Monitoring Report

End Statement 1.1 – 1.5

Think Critically1

Ethical Principles

Self-Motivation & Resourcefulness

Monitoring Report 1.1 – 1.5

Monitoring Report—End Statement 1.1 – 1.5

July 15, 2008

End Statement 1.0 Responsible Citizens

Douglas County School District students acquire the knowledge and abilities to be responsible

citizens who contribute to our society.

Interpretation April 2007

All public neighborhood, alternative, charter and options schools within the geographic

boundaries of Douglas County School District who are enrolled in grades preK-12 will acquire

the essentials skills (1.7) and core body of knowledge (1.8) so that they may consistently

demonstrate critical thinking, ethical decision making, resourcefulness and motivation,

application of learning, leadership and wellness to achieve a purpose or goal that positively

impacts our school environments, our local, national and international communities.

External Audit Recommendations February 2008

The following recommendations were developed from the Creating a Community of Responsible

Citizens

report submitted to the Board of Education in February 2008 under the auspices of

Cherokee Ranch and Castle Foundation and Dr. Richard Blanke, Dr. R. Bruce Hutton and Dr.

Donna Warner Wilson:

Responsible

is that quality that causes us to consistently deliver on our promises;

being dependable, reliable, and trustworthy; being the source or cause of

something. It is clearly a proactive work and implies we are called upon to

accomplish something, to create, or to build.

Citizen

is defined as a native or naturalized member of a state or nation (and now

Monitoring Report 1.1 – 1.5

Monitoring Report—End Statement 1.1 – 1.5

July 15, 2008

Revised interpretation July 2008

A Responsible Citizen is a person who acquires knowledge that allows him/her to understand the i

rights, privileges and duties awarded to him/her and the ways in which they may be fulfilled;

develops appropriate feelings and emotions with regard to the value of rights, responsibilities,

and duties afforded him/her; and behaves in a way that does not abuse the rights and privileges

while carrying out duties in a dependable, reliable, and trustworthy manner. (Blanke, Hutton, l

Wilson)

All public neighborhood, alternative, charter and option students within the authority of Douglas n

County School District will acquire the essential skills (1.7) and core body of knowledge (1.8) so

that they may consistently demonstrate critical thinking, ethical decision making, resourcefulness

and motivation, application of learning, leadership and wellness to achieve a purpose or goal

that positively impacts our school environments, our local, national and international

communities.

Figure 1

1.1 Critical Thinking and 1.2 Ethical Decisions are foundation components to achieving the

vision of Responsible Citizens.

The following monitoring report will be presented by each subend in sequential order. Within

each section, the interpretation will be shared followed by narrative and data. Data will be t

presented by data type (perception, process and student learning). The primary focus on this

report is subend 1.1, critical thinking, and it mirrors our district’s priorities during 2007-2008.

Subend 1.2, ethical principles, reflects recommendations and subsequent initial thinking for our

district’s plan to embed these principles into our social studies curriculum. Subends 1.3, 1.4 and

1.5 were not prioritized and data in these sections represent few changes from the previous

monitoring report submitted in April 2007.

Monitoring Report 1.1 – 1.5e

Monitoring Report—End Statement 1.1 – 1.5

July 15, 2008

1.1.

Students are able to think critically, using reason and logic when facing decisions about

what to believe or do. Students will:

1.1.1

Identify alternatives

1.1.2

Consider creative solutions

1.1.3

Marshal relevant evidence

1.1.4

Judge the credibility of sources

1.1.5

Analyze and synthesize credible evidence

1.1.6

Define terms in their appropriate context

1.1.7

Identify and evaluate assumptions, reasons and conclusions

1.1.8

Ask appropriate clarifying questions

1.1.9

Develop and defend a well reasoned position

1.1.10

Construct appropriate tests or experiments

1.1.11

Draw conclusions that are justified

Culture of Thinking Action Research Project

Learning from the Mountain Vista Feeder System pilot study on critical thinking that began in

earnest in the 2006-2007 school year, school teams embarked on an action research project that

required participation from all schools. The timeline below in Figure 2 highlights key events of

this system wide initiative. The action research was designed to intentionally build adult capacity

and understanding of critical thinking while simultaneously expecting transfer of knowledge into

classrooms to positively impact student learning via lesson study, assessment study or other v

activities.

