[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-242860-105":53,"doc-detail-242860-en":127},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":120,"head_meta":122,"extra_data":124,"updated_unix":126},105,"en","columbia-valley-elementary-school-end-of-year-update-june-2023","Columbia Valley Elementary School - End-of-Year Update - June 2023","","Columbia Valley Elementary School’s End-of-Year Update (June 2023) summarizes student math performance and improvement efforts through the schoolwide SIP. Using 2021–22 i-Ready diagnostic data, the school identifies gaps in core mathematics instruction capacity and equitable support, especially for Hispanic/Latino students and students receiving special education services. Results show Hispanic/Latino proficiency rising from 30% to 35%, while special education proficiency falls from 28% to 22% but with higher growth percentiles. The update details evidence-based challenges and planned 2023–2024 adjustments, including increased guided PLC time and sustained productive struggle, student discourse, and data-aligned assessment scoring.",{"@graph":63,"@context":119},[64,80,102],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":11,"@type":70,"position":76},"https://docshare.wps.com/template/presentations/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/columbia-valley-elementary-school-end-of-year-update-june-2023/242860/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/columbia-valley-elementary-school-end-of-year-update-june-2023/242860.png","ImageObject",442,249,{"name":88,"@type":89},"Quinn Holloway","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-19","2026-09-12",true,{"@type":98,"interactionType":99,"userInteractionCount":101},"InteractionCounter",{"@type":100},"ViewAction",10,{"@type":103,"mainEntity":104},"FAQPage",[105,111,115],{"name":106,"@type":107,"acceptedAnswer":108},"What problem of practice does Columbia Valley Elementary identify for math instruction?","Question",{"text":109,"@type":110},"Principals, specialists, and teachers were still building capacity to deliver effective and equitable core mathematics instruction in general education settings.","Answer",{"name":112,"@type":107,"acceptedAnswer":113},"What progress did Hispanic/Latino students make on i-Ready math from Spring 2022 to Spring 2023?",{"text":114,"@type":110},"i-Ready math proficiency increased by 5 percentage points (30% to 35%), and the growth percentile rose from 77% to 96%.",{"name":116,"@type":107,"acceptedAnswer":117},"What adjustments are planned for the 2023-2024 academic year to improve success toward school goals?",{"text":118,"@type":110},"The school plans to dedicate more time to guided PLC collaboration, align teachers’ student growth goals with SIP goals, and use SIP goals, SGG goals, unit assessments, and i-Ready data to guide PLC and individual teacher meetings.","https://schema.org",{"og:url":78,"og:type":121,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":123,"canonical":78},"index,follow",{"doc_id":125,"site_id":56},242860,1791730612,{"code":4,"msg":5,"data":128},{"doc_id":125,"user_id":129,"nickname":88,"user_avatar":130,"doc_module":9,"category_id":8,"category_name":11,"doc_title":59,"doc_description":61,"doc_content":131,"file_id":132,"file_url":133,"file_type":134,"file_size":135,"view_count":101,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":76,"language":136,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":137,"faqs":138,"seo_title":139,"seo_description":61,"update_tm":140,"read_time":9},2336474466712,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Columbia Valley Elementary  \nEnd-of-Year Update  \nJune 2023  \nOur School Story  \n\n| Problem of Practice: According to 2021-22 spring iReady math diagnostic results, 39% of Columbia Valley students are performing at or above grade level. In addition, only 30% of our Hispanic/Latino students are performing at grade level in math using the same diagnostic, and only 28% of students receiving special education services are performing at grade level in math. Our problem of practice is that principals, specialists, and teachers are still developing their capacity to deliver effective and equitable core mathematics instruction for all students in the general education setting. |\n| --- |\n| Theory of Action: If we grow teacher capacity to identify and support productive struggle in an inclusive general education setting as a key component of effective and equitable math teaching practices, then we will ensure that all scholars are engaging and achieving at high rates as proficient mathematicians with the agency to participate in mathematics in personal and socially meaningful ways, and with the mathematical identity to see themselves as powerful and legitimate doers of mathematics as demonstrated by increased achievement on summative mathematics assessments. |\n| Math Goal(s): Columbia Valley will increase math proficiency by at least 13% in all domains for\u003Cbr>Hispanic/Latino students and students receiving special education services as measured by SBAC and iReady spring diagnostics. |\n\nPlease describe your results and progress this year in terms of goal achievement.  \nSpring 2022 i-Ready Math Results (Hispanic/ Latino)  \nSpring 2023 i-Ready Math Results (Hispanic/ Latino)  \nFor our Hispanic/ Latino population, from Spring 22’ to Spring ‘23 the i-Ready Math diagnostic showed an increase of 5% proficiency (from 30% to 35% proficient).  \nOur growth percentile for our Hispanic/ Latino students in math increased from 77% in ‘22 to 96% in ‘23.  \nSpring 2022 i-Ready Math Results (SpEd)  \nSpring 2023 i-Ready Math Results (SpEd  \nFor our students served in Special Education, from Spring 22’ to Spring ‘23 the i-Ready Math diagnostic showed a decrease of 6% proficiency (from 28% to 22% proficient).  \nAlthough we saw a decline, our growth percentile in math for students served in SpEd increased from 78% in‘22 to 88% in ‘23. We will need to continue to increase the trajectory of growth to over 100% in order to increase proficiency next year.  \nWhat challenges did you encounter this year with implementing evidence-based practices?  \nFor this 2022-23 school year, our leadership team selected productive struggle in the learning of mathematics for our school-wide evidence-based practice, specifically using tools (such as manipulatives) to make meaning of the math. One of the challenges we encountered was that the Illustrative Math curriculum does not have manipulatives embedded in the lessons at 4th and 5th to the same extent it does in the K-3 lessons. We know that our 4th and 5th grade teachers need additional support next year in normalizing the use of manipulatives and visual models in the math workshop.  \nAlso, implementation of Illustrative Math at 3rd, 4th, and 5th grades, assumes students have received Illustrative Math instruction for all grade levels prior, and we found that there was a steep learning curve for these students as they learned the specific routines and structures of math workshop that are taught in the curriculum at K, 1st, 2nd, and 3rd.  \nWhat adjustments and modifications need to be made in order to increase success toward achievement of school goals and its related supporting practices for the upcoming academic year (2023-2024)?  \nNext year, we are planning to dedicate more time to guided PLC collaboration. We also plan to align teachers’student growth goals with the SIP goals which has not been past practice. We will use the SIP goals, SGG goals, unit assessments, and iReady data to guide regular PLC and individual teacher meetings  \n","cbCainwYifTdK1Yn","https://ap.wps.com/l/cbCainwYifTdK1Yn","pdf",211161,"English","# Problem of Practice\n## Theory of Action\n## Math Goal(s)\n# Results and Progress\n## Spring 2022 vs Spring 2023 i-Ready Math Results (Hispanic/Latino)\n## Spring 2022 vs Spring 2023 i-Ready Math Results (Special Education)\n# Implementation Challenges\n# Planned Adjustments for 2023-2024\n# Additional Data Sources\n# Spreading, Scaling, and Sustaining Effective Practices","[{\"question\":\"What problem of practice does Columbia Valley Elementary identify for math instruction?\",\"answer\":\"Principals, specialists, and teachers were still building capacity to deliver effective and equitable core mathematics instruction in general education settings.\"},{\"question\":\"What progress did Hispanic/Latino students make on i-Ready math from Spring 2022 to Spring 2023?\",\"answer\":\"i-Ready math proficiency increased by 5 percentage points (30% to 35%), and the growth percentile rose from 77% to 96%.\"},{\"question\":\"What adjustments are planned for the 2023-2024 academic year to improve success toward school goals?\",\"answer\":\"The school plans to dedicate more time to guided PLC collaboration, align teachers’ student growth goals with SIP goals, and use SIP goals, SGG goals, unit assessments, and i-Ready data to guide PLC and individual teacher meetings.\"}]","Columbia Valley Elementary School - End-of-Year Update - June 2023 | PDF",1789195745]