STATE PERFORMANCE REPORT – TITLE V, Part A - SECTION 2.8.1
Annual Statewide Summary - 2007-08
Annually, LEAs submit a Title V, Part A Program Evaluation to the department as part of their ESEA Consolidated Application and End-of-Year Report. In the evaluation LEAs report which of the 5 Federal Goals they are supporting with Title V, Part A funds and also describe one major activity they fund with Title V, Part A for both the public schools and private schools, if applicable. The description includes the activity’s expected and actual results. The Title V, Part A aid allocation to Wisconsin for the 2007-08 school year was $1,548,638. This amount along with some carryover funds from 2006-07 provided 58 LEAs with at least $5,000 to spend on Title V, Part A activities. Thirty-two of these LEAs focused their funds on Federal Goal 1 related to achievement in reading and math. A number of these LEAs reported improved achievement in reading or math, growth or progress on the part of one or more student groups, the achievement of academic goals, or specific improvements in proficiency on state or local assessments. Other LEAs in this group used the funds for professional development, purchase of specialized materials, additional staff to support struggling students, or technology enhancements. Four LEAs of the 58 focused their Title V, Part A funds on Federal Goal 2 related to ELL students, 11 focused Title V, Part A funds on Federal Goal 3 related to high quality staff, four indicated their primary focus was Federal Goal 4, for training in programs such as Tribes, Love and Logic, and Launch Leaders, and 7 indicated a primary focus on Federal Goal 5, for activities including alternative programs utilizing technology.
248 of the LEAs reporting had Title V, Part A allocations between $1,000 and $5,000. A majority of these LEAs (142) also indicated Federal Goal 1 as the primary focus for their Title V, Part A funds and indicated use of the funds for activities and strategies ranging from professional development and parent involvement to after school and summer programs. 131 LEAs had allocations less than $1,000, including 47 with allocations less than $500. The most common use of Title V, Part A funds by the LEAs with small allocations focused on Federal Goal 1 was for some form of professional development. LEAs with small allocations that focused funds on the other goals described uses including purchase of library materials for Spanish-speaking students; teacher training for initiatives such as Response to Intervention and Early Childhood standards, expansion of school-based mental health services, and alternative programming for credit-deficient high school students.
The table below includes information from the LEAs with aid over $5,000 that indicated Federal Goal 1 as the primary focus for public school use of Title V A funds.
2007-08 Title V A – Goal 1 Activities and Achievements – LEAs with aid over $5000 - WisconsinDistrict Name / Major Activity / Expected Results / Actual Results
Adams-Friendship Area / Students participated in the Math 24 competition. Students practiced for several months in order to participate in the competition. Students from four other districts were a part of the competition. / It was expected that students would improve their math processing skills as the game was practiced for several months before the competition. / There was an increase the student processing of math problems on grade level tests.
Ashland / Elementary foreign language program. This was in partnership with the City of Ashland and the Parent Teacher Association. Students were taught basic Spanish language and culture. / Approximately 65 kindergarten thru 3rd grade students were involved in this activity. There were numerous positive parent comments and requests for the program to continue and be expanded. / 65 students took part in the program at zero cost for School District of Ashland residents.
Ashwaubenon / Training was provided for teachers to use SmartBoards in the classroom. This included development of units to support reading. / Teachers will use SmartBoards in the classroom to enhance student learning and to increase student participation (active learning). / 30 elementary teachers participated in the SmartBoard training. This resulted in the development and implementation of 20+ units to support reading.
Baraboo / A district team of administrators, special education teachers and classroom teachers attended a session with nationally renowned educator and researcher, Jeffrey Wilhelm, on the use of inquiry-based strategies to improve the literacy of the reluctant adolescent reader. This activity was part of a series of ongoing professional development on literacy strategies across the disciplines. / Teachers would learn to use inquiry based strategies to use with students of all abilities across the disciplines, including special education students, to differentiate instruction and motivate students to read. Further, these teachers would share these strategies with other teachers in their Professional Learning Community teams to implement in their classrooms. / Teachers learned how to build inquiry units by creating guiding questions. They were able to take the array of strategies presented back to their classrooms to use with their adolescent students. As a result of the use of these strategies, more students were motivated to read and take part in reading interventions which resulted in higher student achievement in the area of reading fluency, vocabulary development and comprehension.
Burlington Area / Several teachers in grades K-8 attended the Wisconsin State Reading Association Conference. These teachers attended sessions on balanced literacy, Reading Recovery strategies, 6 Traits writing, and English Language Learners. / Our district has developed a K-8 reading leadership committee to monitor the instructional practices in reading at these levels. The teachers are working on developing new writing rubrics based on the 6 Traits of writing. / The teachers did develop a teacher rubric for the 6 Traits and are working on a student rubric, which will allow students to assess their own writing. In addition the teachers have expanded the use of literature circles and response journals.
De Pere / Materials were purchased for use in training teachers in literacy with an emphasis on reading comprehension / 100% of our students will be proficient in reading. / 90% of our students were proficient in reading on the 2007-08 WKCE test
Eau Claire Area / Funds were allocated for subs so that teachers could be released to attend staff development focused on best practice in literacy-guided reading groups. / 1) Continue networking and support for management of guided reading groups to focus reading instruction at individual student reading levels during class and as independent work. 2) Improved instruction to address individual reading needs. 3) Collaborative / Effective guided reading implemented throughout district. Effective use of assessment data to determine guided reading groups.
