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Our Vision:
All students graduate and are
prepared for a successful life.
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3.74%
3.75%
4.50%
7.20%
7.00%
0% 5% 10% 15% 20% 25%
2010-11
2009-10
2008-09
2007-08
2006-07
5 year overview of dropout rate
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Elementary Reading Scores
2009-10 to 2011-12Adjusted for new cut score
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2009-10 2010-11 2011-12
3rd Grade
4th Grade
5th Grade
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Reading Scores Grade 3
2009-10 to 2011-12Adjusted for cut score change in 2011-12
0%
20%
40%
60%
80%
100%
American
Indian
African
American
Hispanic White Special Ed ELL
2009-10
2010-11
2011-12
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Reading Scores Grade 5
2009-10 to 2011-12Adjusted for cut score change in 2011-12
0%
20%
40%
60%
80%
100%
American
Indian
African
American
Hispanic White Special Ed ELL
2009-10
2010-11
2011-12
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Secondary Reading Scores
2009-10 to 2011-12Adjusted for new cut score (except HS)
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2009-10 2010-11 2011-12
6th Grade
7th Grade
8th Grade
HS
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Reading Scores Grade 7
2009-10 to 2011-12Adjusted for cut score change in 2011-12
0%
20%
40%
60%
80%
100%
American
Indian
African
American
Hispanic White Special Ed ELL
2009-10
2010-11
2011-12
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Reading Scores Grade 10/11
2009-10 to 2011-12
0%
20%
40%
60%
80%
100%
American
Indian
African
American
Hispanic White Special Ed ELL
2009-10
2010-11
2011-12
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Elementary Math Scores
2009-10 to 2011-12Adjusted for new cut score
0%
20%
40%
60%
80%
100%
2009-10 2010-11 2011-12
3rd Grade
4th Grade
5th Grade
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Math Scores Grade 3
2009-10 to 2011-12Adjusted for the cut score change
0%
20%
40%
60%
80%
100%
American
Indian
African
American
Hispanic White Special Ed ELL
2009-10
2010-11
2011-12
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Math Scores Grade 5
2009-10 to 2011-12The cut score changed in 2010-11
0%
20%
40%
60%
80%
100%
American
Indian
African
American
Hispanic White Special Ed ELL
2009-10
2010-11
2011-12
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Secondary Math Scores
2009-10 to 2011-12Adjusted for new cut score (except HS)
0%
20%
40%
60%
80%
100%
2009-10 2010-11 2011-12
6th Grade
7th Grade
8th Grade
HS
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Math Scores Grade 7
2009-10 to 2011-12The cut score changed in 2010-11
0%
20%
40%
60%
80%
100%
American
Indian
African
American
Hispanic White Special Ed ELL
2009-10
2010-11
2011-12
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Math Scores Grade 10/11
2009-10 to 2011-12
0%
20%
40%
60%
80%
100%
American
Indian
African
American
Hispanic White Special Ed ELL
2009-10
2010-11
2011-12
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Percentage of ELL students by grade
2011-12
ES
76%
MS
13%
HS
11%
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Number of ELL students by level
2011-12
2%
3%
18%
3%
6%
35%
25%
18%
21%
56%
33%
18%
14%
40%
8%
0% 20% 40% 60% 80% 100%
Level 1 Level 2 Level 3 Level 4 Level 5
ES Students
5,683
MS Students1,007
HS Students
810
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Graduation Rates
4-Year cohort for ELL students (Spanish)
0%
20%
40%
60%
80%
100%
All Students ELL transition ELL previous ELL current
2008-09
2009-10
2010-11
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Graduation Rates
5-Year cohort for ELL students (Spanish)
0%
20%
40%
60%
80%
100%
All Students ELL transition ELL previous ELL current
2009-10
2010-11
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Third Party Validation
Literacy Squared Phase II: Oregon Replication Study
Technical Report 2009-12. Principal Investigator Kathy
Escamilla, Ph.D. University of Colorado, Boulder
Chalkboard Eco Northwest Analysis
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Third Party Validation
In 2009, thanks to the vision of Superintendent Sandy Husk and her cabinet, and to the desire of the many
principals and teachers in Salem to develop something innovative for their Spanish speaking emerging bilingual
children, the Literacy Squared Project at the University of Colorado, Boulder was invited to enter into a three-year
partnership with the district.
