Data: Union Middle School
Formal and informal data indicate that the collaborative model allows students and staff to achieve the five intended goals. Over the last four years, the number of RSP students included in an ELA and math classroom taught by a “highly-qualified” teacher teaching the appropriate grade-level standards using state adopted materials has increased from under 20% to upwards of 90%. The 10% not enrolled in a mainstream class includes those who are reading, writing or computing more than two grade levels below their current grade. The results of our efforts include a 65-point increase in our school’s API score in just two years. We have found the adage to be true: “as you push the top, you accelerate the bottom.” The rigor of teaching and learning has increased for ALL students, not just our lowest performing; all students benefit. As we continue to refine the services provided to struggling students, our “Students with Disabilities” (representing 10% of our student population) continue to show improvement on the CST ELA and Math assessments. Since 2006, the percentage of “Students with Disabilities” scoring Far Below Basic (FBB) or Below Basic (BB) is decreasing. Meanwhile, the percentage of the same group scoring Basic, Proficient, or Advanced is increasing. In addition to academic indicators, student attendance has increased over 1% (a significant increase at our school since the baseline was already so high) and discipline referrals have decreased by over 50% since fully implementing the Collaborative Approach with its flexible master schedule.
Last updated: 09/16/2010