Elkhorn Area / math interventions-tutoring / co-teach math lessons / -greater teacher proficiency in teaching math concepts -increase in student proficiency
Fond du Lac / Monies form Title V were used to support the continuation and upgrade of a computer program called Fast ForWord. The program is designed to assist struggling readers with sound and letter identification. This program was used in two of our middle schools / Our goal was to improve student’s ability to decode and read at grade level. / Through pre and post testing we saw improvement in student reading scores.
Green Bay Area / Supporting math resource teachers for implementation and training in K-6 Everyday Math / Teachers are better prepared to teach the Everyday Math program. / Grade 6 year one implementation was highly successful because all sixth grade teachers had support in learning the new program.
Hayward Community / T 4 Mentoring Program / The intent of Teachers Teaching Teachers Technology is to increase student learning through effective use of educational technology and to build a network of teachers sharing lesson plans. / The Hayward District had 36 staff participate in the T4 Mentoring program in 2007-08. Teachers kept journals of their projects and rubrics for lessons developed. These were shared for all staff to access.
Holmen / Dr. David Langford was hired to provide several staff development presentations on quality learning. This focuses on teachers learning how to become facilitators of student learning, Additionally, staff learn how to use and implement quality tools that lead to increased student learning. / The district has hired a consultant that is providing ongoing staff development. The staff development focuses on quality learning principles, tools and application to learning. We expect to: 1) strengthen and build the relationship between learner and facilitator (teacher); create and educational environment where learners are responsible for learning; and 3) build systems that enable learners to make choices and give them experience in self-evaluation. / Student-directed learning is in place in 4 classrooms at the elementary level. This is in the beginning phases, but already students are taking the initiative to complete the matrices that are in place. All competencies have a matrix that explains what students must do to show their knowledge. In addition, rubrics are utilized to show how their product will be assessed. Discipline issues have declined. Students are very engaged and are working hard to complete the competencies. MAP results
Howard-Suamico / Common literacy assessments were administered this year. Teachers were trained in using data to make instructional decisions based on assessment data such as NWEA MAP, Fountas and Pinnell Literacy Assessment or other district developed common assessments. / Improved performance in literacy and math on the WKCE-CRT. / Scores improved this past year.
Janesville / Title VA dollars were used to support the Family Resource Centers in the elementary schools served by Title I. They also helped provide translation services for Spanish speaking parents. / Families coming to the family resource evenings are better prepared to help their children. Spanish speaking families had a better knowledge of what was happening in the school and the district. / The family resource activities and resources were shared with families. The number of activities recorded with attendance and the number of materials checked out by families recorded. District wide documents were translated and then posted on the district
La Crosse / Purchased projectors that allowed teaching from online resources at middle school. / Allow teachers to use the web resources for classroom instruction. / Excellent teacher response at all schools.
Madison Metropolitan / The Adolescent Literacy Task Force called upon district teachers and support staff to address adolescent reading achievement by reviewing district data in response to AYP reading status; investigated interventions associated with positive results; articulated best practices through MMSD PD materials and learning opportunities; and made recommendations to district leadership for instructional designs that impact adolescent literacy learning. / Recommendations to district leadership at middle and high school for instructional and infrastructural designs to impact adolescent literacy learning, especially for struggling readers.. / District wide upgrade and consistent implementation of Read 180.
Manitowoc / Washington Junior High School continued individualized and small group academic support labs for struggling students. / We expected to see improved academic achievement and attendance. / 75.8% of students participating in the program received passing grades for all core classes. The average attending rate for the cohort was 91.5%.
Marinette / Title V goals were used to provide hands-on materials for the Everyday Math Program used in our elementary schools. We are continuing our efforts to make math instruction student centered and the additional support materials were able to help in that effort. We also have used the funds to provide hands on science materials at the middle and high school level to increase student involvement and bring about an inquiry based approach. / Test scores and common assessments will increase across the elementary grades as we continue to focus on student learning. We will be monitoring student growth over time. This also holds true with increased hands-on science activities. We will monitor student growth via WKCE and teacher created assessments. / We continue to see math scores rise at the elementary and middle school level. We have developed common assessments that provide information regarding student success and curriculum/instruction needs.
Menasha / Student agendas were purchased to organized students goals and preparation both in school and outside of school. This tool was also a parent-teacher communication tool. Most importantly it helped students set learning goals and prepare for assessments. / We expected students to be better prepared for and produce better learning results due to the increased communication between home and school and student and instructor. Organization and planning to accomplish learning practice and review for summative assessments will help students achieve at higher levels. / It is difficult to assess the actual outcome in a statistical way because we did not create a control group that would not have the organizational tool of an agenda. Informal feed back from teachers indicates that indeed student performance was improved though this organizational and communication tool.
Menomonie Area / Teachers attended professional development, professional learning community institutes and worked with consultants to develop response to intervention and professional learning communities at each building. We utilized the innovative strategies of William Dufour, Rebecca Dufour, and Robert Eaker. / Building administrators and staff continue to develop building implementation plans for Rti and professional learning communities. The SMART goals are measured by the % of student’s proficient and advanced. / 79-86% of all students grades 3-10, as measured by the WKCE, are proficient and advanced in reading. 67-78% of all students grades 3-10, as measured by the WKCE, are proficient and advanced in mathematics. Plans for Rti and the implementation of profession learning communities are ongoing.
Merrill Area / Title V-A was used as a staff development support to improve the use of technology to manage student achievement data. This staff development is to promote a data management system to better understand the needs of specific subgroups of students. / We are expecting to better understand how students in various subgroups, (low income students with disabilities and geometry) do on specific skills so that our energies can be more targeted. / Though the process is longer than one year, our district is closer to understanding the data system requirements needed to this work. We are now trying to locate additional resources to move closer to our goal.