12 students will be able to have free breakfast and lunch every single day. To help promote healthy meal options, the food service team is bringing back the fresh fruit and vegetable bar this year. Plus, we know water is a critical piece of good nutrition. We have installed multiple water bottle filling stations throughout the district. Students are encouraged to bring a water bottle from home every day.
PROMOTE GOOD HYGIENE
Good hygiene helps prevent the spread of infection. We can empower our students to use good hygiene to prevent the spread of infection by teaching them how to properly wash their hands, use hand sanitizer, and safe ways to sneeze, cough, and blow their noses.
EXERCISE AND MOVEMENT
Exercise and movement promote healthy bodies and minds. Our elementary students will have two recess periods a day. All middle school students will have the opportunity to have a gym period. Transitions and flexible seating also allow for the bodies of all of our K-12 students to move for proper circulation.
CONNECT WITH OTHERS
Everyone experiences stress. From a missed deadline to an argument with a
friend or family member, stress is a part of our lives. When stress compounds over time, it attacks our immune system and weakens the ability of our immune system to fight infection. We will encourage social interaction and connection. Our staff is committed to building relationships with all students, so we can meet their needs. We will also teach students how connections to others act as a protective factor against stress. Further, we will embed the social-emotional skills from our SEL standards vital to these interactions into our academic instruction.
INCREASED CLEANING
To ensure a healthy learning environment, we will disinfect all regularly touched surfaces multiple times throughout the day. We will also utilize additional cleaning staff to deep clean each evening when possible. Further, in the event that a positive case of COVID-19 is identified, we will use EPA approved cleaning products to clean all surfaces in the area.
IMPROVED AIR QUALITY
Fresh air is crucial to improved air quality. Our ventilation units will be serviced regularly to ensure they work at optimal level. We will increase the amount of fresh air drawn into the buildings daily. Windows will be left open as often as possible while using fans to improve circulation. Lastly, we will deploy the use of air purifiers to reduce potential contaminants in the air.
VACCINATION AND TESTING
The district follows the vaccination policy guidelines in MCL. We will continue to do that. At this time, MDHHS is recommending the COVID-19 vaccine for all individuals. MDHHS reports the vaccine is particularly effective against strain variants. The district will continue to share vaccine opportunities with our families. However, we respect everyone's right to choose what is right for them and their family. Testing will not be conducted unless required.
DISTANCING AND COHORTING
Social distancing and cohorting strategies are not required, but will be considered when needed based on information from JCHD and CDC.
WHEN YOU FEEL ILL, PLEASE STAY HOME
When you are not feeling well, it is incredibly important to stay at home and rest. Staying home and resting allows the body to handle infection, and ensure you are not sharing germs with others. Many of our classes are able to accommodate students when they need to work from home so learning time is not lost.
If your student is not feeling well, they should stay at home until they are symptom free for 24 hours without the aid of medication. Common symptoms that indicate an illness include:
Temperature of 110.4 or signs of fever/chills
This table provides a more detailed description of exclusion times for certain illnesses.
Table One: Exclusion Times for Common Childhood Illnesses | |
Disease | Exclusions (unless longer per healthcare provider; consult with LHD as needed) |
Chickenpox (Varicella) | Until lesions crusted and no new lesions for 24hr (for non-crusting lesions: until lesions are fading, and no new lesions appear) |
Common Cold, Croup | Exclude until 24hr with no fever and symptoms improving |
COVID-19 | Exclude until 24hr with no fever and symptoms have improved and 5 days since onset (or positive test if no symptoms); mask use recommended for days 6-10 |
Diarrheal Illness, no specific diagnosis | Exclude until diarrhea has ceased for 24h or until medically cleared |
Fifth Disease (Erythema infectiosum/ Parvovirus B19) | No exclusion if rash is diagnosed as Fifth disease by a healthcare provider |
Hand Foot and Mouth Disease (Coxsackievirus/ Herpangina) | If secretions from blisters can be contained, no exclusion needed |
Head lice (Pediculosis) | Students with live lice may stay in school until end of day; immediate treatment at home is advised |
Impetigo (Impetigo contagiosa) | Treatment may be delayed until end of the day; if treatment started before next day’s return, no exclusion necessary; cover lesions |
Influenza (influenza-like illness) | Exclude until 24hrs with no fever (without fever-reducing medication) and cough has improved |
Molloscum contagiosum | No exclusion necessary |
Mononucleosis | Exclude until able to tolerate school activities; Exclude from contact sports until recovered or cleared by a healthcare provider |
MRSA (Methicillin-resistant Staphylococcus aureus) | No exclusion if covered and drainage contained; No swim exclusion if covered by waterproof bandage |
Norovirus (viral gastroenteritis) | Exclude until illness (vomiting and diarrhea) has ceased for at least 2 days; exclude from food handling for 3 days after recovery |
Pink Eye (conjunctivitis) | Exclude only if diagnosed by a healthcare provider with herpes simplex conjunctivitis and eye is watering; exclusion also may be necessary if 2 or more associated children have watery, red eyes; contact LHD if questions |
Ringworm (Tinea) | Treatment may be delayed until end of the day; if treatment started before next day’s return, no exclusion necessary; exclude from contact sports and swimming until start of treatment |
Strep throat / Scarlet Fever | Exclude until 12hrs after start of antimicrobial therapy |
Vomiting Illness, no specific diagnosis | Exclude until 24hrs after last episode |
Whooping Cough (Pertussis) | Exclude until 5 days after proper antibiotic treatment OR until 21 days after onset if not treated |
See source for more complete list: Managing Communicable Diseases in Schools | |
ISOLATION AND QUARANTINE
The district will follow the isolation and quarantine precautions established by the MDHHS and JCHD. Currently, if an individual tests positive for COVID they should remain at home in isolation for five days from either the start of their symptoms or the dte of the positive test.
FACE COVERINGS
Face coverings are available to anyone that wants to wear one. We have masks in all offices, but they are not required to be worn in the building.
BOARD PRESENTATIONS
8/15/2022
2/13/2023
6/19/2023