Goal #1: Exemplary
Student Achievement
Action Steps and Benchmark Update
September 12, 2016
Centerville-Abington Community Schools, in partnership with
families and the community, educates all students to be lifelong
learners and responsible citizens.
1
2
3


Intervention #1
#1- All students will increase
academic vocabulary in grades K-12 in order to
increase text understanding.
Intervention #2- All teachers will continue to
participate in a sustained reading program to
increase reading comprehension
comprehension. Teachers will
be trained and use the CLOSE reading method
to provide more guidance on how to read
informational text.
text
4
A.
B.
C
C.
D
D.
Building Academic Vocabulary by
Robert Marzano was used as a
resource
reso rce by
b all buildings
b ildings to build
b ild
vocabulary lists. (completed)
Each grade level and content area
reviewed and revised selected
academic vocabulary terms every year.
(ongoing)
Each teacher used the researched
researchedbased six-step process as they taught
the academic vocabulary. (ongoing)
Each teacher administered a
vocabulary comprehension focused
assessment and recorded pre and
post-test
post
test scores in the data
warehouse. (ongoing)
5

All students will increase their vocabulary at
the rate of 80% mastery by the post test
assessmentt iin each
h building,
b ildi
att each
h grade
d
level, and in each content area.
6
CHS Vocab Results
80
70
60
50
Pretest
40
Post Test
30
20
10
0
S1 13/14
S2 13/14
S1 14/15
S2 14/15
S1 15/16
S2 15/16
CJHS Vocab Results
100
90
80
70
60
Pretest
50
Post Test
40
30
20
10
0
S1 13/14
S2 13/14
S1 14/15
S2 14/15
S1 15/16
S2 15/16


Over the last 5 years,
years grades 7 through 12
have seen a minimum increase of 50% from
pre to post vocabulary tests.
2015 ECA scores for Centerville High School
were among the highest ever at CHS. The
growth in vocabulary and reading
comprehension mirror each other and help to
demonstrate student growth through the
year.
year
9
CAE Vocab Results
100
90
80
70
Pretest 13-14
60
Post 13-14
Pretest 14-15
50
Post 14-15
40
Pretest 15-16
30
Post 15-16
20
10
0
Grade3
Grade 4
Grade 5
Grade 6



Over the past five years, grades 3
6 have
3-6
made substantial gains from the fall to
spring vocabulary tests.
G d 3 through
Grades
h
h 6 have
h
met and
d exceeded
d d
the set benchmark of 80%mastery .
Students’ increased vocabulary is
Students
demonstrated in our grade 3-6 students
scoring at or above grade level in reading
il growth
h ffor NWEA and
d STAR
percentile
expected reading levels over the past 5
years.
11
Rose Hamilton Vocab Results
100
90
80
Pretest 13-14
70
Post 13-14
60
Pretest 14-15
50
Post 14-15
40
Pretest 15-16
30
Post 15-16
20
10
0
Kindergarten
Grade 1
Grade 2


g
g Second
Over the last 5 y
years, Kindergarten
through
Grade students have shown substantial growth in
the vocabulary development from Pre to Post test.
Kindergarten through Second Grade students have
achieved mastery of the vocabulary test of 80% or
more by the spring vocabulary assessment.
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Intervention #2- All students will
participate in a reading program
to improve reading
comprehension
h
i
for
f informational
i f
ti
l
text in grades K-12. Teachers
have been trained and will use
the CLOSE reading
in
g techniques
q
their classrooms.
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Action Steps
p for Intervention #2
A.
B
B.
C.
Teachers were trained on how to
i
incorporate
t th
the CLOSE reading
di
strategies
t t i
during the 2014-2015 school year.
New vocabulary assessments were created
that require reading comprehension
versus the matching terms assessments
previously
i
l used.
d
NWEA scores will be used to monitor
growth on Information Text
Comprehension each year from fall to
spring.
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

The reading NWEA Measures of Academic
Progress RIT scores will show percentile
growth from fall to spring.
Informational text comprehension scores
will mirror that of the overall reading
comprehension scores.
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A RIT score at the 50% tile means the student
is performing at grade level.
A RIT score at the 75% tile means the student
is performing one grade level above
above.
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Grade 11 NWEA Scores
Comparing Reading
Comprehension
to Fall
d
h
ll and
d Spring
Informational Text Score
232
230
228
Norm
Reading Comp
226
Fall IT
Spring IT
224
222
220
2013
2014
2015
2016
Grade 10 NWEA Scores
Comparing Reading
Comprehension
to Fall
d
h
ll and
d Spring
Informational Text Score
230
228
226
Norm
Read Comp
224
Fall IT
Spring IT
222
220
218
2013
2014
2015
2016
Grade 9 NWEA Scores
Comparing Reading
Comprehension
to Fall
d
h
ll and
d Spring
Informational Text Score
230
228
226
Norm
224
Read Comp
Fall IT
222
Spring IT
220
218
216
2013
2014
2015
2016


