3c: In annual surveys, Met the stated objective Measured by school-day teacher school-day teachers report survey results. For Cohort 9, that students who need to teachers reported that 35.0% of do so improve their BTB students who needed to do so behavior, are more improved their behavior, 44.4% motivated, and increase were more motivated to learn, and their ability to get along 25.0% increased their ability to get with others along with other students Cohort 10 Table Objective Objective Rating Methodology/Justification for Rating In annual surveys, daytime teachers report that at least half the BTB participants who needed to improve academically did improve academically 1b: BTB participants’ Met the stated objective Iowa Assessments from 2015 and literacy and math 2016 were analyzed. Between 2015 achievements increase over and 2016, proficiency percentages the year and summer as decreased for both BTB and measured by BTB and the students in Cohort 10. LEA, including quarterly However, proficiency percentages achievement related to decreased more drastically for standards. Participants students in both math and gain more than literacy, indicating BTB students in gained more in math and literacy literacy and math compared to non-BTB students. achievements. Participants BTB students in low-achieving in low-achieving subgroups subgroups gained more than gain more than students in low-achieving participants in those subgroups. 23.1% of low-achieving subgroups BTB students increased proficiency levels in literacy, compared to 18.5% of low-achieving non-BTB students. 20.5% of low-achieving BTB students increased proficiency levels in math, compared to 16.9% of low-achieving non-BTB students. 1c: For BTB Met the stated objective Iowa Assessment scores show with two years of Iowa 26.3% of BTB students with two Assessment scores, at least years of Iowa Assessment scores one fourth will increase increased their proficiency by the their proficiency category second year. by the second year.
3c: In annual surveys, school-day teachers report that students who need to do so improve their behavior, are more motivated, and increase their ability to get along with others Met the stated objective Measured by school-day teacher survey results. For Cohort 9, teachers reported that 35.0% of BTB students who needed to do so improved their behavior, 44.4% were more motivated to learn, and 25.0% increased their ability to get along with other students Cohort 10 Table Objective Objective Rating Methodology/Justification for Rating In annual surveys, daytime teachers report that at least half the BTB participants who needed to improve academically did improve academically 1b: BTB participants’ literacy and math achievements increase over the year and summer as measured by BTB and the LEA, including quarterly achievement related to standards. Participants gain more than in literacy and math achievements. Participants in low-achieving subgroups gain more than in those subgroups Met the stated objective Iowa Assessments from 2015 and 2016 were analyzed. Between 2015 and 2016, proficiency percentages decreased for both BTB and students in Cohort 10. However, proficiency percentages decreased more drastically for students in both math and literacy, indicating BTB students gained more in math and literacy compared to non-BTB students. BTB students in low-achieving subgroups gained more than students in low-achieving subgroups. 23.1% of low-achieving BTB students increased proficiency levels in literacy, compared to 18.5% of low-achieving non-BTB students. 20.5% of low-achieving BTB students increased proficiency levels in math, compared to 16.9% of low-achieving non-BTB students. 1c: For BTB participants with two years of Iowa Assessment scores, at least one fourth will increase their proficiency category by the second year. Met the stated objective Iowa Assessment scores show 26.3% of BTB students with two years of Iowa Assessment scores increased their proficiency by the second year.
SHIP-21st-CCLC-Local-Evaluation-Form-2015-2016_Edits2.20.docx