Figure 2

Timeline of Key Events April 2007 - June 2008

Semestere

: School Leadership: principals, assistant principals and building

resource teachers

April 2007 Established System wide expectations for 2007-08

May-June Communicated Expectations and Readied the Learning Service Team

Kick Off Event: Michael Josephson on Character Development

August Key Shared Readings

September Conceptual Framework: Understandings, Skills, and Dispositions

(See: Appendix A)

October Conceptual Framework: Understandings, Skills, and Dispositions

November Action Research Expectations

December Development of Thinking Culture: Ron Ritchhart, Harvard University

Semester:

Action Research Team of certified staff in every school along with

principal, assistant principal, building resource teacher and learning services

January-June 2008 Action Research

Action Research Teams conducted lesson study, assessment

study or other activities embedding critical thinking

Feeder level capacity building and development of action plans

Monitoring Report 1.1 – 1.5

Monitoring Report—End Statement 1.1 – 1.5

July 15, 2008

Action Research Team Development and Expectations

In order to conduct research about the integration of critical thinking into instructional programs

and units, each school selected teams of teachers who agreed to collaboratively conduct a lesson

study, assessment study or other instructional activity to further their efforts in developing

thinking cultures within their classrooms. Day-to-day research of this nature is often referred to

as ‘action research’. These team members served as reflective practitioners and worked from the

premise that students do not need to become subject matter experts before they can start to learn

to think critically in a subject. These processes can proceed simultaneously, each complimenting

the other.

Using the DCSD Action Research Process flow chart shown in Figure 3, each team was asked to

develop a plan to support teacher learning about thinking cultures and making thinking visible in

classrooms, and a plan to support increased student learning as a result of the improved teaching

that the students experience. In some cases, these teams were existing groups of teachers and i

school leaders (i.e. the mathematics department or the school professional development

committee), and in other cases, these teams were organized specifically for this action research

work. In most cases, teams used district essential learnings in mathematics, science, reading or e

writing (in draft) to determine the focus of the content learning for their students.

At the beginning of this process, teams were asked to plan for the collection of perception,

process, and student learning data. Perception data included the completion of surveys regarding

thinking cultures. Students of participating teachers and teachers completed separate surveys.

Process data included the submission of two or three paragraphs describing the work of the lesson d t

study or assessment study process in each school. And finally, student learning data included

grades or proficiency levels those students earned within the specific lesson or assessment.

Following the identification of team members, and the planning for the action research that the

team would do, schools that chose to do a lesson study used lesson study protocols provided by

district staff or protocols already being used in their schools to conduct their research. Most

lesson study protocols include guidelines for collaboratively planning lessons, conducting peer

observations of colleagues teaching the lesson, and guiding questions for reflection and

debriefing. Teams that chose to do an assessment study revised or created an assessment that

included questions that required students to use thinking skills in responding to the items. These

assessment items move beyond asking students to recall facts into multiple step problems and

questions that ask students to describe their strategies and defend their answers

Monitoring Report 1.1 – 1.5s

Figure 3

Monitoring Report 1.1 – 1.5s

Monitoring Report—End Statement 1.1 – 1.5

July 15, 2008

Action Research Process Data

Percent of Schools Participating in Action Research

2008 2009 2010

n N % n N % n N %

Elementary 43 43 100.0

Middle 7 7 100.0

High 8 8 100.0

Options 5 5 100.0

Total 63 63 100.0

Number of Participating Staff Members

2008 2009 2010

n % n % n %

Elementary 280 8

Middle 94 3

High 110 3

Options 20 1

Total (N=3,361) 510 15

Estimated Number of Students Impacted

2008 2009 2010

n % n % n %

Elementary 6,440 12

Middle 2,350 5

High 1,275 3

Options 460 1

Total (N=51,946) 10,525 20

Percent of Lesson Study, Assessment Study or Other

N=137

2008 2009 2010

% % %

Lesson Study 65

Assessment Study 16

Other

Other consisted mostly of combined lesson/assessment studies

Monitoring Report 1.1 – 1.5

Monitoring Report—End Statement 1.1 – 1.5

July 15, 2008

Quantified Teacher Comments using Critical Thinking Skills Filter*

2008 2009 2010

Skill

n n n

1.1.1n

Consider creative solutions

1.1.2

Marshal relevant evidence

1.1.3

Identify alternatives

1.1.4

Judge the credibility of sources 3

1.1.5

Analyze and synthesize credible evidence 5

1.1.6

Define terms in their appropriate context 12

1.1.7

Identify and evaluate assumptions, reasons and conclusions 12

1.1.8

Ask appropriate clarifying questions 8

1.1.9

Develop and defend a well reasoned position 27

1.1.10

Construct appropriate tests or experiments 3

1.1.11

Draw conclusions that are justified 23

1.1.12

General Critical Thinking Comments 27

*These data were generated from utilizing a qualitative analysis coding technique matching participant

comments against preset criteria.

