|Question||Requested of||Date Requested Information||Response from District||Date Received Answers||117|
|Just what would it take to close the Acheivement Gap? How much money could the district spend to help African-American Chidlren be on par with their White peers?||Dr. Condon||4/21/2018|
|Is the material that you provided the extent of the programs and changes to what we do at KSD used to impact the achievement gap?||Michelle Condon, Angie Bernardi||4/14/2018|| No, Dr. Hollie is not the only method being used to address the achievement gap. Over the years we have used a variety of books to help guide our work in addressing the gap including Courageous Conversations, Ruby Payne's work on race and poverty, and last year the administrative team read Despite the Best Intentions. The teachers like Dr. Hollie's work because it addresses strategies they can use to reach students of different cultures/backgrounds.|
Our teachers are receiving PD on Trauma Informed Care and Restorative Discipline, and these can effect how we respond to all kids, but particularly kids who experience trauma such as the effects of poverty, stress, and traumatic events.
The MAP is tied to the Missouri Learning Targets. But the MAP is not a formative assessment, more of an end of the year measure of whole programming, not individual student growth.
|Is that the only program, PDA or anything being done to address the achievement gap?||Michelle Condon, Angie Bernardi||4/14/2018||See above||4/17/2018|
|Are not Missouri Benchmark tests tied to Missouri Learning Targets and not CCSS?||Michelle Condon, Angie Bernardi||4/14/2018||Our teachers use formative and summative assessments across all grade levels. Formative assessments are just part of the teaching process, some are formal and some informal. Teachers use results of informal assessments constantly, to adapt their instruction (reteaching, grouping for targeted skills instruction, or preteaching). Formal formative assessments that we use include Adaptive Reading and Adaptive Math from Fastbridge. These measure student progress toward the Missouri Learning Targets. At the elementary and middle school level these benchmarking assessments are administered 4 times a year. Data from these results are entered into a program, EduClimber, that we use to access this data.The teachers monitor each student's progress using the results of these assessments. Students who are not achieving are provided additional supports in addition to the curriculum provided for all students.||4/17/2018|
|Do the teachers, by course, use common formative or summative assessments? https://www.youtube.com/watch?v=g08OiI5shjs||Michelle Condon, Angie Bernardi||4/14/2018||Additionally, at middle school and elementary school, the teachers assess by standard for each course. Grades are entered by standard, so it is very easy to identify student learning by standard.||4/17/2018|
|Do the teachers assign standards to assessments? I understand that there is this functionality from my discussions with Michelle Tomlin within the Infinite Campus Grade Book program used by the teachers.||Michelle Condon, Angie Bernardi||4/14/2018||All this data is accessible to teachers in our gradebook and in EduClimber. This software program houses all our student data and allows for staff who have access, to disaggregate data as needed.||4/17/2018|
|Is there the ability to report student proficiency by Learning Target by student within the Longitudinal Data Analysis ?||Michelle Condon, Angie Bernardi||4/14/2018||Dr Condon told me on April 16th that she had a few questions that needed to be answered by the Curriculum Director before resonding on||4/17/2018|
|If that is the case can you not determine, by student, which students are struggling with particular standards in formative assessments?||Michelle Condon, Angie Bernardi||4/14/2018||see below||4/17/2018|
|Or, is that discovered only through MAP testing or common assessments.||Michelle Condon, Angie Bernardi||4/14/2018||See below||4/17/2018|
|For those students that are struggling on particular standards, assuming we know which ones are struggling, what help is provided those students?||Michelle Condon, Angie Bernardi||4/14/2018||Interventions that are provided to students include math intervention, reading intervention and writing intervention, depending on the level of the student. The teachers who provide these interventions use a variety of research based interventions, depending on the skill and the level of intervention the student requires. Dr. Painter adds that we are also beginning to focus on Rate of Improvement, which helps us measure student growth for all students, regardless of where they may be compared to benchmarks.The links to Adaptive Reading and Adaptive Math asssessments are below.www.fastbridge.org/assessments/reading/www.fastbridge.org/assessments/math/||4/17/2018|