Attention Parents: DDES will be on a one hour delay tomorrow Tuesday 2/20 due to inclement weather increasing the commute time of many of our parents and staff. Classes will begin at 9am. Please travel safely. There will be no before school care.
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Mastery of Knowledge and Skills: Claim 2

  • Claim 2- DDES students of Color demonstrate strong growth and achievement in English Language Arts

    To meet our mission, we seek to serve an integrated population.  We strive to consistently employ culturally responsive techniques to meet the needs of all students.  We also measure the performance of our student subgroups to ensure that all of our populations are growing and achieving at high rates.

    Achievement Data: DIBELS/DRA2

    We have disaggregated our DRA2 and DIBELS data to measure the achievement for students of color at DDES.  This assessment benchmarks students’ reading proficiency levels based on their ability to read accurately and fluently and demonstrate grade level comprehension.  The “Literacy Benchmark” chart below shows the proficiency of students of color (percent proficient) as measured by our literacy benchmark assessments (DRA2 and DIBELS).  This assessment measures students’ ability to read fluently, accurately, and comprehend grade level text.  We’ve compared this sub-group’s average score to the Denver Public Schools proficiency benchmark for all students.  Students of Color at DDES exceeded district comparisons in most grades during the 14-15 and 15-16 school year.  We are quite proud that in every grade level, students consistently exceeded the benchmark during the 2016-2017 school year.  

    Growth Data: MAP

    We also took a closer look at this sub-group’s growth as measured by the MAP assessment.  The charts below compare students of color to white students against the benchmark using the MAP projected growth targets.  The data portrays the percent of students in each sub-group who met their projected growth target.  NWEA’s growth target provides a comparison point for typical growth between DDES students and students who took the MAP assessment across the country.  During the 2014-2015 school year, the percent of students of color who met their growth target exceeded white students and the benchmark in 1st and 2nd grade.  During the 2015-2016 school year, the the percent of students of color who met their growth target exceeded white students and the benchmark in all grade levels.  This also shows that the cohort of students who were in 3rd grade in 2014-2015 demonstrated considerable growth by the end of their 4th grade year in 2015-2016.  

     

     

     

     

     

     

     

     

    Walkthrough Data: Practices that Promote Equity

    We are beginning to align our own evaluation and walkthrough tools with research-based equitable practices listed in the “Equity Initiatives Unit” published by the Office of Human Resources and Development in Montgomery County Public Schools in Maryland.  We are proud that within our current practice, we consistently prioritize many of the practices listed below.  We also continue to seek learning experiences, feedback, and data to support our own growth as we strive to meet the needs of all DDES students.  The data below shows the average scores  from walkthroughs that occurred several times throughout the 16-17 school year to track the frequency of many of the equitable learning strategies.  The data in the top graph indicates that the DDES classroom culture supports an equitable learning environment.    The data in the bottom graph reveals detailed information about student ownership and accountability.  We used the data from each walkthrough to plan relevant professional learning and coaching opportunities.  For example, based on the walkthrough, we created a professional development opportunity about student-engaged assessment practices in order to increase our “Checks for Understanding Data.”  We are proud that students demonstrate ownership of the learning, actively participate, and independently manage routines.  We’d like to continue to work on holding students accountable by asking them to articulate their progress in relation to the target, and requiring that they apply what they’ve learned to independently solve problems. Our work plan targets for the 17-18 school year focus on ensuring an equitable learning environment and equitable growth for all students.  We will continue to collect walkthrough data to track our ability to successfully implement effective strategies.  

     

    Equitable Classroom Practices at DDES

    Collaboration

    • Classroom accommodates discussion
    • Class building and team building activities to promote peer support
    • Cooperative learning structures
    • Heterogeneous and cooperative groups

    Scaffolding

    • Variety of visual aids and props
    • Use of graphic organizers

    Checks for understanding and feedback     

    • Random response opportunities
    • Multiple approaches to consistently monitor students’ understanding
    • Effective, specific oral and written feedback
    • Criteria and standards for successful task completion