Selected Process Paragraphs e

(All school paragraphs are included as a separate attachment)

Elementary School

Assessment Study:

Our team decided to examine a current 6th grade mathematics assessment

from Connected Math (Appendix B). The specific unit of study focused on

decimals and percentages. Our objective with this assessment study was to a

embed more opportunities for the students to think critically. Additionally, we

were striving for the students to not only have more opportunities to think, but

to think at higher levels. Increasing the quality of experiences and number of

opportunities to think deeper was paramount. Within the pre existing

assessment were 4 completely rote computation problems. Our cadre kept the

computation problems in the assessment, but added the requirement of

choosing one problem, and asking them to write about how they would

explain the process of solving to another student who didn't understand how to

do the problem. In writing, they were to explain their reasoning to this student.

Finally, they were asked to consider if there were other ways to have solved

the problem. The word problems within the initial assessment were mediocre.

Our cadre chose to construct items that were connected to real life situations

that 6th graders could wrap their minds around. We wanted our students to

demonstrate that they could validate and support their thinking with strong

mathematical arguments. At the same time, we designed opportunities for the

class to extend what they may already have known by adding extra credit.

Monitoring Report 1.1 – 1.5

Monitoring Report—End Statement 1.1 – 1.5

July 15, 2008

Middle School

Lesson Study:

This year our critical thinking team agreed to do peer observations as a

component of our own lesson study. One team member hosted an internal lab, a

where other teachers in the building came to observe the thinking that students

do. As a result of this experience teachers get to see their classroom from an

outside perspective. Colleagues point out ways in which students were s

thinking critically. Colleagues also helped one another pointing out areas

where we can continue to challenge students in their critical thinking and

suggest possible next steps. These things include fostering an environment of

teamwork and respect through community building activities. We all try to

create a classroom where learning is a way of being for all of us, including

myself. Teachers are learners as much as students are. As a team we chose to

fully implement the thinking strategies into our everyday curriculum. We

wanted to really foster critical thinking with students by giving them multiple

opportunities to hold onto and share their thinking. This allowed for the v

students to feel part of a community of learners where modeling, sharing, and

reflecting on their thinking was valued everyday. Through the use of the

student interactive notebook and the 3 column thinking posters, students

developed the language of the thinking strategies via daily application within

the content of their science curriculum. The most beneficial part of the

Monitoring Report 1.1 – 1.5

Monitoring Report—End Statement 1.1 – 1.5

July 15, 2008

for Bill. 4) Express a point of view and defend it. Beginning, Partially

Proficient, Proficient, and Advanced exemplars have been provided. I noticed

by taking the time to help the students through the steps to achieve critical

thinking was crucial to success. The cadre looks forward to the progression of

critical thinking in our classrooms over time. Our results indicated a full

spectrum of student thinking. Some students were careful processors, while

others spent little time pondering and had little support for their claims.

eCIA Examples

In addition to reflective paragraphs, school teams were asked to upload examples of the lesson,

assessment or other activity used for the critical thinking action research into the district’s

CIA

guide. One assessment example is included in Appendix B showing the modifications that

teachers made to foster deeper thinking and more relevant learning than likely would have

occurred without participation in the action research project. This modification was described

above in the elementary reflective paragraph.

Examples will be scrutinized in Fall 2008 to determine their quality in relation to the culture of

thinking criteria to identify district level exemplars. Once exemplars are identified, they become

part of all schools

CIA guides. Developing exemplars to share throughout the district was one

of the intentional outcomes of this action research.

Action Research Perception Data

Data are baseline for comparison in the future.

Critical Thinking Action Research

Student

Survey Results*

%Agree/Strongly Agree (N = 3,161)

2008 2009 2010

Question

% % %

I have opportunities to ask questions and listen to my peers during my t

learning (1.8).

My teachers expect me to think rather than memorize (1.7, 1.10). 76

I learn more when teachers expect me to think about my learning. 79

I demonstrate my learning in a variety of ways (i.e. tests, projects, media

presentations) (1.1, 1.2, 1.9).

