Overview of data to be presented for upcoming accreditiation visit.

1. October 2, 2007 Accreditation Presentation

6. Our Future: 3 rd Grade CSAP Results CSAP Scores

7. 3 rd Grade Reading Scores

8. 2006-2007 Disaggregated Summary: Gender

9. 2006-2007 Disaggregated Summary: Ethnicity

10. 2006-2007 Disaggregated Summary: ELL & FRL

11. Building Results

12. Twombly: 2006-2007 CSAP Results % P/A READING 2006 2007 Grade 3 36% 58% Grade 4 53% 34% Grade 5 35% 53% WRITING 2006 2007 Grade 3 20% 41% Grade 4 35% 14% Grade 5 30% 39% MATH 2006 2007 Grade 3 38% 57% Grade 4 42% 43% Grade 5 28% 47% SCIENCE 2006 2007 Grade 5 16% 22%

14. Twombly: Reflections

15. Butler: 2006-2007 CSAP Results % P/A READING 2006 2007 Grade 3 47% 47% Grade 4 49% 57% Grade 5 63% 65% WRITING 2006 2007 Grade 3 35% 38% Grade 4 32% 44% Grade 5 54% 48% MATH 2006 2007 Grade 3 49% 51% Grade 4 47% 68% Grade 5 62% 65% SCIENCE 2006 2007 Grade 5 22% 39%

17. Butler: Reflections

18. Quest: 2006-2007 CSAP Results % P/A READING 2006 2007 Grades 3-5 89% Grades 3-6 89% WRITING 2006 2007 Grades 3-5 83% Grades 3-6 82% MATH 2006 2007 Grades 3-5 84% Grades 3-6 87%

20. Quest: Reflections

21. Middle School: 2006-2007 CSAP Results % P/A READING 2006 2007 Grade 6 45% 41% Grade 7 41% 49% Grade 8 48% 48% WRITING 2006 2007 Grade 6 42% 38% Grade 7 36% 38% Grade 8 27% 32% MATH 2006 2007 Grade 6 30% 44% Grade 7 24% 21% Grade 8 14% 25% SCIENCE 2006 2007 Grade 8 33% 39%

27. FLMS: Reflections

28. High School: 2006-2007 CSAP Results % P/A READING 2006 2007 Grade 9 38% 49% Grade 10 52% 55% WRITING 2006 2007 Grade 9 26% 28% Grade 10 32% 26% MATH 2006 2007 Grade 9 13% 15% Grade 10 13% 7% SCIENCE 2006 2007 Grade 10 34% 23%

30. ACT Scores 2004-2007 Comparison

31. FLHS: Reflections

32. Response to CDE’s 2006 Accreditation Letter Actions Taken

33. The District needs to continue to develop assessments to measure achievement in the content areas not tested by CSAP. This alignment and assessments are a work in progress. 4.01 (1) (E) Weld Re-8 has instituted a number of non-CSAP assessments including: 1. Common assessments at the high school for every content area 2. “I Can” Standards implemented at all primary and middle school grade levels 3. ELA Plan and Handbook developed and implemented at all grade levels 4. Writing Across the Curriculum developed and implemented by the Writing Task Force

34. The District needs to continue to develop assessments to measure achievement in the content areas not tested by CSAP. This alignment and assessments are a work in progress. 4.01 (1) (E) In order to implement the non-CSAP assessments, the following resources were utilized: 1. Instructional Coaches at every school 2. RTI District Plan developed and in early stages of implementation 3. District-wide assessment and data training for all staff 4. Classroom Walkthrough Training and implementation at all levels 5. Professional Learning Communities at all buildings

35. CLOSING THE GAP: The district should continually analyze gaps in performance namely ELL, Hispanic and IEP students as compared to white students. Means of improving subgroup performance should be continually addressed. 4.01 (1) (B) and Hispanic subpopulation achievement performance must demonstrate reasonable progress in order to close the achievement gap between this subpopulation and the district’s overall performance. Identify quantitative achievable goals on both an annual and long-term basis for closing achievement gaps between subpopulations and overall district performance. Closing achievement gaps will be an area of special emphasis in accreditation. 4.01 (1) (C)

36. CLOSING THE GAP: The district should continually analyze gaps in performance namely ELL, Hispanic and IEP students as compared to white students. Means of improving subgroup performance should be continually addressed. 4.01 (1) (B) and Hispanic subpopulation achievement performance must demonstrate reasonable progress in order to close the achievement gap between this subpopulation and the district’s overall performance. Identify quantitative achievable goals on both an annual and long-term basis for closing achievement gaps between subpopulations and overall district performance. Closing achievement gaps will be an area of special emphasis in accreditation. 4.01 (1) (C) Reading Weighted Index 2005 2007 Hispanic 30 38.5 White 74 76 Math Weighted Index 2005 2007 Hispanic 9.5 27 White 53 60 Writing Weighted Index 2005 2007 Hispanic 37 50 White 73.5 73.5

37. CLOSING THE GAP: The district should continually analyze gaps in performance namely ELL, Hispanic and IEP students as compared to white students. Means of improving subgroup performance should be continually addressed. 4.01 (1) (B) and Hispanic subpopulation achievement performance must demonstrate reasonable progress in order to close the achievement gap between this subpopulation and the district’s overall performance. Identify quantitative achievable goals on both an annual and long-term basis for closing achievement gaps between subpopulations and overall district performance. Closing achievement gaps will be an area of special emphasis in accreditation. 4.01 (1) (C) Writing Weighted Index 2005 2007 Hispanic 37 50 White 73.5 73.5 Science Weighted Index 2005 2007 Hispanic .5 8 White 45 57 IEP students demonstrated gains in two of the four tested areas.