The high school reading RIT percentile growth
has
h improved
i
d consistently
i t tl att all
ll grade
d levels
l
l in
i
the six years of using NWEA MAP testing.
Over the last year, substantial gains have been
made with informational text comprehension.
Although we are not at the same level with
overall reading comprehension scores, the gap
has decreased.
Grade 8 NWEA Scores
Comparing Reading
Comprehension
to Fall
d
h
ll and
d Spring
Informational Text Score
230
228
226
224
Norm
222
Read Comp
220
Fall IT
218
Spring IT
216
214
212
2013
2014
2015
2016
Grade 7 NWEA Scores
C
Comparing
i
Reading
R di
C
Comprehension
h
i
to F
Fall
ll and
dS
Spring
i
Informational Text Score
228
226
224
Norm
222
Reading Comp
220
Fall IT
218
Spring IT
216
214
212
2013
2014
2015
2016


In the past 5 school years both 7thh and 8thh
grade students showed consistent RIT
percentile growth.
The junior high attributes steady growth to
the implementation of sustained silent
reading for 20 minutes every day.
day Significant
gains have been made in the area of
Informational Text. This growth is attributed
to more nonfiction reading and the use of
CLOSE reading skills.
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Grade 6 NWEA Scores
Comparing Reading
Comprehension
to Fall
d
h
ll and
d Spring
Informational Text Score
224
222
220
218
Norm
216
Read Comp
214
Fall IT
212
Spring IT
210
208
206
2013
2014
2015
2016
Grade 5 NWEA Scores
Comparing Reading
Comprehension
to Fall
d
h
ll and
d Spring
Informational Text Score
220
218
216
214
Norm
212
Read Comp
210
Fall IT
208
Spring IT
206
204
202
2013
2014
2015
2016
Grade 4 NWEA Scores
Comparing Reading Comprehension to Fall and Spring
Informational Text
216
214
212
210
208
Norm
206
Read Comp
204
Fall IT
202
Spring IT
200
198
196
194
2013
2014
2015
2016
Grade 3 NWEA Scores
Comparing Reading
Comprehension
to Fall
d
h
ll and
d Spring
Informational Text
205
200
195
Norm
Read Comp
190
Fall IT
Spring IT
185
180
175
2013
2014
2015
2016


For the past five school years, grades 3-6
students have been at or above g
grade level in
reading
di
RIT percentiles
il scores.
We attribute
W
ib
this
hi growth
h to the
h implementation
i
l
i
of SSR (Sustained Silent Reading), RtI
remediation for struggling readers, and a
focus on reading comprehension data by
students and staff.
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K-2 NWEA Scores
Comparing Reading
Comprehension
to Fall
d
h
ll and
d Spring
Informational Text
200
180
160
140
Norm
120
Read Comp
100
Score Fall
80
Score Spring
60
40
20
0
K
Grade 1
Grade 2





Kindergarten does not take the fall NWEA MAP
tests.
t t
The Kindergarten and First Grade test has the
questions read to them with each child using
q
g
head phones.
Kindergarten and First Grade students scored
above the expected for their grade level
level.
Second Grade is the first year the students read
the questions for themselves.
Second Grade showed eight percent growth in
RIT score during the last school year.
eac e s a
e us
g sco
es to inform
o
tthem
e o
e
Teachers
are
using
scores
of tthe
individual student’s instructional level.
Teachers are using scores to help place students in
appropriate instructional programs.
Scores are helping
S
h l i
teachers
h
make
k decisions
d i i
on
appropriate instructional strategies in the
classroom.
Scores are helping teachers differentiate the
curriculum to meet the needs of each student.
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


All
have
shown
student
growth
ll buildings
b ld
h
h
d
h in
Intervention #1 and Intervention #2.
All buildings continue to monitor progress
over time and make adjustments when
necessary.
Using student
d
assessment results,
l
all
ll
buildings have verified that the goal of
improving reading comprehension is being
addressed and can see substantial progress
at all grade levels.
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