I used information from more than one source to better understand the o

concepts/skills I was learning (1.3, 1.4, 1.5). 79

I am expected to connect my learning to real world situations. 70

I am asked to learn about terms specific to this lesson, unit, or course (1.6). 76

*These questions were created by district experts in qualitative research design to use ‘kid friendly’

language and to align to the skills of critical thinking.

Monitoring Report 1.1 – 1.5

Monitoring Report—End Statement 1.1 – 1.5

July 15, 2008

Critical Thinking Action Research

Teacherl

Survey Results

%Agree/Strongly Agree (N = 152)

2008 2009 2010

Question

% % %

I have evidence that my students incorporated critical thinking as defined in

End Statement 1.0 throughout the lesson, unit of study, course or

assessment(s) used for this action research. 79

My students learned the content more deeply because I infused critical

thinking skills into the lesson, unit of study, course or assessment(s) used for

this action research.

I believe my students have acquired relevant essential learnings in the

content area as a result of this action research. 86

Action Research Student Learning Data

The critical thinking action research project afforded teachers the flexibility to submit a single a

grade or pre/post grades on an assignment, activity, assessment, performance, etc. As a result,

determining meaningful student learning outcome data for all student participants in a systemic

way was not possible for this action research. However, this action research was intended to be a

catalyst for embedding a culture of thinking into instructional and assessment practices. Our plan

is to embed critical thinking questions into our district-developed, common interim assessments.

These assessments are being developed in a coordinated effort with essential learning

development as described below.

Rationale and Process for Essential Learning and Interim Assessment Development

The need for consistency and coherence throughout DCSD schools, as well as the research

substantiating the need for a guaranteed and viable district curriculum, necessitated development

of essential learnings at the district level. Essential learnings development is imperative in our

system to ensure clear and consistent priorities and focus for teachers within the various content

areas, as well as to embed critical thinking skills. Essential learnings are the foundation for our

work with the processes of curriculum, instruction, and assessment.

Essential Learning Development Process

Study teams are convened to craft grade level essential learnings for each content area and grade

level using prior work started in Douglas County Schools. Facilitated by members of the

curriculum and instruction team, these study teams include K-12 teachers representing all grade

levels and feeder areas. After system feedback, essential learnings are disseminated and e

implemented. In order to guarantee the coherent curriculum, interim assessments are being

developed to measure student progress toward the essential learnings, and provide teachers with

useful information to modify instruction. In 2008-09, language arts and social studies essential

learnings will be finalized.

Monitoring Report 1.1 – 1.5

Monitoring Report—End Statement 1.1 – 1.5

July 15, 2008

Interim Assessment Development Process

These assessments use well-researched technical quality and processes for the

development/refinement of classroom-based assessments. These quality criteria include: 1) the

assessments reflect the standards and essential learnings; 2) student have the opportunity to learn

the content prior to being assessed; 3) the assessments are as free from bias as possible; 4) the

assessments are at the appropriate level; 5) the assessments are reliably scored; and 6) the

assessment mastery levels are appropriately set. One of the first steps in this process is to create

proficiency-level-descriptions that identify the knowledge and skills expected for varying degrees ns

of proficiency. Assessment items are then designed based upon the proficiency-level

descriptions, and loaded into the electronic interim assessment bank. See sample in Appendix C

During the item development, teachers are asked to consider critical thinking questions, as well as

others that align to ES 1.0. Please note assessment item samples in Appendix D. Obtaining

student performance on such items will provide a more direct means of ascertaining application

and proficiency with critical thinking skills.

The Student Achievement Review Process

After teachers have taught and assessed essential learnings within the content areas/courses, a

reviewing student achievement data is the next important phase. During this analysis process,

teachers will be asked to conduct assessment item analyses in order to obtain information about

the proficiency of students within specific concepts and/or skills. A similar process currently

exists for teachers to come together to check their inter-rater reliability. Such information is

imperative to informing instructors about the needs for differentiation and remediation. Using the i

Professional Learning Communities time as one approach, teachers will collaborate to discuss om

results and share learning strategies to increase success for all students.

Overall Perception Data

Survey questions were created and submitted to the system in 2007-08 to monitor progress

toward meeting subend 1.1 and are shown below.

District Survey Results

%Agree/Strongly Agree

2008 2009 2010

Parent (N = 2,961) Student (N = 8,034) Staff (N = 1,271)

% % %

Student I am able to defend my position when I make a decision. 82.7

Staff My students ask appropriate clarifying questions. 83.7

Staff My students draw conclusions that are justified. 85.0

Parent My student uses reason and logic when making decisions. 84.1

Parent

My student is good at identifying alternatives when trying to solve

problems.