38. CLOSING THE GAP: The district should continually analyze gaps in performance namely ELL, Hispanic and IEP students as compared to white students. Means of improving subgroup performance should be continually addressed. 4.01 (1) (B) and Hispanic subpopulation achievement performance must demonstrate reasonable progress in order to close the achievement gap between this subpopulation and the district’s overall performance. Identify quantitative achievable goals on both an annual and long-term basis for closing achievement gaps between subpopulations and overall district performance. Closing achievement gaps will be an area of special emphasis in accreditation. 4.01 (1) (C) In 2006, according to our most recent data on State subgroups, Weld Re-8 ELL students outscored the State ELL students in Reading , 29 to 39 using a weighted index. In 2006, according to our most recent data on State subgroups, Weld Re-8 ELL students outscored the State ELL students in Writing , 39 to 49 using a weighted index. In 2006, according to our most recent data on State subgroups, Weld Re-8 ELL students outscored the State ELL students in Science , 0 to 18 using a weighted index.

39. The district should enhance assessment, mostly progress monitoring, for secondary students in literacy. 4.01 (1) (C) Weld School District Re-8 has developed and implemented K-12 Individual Literacy Plans, made readily accessible and utilized by staff through the district’s Infinite Campus Student Management Data Warehouse, during the 2006-07 school year. In order to achieve this goal the following resources were utilized: K-12 Reading Task Force K-12 Writing Task Force MS to HS Transition Plan MS & HS Instructional Coaches Literacy Lab NWEA Springboard training and implementation

40. Demonstrate intensive intervention in math for all learners in the district. 4.01 (1) (B) Weld School District Re-8 has convened a Math Task Force charged with developing intensive math intervention strategies for all learners in the district. The math program, with a number of intensive math intervention techniques embedded within the intervention strategies include: Pre-K through 5 th Grade Everyday Math, implemented 2005-06 Grades 6 through 8 Connected Math Project, implemented 2006-07 Grades 9 through 12 College Prep Math, implemented 2007-08 Grades K-8 Standout Math Grades 6 through 12 Accelerated Math We have also implemented Elementary and Secondary Math Instructional Coaches at all grade levels as well as a double-block of math support at the middle and high school levels for those students that scored “Unsatisfactory” at the middle and high school levels.

41. Continue district efforts to increase parent involvement in school accountability committees. 4.01 (1) (A) All Accountability Committee (DAC) had stable membership and witnessed an increase in meeting participation rates. DAC revised the School Improvement Plan (SIP) to more closely mirror the rigor standards in district accreditation as they are associated with the school accreditation standards. Parents actively participated in the two-day School Improvement Plan Writing Workshops conducted at Aims Community College in June 2007. The District conducted a Community Summit Meeting in January of 2007 and reviewed the district’s academic progress as well as conducted feedback sessions for the public to provide input into the district strategic plan.

42. The district needs to analyze data at the high school level. Cohort scores indicate a decline in student performance in all areas except grade 10 reading. The district must develop an aggressive improvement plan and implement changes to improve student performance at the high school. 4.01 (1) (A) (B) The high school conducted a Performance Audit completed by a team of out-of-district educational experts in November of 2006 and used the findings of the team to provide major reform efforts (school restructure) for the second semester of 2006-07 school year. All high school staff and students participated in Extended Learning Opportunities (ELO) providing additional instructional support to those students struggling in the key content areas. Graduation requirements have been modified and aligned to college entrance requirements with additional math requirements added to the graduation requirements.

43. The district needs to analyze data at the high school level. Cohort scores indicate a decline in student performance in all areas except grade 10 reading. The district must develop an aggressive improvement plan and implement changes to improve student performance at the high school. 4.01 (1) (A) (B) Proficient and Advanced CSAP scores have been assigned a credit rating towards meeting graduation requirements. School staffing for 2007-08 has been radically shifted with additional staff added in the areas of language arts and math , and staff reduced in the unified arts departments. Unified arts opportunities have been expanded by developing a dual-enrollment system with Aims , thus providing student opportunities in those areas reduced in the unified arts staff. ELL, Language Arts, and Math Coaches are in place and working with instructors to provide instructional support in those same content areas.

44. Charting the Course: Aiming for the North Star and Success Strategic Plan

66. 5 Key Challenges

67. Challenge One: Time

68. Challenge Two: Research-Based Programs

69. Challenge Three: Professional Development

70. Challenge Four: Small District: Breadth of Responsibilities

71. Challenge Five: Validation

72. A Community United for Student Success…. College Ready!