ICCSD Board of Directors Ends Policies

2b. Students will over time read, independently, increasingly complex text with understanding.

1. There will be an annual increase in the percentage of students who make more than "average growth" (as defined in 3, below) in reading comprehension as they progress from one grade to the next.
   1. Data will be reported to the Board, by each grade level for which it is available, but only on a District-wide basis (not by schools or classrooms).
   2. It will be reported no less often than annually.
   3. "Average growth" is defined as the numerical increase in national average test scores (on whatever tests the Superintendent has selected) from one grade level to the next.
      1. To illustrate: The Superintendent will have been provided by (or will request from) the national testing service being used by the District the median reading comprehension score from, say, the national scores of third graders and fourth graders. The third grade median score will be subtracted from the fourth grade median score. The difference is "average growth" in reading comprehension from third to fourth grade. "More than average growth" for an ICCSD fourth grader is any increase larger than this national "average growth."
   4. Each individual ICCSD student's "growth" (i.e., increase in his or her test scores) from one grade to the next will be compared with "average growth." The percentage of students exceeding "average growth" will then be reported to the Board District-wide by grade in school.
2. There will be an annual increase in the number of students (a) whose reading comprehension is above the level of "proficient" (as defined by the Superintendent and reported to the Board), and (b) who make "average growth," as defined in 2b.I.3, above.
   1. The Superintendent will utilize means of his or her choice to evaluate and identify those students (a) whose reading comprehension is below the level of "proficient" or (b) who are not making "average growth."
   2. Appropriate interventions will be identified to assist students who are in need of additional academic support.
   3. The Superintendent will provide students so identified such additional academic support as in his or her judgment such students need in order to reach a level of "proficient" or otherwise reach their potential.
   4. The Superintendent will report to the Board the number of students so identified, the program or programs utilized to improve their performance, and the relative success of each such program. The report will be by grade (District wide, not by school) and no less often than annually. The Superintendent will also provide such additional information and recommendations as he or she may choose regarding proposals for shifts in, or additional provision of, the District resources necessary to achieve this end.
   5. Every student’s reading achievement will be reviewed by school staff with the student’s parent/s or guardian/s. This review shall include, among other things, whether the student performs at a level of "proficient," the additional academic support and interventions identified and provided, if any, and recommendations for parental participation.
3. The Superintendent is responsible for selecting, or designing, the methods for measuring the achievement of the Board's academic (literacy - reading) ends in accordance with the following guidelines.
   1. The measurements will be quantifiable.
   2. The measurements will be multiple, but at least one will be a national standardized test such as (but not limited to) the ITBS and ITED (which are tests currently used by the District).
   3. Student achievement will be measured at various grade levels.
   4. The measurements will provide data that enables the Board to evaluate trends.

    

Approved: June 13, 2000

 

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