75.1

Monitoring Report 1.1 – 1.5

Monitoring Report—End Statement 1.1 – 1.5

July 15, 2008

Targeted Actions for 2008-09 and Beyond

•

All district teachers will be engaged in Culture of Thinking practices that will be t

embedded at the classroom level.

•

Purposeful monitoring of embedded practices will occur through school improvement

planning, feeder system planning and/or direct inspection.

•

Continue working with Ron Ritchhart, Ph.D. to develop and enhance DCSD’s Culture of

Thinking to positively impact learning for all students

•

Continue development of essential learnings and interim assessments.

•

Identify exemplars from lesson plans, assessments or other activities that were submitted

from the 2007-2008 action research.

•

Continue deeper analyses of this action research at the feeder and school level.

Monitoring Report 1.1 – 1.5

Monitoring Report—End Statement 1.1 – 1.5

July 15, 2008

1.2 Students embrace universal ethical principles such as honesty, integrity and justice.

•

Students demonstrate behavior that respects the law.

•

Students demonstrate altruistic responsibility to their family, fellow citizens and

global community.

•

Students critically evaluate short and long term consequences when making

personal free-will choices.

Interpretation April 2007

Students will conduct themselves according to commonly agreed upon standards. Minimally,

these standards will include truthfulness, fairness and reasonable treatment of others. In

addition, students will take into account the rules that protect our rights inclusive of our district’s

code of conduct, Colorado and federal laws. Ultimately, our students will put the good of others

before self and will weigh the consequences of actions on others before taking action.

External Audit Recommendations February 2008

The following recommendations were developed from the Creating a Community of Responsible

Citizens

report submitted to the Board of Education in February 2008 under the auspices of

Cherokee Ranch and Castle Foundation and Dr. Richard Blanke, Dr. R. Bruce Hutton and Dr.

Donna Warner Wilson:

We think of ethical principles as applying to all persons regardless of geographic,

cultural, or social differences. Hence when we speak of universal ethical principles, we

mean principles of conduct that all people should follow.

There is a further ingredient in being an ethically responsible person and hence a

responsible citizen. There is more to being an ethical person than simply doing the right

thing and doing it for the right reason.

In other words, what should matter to us beyond doing “the right thing” is that we strive

to become good persons. The acquisition of various traits or character-both intellectual

and ethical-is critical to our becoming excellent as ethical agents.

Students must first be taught to understand the Concept of Justice and come to appreciate

why just acts are ethically right so that they start to voluntarily embrace the Principle of

Justice cognitively and practically and, therefore, over time become just people.

The set of ethical principles below are the rational foundation for our shared moral rules

and values. Thinking with and about them, using an organized decision-making model,

typically employed in professional ethics committees, offers an efficient educational

model that avoids the “values-list” approach.

Ethical Standards Condensed

No harm: mental, emotional, physical

Beneficence: help others; prevent others from being hurt; remove a harm

Utility: choose the action that maximizes the good and minimizes the bad

Justice: treat equal people equally and unequals unequally

Autonomy: permit others the freedom to make and exercise decisions

Personal/professional excellence: embody the ethical principles; model the principles

Monitoring Report 1.1 – 1.5

Monitoring Report—End Statement 1.1 – 1.5

July 15, 2008

Revised interpretation July 2008

Students will conduct themselves according to commonly agreed upon standards. Minimally,

these standards will include the ethical principles of:

No harm: mental, emotional, physical

Beneficence: help others; prevent others from being hurt; remove a harm

Utility: choose the action that maximizes the good and minimizes the bad

Justice: treat equal people equally and unequals unequally

Autonomy: permit others the freedom to make and exercise decisions

Personal/professional excellence: embody the ethical principles; model the

principles

Ultimately, our students will put the good of others before self and will consider the

consequences of their actions on others before taking action.

Phase 1 2007-2010

Developing Character to Support a Culture of Ethics

Character Counts

Positive Behavior Support

District Core Values

Process Data

100% of DCSD students are engaged in developing character ethics and are provided with

opportunities to learn critical concepts such as honesty, integrity and justice.

All schools have engaged in alignment efforts targeting the development of character ethics.