The partnership set out to implement and empirically examine an innovative biliteracy model known as "Literacy
Squared." This report represents the results of this three-year partnership and includes research on student
outcomes, teacher and administrator feed-back on the program and future goals and directions. As will be
reported on the following pages, this partnership has yielded positive benefits for teachers and researchers but
most importantly for children. In fact, results have been so promising that the partnership has been extended for
another two-years.
We at the University of Colorado could not be more excited about our work with Salem and feel that we have
positive momentum, positive student outcomes and a relationship that is mutually beneficial and will yield
positive outcomes for teachers and children in Salem in the future. Moreover, we feel confident that our work in
Salem has yielded implications for building a much needed set of 'best practices' for Spanish speaking emerging
bilingual children in Oregon and the U.S. It is axiomatic that building a set of best practices requires the collective
wisdom, experience and knowledge of researchers, policy makers, school leaders and classroom teachers and wefeel fortunate to have that dynamic at work in Salem.
Kathy Escamilla, Principal Investigator
Professor
University of Colorado, Boulder
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Third Party ValidationExcerpted from the Literacy Squared Phase II:
Oregon Replication Study Technical Report 2009-12
Principal Investigator Kathy Escamilla, Ph.D., University of Colorado, Boulder
0
10
20
30
40
50
60
70
80
90
2009-2010 2010-2011 2011-2012
OAKS % Meets or Exceeds- 3rd Grade Reading
OR-ALL
SK- ALL
OR-LEP
SK-LEP
SK Lit2
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Third Party ValidationExcerpted from the Literacy Squared Phase II:
Oregon Replication Study Technical Report 2009-12
Principal Investigator Kathy Escamilla, Ph.D., University of Colorado, Boulder
0
10
20
30
40
50
60
70
80
90
2009-2010 2010-2011 2011-2012
OAKS % Meets or Exceeds- 4th Grade Reading
OR-ALL
SK- ALL
OR-LEP
SK-LEP
SK Lit2
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Third Party ValidationExcerpted from the Literacy Squared Phase II:
Oregon Replication Study Technical Report 2009-12
Principal Investigator Kathy Escamilla, Ph.D., University of Colorado, Boulder
0
10
20
30
40
50
60
70
80
90
2009-2010 2010-2011 2011-2012
OAKS % Meets or Exceeds- 5th Grade Reading
OR-ALL
SK- ALL
OR-LEP
SK-LEP
SK-Lit2
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Third Party ValidationELL Analysis by the Chalkboard Project
Reading: Improvement in Meet/Exceed on OAKS
2010-2012 compared to 2007-2010
7.5%
11.5%
4.7% 5.0%
All Students ELL Students
SKSD
Data provided by EcoNorthwest
SKSDRest of StateAverage
Rest of StateAverage
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Third Party ValidationELL Analysis by the Chalkboard Project
Math: Improvement in Meet/Exceed on OAKS
2010-2012 compared to 2007-2010
22.2%
27.3%
12.3%14.2%
All Students ELL Students
SKSD
Data provided by EcoNorthwest
SKSDRest of StateAverage
Rest of StateAverage
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Third Party ValidationELL Analysis by the Chalkboard Project
Reading: Gap
2010-2012 compared to 2007-2010
50.3% 49.3%
40.7%
48.7%
SKSD Rest of State Average
2007-10 2010-12
Data provided by EcoNorthwest
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Third Party ValidationELL Analysis by the Chalkboard Project
Math: Gap
2010-2012 compared to 2007-2010
30.4%
34.3%
24.8%
32.2%
SKSD Rest of State Average
2007-10 2010-12
Data provided by EcoNorthwest
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Moving Forward
Continue Quality Instructors work.
Expand Evidence-Based Strategies.
Lead and participate in collaboration at theState and National levels.
More details provided at the December work
session.
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