These traits, at times, overlap with the universal ethical principles. However, our auditing of the

system made it clear that character traits are not synonymous with ethical principles. Developing t

character traits provides a solid foundation upon which to engage in ethical decision-making.

Therefore, it is required that all staff regardless of job description model, teach and reinforce

agreed upon character traits. We have allowed for flexibility in this area aligned to researched-

based programming such as Character Counts, Positive Behavior Support and/or our District

identified core values.

Future monitoring reports will include actual student outcomes related to the development of

these ethical traits.

PBS School Data

2008 2009 2010

n % n % n %

Elementary (N = 48) 26 54

Middle (N = 9) 8 89

High (N = 9) 2 22

Options (N = 14) 2 14

Monitoring Report 1.1 – 1.5

Monitoring Report—End Statement 1.1 – 1.5

July 15, 2008

Phase 2 2008-2011

Recommendation: Embed within a specific curriculum.

Adopt a linked k-12 educational program of content and activities embedded within a specific

curriculum, with each school level a building block to the next-elementary school to middle

school to high school and from grade to grade. (Blanke, Hutton, Wilson)

Developing Ethics within the Social Studies curriculum

In 2008-09, social studies essential learning will be developed and the recommendation to embed

ethical principles will be implemented in a preK-12 continuum. Once essential learnings are

completed, then interim assessment will be developed. Items (questions) within these

curriculum-based, district-developed assessments will be able to discriminate the six ethical

principles at various benchmarks within the district. As the study team develops the essential

learnings and assessments, they will recommend the best approach for ensuring these principles

are not only embedded into the curriculum but also appropriately assessed to show student

proficiency.

Phase 3 2009-2012

Embedding the discipline of ethics within professional development and building adult capacity

throughout the system expanding beyond social studies.

Perception Data

District Survey Results

%Agree/Strongly Agree

2006 2007 2008

Parent (N = 2,961) Student (N = 8,034) Staff (N = 1,271)

% % %

Student

I am honest and try to do the right thing.

Student

I think about the good and bad consequences of my actions before I act.

Student

I consider the opinions of others when deciding what to do.

Student

In my experience, coaches and sponsors at my school promote good

character and ethical behavior.

Staff

Cheating is not an issue in my classroom.

Parent

My student places a high value on helping others.

Parent

This school helps my student understand ethical responsibility

Monitoring Report 1.1 – 1.5

Monitoring Report—End Statement 1.1 – 1.5

July 15, 2008

1.3 Students demonstrate the self motivation and resourcefulness to continue their learning.

Interpretation

I have interpreted

“self-motivation”

as an interest or enthusiasm for learning.

I have interpreted

“resourcefulness”

as the ability to carry out a plan.

I have interpreted

“continue learning”

as the use of knowledge and skills

beyond the daily lesson as well as into post secondary opportunities.

Perception Data

District Survey Results

%Agree/Strongly Agree

2006 2007 2008

Parent (N = 2,961) Student (N = 8,034) Staff (N = 1,271)

% % %

Student I am excited about learning

58 58 55

Senior I am proud of my successful completion of academic projects. - - 91

Senior I have the tools and skills I need to reach my goals. 79 85 96

Senior I have received academic guidance from my counselor. 68 73 83

Senior I have received personal guidance from my counselor. 60 65 68

Senior I have received college planning assistance from my counselor 66 73 86

Senior I have received career planning assistance from my counselor 53 57 74

Parent My student shows genuine enthusiasm for learning. 81 79 80

Profiles of Student Life Survey

DCSD 9

Grade (2006 N = 3,174; Nat’l N = 217,277)

Asset Nat’l District

2000 2001 2004 2006 2008

Achievement Motivation 68% 70% 69% 70%

School Engagement 61% 49% 47% 56%

Reading for Pleasure 23% 23% 24% 22%

Achievement Motivation—

Young person is motivated to do well in school

School Engagemento

—Young person is actively engaged in learning

Reading for Pleasurev

—Young person reads for pleasure three or more hours per weeks

DCSD Student Survey (Senior only)

My primary goal/plan for post high school

4 yr

College or

University

2 yr

College or

University

Career

Education

Military

Other

Schools

Work Other Year

2,477

72.9% 11.1 1.3% 2.0% 0.7% 1.7% 15.9% 2005-06

2,826

69.6% 11.4 1.3% 1.9% 0.7% 1.6% 13.3% 2006-07

3,014

67.8% 9.8 1.0% 1.9% 1.3% 1.1% 17.0% 2007-08

Monitoring Report 1.1 – 1.5

Monitoring Report—End Statement 1.1 – 1.5

July 15, 2008

PLAN Results (10

th R

grade students only)

My primary goal/plan for post high school

2 yr

Community

College

4 yr

College or

University

Graduate

Professional

Apprentice-

ship

Military

Technical

Vocational

school

Other Year

3,050

3% 45% 31% 1% 2% 2% 16% 2005-06

3,236

3% 44% 31% 1% 2% 2% 16% 2006-07

Monitoring Report 1.1 – 1.5

Monitoring Report—End Statement 1.1 – 1.5

July 15, 2008

1.4 Students apply what they have learned. They go beyond merely knowing to using their

knowledge and skills productively.

I have interpreted

“apply what they have learned. They go beyond merely e

knowing to using their knowledge and skills productively”l

to mean that our

students will put into action the information, ideas, truths and facts they have

acquired through the essential skills and core body of knowledge to do or create

something of positive value.

Perception Data

District Survey Results

%Agree/Strongly Agree

2006 2007 2008

Parent (N = 2,961) Student (N = 8,034) Staff (N = 1,271)

% % %

Student I can relate what I learn in school to the real world. 44 48 52

Student I use what I learn in school.

65 66 65

Senior

I feel ready for the real world in terms of my ability to learn on my own

outside of the classroom.

88 97

Parent This school adequately prepares students for future work 78 79 78

Process Data

Below are a few exemplars where schools have given students the opportunity to demonstrate

their application of knowledge using a variety of methods. As the district continues to meet the

needs of the 21t

century learner, student ownership and demonstration of learning is vital. In the

near future, we will expect all students to demonstrate their learning in a technologically rich era

and capture the learning via an electronic portfolio. That way evidence of learning will not only

be demonstrated but also captured for a student’s tenure in DCSD. These examples are a few of

the outstanding demonstrations of student learning in our schools.

IB Medal Program at Rock Ridge Elementary School

Students attending Rock Ridge Elementary School have the opportunity to earn an IB Medal by

demonstrating learning in traits of the learner profile. The following ten traits comprise the

learner profile: balanced, inquirer, principled, knowledgeable, communicator, open minded, risk-

taker, caring, thinker, and reflective. Students must present evidence of learning of the above

traits to a panel that then use a rubric to determine whether or not sufficient evidence was

provided to earn the medal. Students demonstrated learning in many ways including oral

presentation, visual presentation and written presentation.

Renaissance Elementary School Transition

Students in grades 3 and 6 are given the opportunity to reflect on and share their learning with an

audience outside of their parents and teachers. This showcase is an authentic opportunity for

students to use presentation and communication skills. Students gain a sense of pride and

accomplishment through this experience, and, through this process, students develop a deeper s

understanding of the Design Principle—responsibility for learning.

Monitoring Report 1.1 – 1.5

Monitoring Report—End Statement 1.1 – 1.5

July 15, 2008

Senior Boards at ThunderRidge High School

Seniors at ThunderRidge High School must provide a cumulative evaluation instrument to T

validate their ability to research from a variety of media, write an analytical paper, design and

complete a project, and teach others about the project in a formal presentation. The purpose of

the senior project is to five students a chance to choose an area of study, to combine different

disciplines, to explore new avenues in a productive manner, and, at the same time to help others

and contribute to the community. Each student is expected to address a challenging issue that

will stretch his/her intellectual and personal growth. The project should benefit the community or

give valuable insight to a field that the student may wish to pursue beyond high school.

Monitoring Report 1.1 – 1.5

Monitoring Report—End Statement 1.1 – 1.5

July 15, 2008

1.5 Students demonstrate leadership skills. They are influential in creating a vision of what

the future can be.

Interpretation

I have interpreted

“leadership skills”

as the ability to guide, direct or influence

others both in the school environment and in the local, national or international

community.

I have interpreted

“influential in creating a vision of what the future can be”

as bringing about a positive change in beliefs and/or actions in anticipation of

what is yet to come.

Perception Data

District Survey Results (Perception)

%Agree/Strongly Agree

2006 2007 2008

Parent (N = 2,961) Student (N = 8,034) Staff (N = 1,271)

% % %

Student I have the skills to influence others in a positive way.

Student I have the opportunity to develop leadership skills at school. 63 65 69

Parent My student has the opportunity to develop leadership skills at school. 71 78 67

Profiles of Student Life Survey

DCSD 9

Grade (2006 N = 3,174; Nat’l N = 217,277)

Asset Nat’l District

2000 2001 2004 2006 2008

Service to Others 51% 50% 51% 52%

Positive View of Future 74% 71% 72% 75%

Service to Others—

Young person serves in community one or more hours per week

Positive View of Personal Future

—Young person is optimistic about her or his personal future

Statement of Reasonableness:

The District has met or exceeded a reasonable interpretation of the Board’s expectation for

Subends 1.1 – 1.5.

Appendix A

Monitoring Report—End Statement 1.1 – 1.5

July 15, 2008

Appendix B

Monitoring Report—End Statement 1.1 – 1.5

July 15, 2008

Sample Elementary School Math Assessment

Solve the following computations. Show your work.

917

46.

b. 1

112

29.8

−

2.4

d. 2

8.0

Paul took a trip in May. The price of gasoline that he paid during his trip was

$1.50 per gallon. He filled his van four times over the trip. The amounts he i

bought were: 15.082 gallons, 15.784 gallons, 14.804 gallons, and 15.331 gallons.

How much gasoline did he buy on the trip?

b. m

What was his total cost for gasoline on the trip?

His odometer (measures distance traveled) read 23,451.1 miles when he p w

pulled out of his driveway and 24,809.4 miles when he returned. How many

miles did he travel on the trip?

If a toy store offers an additional 25% discount on board games that have already

been reduced by 30%, will the final cost be the same as a discount of 55% on the

Appendix B

Monitoring Report—End Statement 1.1 – 1.5

July 15, 2008

Suppose that your mom gives you $20 to go to the school supplies store. The t

state charges 6% sales tax on supplies. You need to buy the following items:

Pencils $1.29

Notebook binder $5.99

Paper $3.49

High-lighter pens $2.35

How much will the supplies cost? Show your work.

b. m

Will you have enough money left to buy your favorite lunch that costs $5.39?

Explain.

Ms. Sze is grading math tests. A Student’s work on a problem is given below:

04761

07.2

23.0

Is the student correct? Explain.

Write a complete fact family for each problem.

a. t

2.9

2.3

−

b. 2

12.

1.4

2.3

The weight of an object is affected by gravity. Something that weighs one pound

on Earth will weigh 1.08 times that on Saturn.

If a rock weight 3 pounds on Earth, what will it weigh on Saturn?

If a rock weighs 3.24 pounds on Saturn, what will it weigh on Earth?

Appendix B

Monitoring Report—End Statement 1.1 – 1.5

July 15, 2008

Sample Elementary School Math Assessment Modifications

Appendix C

Monitoring Report—End Statement 1.1 – 1.5

July 15, 2008

Algebra I—Proficiency Level Descriptor

Essential Learning:

Analyzes and represents quadratic equations to solve problems.

It is expected that these essential learnings be addressed within contexts that promote problem solving, reasoning, communications, making

connections (within and outside of mathematics), and designing and analyzing representations.

Beginning Progressing Proficient Advanced

Combines like terms

Factors using numeric GCF

Adds and subtracts single

variable polynomial expressions

Can factor out GCF

(variable/numeric) term

Given the graph of a quadratic

recognizes it is not linear, and

identifies x-intercepts as

solutions

Adds, subtracts, and multiplies t

single variable polynomial

expressions

Applies factoring techniques to e

quadratic expressions

Solves quadratics with rational

solutions, estimates

reasonableness of solutions, and

models real world phenomena

related to quadratic functions

Justifies solutions using multiple nd a

methods

Appendix D

Monitoring Report—End Statement 1.1 – 1.5

July 15, 2008

Lawn Services

Cost

of 60

services

($) 48

0 1 2 3 4 5 6 7

Hours worked

A) Find the equation of each line.

B) In the context of this problem interpret the meaning of the y-intercept of each line.

C) In the context of this problem interpret the meaning of the slope of each line.

D) Fill in the missing values in each table.

Company A Company B

Hours

worked

Cost Hours

worked

Cost

2 2

60 60

At the end of the work day, a representative of Company B presents you with an

invoice. It indicates that 6.5 hours of work was done and is asking for payment of

$66.00. Is the bill accurate? Explain why or why not?

F) If you thought it would take 2 hours to service your lawn, which company would

you hire. Explain you answer, and be specific.

G) If you thought it would take 5 hours to service your lawn, which company would

you hire. Explain you answer, and be specific.